# APP END IX C SPRING THIRD-GRADE PAR ENT INTERVIEW

Ear ly Ch il dho od Long it ud in al Study, Ki nd er ga rten Cl a ss of 2010- 11 (E CL S-K: 2011) Sp ri ng Third -Grade N ati on al D ata Co llec ti on , Fourth -Grade R ecr u it men t, and Fifth- Grade Tracking
OMB C le a ra n ce P acka ge #1850 - 0750 v.1 5

### Section INQ [Int roduction]



# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 1 

## INQ005

QUE STION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES INQ090 

### 2 NO IN Q010 

### 3 YES, SAME PERSON BUT CHILD LIVES

ELSEWHERE NOW CMQ701 {In the fall of 2010/In the spring of 2011/In the fall of 2011/In the spring of 2012/In the fall of 2012/In the spring of 2013}, we spoke with {NAME OF RESPONDENT} who took part in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 on {DATE OF LAST INTERVIEW}. Am I talking to the same person? VERIFY NAME, AGE AND RELATIONSHIP WITH RESPONDENT: NAME: {FIRST NAME} {LAST NAME}. AGE: {APPROXIMATELY {UPDATED AGE FROM PRELOAD} YEARS OLD/UNKNOWN} RELATIONSHIP TO CHILD: {RELATIONSHIP TO CHILD/UNKNOWN}. ENTER “1” FOR YES EVEN IF THE AGE LISTED IS A YEAR OR TWO DIFFERENT FROM THE AGE OF THE RESPONDENT IF YOU HAVE CONFIRMED IT IS THE SAME PERSON.

ACCORDING TO THE PRELOAD, DISPLAY “In the fall of 2010” IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED PARENT INTERVIEW WAS IN THE FALL OF KINDERGARTEN. DISPLAY “In spring of 2011” IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED PARENT INTERVIEW WAS IN THE SPRING OF KINDERGARTEN. DISPLAY “In the fall of 2011” IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED PARENT INTERVIEW WAS IN THE FALL OF FIRST GRADE. DISPLAY “In the spring of 2012” IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF FIRST GRADE. DISPLAY "In the fall of 2012" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE FALL OF SECOND GRADE. DISPLAY "In the spring of 2013" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF SECOND GRADE. DISPLAY DATE OF MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW. DISPLAY THE NAME OF THE MONTH, NOT THE NUMBER OF THE MONTH, FOLLOWED BY THE DAY WITH THE APPROPRIATE LETTERS AT THE END TO GO WITH THE DATE, AND THEN THE YEAR (E.G., August 12th, 2005). FOR “NAME OF RESPONDENT” DISPLAY FIRST AND LAST NAME OF RESPONDENT FROM MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW FROM PRELOAD. FOR “FIRST NAME” AND “LAST NAME” DISPLAY MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED ROUND RESPONDENT’S FIRST AND LAST NAME FROM THE PRELOAD. IF AGE IS NOT ONE OF THESE MISSING VALUES (MISSING, REFUSED, OR DON'T KNOW), DISPLAY "APPROXIMATELY...OLD". FOR “UPDATED AGE FROM PRELOAD” DISPLAY AGE OF MOST RECENT ROUND RESPONDENT FROM PRELOAD. IF AGE IS MISSING, REFUSED, OR DON'T KNOW, DISPLAY "UNKNOWN." FOR “RELATIONSHIP TO CHILD” DISPLAY RELATIONSHIP OF RESPONDENT TO CHILD FROM PRELOAD. IF RELATIONSHIP IS MISSING, REFUSED, OR DON’T KNOW, DISPLAY “UNKNOWN”. FLAG THE RESPONDENT IN THE HOUSEHOLD ROSTER AND SET A FLAG CALLED "FLAGS.SAMERESP" THAT 

### Page 1 of 13 2013-06-24 09:48 Spring 2014 Parent Interview: ECLS-K:2011 :: INQEQUALS 1 IF INQ.005 = 1. REFUSED AND DON'T KNOW DISALLOWED 

## INQ010

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 AVAILABL E INQ005 

### 2 NOT AVAILABLE BUT WILL BE BEFORE END OF

FIELD PERIOD (CALLBACK APPT) CMQ702 

### 3 NOT AVAILABLE IN FIELD PERIOD INQ015 

### 4 CHILD LIVES ELSEWHERE CMQ701



### REFUSED INQ015 

### DON'T KNOW INQ015 May I p lease speak with {NAME OF PREVIOUS ROUND RESPONDENT}? NOTE: IF THIS PERSON ASKED FOR IN THIS QUESTION IS AVAILABLE AND YOU CAN SPEAK TO HIM/HER NOW, CODE “1”. IF YOU NEED TO CALL BACK AND THIS PERSON WILL BE AVAILABLE IN THE FIELD PERIOD, CODE “2”. IF THIS PERSON IS NOT AVAILABLE IN THE FIELD PERIOD BECAUSE HE/SHE IS AWAY OR DOES NOT CURRENTLY LIVE WITH THE CHILD IN THIS HOUSEHOLD, CODE “3” TO ASK FOR SOMEONE ELSE. IF THE CHILD DOES NOT LIVE THERE NOW, CODE “4” FOR “CHILD LIVES ELSEWHERE."

DISPLAY FIRST AND LAST NAME OF RESPONDENT FROM MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW FROM PRELOAD. IF INQ.010 = 1, HARD ERROR CHECK SHOULD READ: PLEASE GO BACK TO THE PREVIOUS QUESTION (INQ.005) TO VERIFY THE RESPONDENT. PRESS G TO GO BACK NOW. PRESS C TO CANCEL. 

## INQ015

QUESTION TEXT:

CODES 

### 1 YES INQ030 

### 2 NO IN Q020 Are you t he parent or guardian in this household who knows the most about {CHILD}'s care, education, and health? NOTE: TO ANSWER “1” FOR “YES”, THE PARENT OR GUARDIAN SHOULD LIVE IN THE SAME HOUSEHOLD AS THE CHILD FOR THE MAJORITY OF THE YEAR, HAVE JOINT CUSTODY OF THE CHILD, OR BE THE ADULT WHO SPENDS THE MOST TIME WITH THE CHILD WHEN THE CHILD IS NOT IN A GROUP HOME. IF YOU ARE NOT SPEAKING TO THIS PERSON NOW, CODE “2” FOR “NO.” IF THE CHILD DOES NOT LIVE THERE NOW, CODE “3” FOR “CH ILD LIVES ELSEWHERE.”



### Page 2 of 13 2013-06-24 09:48 Spring 2014 Parent Interview: ECLS-K:2011 :: INQ

### 3 CHILD LI VES ELSEWHERE CMQ701 

### REFUSED INQ020 

### DON'T KNOW INQ020


## INQ020

QUESTION TEXT:

CODES 

### 1 AVAILABL E INQ030 

### 2 NOT AVAILABLE BUT WILL BE BEFORE END OF

FIELD PERIOD (CALLBACK APPT.) CMQ702 

### 3 NOT AVAILABLE IN FIELD PERIOD INQ025 

### 4 NO PARENT OR GUARDIAN IN HH KNOWS

ABOUT CHILD INQ025 

### 5 CHILD LIVES ELSEWHERE CMQ701



### REFUSED INQ025 

### DON'T KNOW INQ025 May I p lease speak with the parent or guardian in the household who knows the most about {CHILD}'s care, education, and health? NOTE: THE PARENT OR GUARDIAN SHOULD LIVE IN THE SAME HOUSEHOLD AS THE CHILD FOR THE MAJORITY OF THE YEAR, HAVE JOINT CUSTODY OF THE CHILD, OR BE THE ADULT WHO SPENDS THE MOST TIME WI TH THE CHILD WHEN THE CHILD IS NOT IN A GROUP HOME. IF THIS PERSON IS AVAILABLE AND YOU CAN SPEAK T O HIM/HER NOW, CODE “1”. IF YOU NEED TO CALL BACK AND THE PARENT OR GUARDIAN WILL BE AVAILABLE IN THE FIELD PERIOD, CODE “2”. IF THE PARENT OR GUARDIAN IS NOT AVAILABLE IN THE FIELD PERIOD BECAUSE HE/SHE IS AWAY OR DOES NOT CURRENTLY LIVE WITH THE CHILD IN THIS HOUSEHOLD, CODE “3” TO ASK FOR SOMEONE ELSE. IF THERE IS NOT A PARENT OR GUARDIAN IN THE HOUSEHOLD WHO KNOWS THE MOST ABOUT THE CHILD’S CARE, EDUCATION, AND HEALTH, CODE “4”. IF THE CHILD DOES NOT LIVE THERE NOW, CODE “5” FOR “CHILD LIVES ELSEWHERE.”



## INQ025

QUESTION TEXT: May I p lease speak with a household member who is 18 or older and knows about {CHILD}'s care, education, and health?
NOTE: T HE RESPONDENT SHOULD LIVE IN THE SAME HOUSEHOLD AS THE CHILD FOR THE MAJORITY OF THE YEAR, HAVE JOINT CUSTODY OF THE CHILD, OR BE THE ADULT WHO SPENDS THE MOST TIME WITH THE CHILD WHEN THE CHILD IS NOT IN A GROUP HOME. IF THIS PERSON IS ON THE PHONE, CODE “1”. IF YOU NEED TO CALL BACK AND THIS PERSON WILL BE AVAILABLE IN THE FIELD PERIOD, CODE “2”. IF THIS PERSON IS NOT AVAILABLE IN THE FIELD PERIOD BECAUSE HE/SHE IS AWAY OR DOES NOT CURRENTLY LIVE 

### Page 3 of 13 2013-06-24 09:48 Spring 2014 Parent Interview: ECLS-K:2011 :: INQCODES



### 1 PERS ON ON PHONE INQ030 

### 2 NOT AVAILABLE BUT WILL BE BEFORE END OF

FIELD PERIOD (CALLBACK APPT.) CMQ702 

### 3 NOT AVAILABLE IN FIELD PERIOD CMQ703 

### 4 NO ADULT IN HH KNOWS ABOUT CHILD CMQ703 

### 5 CHILD LIVES ELSEWHERE CMQ701



### REFUSED CMQ703 

### DON'T KNOW CMQ703 WITH TH E CHILD IN THIS HOUSEHOLD, CODE “3”. IF THERE IS NOT AN ADULT IN THE HOUSEHOLD WHO KNOWS ABOUT THE CHILD’S CARE, EDUCATION, AND HEALTH, CODE “4”. IF THE CHILD DOES NOT LIVE THERE NOW, CODE “5” FOR “CHILD LIVES ELSEWHERE".



## INQ030

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: May I h ave your name please? SELECT NAME FROM LIST BELOW. IF THE NAME IS ON THE LIST OF HOUSEHOLD MEMBERS, ENTER THE NUMBER NEXT TO THE PERSON ON THE HOUSEHOLD ROSTER WHO WILL BE THE CURRENT ROUND RESPONDENT. SELECT THIS PERSON’S NAME EVEN IF THE AGE LISTED IS A YEAR OR TWO DIFFERENT FROM THE AGE OF THE RESPONDENT. VERIFY NAME, RELATIONSHIP, AND AGE WITH RESPONDENT. IF NAME NOT LISTED, ENTER 0.

CAPI INSTRUCTIONS: 1. DISPLAY ROSTER NUMBER, NAME, AGE, SEX, AND RELATIONSHIP OF HOUSEHOLD MEMBERS FROM THE MOST RECENT UPDATED HOUSEHOLD ROSTER FROM THE PRELOAD. AT THE TOP OF THE ROSTER, DISPLAY "0 NOT ON LIST." IF RELATIONSHIP OR AGE IS MISSING, REFUSED, OR DON'T KNOW, DISPLAY "UNKNOWN". IF AGE IS NOT MISSING, REFUSED, OR DON'T KNOW, NEXT TO AGE DISPLAY THE WORD “APPROXIMATELY”. IF THERE IS NOT A HOUSEHOLD ROSTER BECAUSE THERE IS ONLY FALL-FIRST GRADE DATA, SEE INSTRUCTION 2. 2. DISPLAY HOUSEHOLD MEMBERS 15 YEARS OR OLDER AS RESPONSE CATEGORIES (IN CASE OF RESPONDENT/INTERVIEWER ERROR EARLY IN THE INTERVIEW, INCLUDE THE RESPONDENT FROM THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW IN THIS DISPLAY EVEN THOUGH HE/SHE SHOULD HAVE BEEN SELECTED AT INQ.005). IN HOUSEHOLDS THAT ONLY HAVE FALL-FIRST GRADE DATA AND NO T FALL-K, SPRING-K, SPRING-FIRST GRADE, OR FALL-SECOND GRADE DATA, THE ONLY PERSON DISPLAYE D WILL BE THE RESPONDENT FROM FALL-FIRST GRADE BECAUSE HOUSEHOLD MATRIX QUESTIONS WERE NOT ASKED IN FALL-FIRST GRADE. IN HOUSEHOLDS THAT ONLY HAVE FALL-SECOND GRADE DATA AND NOT FALL-K, SPRING-K, FALL-FIRST GRADE, OR SPRING-FIRST GRADE DATA, THE ONLY PERSON D ISPLAYED WILL BE THE RESPONDENT FROM FALL-SECOND GRADE BECAUSE HOUSEHOLD MATRIX QUESTIONS WERE NOT ASKED IN FALL-SECOND GRADE. IN HOUSEHOLDS THAT ONLY HAVE BOTH FALLSECOND AND FALL-FIRST GRADE COMPLETED OR PARTIALLY COMPLETED INTERVIEWS AND NOT FALL-K, SPRING-K, OR SPRING-FIRST INTERVIEWS, THE ONLY PERSON DISPLAYED WILL BE THE RESPONDENT FROM 

### Page 4 of 13 2013-06-24 09:48 Spring 2014 Parent Interview: ECLS-K:2011 :: INQFALL-SEC OND BECAUSE THAT IS THE MOST RECENT PREVIOUS ROUND RESPONDENT. 3. IF THE RESPONDENT FROM THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW IS SELECTED AT THIS SCREEN (EVEN THOUGH HE/SHE SHOULD HAVE BEEN SELECTED AT INQ.005), SET "FLAGS.SAMERESP" =1 AND GO TO INQ.090. 4. IF ZERO IS ENTERED, GO TO INQ.060. ELSE, IF IT IS A NEW RESPONDENT WHO WAS ALREADY IN THE HOUSEHOLD MATRIX, GO TO INQ.080. 5. DISALLOW DK AND RF. 6. FLAG THE RESPONDENT. 

## INQ060

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 25 [May I have your name, please?]
ENTER THE RESPONDENT’S FIRST NAME. VERIFY SPELLING.

REFUSED AND DON'T KNOW DISALLOWED. 

## INQ070

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 25 [May I have your name, please?] ENTER THE RESPONDENT’S LAST NAME. VERIFY SPELLING.

REFUSED AND DON'T KNOW DISALLOWED. 

## INQ080

QUESTION TEXT: (As I m entioned earlier), you and {CHILD} were selected to take part in the Early Childhood Longitudinal Study Kindergar ten Class of 2010-2011, which is sponsored by the U.S. Department of Education, National Center for Education Statistics. I have some questions for you that ask about {CHILD}’s school and home experiences. The information I collect in this interview will be extremely valuable in understanding the development of children and how their school experiences can be improved. 

### Page 5 of 13 2013-06-24 09:48 Spring 2014 Parent Interview: ECLS-K:2011 :: INQCODES



### 1 CONTI NUE WITH RECORDING BOX1 

### 2 CONTINUE WITHOUT RECORDING INQ080B All respon ses that relate to or describe identifiable characteristics of individuals may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose, except as required by law. This call will be recorded for quality control purposes.



## INQ080B

QUESTION TEXT:

ENTER TEXT 

### Length 1 THIS IN TERVIEW IS NOT BEING RECORDED. IF NEEDED: That’s fine. This interview will not be recorded. PRESS 1 AND ENTER TO CONTINUE.



## BOX1

FOR NEW SPRING THIRD GRADE RESPONDENTS IN HOUSEHOLDS THAT HAD INQ DATA FROM A COMPLETE OR PART IALLY COMPLETE FALL-KINDERGARTEN, SPRING-KINDERGARTEN, FALL-FIRST GRADE, SPRING-FIRST GRADE, FALL-SECOND GRADE, OR SPRING-SECOND GRADE INTERVIEW, GO TO INQ130.



## INQ090

QUESTION TEXT: {In the fall of 2010/In the spring of 2011/In the fall of 2011/In the spring of 2012/In the fall of 2012/In the spring of 2013}, you took part in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011, which is sponsored by the U.S. Department of Education, National Center for Education Statistics. I have some questions for you that ask about {CHILD}’s school and home experiences since our last interview. The informatio n I collect in this interview will be extremely valuable in understanding the development of children 

### Page 6 of 13 2013-06-24 09:48 Spring 2014 Parent Interview: ECLS-K:2011 :: INQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 CONTINUE WITH RECORDING INQ130 

### 2 CONTINUE WITHOUT RECORDING INQ090B and how their school experiences can be improved. All responses that relate to or describe identifiable characteristics of individuals may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose, except as required by law. This call will be recorded for quality control purposes.

ACCORDING TO THE PRELOAD, DISPLAY “In the fall of 2010” IF THE LAST RECENTLY COMPLETED OR PARTIALLY COMPLETED PARENT INTERVIEW WAS IN THE FALL OF KINDERGARTEN. DISPLAY “In the spring of 2011” IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF KINDERGARTEN. DISPLAY “In the fall of 2011" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED PARENT INTERVIEW WAS IN THE FALL OF FIRST GRADE. DISPLAY "In the spring of 2012" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF FIRST GRADE. DISPLAY "In the fall of 2012" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE FALL OF SECOND GRADE. DISPLAY "In the spring of 2013" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF SECOND GRADE. 

## INQ090B

QUESTION TEXT:

ENTER TEXT 

### Length 1 THIS IN TERVIEW IS NOT BEING RECORDED. IF NEEDED: That’s fine. This interview will not be recorded. PRESS 1 AND ENTER TO CONTINUE.



## INQ130

QUESTION TEXT: Before w e begin the interview, I would like to verify some information. I have recorded {CHILD's FIRST, MIDDLE, AND LAST NAME} as {CHILD}'s full name. Is this correct? ALSO VERIFY SPELLING. MAKE CORRECTIONS TO NAME BELOW OR PRESS ENTER TO ACCEPT FIRST/MIDDLE/LAST NAME. IF NO MIDDLE NAME OR INITIAL, ENTER 'NMN'. Current Info: 

### Page 7 of 13 2013-06-24 09:48 Spring 2014 Parent Interview: ECLS-K:2011 :: INQPROGRAMMER INSTRUCTIONS:

ENTER TEXT 

### Length 25



### REFUSED DON'T KNOW [CHILD' S FIRST NAME] [CHILD'S MIDDLE NAME] [CHILD'S LAST NAME] FIRST NAME: [___________________] MIDDLE NAME: [___________________] LAST NAME: [___________________]

CAPI INSTRUCTION: REFUSED AND DON'T KNOW ALLOWED AT ALL FIELDS. HOWEVER, DO NOT ALLOW INTERVIEWER TO CHANGE 'REAL DATA' TO '8' (REFUSED) OR '9' (DON'T KNOW). DISALLOW 1-10 FOR THIS ITEM SO THE INTERVIEWER CAN NOT CHOOSE 1-10 AS AN ANSWER. CAPI INSTRUCTION: FOR CHILD'S FIRST, MIDDLE, AND LAST NAME, DISPLAY CHILD'S FULL NAME FROM PRELOAD. USE PRELOAD LENGTH FOR CHILD'S NAME. IF THE CHILD'S FIRST NAME IS CORRECTED HERE, USE CORRECTED FIRST NAME IN ALL QUESTIONS THAT FOLLOW. ANY CORRECTIONS TO THE FIRST OR LAST NAME SHOULD ALSO APPEAR AT THE TOP OF THE SCREEN IN ALL QUESTIONS THAT FOLLOW. 

## BOX2

IF PREVIO US ADDRESS IS IN THE PRELOAD, GO TO INQ.180. ELSE, IF PREVIOUS ADDRESS IS NOT IN THE PRELOAD, GO TO INQ.190.



## INQ180

QUESTION TEXT: I have r ecorded that {CHILD}'s home address is: STREET ADDRESS1: [___________________] STREET ADDRESS2: [___________________] CITY: [___________________] STATE: [___________________] ZIP: [___________________] Is this still correct?



### Page 8 of 13 2013-06-24 09:48 Spring 2014 Parent Interview: ECLS-K:2011 :: INQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES, CORRECT ADDRESS BOX3 

### 2 YES, SAME ADDRESS - MINOR CORRECTIONS INQ190 

### 3 NO, NEW ADDRESS INQ190



### REFUSED BOX3 

### DON'T KNOW BOX3
IN THE RESPONSE FIELD, DISPLAY CURRENT ADDRESS INFO FROM THE PRELOAD. IF REFUSED OR DON’T KNOW, GO TO BOX 3. 

## INQ190

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### REFUSED

DON' T KNOW {What is {CHILD}’s home address?} {MAKE CORRECTIONS TO ADDRESS BELOW.} {ENTER STATE ABBREVIATION BY USING LOOKUP FILE. TO ACTIVATE LOOKUP, BEGIN TO TYPE STATE NAME. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.} [STREET ADDRESS1] [STREET ADDRESS2] [CITY] [STATE] [ZIP] STREET ADDRESS1: [___________________] STREET ADDRESS2: [___________________] CITY: [___________________] STATE: [___________________] ZIP : [___________________]

IF THE HOME ADDRESS WAS NOT IN THE PRELOAD OR INQ.180 = 3, DISPLAY “What is...address?” ELSE, USE A NULL DISPLAY. IF INQ.180 = 2, DISPLAY “MAKE CORRECTIONS...BELOW.” ELSE, USE A NULL DISPLAY. IF INQ.180 = 2, PRELOADED ADDRESS FIELDS WILL BE AVAILABLE TO EDIT. IF INQ.180 = 3, CURRENT ADDRESS FIELDS WILL BE BLANK IN QUESTION PANE AND RESPONSE FIELDS. IF INQ.180=2, DISALLOW DK AND REF. ELSE, DK AND REF ALLOWED. REFUSED AND DON'T KNOW ALLOWED AT ALL FIELDS. DISPLAY "ENTER STATE ABBREVIATION BY USING LOOKUP FILE. TO ACTIVATE LOOKUP, BEGIN TO TYPE STATE NAME. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.” WHEN ON STATE ENTRY FIELD.


### Page 9 of 13 2013-06-24 09:48 Spring 2014 Parent Interview: ECLS-K:2011 :: INQDISPLAY CURRENT ADDRESS INFO IN THE RESPONSE FIELD IF PREVIOUS ADDRESS INFORMATION WAS IN PRELOAD. DISPLAY CURRENT ADDRESS INFO IN THE QUESTION PANE AND RESPONSE FIELD IF PREVIOUS ADDRESS INFORMATION WAS IN PRELOAD AND INQ180=2 . FOR THIS ITEM ONLY, DO NOT DISPLAY PUERTO RICO IN THE STATE LOOKUP FILE. 

## BOX3

IF TELEPH ONE NUMBER IS IN THE PRELOAD, GO TO INQ.200. ELSE, IF TELEPHONE NUMBER IS NOT IN THE PRELOAD, GO TO INQ.205.



## INQ200

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES, CO RRECT TELEPHONE NUMBER BOX4 

### 2 YES, SAME TELEPHONE NUMBER - MINOR

CORRECTIONS INQ205 

### 3 NO, NEW TELEPHONE NUMBER INQ205



### REFUSED BOX4 

### DON'T KNOW BOX4 I have r ecorded that {PHONE NUMBER} is {CHILD}'s family's current home phone number. Is this correct?

DISPLAY CURRENT PHONE NUMBER FROM PRELOAD. 

## INQ205

QUESTION TEXT: {What is {CHILD}'s family's current home phone number?} {MAKE CORRECTIONS TO TELEPHONE NUMBER BELOW.} IF NO TELEPHONE, ENTER '000'. [CURRENT TELEPHONE NUMBER] TELEPHONE NUMBER: [___________________]


### Page 10 of 13 2013-06-24 09:48 Spring 2014 Parent Interview: ECLS-K:2011 :: INQPROGRAMMER INSTRUCTIONS: 

### REFUSED DON'T KNOW IF TELEPHONE NUMBER WAS MISSING IN PRELOAD OR INQ.200 = 3, DISPLAY “What is...number?”. ELSE, USE A NULL DISPLAY. IF INQ.200 = 2, DISPLAY “MAKE...BELOW.” ELSE, USE A NULL DISPLAY. IF INQ.200 = 2, PRELOADED TELEPHONE NUMBER WILL BE AVAILABLE TO EDIT. IF INQ.200 = 3, TELEPHONE NUMBER FIELD WILL BE BLANK IN QUESTION PANE AND RESPONSE FIELDS. REFUSED AND DON'T KNOW ALLOWED AT ALL FIELDS. DISPLAY CURRENT TELEPHONE NUMBER IN THE QUESTION PANE AND RESPONSE FIELD IF PREVIOUS TELEPHONE NUMBER WAS IN THE PRELOAD AND INQ.200=2. 

## BOX4

IF THE P RELOAD SHOWS THAT INQ. 300 WAS ASKED IN THE SPRING OF SECOND GRADE, THE SPRING OF FIRST GRADE OR THE SPRING OF KINDERGARTEN, GO TO BOX 7. ELSE, GO TO INQ 300.



## INQ300

QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 YES BOX7 

### 2 NO INQ31 0



### REFUSED BOX7 

### DON'T KNOW BOX7 Next, I have a few questions about {CHILD}'s background. Was {CHILD} born in this country, that is, in any of the fifty states or the District of Columbia? HELP TEXT: Do not include US territories.



## INQ310

Page 11 of

13 2013-06-24 09:48 Spring 2014 Parent Interview: ECLS-K:2011 :: INQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 3



### REFUSED DON'T KNOW In what country or territory was {CHILD} born? TO ACTIVATE LOOKUP, BEGIN TO TYPE COUNTRY OR TERRITORY. IF COUNTRY IS NOT ON THE LIST, HIGHLIGHT ***NOT ON LIST*** IN THE LOOKUP FILE AND PRESS ENTER. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.

DISPLAY " ***NOT ON LIST*** " IN UNDERLINED TEXT. DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE CODES. IF COUNTRY 233 IS CHOSEN, DISPLAY “YOU HAVE SELECTED “UNITED ARAB EMIRATES” RATHER THAN THE “UNITED STATES.” IF THIS IS CORRECT, CONTINUE. OTHERWISE, IF THE CHILD WAS BORN IN THE UNITED STATES, BACK UP AND CHANGE THE ANSWER TO INQ300". 

## BOX5

IF INQ.31 0 = 0 (NOT ON LIST), CONTINUE WITH INQ.312OS. OTHERWISE, GO TO INQ.320.



## INQ312os

QUESTION TEXT:

ENTER TEXT 

### Length 25 What is {CHILD}'s country or territory of birth? SPECIFY COUNTRY



## INQ320

Page 12 of

13 2013-06-24 09:48 Spring 2014 Parent Interview: ECLS-K:2011 :: INQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 4



### REFUSED DON'T KNOW In what year did {CHILD} come to the United States to stay?

RANGE CHECK: THE YEAR CHILD CAME TO U.S. CANNOT BE EARLIER THAN CHILD'S YEAR OF BIRTH OR LATER THAN THE CURRENT YEAR. IF IT IS, DISPLAY ERROR MESSAGE: "THE YEAR ENTERED CANNOT BE A YEAR BEFORE THE CHILD WAS BORN OR A YEAR AFTER THE CURRENT YEAR. PLEASE VERIFY THE YEAR." 

## BOX6

IF INQ.31 0 = 90, 139, 179, 203, 235 (GUAM, MARIANA ISLAND, PUERTO RICO, SOLOMON ISLANDS, US VIRGIN ISLANDS), GO TO BOX 7. OTHERWISE, CONTINUE WITH INQ.330.



## INQ330

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW Is {CHI LD} a U.S. citizen?



## BOX7

GO TO S ECTION PIQ (PARENT'S INVOLVEMENT WITH CHILD'S SCHOOL).



### Page 13 of 13 2013-06-24 09:48 Spring 2014 Parent Interview: ECLS-K:2011 :: INQ

### Section PIQ [Pa rent's Involvement with Child's School]



# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 2 

## PIQ051

QUEST ION TEXT:

CODES 

### 1 A primar y factor in choosing where you live, 2 One of several factors, or 3 Not a factor in choosing where you live?

REFUSED DON'T KNOW Now, I' d like to ask you about {CHILD}'s school. To what extent did you or someone else in your household choose where to live so that {CHILD} could attend {his/her} current school? Would you say that {CHILD} being able to go to {his/her} current school was ... PROBE: “Choosing where to live” means moving to a particular neighborhood so that the child can go to the school that is assigned to that neighborhood.



## PIQ060

QUESTION TEXT:

CODES 

### 1 ASSIGNED PI Q120 

### 2 CHOSEN PIQ120 

### 3 ASSIGNED SCHOOL IS SCHOOL OF CHOICE PIQ120 

### 4 CHILD IS HOMESCHOOLED PIQ065



### REFUSED PIQ120 

### DON'T KNOW PIQ120 Is {CHI LD} attending {his/her} regularly assigned school or a school that you or someone else in your household chose?



## PIQ065 HELP AVAILABLE



### Page 1 of 1 0 2013-06-24 09:49 Spring 2014 Parent Interview: ECLS-K:2011 :: PIQQUESTION TEXT:

CODES 

### 1 YES 2 NO PIQ120



### REFUSED PIQ120 

### DON'T KNOW PIQ120 Does {CH ILD} attend a school? HELP TEXT: We are asking about attending a school because some children who are schooled at home also attend school for some classes.



## PIQ066

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 4 0



### Soft Range 1 to 30 

### REFUSED DON'T KNOW How many h ours each week does {CHILD} usually go to a school for instruction? Please do not include time spent in extracurricular activities. RECORD THE HOURS EACH WEEK IN WHOLE HOURS. |___|___| ENTER # OF HOURS

SOFT RANGE CHECK 1-30. HARD RANGE CHECK 0-40. 

## PIQ120

DISPLAY INSTRUCTIONS:

QUESTION TEXT: HELP AVAILABLE

DISPLAY "How far the respondent expects the child to go in school" IN BOLDED TEXT IN HELP TEXT ONLY. DISPLAY "expect" IN UNDERLINED TEXT.
How far in school do you expect {CHILD} to go? Would you say you expect {him/her} ... HELP TEXT How far the respondent expects the child to go in school: This question is about how far in school the respondent realistically expects the child to go, not how far the respondent hopes the child will go. If it is difficult to answer the question because the answer depends on many factors, ask for the best guess. 

### Page 2 of 10 2013-06-24 09:49 Spring 2014 Parent Interview: ECLS-K:2011 :: PIQCODES



### 1 To re ceive less than a high school diploma, 2 To graduate from high school, 3 To attend a vocational or technical school after

high school, 4 To attend two or more years of college, 5 To finish a four- or five-year college degree, 6 To earn a master's degree or equivalent, or 7 To finish a Ph.D., MD, or other advanced degree?

REFUSED DON'T KNOW



## BOX1

IF PIQ0 65=2, REF, DK (HOMESCHOOLED CHILD DOES NOT ATTEND SCHOOL OR ANSWERS REF/DK TO THAT QUESTION), GO TO BOX 3. ELSE, CONTINUE WITH PIQ127.



## PIQ127

DISPLAY INSTRUCTIONS:

QUESTION TEXT:

ENTER NUMBER 

### Range 0 to 5 0



### REFUSED DON'T KNOW DISPLAY “behavior” IN UNDERLINED TEXT. DISPLAY “his” AND “he” IF THE CHILD IS A BOY. ELSE, DISPLAY “her” AND “she”. IF GENDER IS MISSING, DISPLAY “he/she”.
Since th e beginning of this school year, how many times have any of {CHILD}’s teachers or {his/her} school contacted (you/any adult in your household) about any behavior problems {he/she} is having in school? ENTER NUMBER OF TIMES l__l__l TIMES



### Page 3 of 10 2013-06-24 09:49 Spring 2014 Parent Interview: ECLS-K:2011 :: PIQ

## PIQ128

DISPLA Y INSTRUCTIONS:

QUESTION TEXT:

ENTER NUMBER 

### Range 0 to 5 0



### REFUSED DON'T KNOW DISPLAY “school work” IN UNDERLINED TEXT. DISPLAY “he” IF THE CHILD IS A BOY. ELSE, DISPLAY “she”. IF GENDER IS MISSING, DISPLAY “he/she”. [Since the beginning of this school year, how many times have any of {CHILD}’s teachers or {his/her} school contacted (you/any adult in your household)] About any problems {he/she} is having with school work? ENTER NUMBER OF TIMES l__l__l TIMES



## PIQ129

QUESTION TEXT:

ENTER NUMBER 

### Range 0 to 5 0



### REFUSED DON'T KNOW [Since the beginning of this school year, how many times have any of {CHILD}’s teachers or {his/her} school contacted (you/any adult in your household)] About anything {CHILD} is doing particularly well or better in school? ENTER NUMBER OF TIMES l__l__l TIMES



## PIQ130

Page 4 of 1 0 2013-06-24 09:49 Spring 2014 Parent Interview: ECLS-K:2011 :: PIQQUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW Since th e beginning of this school year, have you or the other adults in your household attended an open house or a back-to-school night? NOTE: IF THE CHILD TRANSFERRED TO A NEW SCHOOL DURING THE SCHOOL YEAR, PLEASE ANSWER ALL QUESTIONS FOR THE CURRENT SCHOOL.



## PIQ140

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW [Since the beginning of this school year, have you or the other adults in your household...] Attended a meeting of a PTA, PTO, or Parent-Teacher Organization?



## PIQ150

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW [Since the beginning of this school year, have you or the other adults in your household...] Gone to a regularly-scheduled parent-teacher conference with {CHILD}'s teacher or meeting with {CHILD}'s teacher?



### Page 5 of 10 2013-06-24 09:49 Spring 2014 Parent Interview: ECLS-K:2011 :: PIQ

## PIQ160

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW [Since the beginning of this school year, have you or the other adults in your household...] Attended a school or class event, such as a play, sports event, or science fair?



## PIQ170

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW [Since the beginning of this school year, have you or the other adults in your household...] Served as a volunteer in {CHILD}’s classroom or elsewhere in the school?



## PIQ185

QUESTION TEXT: During t his school year, how many times have you or other adults in your household gone to meetings or participated in activities at {CHILD}'s school? |___|___|___| ENTER NUMBER



### Page 6 of 10 2013-06-24 09:49 Spring 2014 Parent Interview: ECLS-K:2011 :: PIQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 0 to 180



### REFUSED DON'T KNOW IF PIQ.130, PIQ.140, PIQ.150, PIQ.160 OR PIQ.170= 1, RANGE= 1 TO 180. ELSE, RANGE = 0 TO 180. IF PIQ.130, PIQ.140, PIQ.150, PIQ.160 OR PIQ.170 = 1 AND 0 IS ENTERED IN PIQ185, DISPLAY ERROR MESSAGE: “EARLIER RESPONSE INDICATES A PARENT ATTENDED AT LEAST ONE SCHOOL RELATED EVENT. PLEASE VERIFY THIS ENTRY. IF THE ENTRY IS CORRECT, SUPPRESS.” IF ENTRY GREATER THAN 180 IS ENTERED, DISPLAY ERROR MESSAGE: “A PARENT ATTENDING MORE THAN 180 EVENTS AT A SCHOOL IS HIGHLY UNLIKELY. PLEASE VERIFY THIS ENTRY. IF THE ENTRY IS CORRECT, SUPPRESS.”
RANGE: 0 TO 180. 

## PIQ190

QUESTION TEXT:

CODES 

### 1 Does thi s very well, 2 Just OK, or 3 Doesn't do this at all?

REFUSED DON'T KNOW For eac h of the following statements, please tell me how well {CHILD}'s school has done with each activity during this school year. The school lets you know between report cards how {CHILD} is doing in school. Would you say {CHILD}'s school...



## PIQ210

QUESTION TEXT:

CODES 

### 1 Does thi s very well, 2 Just OK, or 3 Doesn't do this at all? [For ea ch of the following statements, please tell me how well {CHILD}'s school has done with each activity during this school year.] The school makes you aware of chances to volunteer at the school. Would you say {CHILD}'s school...



### Page 7 of 10 2013-06-24 09:49 Spring 2014 Parent Interview: ECLS-K:2011 :: PIQ

### REFUSED DON' T KNOW


## PIQ300

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 80



### So ft Range 0 to 40 

### REFUSED DON'T KNOW About how many parents of children in {CHILD}'s class do you talk with regularly, either in person, on the phone, or by texting, e-mailing, or using a social networking site? ENTER NUMBER OF PARENTS. l__l__l NUMBER

SOFT RANGE: 0 TO 40. HARD RANGE: 0-80. 

## PIQ490

QUESTION TEXT:

CODES 

### 1 VERY SAT ISFIED 2 SOMEWHAT SATISFIED 3 SOMEWHAT DISSATISFIED 4 VERY DISSATISFIED

REFUSED DON'T KNOW Would y ou say that you are very satisfied, somewhat satisfied, somewhat dissatisfied, or very dissatisfied with the school {CHILD} attends this year?



## PIQ510

Page 8 of 10 2013-06-24 09:49 Spring 2014 Parent Interview: ECLS-K:2011 :: PIQQUESTION TEXT:

CODES 

### 1 Never, 2 Less than once a week, 3 1 to 2 times a week, 4 3 to 4 times a week, or 5 5 or more times a week?

REFUSED DON'T KNOW How often does {CHILD} do homework at home? Would you say... PROBE: This refers to homework assigned by the school and not extra work provided by the parent.



## BOX 2

IF PIQ.5 10 = 2, 3, 4 OR 5, GO TO PIQ.550. ELSE, GO TO BOX 3.



## PIQ550

QUESTION TEXT:

CODES 

### 1 NEVER 2 RAREL Y 3 SOMETIMES 4 ALWAYS

REFUSED DON'T KNOW How often do you check that {CHILD} has completed all homework? Would you say never, rarely, sometimes, or always?



## BOX 3

Page 9 of 10 2013-06-24 09:49 Spring 2014 Parent Interview: ECLS-K:2011 :: PIQGO TO S ECTION FSQ (FAMILY STRUCTURE).



### Page 10 of 10 2013-06-24 09:49 Spring 2014 Parent Interview: ECLS-K:2011 :: PIQ

### Section FSQ [Fami ly Structure]



# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 3 

## BOX 1

IF THE C ASE HAD COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL-KINDERGARTEN, SPRINGKINDERGARTEN, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE GO TO FSQ010. (NOTE: THIS DOES NOT INCLUDE CASES THAT ONLY HAVE FALL-FIRST, FALL-SECOND, OR SPRING-KINDERGARTEN WITH SPQ BUT NOT FSQ200 BECAUSE THOSE HAD NO HOUSEHOLD ROSTER INFORMATION COLLECTED). ELSE, IF THE CASE DID NOT HAVE COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE GO TO FSQ020. DEFINITION: COMPLETE FSQ DATA INDICATES ALL OF FSQ IN FALL-KINDERGARTEN OR SPRING-FIRST GRADE, OR FSQ DATA THROUGH FSQ200 IN SPRING KINDERGARTEN OR SPRING-SECOND GRADE.



## FSQ010

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES STILL HERE 

### 2 NO FSQ015 Now I h ave a few questions about your household. We have listed that (READ NAMES FROM MATRIX) lived in this household at the time of our last interview. As I read each person's name again, please tell me if he or she still lives in this household. Does {NAME} still live in this household?

1. DISPLAY 'still' IN UNDERLINED TEXT. 2. DISPLAY THE COMPLETED HOUSEHOLD MATRIX FROM THE MOST RECENT COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN FALL-K, SPRING K, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE THIS INCLUDES THE PERSON TYPE, FIRST NAME, LAST NAME, AGE, AND SEX COLUMNS. THESE COLUMNS SHOULD BE PROTECTED, THAT IS, INFORMATION CANNOT BE CHANGED. CHANGES MADE AT INQ.130 SHOULD SHOW UP ON THE MATRIX AT FSQ.010. CHANGES MADE AT INQ.060 and INQ.070 SHOULD BE REFLECTED IN THE FSQ.010 MATRIX. 2a. IF THE MOST RECENT INTERVIEW FOR THE RESPONDENT WAS ONE WITHOUT A COMPLETE FSQ SECTION (R4A INTERVIEW, R3A INTERVIEW OR R2 INTERVIEW WITH ONLY SPQ AND NOT A COMPLETE FSQ), DO THE FOLLOWING: i. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF THERE WAS A NEW RESPONDENT IN R4A AND 

### Page 1 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQTHE R5 R ESPONDENT IS THE SAME AS THE R4A RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE END OF THE H OUSEHOLD ROSTER AND DESIGNATE THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER SPOT. ii. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF THERE WAS A NEW RESPONDENT IN R3A AND THE R5 R ESPONDENT IS THE SAME AS THE R3A RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE END OF THE H OUSEHOLD ROSTER AND DESIGNATE THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER SPOT. iii. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF THERE WAS A NEW RESPONDENT IN THE PARTIALLY COMPLETE R2 INTERVIEW WITH ONLY SPQ AND THE R5 RESPONDENT IS THE SAME AS THE R2 RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE END OF THE HOUSEHOLD ROSTER AND DESIGNATE THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER SPOT. iv. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF (THE R5 RESPONDENT IS NOT THE SAME AS THE R4A RESPONDENT) AND THE R5 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD MEMBER FROM R1, R2, OR R3B IS SELECTED AT INQ030), THE R4A RESPONDENT SHOULD BE PLACED AT THE BOTTOM OF THE MATRIX AND THE R5 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN THEIR ROSTER SLOT. v. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF (THE R5 RESPONDENT IS NOT THE SAME AS THE R3A RESPONDENT) AND THE R5 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD MEMBER FROM R1 OR R2 IS SELECTED AT INQ030), THE R3A RESPONDENT SHOULD BE PLACED AT THE BOTTOM OF THE MATRIX AND THE R5 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN THEIR ROSTER SLOT. vi. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF (THE R5 RESPONDENT IS NOT THE SAME AS THE R2 RESPONDENT) AND THE R5 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD MEMBER FROM R1 IS SELECTED AT INQ030), THE R2 RESPONDENT SHOULD BE PLACED AT THE BOTTOM OF THE MATRIX AND THE NEW R5 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN THEIR ROSTER SLOT. vii. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF (THE R5 RESPONDENT IS NOT THE SAME AS THE R4A RESPONDENT) AND THE R5 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R4A RESPONDENT IS OVERWRITTEN BY THE R5 RESPONDENT. THE R5 RESPONDENT GETS PLACED AT THE END OF THE ROSTER AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT. viii. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF (THE R5 RESPONDENT IS NOT THE SAME AS THE R3A RESPONDENT) AND THE R5 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R3A RESPONDENT IS OVERWRITTEN BY THE R5 RESPONDENT. THE R5 RESPONDENT GETS PLACED AT THE END OF THE ROSTER AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT. ix. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF (THE R5 RESPONDENT IS NOT THE SAME AS THE R2 RESPONDENT) AND THE R5 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R2 RESPONDENT IS OVERWRITTEN BY THE R5 RESPONDENT. THE R5 RESPONDENT GETS PLACED AT THE END OF THE ROSTER AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT. 3. ADD AS THE 6TH COLUMN TO THE MATRIX, 'STILL HERE'. 4. THE CURSOR SHOULD START AT THE 'STILL HERE' COLUMN FOR THE FIRST PERSON LISTED IN THE MATRIX. 5. DISPLAY BRACKETS [ ] AROUND THE FIRST TWO PARAGRAPHS WHENEVER IN THE 'STILL HERE' COLUMN FOR SOMEONE OTHER THAN THE FIRST PERSON LISTED ON THE MATRIX. (THE FIRST TWO PARAGRAPHS SHOULD BE DISPLAYED WITHOUT THE BRACKETS WHEN YOU FIRST ARRIVE AT THIS QUESTION.)


### Page 2 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQ6. ADD AS THE 7TH COLUMN TO THE MATRIX, 'REASON LEFT’(FSQ.015). 7. IF THE 'STILL HERE' COLUMN IS CODED 'NO', THE CURSOR SHOULD MOVE RIGHT TO THE 'REASON LEFT' COLUMN. IF THE 'STILL HERE' IS CODED 'YES', THE CURSOR SHOULD MOVE TO THE 'STILL HERE' COLUMN FOR THE NEXT PERSON ON THE MATRIX (THE 'REASON LEFT' COLUMN DOES NOT NEED TO BE COMPLETED IN THIS INSTANCE). IF THERE IS NO ONE ELSE LEFT TO ASK ABOUT, THE CURSOR SHOULD GO TO FSQ020 AND THE NEXT BLANK LINE IN THE MATRIX. 8. ADD AS THE 8TH COLUMN TO THE MATRIX, 'REASON LEFT OTHER' (FSQ.015OS). 9. THE MATRIX CANNOT HAVE MORE THAN 25 ROW ENTRIES. 10. IF QUESTION IS ABOUT THE RESPONDENT AND INQ.030 NE 0 (RESPONDENT IS NOT A NEW HOUSEHOLD MEMBER) AND FSQ.010 = 2 (NOT IN HH), DISPLAY ERROR MESSAGE: "THIS PERSON CANNOT BE THE RESPONDENT AND NOT BE IN THE HOUSEHOLD." 

## FSQ015

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 SEPARAT ION OR DIVORCE 2 ATTENDING COLLEGE OR BOARDING SCHOOL 3 LIVING ELSEWHERE FOR EMPLOYMENT -

RELATED REASONS 4 DECEASED 5 MOVED ON/MOVED ELSEWHERE 6 ROSTER ERROR (PERSON SHOULD NOT BE

LISTED) 7 MOVED BACK WITH PARENT(S)/MOVED WITH

OTHER PARENT 8 IN JAIL OR PRISON 9 RESPONDENT MOVED OUT OF THIS PERSON'S

HOUSEHOLD 91 SOME OTHER REASON (SPECIFY)

REFUSED DON'T KNOW Why is {NAME} no longer living in this household?

1. DISPLAY THIS QUESTION WHENEVER IN THE 'REASON LEFT' COLUMN. 2. ONCE THIS ITEM IS CODED, THE CURSOR SHOULD MOVE TO THE 'STILL HERE' COLUMN FOR THE NEXT PERSON ON THE MATRIX. 3. HOWEVER, IF SOME OTHER REASON IS CODED, THEN FSQ015OS MUST FIRST BE COMPLETED BEFORE MOVING TO THE NEXT PERSON ON THE MATRIX. 

## FSQ015OS

Page 3 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 50 [Why is {NAME} no longer living in this household?]

_______________________________________ ENTER OTHER REASON

1. DISPLAY 'REASON LEFT OTHER' AS THE 8TH COLUMN IN THE MATRIX. 2. DISPLAY THIS QUESTION WHENEVER IN THE 'REASON LEFT OTHER' COLUMN. 3. THIS COLUMN ONLY NEEDS TO BE COMPLETED IF CODE 91 IS SELECTED AS A REASON IN THE 'REASON LEFT' COLUMN. 

## FSQ020

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 25 {Other than the people I just asked about, is there anyone else currently living in this household? For example, anyone w ho has moved in or any babies born since our last interview? Please tell me the names and ages of all the othe r people who normally live here. Please do not include anyone staying here temporarily who usually lives somewhere else.} {Now I have a few questions about your household. We have noted that you and {CHILD} currently live in this household. First I’d like to ask you some questions about yourself, then I’d like you to please tell me the names and ages of all the other people who normally live here. Please do not include anyone staying here temporarily who usually lives somewhere else.} {PROBE: Anyone else (living in this household)?} {ENTER FIRST NAME OF NEW HOUSEHOLD MEMBER OR PRESS ENTER IF MATRIX IS COMPLETE.} {YOU WILL NEED TO ENTER THE NAME, AGE, AND SEX OF EACH HOUSEHOLD MEMBER NAMED BEFORE LEAVING THE MATRIX.} {PRESS ENTER TO RECORD THE AGE AND SEX OF THE RESPONDENT OR PRESS THE DOWN ARROW KEY TO ADD A HOUSEHOLD MEMBER.}

1. DISPLAY THE HOUSEHOLD MATRIX (PERSON TYPE, FIRST NAME, LAST NAME, AGE, AND SEX COLUMNS.) 2. THE INTERVIEWER CAN ADD UP TO 25 ROW ENTRIES. 3. THE INTERVIEWER CAN MOVE ALL AROUND THE MATRIX USING THE ARROW KEYS (EXCEPT ON PROTECTED FIELDS). 4. IF, ACCORDING TO THE PRELOAD, A CASE HAS COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL K, SPRING K, SPRING-FIRST GRADE OR SPRING-SECOND GRADE: 

### Page 4 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQa. DISP LAY FIRST PARAGRAPH “Other...else.” WHEN YOU FIRST ARRIVE AT FSQ020. ALSO DISPLAY THIS PARAGRAPH IN BRACKETS [ ] WHENEVER YOU ARE IN THE FIRST NAME COLUMN FOR ANY PERSON OTHER THAN PERSON NUMBER 1 (THE RESPONDENT). b. DISPLAY ALL HOUSEHOLD MEMBERS AND ASSOCIATED INFORMATION AS COLLECTED IN THE MOST RECENT PARENT INTERVIEW (IN SPRING-SECOND GRADE, SPRING-FIRST GRADE, SPRING-KINDERGARTEN OR FALL-KIND ERGARTEN) INCLUDING PRELOADED GENDER AND AGE VARIABLES (FOR CHILD'S AGE, CALCULATE AGE FROM PRELOADED BIRTHDATE) OR VARIABLES UPDATED IN SPRING-THIRD GRADE INQ (INQ.060, INQ.070, INQ.130) FOR THE CHILD AND THE RESPONDENT. HOWEVER, DO NOT DISPLAY THE NAMES OF THOSE HH MEMBERS THAT WERE CODED '2' AT FSQ010 (NOT IN HH ANYMORE). IF THE MOST RECENT INTERVIEW FOR THE RESPONDENT WAS ONE WITHOUT A COMPLETE FSQ SECTION (R4A, R3A INTERVIEW OR R2 INTERVIEW WITH ONLY SPQ AND NOT A COMPLETE FSQ), BUT THE CASE HAD A COMPLETE FSQ SECTION FROM A PREVIOUS ROUND, USE THE SAME INSTRUCTIONS AS SHOWN IN FSQ010 2a AND COLLECT THE AGE AND SEX FOR THE RESPONDENT. c. ALL PREVIOUS HH MEMBER ROWS SHOULD BE PROTECTED. THE CURSOR SHOULD APPEAR ON THE FIRST BLANK FIRST NAME COLUMN. d. WHEN ON THE FIRST BLANK FIRST NAME COLUMN DISPLAY "PROBE: ... household", "ENTER FIRST...COMPLETE". e. WHEN ON THE SECOND BLANK FIRST NAME COLUMN, THE PROBE AND SCREEN INSTRUCTION CITED IN “d” ABOVE SHOULD ALSO CONTINUE TO BE DISPLAYED. 5. IF, ACCORDING TO THE PRELOAD, A CASE DID NOT HAVE COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL K, SPRING K, SPRING-FIRST GRADE OR SPRING-SECOND GRADE: a. DISPLAY THE SECOND PARAGRAPH “Now...else.” WHEN YOU FIRST ARRIVE AT FSQ020. ALSO DISPLAY THIS PARAGRAPH IN BRACKETS [ ] WHENEVER YOU ARE IN THE FIRST NAME COLUMN FOR ANY PERSON OTHER THAN PERSON NUMBER 1 (THE RESPONDENT). b. DISPLAY THE RESPONDENT'S FIRST AND LAST NAMES IN THE APPROPRIATE COLUMNS (COLLECTED AT INQ060 OR INQ070). DISPLAY 'RESPONDENT' IN THE FIRST COLUMN TO INDICATE THAT PERSON IS THE RESPONDENT. IF THE MOST RECENT INTERVIEW FOR A HOUSEHOLD DID NOT HAVE A COMPLETE FSQ SECTION, THE PREVIOUS ROUND RESPONDENT WILL BE IN THE FIRST ROW OF THE HOUSEHOLD MATRIX AND WE WILL COLLECT THAT PERSON’S AGE AND SEX. IF THE RESPONDENT CHANGES IN THE CURRENT ROUND, THE PREVIOUS ROUND RESPONDENT’S INFORMATION WILL BE OVERWRITTEN AND WE WILL COLLECT THAT PERSON’S AGE AND SEX. c. DISPLAY THE NAME OF THE FOCAL CHILD IN THE SECOND ROW OF THE FIRST AND LAST NAME COLUMNS (FROM INQ.130). DISPLAY 'C' IN THE FIRST COLUMN TO INDICATE THAT PERSON IS THE FOCAL CHILD. DISPLAY THE PRELOADED AGE AND SEX OF THE CHILD IN THE APPROPRIATE COLUMNS OF THE SECOND ROW. THIS ROW IS PROTECTED. d. DISPLAY "YOU WILL NEED...THE MATRIX." AND "PRESS ENTER TO...A HOUSEHOLD MEMBER" WHENEVER THE CURSOR IS POSITIONED IN THE FIRST NAME COLUMN FOR PERSON NUMBER 1. e. DISP LAY "ENTER FIRST NAME...IF MATRIX IS COMPLETE." WHENEVER THE CURSOR IS POSITIONED IN THE FIRST NA ME COLUMN FOR A ROW OTHER THAN PERSON NUMBER 1 (THE FIRST BLANK ROW AFTER CHILD). f. DISPLAY "PROBE:... household)?" WHENEVER THE CURSOR IS POSITIONED IN THE FIRST NAME COLUMN FOR SOMEONE OTHER THAN PERSON NUMBER 1 OR THE FIRST HOUSEHOLD MEMBER ADDED AFTER THE CHILD. 

## FSQ025
Page 5 of 30 20 13-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 25 ENTER LA ST NAME OF {NAME}.

DISPLAY THIS QUESTION WHEN THE CURSOR IS POSITIONED IN THE LAST NAME COLUMN OF THE HOUSEHOLD MATRIX. 

## FSQ030

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 12 0



### Soft Range 18 to 100 

### REFUSED DON'T KNOW How old {are you/is {NAME}}? ENTER AGE OF {NAME}. {ENTER ZERO IF PERSON’S AGE IS LESS THAN ONE YEAR.}

DISPLAY THIS QUESTION WHEN THE CURSOR IS POSITIONED IN THE AGE COLUMN OF THE HOUSEHOLD MATRIX. DISPLAY "are you" WHEN THE CURSOR IS POSITIONED IN THE AGE COLUMN FOR THE RESPONDENT'S ROW AND "is {NAME}" (DISPLAY THE APPROPRIATE FIRST NAME) WHEN THE CURSOR IS POSITIONED IN THE AGE COLUMN FOR SOMEONE OTHER THAN THE RESPONDENT'S ROW. DISPLAY “ENTER ZERO...ONE YEAR.” WHEN THE CURSOR IS POSITIONED IN THE AGE COLUMN FOR SOMEONE OTHER THAN THE RESPONDENT. SOFT RANGE FOR RESPONDENT’S AGE IS 18 TO 100. IF AGE IS OUTSIDE THIS RANGE, DISPLAY MESSAGE: “RESPONDENT’S AGE IS OUTSIDE THE RANGE OF 18 TO 100. PLEASE VERIFY BEFORE CONTINUING.” HARD RANGE FOR PERSONS OTHER THAN THE RESPONDENT IS: 0 to 120. 

## FSQ040

QUESTION TEXT: CODE IF O BVIOUS. OTHERWISE, ASK: {Are you/Is {NAME} male or female?} ENTER SEX OF {NAME}. 

### Page 6 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 MALE 2 FEMALE

REFUSED DON'T KNOW DISPLAY THIS QUESTION WHEN THE CURSOR IS POSITIONED IN THE SEX COLUMN. DISPLAY "Are you" WHEN THE CURSOR IS POSITIONED IN THE SEX COLUMN FOR THE RESPONDENT'S ROW AND "Is {NAME}" (DISPLAY THE APPROPRIATE FIRST NAME) WHEN THE CURSOR IS POSITIONED IN THE SEX COLUMN FOR SOMEONE OTHER THAN THE RESPONDENT'S ROW. 

## FSQ045

QUESTION TEXT:

ENTER TEXT 

### Length 1 CHECK HOUS EHOLD MATRIX. IF HOUSEHOLD MATRIX IS COMPLETE, PRESS 1 AND ENTER TO CONTINUE.



## FSQ060

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES FSQ020 

### 2 NO FS Q110



### REFUSED FSQ110 

### DON'T KNOW FSQ110 Have we missed anyone who usually lives here who is temporarily away from home or living in a dorm at school, or any babies or small children?

IF YES, DISPLAY "PLEASE RETURN TO MATRIX AND ENTER PERSON MISSED.” 

## FSQ110

QUESTION TEXT: Do you h ave a spouse or partner who lives in this household?



### Page 7 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES FSQ120 

### 2 NO Box 2



### REFUSED Box 2 

### DON'T KNOW Box 2 HARD CHECK: IF "1" IS ENTERED, MUST BE AT LEAST ONE PERSON BESIDES THE RESPONDENT AND CHILD THAT IS AT LEAST 16 YEARS OLD OR AGE UNKNOWN. IF NO OTHER MEMBER OF THE HOUSEHOLD MEETS THAT CRITERIA, DISPLAY ERROR MESSAGE: "NO HOUSEHOLD MEMBERS ARE AGE APPROPRIATE FOR SPOUSE. BACKUP AND ADD PERSON (IF PART OF HOUSEHOLD)." 

## FSQ120

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 {DISPLAY HH MEMBER NAME 1} 2 {DISPLAY HH MEMBER NAME 2} 3 {DISPLAY HH MEMBER NAME 3} 4 {DISPLAY HH MEMBER NAME 4} 5 {DISPLAY HH MEMBER NAME 5} 6 {DISPLAY HH MEMBER NAME 6} 7 {DISPLAY HH MEMBER NAME 7} 8 {DISPLAY HH MEMBER NAME 8}

REFUSED DON'T KNOW Who in the household is your spouse or partner? ENTER THE NUMBER NEXT TO THE NAME OF THE PERSON WHO IS {RESPONDENT}'S SPOUSE/PARTNER. IF NAME NOT LISTED, BACK UP AND ADD PERSON (IF PART OF HOUSEHOLD).

DISPLAY HOUSEHOLD MEMBERS OVER 16 YEARS OF AGE AS RESPONSE CATEGORY CHOICES. INCLUDE THOSE WITH REFUSED/DON'T KNOW ANSWERS FOR AGE AND DISPLAY "(AGE UNKNOWN)" NEXT TO THE NAME. (LINES FOR 8 HH MEMBERS ARE SHOWN BELOW, BUT UP TO 25 SHOULD BE DISPLAYED DEPENDING ON THE HOUSEHOLD). DO NOT DISPLAY THE NAMES OF HOUSEHOLD MEMBERS CODED AS NO LONGER LIVING IN THE HOUSEHOLD AT FSQ.010. DO NOT DISPLAY THE RESPONDENT’S NAME. FLAG PERSON SELECTED AT FSQ.120 AS “RESPONDENT’S SPOUSE/PARTNER”. DISPLAY THE RESPONDENT'S FIRST NAME FOR {RESPONDENT}. ALLOW FOR REFUSED OR DON'T KNOW ANSWERS. 

## BOX 2

Page 8 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQIF THE C ASE HAD COMPLETE FSQ DATA IN FALL K, SPRING K, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE AND THE RESPONDENT WAS IN THE HOUSEHOLD IN THE MOST RECENT INTERVIEW WITH FSQ DATA AND HAD ONE OF THE FOLLOWING RELATIONSHIPS TO THE CHILD IN THE MOST RECENT INTERVIEW WITH FSQ DATA: STEP OR FOSTER MOTHER OR FATHER, OTHER MALE OR FEMALE PARENT OR GUARDIAN, BOYFRIEND OR GIRLFRIEND OF PARENT, OTHER RELATIVE, OR NON-RELATIVE [(FSQ.140 = 3, 4, OR 5) OR (FSQ.150 = 3, 4, OR 5) OR (FSQ.130 = 5, 6, 12, OR 13)], GO TO FSQ.121. ELSE, GO TO BOX 2A.



## FSQ121

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW During o ur last interview with this household (or family), it was reported that you were {the girlfriend or female partner of {CHILD}’s parent or guardian/the boyfriend or male partner of {CHILD}’s parent or guardian/the female guardian of {CHILD}/the male guardian of {CHILD}/{CHILD}’s relative, but not a guardian/not related to {CHILD}/{CHILD}'s {RELATIONSHIP}}. Has there been a change in your relationship to {CHILD}? PROBE: For example, we mean changes in relationship such as becoming a step-parent, adoptive parent, or guardian of {CHILD}.

USE THE FOLLOWING DISPLAYS BASED ON PRELOAD INFORMATION FROM THE MOST RECENT COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL K, SPRING K, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE: IF FSQ.130 = 5 OR FSQ.180 = 1, DISPLAY “the girlfriend or female partner of {CHILD}’s parent or guardian”. ELSE, IF FSQ.130 = 6 OR FSQ.180 = 2, DISPLAY “the boyfriend or male partner of {CHILD}’s parent or guardian”. ELSE, IF FSQ.180 = 3, DISPLAY “the female guardian of {CHILD}.” ELSE, IF FSQ.180 = 4, DISPLAY “the male guardian of {CHILD}.” ELSE, IF FSQ.130 = 12, DISPLAY "{CHILD}’s relative, but not a guardian”. ELSE, IF FSQ.1 30 = 13, DISPLAY “not related to {CHILD}”. ELSE, USE THE DISPLAY FOR “{CHILD}'s {RELATIONSHIP}” AND DO THE F OLLOWING: IF FSQ.140 = 3, DISPLAY “stepmother”. IF FSQ.140 = 4, DISPLAY “foster mother or female gu ardian”. IF FSQ.140 = 5, DISPLAY “other female parent or guardian”. IF FSQ.150 = 3, DISPLAY “stepfather”. IF FSQ.150 = 4, DISPLAY “foster father or male guardian”. IF FSQ.150 = 5, DISPLAY “other male parent or guardian”. 

## BOX 2A

IF THE C ASE HAD COMPLETE FSQ DATA IN FALL K, SPRING K, SPRING-FIRST GRADE OR SPRING-SECOND 

### Page 9 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQGRADE A ND THE CURRENT SPOUSE OR PARTNER WAS IN THE HOUSEHOLD IN THE MOST RECENT INTERVIEW WITH COMPLETE FSQ DATA AND HAD ONE OF THE FOLLOWING RELATIONSHIPS TO THE CHILD IN THE MOST RECENT FSQ DATA: STEP OR FOSTER MOTHER/FATHER, BOYFRIEND/GIRLFRIEND OF PARENT, OTHER RELATIVE, OR NON-RELATIVE [(FSQ.140 = 3, 4, OR 5) OR (FSQ.150 = 3, 4, OR 5) OR (FSQ.130 = 5, 6, 12, OR 13)], GO TO FSQ.122. ELSE, GO TO BOX 3.



## FSQ122

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW During o ur last interview with this household (or family), it was reported that {NAME OF SPOUSE/PARTNER} was {the girlfriend or female partner of {CHILD}’s parent or guardian/the boyfriend or male partner of {CHILD}’s parent or guardian/{CHILD}’s relative, but not a guardian/ the female guardian of {CHILD}/the male guardian of {CHILD}/not related to {CHILD}/{CHILD}'s {RELATIONSHIP}}. Has there been a change in the relationship of {NAME OF SPOUSE/PARTNER} to {CHILD}? IF THE RESPONDENT SAYS THAT THE PERSON SHOWN IN THIS QUESTION IS NOT HIS/HER CURRENT SPOUSE/PARTNER, BACK UP TO FSQ120 AND ASK WHO THE SPOUSE/PARTNER IS. PROBE: For example, we mean changes in relationship such as becoming a step-parent, adoptive parent, or guardian of {CHILD}.

USE THE FOLLOWING DISPLAYS BASED ON PRELOAD INFORMATION FROM THE MOST RECENT COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL K, SPRING K, SPRING-FIRST GRADE , OR SPRING-SECOND GRADE: IF FSQ.130 = 5 OR FSQ.180 = 1, DISPLAY “the girlfriend or female partner of {CHILD}’s parent or guardian”. ELSE, IF FSQ.130 = 6 OR FSQ.180 = 2, DISPLAY “the boyfriend or male partner of {CHILD}’s parent or guardian”. ELSE, IF FSQ.180 = 3, DISPLAY “the female guardian of {CHILD}.” ELSE, IF FSQ.180 = 4, DISPLAY “the male guardian of {CHILD}.” ELSE, IF FSQ.130 = 12, DISPLAY {CHILD}’s relative, but not a guardian”. ELSE, IF FSQ.130 = 13, DISPLAY “not related to {CHILD}”. ELSE, USE THE DISPLAY FOR “{CHILD}'s {RELATIONSHIP}” AND DO THE F OLLOWING: IF FSQ.140 = 3, DISPLAY “stepmother”. IF FSQ.140 = 4, DISPLAY “foster mother or female gu ardian”. IF FSQ.140 = 5, DISPLAY “other female parent or guardian”. IF FSQ.150 = 3, DISPLAY “stepfather”. IF FSQ.150 = 4, DISPLAY “foster father or male guardian”. IF FSQ.150 = 5, DISPLAY “other male parent or guardian”. 

## BOX 3

IF IT IS [ A CASE THAT HAD COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE AND ((THERE WERE NEW HOUSEHOLD MEMBERS ADDED TO FSQ.020 IN THE CURRENT INTERVIEW) OR (THE RESPONDENT OR 

### Page 10 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQSPOUSE/PA RTNER HAS A NEW RELATIONSHIP TO THE CHILD (FSQ.121 = 1 OR FSQ.122 = 1)))] OR (A CASE WITHOUT COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE INTERVIEW), GO TO LOOP1. ELSE, GO TO BOX 4A. LOOP 1 IF A CASE WITHOUT COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE INTERVIEW ASK FSQ.130 - FSQ.180 FOR EACH PERSON ENUMERATED ON THE HOUSE HOLD MATRIX (AT FSQ.020) WHO IS NOT THE FOCAL CHILD. ELSE, IF IT IS A CASE THAT HAD COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE INTERVIEW, ASK FSQ.130 - FSQ.180 FOR [(EACH NEW PERSON ENUMERATED ON THE HOUSEHOLD MATRIX (AT FSQ.020) WHO IS NOT THE FOCAL CHILD) AND (EACH OLD PERSON WHO HAS A NEW RELATIONSHIP TO THE CHILD (FSQ.121 = 1 OR FSQ.122 = 1 FOR THAT PERSON))].



## FSQ130

QUESTION TEXT: HELP AVAILABLE

What is {your/{NAME}'s} relationship to {CHILD}? {CODE RELATIONSHIP OF NEW HOUSEHOLD MEMBERS ONLY.} HELP TEXT: Mother/Female Guardian: The female primarily responsible for the child. Includes birth or biological mothers, adoptive, step, foster, and other mothers, as well as legal female guardians. Father/Male Guardian: The male primarily responsible for the child. Includes birth or biological fathers, adoptive, step, foster, and other fathers, as well as legal male guardians. Sister: Include biological (full, half), adoptive, step, and foster sisters. Brother: Include biological (full, half), adoptive, step, and foster brothers. Girlfriend or Female Partner of CHILD's Parent/Guardian: The female who has a "partner-like" relationship with one of the child's parents or guardians. "Living as married" is another way of describing the relationship. Boyfriend or Male Partner of CHILD's Parent/Guardian: The male who has a "partner-like" relationship with one of the child's parents or guardians. "Living as married" is another way of describing the relationship. Grandmother: The female parent of the child's biological or adoptive mother or father. In the case of a step-grandmother, code the relationship as you would a grandmother (code 7). For this survey, we code that person as a grandparent because we don’t distinguish between biological, adoptive, or step grandparents. Grandfather: The male parent of the child's biological or adoptive mother or father.


### Page 11 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 MOTHER/FEMALE GUARDIAN FSQ140 

### 2 FATHER/MALE GUARDIAN FSQ150 

### 3 SISTER FSQ160 

### 4 BROTHER FSQ170 

### 5 GIRLFRIEND OR FEMALE PARTNER OF {CHILD}'S

PARENT/GUARDIAN BOX 4 

### 6 BOYFRIEND OR MALE PARTNER OF {CHILD}'S

PARENT/GUARDIAN BOX 4 

### 7 GRANDMOTHER BOX 4 

### 8 GRANDFATHER BOX 4 

### 9 AUNT BOX 4 

### 10 UNCLE BOX 4 

### 11 COUSIN BOX 4 

### 12 OTHER RELATIVE BOX 4 

### 13 OTHER NON-RELATIVE FSQ180 In the case of a step-grandfather, code the relationship as you would a grandfather (code 8). For this survey, we code that person as a grandparent because we don’t distinguish between biological, adoptive, or step grandparents. Aunt: The sister of the child's biological or adoptive mother or father or the wife of the child's uncle. Uncle: The brother of the child's biological or adoptive mother or father or the husband of the child's aunt. Cousin: A child of the focal child's uncle, aunt, or cousin. Other Relative: Refers to relationships that aren't specifically listed, such as great grandmother, great grandfather, niece, or nephew. In the case of a step-grandparent, code the relationship as you would a grandparent (code 7 for grandmother, code 8 for grandfather). Other Non-relative: Refers to the relationship between two people when there is no family relationship through blood, marriage, adoption, or partnership (i.e., living together as married). It also refers to more ambiguous relationships that exist where there are two people living together as married and they have children. For example, the child's father and the father's girlfriend (who is not the child's mother) live together as married and the girlfriend's daughter lives with them. The relationship of the girlfriend's daughter to the child would be siblings if they were married, but since the father and the girlfriend are not married, the daughter is an "other non-relative." If the "other non-relative" is coded, you will receive a list of other codes to use if they are more descriptive than "other non-relative."

DISPLAY “Mother/Female Guardian:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Father /Male Guardian:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Sister:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “ Brother” IN THE HELP TEXT IN BOLD TEXT DISPLAY “Girlfriend or Female Partner of CHILD's Parent/Guardian” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “ Boyfriend or Male Partner of CHILD's Parent/Guardian” IN THE HELP TEXT IN BOLD TEXT. 

### Page 12 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQDISPLAY “Grandmother” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Grandfather” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “ Aunt” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Uncle” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Cousin” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Other Relative" IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Other Non-Relative" IN THE HELP TEXT IN BOLD TEXT. REFUSED AND DON’T KNOW ARE DISALLOWED FOR FSQ130. 1. IF, A CCORDING TO THE PRELOAD, A CASE HAD COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL K, SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE OR ALL: a. DO NOT DISPLAY THE NAMES OF HH MEMBERS NOT LIVING IN THE HOUSEHOLD (CODED '2' AT FSQ010). b. THE NAMES OF HOUSEHOLD MEMBERS COLLECTED IN THE MOST RECENTLY COMPLETED FSQ DATA SHOULD BE PROTECTED. c. THE RELATIONSHIPS OF HOUSEHOLD MEMBERS COLLECTED IN THE MOST RECENTLY COMPLETED FSQ DATA SHOULD BE PROTECTED UNLESS THERE HAS BEEN A CHANGE IN RELATIONSHIP FOR THE RESPONDENT OR SPOUSE/PARTNER TO THE FOCAL CHILD (FSQ.121 = 1 OR FSQ.122 = 1 FOR THAT PERSON). IF FSQ.121 = 1 OR FSQ.122 = 1 FOR THAT PERSON, ALLOW THE RELATIONSHIP FIELD TO BE CHANGED. d. THE CURSOR SHOULD START IN THE FIELD FOR FIRST PERSON WITH A RELATIONSHIP CHANGE (IF FSQ.121 = 1 OR FSQ.122 = 1 FOR THAT PERSON) AND THEN MOVE TO THE FIELD FOR THE FIRST NEW PERSON ADDED AT FSQ020 THIS ROUND. IF THERE IS NO ONE WITH A RELATIONSHIP CHANGE, START IN THE FIELD FOR THE FIRST NEW PERSON ADDED AT FSQ020 THIS ROUND. e. DISPLAY "CODE RELATIONSHIP...ONLY." f. DISPLAY “your” IF LOOPING ON A NEW RESPONDENT. OTHERWISE, DISPLAY “{NAME}’s” USING THE NAME OF THE NEW HOUSEHOLD MEMBER THAT IS BEING LOOPED ON. 2. IF, ACCORDING TO THE PRELOAD, A CASE DID NOT HAVE COMPLETE FSQ DATA FROM A PARENT INTERVIEW IN FALL K, SPRING K, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE: a. DISPLAY ALL NAMES COLLECTED AT FSQ.020. b. THE CURSOR SHOULD BEGIN IN THE COLUMN FOR THE RELATIONSHIP OF THE RESPONDENT TO THE CHILD. c. DISPLAY “your” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “{NAME}’s” USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON. CONSISTENCY CHECK: IF FSQ.040 = 1 (MALE) FOR THE SUBJECT OF THIS QUESTION, FSQ.130 SHOULD NOT EQUAL 1 , 3, 5, 7, OR 9. ELSE, IF FSQ.040 = 2 (FEMALE) FOR THE SUBJECT OF THIS QUESTION, FSQ.130 SHOULD NOT EQU AL 2, 4, 6, 8, OR 10. IF ANY ANSWERS VIOLATE THESE RULES, DISPLAY MESSAGE: "THIS PERSON CANNOT BE CODED AS BOTH A {RELATIONSHIP FROM FSQ.130} AND A {SEX FROM FSQ.040}. PLEASE VERIFY INFORMATION AND CHANGE THE RELATIONSHIP OR SEX, AS NECESSARY." CONSISTENCY CHECK: IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “7” OR “8” (GRANDMOTHER OR GRANDFATHER), SOFT AGE RANGE IS 30-120. IF AGE IS NOT IN THAT RANGE, DISPLAY MESSAGE: "UNLIKELY AGE FOR A GRANDPARENT. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY." CONSISTENCY CHECK: IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “5” OR “6” (GIRLFRIEND OR BOYFRIE ND OF THE CHILD’S PARENT/GUARDIAN), SOFT AGE RANGE IS 15-100. IF AGE IS NOT IN THAT RANGE, DISPLAY MESSAGE: "UNLIKELY AGE FOR A GIRLFRIEND OR BOYFRIEND OF THE CHILD’S PARENT. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY." CONSISTENCY CHECK: IF [(A NEW HOUSEHOLD MEMBER IS ADDED WITH FSQ130=1 OR FSQ130=1 FOR AN OLD HOUS EHOLD MEMBER WITH A RELATIONSHIP CHANGE THIS ROUND (FSQ121 = 1 OR FSQ122 = 1 FOR THIS PERSON)) AND (THERE IS ALREADY SOMEONE IN THE HOUSEHOLD WITH FSQ130=1)] OR (TWO NEW HOUSEHOLD MEMBERS ARE ADDED WITH FSQ130=1), DISPLAY MESSAGE: “TWO MOTHER/FEMALE 

### Page 13 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQGUARDIA NS ARE IN THE SAME HOUSEHOLD. IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHOOSE A DIFFERENT RELATIONSHIP CODE.” CONSISTENCY CHECK: IF [(A NEW HOUSEHOLD MEMBER IS ADDED WITH FSQ130=2 OR FSQ130=2 FOR AN OLD HOUS EHOLD MEMBER WITH A RELATIONSHIP CHANGE THIS ROUND (FSQ121 = 1 OR FSQ122 = 1 FOR THIS PERSON)) AND (THERE IS ALREADY SOMEONE IN THE HOUSEHOLD WITH FSQ130=2)] OR (TWO NEW HOUSEHOLD MEMBERS ARE ADDED WITH FSQ130=2), DISPLAY MESSAGE: “TWO FATHER/MALE GUARDIANS ARE IN THE SAME HOUSEHOLD. IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHOOSE A DIFFERENT RELATIONSHIP CODE.” 

## FSQ140

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 Biologi cal or birth mother, BOX 4 

### 2 Adoptive mother, BOX 4 

### 3 Step mother, BOX 4 

### 4 Foster mother or female guardian, or BOX 4 

### 5 Other female parent or guardian? BOX 4



### REFUSED BOX 4 

### DON'T KNOW BOX 4 {Are yo u/Is {NAME}} {CHILD}'s... HELP TEXT: Biologica l or Birth Mother: Child's female biological parent. This may be the birth mother, but could also apply to a moth er who used a surrogate mother to have her biological child. Adoptive Mother: The female who has taken the child into her own family by legal process to raise as her own child. Step Mother: The female other than the child's mother who is married to the child's father. Foster Mother: The female with whom the child is placed temporarily, usually through a social service agency and/or a court. Female Guardian: The female legally placed in charge of the affairs of the child. Other Female Parent or Guardian: This person acts as the mother of the child, but does not fit into one of the other categories. For example, in a household with two mothers, one of the mothers may not classify herself as biologically related and she may not be legally in charge of the affairs of the child even though she is another parent to the child. This category may also be used if a mother has a child through a surrogate mother, or with a donated egg, and does not classify the child as biologically related or adopted through a legal process.

DISPLAY “Biological or Birth Mother” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Adoptive Mother” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Step Mother” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Foster Mother” IN THE HELP TEXT IN BOLD TEXT.


### Page 14 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQDISPLAY “ Female Guardian” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Other Female Parent or Guardian” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME OF THE H OUSEHOLD MEMBER THAT IS BEING LOOPED ON. CONSISTENCY CHECK: IF FSQ.140 = 1, THE AGE OF THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10 YEARS OLDER THAN THE CHILD AND AT MOST 50 YEARS OLDER THAN THE CHILD IN A SOFT RANGE CHECK. IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER: THE MOTHER WAS REPORTED TO BE {AGE FROM FSQ.030} YEARS OLD AND THE CHILD IS {CHILD AGE FROM FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION AND CORRE CT RELATIONSHIP OR AGE, IF NECESSARY. ELSE, IF FSQ.140 = 2-5, THE SOFT RANGE FOR THE AGE OF THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10 YEARS OLDER THAN THE CHILD AND AT MOST 70 YEARS OLDER THAN THE CHILD. IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER: THE MOTHER OR FEMALE GUARDIAN WAS REPORTED TO BE {AGE FROM FSQ.030} YEARS OLD AND THE CHILD IS {CHILD AGE FROM FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY. 

## FSQ150

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 Biologi cal or birth father, BOX 4 

### 2 Adoptive father, BOX 4 

### 3 Step father, BOX 4 

### 4 Foster father or male guardian, or BOX 4 

### 5 Other male parent or guardian? BOX 4



### REFUSED BOX 4 

### DON'T KNOW BOX 4 {Are you /Is {NAME}} {CHILD}'s... HELP TEXT: Biological or Birth Father: Child's male biological parent. A father who used a surrogate mother to have his biological child is a biological or birth father and should be coded here. Adoptive Father: The male who has taken the child into his own family by legal process to raise as his own child. Step Father: The male other than the child's father who is married to the child's mother. Foster Father: The male with whom the child is placed temporarily, usually through a social service agency and/or a court. Male Guardian: The male legally placed in charge of the affairs of the child. Other Male Parent or Guardian: This person acts as the father of the child, but does not fit into one of the other categories. For example, in a household with two fathers, one of the fathers may not classify himself as biologically related and he may not be legally in charge of the affairs of the child even though he is another parent to the child. This category may also be used if a father has a child through a surrogate mother, or with donated sperm, and does not classify the child as biologically related or adopted through a legal process.

DISPLAY “Biological or Birth Father” IN THE HELP TEXT IN BOLD TEXT. 

### Page 15 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQDISPLAY “Adoptive Father” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Step Father” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Foster Father” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Male Guardian” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Other Male Parent or Guardian” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME OF THE H OUSEHOLD MEMBER THAT IS BEING LOOPED ON. CONSISTENCY CHECK: IF FSQ.150 = 1-5, THE AGE OF THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10 YEARS OLDER THAN THE CHILD’S AGE USING A SOFT EDIT. IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER: THE FATHER OR MALE GUARDIAN WAS REPORTED TO BE {AGE FROM FSQ.030} YEARS OLD AND THE CHILD IS {CHILD AGE FROM FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY. 

## FSQ160

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 Full si ster, BOX 4 

### 2 Half sister, BOX 4 

### 3 Step sister, BOX 4 

### 4 Adoptive sister, or BOX 4 

### 5 Foster sister? BOX 4



### REFUSED BOX 4 

### DON'T KNOW BOX 4 {Are you /Is {NAME}} {CHILD}'s... HELP TEXT: Full Sister: A female with whom the child shares the same biological parents. Half Sister: A female with whom the child shares one biological parent. Step Sister: A female to whom the child is unrelated except by the marriage of one biological parent. Adoptive Sister: A female to whom the child is unrelated except that they are in the same family in which she or the child has been legally adopted by the family. Foster Sister: A female to whom the child is unrelated except that they are in the same family in which she or the child have been taken into the home on a temporary basis and the parents have legal responsibility for the child.

DISPLAY “Full Sister” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Half Sister” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Step Sister” IN THE HELP TEXT IN BOLD TEXT. 

### Page 16 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQDISPLAY “Adoptive Sister” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Foster Sister” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME OF THE H OUSEHOLD MEMBER THAT IS BEING LOOPED ON. 

## FSQ170

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 Full br other, BOX 4 

### 2 Half brother, BOX 4 

### 3 Step brother, BOX 4 

### 4 Adoptive brother, or BOX 4 

### 5 Foster brother? BOX 4



### REFUSED BOX 4 

### DON'T KNOW BOX 4 {Are you /Is {NAME}} {CHILD}'s... HELP TEXT: Full Brother: A male with whom the child shares the same biological parents. Half Brother: A male with whom the child shares one biological parent. Step Brother: A male to whom the child is unrelated except by the marriage of one biological parent. Adoptive Brother: A male to whom the child is unrelated except that they are in the same family in which he or the child has been legally adopted by the family. Foster Brother: A male to whom the child is unrelated except that they are in the same family in which he or the child have been taken into the home on a temporary basis and the parents have legal responsibility for the child.

DISPLAY “Full Brother” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Half Brother” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Step Brother” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Adoptive Brother” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Foster Brother” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME OF THE H OUSEHOLD MEMBER THAT IS BEING LOOPED ON. 

## FSQ180 HELP AVAILABLE



### Page 17 of

30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 GIRLFRIEND OR FEMALE PARTNER OF {CHILD}'S

PARENT/GUARDIAN BOX4


### 2 BOYFRIEND OR MALE PARTNER OF {CHILD}'S

PARENT/GUARDIAN BOX4 

### 3 FEMALE GUARDIAN BOX4 

### 4 MALE GUARDIAN BOX4 

### 5 DAUGHTER/SON OF {CHILD}'S PARENT'S

PARTNER BOX4 

### 6 OTHER RELATIVE OF {CHILD}'S PARENT'S

PARTNER Box4 

### 91 OTHER NON-RELATIVE (SPECIFY) FSQ181



### REFUSED BOX 4 

### DON'T KNOW BOX 4 CODE NON -RELATIVE RELATIONSHIP BELOW IF MORE DESCRIPTIVE. HELP TEXT: Girlfriend or Female Partner of CHILD's Parent/Guardian: The female who has a "partner-like" relationship with one of the child's parents or guardians. "Living as married" is another way of describing the relationship. Boyfriend or Male Partner of CHILD's Parent/Guardian: The male who has a "partner-like" relationship with one of the child's parents or guardians. "Living as married" is another way of describing the relationship. Female Guardian: The female legally placed in charge of the affairs of the child. Male Guardian: The male legally placed in charge of the affairs of the child. Daughter/son of CHILD's Parent's Partner: The child of the person who has a "partner-like" relationship with one of the child's parents or guardians. Other Relative of CHILD's Parent's Partner: Some other relative of the person who has a "partner-like" relationship with one of the child's parents or guardians. Other Non-relative: If one of the codes for non-relative above does not better describe the relationship of the person to the child, and there is no family relationship through blood, marriage, adoption, or partnership (i.e., living together as married), use this code.

DISPLAY “Girlfriend or Female Partner of CHILD's Parent/Guardian” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Boyfriend or Male Partner of Child's Parent/Guardian” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Female Guardian” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Male Guardian” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Daughter/son of CHILD's Parent's Partner” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Other Relative of CHILD's parent's partner” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Other Non-relative” IN THE HELP TEXT IN BOLD TEXT. IF FSQ.180 IS CODED 1 (GIRLFRIEND), FLAG RESPONSE TO FSQ.130 AS CODE 5.


### Page 18 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQIF FSQ.1 80 IS CODED 2 (BOYFRIEND), FLAG RESPONSE TO FSQ.130 AS CODE 6. IF FSQ.180 IS CODED 3 (FEMALE GUARDIAN), FLAG RESPONSE TO FSQ.130 AS CODE 1 AND RESPONSE TO FSQ.140 AS CODE 4. IF FSQ.180 IS CODED 4 (MALE GUARDIAN), FLAG RESPONSE TO FSQ.130 AS CODE 2 AND RESPONSE TO FSQ.150 AS CODE 4. CONSISTENCY CHECK: IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “1” OR “2” (GIRLFRIEND OR BOYFRIEND OF THE CHILD’S PARENT/GUARDIAN), SOFT AGE RANGE IS 15-100. IF AGE IS NOT IN THAT RANGE, DISPLAY MESSAGE: UNLIKELY AGE FOR A GIRLFRIEND OR BOYFRIEND OF THE CHILD’S PARENT. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY. ELSE, IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “3” OR “4”, THE SOFT RANGE FOR THE AGE OF THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10 YEARS OLDER THAN THE CHILD AND AT MOST 70 YEARS OLDER THAN THE CHILD. IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER: {FATHER OR MALE GUARDIAN/MOTHER OR FEMALE GUARDIAN} WAS REPORTED TO BE {AGE FROM FSQ.030} YEARS OLD AND THE CHILD IS {CHILD AGE FROM FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY. DISPLAY FATHER OR MALE GUARDIAN IF FSQ180=4; DISPLAY MOTHER OR FEMALE GUARDIAN IF FSQ180=3. 

## FSQ181

QUESTION TEXT:

ENTER TEXT 

### Length 70 ________________________ _______________ SPECIFY OTHER NON-RELATIVE.



## BOX 4

END LOOP 1. ASK FSQ130 - FSQ180 FOR NEXT PERSON ON THE HOUSEHOLD ROSTER WHO IS NOT THE FOCAL CHILD. IF NO NEXT PERSON, CONTINUE WITH BOX 4A.



## BOX 4A

LOOP 2. IF ANY FOCAL CHILD, RESPONDENT, MOTHER FIGURE, OR FATHER FIGURE, OR RESPONDENT AND 

### Page 19 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQRESPONDE NT'S SPOUSE (IF NO MOTHER OR FATHER FIGURES) (NEW OR OLD HH MEMBERS) IS MISSING ETHNICITY OR RACE DATA, CONTINUE WITH FSQ.190. OTHERWISE, GO TO BOX 4B.



## FSQ190

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW {Are you /Is {NAME}} Hispanic or Latino? CODE HISPANIC OR LATINO FOR NEW HOUSEHOLD MEMBERS OR OLD HOUSEHOLD MEMBERS WITH MISSING DATA. IF NO NEW PERSONS OR OLD PERSONS WITH MISSING DATA, PRESS ENTER TO CONTINUE. HELP TEXT: Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.

DISPLAY “Hispanic or Latino” IN THE HELP TEXT IN BOLD TEXT. CAPI MATRIX INSTRUCTIONS: DISPLAY IN COLUMN 1 EACH PERSON ENUMERATED ON THE HOUSEHOLD ROSTER (AT FSQ.020) WHO IS THE FOCAL CHILD, RESPONDENT, MOTHER FIGURE (CODE ‘1’ AT FSQ.130 OR CODE ‘3’ AT FSQ.180), OR FATHER FIGURE (CODE ‘2’ AT FSQ.130 OR CODE ‘4’ AT FSQ.180). IF NO MOTHER OR FATHER FIGURES IN THE HOUSEHOLD (NO HOUSEHOLD MEMBERS WITH (A CODE ‘1’ OR ‘2’ AT FSQ.130) OR (CODE '3' OR '4' AT FSQ.180)), DISPLAY IN COLUMN 1 THE FOCAL CHILD, THE RESPONDENT, AND THE RESPONDENT’S SPOUSE/PARTNER (HOUSEHOLD MEMBER SELECTED AT FSQ.120, IF ANY). NOTE: IF THE RESPONDENT IS A MOTHER OR FATHER FIGURE, ONLY DISPLAY HIS/HER NAME ONCE. NOTE: DO NOT DISPLAY HOUSEHOLD MEMBERS CODED AS NOT LIVING IN THE HOUSEHOLD AT FSQ.010. THE CURSOR SHOULD BE POSITIONED ON THE FIRST BLANK FIELD. IF NO BLANK FIELDS, THE CURSOR SHOULD BE POSITIONED ON THE LAST COMPLETED FIELD IN THE MATRIX. IF, ACCORDING TO THE PRELOAD, A CASE HAD COMPLETE FSQ DATA IN FALL K, SPRING K, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE: ASK ABOUT HISPANIC OR LATINO ONLY IF NEW HOUSEHOLD MEMBERS OR OLD HOUSEHOLD MEMBERS MISSING DATA ARE THE FOCAL CHILD'S PARENTS OR THE RESPONDENT, IF PREVIOUS HOUSEHOLD MEMBERS BECAME THE CHILD’S PARENTS OR THE RESPONDENT, OR IF THERE ARE NO PARENTS, THEN ASK ABOUT THE RESPONDENT AND RESPONDENT'S SPOUSE/PARTNER (IF THEY ARE NEW OR MISSING DATA). DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME 

### Page 20 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQOF THE H OUSEHOLD MEMBER THAT IS BEING LOOPED ON.IF, ACCORDING TO THE PRELOAD, A CASE DID NOT HAVE COMPLETE FSQ DATA IN FALL K, SPRING K, SPRINGFIRST GRADE, OR SPRING-SECOND GRADE: ASK ABOUT HISPANIC OR LATINO FOR THE FOCAL CHILD, RESPONDENT, MOTHER AND FATHER FIGURES. IF NO MOTHER OR FATHER FIGURES, THEN ASK ABOUT THE FOCAL CHILD, THE RESPONDENT AND RESPONDENT'S SPOUSE/PARTNER (IF ANY). DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON. 

## FSQ195

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 AMERICAN INDIAN OR ALASKA NATIVE 2 ASIAN 3 BLACK OR AFRICAN AMERICAN 4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER 5 WHITE

REFUSED DON'T KNOW What is {your/{NAME}'s} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be. IF "HISPANIC” or “LATINO” PROBE: Is that White Hispanic, Black Hispanic, both, or something else? IF RESPONDENT CONTINUES TO SAY "HISPANIC” or “LATINO” AFTER USING THE PROBE ABOVE, CODE AS “DON’T KNOW.” CODE ALL THAT APPLY. HELP TEXT: American Indian or Alaska Native: A person having origins in any of the original peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment. Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. Black or African American: A person having origins in any of the Black racial groups of Africa. It includes people who indicate their race as "Black or African American" or report entries such as "Kenyan, Nigerian, or Haitian." Native Hawaiian or Other Pacific Islander: A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

DISPLAY “American Indian or Alaska Native” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Asian” IN THE HELP TEXT IN BOLD TEXT. 

### Page 21 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQDISPLAY “Black or African American” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Native Hawaiian or Other Pacific Islander” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “White” IN THE HELP TEXT IN BOLD TEXT. CAPI MATRIX INSTRUCTIONS: DISPLAY IN COLUMN 1 EACH PERSON ENUMERATED ON THE HOUSEHOLD ROSTER (AT FSQ.020) WHO IS THE FOCAL CHILD, RESPONDENT, MOTHER FIGURE (CODE ‘1’ AT FSQ.130 OR CODE ‘3’ AT FSQ.180), OR FATHER FIGURE (CODE ‘2’ AT FSQ.130 OR CODE ‘4’ AT FSQ.180). IF NO MOTHER OR FATHER FIGURES IN THE HOUSEHOLD (NO HOUSEHOLD MEMBERS WITH A CODE ‘1’ OR ‘2’ AT FSQ.130) OR (CODE '3' OR '4' AT FSQ.180), DISPLAY IN COLUMN 1 THE FOCAL CHILD, THE RESPONDENT, AND THE RESPONDENT’S SPOUSE/PARTNER (HOUSEHOLD MEMBER SELECTED AT FSQ.120, IF ANY). NOTE: IF THE RESPONDENT IS A MOTHER OR FATHER FIGURE, ONLY DISPLAY HIS/HER NAME ONCE. NOTE: DO NOT DISPLAY HOUSEHOLD MEMBERS CODED AS NOT LIVING IN THE HOUSEHOLD AT FSQ.010. IF THERE WAS COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE, ASK ABOUT RACE ONLY IF NEW HOUSEHOLD MEMBERS OR OLD HOUSEHOLD MEMBERS MISSING DATA ARE THE FOCAL CHILD'S PARENTS OR THE RESPONDENT, IF PREVIOUS HOUSEHOLD MEMBERS BECAME THE CHILD’S PARENTS OR THE RESPONDENT, OR IF THERE ARE NO PARENTS, THEN ABOUT THE RESPONDENT AND RESPONDENT'S SPOUSE/PARTNER (IF THEY ARE NEW OR MISSING DATA). DISPLAY “your”, “you”, “consider”, AND “yourself” IF LOOPING ON THE RESPONDENT. OTHERWI SE, DISPLAY “{NAME}”, “{NAME}”, “considers” AND (“himself” OR “herself”) USING THE NAME OF THE HOUS EHOLD MEMBER THAT IS BEING LOOPED ON. DISPLAY “himself” IF THE PERSON IS MALE AND “herself” IF THE PERSON IS FEMALE. IF SEX IS MISSING, DISPLAY “himself/herself”. IF THERE WAS NOT COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE, ASK ABOUT RACE FOR THE FOCAL CHILD, RESPONDENT, MOTHER AND FATHER FIGURES. IF NO MOTHER OR FATHER FIGURES, THEN ASK ABOUT THE FOCAL CHILD, THE RESPONDENT AND RESPONDENT'S SPOUSE/PARTNER (IF ANY). DISPLAY “your”, “you”, “consider”, AND “yourself” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “{NAME}”, “{NAME}”, “considers” AND (“himself” OR “herself”) USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON. DISPLAY “himself” IF THE PERSON IS MALE AND “herself” IF THE PERSON IS FEMALE. IF SEX IS MISSING, DISPLAY “himself/herself”. 

## BOX 4B

END LOOP 2. ASK FSQ.190 – FSQ.195 FOR NEXT PERSON WHO IS THE FOCAL CHILD, MOTHER FIGURE, FATHER FIGURE, OR RESPONDENT OR RESPONDENT'S SPOUSE (IF NO MOTHER OR FATHER FIGURES) (NEW OR OLD HH MEMBERS) WHOSE ETHNICITY OR RACE DATA ARE MISSING. IF NO NEXT PERSON, CONTINUE WITH FSQ.196a.



## FSQ196a HELP AVAILABLE



### Page 22 of

30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQQUESTION TEXT:

CODES 

### 1 YES FSQ196b 

### 2 NO FSQ197a



### REFUSED FSQ197a 

### DON'T KNOW FSQ197a Though w e may have asked you about {CHILD}'s ethnicity and race in the past, I do have a few more questions I'd like to ask about that now. Is {CHILD} a member of a Spanish, Hispanic, or Latino group? HELP TEXT If {CHILD} was Hispanic, Asian, or Pacific Islander, I would have asked some other questions about {his/her} ethnicity. However, if {CHILD} is not, we can move on to the next questions.



## FSQ196b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES Code All That Apply 

### 1 Mexican, Mexican American or Chicano, 2 Puerto Rican, 3 Cuban, or 4 Other Spanish/Hispanic/Latino group?

REFUSED DON'T KNOW Which o f the following Spanish, Hispanic, or Latino groups best describes {CHILD}'s origin? Is {he/she}... CODE ALL THAT APPLY.

ALLOW INTERVIEWER TO CHOOSE MORE THAN RESPONSE. 

## FSQ197a

QUESTION TEXT:

CODES 

### 1 YES FSQ197 b 

### 2 NO FSQ198a



### REFUSED FSQ198a 

### DON'T KNOW FSQ198a Is {CHI LD} a member of an Asian group?



### Page 23 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQ

## FSQ197b

QUE STION TEXT:

PROGRAMMER INSTRUCTIONS: CODES Code All That Apply 

### 1 Asian I ndian, 2 Chinese, 3 Filipino, 4 Japanese, 5 Korean, 6 Vietnamese, 7 Hmong, or 8 Other Asian?

REFUSED DON'T KNOW Which o f the following Asian groups best describes {CHILD}'s origin? Is {he/she}... CODE ALL THAT APPLY.

ALLOW INTERVIEWER TO CHOOSE MORE THAN RESPONSE. 

## FSQ198a

QUESTION TEXT:

CODES 

### 1 YES FSQ198 b 

### 2 NO FSQ200a



### REFUSED FSQ200a 

### DON'T KNOW FSQ200a Is {CHI LD} a member of a Pacific Islander group?



## FSQ198b

QUESTION TEXT: Which o f the following Pacific Islander groups best describes {CHILD}'s origin? Is {he/she}... 

### Page 24 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQPROGRAMMER INSTRUCTIONS:

CODES Code All That Apply 

### 1 Native Hawaiian, 2 Guamanian or Chamorro, 3 Samoan, or 4 Other Pacific Islander?

REFUSED DON'T KNOW CODE ALL TH AT APPLY.

ALLOW INTERVIEWER TO CHOOSE MORE THAN RESPONSE. 

## FSQ200a

DISPLAY INSTRUCTIONS: QUESTION TEXT:

CODES 

### 1 MARRIED 2 SEP ARATED 3 DIVORCED 4 WIDOWED 5 NEVER MARRIED 6 CIVIL UNIONS/DOMESTIC PARTNERSHIP

REFUSED DON'T KNOW Matrix in FSQ200b {FILL 1 } currently married, separated, divorced, widowed, in a domestic partnership, or {FILL 2} never been married {FILL 3}? PROBE: This question is about parents who live in the household.



## FSQ200b

See mat rix.



### Page 25 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQ{ F I L L 1 } { F I L L 2 } {FILL 3} Pa r en tI s R

Th e curr en t roste r s ho ws a relati onsh ip of biol og ical/ adop tive m ot her or biol og ical/ adop tive fat her for the pe rson fl agge d as the responden t for YES B i o M o I n HH

Th e cu rr en t r os ter shows the relati onsh ip of biol og ic al mot he r for at l eas t on e HH mem be r ( no t the R) for YES B i o F a I n HH

Th e curr en t roster s ho ws the relati onsh ip o f biol og ical fat he r for at l eas t on e HH mem be r ( no t the R) for YES A

do p M o I n HH The cu rr en t r os ter shows t he relatio nsh ip of adop tive mot her fo r at l eas t on e HH mem be r ( no t the R) for YES Ad op FaInH

H Th e curr en t r os ter sho ws the relati ons hip of adop tive fat he r for at l eas t on e HH mem be r ( no t the R) for YE S O t h e r i n H H

Th e curr en t r os ter sho ws t he re is no biol og i ca l/

ado ptive mot he r /f ather in the house hold f

or YES S a m e A

d o p i n H H Th e curr en t roster s ho ws t he re are sa me se x ado ptive pa r en ts ( on e of them is no t the R ) for YES Sa me Bi oinH H The curr en t roster s ho ws t he re are same sex biol og i cal pa rents ( one of them is not the R) for YES
A re yo u hav e y o u Y E S A re yo u hav e y o u Y E S A re CH I L D ' s biol og i ca l pa r en ts hav e

t he y t o ea c h

ot her NO YES Y E S NO A re CH ILD's biol og i ca l pa r en ts hav e

t he y to ea ch

ot her NO NO YES I s C HI L D ' s biol og i ca l mot her ha s she NO YES NO NO I s C HI L D ' s biol og i ca l fath er ha s he NO NO Y E S NO I s C HI L D ' s adop tive m ot her ha s she NO NO NO Y E S NO NO I s C HI L D ' s adop tive f

at her ha s he NO NO NO NO Y E S NO A re CH I L D ' s adop tive pa r en ts hav e

t he y t o ea c h

ot her NO NO NO Y E S Y E S NO A re CH I L D ' s adop tive pa r en ts hav e

t he y t o ea c h

ot her NO NO NO NO Y E S



## BOX 5

IDENTIFY THE 2 “KEY” PARENT FIGURES IN THE HOUSEHOLD. THIS PERSON OR PERSONS SHOULD BE CHOSEN AS FOLLOWS: • 1) THE KEY PARENT FIGURES SHOULD BE CHOSEN ONLY FROM AMONG CURRENT MEMBERS OF THE HOUSEHOLD; 2) IF A MOTHER (RELATION=1) IS IN THE HOUSEHOLD SHE SHOULD BE A KEY PARENT FIGURE; IF A FATHER (RELATION =2) IS IN THE HOUSEHOLD HE SHOULD BE A KEY PARENT FIGURE; IF THERE ARE TWO MOTHERS (RELATION=1), PICK THE MOTHER WITH THE LOWER NUMBER RELATIONSHIP IN THE FOLLOWING SYSTEM: BIRTH MOTHER =1, ADOPTIVE MOTHER=2, STEPMOTHER=3, FOSTER MOTHER OR FEMALE GUARDIAN =4. OTHER TYPE OF MOTHER = 5. IF TWO MOTHERS HAVE SAME NUMBER RELATIONSHIP, OR IF THE RELATIONSHIP IN FSQ.140 WAS REFUSED OR DON’T KNOW, PICK ONE WITH LOWEST PERSON NUMBER. IF THERE ARE TWO FATHERS (RELATION=2), PICK THE FATHER WITH THE LOWER NUMBER RELATIONSHIP IN THE FOLLOWING SYSTEM: BIRTH FATHER =1, ADOPTIVE FATHER=2, STEPFATHER=3, FOSTER FATHER OR MALE GUARDIAN =4, AND OTHER TYPE OF FATHER = 5. IF TWO FATHERS HAVE SAME NUMBER RELATIONSHIP, OR IF THE RELATIONSHIP IN FSQ.150 WAS REFUSED OR DON’T KNOW, PICK ONE WITH LOWEST PERSON NUMBER. CHILDREN’S PARENTS WITH RELATION = 1 OR 2 SHOULD BE THE KEY PARENT FIGURES WHETHER OR NOT ONE OF THE PARENTS IS THE RESPONDENT. • 3) IF THERE IS A MOTHER (RELATION =1) BUT NO FATHER (RELATION=2) AND THE MOTHER HAS A MALE (FSQ.140 =1) SPOUSE/PARTNER (SPOUSE/PARTNER, HERE AND IN OTHER PARTS OF THIS BOX, IS DEFINED AS A SPOUSE/PARTNER HAVING BEEN SELECTED AT FSQ.120), THE MOTHER SHOULD BE A KEY PARENT FIGURE AND THE MALE SPOUSE/PARTNER SHOULD BE A KEY PARENT FIGURE. ELSE, IF THERE IS A MOTHER (RELATION =1) BUT NO FATHER (RELATION=2) AND THERE ARE TWO MOTHERS IN THE HOUSEHOLD, THE MOTHER (IDENTIFIED WITH THE SAME CRITERIA AS IN BULLET 2 IF THERE ARE TWO MOTHERS) SHOULD BE 

### Page 26 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQA KEY PARE NT FIGURE AND THE OTHER MOTHER IN THE HOUSEHOLD (WHO HAS A DIFFERENT PERSON NUMBER THAN THE MOTHER IDENTIFIED AS A KEY PARENT FIGURE) SHOULD BE A KEY PARENT FIGURE. ELSE, IF THERE IS A MOTHER (RELATION =1) BUT NO FATHER (RELATION=2) AND THE MOTHER HAS A SPOUSE/PARTNER WHO IS FEMALE (FSQ.140 =2), THE MOTHER (IDENTIFIED WITH THE SAME CRITERIA AS IN BULLET 2 IF THERE ARE TWO MOTHERS) SHOULD BE A KEY PARENT FIGURE AND HER FEMALE SPOUSE/PARTNER (WHO HAS A DIFFERENT PERSON NUMBER THAN THE MOTHER IDENTIFIED AS A KEY PARENT FIGURE) SHOULD BE A KEY PARENT FIGURE. IF THE SEX OF THE SPOUSE/PARTNER OF A PARENT (RELATION = 1 OR 2) IS UNKNOWN (FSQ140 = REF OR DK), THE PARENT AND THE SPOUSE/PARTNER OF THE PARENT SHOULD STILL EACH BE KEY PARENT FIGURES. (NOTE: IN HOUSEHOLDS WITH TWO MOTHERS AND NO FATHER, EACH MOTHER FIGURE CAN ONLY OCCUPY ONE OF THE TWO KEY PARENT FIGURE SLOTS. IF MOTHER FIGURE #2 QUALIFIES AS A KEY PARENT AND IS ALSO THE SPOUSE/PARTNER OF A MOTHER FIGURE #1, MOTHER FIGURE #1 SHOULD BE ONE KEY MOTHER FIGURE AND MOTHER FIGURE #2 SHOULD BE THE OTHER KEY PARENT FIGURE. ALSO, IN TWO MOTHER FAMILIES WITHOUT A FATHER, IF A MOTHER WHO TAKES PRECEDENCE OVER ANOTHER MOTHER (BY RELATIONSHIP NUMBER OR PERSON NUMBER AS INDICATED IN BULLET 2 ABOVE) IS NOT THE RESPONDENT, BUT IS THE SPOUSE/PARTNER OF THE OTHER MOTHER WHO IS THE RESPONDENT, BOTH MOTHERS SHOULD BE KEY PARENT FIGURES RATHER THAN SETTING THE MOTHER THAT TAKES PRECEDENCE AS BOTH THE KEY FEMALE AND KEY MALE FIGURE.) • 4) IF THERE IS A FATHER (RELATION=2) BUT NO MOTHER (RELATION=1) AND THE FATHER HAS A FEMALE SPOUSE/PARTNER, THE FATHER SHOULD BE A KEY PARENT FIGURE AND THE FEMALE SPOUSE/PARTNER SHOULD BE A KEY PARENT FIGURE. ELSE, IF THERE IS A FATHER (RELATION =2) BUT NO MOTHER (RELATION=2) AND THERE ARE TWO FATHERS IN THE HOUSEHOLD, THE FATHER (IDENTIFIED WITH THE SAME CRITERIA AS IN BULLET 2 IF THERE ARE TWO FATHERS) SHOULD BE A KEY PARENT FIGURE AND THE OTHER FATHER IN THE HOUSEHOLD (WHO HAS A DIFFERENT PERSON NUMBER THAN THE FATHER IDENTIFIED AS A KEY PARENT FIGURE) SHOULD BE A KEY PARENT FIGURE. ELSE, IF THERE IS A FATHER (RELATION=2) BUT NO MOTHER (RELATION=1) AND THE FATHER HAS A MALE SPOUSE/PARTNER, THE FATHER (IDENTIFIED WITH THE SAME CRITERIA AS IN BULLET 2 IF THERE ARE TWO FATHERS) SHOULD BE A KEY PARENT FIGURE AND HIS MALE SPOUSE/PARTNER (WHO HAS A DIFFERENT PERSON NUMBER THAN THE FATHER IDENTIFIED AS A KEY PARENT FIGURE) SHOULD BE A KEY PARENT FIGURE. (NOTE: IN HOUSEHOLDS WITH TWO FATHERS AND NO MOTHER, EACH FATHER FIGURE CAN ONLY OCCUPY ONE OF THE TWO KEY PARENT FIGURE SLOTS. IF FATHER FIGURE #2 QUALIFIES AS A KEY PARENT AND IS ALSO THE SPOUSE/PARTNER OF A FATHER FIGURE #1, FATHER FIGURE #1 SHOULD BE ONE KEY FATHER FIGURE AND FATHER FIGURE #2 SHOULD BE THE OTHER KEY PARENT FIGURE. ALSO, IN TWO FATHER FAMILIES WITHOUT A MOTHER, IF A FATHER WHO TAKES PRECEDENCE OVER ANOTHER FATHER (BY RELATIONSHIP NUMBER OR PERSON NUMBER AS INDICATED IN BULLET 2 ABOVE) IS NOT THE RESPONDENT, BUT IS THE SPOUSE/PARTNER OF THE OTHER FATHER WHO IS THE RESPONDENT, BOTH FATHERS SHOULD BE KEY PARENT FIGURES RATHER THAN SETTING THE FATHER THAT TAKES PRECEDENCE AS BOTH THE KEY MALE AND KEY FEMALE FIGURE.) • 5) OTHERWISE, IF THERE ARE NOT PARENTS IN THE HOUSEHOLD (RELATION NE 1 OR 2), THE RESPONDENT SHOULD BE A KEY PARENT FIGURE AND THE RESPONDENT’S SPOUSE/PARTNER, IF ONE, SHOULD BE A KEY PARENT FIGURE.



## BOX 6

IF THE P RELOAD SHOWS THAT SPRING-SECOND GRADE, SPRING-FIRST GRADE OR SPRING-KINDERGARTEN DATA FOR FSQ.212-FSQ.213 ARE NOT MISSING FOR ONE OR BOTH OF THE CURRENT 2 “KEY” PARENT FIGURES), GO TO BOX 8. ELSE, ASK FSQ.212-FSQ.213 FOR 2 “KEY” PARENT FIGURES, AS DEFINED IN BOX 5 ABOVE.


### Page 27 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQ

## FSQ212

QUE STION TEXT:

PROGRAMMER INSTRUCTIONS: Now I h ave a few questions about {your/{NAME}'s} country of birth. In what country {were/was} {you/{NAME}} born? TO ACTIVATE LOOKUP, BEGIN TO TYPE COUNTRY OR TERRITORY. IF COUNTRY IS NOT ON THE LIST, HIGHLIGHT ***NOT ON LIST*** IN THE LOOKUP FILE AND PRESS ENTER. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.

DISPLAY "your", “were” AND “you” IF CURRENT CYCLE OF LOOP IS ASKING ABOUT THE RESPONDENT. DISPLAY "{NAME}" (AND THAT PERSON'S FIRST NAME), “was” and "{NAME}" (AND THAT PERSON'S FIRST NAME AGAIN), IF CURRENT CYCLE OF LOOP IS ASKING ABOUT A HOUSEHOLD MEMBER WHO IS NOT THE RESPONDENT. DISPLAY " ***NOT ON LIST*** " IN UNDERLINED TEXT. DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE CODES. IF COUNTRY 233 IS CHOSEN, DISPLAY “YOU HAVE SELECTED “UNITED ARAB EMIRATES” RATHER THAN THE “UNITED STATES.” IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHANGE CODE." 

## BOX 7

IF FSQ.21 2 = 0 (NOT ON LIST), CONTINUE WITH FSQ.212OS. IF FSQ.212 = 1 (UNITED STATES), DK, OR RF, GO TO BOX 8. OTHERWISE, CONTINUE WITH FSQ.213.



## FSQ212OS

QUESTION TEXT: [In wha t country {were/was} {you/{NAME}} born?] SPECIFY COUNTRY.


### Page 28 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQPROGRAMMER INSTRUCTIONS:

ENTER TEXT 

### Length 25 ________________________ _____________________________

DISPLAY “were” AND “you” IF CURRENT CYCLE OF LOOP IS ASKING ABOUT THE RESPONDENT. DISPLAY “was” and "{NAME}" (AND THAT PERSON'S FIRST NAME) IF CURRENT CYCLE OF LOOP IS ASKING ABOUT A HOUSEHOLD MEMBER WHO IS NOT THE RESPONDENT. 

## FSQ213

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 7 5



### REFUSED DON'T KNOW How old {was/were} {you/{NAME}} when {you/{he/she}} first moved to {any of the fifty states in the United States or the District of Columbia/the United States}? |___|___| AGE

DISPLAY “were”, “you”, AND “you” IF CURRENT CYCLE OF LOOP IS ASKING ABOUT THE RESPONDENT. DISPLAY “was”, "{NAME}" (AND THAT PERSON'S FIRST NAME), AND “he” FOR A MALE/”she” FOR A FEMALE/” he/she” IF SEX IS MISSING IF CURRENT CYCLE OF LOOP IS ASKING ABOUT A HOUSEHOLD MEMBER WHO IS NOT THE RESPONDENT. DISPLAY “any of the fifty states in the United States or the District of Columbia” IF FSQ.212 = 5, 90, 139, 179, 203, 235 (AMERICAN SAMOA, GUAM, MARIANA ISLAND, PUERTO RICO, SOLOMON ISLANDS, OR US VIRGIN ISLANDS). ELSE, DISPLAY “the United States.” RANGE CHECK: 0 – 75 YEARS OLD. UNLESS AGE IN HOUSEHOLD ROSTER = DK OR RF, AGE ENTERED AT THIS ITEM SHOULD BE CHECKED IN A SOFT RANGE AGAINST THIS PERSON'S AGE IN THE HOUSEHOLD ROSTER. OTHERWISE, DISPLAY ERROR MESSAGE: "THIS AGE CANNOT BE GREATER THAN PERSON'S CURRENT AGE. PLEASE CONFIRM ANSWER." 1.PRESS G TO REENTER ANSWER. 2.PRESS C TO ESCAPE OR CANCEL. 3.PRESS S TO ACCEPT ANSWER ABOUT AGE WHEN FIRST MOVED TO THE UNITED STATES. ADD COMMENT ABOUT THE PERSON’S CURRENT AGE.” 

## BOX 8

ASK FSQ. 212-FSQ.213 FOR THE NEXT APPROPRIATE KEY PARENT FIGURE WITH MISSING COUNTRY OF ORIGIN DATA IDENTIFIED IN BOX 6. IF THERE IS NOT AN APPROPRIATE KEY PARENT FIGURE LEFT TO BE ASKED ABOUT, GO TO PLQ.



### Page 29 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQ

### Page 30 of 30 2013-06-26 16:14 Spring 2014 Parent Interview: ECLS-K:2011 :: FSQ

### Section PLQ [Pri mary Language(s) Spoken]



# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 4 

## PLQ020

QUE STION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO BOX1



### REFUSED BO X1 

### DON'T KNOW BOX1 Is any l anguage other than English regularly spoken in your home? HELP TEXT: Regularly: A language, other than English, that is spoken on a regular basis (that is, occurring at least weekly) by at least one household member.

BOLD "Regularly" IN HELP TEXT. 

## PLQ083

QUESTION TEXT: How often {do/does} {you/{NAME}} use a language other than English in speaking to {CHILD}? Would you say never, sometimes, often, or very often? PROBE: IF MORE THAN ONE NON-ENGLISH LANGUAGE SPOKEN, SAY: On average, how often {do/does} {{you/{NAME}}/{CHILD}} use all languages, other than English, in speaking to {{CHILD}/{you/{NAME}}}? PROBE: We just need to know in general. PROGRAMMER INSTRUCTIONS: DISPLAY "all" IN "use all languages" IN BOLDED TEXT. REFUSE AND DON'T KNOW ALLOWED. CAPI ROSTER INSTRUCTION: DISPLAY IN COLUMN 1 PERSONS ENUMERATED ON THE HOUSEHOLD ROSTER WHO ARE KEY PARENT FIGURES (UP TO TWO PERSONS). CAPI MATRIX INSTRUCTIONS: 1. THE FIRST COLUMN OF THE MATRIX (FIRST NAME) IS READ ONLY (SEE CAPI ROSTER INSTRUCTIONS ABOVE). 2. WHEN CURSOR IS POSITIONED IN THE SECOND COLUMN (PLQ.083), DISPLAY THE VARIABLE NAME FOR PLQ.083 AT THE TOP OF THE COLUMN AND THE FOLLOWING QUESTION TEXT AT THE TOP OF THE SCREEN: 

### Page 1 of 4 2013-06-24 10:22 Spring 2014 Parent Interview: ECLS-K:2011 :: PLQCODES



### 1 NEVE R 2 SOMETIMES 3 OFTEN 4 VERY OFTEN "How often {do/does} {you/{NAME}} use a language other than English in speaking to {CHILD}? Would you say never, sometimes, often, or very often?” DISPLAY “you” IF THE KEY PARENT FIGURE IS THE RESPONDENT. OTHERWISE, DISPLAY THE NAME OF THE KEY PARENT FIGURE. 3. ANOTHER COLUMN OF THE MATRIX IS USED TO ASK PLQ.090 (BELOW) THE CURSOR WILL MOVE FROM PLQ.083 TO PLQ.090 FOR THE SAME PERSON AND THEN WILL MOVE BACK TO PLQ.083 AND THEN PLQ.090 FOR THE SECOND PERSON. 4. INTERVIEWER CANNOT LEAVE THE MATRIX UNTIL ALL FIELDS ARE ACCOUNTED FOR.



## First Na me PLQ.0 

## 83 VA RI ABLE NAM E 

## How often

{do/d oes} 

## {{you/{NAME}} u se 

## a languag e 

## other tha



## n E 

## nglis h in 

## speaking to {CHILD} ? Would 

## you say never 

## , sometimes , 

## often, or very often ? 

## {Display HH Member Name} 

## |_ | 

## {Display HH Member Name} 

## |_ |



## PLQ090

QUEST ION TEXT: How often does {CHILD} use a language other than English in speaking to {you}/{NAME}? Would you say never, sometimes, often, or very often? PROBE: IF MORE THAN ONE NON-ENGLISH LANGUAGE SPOKEN, SAY: On average, how often {do/does} {you/{NAME}/{CHILD}} use all languages, other than English, in speaking to {{CHILD}/you/{NAME}}? PROBE: We just need to know in general.


### Page 2 of 4 2013-06-24 10:22 Spring 2014 Parent Interview: ECLS-K:2011 :: PLQCODES



### 1 NEVE R 2 SOMETIMES 3 OFTEN 4 VERY OFTEN PROGRAMME R INSTRUCTIONS: DISPLAY "all" IN "use all languages" IN BOLDED TEXT. REFUSE AND DON'T KNOW ALLOWED. CAPI ROSTER INSTRUCTION: DISPLAY IN COLUMN 1 PERSONS ENUMERATED ON THE HOUSEHOLD ROSTER WHO ARE KEY PARENT FIGURES (UP TO TWO PERSONS). CAPI MATRIX INSTRUCTIONS: 1. THE FIRST COLUMN OF THE MATRIX (FIRST NAME) IS READ ONLY (SEE CAPI ROSTER INSTRUCTIONS ABOVE). 2. WHEN CURSOR IS POSITIONED IN THE NEXT COLUMN {PLQ.090}, DISPLAY THE VARIABLE NAME FOR PLQ.090 AT THE TOP OF THE COLUMN AND THE FOLLOWING QUESTION TEXT AT THE TOP OF THE SCREEN: "How often does {CHILD} use a language other than English in speaking to {you/{NAME}}? Would you say never, sometimes, often, or very often?" DISPLAY “you” IF THE KEY PARENT FIGURE IS THE RESPONDENT. OTHERWISE, DISPLAY THE NAME OF THE KEY PARENT FIGURE. 3. AFTER PLQ.090 IS COMPLETED FOR THE FIRST PERSON, THE CURSOR WILL MOVE BACK TO PLQ.083 FOR THE SECOND PERSON AND THEN TO PLQ.090 FOR THAT PERSON. 4. INTERVIEWER CANNOT LEAVE THE MATRIX UNTIL ALL FIELDS ARE ACCOUNTED FOR.



## First Na me PLQ.0 

## 90 VA RIABL E



## NA ME: How often do es 

## {CHILD} use a 

## language oth 

## er than En 

## glish in sp 

## eaking to 

## {you/{NAME}} ? Woul d 

## you say neve r, some 

## times, often 

## , or ver y often? " 

## {Display HH Member Name} 

## |_ | 

## {Display HH Member Name} 

## |_ |

Page 3 of 4 2013-06-24 10:22 Spring 2014 Parent Interview: ECLS-K:2011 :: PLQ

## BOX1

GO TO S ECTION HEQ (HOME ENVIRONMENT, ACTIVITIES, AND COGNITIVE STIMULATION).



### Page 4 of 4 2013-06-24 10:22 Spring 2014 Parent Interview: ECLS-K:2011 :: PLQ

### Section HEQ [Ho me Environment, Activities, and Cognitive Stimulation] 

# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 5 

## HEQ040

QUE STION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

ENTER NUMBER 

### Range 0 to 5 000



### REFUSED DON'T KNOW About how many children's books does {CHILD} have in your home now, including library books? Please only include books that are for children. HELP TEXT: Number of children's books: This item asks about the books that belong to the child, not all books in the home (e.g., not parents' books). Books shared by siblings may be counted. For example, if the children share 50 books, count all 50. |___|___|___|___| ENTER # OF BOOKS

HARD RANGE CHECK: 0-5000 BOOKS. BOLD "Number of children's books" IN HELP TEXT. 

## HEQ210

QUESTION TEXT:

CODES 

### 1 Never, HEQ2 25 

### 2 Once or twice a week, HEQ215 

### 3 3 to 6 times a week, or HEQ215 

### 4 Every day? HEQ215



### REFUSED HEQ225 

### DON'T KNOW HEQ225 In the past week, how often did {CHILD} read to {himself/herself} or to others outside of school? PROBE: Please include reading in any language. Would you say ...



### Page 1 of 10 2013-06-26 09:55 Spring 2014 Parent Interview: ECLS-K:2011 :: HEQPROGRAMMER INSTRUCTIONS: DISPLAY "past week" IN UNDERLINED TEXT. 

## HEQ215

QUESTION TEXT:

ENTER NUMBER 

### Range 1 to 12 0



### Soft Range 1 to 60 

### REFUSED DON'T KNOW General ly, how many minutes did {CHILD} read at each of these times? PROBE: Please include reading in any language. |___|___|___| ENTER MINUTES



## HEQ225

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 Never, 2 Once or twice a week, 3 3 to 6 times a week, or 4 Every day?

REFUSED DON'T KNOW In an ave rage week, how often does {CHILD} use a home computer or other electronic device to play with programs that teach {him/her} something, like math or reading skills? Would you say... HELP TEXT: Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod, reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch, and Playstation).

IN THE HELP TEXT DISPLAY "Electronic device" IN BOLD TEXT. 

## HEQ280 Page 2 of 10 2013-06-26 09:55 Spring 2014 Parent Interview: ECLS-K:2011 :: HEQQUESTION TEXT:

CODES 

### 1 YES 2 NO HEQ300



### REFUSED HEQ300 

### DON'T KNOW HEQ300 Is {CHI LD} tutored on a regular basis, by someone other than you or a family member, in a specific subject, such as reading, math, science, or a foreign language?



## HEQ290

QUESTION TEXT:

CODES 

### 1 READING HEQ 300 

### 2 MATH HEQ300 

### 3 SCIENCE HEQ300 

### 4 FOREIGN LANGUAGE HEQ300 

### 91 OTHER (SPECIFY) HEQ290OS



### REFUSED HEQ300 

### DON'T KNOW HEQ300 What is {CHILD} tutored in? CODE ALL THAT APPLY. PROBE: Anything else?



## HEQ290OS

QUESTION TEXT: [What is {CHILD} tutored in?] SPECIFY SUBJECT(S).

_________________________________________________


### Page 3 of 10 2013-06-26 09:55 Spring 2014 Parent Interview: ECLS-K:2011 :: HEQENTER T EXT 

### Length 50



## HEQ300

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES HEQ305 

### 2 NO HE Q310



### REFUSED HEQ310 

### DON'T KNOW HEQ310 Outside of school hours in the past year, has {CHILD} participated in: Academic activities, like science, computers, math lab, or taking a class to learn a language other than English?

DISPLAY "year" IN UNDERLINED TEXT. 

## HEQ305

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW As part o f {CHILD}’s participation in that activity, did {he/she} ever take a field trip focused on science activities, for example to a science museum or center, a science lab, a planetarium, or a nature center?



## HEQ310

QUESTION TEXT: [Outsid e of school hours in the past year, has {CHILD} participated in:] Organized athletic activities, like basketball, soccer, baseball, or gymnastics?



### Page 4 of 10 2013-06-26 09:55 Spring 2014 Parent Interview: ECLS-K:2011 :: HEQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW DISPLAY "year" IN UNDERLINED TEXT. 

## HEQ320

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES HEQ325 

### 2 NO HE Q330



### REFUSED HEQ330 

### DON'T KNOW HEQ330 [Outsid e of school hours in the past year, has {CHILD} participated in:] Organized clubs or recreational programs, like scouts?

DISPLAY "year" IN UNDERLINED TEXT. 

## HEQ325

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW As part o f {CHILD}’s participation in that program, did {he/she} ever take a field trip focused on science activities, for example to a science museum or center, a science lab, a planetarium, or a nature center?



## HEQ330

QUESTION TEXT: [Outsid e of school hours in the past year, has {CHILD} participated in:] 

### Page 5 of 10 2013-06-26 09:55 Spring 2014 Parent Interview: ECLS-K:2011 :: HEQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW Music l essons, for example, piano, instrumental music, or singing lessons?

DISPLAY "year" IN UNDERLINED TEXT. 

## HEQ340

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW [Outsid e of school hours in the past year, has {CHILD} participated in:] Drama classes?

DISPLAY "year" IN UNDERLINED TEXT. 

## HEQ350

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW [Outsid e of school hours in the past year, has {CHILD} participated in:] Art classes or lessons, for example, painting, drawing, or sculpture?

DISPLAY "year" IN UNDERLINED TEXT. 

## HEQ370

Page 6 of 10 2013-06-26 09:55 Spring 2014 Parent Interview: ECLS-K:2011 :: HEQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW [Outsid e of school hours in the past year, has {CHILD} participated in:] Organized performing arts programs, such as children's choirs, dance programs, or theater performances?

DISPLAY "year" IN UNDERLINED TEXT. 

## HEQ391

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW [Outsid e of school hours in the past year, has {CHILD} participated in:] Religious activities or instruction?

DISPLAY "year" IN UNDERLINED TEXT. 

## BOX1

IF HEQ.3 00, HEQ.310, HEQ.320, HEQ330, HEQ.340, HEQ.350, HEQ.370 OR HEQ391 = 1, GO TO HEQ.393. ELSE, GO TO HEQ.520.



## HEQ393

QUESTION TEXT: Did {CH ILD}’s participation in {academic activities /organized athletic activities/ organized clubs or recreational programs/ music lessons/ drama classes / art classes or lessons/ organized performing arts 

### Page 7 of 10 2013-06-26 09:55 Spring 2014 Parent Interview: ECLS-K:2011 :: HEQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW programs/ religious activities or instruction /any of these activities} help to cover the hours when you needed adult supervision for {him/her}?

IF ONLY ONE OF THE ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ320, HEQ.330, HEQ.340, HEQ.350, HEQ.370, HEQ.391) EQUALS 1 (YES), DISPLAY THE ACTIVITY LISTED AS SHOWN BELOW. ELSE, DISPLAY “any of these activities”. IF HEQ.300 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.310, HEQ.320, HEQ.330, HEQ.340, HEQ.350, HEQ.370, HEQ.391) NE 1, DISPLAY “academic activities”. ELSE, IF HEQ310 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.320, HEQ.330, HEQ.340, HEQ.350, HEQ.370, HEQ.391) NE 1, DISPLAY “organized athletic activities”. ELSE, IF HEQ320 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.330, HEQ.340, HEQ.350, HEQ.370, HEQ.391) NE 1, DISPLAY “organized clubs or recreational programs”. ELSE, IF HEQ330 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.340, HEQ.350, HEQ.370, HEQ.391) NE 1, DISPLAY “music lessons”. ELSE, IF HEQ340 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.350, HEQ.370, HEQ.391) NE 1, DISPLAY “drama classes”. ELSE, IF HEQ350 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340, HEQ.370, HEQ.391) NE 1, DISPLAY “art classes or lessons”. ELSE, IF HEQ370 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340, HEQ.350, HEQ.391) NE 1, DISPLAY “organized performing arts programs”. ELSE, IF HEQ391 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340, HEQ.350, HEQ.370) NE 1, DISPLAY “religious activities or instruction”. 

## HEQ520

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

ENTER NUMBER 

### Range 0 to 7



### REF USED DON'T KNOW Now, I have a question about meals. In a typical week, please tell me the number of days your family eats the evening meal together. l__l Number of days HELP TEXT: By family, we mean at least one adult and one child.

DISPLAY "typical week" IN UNDERLINED TEXT. IN HELP TEXT, DISPLAY "family" IN BOLD TEXT. RANGE: 0 TO 7. 

## HEQ600a Page 8 of 10 2013-06-26 09:55 Spring 2014 Parent Interview: ECLS-K:2011 :: HEQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 24



### REFUSED Box2 

### DON'T KNOW Box2 On an a verage school night, how many hours of sleep does {CHILD} get? |__|__| ENTER NUMBER OF HOURS.

WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY "ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR, ENTER '0'. MINUTES CAN BE ENTERED ON THE NEXT SCREEN. WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'ENTER NUMBER OF MINUTES.' WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'On an average night, how many hours of sleep does {CHILD} get?' IN SQUARE BRACKETS. DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS. IF HOURS ARE REF/DK, GO TO BOX 2. ELSE, CONTINUE WITH MINUTES. 

## HEQ600b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 5 9



### REFUSED DON'T KNOW [On an average school night, how many hours of sleep does {CHILD} get?] |__|__| ENTER NUMBER OF MINUTES.

WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY "ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR, ENTER '0'. MINUTES CAN BE ENTERED ON THE NEXT SCREEN. WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'ENTER NUMBER OF MINUTES.' WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'On an average night, how many hours of sleep does {CHILD} get?' IN SQUARE BRACKETS. DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS. 

## BOX2
Page 9 of 10 2013-06-26 09:55 Spring 2014 Parent Interview: ECLS-K:2011 :: HEQGO TO S ECTION SSQ (SOCIAL SKILLS, PROBLEM BEHAVIORS, AND APPROACHES TOWARD LEARNING).



### Page 10 of 10 2013-06-26 09:55 Spring 2014 Parent Interview: ECLS-K:2011 :: HEQSOCIAL SKILLS, PROBLEM BEHAVIORS, AND APPROACHES TOWARD LEARNING – SSQ 

### Working Memory

. Parents are asked to indicate how often their child does four different things related to working memory, such as remembering a list of chores or tasks or needing help from adults to stay on task. The exact wording of these items is not included here because they are copyright protected. Source: Adapted and reproduced with special permission of the p ublisher, Psychological Assessment Resources, Inc., 16204 North Florida Avenue, Lutz, Florida 33549, from the Behavior Rating Inventory of Executive Function by Gerard A. G ioia, Peter K. Isquith, Steven C. Guy and Lauren Kenworthy, Copyright 1996, 1998, 2000 by PAR, Inc. Further reproduction is prohibited without permission from PAR, Inc. 

### BOX 1

GO TO S EC TION CCQ (CHILD CARE).

### Section CCQ [Chil d Care]



# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 7 

## CCQ005

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: Next, I 'd like to talk with you about the child care arrangements you have for {CHILD} this year. First, I'd like to talk to you about all the child care {CHILD} now receives on a regular basis from someone other than {you/{his/her} parents} {or {his/her} guardians}. This does not include occasional baby-sitting or backup care providers. PRESS ENTER TO CONTINUE.

DISPLAY "regular basis" IN UNDERLINED TEXT FOR ALL DISPLAYS, DEFINE "PARENT FIGURE" AS THE MOTHER OR FATHER OR MALE OR FEMALE GUARDIAN (FSQ.130= 1 OR 2 - THIS INCLUDES BIRTH, ADOPTIVE, STEP, FOSTER, AND OTHER PARENTS OR GUARDIANS). IF RESPONDENT IS A PARENT FIGURE (FSQ.130 = 1 OR 2 FOR THE RESPONDENT) OR (IF THERE IS NO PARENT IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY HOUSEHOLD MEMBER)), DISPLAY "you". OTHERWISE, DISPLAY "{his/her} parents" IF AT LEAST ONE HH MEMBER, NOT THE RESPONDENT, IS A BIRTH, ADOPTIVE, OR STEP PARENT OR THE RELATIONSHIP IS DK OR RF (FSQ.140 OR FSQ.150 = 1, 2, 3, DK, OR REF). DISPLAY "or {his/her} guardians" IF THERE IS NO PARENT IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY HOUSEHOLD MEMBER). ELSE, USE A NULL DISPLAY. 

## CCQ010

QUESTION TEXT: HELP AVAILABLE

Is {CHI LD} now receiving care from a relative on a regular basis (including care provided before or after school)? This may include grandparents, brothers and sisters, or any relatives other than {you/{CHILD}'s parents} {or {CHILD}’s guardians}. DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD. ALSO, IF NO PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH THE CHILD. HELP TEXT: Care from a relative: Record care or programs provided by a relative other than the child’s parents in a private home. The private home may be the child’s home, the caregiver’s home, or another home. In all cases, do not include care provided by a parent, even if they do not live in the household. (Do not include visitation with a separated or divorced parent who does not have custody.) If there is at least one parent in the household, any relative living in the household is eligible to be counted as a care arrangement, if the care is provided on a regularly scheduled basis. Relatives outside the household may also be regular care providers. 

### Page 1 of 18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES CCQ060 

### 2 NO CCQ115



### REFUSED CCQ115 

### DON'T KNOW CCQ115 If neit her parent lives in the household, do not include care provided by guardians who live with the child (they are similar to parents). Relative care arrangements may or may not have a charge or fee. Regular Basis: An arrangement or program occurring on a routine schedule (i.e., occurring at least weekly or on some other schedule). Do not include occasional babysitting or "back up" arrangements that are just used once in a while.

DISPLAY “Care from a relative” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Relative care arrangements” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Regular basis” IN THE HELP TEXT IN BOLD TEXT. DISPLAY "now" AND "regular basis" IN UNDERLINED TEXT. FOR ALL DISPLAYS, DEFINE "PARENT FIGURE" AS THE MOTHER OR FATHER OR MALE OR FEMALE GUARDIAN (FSQ.130= 1 OR 2 - THIS INCLUDES BIRTH, ADOPTIVE, STEP, FOSTER, AND OTHER PARENTS OR GUARDIANS). IF RESPONDENT IS A PARENT FIGURE (FSQ.130 = 1 OR 2 FOR THE RESPONDENT) OR (IF THERE IS NO PARENT IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY HOUSEHOLD MEMBER)), DISPLAY "you". OTHERWISE, DISPLAY "{CHILD}’s parents" IF AT LEAST ONE HH MEMBER, NOT THE RESPONDENT, IS A BIRTH, AD OPTIVE, OR STEP PARENT OR THE RELATIONSHIP IS DK OR RF (FSQ.140 OR FSQ.150 = 1, 2, 3, DK, OR REF). DISP LAY "or {CHILD}’s guardians" IF THERE IS NO PARENT IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY HOUSEHOLD MEMBER). ELSE, USE A NULL DISPLAY. 

## CCQ060

QUESTION TEXT: HELP AVAILABLE

How many d ifferent regular care arrangements do you currently have with relatives? DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD. ALSO, IF NO PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH THE CHILD. HELP TEXT: Care fro m a relative: Record care or programs provided by a relative other than the child’s parents in a private home. T he private home may be the child’s home, the caregiver’s home, or another home. In all cases, do not include care provided by a parent, even if they do not live in the household. (Do not include visitation with a separated or divorced parent who does not have custody.) 

### Page 2 of 18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 ONE 2 TWO 3 THREE 4 FOUR 5 FIVE OR MORE

REFUSED DON'T KNOW If ther e is at least one parent in the household, any relative living in the household is eligible to be counted as a care arrangement, if the care is provided on a regularly scheduled basis. Relatives outside the household may also be regular care providers. If neither parent lives in the household, do not include care provided by guardians who live with the child (they are similar to parents). Relative care arrangements may or may not have a charge or fee. Regular care arrangements: Arrangements or programs occurring on a routine schedule (i.e., occurring at least weekly or on some other schedule). Do not include occasional babysitting or "back up" arrangements that are just used once in a while.

DISPLAY “Care from a relative” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Relative care arrangements” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Regular care arrangements” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “regular” AND "currently" IN UNDERLINED TEXT. 

## CCQ065

QUESTION TEXT:

CODES 

### 1 GRANDPA RENT 2 AUNT 3 UNCLE 4 BROTHER {Let's t alk about the relative who provides the most care for {CHILD} now.} Who is the relative who cares for {CHILD}? PROBE FOR RELATIONSHIP TO CHILD. DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD. ALSO, IF NO PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH THE CHILD.



### Page 3 of 18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQPROGRAMMER INSTRUCTIONS:



### 5 SISTER 6 ANOTHER RELATIVE

REFUSED DON'T KNOW DISPLAY “now" IN UNDERLINED TEXT. DISPLAY "{Let's talk about the relative who provides the most care for {CHILD} now.}" IF CCQ.060 = 2, 3, 4, 5, DK, OR REF. OTHERWISE, USE A NULL DISPLAY. 

## CCQ070

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 OWN HOME 2 OTH ER HOME 3 BOTH/VARIES

REFUSED DON'T KNOW Is the care provided by {{CHILD}'s {RELATIVE}/that relative} in your home or another home?

DISPLAY "{CHILD}'s {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative". FOR "{RELATIVE}", DISPLAY "grandparent” IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle" IF CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5. 

## CCQ075

QUESTION TEXT:

CODES Code All That Apply 

### 1 BEFORE S CHOOL 2 AFTER SCHOOL 3 WEEKENDS

REFUSED DON'T KNOW Does {CH ILD} receive that care before school, after school, or on weekends? CODE ALL THAT APPLY



## CCQ080 HELP AVAILABLE



### Page 4 of 1 8 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO BOX4



### REFUSED BOX4 

### DON'T KNOW BOX4 Is the care that {CHILD} receives from {{his/her} {RELATIVE}/that relative} regularly scheduled at least once each week? HELP TEXT: Regularly Scheduled: Regularly scheduled at least once each week could mean every Wednesday, every Monday and Friday, everyday, or some other schedule, as long as it is at least once each week.

DISPLAY "{his/her} {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative". FOR "{RELATIVE}", DISPLAY "grandparent” IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle" IF CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5. DISPLAY "regularly scheduled" AND “each” IN THE QUESTION TEXT IN UNDERLINED TEXT. DISPLAY “Regularly scheduled:” AND “each week” IN THE HELP TEXT IN BOLD TEXT. DISPLAY THE FIRST “each” IN THE HELP TEXT IN UNDERLINED TEXT. 

## CCQ085

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 1 to 7



### So ft Range 1 to 5 

### REFUSED DON'T KNOW How many d ays each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}? |___| ENTER # OF DAYS

SOFT RANGE CHECK 1-5. HARD RANGE CHECK 1-7. DISPLAY "{his/her} {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative". DISPLAY "days" AND “week” IN UNDERLINED TEXT. FOR "{RELATIVE}", DISPLAY "grandparent” IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle" IF CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5. 

## CCQ090
Page 5 of 18 20 13-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### REFUSED

DON'T KNOW How many h ours each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}? RECORD THE HOURS EACH WEEK IN WHOLE HOURS. |___|___| ENTER # OF HOURS

RANGE CHECK: IF CCQ.085 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.085 MULTIPLIED BY 10 HOURS AND THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.085 MULTIPLIED BY 24 HOURS. ELSE, IF CCQ.085 IS REF/DK, THE SOFT RANGE FOR HOURS IS 1-50 AND THE HARD RANGE FOR HOURS IS 1-70. DISPLAY "hours" AND "week" IN UNDERLINED TEXT. DISPLAY "{his/her} {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative." FOR "{RELATIVE}", DISPLAY "grandparent" IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle" IF CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5. 

## BOX4

IF THERE IS ONLY ONE CURRENT REGULAR RELATIVE CARE ARRANGEMENT FOR THE CHILD (CCQ.060 = 1 OR 8 OR 9), GO TO CCQ.115. OTHERWISE, CONTINUE WITH CCQ.110.



## CCQ110

QUESTION TEXT: You said th at {CHILD} was cared for by {NUMBER} other {relatives/relative} on a regular basis. How many hours each week does {CHILD} receive care from {these/this} other {relatives/relative}? DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD. ALSO, IF NO PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH THE CHILD.


### Page 6 of 18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 1 to 70



### Soft Range 1 to 50 

### REFUSED DON'T KNOW ENTER “7 7” IF CHILD DID NOT HAVE CHILD CARE FROM OTHER RELATIVE(S) AT LEAST ONCE EACH WEEK. |___|___| ENTER # OF HOURS

FOR "{NUMBER}", DISPLAY "1" IF CCQ.060 = 2; "2" IF CCQ.060 = 3; DISPLAY "3" IF CCQ.060 = 4. IF CCQ.060 = 5, USE A NULL DISPLAY. IF CCQ.060 = 2, DISPLAY "relative", "this” and “relative". OTHERWISE, DISPLAY "relatives", "these”, and “relatives". DISPLAY "hours" AND "week" IN UNDERLINED TEXT. SOFT RANGE CHECK 1-50. HARD RANGE CHECK 1-70, 77. IF NUMBER ENTERED IS OUTSIDE OF THE SOFT RANGE (51-70), DISPLAY MESSAGE "You have entered {NUMBER ENTERED} hours. Are you sure this is correct?" IF NUMBER ENTERED IS "77", DISPLAY MESSAGE "You have entered 77, meaning that the child does not receive care from another relative at least once a week. Is this correct?" 

## CCQ115

QUESTION TEXT: HELP AVAILABLE

{Now I' d like to ask you about any care {CHILD} receives from nonrelatives in a private home, not including child care centers.} Is {CHILD} now receiving care in a private home on a regular basis from someone who is not related to {him/her} (including care provided before or after school)? This includes home child care providers, regular sitters or neighbors. {It does not include child care centers.} PROBE: This refers to care received from nonrelatives in a private home, including home child care providers, regular sitters, or neighbors. However, this does not include child care centers. HELP TEXT: Care from a nonrelative: Nonrelative care is provided by someone not related to the child and is located in a private home. The private home may be the child’s home, the caregiver’s home, or another home. If there is at least one parent in the household, any nonrelative living in the household is eligible to be counted as a care arrangement, IF the care is given on a regularly scheduled basis. If neither parent lives in the household, do not include care provided by guardians who live with the child (they are treated the same as parents). Nonrelative care arrangements or programs may or may not have a charge or fee. Regular Basis: An arrangement or program occurring on a routine schedule (i.e., occurring at least weekly or on some other schedule). Do not include occasional babysitting or "back up" arrangements that are just used once in a while.



### Page 7 of 18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES 2 NO CCQ260



### REFUSED CCQ260 

### DON'T KNOW CCQ260
DISPLAY “Care from a nonrelative” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “ If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Nonrelative care arrangements” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Regular basis” IN THE HELP TEXT IN BOLD TEXT. DISPLAY "now" AND "regular basis" IN UNDERLINED TEXT. DISPLAY "Now . . . centers" IF CCQ.010 = 1. OTHERWISE, USE A NULL DISPLAY. DISPLAY “It does not include child care centers.” IF CCQ.010 NE 1. OTHERWISE, USE A NULL DISPLAY. 

## CCQ165

QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 ONE 2 TWO 3 THREE 4 FOU R 5 FIVE OR MORE

REFUSED DON'T KNOW How many d ifferent regular care arrangements do you currently have with nonrelatives? HELP TEXT: Care from a nonrelative: Nonrelative care is provided by someone not related to the child and is located in a private home. The private home may be the child’s home, the caregiver’s home, or another home. If there is at least one parent in the household, any nonrelative living in the household is eligible to be counted as a care arrangement, IF the care is given on a regularly scheduled basis. If neither parent lives in the household, do not include care provided by guardians who live with the child (they are treated the same as parents). Nonrelative care arrangements or programs may or may not have a charge or fee. Regular care arrangements: Arrangements or programs occurring on a routine schedule (i.e., occurring at least weekly or on some other schedule). Do not include occasional babysitting or "back up" arrangements that are just used once in a while.



### Page 8 of 18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQPROGRAMMER INSTRUCTIONS: DISPLAY “Care from a nonrelative” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Nonrelative care arrangements” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Regular care arrangements” IN THE HELP TEXT IN BOLD TEXT. DISPLAY "regular" AND "currently" IN UNDERLINED TEXT. 

## CCQ170

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 OWN HOME 2 OTH ER HOME 3 BOTH/VARIES

REFUSED DON'T KNOW {Let's t alk about the nonrelative who provides the most care for {CHILD} now.} Is that care provided in your home or another home?

DISPLAY "{Let's talk about the nonrelative who provides the most care for {CHILD} now.}" IF CCQ.165 = 2, 3, 4, 5, DK, O R REF. OTHERWISE, USE A NULL DISPLAY. 

## CCQ175

QUESTION TEXT:

CODES Code All That Apply 

### 1 BEFORE S CHOOL 2 AFTER SCHOOL 3 WEEKENDS

REFUSED DON'T KNOW Does {CH ILD} receive that care before school, after school, or on weekends? CODE ALL THAT APPLY



## CCQ180 HELP AVAILABLE 

### Page 9 of 18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO BOX8



### REFUSED BOX8 

### DON'T KNOW BOX8 Is the care that {CHILD} receives from that person regularly scheduled at least once each week? HELP TEXT: Regularly Scheduled: Regularly scheduled at least once each week could mean every Wednesday, every Monday and Friday, everyday, or some other schedule, as long as it is at least once each week.

DISPLAY "Regularly Scheduled:" AND "each week" IN THE HELP TEXT IN BOLD TEXT DISPLAY THE FIRST “each” IN THE HELP TEXT IN UNDERLINED TEXT. DISPLAY "regularly scheduled" AND “each” IN THE QUESTION TEXT IN UNDERLINED TEXT. 

## CCQ185

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 1 to 7



### So ft Range 1 to 5 

### REFUSED DON'T KNOW How many d ays each week does {CHILD} receive care from that person? |___| ENTER # OF DAYS

DISPLAY "days" AND “week” IN UNDERLINED TEXT. SOFT RANGE CHECK 1-5. HARD RANGE CHECK 1-7. SOFT RANGE=1-5. OTHERWISE, DISPLAY ERROR MESSAGE: "You have entered {DISPLAY RESPONSE AT CCQ185}.Are you sure this is correct?” HARD RANGE=1-7. IF NUMBER OF DAYS ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: “Input invalid. Value not in range 1 to 7.” 

## CCQ190

Page 10 of

18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### REFUSED

DON'T KNOW How many h ours each week does {CHILD} receive care from that person? RECORD THE HOURS EACH WEEK IN WHOLE HOURS. |___|___| ENTER # OF HOURS

DISPLAY "hours" AND "week" IN UNDERLINED TEXT. RANGE CHECK: IF CCQ.185 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.185 MULTIPLIED BY 10 HOURS AND THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.185 MULTIPLIED BY 24 HOURS. ELSE, IF CCQ.185 IS REF/DK, THE SOFT RANGE FOR HOURS IS 1-50 AND THE HARD RANGE FOR HOURS IS 1-70. IF CCQ.185 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.185 MULTIPLIED BY 10 HOURS. OTHERWISE DISPLAY: You have entered {DISPLAY RESPONSE AT CCQ190}. Are you sure this is correct?” IF CCQ.185 IS NOT EQUAL TO REF/DK, THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.185 MULTIPLIED BY 24 HOURS. OTHERWISE DISPLAY: "Invalid Response, entry not in range {DISPLAY RESPONSE AT CCQ185*24}. Please reenter.” IF CCQ185=RF/DK, THE SOFT RANGE=1-50 hours. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered {DISPLAY RESPONSE AT CCQ190}. Are you sure this is correct?” IF CCQ185=RF/DK, HARD RANGE=1-70 hours. OTHERWISE DISPLAY ERROR MESSAGE: “ Invalid response. Entry not in range 1-70. Please reenter” 

## BOX8

IF ONLY ONE CURRENT REGULAR NONRELATIVE CARE ARRANGEMENT FOR CHILD (CCQ.165 = 1 OR 8 OR 9), GO TO CCQ.260. OTHERWISE, CONTINUE WITH CCQ.205.



## CCQ205

QUESTION TEXT: You said th at {CHILD} was cared for by {NUMBER} other {nonrelative/nonrelatives} on a regular basis. How many hours each week does {CHILD} receive care from {this nonrelative/these nonrelatives}? 

### Page 11 of 18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 1 to 70



### Soft Range 1 to 50 

### REFUSED DON'T KNOW ENTER “7 7” IF CHILD DID NOT HAVE CHILD CARE FROM OTHER NONRELATIVE(S) AT LEAST ONCE EACH WEEK. |___|___| ENTER # OF HOURS

FOR "{NUMBER}", DISPLAY "1" IF CCQ.165 = 2; DISPLAY "2" IF CCQ.165 = 3; DISPLAY "3" IF CCQ.165 = 4; IF CCQ165=5, USE A NULL DISPLAY. IF CCQ.165 = 2, DISPLAY "nonrelative" AND "this nonrelative." OTHERWISE, DISPLAY "nonrelatives" AND "these nonrelatives." DISPLAY “hours” AND “week” IN UNDERLINED TEXT. SOFT RANGE CHECK 1-50. HARD RANGE CHECK 1-70, 77. IF NUMBER ENTERED IS OUTSIDE OF THE SOFT RANGE (51-70), DISPLAY MESSAGE "You have entered {NUMBER ENTERED} hours. Are you sure this is correct?" IF NUMBER ENTERED IS "77", DISPLAY MESSAGE "You have entered 77, meaning that the child does not receive care from a nonrelative at least once a week. Is this correct?" 

## CCQ260

QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 YES 2 NO CCQ376



### REFU SED CCQ376 

### DON'T KNOW CCQ376 {Now I' d like to ask you about any care {CHILD} receives from day care centers or before- or after-school programs.} Is {CHILD} now attending a day care center or a before- or after-school program at a school or in a center on a regular basis? HELP TEXT: Day Care Center or Before- or After-School Program: Includes any type of formal program that provides care and supervision. It may be in a child's school or in another location, such as a church or a free-standing building. Head Start programs, nursery schools, preschools, and prekindergarten programs that include children who are older (some of which may be sponsored by the state) are also included. Regular Basis: An arrangement or program occurring on a routine schedule (i.e., occurring at least weekly or on some other schedule). Do not include occasional babysitting or "back up" arrangements that are just used once in a while.



### Page 12 of 18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQPROGRAMMER INSTRUCTIONS: DISPLAY “Day Care Center or Before-or-After-School Program” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Regular Basis” IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Now . . . programs" IF CCQ.115 = 1. OTHERWISE, USE A NULL DISPLAY. DISPLAY "now" and "regular basis" in UNDERLINED TEXT. 

## CCQ325

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 ONE 2 TWO 3 THREE 4 FOU R 5 FIVE OR MORE

REFUSED DON'T KNOW How many d ifferent day care centers or before- or after-school care programs does {CHILD} currently go to on a regular basis? HELP TEXT: Day Care Center or Before- or After-School Program: Includes any type of formal program that provides care and supervision. It may be in a child's school or in another location, such as a church or a free-standing building. Head Start programs, nursery schools, preschools, and prekindergarten programs that include children who are older (some of which may be sponsored by the state) are also included.

DISPLAY “Day Care Center or Before-or-After-School Program” IN THE HELP TEXT IN BOLD TEXT. DISPLAY "currently" AND “regular basis” IN UNDERLINED TEXT. 

## CCQ330

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW {Let's t alk about the program where {CHILD} spends the most time now.} Is that program located in the school {CHILD} currently attends?



### Page 13 of 18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQPROGRAMMER INSTRUCTIONS: DISPLAY "now" IN UNDERLINED TEXT. DISPLAY {Let's talk about the program where {CHILD} spends the most time now.} IF CCQ.325 = 2, 3, 4, 5, DK, OR REF. OTHERWISE, USE A NULL DISPLAY. 

## CCQ335

QUESTION TEXT:

CODES Code All That Apply 

### 1 BEFORE S CHOOL 2 AFTER SCHOOL 3 WEEKENDS

REFUSED DON'T KNOW Does {CH ILD} go to that program before school, after school, or on weekends? CODE ALL THAT APPLY



## CCQ340

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO BOX14



### REFUS ED BOX14 

### DON'T KNOW BOX14 Does {CH ILD} go to that program on a regularly scheduled basis at least once each week? HELP TEXT: Regularly Scheduled: Regularly scheduled at least once each week could mean every Wednesday, every Monday and Friday, everyday, or some other schedule, as long as it is at least once each week.

DISPLAY “Regularly Scheduled:” AND “each week” IN THE HELP TEXT IN BOLD TEXT. DISPLAY THE FIRST “each” IN THE HELP TEXT IN UNDERLINED TEXT. DISPLAY "regularly scheduled" and "each" IN THE QUESTION TEXT IN UNDERLINED TEXT. 

## CCQ350

Page 14 of

18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 1 to 7



### Soft Range 1 to 5 

### REFUSED DON'T KNOW How many d ays each week does {CHILD} go to that program? |___| ENTER # OF DAYS

DISPLAY "days" AND “week” IN UNDERLINED TEXT. SOFT RANGE CHECK 1-5. HARD RANGE CHECK 1-7. SOFT RANGE=1-5. OTHERWISE, DISPLAY ERROR MESSAGE: "You have entered {DISPLAY RESPONSE AT CCQ350}.Are you sure this is correct?” HARD RANGE=1-7. IF NUMBER OF DAYS ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: “Input invalid. Value not in range 1 to 7”. 

## CCQ353

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW As part o f {CHILD}’s participation in that program, did {he/she} ever take a field trip focused on science activities, for example to a science museum or center, a science lab, a planetarium, or a nature center?



## CCQ355

QUESTION TEXT: Other t han regular school hours, how many hours each week does {CHILD} go to that program? RECORD THE HOURS EACH WEEK IN WHOLE HOURS. |___|___| ENTER # OF HOURS 

### Page 15 of 18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### REFUSED

DON'T KNOW
DISPLAY "hours" AND "week" IN UNDERLINED TEXT. RANGE CHECK: IF CCQ.350 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.350 MULTIPLIED BY 10 HOURS AND THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.350 MULTIPLIED BY 24 HOURS. ELSE, IF CCQ.350 IS REF/DK, THE SOFT RANGE FOR HOURS IS 1-50 AND THE HARD RANGE FOR HOURS IS 1-70. IF CCQ.350 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.350 MULTIPLIED BY 10 HOURS. OTHERWISE DISPLAY: You have entered {DISPLAY RESPONSE AT CCQ350 * 10}. Are you sure this is correct?” IF CCQ.350 IS NOT EQUAL TO REF/DK, THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.350 MULTIPLIED BY 24 HOURS. OTHERWISE DISPLAY: "Invalid Response, Entry not in range {DISPLAY RESPONSE AT CCQ350*24}. Please reenter.” IF CCQ350=RF/DK, THE SOFT RANGE=1-50 hours. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered {DISPLAY RESPONSE AT CCQ355}. Are you sure this is correct?” IF CCQ350=RF/DK, HARD RANGE=1-70 hours. OTHERWISE DISPLAY ERROR MESSAGE: “Invalid response. Entry not in range 1-70. Please reenter” 

## BOX14

IF ONLY ONE CURRENT REGULAR CENTER OR PROGRAM CARE ARRANGEMENT FOR CHILD (CCQ.325 = 1 OR REF/DK), GO TO CCQ.376. OTHERWISE, CONTINUE WITH CCQ.375.



## CCQ375

QUESTION TEXT: You said th at {CHILD} attended {NUMBER} other day care {center/centers} or before- or after-school {program/programs} on a regular basis. How many hours each week does {CHILD} attend {this program/these programs}? ENTER “77” IF CHILD DID NOT GO TO OTHER DAY CARE CENTER(S) OR BEFORE- OR AFTER-SCHOOL PROGRAM(S) AT LEAST ONCE EACH WEEK. |___|___| ENTER # OF HOURS 

### Page 16 of 18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 1 to 70



### Soft Range 1 to 50 

### REFUSED DON'T KNOW FOR "{NUMBER}", DISPLAY "1" IF CCQ.325 = 2; DISPLAY "2" IF CCQ.325 = 3; DISPLAY "3" IF CCQ.325 = 4. IF CCQ.325 = 5, USE A NULL DISPLAY. IF CCQ.325 = 2, DISPLAY "center," "program" AND "this program." OTHERWISE, DISPLAY "centers," "programs" AND "these programs." DISPLAY "hours" AND "week" IN UNDERLINED TEXT. SOFT RANGE CHECK 1-50. HARD RANGE CHECK 1-70, 77. IF NUMBER ENTERED IS OUTSIDE OF THE SOFT RANGE (51-70), DISPLAY MESSAGE "You have entered {NUMBER ENTERED} hours. Are you sure this is correct?" IF NUMBER ENTERED IS "77", DISPLAY MESSAGE "You have entered 77. Are you sure this is correct?" IF NUMBER ENTERED IS OUTSIDE OF THE HARD RANGE, DISPLAY MESSAGE "Invalid response. Entry not in range 1 - 70. Please reenter." 

## CCQ376

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO BOX15



### REFUS ED BOX15 

### DON'T KNOW BOX15 Sometimes children spend time caring for themselves, either at home or somewhere else, without an adult or older child responsible for them. Does {CHILD} spend time caring for {himself/herself} on a regular basis before or after school? HELP TEXT: Regular Basis: An arrangement or program occurring on a routine schedule (i.e., occurring at least weekly or on some other schedule). Do not include occasional times when child is left to care for him/herself.

DISPLAY “regular basis” IN UNDERLINED TEXT. DISPLAY “Regular Basis:” IN THE HELP TEXT IN BOLD TEXT. 

## CCQ377

Page 17 of

18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 1 to 70



### Soft Range 1 to 25 

### REFUSED DON'T KNOW How many h ours per week does {CHILD} take care of {himself/herself}? |___|___| ENTER # HOURS

DISPLAY "hours" AND "week" IN UNDERLINED TEXT. IF VALUE IS OUTSIDE OF SOFT RANGE (1-25), DISPLAY "You have entered an answer outside the range of 1-25 hours a week. Are you sure this is correct?" IF VALUE IS OUTSIDE OF HARD RANGE, DISPLAY "Input invalid. Value not in range 1 to 70." 

## BOX15

GO TO S ECTION NRQ (NON-RESIDENT PARENT).



### Page 18 of 18 2013-06-24 10:27 Spring 2014 Parent Interview: ECLS-K:2011 :: CCQ

### Section NRQ [No n-Resident Parents]



# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 8 

## Box1

IF BOTH BIOLOGICAL PARENTS (CODED ‘1’ AT FSQ.140 FOR AT LEAST ONE HOUSEHOLD MEMBER AND CODED ‘1’ AT FSQ.150 FOR AT LEAST ONE HOUSEHOLD MEMBER) ARE CURRENTLY LIVING TOGETHER IN THE HOUSEHOLD, GO TO BOX 4. OTHERWISE, CONTINUE WITH BOX 2.



## Box2

LOOP 1 ASK NRQ.040 THROUGH BOX 4 ONE TIME FOR EACH BIOLOGICAL MOTHER, ADOPTIVE MOTHER, BIOLOGICAL FATHER, AND ADOPTIVE FATHER NOT LIVING IN THE HOUSEHOLD. DETERMINING LOOPING ELIGIBILITY: 1. NO BI OLOGICAL/BIRTH MOTHER IN HH: IF NO HOUSEHOLD MEMBER WITH A CODE ‘1’ AT FSQ.140 AND THE CASE DOES NOT FIT THE CRITERIA FOR BEING INELIGIBLE ACCORDING TO #5 BELOW, THEN ASK ABOUT BIOLOGICAL MOTHER. 2. NO ADOPTIVE MOTHER IN HH: IF NO BIOLOGICAL OR ADOPTIVE MOTHER IN HOUSEHOLD AND THERE IS ONLY ONE ADOPTIVE FATHER IN THE HOUSEHOLD; THAT IS, THERE IS NO HOUSEHOLD MEMBER WITH A CODE '1' OR '2' AT FSQ.140, AND ONLY ONE HOUSEHOLD MEMBER WITH A CODE '2' AT FSQ.150, AND THE CASE DOES NOT FIT THE CRITERIA FOR BEING INELIGIBLE ACCORDING TO #5 BELOW, THEN ASK ABOUT ADOPTIVE MOTHER. 3. NO BIOLOGICAL/BIRTH FATHER IN HH: IF NO HOUSEHOLD MEMBER WITH A CODE ‘1’ AT FSQ.150 AND THE CASE DOES NOT FIT THE CRITERIA FOR BEING INELIGIBLE ACCORDING TO #5 BELOW, ASK ABOUT BIOLOGICAL FATHER. 4. NO ADOPTIVE FATHER IN HH: IF NO BIOLOGICAL OR ADOPTIVE FATHER IN HOUSEHOLD AND THERE IS ONLY ONE ADOPTIVE MOTHER IN THE HOUSEHOLD; THAT IS, THERE IS NO HOUSEHOLD MEMBER WITH CODE '1' OR ‘2’ AT FSQ.150, AND ONLY ONE HOUSEHOLD MEMBER WITH A CODE '2' AT FSQ.140, AND THE CASE DOES NOT FIT THE CRITERIA FOR BEING INELIGIBLE ACCORDING TO #5 BELOW, THEN ASK ABOUT ADOPTIVE FATHER. 5. INELIGIBLE CASES: IF NRQ.030 = 2 NO ADOPTIVE NON-RESIDENT MOTHER/FATHER FROM FALL-K, DO NOT LOOP ON THAT ADOPTIVE NONRESIDENT PARENT. ELSE, IF NRQ.040 = 5 (PARENT DECEASED), NRQ.040 = 6 (NO CONTACT SINCE ADOPTION), NRQ.040 = 7 (NO ADOPTIVE MOTHER/FATHER), OR NRQ.040 = 8 (PARENT UNKNOWN /WAS ONLY A DONOR) IN ANY PREVIOUS ROUND FOR A BIOLOGICAL OR AN ADOPTIVE NON-RESIDENT PARENT, DO NOT LOOP ON THIS PARENT.


### Page 1 of 3 2013-06-24 10:28 Spring 2014 Parent Interview: ECLS-K:2011 :: NRQELSE, I F A BIOLOGICAL PARENT WAS NOT LIVING OR RESPONDENT DID NOT KNOW WHO THE BIOLOGICAL PARENT WAS IN THE FALL K INTERVIEW (FALL K HRQ.030=2 OR 3), DO NOT LOOP ON THIS PARENT. ELSE, IF FSQ.015=4 (DECEASED) FOR A BIOLOGICAL OR ADOPTIVE PARENT IN THE CURRENT ROUND OR SPRING-SECOND GRADE, DO NOT LOOP ON THIS PARENT. IF THERE ARE ANY ELIGIBLE CASES ACCORDING TO THE LOOPING RULES ABOVE, GO TO NRQ.040 FOR EACH ELIGIBLE CASE UNTIL ALL ELIGIBLES HAVE BEEN ASKED ABOUT IN THE QUESTIONS. ELSE, GO TO BOX 4.



## NRQ040

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 Less tha n one month, 2 More than a month but less than a year, Box4 

### 3 More than a year, or Box4 

### 4 No contact since birth? Box4 

### 5 PARENT IS DECEASED Box4 

### 6 NO CONTACT SINCE ADOPTION Box4 

### 7 NO ADOPTIVE {MOTHER/FATHER} Box4 

### 8 PARENT UNKNOWN/WAS ONLY A DONOR Box4



### REFUSED Box4 

### DON'T KNOW Box4 The next questions are about {CHILD}'s contact with {his/her}{biological/adoptive}{father/mother}. [We understand that some of these questions may be difficult {for adoptive parents} to answer; however, these are standard questions we ask when a child does not live with {his/her} biological parents. Any information you can provide will be helpful.] How long has it been since {CHILD} last had a visit, a phone call, a video call, an e-mail, a text or other electronic message, or received a card or letter from {his/her} {biological/adoptive} {father/mother}? Would you say ...

DISPLAY “his” IF THE CHILD IS MALE. DISPLAY “her” IF THE CHILD IS FEMALE. ELSE, IF CHILD SEX IS MISSING, DISPLAY “his/her”. IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE BIOLOGICAL MOTHER, “biological” AND “mother” FOR THE PARTICULAR LOOP RESPONDENT IS ON. IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE BIOLOGICAL FATHER, DISPLAY “biological” AND “father” FOR THE PARTICULAR LOOP RESPONDENT IS ON. IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE ADOPTIVE MOTHER, DISPLAY “adoptive” AND “mother” FOR THE PARTICULAR LOOP RESPONDENT IS ON. IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE ADOPTIVE FATHER, DISPLAY “adoptive” AND 

### Page 2 of 3 2013-06-24 10:28 Spring 2014 Parent Interview: ECLS-K:2011 :: NRQ“father” F OR THE PARTICULAR LOOP RESPONDENT IS ON. DISPLAY "[We...helpful.]" IF THERE ARE NO BIOLOGICAL PARENTS IN THE HOUSEHOLD (NO HOUSEHOLD MEMBER WITH A CODE '1' AT FSQ.140 OR FSQ.150). OTHERWISE, USE A NULL DISPLAY. DISPLAY "for adoptive parents" IF THE RESPONDENT IS AN ADOPTIVE PARENT (FSQ.140 OR FSQ.150 IS CODED '2' FOR THE PERSON FLAGGED AS THE RESPONDENT). 

## NRQ123

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 84



### REF USED DON'T KNOW How many t imes have {CHILD} and {his/her} {biological/adoptive} {father/ mother} talked on the telephone or in a video call to each other, e-mailed, texted, or had some other type of contact that was not in person in the past 4 weeks? |___|___ | NUMBER OF TIMES

DISPLAY “his” IF THE CHILD IS MALE. DISPLAY “her” IF THE CHILD IS FEMALE. ELSE, IF CHILD SEX IS MISSING, DISPLAY “his/her”. IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE BIOLOGICAL MOTHER, DISPLAY “biological” AND “mother” FOR THE PARTICULAR LOOP RESPONDENT IS ON. IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE BIOLOGICAL FATHER, DISPLAY “biological” AND “father” FOR THE PARTICULAR LOOP RESPONDENT IS ON. IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE ADOPTIVE MOTHER, DISPLAY “adoptive” AND “mother” FOR THE PARTICULAR LOOP RESPONDENT IS ON. IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE ADOPTIVE FATHER, DISPLAY “adoptive” AND “father” FOR THE PARTICULAR LOOP RESPONDENT IS ON. RANGE: 0 TO 84. 

## Box4

ASK NRQ. 040 TO NRQ.123 FOR THE NEXT NON-RESIDENTIAL PARENT. IF NO NEXT NON-RESIDENTIAL PARENT, GO TO SECTION COQ (COUNTRY OF ORIGIN FOR NON-RESIDENT BIOLOGICAL PARENTS).



### Page 3 of 3 2013-06-24 10:28 Spring 2014 Parent Interview: ECLS-K:2011 :: NRQ

### Section COQ [Cou ntry of Origin for Non-Resident Biological Parents] 

# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 9 

## BOX 1

IF BOTH BIOLOGICAL PARENTS (ACCORDING TO THE ROSTER, AT LEAST ONE HOUSEHOLD MEMBER IS A BIRTH MOTHER AND AT LEAST ONE HOUSEHOLD MEMBER IS A BIRTH FATHER) ARE CURRENTLY LIVING TOGETHER IN THE HOUSEHOLD, GO TO BOX 6. ELSE, GO TO BOX 2.



## BOX2

IF NO HO USEHOLD MEMBER IS A BIRTH MOTHER AND THE PRELOAD SHOWS THAT COQ WAS ALREADY ANSWERED FOR THE NONRESIDENT BIRTH MOTHER IN SPRING 2013 ((COQ005=1 IN SPRING 2013) OR (COQ010 =0-75 IN SPRING 2013)), GO TO BOX 4. ELSE, ASK COQ005-COQ010 IF NO HOUSEHOLD MEMBER IS A BIRTH M OTHER. OTHERWISE, GO TO BOX 4.



## COQ005

QUESTION TEXT: {Earlie r we asked about where people in your household were born.} Now, we’d like to ask {another question} about {CHILD}’s biological mother. {I know you mentioned that {CHILD}'s biological mother is deceased, and I am sorry for this loss. We understand that it may be hard to talk about those who are no longer living, but I was hoping I could ask a couple quick background questions about where she was from.} In what country was {his/her} biological mother born? IF RESPONDENT SAYS THAT THE MOTHER IS DECEASED, SAY: I’m sorry to hear that. We understand that it may be hard to talk about those who are no longer living. The only questions that I’ll be asking about this parent are where she was from and, if it was not the U.S., when she first moved to the United States. TO ACTIVATE LOOKUP, BEGIN TO TYPE COUNTRY OR TERRITORY. IF COUNTRY IS NOT ON THE LIST, HIGHLIGHT 'NOT ON LIST' IN THE LOOKUP FILE AND PRESS ENTER. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.



### Page 1 of 5 2013-06-24 10:29 Spring 2014 Parent Interview: ECLS-K:2011 :: COQPROGRAMMER INSTRUCTIONS:

ENTER TEXT 

### Length 3



### REFUSED DON'T KNOW DISPLAY "Earlier...born" IF FSQ.212 WAS ASKED. ELSE, USE A NULL DISPLAY. DISPLAY "I know you mentioned...she was from" IF (NRQ.040=5 (DECEASED) FOR THE BIOLOGICAL MOTHER IN ANY ROUND) OR (FALL-KINDERGARTEN HRQ.030=2 (DECEASED) FOR THE BIOLOGICAL MOTHER) OR (FSQ.015=4 (DECEASED) FOR THE BIOLOGICAL MOTHER IN THE CURRENT ROUND OR SPRING-SECOND GRADE). DISPLAY "another question" IF SECTION NRQ ASKED ABOUT THE BIOLOGICAL MOTHER. ELSE, USE A NULL DISPLAY. DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE CODES. IF COUNTRY 233 IS CHOSEN, DISPLAY “YOU HAVE SELECTED “UNITED ARAB EMIRATES” RATHER THAN THE “UNITED STATES.” IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHANGE CODE." 

## BOX 3

IF COQ00 5=0 (NOT ON LIST), CONTINUE WITH COQ 005OS. IF COQ005=1, DK, OR RF, GO TO BOX 4. OTHERWISE, CONTINUE WITH COQ010.



## COQ005OS

QUESTION TEXT:

ENTER TEXT 

### Length 50 [In wha t country was {his/her} biological mother born?] SPECIFY COUNTRY

_________________________________________________________



## COQ010

Page 2 of 5 2013-06-24 10:29 Spring 2014 Parent Interview: ECLS-K:2011 :: COQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 75



### REFUSED DON'T KNOW How old was {CHILD}’s biological mother when she first moved to {any of the fifty states in the United States or the District of Columbia /the United States}?

CONFIRM THAT THE AGE IS REPORTED IN YEARS. ENTER THE AGE IN YEARS. IF BIOLOGICAL MOTHER NEVER MOVED TO THE UNITED STATES (ANY OF THE FIFTY STATES OR THE DISTRICT OF COLUMBIA), ENTER 95. |___|___| AGE

DISPLAY “any of the fifty states or the District of Columbia” IF COQ.020 = 5, 90, 139, 179, 203, 235 (AMERICAN SAMOA, GUAM, MARIANA ISLANDS, PUERTO RICO, SOLOMON ISLANDS, OR US VIRGIN ISLANDS). ELSE, DISPLAY “the United States.” HARD RANGE CHECK 0-75, 95. IF VALUE ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: "INPUT INVALID. VALUE NOT IN RANGE 0-75 OR 95 (BIOLOGICAL MOTHER NEVER MOVED TO UNITED STATES).” 

## BOX 4

IF NO HO USEHOLD MEMBER IS A BIRTH FATHER AND THE PRELOAD SHOWS THAT COQ WAS ALREADY ANSWERED FOR THE NONRESIDENT BIRTH FATHER IN SPRING 2013 ((COQ020=1 IN SPRING 2013) OR (COQ025 =0-75 IN SPRING 2013)), GO TO BOX 6. ELSE, ASK COQ020-COQ025 IF NO HOUSEHOLD MEMBER IS A BIRTH FATHER. OTHERWISE, GO TO BOX 6.



## COQ020

QUESTION TEXT: {Earlie r we asked about where people in your household were born.} Now, we’d like to ask {another question} about {CHILD}’s biological father. {I know you mentioned that {CHILD}'s biological father is deceased, and I am sorry for this loss. We understand that it may be hard to talk about those who are no longer living, but I was hoping I could ask a couple quick background questions about where he was from.} In what country was {his/her} biological father born? IF RESPONDENT SAYS THAT THE FATHER IS DECEASED, SAY: I’m sorry to hear that. We understand that it may be hard to talk about those who are no longer living. The only questions that I’ll be asking about this 

### Page 3 of 5 2013-06-24 10:29 Spring 2014 Parent Interview: ECLS-K:2011 :: COQPROGRAMMER INSTRUCTIONS:

ENTER TEXT 

### Length 3



### REFUSED DON'T KNOW parent a re where he was from and, if it was not the U.S., when he first moved to the United States. TO ACTIVATE LOOKUP, BEGIN TO TYPE COUNTRY OR TERRITORY. IF COUNTRY IS NOT ON THE LIST, HIGHLIGHT 'NOT ON LIST' IN THE LOOKUP FILE AND PRESS ENTER. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.

DISPLAY “Earlier...born” IF FSQ.212 WAS ASKED AND COQ.005 WAS NOT ASKED. ELSE, USE A NULL DISPLAY. DISPLAY “another question” IF SECTION NRQ ASKED ABOUT THE BIOLOGICAL FATHER. ELSE, USE A NULL DISPLAY. DISPLAY "I know you mentioned...he was from" IF (NRQ.040=5 (DECEASED) FOR THE BIOLOGICAL FATHER IN ANY ROUND) OR (FALL-KINDERGARTEN HRQ.030=2 (DECEASED) FOR THE BIOLOGICAL FATHER) OR (FSQ.015=4 (DECEASED) FOR THE BIOLOGICAL FATHER IN THE CURRENT ROUND OR SPRING-SECOND GRADE). DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE CODES. IF COUNTRY 233 IS CHOSEN, DISPLAY “YOU HAVE SELECTED “UNITED ARAB EMIRATES” RATHER THAN THE “UNITED STATES.” IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHANGE CODE." 

## BOX5

IF COQ02 0=0 (NOT ON LIST), CONTINUE WITH COQ020OS. IF COQ020=1 (UNITED STATES), DK, OR RF, GO TO BOX 6. OTHERWISE, CONTINUE WITH COQ025.



## COQ020OS

QUESTION TEXT:

ENTER TEXT 

### Length 50 [In wha t country was {his/her} biological father born?] SPECIFY COUNTRY.

_________________________________________



### Page 4 of 5 2013-06-24 10:29 Spring 2014 Parent Interview: ECLS-K:2011 :: COQ

## COQ025

QUESTI ON TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 7 5



### REFUSED DON'T KNOW How old was {CHILD}’s biological father when he first moved to {any of the fifty states in the United States or the District of Columbia /the United States}? CONFIRM THAT THE AGE IS REPORTED IN YEARS. ENTER THE AGE IN YEARS. IF BIOLOGICAL FATHER NEVER MOVED TO THE UNITED STATES (ANY OF THE FIFTY STATES OR THE DISTRICT OF COLUMBIA), ENTER 95. |___|___| AGE

DISPLAY “any of the fifty states or the District of Columbia” IF COQ.020 = 5, 90, 139, 179, 203, 235 (AMERICAN SAMOA, GUAM, MARIANA ISLANDS, PUERTO RICO, SOLOMON ISLANDS, OR US VIRGIN ISLANDS). ELSE, DISPLAY “the United States.” HARD RANGE CHECK 0-75, 95. IF VALUE ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: "INPUT INVALID. VALUE NOT IN RANGE 0-75 OR 95 (BIOLOGICAL MOTHER NEVER MOVED TO UNITED STATES).” 

## BOX 6

GO TO D ISCIPLINE, WARMTH, AND EMOTIONAL SUPPORTIVENESS (DWQ).



### Page 5 of 5 2013-06-24 10:29 Spring 2014 Parent Interview: ECLS-K:2011 :: COQ

### Section DWQ [Disc ipline, Warmth, and Emotional Supportiveness] 

# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 10 

## BOX 1

IF PERSO N FLAGGED AS RESPONDENT SCORES '1' OR '2' AT FSQ.130 OR IF NO HOUSEHOLD MEMBER SCORES '1' OR '2' AT FSQ.130, CONTINUE WITH DWQ.010. OTHERWISE, GO TO DWQ.080a.



## DWQ010

QUESTION TEXT:

CODES 

### 1 COMPLETELY TRUE 2 MOSTLY TRUE 3 SOMEWHAT TRUE 4 NOT AT ALL TRUE

REFUSED DON'T KNOW Now, I' m going to read some statements. Please tell me whether each statement is completely true, mostly true, somewhat true, or not at all true. {CHILD} and I often have warm, close times together. PROBE: Is it completely true, mostly true, somewhat true or not at all true?



## DWQ015

QUESTION TEXT: [Now, I 'm going to read some statements. Please tell me whether each statement is completely true, mostly true, somewhat true, or not at all true.] Most of the time I feel that {CHILD} likes me and wants to be near me.


### Page 1 of 10 2013-06-24 10:30 Spring 2014 Parent Interview: ECLS-K:2011 :: DWQCODES



### 1 COMPLE TELY TRUE 2 MOSTLY TRUE 3 SOMEWHAT TRUE 4 NOT AT ALL TRUE

REFUSED DON'T KNOW [PROBE: Is it completely true, mostly true, somewhat true or not at all true?]



## DWQ025

QUESTION TEXT:

CODES 

### 1 COMPLETELY TRUE 2 MOSTLY TRUE 3 SOMEWHAT TRUE 4 NOT AT ALL TRUE

REFUSED DON'T KNOW [Now, I 'm going to read some statements. Please tell me whether each statement is completely true, mostly true, somewhat true, or not at all true.] Even when I'm in a bad mood, I show {CHILD} a lot of love. [PROBE: Is it completely true, mostly true, somewhat true or not at all true?]



## DWQ035

QUESTION TEXT:

CODES 

### 1 COMPLETELY TRUE 2 MOSTLY TRUE [Now, I 'm going to read some statements. Please tell me whether each statement is completely true, mostly true, somewhat true, or not at all true.] I express affection by hugging, kissing, and holding {CHILD}. [PROBE: Is it completely true, mostly true, somewhat true or not at all true?]



### Page 2 of 10 2013-06-24 10:30 Spring 2014 Parent Interview: ECLS-K:2011 :: DWQ

### 3 SOMEWHA T TRUE

4 NOT AT ALL TRUE

REFUSED DON'T KNOW


## DWQ070a

QUESTION TEXT:

CODES 

### 1 NEVER TR UE 2 SOMETIMES TRUE 3 OFTEN TRUE 4 VERY OFTEN TRUE

REFUSED DON'T KNOW Now I a m going to read some statements. Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or very often true for you. Even if I am really busy, I make time to listen to {CHILD}. Would you say it's never true, sometimes true, often true, or very often true?



## DWQ070b

QUESTION TEXT:

CODES 

### 1 NEVER TR UE 2 SOMETIMES TRUE 3 OFTEN TRUE 4 VERY OFTEN TRUE

REFUSED DON'T KNOW [Now I am going to read some statements.] [Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or very often true for you.] I discourage {CHILD} from talking about {his/her} worries because it upsets {him/her}.



### Page 3 of 10 2013-06-24 10:30 Spring 2014 Parent Interview: ECLS-K:2011 :: DWQ

## DWQ070c

QUE STION TEXT:

CODES 

### 1 NEVER TR UE 2 SOMETIMES TRUE 3 OFTEN TRUE 4 VERY OFTEN TRUE

REFUSED DON'T KNOW [Now I am going to read some statements.] [Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or very often true for you.] I encourage {CHILD} to talk about {his/her} troubles.



## DWQ070d

QUESTION TEXT:

CODES 

### 1 NEVER TR UE 2 SOMETIMES TRUE 3 OFTEN TRUE 4 VERY OFTEN TRUE

REFUSED DON'T KNOW [Now I am going to read some statements.] [Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or very often true for you.] I encourage {CHILD} to tell me about {his/her} friends and activities.



## DWQ070e

Page 4 of 1 0 2013-06-24 10:30 Spring 2014 Parent Interview: ECLS-K:2011 :: DWQQUESTION TEXT:

CODES 

### 1 NEVER TRUE 2 SOMETIMES TRUE 3 OFTEN TRUE 4 VERY OFTEN TRUE

REFUSED DON'T KNOW [Now I am going to read some statements.] [Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or very often true for you.] I encourage {CHILD} to express {his/her} opinions.



## DWQ070f

QUESTION TEXT:

CODES 

### 1 NEVER TR UE 2 SOMETIMES TRUE 3 OFTEN TRUE 4 VERY OFTEN TRUE

REFUSED DON'T KNOW [Now I am going to read some statements.] [Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or very often true for you.] When I lose my patience with {CHILD}’s questions and demands, I just don’t listen to {CHILD} anymore.



## DWQ077a

QUESTION TEXT: The follow ing are a number of statements about your family. Please tell me how often each typically occurs in your home. You threaten to punish {CHILD} and then do not actually punish {him/her}. Would you say this occurs never, almost never, sometimes, often, or always?



### Page 5 of 10 2013-06-24 10:30 Spring 2014 Parent Interview: ECLS-K:2011 :: DWQCODES



### 1 NEVE R 2 ALMOST NEVER 3 SOMETIMES 4 OFTEN 5 ALWAYS

REFUSED DON'T KNOW


## DWQ077b

QUESTION TEXT:

CODES 

### 1 NEVER 2 ALMO ST NEVER 3 SOMETIMES 4 OFTEN 5 ALWAYS

REFUSED DON'T KNOW [The fol lowing are a number of statements about your family. Please tell me how often each typically occurs in your home.] {CHILD} talks you out of being punished after {he/she} has done something wrong. [PROBE: Would you say this occurs never, almost never, sometimes, often, or always?]



## DWQ077c

QUESTION TEXT:

CODES 

### 1 NEVER 2 ALMO ST NEVER [The fol lowing are a number of statements about your family. Please tell me how often each typically occurs in your home.] You let {CHILD} out of a punishment early, like lift restrictions earlier than you originally said. [PROBE: Would you say this occurs never, almost never, sometimes, often, or always?]



### Page 6 of 10 2013-06-24 10:30 Spring 2014 Parent Interview: ECLS-K:2011 :: DWQ

### 3 SOMETIM ES

4 OFTEN 5 ALWAYS

REFUSED DON'T KNOW


## DWQ080a

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

ENTER NUMBER 

### Range 0 to 2 4



### Soft Range 0 to 10 

### REFUSED DWQ081a 

### DON'T KNOW DWQ081a Now I’d like to ask some questions about {CHILD}’s television viewing. We want you to include television shows, videos, or DVDs watched on a TV, computer, or handheld device like an iPad or cellphone, but not games played on gaming systems like Playstation, Wii, Xbox or handheld devices. On any given weekday, how many hours of television, videotapes, or DVDs on average does {CHILD} watch? HELP TEXT: Blu-Ray is also included, as are downloaded or streaming videos or movies. |___|___| ENTER NUMBER OF HOURS.

DISPLAY THE FOLLOWING MATRIX IN THE RESPONSE FIELD: WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY “ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR, ENTER '0.' MINUTES CAN BE ENTERED ON THE NEXT SCREEN.” WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY ‘ENTER NUMBER OF MINUTES.' WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY ‘Now...devices’ AND ’On...watch?' IN SQUARE BRACKETS. DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS. IF HOURS ARE REF/DK, SKIP TO DWQ.081a. ELSE, CONTINUE WITH MINUTES. DISPLAY “television viewing” AND "not" IN UNDERLINED TEXT. SOFT RANGE=0-10. OTHERWISE, DISPLAY ERROR MESSAGE: " UNLIKELY ANSWER. PLEASE CONFIRM THE ANSWER WITH THE RESPONDENT." IF HOURS ARE 24, SKIP TO DWQ.081a. ELSE, CONTINUE WITH MINUTES. 

## DWQ080b HELP AVAILABLE



### Page 7 of 1 0 2013-06-24 10:30 Spring 2014 Parent Interview: ECLS-K:2011 :: DWQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 59



### REFUSED DON'T KNOW [Now I’ d like to ask some questions about {CHILD}’s television viewing. We want you to include television shows, videos, or DVDs watched on a TV, computer, or handheld device like an iPad or cellphone, but not games played on gaming systems like Playstation, Wii, Xbox or handheld devices.] [On any given weekday, how many hours of television, videotapes, or DVDs on average does {CHILD} watch?] HELP TEXT: Blu-Ray is also included, as are downloaded or streaming videos or movies. |___|___| ENTER NUMBER OF MINUTES.

DISPLAY THE FOLLOWING MATRIX IN THE RESPONSE FIELD: WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY “ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR, ENTER '0.' MINUTES CAN BE ENTERED ON THE NEXT SCREEN.” WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY ‘ENTER NUMBER OF MINUTES.' WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY ‘Now...devices’ AND ’On...watch?' IN SQUARE BRACKETS. DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS. IF HOURS ARE REF/DK, SKIP TO DWQ.080c. ELSE, CONTINUE WITH MINUTES. DISPLAY “television viewing” AND "not" IN UNDERLINED TEXT. 

## DWQ081a

QUESTION TEXT:

ENTER NUMBER 

### Range 0 to 2 4



### Soft Range 0 to 10 

### REFUSED BOX2 

### DON'T KNOW BOX2 Now I’d like to ask some questions about the amount of time {CHILD} plays video games. We want you to include games played on systems like Playstation, Wii, or Xbox, or on handheld devices such as a Nintendo DS, Sony PSP, iPod, iPad, or cellphone, or games played on the computer. On any given weekday, how much time does {CHILD} spend playing video games? Please do not include time {CHILD} spends on the computer doing educational activities or homework. |___|___| ENTER NUMBER OF HOURS.



### Page 8 of 10 2013-06-24 10:30 Spring 2014 Parent Interview: ECLS-K:2011 :: DWQPROGRAMMER INSTRUCTIONS: DISPLAY THE FOLLOWING MATRIX IN THE RESPONSE FIELD: WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY 'ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR, ENTER '0.' MINUTES CAN BE ENTERED ON THE NEXT SCREEN. WHEN CURSOR IS ON THE MINUTE FIELD, DISPLAY ‘ENTER NUMBER OF MINUTES.' WHEN CURSOR IS ON THE MINUTES FIELDS, DISPLAY ‘Now...computer.’ AND ’On any given....homework...' IN SQUARE BRACKETS. DK AND RF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS. IF HOURS ARE REF/DK, SKIP TO BOX2. ELSE, CONTINUE WITH MINUTES. DISPLAY “plays video games” IN UNDERLINED TEXT. SOFT RANGE=0-10. OTHERWISE, DISPLAY ERROR MESSAGE: " UNLIKELY ANSWER. PLEASE CONFIRM THE ANSWER WITH THE RESPONDENT." IF HOURS ARE 24, SKIP TO BOX 2. ELSE, CONTINUE WITH MINUTES. 

## DWQ081b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 5 9 [Now I’ d like to ask some questions about the amount of time {CHILD} plays video games. We want you to include games played on systems like Playstation, Wii, or Xbox, or on handheld devices such as a Nintendo DS, Sony PSP, iPod, iPad, or cellphone, or games played on the computer.] [On any given weekday, how much time does {CHILD} spend playing video games? Please do not include time {CHILD} spends on the computer doing educational activities or homework.] |___|___| ENTER NUMBER OF MINUTES.

DISPLAY THE FOLLOWING MATRIX IN THE RESPONSE FIELD: WHEN CURSOR IS ON THE HOURS FIELD, DISPLAY 'ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR, ENTER '0.' MINUTES CAN BE ENTERED ON THE NEXT SCREEN. WHEN CURSOR IS ON THE MINUTE FIELD, DISPLAY ‘ENTER NUMBER OF MINUTES.' WHEN CURSOR IS ON THE MINUTES FIELDS, DISPLAY ‘Now...computer.’ AND ’on any given....homework...' IN SQUARE BRACKETS. DK AND RF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS. IF HOURS ARE REF/DK, SKIP TO BOX2. ELSE, CONTINUE WITH MINUTES. DISPLAY “plays video games” IN UNDERLINED TEXT. 

## Box 2 Page 9 of 10 2013-06-24 10:30 Spring 2014 Parent Interview: ECLS-K:2011 :: DWQGO TO S ECTION CHQ (CHILD HEALTH AND WELL-BEING).



### Page 10 of 10 2013-06-24 10:30 Spring 2014 Parent Interview: ECLS-K:2011 :: DWQ

### Section CH Q [Child's Health and Well-Being]



# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 11 

## CHQ021

QUESTION TEXT:

CODES 

### 1 YES CHQ023 

### 2 NO

REF USED DON'T KNOW Has {CHIL D} had an ear infection since last spring?



## CHQ022

QUESTION TEXT:

CODES 

### 1 YES CHQ024 

### 2 NO CH Q026



### REFUSED CHQ026 

### DON'T KNOW CHQ026 Has {CHIL D} had an ear ache since last spring?



## CHQ023

QUESTION TEXT: Since la st spring, how many times did a doctor, nurse, or other medical professional tell you that {CHILD} had an ear infection? RECORD NUMBER OF TIMES. |___| NUMBER OF TIMES


### Page 1 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQENTER NU MBER 

### Range 0 to 15 

### REFUSED DON'T KNOW


## CHQ024

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES Code All That Apply 

### 1 NO TREAT MENT/ WATCH AND WAIT 2 DECONGESTANTS/ ANTIHISTAMINES/ ALLERGY

MEDICATION 3 ANTIBIOTICS 4 WITH EAR TUBES 5 ANALGESICS (E.G., FEVER REDUCER OR PAIN

RELIEVER) 6 EAR DROPS 7 FLUSHING THE EAR/ IRRIGATION/ EAR WAX

REMOVAL 8 REMOVE TONSILS/ ADENOIDS 9 CHIROPRACTIC TREATMENTS 10 DID NOT GO TO DOCTOR, NURSE, OR MEDICAL

PROFESSIONAL 91 OTHER (SPECIFY)

REFUSED DON'T KNOW How have {CHILD}’s {ear infections/ear aches} been treated by your doctor, nurse, or other medical professional since last spring? PROBE: Anything else? CODE ALL THAT APPLY.

DISPLAY “ear infections” IF CHQ.021 = 1. ELSE, DISPLAY “ear aches”. 

## BOX1

IF ONE O F THE CODES IN CHQ.024 = 91, GO TO CHQ.024OS. ELSE, GO TO BOX 2.



### Page 2 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQ

## CHQ024OS

QUEST ION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 50 [How hav e {CHILD}’s {ear infections/ear aches} been treated by your doctor, nurse, or other medical professional since last spring?] SPECIFY TREATMENT.

___________________________________________________

DISPLAY “ear infections” IF CHQ.021 = 1. ELSE, DISPLAY “ear aches”. 

## BOX2

IF ONE O F THE CODES IN CHQ.024 = 4, GO TO CHQ.025. ELSE, GO TO CHQ.026.



## CHQ025

QUESTION TEXT:

CODES 

### 1 RIGHT E AR 2 LEFT EAR 3 BOTH EARS

REFUSED DON'T KNOW Since la st spring, have ear tubes been placed in the right ear, left ear, or both ears when your child has had surgery to place tubes in {his/her} ears? IF NEEDED: Please consider all surgeries since last spring if {CHILD} had more than one to place ear tubes.



## CHQ026 Page 3 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQQUESTION T EXT:

CODES 

### 1 YES 2 NO CHQ040a



### REFUSED CHQ040a 

### DON'T KNOW CHQ040a Has a doctor , nurse, or other medical professional ever told you that {CHILD} has asthma?



## CHQ027

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW Does {h e/she} receive treatment for this condition?



## CHQ040a

QUESTION TEXT: HELP AVAILABLE

What ki nd of health insurance or health care coverage does {CHILD} have? By health insurance I mean any kind of coverage that pays for health care expenses. Please do not include private plans that only provide extra cash while hospitalized. Does {he/she} have a private health insurance plan (from an employer, workplace, or purchased directly or through a state or local government program or community program)? HELP TEXT: By a private health insurance plan, we mean health insurance that is through a parent or guardian's current or previous job, insurance bought directly from an insurance agent or insurance company, or insurance bought from a state, union, school, or a group or association. Some states have private insurance for teachers and state employees, or plans that help people in high risk groups who have trouble finding insurance. Insurance bought from a Health Insurance Exchange (HIX) run by the state or federal government would also be included. Private insurance may also be bought from a group or association, including professional associations and community programs, such as a religious group or a club.



### Page 4 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQCODES



### 1 YES 2 NO

REFUS ED DON'T KNOW


## CHQ040b

DISPLAY INSTRUCTIONS: QUESTION TEXT: See cha rt. [What ki nd of health insurance or health care coverage does {CHILD} have? By health insurance I mean any kind of coverage that pays for health care expenses. Please do not include private plans that only provide extra cash while hospitalized.] Does {he/she} have a public health insurance plan, such as Medicaid, the Children's Health Insurance Program (CHIP), or health care through the military? {PROBE: In your state or district, {the Medicaid program is called {STATE MEDICAID NAME} }{and} {the Children's Health Insurance Program is called {STATE CHIP NAME}}.} HELP TEXT: Public health insurance is any insurance provided through a federal, state, or local government program. If you get help, assistance, a subsidy, or a coupon from the government to pay for the doctor or to get medicine for your child, you may be receiving public health insurance. Public health insurance includes Medicaid, also referred to as Medical Assistance in some states, a State Children’s Health Insurance Plan (SCHIP) , and military insurance such as TRICARE. Medicaid is a Federally-assisted, state-administered program that prov ides health benefits to low-income persons on public assistance. Because the Medicaid program is administered by each state, some states have different names for their programs (IF THERE IS A DIFFERENT STATE NAME, IT IS SHOWN IN THE PROBE FOR THIS QUESTION). The State Children’s Health Insurance Program (SCHIP) provides health insurance for average to low-income children and pregnant women. Like Medicaid, SCHIP is state-administered and different states sometimes have different names for the program (IF THERE IS A DIFFERENT STATE NAME, IT IS SHOWN IN THE PROBE FOR THIS QUESTION). Military health care programs, such as TRICARE, may be for active duty and retired military personnel, their families, and survivors.



### Page 5 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW Appendi x State M edicaid and CHIP Program Names

State STAT E

MEDICAIDE STATE CHIP Alabama Me dicaid ALL Kids Alaska Med icaid Denali KidCare Arizona AH CCCS KidsCare Arizona Ki ds Care II Arkansa s Medicaid ARKids First Californi a Medi

- Cal Healthy Families Colorado Med icaid Child Health Plan Plus (CHP+)
Connect icut Medical

Assistance HUSKY
Delawar e Medicaid Delaware Healthy Children Program Distric t of Columbia Medicaid DC Healthy Families Florida Me dicaid Florida KidCare Georgia Me dicaid PeachCare for Kids Hawaii Med ical

Assistance QUEST

Idaho Medi caid Children's Health Insurance Program (CHIP) Illinois Med icaid All Kids Indiana Med icaid Hoosier Healthwise (HHW) Iowa Medic aid hawk -i Kansas Kan Care HealthWave
Kentuck y Medicaid Kentucky Children's Health Insurance Program (KCHIP) Louisia na Medicaid LaCHIP
Maine Main eCare State Children's Health Insurance Program (SCHIP) MaineCare Maryland Me dicaid Maryland Children's Health Program (MCHIP)

DETERMIN E THE STATE OF RESIDENCE FROM THE CURRENT INTERVIEW IF INQ180=2 OR 3. ELSE, TAKE THE STATE OF RESIDENCE FROM THE PRELOADED ADDRESS IF INQ180=1, REF, OR DK. DISPLAY PROBE IF THE STATE MEDICAID NAME IS NOT "Medicaid" OR THE STATE CHIP NAME IS NOT "Children's Health Insurance Program (CHIP)" IN THE STATE INSURANCE DISPLAY FILE. WITHIN THE PROBE, DISPLAY "the Medicaid program...{STATE MEDICAID NAME}" AND THE STATE MEDICAID NAME IF THE STATE MEDICAID NAME IS NOT "Medicaid" IN THE STATE INSURANCE DISPLAY FILE. WITHIN THE PROBE, DISPLAY "the Children's Health...{STATE CHIP NAME}" AND THE STATE CHIP NAME IF THE STATE CHIP NAME IS NOT "Children's Health Insurance Program (CHIP)" IN THE STATE INSURANCE DISPLAY FILE. DISPLAY "and" IF THE STATE MEDICAID NAME IS NOT "Medicaid" AND THE STATE CHIP NAME IS NOT "Children's Health Insurance Program (CHIP)" IN THE STATE INSURANCE DISPLAY FILE. DISPLAY “Medicaid” IN “Medicaid is a Federally-assisted, state-administered...etc.,” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “State Children’s Health Insurance Program (SCHIP)” IN “The State Children’s Health Insurance Program (SCHIP) provides health insurance.. etc.,”IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Military health care” IN “Military health care programs, such as TRICARE, may be for active duty..etc.,” IN THE HELP TEXT IN BOLD TEXT. 

## BOX3

Page 6 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQIF EITHER CHQ.040a OR CHQ.040b EQUALS 1, AUTOCODE CHQ.040c=1 AND GO TO CHQ.060. ELSE, GO TO CHQ.040c.



## CHQ040c

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW [What ki nd of health insurance or health care coverage does {CHILD} have? By health insurance I mean any kind of coverage that pays for health care expenses. Please do not include private plans that only provide extra cash while hospitalized.] Does {he/she} have any health insurance?



## CHQ060

QUESTION TEXT:

ENTER NUMBER 

### Range 0 to 7



### REFUSED DON'T KNOW In a typ ical week, on how many days does {CHILD} get exercise that causes rapid breathing, perspiration, and a rapid heartbeat for 20 continuous minutes or more? |___| ENTER # OF DAYS



## CHQ070a

DISPLAY INSTRUCTIONS: HELP AVAILABLE



### Page 7 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQQUESTION T EXT:

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW BOLD "GROUP SPORTS" IN HELP TEXT ONLY. What ty pes of exercise or physical activity does {CHILD} get? How about... Group sports? HELP TEXT: GROUP SPORTS: e.g. baseball, basketball, soccer, organized or unorganized games in the yard or neighborhood.



## CHQ070b

DISPLAY INSTRUCTIONS: QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW BOLD "INDIVIDUAL SPORTS" IN HELP TEXT ONLY. [What ty pes of exercise or physical activity does {CHILD} get? How about...] Individual sports? HELP TEXT: INDIVIDUAL SPORTS: e.g. tennis, swimming, gymnastics.



## CHQ070c

DISPLAY INSTRUCTIONS: QUESTION TEXT: HELP AVAILABLE

BOLD "D ANCE" IN HELP TEXT ONLY. [What ty pes of exercise or physical activity does {CHILD} get? How about...]


### Page 8 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQCODES



### 1 YES 2 NO

REFUS ED DON'T KNOW Dance? HEL P TEXT: DANCE: e.g. tap, ballet, movement.



## CHQ070d

DISPLAY INSTRUCTIONS: QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW BOLD "RECREATIONAL SPORTS/OUTDOOR ACTIVITIES" IN HELP TEXT ONLY. [What ty pes of exercise or physical activity does {CHILD} get? How about...] Recreational sports or outdoor activities? HELP TEXT: RECREATIONAL SPORTS/OUTDOOR ACTIVITIES: e.g. biking, hiking.



## CHQ070e

DISPLAY INSTRUCTIONS: QUESTION TEXT: HELP AVAILABLE

BOLD "M ARTIAL ARTS" IN HELP TEXT ONLY. [What ty pes of exercise or physical activity does {CHILD} get? How about...] Martial Arts? HELP TEXT: MARTIAL ARTS: e.g., Karate, Judo, Tae Kwan Do


### Page 9 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQCODES



### 1 YES 2 NO

REFUS ED DON'T KNOW


## CHQ070f

DISPLAY INSTRUCTIONS: QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW BOLD "PLAYGROUND ACTIVITIES" IN HELP TEXT ONLY. [What ty pes of exercise or physical activity does {CHILD} get? How about...] Playground activities? HELP TEXT: PLAYGROUND ACTIVITIES: e.g. catch, jump-rope, tag; these do NOT need to occur necessarily in a "playground" but could occur in a backyard or common area.



## CHQ070g

DISPLAY INSTRUCTIONS: QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 YES 2 NO BOLD " GENERAL EXERCISING" IN HELP TEXT ONLY. [What ty pes of exercise or physical activity does {CHILD} get? How about...] General exercising? HELP TEXT: GENERAL EXERCISING: e.g. jumping jacks, kid gyms, jogging, aerobics.



### Page 10 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQ

### REFUSED DON' T KNOW


## CHQ070h

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW [What ty pes of exercise or physical activity does {CHILD} get? How about...] Anything else?



## Box 4

IF CHQ.0 70h=1, GO TO CHQ.070OS. ELSE, GO TO CHQ.095.



## CHQ070OS

QUESTION TEXT:

ENTER TEXT 

### Length 75



### REFUS ED DON'T KNOW [What ty pes of exercise or physical activity does {CHILD} get?] SPECIFY ACTIVITY

_______________________________________



### Page 11 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQ

## CHQ095

QUESTI ON TEXT:

CODES 

### 1 Better th an other children {his/her} age, 2 As well as other children, 3 Slightly less well than other children, or 4 Much less well than other children?

REFUSED DON'T KNOW For the next set of questions, please base your answer on how {CHILD} compares to other children of the same age. {CHILD} is independent and takes care of {himself/herself} ...



## CHQ100

QUESTION TEXT:

CODES 

### 1 Better th an other children {his/her} age, 2 As well as other children, 3 Slightly less well than other children, or 4 Much less well than other children?

REFUSED DON'T KNOW Does {C HILD} pay attention ....



## CHQ105

QUESTION TEXT: Does {C HILD} learn, think, and solve problems ...



### Page 12 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQCODES



### 1 Better than other children {his/her} age, 2 As well as other children, 3 Slightly less well than other children, or 4 Much less well than other children?

REFUSED DON'T KNOW


## CHQ106

QUESTION TEXT:

CODES 

### 1 Better th an other children {his/her} age, 2 As well as other children, 3 Slightly less well than other children, or 4 Much less well than other children?

REFUSED DON'T KNOW Does {C HILD} show good coordination in moving {his/her} arms and legs? Would you say {he/she} does this ... IF RESPONDENT REPORTS DIFFERENTIALLY FOR ARMS OR LEGS OR FOR SIDES OF THE BODY, SAY: Answer for the part of the body your child has the most difficulty using. IF CHILD HAS EPISODIC TROUBLE, SAY: Answer for what you consider a typical day.



## CHQ107

QUESTION TEXT:

CODES 

### 1 Better th an other children {his/her} age, 2 As well as other children, 3 Slightly less well than other children, or 4 Much less well than other children?

REFUSED DON'T KNOW Would y ou say {CHILD} behaves and relates to other children...



### Page 13 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQ

## CHQ108

QUESTI ON TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 Better th an other children {his/her} age, 2 As well as other children, 3 Slightly less well than other children, or 4 Much less well than other children?

REFUSED DON'T KNOW Would y ou say {CHILD} behaves and relates to adults...

DISPLAY “adults” IN UNDERLINED TEXT. 

## CHQ109

QUESTION TEXT:

CODES 

### 1 Less act ive than other children {his/her} age, 2 About as active, 3 Slightly more active, or 4 A lot more active than other children {his/her}

age? REFUSED DON'T KNOW Thinkin g about {CHILD}'s overall activity level, would you say {he/she} is...



## CHQ110

QUESTION TEXT:

CODES 

### 1 YES 2 NO BOX5 Does {C HILD} have any emotional or psychological difficulties?



### Page 14 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQ

### REFUSED BOX5 

### DON 'T KNOW BOX5


## CHQ111

QUESTION TEXT:

CODES 

### 1 MILD PROB LEM 2 MODERATE PROBLEM 3 SEVERE PROBLEM

REFUSED DON'T KNOW Do you think this is a mild problem, a moderate problem, or a severe problem?



## BOX5

IF (CHQ. 095 = 3 OR 4) OR (CHQ.100 = 3 OR 4) OR (CHQ.105 = 3 OR 4) OR (CHQ.106 = 3 OR 4), OR (CHQ.107 = 3 OR 4) OR (CHQ.108 = 3 OR 4) OR (CHQ.109 = 4) OR (CHQ.110 = 1), GO TO CHQ.115. ELSE, GO TO CHQ.200.



## CHQ115

QUESTION TEXT: HELP AVAILABLE

{Since l ast spring has {CHILD}}/{Has {CHILD} ever} been evaluated by a professional because of an issue with {independence and taking care of {himself/herself} {or}/paying attention {or}/learning, thinking, and solving problems {or}/ coordination in moving {his/her} arms and legs {or}/behaving and relating to other children {or}/ behaving and relating to adults {or}/{his/her} overall activity level {or}/{his/her} emotional or psychological difficulties}? HELP TEXT: Professional: This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors,audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speechlanguage pathologists, etc. Do not include teachers or some other non-health professional.


### Page 15 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES 2 NO CHQ200



### REFUSED CHQ200 

### DON'T KNOW CHQ200
DISPLAY “Professional:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Since last spring has {CHILD}” IF SECTION CHQ WAS COMPLETED IN SPRING-SECOND GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Has {CHILD} ever”. DISPLAY ALL THE ISSUES THAT THE CHILD HAS ACCORDING TO THE INSTRUCTIONS BELOW. IF THERE IS MORE THAN ONE ISSUE, DISPLAY THE “or” FOLLOWING THE DISPLAY (E.G., IF A CHILD HAS PROBLEMS WITH BOTH PA YING ATTENTION AND BEHAVING AND RELATING TO ADULTS, THE DISPLAY WOULD BE “paying attention or behaving and relating to adults.”). IF CHQ.095 = 3 OR 4, DISPLAY “independence and taking care of {himself/herself}”. IF CHQ.100 = 3 OR 4, DISPLAY “paying attention”. IF CHQ.105 = 3 OR 4, DISPLAY “learning, thinking, and solving problems”. IF CHQ.106 = 3 OR 4, DISPLAY “coordination in moving {his/her} arms and legs”. IF CHQ.107 = 3 OR 4, DISPLAY “behaving and relating to other children”. IF CHQ.108 = 3 OR 4, DISPLAY “behaving and relating to adults”. IF CHQ.109 = 4, DISPLAY “{his/her} overall activity level”. IF CHQ.110 = 1, DISPLAY “{his/her} emotional or psychological difficulties”. 

## CHQ120

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO CHQ200



### REF USED CHQ200 

### DON'T KNOW CHQ200 {Since l ast spring, have you obtained/Did you obtain} a diagnosis or diagnoses of a problem from a professional? HELP TEXT: Professional: This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors,audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speechlanguage pathologists, etc. Do not include teachers or some other non-health professional.

DISPLAY “of a problem” IN UNDERLINED TEXT. DISPLAY “Professional:” IN THE HELP TEXT IN BOLD TEXT. "DISPLA Y “Since ...obtained” IF SECTION CHQ WAS COMPLETED IN SPRING-SECOND GRADE ACCORDING TO THE PREL OAD. ELSE, DISPLAY “Did...obtain” FOR THE SECOND DISPLAY. 

## CHQ125 HELP AVAILABLE 

### Page 16 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQQUESTION T EXT: What was the diagnosis or were the diagnoses? PROBE: Anything else? CODE ALL THAT APPLY. CODE DYSLEXIA AS “6.” CODE DYSCALCULIA AS “7”. CODE “LEARNING DISABILITY” (CODE 1) ONLY IF THE CHILD HAS AN ADDITIONAL LEARNING DISABILITY THAT IS SEPARATE FROM OR IN ADDITION TO DYSLEXIA (CODE 6) OR DYSCALCULIA (CODE 7). IF BOTH ADD (CODE 2) AND ADHD (CODE 3) ARE MENTIONED, CODE AS “3” FOR ADHD. HELP TEXT: Learning disability: This is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which shows up as difficulty to listen, think, speak, read, write, spell, or do mathematical calculations. In some cases the child can perform at grade level, but only with special help. Some names of learning disabilities are dyslexia (CODE UNDER DYSLEXIA), dyscalculia (CODE U NDER DYSCALCULIA), developmental aphasia, minimal brain dysfunction, brain injury, and perceptual disabiliti es. The term does not include learning problems that are primarily the result of problems with seeing, hearing, or walking (or visual, hearing or motor disabilities); intellectual or severe cognitive disability /mental retardation; emotional disturbance; or environmental, cultural, or economic disadvantage. A commonly used acronym is "LD." "Specific learning disorder" should be coded here. Attention Deficit Disorder (ADD): A childhood syndrome characterized by short attention span that is inappropriate for his/her age group. Attention Deficit Hyperactivity Disorder (ADHD): The child displays signs of inattention, impulsivity, and hyperactivity that are inappropriate for his or her mental and chronological age. Adults in the child’s environment, such as parents and teachers must report the signs. Inattention means difficulty concentrating, easily distracted, and not finishing things started. Impulsivity means often acts before thinking, shifts excessively from one activity to another, needs a lot of supervision. Hyperactivity means runs about or climbs on things excessively, has difficulty staying seated, always on the go, as if driven by a motor. Onset is typically before age seven and condition lasts at least six months. Developmental delay: A condition in which a young child falls significantly behind his/her age-mates in physical, mental (cognitive), speech (communication), social/emotional, adaptive (behavioral) development. It does not simply mean that the child talked somewhat later than some children talked or was smaller than average. It is not to be confused with autism or pervasive developmental delay. If the child's social behavior and relationships with other people are generally consistent with his or her delayed cognitive development, then the classification of the condition as developmental delay is probably appropriate. If this is not the case, see the definitions of autism and pervasive developmental disorder or delay. Autism: A developmental disability significantly affecting verbal and nonverbal communication as well as social interaction, generally evident before age three. Other characteristics often associated with autism are a pervasive lack of responsiveness to other people, and engagement in repetitive activities and stereotyped movements (such as hand-flapping or rocking). There is also often an insistence on sameness, as shown by stereotyped play, abnormal preoccupations, or resistance to change. With autism, the impaired social development and delayed or deviant language development are not merely predictable from the child's cognitive retardation. Some children with autism are actually advanced in their reading skills, memory skills, or musical abilities. The term autism does not apply if the child’s educational performance is negatively affected primarily because the child has an emotional disturbance. Asperger's Disorder, Pervasive Developmental Disorder (PDD), or any other autism spectrum disorder may be coded here; the subtype will be captured in the next question. Pervasive developmental disorder or delay is also characterized by gross and sustained impairment in social relationships, but typically has an onset after 30 months of age. Other characteristics are sudden excessive anxiety, inappropriate affect or emotions, resistance to change in the 

### Page 17 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQenviron ment, oddities of motor movement, abnormalities of speech, hypersensitivity to sensory stimuli, and self-mutilation. This condition generally does not involve delusions, hallucinations, incoherence, or bizarre associations. "Austism spectrum disorder (ASD)" should be coded here. Dyslexia: A learning disability (see above definition) marked by impairment of the ability to recognize and comprehend the written word. Dyscalculia: A learning disability (see above definition) marked by impairment in the ability to perform and remember calculations in mathematics. Intellectual disability/Severe cognitive disability/Mental retardation: The child's mental development is significantly and noticeably behind what would ordinarily be expected for a child of his or her age. This significantly below average general intellectual functioning exists at the same time as problems in adaptive behavior, and negatively affects the child’s educational performance. "Intellectual developmental disorder" should be coded here. Orthopedic impairment: A bodily (or physical) impairment that is severe enough to negatively affect a child’s educational performance. Disabling physical problems such as those resulting from poliomyelitis (often called polio or infantile paralysis), bone tuberculosis, cerebral palsy, amputations, and fractures or contractures (shortening of tissue) from burns would be considered as orthopedic impairments. Serious Emotional Disturbance or SED: A condition that has one or more of the following characteristics over a long period of time that negatively affect a child's educational performance: (a) an inability to learn that cannot be explained by other factors; (b) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (c) inappropriate behavior or feelings; d) a general mood of unhappiness or depression; or (e) a tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have a serious emotional disturbance. Traumatic Brain Injury: An acquired injury to the brain caused by an external force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psycho-social behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital (there at birth) or degenerative (problem that grows worse over time), or to brain injuries brought on by birth trauma (injuries during birth). The term is used when an external force has caused the injury. Panic Disorder: A disorder in which there is the sudden onset of several different physical signs, such as rapid heart rate, shaking, sweating, nausea, dizziness, and difficulty breathing. A panic disorder may make a child think that something horrible is about to happen. Separation Anxiety Disorder:This is the fear a child has of being separated from his/her parents which is far more than would be expected for the child’s developmental stage. Obsessive Compulsive Disorder: A child must have obsessions or compulsions or both to have this disorder, and these obsessions and/or compulsions must be disabling to the child. Obsessions are thoughts that aren’t visible to others but cause the child distress. The thoughts occur over and over and the child spends so much time on them that they have a hard time taking care of themselves or relating to others. Compulsions are mental acts that a child feels driven to perform in response to an obsession. Generalized Anxiety Disorder: Children who have this disorder worry all the time over nothing, themselves, other’s safety, their health, and/or the world to a far greater extent than average. They often have many physical signs of anxiety such as headache, abdominal pain, cramps, diarrhea, vomiting, and dizziness. Other Anxiety Disorder: An anxiety disorder that is not one of the specific disorders in this list. Bipolar Disorder: A child with bipolar disorder displays signs of major mood changes, sometimes sad, as in depression, or the opposite, mania. All bipolar disorders are a combination of mania with or without depression. Some signs of mania include inflated self-esteem, decreased need for sleep, distractibility and increased activity. Some signs of depression are sleeping too much, poor appetite, feelings of severe worthlessness, hallucinations or strange beliefs about the past. 

### Page 18 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQCODES



### 1 LEARN ING DISABILITY 2 ATTENTION DEFICIT DISORDER (ADD) 3 ATTENTION DEFICIT HYPERACTIVITY DISORDER

(ADHD) 4 DEVELOPMENTAL DELAY 5 AUTISM/ASPERGER’S DISORDER/PERVASIVE

DEVELOPMENTAL DISORDER (PDD)/OTHER AUTISM SPECTRUM DISORDER 6 DYSLEXIA 7 DYSCALCULIA 8 INTELLECTUAL DISABILITY/SEVERE COGNITIVE

DISABILITY/MENTAL RETARDATION 9 ORTHOPEDIC IMPAIRMENT 10 SERIOUS EMOTIONAL DISTURBANCE Depress ion: Some signs of depression are frequent sadness, loss of interest or enjoyment of activities, low energy, isolation from friends, sleeping too much, poor appetite, a severe sense of worthlessness, problems with concentration, frequent complaints of physical illnesses, and thoughts of suicide or destructive behavior. Speech Problems (such as articulation problems; communication problems; phonological problems; voice disorders; or stuttering): Speech problems include many types of issues a child may show when he or she talks. The listener may not hear the child (his/her voice may be inaudible), the child may not speak clearly (sounds are not crisp), or the child may use sounds or say words the listener is not familiar with. These problems are common in very young children as they learn to speak. However, as children age they are expected to speak with more clarity. Thus, a speech problem refers to speech that is not age appropriate. Articulation problems refer to an inability to make certain sounds. The child may say “wock” instead of “rock” or they may leave off a sound and say “tick or teat” instead of “trick or treat.” These problems occur when the child changes a sound, leaves off a sound, or adds a sound to familiar words. If a child cannot make particular sounds that children his/her age normally make, that may also be referred to as a Phonological problem. Voice disorders refer to difficulty producing sound at all and is a problem with the vocal cords. A Stuttering problem refers to difficulty producing fluent (flowing or effortless) speech. The child cannot speak sentences or groups of words with ease. Instead, the child hesitates before saying some words. They may seem as if they are mentally blocking on a word. This hesitation makes it hard for the listener to understand what the child is trying to say. Sensory Deficit Disorder (such as sensory deprivation problems, sensory processing problems; sensory integration problems; or sensory organization problems): This should not be confused with attention deficit disorder, vision problems, or hearing problems. Sensory deficit disorder, sensory processing disorder, and sensory integration disorder are terms that refer to problems a child may have correctly organizing or interpreting sensory information. The child reacts to sensory information (what is seen, heard, touched, etc.) in an unexpected way. Some examples are strong reactions to smelling certain perfumes, oversensitivity to the touch of certain fabrics or even to any fabric, or overreactions to loud noises. When the level of sensitivity creates a problem with age-appropriate behavior or activities, or age-appropriate functioning at home or school then it becomes a problem. Oppositional Defiant Disorder (Oppositional Defiance Disorder; ODD): ODD refers to children whose uncooperative, defiant, or hostile behavior disrupts daily life. All children show such behavior in particular circumstances – such as when they are tired, not feeling well, or under unusual stress. However, identification of ODD comes with such behavior that (1) occurs with unusual frequency, (2) occurs in more than one setting - such as home, school, church, or supermarket, and (3) is not appropriate for the age. Examples include the following: the child has frequent temper tantrums; argues excessively with adults; challenges rules or authority; is defiant and refuses to comply with adult requests and rules; purposely tries to annoy or upset people; blames others for his or her mistakes or misbehavior; is often touchy or easily annoyed by others; has frequent anger and resentment; talks in a mean and hateful way when upset; or has a spiteful attitude and seeks revenge.



### Page 19 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:



### 11 TRAUMATIC BRAIN INJURY 12 PANIC DISORDER 13 SEPARATION ANXIETY DISORDER 14 OBSESSIVE COMPULSIVE DISORDER 15 GENERALIZED ANXIETY DISORDER 16 OTHER ANXIETY DISORDER 17 BIPOLAR DISORDER 18 DEPRESSION 19 SPEECH PROBLEMS/ARTICULATION

PROBLEMS/COMMUNICATION PROBLEMS/PHONOLOGICAL PROBLEMS/VOICE DISORDERS/STUTTERING 20 SENSORY DEFICIT DISORDER/SENSORY

DEPRIVATION PROBLEMS/SENSORY PROCESSING PROBLEMS/SENSORY INTEGRATION PROBLEMS/SENSORY ORGANIZATION PROBLEMS 21 OPPOSITIONAL DEFIANT

DISORDER/OPPOSITIONAL DEFIANCE DISORDER (ODD) 91 OTHER (SPECIFY)

REFUSED CHQ200 

### DON'T KNOW CHQ200 DISPLAY “Learning disability:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Specific learning disorder" IN THE HELP TEXT UNDER LEARNING DISABILITY IN BOLD TEXT. DISPLAY “Attention Deficit Disorder (ADD): ” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD): ” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Developmental delay:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Autism:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Austism spectrum disorder (ASD)" IN THE HELP TEXT UNDER AUTISM IN BOLD TEXT. DISPLAY "Asperger's Disorder, Pervasive Developmental Disorder (PDD), or any other autism spectrum disorder may be coded here;" UNDER AUTISM IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Pervasive development disorder or delay:” AND “after ” UNDER AUTISM IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Dyslexia:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Dyscalculia:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Intellectual disability/Severe cognitive disability/Mental retardation:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Intellectual developmental disorder" IN THE HELP TEXT UNDER INTELLECTUAL DISABILITY/SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION IN BOLD TEXT. DISPLAY “Orthopedic impairment:” IN THE HELP TEXT IN BOLD TEXT. 

### Page 20 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQDISPLAY “ Serious Emotional Disturbance or SED:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Traumatic Brain Injury:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Panic Disorder:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Separation Anxiety Disorder:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Obsessive Compulsive Disorder:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Generalized Anxiety Disorder:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “ Other Anxiety Disorder:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Bipolar Disorder:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Depression:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Speech Problems (such as articulation problems; communication problems; phonological problems ; voice disorders; or stuttering): ” IN THE HELP TEXT IN BOLD TEXT. DISPLAY " Articulation problems", " Phonological problem", "Voice disorders" and "Stuttering problem" UNDER SPEECH PROBLEMS IN BOLD TEXT. DISPLAY “Sensory Deficit Disorder (such as sensory deprivation problems, sensory processing problems; sensory integration problems; or sensory organization problems):” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Oppositional Defiant Disorder (Oppositional Defiance Disorder; ODD):” IN THE HELP TEXT IN BOLD TEXT. 

## BOX6

IF CHQ.1 25 = 91, GO TO CHQ.125OS. ELSE, GO TO BOX 7.



## CHQ125OS

QUESTION TEXT:

ENTER TEXT 

### Length 50 [What was the diagnosis or were the diagnoses? ] SPECIFY DIAGNOSIS/DIAGNOSES.

______________________________________________



### Page 21 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQ

## BOX7

IF CHQ.1 25 HAS A CODE OF 5, GO TO CHQ.126. ELSE, GO TO BOX 8.



## CHQ126

QUESTION TEXT:

CODES 

### 1 AUTISM 2 ASP ERGER'S DISORDER 3 PERVASIVE DEVELOPMENTAL DISORDER (PDD) 4 AUTISM SPECTRUM DISORDER (ASD) 91 OTHER (SPECIFY)

REFUSED DON'T KNOW What ty pe of autism spectrum disorder does {CHILD} have? Is it autism, Asperger's Disorder, Pervasive Developmental Disorder, something else, or was it identified generally as Autism Spectrum Disorder?



## BOX7a

IF CHQ.1 26 = 91, GO TO CHQ.126OS. ELSE, GO TO BOX 8.



## CHQ126OS

QUESTION TEXT:


### Page 22 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQENTER TEX T 

### Length 50 [What ty pe of autism spectrum disorder does {CHILD} have? Is it autism, Asperger's Disorder, Pervasive Developmental Disorder, or something else?] SPECIFY TYPE OF AUTISM SPECTRUM DISORDER.

_____________________________________________________________



## BOX8

LOOP 1 ASK CHQ.130, CHQ.131, CHQ.135a, CHQ.135b, CHQ.140, CHQ.155, AND CHQ.173 (IF APPLICABLE ACCORDING TO THE SKIPS BETWEEN THE ITEMS) FOR EACH DIAGNOSIS IN CHQ.125, UP TO 21 TIMES. THE DIAGNOSIS LISTED AS AN “OTHER SPECIFY” SHOULD ALSO BE PART OF THIS LOOP. LOOPING ELIGIBILITY: IF CHQ.125 = 1, ASK ABOUT A LEARNING DISABILITY. IF CHQ.125 = 2, ASK ABOUT ATTENTION DEFICIT DISORDER (ADD). IF CHQ.125 = 3, ASK ABOUT ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD). IF CHQ.125 = 4, ASK ABOUT DEVELOPMENTAL DELAY. IF CHQ.125 = 5, ASK ABOUT AUTISM/ASPERGER’S DISORDER/PERVASIVE DEVELOPMENTAL DISORDER (PDD)/OTHER AUTISM SPECTRUM DISORDER. IF CHQ.125 = 6, ASK ABOUT DYSLEXIA. IF CHQ.125 = 7, ASK ABOUT DYSCALCULIA. IF CHQ.125 = 8, ASK ABOUT INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION. IF CHQ.125 = 9, ASK ABOUT ORTHOPEDIC IMPAIRMENT. IF CHQ.125 = 10, ASK ABOUT SERIOUS EMOTIONAL DISTURBANCE. IF CHQ.125 = 11, ASK ABOUT TRAUMATIC BRAIN INJURY. IF CHQ.125 = 12, ASK ABOUT PANIC DISORDER. IF CHQ.125 = 13, ASK ABOUT SEPARATION ANXIETY DISORDER. IF CHQ.125 = 14, ASK ABOUT OBSESSIVE COMPULSIVE DISORDER. IF CHQ.125 = 15, ASK ABOUT GENERALIZED ANXIETY DISORDER. IF CHQ.125 = 16, ASK ABOUT OTHER ANXIETY DISORDER. IF CHQ.125 = 17, ASK ABOUT BIPOLAR DISORDER. IF CHQ.125 = 18, ASK ABOUT DEPRESSION. IF CHQ.125 = 19, ASK ABOUT SPEECH PROBLEMS. IF CHQ.125 = 20, ASK ABOUT SENSORY DEFICIT DISORDER. IF CHQ.125 = 21, ASK ABOUT OPPOSITIONAL DEFIANT DISORDER. IF CHQ.125 = 91, ASK ABOUT THE DIAGNOSIS AS LISTED IN THE OTHER SPECIFY TEXT OF CHQ.125OS.



## CHQ130

Page 23 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQQUESTION T EXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 23



### REFUSED CHQ140 

### DON'T KNOW CHQ135a How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/Attention Deficit Disorder (ADD)/Attention Deficit Hyperactivity Disorder (ADHD)/a developmental delay/autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder/dyslexia/dyscalculia/an intellectual disability, severe cognitive disability, or mental retardation/an orthopedic impairment/a serious emotional disturbance/a traumatic brain injury/a panic disorder/separation anxiety disorder/obsessive compulsive disorder/generalized anxiety disorder/an {other} anxiety disorder/bipolar disorder/depression/speech/a sensory deficit disorder/oppositional defiant disorder{TEXT FROM OTHER SPECIFY}} was made? |___|___| ENTER AGE

DISPLAY THE FOLLOWING FOR THE PARTICULAR LOOP THE RESPONDENT IS ON: IF CHQ.125 = 1, DISPLAY “a learning disability”. IF CHQ.125 = 2, DISPLAY “Attention Deficit Disorder (ADD)”. IF CHQ.125 = 3, DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD)”. IF CHQ.125 = 4, DISPLAY “a developmental delay”. IF CHQ.125 = 5, DISPLAY “autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder”. IF CHQ.125 = 6, DISPLAY “dyslexia”. IF CHQ.125 = 7, DISPLAY “dyscalculia”. IF CHQ.125 = 8, DISPLAY “an intellectual disability, severe cognitive disability, or mental retardation“. IF CHQ.125 = 9, DISPLAY “an orthopedic impairment”. IF CHQ.125 = 10, DISPLAY “a serious emotional disturbance”. IF CHQ.125 = 11, DISPLAY “a traumatic brain injury”. IF CHQ.125 = 12, DISPLAY “a panic disorder”. IF CHQ.125 = 13, DISPLAY “separation anxiety disorder”. IF CHQ.125 = 14, DISPLAY “obsessive compulsive disorder”. IF CHQ.125 = 15, DISPLAY “generalized anxiety disorder”. IF CHQ.125 = 16, DISPLAY “an {other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other”. IF CHQ.125 = 17, DISPLAY “bipolar disorder”. IF CHQ.125 = 18, DISPLAY “depression”. IF CHQ.125 = 19, DISPLAY “speech”. IF CHQ.125 = 20, DISPLAY “a sensory deficit disorder”. IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder". IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS. RANGE CHECK: 0-23. 

## CHQ131

QUESTION TEXT: [How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/Attention Deficit Disorder (ADD)/Attention Deficit Hyperactivity Disorder (ADHD)/a developmental delay/autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder/dyslexia/dyscalculia/an intellectual disability, severe cognitive disability, or mental retardation/an orthopedic impairment/a serious emotional disturbance/a traumatic brain injury/a panic disorder/separation anxiety disorder/obsessive 

### Page 24 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 MONTHS CHQ140 

### 2 YEARS CHQ140



### REFUSED CHQ140 

### DON'T KNOW CHQ135a compulsi ve disorder/a generalized anxiety disorder/an {other} anxiety disorder/bipolar disorder/depression/speech/a sensory deficit disorder/oppositional defiant disorder{TEXT FROM OTHER SPECIFY}} was made?] |___| ENTER UNIT

IF CHQ.125 = 1, DISPLAY “a learning disability”. IF CHQ.125 = 2, DISPLAY “Attention Deficit Disorder (ADD)”. IF CHQ.125 = 3, DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD)”. IF CHQ.125 = 4, DISPLAY “a developmental delay”. IF CHQ.125 = 5, DISPLAY “autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder”. IF CHQ.125 = 6, DISPLAY “dyslexia”. IF CHQ.125 = 7, DISPLAY “dyscalculia”. IF CHQ.125 = 8, DISPLAY “an intellectual disability, severe cognitive disability, or mental retardation”. IF CHQ.125 = 9, DISPLAY “an orthopedic impairment”. IF CHQ.125 = 10, DISPLAY “a serious emotional disturbance”. IF CHQ.125 = 11, DISPLAY “a traumatic brain injury”. IF CHQ.125 = 12, DISPLAY “a panic disorder”. IF CHQ.125 = 13, DISPLAY “separation anxiety disorder”. IF CHQ.125 = 14, DISPLAY “obsessive compulsive disorder”. IF CHQ.125 = 15, DISPLAY “a generalized anxiety disorder”. IF CHQ.125 = 16, DISPLAY “an {other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other”. IF CHQ.125 = 17, DISPLAY “bipolar disorder”. IF CHQ.125 = 18, DISPLAY “depression”. IF CHQ.125 = 19, DISPLAY “speech”. IF CHQ.125 = 20, DISPLAY “a sensory deficit disorder”. IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder". IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS. RANGE CHECK: 0-23 IF MONTHS IS THE UNIT; 0-“CHILD’S CURRENT AGE” IF YEARS IS THE UNIT. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE G REATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCOR RECT. 

## CHQ135a

QUESTION TEXT: What was the month and year when the diagnosis was made? IF RESPONDENT DOESN'T KNOW MONTH, ASK: Do you remember the year? IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST. |___|___| ENTER MONTH


### Page 25 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 1 to 12



### REFUSED DON'T KNOW RANGE CHECK: 1-12 FOR MONTH, 2003-2014 FOR YEAR. YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## CHQ135b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 2003 to 2014



### REFUSED DON'T KNOW [What was the month and year when the diagnosis was made?] IF RESPONDENT DOESN'T KNOW MONTH, ASK: Do you remember the year? IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST. |___|___|___|___| ENTER YEAR

RANGE CHECK: 1-12 FOR MONTH, 2003-2014 FOR YEAR. YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## CHQ140

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED Is {CHILD } now taking any prescription medicine for the condition related to {his/her} {learning disability/Attention Deficit Disorder (ADD)/Attention Deficit Hyperactivity Disorder (ADHD)/developmental delay/autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder/dyslexia/dyscalculia/intellectual disability, severe cognitive disability, or mental retardation/orthopedic impairment/serious emotional disturbance/traumatic brain injury/panic disorder/separation anxiety disorder/obsessive compulsive disorder/generalized anxiety disorder/{other} anxiety disorder/bipolar disorder/depression/speech problems/sensory deficit disorder/oppositional defiant disorder/{TEXT FROM OTHER SPECIFY}}?



### Page 26 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS: 

### DON'T KNOW IF CHQ.125 = 1, DISPLAY “learning disability”. IF CHQ.125 = 2, DISPLAY “Attention Deficit Disorder (ADD)”. IF CHQ.125 = 3, DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD)”. IF CHQ.125 = 4, DISPLAY “developmental delay”. IF CHQ.125 = 5, DISPLAY “autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder”. IF CHQ.125 = 6, DISPLAY “dyslexia”. IF CHQ.125 = 7, DISPLAY “dyscalculia”. IF CHQ.125 = 8, DISPLAY “intellectual disability, severe cognitive disability, or mental retardation“. IF CHQ.125 = 9, DISPLAY “orthopedic impairment”. IF CHQ.125 = 10, DISPLAY “serious emotional disturbance”. IF CHQ.125 = 11, DISPLAY “traumatic brain injury”. IF CHQ.125 = 12, DISPLAY “panic disorder”. IF CHQ.125 = 13, DISPLAY “separation anxiety disorder”. IF CHQ.125 = 14, DISPLAY “obsessive compulsive disorder”. IF CHQ.125 = 15, DISPLAY “generalized anxiety disorder”. IF CHQ.125 = 16, DISPLAY “{other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other”. IF CHQ.125 = 17, DISPLAY “bipolar disorder”. IF CHQ.125 = 18, DISPLAY “depression”. IF CHQ.125 = 19, DISPLAY “speech problems”. IF CHQ.125 = 20, DISPLAY “sensory deficit disorder”. IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder". IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS. 

## BOX9

IF CHQ.1 40 = 1 AND CHQ.125 = 2 OR 3, GO TO CHQ.155. ELSE, IF CHQ.140 =1, GO TO CHQ.173. ELSE, GO TO BOX 11.



## CHQ155

QUESTION TEXT:

CODES 

### 1 AT SCHO OL 2 AT HOME 3 BOTH AT SCHOOL AND AT HOME

REFUSED DON'T KNOW Is {CHILD } medicated for ADD or ADHD at school, at home, or both?



### Page 27 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQ

## CHQ173

QUEST ION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 Less tha n one month, 2 Less than a year, 3 1 to 2 years, 4 3 to 4 years, or 5 5 years or more How long has {CHILD} taken such prescription medicine for {a learning disability/Attention Deficit Disorder (ADD)/Attention Deficit Hyperactivity Disorder (ADHD)/a developmental delay/autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder/dyslexia/dyscalculia/an intellectual disability, severe cognitive disability, or mental retardation/an orthopedic impairment/a serious emotional disturbance/a traumatic brain injury/a panic disorder/separation anxiety disorder/obsessive compulsive disorder/a generalized anxiety disorder/an {other} anxiety disorder/bipolar disorder/depression/speech problems/a sensory deficit disorder/oppositional defiant disorder/{TEXT FROM OTHER SPECIFY}}, in total?

IF CHQ.125 = 1, DISPLAY “a learning disability”. IF CHQ.125 = 2, DISPLAY "Attention Deficit Disorder (ADD)“. IF CHQ.125 = 3, DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD) “. IF CHQ.125 = 4, DISPLAY “a developmental delay”. IF CHQ.125 = 5, DISPLAY “autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder”. IF CHQ.125 = 6, DISPLAY “dyslexia”. IF CHQ.125 = 7, DISPLAY “dyscalculia”. IF CHQ.125 = 8, DISPLAY “an intellectual disability, severe cognitive disability, or mental retardation“. IF CHQ.125 = 9, DISPLAY “an orthopedic impairment”. IF CHQ.125 = 10, DISPLAY “a serious emotional disturbance”. IF CHQ.125 = 11, DISPLAY “a traumatic brain injury”. IF CHQ.125 = 12, DISPLAY “a panic disorder”. IF CHQ.125 = 13, DISPLAY “separation anxiety disorder”. IF CHQ.125 = 14, DISPLAY “obsessive compulsive disorder”. IF CHQ.125 = 15, DISPLAY “a generalized anxiety disorder”. IF CHQ.125 = 16, DISPLAY “an {other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other”. IF CHQ.125 = 17, DISPLAY “bipolar disorder”. IF CHQ.125 = 18, DISPLAY “depression”. IF CHQ.125 = 19, DISPLAY “speech problems”. IF CHQ.125 = 20, DISPLAY “a sensory deficit disorder”. IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder". IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS. SOFT RANGE CHECK: COMPARE CHILD'S PRELOADED AGE TO AGE AT DIAGNOSIS TO DETERMINE IF REPORT OF HOW LONG CHILD HAS TAKEN MEDICATION FOR A PARTICULAR PROBLEM IN CHQ125 IS LONGER THAN CHILD HAS BEEN DIAGNOSED WITH THE SAME PROBLEM NAMED IN CHQ125. DEFINE CHILD'S AGE AS FOLLOWS: USE PRELOADED DATE OF BIRTH AND DATE OF INTERVIEW TO CALCULATE AGE IN YEARS. DEFINE CHILD'S BIRTH YEAR AS FOLLOWS: USE PRELOADED DATE OF BIRTH YEAR. 

### Page 28 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQFOR EAC H LOOP FOR A PARTICULAR PROBLEM INDICATED IN CHQ125, DO THE FOLLOWING: IF (CHILD’S AGE IS NONMISSING) AND (CHQ.130 AND CHQ.131 NE DK) AND (CHQ.131 = 2), APPLY THE FOLLOWING CHECK: 1. IF THE DIFFERENCE BETWEEN THE AGE AND VALUE ENTERED IN CHQ.130 EQUALS 1 OR 2, VALUE FOR CHQ.173 CANNOT EQUAL 4 OR 5. 2. IF THE DIFFERENCE BETWEEN THE AGE AND VALUE ENTERED IN CHQ.130 EQUALS 3 OR 4, VALUE FOR CHQ.173 CANNOT EQUAL 5. IF 1 OR 2 IS TRUE, DISPLAY ERROR MESSAGE: THE RESPONDENT HAS REPORTED THAT THE CHILD HAS TAKEN THIS MEDI CATION LONGER THAN HE/SHE HAS BEEN DIAGNOSED WITH THIS ISSUE. PLEASE CONFIRM ANSWER. PRESS G OR ENTER TO CHANGE ENTRY. PRESS C OR ESCAPE TO CANCEL. PRESS S TO SUPPRESS AND CONTINUE. ELSE, IF (CHILD’S AGE IS NONMISSING) AND (CHQ.130 AND CHQ.131 NE DK) AND (CHQ.131 = 1), ALL ENTRIES POSSIBLE FOR CHQ.173. IF (CHILD’S BIRTH YEAR IS NONMISSING) AND (CHQ.135b NE RF OR DK), APPLY THE FOLLOWING CHECK: 1. IF THE DIFFERENCE BETWEEN THE CURRENT YEAR AND THE VALUE ENTERED IN CHQ.135b EQUALS 1 OR 2, VALUE FOR CHQ.173 CANNOT EQUAL 4 OR 5. 2. IF THE DIFFERENCE BETWEEN THE CURRENT YEAR AND THE VALUE ENTERED IN CHQ.135b EQUALS 1, 2, 3 OR 4, VALUE FOR CHQ.173 CANNOT EQUAL 5. IF 1 OR 2 IS TRUE, DISPLAY ERROR MESSAGE: THE RESPONDENT HAS REPORTED THAT THE CHILD HAS TAKEN THIS MEDI CATION LONGER THAN HE/SHE HAS BEEN DIAGNOSED WITH THIS ISSUE. PLEASE CONFIRM ANSWER. PRESS G OR ENTER TO CHANGE ENTRY. PRESS C OR ESCAPE TO CANCEL. PRESS S TO SUPPRESS AND CONTINUE. ELSE, ALL ENTRIES ACCEPTED. 

## BOX11

END OF LOOP 1. IF ALL CODES INDICATED IN CHQ.125 HAVE BEEN ASKED ABOUT IN LOOP 1 (ALL DIAGNOSES THE CHILD HAS HAVE BEEN ASKED ABOUT), GO TO CHQ.200. ELSE, GO BACK UP TO BOX 8 AND ASK ABOUT THE NEXT DIAGNOSIS.



## CHQ200

Page 29 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQQUESTION T EXT:

CODES 

### 1 Better than other children {his/her} age, 2 As well as other children, 3 Slightly less well than other children, or 4 Much less well than other children?

REFUSED DON'T KNOW For the next question, please base your answer on how {CHILD} compares to other children of the same age. Does {CHILD} pronounce words, communicate with and understand others... IF RESPONDENT INDICATES CHILD DIFFERS ON ANY OF THE AREAS (E.G., CAN UNDERSTAND BUT NOT PRONOUNCE), SAY: Answer for the area in which the child has the most difficulty.



## BOX11a

IF CHQ.2 00 = 3, 4, RF, OR DK, GO TO CHQ.206e. ELSE, GO TO BOX11B.



## CHQ206e

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW [Did or does {CHILD} have any of the following?] Since last spring, has {CHILD} had a problem with stuttering.



## BOX11b

Page 30 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQIF (CHQ.200 = 3 OR 4) OR (CHQ.206e = 1), GO TO CHQ.210. ELSE, GO TO CHQ.216.



## CHQ210

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO CHQ216



### REFUSED CHQ2 16 

### DON'T KNOW CHQ216 {Since last s pring has {CHILD}/Has {CHILD} ever} been evaluated by a professional because of {his/her} ability to communicate? HELP TEXT: Professional: This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors,audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speechlanguage pathologists, etc. Do not include teachers or some other non-health professional.

DISPLAY “Professional:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Since last spring has {CHILD}” IF SECTION CHQ WAS COMPLETED IN SPRING-SECOND GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Has {CHILD} ever”. 

## CHQ215

QUESTION TEXT: HELP AVAILABLE

Did you obta in a diagnosis or diagnoses of a problem related to {his/her} ability to communicate from a professional? HELP TEXT: Professional: This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors,audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speechlanguage pathologists, etc. Do not include teachers or some other non-health professional.



### Page 31 of 64 2013-07-02 16:36 Spring 2014 P arent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW DISPLAY “of a problem” IN UNDERLINED TEXT. 

## CHQ216

QUESTION TEXT:

CODES 

### 1 excellent hearing, CHQ221 

### 2 good hearing, CHQ221 

### 3 a little trouble hearing, 4 moderate trouble hearing, 5 a lot of trouble hearing, or 6 is {CHILD} deaf?

REFUSED CHQ221 

### DON'T KNOW CHQ221 Which b est describes {CHILD}’s hearing? If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device. Would you say {CHILD} has... NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT EVALUATION CAN BE INCLUDED IN THIS ANSWER.



## CHQ217

QUESTION TEXT:

CODES 

### 1 YES CHQ221 Please i ndicate whether the following statement describes {CHILD}'s hearing. If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device. {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room. IF NEEDED, SAY: These questions are routinely asked in studies like these to get a better understanding of how well a child can hear. NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT EVALUATION CAN BE INCLUDED IN THIS ANSWER.



### Page 32 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:



### 2 NO

REFUSED DON'T KNOW DISPLAY “hear and understand” AND “whispers” IN UNDERLINED TEXT. 

## CHQ218

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES CHQ221 

### 2 NO

REF USED DON'T KNOW [Please indicate whether the following statement describes {CHILD}'s hearing. If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.] {CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a no rmal voice to {him/her} from across a quiet room. IF NEEDED, SAY: These questions are routinely asked in studies like these to get a better understanding of how well a child can hear. NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT EVALUATION CAN BE INCLUDED IN THIS ANSWER.

DISPLAY “hear and understand” AND “talks in a normal voice” IN UNDERLINED TEXT. 

## CHQ219

QUESTION TEXT:

CODES 

### 1 YES CHQ221 

### 2 NO [Please indicate whether the following statement describes {CHILD}'s hearing. If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.] {CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room. IF NEEDED, SAY: These questions are routinely asked in studies like these to get a better understanding of how well a child can hear. NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT EVALUATION CAN BE INCLUDED IN THIS ANSWER.



### Page 33 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS: 

### REFUSED DON'T KNOW
DISPLAY “hear and understand” AND “shouts” IN UNDERLINED TEXT. 

## CHQ220

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW [Please indicate whether the following statement describes {CHILD}'s hearing. If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.] {CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} ears or better ear. IF NEEDED, SAY: These questions are routinely asked in studies like these to get a better understanding of how well a child can hear. NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT EVALUATION CAN BE INCLUDED IN THIS ANSWER.

DISPLAY “hear and understand” AND “speaks loudly” IN UNDERLINED TEXT. 

## CHQ221

QUESTION TEXT:

CODES 

### 1 YES 2 NO CHQ235



### REF USED CHQ235 

### DON'T KNOW CHQ235 Is {CHILD }’s hearing worse in one ear? NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT EVALUATION CAN BE INCLUDED IN THIS ANSWER.



## CHQ222
Page 34 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQQUESTION T EXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 Excellent hearing, 2 Good hearing, 3 A little trouble hearing, 4 Moderate trouble hearing, 5 A lot of trouble hearing, or 6 is {CHILD} deaf?

REFUSED DON'T KNOW Which b est describes {CHILD}'s hearing in {his/her} worse ear? If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device. In {his/her} worse ear, would you say {CHILD} has... NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT EVALUATION CAN BE INCLUDED IN THIS ANSWER.

DISPLAY FIRST AND SECOND “worse” IN UNDERLINED TEXT. 

## CHQ235

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW {Besides the ECLS-K:2011 hearing evaluation done for this study, {since last spring has,/since the fall of 2012 has,/has,} / {Since last spring has,/Since the fall of 2012 has,/Has,} {CHILD}'s hearing {ever} been evaluated by a professional? HELP TEXT: Professional:This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech pathologists, etc. For the vision and hearing questions, having been evaluated at the school by a health professional does count as being evaluated by a professional.

DISPLAY “Professional:” IN THE HELP TEXT IN BOLD TEXT.


### Page 35 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQDISPLAY “vision and hearing questions” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “does” IN THE HELP TEXT IN BOLD TEXT. DISPLAY "{Besides the ECLS-K:2011 hearing evaluation done for this study, {since last spring has/since the fall of 2012 has/has}" IF THE PRELOAD INDICATES THAT HCHILD=1 (CHILD IS IN THE HEARING SUBSAMPLE). WITHIN THIS DISPLAY, IF HCHILD=1 IN THE PRELOAD, DISPLAY "since last spring has" AND USE A NULL DISPLAY FOR "ever" IN THE MAIN QUESTION TEXT IF MOST RECENTLY COMPLETED SECTION CHQ WAS IN SPRING-SECOND GRADE ACCORDING TO THE PRELOAD. ELSE, IF HCHILD=1 IN THE PRELOAD, DISPLAY "since the fall of 2012 has" AND USE A NULL DISPLAY FOR "ever" IN THE MAIN QUESTION TEXT IF MOST RECENTLY COMPLETED SECTION CHQ WAS IN FALL-SECOND GRADE ACCORDING TO THE PRELOAD. ELSE, IF HCHILD=1 IN THE PRELOAD, DISPLAY "has" AND DISPLAY "ever" IN THE MAIN QUESTION TEXT. ELSE, DO THE FOLLOWING: DISPLAY "Since last spring has" AND USE A NULL DISPLAY FOR "ever" IF MOST RECENTLY COMPLETED SECTION CHQ WAS IN SPRING-SECOND GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY "Since the fall of 2012 has" AND USE A NULL DISPLAY FOR "ever" IF MOST RECENTLY COMPLETED SECTION CHQ WAS IN FALL-SECOND GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY "Has" AND "ever". 

## BOX12

IF CHQ.2 35 = 1, GO TO CHQ.245. ELSE, IF CHQ215=1, GO TO BOX 13. ELSE, GO TO CHQ.285.



## CHQ245

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO BOX 13



### REFU SED BOX 13 

### DON'T KNOW BOX 13 Did you obtain a diagnosis of a problem from a professional? HELP TEXT: Professional: This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors,audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speechlanguage pathologists, etc. Do not include teachers or some other non-health professional.

DISPLAY “of a problem” IN UNDERLINED TEXT. 

## CHQ246 Page 36 of

64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQQUESTION T EXT:

CODES 

### 1 DUE TO EAR WAX (EXTERNAL EAR CANAL EAR

WAX) 2 DUE TO EAR CANAL DEFORMITY (“ATRESIA”

(EAR CANAL NOT NORMALLY FORMED), CRANIAL-FACIAL DISORDER, ETC.) 3 DUE TO EAR INFECTION (ACUTE OR RECURRENT

EPISODES (INFECTION BEGINS AND PROGRESSES QUICKLY OR KEEPS COMING BACK) OFTEN WITH EAR ACHE AND FEVER – ACUTE OTITIS MEDIA) 4 DUE TO FLUID IN THE EAR (FLUID BEHIND THE

EARDRUM, RUNNY EARS, FLUID OR PUS DRAINING FROM THE MIDDLE EAR SPACE, CHRONIC OTITIS MEDIA, GLUE EAR) 5 DUE TO EAR DRUM PROBLEM (INCLUDES

PERFORATED/TORN/RUPTURED EARDRUM) 6 DUE TO ILLNESS (MENINGITIS, MEASLES,

MUMPS, RUBELLA, SCARLET FEVER, ETC.) 7 DUE TO CMV (CYTOMEGALOVIRUS, A TYPE OF

HERPES VIRUS) 8 DUE TO OTOTOXIC EXPOSURE TO

DRUGS/MEDICINES (DAMAGE TO THE EARS BY DRUGS OR CHEMICALS. INCLUDES DAMAGE FROM MYCIN DRUGS, SUCH AS, STREPTOMYCIN, GENTAMYCIN, ETC., SALICYLATE, LASIX, CISPLATIN - MAY RESULT FROM TREATMENT OF RESPIRATORY PROBLEMS OF PRETERM 9 DUE TO NOISE EXPOSURE (FROM GUNFIRE, FIRE

CRACKERS, ETC.) 10 DUE TO GENETIC CAUSE (INCLUDES CONGENITAL

(THERE AT BIRTH) HEARING LOSS, HEREDITARY HEARING LOSS, SYNDROMAL HEARING LOSS – DOWN SYNDROME, USHER’S SYNDROME, ETC.) 11 DUE TO INJURY OR TRAUMA TO HEAD & NECK 12 DUE TO EAR OR FACIAL SURGERY 13 DUE TO NERVE DEAFNESS (NERVE HEARING LOSS

OR SENSORINEURAL HEARING LOSS) What was the diagnosis? PROBE: Anything else? CODE ALL THAT APPLY.



### Page 37 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:



### 14 DUE TO CENTRAL AUDITORY PROCESSING

DISORDER (PROBLEM WITH BEING ABLE TO RECOGNIZE, TELL THE DIFFERENCE BETWEEN, OR UNDERSTAND SOUNDS) 15 DEAF 16 HEARING LOSS, CAUSE UNKNOWN 17 AWAITING EVALUATION 91 OTHER (SPECIFY)

REFUSED DON'T KNOW NOTE: Because of Specwriter string limits, this gets cut off in response option 8. The full text for response option 8 should be: DUE TO OTOTOXIC EXPOSURE TO DRUGS/MEDICINES (DAMAGE TO THE EARS BY DRUGS OR CHEMICALS. INCLUDES DAMAGE FROM MYCIN DRUGS, SUCH AS, STREPTOMYCIN, GENTAMYCIN, ETC., SALICYLATE, LASIX, CISPLATIN – MAY RESULT FROM TREATMENT OF RESPIRATORY PROBLEMS OF PRETERM INFANTS, OR AS TREATMENTS DUE TO CHILDHOOD CANCER, ETC.) 

## BOX12a

IF CHQ.2 46 = 91, GO TO CHQ.246OS. ELSE, GO TO BOX13.



## CHQ246OS

QUESTION TEXT:

ENTER TEXT 

### Length 75 [What was the diagnosis?] SPECIFY DIAGNOSIS.

___________________________________________



## BOX13

IF THE C ASE HAD A SPRING KINDERGARTEN, SPRING FIRST GRADE OR SPRING SECOND GRADE INTERVIEW, 

### Page 38 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQDETERMIN E FROM THE PRELOAD IF CHQ.250A WAS ASKED IN EITHER SPRING-KINDERGARTEN, SPRINGFIRST GRADE, OR SPRING SECOND GRADE FOR ABILITY TO COMMUNICATE, HEARING, OR BOTH. IF SO, DETERMINE IF CHQ.250 WOULD BE ASKED ABOUT THE SAME CURRENT ISSUE(S) (E.G., CHILD HAD A HEARING DIAGNOSIS IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE OR SPRING-SECOND GRADE AND GOT ANOTHER HEARING DIAGNOSIS IN SPRING-THIRD GRADE) ACCORDING TO THE DIRECTIONS BELOW. IF CHQ.250 WOULD BE ASKED ABOUT AN ISSUE THAT HAD BEEN ASKED ABOUT IN SPRING-KINDERGARTEN,SPRING-FIRST GRADE OR SPRING-SECOND GRADE, WE DO NOT NEED TO ASK ABOUT IT AGAIN IN SPRINGTHIRD GRADE. IF THE CURRENT DIAGNOSIS IS FOR THE SAME ISSUE AS IN SPRING-KINDERGARTEN, SPRINGFIRST GRADE OR SPRING-SECOND GRADE, GO TO CHQ.255a. (NOTE: IF THERE WERE TWO ISSUES IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE (E.G., BOTH ABILITY TO COMMUNICATE AND HEARING WERE ASKED ABOUT IN ONE OF THE INTERVIEWS OR ABILITY TO COMMUNICATE WAS ASKED ABOUT IN ONE INTERVIEW AND HEARING WAS ASKED ABOUT IN ANOTHER INTERVIEW), BUT ONE ISSUE IN SPRING-THIRD (E.G., HEARING), GO TO CHQ.255a BECAUSE WE ALREADY ASKED ABOUT HEARING IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE OR SPRING-SECOND GRADE. HOWEVER, IF ONE ISSUE WAS MENTIONED IN SPRING-K, SPRING-FIRST GRADE OR SPRING-SECOND GRADE AND IT WAS THE SAME ISSUE IN BOTH TIME PERIODS (E.G., HEARING) AND BOTH ISSUES ARE NOTED IN SPRING-THIRD GRADE (ABILITY TO COMMUNICATE AND HEARING), ASK ABOUT THE ONE THAT THE TWO TIME PERIODS DO NOT HAVE IN COMMON (ABILITY TO COMMUNICATE) BECAUSE THAT HAS NOT BEEN ASKED ABOUT BEFORE.) ELSE, FOLLOW DIRECTIONS BELOW. ASK CHQ.250a, CHQ.250b (IF APPLICABLE), CHQ.250c (IF APPLICABLE), AND CHQ.255a, CHQ.255b (IF APPLICABLE) FOR THE FOLLOWING: IF CHQ.215 = 1 AND CHQ.245 NE 1, ASK ABOUT ABILITY TO COMMUNICATE. IF CHQ.215 NE 1 AND CHQ.245 = 1, ASK ABOUT HEARING. IF CHQ.215 = 1 AND CHQ.245 = 1, ASK ABOUT BOTH ABILITY TO COMMUNICATE AND HEARING SEPARATELY IN A LOOP. ELSE, GO TO CHQ.285.



## CHQ250a

QUESTION TEXT:

CODES 

### 1 MONTHS 2 YEAR S 3 NO DIAGNOSIS HAS BEEN RECEIVED YET Box14



### REFUSED BOX14 

### DON'T KNOW CHQ255a How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made? ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH. ENTER UNIT FOR AGE.



### Page 39 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS: IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate”. ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1, DISPLAY “hearing”. ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED. 'NO DIAGNOSIS' SHOULD ONLY BE ALLOWED IF CHQ.246=17 AND 17 ONLY. 

## CHQ250b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 23



### REFUSED BOX14 

### DON'T KNOW CHQ255a [How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?] ENTER NUMBER FOR AGE IN MONTHS. |___|___| MONTHS

IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate”. ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1, DISPLAY “hearing”. ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED. 'NO DIAGNOSIS' SHOULD ONLY BE ALLOWED IF CHQ.246=17 AND 17 ONLY. 

## CHQ250c

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### REFUSED BOX14



### DO N'T KNOW CHQ255a [How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?] ENTER NUMBER FOR AGE IN YEARS |___|___| YEARS

IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate”. ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1, DISPLAY “hearing”. ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED. RANGE CHECK: 1-“CHILD’S CURRENT AGE”. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD’S 

### Page 40 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQCURRENT AGE . VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT. 'NO DIAGNOSIS' SHOULD ONLY BE ALLOWED IF CHQ.246=17 AND 17 ONLY. 

## BOX14

IF CHQ.2 15 = 1 AND CHQ.245 = 1, AND THE FIRST LOOP IN BOX 13 FOR ABILITY TO COMMUNICATE HAS BEEN ANSWERED BUT NOT THE LOOP FOR HEARING, GO BACK TO CHQ.250a AND ASK ABOUT HEARING. ELSE, IF THE PRELOAD SHOWS THAT (CHQ256a or CHQ256b = 1 IN SPRING-SECOND) OR (CHQ.256 IN FALL-SECOND, SPRING-KINDERGARTEN, OR SPRING-FIRST GRADE), GO TO CHQ.256a. ELSE, IF CHQ.245 = 1, GO TO CHQ.256b. ELSE, GO TO CHQ.285.



## CHQ255a

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 1 to 12



### REFUSED DON'T KNOW What was the month and year the problem with {CHILD}'s {ability to communicate/hearing} was diagnosed? IF RESPONDENT DOESN'T KNOW MONTH, ASK: Do you remember the year? IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST. |___|___| ENTER MONTH

IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate”. ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1, DISPLAY “hearing”. ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED. RANGE CHECK: 1-12 FOR MONTH, 2003-2014 FOR YEAR. YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## CHQ255b

QUESTION TEXT:


### Page 41 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 2003 to 2014



### REFUSED DON'T KNOW [What was the month and year the problem with {CHILD}'s {ability to communicate/hearing} was diagnosed?] IF RESPONDENT DOESN'T KNOW MONTH, ASK: Do you remember the year? IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST. |___|___|___|___| ENTER YEAR

IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate”. ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1, DISPLAY “hearing”. ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED. RANGE CHECK: 1-12 FOR MONTH, 2003-2014 FOR YEAR. YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## BOX16

IF CHQ.2 15 = 1 AND CHQ.245 = 1, AND THE FIRST LOOP IN BOX 13 FOR ABILITY TO COMMUNICATE HAS BEEN ANSWERED BUT NOT THE LOOP FOR HEARING, GO BACK TO CHQ.250a AND ASK ABOUT HEARING. ELSE, IFTHE PRELOAD SHOWS THAT (CHQ256a or CHQ256b = 1 IN SPRING-SECOND GRADE) OR (CHQ256 IN FALLSECOND GRADE, SPRING-KINDERGARTEN, OR SPRING-FIRST GRADE), GO TO CHQ.256a. ELSE, IF CHQ.245 =1, GO TO CHQ.256b. ELSE, GO TO CHQ.285.



## CHQ256a

QUESTION TEXT: HELP AVAILABLE

Since la st spring, has {CHILD} worn a hearing aid? IF RESPONDENT SAYS “YES,” ASK: “Does {CHILD} wear one now?” IF THE CHILD WEARS ONE NOW, CODE AS 1 (YES, CURRENTLY). HELP TEXT: Hearing Aid: A small electronic sound amplifier worn in or behind the ear that compensates for impaired hearing.



### Page 42 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES, CURRENTLY BOX16A 

### 2 YES, SINCE LAST SPRING, BUT NOT CURRENTLY BOX16A 

### 3 NO CHQ263



### REFUSED CHQ263 

### DON'T KNOW CHQ263 DISPLAY “ Hearing Aid:” IN THE HELP TEXT IN BOLD TEXT. 

## CHQ256b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES, CUR RENTLY 2 YES, IN THE PAST 3 NO CHQ263



### REFUSED CHQ263 

### DON'T KNOW CHQ263 Has {CHIL D} ever worn a hearing aid? IF RESPONDENT SAYS “YES,” ASK: “Does {CHILD} wear one now?” IF THE CHILD WEARS ONE NOW AND HAS WORN ONE IN THE PAST, CODE AS 1 (YES, CURRENTLY). HELP TEXT: Hearing Aid: A small electronic sound amplifier worn in or behind the ear that compensates for impaired hearing.

DISPLAY “ Hearing Aid:” IN THE HELP TEXT IN BOLD TEXT. 

## BOX16a

IF CHQ.2 57a WAS ASKED IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE, GO TO BOX16A2. ELSE, GO TO CHQ.257a.



## CHQ257a HELP AVAILABLE



### Page 43 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQQUESTION T EXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### REFUSED

DON'T KNOW At what a ge was the recommendation that {CHILD} wear a hearing aid first made? HELP TEXT: This question asks the age at which the recommendation to wear a hearing aid was first made, not the age at which the child first started wearing a hearing aid. Some children may have started wearing a hearing aid right after the recommendation was first made. For other children, there may have been a period of time between when the recommendation was first made and when the child started wearing a hearing aid. ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH. |___|___| ENTER NUMBER FOR AGE

RANGE CHECK: 0-36 IF MONTHS IS THE UNIT; 1-“CHILD’S CURRENT AGE” IF UNIT IS YEARS. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE G REATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCOR RECT. 

## CHQ257b

QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 MONTHS 2 YEAR S

REFUSED DON'T KNOW [At what age was the recommendation that {CHILD} wear a hearing aid first made?] HELP TEXT: This question asks the age at which the recommendation to wear a hearing aid was first made, not the age at which the child first started wearing a hearing aid. Some children may have started wearing a hearing aid right after the recommendation was first made. For other children, there may have been a period of time between when the recommendation was first made and when the child started wearing a hearing aid. ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH. ENTER UNIT FOR AGE.



## BOX16a2

IF CHQ.2 56a OR CHQ.256b=2, GO TO CHQ.270. ELSE, GO TO CHQ258.



### Page 44 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQ

## CHQ258

QUESTI ON TEXT:

CODES 

### 1 All of the time, 2 Most of the time, 3 Sometimes, 4 Rarely, or 5 Never?

REFUSED DON'T KNOW How often does {CHILD} use the hearing aid(s) in school? Would you say...



## CHQ259

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES CHQ270 

### 2 NO

REF USED DON'T KNOW Please i ndicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing aid(s). {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.

DISPLAY “when wearing {his/her} hearing aid(s)”, “hear and understand”, AND “whispers” IN UNDERLINED TEXT. 

## CHQ260

QUESTION TEXT: [Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing aid(s). ] 

### Page 45 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES CHQ270 

### 2 NO

REFUSED DON'T KNOW {CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a no rmal voice to {him/her} from across a quiet room.

DISPLAY “when wearing {his/her} hearing aid(s)”, “hear and understand”, AND “talks in a normal voice” IN UNDERLINED TEXT. 

## CHQ261

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES CHQ270 

### 2 NO

REF USED DON'T KNOW [Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing aid(s). ] {CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.

DISPLAY “when wearing {his/her} hearing aid(s)”, “hear and understand”, AND “shouts” IN UNDERLINED TEXT. 

## CHQ262

QUESTION TEXT:

CODES 

### 1 YES CHQ270 

### 2 NO CH Q270



### REFUSED CHQ270 

### DON'T KNOW CHQ270 [Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing aid(s). ] {CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} {better} ear.



### Page 46 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS: DISPLAY “when wearing {his/her} hearing aid(s)”, “hear and understand”, AND “speaks loudly” IN UNDERLINED TEXT. DISPLAY “better” IF CHQ.221 = 1. ELSE, USE A NULL DISPLAY. 

## CHQ263

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO CHQ270



### REF USED CHQ270 

### DON'T KNOW CHQ270 {Since l ast spring has/Has} a doctor or other health care professional {ever} recommended that {CHILD} wear a hearing aid? HELP TEXT: Hearing Aid: A small electronic sound amplifier worn in or behind the ear that compensates for impaired hearing.

DISPLAY “Since last spring has” AND USE A NULL DISPLAY FOR “ever” IF SECTION CHQ WAS COMPLETED IN SPRING-SECOND GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Has” AND “ever”. DISPLAY “Hearing Aid” IN THE HELP TEXT IN BOLD TEXT. 

## CHQ264a

QUESTION TEXT: HELP AVAILABLE

ENTER NUMBER 

### Range 0 to 36



### REFUSED DON'T KNOW At what a ge was the recommendation that {CHILD} wear a hearing aid first made? HELP TEXT: This question asks the age at which the recommendation to wear a hearing aid was first made, not the age at which the child first started wearing a hearing aid. Some children may have started wearing a hearing aid right after the recommendation was first made. For other children, there may have been a period of time between when the recommendation was first made and when the child started wearing a hearing aid. ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH. |___|___| ENTER NUMBER FOR AGE



### Page 47 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS: RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1-“CHILD’S CURRENT AGE” IF UNIT IS YEARS. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT. 

## CHQ264b

QUESTION TEXT:

CODES 

### 1 MONTHS 2 YEAR S

REFUSED DON'T KNOW [At what age was the recommendation that {CHILD} wear a hearing aid first made?] ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH. ENTER UNIT FOR AGE



## CHQ270

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES, ON E EAR ONLY - RIGHT EAR 2 YES, ONE EAR ONLY - LEFT EAR 3 YES, IN BOTH EARS 4 NO CHQ285



### REFUSED CHQ285 

### DON'T KNOW CHQ285 Does {C HILD} have a cochlear implant? PROBE: IF RESPONDENT SAYS “YES” BUT WHICH EAR IS NOT SPECIFIED, PROBE: Is the cochlear implant in the right or left ear or does {CHILD} have them in both ears? HELP TEXT: Cochlear Implants: An electronic device that is surgically placed in the inner ear which is designed to provide useful hearing and improved communication ability to individuals who are profoundly hearing impaired and unable to understand speech with hearing aids.

DISPLAY “Cochlear Implants:” IN THE HELP TEXT IN BOLD TEXT.


### Page 48 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQ

## BOX16b

IF CHQ.2 71 WAS ASKED IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE AND[(CHQ.270 IN (SPRING-KINDERGARTEN, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE) AND SPRINGTHIRD GRADE = 1) OR (CHQ.270 IN (SPRING-KINDERGARTEN, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE) AND SPRING-THIRD GRADE = 2)], GO TO CHQ.277. ELSE, IF CHQ.273 WAS ASKED IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE OR SPRING-SECOND GRADEAND [CHQ.270 IN (SPRING-KINDERGARTEN, SPRING-FIRST GRADE OR SPRING SECOND GRADE) AND SPRINGTHIRD GRADE = 3], GO TO CHQ.277. ELSE, IF CHQ.270 = 1 OR 2, GO TO CHQ.271. ELSE, IF CHQ.270 = 3, GO TO CHQ.273.



## CHQ271

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 2003 to 2014



### REFUSED CHQ272a 

### DON'T KNOW CHQ272a In what year was it implanted? |___|___|___|___| ENTER YEAR

RANGE CHECK: 2003-2014. YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. ONCE YEAR IS ENTERED, SKIP TO CHQ,277. 

## CHQ272a

QUESTION TEXT: How old was {CHILD} when it was implanted? ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH. |___|___| ENTER NUMBER FOR AGE 

### Page 49 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 0 to 36



### REFUSED DON'T KNOW RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT AGE IF UNIT IS YEARS. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT. 

## CHQ272b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 MONTHS CHQ2 77 

### 2 YEARS CHQ277



### REFUSED CHQ277 

### DON'T KNOW CHQ277 [How old was {CHILD} when it was implanted?] ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH. ENTER UNIT FOR AGE

RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT AGE IF UNIT IS YEARS. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT. 

## CHQ273

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 2003 to 2014



### REFUSED DON'T KNOW In what years were they implanted? PROBE: When was it implanted in the left ear? |___|___|___|___| ENTER YEAR FOR LEFT EAR.

RANGE CHECK: 2003-2014. 

### Page 50 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQYEAR ENTE RED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## CHQ274

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 2003 to 2014 [In what years were they implanted?] PROBE: When was it implanted in the right ear? |___|___|___|___| ENTER YEAR FOR RIGHT EAR.

RANGE CHECK: 2003-2014. YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## BOX17

IF A YEA R WAS ENTERED FOR BOTH THE LEFT EAR AND THE RIGHT EAR (BOTH CHQ.274 AND CHQ.273 NE REFUSED OR DON’T KNOW), GO TO CHQ.277. ELSE, IF (A YEAR WAS ONLY ENTERED FOR THE RIGHT EAR (CHQ.274 NE REFUSED OR DON’T KNOW) AND (CHQ.273 EQ REFUSED OR DON’T KNOW)) OR A (YEAR WAS NOT ENTERED FOR EITHER THE LEFT EAR OR THE RIGHT EAR (BOTH CHQ.274 AND CHQ.273 EQ REFUSED OR DON’T KNOW), GO TO CHQ.275a. ELSE, IF A YEAR WAS ONLY ENTERED FOR THE LEFT EAR (CHQ.273 NE REFUSED OR DON’T KNOW) AND (CHQ.274 EQ REFUSED OR DON’T KNOW), GO TO CHQ.276a.



## CHQ275a

QUESTION TEXT: {How old was {CHILD} when it was implanted in the left ear?} {How old was {CHILD} when they were implanted?} {PROBE: How old was {CHILD} when it was implanted in the left ear?}


### Page 51 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 0 to 36



### REFUSED DON'T KNOW |___|__ _| ENTER NUMBER FOR AGE IN MONTHS OR YEARS FOR LEFT EAR.

IF A YEAR WAS ONLY ENTERED FOR THE RIGHT EAR (CHQ.274 NE REFUSED OR DON’T KNOW) AND (CHQ.273 EQ REFUSED OR DON’T KNOW), DISPLAY THE FIRST DISPLAY “How old was {CHILD} when it was implanted in the left ear?}” AND USE A NULL DISPLAY FOR THE SECOND DISPLAY AND THE PROBE. ELSE, USE A NULL DISPLAY FOR THE FIRST DISPLAY AND DISPLAY THE SECOND DISPLAY AND THE PROBE. RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT AGE IF UNIT IS YEARS. 

## CHQ275b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 MONTHS 2 YEAR S

REFUSED DON'T KNOW [{How old was {CHILD} when it was implanted in the left ear?} {How old was {CHILD} when they were implanted?}] ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH. [PROBE: How old was {CHILD} when it was implanted in the left ear?] ENTER UNIT FOR AGE IN MONTHS OR YEARS FOR LEFT EAR.

IF A YEAR WAS ONLY ENTERED FOR THE RIGHT EAR (CHQ.274 NE REFUSED OR DON’T KNOW) AND (CHQ.273 EQ REFUSED OR DON’T KNOW), DISPLAY THE FIRST DISPLAY “How old was {CHILD} when it was implanted in the left ear?}” AND USE A NULL DISPLAY FOR THE SECOND DISPLAY AND THE PROBE. ELSE, USE A NULL DISPLAY FOR THE FIRST DISPLAY AND DISPLAY THE SECOND DISPLAY AND THE PROBE. RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT PRELOADED AGE IF UNIT IS YEARS. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT. 

## BOX18

IF A YEA R WAS ONLY ENTERED FOR THE RIGHT EAR (CHQ.274 NE REFUSED OR DON’T KNOW) AND (CHQ.273 EQ REFUSED OR DON’T KNOW), GO TO CHQ.277. ELSE, GO TO CHQ. 276a. 

### Page 52 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQ

## CHQ276a

QUEST ION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 36



### REFUSED DON'T KNOW {How old was {CHILD} when it was implanted in the right ear?} {[How old was {CHILD} when they were implanted?]} {PROBE: How old was {CHILD} when it was implanted in the right ear?} |___|___| ENTER NUMBER FOR AGE IN MONTHS OR YEARS FOR RIGHT EAR.

IF A YEAR WAS ONLY ENTERED FOR THE LEFT EAR (CHQ.273 NE REFUSED OR DON’T KNOW) AND (CHQ.274 EQ REFUSED OR DON’T KNOW), DISPLAY THE FIRST DISPLAY “How old was {CHILD} when it was implanted in the right ear?}” AND USE A NULL DISPLAY FOR THE SECOND DISPLAY AND THE PROBE. ELSE, USE A NULL DISPLAY FOR THE FIRST DISPLAY AND DISPLAY THE SECOND DISPLAY AND THE PROBE. RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT PRELOADED AGE IF UNIT IS YEARS. 

## CHQ276b

QUESTION TEXT:

CODES 

### 1 MONTHS 2 YEAR S

REFUSED DON'T KNOW [{How old was {CHILD} when it was implanted in the right ear?} {[How old was {CHILD} when they were implanted?]}] ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH. [{PROBE: How old was {CHILD} when it was implanted in the right ear?}] ENTER UNIT FOR AGE IN MONTHS OR YEARS FOR RIGHT EAR.



### Page 53 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS: IF A YEAR WAS ONLY ENTERED FOR THE LEFT EAR (CHQ.273 NE REFUSED OR DON’T KNOW) AND (CHQ.274 EQ REFUSED OR DON’T KNOW), DISPLAY THE FIRST DISPLAY “How old was {CHILD} when it was implanted in the right ear?}” AND USE A NULL DISPLAY FOR THE SECOND DISPLAY AND THE PROBE. ELSE, USE A NULL DISPLAY FOR THE FIRST DISPLAY AND DISPLAY THE SECOND DISPLAY AND THE PROBE. RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT PRELOADED AGE IF UNIT IS YEARS. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT. 

## CHQ277

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES CHQ285 

### 2 NO

REF USED DON'T KNOW Please i ndicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} cochlear implant {s}. {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.

DISPLAY “when wearing {his/her} cochlear implant(s)”, “hear and understand” AND "whispers” IN UNDERLINED TEXT. 

## CHQ278

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES CHQ285 

### 2 NO

REF USED DON'T KNOW [Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} cochlear implant {s}.] {CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a no rmal voice to {him/her} from across a quiet room.

DISPLAY “when wearing {his/her} cochlear implant(s)”, “hear and understand” AND "talks in a normal voice” IN UNDERLINED TEXT.


### Page 54 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQ

## CHQ279

QUESTI ON TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES CHQ285 

### 2 NO

REFUSED DON'T KNOW [Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} cochlear implant(s).] {CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.

DISPLAY “when wearing {his/her} cochlear implant(s)”, “hear and understand” AND ”shouts” IN UNDERLINED TEXT. 

## CHQ280

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW [Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} cochlear implant(s).] {CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} {better} ear.

DISPLAY “when wearing {his/her} cochlear implant(s)”, “hear and understand” AND “speaks loudly” IN UNDERLINED TEXT. DISPLAY “better” IF CHQ.221 = 1. ELSE, USE A NULL DISPLAY. 

## CHQ285

QUESTION TEXT: Now I w ant to ask you about {CHILD}’s vision. Without the use of eyeglasses or contact lenses, does {CHILD} have difficulty seeing objects in the distance or letters on paper?


### Page 55 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQCODES



### 1 YES 2 NO CHQ2 90



### REFUSED CHQ290 

### DON'T KNOW CHQ290


## CHQ286

QUESTION TEXT:

CODES 

### 1 SEEING T HINGS UP CLOSE 2 SEEING THINGS IN A DISTANCE 3 BOTH

REFUSED DON'T KNOW Is {CHILD }’s difficulty with seeing objects in the distance, things up close (like letters on paper), or both?



## CHQ290

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO CHQ330



### REF USED CHQ330 

### DON'T KNOW CHQ330 {Since l ast spring has/Has} {CHILD}'s vision {ever} been evaluated by an eye care professional? HELP TEXT: Eye Care Professional: This includes optometrists and ophthalmologists. Include a school nurse who gives a vision test, but do not include teachers or some other non-health professional, or a doctor who simply looks in the child’s eyes. For the vision and hearing questions, having been evaluated at the school by a health professional does count as being evaluated by a professional.

DISPLAY “Eye Care Professional:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Since last spring has” AND USE A NULL DISPLAY FOR “ever” IF SECTION CHQ WAS COMPLETED IN 

### Page 56 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQSPRING-SEC OND GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Has” AND “ever”.



## CHQ300

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO CHQ330



### REF USED CHQ330 

### DON'T KNOW CHQ330 Did you obtain a diagnosis of a vision-related problem from an eye care professional?

DISPLAY "of a vision-related " IN UNDERLINED TEXT. 

## CHQ301

QUESTION TEXT:

CODES 

### 1 NEARSIGH TEDNESS (MYOPIA) 2 FARSIGHTED (HYPEROPIA) 3 COLOR BLINDNESS OR DEFICIENCY 4 ASTIGMATISM 5 CROSSED OR WANDERING EYE (STRABISMUS) 6 AMBLYOPIA OR "LAZY EYE" 7 RETINOPATHY 8 BLINDNESS 9 CONDITION REQUIRING GLASSES - SPECIFIC

CONDITION UNSPECIFIED 10 AWAITING EVALUATION 91 OTHER (SPECIFY)

REFUSED DON'T KNOW What was the diagnosis? PROBE: Anything else? CODE ALL THAT APPLY.



## BOX19
Page 57 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQIF ANY R ESPONSE CHQ.301 = 91, CONTINUE WITH CHQ.301OS. OTHERWISE, GO TO BOX 20.



## CHQ301OS

QUESTION TEXT:

ENTER TEXT 

### Length 50 [What was the diagnosis?] SPECIFY DIAGNOSIS.

_______________________________________________________



## BOX20

IF CHQ.3 05a WAS ASKED IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE OR SPRING-SECOND GRADE, GO TO CHQ.311. ELSE, GO TO CHQ.305a.



## CHQ305a

QUESTION TEXT: How old was {CHILD} when the first diagnosis of a problem was made? ALLOW RESPONSES IN YEARS OR MONTHS, BUT NOT BOTH. ENTER AGE IN MONTHS OR YEARS. {ENTER 77 IF NO DIAGNOSIS HAS BEEN RECEIVED YET.} |___|___| 

### Page 58 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 0 to 77



### Soft Range 0 to 36 ENTER NU MBER FOR AGE

DISPLAY "ENTER 77 IF NO DIAGNOSIS HAS BEEN RECEIVED YET" ONLY WHEN CHQ.301=10. IF 77 IS ANSWERED, SKIP TO CHQ.311. SOFT RANGE CHECK: 0-36 IF UNIT IS MONTHS; HARD RANGE CHECK: 0-77 IF UNIT IS MONTHS. SOFT RANGE IS 1 - CHILD’S CURRENT AGE IF UNIT IS YEARS. HARD RANGE CHECK: 1 -(2 YEARS GREATER THAN CHILD'S CURRENT AGE), 77 IF UNIT IS YEARS. IF NUMBER ENTERED IS OUTSIDE OF THE SOFT RANGE FOR MONTHS OR YEARS, DISPLAY MESSAGE "You have entered an unlikely value or have entered 77 because no diagnosis has been received yet. Are you sure this is correct?" IF NUMBER ENTERED IS OUTSIDE THE HARD RANGE FOR MONTHS OR YEARS, DISPLAY MESSAGE "This answer is outside the accepted range. Please verify answer." 

## CHQ305b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 MONTHS CHQ3 11 

### 2 YEARS CHQ311



### REFUSED CHQ311 

### DON'T KNOW CHQ310a [How old was {CHILD} when the first diagnosis of a problem was made?] ALLOW RESPONSE IN YEARS OR MONTHS, BUT NOT BOTH. ENTER UNIT FOR AGE

RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT PRELOADED AGE IF UNIT IS YEARS. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT. `NO DIAGNOSIS` SHOULD ONLY BE DISPLAYED IF CHQ.301=10. 

## CHQ310a

QUESTION TEXT: What was the month and year the diagnosis was made?


### Page 59 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 1 to 12



### REFUSED DON'T KNOW IF RESPO NDENT DOESN'T KNOW MONTH, ASK: Do you remember the year? IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST. |___|___| ENTER MONTH

RANGE CHECK: 1-12 FOR MONTH, 2003-2014 FOR YEAR. MONTH AND YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S PRELOADED BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## CHQ310b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 2003 to 2014



### Soft Range 2003 to 2014 

### REFUSED DON'T KNOW [What was the month and year the diagnosis was made?] IF RESPONDENT DOESN'T KNOW MONTH, ASK: Do you remember the year? IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST. |___|___|___|___| ENTER YEAR

RANGE CHECK: 1-12 FOR MONTH, 2003-2014 FOR YEAR. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. MONTH AND YEAR ENTERED MUST BE EQUAL. TO OR GREATER THAN CHILD’S PRELOADED BIRTHDATE AND LESS THAN OR EQUAL TO {INTERVIEW DATE}. PLEASE CONFIRM ANSWER. PRESS G OR ENTER TO CHANGE ENTRY AT CHQ.310b. PRESS S TO SUPPRESS AND CONTINUE. 

## CHQ311

QUESTION TEXT: 

### Page 60 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQCODES



### 1 YES 2 NO CHQ3 30



### REFUSED CHQ330 

### DON'T KNOW CHQ330 Has {CHIL D} been prescribed glasses or contact lenses to improve {his/her} vision?



## CHQ312

QUESTION TEXT:

CODES 

### 1 All of the time, CHQ314 

### 2 Most of the time, CHQ314 

### 3 Sometimes, CHQ314 

### 4 Rarely, or CHQ314 

### 5 Never? CHQ313 

### 6 CHILD DOES NOT HAVE GLASSES OR CONTACTS CHQ330



### REFUSED CHQ330 

### DON'T KNOW CHQ330 How often does {CHILD} wear glasses or contact lenses?



## CHQ313

QUESTION TEXT:

CODES 

### 1 YES 2 NO CHQ330



### REF USED CHQ330 

### DON'T KNOW CHQ330 Does {C HILD} have glasses or contact lenses?



## CHQ314

Page 61 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQQUESTION T EXT:

CODES 

### 1 SEE THINGS UP CLOSE 2 SEE THINGS IN THE DISTANCE 3 BOTH

REFUSED DON'T KNOW Do {CHIL D}’s glasses or contacts help {him/her} see things up close, see things in the distance, or both?



## CHQ330

QUESTION TEXT:

CODES 

### 1 Excelle nt, 2 Very good, 3 Good, 4 Fair, or 5 Poor?

REFUSED DON'T KNOW Would y ou say {CHILD}'s health is ...



## BOX21

IF CHILD D OES NOT HAVE ANY DISABILITIES AND HIS OR HER HEALTH IS GOOD TO EXCELLENT, THAT IS: CHQ.095=1, 2, 8, 9 (INDEPENDENCE) AND CHQ.100=1, 2, 8, 9 (ATTENTION) AND CHQ.105=1, 2, 8, 9 (THINK/LEARN/SOLVE) AND CHQ.106=1, 2, 8, 9 (COORDINATION) AND CHQ.107=1, 2, 8, 9 (BEHAVIOR WITH OTHER CHILDREN) AND CHQ.108=1, 2, 8, 9 (BEHAVIOR WITH ADULTS) AND CHQ.109=1, 2, 3, 8, 9 (HYPERACTIVE) 

### Page 62 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQAND CHQ.110 =2, 8, 9 (EMOTIONAL/PSYCHOLOGICAL DIFICULTIES) AND CHQ.200=1, 2, 8, 9 (COMMUNICATION) AND CHQ.216=1, 2, 8, 9 (HEARING) AND CHQ.285=2, 8, 9 (VISION) AND CHQ.330=1, 2, 3, 8, 9 (HEALTH), GO TO BOX 23. OTHERWISE, CONTINUE WITH CHQ.340.



## CHQ340

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW During t his school year, has {CHILD} received therapy services or taken part in a program for children with disabilities? HELP TEXT: Children with disabilities include children with developmental delays, communication impairments, or special health care needs.

DISPLAY "this school year" IN UNDERLINED TEXT. 

## CHQ420

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES CHQ430 

### 2 NO

REF USED DON'T KNOW During t his school year, did {CHILD} participate in a special education program?

DISPLAY 'this school year' IN UNDERLINED TEXT.


### Page 63 o f 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQ

## BOX22

IF CHQ.3 40 OR CHQ.420=1, GO TO CHQ.430. ELSE GO TO BOX 23.



## CHQ430

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 Completel y satisfied, 2 Very satisfied, 3 Fairly satisfied, 4 Somewhat dissatisfied, or 5 Very Dissatisfied?

REFUSED DON'T KNOW Overall, how satisfied are you with the progress {CHILD} has made in the special services or special education program this school year? Are you...

DISPLAY 'this school year' IN UNDERLINED TEXT. 

## BOX23

GO TO S ECTION VIQ (PEER VICTIMIZATION).



### Page 64 of 64 2013-07-02 16:36 Spring 2 014 Parent Interview: ECLS-K:2011 :: CHQ

### Section VIQ [Peer Victimization] 

# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 12 

## VIQ010

QUEST ION TEXT: HELP AVAILABLE

CODES 

### 1 YES 2 NO VIQ030



### REF USED VIQ030 

### DON'T KNOW VIQ030 Now, I have some questions about problems {CHILD} may have had with other children. During this school year have other children ever teased, made fun of, or called {CHILD} names? HELP TEXT: In this question, you may include other students at school and other children outside of school. However, do not include brother or sisters.



## VIQ020

QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 Rarely, 2 So metimes, 3 Often, or 4 Very often?

REFUSED DON'T KNOW How often has this happened? Would you say ... HELP TEXT: In this question, you may include other students at school and other children outside of school. However, do not include brother or sisters.



## VIQ030 HELP AVAILABLE



### Page 1 of 4 20 13-07-01 18:21 Spring 2014 Parent Interview: ECLS-K:2011 :: VIQQUESTION TEXT:

CODES 

### 1 YES 2 NO VIQ050



### REFUSED VIQ050 

### DON'T KNOW VIQ050 During t his school year have other children ever pushed, shoved, slapped, hit, or kicked {CHILD}? HELP TEXT: In this question, you may include other students at school and other children outside of school. However, do not include brother or sisters.



## VIQ040

QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 Rarely 2 Som etimes, 3 Often, or 4 Very often?

REFUSED DON'T KNOW How often has this happened? Would you say ... HELP TEXT: In this question, you may include other students at school and other children outside of school. However, do not include brother or sisters.



## VIQ050

QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 YES 2 NO VIQ070 During t his school year have other children ever intentionally excluded or left {CHILD} out from playing with them? HELP TEXT: In this question, you may include other students at school and other children outside of school. However, do not include brother or sisters.



### Page 2 of 4 2013-07-01 18:21 Spring 2014 Parent Interview: ECLS-K:2011 :: VIQ

### REFUSED VIQ0 70 

### DON'T KNOW VIQ070


## VIQ060

QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 Rarely, 2 So metimes, 3 Often, or 4 Very often?

REFUSED DON'T KNOW How often has this happened? Would you say ... HELP TEXT: In this question, you may include other students at school and other children outside of school. However, do not include brother or sisters.



## VIQ070

QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 YES 2 NO BOX1



### REFUSED BO X1 

### DON'T KNOW BOX1 During t his school year, have other children ever told lies or untrue stories about {CHILD}? HELP TEXT: In this question, you may include other students at school and other children outside of school. However, do not include brother or sisters.



## VIQ080 HELP AVAILABLE



### Page 3 of 4 2013-07-01 18:21 Spring 2014 Parent Interview: ECLS-K:2011 :: VIQQUESTION TEXT:

CODES 

### 1 Rarely, 2 Sometimes, 3 Often, or 4 Very often?

REFUSED DON'T KNOW How often has this happened? Would you say ... HELP TEXT: In this question, you may include other students at school and other children outside of school. However, do not include brother or sisters.



## BOX1

GO TO P PQ (PARENT’S PSYCHOLOGICAL WELL-BEING AND HEALTH).



## BOX2

Source: Espelage and Holt 2001. Adapted with permission. [DO NOT SHOW TEXT ON SCREEN. BOX2 IS USED FOR INTERNAL "SOURCE" TRACKING PURPOSES ONLY AND HAS NO IMPACT ON PROGRAMMING OR TESTING]



### Page 4 of 4 2013-07-01 18:21 Spring 2014 Parent Interview: ECLS-K:2011 :: VIQ

### Section PPQ [Par ent's Psychological Well-Being and Health] 

# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 13 

## BOX1

IF PERSO N FLAGGED AS RESPONDENT SCORES '1' OR '2' AT FSQ.130 OR IF NO HOUSEHOLD MEMBER SCORES '1' OR '2' AT FSQ.130, CONTINUE WITH PPQ.100. OTHERWISE, GO TO BOX 2.



## PPQ100

QUESTION TEXT:

CODES 

### 1 NEVER 2 SOME OF THE TIME 3 A MODERATE AMOUNT OF THE TIME 4 MOST OF THE TIME

REFUSED DON'T KNOW I'm goi ng to read some statements that may relate to how you have felt about yourself and your life during the past week. For each statement I read, please indicate how often in the past week you felt or behaved this way. There are no right or wrong answers. How often during the past week have you felt that you were bothered by things that don't usually bother you? Would you say never, some of the time, a moderate amount of the time, or most of the time?



## PPQ110

QUESTION TEXT: How often during the past week have you felt that you did not feel like eating, that your appetite was poor? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



### Page 1 of 6 2013-06-24 10:34 Spring 2014 Parent Interview: ECLS-K:2011 :: PPQCODES



### 1 NEVE R 2 SOME OF THE TIME 3 A MODERATE AMOUNT OF THE TIME 4 MOST OF THE TIME

REFUSED DON'T KNOW


## PPQ120

QUESTION TEXT:

CODES 

### 1 NEVER 2 SOME OF THE TIME 3 A MODERATE AMOUNT OF THE TIME 4 MOST OF THE TIME

REFUSED DON'T KNOW How often during the past week have you felt that you could not shake off the blues even with help from your family or friends? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ130

QUESTION TEXT:

CODES 

### 1 NEVER 2 SOME OF THE TIME 3 A MODERATE AMOUNT OF THE TIME 4 MOST OF THE TIME

REFUSED DON'T KNOW How often during the past week have you felt that you had trouble keeping your mind on what you were doing? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



### Page 2 of 6 2013-06-24 10:34 Spring 2014 Parent Interview: ECLS-K:2011 :: PPQ

## PPQ140

QUESTION TEXT:

CODES 

### 1 NEVER 2 SOME OF THE TIME 3 A MODERATE AMOUNT OF THE TIME 4 MOST OF THE TIME

REFUSED DON'T KNOW How often during the past week have you felt depressed? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ150

QUESTION TEXT:

CODES 

### 1 NEVER 2 SOME OF THE TIME 3 A MODERATE AMOUNT OF THE TIME 4 MOST OF THE TIME

REFUSED DON'T KNOW How often during the past week have you felt that everything you did was an effort? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ160

QUESTION TEXT: How often during the past week have you felt fearful?


### Page 3 of 6 2013-06-24 10:34 Spring 2014 Parent Interview: ECLS-K:2011 :: PPQCODES



### 1 NEVE R 2 SOME OF THE TIME 3 A MODERATE AMOUNT OF THE TIME 4 MOST OF THE TIME

REFUSED DON'T KNOW [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ170

QUESTION TEXT:

CODES 

### 1 NEVER 2 SOME OF THE TIME 3 A MODERATE AMOUNT OF THE TIME 4 MOST OF THE TIME

REFUSED DON'T KNOW How often during the past week have you felt that your sleep was restless? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ180

QUESTION TEXT:

CODES 

### 1 NEVER 2 SOME OF THE TIME 3 A MODERATE AMOUNT OF THE TIME 4 MOST OF THE TIME

REFUSED DON'T KNOW How often during the past week have you felt that you talked less than usual? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



### Page 4 of 6 2013-06-24 10:34 Spring 2014 Parent Interview: ECLS-K:2011 :: PPQ

## PPQ190

QUESTION TEXT:

CODES 

### 1 NEVER 2 SOME OF THE TIME 3 A MODERATE AMOUNT OF THE TIME 4 MOST OF THE TIME

REFUSED DON'T KNOW How often during the past week have you felt lonely? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ200

QUESTION TEXT:

CODES 

### 1 NEVER 2 SOME OF THE TIME 3 A MODERATE AMOUNT OF THE TIME 4 MOST OF THE TIME

REFUSED DON'T KNOW How often during the past week have you felt sad? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ210

QUESTION TEXT: How often during the past week have you felt that you could not get going?


### Page 5 of 6 2013-06-24 10:34 Spring 2014 Parent Interview: ECLS-K:2011 :: PPQCODES



### 1 NEVE R 2 SOME OF THE TIME 3 A MODERATE AMOUNT OF THE TIME 4 MOST OF THE TIME

REFUSED DON'T KNOW [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ220

QUESTION TEXT:

CODES 

### 1 Excelle nt, 2 Very good, 3 Good, 4 Fair, or 5 Poor?

REFUSED DON'T KNOW Now, I would like to ask you about your health. In general, would you say that your health is...



## BOX2

GO TO S ECTION FDQ (FOOD SECURITY).



### Page 6 of 6 2013-06-24 10:34 Spring 2014 Parent Interview: ECLS-K:2011 :: PPQ

### Section FDQ [Foo d Security]



# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 14 

## FDQ130a

QU ESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 OFTEN TR UE 2 SOMETIMES TRUE 3 NEVER TRUE

REFUSED DON'T KNOW These ne xt questions are about whether your family is able to afford the food that you need. I am going to read you several statements that people have made about their food situation. For these statements, please tell me whether the statement was often true, sometimes true, or never true for {you/your household} in the last 12 months, that is, since last {CURRENT MONTH}, 2013. {I/We} worried whether {my/our} food would run out before {I/we} got money to buy more. Was that often true, sometimes true, or never true for {you/your household} in the last 12 months?

DISPLAY "in the last 12 months, that is, since last {CURRENT MONTH}, 2013” AND DISPLAY THE CURRENT MONTH. DISPLAY "often", "sometimes", AND "never" IN THE MAIN QUESTION TEXT AS UNDERLINED. USE "you", "I", AND "my" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER OR WITH AN AGE OTHER THAN DK OR RF. OTHERWISE, DISPLAY “your household”, “we”, AND “our”. 

## FDQ130b

QUESTION TEXT:

CODES 

### 1 OFTEN TR UE 2 SOMETIMES TRUE 3 NEVER TRUE [These n ext questions are about whether your family is able to afford the food that you need. I am going to read you several statements that people have made about their food situation. For these statements, please tell me whether the statement was often true, sometimes true, or never true for {you/your household} in the last 12 months, that is, since last {CURRENT MONTH}, 2013.] The food that {I/we} bought just didn’t last, and {I/we} didn’t have money to get more. Was that often true, sometimes true , or never true for {you/your household} in the last 12 months?



### Page 1 of 5 2013-06-24 10:34 Spring 2014 Parent Interview: ECLS-K:2011 :: FDQPROGRAMMER INSTRUCTIONS: 

### REFUSED DON'T KNOW DISPLAY "in the last 12 months, that is, since last {CURRENT MONTH}, 2013” AND DISPLAY THE CURRENT MONTH. DISPLAY "often", "sometimes", AND "never" IN THE MAIN QUESTION TEXT AS UNDERLINED. USE "you" AND "I" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER OR WITH AN AGE OTHER THAN DK OR RF. OTHERWISE, DISPLAY “your household” AND “we”. 

## FDQ130c

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 OFTEN TR UE 2 SOMETIMES TRUE 3 NEVER TRUE

REFUSED DON'T KNOW [These n ext questions are about whether your family is able to afford the food that you need. I am going to read you several statements that people have made about their food situation. For these statements, please tell me whether the statement was often true, sometimes true, or never true for {you/your household} in the last 12 months, that is, since last {CURRENT MONTH},2013.] {I/We} couldn’t afford to eat balanced meals. [PROBE: Was that often true, sometimes true, or never true for {you/your household} in the last 12 months?]

DISPLAY "in the last 12 months, that is, since last {CURRENT MONTH}, 2013” AND DISPLAY THE CURRENT MONTH. DISPLAY "often", "sometimes", AND "never" IN THE MAIN QUESTION TEXT AND PROBE AS UNDERLINED. USE "you" AND "I" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER OR WITH AN AGE OTHER THAN DK OR RF. OTHERWISE, DISPLAY “your household” AND “We”. 

## BOX1

IF (FDQ.1 30a = 1 OR 2) OR (FDQ.130b = 1 OR 2) OR (FDQ.130c = 1 OR 2), THEN GO TO FDQ.140. ELSE, GO TO BOX3.



### Page 2 of 5 2013-06-24 10:34 Spring 2014 Parent Interview: ECLS-K:2011 :: FDQ

## FDQ140

QUEST ION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO FDQ160



### REF USED FDQ160 

### DON'T KNOW FDQ160 In the last 12 months, did {you/you or other adults in your household} ever cut the size of your meals or skip meals because there wasn't enough money for food?

DISPLAY "you" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER OR WITH AN AGE OTHER THAN DK OR REF. OTHERWISE, DISPLAY “you or other adults in your household”. 

## FDQ150

QUESTION TEXT:

CODES 

### 1 Almost every month, 2 Some months, but not every month, or 3 In only 1 or 2 months?

REFUSED DON'T KNOW How often did this happen? Would you say...



## FDQ160

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW In the last 12 months, did you ever eat less than you felt you should because there wasn't enough money for food?



### Page 3 of 5 2013-06-24 10:34 Spring 2014 Parent Interview: ECLS-K:2011 :: FDQ

## FDQ170

QUE STION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW In the last 12 months, were you ever hungry but didn't eat because there wasn't enough money for food?



## FDQ180

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW In the last 12 months, did you lose weight because there wasn't enough money for food?



## BOX2

IF (FDQ.1 40=1) OR (FDQ.160 =1) OR (FDQ.170 = 1) OR (FDQ.180=1), ASK FDQ.190. OTHERWISE, GO TO BOX3.



## FDQ190

Page 4 of 5 20 13-06-24 10:34 Spring 2014 Parent Interview: ECLS-K:2011 :: FDQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO BOX3



### REFUSED BOX3 

### DON'T KNOW BOX3 In the last 12 months, did {you/you or other adults in your household} ever not eat for a whole day because there wasn't enough money for food?

DISPLAY "you" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER OR WITH AN AGE OTHER THAN DK OR REF. OTHERWISE, DISPLAY “you or other adults in your household.” 

## FDQ191

QUESTION TEXT:

CODES 

### 1 Almost every month, 2 Some months, but not every month, or 3 In only 1 or 2 months?

REFUSED DON'T KNOW How often did this happen? Would you say...



## BOX3

GO TO S ECTION PEQ (PARENT EDUCATION).



### Page 5 of 5 2013-06-24 10:34 Spring 2014 Parent Interview: ECLS-K:2011 :: FDQ

### Section PEQ [Pa rent Education]



# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 15 

## BOX1

ASK PEQ. 020-PEQ.021 (IF APPLICABLE) FOR 2 "KEY" PARENT FIGURES IN THE HOUSEHOLD. THIS PERSON OR PERSONS SHOULD BE CHOSEN AS DEFINED IN FSQ BOX 5. AFTER DETERMINING FOR WHOM THE EDUCATION QUESTIONS WILL BE ASKED, CHECK PRELOAD TO DETERMINE IF EACH PERSON HAD NONMISSING EDUCATION DATA FROM A PREVIOUS ROUND. IF SO, WE WILL NOT ASK THE EDUCATION QUESTIONS ABOUT THIS PERSON AGAIN . OTHERWISE, GO TO PEQ.020 FOR EACH APPROPRIATE PERSON. AFTER ALL APPROPRIATE PERSONS WITHOUT EDUCATION DATA HAVE BEEN ASKED ABOUT, GO TO BOX 2.



## PEQ020

QUESTION TEXT: HELP AVAILABLE

{Now I have a few questions about education.} What is the highest grade or year of school that {you/{NAME}} {have/has} completed? HELP TEXT: Highest Grade or Year of School Completed: For grades 1-11, enter the exact grade level. If the person you are asking about completed elementary school, find out the last grade completed. If the respondent says the person finished 12th grade, ask whether the person received a diploma or got the equivalent of a high school diploma. Completing a given grade in school should be counted as the number of years it normally takes to complete that grade level of education, regardless of how many years it actually took the person to finish. This means that for persons who skipped or repeated grades in elementary school, you will enter the highest grade completed regardless of the number of years they were in school. This rule is true for elementary school through high school and is especially relevant to college. 12th grade but no diploma: The person completed the 12th grade, but did not earn a high school diploma or GED. High school equivalent: This means that the person has a GED. The GED is an exam certified equivalent of a high school diploma received when the person has not actually received a degree from attending high school, but has acquired his/her GED (high school equivalency based on passing the GED exam). High school diploma: A certificate that verifies that a person has successfully completed the required courses of a high school curriculum and has actually graduated from high school rather than having a GED. Vocational/technical program after high school but no voc/tech diploma: The person attended this type of program, but did not earn a degree/diploma/certificate of successful completion of the program. 

### Page 1 of 4 2013-06-24 10:35 Spring 2014 Parent Interview: ECLS-K:2011 :: PEQCODES



### 0 NEVE R WENT TO SCHOOL 1 1ST GRADE 2 2ND GRADE 3 3RD GRADE 4 4TH GRADE 5 5TH GRADE 6 6TH GRADE 7 7TH GRADE 8 8TH GRADE 9 9TH GRADE 10 10TH GRADE 11 11TH GRADE 12 12TH GRADE BUT NO DIPLOMA 13 HIGH SCHOOL EQUIVALENT/GED BOX2 

### 14 HIGH SCHOOL DIPLOMA BOX2 

### 15 VOC/TECH PROGRAM AFTER HIGH SCHOOL BUT

NO VOC/TECH DIPLOMA 16 VOC/TECH PROGRAM AFTER HIGH SCHOOL,

DIPLOMA 17 SOME COLLEGE BUT NO DEGREE Vocatio nal/trade school after high school refers to work or trade-related education received after completing high school, but does not include college. Examples include secretarial school, mechanical or computer training school, etc. Some community colleges offer vocational training, but this would be considered "1-2 years of college" or "associate's degree" and not vocational or trade school. Vocational/technical program after high school: The person attended this type of program and DID earn a degree/diploma/certificate of successful completion of the program. Vocational/trade school after high school refers to work or trade-related education received after completing high school, but does not include college. Examples include secretarial school, mechanical or computer training school, etc. Some community colleges offer vocational training, but this would be considered "1-2 years of college" or "associate's degree" and not vocational or trade school. Some college but no degree: The person does not have a 4-year college (bachelor's) degree but has completed a class for credit at a college or university. Associate's degree: A 2-year college degree typically earned at a community college (rather than a trade school). Bachelor's degree: A 4-year college degree earned at a university or 4-year college. It is sometimes called an "undergraduate degree." Graduate or professional school but no degree: The person attended a graduate or professional school that advanced him/her toward a degree beyond a Bachelor's degree (for example, a Master's, Doctorate, or other professional degree). However, the person did not complete the program or earn the degree. Master's (MA, MS): Studies beyond a bachelor's degree, but not a Ph.D. or Ed.D. Doctorate Degree (Ph.D., Ed.D.): Studies beyond a Master's degree that result in a doctorate degree. Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS, Law/JD/LLB): Any other graduate degrees earned with academic studies beyond the bachelor's.



### Page 2 of 4 2013-06-24 10:35 Spring 2014 Parent Interview: ECLS-K:2011 :: PEQPROGRAMMER INSTRUCTIONS:



### 18 ASSOCIATE'S DEGREE 19 BACHELOR'S DEGREE BOX2 

### 20 GRADUATE OR PROFESSIONAL SCHOOL BUT NO

DEGREE BOX2


### 21 MASTER'S (MA, MS) BOX2 

### 22 DOCTORATE DEGREE (Ph.D, Ed.D) BOX2 

### 23 PROFESSIONAL DEGREE AFTER BACHELOR'S

DEGREE (MEDICINE/MD; DENTISTRY/DDS; LAW/JD/LLB; ETC.) BOX2



### REFUSED DON'T KNOW DISPLAY "Now I have...education." WHEN LOOPING ON THIS QUESTION FOR THE FIRST TIME. ELSE, USE A NULL DISPLAY. DISPLAY "you" AND “have” IF LOOPING ON RESPONDENT (PERSONTYPE = R). OTHERWISE, DISPLAY "{NAME}" and “has” USING NAME OF THE KEY PARENT FIGURE. DISPLAY "Grade or Year of School Completed:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY 'normally' and ‘regardless’ IN THE HELP TEXT ‘Grade or Year of School Completed’ IN UNDERLINED TEXT. DISPLAY "12th grade but no diploma:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "High school equivalent:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "High school diploma: " IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Vocational/technical program after high school but no voc/tech diploma:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY 'no' IN THE HELP TEXT ‘Vocational/technical program after high school but no voc/tech diploma’ IN UNDERLINED TEXT. DISPLAY "Vocational/technical program after high school:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Some college but no degree:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Associate's degree:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Bachelor's degree:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Graduate or professional school but no degree:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY 'beyond' IN THE HELP TEXT ‘Graduate or professional school but no degree’ IN UNDERLINED TEXT. DISPLAY "Master's (MA, MS):" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Doctorate Degree (Ph.D., Ed.D):" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS, Law/JD/LLB): IN THE HELP TEXT IN BOLD TEXT. 

## PEQ021
Page 3 of 4 2013-06-24 10:35 Spring 2014 Parent Interview: ECLS-K:2011 :: PEQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 HIGH SCHOOL DIPLOMA 2 HIGH SCHOOL EQUIVALENT (GED) 3 NO HIGH SCHOOL DIPLOMA/EQUIVALENT

REFUSED DON'T KNOW {Do/Does } {you/{NAME}} have a high school diploma, or its equivalent, such as a GED, or neither?

DISPLAY "Do you" IF LOOPING ON RESPONDENT (PERSONTYPE = R). OTHERWISE, DISPLAY "Does {NAME}" USING NAME OF THE KEY PARENT FIGURE. 

## Box2

GO TO S ECTION EMQ (PARENT EMPLOYMENT).



### Page 4 of 4 2013-06-24 10:35 Spring 2014 Parent Interview: ECLS-K:2011 :: PEQ

### Section EMQ [Par ent Employment]



# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 16 

## BOX1

LOOP 1 ASK EMQ.200 - EMQ.215 FOR 2 “KEY” PARENT FIGURES IN THE HOUSEHOLD AS DEFINED IN FSQ, BOX 5.



## EMQ200

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 working part-time, 2 working full-time, 3 a stay-at-home parent or guardian, or 4 not working?

REFUSED DON'T KNOW Which b est describes {your/{NAME}’s} current employment situation? {Are you/Is {NAME}}...

DISPLAY "your" and "Are you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "{NAME}'s" and “Is {NAME}". FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. 

## EMQ210

QUESTION TEXT:

CODES 

### 1 YES Since {C HILD} was born, {have you/has {NAME}} served on active duty in the U.S. Armed Forces, military Reserves, or National Guard? Active duty does not include training for the Reserves or National Guard, but DOES include activation, for example, for the war in Afghanistan.



### Page 1 of 2 2013-06-24 10:36 Spring 2014 Parent Interview: ECLS-K:2011 :: EMQPROGRAMMER INSTRUCTIONS:



### 2 NO BOX2



### REFUSED BOX2 

### DON'T KNOW BOX2 DISPLAY "you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "{NAME}". FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. DISPLAY "Active duty does not include training for the Reserves or National Guard, but DOES include activation, for example, for the war in Afghanistan." IN BRACKETS FOR THE SECOND KEY PARENT FIGURE. 

## EMQ215

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO

REFUSED DON 'T KNOW {Are you /Is {NAME}} currently on active duty in the U.S. Armed Forces, military Reserves, or National Guard? HELP TEXT: Active duty does not include training for the Reserves or National Guard, but DOES include activation, for example, for the war in Afghanistan.

DISPLAY "Are you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "Is {NAME}". FOR "Is {NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. 

## BOX2

END LOOP 1 ASK EMQ.200 - EMQ.215 FOR NEXT “KEY” PARENT IN THE HOUSEHOLD AS DEFINED IN FSQ BOX5. IF NO NEXT “KEY” PARENT, GO TO PAQ (PARENT INCOME AND ASSETS).



### Page 2 of 2 2013-06-24 10:36 Spring 2014 Parent Interview: ECLS-K:2011 :: EMQ

### Section PAQ [Pa rent Income and Assets]



# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 17 

## PAQ100

QUEST ION TEXT:

CODES 

### 1 $25,000 or less, or 2 More than $25,000?

REFUSED PAQ140 

### DON'T KNOW PAQ140 In stud ies like this, households are sometimes grouped according to income. What was the total income of all persons i n your household over the past year, including salaries or other earnings, interest, retirement, and so on for all household members? Was it...



## PAQ110

QUESTION TEXT:

CODES 

### 1 $5,000 or less 2 $5,001 to $10,000 3 $10,001 to $15,000 4 $15,001 to $20,000 5 $20,001 to $25,000 6 $25,001 to $30,000 7 $30,001 to $35,000 8 $35,001 to $40,000 9 $40,001 to $45,000 10 $45,001 to $50,000 11 $50,001 to $55,000 12 $55,001 to $60,000 13 $60,001 to $65,000 14 $65,001 to $70,000 15 $70,001 to $75,000 Was it...



### Page 1 of 4 2013-06-24 10:36 Spring 2014 Parent Interview: ECLS-K:2011 :: PAQPROGRAMMER INSTRUCTIONS:



### 16 $75,001 to $100,000 17 $100,001 to $200,000, or 18 $200,001 or more

REFUSED DON'T KNOW IF PAQ.100=1, DISPLAY SET 1. IF PAQ.100=2, DISPLAY SET 2. [SET 1] $5,000 or less.....................1 $5,001 to $10,000................. 2 $10,001 to $15,000............... 3 $15,001 to $20,000...............4 $20,001 to $25,000............... 5 [SET 2] $25,001 to $30,000....................6 $30,001 to $35,000....................7 $35,001 to $40,000....................8 $40,001 to $45,000....................9 $45,001 to $50,000...................10 $50,001 to $55,000...................11 $55,001 to $60,000...................12 $60,001 to $65,000...................13 $65,001 to $70,000...................14 $70,001 to $75,000...................15 $75,001 to $100,000..................16 $100,001 to $200,000................17 $200,001 or more..................... 18 

## BOX2

IF PAQ.1 10 (SET 1 OR SET 2) IS RF/DK, GO TO PAQ.140. PAQ.120 IS ASKED IF THE HOUSEHOLD IS AT 200 PERCENT OF POVERTY OR BELOW. ASK PAQ.120 IF (NUMBER IN HH = 1 AND PAQ.110 < 6) OR (NUMBER IN HH = 2 AND PAQ.110 < 7) OR (NUMBER IN HH = 3 AND PAQ.110 < 9) OR (NUMBER IN HH = 4 AND PAQ.110 < 11) OR (NUMBER IN HH = 5 AND PAQ.110 < 13) OR (NUMBER IN HH = 6 AND PAQ.110 < 14) OR (NUMBER IN HH = 7 AND PAQ.110 < 16) OR (NUMBER IN HH = 8 AND PAQ.110 < 17) OR (NUMBER IN HH = 9 AND PAQ.110 < 17). ELSE, GO TO PAQ.140.



## PAQ120 Page 2 of 4 2013-06-24 10:36 Spring 2014 Parent Interview: ECLS-K:2011 :: PAQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### REFUSED

DON'T KNOW What wa s your total household income last year, to the nearest thousand? |___|___|___|,|___|___|___|,|___|___|___|. TOTAL INCOME

RANGE CHECK-TOTAL INCOME SHOULD BE IN RANGE OF ANSWER TO PAQ. 110. INSERT COMMAS FOR EVERY THREE DIGITS OF REPORTED INCOME (FROM RIGHT TO LEFT). 

## PAQ140

QUESTION TEXT:

CODES 

### 1 own your own house or condominium, 2 rent your house or apartment, 3 exchange services for housing, 4 not pay for housing, 5 live in temporary housing or a shelter, or 6 lives with relative or in dwelling owned by a

relative/may or may not contribute to expenses or contribution unknown. 91 have another type of arrangement (SPECIFY)?

REFUSED DON'T KNOW What is your current housing situation? Do you...



## BOX3

IF PAQ.1 40=91, CONTINUE WITH PAQ.140OS. OTHERWISE, GO TO BOX 4.



### Page 3 of 4 2013-06-24 10:36 Spring 2014 Parent Interview: ECLS-K:2011 :: PAQ

## PAQ140OS

QUE STION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 50 [What is your current housing situation?] SPECIFY TYPE OF ARRANGEMENT.

__________________________________

DK AND REF DISALLOWED. 

## BOX4

GO TO S ECTION CMQ (MOBILITY AND TRACKING UPDATES).



### Page 4 of 4 2013-06-24 10:36 Spring 2014 Parent Interview: ECLS-K:2011 :: PAQ

### Section CMQ [Mob ility and Tracking Updates]



# Spring 2014 Parent Interview: ECLS-K:2011 Sequence: 18 

## CMQ010

QUEST ION TEXT:

CODES 

### 1 YES 2 NO Box1



### REFUSED Box 1 

### DON'T KNOW Box1 Have you m oved since {DATE OF LAST INTERVIEW}?



## CMQ020

QUESTION TEXT:

CODES Code All That Apply 

### 1 SO CHIL D COULD GO TO A BETTER SCHOOL 2 BOUGHT A HOUSE 3 MOVED TO BE NEARER JOB; JOB-RELATED

REASONS 4 MOVED TO NICER APARTMENT/HOUSE 5 MOVED TO SAFER AREA; CRIME-RELATED

REASONS 6 MOVED TO LESS EXPENSIVE LIVING QUARTERS 7 BANK HAD TO BUY BACK THE HOME

(FORECLOSED) 8 WAS EVICTED, COULD NOT PAY RENT IN

PREVIOUS RESIDENCE 9 OLD HOUSE/APARTMENT WAS DAMAGED 10 MOVED BECAUSE OF MARITAL SEPARATION,

DIVORCE, DEATH IN FAMILY 91 OTHER (SPECIFY) Why did you move? PROBE: Any other reason? CODE ALL THAT APPLY.



### Page 1 of 18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ

### REFUSED DON' T KNOW



## BOX0

IF CMQ.0 20=91, GO TO CMQ.020OS. ELSE, GO TO BOX1.



## CMQ020OS

QUESTION TEXT:

ENTER TEXT 

### Length 50 [Why did you move?]

________________________________________ SPECIFY OTHER REASON.



## BOX1

IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-SECOND GRADE INTERVIEW) AND (THERE WAS A TELEPHONE NUMBER IN SPRING- SECOND GRADE CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A TELEPHO NE NUMBER IN SPRING- THIRD GRADE GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME AS IN SPRIN G- SECOND GRADE), GO TO CMQ.100. ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-FIRST GRADE INTERVIEW) AND (THERE WAS A TELEPHONE NUMBER IN SPRING- FIRST GRADE CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A TELEPHONE NUMBER IN SPRING- FIRST GRADE GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME AS IN SPRING- FIRST GRADE), GO TO CMQ.100. ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-KINDERGARTEN INTERVIEW) AND (THERE WAS A TELEPHONE NUMBER IN SPRING-KINDERGARTEN CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A TELEPHONE NUMBER IN SPRING-KINDERGARTEN GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME AS IN SPRING-KINDERGARTEN), GO TO CMQ.100. ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE FALL-KINDERGARTEN INTERVIEW) AND (THERE IS A TELEPHONE NUMBER FOR CMQ.080) AND (THE RESPONDENT IS THE SAME AS IN FALL-KINDERGARTEN), GO 

### Page 2 of 18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQTO CMQ.100. ELS E, CONTINUE WITH CMQ.060.



## CMQ060

QUESTION TEXT:

CODES 

### 1 YES CMQ140 

### 2 NO BOX2



### REF USED BOX2 

### DON'T KNOW BOX2 Just to make sure I can reach you for the next interview, which will take place next school year, I'd like to ask a few questions about how to find you. Is there a second phone number, such as a work number, a friend or relative's number, or a beeper or cell phone number, where you can sometimes be reached?



## CMQ100

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES BOX2 

### 2 NO CMQ140



### REF USED BOX2 

### DON'T KNOW BOX2 Just to make sure I can reach you for the next interview, which will take place next school year, I'd like to ask a few questions about how to find you. I have recorded {PHONE NUMBER} as a second phone number where you can sometimes be reached. Is this the right number?

USING THE PRELOAD, DISPLAY SECOND PHONE NUMBER FROM (SPRING-SECOND GRADE CMQ.100 IF SPRING- SE COND GRADE CMQ.100=1) OR (TELEPHONE NUMBER IN SPRING- SECOND GRADE CMQ.140). ELSE, IF SPRING - SECOND GRADE INFORMATION IS MISSING, DISPLAY SECOND PHONE NUMBER FROM (SPRINGFIRST GRADE CMQ.100 IF SPRING- FIRST GRADE CMQ.100=1) OR (TELEPHONE NUMBER IN SPRING- FIRST GRADE CMQ.140). ELSE, IF SPRING- FIRST GRADE INFORMATION IS MISSING, DISPLAY (SPRING-K CMQ.100 IF SPRING-K CMQ.100=1) OR (TELEPHONE NUMBER IN SPRING-K CMQ.140). IF SPRING-K INFORMATION IS MISSING, DISPLAY FALL-K TELEPHONE NUMBER FROM FALL K CMQ.080.



### Page 3 of 18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ

## CMQ140

QUE STION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 22



### REFUSED BOX2 

### DON'T KNOW BOX2 What is that telephone number? ENTER {NEW} SECOND PHONE NUMBER. |__|__|__| – |__|__|__| –|__|__|__|__| SECOND TELEPHONE NUMBER

___________________ EXTENSION

DISPLAY 'NEW' IF CMQ.100=2. OTHERWISE, USE A NULL DISPLAY. EXTENSION FIELD SHOULD BE LIMITED TO TEN NUMBERS. 

## CMQ150

QUESTION TEXT:

CODES 

### 1 OFFICE/PLA CE OF BUSINESS BOX2 

### 2 RELATIVE (SPECIFY) CMQ155 

### 3 NEIGHBOR (SPECIFY) CMQ155 

### 4 FRIEND (SPECIFY) CMQ155 

### 5 BEEPER NUMBER BOX2 

### 6 CELL PHONE BOX2 

### 7 HOME BOX2 

### 91 OTHER (SPECIFY) CMQ155



### REFUSED BOX2 

### DON'T KNOW BOX2 Where is that telephone located?



## CMQ155

Page 4 of 1 8 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 50 [Where is that telephone located?]

________________________________________ SPECIFY {RELATIVE / NEIGHBOR / FRIEND / OTHER}.

DISPLAY 'RELATIVE' IF CMQ.150=2. DISPLAY 'NEIGHBOR' IF CMQ.150=3. DISPLAY 'FRIEND' IF CMQ.150=4. DISPLAY ‘OTHER’ IF THE CMQ.150=91. 

## BOX2

IF THE C ASE DID NOT HAVE A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN FALL K, SPRING K, OR SPRING-FIRST GRADE GO TO CMQ.205.ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN SPRINGFIRST GRADE) AND (THERE WAS A FIRST CONTACT PERSON GIVEN IN SPRING-FIRST GRADE CMQ.200 THAT WAS CORRECT (CMQ.200=1) OR A FIRST CONTACT PERSON IN SPRING-FIRST GRADE GIVEN OR CORRECTED IN CMQ.210-CMQ.280) AND (THE RESPONDENT IS THE SAME AS IN SPRING-FIRST GRADE), GO TO CMQ.200.ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN SPRINGKINDERGARTEN) AND (THERE WAS A FIRST CONTACT PERSON GIVEN IN SPRING-KINDERGARTEN CMQ.200 THAT WAS CORRECT (CMQ.200=1) OR A FIRST CONTACT PERSON IN SPRING-KINDERGARTEN GIVEN OR CORRECTED I N CMQ.210-CMQ.280) AND (THE RESPONDENT IS THE SAME AS IN SPRING-KINDERGARTEN), GO TO CMQ.200. EL SE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN FALLKINDERGARTEN) AND (THERE IS A FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FOR CMQ.110) AND (THE RESPONDENT IS THE SAME AS IN FALL-KINDERGARTEN), CONTINUE WITH CMQ.200. ELSE, GO TO CMQ.205.



## CMQ200

QUESTION TEXT: I have r ecorded that {NAME OF RELATIVE/FRIEND} at {PHONE NUMBER}


### Page 5 of 18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES --- NO CORRECTION NEEDED BOX3 

### 2 YES --- MINOR CORRECTIONS NEEDED CMQ210 

### 3 NO CMQ205



### REFUSED BOX3 

### DON'T KNOW BOX3 on {STREET ADDRESS, LINE 1} {STREET ADDRESS, LINE 2} {CITY} {STATE} {ZIP CODE} will always know where you are if you move. Is this still true? IF NECESSARY SAY: I will only contact this person if I cannot locate you for the next interview. MAKE CORRECTIONS TO ANY INFORMATION THAT IS UNKNOWN OR SHOWN AS REFUSED (RF) OR DON’T KNOW (DK).

FROM PRELOAD, DISPLAY FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FROM (SPRING-FIRSTCMQ.200 IF CMQ.200=1) OR (FIRST CONTACT PERSON IN SPRING-FIRST CMQ.210-CMQ.280). ELSE, IF SPRINGFIRST INFORMATION IS MISSING, DISPLAY FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FROM SPRING-K (CMQ.200 IF CMQ.200=1) OR (FIRST CONTACT PERSON IN SPRING-K CMQ.210-CMQ.280) ELSE, IF SPRING-K INFORMATION IS MISSING, DISPLAY FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FROM FALL-K CMQ.110. IF THERE WAS NO TELEPHONE IN PRELOAD (TELEPHONE NUMBER WAS RECORDED AS '000' OR WAS MISSING, REFUSED, OR DON’T KNOW), DISPLAY “AN UNKNOWN TELEPHONE NUMBER” FOR “PHONE NUMBER” DISPLAY. IF ANY PART OF THE STREET ADDRESS IS MISSING, REFUSED, OR DON’T KNOW FROM THE PRELOAD, FOR STREET ADDRESS LINE 1, DISPLAY “AN UNKNOWN STREET”. IF STREET ADDRESS LINE 2 IS MISSING, REFUSED, OR DON’T KNOW, USE A NULL DISPLAY. IF CITY IS MISSING, DISPLAY “AN UNKNOWN CITY”. IF STATE IS MISSING OR DON’T KNOW, DISPLAY “DK” FOR THE STATE DISPLAY. IF STATE IS REFUSED, DISPLAY “RF” FOR THE STATE DISPLAY. IF ZIP CODE IS MISSING OR DON’T KNOW, DISPLAY “DK” FOR THE ZIP CODE DISPLAY. ELSE, IF ZIP CODE WAS REFUSED, DISPLAY “RF” FOR THE ZIP CODE DISPLAY. DISPLAY CITY, STATE, AND ZIP ON 1 LINE. 

## CMQ205

QUESTION TEXT:

CODES 

### 1 YES CMQ210 

### 2 NO BO X3



### REFUSED BOX3 

### DON'T KNOW BOX3 Is ther e a relative or friend, who does not live in this household, who will always know where you are if you move? IF NECESSARY SAY: I will only contact this person if I cannot locate you for the next interview.



### Page 6 of 18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ

## CMQ210

QUEST ION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 50



### REFUS ED DON'T KNOW What is the name, address, and telephone number of that person? {ENTER / CORRECT / ENTER NEW} FIRST AND LAST NAME. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY FIRST CONTACT FIRST AND LAST NAME FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.210). ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY FIRST CONTACT FIRST AND LAST NAME FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ210 IN THE RESPONSE FIELDS). ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY FIRST CONTACT FIRST AND LAST NAME FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY. IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." IF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." OTHERWISE, USE A NULL DISPLAY. 

## CMQ220

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 50



### REFUS ED DON'T KNOW [What is the name, address, and telephone number of that person?] {ENTER / CORRECT / ENTER NEW} STREET ADDRESS, LINE 1. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.220). ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.220) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY


### Page 7 of 18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQIF CMQ.2 00=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." IF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." OTHERWISE, USE A NULL DISPLAY. 

## CMQ230

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 50



### REFUS ED DON'T KNOW [What is the name, address, and telephone number of that person?] {ENTER / CORRECT / ENTER NEW} STREET ADDRESS, LINE 2. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.230). ELSE, IF THE HOUS EHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.230) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY. IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY 'ENTER." IF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." OTHERWISE, USE A NULL DISPLAY. 

## CMQ240

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 25



### REFUS ED DON'T KNOW [What is the name, address, and telephone number of that person?] {ENTER / CORRECT / ENTER NEW} CITY. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY CITY FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.240). ELSE, IF THE HOUSEHOLD HADA SPRING-KINDERGARTEN INTERVIEW, DISPLAY CITY FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRINGK CMQ.240) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY CITY FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY. 

### Page 8 of 18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQIF CMQ.2 00=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY 'ENTER." IF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." OTHERWISE, USE A NULL DISPLAY. 

## CMQ250

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

ENTER TEXT 

### Length 2



### REFUS ED DON'T KNOW [What is the name, address, and telephone number of that person?] {ENTER / CORRECT / ENTER NEW} STATE ABBREVIATION BY USING LOOKUP FILE. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.} HELP AVAILABLE TO ACTIVATE LOOKUP, BEGIN TO TYPE STATE NAME. IF NOT IN THE UNITED STATES, HIGHLIGHT ***NOT IN THE UNITED STATES*** IN THE LOOKUP FILE AND PRESS ENTER. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.

DISPLAY ”TO ....MATCH.” WHEN ON STATE ENTRY FIELD.” ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY STATE FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.250). ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY STATE FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.250) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY STATE FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS.ELSE, USE A NULL DISPLAY. IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." IF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." OTHERWISE, USE A NULL DISPLAY. 

## BOX2B

IF CMQ.2 50 = 0 (NOT IN THE UNITED STATES), CONTINUE WITH CMQ.255. ELSE, GO TO CMQ.260.



## CMQ255
Page 9 of 18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### REFUSED

DON'T KNOW [What is the name, address, and telephone number of that person?] ENTER COUNTRY OR TERRITORY BY USING LOOKUP FILE. TO ACTIVATE LOOKUP, BEGIN TO TYPE COUNTRY OR TERRITORY. IF COUNTRY IS NOT ON THE LIST, HIGHLIGHT ***NOT ON LIST*** IN THE LOOKUP FILE AND PRESS ENTER. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.

ACCORDING TO THE PRELOAD , IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY COUNTRY FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.255). ELSE, USE A NULL DISPLAY. DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE CODES. 

## BOX2C

IF CMQ.2 55 = 0 (NOT ON LIST), CONTINUE WITH CMQ.255OS. OTHERWISE, GO TO CMQ.260.



## CMQ255OS

QUESTION TEXT:

ENTER TEXT 

### Length 50



### REFUS ED DON'T KNOW [What is the name, address, and telephone number of that person?] SPECIFY COUNTRY NAME

________________________



### Page 10 of 18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ

## CMQ260

QUEST ION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 5



### REFUS ED DON'T KNOW [What is the name, address, and telephone number of that person?] {ENTER / CORRECT / ENTER NEW} ZIP CODE. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY ZIP CODE FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.260). ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY ZIP CODE FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.260 )IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY ZIP CODE FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY. IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." IF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." OTHERWISE, USE A NULL DISPLAY. 

## CMQ270

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 10



### REFUS ED DON'T KNOW [What is the name, address, and telephone number of that person?] {ENTER / CORRECT / ENTER NEW} PHONE NUMBER, INCLUDING AREA CODE. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.} IF NO TELEPHONE, ENTER '000.'

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY TELEPHONE NUMBER FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.270) IN THE RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY TELEPHONE NUMBER FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K OR CMQ.270) IN THE RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY TELEPHONE NUMBER FROM FALL-K CMQ.110 IN THE RESPONSE FIELD. ELSE, USE A NULL DISPLAY. IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." 

### Page 11 of 18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQIF CMQ.2 00=2, DISPLAY "IF FIELD...INFORMATION." OTHERWISE, USE A NULL DISPLAY. IF NO TELEPHONE, ENTER '000.' 

## CMQ280

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 25



### REFUS ED DON'T KNOW What is the person's relationship to you? {ENTER / CORRECT / ENTER NEW} RELATIONSHIP OF PERSON TO RESPONDENT. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY RELATIONSHIP FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.280) IN THE RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY RELATIONSHIP FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.280) IN THE RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY RELATIONSHIP FROM FALL-K CMQ.110 IN THE RESPONSE FIELD. ELSE, USE A NULL DISPLAY. IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." IF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION. OTHERWISE, USE A NULL DISPLAY. 

## BOX3

IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-SECOND GRADE INTERVIEW) AND (THERE WAS AN EMAIL ADDRESS GIVEN IN SPRING-SECOND GRADE CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN EMAIL ADDRESS IN SPRING-SECOND GRADE GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS THE SAME AS IN SPRING-SECOND GRADE), CONTINUE WITH CMQ.382. IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-FIRST GRADE INTERVIEW) AND (THERE WAS AN E-MAIL ADDRESS GIVEN IN SPRING-FIRST GRADE CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN E-MAIL ADDRESS IN SPRING-FIRST GRADE GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS THE SAME AS IN SP RING-FIRST GRADE), CONTINUE WITH CMQ.382. ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-KINDERGARTEN INTERVIEW) AND (THERE WAS ANE-MAIL ADDRESS GIVEN IN SPRING-KINDERGARTEN CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN EMAIL ADDRESS IN SPRING-KINDERGARTEN GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS THE SAME AS IN SPRING-KINDERGARTEN), CONTINUE WITH CMQ.382. ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE FALL-KINDERGARTEN INTERVIEW) AND (THERE IS AN EMAIL ADDRESS FOR CMQ.092) AND (THE RESPONDENT IS THE SAME AS IN FALL-KINDERGARTEN), CONTINUE WITH CMQ.382. 

### Page 12 of 18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQELSE, G O TO CMQ.383.



## CMQ382

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES --- NO CORRECTION NEEDED CMQ680 

### 2 YES --- MINOR CORRECTIONS NEEDED CMQ384 

### 3 NO CMQ383



### REFUSED CMQ680 

### DON'T KNOW CMQ680 I have al so recorded that your e-mail address is {EMAIL ADDRESS}. Is that correct?

DISPLAY E-MAIL ADDRESS FROM (SPRING-SECOND GRADE CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS INSPRING-SECOND GRADE CMQ.384). ELSE, IF SPRING-SECOND GRADE INFORMATION IS MISSING, DISPLAY EMAIL ADDRESS FROM (SPRING-FIRST CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-FIRST CMQ.384). ELSE, IF SPRING-FIRST GRADE INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-K CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-K CMQ.384). ELSE, IF SPRING-K INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM FALL K CMQ.092. 

## CMQ383

QUESTION TEXT:

CODES 

### 1 YES 2 NO CMQ680



### REF USED CMQ680 

### DON'T KNOW CMQ680 Is ther e an e-mail address where we could reach you?



## CMQ384

QUESTION TEXT: 

### Page 13 of

18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQPROGRAMMER INSTRUCTIONS:

ENTER TEXT 

### Length 70



### REFUSED DON'T KNOW What is your e-mail address? IF EMAIL ADDRESS WILL NOT FIT THE SPACE PROVIDED, ENTER IT IN COMMENTS. {CORRECT / ENTER NEW} E-MAIL ADDRESS. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}

_____________________________ ENTER E-MAIL ADDRESS

IN THE RESPONSE FIELD: DISPLAY E-MAIL ADDRESS FROM (SPRING-SECOND GRADE CMQ.382 IF CMQ.382=1) OR (E-MA IL ADDRESS IN SPRING-SECOND GRADE CMQ.384). ELSE, IF SPRING-SECOND GRADE INFORMATION IS MISS ING, DISPLAY E-MAIL ADDRESS FROM (SPRING-FIRST CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-FIRST CMQ.384). ). ELSE, IF SPRING-FIRST GRADE INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-K CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-K CMQ.384). ELSE, IF SPRING-K INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM FALL K CMQ.092. ELSE, USE A NULL DISPLAY. IF CMQ.382=2, DISPLAY 'CORRECT.' IF CMQ382=3, DISPLAY 'ENTER NEW.' IF CMQ.382=2, DISPLAY 'IF FIELD...INFORMATION.' OTHERWISE, USE A NULL DISPLAY. ALLOW 70 TOTAL CHARACTERS FOR THE E-MAIL ADDRESS. IF THE EMAIL ADDRESS DOES NOT CONTAIN THE “@” SIGN, DISPLAY THE FOLLOWING MESSAGE ”THE EMAIL ADDRESS SHOULD CONTAIN THE “@” SIGN. PLEASE CONFIRM AND CHANGE.” IF THE EMAIL ADDRESS DOES NOT CONTAIN A “.” (PERIOD), DISPLAY THE FOLLOWING MESSAGE ”THE EMAIL ADDRESS SHOULD CONTAIN AT LEAST ONE PERIOD. PLEASE CONFIRM AND CHANGE.” 

## CMQ680

QUESTION TEXT:

CODES 

### 1 TELEPHO NE 2 IN-PERSON WAS THI S INTERVIEW CONDUCTED BY TELEPHONE OR IN-PERSON?



## CMQ690

QUESTION TEXT: WAS THI S INTERVIEW CONDUCTED IN ENGLISH, SPANISH, A CHINESE LANGUAGE, VIETNAMESE, OR ANOTHER LANGUAGE? 

### Page 14 of 18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQCODES



### 1 ENGL ISH BOX4 

### 2 SPANISH BOX4 

### 3 CHINESE LANGUAGE BOX4 

### 4 VIETNAMESE BOX4 

### 91 ANOTHER LANGUAGE


## CMQ690OS

QUESTION TEXT:

ENTER TEXT 

### Length 25 [WAS THI S INTERVIEW CONDUCTED IN ENGLISH, SPANISH, A CHINESE LANGUAGE, VIETNAMESE, OR ANOTHER LANGUAGE?]

________________________________________ SPECIFY OTHER LANGUAGE.



## BOX4

IF CMQ68 0=2, GO TO CMQ695. ELSE, GO TO BOX 5.



## CMQ695

QUESTION TEXT:

CODES 

### 1 CHILD'S HOME 2 CHILD'S SCHOOL 3 SOMEWHERE ELSE WHERE WAS THIS INTERVIEW CONDUCTED?



### Page 15 of 18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ

## BOX5

SET FIN AL DISPOSITION CODE: IF CMQ.680=1 (TELEPHONE) AND CMQ.690=1 (ENGLISH), SET DISPOSITION CODE TO 60. IF CMQ.680=1 (TELEPHONE) AND CMQ.690=2 (SPANISH), SET DISPOSITION CODE TO 61. IF CMQ.680=1 (TELEPHONE) AND CMQ.690=3 (CHINESE), SET DISPOSITION CODE TO 66. IF CMQ.680=1 (TELEPHONE) AND (CMQ.690=4 (VIETNAMESE) OR CMQ.690=91 (ANOTHER LANGUAGE)), SET DISPOSITION CODE TO 62. IF CMQ.680=2 (IN-PERSON) AND CMQ.690=1 (ENGLISH), SET DISPOSITION CODE TO 63. IF CMQ.680=2 (IN-PERSON) AND CMQ.690=2 (SPANISH), SET DISPOSITION CODE TO 64. IF CMQ.680=2 (IN-PERSON) AND CMQ.690=3 (CHINESE), SET DISPOSITION CODE TO 67. IF CMQ.680=2 (IN-PERSON) AND (CMQ.690=4 (VIETNAMESE) OR CMQ.690=91 (ANOTHER LANGUAGE)), SET DISPOSITION CODE TO 65.



## CMQ700

QUESTION TEXT:

ENTER TEXT 

### Length 1 Thank y ou very much for your cooperation and for taking the time to participate in the Early Childhood Longitudinal Study. PRESS 1 AND ENTER TO CONTINUE.



## BOX6

GO TO C MQ.720.



## CMQ701

Page 16 of

18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQQUESTION TEXT:

ENTER TEXT 

### Length 1 We would like to call the parent or guardian for {CHILD} at the household where {he/she} lives. Could you please give me the name and telephone number for the home that I should call? AFTER EXITING ON THE NEXT SCREEN, ENTER CONTACT INFORMATION FOR CHILD’S RESIDENCE INTO THE ELECTRONIC RECORD OF CALLS. [AFTER THAT, SAY:] Thank you for your time. PRESS 1 AND ENTER TO CONTINUE.



## BOX7

GO TO C MQ.720.



## CMQ702

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 1 We would like to call back when {this person/{CHILD}'s parent or guardian} is available. Please tell me when we should call back. AFTER EXITING ON THE NEXT SCREEN, ENTER CALL BACK TIME INTO THE ELECTRONIC RECORD OF CALLS. [AFTER THAT, SAY:] Thank you for your time. PRESS 1 AND ENTER TO CONTINUE.

IF (INQ020=4 and INQ025=2), THEN DISPLAY "this person". ELSE, DISPLAY "{CHILD}'s parent or guardian". 

## BOX8

Page 17 of

18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQGO TO C MQ.720.



## CMQ703

QUESTION TEXT:

ENTER TEXT 

### Length 1 Thank y ou. AFTER EXITING ON THE NEXT SCREEN, ENTER INTO THE ELECTRONIC RECORD OF CALLS WHETHER YOU SPOKE TO THE CONTACT PERSON AND ANY INFORMATION YOU HAVE ABOUT WHY AN APPROPRIATE RESPONDE NT WAS NOT AVAILABLE, NOT IN THE HOUSEHOLD, OR THE INFORMATION WAS REFUSED/DON’T KNOW. PRE SS 1 AND ENTER TO CONTINUE.



## CMQ720

QUESTION TEXT: PRESS 1 A ND ENTER TO SAVE AND EXIT THIS CASE.



### Page 18 of 18 2013-06-24 10:37 Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ