January 16, 2013

High School Longitudinal Study of 

2009 (HSLS:09),

2013 Update and Transcript Main

Study

Supporting Statement

Part B & C

Request for OMB Review

OMB# 1850-0852 v.11

Submitted by

National Center for Education Statistics

U.S. Department of Education

i

TABLE OF CONTENTS

Part B Section Page

B. Collection of Information Employing Statistical Methods................................................. 1

B.1 Target Universe and Sampling Frames.................................................................... 1

B.2 Statistical Procedures for Collecting Information .................................................... 1

B.2.a School Sample ..........................................................................................1

B.2.b Student Sample .........................................................................................1

B.2.c Weighting..................................................................................................1

B.2.d Imputation of Missing Data ......................................................................3

B.2.e Variance Estimation..................................................................................3

B.3 Methods for Maximizing Response Rates................................................................ 4

B.4 Study Contacts.......................................................................................................... 8

Part C: 2013 Update Questionnaire - Justifications

1

B. COLLECTION OF INFORMATION EMPLOYING STATISTICAL METHODS

This section describes the target universe for this study and the sampling and statistical 

methodologies proposed for the HSLS:09 2013 Update and transcript main study collection. Part B also

addresses suggested methods for maximizing response rates, for testing procedures and methods, and 

introduces the technical staff responsible for design and administration of the study.

B.1 Target Universe and Sampling Frames

The base-year target populations for HSLS:09 consisted of (1) public and private schools within 

the U.S. providing instruction to 9th- and 11th-grade students, and (2) the 9th graders attending these 

schools in the fall semester of 2009. As with the first follow-up study, the target population for the 

HSLS:09 2013 Update and transcript study is the same as specified in the base year. 

B.2 Statistical Procedures for Collecting Information

B.2.a School Sample

A total of 2,761 schools will be contacted for transcript collection in the fall of 2013. This 

includes all of the 939 base-year participating high schools, and 1,822 other schools attended by students

during the HSLS:09 first follow-up. Any additional schools identified during the 2013 Update main study

will also be included in the transcript collection effort.

B.2.b Student Sample

Students who withdrew from the study, were deceased, were determined study ineligible, were 

identified as questionnaire-incapable (QI) during the first follow-up study after being a nonrespondent or 

QI in the base year, or participated in neither the base-year data collection nor first follow-up data 

collections will be excluded (n=2,890) from both the 2013 Update and transcript data collections.

Therefore, of the 26,305 cohort members initially selected for the HSLS:09 study, the 2013 Update will 

field a sample of 23,415 cohort members (89 percent of the original base year sample). All 23,415

participants will be contacted for the 2013 Update study. Either the student or the parent can complete the 

questionnaire. The associated high school record for each member will be collected, keyed, and coded as 

part of the HSLS:09 transcript study. 

B.2.c Weighting

Analysis weights along with survey data are used to produce population estimates. The weights 

reflect the inclusion probabilities for the sampled units (i.e., base weights generated in the base year 

study) and adjustments to lower (1) unit nonresponse bias, (2) undercoverage bias, and (3) the variability
2

of the resulting weights. Analysis weights will be produced for the HSLS:09 2013 Update and transcript 

main studies. 

The HSLS:09 longitudinal, multistage design introduces significant complexity to the task of 

weighting. Two sets of longitudinal weights are anticipated for the analysis of the cumulative HSLS:09 

data: one set to reflect response to either the base-year or first follow-up rounds and the 2013 Update; and 

one set to reflect response to either the base-year or first follow-up rounds and receipt of high school 

transcript information.

The HSLS:09 weighting process includes four major steps. Using the base weights created during 

the HSLS:09 base-year study, an adjustment will be applied for nonresponse to the base-year and first 

follow-up main studies to account for those excluded from the 2013 Update and transcript studies. In the 

second step, base weights will be adjusted for nonresponse in the 2013 Update study. The third step will 

include a calibration adjustment to the sum of the base-year analysis weights to ensure coverage of the 

9th-grade target population. Finally, weights constructed after each adjustment will go through an 

extensive series of quality control (QC) checks to prevent any computational or procedural errors, and to 

detect extreme outliers that can decrease the precision in the population estimates. These include review 

of program logs, verification of weight sums before and after adjustments are applied to the weights, and 

verification of the final weight sums against weight sums from the HSLS:09 first follow-up. Design 

effects for a set of important survey estimates will be calculated and reviewed for extreme values, thus 

creating an iterative process until the final set of efficient weights is produced.

In addition to analyzing design effects, unit bias analyses will be conducted to determine whether 

additional variables not already included in the nonresponse models should be investigated. Statistical 

tests will be conducted on a variety of questionnaire items. If non-negligible levels of bias remain, the 

nonresponse and calibration adjustments will be revisited with the goal of lowering the bias. To estimate 

bias for a generic population parameter θ, we will calculate the following quantity for a set of variables 

known for both respondents and nonrespondents:

    ˆ ˆ ˆ ˆ B R  R  ,

where  R

ˆ

is the estimated parameter using only the respondent data, and      R   NR

ˆ ˆˆ 1 ˆˆ    , the 

estimated parameter using both the respondent ( R

ˆ

) and nonrespondent (NR

ˆ

) data and the weighted 

nonresponse rate ˆ . Candidate variables known for all sample cases include those from the original 

sampling frame as well as survey data collected in a previous rounds of HSLS:09.
3

All HSLS:09 weight adjustments—including nonresponse and calibration—will be calculated with 

a design-based model using the WTADJUST procedure in SUDAAN®, statistical software with built-in 

controls on extreme values. Model variables will be identified as being associated with a set of key

analysis variables as well as the differential pattern of unit nonresponse. Classification procedures such as 

regression tree analysis will be used to identify these variables from a candidate list that includes 

stratification variables and data collected from previous rounds of HSLS:09.

B.2.d Imputation of Missing Data

Imputation of missing values in the 2013 Update main study will be performed for items 

commonly used to define analysis domains, items that are frequently used in cross-tabulations, and items 

needed for weighting. Categorical HSLS:09 items that are subject to imputation will be imputed using 

logical imputation1 where applicable, followed by a weighted sequential hot deck procedure.2 By

incorporating the sampling weights, this method of imputation takes into account the unequal 

probabilities of selection in the original sample while controlling the expected number of times a 

particular respondent’s answer will be used as a donor. Variables that are statistically associated with 

either the item being imputed, or the specific pattern of item nonresponse for the item being imputed will 

be used to form the imputation classes. Statistical tests such as logistic regression and regression tree 

analysis will be used to determine significant associations. Candidate variables for the imputation classes 

will be drawn from the current survey as well as information collected in the previous rounds of 

HSLS:09. Consistency of the imputed values will be verified within and across the rounds of HSLS:09.

B.2.e Variance Estimation

Sets of 200 balanced repeated replication (BRR) weights will be created for the 2013 Update and 

transcript samples to produce variance estimates. This number is consistent with the number of replicates 

used for the HSLS:09 base year. The BRR weighting process will replicate the procedures used to 

generate the full sample weight (section B.2.c) and will follow the steps successfully implemented on a 

number of studies, including ELS:2002 (http://nces.ed.gov/surveys/els2002/), the National Study of 

Postsecondary Faculty (NSOPF, http://nces.ed.gov/surveys/nsopf/), and previous rounds of HSLS:09

(http://nces.ed.gov/surveys/hsls09). In addition, analysis strata and primary sampling units (PSUs) 

created from the sampling PSUs will be included on the electronic code book for analysts wanting to use 

Taylor series variance estimation rather than BRR weights.

 

1 One commonly used example of logical imputation is assigning gender based on name.

2

Iannacchione, V.G. (1982). “Weighted Sequential Hot Deck Imputation Macros.” In Proceedings of the Seventh Annual SAS 

User’s Group International Conference (pp.759–763). Cary, NC: SAS Institute, Inc.
4

B.3 Methods for Maximizing Response Rates

Procedures for maximizing response rates at the respondent and institution levels are based on 

successful experiences with prior rounds of HSLS:09 and with other similar studies. In this section, 

methods for maximizing response rates for the 2013 Update interview and the high school transcript 

collection are discussed. 

Panel Maintenance Prior to 2013 Update. Prior to the 2013 Update collection, a panel 

maintenance update is proposed to inform sample members that the next update will begin in June 2013. 

The mailing will resemble a greeting card and will include information for the sample member to log into 

the study website and update contact information. A hardcopy form will be provided along with a 

business reply envelope to provide sample members with the option of providing updated contact 

information in hardcopy form. The panel maintenance mailing will be sent directly to the student if he/she 

is aged 18 or older, and to the parents if the student is under age 18. This mailing will be sent immediately 

upon receipt of OMB approval for the 2013 Update and Transcript collection. 

2013 Update. Though the information collected for the 2013 Update specifically relates to the 

student sample member, the 2013 Update questionnaire can be completed by either the student or the 

parent. Allowing the parent or the student to provide information will result in a higher response rate than 

would otherwise be achieved with a student-only response restriction. Students and parents will have the 

option to complete the interview online or on the telephone. 

Materials will be mailed to both students and parents. Since the vast majority of students will be at 

least 18 years of age at the time of the 2013 Update data collection, separate materials will be sent directly

to students and to parents. For students who are not yet 18 years old, parent permission must be received 

before contacting the student or allowing the student to participate. As was the protocol for the First 

Follow-up data collection, the parent mailing will include a sealed student letter when parent permission 

is required. Parents will also be allowed to provide their permission online or during an outbound 

computer assisted telephone interview (CATI) call. Once parent permission is obtained, subsequent 

reminder mailings will be sent directly to the student. 

Students and parents will receive a description of the study, a note stating the importance of the 

2013 Update, and log-in credentials. Each letter will supply a telephone number to complete a CATI

interview or get assistance with the self-administered web questionnaire. Parent letters will also request 

that they encourage their young adult to participate in the 2013 Update, though both letters will mention 

that either the student or a parent can complete the questionnaire. Regardless of student’s age, the student 

letters will provide the same information as the parent letters, albeit with different log-in credentials. 
5

We propose a 4-phase approach that immediately targets students who have ever dropped out3and, 

additionally, targets students via a statistical model that uses the Mahalanobis distance function (MD) to

identify nonresponding cases most unlike the responding cases on selected characteristics. The MD is a 

person-level measure and can be defined simply as the distance between a single case and the mean value 

for all responding cases. In this case, larger distance scores describe cases likely to be dissimilar from 

existing respondents. That is, because of the variables used in the calculation of MD (see Part A for the 

proposed potential variable list), these cases would be characterized by notable differences, for example, 

in terms of student expected education, timing of Algebra 1 course taking, parent level of education, 

performance on the assessment, or enrollment status. 

The four phases are the following: 

(1) Phase 1: A three-week web collection period. At the start of the first phase of data collection, 

each of the parents and students in the 2013 Update sample4 will receive a letter asking them 

to log onto the web to complete the questionnaire. The only incentive in phase one is for 

students identified as ever dropping out of school. These students will be offered a $40 

incentive for participating. 

(2) Phase 2: A five-week web plus CATI data collection period. The addition in phase 2 is the 

CATI component. After the three-week web data collection period (phase 1), in addition to the 

web remaining an option, outbound calling to sample members will commence and continue 

for five weeks. The $40 incentive to students who had ever dropped out will continue to be 

offered. 

(3) Phase 3: First stage of a targeted nonresponse follow-up period. After phase 1 and phase 2, 

cases will be targeted via a statistical model that identifies nonresponding cases most unlike 

the responding cases on selected characteristics. These cases will be offered $20 upon 

completion of the questionnaire. Those cases who have ever dropped out will continue to be 

offered $40. In this phase, no other cases receive an incentive.

(4) Phase 4: Second stage of a targeted nonresponse follow-up period. Six weeks before the end of 

data collection, in addition to the aforementioned incentives for completion of the survey, a 

pre-paid $5 check will be sent by FedEx to all students identified as ever dropping out or as 

most unlike the responding cases. The statistical model implemented in phase 3 will be re-run 

to identify whether additional cases should receive the incentive. It is anticipated that 20% of 

the cases not incentivized in phase 3 will be given an incentive in phase 4.

 

3

Students are identified as ever dropping out in 1 of 3 ways: (1) the school-provided status on the enrollment status update; (2) 

student-provided information on the first follow-up questionnaire; (3) parent-provided information on the first follow-up

questionnaire.

4

The 2013 Update sample excludes 2,890 sample members who have withdrawn from the study, have deceased, have been 

determined to be study ineligible, have been determined to be questionnaire incapable (QI) in the first follow-up after being a 

nonrespondent or QI in the base year, or have participated in neither the base year study nor the first follow-up data collections.
6

In addition to this four-phase strategy, we also have a two-pronged contingency plan for late-effort 

follow-up period if determined that additional effort is needed to convert nonrespondents. First, in this 

late stage of data collection we will reexamine the nonresponding cases. For those not already receiving 

an incentive, we will offer a $10 incentive for completion of the survey to those nonresponding cases 

most unlike the respondents. Secondly, if needed, we will offer to all nonrespondents an abbreviated 

questionnaire that can be completed in 5 minutes. This abbreviated questionnaire option would only be 

used if deemed necessary, and will be deployed 2 weeks before close of data collection.

The proposed plan for implementing the Mahalanobis distance function, as described in Part A, is 

based on experience with the HSLS:09 2012 Update collection (field test) and the parent- and out-ofschool student data collections. Taking into account the length of the proposed data collection period in 

the first two phases, it is estimated that about 10,167 (43.4 percent) of the sample will participate by the 

end of the second phase of the data collection period. Of the approximately 23,415 cases in the 2013

Update Main Study, this leaves potentially 13,248 as estimated ‘late’ responders. Mahalanobis distance 

functions will be evaluated and a logical cut point (the highest distance scores) will be established so the 

incentive will be offered to an estimated 7,500 of the 13,248 cases with the largest distance scores. 

Transcripts. Transcript data will be requested for students who participated (or were 

questionnaire-incapable) in either of the in-school rounds of HSLS:09, from all schools attended since 

they first entered the sample in the 2009-10 academic year. A complete transcript from the school will be 

requested as well as complete transcripts from transfer schools that the students attended, as applicable.

The success of the transcript collection is closely tied to the active participation of selected schools. The 

consent and cooperation of a base year-first follow-up school’s coordinator is essential and helps to 

encourage the timely completion of the transcript collection. If the HSLS:09 coordinators have been 

involved with the in-school collection, they will be familiar with HSLS:09 and recognize the study’s 

importance. Procedures for working with schools will build upon the rapport developed with schools in 

the HSLS:09 base-year and first follow-up and will be based on successful past procedures. For example, 

HSLS:09 will use a transcript control system (TCS) similar to the system used for the Baccalaureate and 

Beyond Longitudinal Study 2008/09 (B&B:08/09) and Beginning Postsecondary Students 2004/09 

(BPS:04/09) transcript collections to maintain relevant information about the schools attended by each 

cohort member and mail and telephone contacts made. This TCS is currently in use for the HSLS:09 field 

test transcript collection.

The descriptive materials sent to schools will be clear, concise, and informative about the purpose 

of the study and the nature of subsequent requests and will include letters from RTI and NCES and 

instructions for how to log on to the study’s secure website and access information and tools for providing 
7

transcripts. Follow-up calls will be made to ensure receipt of the request packet and answer any questions 

about the study. It is likely that telephone prompting will be required to obtain the desired number of 

transcripts in addition to e-mail prompts, letters, and postcard prompts.

A seasoned team of Institutional Contactors (ICs) will be assigned a set of schools that is their 

responsibility throughout the transcript collection process. This allows Institutional Contactors to build 

and maintain rapport with school staff and to provide a reliable point of contact at RTI. Institutional 

Contactors will be thoroughly trained in transcript collection and in the purposes and requirements of the 

study, which helps them establish credibility with the school staff.

Different options for collecting transcripts for sampled students are offered. Data security

procedures for each method of transcript collection are addressed in the HSLS:09 Data Security Plan. 

The school coordinator is invited to select the method of greatest convenience to the school. School staff 

will have the option to provide transcript data by: 1) uploading electronic transcripts for sampled students 

to the secure study website; 2) sending electronic transcripts for sampled students by secure File Transfer 

Protocol; 3) sending electronic transcripts as encrypted attachments via email; 4) for schools that already 

use this method, RTI requesting/collecting electronic transcripts via a dedicated server at the University of 

Texas at Austin; 5) transmitting transcripts via a secure electronic fax at RTI, after sending a confirmed 

test page; and as a last resort 6) sending transcripts via an express delivery service after redacting 

personally identifying information. The majority of schools will likely fax the data, followed closely by

those schools that will use FedEx. The numbers will be small for the other modes, but the plan is to set 

up multiple means to accept the data if the school is willing and able to use the more sophisticated 

electronic modes. More options promote the likelihood of more timely response. For reference, the recent 

B&B/BPS Postsecondary Education Transcript Study (PETS) found 66% of the data arrived via fax from 

colleges. The percentage could be even higher with high school transcripts.

Consent Procedures. Privacy and consent concerns may arise in the collection of high school 

transcripts, particularly when transcripts are requested directly from high schools where third-party 

student transcript requests are likely uncommon. ICs requesting transcripts will be familiar with the 

Family Educational Rights and Privacy Act of 1974 (FERPA), which permits schools to release student 

data to the U.S. Department of Education and its authorized agents without consent, and will be prepared 

to respond to concerns raised by high school staff. If the school requires student consent to release the 

transcripts, RTI will prepare and mail consent forms to the students (or parents if the student is known to 

be under age 18). RTI will request that the school provide a letter of support that will be sent along with 

the consent form to help legitimize the request. Sample text will be provided to the school to facilitate the 
8

collection of this letter prior to mailing consent forms to the young adult. Consent forms should be 

returned directly to RTI, where the consent forms will be packaged and sent to the school with a second 

request for transcripts. Telephone prompting will be conducted as needed to remind students and parents 

to send consent forms to RTI. During the field test, the prevalence of schools requiring implied or 

explicit consent and the rate of return will be evaluated so that procedures may be refined for the main 

study. During the ELS:2002 high school transcript collection, 5 percent of the schools required explicit 

consent (i.e., signed consent form) to release transcripts.

In compliance with FERPA, a notation will be made in the student record that the transcript has 

been collected for use in HSLS:09.

Panel Maintenance Prior to Second Follow-up. A panel maintenance mailing is proposed to 

collect updated contact information prior to the second follow-up collection scheduled to take place in 

early 2016. Three years will transpire between the most recent update and the second follow-up (2012 to 

2015 for the field test and 2013 to 2016 for the main study). Sample members over the age of 18 will 

receive the panel maintenance mailing. For those sample members under the age of 18, the mailing will 

be sent to the parent. The panel maintenance update would take place at the mid-point between the two 

collections, occurring in late 2013 for the field test and late 2014 for the main study. 

Our proposal for the panel maintenance activities prior to the second follow-up is modeled after 

ELS:2002/12. ELS:2002/12 conducted an experiment with its field test sample which demonstrated the 

effectiveness of a $10 incentive offer to increase participation in the panel maintenance. The $10 

incentive offer was then implemented with the ELS:2002/12 main study sample. ELS:2002/12 is still 

ongoing. To date, 41% of the ELS sample participated in panel maintenance, and 96% of those that 

participated in panel maintenance have participated in the ELS:2002/12 survey. HSLS:09 proposes to 

implement the ELS:2002 model for this panel maintenance activity and offer a $10 incentive to sample 

members who provide updated contact information.

B.4 Study Contacts

Elise Christopher and Jeff Owings are the primary contacts for the HSLS:09 study at NCES. The 

RTI contractor-affiliated consultants on statistical aspects of HSLS:09 are: James Chromy, Steven J. 

Ingels, Jill A. Dever, Daniel J. Pratt, John Riccobono, and David Wilson.
9

Part C: 2013 Update Questionnaire - Justifications

Item Source Status Old Wording (if revised) New Item Wording Justification

CUHSCRED 

/ 

CUHSCRED

TYPE

2012 Update 

Question 1

Revise

d

[Have/Has] [you/teenager] earned a regular 

high school diploma, GED, or other high 

school credential?

 1=Yes, a high school diploma

 2=Yes, a GED or other high school 

credential

 3=No

[Have/Has] [you/your teenager] earned a 

high school diploma, GED or equivalency, or 

a certificate of attendance?

 1=Yes

 0=No

What type of high school credential 

[have/has] [you/he/she] earned?

 1=High school diploma

 2=GED or equivalency

 3=Certificate of attendance

Split questions because first 

question is phrased as a 

yes/no question.

Removed “regular” qualifier 

on “high school diploma” to 

avoid confusion for the 

majority of respondents. 

Added certificate of 

attendance as an explicit 

response option for 

comprehensiveness.

Added help text 

CUHSCRED

DATE

2012 Update 

Question 3

Revise

d

In what month and year did [you/he/she] 

receive [your/his/her] [high school 

diploma/GED or other high school 

credential]?

In what month and year did [you/he/she] 

receive [your/his/her] [high school 

diploma/GED or equivalency/certificate of 

attendance]?

Added wording for those with 

a certificate of attendance.

CUHSPLAN ELS:2002 

F2A09

Added Not Asked [Do/Does] [you/he/she] plan to get a GED, 

high school diploma, or certificate of 

attendance?

 1=Yes

 0=No

Added to fill a gap in content.

CUHSCRED

PLAN

Based on

CUHSCREDT

YPE 

Added Not Asked What type of high school credential 

[do/does] [you/he/she] plan to earn?

 1=High school diploma

 2=GED or equivalency

 3=Certificate of attendance

Added to fill a gap in content.

CUHSCOMP ELS:2002 

F2A10

Added Not Asked About what month and year [do/does] 

[you/he/she] expect to [receive a high school 

diploma/ receive a certificate of 

attendance/take the examination for the GED 

or other high school equivalency 

exam/receive a high school diploma or 

certificate of attendance or to take the 

examination for the GED or other high 

school equivalency exam]?

Added to fill a gap in content.
10

Item Source Status Old Wording (if revised) New Item Wording Justification

CULASTHS

NAME

2012 Update 

Question 5

Revise

d

What is the full name, city, and state of the 

high school [from which [you/he/she] 

received a diploma]/ [you/he/she] last 

attended]? (Do not enter abbreviations.)

What is the full name, city, and state of the 

high school [from which [you/he/she] 

received a diploma]/ [you/he/she] last 

attended/ [you/he/she] is currently 

attending]? (Do not enter abbreviations.)

Added wording for those who 

are enrolled in high school at 

the time of survey 

administration.

CUOTHHS 2012 Update 

Question 6

Revise

d

[So far we know that [you/teenager] 

[have/has] attended these high schools since 

[you/he/she] [were/was] a 9th-grader in the 

fall of 2008:

[LAST HIGH SCHOOL ATTENDED 

NAMED IN CULASTHSNAME] 

[FIRST FOLLOW-UP HIGH SCHOOL] 

[BASE YEAR HIGH SCHOOL] 

[Have/Has] [you/teenager] attended any 

other high school besides [BASE YEAR 

HIGH SCHOOL]/these]?

[So far we know that [you/your teenager] 

[have/has] attended these high schools since 

[you/he/she] [were/was] a 9th-grader in the 

fall of 2009:

[LAST HIGH SCHOOL ATTENDED 

NAMED IN CULASTHSNAME] 

[FIRST FOLLOW-UP HIGH SCHOOL] 

[BASE YEAR HIGH SCHOOL] 

[Have/Has] [you/your teenager] attended any 

other high school besides [[BASE YEAR 

HIGH SCHOOL]/these] since [you/he/she] 

[were/was] a 9th-grader in the fall of 2009?

 1=Yes

 0=No

Added “since [you/he/she] 

[were/was] a 9th-grader in the 

fall of 2009” for clarity.

CUOTHERH

S

2012 Update 

Question 6

Revise

d

[So far we know that [you/teenager] 

[have/has] attended these high schools since 

[you/he/she] [were/was] a 9th-grader in the 

fall of 2008:

[OTHER HIGH SCHOOLS NAMED IN 

CUOTHHSNAME]

[LAST HIGH SCHOOL ATTENDED 

NAMED IN CULASTHSNAME] 

[FIRST FOLLOW-UP HIGH SCHOOL] 

[BASE YEAR HIGH SCHOOL] 

[Have/Has] [you/your teenager] attended any 

other high school besides these?

 1=Yes

 0=No

[So far we know that [you/your teenager] 

[have/has] attended these high schools since 

[you/he/she] [were/was]a 9th-grader in the 

fall of 2009:

[OTHER HIGH SCHOOLS NAMED IN 

CUOTHHSNAME]

[LAST HIGH SCHOOL ATTENDED 

NAMED IN CULASTHSNAME] 

[FIRST FOLLOW-UP HIGH SCHOOL] 

[BASE YEAR HIGH SCHOOL] 

[Have/Has] [you/your teenager] attended any 

other high school besides these since 

[you/he/she] [were/was]a 9th-grader in the 

fall of 2009?

 1=Yes

 0=No

Added “since [you/he/she] 

[were/was] a 9th-grader in the 

fall of 2009” for clarity.
11

Item Source Status Old Wording (if revised) New Item Wording Justification

CUANYCLG

CRED

Based on 2012 

Update 

Question 7

Added Not Asked [Did/[Have/Has]] [you/your teenager] 

[take/taken] any high school courses for 

college credit [when [you/he/she] [were/was] 

in high school] including AP courses, IB 

courses, and other courses for college credit? 

[Include any courses that [you/he/she] 

[is/are] taking now.]

 1=Yes

 0=No

On advice from TRP, 

expanded this series of 

questions about courses for 

college credit to include AP 

and IB courses. Previously, 

only dual enrollment courses 

were captured.

CUCLGCRE

DTYPE

NPSAS draft 

question 

N12AP1

Added Not Asked Which of the following types of courses for 

college credit [did/have/has] [you/your 

teenager] [take/taken] [when [you/he/she] 

[were/was] in high school]?

Advanced Placement (AP) courses 

International Baccalaureate (IB) courses

Any other course for college credit such as 

dual or concurrent enrollment courses

 1=Yes

 2=No

 3=Don't know

Expanded to include AP and 

IB based on TRP 

recommendation.

CUAPSUBJ Based on 2012 

Update 

question 7

Added Not Asked In which of the following subjects 

[did/have/has] [you/your teenager] 

[take/taken] AP courses?

 Math 

 Science 

 Another subject

 1=Yes

 0=No

Expanded to include AP and 

IB based on TRP 

recommendation.

CUIBSUBJ Based on 2012 

Update 

question 7

Added Not Asked In which of the following subjects 

[did/have/has] [you/your teenager] 

[take/taken] IB courses?

 Math 

 Science 

 Another subject

 1=Yes

 0=No

Expanded to include AP and 

IB based on TRP 

recommendation.
12

Item Source Status Old Wording (if revised) New Item Wording Justification

CUDUALSU

BJ

2012 Update 

Question 7

Revise

d

Not including AP (Advanced Placement) and 

IB (International Baccalaureate) courses, 

[did/ [have/has] [you/teenager] [take/taken] 

any high school courses for college credit 

[when [you/he/she] [were/was] in high 

school]? [Include any courses for college 

credit that [you/he/she] [are/is] taking now.]

 Math course

 Science course

 Another course

 1=Yes

 0=No

In which of the following subjects 

[did/have/has] [you/your teenager] 

[take/taken] courses for college credit other 

than AP and IB?

 Math 

 Science 

 Another subject

 1=Yes

 0=No

Question rephrased given that 

it is already known that the 

dual enrollment courses have 

been taken.

CUHSCOUN

SEL

2012 Update 

Question 43

Revise

d

How well have [your/your teenager's] high 

school counselors prepared [you/him/her] for 

each of the following?

 To gain admission to a college or 

university

 To apply for financial aid

 To find a job

 1=Extremely well

 2=Somewhat well

 3=Not well

 4=Not at all

 5=Don't know

Did [you/your teenager] meet one-on-one 

with a high school counselor in the 2012 –

2013 school year about...

 gaining admission to a college or 

university

 applying for financial aid

 finding a job

 1=Yes

 2=No

 3=Don’t know

Based on TRP 

recommendation, revised to 

collect more factual 

information that parents could 

answer more accurately. 

CUCLGINFL

U

HSLS First 

Follow-up

S2CLGINFLU

Added Not Asked Who has had the most influence on 

[your/your teenager’s] thinking about 

education after high school, if anyone?

1=A high school counselor

2=A counselor hired by your family to 

help [you/your teenager] prepare for 

college admission

3=A teacher

4=[Your/His/Her] parents

5=Another family member

6=[Your/His/Her] friends

7=[Your/His/Her] employer

8=A military recruiter

9=A coach or scout

10=[Yourself/Himself/Herself]

11=No one in particular

12=Don’t know

Added to fill gap in content.
13

Item Source Status Old Wording (if revised) New Item Wording Justification

CUAIDINFL

U

Based on 

HSLS First 

Follow-up

S2CLGINFLU 

and

S2CAREERIN

FLU

Added Not Asked Who has had the most influence on 

[your/your teenager’s] thinking about 

financial aid, if anyone?

1=A high school counselor

2=A counselor hired by your family to 

help [you/your teenager] prepare for 

college admission

3=A teacher

4=[Your/His/Her] parents

5=Another family member

6=[Your/His/Her] friends

7=[Your/His/Her] employer

8=A military recruiter

9=A coach or scout

10=[Yourself/Himself/Herself]

11=No one in particular

12=Don’t know

Added to fill gap in content.

CUCAREERI

NFLU

HSLS First 

Follow-up

S2CAREERIN

FLU

Added Not Asked Who has had the most influence on 

[your/your teenager’s] thinking about 

careers, if anyone?

1=A high school counselor

3=A teacher

4=[Your/His/Her] parents

5=Another family member

6=[Your/His/Her] friends

7=[Your/His/Her] employer

8=A military recruiter

9=A coach or scout

10=[Yourself/Himself/Herself]

11=No one in particular

12=Don’t know

Added to fill gap in content.
14

Item Source Status Old Wording (if revised) New Item Wording Justification

CUFALL201

3

2012 Update 

Question 8

Revise

d

Which of the following activities [are/is] 

[you/teenager] doing this fall?

 Taking classes at a college or university

Taking classes at a school that provides 

occupational training (e.g., cosmetology 

school or a school of culinary arts) 

 

Studying for an industry certification or 

license (e.g., Microsoft Systems Engineer 

or real estate license)

Participating in an apprenticeship 

program

Another form of training (please specify)

Working

Serving in the military

Starting a family or taking care of 

[your/his/her] children

Attending high school

Attending a GED completion course

 1=Yes

 2=No

 3=Don't know

Which of the following activities will 

[you/your teenager] be doing on or around 

November 1st?

 Taking classes from a college, university, 

community college, trade school or other 

occupational school (such as a 

cosmetology school or school of culinary 

arts)

 Participating in an apprenticeship 

program

Working for pay

Serving in the military including ROTC

Starting a family or taking care of 

[your/his/her]children

Attending high school

Attending a GED completion course

 1=Yes

 2=No

 3=Don't know

Based on TRP 

recommendation, revised 

wording to refer to “on or 

around November 1

st”. This 

allows all question wording to 

be in the future tense.

Combined the first two 

options into one and added 

“community college” and 

“trade school” for 

comprehensiveness.

Eliminated the “studying for 

an industry certification or 

license” option due to 

concerns about 

misinterpretation and false 

positives.

Eliminated “another form or 

training” based on review of

other specifies.

Added “for pay” to the 

working item for clarity.

Added “including ROTC” to 

the military item for clarity.

Added help text
15

Item Source Status Old Wording (if revised) New Item Wording Justification

CUFOCUS 2012 Update 

Question 9

Revise

d

What [will be/is] [your/his/her] main focus 

this fall? 

1=Taking classes at a college or 

university

2=Taking classes at a school that provides 

occupational training (e.g., cosmetology 

school or a school of culinary arts) 

3=Studying for an industry certification or 

license (e.g., Microsoft Systems Engineer 

or real estate license) 

4=Enrolling in an apprenticeship program

5=Another form of training

6=Working

7=Serving in the military

8=Starting a family or taking care of 

[your/his/her] children

9=Attending high school

10=Attending a GED completion course

What will be [your/his/her] main focus? 

1= Taking classes from a college, 

university, community college, trade 

school or other occupational school (such 

as a cosmetology school or school of 

culinary arts)?

2=Participating in an apprenticeship 

program

3=Working for pay

4=Attending high school

5=Attending a GED completion course

6=[You/He/She] will be equally focused 

on both

Question has been limited to 

those who will be pursuing 

some form of education 

(postsecondary or high 

school) and working (working 

for pay or apprenticeship.

Response options now allow 

for equal emphasis.

Added help text

CUCLGFT 2012 Update 

Question 11

Revise

d

[Will [you/teenager] enroll/[Are/Is] 

[you/teenager] enrolled] full-time or parttime this fall? 

 1=Full-time

 2=Part-time

 3=Don't know

Will [you/your teenager] be enrolled fulltime or part-time as of November 1st?

 1=Full-time

 2=Part-time

 3=Don't know

Revised to refer to November 

1

st

.

Added help text

CUWORKFT 2012 Update 

Question 14

Revise

d

[Are/Is] [you/teenager] working full-time or 

part-time this fall?

 1=Full-time

 2=Part-time

 3=Don't know

Will [you/your teenager] be working fulltime, that is 35 hours or more per week, as of 

November 1st? 

 1=Full-time

 2=Part-time

 3=Don't know

Revised to refer to November 

1

st

.

Definition of full-time 

employment provided in 

question wording for clarity.

CUMILBRA

NCH

2012 Update 

Question 15

Revise

d

[Are/Is] [you/teenager] on active military 

duty this fall?

 1=Yes

 2=No

 3=Don't know

In which branch of the military will 

[you/he/she] be serving as of November 1st?

 1=Army

 2=Navy

 3=Air Force

 4=Marine Corps

 5=Coast Guard

Based on TRP 

recommendation, changed 

focus of the question from 

active duty to branch of the 

military.

CUFALLCL

G

2012 Update 

Question 12

Revise

d

What is the name, city and state of the school 

or college [you/teenager] [are/is] attending 

this fall?

What is the name, city and state of the school 

or college [you/your teenager] will be 

attending as of November 1st?

Revised to refer to November 

1

st

.
16

Item Source Status Old Wording (if revised) New Item Wording Justification

CULEVEL 2012 Update 

Question 10

Revise

d

What type of program [will [you/teenager] 

enroll/ [are/is] [you/teenager] enrolled] in 

this fall? 

Bachelor’s degree program (usually a 4-

year degree)

Associate’s degree program (usually a 2-

year degree) with plans to transfer to a 

Bachelor’s degree program 

Associate’s degree program (usually a 2-

year degree) with no plans to transfer to a 

Bachelor’s degree program 

Certificate or diploma program from a 

school that provides occupational training 

(usually takes 2 years or less to complete, 

often leading to a license, such as 

cosmetology) 

No specific program, but [you/he/she] 

[are/is] taking courses (please specify) 

You don't know

 1=Yes

 0=No

What type of program will [you/your 

teenager] be enrolled in?

1=Bachelor’s degree program (usually a 

4-year degree)

2=Associate’s degree program (usually a 

2-year degree) 

3=Certificate or diploma program from a 

school that provides occupational training 

(usually takes 2 years or less to complete, 

often leading to a license, such as 

cosmetology)

4=No specific program, but [you/he/she] 

will be taking courses

5=Other

6=You don't know

Change to future tense.

Changed from multiple 

response format to single 

response format given low

prevalence of multiple 

responses in field test.

Combined Associate’s degree 

options to simplify question.

Added help text

CUBATYPE Based on 

response 

option in 

N12ASSOC

Added Not Asked Will you complete an Associate’s degree 

program before transferring to a Bachelor’s 

degree program?

 1=Yes

 0=No

Based on response patterns 

and anecdotal respondent 

confusion, added clarifying 

question to verify that the 

respondent is entering a 

Bachelor’s program directly.

CUAATYPE From 2012 

Update 

CULEVEL, 

based response 

option in 

N12ASSOC

Added Not Asked Is this an Associate’s degree program 

designed for transfer to a Bachelor’s degree 

program? 

 1=Yes

 0=No

Split from CULEVEL.

CUFIELD 2012 Update 

Question 13

Revise

d

What major or program [are/is] [you/he/she] 

considering?

What field of study or program will 

[you/he/she] be considering?

Future tense.
17

Item Source Status Old Wording (if revised) New Item Wording Justification

CUWHEREL

IVE

2012 Update 

Question 31

Revise

d

Where [will [you/teenager] live/[are/is] 

[you/teenager] living] while attending school 

this fall?

1=On campus or in college-owned 

housing (for example, a dorm or 

residence hall)

 2=With parent(s), relative(s), or 

guardian(s)

 3=Off campus (not college-owned 

housing)

Where [will [you/your teenager] be living on 

or around November 1st?

1=On campus or in college-owned 

housing (for example, a dorm or 

residence hall)

 2=With parent(s), relative(s), or 

guardian(s)

 3=Off campus (not college-owned 

housing)

Revised to refer to November 

1

st

.

Added help text

CUAPPCLG 2012 Update 

Question 16

Droppe

d

[Besides [fall 2012 college], [have/has] 

[you/teenager]/[Have/Has] [you/teenager]] 

applied to any [other] schools that provide 

occupational training, 2-year colleges, or 4-

year colleges? Include schools that register 

or admit all students who apply, or that don't 

require an application separate from 

registration.

 1=Yes

 0=No

Dropped Eliminated based on TRP 

recommendation.

CUCLGAPP

NUM

2012 Update 

Question 17

Revise

d

To how many [others] did [you/he/she] 

apply?

[Including [Nov 1 school], how /How] many 

colleges or schools [have/has][you/your 

teenager] applied to or registered at, if any?

Revised to include the school 

or college the teenager will be 

attending. Wording revised 

to include schools that do not 

require an application.

CUCLGAPPS 2012 Update 

Question 18

Revise

d

[Now, among these [CUCLGAPPNUM] 

[other] schools where [you/he/she] applied, 

think about the two schools that [you/he/she] 

most seriously considered attending.] 

What is the name, city and state of [the other 

school [you/he/she] applied to/the school 

[you/he/she] applied to/one of the other 

schools [you/he/she] applied to/one of these 

schools]?

[Not including [Nov 1 school], think/Think] 

about the two schools [you/he/she] most 

seriously considered.]]

What is the name, city and state of [the 

school [you/he/she] applied to or registered 

at?/the other school [you/he/she] applied to 

or registered at?/one of the schools 

[you/he/she] applied to or registered at?/one 

of these schools?]

Given that CUCLGAPPNUM 

now represents the total 

number of schools applied to 

including the one that the 

student will attend, the 

wording needed to be revised.

Wording revised to include 

schools that do not require an 

application. 

Wording changed to “most 

seriously considered” from 

“most seriously considered 

attending.”
18

Item Source Status Old Wording (if revised) New Item Wording Justification

CUCLGAPPS

2

2012 Update 

Question 18

Revise

d

What is the name, city and state of the other 

school [you/he/she] [applied to/ most 

seriously considered attending]?

What is the name, city and state of the other 

school [you/he/she] [applied to or registered 

at/ most seriously considered]?

Wording revised to include 

schools that do not require an 

application. 

Wording changed to “most 

seriously considered” from 

“most seriously considered 

attending.”

CUAPPSTAT

US

2012 Update

Question 20

Revise

d

[Were/Was] [you/he/she] accepted, waitlisted or rejected at [FIRST SCHOOL 

APPLIED TO]? (For schools that admit 

anyone who registers, answer “accepted.”)/

For each of the following schools, indicate if 

[you/he/she] [were/was] accepted, waitlisted 

or rejected. (For schools that admit anyone 

who registers, answer “accepted.”)/

[Were/Was] [you/he/she] accepted, 

waitlisted or rejected at [SECOND SCHOOL 

APPLIED TO]? (For schools that admit 

anyone who registers, answer “accepted.”)

[FIRST SCHOOL APPLIED TO]

[SECOND SCHOOL APPLIED TO]

 1=Accepted

 2=Waitlisted

 3=Rejected

[Were/Was] [you/he/she] accepted, waitlisted or rejected at [FIRST SCHOOL 

APPLIED TO]? For schools that admit 

anyone who registers, answer “accepted.” /

For each of the following schools, indicate if 

[you/he/she] [were/was] accepted, waitlisted 

or rejected. For schools that admit anyone 

who registers, answer “accepted.” /

[Were/Was] [you/he/she] accepted, 

waitlisted or rejected at [SECOND SCHOOL 

APPLIED TO]? For schools that admit 

anyone who registers, answer “accepted.”

[FIRST SCHOOL APPLIED TO]

[SECOND SCHOOL APPLIED TO]

 1=Accepted

 2=Waitlisted

 3=Rejected

Added help text
19

Item Source Status Old Wording (if revised) New Item Wording Justification

CUQUALITY 2012 Update 

Question 30

Revise

d

How important to [you/teenager] [were/was] 

each of the following characteristics when 

choosing to attend [fall school]?

 Academic quality or reputation

 Cost of attendance

 Close to home

 Far from home

 A good record of placing graduates in 

jobs

 A good record of placing graduates in 

graduate or professional schools

 A good record of placing graduates in 4-

year Bachelor’s degree programs

 Opportunity to play sports

 Recommended by family or friends or a 

family member went there

 Offers a particular program of study

 Good social life, sports team, or school 

spirit

 1=Very important

 2=Somewhat important

 3=Not at all important

 4=Don't know

How important to [you/your teenager] 

[were/was] each of the following 

characteristics when choosing to attend [Nov 

1 school]?

Academic quality or reputation

Cost of attendance

Distance from home

A good reputation of placing students in 

jobs

A good reputation of placing students in 

graduate or professional schools

A good reputation of placing students in 

4-year Bachelor’s degree programs

Opportunity to play sports

Recommended by family or friends or a 

family member went there

Offers a particular program of study

Good social life, sports team or school 

spirit

Offers online courses

Students there are like [you/him/her]

 1=Very important

 2=Somewhat important

 3=Not at all important

 4=Don't know

Item wording revised based 

on feedback from TRP.

Two new items added based 

on TRP recommendation: 

Offers online courses, 

Students there are like 

[you/him/her]

CUAPPFAFS

A

2012 Update 

Question 22

Revise

d

Did [you/teenager] or another family 

member complete a FAFSA (Free 

Application for Federal Student Aid) for 

[your/his/her] education?

 1=Yes

 2=No

 3=You don't know what a FAFSA is

4=You don't know if [you/teenager] or 

another family member completed a 

FAFSA

Did [you/your teenager] or another family 

member complete a FAFSA, that is the Free 

Application for Federal Student Aid, for 

[your/his/her] education?

 1=Yes

 2=No

 3=You don't know what a FAFSA is

4=You don't know if [you/your 

teenager] or another family member 

completed a FAFSA

“Free Application for Federal 

Student Aid” removed from 

parentheses so it is read to 

and by all respondents.

Added help text
20

Item Source Status Old Wording (if revised) New Item Wording Justification

CUNOFAFS

A

2012 Update 

Question 23

Revise

d

What are the reasons [you/he/she] did not 

complete a FAFSA?

You or your family do not want to take on 

debt

You or your family can afford school or 

college without financial aid

You or your family thought 

[you/teenager] may be ineligible or may 

not qualify

You or your family did not have enough 

information about how to complete a 

FAFSA

You or your family thought the FAFSA 

forms were too much work or too timeconsuming

You or your family did not know you 

could complete a FAFSA

[You/teenager] [do/does] not plan to 

continue 

[your/his/her] education after high school 

 1=Yes

 0=No

What are the reasons [you/he/she] did not 

complete a FAFSA? Would you say 

[you/her/she] did not complete a FAFSA...

because you or your family do not want to 

take on debt

because you or your family can afford 

school or college without financial aid

because you or your family thought 

[you/your teenager] may be ineligible or 

may not qualify

because you or your family did not have 

enough information about how to 

complete a FAFSA

because you or your family thought the 

FAFSA forms were too much work or too 

time-consuming

because you or your family did not know 

you could complete a FAFSA

because [you/your teenager] [do/does] not 

plan to continue [your/his/her]education 

after high school

 1=Yes

 0=No

“Because” added to each item 

to emphasize that the question 

is asking if these are reasons, 

not simply asking if these 

stand alone statements are 

true or false

Added help text
21

Item Source Status Old Wording (if revised) New Item Wording Justification

CUNOQUAL

RSN

2012 Update 

Question 24

Revise

d

Why did you think [you/teenager] would not 

qualify for FAFSA financial aid? Was it 

because...

another family member did not qualify?

you have concerns about a credit score?

your family's income is too high?

[your/teenager's] grades or test scores are 

too low?

[you/teenager] [[are/is] attending/would 

have attended] school or college parttime? 

other reason? (please specify)

 1=Yes

 0=No

Why did you think [you/your teenager] 

would not qualify for FAFSA financial aid? 

Was it ...

because another family member did not 

qualify?

because you have concerns about a credit 

score?

because your family's income is too high?

because [your/your teenager’s] grades or 

test scores are too low?

because [you/your teenager] [[is/are] 

attending/would have attended] school or 

college part-time? 

 1=Yes

 0=No

“Because” added to each item 

to emphasize that the question 

is asking if these are reasons, 

not simply asking if these 

stand alone statements are 

true or false

Added help text

CUAPPOTH

AID

2012 Update 

Question 25

Droppe

d

Did [you/teenager] or another family 

member complete any other financial aid 

applications besides the FAFSA (Free 

Application for Federal Student Aid)?

 1=Yes

 2=No

 3=Don't know

Dropped Question is unclear.

CUCOSTFAL

LCLG

2012 Update 

Question 28

Revise

d

About how much is the total cost of [fall 

school] for the 2012-2013 school year? 

Include tuition and mandatory fees, room 

and board, and miscellaneous expenses.

About how much is the total cost of[ parttime] enrollment at [Nov 1 school] for the 

2013 - 2014 school year before financial aid? 

Include tuition and mandatory fees[, room 

and board/, off campus housing expenses], 

and miscellaneous expenses.

Question customized to the 

student’s enrollment intensity 

and housing situation.

Question clarified to refer to 

sticker price before financial 

aid.

Added help text

CUFALLBO

RROW/CUF

ALLGRA NT

2012 Update 

Question 29

Revise

d

Now, to pay for the 2012-2013 school year at 

[fall school], about how much are you and 

[your family/teenager] borrowing and about 

how much [are/is] [you/teenager] receiving 

in scholarships and grants that do not have to 

be repaid?

 Borrow in the 2012-2013 year 

Scholarships and grants in the 2012-2013 

year

 

Now, to pay for the 2013 - 2014 school year 

at [Nov 1 school], about how much are you 

and [your family/your teenager] borrowing?

For the 2013 - 2014 school year at [Nov 1 

school], about how much are you and [your 

family/your teenager] receiving in 

scholarships and grants that do not have to be 

repaid?

Questions split into two for 

ease of administration and 

response.

Added help text
22

Item Source Status Old Wording (if revised) New Item Wording Justification

CUAIDFALL

CLG

2012 Update 

Question 26

Revise

d

What kind of financial aid did [fall school] 

offer [you/him/her] for the first academic 

year, if any?

 Stafford loan

 Any other type of loan including private 

loans

 Work-study job

 Pell grant

 Any other type of scholarship or grant

 Other financial aid (please specify)

[fall school] did not offer [you/teenager] 

financial aid

 1=Yes

 2=No

 3=Don't know

[Were/Was] [you/he/she] offered any of the 

following types of financial aid to attend 

[Nov 1 school] for the first academic year?

Stafford loan or any other type of loan, 

including private loans

Work-study job

Pell grant or any other grant or 

scholarship

Other financial aid 

 1=Yes

 2=No

 3=Don't know

Question broadened beyond 

aid that the college offered.

Question wording revised so 

it does not assume financial 

aid was offered.

Loan items combined into one 

for simplicity and accuracy of 

response in case respondents 

do not know what a Stafford 

loan is

Scholarship/grant items 

combined into one for 

simplicity and accuracy of 

response in case respondents 

do not know what a Pell grant 

is

Last item removed because it 

can be inferred from other 

responses and was extremely 

confusing to respondents 

Added help text

CUCOSTCH

OICE

2012 Update 

Question 28

Revise

d

About how much is the total cost of [FIRST 

CHOICE AMONG ACCEPTED 

SCHOOLS] for the 2012-2013 school year? 

Include tuition and mandatory fees, room 

and board, and miscellaneous expenses.

About how much is the total cost of[ parttime] enrollment at [FIRST CHOICE 

AMONG ACCEPTED SCHOOLS] for the 

2013 - 2014 school year before financial aid? 

Include tuition and mandatory fees, room 

and board or housing expenses as applicable, 

and miscellaneous expenses.

Question customized to the 

student’s enrollment intensity.

Question clarified to refer to 

sticker price before financial 

aid.

Added help text
23

Item Source Status Old Wording (if revised) New Item Wording Justification

CUCHCBOR

ROW/CUCH

CSCHOLAR

2012 Update 

Question 29

Droppe

d

Now, to pay for the 2012-2013 school year at 

[FIRST CHOICE AMONG ACCEPTED 

SCHOOLS], about how much would you 

and [your family/teenager] have borrowed 

and about how much would [you/teenager] 

have received in scholarships and grants that 

do not have to be repaid? 

 Borrow in the 2012-2013 year

 Scholarships and grants in the 2012-

2013 year 

Dropped Deemed to be too 

hypothetical to be answered 

with accuracy.

CUAIDCHOI

CE

2012 Update 

Question 26

Revise

d

What kind of financial aid did [FIRST 

CHOICE AMONG ACCEPTED 

SCHOOLS] offer [you/him/her] for the first 

academic year, if any?

Stafford loan

Any other type of loan including private 

loans

Work-study job

Pell grant

Any other type of scholarship or grant

Other financial aid (please specify)

[first choice among accepted college] did 

not offer [you/teenager] financial aid

 1=Yes

 2=No

 3=Don't know

[Were/Was] [you/he/she] offered any of the 

following kinds of financial aid to attend 

[FIRST CHOICE AMONG ACCEPTED 

SCHOOLS] for the first academic year?

Stafford loan or any other type of loan, 

including private loans

Work-study job

Pell grant or any other grant or 

scholarship

Other financial aid

 1=Yes

 2=No

 3=Don't know

Question broadened beyond 

aid that the college offered.

Question wording revised so 

it does not assume financial 

aid was offered.

Loan items combined into one 

for simplicity and accuracy of 

response in case respondents 

do not know what a Stafford 

loan is

Scholarship/grant items 

combined into one for 

simplicity and accuracy of 

response in case respondents 

do not know what a Pell grant 

is

Last item removed because it 

can be inferred from other 

responses and was extremely 

confusing to respondents

Added help text
24

Item Source Status Old Wording (if revised) New Item Wording Justification

CUAIDANY

CLG

2012 Update 

Question 27

Droppe

d

[Apart from any aid offers from this school 

[were/was],/Apart from any aid offers from 

these schools, [were/was]/ [Were/Was] 

[you/teenager] offered any [other] forms of 

financial aid? Examples would be 

scholarships to attend a college within your 

state, a ROTC scholarship, or a grant that 

[you/he/she] received from [your/his/her] 

high school, a community group, or place of 

worship to attend the school of [your/his/her] 

choice.

 1=Yes

 2=No

 3=Don't know

Dropped TRP recommended 

eliminating this item because 

it will be accounted for in 

CUAIDFALLCLG and 

CUAIDCHOICE

CUYNOTAT

TEND

2012 Update 

Question 32

Revise

d

Which of the following are reasons why 

[you/teenager] [are/is] not attending school 

this fall? Would you say [you/he/she] [are/is] 

not attending school...

because [you/he/she] [do/does] not like 

school?

because [you/he/she] didn’t do well 

enough in high school to get into or do 

well in college?

because [you/he/she] can't afford to go on 

to school?

because [you/he/she] [need/needs] to or 

would rather work?

because [you/he/she] [were/was] not 

accepted at the school(s) where 

[you/he/she] wanted to go?

because [you/he/she] [do/does] not want 

to attend the school(s) that accepted 

[you/him/her]?

because [you/he/she] [are/is] deferring 

enrollment?

because [you/he/she] didn’t receive 

enough financial aid?

for other reasons? (please specify)

 1=Yes

 2=No

 3=Don't know

Which of the following are reasons why 

[you/your teenager] will not be attending 

school as of November 1st? Would you say 

[you/he/she] will not be attending school...

because [you/he/she] [do/does] not want 

to go to school?

because [you/he/she] did not get in?

because [you/he/she] cannot afford to go 

to school?

for other reasons? 

 1=Yes

 2=No

 3=Don't know

Based on TRP 

recommendation, the set of 

items has been greatly 

reduced and simplified.
25

Item Source Status Old Wording (if revised) New Item Wording Justification

CUYNOTMA

IN

CUYNOTATT

END

Added Not Asked Which of these is the main reason? Would 

you say...

1= because [you/he/she] [do/does] not 

want to go to school?

2= because [you/he/she] did not get in?

3= because [you/he/she] cannot afford 

to go to school?

4= because of another reason (please 

specify)?

Based on TRP 

recommendation, this followup collects the main reason 

and allows those who have an 

“other” main reason to report 

it here.

CUJOBNOW 2012 Update

Question 33

Revise

d

[Are/Is] [you/teenager] currently working for 

pay, not counting work around the house? 

Include apprenticeships.

 1=Yes

 0=No

[Are/Is] [you/your teenager] currently 

working for pay, not counting work around 

the house? Include apprenticeships.

 1=Yes

 0=No

Added help text

CUJOBEAR

N

2012 Update 

Question 40

Revise

d

How much [do/does] [you/teenager] earn 

before taxes are taken out?

 1=hour

 2=day

 3=week

 4=month

 5=year

On this job, how much [do/does] [you/your 

teenager] currently earn before taxes are 

taken out?

 1=hour

 2=week

“On this job” added to clarify 

that we are referring to the job 

at which the teenager works 

the most hours. 

Added currently to clarify 

time point.

Reduced set of unit options to 

the two chosen by the vast 

majority of respondents in the 

field test.

CUJOBHRS HSLS First 

Follow-up 

S2HSJOBHR

Added Not Asked On this job, how many hours [do/does] 

[you/her/she] usually work per week?

Added to fill gap. 

Information is essential for 

those interested in work and 

career trajectories. Also, 

needed to standardize 

earnings reported in previous 

question.

CUJOBHRSC

AT

Based on 2012 

Update 

Question 14

Added Not Asked [Do/Does] [you/her/she] work full-time (35 

hours or more per week) or part-time on this 

job (less than 35 hours per week)?

 1=Full-time

 2=Part-time

 3=Don’t know

Back up question for parents 

who do not know the precise 

number of hours.
26

Item Source Status Old Wording (if revised) New Item Wording Justification

CUAPPRENT

SHP

2012 Update 

Question 36

Revise

d

Is this a formal apprenticeship in which 

[you/he/she] [are/is] mastering occupational 

skills while working on the job?

 1=Yes

 0=No

Is this a formal apprenticeship in which 

[you/he/she] [receive/receives] both 

instruction and on-the-job training and 

[are/is] paid a training salary?

 1=Yes

 2=No

 3=Don’t know

Revisions from NATES 

questionnaire.

CULICENSE

HRS

2012 Update 

Question 37

Droppe

d

On this job, [are/is] [you/he/she] 

accumulating hours needed for licensure in 

[your/his/her] occupational field?

 1=Yes

 2=No

 3=Don't know

Dropped Too infrequent to collect 

meaningful data at this time 

point. Also, panelists were 

concerned about the wording 

and misinterpretation.

CUJOBSTAR

T

2012 Update 

Question 38

Revise

d

Is this a job [you/he/she] started when 

[you/he/she] [were/was] in high school?

 1=Yes

 0=No

What month and year did [you/he/she] start 

this job?

Researchers interested in 

work and career trajectories 

want to know the duration of 

the employment.

CUHOWGOT

JOB

2012 Update 

Question 39

Revise

d

Did [you/he/she] get this job through...

a high school-arranged program, such as 

an internship or co-op program?

other assistance from [your/his/her] high 

school such as from a teacher or 

counselor?

 1=Yes

 0=No

Did [you/he/she] get this job with assistance 

from a school staff member or from a schoolarranged program, such as an internship or 

co-op program?

 1=Yes

 0=No

Prevalence of these is low so 

they were combined. 

“Teacher or counselor” 

broadened to “school staff 

member.”

Added help text

CUOTHJOB

NOW

Based on 2012 

Update 

Question 33

Added Not asked [Are/Is] [you/your teenager] currently 

working any other jobs for pay, not counting 

work around the house? Include 

apprenticeships.

 1=Yes

 0=No

Panelists requested complete 

information on job earnings 

and hours for those who hold 

more than one job.

Added help text

CUOTHJOBE

ARN

Based on 2012 

Update 

question 40

Added Not asked About how much [do/does] [you/he/she] earn 

per week on all other jobs besides 

[CURRENT JOB]?

Panelists requested complete 

information on job earnings 

and hours for those who hold 

more than one job.

CUOTHJOB

HRS

HSLS First 

Follow-up 

S2HSJOBHR

Added Not asked How many hours [do/does] [you/he/she] 

usually work per week on all other jobs?

Panelists requested complete 

information on job earnings 

and hours for those who hold 

more than one job.
27

Item Source Status Old Wording (if revised) New Item Wording Justification

CUOTHJOBF

T

Based on 2012 

Update 

Question 14

Added Not asked [Do/Does] [you/her/she] work 35 hours or 

more per week on all other jobs?

 1=Yes

 0=No

Panelists requested complete 

information on job earnings 

and hours for those who hold 

more than one job.

CUJOBPLAN 2012 Update 

Question 41

Revise

d

[Do/Does] [you/teenager] plan to be working 

at this job on November 1st?

 1=Yes

 0=No

[Do/Does] [you/your teenager] plan to be 

working at this job as a [CURRENT JOB] on 

or around November 1st?

 1=Yes

 0=No

Inserted job title collected in 

CUCURRENTJOB to clarify. 

CUTEENSSN HSLS First 

Follow-up 

Parent 

Added Not asked Next we ask you to provide [your/your 

teenager’s] social security number. 

[Your/His/Her] SSN will be used to help us 

find [you/him/her] for future follow-up.

(The National Center for Education Statistics 

is required to follow strict procedures to 

protect the confidentiality of persons in the 

collection, reporting, and publication of data. 

All individually identifiable information 

supplied by individuals or institutions to a 

federal agency may be used for statistical 

purposes only and may not be disclosed, or 

used, in identifiable form for any other 

purpose except as required by law (Public 

Law 107-279, Section 183). However, giving 

us your Social Security number is completely 

voluntary and there is no penalty for not 

disclosing it.)

What is [your/your teenager’s] SSN?

Needed for future locating 

efforts. Will only be asked of 

teenager respondents if a 

valid SSN has not been 

collected previously.
28

Item Source Status Old Wording (if revised) New Item Wording Justification

CUPARSSN HSLS First 

Follow-up 

Parent

Added Not Asked Next we ask you to provide your social 

security number. Your SSN will be used to 

help us find your teenager for future followup.

(The National Center for Education Statistics 

is required to follow strict procedures to 

protect the confidentiality of persons in the 

collection, reporting, and publication of data. 

All individually identifiable information 

supplied by individuals or institutions to a 

federal agency may be used for statistical 

purposes only and may not be disclosed, or 

used, in identifiable form for any other 

purpose except as required by law (Public 

Law 107-279, Section 183). However, giving 

us your Social Security number is completely 

voluntary and there is no penalty for not 

disclosing it.)

What is your SSN?

Needed for future locating 

efforts. Will only be asked if 

a valid SSN has not been 

collected previously.