## Januar **y 1**  **6 , 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.1 1** 

Submitted by
**National Center for Education Statistics**

**U.S. Department of Education**

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## TABLE OF CONTENTS
**Part B Section**  **Page**

B. Collection of I nformation Employ ing 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 Stud ent 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** 

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**B. COLLECTION OF**  **INFORMATION EMPLOYIN G STATISTICAL METHOD**  **S** This section describes the target universe for this study and the sampling and statistical methodologies proposed for the HSL S:09 2013 U pdate and transcript main study collection

. Part B also address es suggested me thods for maximizing response rates , for test ing procedures and methods , and introduce s the technical staff responsible for design and administration of the study

.
**B.1 Target Universe and Sampling Frames** 
The base

- ye ar target population s for HSL S:09 consist ed of (1) public and private schools within the U.S. providing instruction to 9 th

- and 11 th

- grade students, and (2) the 9th graders attending these schools in the fall semester of 2009. A s with the first follow

- up study , t he target population for the HSL S :09 2013 U pdate and transcript study is the same as specified in the base y ear.

**B.2 Statistical Procedures for Collecting Information** 
**B.2.a School Sample**  A total of 2,7 61 schools will be contacted for transcript collection in the fall of 2013. This includes all of the 9 39 base

- year participating high schools, and 1 , 8 22 other schools attended b y students during the HSL S:09 first follow

- up. An y additional schools identifie d 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 (Q I) durin g the first follow

- up study after being a nonrespondent or QI in the base ye ar , or participate d in neither the base

- ye ar data collection nor first follow

- up data collection s will be excluded (n=2, 890 ) from both the 2013 Update and transcript data collectio ns. Therefore, o f the 26,305 cohort members initially selected for the HSL S: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, key ed, and coded as part of the HSLS:09 transcript study

.
**B. 2.**  **c Weighting**  Analy sis 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 ye ar study ) and adjustments to lower (1) unit no nresponse bias, (2) undercoverage bias, and (3) the variability

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of the resulting weights. Analy sis weights will be produced for the HSL S:09 2013 U pdate and transcript main studies.
The HSL S:09 longitudinal, multi stage design introduces significant complex ity to the task of weighting. T wo sets of longitudinal weights are anticipated for the anal ys is of the cumulative HSL S:09 data: one set to reflect response to either the base

- ye ar or first follow

- up rounds and the 2013 Update ; and
one set to reflect response to either the base

- ye ar or first follow

- up rounds and receipt of high school transcript information

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

- year study, an adjustment will be applied for nonresponse to the base

- ye ar and first follow

- up main studies to accou nt for those excluded from the 2013 U pdate and transcript studies. In the second step, base weights will be adjusted for nonresponse in the 2013 Update study . The th ird step will include a calibration adjustment to the sum of the base

- ye ar anal ys is weights to ensure coverage of the 9 th

- grade target population. Finally , weights constructed after each adjustment will go through a n extensive series of quality control (QC ) checks to prevent an y 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 appl ied to the weights, and verification of the final weight sums against weight sums from the HSL S: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 proces s until the final set of efficient weights is produced. In addition to analy zing design effects, unit bias analy ses will be conducted to determine whether additional variables not alread y included in the nonresponse models should be investigated. Statistic al tests will be conducted on a variet y 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

  R R 

### B 

### ,
where R 

###  ˆ 

### is the estimated parameter using onl y the respondent data, and 

#   NR R 

##      ˆ

ˆ ˆ ˆ 1 ˆ 

  , 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 orig inal sampling frame as well as survey data collected in a previous rounds of HSLS:09.

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All HSL S:09 weight adjustments

— including nonresponse and calibration

— will be calculated with a design

- based model using the WTADJUST procedure in SUDAAN ® 

### , statistical sof tware with built

- in controls on extreme values. Model variables will be identified as being associated with a set of key anal ys is variables as well as the differential pattern of unit nonresponse. Classification procedures such as regression tree analy sis will be used to identify these variables from a candidate list that includes stratification variables and data collected from previous rounds of HSL S: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 anal ys is domains, items that are frequentl y used in cross

- tabulations, and items needed for weighting. Categorical HSL S:09 i tems that are subject to imputation will be imputed using logical imputation 1 

### wh ere applicable , followed b y 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 c lasses. Statistical tests such as logistic regression and regression tree anal ys is 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 i n the previous rounds of HSL S:09. Consistency

of the imputed values will be verified within and across the rounds of HSL S:09.

**B.2.e Variance Estimation**  S ets of 200 balanced repeated replication (BRR) weights will be created for the 2013 U pdate and
transcr ipt samples to produce variance estimates. This number is consistent with the number of replicates used for the HSLS:09 base ye ar . The BRR weighting process will replicate the procedures used to generate the full sample weight (section B.2.c) and will follow the steps successfull y implemented on a number of studies, including ELS:2002 ( http://nces.ed.gov/survey s/els2002/ ) , the National Study of Postsecondary

Facult y (NSOPF , http://nces.ed.gov/survey s/nsopf/ ), and previous rounds of HSL S:09 ( http://nces.ed.gov/survey s/hsls09 )

. In addition, analy sis strata and primary sampling units (PSUs) created from the sampling PSUs will be included on the electronic code book for anal ys ts wanting to use Tay lor 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.

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**B.3 Methods for Maximizing Response Rates**  Procedures for maximizing response rates at the respondent and inst itution levels are based on successful experiences with prior rounds of HSL S:09 and with other similar studies. I n this section, methods for maximizing response rates for the 2013 U pdate 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 informati on for the sample member to log into the study website and update contact information. A hardcop y form will be provided along with a business reply

envelope to provide sample members with the option of providing updated contact information in hardcop y for m. 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 immediatel y upon receipt of OMB approval for the 2013 Update and Transcript co llection.
**2013 Update** 
**.** Though the information collected for the 2013 Update specifically relates to the student sample member, the 2013 U pdate 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

- onl y response restriction

. S tudents 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 y ears 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 y et 18 ye ars old, parent permission must be received before contacting the student or allowing the student to participate. As was the protocol for the F irst F ollow

- up data collection, the parent mailing will include a sealed stude nt 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 directl y 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 yo ung adult to participate in the 2013 Update , though b oth l etters 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.

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We propose a 4

- phase approach that immediatel y targets students who have ever dropped out 3 

### and , additionally , targets students via a statistical model that uses the Mahalanobis distance function (MD) t o identif y 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 e xample, 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 sta rt of the first phase of data collection, each of the parents and students in the 2013 Update sample 4 

### 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 dr opping 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), i n 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 fol low

- 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 $2 0 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) P hase 4: Second stage of a targeted nonresponse follow

- up period

. Six weeks before the end of data collection, in addition to the af orementioned 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 Student s are identified as ever dropping out in 1 of 3 w ays: (1) the school

- provided status on the enrollment status update; (2) student

- provided information on the first follow

- up questionnaire; (3) parent

- provided informat ion 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.

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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 alread y receiving an incentive, we will offer a $10 ince ntive 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 wou ld only be used if deemed necessary, and will be deplo yed 2 weeks before close of data collection. The proposed plan for implementing the Mahalanobis distance function , as described in Part A, is b ased on experience with the HSL S:09 2012 Update collection (field test) and the parent

- and out

- of

school 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 b y the end of the second phase of the data collection period. Of the approximately 23,415 cases in the 2013 Update Main Study , this leave s potentiall y 13, 248 as estimated ‘late’ responders. Mahalanobis distance functions wil l 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 studen ts who participated (or were questionnaire

- incapable) in either of the in

- school rounds of HSL S:09 , from all schools attended since they first entered the sample in the 2009

- 10 academic y ear. 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 ye ar - first follow

- up school’s coordinator is essential and helps to encourage the timel y completion of the transcript collection. If the HSLS:09 coordinators have been involved with the in

- school collection, they will be familiar with HSL S:09 and re cognize the study ’s importance. Procedures for working with schools will build upon the rapport developed with schools in the HSL S:09 base

- year and first follow

- up and will be based on successful past procedures

. For example, HSL S:09 will use a transcrip t control sy stem (TCS) similar to the sy stem used for the Baccalaureate and Be yond 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 att ended b y each cohort member and mail and telephone contacts made. This TCS is currently in use for the HSL S:09 field test transcript collection. The descriptive materials sent to schools will be clear, concise, and informative about the purpose of the stud y and the nature of subsequent requests and will include letters from RTI and NCES and instructions for how to log on to the stud y’s secure website and access information and tools for providing

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transcripts. Follow

- up calls will be made to ensure receipt of the request packet and answer an y 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 (I Cs) 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 prov ide a reliable point of contact at RTI. Institutional Contactors will be thoroughl y trained in transcript collection and in the purposes and require ments of the study , which helps them establish credibility with the school staff. Different options for col lecting transcripts for sampled students are offered

. Data security procedures for each method of transcript collection are addressed in the HSLS:09 Data Securit y Plan. The school coordinator is i nvited to select the method of greatest convenience to the school

. School staff will have the option to provide transcript data b y : 1) uploading electronic transcripts for sampled students to the secure stud y webs ite; 2) sending electronic transcripts for sampled students by s ecure File Transfer Protocol; 3) send ing electronic transcripts as en cry pted attachments via email; 4) for schools that alread y use this method, RTI requesting/collec ting electronic transcripts via a dedicated server at the University of Texas at Austin; 5) transmitting transcripts via a secu re 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 personall y identify ing information. T he majority of schools will likely fax the data, followed close ly 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 per centage could be even higher with high school transc ripts.
**Consent Procedures**

. Privacy and consent concerns may arise in the collection of high school transcripts, particularl y when transcripts are requested directl y from high school s where third

- part y student transcript requests are likel y 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
t o 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 t he 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

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collection of this letter prior to mailing consent forms to the young adult

. Co nsent forms should be returned directl y 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 HSL S: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 earl y 2016. Three ye ars will transpire between the most recent update and the se cond 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 modele d after EL S:2002/12. EL S: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 EL S:2002 /12 main study sample. EL S:2002/12 is still ongoing. To date, 41% of the EL S sample participated in panel maintenance, and 9 6 % of those that participated in panel maintenance have participated in the EL S:2002/12 survey
. HSL S:09 proposes to implement the EL S :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 HSL S:09 study at NCES. T he R TI contractor

- affiliated consultants on statistical aspects of HSLS:09 are: James Chromy , Steven J. In gels, Jill A. Dever, Daniel J. Pratt, John Riccobono, and David Wilson

.

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# Part C: 2013 Update Questionnaire

- Justifications

**Item Source**  **Status Old Wording (if revised)**  **New Item Wording**  **Justification** CUHSCRED / CUHSCRED TY PE 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 quest ion. 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 attendan ce]? Added w ording 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] [yo u/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.

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**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 sta te 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 attende d/ [y ou/he/she] is currently attending]? (Do not enter abbreviations.) Added w ording for those who are enrolled in high school at the time of survey administration.
CUOTHHS 2012 Update

Question 6 Revise

d [So far w e know that [you/teenager]

[have/has] attended these high schools since [yo u/he/she] [w ere/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 w e know that [you/your teenager] [have/has] attended these high schools since [yo u/he/she] [w ere/was] a 9th

- grader in the fall of 2009: [LAST HIGH SCHOOL ATTENDED NAMED IN CULASTHSNAME] [FIRST FOLLOW

- UP HIG H 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] [w ere/was] a 9th

- grader in the fall of 2009? 1=Yes 0=No Added “since [you/he /she] [w ere/was] a 9th

- grader in the fall of 2009” for clarity.

CUOTHERH S 2012 Update

Question 6 Revise

d [So far w e know that [you/teenager]

[have/has] attended these high schools since [yo u/he/she] [w ere/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 w e know that [you/your teenager] [have/has] attended these high schools since [yo u/he/she] [w ere/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 SC HOOL] [BASE YEAR HIGH SCHOOL] [Have/Has] [you/your teenager] attended any other high school besides these since [yo u/he/she] [w ere/was]a 9th

- grader in the fall of 2009? 1=Yes 0=No Added “since [you/he/she] [w ere/was] a 9th

- grader i n the fall of 2009” for clarity.

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**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] [w ere/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 cou rses. 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] [w ere/w as] in high school]?
Ad vanced 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.

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**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 [w hen [you/he/she] [w ere/was] in high school]? [Include any courses for college credit that [you/he/she] [are/is] taking now.] Math cours e 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

w ell 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 w ell 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 [yo ur/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 [yo ur/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 adm ission 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 conten t.

CUCAREERI NFLU HSLS First

Follow

- up S2CAREERIN FLU Added Not Asked Who has had the most influence on [yo ur/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]

[yo u/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 industr y 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 [ yo ur/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 [yo u/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 cosm etology 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 [yo ur/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. Com bined 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 du e to concerns about misinterpretation and false positives.
Eliminated “another form or training” based on revie w 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 [w ill 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 [yo ur/his/her] children 9=Attending high school 10=Attending a GED completion course What will be [your/his/her] ma in 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 hi gh 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 som e form

of education (postsecondary or high school) and w orking (working for pay or apprenticeship. Resp onse options now allow for equal emphasis. Added help text

CUCLGFT 2012 Update

Question 11 Revise

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

[yo u/teenager] enrolled] full

- time or part

time this fall? 1=Full

- time 2=Part

- time 3=Don't know Will [you/your teenager] be enrolled full

time 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] w orking full

- time or

part

- time this fall? 1=Full

- time 2=Part

- time 3=Don't know Will [you/your teenager] be working full

time, that is 35 hours or more per w eek, 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 em ployment provided in question wording for clarity.
CUMILBRA NCH 2012 Update

Question 15 Revise

d [Are/Is] [you/teenager] on active mi litary

duty this fall? 1=Yes 2=No 3=Don't know In which branch of the military will [yo u/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] at tending this fall? What is the name, city and state of the school or college [you/your teenager] w ill 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) w ith plans to transfer to a Bachelor’s degree prog ram Associate’s degree program (usually a 2

- year degree) w ith 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 cosm etology) No specific program, but [you/he/she] [are/is] taking courses (please spe cify)
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 dipl om a program from a school that provides occupational training (usually takes 2 years or less to complete, often leading to a license, such as cosm etology) 4=No specific program, but [you/he/she] will be taking courses 5=Other 6=You don't know Change to fut ure tense. Changed from multiple response format to single response format given low prevalence of multiple responses in field test.
Com bined 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 [yo u/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 [w ill [you/teenager] live/[are/is]

[yo u/teenager] living] while attending school this fall? 1=On campus or in college

- ow ned housing (for example, a dorm or residence hall) 2=With parent(s), relative(s), or guardian(s) 3=Off campus (not college

- ow ned housing) Where [w ill [you/your teenager] be living on or around November 1st? 1=On campus or in college

- ow ned housing (for example, a dorm or residence hall) 2=With parent(s), relative(s), or guardian(s) 3=Off campus (not college

- ow ned housing) Revised to refer to November 1 st

. Added help text

CUAPPCLG 2012 Update

Question 16 Droppe

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

[yo u/teenage r]/[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 registra tion. 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 , am ong these [CUCLGAPPNUM]

[other] schools where [you/he/she] applied, think about the two schools that [you/he/she] mo st seriously considered attending.] What is the name, city and state of [the other school [you/he/she] applied to/the school [yo u/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 [yo u/he/she] applied to or registered at?/the other school [you/he/she] applied to or registered at?/one of the schools [yo u/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 “mo st seriously considered attending.”

### 18

**Item Source**  **Status Old Wording (if revised)**  **New Item Wording**  **Justification** CUCL GAPPS 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 “mo st seriously considered attending.” CUAPPSTAT US 2012 Update

Question 20 Revise

d [Were/Was] [you/he/she ] accepted, w ait

listed or rejected at [FIRST SCHOOL APPLIED TO]? (For schools that admit anyone who registers, answer “accepted.”)/ For each of the following schools, indicate if [yo u/he/she] [w ere/was] accepted, w aitlisted 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, w ait

listed or rejected at [FIRST SCHOOL APPLIED TO]? For schools that admit anyone who registers, answer “accepted.” / For each of the following schools, indicate if [yo u/he/she] [w ere/was] accepted, w aitlisted 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 w ho 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] [w ere/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 w ent t here 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 teenage r] [w ere/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 w ent 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 w ording revised based on feedback from TRP.
Tw o new items added based on TRP recommendation: Offers online courses, Students there are like [yo u/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 [yo ur/his/her] education? 1=Yes 2=No 3=You don't know

w hat 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 [yo ur/his/her] education? 1=Yes 2=No 3=You don't know

w hat a FAFSA is 4=You don't know if [you/your teenager] or another family member completed a FAFSA “Free Application fo r 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 w ant to take on debt You or your family can afford school or college without financial aid You or your family thought [yo u/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 w ork or too time

consuming You or your family did not know y ou could complete a FAFSA [You/teenager] [do/does] not plan to continue [yo ur/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 [yo u/her/she] did not complete a FAFSA... because you or your family do not w ant to take on debt because you or your family can afford school or college w ithout financia l aid because you or your family thought [yo u/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 w ork or too time

- consuming because you or your family did not know yo u 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] w ould not qualify for FAFSA financial aid? Was it because... another family member did not qualify? yo u have concerns about a credit score? yo ur family's income is too high? [yo ur/teenager's] grades or test scores are too low ? [yo u/teenager] [[are/is] attending/w ould have attende d] school or college part

time? other reason? (please specify) 1=Yes 0=No Why did you think [you/your teenager] wo uld not qualify for FAFSA financial aid? Was it ... because another family member did not qualify? because you have conce rns 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[ part

time] enrollment at [Nov 1 school] for the 2 013

- 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 clarifie d 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 [yo ur 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], abou t how much are you and [your family/your teenager] borrow ing?
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 int o tw o 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 w as of

fered.
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 w as 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[ part

time] 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 financi al 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 w ould y ou and [your family/teenager] have borrow ed and about how much w ould [you/teenager] have received in scholarships and grants that do not have to be re paid? Borrow in the 2012

- 2013 year Scholarships and grants in the 2012

- 2013 year Dropped Deem ed 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 AM ONG 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] f

or 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 w as 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 w as 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

[w ere/was],/Apart from any aid offers from these schools, [were/was]/ [Were/Was] [yo u/teenager] offered any [other] forms of financial aid? Examples w ould be scholarships to attend a co llege w ithin your state, a ROTC scholarship, or a grant that [yo u/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 kn ow Dropped TRP recommended eliminating this item because it w ill be accounted for in CUAIDFALLCLG and CUAIDCHOICE

CUYNOTAT TEND 2012 Update

Question 32 Revise

d Which of the following are reasons why

[yo u/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 w ell enough in high school to get into or do well in college? because [you/he/she] can't afford to go on to school? bec ause [you/he/she] [need/needs] to or wo uld rather w ork? because [you/he/she] [were/was] not accepted at the school(s) where [yo u/he/she] wanted to go? because [you/he/she] [do/does] not w ant to attend the school(s) that accepted [yo u/him/her]? because [y ou/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 [yo u/your teenager] wi ll not be attending school as of November 1st? Would you say [yo u/he/she] will not be attending school... because [you/he/she] [do/does] not w ant 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 yo u say... 1= because [you/he/she] [do/does] not wa nt 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 follow

up 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=w eek 4=month 5=year On this job, how much [do/does] [you/your teenager] currently earn before taxes are taken out? 1=hour 2=w eek “On this job” added to clarify that we are referring to the job at which the teenager w orks 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 fie ld test. CUJOBHRS HSLS First

Follow

- up S2HSJOBHR Added Not Asked On this job, how m any hours [do/does] [yo u/her/she] usually work per w eek? 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

- tim e (35 hours or more per w eek) or part

- time on this job (less than 35 hours per w eek) ? 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

[yo u/he/she] [are/is] mas tering occupational skills while working on the job? 1=Yes 0=No Is this a formal apprenticeship in which [yo u/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 [yo ur/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 w hen [yo u/he/she] [w ere/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 wa nt 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 school

arranged program, such as an internship or co - op program? 1=Yes 0=No Prevalence of these is low so they we re com

bined. “T eacher 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 mo re 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 w eek on all other jobs besides [CURRENT JOB]? Panelists requested complete information on job earnings and hours for those who hold mo re than one job. CUOTHJOB HRS HSLS First

Follow

- up S2HSJOBHR Added Not asked How many hour s [do/does] [you/he/she] usually w ork per w eek on all other jobs? Panelists requested complete information on job earnings and hours for those who hold mo re 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 mo re per w eek on all other jobs? 1=Yes 0=No Panelists requested complete information on job earnings and hours for those who hold mo re than one job. CUJOBPLAN 2012 Update

Question 41 Revise

d [Do/Does] [you/teenager] plan to be w orking

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). How ever, giving us your Soc ial 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 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 on ly

and m ay not be disclosed, or used, in identifiable form for any other purpose except as required by law (Public Law 107

- 279, Section 183). How ever, 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.