# APP E N D IX B FOURTH - GRADE PARENT INTERVIEW SPECIFICATIONS

Ear l y Ch il dhood Long it ud i n al St u d y, Ki nd erg a rten Cl ass of 2 0 1 0 - 11 (E CLS- K : 2011) 

# Spring Fourth - Grade National Data Collection and Fifth - Grade Recruitment
O M B C lea ra n ce Package #1850-0750 v.1 6
This appendix includes the programmer specifications for the CAPI parent interview, which indicate the exact instructions to be provided to the parents and the items that will be administered.

### Section INQ [Introduction]



# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 0 

## INQ005

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES INQ090 

### 2 NO INQ010 

### 3 YES, SAME PERSON, BUT CHILD LIVES

ELSEWHERE NOW CMQ701 {In the fall of 2010/In the spring of 2011/In the fall of 2011/In the spring of 2012/In the fall of 2012/In the spring of 2013/In the spring of 2014}, we spoke with {NAME OF RESPONDENT} who took part in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 on {DATE OF LAST INTERVIEW}. Am I talking to the same person? VERIFY NAME, AGE AND RELATIONSHIP WITH RESPONDENT: NAME: {FIRST NAME} {LAST NAME}. AGE: {APPROXIMATELY {UPDATED AGE FROM PRELOAD} YEARS OLD/UNKNOWN} RELATIONSHIP TO CHILD: {RELATIONSHIP TO CHILD/UNKNOWN}. ENTER “1” FOR YES EVEN IF THE AGE LISTED IS A YEAR OR TWO DIFFERENT FROM THE AGE OF THE RESPONDENT IF YOU HAVE CONFIRMED IT IS THE SAME PERSON.

ACCORDING TO THE PRELOAD, DISPLAY “In the fall of 2010” IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED PARENT INTERVIEW WAS IN THE FALL OF KINDERGARTEN. DISPLAY “In spring of 2011” IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED PARENT INTERVIEW WAS IN THE SPRING OF KINDERGARTEN. DISPLAY “In the fall of 2011” IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED PARENT INTERVIEW WAS IN THE FALL OF FIRST GRADE. DISPLAY “In the spring of 2012” IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF FIRST GRADE. DISPLAY "In the fall of 2012" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE FALL OF SECOND GRADE. DISPLAY "In the spring of 2013" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF SECOND GRADE. DISPLAY "In the spring of 2014" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF THIRD GRADE. DISPLAY DATE OF MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW. DISPLAY THE NAME OF THE MONTH, NOT THE NUMBER OF THE MONTH, FOLLOWED BY THE DAY WITH THE APPROPRIATE LETTERS AT THE END TO GO WITH THE DATE, AND THEN THE YEAR (E.G., August 12th, 2005). FOR “NAME OF RESPONDENT” DISPLAY FIRST AND LAST NAME OF RESPONDENT FROM MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW FROM PRELOAD. FOR “FIRST NAME” AND “LAST NAME” DISPLAY MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED ROUND RESPONDENT’S FIRST AND LAST NAME FROM THE PRELOAD. IF AGE IS NOT ONE OF THESE MISSING VALUES (MISSING, REFUSED, OR DON'T KNOW), DISPLAY "APPROXIMATELY...OLD". FOR “UPDATED AGE FROM PRELOAD” DISPLAY AGE OF MOST RECENT ROUND RESPONDENT FROM PRELOAD. IF AGE IS MISSING, REFUSED, OR DON'T KNOW, DISPLAY "UNKNOWN." FOR “RELATIONSHIP TO CHILD” DISPLAY RELATIONSHIP OF RESPONDENT TO CHILD FROM PRELOAD. IF 

### Page 1 of 14 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: INQRELATIONSHIP IS MISSING, REFUSED, OR DON’T KNOW, DISPLAY “UNKNOWN." FLAG THE RESPONDENT IN THE HOUSEHOLD ROSTER AND SET A FLAG CALLED "FLAGS.SAMERESP" THAT EQUALS 1 IF INQ.005 = 1. REFUSED AND DON'T KNOW DISALLOWED. 

## INQ010

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 AVAILABLE INQ005 

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

FIELD PERIOD (CALLBACK APPT.) CMQ702 

### 3 NOT AVAILABLE IN FIELD PERIOD INQ015 

### 4 CHILD LIVES ELSEWHERE CMQ701



### REFUSED INQ015 

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

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

## INQ015

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



### Page 2 of 14 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: INQCODES



### 1 YES INQ030 

### 2 NO INQ020 

### 3 CHILD LIVES ELSEWHERE CMQ701



### REFUSED INQ020 

### DON'T KNOW INQ020


## INQ020

QUESTION TEXT:

CODES 

### 1 AVAILABLE INQ030 

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

FIELD PERIOD (CALLBACK APPT.) CMQ702 

### 3 NOT AVAILABLE IN FIELD PERIOD INQ025 

### 4 NO PARENT OR GUARDIAN IN HH KNOWS

ABOUT CHILD INQ025 

### 5 CHILD LIVES ELSEWHERE CMQ701



### REFUSED INQ025 

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



## INQ025

QUESTION TEXT: May I please speak with a household member who is 18 or older and knows about {CHILD}'s care, education, and health?
NOTE: THE RESPONDENT SHOULD LIVE IN THE SAME HOUSEHOLD AS THE CHILD FOR THE MAJORITY OF THE 

### Page 3 of 14 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: INQCODES



### 1 PERSON ON PHONE INQ030 

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

FIELD PERIOD (CALLBACK APPT.) CMQ702 

### 3 NOT AVAILABLE IN FIELD PERIOD CMQ703 

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

### 5 CHILD LIVES ELSEWHERE CMQ701



### REFUSED CMQ703 

### DON'T KNOW CMQ703 YEAR, HAVE JOINT CUSTODY OF THE CHILD, OR BE THE ADULT WHO SPENDS THE MOST TIME WITH THE CHILD WHEN THE CHILD IS NOT IN A GROUP HOME. IF THIS PERSON IS ON THE PHONE, CODE “1." IF YOU NEED TO CALL BACK AND THIS PERSON WILL BE AVAILABLE IN THE FIELD PERIOD, CODE “2." IF THIS PERSON IS NOT AVAILABLE IN THE FIELD PERIOD BECAUSE HE/SHE IS AWAY OR DOES NOT CURRENTLY LIVE WITH THE CHILD IN THIS HOUSEHOLD, CODE “3." IF THERE IS NOT AN ADULT IN THE HOUSEHOLD WHO KNOWS ABOUT THE CHILD’S CARE, EDUCATION, AND HEALTH, CODE “4." IF THE CHILD DOES NOT LIVE THERE NOW, CODE “5” FOR “CHILD LIVES ELSEWHERE."



## INQ030

QUESTION TEXT:

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

CAPI INSTRUCTIONS: 1. DISPLAY ROSTER NUMBER, NAME, AGE, SEX, AND RELATIONSHIP OF HOUSEHOLD MEMBERS FROM THE MOST RECENT UPDATED HOUSEHOLD ROSTER FROM THE PRELOAD. AT THE TOP OF THE ROSTER, DISPLAY "0 NOT ON LIST." IF AGE, SEX, OR RELATIONSHIP IS MISSING, REFUSED, OR DON'T KNOW, DISPLAY "UNKNOWN." IF AGE IS NOT MISSING, REFUSED, OR DON'T KNOW, NEXT TO AGE DISPLAY THE WORD “APPROXIMATELY." IF THERE IS NOT A HOUSEHOLD ROSTER, SEE INSTRUCTION 2. 2. DISPLAY HOUSEHOLD MEMBERS 15 YEARS OR OLDER AS RESPONSE CATEGORIES (IN CASE OF RESPONDENT/INTERVIEWER ERROR EARLY IN THE INTERVIEW, INCLUDE THE RESPONDENT FROM THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW IN THIS DISPLAY EVEN THOUGH HE/SHE SHOULD HAVE BEEN SELECTED AT INQ.005). IN HOUSEHOLDS THAT ONLY HAVE FALL-FIRST GRADE DATA AND NOT FALL-K, SPRING-K, SPRING-FIRST GRADE, FALL-SECOND GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE DATA THE ONLY PERSON DISPLAYED WILL BE THE RESPONDENT FROM FALL-FIRST GRADE BECAUSE HOUSEHOLD MATRIX QUESTIONS WERE NOT ASKED IN FALL-FIRST GRADE. IN HOUSEHOLDS THAT ONLY HAVE FALL-SECOND GRADE DATA AND NOT FALL-K, SPRING-K, FALL-FIRST GRADE, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE DATA, THE ONLY PERSON 

### Page 4 of 14 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: INQDISPLAYED WILL BE THE RESPONDENT FROM FALL-SECOND GRADE BECAUSE HOUSEHOLD MATRIXQUESTIONS WERE NOT ASKED IN FALL-SECOND GRADE. IN HOUSEHOLDS THAT ONLY HAVE BOTH FALLSECOND AND FALL-FIRST GRADE COMPLETED OR PARTIALLY COMPLETED INTERVIEWS AND NOT FALL-K, SPRING-K, SPRING-FIRST, SPRING-SECOND, OR SPRING-THIRD INTERVIEWS, THE ONLY PERSON DISPLAYED WILL BE THE RESPONDENT FROM FALL-SECOND BECAUSE THAT IS THE MOST RECENT PREVIOUS ROUND RESPONDENT. 3. IF THE RESPONDENT FROM THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW IS SELECTED AT THIS SCREEN (EVEN THOUGH HE/SHE SHOULD HAVE BEEN SELECTED AT INQ.005), SET "FLAGS.SAMERESP" =1 AND GO TO INQ.090. 4. IF ZERO IS ENTERED, GO TO INQ.060. ELSE, IF IT IS A NEW RESPONDENT WHO WAS ALREADY IN THE HOUSEHOLD MATRIX, GO TO INQ.080. 5. DISALLOW DK AND RF. 6. FLAG THE RESPONDENT. 

## INQ060

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

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

REFUSED AND DON'T KNOW DISALLOWED. 

## INQ070

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

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

REFUSED AND DON'T KNOW DISALLOWED. 

## INQ080

QUESTION TEXT: 

### Page 5 of 14 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: INQCODES



### 1 CONTINUE WITH RECORDING BOX1 

### 2 CONTINUE WITHOUT RECORDING INQ080B (As I mentioned earlier), you and {CHILD} were selected to take part in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011, which is sponsored by the U.S. Department of Education, National Center for Education Statistics. I have some questions for you that ask about {CHILD}’s school and home experiences. The information I collect in this interview will be extremely valuable in understanding the development of children and how their school experiences can be improved. All responses that relate to or describe identifiable characteristics of individuals may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose, except as required by law. This call will be recorded for quality control purposes.



## INQ080B

QUESTION TEXT:

ENTER TEXT 

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



## BOX1

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



## INQ090

Page 6 of 14 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: INQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 CONTINUE WITH RECORDING INQ130 

### 2 CONTINUE WITHOUT RECORDING INQ090B {In the fall of 2010/In the spring of 2011/In the fall of 2011/In the spring of 2012/In the fall of 2012/In the spring of 2013/In the spring of 2014}, you took part in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011, which is sponsored by the U.S. Department of Education, National Center for Education Statistics. I have some questions for you that ask about {CHILD}’s school and home experiences since our last interview. The information I collect in this interview will be extremely valuable in understanding the development of children and how their school experiences can be improved. All responses that relate to or describe identifiable characteristics of individuals may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose, except as required by law. This call will be recorded for quality control purposes.

ACCORDING TO THE PRELOAD, DISPLAY “In the fall of 2010” IF THE LAST RECENTLY COMPLETED OR PARTIALLY COMPLETED PARENT INTERVIEW WAS IN THE FALL OF KINDERGARTEN. DISPLAY “In the spring of 2011” IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF KINDERGARTEN. DISPLAY “In the fall of 2011" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED PARENT INTERVIEW WAS IN THE FALL OF FIRST GRADE. DISPLAY "In the spring of 2012" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF FIRST GRADE. DISPLAY "In the fall of 2012" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE FALL OF SECOND GRADE. DISPLAY "In the spring of 2013" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF SECOND GRADE. DISPLAY "In the spring of 2014" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF THIRD GRADE. 

## INQ090B

QUESTION TEXT:

ENTER TEXT 

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



## INQ130

QUESTION TEXT: Before we begin the interview, I would like to verify some information. I have recorded {CHILD's FIRST, MIDDLE, AND LAST NAME} as {CHILD}'s full name. Is this correct? 

### Page 7 of 14 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: INQPROGRAMMER INSTRUCTIONS:

ENTER TEXT 

### Length 25



### REFUSED DON'T KNOW ALSO VERIFY SPELLING. MAKE CORRECTIONS TO NAME BELOW OR PRESS ENTER TO ACCEPT FIRST/MIDDLE/LAST NAME. IF NO MIDDLE NAME OR INITIAL, ENTER 'NMN.' Current Info: [CHILD'S FIRST NAME] [CHILD'S MIDDLE NAME] [CHILD'S LAST NAME] FIRST NAME: [___________________] MIDDLE NAME: [___________________] LAST NAME: [___________________]

CAPI INSTRUCTION: REFUSED AND DON'T KNOW ALLOWED AT ALL FIELDS. HOWEVER, DO NOT ALLOW INTERVIEWER TO CHANGE 'REAL DATA' TO '8' (REFUSED) OR '9' (DON'T KNOW). FOR THE FIRST DIGIT, DISALLOW 0-9 SO THE INTERVIEWER CAN NOT CHOOSE 0-9. CAPI INSTRUCTION: FOR CHILD'S FIRST, MIDDLE, AND LAST NAME, DISPLAY CHILD'S FULL NAME FROM PRELOAD. USE PRELOAD LENGTH FOR CHILD'S NAME. IF THE CHILD'S FIRST NAME IS CORRECTED HERE, USE CORRECTED FIRST NAME IN ALL QUESTIONS THAT FOLLOW. ANY CORRECTIONS TO THE FIRST OR LAST NAME SHOULD ALSO APPEAR AT THE TOP OF THE SCREEN IN ALL QUESTIONS THAT FOLLOW. 

## BOX2

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



## INQ180

QUESTION TEXT: I have recorded that {CHILD}'s home address is: STREET ADDRESS1: [___________________] 

### Page 8 of 14 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: INQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES, CORRECT ADDRESS BOX3 

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

### 3 NO, NEW ADDRESS INQ190



### REFUSED BOX3 

### DON'T KNOW BOX3 STREET ADDRESS2: [___________________] CITY: [___________________] STATE: [___________________] ZIP: [___________________] Is this still correct?

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

## INQ190

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### REFUSED

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

IF THE HOME ADDRESS WAS NOT IN THE PRELOAD OR INQ.180 = 3, DISPLAY “What is...address?” ELSE, USE A NULL DISPLAY. IF INQ.180 = 2, DISPLAY “MAKE CORRECTIONS...BELOW.” ELSE, USE A NULL DISPLAY. IF INQ.180 = 2, PRELOADED ADDRESS FIELDS WILL BE AVAILABLE TO EDIT. IF INQ.180 = 3, CURRENT ADDRESS FIELDS WILL BE BLANK IN QUESTION PANE AND RESPONSE FIELDS.


### Page 9 of 14 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: INQIF INQ.180=2 OR INQ.180=3, DISALLOW DK AND REF. ELSE, DK AND REF ALLOWED. IF INQ.180=2 OR INQ.180=3, AND DK OR REF IS CHOSEN, DISPLAY "Since you answered in INQ.180, that the address is incorrect, you must enter the new address here. Please enter the entire address.” DISPLAY "ENTER STATE ABBREVIATION BY USING LOOKUP FILE. TO ACTIVATE LOOKUP, BEGIN TO TYPE STATE NAME. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.” WHEN ON STATE ENTRY FIELD. DISPLAY CURRENT ADDRESS INFO IN THE RESPONSE FIELD IF PREVIOUS ADDRESS INFORMATION WAS IN PRELOAD. DISPLAY CURRENT ADDRESS INFO IN THE QUESTION PANE AND RESPONSE FIELD IF PREVIOUS ADDRESS INFORMATION WAS IN PRELOAD AND INQ180=2 . FOR THIS ITEM ONLY, DO NOT DISPLAY PUERTO RICO IN THE STATE LOOKUP FILE. 

## BOX3

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



## INQ200

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES, CORRECT TELEPHONE NUMBER BOX4 

### 2 YES, SAME TELEPHONE NUMBER - MINOR

CORRECTIONS INQ205 

### 3 NO, NEW TELEPHONE NUMBER INQ205



### REFUSED BOX4 

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

DISPLAY CURRENT PHONE NUMBER FROM PRELOAD. 

## INQ205

QUESTION TEXT: {What is {CHILD}'s family's current home phone number?}


### Page 10 of 14 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: INQPROGRAMMER INSTRUCTIONS: 

### REFUSED DON'T KNOW {MAKE CORRECTIONS TO TELEPHONE NUMBER BELOW.} [CURRENT TELEPHONE NUMBER] TELEPHONE NUMBER: [___________________] IF NO TELEPHONE, ENTER '000'.

IF TELEPHONE NUMBER WAS MISSING IN PRELOAD OR INQ.200 = 3, DISPLAY “What is...number?”. ELSE, USE A NULL DISPLAY. IF INQ.200 = 2, DISPLAY “MAKE...BELOW.” ELSE, USE A NULL DISPLAY. IF INQ.200 = 2, PRELOADED TELEPHONE NUMBER WILL BE AVAILABLE TO EDIT. IF INQ.200 = 3, TELEPHONE NUMBER FIELD WILL BE BLANK IN QUESTION PANE AND RESPONSE FIELDS. DISPLAY CURRENT TELEPHONE NUMBER IN THE QUESTION PANE AND RESPONSE FIELD IF PREVIOUS TELEPHONE NUMBER WAS IN THE PRELOAD AND INQ.200=2. IF INQ.200=2 OR INQ.200=3, DISALLOW DK AND REF. ELSE, DK AND REF ALLOWED. IF INQ.200=2 OR INQ.200=3, AND DK OR REF IS CHOSEN, DISPLAY "Since you answered in INQ.200 that the telephone number is incorrect, you must enter the new telephone number here. Please enter the entire telephone number.” 

## BOX4

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



## INQ300

QUESTION TEXT: HELP AVAILABLE

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



### Page 11 of 14 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: INQCODES



### 1 YES BOX7 

### 2 NO INQ310



### REFUSED BOX7 

### DON'T KNOW BOX7


## INQ310

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 3



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

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

## BOX5

IF INQ.310 = 0 (NOT ON LIST), CONTINUE WITH INQ.312OS. OTHERWISE, GO TO INQ.320.



## INQ312os

QUESTION TEXT:


### Page 12 of 14 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: INQENTER TEXT 

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



## INQ320

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 2003 to 2015



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

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

## BOX6

IF INQ.310 = 90, 139, 179, 203, 235 (GUAM, MARIANA ISLAND, PUERTO RICO, SOLOMON ISLANDS, US VIRGIN ISLANDS), GO TO BOX 7. OTHERWISE, CONTINUE WITH INQ.330.



## INQ330

QUESTION TEXT:

CODES 

### 1 YES 2 NO

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



### Page 13 of 14 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: INQ

## BOX7

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



### Page 14 of 14 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: INQ

### Section PIQ [Parent's Involvement with Child's School]



# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 1 

## PIQ130

QUESTION TEXT:

CODES 

### 1 YES 2 NO

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



## PIQ140

QUESTION TEXT:

CODES 

### 1 YES 2 NO

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



## PIQ150

QUESTION TEXT: [Since the beginning of this school year, have you or the other adults in your household...]


### Page 1 of 10 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: PIQCODES



### 1 YES 2 NO

REFUSED DON'T KNOW Gone to a regularly-scheduled parent-teacher conference with {CHILD}'s teacher or meeting with {CHILD}'s teacher?



## PIQ160

QUESTION TEXT:

CODES 

### 1 YES 2 NO

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



## PIQ170

QUESTION TEXT:

CODES 

### 1 YES 2 NO

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



## PIQ185

Page 2 of 10 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: PIQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 180



### REFUSED DON'T KNOW During this school year, how many times have you or other adults in your household gone to meetings or participated in activities at {CHILD}'s school? |___|___|___| ENTER NUMBER

IF PIQ.130, PIQ.140, PIQ.150, PIQ.160 OR PIQ.170= 1, RANGE= 1 TO 180. ELSE, RANGE = 0 TO 180. IF PIQ.130, PIQ.140, PIQ.150, PIQ.160 OR PIQ.170 = 1 AND 0 IS ENTERED IN PIQ185, DISPLAY ERROR MESSAGE: “EARLIER RESPONSE INDICATES A PARENT ATTENDED AT LEAST ONE SCHOOL RELATED EVENT. PLEASE VERIFY THIS ENTRY. IF THE ENTRY IS CORRECT, SUPPRESS.” RANGE: 0 TO 180. 

## PIQ495

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO PIQ510



### REFUSED PIQ510 

### DON'T KNOW PIQ510 Do you {or your spouse/partner} use a computer or any other electronic device to communicate with or get information from {CHILD}’s school? HELP TEXT: Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod, reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch, and Playstation).

DISPLAY {or your spouse/partner} IF FSQ110=1. ELSE, USE A NULL DISPLAY. 

## PIQ496a

QUESTION TEXT: HELP AVAILABLE

How often do you {or your spouse/partner} use a computer or any other electronic device in the following ways? To communicate with {CHILD}’s teachers and administrative staff by email about {CHILD}, for example, about 

### Page 3 of 10 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: PIQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 NEVER 2 LESS THAN ONCE A YEAR 3 ONCE OR TWICE A YEAR 4 SEVERAL TIMES A YEAR 5 AT LEAST ONCE A MONTH 6 WEEKLY

REFUSED DON'T KNOW how {he/she} is performing, or about absences or tardiness? Would you say never, less than once a year, once or twice a year, several times a year, at least once a month, or weekly? HELP TEXT: Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod, reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch, and Playstation).

DISPLAY {or your spouse/partner} IF FSQ110=1. ELSE, USE A NULL DISPLAY. 

## PIQ496b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 NEVER 2 LESS THAN ONCE A YEAR 3 ONCE OR TWICE A YEAR 4 SEVERAL TIMES A YEAR 5 AT LEAST ONCE A MONTH 6 WEEKLY

REFUSED DON'T KNOW [How often do you {or your spouse/partner} use a computer or any other electronic device in the following ways?] To find out about homework and other school assignments and projects? [PROBE: Would you say never, less than once a year, once or twice a year, several times a year, at least once a month, or weekly?] HELP TEXT: Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod, reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch, and Playstation).

DISPLAY {or your spouse/partner} IF FSQ110=1. ELSE, USE A NULL DISPLAY.



### Page 4 of 10 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ

## PIQ496c

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 NEVER 2 LESS THAN ONCE A YEAR 3 ONCE OR TWICE A YEAR 4 SEVERAL TIMES A YEAR 5 AT LEAST ONCE A MONTH 6 WEEKLY

REFUSED DON'T KNOW [How often do you {or your spouse/partner} use a computer or any other electronic device in the following ways?] To find out about {CHILD}’s grades? [PROBE: Would you say never, less than once a year, once or twice a year, several times a year, at least once a month, or weekly?] HELP TEXT: Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod, reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch, and Playstation).

DISPLAY {or your spouse/partner} IF FSQ110=1. ELSE, USE A NULL DISPLAY. 

## PIQ510

QUESTION TEXT:

CODES 

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

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



### Page 5 of 10 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ

## BOX 1

IF PIQ.510 = 1, REF, OR DK, GO TO PIQ.560. ELSE, GO TO PIQ.520.



## PIQ520

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

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

REFUSED DON'T KNOW During this school year, how often did you or someone else help {CHILD} with {his/her} homework? Would you say...

IF PIQ.510=2, PIQ.520 CANNOT EQUAL TO 3, 4, OR 5. IF PIQ.510=3, PIQ.520 CANNOT EQUAL TO 4 OR 5. IF PIQ.510=4, PIQ.520 CANNOT EQUAL TO 5. OTHERWISE, DISPLAY ERROR MESSAGE: "Child does homework at home {DISPLAY RESPONSE AT PIQ.510} but parent helped {CHILD} with {his/her} homework {DISPLAY RESPONSE AT PIQ.520}." NOTE: DO NOT DISPLAY THE “or” WHEN DISPLAYING RESPONSE 4 FROM PIQ.510 OR PIQ.520. 

## PIQ550

QUESTION TEXT:

CODES 

### 1 NEVER 2 RARELY 3 SOMETIMES 4 ALWAYS

REFUSED How often do you check that {CHILD} has completed all homework? Would you say never, rarely, sometimes, or always?



### Page 6 of 10 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ

### DON'T KNOW



## PIQ560

QUESTION TEXT:

CODES 

### 1 Mostly A’s, PIQ580 

### 2 Mostly B’s, PIQ580 

### 3 Mostly C’s, PIQ580 

### 4 Mostly D’s and lower, or PIQ580 

### 5 Does {his/her} school not give those grades? PIQ570



### REFUSED PIQ580 

### DON'T KNOW PIQ580 Now I would like to ask you about {his/her} grades during this school year. Overall, across all subjects {{he/she} takes at school}, does {he/she} get . . .



## PIQ570

QUESTION TEXT:

CODES 

### 1 Excellent, 2 Above average, 3 Average, 4 Below average, or 5 Failing?

REFUSED DON'T KNOW Would you describe {CHILD}’s work at school as . . .



## PIQ585a

QUESTION TEXT: 

### Page 7 of 10 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: PIQCODES



### 1 ALMOST NEVER 2 RARELY 3 SOMETIMES 4 A LOT 5 ALMOST ALWAYS

REFUSED DON'T KNOW How often would you say that {CHILD}... Makes up reasons to stay home from school? Would you say almost never, rarely, sometimes, a lot, or almost always?



## PIQ585b

QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 ALMOST NEVER 2 RARELY 3 SOMETIMES 4 A LOT 5 ALMOST ALWAYS

REFUSED DON'T KNOW [How often would you say that {CHILD}...] Seems to dread going to school? [PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?] HELP TEXT: By "dread" we mean having a lot of fear or anxiety about going to school.



## PIQ585c

QUESTION TEXT: [How often would you say that {CHILD}...] Becomes upset when it’s time to go to school in the morning?


### Page 8 of 10 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: PIQCODES



### 1 ALMOST NEVER 2 RARELY 3 SOMETIMES 4 A LOT 5 ALMOST ALWAYS

REFUSED DON'T KNOW [PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]



## PIQ585d

QUESTION TEXT:

CODES 

### 1 ALMOST NEVER 2 RARELY 3 SOMETIMES 4 A LOT 5 ALMOST ALWAYS

REFUSED DON'T KNOW [How often would you say that {CHILD}...] Asks to stay home from school? [PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]



## PIQ585e

QUESTION TEXT:

CODES 

### 1 ALMOST NEVER [How often would you say that {CHILD}...] Complains about going to school? [PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]



### Page 9 of 10 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ

### 2 RARELY

3 SOMETIMES 4 A LOT 5 ALMOST ALWAYS

REFUSED DON'T KNOW



## BOX 2

GO TO SECTION FSQ (FAMILY STRUCTURE).



### Page 10 of 10 2014-06-23 10:57 Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ

### Section FSQ [Family Structure]



# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 2 

## BOX 1

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



## FSQ010

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES STILL HERE 

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

1. DISPLAY THE FIRST AND SECOND 'still' IN UNDERLINED TEXT. 2. DISPLAY THE COMPLETED HOUSEHOLD MATRIX FROM THE MOST RECENT COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN FALL-K, SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE. THIS INCLUDES THE PERSON TYPE, FIRST NAME, LAST NAME, AGE, AND SEX COLUMNS. THESE COLUMNS SHOULD BE PROTECTED, THAT IS, INFORMATION CANNOT BE CHANGED. CHANGES MADE AT INQ.130 SHOULD SHOW UP ON THE MATRIX AT FSQ.010. CHANGES MADE AT INQ.060 and INQ.070 SHOULD BE REFLECTED IN THE FSQ.010 MATRIX. 

### Page 1 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQ2a. IF THE MOST RECENT INTERVIEW FOR THE RESPONDENT WAS ONE WITHOUT A COMPLETE FSQ SECTION (R4A INTERVIEW, R3A INTERVIEW OR R2 INTERVIEW WITH ONLY SPQ AND NOT A COMPLETE FSQ), DO THE FOLLOWING: i. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF THERE WAS A NEW RESPONDENT IN R4A AND THE R6 RESPONDENT IS THE SAME AS THE R4A RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE END OF THE HOUSEHOLD ROSTER AND DESIGNATE THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER SPOT. ii. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF THERE WAS A NEW RESPONDENT IN R3A AND THE R6 RESPONDENT IS THE SAME AS THE R3A RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE END OF THE HOUSEHOLD ROSTER AND DESIGNATE THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER SPOT. iii. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF THERE WAS A NEW RESPONDENT IN THE PARTIALLY COMPLETE R2 INTERVIEW WITH ONLY SPQ AND THE R6 RESPONDENT IS THE SAME AS THE R2 RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE END OF THE HOUSEHOLD ROSTER AND DESIGNATE THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER SPOT. iv. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF THE R6 RESPONDENT IS NOT THE SAME AS THE R4A RESPONDENT AND THE R6 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD MEMBER FROM R1, R2, OR R3B IS SELECTED AT INQ030), THE R4A RESPONDENT SHOULD BE PLACED AT THE BOTTOM OF THE MATRIX AND THE R6 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN THEIR ROSTER SLOT. v. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF THE R6 RESPONDENT IS NOT THE SAME AS THE R3A RESPONDENT AND THE R6 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD MEMBER FROM R1 OR R2 IS SELECTED AT INQ030), THE R3A RESPONDENT SHOULD BE PLACED AT THE BOTTOM OF THE MATRIX AND THE R6 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN THEIR ROSTER SLOT. vi. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF THE R6 RESPONDENT IS NOT THE SAME AS THE R2 RESPONDENT AND THE R6 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD MEMBER FROM R1 IS SELECTED AT INQ030), THE R2 RESPONDENT SHOULD BE PLACED AT THE BOTTOM OF THE MATRIX AND THE NEW R6 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN THEIR ROSTER SLOT. vii. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF THE R6 RESPONDENT IS NOT THE SAME AS THE R4A RESPONDENT AND THE R6 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R4A RESPONDENT IS OVERWRITTEN BY THE R6 RESPONDENT. THE R6 RESPONDENT GETS PLACED AT THE END OF THE ROSTER AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT. viii. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF THE R6 RESPONDENT IS NOT THE SAME AS THE R3A RESPONDENT AND THE R6 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R3A RESPONDENT IS OVERWRITTEN BY THE R6 RESPONDENT. THE R6 RESPONDENT GETS PLACED AT THE END OF THE ROSTER AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT. ix. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF THE R6 RESPONDENT IS NOT THE SAME AS THE R2 RESPONDENT AND THE R6 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R2 RESPONDENT IS OVERWRITTEN BY THE R6 RESPONDENT. THE R6 RESPONDENT GETS PLACED AT THE END OF THE ROSTER AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT. 3. ADD AS THE 6TH COLUMN TO THE MATRIX, 'STILL HERE.' 4. THE CURSOR SHOULD START AT THE 'STILL HERE' COLUMN FOR THE FIRST PERSON LISTED IN THE 

### Page 2 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQMATRIX. 5. DISPLAY BRACKETS [ ] AROUND THE FIRST TWO PARAGRAPHS WHENEVER IN THE 'STILL HERE' COLUMN FOR SOMEONE OTHER THAN THE FIRST PERSON LISTED ON THE MATRIX. (THE FIRST TWO PARAGRAPHS SHOULD BE DISPLAYED WITHOUT THE BRACKETS WHEN YOU FIRST ARRIVE AT THIS QUESTION.) 6. ADD AS THE 7TH COLUMN TO THE MATRIX, 'REASON LEFT’(FSQ.015). 7. IF THE 'STILL HERE' COLUMN IS CODED 'NO', THE CURSOR SHOULD MOVE RIGHT TO THE 'REASON LEFT' COLUMN. IF THE 'STILL HERE' IS CODED 'YES', THE CURSOR SHOULD MOVE TO THE 'STILL HERE' COLUMN FOR THE NEXT PERSON ON THE MATRIX (THE 'REASON LEFT' COLUMN DOES NOT NEED TO BE COMPLETED IN THIS INSTANCE). IF THERE IS NO ONE ELSE LEFT TO ASK ABOUT, THE CURSOR SHOULD GO TO FSQ020 AND THE NEXT BLANK LINE IN THE MATRIX. 8. ADD AS THE 8TH COLUMN TO THE MATRIX, 'REASON LEFT OTHER' (FSQ.015OS). 9. THE MATRIX CANNOT HAVE MORE THAN 25 ROW ENTRIES. 10. IF QUESTION IS ABOUT THE RESPONDENT AND INQ.030 NE 0 (RESPONDENT IS NOT A NEW HOUSEHOLD MEMBER) AND FSQ.010 = 2 (NOT IN HH), DISPLAY ERROR MESSAGE: "THIS PERSON CANNOT BE THE RESPONDENT AND NOT BE IN THE HOUSEHOLD." 

## FSQ015

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

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

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

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

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

HOUSEHOLD 91 SOME OTHER REASON (SPECIFY)

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

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

### Page 3 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQMOVING TO THE NEXT PERSON ON THE MATRIX.



## FSQ015OS

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

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

_______________________________________ ENTER OTHER REASON

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

## FSQ020

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

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

1. DISPLAY THE HOUSEHOLD MATRIX (PERSON TYPE, FIRST NAME, LAST NAME, AGE, AND SEX COLUMNS.) 2. THE INTERVIEWER CAN ADD UP TO 25 ROW ENTRIES. 

### Page 4 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQ3. THE INTERVIEWER CAN MOVE ALL AROUND THE MATRIX USING THE ARROW KEYS (EXCEPT ON PROTECTED FIELDS). 4. IF, ACCORDING TO THE PRELOAD, A CASE HAS COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL-K, SPRING-K, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE: a. DISPLAY FIRST PARAGRAPH “Other...else.” WHEN YOU FIRST ARRIVE AT FSQ020. ALSO DISPLAY THIS PARAGRAPH IN BRACKETS [ ] WHENEVER YOU ARE IN THE FIRST NAME COLUMN FOR ANY PERSON OTHER THAN PERSON NUMBER 1 (THE RESPONDENT). b. DISPLAY ALL HOUSEHOLD MEMBERS AND ASSOCIATED INFORMATION AS COLLECTED IN THE MOST RECENT PARENT INTERVIEW (IN SPRING-THIRD GRADE, SPRING-SECOND GRADE, SPRING-FIRST GRADE, SPRING-KINDERGARTEN OR FALL-KINDERGARTEN) INCLUDING PRELOADED GENDER AND AGE VARIABLES(FOR CHILD'S AGE, CALCULATE AGE FROM PRELOADED BIRTHDATE) OR VARIABLES UPDATED IN SPRINGFOURTH GRADE INQ (INQ.060, INQ.070, INQ.130) FOR THE CHILD AND THE RESPONDENT. HOWEVER, DO NOT DISPLAY THE NAMES OF THOSE HH MEMBERS THAT WERE CODED '2' AT FSQ010 (NOT IN HH ANYMORE). IF THE MOST RECENT INTERVIEW FOR THE RESPONDENT WAS ONE WITHOUT A COMPLETE FSQ SECTION (R4A, R3A INTERVIEW OR R2 INTERVIEW WITH ONLY SPQ AND NOT A COMPLETE FSQ), BUT THE CASE HAD A COMPLETE FSQ SECTION FROM A PREVIOUS ROUND, USE THE SAME INSTRUCTIONS AS SHOWN IN FSQ010 2a AND COLLECT THE AGE AND SEX FOR THE RESPONDENT. c. ALL PREVIOUS HH MEMBER ROWS SHOULD BE PROTECTED. THE CURSOR SHOULD APPEAR ON THE FIRST BLANK FIRST NAME COLUMN. d. WHEN ON THE FIRST BLANK FIRST NAME COLUMN DISPLAY "PROBE: ... household)?", "ENTER FIRST...COMPLETE." e. WHEN ON THE SECOND BLANK FIRST NAME COLUMN, THE PROBE AND SCREEN INSTRUCTION CITED IN “d” ABOVE SHOULD ALSO CONTINUE TO BE DISPLAYED. 5. IF, ACCORDING TO THE PRELOAD, A CASE DID NOT HAVE COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL-K, SPRING-K, SPRING-FIRST GRADE, SPRING-SECOND GRADE , OR SPRING-THIRD GRADE: a. DISPLAY THE SECOND PARAGRAPH “Now...else.” WHEN YOU FIRST ARRIVE AT FSQ020. ALSO DISPLAY THIS PARAGRAPH IN BRACKETS [ ] WHENEVER YOU ARE IN THE FIRST NAME COLUMN FOR ANY PERSON OTHER THAN PERSON NUMBER 1 (THE RESPONDENT). b. DISPLAY THE RESPONDENT'S FIRST AND LAST NAMES IN THE APPROPRIATE COLUMNS (COLLECTED AT INQ060 OR INQ070). DISPLAY 'R' IN THE FIRST COLUMN TO INDICATE THAT PERSON IS THE RESPONDENT. IF THE MOST RECENT INTERVIEW FOR A HOUSEHOLD DID NOT HAVE A COMPLETE FSQ SECTION, THE PREVIOUS ROUND RESPONDENT WILL BE IN THE FIRST ROW OF THE HOUSEHOLD MATRIX AND WE WILL COLLECT THAT PERSON’S AGE AND SEX. IF THE RESPONDENT CHANGES IN THE CURRENT ROUND, THE PREVIOUS ROUND RESPONDENT’S INFORMATION WILL BE OVERWRITTEN AND WE WILL COLLECT THAT PERSON’S AGE AND SEX. c. DISPLAY THE NAME OF THE FOCAL CHILD IN THE SECOND ROW OF THE FIRST AND LAST NAME COLUMNS (FROM INQ.130). DISPLAY 'C' IN THE FIRST COLUMN TO INDICATE THAT PERSON IS THE FOCAL CHILD. DISPLAY THE PRELOADED AGE AND SEX OF THE CHILD IN THE APPROPRIATE COLUMNS OF THE SECOND ROW. THIS ROW IS PROTECTED. d. DISPLAY "YOU WILL NEED...THE MATRIX." AND "PRESS ENTER TO...A HOUSEHOLD MEMBER" WHENEVER THE CURSOR IS POSITIONED IN THE FIRST NAME COLUMN FOR PERSON NUMBER 1. e. DISPLAY "ENTER FIRST NAME...IF MATRIX IS COMPLETE." WHENEVER THE CURSOR IS POSITIONED IN THE FIRST NAME COLUMN FOR A ROW OTHER THAN PERSON NUMBER 1 (THE FIRST BLANK ROW AFTER CHILD). f. DISPLAY "PROBE:... household)?" WHENEVER THE CURSOR IS POSITIONED IN THE FIRST NAME COLUMN 

### Page 5 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQFOR SOMEONE OTHER THAN PERSON NUMBER 1 OR THE FIRST HOUSEHOLD MEMBER ADDED AFTER THE CHILD. 

## FSQ025

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 25 ENTER LAST NAME OF {NAME}.

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

## FSQ030

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 120



### Soft Range 18 to 100 

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

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

## FSQ040

Page 6 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 MALE 2 FEMALE

REFUSED DON'T KNOW CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME} male or female?} ENTER SEX OF {NAME}.

DISPLAY THIS QUESTION WHEN THE CURSOR IS POSITIONED IN THE SEX COLUMN. DISPLAY "Are you" WHEN THE CURSOR IS POSITIONED IN THE SEX COLUMN FOR THE RESPONDENT'S ROW AND "Is {NAME}" (DISPLAY THE APPROPRIATE FIRST NAME) WHEN THE CURSOR IS POSITIONED IN THE SEX COLUMN FOR SOMEONE OTHER THAN THE RESPONDENT'S ROW. 

## FSQ045

QUESTION TEXT:

ENTER TEXT 

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



## FSQ060

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES FSQ020 

### 2 NO FSQ110



### REFUSED FSQ110 

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

IF YES, DISPLAY "PLEASE RETURN TO MATRIX AND ENTER PERSON MISSED," "PRESS G TO RETURN TO MATRIX." and "PRESS C TO CANCEL." 

## FSQ110

Page 7 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES FSQ120 

### 2 NO Box 2



### REFUSED Box 2 

### DON'T KNOW Box 2 Do you have a spouse or partner who lives in this household?

HARD CHECK: IF "1" IS ENTERED, MUST BE AT LEAST ONE PERSON BESIDES THE RESPONDENT AND CHILD THAT IS AT LEAST 16 YEARS OLD OR AGE UNKNOWN. IF NO OTHER MEMBER OF THE HOUSEHOLD MEETS THAT CRITERIA, DISPLAY ERROR MESSAGE: "NO HOUSEHOLD MEMBERS ARE AGE APPROPRIATE FOR SPOUSE. BACKUP AND ADD PERSON (IF PART OF HOUSEHOLD)." 

## FSQ120

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

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

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

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


### Page 8 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQALLOW FOR REFUSED OR DON'T KNOW ANSWERS.



## BOX 2

IF THE CASE HAD COMPLETE FSQ DATA IN FALL K, SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE AND THE RESPONDENT WAS IN THE HOUSEHOLD IN THE MOST RECENT INTERVIEW WITH FSQ DATA AND HAD ONE OF THE FOLLOWING RELATIONSHIPS TO THE CHILD IN THE MOST RECENT INTERVIEW WITH FSQ DATA: STEP OR FOSTER MOTHER OR FATHER, OTHER MALE ORFEMALE PARENT OR GUARDIAN, BOYFRIEND OR GIRLFRIEND OF PARENT, OTHER RELATIVE, OR NONRELATIVE [(FSQ.140 = 3, 4, OR 5) OR (FSQ.150 = 3, 4, OR 5) OR (FSQ.130 = 5, 6, 12, OR 13)], GO TO FSQ.121. ELSE, GO TO BOX 2A.



## FSQ121

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

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

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

## BOX 2A Page 9 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQIF THE CASE HAD COMPLETE FSQ DATA IN FALL K, SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE AND THE CURRENT SPOUSE OR PARTNER WAS IN THE HOUSEHOLD IN THE MOST RECENT INTERVIEW WITH COMPLETE FSQ DATA AND HAD ONE OF THE FOLLOWING RELATIONSHIPS TO THE CHILD IN THE MOST RECENT FSQ DATA: STEP OR FOSTER MOTHER/FATHER, BOYFRIEND/GIRLFRIEND OF PARENT, OTHER RELATIVE, OR NON-RELATIVE [(FSQ.140 = 3, 4, OR 5) OR (FSQ.150 = 3, 4, OR 5) OR (FSQ.130 = 5, 6, 12, OR 13)], GO TO FSQ.122. ELSE, GO TO BOX 3.



## FSQ122

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

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

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

## BOX 3

Page 10 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQIF IT IS [A CASE THAT HAD COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE , OR SPRING-THIRD GRADE AND ((THERE WERE NEW HOUSEHOLD MEMBERS ADDED TO FSQ.020 IN THE CURRENT INTERVIEW) OR (THE RESPONDENT OR SPOUSE/PARTNER HAS A NEW RELATIONSHIP TO THE CHILD (FSQ.121 = 1 OR FSQ.122 = 1)))]OR (A CASE WITHOUT COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRINGFIRST GRADE, SPRING-SECOND GRADE , OR SPRING-THIRD GRADE INTERVIEW), GO TO LOOP1. ELSE, GO TO BOX 4A. LOOP 1 IF A CASE WITHOUT COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE INTERVIEW ASK FSQ.130 - FSQ.180 FOR EACH PERSON ENUMERATED ON THE HOUSEHOLD MATRIX (AT FSQ.020) WHO IS NOT THE FOCAL CHILD. ELSE, IF IT IS A CASE THAT HAD COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE INTERVIEW, ASK FSQ.130 - FSQ.180 FOR [(EACH NEW PERSON ENUMERATED ON THE HOUSEHOLD MATRIX (AT FSQ.020) WHO IS NOT THE FOCAL CHILD) AND (EACH OLD PERSON WHO HAS A NEW RELATIONSHIP TO THE CHILD (FSQ.121 = 1 OR FSQ.122 = 1 FOR THAT PERSON))].



## FSQ130

QUESTION TEXT: HELP AVAILABLE

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


### Page 11 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 MOTHER/FEMALE GUARDIAN FSQ140 

### 2 FATHER/MALE GUARDIAN FSQ150 

### 3 SISTER FSQ160 

### 4 BROTHER FSQ170 

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

PARENT/GUARDIAN BOX 4 

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

PARENT/GUARDIAN BOX 4 

### 7 GRANDMOTHER BOX 4 

### 8 GRANDFATHER BOX 4 

### 9 AUNT BOX 4 

### 10 UNCLE BOX 4 

### 11 COUSIN BOX 4 

### 12 OTHER RELATIVE BOX 4 

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

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


### Page 12 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQDISPLAY “Grandfather:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Aunt:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Uncle:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Cousin:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Other Relative:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Other Non-Relative:" IN THE HELP TEXT IN BOLD TEXT. REFUSED AND DON’T KNOW ARE DISALLOWED FOR FSQ130. 1. IF, ACCORDING TO THE PRELOAD, A CASE HAD COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL K, SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE , OR SPRING-THIRD GRADE OR ALL: a. DO NOT DISPLAY THE NAMES OF HH MEMBERS NOT LIVING IN THE HOUSEHOLD (CODED '2' AT FSQ010). b. THE NAMES OF HOUSEHOLD MEMBERS COLLECTED IN THE MOST RECENTLY COMPLETED FSQ DATA SHOULD BE PROTECTED. c. THE RELATIONSHIPS OF HOUSEHOLD MEMBERS COLLECTED IN THE MOST RECENTLY COMPLETED FSQ DATA SHOULD BE PROTECTED UNLESS THERE HAS BEEN A CHANGE IN RELATIONSHIP FOR THE RESPONDENT OR SPOUSE/PARTNER TO THE FOCAL CHILD (FSQ.121 = 1 OR FSQ.122 = 1 FOR THAT PERSON). IF FSQ.121 = 1 OR FSQ.122 = 1 FOR THAT PERSON, ALLOW THE RELATIONSHIP FIELD TO BE CHANGED. d. THE CURSOR SHOULD START IN THE FIELD FOR FIRST PERSON WITH A RELATIONSHIP CHANGE (IF FSQ.121 = 1 OR FSQ.122 = 1 FOR THAT PERSON) AND THEN MOVE TO THE FIELD FOR THE FIRST NEW PERSON ADDED AT FSQ020 THIS ROUND. IF THERE IS NO ONE WITH A RELATIONSHIP CHANGE, START IN THE FIELD FOR THE FIRST NEW PERSON ADDED AT FSQ020 THIS ROUND. e. DISPLAY "CODE RELATIONSHIP...ONLY." f. DISPLAY “your” IF LOOPING ON A NEW RESPONDENT. OTHERWISE, DISPLAY “{NAME}’s” USING THE NAME OF THE NEW HOUSEHOLD MEMBER THAT IS BEING LOOPED ON. 2. IF, ACCORDING TO THE PRELOAD, A CASE DID NOT HAVE COMPLETE FSQ DATA FROM A PARENT INTERVIEW IN FALL K, SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE : a. DISPLAY ALL NAMES COLLECTED AT FSQ.020. b. THE CURSOR SHOULD BEGIN IN THE COLUMN FOR THE RELATIONSHIP OF THE RESPONDENT TO THE CHILD. c. DISPLAY “your” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “{NAME}’s” USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON. CONSISTENCY CHECK: IF FSQ.040 = 1 (MALE) FOR THE SUBJECT OF THIS QUESTION, FSQ.130 SHOULD NOT EQUAL 1, 3, 5, 7, OR 9. ELSE, IF FSQ.040 = 2 (FEMALE) FOR THE SUBJECT OF THIS QUESTION, FSQ.130 SHOULD NOT EQUAL 2, 4, 6, 8, OR 10. IF ANY ANSWERS VIOLATE THESE RULES, DISPLAY MESSAGE: "THIS PERSON CANNOT BE CODED AS BOTH A {RELATIONSHIP FROM FSQ.130} AND A {SEX FROM FSQ.040}. PLEASE VERIFY INFORMATION AND CHANGE THE RELATIONSHIP OR SEX, AS NECESSARY." CONSISTENCY CHECK: IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “7” OR “8” (GRANDMOTHER OR GRANDFATHER), SOFT AGE RANGE IS 30-120. IF AGE IS NOT IN THAT RANGE, DISPLAY MESSAGE: "UNLIKELY AGE FOR A GRANDPARENT. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY." CONSISTENCY CHECK: IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “5” OR “6” (GIRLFRIEND OR BOYFRIEND OF THE CHILD’S PARENT/GUARDIAN), SOFT AGE RANGE IS 15-100. IF AGE IS NOT IN THAT RANGE, DISPLAY MESSAGE: "UNLIKELY AGE FOR A GIRLFRIEND OR BOYFRIEND OF THE CHILD’S PARENT. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY." CONSISTENCY CHECK: IF [(A NEW HOUSEHOLD MEMBER IS ADDED WITH FSQ130=1 OR FSQ130=1 FOR AN OLD HOUSEHOLD MEMBER WITH A RELATIONSHIP CHANGE THIS ROUND (FSQ121 = 1 OR FSQ122 = 1 FOR THIS PERSON)) AND (THERE IS ALREADY SOMEONE IN THE HOUSEHOLD WITH FSQ130=1)] OR (TWO NEW HOUSEHOLD MEMBERS ARE ADDED WITH FSQ130=1), DISPLAY MESSAGE: “TWO MOTHER/FEMALE GUARDIANS ARE IN THE SAME HOUSEHOLD. IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHOOSE A DIFFERENT RELATIONSHIP CODE.” 

### Page 13 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQCONSISTENCY CHECK: IF [(A NEW HOUSEHOLD MEMBER IS ADDED WITH FSQ130=2 OR FSQ130=2 FOR AN OLD HOUSEHOLD MEMBER WITH A RELATIONSHIP CHANGE THIS ROUND (FSQ121 = 1 OR FSQ122 = 1 FOR THIS PERSON)) AND (THERE IS ALREADY SOMEONE IN THE HOUSEHOLD WITH FSQ130=2)] OR (TWO NEW HOUSEHOLD MEMBERS ARE ADDED WITH FSQ130=2), DISPLAY MESSAGE: “TWO FATHER/MALE GUARDIANS ARE IN THE SAME HOUSEHOLD. IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHOOSE A DIFFERENT RELATIONSHIP CODE.” 

## FSQ140

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 Biological or birth mother, BOX 4 

### 2 Adoptive mother, BOX 4 

### 3 Step mother, BOX 4 

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

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



### REFUSED BOX 4 

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

DISPLAY “Biological or Birth Mother:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Adoptive Mother:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Step Mother:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Foster Mother:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Female Guardian:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Other Female Parent or Guardian:” IN THE HELP TEXT IN BOLD TEXT. 

### Page 14 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQDISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON. CONSISTENCY CHECK: IF FSQ.140 = 1, THE AGE OF THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10 YEARS OLDER THAN THE CHILD AND AT MOST 50 YEARS OLDER THAN THE CHILD IN A SOFT RANGE CHECK. IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER: THE MOTHER WAS REPORTED TO BE {AGE FROM FSQ.030} YEARS OLD AND THE CHILD IS {CHILD AGE FROM FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY. ELSE, IF FSQ.140 = 2-5, THE SOFT RANGE FOR THE AGE OF THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10 YEARS OLDER THAN THE CHILD AND AT MOST 70 YEARS OLDER THAN THE CHILD. IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER: THE MOTHER OR FEMALE GUARDIAN WAS REPORTED TO BE {AGE FROM FSQ.030} YEARS OLD AND THE CHILD IS {CHILD AGE FROM FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY. 

## FSQ150

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 Biological or birth father, BOX 4 

### 2 Adoptive father, BOX 4 

### 3 Step father, BOX 4 

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

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



### REFUSED BOX 4 

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

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


### Page 15 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQDISPLAY “Step Father:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Foster Father:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Male Guardian:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Other Male Parent or Guardian:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON. CONSISTENCY CHECK: IF FSQ.150 = 1-5, THE AGE OF THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10 YEARS OLDER THAN THE CHILD’S AGE USING A SOFT EDIT. IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER: THE FATHER OR MALE GUARDIAN WAS REPORTED TO BE {AGE FROM FSQ.030} YEARS OLD AND THE CHILD IS {CHILD AGE FROM FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY. 

## FSQ160

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 Full sister, BOX 4 

### 2 Half sister, BOX 4 

### 3 Step sister, BOX 4 

### 4 Adoptive sister, or BOX 4 

### 5 Foster sister? BOX 4



### REFUSED BOX 4 

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

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


### Page 16 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQDISPLAY “Foster Sister:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON. 

## FSQ170

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 Full brother, BOX 4 

### 2 Half brother, BOX 4 

### 3 Step brother, BOX 4 

### 4 Adoptive brother, or BOX 4 

### 5 Foster brother? BOX 4



### REFUSED BOX 4 

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

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

## FSQ180

QUESTION TEXT: HELP AVAILABLE



### Page 17 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQPROGRAMMER INSTRUCTIONS:

CODES 

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

PARENT/GUARDIAN BOX4


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

PARENT/GUARDIAN BOX4 

### 3 FEMALE GUARDIAN BOX4 

### 4 MALE GUARDIAN BOX4 

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

PARTNER BOX4 

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

PARTNER Box4 

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



### REFUSED BOX 4 

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

DISPLAY “Girlfriend or Female Partner of CHILD's Parent/Guardian:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Boyfriend or Male Partner of Child's Parent/Guardian:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Female Guardian:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Male Guardian:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Daughter/son of CHILD's Parent's Partner:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Other Relative of CHILD's parent's partner:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Other Non-relative:” IN THE HELP TEXT IN BOLD TEXT. IF FSQ.180 IS CODED 1 (GIRLFRIEND), FLAG RESPONSE TO FSQ.130 AS CODE 5. IF FSQ.180 IS CODED 2 (BOYFRIEND), FLAG RESPONSE TO FSQ.130 AS CODE 6.


### Page 18 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQIF FSQ.180 IS CODED 3 (FEMALE GUARDIAN), FLAG RESPONSE TO FSQ.130 AS CODE 1 AND RESPONSE TO FSQ.140 AS CODE 4. IF FSQ.180 IS CODED 4 (MALE GUARDIAN), FLAG RESPONSE TO FSQ.130 AS CODE 2 AND RESPONSE TO FSQ.150 AS CODE 4. CONSISTENCY CHECK: IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “1” OR “2” (GIRLFRIEND OR BOYFRIEND OF THE CHILD’S PARENT/GUARDIAN), SOFT AGE RANGE IS 15-100. IF AGE IS NOT IN THAT RANGE, DISPLAY MESSAGE: UNLIKELY AGE FOR A GIRLFRIEND OR BOYFRIEND OF THE CHILD’S PARENT. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY. ELSE, IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “3” OR “4”, THE SOFT RANGE FOR THE AGE OF THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10 YEARS OLDER THAN THE CHILD AND AT MOST 70 YEARS OLDER THAN THE CHILD. IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER: {FATHER OR MALE GUARDIAN/MOTHER OR FEMALE GUARDIAN} WAS REPORTED TO BE {AGE FROM FSQ.030} YEARS OLD AND THE CHILD IS {CHILD AGE FROM FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY. DISPLAY FATHER OR MALE GUARDIAN IF FSQ180=4; DISPLAY MOTHER OR FEMALE GUARDIAN IF FSQ180=3. 

## FSQ181

QUESTION TEXT:

ENTER TEXT 

### Length 70 _______________________________________ SPECIFY OTHER NON-RELATIVE.



## BOX 4

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



## BOX 4A

LOOP 2. IF ANY FOCAL CHILD, RESPONDENT, MOTHER FIGURE, OR FATHER FIGURE, OR RESPONDENT AND RESPONDENT'S SPOUSE (IF NO MOTHER OR FATHER FIGURES) (NEW OR OLD HH MEMBERS) IS MISSING ETHNICITY OR RACE DATA, CONTINUE WITH FSQ.190. 

### Page 19 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQOTHERWISE, GO TO BOX 4B.



## FSQ190

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO

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

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

### Page 20 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQDISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON.IF, ACCORDING TO THE PRELOAD, A CASE DID NOT HAVE COMPLETE FSQ DATA IN FALL K, SPRING K, SPRINGFIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE: ASK ABOUT HISPANIC OR LATINO FOR THE FOCAL CHILD, RESPONDENT, MOTHER AND FATHER FIGURES. IF NO MOTHER OR FATHER FIGURES, THEN ASK ABOUT THE FOCAL CHILD, THE RESPONDENT AND RESPONDENT'S SPOUSE/PARTNER (IF ANY). DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON. 

## FSQ195

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

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

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

IF THE PERSON BEING ASKED ABOUT IS NOT THE FOCAL CHILD, INCLUDE THE HOUSEHOLD MEMBER'S FIRST AND LAST NAME. 

### Page 21 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQDISPLAY “American Indian or Alaska Native:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Asian:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Black or African American:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Native Hawaiian or Other Pacific Islander:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “White:” IN THE HELP TEXT IN BOLD TEXT. CAPI MATRIX INSTRUCTIONS: DISPLAY IN COLUMN 1 EACH PERSON ENUMERATED ON THE HOUSEHOLD ROSTER (AT FSQ.020) WHO IS THE FOCAL CHILD, RESPONDENT, MOTHER FIGURE (CODE ‘1’ AT FSQ.130 OR CODE ‘3’ AT FSQ.180), OR FATHER FIGURE (CODE ‘2’ AT FSQ.130 OR CODE ‘4’ AT FSQ.180). IF NO MOTHER OR FATHER FIGURES IN THE HOUSEHOLD (NO HOUSEHOLD MEMBERS WITH A CODE ‘1’ OR ‘2’ AT FSQ.130) OR (CODE '3' OR '4' AT FSQ.180), DISPLAY IN COLUMN 1 THE FOCAL CHILD, THE RESPONDENT, AND THE RESPONDENT’S SPOUSE/PARTNER (HOUSEHOLD MEMBER SELECTED AT FSQ.120, IF ANY). NOTE: IF THE RESPONDENT IS A MOTHER OR FATHER FIGURE, ONLY DISPLAY HIS/HER NAME ONCE. NOTE: DO NOT DISPLAY HOUSEHOLD MEMBERS CODED AS NOT LIVING IN THE HOUSEHOLD AT FSQ.010. IF THERE WAS COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE , OR SPRING-THIRD GRADE , ASK ABOUT RACE ONLY IF NEW HOUSEHOLD MEMBERS OR OLD HOUSEHOLD MEMBERS MISSING DATA ARE THE FOCAL CHILD'S PARENTS OR THE RESPONDENT, IF PREVIOUS HOUSEHOLD MEMBERS BECAME THE CHILD’S PARENTS OR THE RESPONDENT, OR IF THERE ARE NO PARENTS, THEN ABOUT THE RESPONDENT AND RESPONDENT'S SPOUSE/PARTNER (IF THEY ARE NEW OR MISSING DATA). DISPLAY “your," “you," “consider," AND “yourself” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “{NAME}”, “{NAME}”, “considers” AND (“himself” OR “herself”) USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON. DISPLAY “himself” IF THE PERSON IS MALE AND “herself” IF THE PERSON IS FEMALE. IF SEX IS MISSING, DISPLAY “himself/herself." IF THERE WAS NOT COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE ASK ABOUT RACE FOR THE FOCAL CHILD, RESPONDENT, MOTHER AND FATHER FIGURES. IF NO MOTHER OR FATHER FIGURES, THEN ASK ABOUT THE FOCAL CHILD, THE RESPONDENT AND RESPONDENT'S SPOUSE/PARTNER (IF ANY). DISPLAY “your," “you," “consider”, AND “yourself” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “{NAME}," “{NAME}," “considers” AND (“himself” OR “herself”) USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON. DISPLAY “himself” IF THE PERSON IS MALE AND “herself” IF THE PERSON IS FEMALE. IF SEX IS MISSING, DISPLAY “himself/herself." 

## BOX 4B

END LOOP 2. ASK FSQ.190 – FSQ.195 FOR NEXT PERSON WHO IS THE FOCAL CHILD, MOTHER FIGURE, FATHER FIGURE, OR RESPONDENT OR RESPONDENT'S SPOUSE (IF NO MOTHER OR FATHER FIGURES) (NEW OR OLD HH MEMBERS) WHOSE ETHNICITY OR RACE DATA ARE MISSING. IF NO NEXT PERSON, CONTINUE WITH FSQ196a IF, ACCORDING TO THE PRELOAD, THERE WAS NOT A COMPLETE OR PARTIALLY COMPLETE SPRING THIRD GRADE INTERVIEW. ELSE GO TO FSQ.200a.



### Page 22 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQ

## FSQ196a

QUESTION TEXT:

CODES 

### 1 YES FSQ196b 

### 2 NO FSQ197a



### REFUSED FSQ197a 

### DON'T KNOW FSQ197a Though we may have asked you about {CHILD}'s ethnicity and race in the past, I do have a few more questions I'd like to ask about that now. Is {CHILD} a member of a Spanish, Hispanic, or Latino group? IF THE PARENT COMMENTS THAT WE HAVE ASKED THIS IN THE PAST, SAY: While we asked about this in the past, I have some additional questions about {CHILD}'s ethnicity if {he/she} is Hispanic, Asian, or Pacific Islander.



## FSQ196b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES Code All That Apply 

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

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

ALLOW INTERVIEWER TO CHOOSE MORE THAN ONE RESPONSE. 

## FSQ197a

QUESTION TEXT: Is {CHILD} a member of an Asian group?


### Page 23 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQCODES



### 1 YES FSQ197b 

### 2 NO FSQ198a



### REFUSED FSQ198a 

### DON'T KNOW FSQ198a


## FSQ197b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES Code All That Apply 

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

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

ALLOW INTERVIEWER TO CHOOSE MORE THAN ONE RESPONSE. 

## FSQ198a

QUESTION TEXT:

CODES 

### 1 YES FSQ198b 

### 2 NO FSQ200a



### REFUSED FSQ200a 

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



### Page 24 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQ

## FSQ198b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES Code All That Apply 

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

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

ALLOW INTERVIEWER TO CHOOSE MORE THAN ONE RESPONSE. 

## FSQ200a

DISPLAY INSTRUCTIONS: QUESTION TEXT:

CODES 

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

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



## FSQ200b

Page 25 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQSee matrix.



## BOX 5

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

### Page 26 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQMOTHER (IDENTIFIED WITH THE SAME CRITERIA AS IN BULLET 2 IF THERE ARE TWO MOTHERS) SHOULD BE A KEY PARENT FIGURE AND THE OTHER MOTHER IN THE HOUSEHOLD (WHO HAS A DIFFERENT PERSON NUMBER THAN THE MOTHER IDENTIFIED AS A KEY PARENT FIGURE) SHOULD BE A KEY PARENT FIGURE. ELSE, IF THERE IS A MOTHER (RELATION =1) BUT NO FATHER (RELATION=2) AND THE MOTHER HAS A SPOUSE/PARTNER WHO IS FEMALE (FSQ.140 =2), THE MOTHER (IDENTIFIED WITH THE SAME CRITERIA AS IN BULLET 2 IF THERE ARE TWO MOTHERS) SHOULD BE A KEY PARENT FIGURE AND HER FEMALE SPOUSE/PARTNER (WHO HAS A DIFFERENT PERSON NUMBER THAN THE MOTHER IDENTIFIED AS A KEY PARENT FIGURE) SHOULD BE A KEY PARENT FIGURE. IF THE SEX OF THE SPOUSE/PARTNER OF A PARENT (RELATION = 1 OR 2) IS UNKNOWN (FSQ140 = REF OR DK), THE PARENT AND THE SPOUSE/PARTNER OF THE PARENT SHOULD STILL EACH BE KEY PARENT FIGURES. (NOTE: IN HOUSEHOLDS WITH TWO MOTHERS AND NO FATHER, EACH MOTHER FIGURE CAN ONLY OCCUPY ONE OF THE TWO KEY PARENT FIGURE SLOTS. IF MOTHER FIGURE #2 QUALIFIES AS A KEY PARENT AND IS ALSO THE SPOUSE/PARTNER OF A MOTHER FIGURE #1, MOTHER FIGURE #1 SHOULD BE ONE KEY MOTHER FIGURE AND MOTHER FIGURE #2 SHOULD BE THE OTHER KEY PARENT FIGURE. ALSO, IN TWO MOTHER FAMILIES WITHOUT A FATHER, IF A MOTHER WHO TAKES PRECEDENCE OVER ANOTHER MOTHER (BY RELATIONSHIP NUMBER OR PERSON NUMBER AS INDICATED IN BULLET 2 ABOVE) IS NOT THE RESPONDENT, BUT IS THE SPOUSE/PARTNER OF THE OTHER MOTHER WHO IS THE RESPONDENT, BOTH MOTHERS SHOULD BE KEY PARENT FIGURES RATHER THAN SETTING THE MOTHER THAT TAKES PRECEDENCE AS BOTH THE KEY FEMALE AND KEY MALE FIGURE.) 4) IF THERE IS A FATHER (RELATION=2) BUT NO MOTHER (RELATION=1) AND THE FATHER HAS A FEMALE SPOUSE/PARTNER, THE FATHER SHOULD BE A KEY PARENT FIGURE AND THE FEMALE SPOUSE/PARTNER SHOULD BE A KEY PARENT FIGURE. ELSE, IF THERE IS A FATHER (RELATION =2) BUT NO MOTHER (RELATION=2) AND THERE ARE TWO FATHERS IN THE HOUSEHOLD, THE FATHER (IDENTIFIED WITH THE SAME CRITERIA AS IN BULLET 2 IF THERE ARE TWO FATHERS) SHOULD BE A KEY PARENT FIGURE AND THE OTHER FATHER IN THE HOUSEHOLD (WHO HAS A DIFFERENT PERSON NUMBER THAN THE FATHER IDENTIFIED AS A KEY PARENT FIGURE) SHOULD BE A KEY PARENT FIGURE. ELSE, IF THERE IS A FATHER (RELATION=2) BUT NO MOTHER (RELATION=1) AND THE FATHER HAS A MALE SPOUSE/PARTNER, THE FATHER (IDENTIFIED WITH THE SAME CRITERIA AS IN BULLET 2 IF THERE ARE TWO FATHERS) SHOULD BE A KEY PARENT FIGURE AND HIS MALE SPOUSE/PARTNER (WHO HAS A DIFFERENT PERSON NUMBER THAN THE FATHER IDENTIFIED AS A KEY PARENT FIGURE) SHOULD BE A KEY PARENT FIGURE. (NOTE: IN HOUSEHOLDS WITH TWO FATHERS AND NO MOTHER, EACH FATHER FIGURE CAN ONLY OCCUPY ONE OF THE TWO KEY PARENT FIGURE SLOTS. IF FATHER FIGURE #2 QUALIFIES AS A KEY PARENT AND IS ALSO THE SPOUSE/PARTNER OF A FATHER FIGURE #1, FATHER FIGURE #1 SHOULD BE ONE KEY FATHER FIGURE AND FATHER FIGURE #2 SHOULD BE THE OTHER KEY PARENT FIGURE. ALSO, IN TWO FATHER FAMILIES WITHOUT A MOTHER, IF A FATHER WHO TAKES PRECEDENCE OVER ANOTHER FATHER (BY RELATIONSHIP NUMBER OR PERSON NUMBER AS INDICATED IN BULLET 2 ABOVE) IS NOT THE RESPONDENT, BUT IS THE SPOUSE/PARTNER OF THE OTHER FATHER WHO IS THE RESPONDENT, BOTH FATHERS SHOULD BE KEY PARENT FIGURES RATHER THAN SETTING THE FATHER THAT TAKES PRECEDENCE AS BOTH THE KEY MALE AND KEY FEMALE FIGURE.) 5) OTHERWISE, IF THERE ARE NOT PARENTS IN THE HOUSEHOLD (RELATION NE 1 OR 2), THE RESPONDENT SHOULD BE A KEY PARENT FIGURE AND THE RESPONDENT’S SPOUSE/PARTNER, IF ONE, SHOULD BE A KEY PARENT FIGURE.



## BOX 6

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



### Page 27 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQ

### Page 28 of 28 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: FSQ

### Section HEQ [Home Environment, Activities, and Cognitive Stimulation] 

# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 3 

## HEQ010a

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 NOT AT ALL, 2 ONCE OR TWICE A WEEK, 3 3-6 TIMES A WEEK, OR 4 EVERY DAY?

REFUSED DON'T KNOW Now I'd like to talk with you about {CHILD}'s activities with family members. In a typical week, how often do you or any other family members do the following things with {CHILD}? Tell stories to {CHILD}? Would you say not at all, once or twice a week, 3-6 times a week, or every day? HELP TEXT: FAMILY MEMBER: A family member refers to any person who lives in the child's household and any relative of the child living outside the child's household. Tell stories: Story-telling is different from reading. Stories include fairy tales, family stories, or any type of story that is not read.

DISPLAY “week” in UNDERLINED TEXT. DISPLAY "FAMILY MEMBER:" in BOLD TEXT. DISPLAY "Tell stories:" in BOLD TEXT. 

## HEQ010b

QUESTION TEXT: HELP AVAILABLE

[Now I'd like to talk with you about {CHILD}'s activities with family members. In a typical week, how often do you or any other family members do the following things with {CHILD}?] Help {CHILD} to do arts and crafts? [PROBE: Would you say not at all, once or twice a week, 3-6 times a week, or every day?] HELP TEXT:


### Page 1 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 NOT AT ALL, 2 ONCE OR TWICE A WEEK, 3 3-6 TIMES A WEEK, OR 4 EVERY DAY?

REFUSED DON'T KNOW FAMILY MEMBER: A family member refers to any person who lives in the child's household and any relative of the child living outside the child's household. Help child with arts and crafts: Arts and crafts may include making seasonal decorations, making cutouts or drawing pictures, painting or finger-painting, whittling wood, etc. It also includes helping the child with arts and crafts projects assigned by school, but done at home.

DISPLAY “week” in UNDERLINED TEXT. DISPLAY "FAMILY MEMBER:" in BOLD TEXT. DISPLAY "Help child with arts and crafts:" in BOLD TEXT. 

## HEQ010c

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 NOT AT ALL, 2 ONCE OR TWICE A WEEK, 3 3-6 TIMES A WEEK, OR 4 EVERY DAY?

REFUSED DON'T KNOW [Now I'd like to talk with you about {CHILD}'s activities with family members. In a typical week, how often do you or any other family members do the following things with {CHILD}?] Play games or do puzzles with {CHILD}? [PROBE: Would you say not at all, once or twice a week, 3-6 times a week, or every day?] HELP TEXT: FAMILY MEMBER: A family member refers to any person who lives in the child's household and any relative of the child living outside the child's household. Play games or do puzzles: Includes indoor "quiet" games like board games or puzzles, or more active indoor games like Ping-Pong.

DISPLAY “week” in UNDERLINED TEXT. DISPLAY "FAMILY MEMBER:" in BOLD TEXT. DISPLAY "Play games or do puzzles:" in BOLD TEXT. 

## HEQ010d HELP AVAILABLE 

### Page 2 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 NOT AT ALL, 2 ONCE OR TWICE A WEEK, 3 3-6 TIMES A WEEK, OR 4 EVERY DAY?

REFUSED DON'T KNOW [Now I'd like to talk with you about {CHILD}'s activities with family members. In a typical week, how often do you or any other family members do the following things with {CHILD}?] Talk about nature or do science projects with {CHILD}? [PROBE: Would you say not at all, once or twice a week, 3-6 times a week, or every day?] HELP TEXT: FAMILY MEMBER: A family member refers to any person who lives in the child's household and any relative of the child living outside the child's household. Talk about nature or do science projects: Talking about nature could include answering any questions the child may have about trees, weather, etc. or watching a television program or video about nature together and then discussing it. Science projects include any type of project designed to show the child how the world works, such as understanding how plants grow, studying rocks, using flashlights to create shadows, or mixing paints to create different colors.

DISPLAY “week” in UNDERLINED TEXT. DISPLAY "FAMILY MEMBER:" in BOLD TEXT. DISPLAY "Talk about nature or do science projects:" in BOLD TEXT. 

## HEQ010e

QUESTION TEXT: HELP AVAILABLE

[Now I'd like to talk with you about {CHILD}'s activities with family members. In a typical week, how often do you or any other family members do the following things with {CHILD}?] Play a sport or exercise together? [PROBE: Would you say not at all, once or twice a week, 3-6 times a week, or every day?] HELP TEXT: FAMILY MEMBER: A family member refers to any person who lives in the child's household and any relative of the child living outside the child's household. Play a sport or exercise together: This includes calisthenics (e.g., jumping jacks, sit- ups), riding bicycles, rollerblading, individual or team sports, games like hide-and-go-seek, or other outdoor activities where activity or exercise is involved. Do not include times when the child does the sport or activity by him or herself. 

### Page 3 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 NOT AT ALL, 2 ONCE OR TWICE A WEEK, 3 3-6 TIMES A WEEK, OR 4 EVERY DAY?

REFUSED DON'T KNOW
DISPLAY “week” in UNDERLINED TEXT. DISPLAY "FAMILY MEMBER:" in BOLD TEXT. DISPLAY "Play a sport or exercise together:" in BOLD TEXT. 

## HEQ010f

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 NOT AT ALL, 2 ONCE OR TWICE A WEEK, 3 3-6 TIMES A WEEK, OR 4 EVERY DAY?

REFUSED DON'T KNOW [Now I'd like to talk with you about {CHILD}'s activities with family members. In a typical week, how often do you or any other family members do the following things with {CHILD}?] Practice reading, writing or working with numbers? [PROBE: Would you say not at all, once or twice a week, 3-6 times a week, or every day?] HELP TEXT: FAMILY MEMBER: A family member refers to any person who lives in the child's household and any relative of the child living outside the child's household. Practice reading, writing, or working with numbers: This includes time family members spend on homework, reading a calendar, practicing in an exercise or workbook.

DISPLAY “week” in UNDERLINED TEXT. DISPLAY "FAMILY MEMBER:" in BOLD TEXT. DISPLAY "Practice reading, writing, or working with numbers:" in BOLD TEXT. 

## HEQ210

QUESTION TEXT: In the past week, how often did {CHILD} read to {himself/herself} or to others outside of school?


### Page 4 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 Never, HEQ225 

### 2 Once or twice a week, HEQ215 

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

### 4 Every day? HEQ215



### REFUSED HEQ225 

### DON'T KNOW HEQ225 PROBE: Please include reading in any language. Would you say ...

DISPLAY "past week" IN UNDERLINED TEXT. 

## HEQ215

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 1 to 240



### Soft Range 1 to 120 

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

IF VALUE ENTERED IS BETWEEN 121 AND 240, DISPLAY ERROR MESSAGE "You have entered {DISPLAY RESPONSE AT HEQ.215}. Are you sure this is correct? IF VALUE ENTERED IS GREATER THAN 240, DISPLAY ERROR MESSAGE "Input invalid. Value not in range 1- 240." 

## HEQ225

QUESTION TEXT: HELP AVAILABLE

In an average week, how often does {CHILD} use a home computer or other electronic device to play with programs that teach {him/her} something, like math or reading skills? Would you say... HELP TEXT: Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod, 

### Page 5 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQPROGRAMMER INSTRUCTIONS:

CODES 

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

REFUSED DON'T KNOW reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch, and Playstation).

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

## HEQ226

QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW Do you monitor how many hours {CHILD} spends online? HELP TEXT: Include monitoring hours the child spends looking at anything online, including websites, email, videos, movies, television shows, online games, and chat rooms, and picture or social media sites such as Instagram, Vine, Snapchat, YouTube, Twitter, and Facebook.



## HEQ227

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW Do you monitor what {CHILD} looks at online, or what websites and accounts {CHILD} can join online? Include everything the child may look at online, such as websites, email, videos, movies, television shows, online games, chat rooms, and picture or social media sites such as Instagram, Vine, Snapchat, YouTube, Twitter, and Facebook.



### Page 6 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ

## HEQ228

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

ENTER NUMBER 

### Range 0 to 100



### Soft Range 0 to 50 

### REFUSED DON'T KNOW How many close friends does {CHILD} have? PROBE: Your best guess is fine. |_|_| ENTER NUMBER OF FRIENDS.

THE SOFT RANGE=0-50 friends. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered {DISPLAY RESPONSE AT HEQ228}. Are you sure this is correct?” HARD RANGE=0-100 friends. OTHERWISE DISPLAY ERROR MESSAGE: “Input invalid. Value not in range 0-100." 

## BOX1

IF HEQ228 > 0, GO TO HEQ229. ELSE, GO TO HEQ231.



## HEQ229

QUESTION TEXT:

CODES 

### 1 ALWAYS A GOOD INFLUENCE 2 USUALLY A GOOD INFLUENCE 3 NEITHER A GOOD NOR A BAD INFLUENCE What kind of influence is {CHILD}’s {best} friend? Would you say always a good influence, usually a good influence, neither a good nor a bad influence, usually a bad influence, or always a bad influence? IF THE CHILD DOES NOT HAVE A BEST FRIEND, CODE AS CATEGORY 6.



### Page 7 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQPROGRAMMER INSTRUCTIONS:



### 4 USUALLY A BAD INFLUENCE 5 ALWAYS A BAD INFLUENCE 6 DOES NOT APPLY/CHILD DOES NOT HAVE A BEST

FRIEND REFUSED DON'T KNOW USE A NULL DISPLAY FOR “best” IF HEQ228=1. ELSE, DISPLAY “best.” 

## HEQ280

QUESTION TEXT:

CODES 

### 1 YES 2 NO HEQ300



### REFUSED HEQ300 

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



## HEQ290

QUESTION TEXT:

CODES 

### 1 READING 2 MATH 3 SCIENCE 4 ENGLISH LANGUAGE SKILLS 5 FOREIGN LANGUAGE 91 OTHER (SPECIFY)

REFUSED HEQ300 

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



### Page 8 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ

## HEQ290OS

QUESTION TEXT:

ENTER TEXT 

### Length 50 [What is {CHILD} tutored in?] SPECIFY SUBJECT(S).

_________________________________________________



## HEQ300

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO HEQ310



### REFUSED HEQ310 

### DON'T KNOW HEQ310 Outside of school hours in the past year, has {CHILD} participated in: Academic activities, like science, computers, math lab, or taking a class to learn a language other than English? HELP TEXT: Include academic activities during the school year that take place before or after the regular school day or on weekends. Academic activities may take place inside or outside the school, and may be sponsored by the school or someone else. Some examples of academic activities are creative writing; poetry; learning about other countries; learning to use robots; using a computer; building with Legos; working on math or science projects; learning a foreign language; and being part of a team that competes in academic subjects or does creative problem solving activities. Do not include tutoring; recreational programs, like scouts; music lessons, such as piano, instrumental music, or singing lessons; drama classes; art classes or lessons, such as painting, drawing, or sculpture; organized performing arts programs, such as children's choirs, dance programs, or theater performances; or religious activities or instruction.

DISPLAY "year" IN UNDERLINED TEXT. 

## HEQ301

QUESTION TEXT: HELP AVAILABLE

Did {he/she} specifically learn about math, science, or technology in any of those academic activities? HELP TEXT: 

### Page 9 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQCODES



### 1 YES 2 NO

REFUSED DON'T KNOW Include activities such as learning to use robots, using a computer, building with Legos, or working on math or science projects.



## HEQ305

QUESTION TEXT:

CODES 

### 1 YES 2 NO

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



## HEQ310

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW Outside of school hours in the past year, has {CHILD} participated in: Organized athletic activities, like basketball, soccer, baseball, or gymnastics?

DISPLAY "year" IN UNDERLINED TEXT. 

## HEQ320

Page 10 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES HEQ325 

### 2 NO HEQ330



### REFUSED HEQ330 

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

DISPLAY "year" IN UNDERLINED TEXT. 

## HEQ325

QUESTION TEXT:

CODES 

### 1 YES 2 NO

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



## HEQ330

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW Outside of school hours in the past year, has {CHILD} participated in: Music lessons, for example, piano, instrumental music, or singing lessons?

DISPLAY "year" IN UNDERLINED TEXT. 

## HEQ340

Page 11 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

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

DISPLAY "year" IN UNDERLINED TEXT. 

## HEQ350

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

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

DISPLAY "year" IN UNDERLINED TEXT. 

## HEQ370

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

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

DISPLAY "year" IN UNDERLINED TEXT. 

### Page 12 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ

## HEQ391

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

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

DISPLAY "year" IN UNDERLINED TEXT. 

## BOX3

IF HEQ.300, HEQ.310, HEQ.320, HEQ330, HEQ.340, HEQ.350, HEQ.370 OR HEQ391 = 1, GO TO HEQ.393. ELSE, GO TO HEQ.400.



## HEQ393

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW Did {CHILD}’s participation in {academic activities /organized athletic activities/ organized clubs or recreational programs/ music lessons/ drama classes / art classes or lessons/ organized performing arts programs/ religious activities or instruction /any of these activities} help to cover the hours when you needed adult supervision for {him/her}?

IF ONLY ONE OF THE ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ320, HEQ.330, HEQ.340, HEQ.350, HEQ.370, HEQ.391) EQUALS 1 (YES), DISPLAY THE ACTIVITY LISTED AS SHOWN BELOW. ELSE, DISPLAY “any of these activities." IF HEQ.300 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.310, HEQ.320, HEQ.330, HEQ.340, HEQ.350, HEQ.370, HEQ.391) NE 1, DISPLAY “academic activities." 

### Page 13 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQELSE, IF HEQ310 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.320, HEQ.330, HEQ.340, HEQ.350, HEQ.370, HEQ.391) NE 1, DISPLAY “organized athletic activities." ELSE, IF HEQ320 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.330, HEQ.340, HEQ.350, HEQ.370, HEQ.391) NE 1, DISPLAY “organized clubs or recreational programs." ELSE, IF HEQ330 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.340, HEQ.350, HEQ.370, HEQ.391) NE 1, DISPLAY “music lessons." ELSE, IF HEQ340 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.350, HEQ.370, HEQ.391) NE 1, DISPLAY “drama classes." ELSE, IF HEQ350 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340, HEQ.370, HEQ.391) NE 1, DISPLAY “art classes or lessons." ELSE, IF HEQ370 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340, HEQ.350, HEQ.391) NE 1, DISPLAY “organized performing arts programs." ELSE, IF HEQ391 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340, HEQ.350, HEQ.370) NE 1, DISPLAY “religious activities or instruction." 

## HEQ400

QUESTION TEXT:

CODES 

### 1 Not at all safe, 2 Somewhat safe, or 3 Very safe?

REFUSED DON'T KNOW Now, I have a question about your neighborhood. How safe is it for children to play outside during the day in your neighborhood? Would you say it's ...



## HEQ600a

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 15



### Soft Range 8 to 12 

### REFUSED BOX4 

### DON'T KNOW BOX4 On an average school night, how many hours of sleep does {CHILD} get? |__|__| ENTER NUMBER OF HOURS.

WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY "ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR, ENTER '0'. MINUTES CAN BE ENTERED ON THE NEXT SCREEN.


### Page 14 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQWHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'ENTER NUMBER OF MINUTES.' WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'On an average night, how many hours of sleep does {CHILD} get?' IN SQUARE BRACKETS. DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS. IF HOURS ARE REF/DK, GO TO BOX4. ELSE, CONTINUE WITH MINUTES. THE SOFT RANGE=8-12 hours. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered {DISPLAY RESPONSE AT HEQ600a}. Are you sure this is correct?” HARD RANGE=0-15 hours. OTHERWISE DISPLAY ERROR MESSAGE: “Input invalid. Value not in range 0-15." 

## HEQ600b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 59



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

WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY "ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR, ENTER '0'. MINUTES CAN BE ENTERED ON THE NEXT SCREEN. WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'ENTER NUMBER OF MINUTES.' WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'On an average night, how many hours of sleep does {CHILD} get?' IN SQUARE BRACKETS. DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS. IF THE MINUTES FIELD IS EMPTY (INTERVIEWER DOES NOT ENTER ZERO OR MORE MINUTES), CODE THE MINUTES FIELD AS -1 (this is for data delivery purposes only). HARD RANGE=0-59 minutes. OTHERWISE DISPLAY ERROR MESSAGE: “ Input invalid. Value not in range 0-59.” 

## BOX4

GO TO SECTION SSQ (SOCIAL SKILLS, PROBLEM BEHAVIORS, AND APPROACHES TOWARD LEARNING).



### Page 15 of 15 2014-06-23 10:58 Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ

### SOCIAL SKILLS, PROBLEM BEHAVIORS, AND APPROACHES TOWARD LEARNING – SSQ Working Memory . Parents are asked to indicate how often their child does four different things related to working memory, such as remembering a list of chores or tasks or needing help from adults to stay on task. The exact wording of these items is not included here because they are copyright protected. Source: Adapted and reproduced with special permission of the publisher, Psychological Assessment Resources, Inc., 16204 North Florida Avenue, Lutz, Florida 33549, from the Behavior Rating Inventory of Executive Function by Gerard A. Gioia, Peter K. Isquith, Steven C. Guy and Lauren Kenworthy, Copyright 1996, 1998, 2000 by PAR, Inc. Further reproduction is prohibited without permission from PAR, Inc. BOX 1 GO TO SECTION CCQ (CHILD CARE).

### Section CCQ [Child Care]



# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 5 

## CCQ376

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO BOX15



### REFUSED BOX15 

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

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

## CCQ377

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 1 to 70



### Soft Range 1 to 25 

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

DISPLAY "hours" AND "week" IN UNDERLINED TEXT. IF VALUE IS 26 TO 70, DISPLAY THE SOFT ERROR MESSAGE: “You have entered {DISPLAY RESPONSE}. Are you sure this is correct?”


### Page 1 of 2 2014-06-23 10:59 Spring 2015 Parent Interview: ECLS-K:2011 :: CCQIF THE ANSWER IS GREATER THAN 70, DISPLAY THE HARD ERROR MESSAGE: “Input invalid. Value not in range 1 to 70.” 

## BOX15

GO TO SECTION NRQ (NON-RESIDENT PARENTS).



### Page 2 of 2 2014-06-23 10:59 Spring 2015 Parent Interview: ECLS-K:2011 :: CCQ

### Section NRQ [Non-Resident Parents]



# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 6 

## Box1

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



## Box2

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


### Page 1 of 3 2014-06-23 10:59 Spring 2015 Parent Interview: ECLS-K:2011 :: NRQELSE, IF A BIOLOGICAL PARENT WAS NOT LIVING OR RESPONDENT DID NOT KNOW WHO THE BIOLOGICAL PARENT WAS IN THE FALL K INTERVIEW (FALL K HRQ.030=2 OR 3), DO NOT LOOP ON THIS PARENT.ELSE, IF FSQ.015=4 (DECEASED) FOR A BIOLOGICAL OR ADOPTIVE PARENT IN THE CURRENT ROUND, SPRINGTHIRD GRADE, OR SPRING-SECOND GRADE, DO NOT LOOP ON THIS PARENT. IF THERE ARE ANY ELIGIBLE CASES ACCORDING TO THE LOOPING RULES ABOVE, GO TO NRQ.040 FOR EACH ELIGIBLE CASE UNTIL ALL ELIGIBLES HAVE BEEN ASKED ABOUT IN THE QUESTIONS. ELSE, GO TO BOX 4.



## NRQ040

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

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

### 3 More than a year, or Box4 

### 4 No contact since birth? Box4 

### 5 PARENT IS DECEASED Box4 

### 6 NO CONTACT SINCE ADOPTION Box4 

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

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



### REFUSED Box4 

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

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

### Page 2 of 3 2014-06-23 10:59 Spring 2015 Parent Interview: ECLS-K:2011 :: NRQ“father” FOR THE PARTICULAR LOOP RESPONDENT IS ON. DISPLAY "[We...helpful.]" IF THERE ARE NO BIOLOGICAL PARENTS IN THE HOUSEHOLD (NO HOUSEHOLD MEMBER WITH A CODE '1' AT FSQ.140 OR FSQ.150). OTHERWISE, USE A NULL DISPLAY. DISPLAY "for adoptive parents" IF THE RESPONDENT IS AN ADOPTIVE PARENT (FSQ.140 OR FSQ.150 IS CODED '2' FOR THE PERSON FLAGGED AS THE RESPONDENT). 

## NRQ123

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 84



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

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

## Box4

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



### Page 3 of 3 2014-06-23 10:59 Spring 2015 Parent Interview: ECLS-K:2011 :: NRQ

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

# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 7 

## BOX 1

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



## BOX2

IF NO HOUSEHOLD MEMBER IS A BIRTH MOTHER AND THE PRELOAD SHOWS THAT COQ WAS ALREADY ANSWERED FOR THE NONRESIDENT BIRTH MOTHER IN SPRING 2014 ((COQ005=1 IN SPRING 2014) OR (COQ010 =0-75 IN SPRING 2014)), OR SPRING 2013 ((COQ005=1 IN SPRING 2013) OR (COQ010 =0-75 IN SPRING 2013)) GO TO BOX 4. ELSE, ASK COQ005-COQ010 IF NO HOUSEHOLD MEMBER IS A BIRTH MOTHER. OTHERWISE, GO TO BOX 4.



## COQ005

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



### Page 1 of 5 2014-06-23 10:59 Spring 2015 Parent Interview: ECLS-K:2011 :: COQPROGRAMMER INSTRUCTIONS:

ENTER TEXT 

### Length 3



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

## BOX 3

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



## COQ005OS

QUESTION TEXT:

ENTER TEXT 

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

_________________________________________________________



## COQ010

QUESTION TEXT: 

### Page 2 of 5 2014-06-23 10:59 Spring 2015 Parent Interview: ECLS-K:2011 :: COQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 0 to 75



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

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

DISPLAY “any of the fifty states or the District of Columbia” IF COQ.005 = 5, 90, 139, 179, 203, 235 (AMERICAN SAMOA, GUAM, MARIANA ISLANDS, PUERTO RICO, SOLOMON ISLANDS, OR US VIRGIN ISLANDS). ELSE, DISPLAY “the United States.” HARD RANGE CHECK 0-75, 95. IF VALUE ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: "INPUT INVALID. VALUE NOT IN RANGE 0-75 OR 95 (BIOLOGICAL MOTHER NEVER MOVED TO UNITED STATES).” 

## BOX 4

IF NO HOUSEHOLD MEMBER IS A BIRTH FATHER AND THE PRELOAD SHOWS THAT COQ WAS ALREADY ANSWERED FOR THE NONRESIDENT BIRTH FATHER IN SPRING 2014 ((COQ020=1 IN SPRING 2014) OR (COQ025 =0-75 IN SPRING 2014)), OR SPRING 2013 ((COQ020=1 IN SPRING 2013) OR (COQ025 =0-75 IN SPRING 2013)), GO TO BOX 6. ELSE, ASK COQ020-COQ025 IF NO HOUSEHOLD MEMBER IS A BIRTH FATHER. OTHERWISE, GO TO BOX 6.



## COQ020

QUESTION TEXT: Now, we’d like to ask {another question} about {CHILD}’s biological father. {I know you mentioned that {CHILD}'s biological father is deceased, and I am sorry for this loss. We understand that it may be hard to talk about those who are no longer living, but I was hoping I could ask a couple quick background questions about where he was from.} In what country was {his/her} biological father born? IF RESPONDENT SAYS THAT THE FATHER IS DECEASED, SAY: I’m sorry to hear that. We understand that it may be hard to talk about those who are no longer living. The only questions that I’ll be asking about this parent are where he was from and, if it was not the U.S., when he first moved to the United States.


### Page 3 of 5 2014-06-23 10:59 Spring 2015 Parent Interview: ECLS-K:2011 :: COQPROGRAMMER INSTRUCTIONS:

ENTER TEXT 

### Length 3



### REFUSED DON'T KNOW TO ACTIVATE LOOKUP, BEGIN TO TYPE COUNTRY OR TERRITORY. IF COUNTRY IS NOT ON THE LIST, HIGHLIGHT 'NOT ON LIST' IN THE LOOKUP FILE AND PRESS ENTER. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.

DISPLAY “another question” IF SECTION NRQ ASKED ABOUT THE BIOLOGICAL FATHER. ELSE, USE A NULL DISPLAY. DISPLAY "I know you mentioned...he was from." IF (NRQ.040=5 (DECEASED) FOR THE BIOLOGICAL FATHER IN ANY ROUND) OR (FALL-KINDERGARTEN HRQ.030=2 (DECEASED) FOR THE BIOLOGICAL FATHER) OR (FSQ.015=4 (DECEASED) FOR THE BIOLOGICAL FATHER IN THE CURRENT ROUND, SPRING-SECOND OR SPRING-THIRD GRADE). DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE CODES. IF COUNTRY 233 IS CHOSEN, DISPLAY “YOU HAVE SELECTED “UNITED ARAB EMIRATES” RATHER THAN THE “UNITED STATES.” IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHANGE CODE." 

## BOX5

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



## COQ020OS

QUESTION TEXT:

ENTER TEXT 

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

_________________________________________



## COQ025
Page 4 of 5 2014-06-23 10:59 Spring 2015 Parent Interview: ECLS-K:2011 :: COQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 75



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

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

## BOX 6

GO TO DISCIPLINE, WARMTH, AND EMOTIONAL SUPPORTIVENESS (DWQ).



### Page 5 of 5 2014-06-23 10:59 Spring 2015 Parent Interview: ECLS-K:2011 :: COQ

### Section DWQ [Discipline, Warmth, and Emotional Supportiveness] 

# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 8 

## BOX 1

IF PERSON FLAGGED AS RESPONDENT SCORES '1' OR '2' AT FSQ.130 OR IF NO HOUSEHOLD MEMBER SCORES '1' OR '2' AT FSQ.130, CONTINUE WITH DWQ.010. OTHERWISE, GO TO DWQ.081a.



## DWQ070a

QUESTION TEXT:

CODES 

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

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



## DWQ070b

QUESTION TEXT: [Now I am going to read some additional statements.] [Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or very often true for you.] I discourage {CHILD} from talking about {his/her} worries because it upsets {him/her}. 

### Page 1 of 7 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: DWQCODES



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

REFUSED DON'T KNOW


## DWQ070c

QUESTION TEXT:

CODES 

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

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



## DWQ070d

QUESTION TEXT:

CODES 

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

REFUSED [Now I am going to read some additional statements.] [Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or very often true for you.] I encourage {CHILD} to tell me about {his/her} friends and activities.



### Page 2 of 7 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: DWQ

### DON'T KNOW



## DWQ070e

QUESTION TEXT:

CODES 

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

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



## DWQ070f

QUESTION TEXT:

CODES 

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

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



## DWQ075

Page 3 of 7 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: DWQQUESTION TEXT:

CODES 

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

REFUSED DON'T KNOW How often do you argue with {CHILD}? Please include major arguments as well as minor arguments, such as over homework or chores. Would you say never, almost never, sometimes, often, or always?



## DWQ077a

QUESTION TEXT:

CODES 

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

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



## DWQ077b

QUESTION TEXT: [The following are a number of statements about your family. Please tell me how often each typically occurs in your home.] {CHILD} talks you out of being punished after {he/she} has done something wrong. 

### Page 4 of 7 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: DWQCODES



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

REFUSED DON'T KNOW [PROBE: Would you say this occurs never, almost never, sometimes, often, or always?]



## DWQ077c

QUESTION TEXT:

CODES 

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

REFUSED DON'T KNOW [The following are a number of statements about your family. Please tell me how often each typically occurs in your home.] You let {CHILD} out of a punishment early, like lift restrictions earlier than you originally said. [PROBE: Would you say this occurs never, almost never, sometimes, often, or always?]



## DWQ081a

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


### Page 5 of 7 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: DWQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 0 to 24



### Soft Range 0 to 10 

### REFUSED BOX2 

### DON'T KNOW BOX2 |___|___| ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR, ENTER '0.' MINUTES CAN BE ENTERED ON THE NEXT SCREEN.

DISPLAY THE FOLLOWING MATRIX IN THE RESPONSE FIELD: WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY 'ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR, ENTER '0.' MINUTES CAN BE ENTERED ON THE NEXT SCREEN. DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS. IF HOURS ARE REF/DK, SKIP TO BOX2. ELSE, CONTINUE WITH MINUTES. DISPLAY “plays video games” IN UNDERLINED TEXT. IF THE ANSWER IS BETWEEN 11 AND 24, DISPLAY THE SOFT ERROR MESSAGE: “You have entered {DISPLAY RESPONSE}. Are you sure this is correct?” IF THE ANSWER IS GREATER THAN 24, DISPLAY THE HARD ERROR MESSAGE: "Invalid response. Value not in range 0-24. Please reenter.” IF HOURS ARE 24, SKIP TO BOX 2. ELSE, CONTINUE WITH MINUTES. 

## DWQ081b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 59



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

DISPLAY THE FOLLOWING MATRIX IN THE RESPONSE FIELD: WHEN CURSOR IS ON THE MINUTE FIELD, DISPLAY ‘ENTER NUMBER OF MINUTES.' WHEN CURSOR IS ON THE MINUTES FIELDS, DISPLAY ‘Now...computer.’ AND 'On any given....homework...' 

### Page 6 of 7 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: DWQIN SQUARE BRACKETS. DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS. IF THE MINUTES FIELD IS EMPTY (INTERVIEWER DOES NOT ENTER ZERO OR MORE MINUTES), CODE THE MINUTES FIELD AS -1 (this is for data delivery purposes only). DISPLAY “plays video games” IN UNDERLINED TEXT. 

## Box 2

GO TO SECTION CHQ (CHILD HEALTH AND WELL-BEING).



### Page 7 of 7 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: DWQ

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



# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 9 

## CHQ010

QUESTION TEXT:

CODES 

### 1 NEVER BEEN TO DENTIST OR DENTAL HYGENIST

FOR DENTAL CARE 2 LESS THAN 6 MONTHS 3 6 MONTHS TO LESS THAN 1 YEAR 4 1 YEAR TO 2 YEARS 5 MORE THAN 2 YEARS

REFUSED DON'T KNOW Now we'd like to discuss {CHILD}'s health and well-being. How long has it been since {CHILD}'s last visit to a dentist or dental hygienist for dental care?



## CHQ020

QUESTION TEXT:

CODES 

### 1 NEVER HAD ROUTINE HEALTH CARE 2 LESS THAN 6 MONTHS 3 6 MONTHS TO LESS THAN 1 YEAR 4 1 YEAR TO 2 YEARS 5 MORE THAN 2 YEARS

REFUSED DON'T KNOW How long has it been since {CHILD}'s last visit to a clinic, health center, hospital, doctor's office, or other place for routine health care? PROBE: Routine health care may include check-ups or immunization appointments.



## CHQ021 Page 1 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQQUESTION TEXT:

CODES 

### 1 YES CHQ023 

### 2 NO

REFUSED DON'T KNOW Has {CHILD} had an ear infection since last spring?



## CHQ022

QUESTION TEXT:

CODES 

### 1 YES CHQ024 

### 2 NO CHQ026



### REFUSED CHQ026 

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



## CHQ023

QUESTION TEXT:

ENTER NUMBER 

### Range 0 to 15



### REFUSED DON'T KNOW Since last spring, how many times did a doctor, nurse, or other medical professional tell you that {CHILD} had an ear infection? RECORD NUMBER OF TIMES. |___| NUMBER OF TIMES



### Page 2 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

## CHQ024

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES Code All That Apply 

### 1 NO TREATMENT/ WATCH AND WAIT 2 DECONGESTANTS/ ANTIHISTAMINES/ ALLERGY

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

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

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

PROFESSIONAL 91 OTHER (SPECIFY)

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

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

## BOX1

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



## CHQ024OS

Page 3 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

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

___________________________________________________

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

## BOX2

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



## CHQ025

QUESTION TEXT:

CODES 

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

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



## CHQ026

QUESTION TEXT: Has a doctor, nurse, or other medical professional ever told you that {CHILD} has asthma?



### Page 4 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQCODES



### 1 YES 2 NO CHQ060



### REFUSED CHQ060 

### DON'T KNOW CHQ060


## CHQ027

QUESTION TEXT:

CODES 

### 1 YES 2 NO

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



## CHQ060

QUESTION TEXT:

ENTER NUMBER 

### Range 0 to 7



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



## CHQ095

QUESTION TEXT: For the next set of questions, please base your answer on how {CHILD} compares to other children of the same age. 

### Page 5 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQCODES



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

REFUSED DON'T KNOW {CHILD} is independent and takes care of {himself/herself} ...



## CHQ100

QUESTION TEXT:

CODES 

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

REFUSED DON'T KNOW Does {CHILD} pay attention ....



## CHQ105

QUESTION TEXT:

CODES 

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

REFUSED DON'T KNOW Does {CHILD} learn, think, and solve problems ...



### Page 6 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

## CHQ106

QUESTION TEXT:

CODES 

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

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



## CHQ107

QUESTION TEXT:

CODES 

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

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



## CHQ108

QUESTION TEXT: Would you say {CHILD} behaves and relates to adults...



### Page 7 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

CODES 

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

REFUSED DON'T KNOW
DISPLAY “adults” IN UNDERLINED TEXT. 

## CHQ109

QUESTION TEXT:

CODES 

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

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



## CHQ110

QUESTION TEXT:

CODES 

### 1 YES 2 NO BOX5



### REFUSED BOX5 

### DON'T KNOW BOX5 Does {CHILD} have any emotional or psychological difficulties?



## CHQ111

Page 8 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQQUESTION TEXT:

CODES 

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

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



## BOX5

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



## CHQ115

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO CHQ200



### REFUSED CHQ200 

### DON'T KNOW CHQ200 {Since last spring has {CHILD}}/{Has {CHILD} ever} been evaluated by a professional because of an issue with {independence and taking care of {himself/herself} {or}/paying attention {or}/learning, thinking, and solving problems {or}/ coordination in moving {his/her} arms and legs {or}/behaving and relating to other children {or}/ behaving and relating to adults {or}/{his/her} overall activity level {or}/{his/her} emotional or psychological difficulties}? HELP TEXT: Professional: This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors,audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speechlanguage pathologists, etc. Do not include teachers or some other non-health professional.

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

### Page 9 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQDISPLAY ALL THE ISSUES THAT THE CHILD HAS ACCORDING TO THE INSTRUCTIONS BELOW. IF THERE IS MORE THAN ONE ISSUE, DISPLAY THE “or” FOLLOWING THE DISPLAY (E.G., IF A CHILD HAS PROBLEMS WITH BOTH PAYING ATTENTION AND BEHAVING AND RELATING TO ADULTS, THE DISPLAY WOULD BE “paying attention or behaving and relating to adults.”). IF CHQ.095 = 3 OR 4, DISPLAY “independence and taking care of {himself/herself}." IF CHQ.100 = 3 OR 4, DISPLAY “paying attention." IF CHQ.105 = 3 OR 4, DISPLAY “learning, thinking, and solving problems." IF CHQ.106 = 3 OR 4, DISPLAY “coordination in moving {his/her} arms and legs." IF CHQ.107 = 3 OR 4, DISPLAY “behaving and relating to other children." IF CHQ.108 = 3 OR 4, DISPLAY “behaving and relating to adults." IF CHQ.109 = 4, DISPLAY “{his/her} overall activity level." IF CHQ.110 = 1, DISPLAY “{his/her} emotional or psychological difficulties." 

## CHQ120

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO CHQ200



### REFUSED CHQ200 

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

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

## CHQ125

QUESTION TEXT: HELP AVAILABLE

What was the diagnosis or were the diagnoses? PROBE: Anything else? CODE ALL THAT APPLY.


### Page 10 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQCODE DYSLEXIA AS “6.” CODE DYSCALCULIA AS “7." CODE “LEARNING DISABILITY” (CODE 1) ONLY IF THE CHILD HAS AN ADDITIONAL LEARNING DISABILITY THAT IS SEPARATE FROM OR IN ADDITION TO DYSLEXIA (CODE 6) OR DYSCALCULIA (CODE 7). IF BOTH ADD (CODE 2) AND ADHD (CODE 3) ARE MENTIONED, CODE AS “3” FOR ADHD. HELP TEXT: Learning disability: This is a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which shows up as difficulty to listen, think, speak, read, write, spell, or do mathematical calculations. In some cases the child can perform at grade level, but only with special help. Some names of learning disabilities are dyslexia (CODE UNDER DYSLEXIA), dyscalculia (CODE UNDER DYSCALCULIA), developmental aphasia, minimal brain dysfunction, brain injury, and perceptual disabilities. The term does not include learning problems that are primarily the result of problems with seeing, hearing, or walking (or visual, hearing or motor disabilities); intellectual or severe cognitive disability/mental retardation; emotional disturbance; or environmental, cultural, or economic disadvantage. A commonly used acronym is "LD." "Specific learning disorder" should be coded here. Attention Deficit Disorder (ADD): A childhood syndrome characterized by short attention span that is inappropriate for his/her age group. Attention Deficit Hyperactivity Disorder (ADHD): The child displays signs of inattention, impulsivity, and hyperactivity that are inappropriate for his or her mental and chronological age. Adults in the child’s environment, such as parents and teachers must report the signs. Inattention means difficulty concentrating, easily distracted, and not finishing things started. Impulsivity means often acts before thinking, shifts excessively from one activity to another, needs a lot of supervision. Hyperactivity means runs about or climbs on things excessively, has difficulty staying seated, always on the go, as if driven by a motor. Onset is typically before age seven and condition lasts at least six months. Developmental delay: A condition in which a young child falls significantly behind his/her age-mates in physical, mental (cognitive), speech (communication), social/emotional, adaptive (behavioral) development. It does not simply mean that the child talked somewhat later than some children talked or was smaller than average. It is not to be confused with autism or pervasive developmental delay. If the child's social behavior and relationships with other people are generally consistent with his or her delayed cognitive development, then the classification of the condition as developmental delay is probably appropriate. If this is not the case, see the definitions of autism and pervasive developmental disorder or delay. Autism: A developmental disability significantly affecting verbal and nonverbal communication as well as social interaction, generally evident before age three. Other characteristics often associated with autism are a pervasive lack of responsiveness to other people, and engagement in repetitive activities and stereotyped movements (such as hand-flapping or rocking). There is also often an insistence on sameness, as shown by stereotyped play, abnormal preoccupations, or resistance to change. With autism, the impaired social development and delayed or deviant language development are not merely predictable from the child's cognitive retardation. Some children with autism are actually advanced in their reading skills, memory skills, or musical abilities. The term autism does not apply if the child’s educational performance is negatively affected primarily because the child has an emotional disturbance. Asperger's Disorder, Pervasive Developmental Disorder (PDD), or any other autism spectrum disorder may be coded here; the subtype will be captured in the next question. Pervasive developmental disorder or delay is also characterized by gross and sustained impairment in social relationships, but typically has an onset after 30 months of age. Other characteristics are sudden excessive anxiety, inappropriate affect or emotions, resistance to change in the environment, oddities of motor movement, abnormalities of speech, hypersensitivity to sensory stimuli, and self-mutilation. This condition generally does not involve delusions, hallucinations, incoherence, or bizarre associations. "Austism spectrum disorder (ASD)" should be coded here. Dyslexia: A learning disability (see above definition) marked by impairment of the ability to recognize and comprehend the written word. Dyscalculia: A learning disability (see above definition) marked by impairment in the ability to perform and remember calculations in mathematics. Intellectual disability/Severe cognitive disability/Mental retardation: The child's mental development is significantly and noticeably behind what would ordinarily be expected for a child of his or her age. This 

### Page 11 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQsignificantly below average general intellectual functioning exists at the same time as problems in adaptive behavior, and negatively affects the child’s educational performance. "Intellectual developmental disorder" should be coded here. Orthopedic impairment: A bodily (or physical) impairment that is severe enough to negatively affect a child’s educational performance. Disabling physical problems such as those resulting from poliomyelitis (often called polio or infantile paralysis), bone tuberculosis, cerebral palsy, amputations, and fractures or contractures (shortening of tissue) from burns would be considered as orthopedic impairments. Serious Emotional Disturbance or SED: A condition that has one or more of the following characteristics over a long period of time that negatively affect a child's educational performance: (a) an inability to learn that cannot be explained by other factors; (b) an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; (c) inappropriate behavior or feelings; d) a general mood of unhappiness or depression; or (e) a tendency to develop physical symptoms or fears associated with personal or school problems. The term includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have a serious emotional disturbance. Traumatic Brain Injury: An acquired injury to the brain caused by an external force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psycho-social behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital (there at birth) or degenerative (problem that grows worse over time), or to brain injuries brought on by birth trauma (injuries during birth). The term is used when an external force has caused the injury. Panic Disorder: A disorder in which there is the sudden onset of several different physical signs, such as rapid heart rate, shaking, sweating, nausea, dizziness, and difficulty breathing. A panic disorder may make a child think that something horrible is about to happen. Separation Anxiety Disorder: This is the fear a child has of being separated from his/her parents which is far more than would be expected for the child’s developmental stage. Obsessive Compulsive Disorder: A child must have obsessions or compulsions or both to have this disorder, and these obsessions and/or compulsions must be disabling to the child. Obsessions are thoughts that aren’t visible to others but cause the child distress. The thoughts occur over and over and the child spends so much time on them that they have a hard time taking care of themselves or relating to others. Compulsions are mental acts that a child feels driven to perform in response to an obsession. Generalized Anxiety Disorder: Children who have this disorder worry all the time over nothing, themselves, other’s safety, their health, and/or the world to a far greater extent than average. They often have many physical signs of anxiety such as headache, abdominal pain, cramps, diarrhea, vomiting, and dizziness. Other Anxiety Disorder: An anxiety disorder that is not one of the specific disorders in this list. Bipolar Disorder: A child with bipolar disorder displays signs of major mood changes, sometimes sad, as in depression, or the opposite, mania. All bipolar disorders are a combination of mania with or without depression. Some signs of mania include inflated self-esteem, decreased need for sleep, distractibility and increased activity. Some signs of depression are sleeping too much, poor appetite, feelings of severe worthlessness, hallucinations or strange beliefs about the past. Depression: Some signs of depression are frequent sadness, loss of interest or enjoyment of activities, low energy, isolation from friends, sleeping too much, poor appetite, a severe sense of worthlessness, problems with concentration, frequent complaints of physical illnesses, and thoughts of suicide or destructive behavior. Speech Problems (such as articulation problems; communication problems; phonological problems; voice disorders; or stuttering): Speech problems include many types of issues a child may show when he or she talks. The listener may not hear the child (his/her voice may be inaudible), the child may not speak clearly (sounds are not crisp), or the child may use sounds or say words the listener is not familiar with. These problems are common in very young children as they learn to speak. However, as children age they are expected to speak with more clarity. Thus, a speech problem refers to speech that is not age appropriate. Articulation problems refer to an inability to make certain sounds. The child may say “wock” instead of 

### Page 12 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQCODES



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

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

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

DISABILITY/MENTAL RETARDATION 9 ORTHOPEDIC IMPAIRMENT 10 SERIOUS EMOTIONAL DISTURBANCE 11 TRAUMATIC BRAIN INJURY 12 PANIC DISORDER 13 SEPARATION ANXIETY DISORDER 14 OBSESSIVE COMPULSIVE DISORDER 15 GENERALIZED ANXIETY DISORDER 16 OTHER ANXIETY DISORDER 17 BIPOLAR DISORDER 18 DEPRESSION “rock” or they may leave off a sound and say “tick or teat” instead of “trick or treat.” These problems occur when the child changes a sound, leaves off a sound, or adds a sound to familiar words. If a child cannot make particular sounds that children his/her age normally make, that may also be referred to as a Phonological problem. Voice disorders refer to difficulty producing sound at all and is a problem with the vocal cords. A Stuttering problem refers to difficulty producing fluent (flowing or effortless) speech. The child cannot speak sentences or groups of words with ease. Instead, the child hesitates before saying some words. They may seem as if they are mentally blocking on a word. This hesitation makes it hard for the listener to understand what the child is trying to say. Sensory Deficit Disorder (such as sensory deprivation problems, sensory processing problems; sensory integration problems; or sensory organization problems): This should not be confused with attention deficit disorder, vision problems, or hearing problems. Sensory deficit disorder, sensory processing disorder, and sensory integration disorder are terms that refer to problems a child may have correctly organizing or interpreting sensory information. The child reacts to sensory information (what is seen, heard, touched, etc.) in an unexpected way. Some examples are strong reactions to smelling certain perfumes, oversensitivity to the touch of certain fabrics or even to any fabric, or overreactions to loud noises. When the level of sensitivity creates a problem with age-appropriate behavior or activities, or age-appropriate functioning at home or school then it becomes a problem. Oppositional Defiant Disorder (Oppositional Defiance Disorder; ODD): ODD refers to children whose uncooperative, defiant, or hostile behavior disrupts daily life. All children show such behavior in particular circumstances – such as when they are tired, not feeling well, or under unusual stress. However, identification of ODD comes with such behavior that (1) occurs with unusual frequency, (2) occurs in more than one setting - such as home, school, church, or supermarket, and (3) is not appropriate for the age. Examples include the following: the child has frequent temper tantrums; argues excessively with adults; challenges rules or authority; is defiant and refuses to comply with adult requests and rules; purposely tries to annoy or upset people; blames others for his or her mistakes or misbehavior; is often touchy or easily annoyed by others; has frequent anger and resentment; talks in a mean and hateful way when upset; or has a spiteful attitude and seeks revenge.



### Page 13 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:



### 19 SPEECH PROBLEMS/ARTICULATION

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

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

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

REFUSED CHQ200 

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

### Page 14 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQDISPLAY “ Other Anxiety Disorder:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Bipolar Disorder:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Depression:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Speech Problems (such as articulation problems; communication problems; phonological problems; voice disorders; or stuttering): ” IN THE HELP TEXT IN BOLD TEXT. DISPLAY " Articulation problems," " Phonological problem," "Voice disorders," and "Stuttering problem" UNDER SPEECH PROBLEMS IN BOLD TEXT. DISPLAY “Sensory Deficit Disorder (such as sensory deprivation problems, sensory processing problems; sensory integration problems; or sensory organization problems):” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Oppositional Defiant Disorder (Oppositional Defiance Disorder; ODD):” IN THE HELP TEXT IN BOLD TEXT. 

## BOX6

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



## CHQ125OS

QUESTION TEXT:

ENTER TEXT 

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

______________________________________________



## BOX7

IF CHQ.125 HAS A CODE OF 5, GO TO CHQ.126. ELSE, GO TO BOX 8.



### Page 15 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

## CHQ126

QUESTION TEXT:

CODES 

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

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



## BOX7a

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



## CHQ126OS

QUESTION TEXT:

ENTER TEXT 

### Length 50 [What type of autism spectrum disorder does {CHILD} have? Is it autism, Asperger's Disorder, Pervasive Developmental Disorder, something else, or was it identified generally as Autism Spectrum Disorder?] SPECIFY TYPE OF AUTISM SPECTRUM DISORDER.

_____________________________________________________________



### Page 16 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

## BOX8

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



## CHQ130

QUESTION TEXT: How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/Attention Deficit Disorder (ADD)/Attention Deficit Hyperactivity Disorder (ADHD)/a developmental delay/autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder/dyslexia/dyscalculia/an intellectual disability, severe cognitive disability, or mental retardation/an orthopedic impairment/a serious emotional disturbance/a traumatic brain injury/a panic disorder/separation anxiety disorder/obsessive compulsive disorder/generalized anxiety disorder/an {other} anxiety disorder/bipolar disorder/depression/speech/a sensory deficit disorder/oppositional defiant disorder{TEXT FROM OTHER SPECIFY}} was made? |___|___| ENTER AGE 

### Page 17 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 0 to 23



### REFUSED CHQ140 

### DON'T KNOW CHQ135a
DISPLAY THE FOLLOWING FOR THE PARTICULAR LOOP THE RESPONDENT IS ON: IF CHQ.125 = 1, DISPLAY “a learning disability." IF CHQ.125 = 2, DISPLAY “Attention Deficit Disorder (ADD)." IF CHQ.125 = 3, DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD)." IF CHQ.125 = 4, DISPLAY “a developmental delay." IF CHQ.125 = 5, DISPLAY “autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder." IF CHQ.125 = 6, DISPLAY “dyslexia." IF CHQ.125 = 7, DISPLAY “dyscalculia." IF CHQ.125 = 8, DISPLAY “an intellectual disability, severe cognitive disability, or mental retardation." IF CHQ.125 = 9, DISPLAY “an orthopedic impairment." IF CHQ.125 = 10, DISPLAY “a serious emotional disturbance." IF CHQ.125 = 11, DISPLAY “a traumatic brain injury." IF CHQ.125 = 12, DISPLAY “a panic disorder." IF CHQ.125 = 13, DISPLAY “separation anxiety disorder." IF CHQ.125 = 14, DISPLAY “obsessive compulsive disorder." IF CHQ.125 = 15, DISPLAY “generalized anxiety disorder." IF CHQ.125 = 16, DISPLAY “an {other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other." IF CHQ.125 = 17, DISPLAY “bipolar disorder." IF CHQ.125 = 18, DISPLAY “depression." IF CHQ.125 = 19, DISPLAY “speech." IF CHQ.125 = 20, DISPLAY “a sensory deficit disorder." IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder." IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS. RANGE CHECK: 0-23. THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN THE CHILD'S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT. 

## CHQ131

QUESTION TEXT:

CODES 

### 1 MONTHS CHQ140 [How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/Attention Deficit Disorder (ADD)/Attention Deficit Hyperactivity Disorder (ADHD)/a developmental delay/autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder/dyslexia/dyscalculia/an intellectual disability, severe cognitive disability, or mental retardation/an orthopedic impairment/a serious emotional disturbance/a traumatic brain injury/a panic disorder/separation anxiety disorder/obsessive compulsive disorder/generalized anxiety disorder/an {other} anxiety disorder/bipolar disorder/depression/speech/a sensory deficit disorder/oppositional defiant disorder{TEXT FROM OTHER SPECIFY}} was made?] |___| ENTER UNIT



### Page 18 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:



### 2 YEARS CHQ140



### REFUSED CHQ140 

### DON'T KNOW CHQ135a IF CHQ.125 = 1, DISPLAY “a learning disability." IF CHQ.125 = 2, DISPLAY “Attention Deficit Disorder (ADD)." IF CHQ.125 = 3, DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD)." IF CHQ.125 = 4, DISPLAY “a developmental delay." IF CHQ.125 = 5, DISPLAY “autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder." IF CHQ.125 = 6, DISPLAY “dyslexia." IF CHQ.125 = 7, DISPLAY “dyscalculia." IF CHQ.125 = 8, DISPLAY “an intellectual disability, severe cognitive disability, or mental retardation." IF CHQ.125 = 9, DISPLAY “an orthopedic impairment." IF CHQ.125 = 10, DISPLAY “a serious emotional disturbance." IF CHQ.125 = 11, DISPLAY “a traumatic brain injury." IF CHQ.125 = 12, DISPLAY “a panic disorder." IF CHQ.125 = 13, DISPLAY “separation anxiety disorder." IF CHQ.125 = 14, DISPLAY “obsessive compulsive disorder." IF CHQ.125 = 15, DISPLAY “generalized anxiety disorder." IF CHQ.125 = 16, DISPLAY “an {other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other." IF CHQ.125 = 17, DISPLAY “bipolar disorder." IF CHQ.125 = 18, DISPLAY “depression." IF CHQ.125 = 19, DISPLAY “speech." IF CHQ.125 = 20, DISPLAY “a sensory deficit disorder." IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder." IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS. RANGE CHECK: 0-23 IF MONTHS IS THE UNIT; 0-“CHILD’S CURRENT AGE” IF YEARS IS THE UNIT. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT. 

## CHQ135a

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 1 to 12



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

RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR.


### Page 19 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQDIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## CHQ135b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 2003 to 2015



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

RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR. DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## CHQ140

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW Is {CHILD} now taking any prescription medicine for the condition related to {his/her} {learning disability/Attention Deficit Disorder (ADD)/Attention Deficit Hyperactivity Disorder (ADHD)/developmental delay/autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder/dyslexia/dyscalculia/intellectual disability, severe cognitive disability, or mental retardation/orthopedic impairment/serious emotional disturbance/traumatic brain injury/panic disorder/separation anxiety disorder/obsessive compulsive disorder/generalized anxiety disorder/{other} anxiety disorder/bipolar disorder/depression/speech problems/sensory deficit disorder/oppositional defiant disorder/{TEXT FROM OTHER SPECIFY}}?

IF CHQ.125 = 1, DISPLAY “learning disability." IF CHQ.125 = 2, DISPLAY “Attention Deficit Disorder (ADD)." IF CHQ.125 = 3, DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD)." IF CHQ.125 = 4, DISPLAY “developmental delay." IF CHQ.125 = 5, DISPLAY “autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other 

### Page 20 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQautism spectrum disorder." IF CHQ.125 = 6, DISPLAY “dyslexia." IF CHQ.125 = 7, DISPLAY “dyscalculia." IF CHQ.125 = 8, DISPLAY “intellectual disability, severe cognitive disability, or mental retardation." IF CHQ.125 = 9, DISPLAY “orthopedic impairment." IF CHQ.125 = 10, DISPLAY “serious emotional disturbance." IF CHQ.125 = 11, DISPLAY “traumatic brain injury." IF CHQ.125 = 12, DISPLAY “panic disorder." IF CHQ.125 = 13, DISPLAY “separation anxiety disorder." IF CHQ.125 = 14, DISPLAY “obsessive compulsive disorder." IF CHQ.125 = 15, DISPLAY “generalized anxiety disorder." IF CHQ.125 = 16, DISPLAY “{other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other." IF CHQ.125 = 17, DISPLAY “bipolar disorder." IF CHQ.125 = 18, DISPLAY “depression." IF CHQ.125 = 19, DISPLAY “speech problems." IF CHQ.125 = 20, DISPLAY “sensory deficit disorder." IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder." IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS. 

## BOX9

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



## CHQ155

QUESTION TEXT:

CODES 

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

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



## CHQ173

Page 21 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 Less than one month, 2 Less than a year, 3 1 to 2 years, 4 3 to 4 years, or 5 5 years or more

REFUSED DON'T KNOW How long has {CHILD} taken such prescription medicine for {a learning disability/Attention Deficit Disorder (ADD)/Attention Deficit Hyperactivity Disorder (ADHD)/a developmental delay/autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder/dyslexia/dyscalculia/an intellectual disability, severe cognitive disability, or mental retardation/an orthopedic impairment/a serious emotional disturbance/a traumatic brain injury/a panic disorder/separation anxiety disorder/obsessive compulsive disorder/generalized anxiety disorder/an {other} anxiety disorder/bipolar disorder/depression/speech problems/a sensory deficit disorder/oppositional defiant disorder/{TEXT FROM OTHER SPECIFY}}, in total?

IF CHQ.125 = 1, DISPLAY “a learning disability." IF CHQ.125 = 2, DISPLAY "Attention Deficit Disorder (ADD)." IF CHQ.125 = 3, DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD) ." IF CHQ.125 = 4, DISPLAY “a developmental delay." IF CHQ.125 = 5, DISPLAY “autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder." IF CHQ.125 = 6, DISPLAY “dyslexia." IF CHQ.125 = 7, DISPLAY “dyscalculia." IF CHQ.125 = 8, DISPLAY “an intellectual disability, severe cognitive disability, or mental retardation." IF CHQ.125 = 9, DISPLAY “an orthopedic impairment." IF CHQ.125 = 10, DISPLAY “a serious emotional disturbance." IF CHQ.125 = 11, DISPLAY “a traumatic brain injury." IF CHQ.125 = 12, DISPLAY “a panic disorder." IF CHQ.125 = 13, DISPLAY “separation anxiety disorder." IF CHQ.125 = 14, DISPLAY “obsessive compulsive disorder." IF CHQ.125 = 15, DISPLAY “generalized anxiety disorder." IF CHQ.125 = 16, DISPLAY “an {other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other." IF CHQ.125 = 17, DISPLAY “bipolar disorder." IF CHQ.125 = 18, DISPLAY “depression." IF CHQ.125 = 19, DISPLAY “speech problems." IF CHQ.125 = 20, DISPLAY “a sensory deficit disorder." IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder." IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS. SOFT RANGE CHECK: COMPARE CHILD'S PRELOADED AGE TO AGE AT DIAGNOSIS TO DETERMINE IF REPORT OF HOW LONG CHILD HAS TAKEN MEDICATION FOR A PARTICULAR PROBLEM IN CHQ125 IS LONGER THAN CHILD HAS BEEN DIAGNOSED WITH THE SAME PROBLEM NAMED IN CHQ125. DEFINE CHILD'S AGE AS FOLLOWS: USE PRELOADED DATE OF BIRTH AND DATE OF INTERVIEW TO CALCULATE AGE IN YEARS. DEFINE CHILD'S BIRTH YEAR AS FOLLOWS: USE PRELOADED DATE OF BIRTH YEAR. FOR EACH LOOP FOR A PARTICULAR PROBLEM INDICATED IN CHQ125, DO THE FOLLOWING: IF (CHILD’S AGE IS NONMISSING) AND (CHQ.130 AND CHQ.131 NE DK) AND (CHQ.131 = 2), APPLY THE FOLLOWING CHECK: 1. IF THE DIFFERENCE BETWEEN THE AGE AND VALUE ENTERED IN CHQ.130 EQUALS 1 OR 2, VALUE FOR 

### Page 22 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQCHQ.173 CANNOT EQUAL 4 OR 5. 2. IF THE DIFFERENCE BETWEEN THE AGE AND VALUE ENTERED IN CHQ.130 EQUALS 3 OR 4, VALUE FOR CHQ.173 CANNOT EQUAL 5. IF 1 OR 2 IS TRUE, DISPLAY ERROR MESSAGE: THE RESPONDENT HAS REPORTED THAT THE CHILD HAS TAKEN THIS MEDICATION LONGER THAN HE/SHE HAS BEEN DIAGNOSED WITH THIS ISSUE. PLEASE CONFIRM ANSWER. PRESS G OR ENTER TO CHANGE ENTRY. PRESS C OR ESCAPE TO CANCEL. PRESS S TO SUPPRESS AND CONTINUE. ELSE, IF (CHILD’S AGE IS NONMISSING) AND (CHQ.130 AND CHQ.131 NE DK) AND (CHQ.131 = 1), ALL ENTRIES POSSIBLE FOR CHQ.173. IF (CHILD’S BIRTH YEAR IS NONMISSING) AND (CHQ.135b NE RF OR DK), APPLY THE FOLLOWING CHECK: 1. IF THE DIFFERENCE BETWEEN THE CURRENT YEAR AND THE VALUE ENTERED IN CHQ.135b EQUALS 1 OR 2, VALUE FOR CHQ.173 CANNOT EQUAL 4 OR 5. 2. IF THE DIFFERENCE BETWEEN THE CURRENT YEAR AND THE VALUE ENTERED IN CHQ.135b EQUALS 1, 2, 3 OR 4, VALUE FOR CHQ.173 CANNOT EQUAL 5. 3. IF THE DIFFERENCE BETWEEN THE CURRENT YEAR AND THE VALUE ENTERED IN CHQ.135b EQUALS 0, THE VALUE FOR CHQ.173 CANNOT EQUAL 3, 4, OR 5. IF 1, 2, OR 3 IS TRUE, DISPLAY ERROR MESSAGE: THE RESPONDENT HAS REPORTED THAT THE CHILD HAS TAKEN THIS MEDICATION LONGER THAN HE/SHE HAS BEEN DIAGNOSED WITH THIS ISSUE. PLEASE CONFIRM ANSWER. PRESS G OR ENTER TO CHANGE ENTRY. PRESS C OR ESCAPE TO CANCEL. PRESS S TO SUPPRESS AND CONTINUE. ELSE, ALL ENTRIES ACCEPTED. 

## BOX11

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



## CHQ200

QUESTION TEXT: For the next question, please base your answer on how {CHILD} compares to other children of the same age. Does {CHILD} pronounce words, communicate with and understand others...


### Page 23 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQCODES



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

REFUSED DON'T KNOW IF RESPONDENT INDICATES CHILD DIFFERS ON ANY OF THE AREAS (E.G., CAN UNDERSTAND BUT NOT PRONOUNCE), SAY: Answer for the area in which the child has the most difficulty.



## BOX11a

IF CHQ.200 = 3, 4, RF, OR DK, GO TO CHQ.206e. ELSE, GO TO BOX11B.



## CHQ206e

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW Since last spring, has {CHILD} had a problem with stuttering?



## BOX11b

IF (CHQ.200 = 3 OR 4) OR (CHQ.206e = 1), GO TO CHQ.210. ELSE, GO TO CHQ.216.



### Page 24 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

## CHQ210

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO CHQ216



### REFUSED CHQ216 

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

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

## CHQ215

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO

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

DISPLAY “of a problem” IN UNDERLINED TEXT. 

## CHQ216

Page 25 of 58 2014-06-23 11:00 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQQUESTION TEXT:

CODES 

### 1 excellent hearing, CHQ221 

### 2 good hearing, CHQ221 

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

REFUSED CHQ221 

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



## CHQ217

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES CHQ221 

### 2 NO

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

DISPLAY “hear and understand” AND “whispers” IN UNDERLINED TEXT. 

## CHQ218

Page 26 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES CHQ221 

### 2 NO

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

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

## CHQ219

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES CHQ221 

### 2 NO

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

DISPLAY “hear and understand” AND “shouts” IN UNDERLINED TEXT. 

## CHQ220

QUESTION TEXT:


### Page 27 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES 2 NO

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

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

## CHQ221

QUESTION TEXT:

CODES 

### 1 YES 2 NO CHQ235



### REFUSED CHQ235 

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



## CHQ222

QUESTION TEXT: Which best describes {CHILD}'s hearing in {his/her} worse ear? If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device. In {his/her} worse ear, would you say {CHILD} has... NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT EVALUATION CAN BE INCLUDED IN THIS ANSWER.



### Page 28 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

CODES 

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

REFUSED DON'T KNOW
DISPLAY FIRST AND SECOND “worse” IN UNDERLINED TEXT. 

## CHQ235

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW {Besides the ECLS-K:2011 hearing evaluation done for this study, since last spring, has/since the spring of 2013, has/since the fall of 2012, has/has} / {Since last spring, has/Since the spring of 2013, has/Since the fall of 2012, has/Has} {CHILD}'s hearing {ever} been evaluated by a professional?

HELP TEXT: Professional: This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech pathologists, etc. Do not include teachers or some other non-health professional. For the vision and hearing questions, having been evaluated at the school by a health professional does count as being evaluated by a professional.

DISPLAY “Professional:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “vision and hearing questions” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “does” IN THE HELP TEXT IN BOLD TEXT. DISPLAY "{Besides the ECLS-K:2011 hearing evaluation done for this study, since last spring has/since the spring of 2013, has/since the fall of 2012 has/has}" IF THE PRELOAD INDICATES THAT HCHILD=1 (CHILD IS IN THE HEARING SUBSAMPLE). WITHIN THIS DISPLAY, IF HCHILD=1 IN THE PRELOAD, DISPLAY "since last spring has" AND USE A NULL DISPLAY FOR "ever" IN THE MAIN QUESTION TEXT IF MOST RECENTLY COMPLETED SECTION CHQ WAS IN SPRING-THIRD GRADE ACCORDING TO THE PRELOAD. ELSE, IF HCHILD=1 IN THE PRELOAD, DISPLAY "since the spring of 2013" AND USE A NULL DISPLAY FOR "ever" IN THE MAIN QUESTION TEXT IF MOST RECENTLY COMPLETED SECTION CHQ WAS IN SPRING SECOND GRADE ACCORDING TO THE PRELOAD. ELSE, IF HCHILD=1 IN THE PRELOAD, DISPLAY "since the fall of 2012 has" AND USE A NULL DISPLAY FOR "ever" IN THE MAIN QUESTION TEXT IF MOST RECENTLY 

### Page 29 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQCOMPLETED SECTION CHQ WAS IN FALL-SECOND GRADE ACCORDING TO THE PRELOAD. ELSE, IF HCHILD=1 IN THE PRELOAD, DISPLAY "has" AND DISPLAY "ever" IN THE MAIN QUESTION TEXT. ELSE, DO THE FOLLOWING: DISPLAY "Since last spring has" AND USE A NULL DISPLAY FOR "ever" IF MOST RECENTLY COMPLETED SECTION CHQ WAS IN SPRING-THIRD GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY "Since the spring of 2013" AND USE A NULL DISPLAY FOR "ever" IF MOST RECENTLY COMPLETED SECTION CHQ WAS IN SPRING SECOND GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY "Since the fall of 2012 has" AND USE A NULL DISPLAY FOR "ever" IF MOST RECENTLY COMPLETED SECTION CHQ WAS IN FALL-SECOND GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY "Has" AND "ever." 

## BOX12

IF CHQ.235 = 1, GO TO CHQ.245. ELSE, IF CHQ215=1, GO TO BOX 13. ELSE, GO TO CHQ.285.



## CHQ245

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO BOX 13



### REFUSED BOX 13 

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

DISPLAY “of a problem” IN UNDERLINED TEXT. 

## CHQ246

QUESTION TEXT: What was the diagnosis? PROBE: Anything else? 

### Page 30 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQCODES



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

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

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

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

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

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

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

HERPES VIRUS) 8 DUE TO OTOTOXIC EXPOSURE TO

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

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

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

LOSS OR SENSORINEURAL HEARING LOSS) 14 DUE TO CENTRAL AUDITORY PROCESSING

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

REFUSED CODE ALL THAT APPLY.



### Page 31 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS: 

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

## BOX12a

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



## CHQ246OS

QUESTION TEXT:

ENTER TEXT 

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

___________________________________________



## BOX13

IF THE CASE HAD A SPRING KINDERGARTEN, SPRING FIRST-GRADE, SPRING SECOND-GRADE, OR SPRING THIRD-GRADE INTERVIEW, DETERMINE FROM THE PRELOAD IF CHQ.250A WAS ASKED IN EITHER SPRING KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, OR SPRING THIRD GRADE FOR ABILITY TO COMMUNICATE, HEARING, OR BOTH. IF SO, DETERMINE IF CHQ.250 WOULD BE ASKED ABOUT THE SAME CURRENT ISSUE(S) (E.G., CHILD HAD A HEARING DIAGNOSIS IN SPRING KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, OR SPRING THIRD GRADE AND GOT ANOTHER HEARING DIAGNOSIS IN SPRING FOURTH GRADE) ACCORDING TO THE DIRECTIONS BELOW. IF CHQ.250 WOULD BE ASKED ABOUT AN ISSUE THAT HAD BEEN ASKED ABOUT IN SPRING KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE OR SPRING THIRD GRADE, WE DO NOT NEED TO ASK ABOUT IT AGAIN IN SPRING FOURTH GRADE. IF THE CURRENT DIAGNOSIS IS FOR THE SAME ISSUE AS IN SPRING KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, OR SPRING THIRD GRADE GO TO CHQ.255a.



### Page 32 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ(NOTE: IF THERE WERE TWO ISSUES IN SPRING KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, OR SPRING THIRD GRADE (E.G., BOTH ABILITY TO COMMUNICATE AND HEARING WERE ASKED ABOUT IN ONE OF THE INTERVIEWS OR ABILITY TO COMMUNICATE WAS ASKED ABOUT IN ONE INTERVIEW AND HEARING WAS ASKED ABOUT IN ANOTHER INTERVIEW), BUT ONE ISSUE IN SPRING FOURTH (E.G., HEARING), GO TO CHQ.255a BECAUSE WE ALREADY ASKED ABOUT HEARING IN SPRING KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, OR SPRING THIRD GRADE. HOWEVER, IF ONE ISSUE WAS MENTIONED IN SPRING KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, OR SPRING THIRD GRADE AND IT WAS THE SAME ISSUE IN BOTH TIME PERIODS (E.G., HEARING) AND BOTH ISSUES ARE NOTED IN SPRING FOURTH GRADE (ABILITY TO COMMUNICATE AND HEARING), ASK ABOUT THE ONE THAT THE TWO TIME PERIODS DO NOT HAVE IN COMMON (ABILITY TO COMMUNICATE) BECAUSE THAT HAS NOT BEEN ASKED ABOUT BEFORE.) ELSE, FOLLOW DIRECTIONS BELOW. ASK CHQ.250a, CHQ.250b (IF APPLICABLE), CHQ.250c (IF APPLICABLE), AND CHQ.255a, CHQ.255b (IF APPLICABLE) FOR THE FOLLOWING: IF CHQ.215 = 1 AND CHQ.245 NE 1, ASK ABOUT ABILITY TO COMMUNICATE. IF CHQ.215 NE 1 AND CHQ.245 = 1, ASK ABOUT HEARING. IF CHQ.215 = 1 AND CHQ.245 = 1, ASK ABOUT BOTH ABILITY TO COMMUNICATE AND HEARING SEPARATELY IN A LOOP. ELSE, GO TO CHQ.285.



## CHQ250a

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 MONTHS CHQ250b 

### 2 YEARS CHQ250c 

### 3 NO DIAGNOSIS HAS BEEN RECEIVED YET Box14



### REFUSED BOX14 

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

IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate." ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1, DISPLAY “hearing." ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED. "'NO DIAGNOSIS' SHOULD ONLY BE ALLOWED IF CHQ.246=17 AND ONLY 17. Please verify your answer." IF CHQ.246 IS SKIPPED, THE ERROR MESSAGE SHOULD BE "NO DIAGNOSIS SHOULD NOT BE ALLOWED IF CHQ.215=Yes. PLEASE VERIFY YOUR ANSWER."


### Page 33 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQDIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## CHQ250b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 23



### REFUSED BOX14 

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

IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate." ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1, DISPLAY “hearing." ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED. DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## CHQ250c

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### REFUSED BOX14



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

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

## BOX14 Page 34 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQIF CHQ.215 = 1 AND CHQ.245 = 1, AND THE FIRST LOOP IN BOX 13 FOR ABILITY TO COMMUNICATE HAS BEEN ANSWERED BUT NOT THE LOOP FOR HEARING AND CHQ.250a WAS NOT ASKED IN EITHER SPRING KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, OR SPRING THIRD GRADE FOR ABILITY TO HEAR, GO BACK TO CHQ.250a. IF CHQ.215=1 AND CHQ.245=1, AND THE FIRST LOOP IN BOX 13 FOR ABILITY TO COMMUNICATE HAS BEEN ANSWERED BUT NOT THE LOOP FOR HEARING AND CHQ.250a WAS ASKED IN EITHER SPRING KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, OR SPRING THIRD GRADE FOR ABILITY TO HEAR, GO BACK TO CHQ.255a AND ASK ABOUT HEARING. ELSE, IF THE PRELOAD SHOWS THAT (CHQ256a or CHQ256b = 1 IN SPRING THIRD OR SPRING SECOND) OR (CHQ.256=1 FALL SECOND, SPRING FIRST OR SPRING KINDERGARTEN), GO TO CHQ.256a. ELSE, IF CHQ.245 = 1, GO TO CHQ.256b. ELSE, GO TO CHQ.285.



## CHQ255a

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 1 to 12



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

IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate." ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1, DISPLAY “hearing." ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED. RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR. DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## CHQ255b

Page 35 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 2003 to 2015



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

IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate." ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1, DISPLAY “hearing." ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED. RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR. DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## BOX16

IF CHQ.215 = 1 AND CHQ.245 = 1, AND THE FIRST LOOP IN BOX 13 FOR ABILITY TO COMMUNICATE HAS BEEN ANSWERED BUT NOT THE LOOP FOR HEARING, GO BACK TO CHQ.250a AND ASK ABOUT HEARING. ELSE, IF THE PRELOAD SHOWS THAT (CHQ256a or CHQ256b = 1 IN SPRING THIRD GRADE) OR (CHQ256a or CHQ.256b=1 IN SPRING SECOND GRADE) OR (CHQ256 IN FALL SECOND GRADE, SPRING FIRST GRADE, OR SPRING KINDERGARTEN), GO TO CHQ.256a. ELSE, IF CHQ.245 =1, GO TO CHQ.256b. ELSE, GO TO CHQ.285.



## CHQ256a

QUESTION TEXT: HELP AVAILABLE

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


### Page 36 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES, CURRENTLY BOX16A 

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

### 3 NO CHQ263



### REFUSED CHQ263 

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

## CHQ256b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES, CURRENTLY 2 YES, IN THE PAST 3 NO CHQ263



### REFUSED CHQ263 

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

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

## BOX16a

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



## CHQ257a HELP AVAILABLE



### Page 37 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### REFUSED

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

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

## CHQ257b

QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 MONTHS 2 YEARS

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



## BOX16a2

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



### Page 38 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

## CHQ258

QUESTION TEXT:

CODES 

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

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



## CHQ259

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES CHQ270 

### 2 NO

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

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

## CHQ260

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

### Page 39 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES CHQ270 

### 2 NO

REFUSED DON'T KNOW {CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.

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

## CHQ261

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES CHQ270 

### 2 NO

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

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

## CHQ262

QUESTION TEXT:

CODES 

### 1 YES CHQ270 

### 2 NO CHQ270



### REFUSED CHQ270 

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



### Page 40 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS: DISPLAY “when wearing {his/her} hearing aid(s)," “hear and understand," AND “speaks loudly” IN UNDERLINED TEXT. DISPLAY “better” IF CHQ.221 = 1. ELSE, USE A NULL DISPLAY. 

## CHQ263

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO CHQ270



### REFUSED CHQ270 

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

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

## CHQ264a

QUESTION TEXT: HELP AVAILABLE

ENTER NUMBER 

### Range 0 to 36



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



### Page 41 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS: RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1-“CHILD’S CURRENT AGE” IF UNIT IS YEARS. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT. 

## CHQ264b

QUESTION TEXT:

CODES 

### 1 MONTHS 2 YEARS

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



## CHQ270

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

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



### REFUSED CHQ285 

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

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


### Page 42 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

## BOX16b

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



## CHQ271

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 2003 to 2015



### REFUSED CHQ272a 

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

RANGE CHECK: 2003-2015. YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. ONCE YEAR IS ENTERED, SKIP TO CHQ,277. 

## CHQ272a

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

### Page 43 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 0 to 36



### REFUSED DON'T KNOW ENTER NUMBER FOR AGE

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

## CHQ272b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 MONTHS CHQ277 

### 2 YEARS CHQ277



### REFUSED CHQ277 

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

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

## CHQ273

QUESTION TEXT:

ENTER NUMBER 

### Range 2003 to 2015



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



### Page 44 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS: RANGE CHECK: 2003-2015. YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## CHQ274

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 2003 to 2015 [In what years were they implanted?] PROBE: When was it implanted in the right ear? |___|___|___|___| ENTER YEAR FOR RIGHT EAR.

RANGE CHECK: 2003-2015. YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## BOX17

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



## CHQ275a

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

### Page 45 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 0 to 36



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

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

## CHQ275b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 MONTHS 2 YEARS

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

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

## BOX18 Page 46 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQIF A YEAR WAS ONLY ENTERED FOR THE RIGHT EAR (CHQ.274 NE REFUSED OR DON’T KNOW) AND (CHQ.273 EQ REFUSED OR DON’T KNOW), GO TO CHQ.277. ELSE, GO TO CHQ. 276a.



## CHQ276a

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 36



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

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

## CHQ276b

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


### Page 47 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 MONTHS 2 YEARS

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

## CHQ277

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES CHQ285 

### 2 NO

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

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

## CHQ278

QUESTION TEXT:

CODES 

### 1 YES CHQ285 

### 2 NO [Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} cochlear implant(s).] {CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.



### Page 48 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS: 

### REFUSED DON'T KNOW DISPLAY “when wearing {his/her} cochlear implant(s)," “hear and understand,” AND "talks in a normal voice” IN UNDERLINED TEXT. 

## CHQ279

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES CHQ285 

### 2 NO

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

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

## CHQ280

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

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

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

## CHQ285
Page 49 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQQUESTION TEXT:

CODES 

### 1 YES 2 NO CHQ290



### REFUSED CHQ290 

### DON'T KNOW CHQ290 Now I want to ask you about {CHILD}’s vision. Without the use of eyeglasses or contact lenses, does {CHILD} have difficulty seeing objects in the distance or letters on paper?



## CHQ286

QUESTION TEXT:

CODES 

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

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



## CHQ290

QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 YES 2 NO CHQ330 {Since last spring has/Has} {CHILD}'s vision {ever} been evaluated by an eye care professional? HELP TEXT: Eye Care Professional: This includes optometrists and ophthalmologists. Include a school nurse who gives a vision test, but do not include teachers or some other non-health professional, or a doctor who simply looks in the child’s eyes. For the vision and hearing questions, having been evaluated at the school by a health professional does count as being evaluated by a professional.



### Page 50 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS: 

### REFUSED CHQ330 

### DON'T KNOW CHQ330 DISPLAY “Eye Care Professional:” IN THE HELP TEXT IN BOLD TEXT. DISPLAY “Since last spring has” AND USE A NULL DISPLAY FOR “ever” IF SECTION CHQ WAS COMPLETED IN SPRING-THIRD GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Has” AND “ever." 

## CHQ300

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO CHQ330



### REFUSED CHQ330 

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

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

## CHQ301

QUESTION TEXT:

CODES 

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

CONDITION UNSPECIFIED 10 AWAITING EVALUATION 91 OTHER (SPECIFY)

REFUSED What was the diagnosis? PROBE: Anything else? CODE ALL THAT APPLY.



### Page 51 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

### DON'T KNOW



## BOX19

IF ANY RESPONSE CHQ.301 = 91, CONTINUE WITH CHQ.301OS. OTHERWISE, GO TO BOX 20.



## CHQ301OS

QUESTION TEXT:

ENTER TEXT 

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

_______________________________________________________



## BOX20

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



## CHQ305a

QUESTION TEXT: How old was {CHILD} when the first diagnosis of a problem was made? ALLOW RESPONSES IN YEARS OR MONTHS, BUT NOT BOTH. 

### Page 52 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS:

ENTER NUMBER 

### Range 0 to 77



### Soft Range 0 to 36 ENTER AGE IN MONTHS OR YEARS. |___|___| ENTER NUMBER FOR AGE {ENTER 77 IF NO DIAGNOSIS HAS BEEN RECEIVED YET.}

DISPLAY "ENTER 77 IF NO DIAGNOSIS HAS BEEN RECEIVED YET" ONLY WHEN CHQ.301=10 AND ONLY 10. IF 77 IS ANSWERED, SKIP TO CHQ.311. IF 77 IS ENTERED AND CHQ.301 DOES NOT EQUAL 10, DISPLAY "77 SHOULD ONLY BE ALLOWED IF CHQ.301=10 AND ONLY 10. PLEASE VERIFY ANSWER." SOFT RANGE CHECK: 0-36 IF UNIT IS MONTHS; HARD RANGE CHECK: 0-77 IF UNIT IS MONTHS. SOFT RANGE IS 1 - CHILD’S CURRENT AGE IF UNIT IS YEARS. HARD RANGE CHECK: 1 -(2 YEARS GREATER THAN CHILD'S CURRENT AGE), 77 IF UNIT IS YEARS, IF NUMBER ENTERED IS OUTSIDE THE HARD RANGE FOR YEARS, DISPLAY MESSAGE "This answer is outside the accepted range. Please verify answer." IF NUMBER ENTERED IS OUTSIDE OF THE SOFT RANGE FOR MONTHS OR YEARS, DISPLAY MESSAGE "You have entered {DISPLAY RESPONSE}. Are you sure this is correct?" 

## CHQ305b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 MONTHS CHQ311 

### 2 YEARS CHQ311



### REFUSED CHQ311 

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

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

## CHQ310a

Page 53 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 1 to 12



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

RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR. DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE. 

## CHQ310b

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 2003 to 2015



### Soft Range 2003 to 2015 

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

RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: "DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD’S BIRTHDATE AND LESS THAN OR EQUAL TO INTERVIEW DATE." PRESS G OR ENTER TO CHANGE ENTRY AT CHQ.310b. PRESS S TO SUPPRESS AND CONTINUE. 

## CHQ311

Page 54 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQQUESTION TEXT:

CODES 

### 1 YES 2 NO CHQ330



### REFUSED CHQ330 

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



## CHQ312

QUESTION TEXT:

CODES 

### 1 All of the time, CHQ314 

### 2 Most of the time, CHQ314 

### 3 Sometimes, CHQ314 

### 4 Rarely, or CHQ314 

### 5 Never? CHQ313 

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



### REFUSED CHQ330 

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



## CHQ313

QUESTION TEXT:

CODES 

### 1 YES 2 NO CHQ330



### REFUSED CHQ330 

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



### Page 55 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

## CHQ314

QUESTION TEXT:

CODES 

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

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



## CHQ330

QUESTION TEXT:

CODES 

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

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



## BOX21

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

### Page 56 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQAND CHQ.108=1, 2, 8, 9 (BEHAVIOR WITH ADULTS) AND CHQ.109=1, 2, 3, 8, 9 (HYPERACTIVE) AND CHQ.110=2, 8, 9 (EMOTIONAL/PSYCHOLOGICAL DIFICULTIES) AND CHQ.200=1, 2, 8, 9 (COMMUNICATION) AND CHQ.216=1, 2, 8, 9 (HEARING) AND CHQ.285=2, 8, 9 (VISION) AND CHQ.330=1, 2, 3, 8, 9 (HEALTH), GO TO BOX 23. OTHERWISE, CONTINUE WITH CHQ.340.



## CHQ340

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO

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

DISPLAY "this school year" IN UNDERLINED TEXT. 

## CHQ420

QUESTION TEXT:

CODES 

### 1 YES CHQ430 

### 2 NO

REFUSED DON'T KNOW During this school year, did {CHILD} participate in a special education program?



### Page 57 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQPROGRAMMER INSTRUCTIONS: DISPLAY 'this school year' IN UNDERLINED TEXT. 

## BOX22

IF CHQ.340 OR CHQ.420=1, GO TO CHQ.430. ELSE GO TO BOX 23.



## CHQ430

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

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

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

DISPLAY 'this school year' IN UNDERLINED TEXT. 

## BOX23

GO TO SECTION PPQ (PARENT’S PSYCHOLOGICAL WELL-BEING AND HEALTH).



### Page 58 of 58 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

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

# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 10 

## BOX1

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



## PPQ100

QUESTION TEXT:

CODES 

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

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



## PPQ110

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



### Page 1 of 7 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: PPQCODES



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

REFUSED DON'T KNOW


## PPQ120

QUESTION TEXT:

CODES 

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

REFUSED DON'T KNOW How often during the past week have you felt that you could not shake off the blues even with help from your family or friends? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ130

QUESTION TEXT:

CODES 

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

REFUSED DON'T KNOW How often during the past week have you felt that you had trouble keeping your mind on what you were doing? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



### Page 2 of 7 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: PPQ

## PPQ140

QUESTION TEXT:

CODES 

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

REFUSED DON'T KNOW How often during the past week have you felt depressed? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ150

QUESTION TEXT:

CODES 

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

REFUSED DON'T KNOW How often during the past week have you felt that everything you did was an effort? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ160

QUESTION TEXT: How often during the past week have you felt fearful?


### Page 3 of 7 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: PPQCODES



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

REFUSED DON'T KNOW [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ170

QUESTION TEXT:

CODES 

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

REFUSED DON'T KNOW How often during the past week have you felt that your sleep was restless? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ180

QUESTION TEXT:

CODES 

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

REFUSED DON'T KNOW How often during the past week have you felt that you talked less than usual? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



### Page 4 of 7 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: PPQ

## PPQ190

QUESTION TEXT:

CODES 

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

REFUSED DON'T KNOW How often during the past week have you felt lonely? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ200

QUESTION TEXT:

CODES 

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

REFUSED DON'T KNOW How often during the past week have you felt sad? [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ210

QUESTION TEXT: How often during the past week have you felt that you could not get going?


### Page 5 of 7 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: PPQCODES



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

REFUSED DON'T KNOW [PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]



## PPQ220

QUESTION TEXT:

CODES 

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

REFUSED DON'T KNOW Now, I would like to ask you about your health. In general, would you say that your health is...



## PPQ225

QUESTION TEXT:

CODES 

### 1 A LOT OF STRESS 2 A MODERATE AMOUNT OF STRESS 3 RELATIVELY LITTLE STRESS 4 ALMOST NO STRESS AT ALL

REFUSED DON'T KNOW During the past 12 months, would you say that you experienced a lot of stress, a moderate amount of stress, relatively little stress, or almost no stress at all?



### Page 6 of 7 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: PPQ

## BOX2

GO TO SECTION FDQ (FOOD SECURITY).



### Page 7 of 7 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: PPQ

### Section FDQ [Food Security]



# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 11 

## FDQ130a

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

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

REFUSED DON'T KNOW These next questions are about whether your family is able to afford the food that you need. I am going to read you several statements that people have made about their food situation. For these statements, please tell me whether the statement was often true, sometimes true, or never true for {you/your household} in the last 12 months, that is, since last {CURRENT MONTH}, 2014. {I/We} worried whether {my/our} food would run out before {I/we} got money to buy more. Was that often true, sometimes true, or never true for {you/your household} in the last 12 months?

DISPLAY "in the last 12 months, that is, since last {CURRENT MONTH}, 2014” AND DISPLAY THE CURRENT MONTH. DISPLAY "often," "sometimes," AND "never" IN THE MAIN QUESTION TEXT AS UNDERLINED. USE "you," "I," AND "my" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER. OTHERWISE, DISPLAY “your household," “we," AND “our." NOTE- HOUSEHOLD MEMBERS WITH AGE = DK/RF ARE COUNTED AS BEING AGE 18 OR OVER. 

## FDQ130b

QUESTION TEXT:

CODES 

### 1 OFTEN TRUE 2 SOMETIMES TRUE 3 NEVER TRUE [These next questions are about whether your family is able to afford the food that you need. I am going to read you several statements that people have made about their food situation. For these statements, please tell me whether the statement was often true, sometimes true, or never true for {you/your household} in the last 12 months, that is, since last {CURRENT MONTH}, 2014.] The food that {I/we} bought just didn’t last, and {I/we} didn’t have money to get more. Was that often true, sometimes true , or never true for {you/your household} in the last 12 months?



### Page 1 of 5 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: FDQPROGRAMMER INSTRUCTIONS: 

### REFUSED DON'T KNOW DISPLAY "in the last 12 months, that is, since last {CURRENT MONTH}, 2014” AND DISPLAY THE CURRENT MONTH. DISPLAY "often," "sometimes," AND "never" IN THE MAIN QUESTION TEXT AS UNDERLINED. USE "you" AND "I" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THEREARE NO HOUSEHOLD MEMBERS 18 OR OVER. OTHERWISE, DISPLAY “your household” AND “we." NOTEHOUSEHOLD MEMBERS WITH AGE = DK/RF ARE COUNTED AS BEING AGE 18 OR OVER. 

## FDQ130c

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

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

REFUSED DON'T KNOW [These next questions are about whether your family is able to afford the food that you need. I am going to read you several statements that people have made about their food situation. For these statements, please tell me whether the statement was often true, sometimes true, or never true for {you/your household} in the last 12 months, that is, since last {CURRENT MONTH}, 2014.] {I/We} couldn’t afford to eat balanced meals. [PROBE: Was that often true, sometimes true, or never true for {you/your household} in the last 12 months?]

DISPLAY "in the last 12 months, that is, since last {CURRENT MONTH}, 2014” AND DISPLAY THE CURRENT MONTH. DISPLAY "often," "sometimes," AND "never" IN THE MAIN QUESTION TEXT AND PROBE AS UNDERLINED. USE "you" AND "I" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THEREARE NO HOUSEHOLD MEMBERS 18 OR OVER. OTHERWISE, DISPLAY “your household” AND “We." NOTEHOUSEHOLD MEMBERS WITH AGE = DK/RF ARE COUNTED AS BEING AGE 18 OR OVER. 

## BOX1

IF (FDQ.130a = 1 OR 2) OR (FDQ.130b = 1 OR 2) OR (FDQ.130c = 1 OR 2), THEN GO TO FDQ.140. ELSE, GO TO BOX3.



### Page 2 of 5 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: FDQ

## FDQ140

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO FDQ160



### REFUSED FDQ160 

### DON'T KNOW FDQ160 In the last 12 months, did {you/you or other adults in your household} ever cut the size of your meals or skip meals because there wasn't enough money for food?

DISPLAY "you" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER. OTHERWISE, DISPLAY “you or other adults in your household." NOTE- HOUSEHOLD MEMBERS WITH AGE = DK/RF ARE COUNTED AS BEING AGE 18 OR OVER. 

## FDQ150

QUESTION TEXT:

CODES 

### 1 Almost every month, 2 Some months, but not every month, or 3 In only 1 or 2 months?

REFUSED DON'T KNOW How often did this happen? Would you say...



## FDQ160

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW In the last 12 months, did you ever eat less than you felt you should because there wasn't enough money for food?



### Page 3 of 5 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: FDQ

## FDQ170

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW In the last 12 months, were you ever hungry but didn't eat because there wasn't enough money for food?



## FDQ180

QUESTION TEXT:

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW In the last 12 months, did you lose weight because there wasn't enough money for food?



## BOX2

IF (FDQ.140=1) OR (FDQ.160 =1) OR (FDQ.170 = 1) OR (FDQ.180=1), ASK FDQ.190. OTHERWISE, GO TO BOX3.



## FDQ190

Page 4 of 5 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: FDQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO BOX3



### REFUSED BOX3 

### DON'T KNOW BOX3 In the last 12 months, did {you/you or other adults in your household} ever not eat for a whole day because there wasn't enough money for food?

DISPLAY "you" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER. OTHERWISE, DISPLAY “you or other adults in your household.” NOTE- HOUSEHOLD MEMBERS WITH AGE = DK/RF ARE COUNTED AS BEING AGE 18 OR OVER. 

## FDQ191

QUESTION TEXT:

CODES 

### 1 Almost every month, 2 Some months, but not every month, or 3 In only 1 or 2 months?

REFUSED DON'T KNOW How often did this happen? Would you say...



## BOX3

GO TO SECTION PEQ (PARENT EDUCATION).



### Page 5 of 5 2014-06-23 11:01 Spring 2015 Parent Interview: ECLS-K:2011 :: FDQ

### Section PEQ [Parent Education]



# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 12 

## BOX1

ASK PEQ.020-PEQ.062 (IF APPLICABLE) FOR 2 "KEY" PARENT FIGURES IN THE HOUSEHOLD. THIS PERSON OR PERSONS SHOULD BE CHOSEN AS DEFINED IN FSQ BOX 5. AFTER DETERMINING FOR WHOM THE EDUCATION QUESTIONS WILL BE ASKED, IF NAEP SAMPLE FLAG=1, GO TO PEQ.020. ELSE, IF NAEP SAMPLE FLAG IS NOT EQUAL TO 1, CHECK PRELOAD TO DETERMINE IF EACH PERSON HAD NONMISSING EDUCATION DATA FROM A PREVIOUS ROUND. IF SO, WE WILL NOT ASK THE EDUCATION QUESTIONS ABOUT THIS PERSON AGAIN . OTHERWISE, GO TO PEQ.020 FOR EACH APPROPRIATE PERSON. AFTER ALL APPROPRIATE PERSONS WITHOUT EDUCATION DATA HAVE BEEN ASKED ABOUT, GO TO BOX 3.



## PEQ020

QUESTION TEXT: HELP AVAILABLE

{Now I have a few questions about education.} What is the highest grade or year of school that {you/{NAME}} {have/has} completed? HELP TEXT: Highest Grade or Year of School Completed: For grades 1-11, enter the exact grade level. If the person you are asking about completed elementary school, find out the last grade completed. If the respondent says the person finished 12th grade, ask whether the person received a diploma or got the equivalent of a high school diploma. Completing a given grade in school should be counted as the number of years it normally takes to complete that grade level of education, regardless of how many years it actually took the person to finish. This means that for persons who skipped or repeated grades in elementary school, you will enter the highest grade completed regardless of the number of years they were in school. This rule is true for elementary school through high school and is especially relevant to college. 12th grade but no diploma: The person completed the 12th grade, but did not earn a high school diploma or GED. High school equivalent: This means that the person has a GED. The GED is an exam certified equivalent of a high school diploma received when the person has not actually received a degree from attending high school, but has acquired his/her GED (high school equivalency based on passing the GED exam). High school diploma: A certificate that verifies that a person has successfully completed the required courses of a high school curriculum and has actually graduated from high school rather than having a GED. Vocational/technical program after high school but no voc/tech diploma: The person attended this type of 

### Page 1 of 8 2014-06-23 11:26 Spring 2015 Parent Interview: ECLS-K:2011 :: PEQCODES



### 0 NEVER WENT TO SCHOOL 1 1ST GRADE 2 2ND GRADE 3 3RD GRADE 4 4TH GRADE 5 5TH GRADE 6 6TH GRADE 7 7TH GRADE 8 8TH GRADE 9 9TH GRADE 10 10TH GRADE 11 11TH GRADE 12 12TH GRADE BUT NO DIPLOMA 13 HIGH SCHOOL EQUIVALENT/GED PEQ040 

### 14 HIGH SCHOOL DIPLOMA PEQ040 

### 15 VOC/TECH PROGRAM AFTER HIGH SCHOOL BUT

NO VOC/TECH DIPLOMA 16 VOC/TECH PROGRAM AFTER HIGH SCHOOL,

DIPLOMA 17 SOME COLLEGE BUT NO DEGREE program, but did not earn a degree/diploma/certificate of successful completion of the program. Vocational/trade school after high school refers to work or trade-related education received after completing high school, but does not include college. Examples include secretarial school, mechanical or computer training school, etc. Some community colleges offer vocational training, but this would be considered "1-2 years of college" or "associate's degree" and not vocational or trade school. Vocational/technical program after high school: The person attended this type of program and DID earn a degree/diploma/certificate of successful completion of the program. Vocational/trade school after high school refers to work or trade-related education received after completing high school, but does not include college. Examples include secretarial school, mechanical or computer training school, etc. Some community colleges offer vocational training, but this would be considered "1-2 years of college" or "associate's degree" and not vocational or trade school. Some college but no degree: The person does not have a 4-year college (bachelor's) degree but has completed a class for credit at a college or university. Associate's degree: A 2-year college degree typically earned at a community college (rather than a trade school). Bachelor's degree: A 4-year college degree earned at a university or 4-year college. It is sometimes called an "undergraduate degree." Graduate or professional school but no degree: The person attended a graduate or professional school that advanced him/her toward a degree beyond a Bachelor's degree (for example, a Master's, Doctorate, or other professional degree). However, the person did not complete the program or earn the degree. Master's (MA, MS): Studies beyond a bachelor's degree, but not a Ph.D. or Ed.D. Doctorate Degree (Ph.D., Ed.D.): Studies beyond a Master's degree that result in a doctorate degree. Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS, Law/JD/LLB): Any other graduate degrees earned with academic studies beyond the bachelor's.



### Page 2 of 8 2014-06-23 11:26 Spring 2015 Parent Interview: ECLS-K:2011 :: PEQPROGRAMMER INSTRUCTIONS:



### 18 ASSOCIATE'S DEGREE 19 BACHELOR'S DEGREE PEQ040 

### 20 GRADUATE OR PROFESSIONAL SCHOOL BUT NO

DEGREE PEQ040


### 21 MASTER'S (MA, MS) PEQ040 

### 22 DOCTORATE DEGREE (Ph.D., Ed.D.) PEQ040 

### 23 PROFESSIONAL DEGREE AFTER BACHELOR'S

DEGREE (MEDICINE/MD; DENTISTRY/DDS; LAW/JD/LLB; ETC.) PEQ040



### REFUSED DON'T KNOW DISPLAY "Now I have...education." WHEN LOOPING ON THIS QUESTION FOR THE FIRST TIME. ELSE, USE A NULL DISPLAY. DISPLAY "you" AND “have” IF LOOPING ON RESPONDENT (PERSONTYPE = R). OTHERWISE, DISPLAY "{NAME}" and “has” USING NAME OF THE KEY PARENT FIGURE. DISPLAY "Highest Grade or Year of School Completed:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY 'normally' and ‘regardless’ IN THE HELP TEXT ‘Highest Grade or Year of School Completed’ IN UNDERLINED TEXT. DISPLAY "12th grade but no diploma:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "High school equivalent:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "High school diploma: " IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Vocational/technical program after high school but no voc/tech diploma:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY 'no' IN THE HELP TEXT ‘Vocational/technical program after high school but no voc/tech diploma’ IN UNDERLINED TEXT. DISPLAY "Vocational/technical program after high school:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Some college but no degree:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Associate's degree:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Bachelor's degree:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Graduate or professional school but no degree:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY 'beyond' IN THE HELP TEXT ‘Graduate or professional school but no degree’ IN UNDERLINED TEXT. DISPLAY "Master's (MA, MS):" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Doctorate Degree (Ph.D., Ed.D.):" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS, Law/JD/LLB):" IN THE HELP TEXT IN BOLD TEXT. 

## PEQ021

Page 3 of 8 2014-06-23 11:26 Spring 2015 Parent Interview: ECLS-K:2011 :: PEQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 HIGH SCHOOL DIPLOMA 2 HIGH SCHOOL EQUIVALENT (GED) 3 NO HIGH SCHOOL DIPLOMA/EQUIVALENT

REFUSED DON'T KNOW {Do/Does} {you/{NAME}} have a high school diploma, or its equivalent, such as a GED, or neither?

DISPLAY "Do you" IF LOOPING ON RESPONDENT (PERSONTYPE = R). OTHERWISE, DISPLAY "Does {NAME}" USING NAME OF THE KEY PARENT FIGURE. 

## PEQ030

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO PEQ050



### REFUSED PEQ050 

### DON'T KNOW PEQ050 {Are you/Is {NAME}} currently attending or enrolled in any courses from a school, college, or university?

DISPLAY "Are you" IF LOOPING ON RESPONDENT (PERSONTYPE = R). OTHERWISE, DISPLAY "Is {NAME}" USING NAME OF MOTHER/FATHER FIGURE OR RESPONDENT'S SPOUSE FROM HH ROSTER. 

## PEQ040

QUESTION TEXT: HELP AVAILABLE

CODES 

### 1 FULL-TIME 2 PART-TIME {Are you/Is {NAME}} currently taking courses full-time or part-time? HELP TEXT: Full-time: A person is considered to be attending school full-time if he or she is carrying a full load of class hours in a semester or quarter. This is typically 12 credit hours or more. Part-time: A person is considered to be attending school part-time if he or she is carrying less than a full load of class hours in a semester or quarter. This is typically less than 12 credit hours.



### Page 4 of 8 2014-06-23 11:26 Spring 2015 Parent Interview: ECLS-K:2011 :: PEQPROGRAMMER INSTRUCTIONS: 

### REFUSED DON'T KNOW DISPLAY "Are you" IF LOOPING ON RESPONDENT (PERSONTYPE = R). OTHERWISE, DISPLAY "Is {NAME}" USING NAME OF MOTHER/FATHER FIGURE OR RESPONDENT'S SPOUSE FROM HH ROSTER. DISPLAY "Full-time:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Part-time:" IN THE HELP TEXT IN BOLD TEXT. 

## PEQ050

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES 2 NO BOX2



### REFUSED BOX2 

### DON'T KNOW BOX2 {Are you/Is {NAME}} currently participating in a job training or on the job training program? Please do not report participation in any vocational or technical programs taken at a college or university that you just told me about. HELP TEXT: Job-training/On-the-job-training program: Job training includes activities that qualify someone to work in a particular occupation, such as a carpenter, a cook, or an electrician. Do not include 2-year colleges (A.A. degree), 4-year college degree (B.A.) or high school equivalency degrees (GED). On-the-job training includes activities at the work site to help the learner develop job-related skills while doing work at the same time. This also includes apprenticeships.

DISPLAY "Are you" IF LOOPING ON RESPONDENT. OTHERWISE, DISPLAY "Is {NAME}" USING NAME OF THE KEY PARENT FIGURE . DISPLAY "Job-training/On-the-job-training program:" IN THE HELP TEXT IN BOLD TEXT. 

## PEQ060

QUESTION TEXT:

ENTER NUMBER 

### Range 0 to 80



### REFUSED About how many hours a week {do/does} {you/{NAME}} spend in that program? Please include hours spent on homework for the training program. |___|___|___| ENTER HOURS



### Page 5 of 8 2014-06-23 11:26 Spring 2015 Parent Interview: ECLS-K:2011 :: PEQPROGRAMMER INSTRUCTIONS: 

### DON'T KNOW
RANGE CHECK 0-80. DISPLAY “do you” IF LOOPING ON RESPONDENT (PERSONTYPE = R). OTHERWISE, DISPLAY “Does {NAME}” USING NAME OF THE KEY PARENT FIGURE. 

## BOX2

IF PEQ040=1 or 2 OR PEQ.050 = 1, GO TO PEQ.062. ELSE, GO TO BOX 3.



## PEQ062

QUESTION TEXT: HELP AVAILABLE

What type of school or job training {are you/Is {NAME}} currently in? HELP TEXT: Basic skills or high school/GED completion classes: These are classes taken to learn basic skills such as writing or math. In some cases, they may be taken to complete high school or earn a high school equivalent or GED. A GED is an exam certified equivalent of a high school diploma received when the person has not actually received a degree from attending high school, but has acquired his/her GED (high school equivalency based on passing the GED exam). Vocational/technical program: Refers to work or trade-related education received after completing high school, but does not include college. Examples include secretarial school, mechanical or computer training school, etc. Some community colleges offer vocational training, but this would be considered "associate's degree" and not vocational or trade school. Associate's degree: A 2-year college degree typically earned at a community college (rather than a trade school). Bachelor's degree: A 4-year college degree earned at a university or 4-year college. It is sometimes called an "undergraduate degree." Master's (MA, MS): Studies beyond a bachelor's degree, but not a Ph.D. or Ed.D. Doctorate Degree (Ph.D., Ed.D.): Studies beyond a Master's degree that result in a doctorate degree. Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS, Law/JD/LLB): Any other graduate degrees earned with academic studies beyond the bachelor's.On-the-job-training: On-the-job training includes activities at the work site to help the learner develop jobrelated skills while doing work at the same time. This also includes apprenticeships. Do not include high school equivalency degrees (GED), 2-year colleges (A.A. degree), 4-year college degree (B.A.), master’s, doctorates, or professional degree programs after a bachelor’s degree (MA, MS, Ph.D., Ed.D., MD, DDS, LAW/JD/LLB). 

### Page 6 of 8 2014-06-23 11:26 Spring 2015 Parent Interview: ECLS-K:2011 :: PEQPROGRAMMER INSTRUCTIONS:

CODES Code All That Apply 

### 1 BASIC SKILLS OR HIGH SCHOOL/GED

COMPLETION CLASSES 2 VOCATIONAL OR TECHNICAL DEGREE PROGRAM 3 ASSOCIATE’S DEGREE PROGRAM 4 BACHELOR’S DEGREE PROGRAM 5 MASTER'S (MA, MS) DEGREE PROGRAM 6 DOCTORATE DEGREE (PHD, EDD) PROGRAM 7 PROFESSIONAL DEGREE AFTER BACHELOR'S

DEGREE PROGRAM (MEDICINE/MD; DENTISTRY/DDS; LAW/JD/LLB; ETC.) 8 ON-THE-JOB TRAINING AT CURRENT JOB TO GET

NEW SKILLS 9 JOB TRAINING TO GET A JOB/LEARN NEW JOB

REFUSED DON'T KNOW Job training: Job training includes activities that qualify someone to work in a particular occupation, such as a carpenter, a cook, or an electrician. Do not include high school equivalency degrees (GED), 2-year colleges (A.A. degree), 4-year college degree (B.A.), master’s, doctorates, or professional degree programs after a bachelor’s degree (MA, MS, Ph.D., Ed.D., MD, DDS, LAW/JD/LLB).

DISPLAY "are you" IF LOOPING ON RESPONDENT (PERSONTYPE = R). OTHERWISE, DISPLAY "is {NAME}" USING NAME OF MOTHER/FATHER FIGURE OR RESPONDENT'S SPOUSE FROM HH ROSTE DISPLAY "Basic skills or high school/GED completion classes:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Vocational/technical program:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Associate's degree:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Bachelor's degree: " IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Master's (MA, MS):" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Master's (MA, MS):" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Doctorate Degree (Ph.D., Ed.D.):" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS, Law/JD/LLB):" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Doctorate Degree (Ph.D., Ed.D.):" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "On-the-job-training:" IN THE HELP TEXT IN BOLD TEXT. DISPLAY "Job training:" IN THE HELP TEXT IN BOLD TEXT. 

## BOX3

Page 7 of 8 2014-06-23 11:26 Spring 2015 Parent Interview: ECLS-K:2011 :: PEQGO TO SECTION EMQ (PARENT EMPLOYMENT).



### Page 8 of 8 2014-06-23 11:26 Spring 2015 Parent Interview: ECLS-K:2011 :: PEQ

### Section**1** EMQ [Parent Employment]



# Spring 201 **5** Parent Interview: ECLS-K:2011 Sequence:1 3 

## BOX1

LOOP 1 ASK EMQ.020 -E MQ.150 FOR2“ KEY”PARENT FIGURESI N TH EH OUSEHOLD AS DEFINEDI N FSQ, BOX 5. IF NAEP SAMPLE FLAG = 1, GO TO EMQ020. ELSE, IF NAEP SAMPLE FLAG IS NOT EQUAL TO 1, GO TO BOX 1 IN EMQ SECTION 2. NOTE: IF THE CASE IS IN THE NAEP SAMPLE, EMQ SECTION 1 WILL BE ASKED FOLLOWED BY EMQ SECTION 2 FOR EACH KEY PARENT FIGURE. IF THE CASE IS NOT IN THE NAEP SAMPLE, ONLY EMQ SECTION 2 WILL BE ASKED FOR EACH KEY PARENT FIGURE.



### Page 1 of 10 2012-12-20 16:21 Sprin g 2013 Parent Interview: ECLS-K:2011 :: EMQ

## EMQ020

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YES EMQ040 

### 2 NO

REFUSED DON'T KNOW During the past week, did {you/{NAME}} work at a job for pay? IF SELF-EMPLOYED, CODE AS YES. IF RESPONDENT OR SPOUSE/PARTNER IS SELF-EMPLOYED, CODE AS YES. HELP TEXT: Job for pay: Paid work for wages, salary, commission, or pay 'in kind.' Examples of 'pay in kind' include meals, living quarters, or supplies provided in place of wages. This definition of employment includes work in the person's own business, professional practice, or farm, paid leave of absence (including vacations and illnesses), and work without pay in a family business or farm run by a relative. This definition excludes unpaid volunteer work (such as for a church or charity), unpaid leaves of absence, temporary layoffs (such as a strike), and work around the house.

DISPLAY "you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "{NAME}". FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. IN THE HELP TEXT, DISPLAY "Job for pay:" IN BOLD TEXT. IN THE HELP TEXT, DISPLAY "includes" IN BOLD TEXT. IN THE HELP TEXT, DISPLAY "excludes" IN BOLD TEXT. 

## EMQ030

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO EMQ060



### REFUSED EMQ060 

### DON'T KNOW EMQ060 {Were you/Was {NAME}} on leave or vacation from a job?

DISPLAY "Were you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "Was {NAME}". FOR "Was {NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.


### Page 2 of 10 2012-12-20 16:21 Spring 2013 Parent Interview: ECLS-K:2011 :: EMQ

## EMQ040

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 1 to 6



### REFUSED DON'T KNOW How many jobs {do you/does {NAME}} have now? |___| ENTER # OF JOBS

DISPLAY "do you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "does {NAME}". FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. 

## EMQ050

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### Range 0 to 80



### REFUSED DON'T KNOW About how many total hours per week {do you/does {NAME}} usually work for pay {counting {all/both} {# of jobs from EMQ.040, IF MORE THAN TWO} jobs}? IF HOURS VARY, PROBE FOR AVERAGE HOURS PER WEEK. |___|___| ENTER # OF WEEKLY HOURS

DISPLAY "do you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "does {NAME}". FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. IF NUMBER OF JOBS IS GREATER THAN ONE IN EMQ.040, DISPLAY “counting...jobs”. ELSE, USE A NULL DISPLAY. IF NUMBER OF JOBS = 2 IN EMQ.040, DISPLAY “both” AND USE A NULL DISPLAY FOR “# of jobs...TWO”. ELSE, DISPLAY “all” AND THE NUMBER OF JOBS IN EMQ.040. DISPLAY "all", "both" and "# of jobs from EMQ.040, IF MORE THAN TWO" IN UNDERLINED TEXT.



### Page 3 of 10 2012-12-20 16:21 Spring 2013 Parent Interview: ECLS-K:2011 :: EMQ

## BOX1A

G O TO BOX 4.



## EMQ060

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO EM Q080



### REFUSED EMQ080 

### DON'T KNOW EMQ080 {Ha ve you/Has {NAME}} been actively looking for work in the past 4 weeks? By actively looking for work, we mean activities such as checking with a public employment agency, a private employment agency, or an employer directly; checking about jobs with friends or relatives; placing or answering ads; sending a resume; contacting a school or university employment center; or checking a union or professional register.

DISPLAY "Have you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "Has {NAME}". FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. DISPLAY "in the past 4 weeks" IN UNDERLINED TEXT. DISPLAY THE SECOND INSTANCE OF "actively looking for work" (THAT IS, THE INSTANCE THAT APPEARS AFTER "By") IN UNDERLINED TEXT. 

## EMQ070

QUESTION TEXT:

CODES 

### 1 CHE CKED WITH PUBLIC EMPLOYMENT AGENCY 2 CHECKED WITH PRIVATE EMPLOYMENT AGENCY Wha t {have you/has {NAME}} been doing in the past 4 weeks to find work? CODE ALL THAT APPLY



### Page 4 of 10 2012-12-20 16:21 Spri ng 2013 Parent Interview: ECLS-K:2011 :: EMQPROGRAMMER INSTRUCTIONS:



### 3 CHECKED WITH EMPLOYER DIRECTLY/SENT

RESUME 4 CHECKED WITH FRIENDS OR RELATIVES 5 PLACED OR ANSWERED ADS/SENT

RESUME/APPLICATIONS 6 CONTACTED SCHOOL/UNIVERSITY EMPLOYMENT

CENTER 7 CHECKED A UNION REGISTER OR PROFESSIONAL

REGISTER 8 ATTENDED JOB TRAINING 9 READ WANT-ADS/INTERNET SEARCH 91 SOMETHING ELSE

REFUSED DON'T KNOW DISPLAY "have you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "has {NAME}". FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. DISPLAY "in the past 4 weeks" IN UNDERLINED TEXT. 

## BOX2

IF ANY CATEGORY IN EMQ.070 BETWEEN "1" AND "7" IS ENTERED WITH OR WITHOUT ANY OTHER ANSWERS OF 91 (OTHER), 8, OR 9, GO TO EMQ.100. ELSE, IF ("8" IS ENTERED BY ITSELF IN EMQ.070 BUT "91" IS NOT) OR (“9” IS ENTERED BY ITSELF IN EMQ.070 BUT "91" IS NOT), OR (BOTH "8" AND “9” ARE ENTERED BY THEMSELVES IN EMQ.070 BUT "91" IS NOT), GO TO EMQ.080. ELSE, IF "91" IS ENTERED IN EMQ.070, CONTINUE WITH EMQ.070OS. OTHERWISE, GO TO EMQ.080.



## EMQ070OS

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 50 [What {have you/has {NAME}} been doing in the past 4 weeks to find work?]

___________________ SPECIFY ACTIVITIES.

DISPLAY "have you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY 

### Page 5 of 10 2012-12-20 16:21 Spring 2013 Parent Interview: ECLS-K:2011 :: EMQ"has {NAME}". FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. DISPLAY "in the past 4 weeks" IN UNDERLINED TEXT. 

## EMQ080

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 Keeping house, or caring for children or other

family members, BOX3


### 2 Going to school, BOX3 

### 3 Retired, BOX3 

### 4 Unable to work, or BOX3 

### 91 Something else? What was that? (SPECIFY)

REFUSED BOX3 

### DON'T KNOW BOX3 What {were you/was {NAME}} doing most of last week? Would you say ...

DISPLAY "last week" in UNDERLINED TEXT. DISPLAY “were you” IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY “was {NAME}”. FOR “{NAME}”, DISPLAY THE PERSON’S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. 

## EMQ080OS

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 50 [What {were you/was {NAME}} doing most of last week? Would you say ...]

______________________ SPECIFY ACTIVITY.

DISPLAY "last week" in UNDERLINED TEXT. DISPLAY “were you” IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY “was {NAME}”. FOR “{NAME}”, DISPLAY THE PERSON’S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.



### Page 6 of 10 2012-12-20 16:21 Spring 2013 Parent Interview: ECLS-K:2011 :: EMQ

## BOX3

IF DOING SOMETHING ELSE IN THE PAST 4 WEEKS (EMQ.070 = 91), CONTINUE WITH EMQ.100. OTHERWISE, GO TO BOX 4.



## EMQ100

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW Could {you/{NAME}} have taken a job last week if one had been offered?

DISPLAY "you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "{NAME}". FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. 

## BOX4

IF WORKED AT A JOB FOR PAY (EMQ.020=1) OR WAS ON LEAVE OR VACATION (EMQ.030=1) OR WAS ACTIVELY LOOKING FOR WORK (EMQ.060=1), CONTINUE WITH EMQ.120. OTHERWISE, GO TO BOX 5.



## EMQ120

Page 7 of 10 2012-12-20 16:21 Spring 2013 Parent Interview: ECLS-K:2011 :: EMQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 100



### REFUSED DON'T KNOW For whom {do/does/did} {you/{NAME}} work {when {you/{he/she}} last worked}? PROBE FOR: NAME OF THE COMPANY, BUSINESS, ORGANIZATION, OR OTHER EMPLOYER. IF MORE THAN ONE CURRENT JOB, ASK ABOUT THE ONE AT WHICH THE PERSON SPENDS THE MOST TIME.

________________________________ ENTER EMPLOYER NAME

DISPLAY "do" IF EMQ.020 = 1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. DISPLAY "DOES" IF EMQ.020 =1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS NOT THE RESPONDENT. DISPLAY "did" IF EMQ.060 = 1. DISPLAY "you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "{NAME}". FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. DISPLAY "when {you/{he/she}} last worked" IF EMQ.060 = 1. OTHERWISE, USE A NULL DISPLAY. DISPLAY "you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "{he/she}". 

## EMQ130

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 75



### REFUSED DON'T KNOW What kind of business or industry {is/was} this? PROBE: What do they make or do? PROBE: For example, TV and radio manufacturing, retail shoe store, state labor department, farming.

__________________________________ ENTER INDUSTRY DESCRIPTION

DISPLAY "is" IF EMQ.020 = 1 OR EMQ.030 = 1. OTHERWISE, DISPLAY "was". 

## EMQ140

Page 8 of 10 2012-12-20 16:21 Spring 2013 Parent Interview: ECLS-K:2011 :: EMQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 100



### REFUSED DON'T KNOW What kind of work {are/is/were/was} {you/{NAME}} doing? PROBE: What {is/was} {your/{NAME}'s} job called? PROBE: For example, electrical engineer, stock clerk, administrative assistant, or farmer.

____________________________ ENTER JOB TITLE

IN THE FIRST SENTENCE, DISPLAY "are" IF EMQ.020 = 1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. IN THE FIRST SENTENCE AND THE FIRST PROBE, DISPLAY "is" IF EMQ.020 =1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS NOT THE RESPONDENT. IN THE FIRST SENTENCE DISPLAY "were" IF EMQ.060 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. IN THE FIRST SENTENCE AND THE FIRST PROBE DISPLAY "was" IF EMQ.060 =1 AND PERSON CURRENTLY BEING LOOPED ON IS NOT THE RESPONDENT. IN THE FIRST SENTENCE, DISPLAY "you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, IN THE FIRST SENTENCE DISPLAY "{NAME}". IN THE PROBE, DISPLAY "your" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, IN THE FIRST PROBE DISPLAY "{NAME}’s". FOR "{NAME}", IN THE FIRST SENTENCE OR "{NAME}’s" IN THE FIRST PROBE, DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. 

## EMQ150

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 75



### REFUSED DON'T KNOW What {are/is/were/was} {your/{NAME}'s} most important activities or duties on this job? What {do/does/did} {you/{NAME}} actually do at this job? PROBE: For example, word processing, keeping account books, filing, selling cars, operating a printing press, finishing concrete.

________________________________________ ENTER JOB DUTIES

DISPLAY "are" IF EMQ.020 = 1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. DISPLAY "is" IF EMQ.020 =1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS 

### Page 9 of 10 2012-12-20 16:21 Spring 2013 Parent Interview: ECLS-K:2011 :: EMQNOT THE RESPONDENT. DISPLAY "were" IF EMQ.060 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. DISPLAY "was" IF EMQ.060 =1 AND PERSON CURRENTLY BEING LOOPED ON IS NOT THE RESPONDENT. IN FIRST SENTENCE, DISPLAY "your" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "{NAME}’s". IN SECOND SENTENCE, DISPLAY "you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "{NAME}". FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. DISPLAY "do" IF EMQ.020 = 1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. DISPLAY "does" IF EMQ.020 =1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS NOT THE RESPONDENT. DISPLAY "did" IF EMQ.060 = 1. 

## BOX5

Page 10 of 10 2012-12-20 16:21 Sprin g 2013 Parent Interview: ECLS-K:2011 :: EMQ CONTINUE TO EMQ SECTION 2 WITH KEY PARENT WHO IS BEING LOOPED ON. SKIP EMQ200 IN EMQ SECTION 2, AND GO TO EMQ210.

### Section**2** EMQ [Parent Employment]



# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 13 

## BOX1

LO OP 1 ASK EMQ.200 - EMQ.215 FOR 2 “KEY” PARENT FIGURES IN THE HOUSEHOLD AS DEFINED IN FSQ, BOX 5.



## EMQ200

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 wo rking part-time, 2 working full-time, 3 a stay-at-home parent or guardian, or 4 not working?

REFUSED DON'T KNOW Wh ich best describes {your/{NAME}’s} current employment situation? {Are you/Is {NAME}}...

DISPLAY "your" and "Are you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT.OTHERWISE, DISPLAY "{NAME}'s" and “Is {NAME}." FOR "{NAME}," DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. 

## EMQ210

QUESTION TEXT:

CODES 

### 1 YE S {S ince last spring/Since {CHILD} was born}, {have you/has {NAME}} served on active duty in the U.S. Armed Forces, military Reserves, or National Guard? Active duty does not include training for the Reserves or National Guard, but does include activation, for example, for the war in Afghanistan.



### Page 1 of 2 2014-05-27 15:44 Spring 2015 Parent Interview: ECLS-K:2011 :: EMQPRO GRAMMER INSTRUCTIONS:



### 2 NO BOX2



### REFUSED BOX2 

### DON'T KNOW BOX2 DISPLAY “Since last spring {have you/has {NAME}}” IF EMQ210=1 OR 2 IN SPRING THIRD GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Since {CHILD} was born." DISPLAY "have you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "has {NAME}." FOR "has {NAME}," DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. 

## EMQ215

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: HELP AVAILABLE

CODES 

### 1 YE S 2 NO

REFUSED DON'T KNOW {Are you/Is {NAME}} currently on active duty in the U.S. Armed Forces, military Reserves, or National Guard? HELP TEXT: Active duty does not include training for the Reserves or National Guard, but DOES include activation, for example, for the war in Afghanistan.

DISPLAY "Are you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "Is {NAME}." FOR "Is {NAME}," DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON. 

## BOX2

END LOOP 1 IF THE NAEP SAMPLE FLAG = 1, GO BACK TO EMQ SECTION 1 TO ASK ABOUT THE NEXT "KEY" PARENT FIGURE IN THE HOUSEHOLD AS DEFINED IN FSQ, BOX 5. IF NO NEXY KEY PARENT FIGURE, GO TO WPQ (WELFARE AN D OTHERP UBLI C TRANSFERS).E LSE,I F THEN AEPSAMPLEF LAGI SN OT EQUALTO1," ASKE MQ.200 - EMQ.215F OR NEXT “KEY” PARENT FIGURE IN TH E HOUSEHOLD AS DEFINED IN FSQ, BOX 5. IF N O NEXT "KEY" PARENT, G O TO WPQ (WELFARE AND OTHER PUBLIC TRANSFERS).



### Page 2 of 2 2014-05-27 15:44 Spring 2015 Parent Interview: ECLS-K:2011 :: EMQ

### Section WPQ [Welfare and Other Public Transfers]



# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 14 

## WPQ100

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW In the past 12 months, have you or anyone in your household received Temporary Assistance for Needy Families, sometimes called {TANF or} {STATE TANF PROGRAM NAME}? PROBE: TANF was formerly known as Aids to Families with Dependent Children, or AFDC. IF NEEDED: TANF: Temporary Assistance for Needy Families (TANF) {or {STATE TANF PROGRAM NAME} in {STATE}} is a government program that provides cash benefits to low-income families with children. Many states provide TANF money through an Electronic Benefits Transfer (EBT) card that is like a debit or ATM card. Past 12 Months: For this question, consider whether or not TANF (or AFDC) was received in the past 12 calendar months, not the last calendar year.

IF ACCORDING TO THE LOOKUP FILE THE STATE PROGRAM NAME BEGINS WITH "TANF," USE A NULL DISPLAY FOR "{TANF or}." ELSE, DISPLAY "TANF or" AND STATE TANF PROGRAM NAME. ELSE, IF STATE PROGRAM NAME IS MISSING, DISPLAY “TANF." IF ACCORDING TO THE LOOKUP FILE THE STATE PROGRAM NAME BEGINS WITH "TANF," USE A NULL DISPLAY FOR "{or {STATE TANF PROGRAM NAME} IN {STATE}}." DISPLAY "TANF: " IN UNDERLINED TEXT. DISPLAY "Past 12 Months: " IN UNDERLINED TEXT. 

## WPQ110

QUESTION TEXT: HELP AVAILABLE

In the past 12 months, have you or anyone in your household received food stamps, also called SNAP (the Supplemental Nutrition Assistance Program), or food benefits on EBT (Electronic Benefit Transfer)? IF NEEDED: Food Stamps or SNAP (Supplemental Nutrition Assistance Program): A government program that provides plastic cards that can be used to buy food. In the past, SNAP was called the Food Stamp Program and gave people benefits in paper coupons or food stamps. 

### Page 1 of 3 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: WPQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES 2 NO

REFUSED DON'T KNOW Past 12 Months: For this question, consider whether or not food stamps were received in the past 12 calendar months, not the last calendar year.

DISPLAY "Food Stamps or SNAP (Supplemental Nutrition Assistance Program): " IN UNDERLINED TEXT. DISPLAY "Past 12 Months: " IN UNDERLINED TEXT. 

## WPQ170

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES WPQ180 

### 2 NO BOX1



### REFUSED BOX1 

### DON'T KNOW BOX1 Does {CHILD} receive free or reduced price lunches at school?

DISPLAY "free" AND "reduced price" IN UNDERLINED TEXT. 

## WPQ180

QUESTION TEXT:

CODES 

### 1 FREE 2 REDUCED PRICE

REFUSED DON'T KNOW Are these lunches free or reduced price?



## BOX1

Page 2 of 3 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: WPQGO TO SECTION PAQ (PARENT INCOME AND ASSETS).



### Page 3 of 3 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: WPQ

### Section PAQ [Parent Income and Assets]



# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 15 

## PAQ100

QUESTION TEXT:

CODES 

### 1 $25,000 or less, or 2 More than $25,000?

REFUSED PAQ140 

### DON'T KNOW PAQ140 In studies like this, households are sometimes grouped according to income. What was the total income of all persons in your household over the past year, including salaries or other earnings, interest, retirement, and so on for all household members? Was it...



## PAQ110

QUESTION TEXT:

CODES 

### 1 $5,000 or less 2 $5,001 to $10,000 3 $10,001 to $15,000 4 $15,001 to $20,000 5 $20,001 to $25,000 6 $25,001 to $30,000 7 $30,001 to $35,000 8 $35,001 to $40,000 9 $40,001 to $45,000 10 $45,001 to $50,000 11 $50,001 to $55,000 12 $55,001 to $60,000 13 $60,001 to $65,000 14 $65,001 to $70,000 15 $70,001 to $75,000 Was it...



### Page 1 of 4 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: PAQPROGRAMMER INSTRUCTIONS:



### 16 $75,001 to $100,000 17 $100,001 to $200,000, or 18 $200,001 or more

REFUSED DON'T KNOW IF PAQ.100=1, DISPLAY SET 1. IF PAQ.100=2, DISPLAY SET 2. [SET 1] $5,000 or less.....................1 $5,001 to $10,000................. 2 $10,001 to $15,000............... 3 $15,001 to $20,000...............4 $20,001 to $25,000............... 5 [SET 2] $25,001 to $30,000....................6 $30,001 to $35,000....................7 $35,001 to $40,000....................8 $40,001 to $45,000....................9 $45,001 to $50,000...................10 $50,001 to $55,000...................11 $55,001 to $60,000...................12 $60,001 to $65,000...................13 $65,001 to $70,000...................14 $70,001 to $75,000...................15 $75,001 to $100,000..................16 $100,001 to $200,000................17 $200,001 or more..................... 18 

## BOX2

IF PAQ.110 (SET 1 OR SET 2) IS RF/DK, GO TO PAQ.140. PAQ.120 IS ASKED IF THE HOUSEHOLD IS AT 200 PERCENT OF POVERTY OR BELOW. ASK PAQ.120 IF (NUMBER IN HH = 1 AND PAQ.110 < 6) OR (NUMBER IN HH = 2 AND PAQ.110 < 8) OR (NUMBER IN HH = 3 AND PAQ.110 < 9) OR (NUMBER IN HH = 4 AND PAQ.110 < 11) OR (NUMBER IN HH = 5 AND PAQ.110 < 13) OR (NUMBER IN HH = 6 AND PAQ.110 < 14) OR (NUMBER IN HH = 7 AND PAQ.110 < 16) OR (NUMBER IN HH = 8 AND PAQ.110 < 17) OR (NUMBER IN HH g.e. 9 AND PAQ.110 < 17). ELSE, GO TO PAQ.140.



## PAQ120 Page 2 of 4 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: PAQQUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER NUMBER 

### REFUSED

DON'T KNOW What was your total household income last year, to the nearest thousand? |___|___|___|,|___|___|___|,|___|___|___|. TOTAL INCOME

RANGE CHECK-TOTAL INCOME SHOULD BE IN RANGE OF ANSWER TO PAQ. 110. RANGE CHECK: IF PAQ.100 = 1, RANGE = 0-25,000 IF PAQ.100 = 2, RANGE = 25,001-999,999,999 IF ANSWER IS NOT IN THE RANGE OF THE ANSWER TO PAQ.110, DISPLAY "You have entered {DISPLAY RESPONSE}. Are you sure this is correct?” INSERT COMMAS FOR EVERY THREE DIGITS OF REPORTED INCOME (FROM RIGHT TO LEFT). 

## PAQ140

QUESTION TEXT:

CODES 

### 1 own your own house or condominium, 2 rent your house or apartment, 3 exchange services for housing, 4 not pay for housing, 5 live in temporary housing or a shelter, 6 live with a relative or in a dwelling owned by a

relative (MAY OR MAY NOT CONTRIBUTE TO EXPENSES OR CONTRIBUTION UKNOWN), or 91 have another type of arrangement (SPECIFY)?

REFUSED DON'T KNOW What is your current housing situation? Do you...



## BOX3

Page 3 of 4 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: PAQIF PAQ.140=91, CONTINUE WITH PAQ.140OS. OTHERWISE, GO TO BOX 4.



## PAQ140OS

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 50 [What is your current housing situation?] SPECIFY TYPE OF ARRANGEMENT.

__________________________________

DK AND REF DISALLOWED. 

## BOX4

GO TO SECTION CMQ (MOBILITY AND TRACKING UPDATES).



### Page 4 of 4 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: PAQ

### Section CMQ [Mobility and Tracking Updates]



# Spring 2015 Parent Interview: ECLS-K:2011 Sequence: 16 

## CMQ010

QUESTION TEXT:

CODES 

### 1 SO CHILD COULD GO TO A BETTER SCHOOL 2 BOUGHT A HOUSE 3 MOVED TO BE NEARER JOB; JOB-RELATED

REASONS 4 MOVED TO NICER APARTMENT/HOUSE 5 MOVED TO SAFER AREA; CRIME-RELATED

REASONS 6 MOVED TO LESS EXPENSIVE LIVING QUARTERS 7 BANK HAD TO BUY BACK THE HOME

(FORECLOSED) 8 WAS EVICTED, COULD NOT PAY RENT IN

PREVIOUS RESIDENCE 9 OLD HOUSE/APARTMENT WAS DAMAGED 10 MOVED DUE TO CHANGE IN MARITAL (OR

PARTNER) RELATIONSHIP: MARRIAGE, DIVORCE, SEPARATION, DEATH IN FAMILY 11 HOUSE WAS SOLD, NO NEW HOUSE BOUGHT 12 LEASE RAN OUT 13 MOVED OUT OF RELATIVE'S HOME/ON-OWN 14 TO BE CLOSER TO FAMILY 91 OTHER (SPECIFY)

REFUSED Box1 

### DON'T KNOW Box1 Have you moved since {DATE OF LAST INTERVIEW}?



## CMQ020

QUESTION TEXT: Why did you move? PROBE: Any other reason? 

### Page 1 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQCODES



### 1 SO CHILD COULD GO TO A BETTER SCHOOL 2 BOUGHT A HOUSE 3 MOVED TO BE NEARER JOB; JOB-RELATED

REASONS 4 MOVED TO NICER APARTMENT/HOUSE 5 MOVED TO SAFER AREA; CRIME-RELATED

REASONS 6 MOVED TO LESS EXPENSIVE LIVING QUARTERS 7 BANK HAD TO BUY BACK THE HOME

(FORECLOSED) 8 WAS EVICTED, COULD NOT PAY RENT IN

PREVIOUS RESIDENCE 9 OLD HOUSE/APARTMENT WAS DAMAGED 10 MOVED DUE TO CHANGE IN MARITAL (OR

PARTNER) RELATIONSHIP: MARRIAGE, DIVORCE, SEPARATION, DEATH IN FAMILY 11 HOUSE WAS SOLD, NO NEW HOUSE BOUGHT 12 LEASE RAN OUT 13 MOVED OUT OF RELATIVE'S HOME/ON-OWN 14 TO BE CLOSER TO FAMILY 91 OTHER (SPECIFY)

REFUSED DON'T KNOW CODE ALL THAT APPLY.



## BOX0

IF CMQ.020=91, GO TO CMQ.020OS. ELSE, GO TO BOX1.



## CMQ020OS

QUESTION TEXT: [Why did you move?]

________________________________________ 

### Page 2 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQENTER TEXT 

### Length 50 SPECIFY OTHER REASON.



## BOX1

IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING THIRD-GRADE INTERVIEW) AND (THERE WAS A TELEPHONE NUMBER IN SPRING THIRD GRADE CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A TELEPHONE NUMBER IN SPRING THIRD GRADE GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME AS IN SPRING THIRD GRADE) AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100. ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING SECOND-GRADE INTERVIEW) AND (THERE WAS A TELEPHONE NUMBER IN SPRING SECOND GRADE CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A TELEPHONE NUMBER IN SPRING SECOND GRADE GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME AS IN SPRING SECOND GRADE) AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100. ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING FIRST-GRADE INTERVIEW) AND (THERE WAS A TELEPHONE NUMBER IN SPRING FIRST GRADE CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A TELEPHONE NUMBER IN SPRING FIRST GRADE GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME AS IN SPRING FIRST GRADE), AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100. ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING KINDERGARTEN INTERVIEW) AND (THERE WAS A TELEPHONE NUMBER IN SPRING KINDERGARTEN CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A TELEPHONE NUMBER IN SPRING KINDERGARTEN GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME AS IN SPRING KINDERGARTEN) AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100. ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE FALL KINDERGARTEN INTERVIEW) AND (THERE IS A TELEPHONE NUMBER FOR CMQ.080) AND (THE RESPONDENT IS THE SAME AS IN FALL KINDERGARTEN) AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100. ELSE, CONTINUE WITH CMQ.060.



## CMQ060

QUESTION TEXT:

CODES 

### 1 YES CMQ140 Just to make sure I can reach you for the next interview, which will take place next school year, I'd like to ask a few questions about how to find you. Is there a second phone number, such as a work number, a friend or relative's number, or a beeper or cell phone number, where you can sometimes be reached?



### Page 3 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ

### 2 NO BOX2 

### REFUSED BOX2 

### DON'T KNOW BOX2


## CMQ100

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES BOX2 

### 2 NO CMQ140



### REFUSED BOX2 

### DON'T KNOW BOX2 Just to make sure I can reach you for the next interview, which will take place next school year, I'd like to ask a few questions about how to find you. I have recorded {PHONE NUMBER} as a second phone number where you can sometimes be reached. Is this the right number?

USING THE PRELOAD, DISPLAY SECOND PHONE NUMBER FROM (SPRING-THIRD GRADE CMQ.100 IF SPRINGTHIRD GRADE CMQ.100=1) OR (TELEPHONE NUMBER IN SPRING- THIRD GRADE CMQ.140). ELSE, IF SPRINGTHIRD GRADE INFORMATION IS MISSING, DISPLAY SECOND PHONE NUMBER FROM (SPRING-SECOND GRADE CMQ.100 IF SPRING- SECOND GRADE CMQ.100=1) OR (TELEPHONE NUMBER IN SPRING- SECOND GRADE CMQ.140). ELSE, IF SPRING- SECOND GRADE INFORMATION IS MISSING, DISPLAY SECOND PHONE NUMBER FROM (SPRING-FIRST GRADE CMQ.100 IF SPRING- FIRST GRADE CMQ.100=1) OR (TELEPHONE NUMBER IN SPRING- FIRST GRADE CMQ.140). ELSE, IF SPRING- FIRST GRADE INFORMATION IS MISSING, DISPLAY (SPRING-K CMQ.100 IF SPRING-K CMQ.100=1) OR (TELEPHONE NUMBER IN SPRING-K CMQ.140). IF SPRING-K INFORMATION IS MISSING, DISPLAY FALL-K TELEPHONE NUMBER FROM FALL K CMQ.080. 

## CMQ140

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 12



### REFUSED BOX2 

### DON'T KNOW BOX2 What is that telephone number? ENTER {NEW} SECOND PHONE NUMBER. |__|__|__| – |__|__|__| –|__|__|__|__| SECOND TELEPHONE NUMBER

DISPLAY 'NEW' IF CMQ.100=2. OTHERWISE, USE A NULL DISPLAY.


### Page 4 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQONLY NUMERIC RESPONSES ACCEPTED.



## CMQ140_ext

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS:



### REFUSED CMQ150 

### DON'T KNOW CMQ150 [What is that telephone number?] ENTER EXTENSION

ONLY NUMERIC RESPONSES ACCEPTED. IF THE PHONE NUMBER HAS AN EXTENSION, ALLOW IT TO BE ENTERED IN THE EXTENSION FIELD. EXTENSION FIELD SHOULD BE LIMITED TO 10 NUMBERS. 

## CMQ150

QUESTION TEXT:

CODES 

### 1 OFFICE/PLACE OF BUSINESS BOX2 

### 2 RELATIVE (SPECIFY) CMQ155 

### 3 NEIGHBOR (SPECIFY) CMQ155 

### 4 FRIEND (SPECIFY) CMQ155 

### 5 BEEPER NUMBER BOX2 

### 6 CELL PHONE BOX2 

### 7 HOME BOX2 

### 91 OTHER (SPECIFY) CMQ155



### REFUSED BOX2 

### DON'T KNOW BOX2 Where is that telephone located?



## CMQ155

QUESTION TEXT: [Where is that telephone located?] 

### Page 5 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQPROGRAMMER INSTRUCTIONS:

ENTER TEXT 

### Length 50 ________________________________________ SPECIFY {RELATIVE / NEIGHBOR / FRIEND / OTHER}.

DISPLAY 'RELATIVE' IF CMQ.150=2. DISPLAY 'NEIGHBOR' IF CMQ.150=3. DISPLAY 'FRIEND' IF CMQ.150=4. DISPLAY ‘OTHER’ IF THE CMQ.150=91. 

## BOX2

IF THE CASE DID NOT HAVE A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN FALL KINDERGARTEN, SPRING KINDERGARTEN, SPRING FIRST, OR SPRING THIRD GRADE GO TO CMQ.205. ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN SPRING THIRD GRADE) AND (THERE WAS A FIRST CONTACT PERSON GIVEN IN SPRING THIRD GRADE CMQ.200 THAT WAS CORRECT (CMQ.200=1) OR A FIRST CONTACT PERSON IN SPRING THIRD GRADE GIVEN OR CORRECTED IN CMQ.210-CMQ.280 AND (THE RESPONDENT IS THE SAME AS IN SPRING THIRD GRADE), GO TO CMQ.200. ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN SPRING FIRST GRADE) AND (THERE WAS A FIRST CONTACT PERSON GIVEN IN SPRING FIRST GRADE CMQ.200 THAT WAS CORRECT (CMQ.200=1) OR A FIRST CONTACT PERSON IN SPRING FIRST GRADE GIVEN OR CORRECTED IN CMQ.210-CMQ.280 AND (THE RESPONDENT IS THE SAME AS IN SPRING FIRST GRADE), GO TO CMQ.200. ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN SPRING KINDERGARTEN) AND (THERE WAS A FIRST CONTACT PERSON GIVEN IN SPRING KINDERGARTEN CMQ.200 THAT WAS CORRECT (CMQ.200=1) OR A FIRST CONTACT PERSON IN SPRING KINDERGARTEN GIVEN OR CORRECTED IN CMQ.210-CMQ.280 AND (THE RESPONDENT IS THE SAME AS IN SPRING KINDERGARTEN), GO TO CMQ.200. ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN FALL KINDERGARTEN) AND (THERE IS A FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FOR CMQ.110) AND (THE RESPONDENT IS THE SAME AS IN FALL KINDERGARTEN), CONTINUE WITH CMQ.200. ELSE, GO TO CMQ.205.



## CMQ200

QUESTION TEXT: I have recorded that {NAME OF RELATIVE/FRIEND}


### Page 6 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQPROGRAMMER INSTRUCTIONS:

CODES 

### 1 YES --- NO CORRECTION NEEDED BOX3 

### 2 YES --- MINOR CORRECTIONS NEEDED CMQ210 

### 3 NO CMQ205



### REFUSED BOX3 

### DON'T KNOW BOX3 at {PHONE NUMBER}
on {STREET ADDRESS, LINE 1} {STREET ADDRESS, LINE 2} {CITY} {STATE} {ZIP CODE} {COUNTRY NAME} will always know where you are if you move. Is this still true? IF NECESSARY SAY: I will only contact this person if I cannot locate you for the next interview. MAKE CORRECTIONS TO ANY INFORMATION THAT IS UNKNOWN OR SHOWN AS REFUSED (RF) OR DON’T KNOW (DK).

FROM PRELOAD, DISPLAY FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (FIRST CONTACT PERSON IN SPRING-THIRD CMQ.210-CMQ.280). FROMPRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY COUNTRY FROM SPRINGTHIRD CMQ.255. ELSE, USE A NULL DISPLAY. ELSE, IF SPRING-THIRD INFORMATION IS MISSING, DISPLAY FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FROM SPRING-FIRST (CMQ.200 IF CMQ.200=1) OR (FIRST CONTACT PERSON IN SPRING-FIRST CMQ.210-CMQ.280). FROM PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY COUNTRY FROM SPRING- FIRST CMQ.255. ELSE, USE A NULL DISPLAY. ELSE, IF SPRING-FIRST INFORMATION IS MISSING, DISPLAY FIRST CONTACT NAME, PHONENUMBER, AND ADDRESS FROM SPRING-K (CMQ.200 IF CMQ.200=1) OR (FIRST CONTACT PERSON IN SPRINGK CMQ.210-CMQ.280) ELSE, IF SPRING-K INFORMATION IS MISSING, DISPLAY FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FROM FALL-K CMQ.110. IF THERE WAS NO TELEPHONE IN PRELOAD (TELEPHONE NUMBER WAS RECORDED AS '000' OR WAS MISSING, REFUSED, OR DON’T KNOW), DISPLAY “AN UNKNOWN TELEPHONE NUMBER” FOR “PHONE NUMBER” DISPLAY. IF ANY PART OF THE STREET ADDRESS IS MISSING, REFUSED, OR DON’T KNOW FROM THE PRELOAD, FOR STREET ADDRESS LINE 1, DISPLAY “AN UNKNOWN STREET”. IF STREET ADDRESS LINE 2 IS MISSING, REFUSED, OR DON’T KNOW, USE A NULL DISPLAY. IF CITY IS MISSING, DISPLAY “AN UNKNOWN CITY”. IF STATE IS MISSING OR DON’T KNOW, DISPLAY “DK” FOR THE STATE DISPLAY. IF STATE IS REFUSED, DISPLAY “RF” FOR THE STATE DISPLAY. IF ZIP CODE IS MISSING OR DON’T KNOW, DISPLAY “DK” FOR THE ZIP CODE DISPLAY. ELSE, IF ZIP CODE WAS REFUSED, DISPLAY “RF” FOR THE ZIP CODE DISPLAY. ELSE, IF COUNTRY WAS REFUSED OR DON'T KNOW FROM THE PRELOAD, DISPLAY "AN UKNOWN COUNTRY" FOR THE COUNTRY NAME. ELSE, USE A NULL DISPLAY FOR COUNTRY NAME. DISPLAY CITY, STATE, ZIP, AND COUNTRY NAME ON 1 LINE. 

## CMQ205

QUESTION TEXT: Is there a relative or friend, who does not live in this household, who will always know where you are if you move? 

### Page 7 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQCODES



### 1 YES CMQ210 

### 2 NO BOX3



### REFUSED BOX3 

### DON'T KNOW BOX3 IF NECESSARY SAY: I will only contact this person if I cannot locate you for the next interview.



## CMQ210

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 50



### REFUSED DON'T KNOW What is the name, address, and telephone number of that person? {ENTER / CORRECT / ENTER NEW} FIRST AND LAST NAME. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY FIRST CONTACT FIRST AND LAST NAME FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.210). ELSE, IF THE HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY FIRST CONTACT FIRST AND LAST NAME FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ210 IN THE RESPONSE FIELDS). ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY FIRST CONTACT FIRST AND LAST NAME FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ210 IN THE RESPONSE FIELDS). ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY FIRST CONTACT FIRST AND LAST NAME FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY. IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." IF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." OTHERWISE, USE A NULL DISPLAY. 

## CMQ220

QUESTION TEXT: [What is the name, address, and telephone number of that person?] {ENTER / CORRECT / ENTER NEW} STREET ADDRESS, LINE 1. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}



### Page 8 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQPROGRAMMER INSTRUCTIONS:

ENTER TEXT 

### Length 50



### REFUSED DON'T KNOW
ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.220). ELSE,IF THE HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM (SPRINGFIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.220) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.220) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY. IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." IF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." OTHERWISE, USE A NULL DISPLAY. 

## CMQ230

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 50



### REFUSED DON'T KNOW [What is the name, address, and telephone number of that person?] {ENTER / CORRECT / ENTER NEW} STREET ADDRESS, LINE 2. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.230). ELSE,IF THE HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM (SPRINGFIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.230) IN THE RESPONSE FIELDS. ELSE, IF THEHOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM (SPRINGK CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.230) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY. IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." IF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." OTHERWISE, USE A NULL DISPLAY. 

## CMQ240

QUESTION TEXT: [What is the name, address, and telephone number of that person?]


### Page 9 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQPROGRAMMER INSTRUCTIONS:

ENTER TEXT 

### Length 30



### REFUSED DON'T KNOW {ENTER / CORRECT / ENTER NEW} CITY. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY CITY FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.240). ELSE, IF THE HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY CITY FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.240) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY CITY FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.240) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY CITY FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY. IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." IF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." OTHERWISE, USE A NULL DISPLAY. 

## CMQ250

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 2



### REFUSED DON'T KNOW [What is the name, address, and telephone number of that person?] {ENTER / CORRECT / ENTER NEW} STATE ABBREVIATION BY USING LOOKUP FILE. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.} TO ACTIVATE LOOKUP, BEGIN TO TYPE STATE NAME. IF NOT IN THE UNITED STATES, HIGHLIGHT ***NOT IN THE UNITED STATES*** IN THE LOOKUP FILE AND PRESS ENTER. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.

DISPLAY "TO ....MATCH.” WHEN ON STATE ENTRY FIELD. ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY STATE FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.250). ELSE, IF THE HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY STATE FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING- FIRST CMQ.250) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD ASPRING-KINDERGARTEN INTERVIEW, DISPLAY STATE FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRINGK CMQ.250) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY STATE FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS.ELSE, USE A NULL DISPLAY. IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." 

### Page 10 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQIF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." OTHERWISE, USE A NULL DISPLAY.



## BOX2B

IF CMQ.250 = 0 (NOT IN THE UNITED STATES), CONTINUE WITH CMQ.255. ELSE, GO TO CMQ.260.



## CMQ255

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### REFUSED

DON'T KNOW [What is the name, address, and telephone number of that person?] ENTER COUNTRY OR TERRITORY BY USING LOOKUP FILE. TO ACTIVATE LOOKUP, BEGIN TO TYPE COUNTRY OR TERRITORY. IF COUNTRY IS NOT ON THE LIST, HIGHLIGHT ***NOT ON LIST*** IN THE LOOKUP FILE AND PRESS ENTER. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING THIRD-GRADE INTERVIEW, DISPLAY COUNTRY FROM (SPRING-THIRD CMQ.255). ELSE, IF THE HOUSEHOLD HAD A SPRING FIRST-GRADE INTERVIEW, DISPLAY COUNTRY FROM (SPRING-FIRST CMQ.255). ELSE, USE A NULL DISPLAY. DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE CODES. 

## BOX2C

IF CMQ.255 = 0 (NOT ON LIST), CONTINUE WITH CMQ.255OS. OTHERWISE, GO TO CMQ.260.



## CMQ255OS

Page 11 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQQUESTION TEXT:

ENTER TEXT 

### Length 50



### REFUSED DON'T KNOW [What is the name, address, and telephone number of that person?] SPECIFY COUNTRY NAME

________________________



## CMQ260

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 10



### REFUSED DON'T KNOW [What is the name, address, and telephone number of that person?] {ENTER / CORRECT / ENTER NEW} ZIP CODE. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY ZIP CODE FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.260). ELSE, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY ZIP CODE FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.260) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY ZIP CODE FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.260) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY ZIP CODE FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY. IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." IF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." OTHERWISE, USE A NULL DISPLAY. 

## CMQ270

QUESTION TEXT: [What is the name, address, and telephone number of that person?] {ENTER / CORRECT / ENTER NEW} PHONE NUMBER, INCLUDING AREA CODE. 

### Page 12 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQPROGRAMMER INSTRUCTIONS:

ENTER TEXT 

### Length 15



### REFUSED DON'T KNOW {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.} IF NO TELEPHONE, ENTER '000.'

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY TELEPHONE NUMBER FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.270) IN THE RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY TELEPHONE NUMBER FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST OR CMQ.270) IN THE RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY TELEPHONE NUMBER FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K OR CMQ.270) IN THE RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY TELEPHONE NUMBER FROM FALL-K CMQ.110 IN THE RESPONSE FIELD. ELSE, USE A NULL DISPLAY. IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." IF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." OTHERWISE, USE A NULL DISPLAY. IF NO TELEPHONE, ENTER '000.' 

## CMQ280

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 50



### REFUSED DON'T KNOW What is the person's relationship to you? {ENTER / CORRECT / ENTER NEW} RELATIONSHIP OF PERSON TO RESPONDENT. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY RELATIONSHIP FROM (PRELOAD IF CMQ.200=1) OR (SPRING-THIRD CMQ.280) IN THE RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY RELATIONSHIP FROM (PRELOAD IF CMQ.200=1) OR (SPRING-FIRST CMQ.280) IN THE RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY RELATIONSHIP FROM (PRELOAD IF CMQ.200=1) OR (SPRING-K CMQ.280) IN THE RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY RELATIONSHIP FROM PRELOAD FOR FALL-K CMQ.110 IN THE RESPONSE FIELD. ELSE, USE A NULL DISPLAY. IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." IF CMQ.200=2, DISPLAY "IF FIELD...INFORMATION." ELSE, USE NULL DISPLAY.



### Page 13 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ

## BOX3

IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-THIRD GRADE INTERVIEW) AND (THERE WAS AN E- MAIL ADDRESS GIVEN IN SPRING-THIRD GRADE CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN E- MAIL ADDRESS IN SPRING-THIRD GRADE GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS THE SAME AS IN SPRING-THIRD GRADE), CONTINUE WITH CMQ.382. ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-SECOND GRADE INTERVIEW) AND (THERE WAS ANE-MAIL ADDRESS GIVEN IN SPRING-SECOND GRADE CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN EMAIL ADDRESS IN SPRING-SECOND GRADE GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS THE SAME AS IN SPRING-SECOND GRADE), CONTINUE WITH CMQ.382.ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-FIRST GRADE INTERVIEW) AND (THERE WAS AN EMAIL ADDRESS GIVEN IN SPRING-FIRST GRADE CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN E-MAIL ADDRESS IN SPRING-FIRST GRADE GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS THE SAME AS IN SPRING-FIRST GRADE), CONTINUE WITH CMQ.382. ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-KINDERGARTEN INTERVIEW) AND (THERE WAS ANE-MAIL ADDRESS GIVEN IN SPRING-KINDERGARTEN CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN EMAIL ADDRESS IN SPRING-KINDERGARTEN GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS THE SAME AS IN SPRING-KINDERGARTEN), CONTINUE WITH CMQ.382. ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE FALL-KINDERGARTEN INTERVIEW) AND (THERE IS AN EMAIL ADDRESS FOR CMQ.092) AND (THE RESPONDENT IS THE SAME AS IN FALL-KINDERGARTEN), CONTINUE WITH CMQ.382. ELSE, GO TO CMQ.383.



## CMQ382

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: CODES 

### 1 YES --- NO CORRECTION NEEDED CMQ680 

### 2 YES --- MINOR CORRECTIONS NEEDED CMQ384 

### 3 NO CMQ383



### REFUSED CMQ680 

### DON'T KNOW CMQ680 I have also recorded that your e-mail address is {EMAIL ADDRESS}. Is that correct?

DISPLAY E-MAIL ADDRESS FROM (SPRING-THIRD GRADE CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-THIRD GRADE CMQ.384). ELSE, IF SPRING-THIRD GRADE INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-SECOND GRADE CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-SECOND GRADE CMQ.384). ELSE, IF SPRING-SECOND GRADE INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-FIRST CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-FIRST CMQ.384). ELSE, IF 

### Page 14 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQSPRING-FIRST GRADE INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-K CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-K CMQ.384). ELSE, IF SPRING-K INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM FALL K CMQ.092. 

## CMQ383

QUESTION TEXT:

CODES 

### 1 YES 2 NO CMQ680



### REFUSED CMQ680 

### DON'T KNOW CMQ680 Is there an e-mail address where we could reach you?



## CMQ384

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 70



### REFUSED DON'T KNOW What is your e-mail address? IF EMAIL ADDRESS WILL NOT FIT THE SPACE PROVIDED, ENTER IT IN COMMENTS. {CORRECT / ENTER NEW/ENTER} E-MAIL ADDRESS. {IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}

IN THE RESPONSE FIELD: DISPLAY E-MAIL ADDRESS FROM (SPRING-THIRD GRADE CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-THIRD GRADE CMQ.384). ELSE, IF SPRING-THIRD GRADE INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-SECOND GRADE CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-SECOND GRADE CMQ.384). ELSE, IF SPRING-SECOND GRADE INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-FIRST CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-FIRST CMQ.384). ELSE, IF SPRING-FIRST GRADE INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-K CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-K CMQ.384). ELSE, IF SPRING-K INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM FALL K CMQ.092. ELSE, USE A NULL DISPLAY. IF CMQ.382=2, DISPLAY 'IF FIELD...INFORMATION.' OTHERWISE, USE A NULL DISPLAY. ALLOW 70 TOTAL CHARACTERS FOR THE E-MAIL ADDRESS. IF THE EMAIL ADDRESS DOES NOT CONTAIN THE “@” SIGN, DISPLAY THE FOLLOWING MESSAGE ”THE EMAIL ADDRESS SHOULD CONTAIN THE “@” SIGN. PLEASE CONFIRM AND CHANGE.”


### Page 15 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQIF THE EMAIL ADDRESS DOES NOT CONTAIN A “.” (PERIOD), DISPLAY THE FOLLOWING MESSAGE ”THE EMAIL ADDRESS SHOULD CONTAIN AT LEAST ONE PERIOD. PLEASE CONFIRM AND CHANGE.” IF CMQ.382=2, DISPLAY "CORRECT." IF CMQ.382=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER." IF CMQ.382=3, DISPLAY "IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION." OTHERWISE, USE A NULL DISPLAY. 

## CMQ680

QUESTION TEXT:

CODES 

### 1 TELEPHONE 2 IN-PERSON WAS THIS INTERVIEW CONDUCTED BY TELEPHONE OR IN-PERSON?



## CMQ690

QUESTION TEXT:

CODES 

### 1 ENGLISH BOX4 

### 2 SPANISH BOX4 

### 3 CHINESE LANGUAGE BOX4 

### 4 VIETNAMESE BOX4 

### 91 ANOTHER LANGUAGE WAS THIS INTERVIEW CONDUCTED IN ENGLISH, SPANISH, A CHINESE LANGUAGE, VIETNAMESE, OR ANOTHER LANGUAGE?



## CMQ690OS

QUESTION TEXT: [WAS THIS INTERVIEW CONDUCTED IN ENGLISH, SPANISH, A CHINESE LANGUAGE, VIETNAMESE, OR ANOTHER LANGUAGE?]

________________________________________ SPECIFY OTHER LANGUAGE.



### Page 16 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQENTER TEXT 

### Length 25



## BOX4

IF CMQ680=2, GO TO CMQ695. ELSE, GO TO BOX 5.



## CMQ695

QUESTION TEXT:

CODES 

### 1 CHILD'S HOME 2 CHILD'S SCHOOL 3 SOMEWHERE ELSE WHERE WAS THIS INTERVIEW CONDUCTED?



## BOX5

SET FINAL DISPOSITION CODE: IF CMQ.680=1 (TELEPHONE) AND CMQ.690=1 (ENGLISH), SET DISPOSITION CODE TO 60. IF CMQ.680=1 (TELEPHONE) AND CMQ.690=2 (SPANISH), SET DISPOSITION CODE TO 61. IF CMQ.680=1 (TELEPHONE) AND CMQ.690=3 (CHINESE), SET DISPOSITION CODE TO 66. IF CMQ.680=1 (TELEPHONE) AND (CMQ.690=4 (VIETNAMESE) OR CMQ.690=91 (ANOTHER LANGUAGE)), SET DISPOSITION CODE TO 62. IF CMQ.680=2 (IN-PERSON) AND CMQ.690=1 (ENGLISH), SET DISPOSITION CODE TO 63. IF CMQ.680=2 (IN-PERSON) AND CMQ.690=2 (SPANISH), SET DISPOSITION CODE TO 64. IF CMQ.680=2 (IN-PERSON) AND CMQ.690=3 (CHINESE), SET DISPOSITION CODE TO 67. IF CMQ.680=2 (IN-PERSON) AND (CMQ.690=4 (VIETNAMESE) OR CMQ.690=91 (ANOTHER LANGUAGE)), SET DISPOSITION CODE TO 65.



### Page 17 of 20 2014-06-23 11:02 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ

## CMQ700

QUESTION TEXT:

ENTER TEXT 

### Length 1 Thank you very much for your cooperation and for taking the time to participate in the Early Childhood Longitudinal Study. PRESS 1 AND ENTER TO CONTINUE.



## BOX6

GO TO CMQ.720.



## CMQ701

QUESTION TEXT:

ENTER TEXT 

### Length 1 We would like to call the parent or guardian for {CHILD} at the household where {he/she} lives. Could you please give me the name and telephone number for the home that I should call? AFTER EXITING ON THE NEXT SCREEN, ENTER CONTACT INFORMATION FOR CHILD’S RESIDENCE INTO THE ELECTRONIC RECORD OF CALLS. [AFTER THAT, SAY:] Thank you for your time. PRESS 1 AND ENTER TO CONTINUE.



## BOX7

Page 18 of 20 2014-06-23 11:03 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQGO TO CMQ.720.



## CMQ702

QUESTION TEXT:

PROGRAMMER INSTRUCTIONS: ENTER TEXT 

### Length 1 We would like to call back when {this person/{CHILD}'s parent or guardian} is available. Please tell me when we should call back. AFTER EXITING ON THE NEXT SCREEN, ENTER CALL BACK TIME INTO THE ELECTRONIC RECORD OF CALLS. [AFTER THAT, SAY:] Thank you for your time. PRESS 1 AND ENTER TO CONTINUE.

IF (INQ020=4 and INQ025=2), THEN DISPLAY "this person." ELSE, DISPLAY "{CHILD}'s parent or guardian." 

## BOX8

GO TO CMQ.720.



## CMQ703

QUESTION TEXT:

ENTER TEXT 

### Length 1 Thank you. AFTER EXITING ON THE NEXT SCREEN, ENTER INTO THE ELECTRONIC RECORD OF CALLS WHETHER YOU SPOKE TO THE CONTACT PERSON AND ANY INFORMATION YOU HAVE ABOUT WHY AN APPROPRIATE RESPONDENT WAS NOT AVAILABLE, NOT IN THE HOUSEHOLD, OR THE INFORMATION WAS REFUSED/DON’T KNOW. PRESS 1 AND ENTER TO CONTINUE.



### Page 19 of 20 2014-06-23 11:03 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ

## CMQ720

QUESTION TEXT: PRESS 1 AND ENTER TO SAVE AND EXIT THIS CASE.



### Page 20 of 20 2014-06-23 11:03 Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ