Appendix A

Letters
Form/Letter/Postcard 

Description and Label

Formtype First 

Mailing 

Second 

Mailing

Third 

Mailing

Fourth 

Mailing

Screener Questionnaire NHES-1A 11 01 02 03 04

ECPP Questionnaire NHES-2A 21 01 02 03 04

PFI Questionnaire NHES-3A 31 01 02 03 04

PFI-HS Questionnaire NHES-3B 32 01 02 03 04

CWS Questionnaire NHES-4A 41 01 02 03 04

TWS Questionnaire NHES-5A 51 01 02 03 04

Advance letter –NHES-10L 10

Initial mail screener cover letter –

NHES-11L 11 01

Mail screener reminder postcard 

7198-12P

Second mail screener cover letter –

NHES-12L 11 02

Third mail screener cover letter –

NHES-13L 11 03

Fourth mail screener cover letter –

NHES-14L 11 04

Initial web screener letter –NHES11L(W) 01

Web screener reminder postcard 

7198-12P(W)

Second web screener letter –

NHES-12L(W) 02

Third web screener letter – NHES 

13L(W); 3rd letter for Treatment 1 03

Third web screener letter – NHES14L(W); 3rd letter for Treatment 2 11 03

Fourth web screener letter –NHES15L(W); 4th letter for Treatments 1 

and 2

11 04

Initial topical cover letter – used in 

ECPP only NHES-21L 21 01

Topical reminder postcard – used 

for PFI, PFI-HS, ECPP, CWS, and 

TWS mailing 7198-22P

Second topical cover letter – used in 

ECPP NHES-22L 21 02

Third topical cover letter - used in 

ECPP NHES-23L 21 03

Fourth topical cover letter – used in 

ECPP, PFI, and PFI-HS NHES-24L 21, 31, 32 04

Initial topical cover letter – used in 

PFI NHES-31L 

31 01

Second topical cover letter – used in 

PFI NHES-32L 31 02

Third topical cover letter - used in 

PFI NHES-33L 31 03
Initial topical cover letter 

– used in 

PFI-HS NHES-31L(a) 

32 01

Second topical cover letter – used in 

PFI-HS NHES-32L(a) 32 02

Third topical cover letter - used in 

PFI-HS NHES-33L(a) 32 03

Initial topical cover letter – used in 

CWS and TWS NHES-41L

41, 51 01

Second topical cover letter – used in 

CWS and TWS NHES-42L 41, 51 02

Third topical cover letter - used in 

CWS and TWS NHES-43L 41, 51 03

Fourth topical cover letter – used in 

CWS and TWS NHES-44L 41, 51 04
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-10L

(11-2014)

I am pleased to inform you that the U.S. Census Bureau has selected your household to

participate in the 2015 National Household Education Survey, which we are conducting on

behalf of the U.S. Department of Education. This survey collects information on the education

of people in the United States. The study provides vital information that is used to improve

education for everyone—information that is not available anywhere else. The results will help

policymakers, researchers, and educators understand the educational needs of our diverse

population in changing times. This survey is about all of us!

Your household was chosen at random as part of this scientific study, and we cannot replace

you with someone else. Although your participation is voluntary, your answers will make sure

that households like yours are counted. Every type of household in America needs to be

included in the survey.

You should receive the invitation to participate in the study in the mail within the next week.

 It usually takes 8 minutes or less to fill out the survey.

 We will include a small token of our appreciation for your participation in this study.

If you would like more information on the study, please visit https://surveys.nces.ed.gov/nhes/

or contact us toll-free at 1–888–840–8353.

Thank you in advance for your assistance with this important study.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

census.gov
Authorization and Confidentiality of Information

The National Center for Education Statistics within the U.S. Department of Education is authorized to

conduct this survey under U.S. Code, Title 20, Section 9543. The U.S. Census Bureau is conducting

this study for the U.S. Department of Education. Your participation is voluntary. Be assured that your

answers will only be used for statistical purposes and that your individual responses will be protected to

the fullest extent allowable under law (U.S. Code, Title 20, Section 9573).

NHES-10L (11-2014)
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-11L

(11-2014)

The U.S. Census Bureau is conducting an important national research study for the U.S.

Department of Education, and we need your help. This survey is the first step in a study that

provides vital information that is used to improve education for people of all ages—this

information is not available anywhere else.

Please fill out this survey and mail it back in the postage-paid envelope that is provided.

• It usually takes 8 minutes or less to fill out the survey.

• The questionnaire will help us find households that have adults or children with a range

of education or work training experiences. This information is used later to ask those

households more about their experiences.

• Even if no one in your household is currently enrolled in school or working, it is still

important that you return this survey so that every type of household in America is

represented.

• The results of this study will help policymakers, researchers, and educators understand

the education and work training needs of our diverse population in changing times.

Your household was chosen as part of this voluntary scientific study, and we cannot replace

you with someone else. All information you provide may only be used for statistical purposes

and may not be disclosed, or used, in identifiable form for any other purpose except as

required by law (20 USC § 9573).

We have enclosed a cash token of our appreciation. If you have questions or need

assistance, please contact us toll-free at 1–888–840–8353. You can find more information

about this study online at https://surveys.nces.ed.gov/nhes/.

Thank you for taking part in this important study.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosures

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

7198-12P

(11-2014)

Last week we mailed you a questionnaire for a study sponsored by the U.S. Department of Education. If 

someone in your household has already returned the survey, we thank you very much for your help.

If you have not completed and returned your survey, please do so right away. We need to hear from 

everyone and your help is very important to us. Your household was randomly selected to take part in this 

survey and cannot be replaced.

If you have any questions, feel free to contact us at 1–888–840–8353. Thank you.

Sincerely,

John H. Thompson, Director, U.S. Census Bureau
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-12L

(11-2014)

The U.S. Census Bureau is conducting an important national research study for the U.S.

Department of Education. A few weeks ago, we mailed a survey to your address and asked

that a member of your household complete and return the questionnaire. We have not yet

received your response. We are writing again because we need your help. This survey is the

first step in a study that provides vital information that is used to improve education for people

of all ages—information that is not available anywhere else.

Please fill out this survey and mail it back in the postage-paid envelope that is provided.

• It usually takes about 8 minutes or less to fill out the survey.

The questionnaire will help us find households that have adults or children with a range of

education or work training experiences. This information is used later to ask more about those

experiences.

• Even if no one in your household is currently enrolled in school or working, it is still

important that you return this survey. Every type of household in America needs to be

included.

Your household was chosen as part of this voluntary scientific study, and we cannot replace you

with someone else. All information you provide may only be used for statistical purposes and may

not be disclosed, or used, in identifiable form for any other purpose except as required by law (20

USC § 9573). The results of this study will help policymakers, researchers, and educators

understand the education and work training needs of our diverse population in changing times.

If you have questions or need assistance, please contact us toll-free at 1–888–840–8353. 

You can find more information about this study online at https://surveys.nces.ed.gov/nhes/.

Thank you for taking part in this important study.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-13L

(11-2014)

I am writing to request that a member of your household complete a brief questionnaire as

part of an important national research study being conducted by the U.S. Census Bureau for

the U.S. Department of Education. I have written twice previously, but we have not yet

received your completed questionnaire.

We have mailed this third questionnaire using rush delivery because of the importance of

your response.

As mentioned in earlier letters, this short questionnaire is the first step in a study that

provides valuable information that is used to improve education for people of all ages—

information that is not available anywhere else. The results will help policymakers,

researchers, and educators understand the education and work training needs of our nation.

Your household was selected to represent thousands of households like yours, and every

type of household in America needs to be included in the survey.

If you have questions or need assistance, please contact us toll-free at 1–888–840–8353. 

You can find more information about this study online at https://surveys.nces.ed.gov/nhes/.

Please fill out the enclosed questionnaire and return it in the postage-paid envelope as soon

as possible. Thank you for taking part in this important study.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosures

The National Center for Education Statistics within the U.S. Department of Education is authorized to

conduct this survey under U.S. Code, Title 20, Section 9543. The U.S. Census Bureau is conducting

this study for the U.S. Department of Education. Your participation is voluntary. Be assured that your

answers will only be used for statistical purposes and that your individual responses will be protected

to the fullest extent allowable under law (U.S. Code, Title 20, Section 9573).

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-14L

(11-2014)

I am writing to request a few minutes of your time to help with a vital study being conducted

by the U.S. Census Bureau for the U.S. Department of Education.

The short questionnaire enclosed helps us identify households that have adults and children

with a range of educational experiences for this national education and work training research

study. Even if your household does not have anyone currently enrolled in school or working, it 

is still important that you return a completed survey to us within the next two weeks using the

enclosed envelope.

This is your household’s last chance to participate in this important study.

If you have questions or need assistance, please contact us toll-free at 1–888–840–8353. 

You can find more information about this study online at https://surveys.nces.ed.gov/nhes/.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosures

The National Center for Education Statistics within the U.S. Department of Education is authorized to

conduct this survey under U.S. Code, Title 20, Section 9543. The U.S. Census Bureau is conducting

this study for the U.S. Department of Education. Your participation is voluntary. Be assured that your

answers will only be used for statistical purposes and that your individual responses will be protected

to the fullest extent allowable under law (U.S. Code, Title 20, Section 9573).

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-11L(W)

(11-2014)

A few weeks ago we wrote to ask you to participate in an important national research study the 

U.S Census Bureaus is conducting for the U.S. Department of Education. Now we are writing 

to tell you how to participate in the study. This survey is the first step in a study that provides

vital information that is used to improve education for people of all ages—this information is not

available anywhere else. We need your help!

Please complete the survey on the Internet. Your responses will be collected on a secure 

website. To access the survey:

1. Go to: https://respond.census.gov/nhes2015

2. Enter your username:

3. Enter your case-sensitive password:

4. Click “Login” to participate in the survey.

We realize that not all households have Internet access. If this is the case for your household, 

in about XXX weeks we will send a paper version of the questionnaire to your household. If 

you would like to receive one sooner please contact the U.S. Census Bureau at 1-888-840-

8353.

This survey will help us find households that have adults or children with a range of education 

or work training experiences. This information is used to later ask those household more about 

their experiences. 

 It usually takes 8 minutes or less to fill out the survey.

 The results of this study will help policymakers, researchers, and educators understand

the education and work training needs of our diverse population in changing times.

Your household was chosen as part of this voluntary scientific study, and we cannot replace

you with someone else. All information you provide may only be used for statistical purposes

and may not be disclosed, or used, in identifiable form for any other purpose except as

required by law (20 USC § 9573).

If you have questions about the survey, please contact the U.S. Census Bureau at 1-888-840-

8353. You can find more information about this study online at

https://surveys.nces.ed.gov/nhes/.

We have enclosed a cash token of our appreciation. Thank you for taking part in this important 

study.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosurecensus.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

7198-12P(W)

(11-2014)

Last week we mailed you a letter inviting you to participate in a study sponsored by the U.S. Department of 

Education. If someone in your household has already completed the survey, we thank you very much for 

your help.

If you have not completed your survey, please do so right away. We need to hear from everyone and your 

help is very important to us. Your household was randomly selected to take part in this survey and cannot 

be replaced.

If you have any questions, feel free to contact us at 1–888–840–8353. Thank you.

Sincerely,

John H. Thompson, Director, U.S. Census Bureau
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-12L(W)

(11-2014)

The U.S. Census Bureau is conducting an important national research study for the U.S.

Department of Education. A few weeks ago, we mailed a letter to your address and asked that

a member of your household complete the survey over the Internet. We have not yet received

your response. We are writing again because we need your help. This survey is the first step in

a study that provides vital information that is used to improve education for people of all

ages—information that is not available anywhere else.

Please complete the survey over the Internet. Your responses will be collected on a 

secure website. To access to your survey:

1. Go to: https://respond.census.gov/nhes2015

2. Enter your username:

3. Enter your case-sensitive password:

4. Click “Login” to participate in the survey.

We realize that not all households have Internet access. If this is the case for your household, 

in about XXX weeks we will send a paper version of the questionnaire to your household

This survey will help us find households that have adults and children with a range of 

education or work training experiences. This information is used later to ask more about those

experiences. 

It usually takes only about 8 minutes to fill out. Even if no one in your household is currently 

enrolled in school or training, it is still important that you return this survey. Every type of

household in America needs to be included.

Your household was chosen as part of this voluntary scientific study, and we cannot replace

you with someone else. All information you provide may only be used for statistical purposes

and may not be disclosed, or used, in identifiable form for any other purpose except as

required by law (20 USC § 9573). The results of this study will help policymakers,

researchers, and educators understand the education and work training needs of our diverse

population in changing times.

If you have any questions about the survey, please contact the U.S. Census Bureau at 1-888-

840-8353. You can find more information about this study online at 

https://surveys.nces.ed.gov/nhes/.

Thank you for taking part in this important study.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosurecensus.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-13L(W)

(11-2014)

I am writing again to request a few minutes of your time to help with a vital study being

conducted by the U.S. Census Bureau for the U.S. Department of Education.

We have mailed this letter using rush delivery because of the importance of your response.

This short Internet survey helps us identify households that have adults and children with a

range of educational experiences for this national education and work training research study.

Even if your household does not have anyone currently enrolled in school or working, it is still 

important that you complete the survey within the next two weeks.

Please complete the survey on the Internet. Your responses will be collected on a 

secure website. To access your survey:

1. Go to: https://respond.census.gov/nhes2015

2. Enter your username:

3. Enter your case-sensitive password:

4. Click “Login” to participate in the survey.

We realize that not all households have Internet access. If this is the case for your household, 

in about XXX weeks we will send a paper version of the questionnaire to your household.

 It usually only takes about 8 minutes to complete the survey.

If you have any questions about the survey, please contact the U.S. Census Bureau at 1-888-

840-8353. 

You can find more information about this study online at https://surveys.nces.ed.gov/nhes/.

Sincerely,

John H. Thompson 

Director

U.S. Census Bureau

Enclosure

The National Center for Education Statistics within the U.S. Department of Education is authorized to

conduct this survey under U.S. Code, Title 20, Section 9543. The U.S. Census Bureau is conducting

this study for the U.S. Department of Education. Your participation is voluntary. Be assured that your

answers will only be used for statistical purposes and that your individual responses will be protected

to the fullest extent allowable under law (U.S. Code, Title 20, Section 9573).

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-14L(W)

(11-2014)

I am writing to request that a member of your household complete a brief Internet survey as part of an

important national research study being conducted by the U.S. Census Bureau for the U.S. Department of

Education. I have written previously, but we have not yet received your response.

We have mailed this package using rush delivery because of the importance of your response.

To complete your survey on the Internet, please follow the instructions below. Your 

responses will be collected on a secure website. To access your survey:

1. Go to: https://respond.census.gov/nhes2015

2. Enter your username:

3. Enter your case-sensitive password:

4. Click “Login” to participate in the survey.

Alternatively, for your convenience, you may complete the paper questionnaire included with this mailing

and return it in the enclosed pre-addressed, postage-paid envelope.

 It should only take about 8 minutes to complete the survey.

As mentioned in earlier letters, this short survey is the first step in a study that provides valuable

information that is used to improve education for people of all ages—information that is not available

anywhere else. The results will help policymakers, researchers, and educators understand the education

and work training needs of our nation. Your household was selected to represent thousands of

households like yours, and every type of household in America needs to be included in the survey.

If you have any questions about the survey, please contact the U.S. Census Bureau at 1-888-840-8353. 

You can find more information about this study online at https://surveys.nces.ed.gov/nhes/.

Thank you for taking part in this important study.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosures

The National Center for Education Statistics within the U.S. Department of Education is authorized to

conduct this survey under U.S. Code, Title 20, Section 9543. The U.S. Census Bureau is conducting

this study for the U.S. Department of Education. Your participation is voluntary. Be assured that your

answers will only be used for statistical purposes and that your individual responses will be protected

to the fullest extent allowable under law (U.S. Code, Title 20, Section 9573).

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-15L(W)

(11-2014)

I am writing to request a few minutes of your time to help with a vital study being conducted

by the U.S. Census Bureau for the U.S. Department of Education.

This short Internet survey helps us identify households that have members with a range of

educational experiences for this national education and work training research study. Even if

your household does not have anyone currently enrolled in school or working, it is still 

important that you complete the survey within the next two weeks.

Please complete the survey on the Internet. Your responses will be collected on a 

secure website. To access your survey:

1. Go to: https://respond.census.gov/nhes2015

2. Enter your username:

3. Enter your case-sensitive password:

4. Click “Login” to participate in the survey.

Alternatively, for your convenience, you may complete the paper questionnaire included with 

this mailing and return it in the enclosed pre-addressed, postage-paid envelope.

 It should only take about 8 minutes to fill out the survey.

If you have any questions about the survey, please contact the U.S. Census Bureau at 1-888-

840-8353. 

You can find more information about this study online at https://surveys.nces.ed.gov/nhes/.

Sincerely,

John H. Thompson 

Director

U.S. Census Bureau

Enclosure

The National Center for Education Statistics within the U.S. Department of Education is authorized to

conduct this survey under U.S. Code, Title 20, Section 9543. The U.S. Census Bureau is conducting

this study for the U.S. Department of Education. Your participation is voluntary. Be assured that your

answers will only be used for statistical purposes and that your individual responses will be protected

to the fullest extent allowable under law (U.S. Code, Title 20, Section 9573).

census.gov
UNITED STATES DEPARTMENT OF

COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-21L

(11-2014)

A few weeks ago your household completed a short survey that the U.S. Census 

Bureau conducted for the U.S. Department of Education. Thank you for your 

response. I’m now asking you to help us by completing the final part of this important 

study. The study is used by educators, policymakers, and researchers to understand 

the educational experiences and needs of all children in the United States.

The survey you completed stated that the child listed below lives in this household. 

When completing the enclosed survey, please answer about:

Name:

Age:

Sex:

Grade:

This national education study will provide much needed information about children’s 

early learning, the programs in which children participate, and how families prepare 

children for school. Your response to this survey is important to help provide a clear 

picture of children’s educational experiences in the United States. Please be assured 

that your participation is voluntary and all information you give 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 (Section 9573, 20 U.S. Code). Your 

responses will be combined with those of others to produce national statistics about 

children’s educational experiences.

The National Center for Education Statistics within the U.S. Department of Education 

is authorized to conduct this survey (20 USC § 9543). More details about the study 

are provided on the back of the enclosed survey and online at 

https://surveys.nces.ed.gov/nhes/.

We have enclosed a cash token of appreciation for your participation in this study. 

Thank you in advance for your continued participation. The survey should only take 

about 20 minutes to complete. Please return the completed survey in the enclosed 

envelope. If you have any questions about the study or need replacement materials 

please call us toll-free at 1–888–840–8353.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

7198-22P

(11-2014)

Last week we mailed you a follow-up questionnaire for a study conducted by the U.S. Census Bureau for the U.S. 

Department of Education. That questionnaire is the second and final step for you to participate in this important 

study about education in our country. If someone in your household has already returned the survey, we thank you 

very much for your help.

If you have not completed and returned your survey, please do so right away. We need to hear from everyone and 

your help is very important to us. Your household was randomly selected to take part in this survey and cannot be 

replaced.

If you have any questions, feel free to contact us at 1–888–840–8353. Thank you.

Sincerely,

John H. Thompson, Director, U.S. Census Bureau
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-22L

(11-2014)

The U.S. Census Bureau is conducting an important national education study for the U.S. 

Department of Education about children’s early learning, the programs in which children 

participate, and how families prepare children for school. About three weeks ago, we mailed a 

survey to your household about the child listed below:

Name:

Age:

Sex:

Grade:

We have not yet received a response from your household. You were sent that survey (and the 

replacement enclosed with this letter) because your household completed a short survey we

conducted for the U.S. Department of Education. We are writing again because your 

household’s response is important in ensuring that we obtain accurate results.

Please fill out the enclosed survey and mail it back in the postage-paid envelope as soon as 

possible. It should only take 20 minutes or less to fill out this survey. This survey is the final part 

of this important study.

If you have questions or need assistance, we will be happy to help and can be reached toll-free 

at 1–888–840–8353.More details about the study are provided on the back of the enclosed 

survey and online at https://surveys.nces.ed.gov/nhes/.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosure

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-23L

(11-2014)

I wrote several weeks ago to request that your household complete a brief questionnaire 

about the child listed below. This child was selected based on an earlier survey that your 

household completed.

Name:

Age:

Sex:

Grade:

Unfortunately, we have not yet received your completed questionnaire. You were sent that

survey (and the replacement enclosed with this letter) because your household completed 

a short survey that the U.S. Census Bureau conducted for the U.S. Department of 

Education. In that short survey, you told us this child lived here, and we have randomly 

selected that child to ask about in this follow-up survey.

We have mailed this third questionnaire using rush delivery because of the

importance of your response.

• It should only take 20 minutes or less to fill out the survey.

As mentioned before, this survey is the final step in a study that provides 

information about children’s early learning, the programs in which children 

participate, and how families prepare children for school. Your responses to this 

survey will help provide a clear picture of children’s educational experiences in the 

United States. 

Please fill out the enclosed survey and mail it back in the postage-paid envelope

as soon as possible.

If you have questions or need assistance we will be happy to help and can be reached

toll-free at 1–888–840–8353. More details about the study are provided on the back of 

the enclosed survey and online at https://surveys.nces.ed.gov/nhes/.

Thank you.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosure

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-24L

(11-2014)

I have written previously to request that your household complete a survey about the child listed

below. Unfortunately, we have not yet received your completed survey. The results of this study

are used by policymakers, researchers and educators to understand and improve education in

the United States.

This is your household’s last opportunity to participate in this important education study.

It should only take 20 minutes or less to fill out this survey. Please respond about the child listed below:

Name:

Age:

Sex:

Grade:

Once you have completed the survey, enclose the survey in the envelope provided and

return it as soon as possible. The postage is already paid so you can drop it in any

mailbox.

If you have questions or need assistance, we will be happy to help and can be reached by

telephone at 1–888–840–8353. More details about the study are provided on the back of the

enclosed survey and online at https://surveys.nces.ed.gov/nhes/.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosure

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-31L

(11-2014)

A few weeks ago your household completed a short survey that the U.S. Census Bureau

conducted for the U.S. Department of Education. Thank you for your response. I’m now 

asking you to help us by completing the final part of this important study. The study is 

used by educators, policymakers, and researchers to understand the educational 

experiences and needs of all children in the United States.

The survey you completed stated that the child listed below lives in this household. 

When completing the enclosed survey, please answer about:

Name:

Age:

Sex:

Grade:

This national education study will provide much needed information about how schools 

and families work together to promote children’s learning. Your response to this survey 

is important as it will help provide a clear picture of children’s educational experiences in 

the United States. Please be assured that your participation is voluntary and all 

information you give 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 (Section 

9573, 20 U.S. Code). Your responses will be combined with those of others to produce 

national statistics about children’s educational experiences.

The National Center for Education Statistics within the U.S. Department of Education is 

authorized to conduct this survey (20 USC § 9543). More details about the study are 

provided on the back of the enclosed survey and online at 

https://surveys.nces.ed.gov/nhes/.

We have enclosed a cash token of appreciation for your participation in this study. Thank 

you in advance for your continued participation. The survey should only take about 20 

minutes to complete. Please return the completed survey in the enclosed envelope. If 

you have any questions about the study or need replacement materials please call us 

toll-free at 1–888–840–8353.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-32L

(11-2014)

The U.S. Census Bureau is conducting an important national education study for the 

U.S. Department of Education about how schools and families work together to promote 

children’s learning. About three weeks ago, we mailed a survey to your household about 

the child listed below:

Name:

Age:

Sex:

Grade:

We have not yet received a response from your household. You were sent that survey 

(and the replacement enclosed with this letter) because your household completed a 

short survey that we conducted for the U.S. Department of Education. We are writing 

again because your household’s response is important in ensuring that the U.S. 

Department of Education obtains accurate results.

Please fill out the enclosed survey and mail it back in the postage-paid envelope as soon 

as possible. It should only take 20 minutes or less to fill out this survey. This survey is 

the final part of this important study.

If you have questions or need assistance, we will be happy to help and can be reached 

toll-free at 1–888–840–8353. More details about the study are provided on the back of 

the enclosed survey and online at https://surveys.nces.ed.gov/nhes/.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosure

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-33L

(11-2014)

I wrote several weeks ago to request that your household a brief questionnaire about the 

child listed below. This child was selected based on an earlier survey that your household 

completed.

Name:

Age:

Sex:

Grade:

Unfortunately, we have not yet received your completed questionnaire. You were sent that

survey (and the replacement enclosed with this letter) because your household completed 

a short survey the U.S. Census Bureau conducted for the U.S. Department of Education. 

In that short survey, you told us this child lived here, and we have randomly selected that 

child to ask about in this follow-up survey.

We have mailed this third questionnaire using rush delivery because of the

importance of your response.

As mentioned before, this survey is the final step in a study that provides 

information on how schools and families work together to promote children’s 

learning. Your responses to this survey will help provide a clear picture of 

children’s educational experiences in the United States. 

Please fill out the enclosed survey and mail it back in the postage-paid envelope

as soon as possible.

• It should only take 20 minutes or less to fill out the survey.

If you have questions or need assistance we will be happy to help and can be reached

by telephone toll-free at 1–888–840–8353. More details about the study are provided on

the back of the enclosed survey and online at https://surveys.nces.ed.gov/nhes/. Thank

you.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosure

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-31L(a)

(11-2014)

A few weeks ago your household completed a short survey that the U.S. Census Bureau 

conducted for the U.S. Department of Education. Thank you for your response. I’m now 

asking you to help us by completing the final part of this important study. 

 This national education study is the only study that provides nationally 

representative information on homeschooling practices and resources in the 

United States.

 Although your participation is voluntary, your response to this survey is 

important. It will help provide a clear picture of all children’s educational 

experiences in the United States.

The survey you completed stated that the child listed below lives in this household. When 

completing the enclosed survey, please answer about:

Name:

Age:

Sex:

Grade:

Please be assured that all information you give 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 (Section 9573, 20 U.S. Code). Your responses will be combined with those 

of others to produce national statistics about children’s educational experiences.

The National Center for Education Statistics in the U.S. Department of Education is 

authorized to conduct this survey (20 USC § 9543). More details about the study are 

provided on the back of the enclosed survey and online at 

https://surveys.nces.ed.gov/nhes/.

We have enclosed a cash token of appreciation for your participation in this study. Thank 

you in advance for your continued participation. The survey should only take about 20 

minutes to complete. Please return the completed survey in the enclosed envelope. If 

you have any questions about the study, need replacement materials, or are no longer 

homeschooling this child, please call us toll-free at 1–888–840–8353.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-32L(a)

(11-2014)

The U.S. Census Bureau is conducting an important national study for the U.S. 

Department of Education that provides nationally representative information on 

homeschooling practices and resources in the United States. About three weeks ago, we 

mailed a survey to your household about the child listed below:

Name:

Age:

Sex:

Grade:

We have not yet received a response from your household. You were sent that survey 

(and the replacement enclosed with this letter) because your household returned a short 

survey we conducted for the U.S. Department of Education. We are writing again 

because your household’s response is important in ensuring that the U.S. Department of 

Education obtains accurate results.

Please fill out the enclosed survey and mail it back in the postage-paid envelope as soon 

as possible. It should only take 20 minutes or less to fill out this survey. This survey is 

the final part of this important study.

If you have questions or need assistance, we will be happy to help and can be reached 

toll-free at 1–888–840–8353. More details about the study are provided on the back of 

the enclosed survey and online at https://surveys.nces.ed.gov/nhes/.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosure

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-33L(a)

(11-2014)

I wrote several weeks ago to request that your household complete a brief questionnaire

about the child listed below. This child was selected based on an earlier survey that your 

household filled out.

Name:

Age:

Sex:

Grade:

Unfortunately, we have not yet received your completed questionnaire. You were sent

those surveys (and the replacement enclosed with this letter) because your household 

completed a short survey that the U.S. Census Bureau conducted for the U.S. 

Department of Education. In that short survey, you told us this child lived here, and we 

have randomly selected that child to ask about in this follow-up survey.

We have mailed this third questionnaire using rush delivery because of the importance

of your response.

As mentioned before, this survey is the final step in a study that provides important 

information on homeschooling practices and resources. Your response to this survey will

help provide a clear picture of children’s educational experiences in the United States.

Please fill out the enclosed survey and mail it back in the postage-paid envelope as 

soon as possible.

 It should only take 20 minutes or less to fill out the survey.

If you have questions or need assistance we will be happy to help and can be reached

toll-free at 1–888–840–8353. More details about the study are provided on the back of 

the enclosed survey and online at https://surveys.nces.ed.gov/nhes/. Thank you.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosure

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-41L

(11-2014)

A few weeks ago your household completed a short survey that the U.S. Census Bureau 

conducted for the U.S. Department of Education. Thank you for your response. I’m now 

asking you to help us by completing the final part of this important study. The study is 

used by educators, policymakers, and researchers to understand work-related 

education, training, and credentials for all adults in the United States.

The survey you completed stated that the person listed below lives in this household. 

When completing the enclosed survey, please answer about:

Name:

Age:

Sex:

This national education study will provide much needed information about the kinds of 

training and credentials that adults get for work. Please be assured that your 

participation is voluntary and all information you give 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 (Section 9573, 20 U.S. Code). Your responses will be 

combined with those of others to produce national statistics about adult training and 

credentials.

The National Center for Education Statistics in the U.S. Department of Education is 

authorized to conduct this survey under law (20 USC § 9543). More details about the 

study are provided on the back of the enclosed survey and online at 

https://surveys.nces.ed.gov/nhes/.

We have enclosed a cash token of appreciation for your participation. Thank you in 

advance for your continued participation. The survey should only take 10 minutes to 

complete. Please return the completed survey in the enclosed envelope. If you have any 

questions about the study or need replacement materials please call us toll-free at 1–

888–840–8353.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-42L

(11-2014)

The U.S. Census Bureau is conducting an important national education study for the U.S. 

Department of Education about the education, training, and credentials that adults get for 

work. About three weeks ago, we mailed a survey to your household about the person listed 

below:

Name:

Age:

Sex:

We have not yet received a response from your household. You were sent that survey (and 

the replacement enclosed with this letter) because your household completed a short 

survey we conducted for the U.S. Department of Education. We are writing again because 

your household’s response is important in ensuring that we obtain accurate results.

Please fill out the enclosed survey and mail it back in the postage-paid envelope as soon as 

possible. It should only take about 10 minutes to fill out this survey. This survey is the final 

part of this important study.

If you have questions or need assistance, we will be happy to help and can be reached 

toll-free at 1–888–840–8353. More details about the study are provided on the back of 

the enclosed survey and online at https://surveys.nces.ed.gov/nhes/.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosure

census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-43L

(11-2014)

I wrote several weeks ago to request that your household a brief questionnaire about the 

adult household member listed below. This person was selected based on an earlier 

survey that your household completed.

Name:

Age:

Sex:

Unfortunately, we have not yet received your completed questionnaire. You were sent

that survey (and the replacement enclosed with this letter) because your household 

completed a short survey we conducted for the U.S. Department of Education. In that 

short survey, you told us this person lived here, and we have randomly selected that 

person to ask about in this follow-up survey.

We have mailed this third questionnaire using rush delivery because of the importance

of your response.

As mentioned before, this survey is the final step in a study that provides information 

about the kinds of training and credentials that adults get for work. Your responses to 

this survey will help researchers and policy makers understand work-related education, 

training, and credentials for all adults in the United States. 

Please fill out the enclosed survey and mail it back in the postage-paid envelope as

soon as possible.

• It should only take 10 minutes or less to fill out the survey.

If you have questions or need assistance we will be happy to help and can be reached

by telephone toll-free at 1–888–840–8353. More details about the study are provided on

the back of the enclosed survey and online at https://surveys.nces.ed.gov/nhes/. Thank

you.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosure census.gov
UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Washington, DC 20233-0001

OFFICE OF THE DIRECTOR

NHES-44L

(11-2014)

I have written previously to request that your household complete a survey about the 

adult listed below. Unfortunately, we have not yet received your completed survey. The

results of this study are used by policymakers, researchers and educators to understand

and improve education and work training in the United States.

This is your household’s last opportunity to participate in this important education study.

It should only take 10 minutes or less to fill out this survey. Please respond about the person listed

below:

Name:

Age:

Sex:

Once you have completed the survey, enclose the survey in the envelope provided

and return it as soon as possible. The postage is already paid so you can drop it in

any mailbox.

If you have questions or need assistance, we will be happy to help and can be reached

by telephone at 1–888–840–8353. More details about the study are provided on the back

of the enclosed survey and online athttps://surveys.nces.ed.gov/nhes/.

Sincerely,

John H. Thompson

Director

U.S. Census Bureau

Enclosure

census.gov
Appendix B. NHES:2015 Screener Surveys

B.1 Screener Version A

B.2 Screener Version B
B.1 Screener Version A
24014011

§9"I,¤

NHES-1A 

(12/06/2013)

OMB No. 1850-0803: Approval Expires 09/30/2016

National Household Education Survey

The National Center for Education Statistics is authorized to conduct this survey under U.S. Code Title 20, Section

9543 (20 USC § 9543). Your participation is voluntary. Your answers 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 (20 USC §

9573). The information you provide will be combined with information from other participants to produce statistical

summaries and reports.

UNITED STATES DEPARTMENT OF COMMERCE 

Economics and Statistics Administration 

U.S. Census Bureau 
The Department of Education is 

studying the education and training 

experiences of adults and children. 

Each household is different, and we 

need your response so we can send 

you a survey that is right for your 

household.

Return this form even if there 

are only one or two people in

the household.

This survey should be filled out 

by an adult household member

living at this address.

Please use a blue or black pen if 

available.

1. How many people live in this 

household?

Include adults and children who 

are temporarily away from home 

(for example, living in college 

housing) if they have no other 

permanent home.

▼

▼

▼

24014029

§9"I>¤

2. What is his or 

her first name,

initials, or 

nickname?

You / Person 1

3. How old is 

this person in 

years?

5. Is this person

currently in

6. What is this 

person’s 

current grade

or equivalent?

Mark for babies less

than 1 year old

Female

Male

age in years

Public or private

school, or preschool, . . .

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 2.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

Person 2

Mark for babies less

than 1 year old

Female

Male

age in years

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 3.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

First names will 

be used only to 

ask you questions

about the education

of a specific person.

▼ ▼

First name/initials/nickname First name/initials/nickname

College, university or

vocational school, or

College, university or

vocational school, or

Start Here

4. What is this 

person’s sex?

Mark [X] ONE only.

NHES-1A

2

National Household Education Survey

Continue answering 

questions 2 through 6 for 

each person living in this

household. Include all 

adults and children. Start

with yourself.
If there are more than 5 people in your household, continue on the next page. Otherwise, stop here and

return this form in the postage-paid envelope provided.

24014037

§9"IF¤

Person 4

Mark for babies less

than 1 year old

Female

Male

age in years

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 5.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

Person 5

Mark for babies less

than 1 year old

Female

Male

age in years

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO page 4.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

▼ ▼

First name/initials/nickname First name/initials/nickname

College, university or

vocational school, or

College, university or

vocational school, or

NHES-1A

3

▼

Person 3

Mark for babies less

than 1 year old

Female

Male

age in years

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 4.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

▼

First name/initials/nickname

College, university or

vocational school, or

Conducted for: 

U.S. Department of Education 

National Center for Education Statistics
2. What is his or 

her first name,

initials, or 

nickname?

Person 6

3. How old is 

this person in 

years?

5. Is this person

currently in

6. What is this 

person’s 

current grade

or equivalent?

Mark for babies less

than 1 year old

Female

Male

age in years

Public or private

school, or preschool, . . .

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 7.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

Person 7

Mark for babies less

than 1 year old

Female

Male

age in years

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 8.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

▼ ▼

First name/initials/nickname First name/initials/nickname

College, university or

vocational school, or

College, university or

vocational school, or

4. What is this 

person’s sex?

Mark [X] ONE only.

If there are more than 5 people in

your household, please continue

answering for each person living

in this household.

If you have finished answering about 

everyone in the household please 

return the survey in the postage-paid 

envelope provided.

24014045

§9"IN¤

Continue

NHES-1A

4

National Household Education Survey

First names will 

be used only to 

ask you questions

about the education

of a specific person.
Person 9

Mark for babies less

than 1 year old

Female

Male

age in years

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 10.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

Person 10

Mark for babies less

than 1 year old

Female

Male

age in years

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

Return survey.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

▼ ▼

First name/initials/nickname First name/initials/nickname

College, university or

vocational school, or

College, university or

vocational school, or

Person 8

Mark for babies less

than 1 year old

Female

Male

age in years

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 9.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

▼

First name/initials/nickname

College, university or

vocational school, or

Please verify you have filled out a column for everyone in your household.

24014052

5 §9"IU¤

▼

▼

Thank you. Please return this form in the postage-paid envelope provided or mail it to:

U.S. Census Bureau

ATTN: DCB 60-A 

1201 E. 10th Street

Jeffersonville, IN 47132-0001

Toll-free number for questions: 1-888-840-8353

Conducted for: 

U.S. Department of Education 

National Center for Education Statistics

NHES-1A
24014060

§9"I]¤

THIS PAGE INTENTIONALLY LEFT BLANK

6

NHES-1A
24014078

7 §9"Io¤

Thank you. 

Please return this questionnaire in the postage-paid envelope provided.

If you have lost the envelope, mail the completed questionnaire to: 

U.S. Census Bureau

ATTN: DCB 60-A 

1201 E. 10th Street

Jeffersonville, IN 47132-0001

NHES-1A
24014086

8 §9"Iw¤

Commonly Asked Questions

Q: How did you get my address?

A: Your address was randomly selected from among all of the home addresses in the nation. It was 

selected using scientific sampling methods to represent other households in the U.S.

Q: Why don’t you ask more questions about education in this questionnaire?

A: The purpose of this questionnaire is to find out if anyone in your household is eligible for the next

stage of the survey. If so, we will send a second questionnaire that will ask about educational 

experiences of a member of your household.

Q: If there are no children or anyone currently in school in my household, should I respond?

A: Yes, you should respond to this survey. Once you return the questionnaire, the study will be able 

to see if anyone in your household is eligible for the next and final survey. If no one is eligible, 

you will not receive another survey.

Q: Why should I take part in this study? Do I have to do this?

A: This survey is the only way that the Department of Education can learn about children’s afterschool care and adult training and education from your perspective. You represent thousands of 

other households like yours, and you cannot be replaced. Your answers and opinions are very 

important to the success of this study. You may choose not to answer any or all questions in this 

survey. In order for the survey to be representative, it is important that you complete and return 

this questionnaire. Those who do not return the survey will not be represented in key statistics 

used by policymakers and researchers.

Q: How will the information I provide be used? Will my privacy be protected?

A: Your responses will be combined with those of others to produce statistical summaries and 

reports. Your individual data will not be reported. Your answers 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 (20 USC § 9573).

Q: How much time will it take?

A: On average, it should take 8 minutes or less for you to respond, including the time for 

reviewing instructions and completing and reviewing the collection of information.

Q: Who is sponsoring the study? Is this study conducted by the Federal Government?

A: The National Center for Education Statistics, within the Department of Education, is authorized to 

conduct this study (20 USC § 9543). The U.S. Census Bureau is conducting this study on behalf 

of the U.S. Department of Education. This study has been approved by the Office of Management 

and Budget, the office that reviews all federally sponsored surveys. The approval number 

assigned to this study is 1850-0803. You may send any comments about this survey, including 

its length, to the Federal Government. Write to: Sarah Carroll, National Center for Education 

Statistics, U.S. Department of Education, 1990 K Street NW, Room 9034, Washington, DC 

20006-5650. You may send email to NHES@census.gov. If you have any questions about the 

study, contact the Census Bureau toll-free at 1-888-840-8353.

NHES-1A
B.2 Screener Version B
24114019

§9,I4¤

NHES-1B 

(12/06/2013)

OMB No. 1850-0803: Approval Expires 09/30/2016

National Household Education Survey

UNITED STATES DEPARTMENT OF COMMERCE 

Economics and Statistics Administration 

U.S. Census Bureau 

The National Center for Education Statistics is authorized to conduct this survey under U.S. Code Title 20, Section

9543 (20 USC § 9543). Your participation is voluntary. Your answers 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 (20 USC §

9573). The information you provide will be combined with information from other participants to produce statistical

summaries and reports.
The Department of Education is 

studying the education and training 

experiences of adults and children. 

Each household is different, and we 

need your response so we can send 

you a survey that is right for your 

household.

Return this form even if there 

are only one or two people in

the household.

This survey should be filled out 

by an adult household member

living at this address.

Please use a blue or black pen if 

available.

1. How many people live in this 

household?

Include adults and children who 

are temporarily away from home 

(for example, living in college 

housing) if they have no other 

permanent home.

▼

▼

▼

24114027

§9,I<¤

2. What is his or 

her first name,

initials, or 

nickname?

You / Person 1

3. What is this 

person’s 

month and 

year of birth?

5. Is this person

currently in

6. What is this 

person’s 

current grade

or equivalent?

Female

Male

Public or private

school, or preschool,

. . . Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 2.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

Person 2

Female

Male

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 3.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

First names will 

be used only to 

ask you questions

about the education

of a specific person.

▼ ▼

First name/initials/nickname First name/initials/nickname

College, university or

vocational school, or

College, university or

vocational school, or

Start Here

4. What is this 

person’s sex?

Mark [X] ONE only.

NHES-1B

2

National Household Education Survey

Continue answering 

questions 2 through 6 for 

each person living in this

household. Include all 

adults and children. Start

with yourself.

month year

/

month year

/
If there are more than 5 people in your household, continue on the next page. Otherwise, stop here and

return this form in the postage-paid envelope provided.

24114035

§9,ID¤

Person 4 Person 5

▼ ▼

First name/initials/nickname First name/initials/nickname

3

▼

Person 3

▼

First name/initials/nickname

Conducted for: 

U.S. Department of Education 

National Center for Education Statistics

Female

Male

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 4.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

College, university or

vocational school, or

Female

Male

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO page 4.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

College, university or

vocational school, or

Female

Male

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 5.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

College, university or

vocational school, or

NHES-1B

month year

/

month year

/

month year

/
2. What is his or 

her first name,

initials, or 

nickname?

Person 6 Person 7

▼ ▼

First name/initials/nickname First name/initials/nickname

If there are more than 5 people in

your household, please continue

answering for each person living

in this household.

If you have finished answering about 

everyone in the household please 

return the survey in the postage-paid 

envelope provided.

24114043

§9,IL¤

Continue

4

National Household Education Survey

First names will 

be used only to 

ask you questions

about the education

of a specific person.

3. What is this 

person’s 

month and 

year of birth?

5. Is this person

currently in

6. What is this 

person’s 

current grade

or equivalent?

Female

Male

Public or private

school, or preschool,

. . . Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 7.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

Female

Male

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 8.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

College, university or

vocational school, or

College, university or

vocational school, or

4. What is this 

person’s sex?

Mark [X] ONE only.

NHES-1B

month year

/

month year

/
Person 9 Person 10

▼ ▼

First name/initials/nickname First name/initials/nickname

Person 8

▼

First name/initials/nickname

Please verify you have filled out a column for everyone in your household.

24114050

5 §9,IS¤

▼

▼

Thank you. Please return this form in the postage-paid envelope provided or mail it to:

U.S. Census Bureau

ATTN: DCB 60-A 

1201 E. 10th Street

Jeffersonville, IN 47132-0001

Toll-free number for questions: 1-888-840-8353

Conducted for: 

U.S. Department of Education 

National Center for Education Statistics

Female

Male

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 9.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

College, university or

vocational school, or

Female

Male

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

Return survey.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

College, university or

vocational school, or

Female

Male

Public or private

school, or preschool,

Homeschool instead

of school for some

or all classes,

Not in school?

GO TO person 10.

Preschool

Kindergarten

write grade

1 through 12

College, university or

vocational school

None of these

College, university or

vocational school, or

NHES-1B

month year

/

month year

/

month year

/
24114068

§9,Ie¤

THIS PAGE INTENTIONALLY LEFT BLANK

6

NHES-1B
24114076

7 §9,Im¤

Thank you. 

Please return this questionnaire in the postage-paid envelope provided.

If you have lost the envelope, mail the completed questionnaire to: 

U.S. Census Bureau

ATTN: DCB 60-A 

1201 E. 10th Street

Jeffersonville, IN 47132-0001

NHES-1B
24114084

8 §9,Iu¤

Commonly Asked Questions

Q: How did you get my address?

A: Your address was randomly selected from among all of the home addresses in the nation. It was 

selected using scientific sampling methods to represent other households in the U.S.

Q: Why don’t you ask more questions about education in this questionnaire?

A: The purpose of this questionnaire is to find out if anyone in your household is eligible for the next

stage of the survey. If so, we will send a second questionnaire that will ask about educational 

experiences of a member of your household.

Q: If there are no children or anyone currently in school in my household, should I respond?

A: Yes, you should respond to this survey. Once you return the questionnaire, the study will be able 

to see if anyone in your household is eligible for the next and final survey. If no one is eligible, 

you will not receive another survey.

Q: Why should I take part in this study? Do I have to do this?

A: This survey is the only way that the Department of Education can learn about children’s afterschool care and adult training and education from your perspective. You represent thousands of 

other households like yours, and you cannot be replaced. Your answers and opinions are very 

important to the success of this study. You may choose not to answer any or all questions in this 

survey. In order for the survey to be representative, it is important that you complete and return 

this questionnaire. Those who do not return the survey will not be represented in key statistics 

used by policymakers and researchers.

Q: How will the information I provide be used? Will my privacy be protected?

A: Your responses will be combined with those of others to produce statistical summaries and 

reports. Your individual data will not be reported. Your answers 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 (20 USC § 9573).

Q: How much time will it take?

A: On average, it should take 8 minutes or less for you to respond, including the time for 

reviewing instructions and completing and reviewing the collection of information.

Q: Who is sponsoring the study? Is this study conducted by the Federal Government?

A: The National Center for Education Statistics, within the Department of Education, is authorized to 

conduct this study (20 USC § 9543). The U.S. Census Bureau is conducting this study on behalf 

of the U.S. Department of Education. This study has been approved by the Office of Management 

and Budget, the office that reviews all federally sponsored surveys. The approval number 

assigned to this study is 1850-0803. You may send any comments about this survey, including 

its length, to the Federal Government. Write to: Sarah Carroll, National Center for Education 

Statistics, U.S. Department of Education, 1990 K Street NW, Room 9034, Washington, DC 

20006-5650. You may send email to NHES@census.gov. If you have any questions about the 

study, contact the Census Bureau toll-free at 1-888-840-8353.

NHES-1B
Appendix C. NHES:2015 Topical Surveys

C.1 Credentials for Work Survey (CWS)

C.2 Training for Work Survey (TWS)

C.3 Early Childhood Program Participation (ECPP) Survey

C.4 Parent and Family Involvement in Education (PFI) Survey for Enrolled Students

C.5 Parent and Family Involvement in Education (PFI) Survey for Homeschooled Students

C.6 New Items and Revisions to NHES:2015 Child Topical Surveys
C.1 Credentials for Work Survey (CWS)
Thank you for helping us with this 

survey. Based on the information we 

received from your household in your 

last survey, we’re asking you to 

complete this final step.

UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Credentials for Work Survey

Part of the 2015 National Household Education Survey

OMB No. 1850-0803: Approval Expires 09/30/2016

Conducted by
2

This page left blank intentionally.
3

Instructions

 In response to the survey you answered earlier, we recorded that the 

person listed below is between the ages of 16 to 65, is not in high school, 

and lives in this household. If this information is not correct, please call us 

at the toll-free number below so we can be sure you received the correct 

survey.

 These questions should be filled out by:

No one else in the household should fill out the survey.

 You might be asked to skip questions that do not apply to you. Follow the 

arrows to answer the questions that apply to you. Please see the example 

below:

 No 

 Yes

 To answer a question, simply mark the box [X] that best represents your 

answer.

 Use a black or blue pen, if available, to complete this survey.

 Please return the completed survey using the postage-paid envelope 

provided.

We are authorized to collect this information by U.S. Code, Title 20, Section 9543. You do not have to provide the 

information requested. However, the information you provide will help the Department of Education’s ongoing efforts to 

learn more about the educational experiences of adults. There are no penalties should you choose not to participate in 

this study. Your answers 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 (U.S. Code, Title 20, Section 9573). Your responses will be 

combined with those from other participants to produce summary statistics and reports.

Depending on your background, this survey is estimated to take 10 to 20 minutes, including time for reviewing 

instructions and completing the survey. An agency may not conduct or sponsor, and a person is not required to respond 

to, a collection of information unless it displays a currently valid OMB control number. Send comments regarding this 

burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to: 

Lisa Hudson, National Center for Education Statistics, U.S. Department of Education, 1990 K Street NW, Washington, 

DC 20006-5650. Do not return the completed form to this address.

GO TO question 12 
4

4. Do you have a currently active professional 

certification or a state or industry license? Do not

include business licenses, such as a liquor license or 

vending license.

A professional certification or license shows you 

are qualified to perform a specific job and includes things like Licensed Realtor, Certified 

Medical Assistant, Certified Teacher, or an IT 

certification. 

 No 

 Yes

5. How many certifications and licenses do you have? 

If you had to get a certification in order to get a 

license, count each certification and license 

separately.

Number of certifications and licenses

1. What is the highest degree or level of school you 

have completed? (Mark one.)

 Elementary or high school, 

but no high school diploma 

or GED

 High school diploma

 GED or alternative high 

school credential

 Some college credit but less than 

one year of college credit

 1 or more years of college credit, 

no degree

 Associate’s degree (for example, AA, AS)

 Bachelor’s degree (for example, BA, BS)

 Master’s degree (for example, MA, MS, 

MEng, MEd, MSW, MBA)

 Professional degree beyond a bachelor’s 

degree (for example, MD, DDS, DVM, LLB, JD)

 Doctorate degree (for example, PhD, EdD)

2. Using Table A on the next page, what was the major 

or field of study for your highest level of education? 

If there was more than one, please choose the one 

you consider most important.

Number from Table A on the next page

3. Have you received a diploma or certificate from a 

vocational, technical, trade, or business school, or 

from a community college?

 No 

 Yes

Educational Attainment

GO TO 

question 

3

Certification and Licensure

GO TO question 12 

CONTINUE on page 6. 
5

1. Accounting, finance, insurance, or 

real estate

2. Administrative support 

3. Agriculture

4. Architecture 

5. Arts, music, or design 

6. Biological/biomedical sciences

7. Business management or marketing

8. Communications or journalism

9. Communications technologies 

(for example, printing, broadcasting, 

recording, and graphics technologies)

10. Computer science or information 

technology

11. Construction trades

12. Cosmetology or barbering

13. Culinary arts

14. Drafting, engineering technologies, 

or science technologies

15. Education

16. Engineering

17. English language/literature

18. Family and consumer sciences

19. Foreign languages

20. Funeral/mortuary services

21. Healthcare professions 

22. Law enforcement, security, or 

firefighting

23. Law or legal studies

24. Leisure or fitness studies

25. Liberal arts

26. Library science

27. Manufacturing or production 

(for example, machinist, welder, 

boilermaker) 

28. Mathematics or statistics

29. Mechanic or repair technologies

30. Military science/technologies

31. Natural resources or conservation

32. Philosophy or comparative religions

33. Physical sciences

34. Psychology 

35. Religious vocations or theology

36. Social or human services or public 

administration

37. Social sciences (for example, 

anthropology, political science, 

economics) or history

38. Transportation or materials moving

39. Interdisciplinary

40. Undecided or no major

TABLE A. FIELD OF STUDY CODES FOR QUESTION 2
6

6. Please answer questions 6a – 6d for each currently active certification and license you have, up to three.

If you have more than three, answer for the three you last earned or renewed.

Certification or License 

#1

Certification or License 

#2

Certification or License 

#3

6a. What is the name of the 

certification or license?

Do not include college 

degrees.

6b. Using Table B on the next 

page, what is its subject 

field?

Number

from Table B

Number

from Table B

Number

from Table B

6c. Was it issued by the 

federal, state, or local 

government?

 (For example, by a state 

board of education or 

other state board, OSHA, 

or FAA)

 No

 Yes

 Don’t know

 No

 Yes

 Don’t know

 No

 Yes

 Don’t know

6d. Is it for your current job? 

(Mark one.)

 If you are not employed, 

answer “no”.

 No

 Yes, and it is 

required

 Yes, but it is not 

required

 No

 Yes, and it is 

required

 Yes, but it is not 

required

 No

 Yes, and it is 

required

 Yes, but it is not 

required

7. Of the certifications and licenses listed above, which 

did you earn or renew last? 

(Check one box.)

 Certification or license #1

 Certification or license #2

 Certification or license #3

CONTINUE on page 8.
7

TABLE B. FIELD OF CERTIFICATION OR LICENSE CODES FOR QUESTION 6b 

1. EMT, CPR, or basic first aid

2. Other health care (for fitness use code 13) 

Includes health-care technologist or technician; 

health-care therapist (for counseling use code 17); 

nursing occupations, medical practitioners (such 

as MD, OD, PA, DC, PharmD, DVM), and 

health-care specialties such as ACLS.

3. Architecture, engineering, or energy 

Includes architecture, drafting, engineering, 

engineering technologies, LEED, energy auditing 

and other similar fields.

4. Business management, operations, and support 

Includes project management, Six Sigma, Lean 

Manufacturing, and other business management, 

support, and operations.

5. Childcare

6. Cosmetology or barbering

7. Finance, insurance, or real estate 

Includes insurance, real estate, taxes and 

accounting, and other finance (for notary 

public use code 12).

8. Food handling and sanitation 

Includes food handling, water treatment and 

sanitation, hazardous waste operations, and other 

food handling and sanitation fields.

9. Funeral, mortuary, and taxidermy

10. Information technology 

Includes software development and applications, 

networking, hardware, and other computer and 

information technologies.

11. Law or legal support

12. Notary public

13. Physical fitness 

Includes personal or athletic trainer, yoga 

instructor, and other fitness instruction.

14. Public safety 

Includes law enforcement, firefighting, 

flight attendant, and other public safety 

services (for water and hazardous waste 

treatment use code 8).

15. Religious ordination 

16. Skilled trades 

Includes automotive repair, HVAC installation 

and repair, construction trades (carpenter, 

electrician, mason, plumber), welder, and 

machining or equipment operator (such as 

boiler, crane, or forklift operator).

17. Social work or counseling

18. Teaching 

Includes preschool through grade 12 teaching, 

TESOL, and adult education. (For other 

instructional fields, use the code for that field; 

for example, flight instructors use code 19 for 

transportation.)

19. Transportation 

Includes CDL, aviation or marine 

piloting, and other transportation 

work (for flight attendant use code 

14).

20. Other fields not listed above 
8

8. How useful has your last certification or license 

been for each of the following? 

a. Getting a job. (Mark one.)

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

b. Keeping a job. (Mark one.)

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

c. Increasing your pay. (Mark one.)

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

d. Keeping you marketable to employers or 

clients. (Mark one.)

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

e. Improving your work skills. (Mark one.)

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

GO TO question 12 

CONTINUE on page 10.

The rest of this section asks about the certification 

or license you last earned or renewed. 

▼ ▼ 

9. Did you do any of the following to prepare for 

earning your last certification or license? (Mark 

ONE box for each item below.)

10. Do you have to renew this certification or 

license? 

 No

 Yes

11. The next time this certification or license is up for 

renewal, do you plan to renew it or let it expire?

(Mark one.)

 Renew it

 Let it expire

 Don’t know

No Yes

a. Earned a college degree

b. Took other classes from a 

college, technical school, or 

trade school (no degree)

c. Took classes or training 

from a company, 

association, union, or 

private instructor

d. Studied on my own using 

textbooks or on-line 

resources

e. Participated in on-the-job 

training, an internship, or 

apprenticeship
9

This page left blank intentionally.
10

Certificates

12. People sometimes earn certificates for completing 

an education or training program. A certificate is 

different from a certification or license. Do NOT

include certifications/licenses here; include them 

in the previous section only. Have you ever earned 

any of the following types of certificates? 

a. A certificate for completing a training program 

from an employer, employment agency, union, 

software or equipment manufacturer, or other 

training company, but NOT from a school.

 No 

 Yes

b. A certificate for completing a vocational 

program at a high school.

 No 

 Yes

c. A high school equivalency certificate, such as a 

GED.

 No

 Yes

d. A certificate or diploma—rather than a 

degree—for completing courses from a 

community or technical college, or other 

school after high school. Do not include 

college degrees.

 No 

 Yes

13. We will refer to these as “educational certificates.” 

How many educational certificates do you have?

 1

 2

 3

 4 or more

GO TO question 24 

The next few questions ask about your last 

educational certificate.

14. About how many hours of instruction did you 

complete in order to earn your last educational 

certificate? (Mark one.)

 480 or more hours (12 or more full-time 

weeks) 

 160 to 479 hours (4 full-time weeks to 

less than 12 full-time weeks) 

 40-159 hours (1 full-time week to less 

than 4 full-time weeks)

 Less than 40 hours (less than 1 full-time 

week)

15. Where did you get your last educational certificate?

 A trade school

 A community or technical college

 Another university or college

 Someplace else

Specify:______________

16. Using Table C on the next page, what was the field 

of study for this educational certificate?

Number from Table C

17. In what year did you get this educational certificate?

Year

18. Did you get it mainly for work-related reasons or 

mainly for personal interest?

 Mainly work-related reasons

 Mainly personal interest

 Both equally

19. Did you get this educational certificate in order to 

earn a professional certification or license?

 No 

 Yes

CONTINUE on page 12. 
11

TABLE C. FIELD OF STUDY CODES FOR QUESTION 16 

1. Accounting, finance, insurance, or real estate

2. Administrative support 

3. Agriculture

4. Architecture 

5. Arts, music, or design 

6. Biological/biomedical sciences

7. Business management or marketing

8. Communications technologies (for example, 

printing, broadcasting, recording, and graphics 

technologies)

9. Computer and information sciences

10. Construction trades

11. Cosmetology or barbering

12. Culinary arts

13. Drafting, engineering technologies, or science 

technologies

14. Education and teaching

15. Engineering

16. English language/literature

17. Family and consumer sciences

18. Foreign languages

19. Funeral/mortuary services

20. Healthcare professions

21. Law enforcement, security, or firefighting

22. Journalism or communications

23. Law or legal studies

24. Leisure or fitness studies

25. Liberal arts

26. Library science

27. Manufacturing or production (for example, 

machinist, welder, boilermaker) 

28. Mathematics or statistics

29. Mechanic or repair technologies

30. Military science/technologies

31. Natural resources or conservation

32. Philosophy or comparative religions

33. Physical sciences

34. Psychology 

35. Religious vocations or theology

36. Social or human services or public administration

37. Social sciences (for example, anthropology, political 

science, economics) or history

38. Transportation or materials moving

39. Interdisciplinary
12

20. Which of the following best describes the 

requirement for enrolling in this educational 

certificate program? (Mark one.)

 It required enrollment in or prior 

completion of an advanced degree program 

(Master’s or higher). 

 It required enrollment in or prior 

completion of a Bachelor’s degree program.

 It required prior completion of high school 

or high school equivalency.

 It did not have any educational 

requirements.

21. Did this educational certificate require any of the 

following? (Mark ONE box for each item below.)

22. Is this educational certificate related to your 

current job? 

If you are not employed, answer “no.”

 No

 Yes 

23. How useful has this educational certificate been 

for each of the following? 

a. Getting a job. (Mark one.)

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

b. Increasing your pay. (Mark one.)

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

c. Improving your work skills. (Mark one.)

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

 No Yes

 ▼ ▼

a. Passing a test or exam.

b. Some other evaluation of 

my knowledge or 

performance.

c. Completion of a minimum 

number of credits.

d. Completion of a minimum 

number of instructional 

hours

CONTINUE on the next page 
13

24. People sometimes prepare to enter a trade or 

profession through a program that combines work 

experience with education or formal training. Have 

you ever COMPLETED any of the following types of 

training programs?

(Mark ONE box for each item below.)

 

25. Did you receive journeyman status at the end of an 

apprenticeship?

 No

 Yes

Initial Job Training Programs

a. An internship, student 

teaching, co-op, practicum, 

clerkship, or externship

b. A residency or clinical 

experience

c. An apprenticeship

 No Yes

 ▼ ▼

26. How many college classes have you taken in the 

past 12 months, including for-credit and non-credit 

classes?

 None

 One

 Two

 Three or more

27. Did you take these classes as part of a degree 

program, or to transfer to a degree program? 

 No

 Yes, as part of a degree program

 Yes, to transfer to a degree program

28. How many of these classes were not for college 

credit (that is, non-credit)?

 Don’t know

 None

 One

 Two

 Three or more

College and Other Classes

GO TO question 29
14

29. People often participate in courses, training, or

other instruction for work.

These trainings can include classes, seminars, or 

workshops. They can be taken at the workplace, 

on-line, or somewhere else, and can include topics 

such as:

 Job safety, work ethics or other regulations,

 Equipment use,

 Communication, sensitivity, or team-building,

 Computer or technical skills,

 Management skills, and

 Other job skills.

Have you completed any work-related training in 

the past 12 months? 

 No 

 Yes

30. How many work-related trainings have you

completed in the past 12 months?

Count multiple sessions of the same training as one 

training.

Number of trainings

Training for Work

GO TO question 31 

31. Last week, were you employed for pay at a job or

business?

If you were temporarily absent from a job or 

business (on vacation, temporarily ill, on 

maternity leave, etc.), answer “Yes”.

 No 

 Yes 

32. For the job or business you were in last week,

were you a member of a labor union or of an

employee association similar to a union (for

example, AFL-CIO, Change to Win Federation,

NEA)?

 No 

 Yes 

33. Last week, how many jobs did you have?

Number of jobs 

34. Which one of the following best describes your

employment situation last week? (Mark one.)

For this survey, a full-time job means you work 35

hours or more per week at that job. A part-time job

means you work fewer than 35 hours per week at

that job.

 I worked at both full-time 

(35 hours or more per week) 

and part-time jobs.

 I worked at one or more 

full-time jobs but no 

part-time jobs. 

 I worked at one or more part-time jobs but 

no full-time jobs.

35. Would you have preferred to work at a full-time

job?

 No 

 Yes

 Employment

GO TO 

question 

40

GO TO question 40

GO TO question 36
15

36. Last week, were you on layoff from a job?

 No 

 Yes 

37. During the last 4 weeks, have you been actively

looking for work?

 No 

 Yes 

38. Do you intend to look for work within the next 5

years?

 No 

 Yes 

 Don’t know

39. When did you last work, even for a few days?

 Never worked 

for pay

 Over 12 months 

ago 

 Within the past 

12 months 

40. During the past 12 months (52 weeks), how many

weeks did you work, including paid vacation, paid

sick leave, and military service? (Mark one.)

 50 to 52 weeks

 48 to 49 weeks

 40 to 47 weeks

 27 to 39 weeks

 14 to 26 weeks

 13 weeks or less

41. During the past 12 months, in the weeks you

worked, how many hours did you usually work

each WEEK?

Usual hours worked each WEEK 

GO TO question 

51

GO TO question 

42

GO TO question 39

42. In your current or last job, which one of the

following were you? (Mark one.)

If you had more than one job, describe the one at 

which you worked the most hours. If you had no job 

or business last week, give information for your last 

job or business.

 An employee of a private for-profit company or 

business, or of an individual, for wages, salary, 

or commissions

 An employee of a private not-for-profit, 

tax-exempt, or charitable organization

 A local government employee (city, county, 

etc.)

 A state government employee

 A Federal government employee

 Self-employed in own business, professional 

practice, or farm

 Working without pay in family business or farm

43. For whom did you work?

 If now on active duty in the Armed Forces, mark 

(X) this box and print the branch of the Armed 

Forces below. All others, enter name of 

company, business, or other employer below.

Name of company, business, or other employer:

44. What kind of business or industry was this?

(For example: hospital, newspaper publishing, 

mail order house, auto engine manufacturing, 

bank)
16

45. What kind of work were you doing? 

(For example: registered nurse, personnel manager, 

supervisor of order department, secretary, 

accountant)

46. What were your most important activities or 

duties? 

(For example: patient care, directing hiring policies, 

supervising order clerks, typing and filing, 

reconciling financial records)

47. Did you have a license that was required by a 

federal, state, or local government agency to do 

this job?

 No 

 Yes 

48. Which category best fits your earnings from 

wages, salary, commissions, bonuses or tips, from 

your current or last job over the past 12 months? 

(Mark one.) 

Report amount before deductions for taxes, 

bonds, dues, or other items.

 $0 to $10,000

 $10,001 to $20,000

 $20,001 to $30,000

 $30,001 to $40,000

 $40,001 to $50,000 

 $50,001 to $60,000 

 $60,001 to $75,000

 $75,001 to $150,000

 $150,001 or more

49. What kind of position did you hold? (Mark one.)

 Permanent 

 Temporary 

50. Would you have preferred to work at a 

permanent job? 

 No 

 Yes 

GO TO question 

51

CONTINUE on the next page
17

51. Have you ever served on active duty in the U.S. 

Armed Forces, Reserves, or National Guard? 

(Mark one.)

 No, never served 

in the military

 Yes, but only on active duty 

for training in the Reserve or 

National Guard

 Yes, on active duty now or in past

52. Have you served on active duty since September 

2001?

 No

 Yes

53. Are you male or female? 

 Male

 Female

54. What is your current marital status? (Mark one.)

 Now 

Married

 Widowed

 Divorced

 Separated

 Never married

55. Are you currently living with a boyfriend/girlfriend 

or partner?

 No

 Yes

56. Are you currently in a registered domestic 

partnership or civil union?

 No

 Yes

Background

GO TO 

question 53

GO TO question 57

GO TO question 57

57. Do you speak a language other than English at 

home?

 No

 Yes

58. How well do you speak English? (Mark one.)

 Very well

 Well

 Not well

 Not at all

59. How old are you?

years old

60. Are you of Hispanic or Latino origin? 

 No

 Yes

61. What is your race? Choose one or more.

 White

 Black or African American

 Asian

 American Indian or Alaska Native

 Native Hawaiian or other Pacific Islander

GO TO question 59

Thank You.

Please return this questionnaire in the 

postage-paid envelope provided. If you have 

lost the envelope, mail the completed 

questionnaire to:

National Household Education Survey

[RETURN ADDRESS HERE]
18

Commonly Asked Questions

Q: How was my household chosen?

A: Your address was randomly selected from among all of the home addresses in the nation. It was selected 

using scientific sampling methods to represent other U.S. households. The sample was designed so that surveys of only a few thousand people will accurately describe the educational experiences of almost all Americans.

Q: Why should I participate? Do I have to do this?

A: Your answers are very important to the success of this study. You represent thousands of other adults like 

yourself, and you cannot be replaced. This survey is voluntary. You may choose not to answer any or all 

questions in this survey, but in order for the survey to be representative, it is important that you complete and 

return it. Those who do not return the survey will not be represented in statistics used by policymakers and 

researchers. There are no penalties should you choose not to participate in the study.

Q: Will the information I provide be kept confidential? Will my privacy be protected?

A: Yes. Your responses will be combined with those from other adults to produce statistical summaries about 

education and training in the United States. Your individual data will not be reported. Your answers 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 (20 USC § 9573).

Q: How will my response help the Federal Government?

A: The U.S. Departments of Education and Labor want to understand how adults acquire and maintain the skills 

they need for work. This survey is the only way these Departments can learn about the education and training that adults receive from schools, employers, and other training sponsors. The survey will allow policymakers and researchers to better understand the demand for education and training programs, and can help 

direct national policy in these areas. Your responses will be combined with those from other households to 

inform educators, policy makers, and schools about how adults in the U.S. learn the skills needed for work.

Q: Who is sponsoring this study?

A: The National Center for Education Statistics (NCES), within the U.S. Department of Education, is authorized 

to conduct this study (20 USC § 9543). The U.S. Census Bureau is conducting this survey on behalf of 

NCES. This study has been approved by the Office of Management and Budget (OMB), the office that reviews all federally sponsored surveys. An agency may not conduct or sponsor, and a person is not required 

to respond to, a collection of information unless it displays a currently valid OMB control number. The OMB 

approval number assigned to this study is 1850-0803. You may send any comments about this survey, including its length, to the Federal Government. Write to: Lisa Hudson, National Center for Education Statistics, U.S. Department of Education, 1990 K Street NW, Washington, DC 20006-5650.

Q: What if I have other questions?

A: If you have any questions about the study, you may send e-mail to xxxx@census.gov or you may call the 

Census Bureau toll-free at 1-800-xxx-xxxx
C.2 Training for Work Survey (TWS)
Conducted by

UNITED STATES DEPARTMENT OF COMMERCE

Economics and Statistics Administration

U.S. Census Bureau

Education and Training for Work Survey

Part of the 2014 National Household Education Survey

OMB No. 1850-0803: Approval Expires 09/30/2016

Thank you for helping us with this 

survey. Based on the information 

we received from your household 

in your last survey, we’re asking 

you to complete this final step.
2

This page left blank intentionally.
3

Instructions

 In response to the survey you answered earlier, we recorded that the 

person listed below is between the ages of 16 to 65, is not in high school, 

and lives in this household. If this information is not correct, please call us 

at the toll-free number below so we can be sure you received the correct 

survey.

 These questions should be filled out by:

No one else in the household should fill out the survey.

 You might be asked to skip questions that do not apply to you. Follow the 

arrows to answer the questions that apply to you. Please see the example 

below:

 No 

 Yes

 To answer a question, simply mark the box [X] that best represents your 

answer.

 Use a black or blue pen, if available, to complete this survey.

 Please return the completed survey using the postage-paid envelope 

provided.

 If you have any questions about this survey, please call us at our toll-free 

number: 1-888-xxx-xxxx.

We are authorized to collect this information by U.S. Code, Title 20, Section 9543. You do not have to provide the 

information requested. However, the information you provide will help the Department of Education’s ongoing efforts to 

learn more about the educational experiences of adults. There are no penalties should you choose not to participate in 

this study. Your answers 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 (U.S. Code, Title 20, Section 9573). Your responses will be 

combined with those from other participants to produce summary statistics and reports.

Depending on your background, this survey is estimated to take 10 to 20 minutes, including time for reviewing 

instructions and completing the survey. An agency may not conduct or sponsor, and a person is not required to respond 

to, a collection of information unless it displays a currently valid OMB control number. Send comments regarding this 

burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to: 

Lisa Hudson, National Center for Education Statistics, U.S. Department of Education, 1990 K Street NW, Washington, 

DC 20006-5650. Do not return the completed form to this address.

GO TO question 12
4

4. Do you have a currently active professional 

certification or a state or industry license? Do not

include business licenses, such as a liquor license or 

vending license.

A professional certification or license shows you 

are qualified to perform a specific job and includes 

things like Licensed Realtor, Certified Medical 

Assistant, Certified Teacher, or an IT certification. 

 No 

 Yes

5. How many certifications and licenses do you have? 

If you had to get a certification in order to get a 

license, count each certification and license 

separately.

Number of certifications and licenses

1. What is the highest degree or level of school you 

have completed? (Mark one.)

 Elementary or high school, 

but no high school diploma 

or GED

 High school diploma

 GED or alternative high 

school credential

 Some college credit but less than 

one year of college credit

 1 or more years of college credit, 

no degree

 Associate’s degree (for example, AA, AS)

 Bachelor’s degree (for example, BA, BS)

 Master’s degree (for example, MA, MS, 

MEng, MEd, MSW, MBA)

 Professional degree beyond a bachelor’s 

degree (for example, MD, DDS, DVM, LLB, JD)

 Doctorate degree (for example, PhD, EdD)

2. Using Table A on the next page, what was the major 

or field of study for your highest level of education? 

If there was more than one, please choose the one 

you consider most important.

Number from Table A on the next page

3. Have you received a diploma or certificate from a 

vocational, technical, trade, or business school, or 

from a community college?

 No 

 Yes

GO TO 

question 

3

Certification and Licensure

GO TO question 6 

CONTINUE on page 6. 

Educational Attainment
5

1. Accounting, finance, insurance, or 

real estate

2. Administrative support 

3. Agriculture

4. Architecture 

5. Arts, music, or design 

6. Biological/biomedical sciences

7. Business management or marketing

8. Communications or journalism

9. Communications technologies 

(for example, printing, broadcasting, 

recording, and graphics technologies)

10. Computer science or information 

technology

11. Construction trades

12. Cosmetology or barbering

13. Culinary arts

14. Drafting, engineering technologies, 

or science technologies

15. Education

16. Engineering

17. English language/literature

18. Family and consumer sciences

19. Foreign languages

20. Funeral/mortuary services

21. Healthcare professions 

22. Law enforcement, security, or 

firefighting

23. Law or legal studies

24. Leisure or fitness studies

25. Liberal arts

26. Library science

27. Manufacturing or production 

(for example, machinist, welder, 

boilermaker) 

28. Mathematics or statistics

29. Mechanic or repair technologies

30. Military science/technologies

31. Natural resources or conservation

32. Philosophy or comparative religions

33. Physical sciences

34. Psychology 

35. Religious vocations or theology

36. Social or human services or public 

administration

37. Social sciences (for example, 

anthropology, political science, 

economics) or history

38. Transportation or materials moving

39. Interdisciplinary

40. Undecided or no major

TABLE A. FIELD OF STUDY CODES FOR QUESTION 2
6

Certificates

6. People sometimes earn certificates for completing 

an education or training program. A certificate is 

different from a certification or license. Do NOT

include certifications/licenses here; include them 

in the previous section only. Have you ever earned 

any of the following types of certificates? 

a. A certificate for completing a training program 

from an employer, employment agency, union, 

software or equipment manufacturer, or other 

training company, but NOT from a school.

 No 

 Yes

b. A certificate for completing a vocational 

program at a high school.

 No 

 Yes

c. A high school equivalency certificate, such as a 

GED.

 No

 Yes

d. A certificate or diploma—rather than a 

degree—for completing courses from a 

community or technical college, or other 

school after high school. Do not include 

college degrees.

 No 

 Yes

GO TO question 9 

7. About how many hours of instruction did you 

complete in order to earn your last educational 

certificate? (Mark one.)

 480 or more hours (12 or more full-time 

weeks) 

 160 to 479 hours (4 full-time weeks to 

less than 12 full-time weeks) 

 40-159 hours (1 full-time week to less 

than 4 full-time weeks)

 Less than 40 hours (less than 1 full-time 

week)

8. Where did you get your last educational 

certificate?

 A trade school

 A community or technical college

 Another university or college

 Someplace else

Specify:______________

CONTINUE on the next page

The next question asks about your last 

educational certificate.
7

9. People sometimes prepare to enter a trade or 

profession through a program that combines work 

experience with education or formal training. Have 

you ever COMPLETED any of the following types of 

training programs?

(Mark ONE box for each item below.)

 

10. Which of the training programs in question 8 did 

you complete last? (Mark one.)

 I did not complete any of these programs

 An internship, student teaching, co-op, 

practicum, or externship program.

 A residency or clinical experience program.

 An apprenticeship program.

Initial Job Training Programs

a. An internship, student 

teaching, co-op, practicum, 

clerkship, or externship

b. A residency or clinical 

experience

c. An apprenticeship

 No Yes

 ▼ ▼

GO TO question 22 

The rest of this section asks about the last 

training program you completed.

11. How long was your last training program? (Mark 

one.) 

 Less than 6 months

 6 months to less than 1 year

 1 year to less than 2 years 

 2 years to less than 3 years

 3 years to less than 4 years

 4 years or more

12. In what year did you complete this training 

program? 

Year

13. What wage did you earn as a part of this training 

program? (Mark one.)

 No wage

 A training wage that was lower than the 

wage of a fully qualified worker

 The same wage as a fully qualified worker

14. Did your training program include any of the 

following types of evaluations? 

(Mark ONE box for each item below.)

 No Yes

 ▼ ▼

a. A formal evaluation of my 

knowledge or performance

b. An informal evaluation of 

my knowledge or 

performance
8

15. During this training program, did you do any of 

the following? (Mark ONE box for each item 

below.)

16. Did you take this training program as part of a 

school’s educational program? (Mark one.)

 No

 Yes, as part of a high school program

 Yes, as part of an educational certificate 

program from a community college, 

technical college, or other school after 

high school

 Yes, as part of an associate’s degree 

program

 Yes, as part of a bachelor’s degree 

program 

 Yes, as part of an advanced degree 

program

a. Take classes from a college, 

technical school, or trade 

school

b. Take classes or training 

from a company, 

association, union, or 

private instructor

c. Study on my own using 

textbooks or on-line 

resources

d. Get instruction from a 

mentor or coworker at my 

worksite

 No Yes

 ▼ ▼

17. Do any of the following statements describe this

training program? (Mark ONE box for each item 

below.)

18. How useful was this training program for each of 

the following? 

a. Getting a job. (Mark one.)

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

b. Increasing your pay. (Mark one.)

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

c. Improving your work skills. (Mark one.)

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

a. It did or will help me earn a 

certification or license.

b. I got college credit for it.

c. I received journeyman 

status at the end of an 

apprenticeship.

d. I got a state or federal 

apprenticeship registration 

number.

 No Yes

 ▼ ▼
9

19. What type of occupation was this program for? 

(Mark one.)

 Construction trades 

 Culinary arts

 Driving or transport

 Engineering or architecture

 Health care/medicine

 Information technology (IT)

 Law

 Management

 Manufacturing, printing, or production

 Mechanic, installation, or repair

 Public safety or corrections

 Real estate, finance, or insurance

 Religious vocations

 Teaching

 Other sales or customer service

 Other (specify)

20. Are you currently working in an occupation related 

to your program? 

 No

 Yes

21. In your current job, how often do you use the skills 

or knowledge that you learned during this 

program?

If you are not employed, please answer “Never or 

almost never”.

 Never or almost never

 Sometimes 

 All or most of the time

22. Since leaving high school, have you taken any of the 

following types of classes?

a. English as a second language (ESL) classes to 

improve my English. 

 No

 Yes, took over 12 months ago

 Yes, took within past 12 months

b. Literacy classes to help improve my reading. Do 

not include college classes.

 No

 Yes, took over 12 months ago

 Yes, took within past 12 months

c. Classes to earn a high school equivalency (such 

as the GED®). 

 No

 Yes, took over 12 months ago

 Yes, took within past 12 months

23. How many college classes have you taken in the 

past 12 months, including for-credit and non-credit 

classes?

 None

 One

 Two

 Three or more

College and Other Classes

GO TO question 32

CONTINUE on the next page. 
10

27. Did you take this class for any of the following 

reasons? (Mark ONE box for each item below.)

28. How useful was this class for each of the 

following? 

a. Increasing your pay. (Mark one.)

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

b. Keeping you marketable to employers or 

clients. (Mark one.)

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

c. Improving your work skills. (Mark one.) 

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

24. Did you take these classes as part of a degree 

program, or to transfer to a degree program? 

 No

 Yes, as part of a degree program

 Yes, to transfer to a degree program

25. How many of these classes were not for college 

credit (that is, non-credit)?

 Don’t know

 None

 One

 Two

 Three or more

The rest of this section asks about the last non-credit 

class you took.

If you took more than one non-credit class during the 

same time period, please answer the questions for the 

class you took earlier in the week or if on the same day, 

earlier in the day.

26. What was the primary subject or field of study for 

your last non-credit class?

GO TO question 32 

a. To prepare for or to 

consider further education

b. For personal Interest

c. To earn or renew a 

professional certification 

or license

d. For my current job

e. For another reason

 No Yes

 ▼ ▼
11

29. Were you employed when you took this class? 

(Mark one.) 

 No 

 Yes, I was self-employed.

 Yes, I was employed by someone else.

30. Was this class required by your employer?

 No 

 Yes

31. Did your employer pay for this class? Include 

reimbursements from your employer. 

(Mark one.) 

 No

 Yes, partly

 Yes, completely

GO TO 

question 

32

32. People often participate in courses, training, or 

other instruction for work. 

These trainings can include classes, seminars, or 

workshops. They can be taken at the workplace, 

on-line, or somewhere else, and can include topics 

such as:

 Job safety, work ethics or other regulations,

 Equipment use,

 Communication, sensitivity, or team-building,

 Computer or technical skills,

 Management skills, and

 Other job skills.

Have you completed any work-related training in 

the past 12 months? 

 No 

 Yes

33. How many work-related trainings have you 

completed in the past 12 months? 

Count multiple sessions of the same training as one 

training.

Number of trainings

Training for Work

GO TO question 37

CONTINUE on the next page.
12

34. Answer questions 34a– 34f in the following grid for each work-related training you have completed in the past 

12 months.

If you had more than three, answer for the last three you had.

Training

#1

Training

#2

Training

#3

34a. What was the topic or title of 

this training?

34b. Using Table D on the next 

page, which general category 

best fits this training?

Number from

Table D

Number from

Table D

Number from

Table D

34c. In total, how many hours did 

this training take? Round to 

the nearest hour. Count less 

than 1 hour as 1 hour.

 Hours Hours Hours

34d. Was this training for your 

current job? (Mark one.)

If you are not employed, 

answer “No”.

 No

 Yes, and it was 

required

 Yes, but it was not 

required

 No

 Yes, and it was 

required

 Yes, but it was not 

required

 No

 Yes, and it was 

required

 Yes, but it was not 

required

34e. Did you take this training to 

earn or renew a professional 

certification or license?

 No

 Yes

 No

 Yes

 No

 Yes

34f. How useful was this training 

for improving your work 

skills?

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful

 Too soon to tell

 Not useful

 Somewhat useful

 Very useful
13

TABLE D. TRAINING CATEGORIES FOR QUESTION 34b

1 New employee orientation: Provides 

 information for new employees to familiarize 

 them with the workplace and with workplace 

 practices and policies.

2 Compliance training: Provides information on 

 company, professional, or government policies 

 and regulations concerning legal and ethical 

 issues. 

3 Safety training: Provides information on 

 workplace safety, including safety procedures 

 and processes. 

4 Communication or team training: Includes 

 training to improve communication in the 

 workplace or how to work in teams or groups. 

5 Supervisory/management training: Includes 

 training in supervising employees and in 

 implementing employment practices, 

 regulations, and policies related to personnel or 

 budget management.

6 Job skills training: Includes all other training to 

 develop the professional or technical skills 

 needed to do your work, such as sales and 

 customer relations training, use of computer 

 applications, and other skills that you use on 

 your job. 
14

35. How much did you pay for all of the work-related 

training you completed in the past 12 months?

Enter 0 if you did not pay any training costs 

or if all your costs were reimbursed.

 

36. How much do each of the following factors 

motivate you to take work-related training? 

a. Your employer’s requirements. (Mark one.)

 Not at all

 Somewhat 

 A great deal

b. Certification or licensing requirements. 

(Mark one.)

 Not at all

 Somewhat 

 A great deal

c. Your desire to do your job better. (Mark one.)

 Not at all

 Somewhat 

 A great deal

d. Your desire to move up in your career. (Mark 

one.)

 Not at all

 Somewhat 

 A great deal

e. Your desire to increase your pay. (Mark one.)

 Not at all

 Somewhat 

 A great deal

$ .00

CONTINUE on the next page
15

37. Last week, were you employed for pay at a job or

business?

If you were temporarily absent from a job or 

business (on vacation, temporarily ill, on 

maternity leave, etc.), answer “Yes”.

 No 

 Yes 

38. For the job or business you were in last week,

were you a member of a labor union or of an

employee association similar to a union (for

example, AFL-CIO, Change to Win Federation,

NEA)?

 No 

 Yes 

39. Last week, how many jobs did you have?

Number of jobs 

40. Which one of the following best describes your

employment situation last week? (Mark one.)

For this survey, a full-time job means you work 35

hours or more per week at that job. A part-time job

means you work fewer than 35 hours per week at

that job.

 I worked at both full-time 

(35 hours or more per week) 

and part-time jobs.

 I worked at one or more 

full-time jobs but no 

part-time jobs. 

 I worked at one or more part-time jobs but 

no full-time jobs.

41. Would you have preferred to work at a full-time

job?

 No 

 Yes

42. Last week, were you on layoff from a job?

 No 

 Yes 

43. During the last 4 weeks, have you been actively

looking for work?

 No 

 Yes 

44. Do you intend to look for work within the next 5

years?

 No 

 Yes 

 Don’t know

45. When did you last work, even for a few days?

 Never worked 

for pay

 Over 12 months 

ago 

 Within the past 

12 months 

46. During the past 12 months (52 weeks), how many

weeks did you work, including paid vacation, paid

sick leave, and military service? (Mark one.)

 50 to 52 weeks

 48 to 49 weeks

 40 to 47 weeks

 27 to 39 weeks

 14 to 26 weeks

 13 weeks or less

47. During the past 12 months, in the weeks you

worked, how many hours did you usually work

each WEEK?

Usual hours worked each WEEK 

 Employment

GO TO 

question 

46

GO TO question 46

GO TO question 

60

GO TO question 

48

GO TO question 42

GO TO question 45
16

48. In your current or last job, which one of the

following were you? (Mark one.)

If you had more than one job, describe the one at 

which you worked the most hours. If you had no job 

or business last week, give information for your last 

job or business.

 An employee of a private for-profit company or 

business, or of an individual, for wages, salary, 

or commissions

 An employee of a private not-for-profit, 

tax-exempt, or charitable organization

 A local government employee (city, county, 

etc.)

 A state government employee

 A Federal government employee

 Self-employed in own business, professional 

practice, or farm

 Working without pay in family business or farm

49. For whom did you work?

 If now on active duty in the Armed Forces, mark 

(X) this box and print the branch of the Armed 

Forces below. All others, enter name of 

company, business, or other employer below.

Name of company, business, or other employer:

50. What kind of business or industry was this?

(For example: hospital, newspaper publishing, 

mail order house, auto engine manufacturing, 

bank)

51. What kind of work were you doing?

(For example: registered nurse, personnel manager, 

supervisor of order department, secretary, 

accountant)

52. What were your most important activities or

duties?

(For example: patient care, directing hiring policies, 

supervising order clerks, typing and filing, 

reconciling financial records)

53. Did you have a license that was required by a

federal, state, or local government agency to do

this job?

 No 

 Yes 

54. Which category best fits your earnings from

wages, salary, commissions, bonuses or tips, from

your current or last job over the past 12 months?

(Mark one.)

Report amount before deductions for taxes, 

bonds, dues, or other items.

 $0 to $10,000

 $10,001 to $20,000

 $20,001 to $30,000

 $30,001 to $40,000

 $40,001 to $50,000 

 $50,001 to $60,000 

 $60,001 to $75,000

 $75,001 to $150,000

 $150,001 or more
17

55. What kind of position did you hold? (Mark one.)

 Permanent 

 Temporary 

56. Would you have preferred to work at a

permanent job?

 No 

 Yes 

57. How many people worked for your employer?

Count employees at all locations. (Mark one.)

If you were self-employed, how many people 

worked for you, including yourself? 

 1—49 people

 50—499 people

 500—999 people

 1,000 or more people

58. How supportive was your employer of your

training needs? (Mark one.)

 Not at all supportive

 Somewhat supportive

 Very supportive

 Not applicable

59. When you started your current or last job, did it

have a clear training path laid out, or did you need

to figure out on your own what training you

needed? (Mark one.)

 A clear training path was laid out

 Some parts of the training path were 

clear

 I needed to figure it out on my own

 There was no training path

60. Do you have internet at home on any of the

following?

61. Have you ever served on active duty in the U.S.

Armed Forces, Reserves, or National Guard?

(Mark one.)

 No, never served 

in the military

 Yes, but only on active duty 

for training in the Reserve or 

National Guard

 Yes, on active duty now or in past

62. Have you served on active duty since September

2001?

 No

 Yes

63. Are you male or female?

 Male

 Female

64. What is your current marital status? (Mark one.)

 Now Married

 Widowed

 Divorced

 Separated

 Never married

GO TO question 

57

Background

GO TO 

question 63

GO TO question 67 

a. A desktop or laptop

computer

b. A mobile device such as a

smartphone or tablet

 No Yes

 ▼ ▼
18

Thank You.

Please return this questionnaire in the 

postage-paid envelope provided. If you have 

lost the envelope, mail the completed 

questionnaire to:

National Household Education Survey

[RETURN ADDRESS HERE]

GO TO question 69

65. Are you currently living with a boyfriend/girlfriend

or partner?

 No 

 Yes

66. Are you currently in a registered domestic

partnership or civil union?

 No

 Yes

67. Do you speak a language other than English at

home?

 No

 Yes

68. How well do you speak English? (Mark one.)

 Very well

 Well

 Not well

 Not at all

69. How old are you?

years old

70. Are you of Hispanic or Latino origin?

 No

 Yes

71. What is your race? Choose one or more.

 White

 Black or African American

 Asian

 American Indian or Alaska Native

 Native Hawaiian or other Pacific Islander

GO TO question 67
19

Commonly Asked Questions

Q: How was my household chosen?

A: Your address was randomly selected from among all of the home addresses in the nation. It was selected 

using scientific sampling methods to represent other U.S. households. The sample was designed so that surveys of only a few thousand people will accurately describe the educational experiences of almost all Americans.

Q: Why should I participate? Do I have to do this?

A: Your answers are very important to the success of this study. You represent thousands of other adults like 

yourself, and you cannot be replaced. This survey is voluntary. You may choose not to answer any or all 

questions in this survey, but in order for the survey to be representative, it is important that you complete and 

return it. Those who do not return the survey will not be represented in statistics used by policymakers and 

researchers. There are no penalties should you choose not to participate in the study.

Q: Will the information I provide be kept confidential? Will my privacy be protected?

A: Yes. Your responses will be combined with those from other adults to produce statistical summaries about 

education and training in the United States. Your individual data will not be reported. Your answers 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 (20 USC § 9573).

Q: How will my response help the Federal Government?

A: The U.S. Departments of Education and Labor want to understand how adults acquire and maintain the skills 

they need for work. This survey is the only way these Departments can learn about the education and training that adults receive from schools, employers, and other training sponsors. The survey will allow policymakers and researchers to better understand the demand for education and training programs, and can help 

direct national policy in these areas. Your responses will be combined with those from other households to 

inform educators, policy makers, and schools about how adults in the U.S. learn the skills needed for work.

Q: Who is sponsoring this study?

A: The National Center for Education Statistics (NCES), within the U.S. Department of Education, is authorized 

to conduct this study (20 USC § 9543). The U.S. Census Bureau is conducting this survey on behalf of 

NCES. This study has been approved by the Office of Management and Budget (OMB), the office that reviews all federally sponsored surveys. An agency may not conduct or sponsor, and a person is not required 

to respond to, a collection of information unless it displays a currently valid OMB control number. The OMB 

approval number assigned to this study is 1850-0803. You may send any comments about this survey, including its length, to the Federal Government. Write to: Lisa Hudson, National Center for Education Statistics, U.S. Department of Education, 1990 K Street NW, Washington, DC 20006-5650.

Q: What if I have other questions?

A: If you have any questions about the study, you may send e-mail to xxxx@census.gov or you may call the 

Census Bureau toll-free at 1-800-xxx-xxxx
C.3 Early Childhood Program Participation (ECPP) Survey

The NHES:2015 ECPP Survey will include the same items as the NHES:2012 ECPP Survey with a few 

exceptions where problematic items from 2012 may be replaced with revised items in 2015. A new item 

will also be added at the request of the Office of Early Learning with the Department of Education. The 

NHES:2012 ECPP Survey is provided in the following section. Items from the NHES:2012 that may be 

revised in 2015 are noted in the survey with grey highlighting. More detail on the revised items is 

provided in section C.6.
OMB No. 1850-0768: Approval Expires 11/30/2014

NHES-21AC 

(02/14/2011)

The National Household Education Survey

Our Children’s Future: A Survey of Young Children’s Care and Education

Thank you for helping us with this

survey. Based on the information

we received from your household

in your last survey, we’re asking

you to complete this final step.

24252017

§9:52¤

Conducted by

UNITED STATES DEPARTMENT OF COMMERCE 

Economics and Statistics Administration 

U.S. Census Bureau 
NHES-21AC

2

We are authorized to collect this information by Section 9543, 20 U.S. Code. You do not have to

provide the information requested. However, the information you provide will help the Department

of Education’s ongoing efforts to learn more about the educational experiences of children and

families. There are no penalties should you choose not to participate in this study. Your answers

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 (Section 9573, 20 U.S. Code). Your responses will

be combined with those from other participants to produce summary statistics and reports.

This survey is estimated to take an average of 20 minutes, including time for reviewing instructions

and completing and reviewing the collection of information. An agency may not conduct or sponsor,

and a person is not required to respond to, a collection of information unless it displays a currently

valid OMB control number. Send comments regarding this burden estimate or any other aspect of

this collection of information, including suggestions for reducing this burden, to: Andrew Zukerberg,

National Center for Education Statistics, U.S. Department of Education, 1990 K Street NW, Room

9036, Washington, DC 20006-5650. Do not return the completed form to this address.

Instructions

◆ In response to the survey you answered earlier, we recorded that the

child/youth listed below has not yet started kindergarten. If this child is 

attending public or private school or is homeschooled for kindergarten 

through 12th grade or equivalent, please call us at the toll-free number 

below so we can be sure you received the correct survey.

◆ These questions should be filled in by a parent or guardian who knows

about:

Please answer all the survey questions thinking about this child or youth.

◆ To answer a question, simply mark the box that best represents your

answer.

◆ Please use a black or blue pen, if available, to complete this survey.

◆ If this questionnaire has been sent to the wrong household or the

child/youth listed above does not live here, please call to let us know.

◆ Our toll-free number is 1-888-840-8353.

X

24252025

§9:5:¤
●

Thank you for your help with the

previous survey your household

completed.

NHES-21AC

3

2. Are any of these care arrangements

regularly scheduled at least once a

week?

age

Answer all the survey questions

thinking about the child listed

below:

3. These next questions are about the care

that this child receives from the relative

who provides the most care. How is that

relative related to this child?

Mark ONE only.

Grandmother/Grandfather

Aunt/Uncle

Brother/Sister

Another relative

4. How old is the relative who provides the

most care to this child?

5. Is this care provided in your home or

another home?

Own home

Other home

Both

8. How old was this child in years and

months when this particular regular care

arrangement with this relative began?

Yes

No GO TO question 17

9. What language does this relative speak

most when caring for this child?

Care Your Child Receives from

Relatives

These questions ask about different

types of child care this child may now receive

on a regular basis from someone other than

his/her parents or guardians.

i

1. Is this child now receiving care from a

relative other than a parent or guardian

on a regular basis, for example, from

grandparents, brothers or sisters, or any

other relatives?

GO TO question 17

X

days each week

6. How many days each week does this

child receive care from this relative?

hours each week

7. How many hours each week does this

child receive care from this relative?

years months

English and another language equally

English

Spanish

A language other than English or Spanish

English and Spanish equally

Yes

No

▼

▼

▼

1. Childhood Care and

Programs

24252033

§9:5B¤
NHES-21AC

4

hours each week

No

Yes

GO TO question 15

10. Will this relative care for this child when

the child is...

Is that amount per...

13. How much does your household pay for

this relative to care for this child, not

counting any money that may be received

from others to help pay for care?

Write ’0’ if your household does not pay this

relative for care.

11. Is there any charge or fee for the care

this child receives from this relative,

paid either by you or some other person

or agency?

a. Sick but does not have

a fever? . . . . . . . . . . . . . . . . . .

b. Sick and has a fever?. . . . . . . .

12. Do any of the following people, programs,

or organizations help pay for this relative

to care for this child?

Mark ONE box for each item below.

a. A relative of this child

outside your household

who provides money

specifically for that care,

not including general

child support

b. Temporary Assistance for

Needy Families, or TANF. . . . .

c. Another social service,

welfare, or child care agency . .

X

d. An employer, not including

a tax-free spending account

for child care . . . . . . . . . . . . . .

e. Someone else . . . . . . . . . . . . .

. . . . . . . . . . . . . .

$ .00

Hour

Day

Week

Month

Year

Other — Specify:

Every 2 weeks

14. How many children from your household

is this amount for, including this child?

This child only

2 children

3 children

4 children

5 or more children

No

Yes

GO TO question 17

15. Does this child have any other care

arrangements with a relative on a regular

basis?

16. How many total hours each week does

this child spend in those other care

arrangements with relatives?

No Yes

▼ ▼

No Yes

▼ ▼

24252041

§9:5J¤
●

NHES-21AC

5

18. Are any of these care arrangements

regularly scheduled at least once a

week?

19. These next questions are about the care

that this child receives from someone

who is not related to him/her who

provides the most care.

Is this care provided in your own home

or in another home?

Own home

Other home

Both

23. How old was this child in years and

months when this particular regular care

arrangement with this person began?

No

Yes

GO TO question 35

26. What language does this care provider

speak most when caring for this child?

Care Your Child Receives from

Non-relatives

The next questions ask about any care

this child receives from someone not related

to him/her, either in your home or someone

else’s home. This includes home child care

providers or neighbors, but not day care

centers or preschools.

i

17. Is this child now receiving care in your

home or another home on a regular

basis from someone who is not related

to him/her?

No

Yes

GO TO question 35

days each week

21. How many days each week does this

child receive care from this person?

hours each week

22. How many hours each week does this

child receive care from this person?

years months

English and another language equally

English

Spanish

A language other than English or Spanish

English and Spanish equally

20. Does this person who cares for this child

live in your household?

27. Will this care provider care for this child

when this child is...

a. Sick but does not have

a fever? . . . . . . . . . . . . . . . . . .

b. Sick and has a fever?. . . . . . . .

24. Was this care provider someone you

already knew?

No

Yes

25. Is this child’s care provider age 18 or

older?

No

Yes

No

Yes

No Yes

▼ ▼

▼

24252058

§9:5[¤
NHES-21AC

6

hours each week

No

Yes

GO TO question 33

28. Would you recommend this care provider

to another parent?

Is that amount per...

31. How much does your household pay for

this person to care for this child, not

counting any money that may be received

from others to help pay for care?

Write ’0’ if your household does not pay

this non-relative for care.

29. Is there any charge or fee for the care this

child receives from this care provider,

paid either by you or some other person

or agency?

30. Do any of the following people, programs,

or organizations help pay for this person

to care for this child?

Mark ONE box for each item below.

a. A relative of this child

outside your household

who provides money

specifically for that care,

not including general

child support

b. Temporary Assistance for

Needy Families, or TANF. . . . .

c. Another social service,

welfare, or child care agency . .

d. An employer, not including

a tax-free spending account

for child care . . . . . . . . . . . . . .

e. Someone else . . . . . . . . . . . . .

. . . . . . . . . . . . . .

$ .00

Hour

Day

Week

Month

Year

Other — Specify:

Every 2 weeks

32. How many children from your household

is this amount for, including this child?

This child only

2 children

3 children

4 children

5 or more children

No

Yes

GO TO question 35

33. Does this child have any other homebased care arrangements on a regular

basis with someone who is not a relative?

Do not include arrangements at day care

centers or preschools.

34. How many total hours each week does

this child spend in those other care 

arrangements with non-relatives?

No

Yes

X

No Yes

▼ ▼

24252066

§9:5c¤
●

NHES-21AC

7

36. Does this child go to a day care center,

preschool, or prekindergarten, at least

once each week?

37. The next questions ask about the

program where this child spends the

most time. 

Is this child’s current program a day care

program, a preschool program, or a

prekindergarten program?

Day care

Preschool

Prekindergarten

No

Yes

GO TO question 54

Day Care Centers and Preschool 

Programs Your Child Attends

The next questions ask about any day

care centers and early childhood programs

that this child attends. This does not include

care provided in a private home.

i

35. Is this child now attending a day care

center, preschool, or prekindergarten

not in a private home?

No

Yes

GO TO question 54

days each week

42. How many days each week does this

child go to this program?

39. Where is this program located?

Mark ONE only.

38. Is this program a Head Start or Early

Head Start program?

No

Yes

40. Is this program run by a church,

synagogue, or other religious group?

No

Yes

41. Is this program located at your workplace

or this child’s other parent’s workplace?

No

Yes

Don’t know

● Head Start and Early Head Start are

federally sponsored preschool programs

primarily for children from low-income

families.

i

44. How old was this child in years and

months when he/she started going to

this particular program?

hours each week

43. How many hours each week does this

child go to this program?

years months

In a church, synagogue, or other place

of worship

In a public elementary or secondary

school

In a private elementary or secondary

school

At a college or university

At a community center

At a public library

In its own building, office space, or

storefront

Some other place – Specify:

X

▼

24252074

§9:5k¤
NHES-21AC

8

No

Yes

45. What language does this child’s main

care provider or teacher at this program

speak most when caring for this child?

46. Would you recommend this program to

another parent?

47. Does this program provide any of the

following services to this child or your

family?

Mark ONE box for each item below.

a. Hearing, speech, or 

vision testing

b. Physical examinations . . . . . . .

c. Dental examinations. . . . . . . . .

d. Formal testing for 

developmental or 

learning problems . . . . . . . . . .

e. Sick child care when

this child is sick but

does not have a fever . . . . . . .

. . . . . . . . . . . . . .

Is that amount per...

50. How much does your household pay for

this child to go to this program, not

counting any money that you may receive

from others to help pay for care?

Write ‘0’ if your household does not pay for

this program.

$ .00

Hour

Day

Week

Month

Year

Other — Specify:

Every 2 weeks

49. Do any of the following people, programs,

or organizations help pay for this child to

go to this program?

Mark ONE box for each item below.

a. A relative of this child

outside your household

who provides money

specifically for that care,

not including general

child support

b. Temporary Assistance for

Needy Families, or TANF. . . . .

c. Another social service,

welfare, or child care agency . .

d. An employer, not including

a tax-free spending account

for child care . . . . . . . . . . . . . .

e. Someone else . . . . . . . . . . . . .

. . . . . . . . . . . . . .

No

Yes

GO TO question 52

48. Is there any charge or fee for this 

program, paid either by you or some

other person or agency?

f. Sick child care when

this child is sick and

has a fever. . . . . . . . . . . . . . . .

English and another language equally

English

Spanish

A language other than English or Spanish

English and Spanish equally

X

No Yes

▼ ▼

X

No Yes

▼ ▼

24252082

§9:5s¤
NHES-21AC

9

hours each week

51. How many children from your household

is this amount for, including this child?

This child only

2 children

3 children

4 children

5 or more children

No

Yes

GO TO question 54

52. Does this child have any other care

arrangements at a day care center or

preschool on a regular basis?

53. How many total hours each week does

this child spend at those day care centers

or preschools?

54. Has this child ever attended a Head Start

or Early Head Start program?

No

Yes

Don’t know

● Head Start and Early Head Start are

federally sponsored preschool programs

primarily for children from low-income

families.

i

55. What is the main reason your household

wanted a care program for this child in

the past year?

Mark ONE only. X

To provide care when a parent was at

work or school

To prepare child for school

To provide cultural or language learning

To make time for running errands or

relaxing

Some other reason

Did not have care in the past year

▼

Continue with section 2.

2. Finding and Choosing

Care for Your Child

24252090

§9:5{¤
NHES-21AC

10

56. Do you feel there are good choices for

child care or early childhood programs

where you live?

Have not tried

to find care GO TO question 59

57. How much difficulty did you have finding

the type of child care or early childhood

program you wanted for this child?

No

Yes

Don’t know

Did not find the child care program

you wanted

A lot of difficulty

Some difficulty

A little difficulty

No difficulty

58. How important was each of these 

reasons when you chose the child care

arrangement or program where this child

spends the most time?

c. The reliability of the arrangement?

d. The learning activities at the

arrangement?

e. The child spending time with other

kids his/her age?

a. The location of the arrangement?

Not at all important

A little important

Somewhat important

Very important

b. The cost of the arrangement?

Not at all important

A little important

Somewhat important

Very important

Not at all important

A little important

Somewhat important

Very important

Not at all important

A little important

Somewhat important

Very important

f. The times during the day that this 

caregiver is able to provide care?

Not at all important

A little important

Somewhat important

Very important

Not at all important

A little important

Somewhat important

Very important

g. The number of other children in the

child’s care group?

Not at all important

A little important

Somewhat important

Very important

24252108

§9:6)¤
●

NHES-21AC

11

times

Not at all GO TO question 62

The next questions ask about this child’s

activities with family members in the past

week or month.

i

days

Yes

No

Continue with section 4 on the 

next page.

number of books

59. About how many books does this child

have of his/her own, including those

shared with brothers or sisters?

62. In the past week, how many times has

anyone in your family done the following

things with this child?

c. Sang songs with this child?

d. Worked on arts and crafts with this

child?

a. Told this child a story? (Do not include

reading to this child.)

Not at all

1 or 2 times

3 or more times

b. Taught this child letters, words, or

numbers?

60. How many times have you or someone in

your family read to this child in the past

week?

61. About how many minutes on each of

those times did you or someone in your

family read to this child?

minutes

Not at all

1 or 2 times

3 or more times

Not at all

1 or 2 times

3 or more times

Not at all

1 or 2 times

3 or more times

63. In the past month, have you or someone

in your family visited a library with this

child?

Yes

No

64. In the past month, have you or someone

in your family visited a bookstore with

this child?

65. In the past week, how many days has

your family eaten the evening meal

together?

Write ‘0’ if none.

▼

3. Family Activities

24252116

§9:61¤
●

NHES-21AC

12

2 years or older

Under 2 years GO TO question 74

These next questions ask about things

that different children do at different ages.

These things may or may not be true for this

child.

i

66. Is this child under 2 years old or is

he/she 2 years old or older?

Yes, some of them

No

Continue with section 5, question 74 

on the next page.

67. Can this child identify the colors red,

yellow, blue, and green by name?

Yes, all of them

Yes, some of them

No

68. Can this child recognize the letters of

the alphabet?

Yes, most of them

Yes, all of them

Up to 5

This child cannot count

69. How high can this child count?

Up to 10

Up to 20

Up to 50

Up to 100 or more

Yes

No

Actually reads the

written words

Pretends to read

Does both

Tells what’s in each picture

Sounds like connected story

73. When this child pretends to read a book,

does it sound like a connected story, or

does he/she tell what is in each picture

without much connection between

them?

Does both

Does neither

70. Can this child write his/her first name,

even if some of the letters are

backwards?

Yes

No

72. Does this child actually read the words

written in the book, or does he/she look

at the book and pretend to read?

GO TO question 74

▼

4. Things Your Child May

be Learning

71. Does this child ever read or pretend to

read storybooks on his/her own?

GO TO question 74

{

24252124

§9:69¤
NHES-21AC

13

74. In general, how would you describe this

child’s health?

Excellent

76. (If child is under 3 years old) Has a health,

education, or early intervention

professional told you this child is “at-risk”

for a substantial developmental delay?

79. Are these services provided by any of

the following sources?

Mark ONE box for each item below.

a. Your local school district . . . . .

b. A state or local health or

social service agency

. . . . . . . . .

c. A doctor, clinic, or other

health care provider

. . . . . . . .

75. Has a health, education, or early

intervention professional told you

that this child has any of the following

conditions?

Mark ONE box for each item below.

a. A specific learning disability. . .

b. An intellectual disability

(mental retardation)

. . . . . . . . . . . . . . .

c. A speech or language

impairment

. . . . . . . . .

d. A serious emotional

disturbance . . . . . . . . . . . . . . .

e. Deafness or another hearing

impairment

. . . . . . . . . . . . . . .

f. Blindness or another visual

impairment not corrected

with glasses

g. An orthopedic impairment. . . .

. . . . . . . . . . . . . . .

Very good

Good

Fair

Poor

h. Autism. . . . . . . . . . . . . . . . . . .

i. Pervasive Developmental

Disorder (PDD)

. . . . . . . . . . . . .

j. Attention Deficit Disorder,

ADD or ADHD

k. A developmental delay. . . . . . .

. . . . . . . . . . . . .

l. Traumatic brain injury . . . . . . .

m. Another health impairment

lasting 6 months or more. . . . .

No

Yes

78. Is this child receiving services for his/her

condition?

No

Yes

GO TO question 83

77. Did you mark yes to any condition in

question 75 or question 76?

No

Yes

GO TO question 85

Child is age 3 or older

X

No Yes

▼ ▼

No Yes

▼ ▼

X

5. This Child’s Health

24252132

§9:6A¤
NHES-21AC

14

80. Are any of these services provided

through an Individualized Family

Service Plan (IFSP) or an Individualized

Education Program (IEP)?

No

Yes

GO TO question 83

83. Is this child currently enrolled in any

special education classes or services?

No

Yes

81. Did any adult in your household work

with the service provider or school to

develop or change this child’s IFSP or

IEP?

No

Yes

82. Since September, how satisfied or

dissatisfied have you been with the

following aspects of this child’s IFSP

or IEP?

a. The service provider’s or school’s

communication with your family?

b. The child’s special needs teacher or

therapist?

c. The service provider’s or school’s

ability to accommodate this child’s

special needs?

Very satisfied

Somewhat satisfied

Somewhat dissatisfied

Very dissatisfied

Very satisfied

Somewhat satisfied

Somewhat dissatisfied

Very dissatisfied

Does not apply

Does not apply

Very satisfied

Somewhat satisfied

Somewhat dissatisfied

Very dissatisfied

Does not apply

Very satisfied

Somewhat satisfied

Somewhat dissatisfied

Very dissatisfied

Does not apply

84. Does this child’s condition interfere with

his/her ability to do any of the following

things?

Mark ONE box for each item below.

a. Learn

b. Participate in play with

other children

c. Go on outings

Child no longer has condition

d. Make friends . . . . . . . . . . . . . .

. . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . .

No Yes

▼ ▼

X

Continue with section 6, question 85, 

on the next page.

▼

d. The service provider’s or school’s

commitment to help this child learn?

. . . . . . . . . . . . . .

24252140

§9:6I¤
NHES-21AC

15

90. Since September, has this child usually

lived at this address or another address

(for example, because of a joint custody

arrangement)?

Do not include vacation properties.

6. Child’s Background

Continue with section 7 on the

next page.

▼

age

English and another language equally

85. In what month and year was this child

born?

One of the 50 United States or the

District of Columbia

One of the U.S. territories

(Puerto Rico, Guam, American Samoa,

U.S. Virgin Islands, or Mariana Islands)

Another country

86. Where was this child born?

89. What is this child’s race? You may mark

one or more races.

88. Is this child of Spanish, Hispanic, or

Latino origin?

American Indian or Alaska Native

Asian

Black or African American

No

Yes

Child usually lived at this address

Child usually lived at another address

91. What language does this child speak

most at home?

Mark ONE only.

Child has not

started to speak

English

Spanish

A language other than English or Spanish

English and Spanish equally

month year

/

GO TO question 88

87. How old was this child when he/she first

moved to the 50 United States or the

District of Columbia?

Native Hawaiian or other Pacific Islander

White

92. Is this child currently enrolled in

English as a second language, bilingual

education, or an English immersion

program?

No

Yes

GO TO section 7

X

{

89b. What is this child’s sex?

Male

Female

24252157

§9:6Z¤
NHES-21AC

16

PARENT 1 LIVING IN HOUSEHOLD 

Answer questions 93 to 109 about yourself if you are

the child’s parent or guardian. 

If you are not the child’s parent or guardian, answer

questions 93 to 109 about one of this child’s parents

or guardians living in the household.

GO TO question 98

Married

In a registered domestic partnership

or civil union

Living with a partner

Separated

Divorced

95. What is the current marital or partner

status of this parent or guardian?

Mark ONE only.

English

Spanish

A language other than English or Spanish

English and Spanish equally

English and another language equally Biological parent

Adoptive parent

Stepparent

Foster parent

Grandparent

93. Is this parent or guardian the child’s...

Other guardian

Male

Female

94. Is this person male or female?

Widowed

Never married

96. What was the first language this parent

or guardian learned to speak?

Mark ONE only.

English

Spanish

A language other than English or Spanish

English and Spanish equally

English and another language equally

97. What language does this person speak

most at home now?

Mark ONE only.

7. Child’s Family

X

X

X

No

Yes

age

One of the 50 United States or the

District of Columbia

One of the U.S. territories

(Puerto Rico, Guam, American Samoa,

U.S. Virgin Islands, or Mariana Islands)

Another country

100. Is this person of Spanish, Hispanic, or

Latino origin?

GO TO question 100

99. How old was this person when he or she

first moved to the 50 United States or

the District of Columbia?

98. Where was this parent or guardian born?

24252165

§9:6b¤
NHES-21AC

17

Some graduate or professional

education, but no degree

102. What is the highest grade or level of

school that this parent or guardian

completed?

Mark ONE only.

American Indian or Alaska Native

Asian

Black or African American

8th grade or less

High school, but no diploma

High school diploma or equivalent (GED)

Vocational diploma after high school

Some college, but no degree

Associate’s degree (AA, AS)

Bachelor’s degree (BA, BS)

Native Hawaiian or other Pacific Islander

White

103. Is he or she currently attending or

enrolled in a school, college, university,

or adult learning center, or receiving

vocational education or job training?

No

Yes

101. What is this person’s race? You may

mark one or more races.

Professional degree beyond

bachelor’s degree (MD, DDS, JD, LLB)

Master’s degree (MA, MS)

Doctorate degree (PhD, EdD)

GO TO question 106

GO TO question 107

X

106. (If unemployed or out of work) Has this

parent or guardian been actively looking

for work in the past 4 weeks?

No

Yes

107. In the past 12 months, how many

months (if any) has this person worked

for pay or income?

104. Which of the following best describes this

person’s employment status?

Mark ONE only.

108. How old is this person?

109. How old was this person when he or she

first became a parent to any child?

Retired

Employed for pay or income

Self-employed

Unemployed or

out of work

Full-time student

Stay at home

parent

Disabled or

unable to work

X

{

105. (If employed or self-employed) About how

many hours per week does he or she

usually work for pay or income, counting

all jobs?

months

hours

Don’t know

age

age

GO TO question 107

24252173

§9:6j¤
NHES-21AC

18

No

Yes

GO TO question 128

110. Is there a second parent or guardian

living in this household?

PARENT 2 LIVING IN HOUSEHOLD 

Answer questions 110 to 127 about a second parent

or guardian living in the household.

Married

In a registered domestic partnership

or civil union

Living with a partner

Separated

Divorced

113. What is the current marital or partner

status of this parent or guardian?

Mark ONE only.

Biological parent

Adoptive parent

Stepparent

Foster parent

Grandparent

111. Is this person the child’s...

Other guardian

Male

Female

112. Is this person male or female?

Widowed

Never married

English GO TO question 116

Spanish

A language other than English or Spanish

English and Spanish equally

English and another language equally

114. What was the first language this parent

or guardian learned to speak?

Mark ONE only.

English

Spanish

A language other than English or Spanish

English and Spanish equally

English and another language equally

115. What language does this person speak

most at home now?

Mark ONE only.

X

X

X

118. Is this person of Spanish, Hispanic, or

Latino origin?

No

Yes

117. How old was this person when he or she

first moved to the 50 United States or

the District of Columbia?

116. Where was this parent or guardian born?

age

One of the 50 United States or the

District of Columbia

One of the U.S. territories

(Puerto Rico, Guam, American Samoa,

U.S. Virgin Islands, or Mariana Islands)

Another country

GO TO question 118

24252181

§9:6r¤
NHES-21AC

19

Some graduate or professional

education, but no degree

120. What is the highest grade or level of

school that this parent or guardian

completed?

Mark ONE only.

American Indian or Alaska Native

Asian

Black or African American

8th grade or less

High school, but no diploma

High school diploma or equivalent (GED)

Vocational diploma after high school

Some college, but no degree

Associate’s degree (AA, AS)

Bachelor’s degree (BA, BS)

Native Hawaiian or other Pacific Islander

White

121. Is he or she currently attending or

enrolled in a school, college, university,

or adult learning center, or receiving

vocational education or job training?

No

Yes

119. What is this person’s race? You may

mark one or more races.

Professional degree beyond

bachelor’s degree (MD, DDS, JD, LLB)

Master’s degree (MA, MS)

Doctorate degree (PhD, EdD)

GO TO question 124

GO TO question 125

X

124. (If unemployed or out of work) Has this

parent or guardian been actively looking

for work in the past 4 weeks?

No

Yes

125. In the past 12 months, how many

months (if any) has this person worked

for pay or income?

122. Which of the following best describes this

person’s employment status?

Mark ONE only.

126. How old is this person?

127. How old was this person when he or she

first became a parent to any child?

Retired

Employed for pay or income

Self-employed

Unemployed or

out of work

Full-time student

Stay at home

parent

Disabled or

unable to work

X

{

123. (If employed or self-employed) About how

many hours per week does he or she

usually work for pay or income, counting

all jobs?

months

hours

Don’t know

age

age

GO TO question 125

24252199

§9:6ƒ¤
NHES-21AC

20

128. Including yourself, how many total

people live in this household?

people

130. How are you related to this child?

Mark ONE only.

129. Other than the parents or guardians

already reported, how many of the

following people live in the household

with this child?

Example: Brother(s) 2

This child’s...

Brother(s) . . . . . . . . . . . . .

Sister(s) . . . . . . . . . . . . . .

Aunt(s) . . . . . . . . . . . . . . .

Uncle(s) . . . . . . . . . . . . . .

Grandmother(s) . . . . . . . .

Grandfather(s). . . . . . . . . .

Cousin(s) . . . . . . . . . . . . .

Parent’s girlfriend/

boyfriend/partner . . . . . . .

Other relative(s) . . . . . . . .

Other non-relative(s). . . . .

Write ’0’ if none. 

Number

131. Which language(s) are spoken at home

by the adults in this household?

Mark all that apply.

English

Spanish or Spanish Creole

French (including Patois, Creole, Cajun)

Chinese

Other languages – Specify:

Mother (birth, adoptive, step, or foster)

Father (birth, adoptive, step, or foster)

Aunt

Uncle

Grandmother

Grandfather

Parent’s girlfriend/boyfriend/partner

Other relationship – Specify:

8. Your Household

Continue with question 132 on the

next page.

▼

X

X

24252207

§9:7(¤
NHES-21AC

21

132. In the past 12 months, did your family

ever receive benefits from any of the

following programs?

Mark ONE box for each item below.

No

Yes

136. Other than this address, does anyone in

this household currently receive mail at

another address including P.O. Boxes?

a. Temporary Assistance for

Needy Families, or TANF . . . . .

b. Your state welfare or

family assistance program. . . .

c. Women, Infants, and

Children, or WIC . . . . . . . . . . . .

135. Is this house...

Mark ONE only.

Owned or being bought by someone

in this household,

Rented by someone in this household, or

Occupied by some other arrangement?

$0 to $10,000

$10,001 to $20,000

$20,001 to $30,000

$30,001 to $40,000

$40,001 to $50,000

133. Which category best fits the total

income of all persons in your household

over the past 12 months?

Include your own income.

Include money from jobs or other earnings,

pensions, interest, rent, Social Security

payments, and so on.

No

Yes

137. Do you have access to the Internet at

this address?

No

Yes

138. Is there at least one telephone inside this

home that is currently working and not a

cell phone?

No

Yes

139. Do you have a working cell phone?

134. How many years have you lived at this

address?

Write ’0’ if less than 1 year.

d. Food Stamps . . . . . . . . . . . . . .

e. Medicaid . . . . . . . . . . . . . . . . .

f. Child Health Insurance

Program (CHIP). . . . . . . . . . . . .

g. Section 8 housing assistance . .

$50,001 to $60,000

$60,001 to $75,000

$75,001 to $100,000

$100,001 to $150,000

$150,001 or more

years at this address No Yes

▼ ▼

X

X

24252215

§9:70¤
NHES-21AC

22

Thank you. 

Please return this questionnaire in the postage-paid envelope provided.

If you have lost the envelope, mail the completed questionnaire to: 

U.S. Census Bureau

ATTN: DCB 60-A (7198)

1201 E. 10th Street

Jeffersonville, IN 47132-0001

24252223

§9:78¤
NHES-21AC

23

THIS PAGE INTENTIONALLY LEFT BLANK

24252231

§9:7@¤
NHES-21AC

24

Commonly Asked Questions

Q: How did you get my address?

A: Your address was randomly selected from among all of the home addresses in the nation.

It was selected using scientific sampling methods to represent other households in the

United States.

Q: How did you get my child’s name and age?

A: When you returned the initial National Household Education Survey to us, we randomly

chose one child to ask additional questions about. We are interested in understanding

your child’s experiences with care and early education.

Q: Why should I take part in this study? Do I have to do this?

A: You represent thousands of other households like yours, and you cannot be replaced.

Your answers and opinions are very important to the success of this study. You may

choose not to answer any or all questions in this survey. In order for the survey to be

representative, it is important that you complete and return this questionnaire. Those who

do not return the survey will not be represented in key statistics used by policymakers and

researchers.

Q: How will the information I provide be used? Will my privacy be protected?

A: Your responses will be combined with those of others to produce statistical summaries

and reports. Your individual data will not be reported. Your answers 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 (Section 9573, 20 U.S. Code).

Q: I have more than one child in my household. Will I receive additional surveys for

the other children in my household?

A: No, each household will receive a survey for only one child, even if there are multiple

children living in the household. In households with multiple children, one child was

randomly selected to be included in the study.

Q: How will my response help the Department of Education?

A: The Department of Education wants to understand the care and early education of

children. This survey is the only way that the Department of Education can learn about

the types of care and early learning activities children receive. Your responses will be

combined with those from other households to inform educators, policymakers, schools,

and universities about changes in the condition of education in the United States. Reports

from past surveys can be found at www.nces.ed.gov/nhes.

Q: Who is sponsoring the study? Is this study conducted by the Federal Government?

A: The National Center for Education Statistics, within the Department of Education, is

authorized to conduct this study (Section 9543, 20 U.S. Code). The U.S. Census Bureau

is conducting this study on behalf of the U.S. Department of Education. This study has

been approved by the Office of Management and Budget, the office that reviews all

federally sponsored surveys. The approval number assigned to this study is 1850-0768.

You may send any comments about this survey, including its length, to the Federal

Government. Write to: Andrew Zukerberg, National Center for Education Statistics, 

U.S. Department of Education, 1990 K Street NW, Room 9036, Washington, DC

20006-5650. You may send email to NHES@census.gov. If you have any questions

about the study, contact us toll-free at 1-888-840-8353.

24252249

§9:7R¤
C.4 Parent and Family Involvement in Education Survey for Enrolled Students

The NHES:2015 PFI Survey for Enrolled Students will include the same items as the NHES:2012 PFI 

Survey for Enrolled Students with a few exceptions where problematic items from 2012 may be replaced 

with revised items in 2015. A new item on the main reason that students took school-related courses over 

the Internet will also be added. The NHES:2012 PFI Survey for Enrolled Students is provided in the 

following section. Items from the NHES:2012 that may be revised in 2015 are noted in the survey with 

grey highlighting. More detail on the revised items is provided in section C.6.
NHES-42BC 

(02/09/2012)

A Survey about Students’ and Families’ Experience with Their Schools

Conducted by

OMB No. 1850-0768: Approval Expires 11/30/2014

The National Household Education Survey

24542011

§9W5,¤

UNITED STATES DEPARTMENT OF COMMERCE 

Economics and Statistics Administration 

U.S. Census Bureau 

Thank you for helping us with this

survey. Based on the information

we received from your household

in your last survey, we’re asking

you to complete this final step.
NHES-42BC

2

We are authorized to collect this information by Section 9543, 20 U.S. Code. You do not have to

provide the information requested. However, the information you provide will help the Department

of Education’s ongoing efforts to learn more about the educational experiences of children and

families. There are no penalties should you choose not to participate in this study. Your answers

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 (Section 9573, 20 U.S. Code). Your responses will

be combined with those from other participants to produce summary statistics and reports.

This survey is estimated to take an average of 20 minutes, including time for reviewing instructions

and completing and reviewing the collection of information. An agency may not conduct or sponsor,

and a person is not required to respond to, a collection of information unless it displays a currently

valid OMB control number. Send comments regarding this burden estimate or any other aspect of

this collection of information, including suggestions for reducing this burden, to: Andrew Zukerberg,

National Center for Education Statistics, U.S. Department of Education, 1990 K Street NW, Room

9036, Washington, DC 20006-5650. Do not return the completed form to this address.

Instructions

◆ In response to the survey you answered earlier, we recorded that the

child/youth listed below attends school. If this child is homeschooled

instead of attending public or private school, or if this child has not yet

started kindergarten, please call us at the toll-free number below so we

can be sure you received the correct survey.

◆ These questions should be filled in by a parent or guardian who knows

about:

Please answer all the survey questions thinking about this child or youth.

◆ To answer a question, simply mark the box that best represents your

answer.

◆ Please use a black or blue pen, if available, to complete this survey.

◆ If this questionnaire has been sent to the wrong household or the

child/youth listed above does not live here, please call to let us know.

◆ Our toll-free number is 1-888-840-8353.

X

24542029

§9W5>¤
NHES-42BC

3

1. What is this child’s current grade or year

of school?

If this child is not assigned a specific grade,

mark or write the grade he/she would be in

at a school with regular grades.

Full-day kindergarten

2. Is this child being schooled at home

instead of at school for some classes

or subjects?

grade (1 through 12)

Partial-day kindergarten

4. Is it his/her regularly assigned school?

3. What type of school does this child

attend?

Private, Catholic

Private, religious

but not Catholic

Private, not religious

Public school

GO TO question 6

5. Is this school a charter school?

6. Did you move to your current 

neighborhood so that this child could

attend his/her current school?

7. Does your public school district let you

choose which public school you want

this child to attend? 

This may include applying to a magnet 

program in a public school, transferring to

another public school within the district, or

transferring to a public school outside of the

district.

Don’t know

8. Did you consider other schools for this

child?

GO TO question 10

9. In deciding between schools, did you

seek information on the performance of

the schools you were considering, like

test scores, dropout rates, and so on?

10. Is the school this child attends your first

choice, that is, the school you wanted

most for him/her to attend?

11. Since the beginning of this school year,

has this child been in the same school?

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

Yes

Thank you for your help with the

previous survey your household

completed.

Child has not yet started kindergarten

Answer all the survey questions

thinking about the child listed

below:

Please STOP now and call

1-888-840-8353 so we can verify that

you received the correct survey.

No

Yes

▼

▼

{

1. Child’s Schooling

24542037

§9W5F¤
NHES-42BC

4

Strongly agree

month (1 through 12)

Agree

No

Yes

GO TO question 20

12. In which month did this child start at

his/her current school this school year?

13. How much do you agree or disagree with

the following statement:

"This child enjoys school."

Disagree

Strongly disagree

Mostly A’s

Mostly B’s

14. Please tell us about this child’s grades

during this school year. Overall, across all

subjects, what grades does this child get?

Mostly C’s

Mostly D’s or lower

This child’s school does not

give these grades

No

Yes

15. Is he/she currently enrolled in advanced

placement classes?

Does not apply

16. Since the beginning of this school year,

how many times have any of this child’s

teachers or school staff contacted your

household about...

Write ’0’ if none.

a. Behavior problems this child

is having in school . . . . . . . . . . . .

b. Problems this child is having

with school work . . . . . . . . . . . . .

c. Very good behavior . . . . . . . . . . .

d. Very good school work. . . . . . . . .

Number

days

17. Since the beginning of this school year,

how many days has this child been

absent from school?

18. Since starting kindergarten, has this

child repeated any grades?

19. What grade or grades did he/she repeat?

Mark all that apply.

Kindergarten

First grade

Second grade

Third grade

Fourth grade

Elementary through Middle school

Fifth grade

Sixth grade

Seventh grade

Eighth grade

Ninth grade - freshman

Tenth grade - sophomore

Eleventh grade - junior

Twelfth grade - senior

High school

X

Continue with question 20 on the 

next page.

▼

24542045

§9W5N¤
NHES-42BC

5

No

Yes

GO TO question 26

20. Has this child ever had the following

experiences?

Mark ONE box for each item below.

Complete less than a high school diploma

Graduate from high school

Attend a vocational or technical school

after high school

Attend two or more years of college

Earn a bachelor’s degree

No

Yes

25. Is there a charge or fee for that

instruction?

a. An out-of-school suspension . .

b. An in-school suspension not

counting detentions. . . . . . . . .

c. Been expelled from school. . . .

23. Some students take school-related

courses over the Internet. Is this child

receiving any instruction this way?

24. Is that instruction provided by any of the

following places?

Mark all that apply.

Your local public school

A charter school

Another public school

A private school

A college, community college, or

university

Someplace else — Specify:

21. How far do you expect this child to go in

his/her education?

Mark ONE only.

Earn a graduate degree or professional

degree beyond a bachelor’s

Excellent

Above average

Average

Below average

Failing

22. How would you describe his/her work at

school?

Mark ONE only.

No Yes

▼ ▼

X

Continue with section 2, question 26, 

on the next page.

▼

X

X

X

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6

26. Since the beginning of this school year,

has any adult in this child’s household

done any of the following things at this

child’s school?

Mark ONE box for each item below.

a. Attended a school or class

event, such as a play, dance,

sports event, or science fair. . .

b. Served as a volunteer in

this child’s classroom or

elsewhere in the school

. . . . . . . . . . . . . . .

c. Attended a general school

meeting, for example, an

open house, or a back-toschool night

. . . . . .

d. Attended a meeting of the

parent-teacher organization

or association. . . . . . . . . . . . . .

e. Gone to a regularly

scheduled parent-teacher

conference with this child’s

teacher

. . . . . . . . . . . . . .

f. Participated in fundraising

for the school

. . . . . . . . . . . . . . . . . . .

g. Served on a school

committee

. . . . . . . . .

h. Met with a guidance

counselor in person

. . . . . . . . . . . . . . . .

27. During this school year, how many times

has any adult in the household gone to

meetings or participated in activities at

this child’s school?

number of times

28. During this school year, has your family

received any of the following:

a. Notes or emails specifically about this

child from his/her teachers or school

administrators?

b. Newsletters, memos, emails, or

notices addressed to all parents?

c. Phone calls specifically about this

child from his/her teachers or school

administrators?

Very well

Just okay

29. How well has this child’s school been

doing the following things during this

school year?

a. Letting you know how this child is

doing in school between report cards.

Not very well

Does not do it at all

b. Providing information about how to

help this child with homework.

Very well

Just okay

Not very well

Does not do it at all

No

Yes

No

Yes

No

Yes

No Yes

▼ ▼

2. Families & School

X

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7

30. How satisfied or dissatisfied are you

with each of the following:

a. The school this child attends this year?

b. The teachers this child has this year?

c. The academic standards of the school?

d. The order and discipline at the school?

e. The way that school staff interacts

with parents?

c. Providing information about why this

child is placed in particular groups or

classes.

Very well

Just okay

Not very well

Does not do it at all

d. Providing information on your

expected role at this child’s school.

Very well

Just okay

Not very well

Does not do it at all

e. Providing information on how to help

this child plan for college or vocational

school.

Very well

Just okay

Not very well

Does not do it at all

Does not apply

Very satisfied

Somewhat satisfied

Somewhat dissatisfied

Very dissatisfied

Very satisfied

Somewhat satisfied

Somewhat dissatisfied

Very dissatisfied

Very satisfied

Somewhat satisfied

Somewhat dissatisfied

Very dissatisfied

Very satisfied

Somewhat satisfied

Somewhat dissatisfied

Very dissatisfied

Very satisfied

Somewhat satisfied

Somewhat dissatisfied

Very dissatisfied

24542078

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8

number of hours per week

Less than once a week

1 to 2 days a week

3 to 4 days a week

5 or more days a week

GO TO section 4,

question 38

36. How often does any adult in your

household check to see that this child’s

homework is done?

31. How often does this child do homework

at home, at an after-school program, or

somewhere else outside of school?

Never

Child does not have

homework

32. In an average week, how many hours

does this child spend on homework

outside of school?

The amount is about right

It’s too much

It’s too little

33. How do you feel about the amount of

homework this child is assigned?

34. How does this child feel about the

amount of homework he or she is

assigned?

35. Is there a place in your home that is set

aside for this child to do homework?

The amount is about right

It’s too much

It’s too little

No

Yes

Child does not do homework at home

Never

Rarely

Sometimes

Always

37. During this school year, about how many

days in an average week does anyone in

your household help this child with

his/her homework?

Less than once a week

1 to 2 days a week

3 to 4 days a week

5 or more days a week

Never

3. Homework

{

Continue with section 4, question 38, 

on the next page.

▼

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9

38. In the past week, has anyone in your

family done the following things with

this child?

Mark ONE box for each item below.

a. Told him/her a story (Do not

include reading to this child.). .

b. Done activities like arts and

crafts, coloring, painting,

pasting, or using clay

. . . . . . . .

c. Played board games or did

puzzles with him/her

. . . . . . . .

d. Worked on a project like

building, making, or fixing

something. . . . . . . . . . . . . . . . .

e. Played sports, active games,

or exercised together

. . . . . . . . . . . .

f. Discussed with him/her how

to manage time

g. Talked with him/her about

the family’s history or ethnic

heritage . . . . . . . . . . . . . . . . . .

39. In the past week, how many days has

your family eaten the evening meal

together?

Write ‘0’ if none.

40. In the past month, has anyone in your

family done the following things with

this child?

Mark ONE box for each item below.

days

a. Visited a library . . . . . . . . . . . .

b. Visited a bookstore

. . . . . . . . . . . .

c. Gone to a play, concert, or

other live show

. . . . . . . . .

d. Visited an art gallery,

museum, or historical site . . . .

e. Visited a zoo or aquarium

. . . . . . . . . . . . . .

f. Attended an event sponsored

by a community, religious, or

ethnic group

g. Attended an athletic or

sporting event outside of

school in which this child

was not a player . . . . . . . . . . .

. . . . . . . .

. . . .

No Yes

No Yes

▼ ▼

▼ ▼

4. Family Activities

Continue with section 5, question 41, 

on the next page.

▼

X

X

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10

41. In general, how would you describe this

child’s health?

Excellent

43. Did you mark yes to any condition in

question 42?

45. Are these services provided by any of

the following sources?

Mark ONE box for each item below.

a. Your local school district . . . . .

b. A state or local health or

social service agency

. . . . . . . . .

c. A doctor, clinic, or other

health care provider

. . . . . . . .

42. Has a health or education professional

told you that this child has any of the

following conditions?

Mark ONE box for each item below.

a. A specific learning disability. . .

b. An intellectual disability

(mental retardation)

. . . . . . . . . . . . . . .

c. A speech or language

impairment

. . . . . . . . .

d. A serious emotional

disturbance . . . . . . . . . . . . . . .

e. Deafness or another hearing

impairment

. . . . . . . . . . . . . . .

f. Blindness or another visual

impairment not corrected

with glasses

g. An orthopedic impairment. . . .

. . . . . . . . . . . . . . .

Very good

Good

Fair

Poor

h. Autism. . . . . . . . . . . . . . . . . . .

i. Pervasive Developmental

Disorder (PDD)

. . . . . . . . . . . . .

j. Attention Deficit Disorder,

ADD or ADHD

k. A developmental delay. . . . . . .

. . . . . . . . . . . . .

l. Traumatic brain injury . . . . . . .

m. Another health impairment

lasting 6 months or more. . . . .

GO TO question 51

44. Is this child receiving services for his/her

condition?

GO TO question 49

46. Are any of these services provided

through an Individualized Education

Program (IEP)?

GO TO question 49

47. Did any adult in your household work

with the service provider or school to

develop or change this child’s IEP?

No

Yes

No

Yes

No

Yes

No

Yes

No Yes

No Yes

▼ ▼

▼ ▼

5. Child’s Health

X

X

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11

49. Is this child currently enrolled in any 

special education classes or services?

50. Does this child’s condition interfere with

his/her ability to do any of the following

things?

Mark ONE box for each item below.

a. Learn

b. Participate in sports, clubs,

or other organized activities

c. Attend school on a regular

basis

. . .

No

Yes

48. During this school year, how satisfied or

dissatisfied have you been with the 

following aspects of this child’s IEP?

Very satisfied

Somewhat satisfied

a. The service provider’s or school’s

communication with your family?

Somewhat dissatisfied

Very dissatisfied

b. The child’s special needs teacher or

therapist?

Does not apply

Very satisfied

Somewhat satisfied

Somewhat dissatisfied

Very dissatisfied

Does not apply

Very satisfied

Somewhat satisfied

c. The service provider’s or school’s

ability to accommodate this child’s

special needs?

Somewhat dissatisfied

Very dissatisfied

d. The service provider’s or school’s

commitment to help this child learn?

Does not apply

Very satisfied

Somewhat satisfied

Somewhat dissatisfied

Very dissatisfied

Does not apply

Child no longer has condition

d. Make friends . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . .

No Yes

▼ ▼

Continue with section 6, question 51, 

on the next page.

▼

X

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12

6. Child’s Background

Continue with section 7 on the

next page.

▼

age

English and another language equally

56. For this school year, does this child

usually live at this address or another

address (for example, because of a joint

custody arrangement)?

Do not include vacation properties.

51. In what month and year was this child

born?

One of the 50 United States or the

District of Columbia

One of the U.S. territories

(Puerto Rico, Guam, American Samoa,

U.S. Virgin Islands, or Mariana Islands)

Another country

52. Where was this child born?

55. What is this child’s race? You may mark

one or more races.

54. Is this child of Spanish, Hispanic, or

Latino origin?

American Indian or Alaska Native

Asian

Black or African American

No

Yes

Child usually lives at this address

Child usually lives at another address

57. What language does this child speak

most at home?

Mark ONE only.

Child is not able to

speak

English

Spanish

A language other than English or Spanish

English and Spanish equally

month year

/

GO TO question 54

53. How old was this child when he/she first

moved to the 50 United States or the

District of Columbia?

Native Hawaiian or other Pacific Islander

White

58. Is this child currently enrolled in

English as a second language, bilingual

education, or an English immersion

program?

No

Yes

GO TO section 7

X

{

24542128

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13

PARENT 1 LIVING IN HOUSEHOLD 

Answer questions 59 to 78 about yourself if you are

the child’s parent or guardian. 

If you are not the child’s parent or guardian, answer

questions 59 to 78 about one of this child’s parents

or guardians living in the household.

GO TO question 67

Married

In a registered domestic partnership

or civil union

Living with a partner

Separated

Divorced

61. What is the current marital or partner

status of this parent or guardian?

Mark ONE only.

English

Spanish

A language other than English or Spanish

English and Spanish equally

English and another language equally

64. How difficult is it for this person to

participate in activities at this child’s

school because he/she speaks a

language other than English?

Biological parent

Adoptive parent

Stepparent

Foster parent

Grandparent

59. Is this parent or guardian the child’s...

Other guardian

Male

Female

60. Is this person male or female?

Widowed

Never married

62. What was the first language this parent

or guardian learned to speak?

Mark ONE only.

English GO TO question 67

Spanish

A language other than English or Spanish

English and Spanish equally

English and another language equally

63. What language does this person speak

most at home now?

Mark ONE only.

Very difficult

Somewhat difficult

Not at all difficult

65. Does the school have interpreters who

speak this person’s native language for

meetings or parent-teacher conferences?

No

Yes

66. Does the school have written materials,

such as newsletters or school notices,

that are translated into this person’s

native language?

No

Yes

7. Child’s Family

X

X

X

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14

Some graduate or professional

education, but no degree

71. What is the highest grade or level of

school that this parent or guardian

completed?

Mark ONE only.

69. Is this person of Spanish, Hispanic, or

Latino origin?

American Indian or Alaska Native

Asian

Black or African American

No

Yes

8th grade or less

High school, but no diploma

High school diploma or equivalent (GED)

Vocational diploma after high school

Some college, but no degree

Associate’s degree (AA, AS)

Bachelor’s degree (BA, BS)

68. How old was this person when he or she

first moved to the 50 United States or

the District of Columbia?

Native Hawaiian or other Pacific Islander

White

72. Is he or she currently attending or

enrolled in a school, college, university,

or adult learning center, or receiving

vocational education or job training?

No

Yes

67. Where was this parent or guardian born?

70. What is this person’s race? You may

mark one or more races.

Professional degree beyond

bachelor’s degree (MD, DDS, JD, LLB)

Master’s degree (MA, MS)

Doctorate degree (PhD, EdD)

X

age

One of the 50 United States or the

District of Columbia

One of the U.S. territories

(Puerto Rico, Guam, American Samoa,

U.S. Virgin Islands, or Mariana Islands)

Another country

GO TO question 69

Continue with question 73 on the 

next page.

▼

24542144

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15

No

Yes

GO TO question 100

79. Is there a second parent or guardian

living in this household?

PARENT 2 LIVING IN HOUSEHOLD 

Answer questions 79 to 99 about a second parent or

guardian living in the household.

Married

In a registered domestic partnership

or civil union

Living with a partner

Separated

Divorced

82. What is the current marital or partner

status of this parent or guardian?

Mark ONE only.

Biological parent

Adoptive parent

Stepparent

Foster parent

Grandparent

80. Is this person the child’s...

Other guardian

Male

Female

81. Is this person male or female?

Widowed

Never married

X

75. (If unemployed or out of work) Has this

parent or guardian been actively looking

for work in the past 4 weeks?

No

Yes

76. In the past 12 months, how many

months (if any) has this person worked

for pay or income?

73. Which of the following best describes this

person’s employment status?

Mark ONE only.

77. How old is this person?

78. How old was this person when he or she

first became a parent to any child?

Retired

Employed for pay or income

Self-employed

Unemployed or

out of work

Full-time student

Stay at home

parent

Disabled or

unable to work

GO TO question 75

GO TO question 76

X

{

74. (If employed or self-employed) About how

many hours per week does he or she

usually work for pay or income, counting

all jobs?

months

GO TO question 76

hours

Don’t know

age

age

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16

English GO TO question 88

Spanish

A language other than English or Spanish

English and Spanish equally

English and another language equally

85. How difficult is it for this person to

participate in activities at this child’s

school because he/she speaks a

language other than English?

83. What was the first language this parent

or guardian learned to speak?

Mark ONE only.

English GO TO question 88

Spanish

A language other than English or Spanish

English and Spanish equally

English and another language equally

84. What language does this person speak

most at home now?

Mark ONE only.

Very difficult

Somewhat difficult

Not at all difficult

86. Does the school have interpreters who

speak this person’s native language for

meetings or parent-teacher conferences?

No

Yes

87. Does the school have written materials,

such as newsletters or school notices,

that are translated into this person’s

native language?

No

Yes

Continue with question 92 on the

next page.

▼

X

X

90. Is this person of Spanish, Hispanic, or

Latino origin?

American Indian or Alaska Native

Asian

Black or African American

No

Yes

89. How old was this person when he or she

first moved to the 50 United States or

the District of Columbia?

Native Hawaiian or other Pacific Islander

White

88. Where was this parent or guardian born?

91. What is this person’s race? You may

mark one or more races.

age

One of the 50 United States or the

District of Columbia

One of the U.S. territories

(Puerto Rico, Guam, American Samoa,

U.S. Virgin Islands, or Mariana Islands)

Another country

GO TO question 90

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17

Some graduate or professional

education, but no degree

92. What is the highest grade or level of

school that this parent or guardian

completed?

Mark ONE only.

8th grade or less

High school, but no diploma

High school diploma or equivalent (GED)

Vocational diploma after high school

Some college, but no degree

Associate’s degree (AA, AS)

Bachelor’s degree (BA, BS)

93. Is he or she currently attending or

enrolled in a school, college, university,

or adult learning center, or receiving

vocational education or job training?

No

Yes

Professional degree beyond

bachelor’s degree (MD, DDS, JD, LLB)

Master’s degree (MA, MS)

Doctorate degree (PhD, EdD)

Continue with section 8, question 100, 

on the next page.

▼

X

96. (If unemployed or out of work) Has this

parent or guardian been actively looking

for work in the past 4 weeks?

No

Yes

97. In the past 12 months, how many

months (if any) has this person worked

for pay or income?

94. Which of the following best describes this

person’s employment status?

Mark ONE only.

98. How old is this person?

99. How old was this person when he or she

first became a parent to any child?

Retired

Employed for pay or income

Self-employed

Unemployed or

out of work

Full-time student

Stay at home

parent

Disabled or

unable to work

GO TO question 96

GO TO question 97

X

{

95. (If employed or self-employed) About how

many hours per week does he or she

usually work for pay or income, counting

all jobs?

months

GO TO question 97

hours

Don’t know

age

age

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18

100. Including yourself, how many total

people live in this household?

people

102. How are you related to this child?

Mark ONE only.

101. Other than the parents or guardians

already reported, how many of the

following people live in the household

with this child?

Example: Brother(s) 2

This child’s...

Brother(s). . . . . . . . . . . . .

Sister(s) . . . . . . . . . . . . . .

Aunt(s) . . . . . . . . . . . . . . .

Uncle(s) . . . . . . . . . . . . . .

Grandmother(s) . . . . . . . .

Grandfather(s). . . . . . . . . .

Cousin(s) . . . . . . . . . . . . .

Parent’s girlfriend/

boyfriend/partner . . . . . . .

Other relative(s) . . . . . . . .

Other non-relative(s). . . . .

Write ’0’ if none. 

Number

103. Which language(s) are spoken at home

by the adults in this household?

Mark all that apply.

English

Spanish or Spanish Creole

French (including Patois, Creole, Cajun)

Chinese

Other languages – Specify:

Mother (birth, adoptive, step, or foster)

Father (birth, adoptive, step, or foster)

Aunt

Uncle

Grandmother

Grandfather

Parent’s girlfriend/boyfriend/partner

Other relationship – Specify:

8. Your Household

Continue with question 104 on the

next page.

▼

X

X

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19

104. In the past 12 months, did your family

ever receive benefits from any of the

following programs?

Mark ONE box for each item below.

No

Yes

108. Other than this address, does anyone in

this household currently receive mail at

another address including P.O. Boxes?

a. Temporary Assistance for

Needy Families, or TANF . . . . .

b. Your state welfare or

family assistance program. . . .

c. Women, Infants, and

Children, or WIC . . . . . . . . . . . .

107. Is this house...

Mark ONE only.

Owned or being bought by someone

in this household,

Rented by someone in this household, or

Occupied by some other arrangement?

$0 to $10,000

$10,001 to $20,000

$20,001 to $30,000

$30,001 to $40,000

$40,001 to $50,000

105. Which category best fits the total

income of all persons in your household

over the past 12 months?

Include your own income.

Include money from jobs or other earnings,

pensions, interest, rent, Social Security

payments, and so on.

No

Yes

109. Do you have access to the Internet at

this address?

No

Yes

110. Is there at least one telephone inside this

home that is currently working and not a

cell phone?

No

Yes

111. Do you have a working cell phone?

106. How many years have you lived at this

address?

Write ’0’ if less than 1 year.

d. Food Stamps . . . . . . . . . . . . . .

e. Medicaid . . . . . . . . . . . . . . . . .

f. Child Health Insurance

Program (CHIP). . . . . . . . . . . . .

g. Section 8 housing assistance . .

$50,001 to $60,000

$60,001 to $75,000

$75,001 to $100,000

$100,001 to $150,000

$150,001 or more

years at this address No Yes

▼ ▼

Continue with question 112 on the

next page.

▼

X

X

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20

112. We would like to identify this child’s school so we can include information about the school

in our study.

Using the list of schools below, mark the box next to the school this child attends.

If this child’s school is not in this list, GO TO question 113.

School Name Address City

▼ ▼▼

X

24542201

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21

113. To help us identify the school this child attends, write the name and address of this child’s

school in the spaces below.

Please use block or capital letters, for example:

a. School name

If you found and marked this child’s school in the list provided in

question 112, then SKIP this question and return your survey in the

postage-paid envelope. Otherwise, continue with question 113.

b. School street address

c. School city

SC HOO L

d. School state

e. School zip code

Thank you. 

Please return this questionnaire in the

postage-paid envelope provided.

If you have lost the envelope, mail the

completed questionnaire to: 

U.S. Census Bureau

ATTN: DCB 60-A (7198)

1201 E. 10th Street

Jeffersonville, IN 47132-0001

SCHOOL NAME

NUMBER AND STREET ADDRESS

CITY

STATE

ZIP

!

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22

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24

Commonly Asked Questions

Q: How did you get my address?

A: Your address was randomly selected from among all of the home addresses in the nation.

It was selected using scientific sampling methods to represent other households in the

United States.

Q: How did you get my child’s name and grade?

A: When you returned the initial National Household Education Survey to us, we randomly

chose one child to ask additional questions about. We are interested in understanding

your child’s experiences with schooling.

Q: Why should I take part in this study? Do I have to do this?

A: You represent thousands of other households like yours, and you cannot be replaced.

Your answers and opinions are very important to the success of this study. You may

choose not to answer any or all questions in this survey. In order for the survey to be

representative, it is important that you complete and return this questionnaire. Those who

do not return the survey will not be represented in key statistics used by policymakers and

researchers.

Q: How will the information I provide be used? Will my privacy be protected?

A: Your responses will be combined with those of others to produce statistical summaries

and reports. Your individual data will not be reported. Your answers 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 (Section 9573, 20 U.S. Code).

Q: I have more than one child in my household. Will I receive additional surveys for

the other children in my household?

A: No, each household will receive a survey for only one child, even if there are multiple

children living in the household. In households with multiple children, one child was

randomly selected to be included in the study.

Q: How will my response help the Department of Education?

A: The Department of Education wants to understand the condition of education in the

United States. This survey is the only way that the Department of Education can learn

about schooling from your perspective. Your responses will be combined with those

from other households to inform educators, policymakers, schools, and universities

about changes in the condition of education in the United States. Reports from past

surveys can be found at www.nces.ed.gov/nhes.

Q: Who is sponsoring the study? Is this study conducted by the Federal Government?

A: The National Center for Education Statistics, within the Department of Education, is

authorized to conduct this study (Section 9543, 20 U.S. Code). The U.S. Census Bureau

is conducting this study on behalf of the U.S. Department of Education. This study has

been approved by the Office of Management and Budget, the office that reviews all

federally sponsored surveys. The approval number assigned to this study is 1850-0768.

You may send any comments about this survey, including its length, to the Federal

Government. Write to: Andrew Zukerberg, National Center for Education Statistics, 

U.S. Department of Education, 1990 K Street NW, Room 9036, Washington, DC

20006-5650. You may send email to NHES@census.gov. If you have any questions

about the study, contact us toll-free at 1-888-840-8353.

24542243

§9W7L¤
C.5 Parent and Family Involvement in Education Survey for Homeschooled Students

The NHES:2015 PFI Survey for Homeschooled Students will include the same items as the NHES:2012 

PFI Survey for Homeschooled Students with a few exceptions where problematic items from 2012 may

be replaced with revised items in 2015. The NHES:2012 PFI Survey for Homeschooled Students is 

provided in the following section. Items from the NHES:2012 that may be revised in 2015 are noted in 

the survey with grey highlighting. More detail on the revised items is provided in section C.6.
OMB No. 1850-0768: Approval Expires 11/30/2014

NHES-31AC 

A Survey About Homeschooling in America

Thank you for helping us with this

survey. Based on the information

we received from your household

in your last survey, we’re asking

you to complete this final step.

The National Household Education Survey

24352015

§9D50¤

Conducted by

UNITED STATES DEPARTMENT OF COMMERCE 

Economics and Statistics Administration 

U.S. Census Bureau 

(02/16/2012)
NHES-31AC

2

We are authorized to collect this information by Section 9543, 20 U.S. Code. You do not have to

provide the information requested. However, the information you provide will help the Department

of Education’s ongoing efforts to learn more about the educational experiences of children and

families. There are no penalties should you choose not to participate in this study. Your answers

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 (Section 9573, 20 U.S. Code). Your responses will

be combined with those from other participants to produce summary statistics and reports.

This survey is estimated to take an average of 20 minutes, including time for reviewing instructions

and completing and reviewing the collection of information. An agency may not conduct or sponsor,

and a person is not required to respond to, a collection of information unless it displays a currently

valid OMB control number. Send comments regarding this burden estimate or any other aspect of

this collection of information, including suggestions for reducing this burden, to: Andrew Zukerberg,

National Center for Education Statistics, U.S. Department of Education, 1990 K Street NW, Room

9036, Washington, DC 20006-5650. Do not return the completed form to this address.

Instructions

◆ In response to the survey you answered earlier, we recorded that the

child/youth listed below is currently homeschooled for at least some classes.

If this child attends public or private school instead of homeschooling, or is

not homeschooled for kindergarten through 12th grade or equivalent, please

call us at the toll-free number below so we can be sure you received the

correct survey.

◆ These questions should be filled in by a parent or guardian who knows

about:

Please answer all the survey questions thinking about this child or youth.

◆ To answer a question, simply mark the box that best represents your

answer.

◆ Please use a black or blue pen, if available, to complete this survey.

◆ If this questionnaire has been sent to the wrong household or the

child/youth listed above does not live here, please call to let us know.

◆ Our toll-free number is 1-888-840-8353.

X

24352023

§9D58¤
Thank you for your help with the

previous survey your household

completed.

NHES-31AC

3

1. Who is the person that mainly provides

this child’s home instruction?

Brother/sister

Mother

2. Is any of this child’s home instruction

provided by a private tutor or teacher?

Answer all the survey questions

thinking about the child listed

below:

5. What type of school(s) does this child

attend?

Mark all that apply.

No

Yes

Public school (K - 12)

Private school (K - 12)

Grandparent

Father

Another person

3. Is any of this child’s instruction provided 

by a local homeschooling group or co-op?

No

Yes

4. Does this child attend a public or private

school or a college or university for

instruction?

Yes

No GO TO question 7

College, community college, or university

6. How many hours each week does this child

usually go to a school for instruction? Do

not include time spent in extracurricular

activities.

hours

▼

▼

X

Who is that?

24352031

§9D5@¤

1. Child’s Homeschooling
NHES-31AC

4

11. Thinking about sources of curriculum or

books you use to homeschool this child,

please tell us about all the sources that

apply to you. 

Since September, have you used 

materials from... 

Mark ONE box for each item below.

7. What grade or year would this child be in

if he/she was attending school?

Mark ONE only.

Kindergarten

Grade (1 through 12)

8. These next questions ask you to estimate

the amount of time you homeschool this

child.

a. How many days each week is this 

child homeschooled?

days each week

b. About how many total hours each

week is he/she homeschooled?

hours per week

9. Since September, has this child 

participated in activities with other

children who are homeschooled?

No

Yes

10. Which of the following statements best

describes the teaching style used to

homeschool this child?

Mark ONE only.

We strictly follow a formal curriculum.

We mostly follow a formal curriculum, 

but also use informal learning (i.e. childled learning, "teaching moments").

We mostly use informal learning, but

sometimes use a formal curriculum.

We always use informal learning, and

never follow a formal curriculum.

a. A public library?. . . . . . . . . . . .

b. A homeschooling catalog, 

publisher, or individual who

specializes in homeschooling

materials?

. . . . . . . . . . . . . . . .

c. Another educational 

publisher?

. . . . . . . . . . . . . . . .

d. A homeschooling 

organization? . . . . . . . . . . . . . .

e. A church, synagogue, or 

other religious organization?

. . . . . . . . . . . . .

f. Your local public school or

school district?

g. A private school?. . . . . . . . . . .

. .

. . . . . . . . . .

h. A bookstore or other store 

(including online)?

i. Websites, excluding retailers? .

12. In the past year, have you or another

family member taken any courses, either

online or in-person, to help you prepare

your child’s home instruction?

No

Yes, both online and in-person

Yes, online only

Yes, in-person only

X

X

X

No Yes

▼ ▼

24352049

§9D5R¤

j. Other source — Specify: . .
NHES-31AC

5

13. Some homeschooled children take

courses over the Internet taught by

people outside the household. Is this

child receiving any instruction this way?

No

Yes

15. Is there a charge or fee for that

instruction?

Your local public school

A charter school

Another public school

A private school

A college, community college, or

university

Someplace else — Specify:

14. Is that instruction provided by any of the

following places?

Mark all that apply.

No

Yes

GO TO question 16

16. Thinking about typical grade levels, for

which grades was this child schooled at

home for at least some classes or 

subjects?

Mark all that apply.

Include the current year.

Kindergarten (Including transitional K and 

Pre-first grade)

First grade

Second grade

Third grade

Fourth grade

Elementary through Middle School

Fifth grade

Sixth grade

Seventh grade

Eighth grade

Ninth grade - freshman

Tenth grade - sophomore

Eleventh grade - junior

Twelfth grade - senior

High School

Offered by my state

X

X

24352056

§9D5Y¤
NHES-31AC

6

17. There are many different reasons that

parents choose to homeschool their

children. Did your family choose to

homeschool this child because:

Mark ONE box for each item below.

. . . . . . . . . . . . .

. .

. . . . . . . . . . . . . . . . . .

. . . .

. . . . . . .

. . . . . . . . . . . . . . . . . . . .

. . . . . .

. . .

. . .

18. Of the reasons your family chose to

homeschool this child, which one would

you say is the most important to you?

Write the letter from question 17 for the most

important reason you chose to homeschool

your child.

letter from question 17

Complete less than a high school diploma

Graduate from high school

Attend a vocational or technical school

after high school

Attend two or more years of college

Earn a bachelor’s degree

19. How far do you expect this child to go in

his/her education?

Mark ONE only.

Earn a graduate degree or professional

degree beyond a bachelor’s

X

X

No Yes

▼ ▼

24352064

§9D5a¤

a. You are concerned about the

school environment, such as

safety, drugs, or negative 

peer pressure?

b. You are dissatisfied with the

academic instruction at other

schools?

c. You prefer to teach this child

at home so that you can 

provide religious instruction?

d. You prefer to teach this child

at home so that you can 

provide moral instruction?

e. This child has a physical or

mental health problem that

has lasted six months or

more?

f. This child has a temporary 

illness that prevents him/her

from going to school?

g. This child has other special

needs that you feel the 

school can’t or won’t meet?

h. You are interested in a 

nontraditional approach 

to children’s education?

i. You have another reason for

homeschooling your child? 

Specify:
NHES-31AC

7

20. Thinking about all years this child has

been homeschooled, which of the 

following subject areas has this child

been taught during his or her home

instruction?

Mark all that apply.

Art

Music

Basic algebra (Algebra I)

Advanced algebra (Algebra II)

Geometry

Calculus

Probability

Scientific inquiry or experiments

Earth sciences or geology

Biology

Chemistry or physics

Geography

English or literature

Computer science (e.g., computer 

programming)

Social science, history, social studies

Foreign language

X

24352072

§9D5i¤

Continue with section 2, question 21

on the next page.

▼
NHES-31AC

8

21. In the past week, has anyone in your

family done the following things with

this child?

Mark ONE box for each item below.

a. Told him/her a story (Do not

include reading to this child.). .

b. Done activities like arts and

crafts, coloring, painting,

pasting, or using clay

. . . . . . . .

c. Played board games or did

puzzles with him/her

. . . . . . . .

d. Worked on a project like

building, making, or fixing

something. . . . . . . . . . . . . . . . .

e. Played sports, active games,

or exercised together

. . . . . . . . . . . .

f. Discussed with him/her how

to manage time

g. Talked with him/her about

the family’s history or ethnic

heritage . . . . . . . . . . . . . . . . . .

22. In the past week, how many days has

your family eaten the evening meal

together?

Write ‘0’ if none.

23. In the past month, has anyone in your

family done the following things with

this child?

Mark ONE box for each item below.

days

a. Visited a library . . . . . . . . . . . .

b. Visited a bookstore

. . . . . . . . . . . .

c. Gone to a play, concert, or

other live show

. . . . . . . . .

d. Visited an art gallery,

museum, or historical site . . . .

e. Visited a zoo or aquarium

. . . . . . . . . . . . . .

f. Attended an event sponsored

by a community, religious, or

ethnic group

g. Attended an athletic or

sporting event outside of

school in which this child

was not a player . . . . . . . . . . .

. . . . . . . .

. . . .

No GO TO question 26

Yes

24. Does your family participate in the 

activities or meetings of a local

homeschooling association, co-op, 

or other local homeschool group?

25. Since September, how many times 

has your family gone to meetings or 

participated in the activities of a local

homeschooling association, co-op, or

other local homeschool group?

number of times

26. Is your family or someone in your

household a member of a national

homeschooling organization?

No

Yes

X

No Yes

▼ ▼

X

No Yes

▼ ▼

24352080

§9D5q¤

2. Family Activities
NHES-31AC

9

27. In general, how would you describe this

child’s health?

Excellent

29. Did you mark yes to any condition in

question 28?

31. Are these services provided by any of

the following sources?

Mark ONE box for each item below.

a. Your local school district . . . . .

b. A state or local health or

social service agency

. . . . . . . . .

c. A doctor, clinic, or other

health care provider

. . . . . . . .

28. Has a health or education professional

told you that this child has any of the

following conditions?

Mark ONE box for each item below.

a. A specific learning disability. . .

b. An intellectual disability

(mental retardation)

. . . . . . . . . . . . . . .

c. A speech or language

impairment

. . . . . . . . .

d. A serious emotional

disturbance . . . . . . . . . . . . . . .

e. Deafness or another hearing

impairment

. . . . . . . . . . . . . . .

f. Blindness or another visual

impairment not corrected

with glasses

g. An orthopedic impairment. . . .

. . . . . . . . . . . . . . .

Very good

Good

Fair

Poor

h. Autism. . . . . . . . . . . . . . . . . . .

i. Pervasive Developmental

Disorder (PDD)

. . . . . . . . . . . . .

j. Attention Deficit Disorder,

ADD or ADHD

k. A developmental delay. . . . . . .

. . . . . . . . . . . . .

l. Traumatic brain injury . . . . . . .

m. Another health impairment

lasting 6 months or more. . . . .

GO TO question 37

30. Is this child receiving services for his/her

condition?

GO TO question 35

32. Are any of these services provided

through an Individualized Education

Program (IEP)?

GO TO question 35

33. Did any adult in your household work

with the service provider or school to

develop or change this child’s IEP?

No

Yes

No

Yes

No

Yes

No

Yes

X

X

No Yes

▼ ▼

No Yes

▼ ▼

24352098

§9D5¥¤

3. Child’s Health
NHES-31AC

10

35. Is this child currently enrolled in any 

special education classes or services?

36. Does this child’s condition interfere with

his/her ability to do any of the following

things?

Mark ONE box for each item below.

a. Learn

b. Participate in sports, clubs,

or other organized activities

c. Attend school on a regular

basis

. . .

No

Yes

34. During this school year, how satisfied or

dissatisfied have you been with the 

following aspects of this child’s IEP?

Very satisfied

Somewhat satisfied

a. The service provider’s or school’s

communication with your family?

Somewhat dissatisfied

Very dissatisfied

b. The child’s special needs teacher or

therapist?

Does not apply

Very satisfied

Somewhat satisfied

Somewhat dissatisfied

Very dissatisfied

Does not apply

Very satisfied

Somewhat satisfied

c. The service provider’s or school’s

ability to accommodate this child’s

special needs?

Somewhat dissatisfied

Very dissatisfied

d. The service provider’s or school’s

commitment to help this child learn?

Does not apply

Very satisfied

Somewhat satisfied

Somewhat dissatisfied

Very dissatisfied

Does not apply

Child no longer has condition

d. Make friends . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . .

X

No Yes

▼ ▼

24352106

§9D6’¤

Continue with section 4, question 37

on the next page.

▼
NHES-31AC

11

age

English and another language equally

42. For this school year, does this child

usually live at this address or another

address (for example, because of a joint

custody arrangement)?

Do not include vacation properties.

37. In what month and year was this child

born?

One of the 50 United States or the

District of Columbia

One of the U.S. territories

(Puerto Rico, Guam, American Samoa,

U.S. Virgin Islands, or Mariana Islands)

Another country

38. Where was this child born?

41. What is this child’s race? You may mark

one or more races.

40. Is this child of Spanish, Hispanic, or

Latino origin?

American Indian or Alaska Native

Asian

Black or African American

No

Yes

Child usually lives at this address

Child usually lives at another address

43. What language does this child speak

most at home?

Mark ONE only.

Child is not able to

speak

English

Spanish

A language other than English or Spanish

English and Spanish equally

month year

/

39. How old was this child when he/she first

moved to the 50 United States or the

District of Columbia?

41b. What is this child’s sex?

Native Hawaiian or other Pacific Islander

White

Male

Female

44. Is this child currently enrolled in

English as a second language, bilingual

education, or an English immersion

program?

No

Yes

GO TO section 5

X

{

24352114

§9D6/¤

Continue with section 5, on the 

next page.

▼

GO TO question 40

4. Child’s Background
NHES-31AC

12

PARENT 1 LIVING IN HOUSEHOLD 

Answer questions 45 to 61 about yourself if you are

the child’s parent or guardian. 

If you are not the child’s parent or guardian, answer

questions 45 to 61 about one of this child’s parents

or guardians living in the household.

GO TO question 50

Married

In a registered domestic partnership

or civil union

Living with a partner

Separated

Divorced

47. What is the current marital or partner

status of this parent or guardian?

Mark ONE only.

English

Spanish

A language other than English or Spanish

English and Spanish equally

English and another language equally Biological parent

Adoptive parent

Stepparent

Foster parent

Grandparent

45. Is this parent or guardian the child’s...

Other guardian

Male

Female

46. Is this person male or female?

Widowed

Never married

48. What was the first language this parent

or guardian learned to speak?

Mark ONE only.

English

Spanish

A language other than English or Spanish

English and Spanish equally

English and another language equally

49. What language does this person speak

most at home now?

Mark ONE only.

age

52. Is this person of Spanish, Hispanic, or

Latino origin?

No

Yes

51. How old was this person when he or she

first moved to the 50 United States or

the District of Columbia?

50. Where was this parent or guardian born?

X

X

X

One of the 50 United States or the

District of Columbia

One of the U.S. territories

(Puerto Rico, Guam, American Samoa,

U.S. Virgin Islands, or Mariana Islands)

Another country

GO TO question 52

24352122

§9D67¤

5. Child’s Family
NHES-31AC

13

Some graduate or professional

education, but no degree

54. What is the highest grade or level of

school that this parent or guardian

completed?

Mark ONE only.

American Indian or Alaska Native

Asian

Black or African American

8th grade or less

High school, but no diploma

High school diploma or equivalent (GED)

Vocational diploma after high school

Some college, but no degree

Associate’s degree (AA, AS)

Bachelor’s degree (BA, BS)

Native Hawaiian or other Pacific Islander

White

55. Is he or she currently attending or

enrolled in a school, college, university,

or adult learning center, or receiving

vocational education or job training?

No

Yes

53. What is this person’s race? You may

mark one or more races.

Retired

56. Which of the following best describes

this person’s employment status?

Mark ONE only.

Employed for pay or income

Self-employed

Unemployed or

out of work

Full-time student

Stay at home

parent

Professional degree beyond

bachelor’s degree (MD, DDS, JD, LLB)

Master’s degree (MA, MS)

Doctorate degree (PhD, EdD)

Disabled or

unable to work

GO TO question 58

GO TO question 59

months

58. (If unemployed or out of work) Has this

parent or guardian been actively looking

for work in the past 4 weeks?

No

Yes

GO TO question 59

59. In the past 12 months, how many

months (if any) has this person worked

for pay or income?

57. (If employed or self-employed) About how

many hours per week does he or she

usually work for pay or income, counting

all jobs?

hours

X

{ X

24352130

§9D6?¤
NHES-31AC

14

Don’t know

No

Yes

GO TO question 80

62. Is there a second parent or guardian

living in this household? age

60. How old is this person?

61. How old was this person when he or she

first became a parent to any child?

PARENT 2 LIVING IN HOUSEHOLD 

Answer questions 62 to 79 about a second parent or

guardian living in the household.

Married

In a registered domestic partnership

or civil union

Living with a partner

Separated

Divorced

65. What is the current marital or partner

status of this parent or guardian?

Mark ONE only.

Biological parent

Adoptive parent

Stepparent

Foster parent

Grandparent

63. Is this person the child’s...

Other guardian

Male

Female

64. Is this person male or female?

Widowed

Never married

X

age

24352148

§9D6Q¤
NHES-31AC

15

English GO TO question 68

Spanish

A language other than English or Spanish

English and Spanish equally

English and another language equally

66. What was the first language this parent

or guardian learned to speak?

Mark ONE only.

English

Spanish

A language other than English or Spanish

English and Spanish equally

English and another language equally

67. What language does this person speak

most at home now?

Mark ONE only.

age

70. Is this person of Spanish, Hispanic, or

Latino origin?

American Indian or Alaska Native

Asian

Black or African American

No

Yes

69. How old was this person when he or she

first moved to the 50 United States or

the District of Columbia?

Native Hawaiian or other Pacific Islander

White

68. Where was this parent or guardian born?

71. What is this person’s race? You may

mark one or more races.

Some graduate or professional

education, but no degree

72. What is the highest grade or level of

school that this parent or guardian

completed?

Mark ONE only.

8th grade or less

High school, but no diploma

High school diploma or equivalent (GED)

Vocational diploma after high school

Some college, but no degree

Associate’s degree (AA, AS)

Bachelor’s degree (BA, BS)

Professional degree beyond

bachelor’s degree (MD, DDS, JD, LLB)

Master’s degree (MA, MS)

Doctorate degree (PhD, EdD)

X

X

X

One of the 50 United States or the

District of Columbia

One of the U.S. territories

(Puerto Rico, Guam, American Samoa,

U.S. Virgin Islands, or Mariana Islands)

Another country

GO TO question 70

24352155

§9D6X¤
NHES-31AC

16

73. Is he or she currently attending or

enrolled in a school, college, university,

or adult learning center, or receiving

vocational education or job training?

No

Yes

74. Which of the following best describes

this person’s employment status?

Mark ONE only.

months

76. (If unemployed or out of work) Has this

parent or guardian been actively looking

for work in the past 4 weeks?

No

Yes

77. In the past 12 months, how many

months (if any) has this person worked

for pay or income?

Don’t know

75. (If employed or self-employed) About how

many hours per week does he or she

usually work for pay or income, counting

all jobs?

age

78. How old is this person?

79. How old was this person when he or she

first became a parent to any child?

X

Retired

Employed for pay or income

Self-employed

Unemployed or

out of work

Full-time student

Stay at home

parent

Disabled or

unable to work

GO TO question 76

GO TO question 77

GO TO question 77

hours

{ age

24352163

§9D6‘¤

Continue with section 6, question 80 

on the next page.

▼
NHES-31AC

17

80. Including yourself, how many total

people live in this household?

people

82. How are you related to this child?

Mark ONE only.

81. Other than the parents or guardians

already reported, how many of the

following people live in the household

with this child?

Example: Brother(s) 2

This child’s...

Brother(s) . . . . . . . . . . . . .

Sister(s) . . . . . . . . . . . . . .

Aunt(s) . . . . . . . . . . . . . . .

Uncle(s) . . . . . . . . . . . . . .

Grandmother(s) . . . . . . . .

Grandfather(s). . . . . . . . . .

Cousin(s) . . . . . . . . . . . . .

Parent’s girlfriend/

boyfriend/partner . . . . . . .

Other relative(s) . . . . . . . .

Other non-relative(s). . . . .

Write ’0’ if none. 

Number

83. Which language(s) are spoken at home

by the adults in this household?

Mark all that apply.

English

Spanish or Spanish Creole

French (including Patois, Creole, Cajun)

Chinese

Other languages – Specify:

Mother (birth, adoptive, step, or foster)

Father (birth, adoptive, step, or foster)

Aunt

Uncle

Grandmother

Grandfather

Parent’s girlfriend/boyfriend/partner

Other relationship – Specify:

X

X

24352171

§9D6h¤

Continue with question 84 on the 

next page.

▼

6. Your Household
NHES-31AC

18

84. In the past 12 months, did your family

ever receive benefits from any of the

following programs?

Mark ONE box for each item below.

No

Yes

88. Other than this address, does anyone in

this household currently receive mail at

another address including P.O. Boxes?

a. Temporary Assistance for

Needy Families, or TANF . . . . .

b. Your state welfare or

family assistance program. . . .

c. Women, Infants, and

Children, or WIC . . . . . . . . . . . .

87. Is this house...

Mark ONE only.

Owned or being bought by someone

in this household,

Rented by someone in this household, or

Occupied by some other arrangement?

$0 to $10,000

$10,001 to $20,000

$20,001 to $30,000

$30,001 to $40,000

$40,001 to $50,000

85. Which category best fits the total

income of all persons in your household

over the past 12 months?

Include your own income.

Include money from jobs or other earnings,

pensions, interest, rent, Social Security

payments, and so on.

No

Yes

89. Do you have access to the Internet at

this address?

No

Yes

90. Is there at least one telephone inside this

home that is currently working and not a

cell phone?

No

Yes

91. Do you have a working cell phone?

86. How many years have you lived at this

address?

Write ’0’ if less than 1 year.

d. Food Stamps . . . . . . . . . . . . . .

e. Medicaid . . . . . . . . . . . . . . . . .

f. Child Health Insurance

Program (CHIP). . . . . . . . . . . . .

g. Section 8 housing assistance . .

$50,001 to $60,000

$60,001 to $75,000

$75,001 to $100,000

$100,001 to $150,000

$150,001 or more

years at this address

X

X

No Yes

▼ ▼

24352189

§9D6z¤
NHES-31AC

19

Thank you. 

Please return this questionnaire in the postage-paid envelope provided. If you have lost 

the envelope, mail the completed questionnaire to: 

U.S. Census Bureau

ATTN: DCB 60-A (7198)

1201 E. 10th Street

Jeffersonville, IN 47132-0001

24352197

§9D6¿¤
NHES-31AC

20

Commonly Asked Questions

24352205

§9D7&¤

Q: How did you get my address?

A: Your address was randomly selected from among all of the home addresses in the nation.

It was selected using scientific sampling methods to represent other households in the

United States.

Q: How did you get my child’s name and age?

A: When you returned the initial National Household Education Survey to us, we randomly

chose one child to ask additional questions about. We are interested in understanding

your child’s experiences with homeschooling.

Q: Why should I take part in this study? Do I have to do this?

A: You represent thousands of other households like yours, and you cannot be replaced.

Your answers and opinions are very important to the success of this study. You may

choose not to answer any or all questions in this survey. In order for the survey to be

representative, it is important that you complete and return this questionnaire. Those who

do not return the survey will not be represented in key statistics used by policymakers and

researchers.

Q: How will the information I provide be used? Will my privacy be protected?

A: Your responses will be combined with those of others to produce statistical summaries

and reports. Your individual data will not be reported. Your answers 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 (Section 9573, 20 U.S. Code).

Q: I have more than one child in my household. Will I receive additional surveys for

the other children in my household?

A: No, each household will receive a survey for only one child, even if there are multiple

children living in the household. In households with multiple children, one child was

randomly selected to be included in the study.

Q: How will my response help the Department of Education?

A: The Department of Education wants to understand the condition of education in the

United States. This survey is the only way that the Department of Education can learn

about homeschooling from your perspective. It is the Department of Education’s primary

source of information on homeschooling in America. Your responses will be combined

with those from other households to inform educators, policymakers, schools, and

universities about changes in the condition of education in the United States. Reports

from past surveys can be found at www.nces.ed.gov/nhes.

Q: Who is sponsoring the study? Is this study conducted by the Federal Government?

A: The National Center for Education Statistics, within the Department of Education, is

authorized to conduct this study (Section 9543, 20 U.S. Code). The U.S. Census Bureau

is conducting this study on behalf of the U.S. Department of Education. This study has

been approved by the Office of Management and Budget, the office that reviews all

federally sponsored surveys. The approval number assigned to this study is 1850-0768.

You may send any comments about this survey, including its length, to the Federal

Government. Write to: Andrew Zukerberg, National Center for Education Statistics, 

U.S. Department of Education, 1990 K Street NW, Room 9036, Washington, DC

20006-5650. You may send email to NHES@census.gov. If you have any questions

about the study, contact us toll-free at 1-888-840-8353.
C.6 New Items and Revisions to NHES:2015 Child Topical Surveys

The NHES:2015 will include the same child topical surveys fielded in the NHES:2012: the Early 

Childhood Program Participation (ECPP) Survey and the Parent and Family Involvement in Education 

(PFI) Survey. As in the NHES:2012, there will be two versions of the PFI survey, one for parents of 

children enrolled in public or private school (PFI-Enrolled) and one for parents of children who are 

homeschooled (PFI-Homeschool). The child topical surveys fielded in the NHES:2015 full-scale data 

collection will include the same items as the child topical surveys fielded in the NHES:2012 with a few 

exceptions where problematic items from 2012 may be replaced with revised items in 2015. Items from 

the NHES:2012 that may be revised in 2015 are noted in the questionnaires provided in sections C.3, C.4, 

and C.5 with grey highlighting. The subsections below discuss changes that may be made to the ECPP 

Survey, changes that may be made to the PFI Survey for Enrolled students, and changes that may be made 

that apply to all child topical surveys.

C.6.1. ECPP Survey

C.6.1.a. The item below will be added to the ECPP Survey for the NHES:2015 at the request of 

the Office of Early Learning within the Department of Education. This item is designed to 

measure the importance of Quality Rating and Improvement Systems to parents when they select 

early care and education programs for their child. This item will be added as a subpart of the 

current ECPP Survey question 58, which asks parents to rate the importance of different factors 

when choosing a child care arrangement.

58. How important was each of these reasons when you chose the child care arrangement or program 

where this child spends the most time?

h. Your city or state's Quality Rating and Improvement System (QRIS). A QRIS is a voluntary "star" 

rating system that informs families about the quality of early learning programs (including child care and 

preschools) in their communities. Some areas do not have a QRIS.

□ Did not use a QRIS

□ Not at all important

□ A little important

□ Somewhat important

□ Very important
C.6.2. PFI-Enrolled Survey

C.6.2.a. Question 2 on the PFI-Enrolled questionnaire from the NHES:2012 (shown on the left 

below) was included in to ensure that the survey accounted for homeschoolers who may have 

been reported as “in public or private school” rather than “homeschooled” on the screener. 

However, follow-up questions about how many hours the child was in school and other 

homeschool-specific questions were not asked on the PFI-Enrolled questionnaire and this limited 

our ability to determine if these students met the NHES criteria for classification as a 

homeschooled student. A revised item (shown on the right below) is being fielded in the NHESFS which includes a follow-up question about the number of hours each week the child attends a 

public or private school. This will allow us to determine if the student meets the hours criteria for 

being classified as a homeschooled student. If analysis of the NHES-FS data indicates that the

revised item performs well in terms of data quality and the item response rate, it will be included 

in the NHES:2015.

2012 

item 

number

Option 1 (2012 item) Option 2 (NHES-FS item)

2
C.6.2.b. The item shown on the left below was fielded in the NHES:2012. In order to provide 

greater comparability to previous NHES administrations where phone respondents could indicate 

that the school their child attended was a school of choice, the item wording in option 2 (shown 

on the right below) is currently being tested as part of the NHES-FS. The best-performing item 

will be included in the NHES:2015.

2012 

item 

number

Option 1 (2012 item) Option 2 (NHES-FS item)

4

C.6.2.c. Question 14 on the PFI-Enrolled questionnaire from the NHES:2012 (shown on the left 

below) was included in to capture students’ participation in Advance Placement courses in high 

school. A large number of respondents to the NHES:2012 survey reported that children in grades 

K-5 were enrolled in Advanced Placement courses. This item will be revised in the NHES:2015 

(as shown on the right below) to clarify that “Advanced Placement” refers to a specific type of 

class, rather than “advanced” classes in general.

2012 

item 

number

2012 item 2015 item

14

Is he/she currently enrolled in 

Advanced Placement (AP) 

classes?

□ No

□ Yes

□ Does not apply
C.6.2.d. Questions 23-25 on the PFI-Enrolled questionnaire from the NHES:2012 were included 

to collect information on participation in school-related courses over the Internet. The 

NHES:2012 questions captured whether or not the child participated in school-related courses 

over the Internet, the provider of the Internet instruction, and whether there was a charge or fee 

for the instruction. In the NHES:2015, we plan to add an additional question that collects 

information on the main reason for taking school-related courses over the Internet. The new item 

is shown below.

What is the main reason this child took 

school-related courses over the internet?

□ Extra-credit

□ Tutoring

□ Improve basic reading, writing, math, 

or science skills

□ School did not offer the class or subject

□ To earn college credit

□ Due to an illness or health condition

□ Other – Specify

 
C.6.3. All child topical surveys

C.6.3.a. The item shown on the left below was fielded in 2012. A revised version of this question 

that uses a mark-all-that-apply format (shown on the right below) is being tested as part of the 

NHES-FS. The best-performing item will be included in the NHES:2015.

2012 item 

numbers

Option 1 (2012 item) Option 2 (NHES-FS item)

ECPP: 75

PFI-Enrolled: 

42

PFIHomeschool: 

28
C.6.3.b. The item shown on the left below was fielded in 2012. A revised version of this item will 

be fielded in the NHES:2015. The revision is intended to capture more accurate information 

about children’s living arrangements that can be used in calculating person-level weights. 

2012 item 

number

Option 1 (2012 item) Option 2 (NHES-FS item)

ECPP: 90 

PFIEnrolled: 56 

PFIHomeschool: 

42 

For this school year, does this child usually live 

at this address or another address (for example, 

because of a joint custody arrangement)?

Do not include vacation properties.

□ Child usually lives at this addresses

□ Child usually lives at another address

□ Child splits time equally between two 

addresses
C.6.3.c. The item shown on the left below was fielded in 2012. This item was asked about each of 

the child’s parents or guardians living in the household with the child. A revised version of this 

question that collects more detailed relationship status information by using a series of questions 

is being tested in the NHES-FS (shown on the right below). The best-performing item will be 

included in the NHES:2015.

2012 item 

numbers

Option 1 (2012 item) Option 2 (NHES-FS item)

ECPP: 95 

(parent 1) and 

113 (parent 

2) 

PFI-Enrolled: 

61 (parent 1) 

and 82 

(parent 2)

PFIHomeschool: 

47 (parent 1) 

and 65 

(parent 2) 
C.6.4.d. The household composition question shown on the left below was included in 2012 to 

capture the size of the child’s family and the types of relatives living with the child in the 

household. This item was part of the “Household Characteristics” section in all NHES:2012 child 

topical surveys. Review of the 2012 data showed evidence of reporting errors. To address these 

errors, a revised set of items (shown on the right below) is being fielded in the NHES-FS. The 

revisions are designed to simplify the question for respondents and provide a consistency check 

on responses. If analysis of the NHES-FS data indicates that the revised item performs better than 

the 2012 item, it will be included in the NHES:2015

2012 item 

numbers

2012 item 2015 item

ECPP: 129

PFI-Enrolled: 

101 

PFIHomeschool: 

81
Appendix D

NHES:2012 Summary Report of Extant Survey Research

for NHES Topics

NHES:2012

Summary Report

of Extant Survey Research

for NHES Topics

February 2009

Chris Chapman

Project Officer

National Center for Education Statistics (NCES) 

U.S. Department of Education 

Prepared by 

Julie Keith

Akemi Kinukawa

Lina Guzman

Child Trends
ii

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iii

TABLE OF CONTENTS

EARLY CHILDHOOD PROGRAM PARTICIPATION (ECPP) ...............................................................1

The Cost, Quality, and Child Outcomes in Child Care Centers Study ....................................................3

Current Population Survey, October School Enrollment Supplement.....................................................5

Early Childhood Longitudinal Study- Birth Cohort ................................................................................7

The Early Childhood Longitudinal Study—Kindergarten Cohort...........................................................9

The Early Childhood Longitudinal Study—Kindergarten Cohort of 2010-11 (ECLS-K:11) ...............11

The Fragile Families and Child Wellbeing Study..................................................................................13

Head Start Family and Child Experiences Survey.................................................................................15

National Child Care Survey 1990: Parent Study ...................................................................................18

National Evaluation of Welfare-to-Work Strategies (NEWWS) – Child Outcomes Study ..................20

The National Household Education Surveys Program, Early Childhood Program Participation 

Survey 2005...........................................................................................................................................22

National Institute of Child Health and Human Development Study of Early Child Care and Youth 

Development..........................................................................................................................................24

The National Longitudinal Survey of Children and Youth (Canada)....................................................26

National Study of Child Care of Low-Income Families – Community Survey.....................................28

The National Survey of America’s Families .........................................................................................30

The National Survey of Children’s Health ............................................................................................32

National Survey of Families and Households........................................................................................34

Panel Survey of Income Dynamics, Child Development Supplement ..................................................37

Partnership Impact Research Project .....................................................................................................39

Survey of Income and Program Participation– Child Care Topical Component...................................41

Survey of Program Dynamics (SPD).....................................................................................................43

Women’s Employment Study................................................................................................................45
iv

PARENT AND FAMILY INVOLVEMENT IN EDUCATION (PFI) ......................................................47

National Longitudinal Survey of Youth 1979 .......................................................................................49

National Longitudinal Survey of Youth 1997 Cohort ...........................................................................52

The Early Childhood Longitudinal Study—Kindergarten Cohort.........................................................54

The Early Childhood Longitudinal Study—Kindergarten Cohort of 2010-11......................................56

Educational Longitudinal Study of 2002...............................................................................................58

Family Involvement in Education: A National Portrait.........................................................................60

Hand in Hand National Parent Survey...................................................................................................62

Head Start Family and Child Experiences Survey.................................................................................64

National Education Longitudinal Study of 1988 ...................................................................................67

The National Household Education Surveys Program, Parent and Family Involvement in 

Education Survey...................................................................................................................................69

National Institute of Child Health and Human Development Study of Early Child Care and Youth

Development..........................................................................................................................................71

The National Longitudinal Study of Adolescent Health........................................................................73

The National Longitudinal Survey of Children and Youth (Canada)....................................................75

The National Survey of America’s Families .........................................................................................77

The National Survey of Parents of Public School Students...................................................................79

Panel Study of Income Dynamics, Child Development Supplement ....................................................81

Program for International Student Assessment (PISA) .........................................................................83

Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity.................85

Survey of Family and School Partnerships in Public Schools, K-8.......................................................87

Survey of Adults and Youth ..................................................................................................................89

Survey of Program Dynamics (SPD).....................................................................................................91

Women’s Employment Study................................................................................................................93
1

EARLY CHILDHOOD PROGRAM PARTICIPATION (ECPP)
2

This page is intentionally blank.
3

TITLE

The Cost, Quality, and Child Outcomes in Child Care Centers Study

PURPOSE

The study was designed to examine the influence of center-based child care on children’s 

development during the preschool years and as they move into elementary school.

SPONSORSHIP

This research project was funded by grants from the Carnegie Corporation of New York, the 

William T. Grant Foundation, the JFM Foundation, the A.L. Mailman Family Foundation, 

the David and Lucile Packard Foundation, the Pew Charitable Trusts, the USWEST 

Foundation, the Smith Richardson Foundation, and the Educational Research and 

Development Centers Programs as administered by the Office of Educational Research and 

Improvement (now the Institute of Education Sciences).

DESIGN

This longitudinal study included a stratified random sample of children and families from 

401 randomly selected child care centers, half for-profit and half non-profit, in four states 

(California, Colorado, Connecticut, and North Carolina). The sample included a total of 826 

children, with an average age of 4.3 years old and in their next to last year of preschool child 

care. These children were followed for 4 years (until average age of 8 years old). Data were 

collected to examine the relations between child care quality and children’s development. 

Data were collected through (1) classroom observations, (2) individual child assessments, 

(3) teacher ratings of children, and (4) parent reports of child and family characteristics. 

PERIODICITY

The longitudinal study began in 1993 and continued for 4 years, until 1997. Data was 

collected during children's last two years in child care, during kindergarten, first and second 

grade years. There are no plans for another study at this time. 

CONTENT

The study investigated the relationship between child care quality, including cost, and 

children’s patterns of development from preschool through the second grade. The study 

assessed the influence of center-based child care in America on children in areas such as 

cognitive and social skills, children’s relationships with their teachers, and the long-term 

affects of child care quality on children. Children’s background characteristics were also 

accounted for to determine if differences between children of different backgrounds emerged. 

This study measured two dimensions of child care quality: classroom practices and teacherchild relationships. Classroom practices were examined with a variety of observational 

instruments that measured the quality of the child care environment, teacher sensitivity and 

responsiveness, and teaching style. The key research question guiding this study was: "Do 

early child care experiences have long-term consequences for children's development over 

the time period from the preschool years into the early elementary years?” In addition, 

parents provided information on their child bearing beliefs and practices annually through a 
4

self-administered version of the Home Observation for Measurement of the Environment 

scale.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The Cost, Quality, and Child Outcomes study sample was limited to 401 center-based care 

programs in four states, and focused on the association between program quality and child 

development. The advantage of this study compared to the ECPP is that it is a longitudinal 

survey and therefore it can be used to examine the association between child care quality 

and child development. However, the Cost, Quality, and Child Outcomes study is not a 

national survey and cannot provide national estimates over time, nor can it provide 

information on other types of care (e.g., relative and non-relative care). It particularly 

focuses on center-care quality and child development and its content is not as 

comprehensive as the ECPP. Another difference between the two surveys is the quality 

measure: the Cost, Quality, and Child Outcomes study measures quality based on 

classroom observations and teachers' reporting on their beliefs and practices while the 

ECPP has measured quality through parent report (i.e., Emlen scale). 

AVAILABILITY

For more information on the Cost, Quality, and Child Outcomes Study contact:

Dick Clifford Ph.D., Co-director

FPG Child Development Center

CB #8040, UNC-CH Campus

Chapel Hill, NC 27599-8040

Phone: (919) 962-4737

Fax: (919) 962-7328

Email: dickclifford@unc.edu

Donna M. Bryant, Ph.D., Co-director

FPG Child Development Center

CB #8180, UNC-CH Campus

Chapel Hill, NC 27599-8180

Phone: (919) 966-4295

Fax: (919) 966-7532

Email: bryant@unc.edu

More detailed information can be found online at:

http://www.childcareresearch.org/location/ccrca341

http://www.fpg.unc.edu/~NCEDL/PDFs/CQO-es.pdf
5

TITLE

Current Population Survey, October School Enrollment Supplement

PURPOSE

The purpose of the Current Population Survey (CPS) is to provide estimates of employment, 

unemployment, and other characteristics of the labor force for the population at large and 

various subgroups of the population. The October School Enrollment Supplement provides 

specific information on the educational status of individuals in the population by 

demographic and socioeconomic characteristics.

SPONSORSHIP

The Bureau of Labor Statistics and the Bureau of the Census have jointly sponsored the CPS, 

with data collection conducted by the Census Bureau. The Department of Education 

sponsors additional questions on educational issues that change from year to year.

DESIGN

The Current Population Survey is designed to be representative of the civilian, noninstitutionalized population of the United States, including Armed Forces personnel living 

off base or on base with their families. The CPS uses a probability sample based on a 

multistage stratified sampling scheme. In general, the sample is selected by (a) grouping 

counties or groups of counties into primary sampling units (PSUs) that are assembled into 

homogeneous strata within each state; (b) selecting one PSU to represent each strata; and (c) 

selecting addresses within each PSU for membership in the sample. These steps result in 

2,007 CPS PSUs in the United States from which to draw the sample. There is no 

oversampling of minority or low-income areas.

Each month, data is collected from approximately 60,000 sample households across the 

country. Households are in a rotating sample so that they are interviewed each month for 4 

months, followed by an 8-month “rest period,” and then interviewed for the next 4 months. 

Interviews are conducted in person during the first and fifth month that households are in the 

sample; otherwise interviews are conducted by telephone (by a field interviewer or from a 

centralized telephone interviewing facility). The household respondent must be a 

knowledgeable household member aged 16 years or older from the civilian; this respondent 

provides information for each household member. The questions in the school enrollment 

supplement are asked about all persons aged 3 or older in the household. The sample size 

for children in each 1-year age group is approximately 2,000. 

PERIODICITY

The supplement has been conducted each October since 1946. Plans include retaining this 

supplement in the future.
6

CONTENT

Each year the basic school enrollment supplement contains questions on highest grade 

completed, enrollment status, and if enrolled, the grade or level of school, type of school 

(public or private), and whether the child attends center-based care, Head start, or prekindergarten. Additional questions on educational topics are also included, but the topics 

change each year. Topics from the October supplements of CPS related to the ECPP include 

information on child care and educational experiences (October 1992); whether a child 

receives any schooling at home (October 1994); proficiency in English and disability status 

(October 2004); and the use of the Internet (October 2007). 

LIMITATIONS RELATIVE TO THE GOALS OF NHES

Given that the CPS October Education supplement is in fact a supplement to another major 

survey, it cannot provide information on the breadth of education-related topics that have 

been covered by the ECPP, nor the depth of questions on certain subjects. 

AVAILABILITY

The Census Bureau usually releases reports on supplement data approximately 3 to 6 months 

after data collection, and final reports within 12 to 18 months. Published tabulations on 

school enrollment are available in the Current Population Reports, Series P-20.

Public use microdata files are available from the Bureau of the Census for months in which 

there is a supplement; these files are usually made available within 6 months to 1 year after 

data collection.

For further information on the October supplement to the CPS, contact

Hyon Shin

Education and Social Stratification Branch

Population Division

U.S. Bureau of the Census

Washington, D.C. 20233-8800

(301) 763-6169

Email: hyon.b.shin@census.gov

Data are also available through their web site

http://www.bls.census.gov/cps
7

TITLE

Early Childhood Longitudinal Study- Birth Cohort

PURPOSE

The purpose of the Early Childhood Longitudinal Study- Birth Cohort (ECLS-B) is to 

provide valuable detailed information on the early years of children’s lives, from birth 

through kindergarten entry including topics such as health care, nonparental care, and 

education. Specifically, the study is interested in gaining insight into how children’s 

neighborhoods, families, health care, and early childhood program participation influence 

variations in developmental outcomes.

SPONSORSHIP

The study is sponsored by the U.S. Department of Education, National Center for 

Education Statistics (NCES), in collaboration with the National Center for Health Statistics 

(NCHS), the National Institutes of Health (NIH), the U.S. Department of Agriculture, the 

National Institutes for Child Health and Human Development (NICHD), and the 

Administration for Children, Youth, and Families (ACYF).

DESIGN

The ECLS-B is a longitudinal study consisting of a nationally representative sample of 

approximately 14,000 children born in the year 2001. Children were sampled from 

registered births in the National Center for Health Statistics vital statistics system. Births 

were selected within primary sampling units and, in some cases, secondary sampling units. 

This sampling approach was chosen because of its cost effectiveness and because it 

provided better sample coverage compared to other methods such as sampling hospitals or 

birth certificates. Researchers followed sampled children through kindergarten entry. The 

sample was representative of diverse racial/ethnic groups and socioeconomic backgrounds.

Data collection took place when children were 9 months old, two years old, four years old 

and in kindergarten. Data were collected using a mixed-mode design including in-person 

interviews with the child’s primary caregiver (usually the mother), a self-administered 

questionnaire for the child’s father, a child assessment of developmental skills, and 

telephone interviews with child care providers and kindergarten teachers. 

PERIODICITY

The ECLS-B is a longitudinal study following the same children from birth through 

kindergarten entry. Full-scale collection for 9 month old children occurred in 2001 and 

2002, with the first follow-up of 2-year old children occurring in 2003 and 2004, and the 

second follow-up of 4-year-old children occurring in 2005 and 2006. In the third followup during the fall of 2006, data were collected from all participating sample children, 

approximately 75 percent of whom were in kindergarten or higher. In the fall of 2007, data 

were collected from the remaining 25 percent of participating sample children who had not 

yet entered kindergarten or higher in the previous collection, as well as children who were 

repeating kindergarten in the 2007-08 school year. The collection of data for children in 

kindergarten occurred over a two-year period because of the age requirements for school 

entry. NCES has released data for subsequent waves approximately one year after data 
8

collection ends. Data collection beyond the kindergarten year has not been scheduled at 

this time.

CONTENT

The ECLS-B was designed to describe the earliest experiences and relationships in 

children's lives. The study provides descriptive data on 1) children's health status at birth 

and at regular intervals during early childhood; 2) children's growth and development in 

critical domains; 3) children's transitions to child care and early childhood education 

programs and kindergarten; 4) father involvement; and 5) school readiness. The 

longitudinal nature of the study enables researchers to study children's physical, 

cognitive, language, social and emotional development and to relate children's growth 

and development to their early learning environment, while the sample design will allow 

researchers to examine differences among the children by race/ethnicity, economics, and 

family composition.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The ECPP survey provide data on a nationally representative sample of children from birth 

to those age 6 who have not yet entered kindergarten. In contrast, ECLS-B focuses only 

on one cohort of children born in 2001. Further, ECLS-B does not meet the NHES goal of 

measuring change over time with cross-sectional samples of the population of interest.

AVAILABILITY

The first three waves of data collection have been released. The restricted-use CD-ROM 

contains an electronic codebook, a restricted-use datafile, and survey documentation for 

the first three waves of data collection. The CD-ROM and instructions for obtaining a 

restricted-use data license are available on the ECLS-B web page.

For more information on the ECLS-B, contact the ECLS-B staff at:

ECLS@ed.gov

The web site for ECLS-B is:

http://nces.ed.gov/ecls/Birth.asp

For information on this survey, contact

Gail Mulligan

National Center for Education Statistics

1990 K Street, NW

Room 9086

Washington, DC 20006

(202) 502-7491

Email: Gail.Mulligan@ed.gov

TITLE 
9

The Early Childhood Longitudinal Study—Kindergarten Cohort

PURPOSE

The Early Childhood Longitudinal Study—Kindergarten Cohort (ECLS-K) has two 

purposes: descriptive and analytic. It provides descriptive data on a national basis of 

children’s status at entry into school, their transition into school, and their progression 

through eighth grade. This data set enables researchers to study how a wide range of 

family, school, community, and individual variables affect early success in school.

SPONSORSHIP

ECLS-K is sponsored by the U.S. Department of Education, the U.S. Department of Health 

and Human Services, and the U.S. Department of Agriculture.

DESIGN

A nationally representative sample of approximately 22,000 children enrolled in about 

1,000 kindergarten programs during the 1998-99 school year was selected for participation 

in the study. ECLS-K used a multi-stage sampling method. The primary sampling units 

were geographic areas (i.e., a group of counties) and the second-stage units were schools 

that were selected based on the 1995-96 CCD Public School Universe File. The sample is 

designed to allow users to produce separate national estimates of public and private school 

kindergartners; black, Hispanic, white, and Asian children; and children by socioeconomic 

status. Data were collected from the individual child, the child’s parents/guardians, 

teachers, and school using mixed-modes. Measures of a child’s cognitive skills are 

obtained through a one-on-one assessment of the child, conducted at the child’s school. 

Additional information was collected from telephone interviews conducted with the parent 

each time children were assessed. If a parent did not have a telephone, an in-person 

interview was conducted. Teachers completed self-administered questionnaires each time 

children were assessed (with the exception of the fall of first grade). School administrators, 

principals, and headmasters were asked to complete self-administered questionnaires 

during each of the spring data collections. 

PERIODICITY

Data on the kindergarten cohort were collected twice during the base year of the study--

once during the beginning and once near the end of the school year. In the fall of the 1999-

2000 school year, when most of the cohort moved to the first grade, data were collected 

from a 30 percent subsample of the cohort. In the spring of first grade, data were once 

again collected from the entire sample of children as well as their parents, teachers, and 

school administrators. In 2002 (third grade year), 2004 (fifth grade year), and 2007 (eighth 

grade year) child assessments were conducted and parent, teacher and school 

administrators completed interviews in the spring.

CONTENT

The child assessment largely focuses on the child’s physical and psychomotor 

development, social and emotional development, and cognitive development in reading, 

arithmetic, and general knowledge. Data on the characteristic of the children, their 

families, their schools, kindergarten programs, and classrooms are also collected to 
10

examine the status of children at entry into kindergarten, the expectations of schools about 

what skills, behaviors and attributes are necessary, and how children fare in the new 

environment. The study also examines the roles that parents and families play in preparing 

for and supporting their children’s education and how families, schools, and communities 

interact to support children’s education. In particular, the Parental Involvement section 

includes a series of questions about the types of school activities parents attend, and barriers 

to participating in such activities as well as school choice. 

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The ECLS-K contains many items from prior NHES parent interviews that will likely be a 

part of the upcoming ECPP. Both studies are interested in examining the role of the home 

environment and parent involvement in children’s outcomes. The sample for the ECLS-K 

consists of a single cohort of children in kindergarten through the fifth grade, whereas the 

ECPP survey focuses on younger children, those from birth to age 6 who have not yet 

entered kindergarten. The ECPP will also provide information on the home environment 

of children who are home-schooled (ECLS-K obtains information about home-schooled 

children only if they were in a study school at the time of initial data collection).

AVAILABILITY

Data and documentation for the kindergarten, first grade, third grade, and fifth grade years, 

as well as three longitudinal data files (kindergarten through first grade, kindergarten through 

third grade, and kindergarten through fifth grade) are available via CD-ROM from the 

National Center for Education Statistics.

The web site for ECLS-K is:

http://nces.ed.gov/ecls/Kindergarten.asp

For more information on this survey, contact

Chris Chapman

National Center for Education Statistics

1990 K Street, NW

Room 9042

Washington, DC 20006

(202) 502-7414

Email: Chris.Chapman@ed.gov
11

TITLE

The Early Childhood Longitudinal Study—Kindergarten Cohort of 2010-11 (ECLS-K:11)

PURPOSE

The Early Childhood Longitudinal Study—Kindergarten Cohort of 2011-11 (ECLS-K:11) 

will provide data on a national basis of children’s status at entry into school, their transition 

into school, and their progression through fifth grade. This data set will enable researchers 

to study how a wide range of family, school, community, and individual variables affect 

early success in school.

SPONSORSHIP

ECLS-K:11 is sponsored by the U.S. Department of Education, the U.S. Department of 

Health and Human Services, and the U.S. Department of Agriculture.

DESIGN

The ECLS-K:11 will survey a nationally representative sample of children attending both 

full-day and part-day kindergarten in either public or private schools in 2010-2011. 

Children's parents, teachers, schools and providers will also provide information on

children's cognitive, social, emotional, and physical development.

Trained field staff will conduct direct assessment of children in their schools and telephone 

interviews with their parents. Teachers and school administrators will be contacted and 

asked to complete questionnaires. Before- and after-school care providers will also be 

interviewed. 

PERIODICITY

Data collections are currently planned to occur in the fall and the spring of kindergarten 

(2010-2011), the spring of 1st grade (2012), the spring of 2nd grade (2013), the spring of 

3rd grade (2014), the spring of 4th grade (2015), and the spring of 5th grade (2016). Prior 

to the base year collection of the ECLS-K:11, a field test will be conducted with children 

and their teachers for the development of new survey items.

CONTENT

In addition to data on children's cognitive, social, emotional, and physical development, 

the study will also include information on children's home environment, home educational 

activities, school environment, classroom environment, classroom curriculum, teacher 

qualifications, and before- and after-school care.

The ECLS-K:11 will differ from the previous ECLS studies in that it provides data 

relevant to emerging policy-related issues such as No Child Left Behind legislation, 

increasing school choice, and a rise in English language learners. ECLS-K:11 together 

with the original ECLS-K will allow comparisons between two cohorts experiencing 

different political, educational, social and demographic environments. 
12

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The ECLS-K:11 Parent Interview will contain some items on child care that will likely be 

a part of the ECPP interview. The studies share an interest in children’s developmental 

status at school entry and early school experiences and their home activities with parents. 

In particular, the field testing of newly developed questions that can provide information 

on more recent educational issues such as school choice may provide useful information 

for the NHES:11. 

However, while the ECPP survey will provide trend data for nationally representative 

samples of children from birth to age 6 who have not yet entered kindergarten, the ECLSK:11 is limited to a single cohort of children who will be kindergartners in 2010-2011. 

AVAILABILITY

Data and reports are not yet available.. 

The web site for ECLS-K:11 is:

http://nces.ed.gov/ecls/kindergarten2010.asphttp://nces.ed.gov/ecls/Kindergarten.asp

For general information on this survey, contact

Chris Chapman

National Center for Education Statistics

1990 K Street, NW

Room 9042

Washington, DC 20006

(202) 502-7414

Email: Chris.Chapman@ed.gov

Or, 

Gail M. Mulligan

Project Officer, ECLS-K:11

National Center for Education Statistics

1990 K Street, NW

Room 9086

Washington, DC 20006

(202) 502-7491

Email: Gail.Mulligan@ed.gov
13

TITLE

The Fragile Families and Child Wellbeing Study

PURPOSE

The Fragile Families and Child Wellbeing Study addresses three areas: nonmarital 

childbearing, welfare reform and the role of fathers. The purpose of the study is to offer 

information on these areas to policy makers and community leaders.

SPONSORSHIP

Funding for the Fragile Families and Child Wellbeing Study come from the National Institute 

of Child Health and Human Development (NICHD) and from a consortium of national and 

local foundations. The study is conducted by the Center for Research on Child Wellbeing, 

Princeton University.

DESIGN

The data are being collected in 20 U.S. cities, including among others, Austin, Pittsburgh, 

Boston, Baltimore, Chicago and San Jose. The cities were selected using a stratified random 

sample of all U.S. cities with a population of 200,000 or more. Total sample size is 4,700 

families, including 3,600 unmarried couples and 1,100 married couples. Data is 

representative of nonmarital births in each of the 20 cities, and also representative of all 

nonmarital births in U.S. cities with populations over 200,000. Three follow-up interviews 

were conducted with both parents at the time the child was one, three and five years old. 

Data on child health and development was collected from the parents during each of the 

follow-up interviews, and in-home assessments of child wellbeing were carried out at 30 

and 48 months. Child wellbeing measures overlap with those used in other national studies, 

including the Infant Health and Development Program, the Early Head Start Evaluation, 

the Teenage Parent Demonstration Project, and the Early Childhood Longitudinal Study -

Birth Cohort Study 2000 (ECLS-B). This study collected its data using a mixed-mode

approach, as detailed below.

PERIODICITY

Baseline interviews were conducted in-person between February, 1998 and September, 2000 

and consisted of 4,898 completed mother interviews and 3,830 completed father interviews. 

One-year telephone follow-up interviews were conducted between June, 1999 and March, 

2002 with 4,365 completed mother interviews and 3,367 completed father interviews. Threeyear telephone follow-up interviews were conducted between April 2001 and December 

2003. Five-year telephone follow-up interviews were conducted between July 2003 and 

February 2006. A nine-year telephone follow-up interview is being conducted from 2007 to 

2009.

CONTENT

The baseline questionnaires for mothers and fathers include sections on prenatal care, 

mother-father relationships, expectations about fathers' rights and responsibilities, attitudes 

toward marriage, parents' health, social support and extended kin, knowledge about local 

policies and community resources, and education, employment, and income. Follow-up 
14

interviews gather additional information on access to and use of healthcare and child care 

services, experiences with local welfare and child support agencies, and parental conflict 

and domestic violence.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The survey is designed to target unmarried parents, a much narrower scope than the ECPP 

sample. Although the survey does include some questions relative to child care, it was not 

directly designed to measure this study topic. 

AVAILABILITY

The first four waves of data are available from the website below.

For more information on the Fragile Families and Child wellbeing study, contact:

Sara McLanahan, Ph.D.

Center for Research on Child Wellbeing

Princeton University

265 Wallace Hall

Princeton, NJ 08544

(609) 258-4875

Email: mclanaha@princeton.edu

A summary including detailed information on the survey can be viewed at:

http://www.fragilefamilies.princeton.edu/
15

TITLE

Head Start Family and Child Experiences Survey 

PURPOSE

Head Start Family and Child Experiences Survey (FACES) is a national longitudinal study 

of the cognitive, social, emotional, and physical development of Head Start children; the 

characteristics, well-being, and accomplishments of families; the observed quality of Head 

Start classrooms; and the characteristics, needs and opinions of Head Start teachers.

SPONSORSHIP

The FACES study is currently conducted by Mathematica Policy Research for the 

Commissioner’s Office of Research and Evaluation in the Administration on Children, 

Youth, and Families, DHHS.

DESIGN

The original cohort of FACES (1997) had six phases of data collection using personal 

interviews and in-person child assessments. FACES uses a multistage sample selection of 

(1) programs, (2) centers, (3) classrooms, and (4) children. The sampling frame of Head 

Start programs was created based on the Head Start Program Information Report (PIR). 

The first phase involved a spring 1997 field test in which approximately 2,400 children and 

parents were studied in a nationally stratified random sample of 40 Head Start programs. 

The second and third phases of FACES occurred in fall 1997 (Wave One) and spring 1998 

(Wave Two) when data were collected on a sample of 3,200 children and families in the 

same 40 Head Start programs. Spring 1998 data collection included assessments of both 

Head Start children completing the program and Head Start graduates completing 

kindergarten (kindergarten field test), as well as interviews with their parents and ratings 

by their kindergarten teachers. The fourth phase occurred in spring 1999 with data 

collection in the 40 Head Start programs, plus a kindergarten follow-up for children who 

completed Head Start in spring 1998. The fifth phase in spring 2000 completed the 

kindergarten follow-up for the children completing Head Start in spring 1999 and first 

graders who completed Head Start in 1998. The sixth phase in spring 2001 completed the 

first grade follow-up for the children who completed Head Start in spring 1999. An 

additional feature of FACES 1997 was the validation sub-study or embedded case study of 

a longitudinal sample of 120 randomly selected families from the larger FACES sample 

(three families from each of the 40 FACES sites were selected).

Four cohorts of FACES have been fielded to date – FACES 1997, 2000, 2003 and 2006. 

Each cohort has included a nationally representative sample of Head Start children and 

their families. The subsequent cohorts have followed a similar study design.

PERIODICITY

The study was launched in 1997, as described above. A new national cohort of FACES 

was launched in fall 2000, with a sample of 2,800 children entering Head Start and their 

families in 43 new Head Start programs. The 2000 study involved data collection in the 

fall and spring of the Head Start year, spring of the second Head Start year (for children 

who spent two years in Head Start), and spring of children’s kindergarten year. The data 
16

also includes information on their kindergarten enrollment in Spring 2002 and Spring 2003. 

The third FACES cohort was launched in Fall 2003 with a sample of 2,400 children 

entering Head Start and their families in 63 new Head Start programs. The 2003 study 

involved data collection in the fall and spring of the Head Start year, spring of the second 

Head Start year (for children who spent two years in Head Start), and spring of children’s 

kindergarten year. The fourth FACES cohort was launched in Fall 2006 with a nationally 

representative sample of children entering Head Start and their families in 60 new Head 

Start programs. The 2006 study is ongoing, and involves four rounds of data collection—

fall and spring of children’s first Head Start year, spring of the second Head Start year for 

children who were 3 years old at the time the sample was selected, and spring of children’s 

kindergarten year.

CONTENT

The study’s main data components consist of three chronological parent interviews: the 

Head Start parent interview, the Kindergarten parent interview, and the first grade parent 

interview. Each interview collects information on the family’s demographics, including 

employment and income, and home and neighborhood characteristics. The interviews also 

collect information regarding the child’s behavior and activities, caregiver, and disabilities. 

Other topics include: parent’s feelings and satisfaction level with Head Start, home safety, 

family health care, and community services. The first grade parent interview was excluded 

from the FACES 2000 and FACES 2003 surveys.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The FACES population includes cohorts of preschool children enrolled in Head Start 

programs. It collects limited data on whether the child attended center-based care prior to 

enrolling in Head Start, but does not ask about relative or non-relative care. 

AVAILABILITY

For more information on the FACES study, contact:

Maria Woolverton

Office of Planning Research and Evaluation

Administration for Children and Families

Division of Child and Family Development

370 L’Enfant Promenade SW

7

th Floor West

Aerospace Building

Washington, DC 20201

(202) 205-4039

Email: mwoolverton@acf.hhs.gov

The FACES datasets and reports are archived by Research Connections, a web-based 

clearinghouse that offers a collection of more than 10,000 resources from the many 

disciplines related to child care and early education. 

Its website is http://www.researchconnections.org.
17

The FACES instruments can be obtained from:

http://www.acf.hhs.gov/programs/opre/hs/faces/index.html
18

TITLE

National Child Care Survey 1990: Parent Study

PURPOSE

The National Child Care Survey was designed to provide a nationally representative 

portrait of all aspects of child care, including who provides care, how parents select 

nonparental care and how much they pay for it, how parents feel about their options for 

child care, and what child care arrangements were previously used by the parents.

SPONSORSHIP

The National Child Care Survey was a public-private partnership, jointly sponsored by 

the National Association for the Education of Young Children (NAEYC) and the Head 

Start Bureau of the Administration for Children, Youth and Families (ACYF), Office of 

Human Development Services, Department of Health and Human Services.

DESIGN

The National Child Care Survey is a nationally representative study of 4,392 parents with 

one or more children under the age of 13. Households with children under the age of 13 

were recruited by random-digit-dial computer-aided telephone interviewing. 

PERIODICITY

The National Child Care Survey: Parent Study was conducted once in late 1989 and early 

1990.

CONTENT

The National Child Care Survey Parent Study focused on the use of child care 

arrangements, how child care affects parental employment patterns, how parents make 

decisions about child care, and the characteristics of the settings in which child care is 

provided. The survey included a schedule of when the respondent and his or her spouse or 

partner was at work and a schedule of when each child was at each care arrangement in 

order to provide a detailed picture of the correspondence between child care arrangements 

and work. Extensive data on employment history were also gathered, including the 

relationship between work and child care in the past.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

This study is directly related to the goals of the ECPP because it includes questions to 

parents about difficulty in finding child care, whether the availability of child care affected 

their ability to work, and detailed information about where the child was cared for while 

his or her parent(s) were at work. However, since it was administered once, it cannot 

produce estimates to track change over time.
19

AVAILABILITY

The dataset as well as supporting documents are available from:

American Family Data Archive

Sociometrics Corporation

170 State Street, Suite 260

Los Altos, California 94022-2812

(415) 949-3282
20

TITLE

National Evaluation of Welfare-to-Work Strategies (NEWWS) – Child Outcomes Study

PURPOSE

The NEWWS evaluation is a study of the effectiveness of seven mandatory welfare-towork programs in the states of Georgia, Ohio, Michigan, Oklahoma, Oregon and 

California. Sample members were followed for five years. A broad range of data was 

collected through surveys including data on educational attainment, family composition, 

housing status, wage progression, employment, child care, depression, and total family 

income. In addition, effects on the well-being of the children of the mothers in the study 

was evaluated. Four types of child outcomes were measured: cognitive development and 

academic achievement; safety and health; problem behavior and emotional well-being; and 

social development. The Child Outcomes Study was launched as a special substudy to 

assess whether and how the development of preschool-age children was affected over time 

when their mothers were assigned to a JOBS program.

SPONSORSHIP

The NEWWS evaluation was sponsored by the Department of Health and Human Services 

and the Child Outcomes Study was carried out by Child Trends under subcontract to 

Manpower Demonstration Research Corporation.

DESIGN

NEWWS used a random-assignment experiment, where at each evaluation site, individuals 

required to participate in the program were assigned to either a program group (with access 

to employment and training services) or a control group (who received no services but 

could seek them out on their own).

In three of the sites (Georgia, Michigan, and California), a Child Outcomes Study was 

embedded within the larger evaluation so that families in the Child Outcomes Study 

completed the full evaluation. To be eligible for the Child Outcomes Study, a family had 

to have a child between the ages of three and five years at the time of enrollment, and single 

fathers were excluded. There were 5,905 families eligible for the Child Outcomes Study, 

however 3,194 completed the two-year follow-up. The two-year follow-up was conducted 

via in-person interviews at the family’s home, with families either being contacted on the 

telephone or having an interviewer go directly to the house.

PERIODICITY

The NEWWS evaluation was conducted in a two-year period at each study site, between 

the years 1991 and 1994.

CONTENT

The Child Outcomes Study includes measures on the history of child care arrangements 

for the focal child, what types of nonparental care the focal child has attended, whether the 

child has attended child care since the time the parent was enrolled in the evaluation, the 

number of teachers/providers the child has had in the program they attended, the age at 
21

which the child first started attending nonparental care, and the number of house per week 

that the child attended nonparental care.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The primary purpose of NHES and the ECPP is to conduct repeated measurements of the 

same phenomena at different points in time, this survey tracks nonparental care usage at 

one point in time. Additionally, the sample design is not nationally representative as is 

NHES and the ECPP. 

AVAILABILITY

Information about the NEWSS study, including reports, datafiles, and codebooks are 

available from:

http://aspe.hhs.gov/hsp/NEWWS/

To obtain a printed copy of a report, contact the following:

Human Services Policy, Room 404E

Assistant Secretary for Planning and Evaluation

200 Independence Ave, SW

Washington, DC 20201

Fax: (202) 690-6562 
22

TITLE

The National Household Education Surveys Program, Early Childhood Program 

Participation Survey 2005

PURPOSE

The National Household Education Surveys Program (NHES) is a data collection system 

that is designed to address a wide range of education-related issues. It provides descriptive 

data on the educational activities of the U.S. population and offers policymakers, 

researchers, and educators a variety of statistics on the condition of education in the U.S. 

The ECPP component focused on children's participation in formal and informal 

nonparental care and education programs as well as characteristics of care arrangements 

for children from birth to age 6 who have not yet entered kindergarten.

SPONSORSHIP

The National Center for Education Statistics sponsors the project, which is conducted by 

Westat.

DESIGN

NHES is a program of telephone surveys of the non-institutionalized civilian population of 

the United States. Households are selected for the survey using random digit dialing (RDD) 

methods. Each collection of NHES begins with a screening of a representative sample of 

households. In 2005, 7,209 interviews were conducted for the ECPP Survey. Data are 

collected using computer-assisted telephone interviewing (CATI) procedures. 

One of the goals of NHES is to produce reliable estimates of the characteristics of children's 

and adults' educational experiences for the total targeted population and for domains 

defined by race and ethnicity. Estimates by race and ethnicity are of great interest, 

especially for monitoring educational trends over time. Therefore, the NHES sample design 

over-samples minorities in order to increase the reliability of estimates for these groups.

PERIODICITY

NHES has been conducted in the springs of 1991, 1993, 1995, 1996, 1999, 2001, 2003, 

2005 and 2007. The ECPP survey was initially conducted in 1991, and has been repeated 

in 1995, 2001, and 2005. A subset of questions was also asked in 1999. NHES will be 

conducted again in 2011 and periodically thereafter.

CONTENT

In the 2005 ECPP survey, parents of children from birth to age 6 who had not enrolled in 

kindergarten completed interviews about whether the child attended or was enrolled in nonparental care such as relative care, nonrelative care, child care centers, and Head Start or 

Early Head Start. The interviews also included questions about how parents selected care, 

whether they had difficulty finding care, home activities with family members, and 

emerging literacy and numeracy.

LIMITATIONS RELATIVE TO THE GOALS OF NHES
23

The primary purpose of NHES is to conduct repeated measurements of the same 

phenomena at different points in time, and as such, additional administrations of the ECPP 

are needed to track changes over time.

AVAILABILITY

NHES data sets are available online at http://nces.ed.gov/nhes/dataproducts.asp as well as 

on CD-ROM from:

Christopher Chapman

NCES

Room 9086

1990 K Street, NW

Washington, DC 20206-5456 

(202) 502-7414

Additional information on the NHES Program is available at:

http://nces.ed.gov/nhes

For more information on NHES, contact the NHES staff at:

NHES@ed.gov
24

TITLE

National Institute of Child Health and Human Development Study of Early Child Care and Youth 

Development

PURPOSE

The purpose of the National Institute of Child Health and Human Development (NICHD) 

Study of Early Child Care and Youth Development (SECC) is to examine how variations 

in child care relate to children’s development. The study also seeks to determine how 

differences in child care and family environment relate to children’s social, emotional, 

intellectual, and language development, and to their physical growth and health.

SPONSORSHIP

The National Institute of Child Health and Human Development sponsors the study.

DESIGN

The Study of Early Child Care and Youth Development is a longitudinal research project 

involving 10 study sites across the United States. The study focuses on the experiences of 

1,364 children, recruited at birth in 1991 from hospitals at the 10 data collection sites. The 

study was conducted in four phases. Phase I followed children from birth until age 3; Phase 

II followed 1,095 4 1⁄2 year olds into the first grade; Phase III followed 1,073 children 

through the fifth and sixth grades and Phase IV followed the children through the seventh, 

eighth, and ninth grades (the exact number is still being determined).

The study employed a mixed mode data collection approach. Phase 1 data collection 

included videotaped behavioral observations of the sampled children at their homes, child 

care settings, visits to project research laboratories and child care center directors' 

telephone interviews/mailed questionnaire. In-person interviews were also obtained from 

parents and caregiver to gain additional information about the children. As the children 

moved into school age, data from Phases II and III were also gathered from teachers and 

visits by researchers to the classroom. Children’s physical activity was monitored directly 

at third, fifth and sixth grades. 

PERIODICITY

The longitudinal study began in 1991 and the first phase was completed in 1994. The 

second phase began in 1995, just before most of the children began kindergarten, and was 

completed in 1999 when all the children finished the first grade. The third phase began in 

2000 when the children were in second grade and ended in 2006 when all the children 

finished sixth grade. The fourth phase began in 2005 when the children were in seventh 

grade and was completed in 2007 when the children finished ninth grade.

CONTENT

The primary domains of child development that the SECC is studying include social, 

emotional, intellectual, behavioral, and physical development. Although the study 

primarily focuses on early child care, the influence of the family on children's development 
25

is also an important component of the study. Family characteristics measured in the study 

included the family’s economic situation, family structure (single parent vs. partnered 

parent), the mother’s education, her child rearing attitudes, the quality of mother-child 

interaction, and the extent to which the home environment contributed to the optimal 

development of children. These family characteristics were used to examine the role of the 

family in the child’s entry into child care, the quality of that care, and the number of care 

arrangements. A second area of the study delves into the association between child care 

and the mother-child relationship. A third component looks at the characteristics of child 

care and how it relates to the children’s cognitive and language development, as well as 

their behavior and self-control in the first 3 years. Later phases of the study allowed 

researchers to examine whether any of the effects of preschool child care continue into 

middle childhood. The third phase of the study allowed researchers to examine the effect 

of family characteristics and the home environment on children's outcomes in middle 

childhood and the fourth phase of the study allowed researchers to examine those effects 

on children’s outcomes in early adolescence.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The study is directly related to the goals of the ECPP component and contains related items. 

However, the sample for the study is based on ten study sites, and therefore, it does not 

provide a nationally representative sample of U. S. children, as does NHES. Issues 

regarding disabled children, which are covered in NHES, are not explored in the SECC.

AVAILABILITY

For information on the NICHD Study of Early Child Care and Youth Development, 

contact:

James A. Griffin, Ph.D. Deputy Branch Chief

NICHD Child Development and Behavior Branch

6100 Executive Blvd., Room 4B05D

Rockville, MD 20852

(301) 435-2307

Email: griffinj@mail.nih.gov

Study results, publications, and applications for the data from Phases I through III are 

available at the following website:

https://secc.rti.org/home.cfm

http://www.nichd.nih.gov/research/supported/seccyd.cfm
26

TITLE

The National Longitudinal Survey of Children and Youth (Canada)

PURPOSE

The Longitudinal Survey of Children and Youth (NLSCY) is a long-term study conducted 

to monitor the development and well being of Canada’s children as they grow from infancy 

to adulthood. This study collects information about factors influencing a child’s social, 

emotional and behavioral development and to monitor the impact of these factors on a 

child’s development over time. The survey covers topics on the health of children, their 

physical development, learning and behavior and data on their social environment (family, 

friends, schools and community). The survey provides data for use in research on 

children’s development and their adjustment to school in Canada.

SPONSORSHIP

Human Resources and Social Development Canada and Statistics Canada conducted the 

survey in partnership.

DESIGN

The survey follows a representative sample of Canadian children, aged newborn to 11 

years, into adulthood, with data collection occurring at 2-year intervals. The initial sample 

was approximately 22,500 children, which was drawn from the Canadian Labor Force 

Survey’s sample of respondent households. The data are collected from several sources 

including parents, teachers, principals, and the children themselves. Most interviews are 

conducted by an interviewer using computer-assisted interviewing (CAI). 

The NLSCY consists of longitudinal samples and cross-sectional samples. 

PERIODICITY

This is a longitudinal study consisting of several longitudinal and cross-sectional samples. 

Cross-sectional weights are provided when an age cohort can be considered to be 

representative of a cross-sectional population. The study began 1994 and is ongoing at 2-

year intervals. There have been seven cycles of data collection, in 1994-95, 1996-97, 1998-

99, 2000-01, 2002-03, 2004-05, and 2006-07.

CONTENT

The survey assesses the child, and family and community environment in which the child 

is living. Specific topics include family structure/demographics, family and custodial 

history, parent’s education, parenting styles, importance of good grades, school 

involvement, and expectations for the child. Child care and child care arrangements are 

also topics covered by the NLSCY.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The survey measures a child’s attendance at child care, as well as other topics planned for 

the 2011 ECPP survey such as emerging literacy and numeracy, home activities, and 
27

health. However, the survey is conducted on children of all ages, and is conducted in 

Canada and therefore is not representative of people living in the United States. 

AVAILABILITY

Information about the survey, including instruments and data files, can be found at the 

following web site:

http://www.statcan.gc.ca/cgibin/imdb/p2SV.pl?Function=getSurvey&SDDS=4450&lang=en&db=imdb&adm=

8&dis=2

For further information about the National Longitudinal Survey of Children and Youth 

contact:

Statistics Canada

100 Tunney's Pasture Driveway

Ottawa, Ontario

K1A 0T6
28

TITLE

National Study of Child Care of Low-Income Families – Community Survey

PURPOSE

The National Study of Child Care of Low-Income Families – Community Survey was the 

second of three components of the National Study of Child Care of Low-Income Families. 

The Community Survey was a one-time random-digit-dial telephone survey of poor and 

near-poor families with working parents in 25 communities in 17 states. 

SPONSORSHIP

The study was conducted by Abt Associates and the National Center for Children in 

Poverty at Columbia University’s Mailman School of Public Health in New York City for 

the Administration for Children and Families in the U.S. Department of Health and Human 

Services.

DESIGN

Starting with the sample of 100 counties/county groupings used by the 1990 National Child 

Care Survey, 80 were identified with a 1993 poverty rate for children greater than 13.8 

percent. When properly weighted, these 80 counties/county groups represent more than 90 

percent of poor children in the United States. The sample of 25 counties, selected randomly 

with probability of selection proportional to size, is a representative sample of the 80 

counties/county groupings.

For the community survey, families in each of the 25 communities were selected by a 

random-digit dial (RDD) telephone survey. A total of 2,500 families (100 in each 

community) with children under the age of 13 in a nonparental care arrangement 

participated in an in-person interview. 

PERIODICITY

The community survey was conducted over a 12-month period, beginning in August 2000 

and ending in July 2001.

CONTENT

The in-person interviews addressed questions relating to the type and number of 

nonparental care arrangements that low-income families use, what influences the choices 

that low-income families make about child care, the perception about availability of 

different kinds of child care, the proportion of family income spent on nonparental child 

care, and how the presence or absence of a child care subsidy affects parents’ child care 

decisions.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

This study is directly related to the goals of the ECPP because it includes questions to 

parents about barriers to child care, whether the availability of child care affected their 
29

ability to work, and detailed information about the history of child care arrangements for 

the focal child. However, the survey is not nationally representative, and is limited to lowincome populations.

AVAILABILITY

Information about the survey, including instruments and reports, can be found at the 

following web site:

http://www.acf.hhs.gov/programs/opre/cc/nsc_low_income/index.html

For further information about the National Study of Child Care of Low-Income Families, 

contact:

Seth Chamberlain

U.S. Department of Health and Human Services

Administration for Children and Families

370 L’Enfant Promenade

7

th Floor West

Washington, DC 20447

(202) 260-2242

Email: seth.chamberlain@acf.hhs.gov
30

TITLE

The National Survey of America’s Families

PURPOSE

The National Survey of America’s Families (NSAF) is a survey of the economic, health, and 

social characteristics of children, adults under the age of 65, and their families. The survey 

pays particular attention to low-income families, reporting on important aspects about their 

lives and how they differ from the lives of children and adults in families with higher 

incomes.

SPONSORSHIP

The study was conducted by the Urban Institute and Child Trends, and sponsored by a 

number of private foundations. Westat conducted sampling and data collection for the study.

DESIGN

Sampling was done in a dual-frame design, with the main frame consisting of a random-digitdial telephone survey, and the supplemental frame of nontelephone households. The survey 

was conducted in three rounds. In round 1, in 1997, interviews were conducted with 75,437 

adults and about 34,439 children in 44,461 households. In round 2, in 1999, interviews were 

obtained for over 73,000 adults and almost 36,000 children in more than 42,000 households. 

In round three, in 2002, interviews were conducted for over 70,577 adults and 34,332 

children in over 43,000 households. Oversize samples were drawn in 13 states. The sample 

was representative of the civilian, noninstitutionalized population under age 65. A short 

screener interview was used to identify and sample households on the basis of age 

composition and household income. After the screener interview, telephone interviews were 

conducted using computer-assisted telephone interviewing (CATI). Interviews with 

respondents in nontelephone households were conducted using a cellular phone that was 

provided to them by the survey administrator to minimize the potential for mode effects, 

PERIODICITY

Cross-sectional data were obtained in three rounds: February to November 1997, February 

to October 1999 and from February to October, 2002. 

CONTENT

The survey contained several well-being measures having to do with economic security, 

health and health care, child’s education and cognitive and social development, child’s 

behavioral problems, and family and community environment. The survey was divided into 

the following topic areas: student status, parent/child/family interaction and education, 

household roster, child care, nonresidential parent/father, employment and earning, family 

income, welfare program participation, education and training, housing and economic 

hardship, and race and ethnicity.

LIMITATIONS RELATIVE TO THE GOALS OF NHES
31

Although the 2002 survey does include new questions related to child care, it was not directly 

designed to measure this study topic. No future cycles are planned, so NSAF does not meet 

the NHES goal of measuring change over time. 

AVAILABILITY

Current data are available and can be downloaded online:

http://www.urban.org/center/anf/nsaf.cfm

For more information, contact:

Tim Triplett

Survey Associate

Assessing the New Federalism

National Survey of America's Families

The Urban Institute

2100 M Street

Washington, DC 20037

202-261-5579

Email: ttriplet@ui.urban.org
32

TITLE

The National Survey of Children’s Health

PURPOSE

The National Survey of Children’s Health (NSCH) is a national telephone survey conducted 

every 4 years. It asks parents about a broad range of questions on children’s health and wellbeing, and is designed to allow for cross-state comparisons as well as national comparisons. 

It was first administered in 2003-2004 and the second administration was in 2007.

SPONSORSHIP

The study is funded by the Maternal Child Health Bureau of the U.S. Department of Health 

and Human Services. Sampling and telephone interviews were conducted by the National 

Center for Health Statistics.

DESIGN

The NSCH is a random-digit-dial telephone survey. Telephone numbers are randomly called 

to identify households which had children under the age of 18. A screener is administered 

and a child is selected at random among eligible children to be the focal child. A total of 

102,353 surveys were completed for children ages 0 to 17 in 2003-04; each of the 50 states 

had between 1,483 and 2,241 completed surveys. Final sample size for 2007 has not yet been 

released, however it is expected that the sample size will be slightly lower than that of the 

2003 survey.

PERIODICITY

The survey is scheduled to be repeated every four years. 

CONTENT

The survey contains measures on children’s physical and mental health, health insurance 

status and type of coverage, access and use of health care, whether the child has a personal 

doctor or “medical home”, attendance at various types of nonparental care, hours per week 

spent in nonparental care (2003 only), parental reports on child development, difficulty 

finding child care, family health and activities, and child and family demographics.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The survey is a nationally representative sample of children and includes questions related to 

the ECPP. It is also scheduled to repeat every four years so there is the ability to monitor 

change over time. However, the NSCH does not collect detail on child care arrangements, 

parental choice in child care, parental employment, or data on emerging literacy and 

numeracy as is collected in the ECPP.

AVAILABILITY
33

Current data are available and can be downloaded online:

http://www.nschdata.org

For more information, contact:

CAHMI – the Child and Adolescent Health Measurement Initiative

Oregon Health & Science University

Department of Pediatrics, School of Medicine

707 SW Gaines Road, Mail Code CDRCP

Portland, OR 97239-2998

(503) 494-1930

Email: CAHMI@ohsu.edu
34

TITLE

National Survey of Families and Households 

PURPOSE

The National Survey of Families and Households (NSFH) investigated the causes and

consequences of the major changes in U.S. patterns of fertility, marriage, mortality, 

migration, family composition, and household structure that have occurred over the past 

several decades. 

SPONSORSHIP

The Social and Behavioral Sciences Branch, Center for Population Research, of the National 

Institute of Child Health and Human Development funded this survey. Staff at the Center 

for Demography and Ecology of the University of Wisconsin-Madison designed the survey 

and analyzed the information. Data were collected by The Institute for Survey Research at 

Temple University and the University of Wisconsin Survey Center.

DESIGN

The NSFH was conducted in three waves. A baseline wave (Wave 1) was conducted in 

1987-88, a follow-up (Wave 2) was conducted in 1992-94 and another follow-up (Wave 3) 

was conducted from 2001-2003. The target population consisted of people age 19 and older, 

who were living in households, and who could be interviewed in either English or Spanish 

at the time of the baseline interview. The main sample was a national probability sample of 

17,000 households from 100 sampling areas in the United States.

The sample size for Wave 1 was approximately 13,000 households. The overall sample 

included a core cross-section of households plus an oversampling of blacks, Puerto Ricans, 

Mexican Americans, single-parent families, families with stepchildren, cohabiting couples, 

and recently married couples. One adult per household was randomly selected as the primary 

respondent. Data were collected through personal interviews and self-administered forms. 

Spouses and cohabiting partners of primary respondents were given shorter self-administered 

questionnaires. 

In Wave 1, some information was obtained about each of the children in the household, and 

additional information was obtained about a selected "focal child." The focal child was 

chosen by listing the first names of all children in the household, and selecting the child 

whose name came first alphabetically.

For Wave 2, about 10,000 surviving members of the original sample were interviewed in 

person. The following other interview components were also included for Wave 2: a personal 

interview with the current spouse or cohabiting partner of the primary respondent; a personal 

interview with the original spouse or partner of the primary respondent in cases where the 

relationship has ended; a telephone interview with the “focal children” who were age 13-18 

in Wave 1 and age 18-23 for Wave 2; a short telephone interview with “focal children” who 

were age 5-12 in Wave 1 and age 10-17 in Wave 2; short proxy interviews with a surviving 

spouse or other relative in cases where the original respondent had died or was too ill to 

interview; and a telephone interview with a randomly selected parent of a main respondent.
35

During Wave 3, 10,069 telephone interviews were conducted with a subset of Wave 1 

respondents. The instrument included the following components: a mid-to-later life sample 

of main respondents 45 and older with no “focal” children and a parent sample of young adult 

focal children and Wave 1 spouses or partners were interviewed. Proxy interviews were 

given to the spouse or partner if the main respondent was too ill to be interviewed.

PERIODICITY

Data collection took place in three waves. The first wave was from 1987-88, the second 

wave was from 1992-94 and the third wave was from 2001-2003.

CONTENT

The questions included on this survey cover a very broad range of family-related topics. 

Those of relevance to NHES in Wave 1 included questions about children’s school 

attendance; grade repetition, behavior problems requiring a meeting, school suspension or 

expulsion; and emotional problems. Questions about children age 4 and younger included 

nursery and preschool participation, hours spent at programs, and how frequently the parent 

reads to the child. If the respondent was employed, there were questions about child care 

arrangements during working hours. For children age 5 through 11, parents were asked to 

assess their children's class ranking relative to other classmates and to state educational 

expectations for their children.

In Wave 2, primary respondents were asked several questions about their children. For 

children age 5 to 17, respondents were asked about their children repeating grades in school, 

children’s behavior problems, educational expectations, and activities with their children, 

and involvement in the child’s school. For children under age 5, respondents were asked 

about long-lasting physical conditions, mental or emotional problems, readiness for 

kindergarten, behavior problems, television watching, and preschool participation. There 

were also questions regarding nonresident parents’ contact with children.

In Wave 2, youth age 10 to 17 were also interviewed about several topics including having 

been a victim of stealing or having been threatened; fighting; grades in school; participation 

in school and community activities; expected educational attainment; cigarette, alcohol, and 

marijuana use; and contact with absent parents. Young adults age 18 to 23 were also 

interviewed about some educational issues, including receipt of high school diploma, 

expected educational attainment, postsecondary education, and degrees and certificates 

earned.

In Wave 3 the content of the main respondent/spouse interview was similar to Wave 2. In 

Wave 3, the focal children ranged in age from 18 to 34.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

Because this survey is based on a cohort of respondents in 1987-1988, the data are not 

appropriate for monitoring changes in educational issues over time among cross-sections 

of U.S. children and adults. Also, the substantive focus is not early childhood. Thus, the 

range of data available in ECPP is not fully represented in the NSFH.

AVAILABILITY
36

The public use data tapes and associated documentation for all three waves are available. 

These can be accessed by FTP and the World Wide Web for no charge. Assistance with 

the data may be obtained by contacting:

National Survey of Families and Households

Center for Demography

University of Wisconsin

1180 Observation Drive, Room 4412

Madison, WI 53706-1393

Phone: (608) 262-1537

Fax: (608) 262-8400

Email: nsfhhelp@ssc.wisc.edu

For additional information about the survey online:

http://www.ssc.wisc.edu/nsfh/home.htm
37

TITLE

Panel Survey of Income Dynamics, Child Development Supplement 

PURPOSE

The purpose of the Panel Survey of Income Dynamics (PSID) is to gather data on a broad

variety on the dynamic aspects of economic and demographic behavior and social issues. The 

Child Development Supplement is meant to provide researchers with a comprehensive, 

nationally representative, and longitudinal data base of children and their families. 

SPONSORSHIP

Major funding for the Panel Study of Income Dynamics comes from the National Science 

Foundation. Additional support comes from the Office of the Assistant Secretary for 

Planning and Evaluation, Department of Health and Human Services, the Department of 

Labor, the National Institute on Aging, the Office of Economic Opportunity, and the National 

Institute of Child Health and Human Development. Funding for the Child Development 

Supplement is primarily from the National Institute of Child Health and Human 

Development (NICHD) and its additional funds are provided by the William T. Grant 

Foundation, the Annie E. Casey Foundation, the U.S. Department of Agriculture, and the 

U.S. Department of Education.

DESIGN

The original Panel Study of Income Dynamics sample consisted of two independent samples. 

The first an equal probability cross-sectional national sample of 3,000 drawn by the 

University of Michigan’s Survey Research Center, and the second is a sample of 2,000 lowincome families drawn from the Survey of Economic Opportunity conducted by the Census 

Bureau. I think we need to state when this began.

This longitudinal study re-interviews the same individuals each year, following them through 

their life cycle. The study includes new family members as the individuals marry and have 

children. The survey collects data on all household members, but focuses primarily on the 

heads of household. The sample has grown to include information on 50,000 individuals 

spanning as much as 28 years of their lives. In 1997, the Child Development Supplement 

collected data on 0-12 year old children from a variety of sources, including parents, teachers, 

and the children themselves. There are approximately 2,500 families who participated in the 

research, and participants who are selected have been involved in at least one panel of Income 

Dynamics study. In 2002-2003, families were re-contacted if they had participated in the 

first Child Development Supplement and were in a PSID panel in 2001. The PSID was 

originally collected in face-to-face interviews using paper questionnaires. It then moved to 

computer assisted telephone interviewing in 1993.

PERIODICITY

The Panel Study of Income Dynamics has been conducted every year, since 1968. The first 

wave of the Child Development Supplement was fielded in 1997, the second wave occurred 

in 2002 and 2003, and a third wave occurred in 2007.
38

CONTENT

The focus of the Panel Study of Income Dynamics is on economic and demographic 

information, including items such as income sources and amounts, employment, family 

composition changes, and demographic events. The Child Development Supplement serves 

to enhance the PSID by obtaining detailed data on items not generally included in the main 

database. The data supports studies of ways in which time, money, parenting and teaching 

styles, divorce, unemployment, etc. influence and affect children’s development cognitively, 

emotionally, and physically, and how this is buffered by family, school, and community.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

Although there have been 31 data collections for the main database since 1968, the Child 

Development Supplement was first conducted in 1997. A second wave occurred between 

2002 and 2003, and a third wave was conducted in 2007. 

The substantive focus of the supplement is on school age children’s academic achievement 

and cognitive ability, social and emotional well being, and health. Thus, the study cannot 

provide information on topics covered by the ECPP, nor does it provide information on 

educational activities in the home.

AVAILABILITY

Current data is available and can be downloaded from the Panel Study of Income Dynamics 

web site at:

http://www.isr.umich.edu/src/psid

For information and inquires about the study, contact

PSID Staff

The Panel Study of Income Dynamics

Institute for Social Research

PO Box 1248

Ann Arbor, MI 48106-1248

Phone: (734) 763-5166

Fax: (734) 647-4575

Email: psidhelp@isr.umich.edu
39

TITLE

Partnership Impact Research Project

PURPOSE

The Partnership Impact Research Project was a three-year study designed to assess the nature 

of early education partnerships among Head Start, pre-kindergarten (pre-k), child care, and 

early care and education programs and their influence on child care quality and access to 

services. During the longitudinal study, original data collection was used to learn about 

the accessibility of services for parents whose children attended a child care center. 

SPONSORSHIP

Funding for the Partnership Impact Research Project was provided by the Child Care Bureau 

of the Administration for Children and Families of the U.S. Department of Health and Human 

Services. The study was conducted by the Education Development Center.

DESIGN

Year one of the study focused on a qualitative analysis to explain partnership approaches 

at the state and local levels and involved two case studies, one at the state level and one at 

the provider level. In years two and three of the study, parents whose children attended the 

child care centers being studied were interviewed about their opinions regarding the quality 

of care their child received. A total of 1,691 parents responded to the survey. The sample 

was derived from a convenience sample selected to ensure a broad range of perspectives and 

to ensure methodological soundness. It used a mixed-mode approach combining mail 

questionnaires, telephone interviews, and face-to-face interviews.

PERIODICITY

The Partnership Impact Research Project was conducted once between 2001 to 2004.

CONTENT

The parent survey of the Partnership Impact Research Project included measures on 

parents’ views of the child care center their child attended. It provides information about 

the population being served through child care centers, including home/school connection, 

how a parent views the classroom and the care being provided by the center, and the 

services available to both the child and parent through the center.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

While the Partnership Impact Research Project includes measures relevant to the content of 

the ECPP, it is not nationally representative and does not include multiple data collection 

periods so that change over time can be measured.

AVAILABILITY
40

Current data is available and can be downloaded from the Inter-University Consortium for 

Political and Social Research:

http://www.icpsr.umich.edu/cocoon/ICPSR/STUDY/04298.xml

For information and inquires about the study, contact

Diane Schilder

Senior Research Associate

Center for Children and Families

55 Chapel St.

Newton, MA 02458

Phone: (617) 969-7100
41

TITLE

Survey of Income and Program Participation– Child Care Topical Component

PURPOSE

The Survey of Income and Program Participation (SIPP) is a multipanel longitudinal survey 

of adults, measuring their economic and demographic characteristics over a period of 2 1/2 

years. The Child Care Topical Module of SIPP is designed to establish an ongoing database 

of child care statistics at the national level.

SPONSORSHIP

The topical module is funded and conducted by the U.S. Bureau of the Census. An Advisory 

Panel with representatives from selected Federal agencies oversees the questionnaire design 

and decides the frequency of interviewing.

DESIGN

The SIPP survey is based on a multistage stratified sample of the non-institutional resident 

population of the U.S. The survey universe includes persons living in households plus those 

persons living in group quarters such as dormitories and rooming houses. The first stage of 

sampling involves the definition of primary sampling units (PSUs), which are counties or 

groups of counties. Those with similar key socioeconomic characteristics are grouped 

together into strata and one sample PSU is selected from each stratum. The PSUs used for 

SIPP are a subsample of those used in the Current Population Survey (CPS). The second 

stage of sampling is the selection of households. To arrive at this sample, geographic units 

called "enumeration districts" (EDs), with an average of 350 housing units, are sampled from 

each PSU. Within each selected ED, two or four living quarters or “ultimate sampling units,” 

are systematically selected.

The topical module on child care is asked of respondents who are the designated parents or 

guardians of children under 15 who are living in the sampled household. In the first 

administration of the module (1984 panel, wave 5), the respondents (usually mothers) had to 

be employed outside the home. In subsequent panels, the respondents were either working 

or enrolled in school. Computer-assisted interviewing is used to collect the data. The 

questions asked of respondents in each panel pertain only to the three youngest children 

living in the household under 15 years of age. Child care data concerning approximately 

5,400 children have been collected at each time of administration.

PERIODICITY

The first SIPP panel began in 1984 and a new panel has been introduced in February of each 

year. For each panel, the child care module has been administered in at least one wave of the 

survey. Each wave of interviewing is consecutive and lasts 4 months: Wave 1 begins in 

February and ends in May; Wave 2 begins in June and ends in September, etc. Each 

household in a panel is interviewed once each wave, so that each household is interviewed 

once every 4 months over a period of 3 years. The child care module was administered for 

each panel as follows: 1984 panel, wave 5; 1985 panel, wave 6; 1986 panel, waves 3 and 6; 

1987 panel, waves 3 and 6; 1988 panel, waves 3 and 6; 1989 panel, wave 3; 1990 panel, wave 

3; 1991 panel, wave 3; 1992 panel, waves 6 and 9; 1993 panel, waves 3 and 6; 1996 panel 
42

wave 4; 2001 panel, wave 4; and 2004 panel waves 4 and 8. The child care module is 

currently being designed for a future administration of SIPP.

CONTENT

The SIPP child care module obtains basic information on child care arrangements for 

children during the time when respondents are working or are in school. Questions 

specifically concern the month prior to the interview. For each of the three youngest children, 

the respondent is asked about the main type of arrangement used (that is, the one where the 

child was cared for during most of the hours that the respondent worked or was in class), 

when the child was usually cared for under the arrangement, and the number of hours per 

week the child usually spent in the arrangement. Information about the type and location of 

the second major type of arrangement is also gathered. Respondents are then asked about 

the total cost of child care arrangements in a typical week, and whether they have made any 

noncash payments. They are also asked if either they or their spouses have lost time from 

work because the person responsible for taking care of their children was not available.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

Up to 1996, the SIPP data regarding child care were not representative of all children. Until 

that time, the SIPP child care module was administered only when the respondent (usually 

the mother) was employed or in school. Also, arrangements made by families in which the 

mother is at home are not considered in SIPP, and the care arrangements discussed are only 

those that overlap the mother’s hours of employment or school, rather than any nonparental 

care arrangements. Also, fathers are included among child care providers in the SIPP, so the 

concept used is different than the nonparental child care concept in the ECCP. Further, while 

SIPP includes information on child care, the survey does not collect information on any other 

topics that are proposed for the ECPP survey. 

AVAILABILITY

For substantive questions on the child care topical module, contact:

Lynda Laughlin

U.S. Bureau of the Census

4600 Silver Hill Road

Washington, DC 20233

301-763-2422 

hhes.sipp.survey@census.gov

For information on the SIPP Child Care module and data access, visit the web site:

http://www.sipp.census.gov/sipp/sipphome.htm
43

TITLE

Survey of Program Dynamics (SPD)

PURPOSE

The Survey of Program Dynamics was created to assess how the Personal Responsibility 

and Work Opportunity Reconciliation Act of 1996 impacted household that were 

previously interviewed in the 1992 and 1993 Survey of Income and Program Participation 

(SIPP) panels. The SPD will simultaneously describe the full range of state welfare 

programs along with social, economic, demographic and family changes that will help or 

limit the effectiveness of the reforms.

SPONSORSHIP

The SPD was ordered by Congress in 1996 and was been implemented by the U.S. Census 

Bureau.

DESIGN

The SPD is based on the 1992 and 1993 SIPP panels, which was a multistage, stratified 

sample of the U.S. noninstitutionalized, civilian population. In addition to core questions on 

children’s school enrollment, participation in nonparental care, and enrichment activities, the 

1999 SPD included a series of questions designed to measure child well-being. For the 1999 

SPD, Census Bureau representatives conducted in-person interviews at 16,659 eligible 

households.

PERIODICITY

The SPD was conducted yearly between 1997 and 2002, and was intended to create a 10-

year longitudinal database consisting of information collected in the 1992 administration of 

SIPP through the 2002 administration of SPD. The 1999 survey had a series of questions on 

child well-being.

CONTENT

The content of the SPD between 1997 and 2002 includes questions on the economic, 

demographic, and social characteristics of those interviewed. Information about children 

is also collected, including their school enrollment and enrichment activities, disability, 

health care, child care arrangements, contact with an absent parent, and payment of child 

support on their behalf. In 1999, the SPD included additional questions on children’s 

extended measures of well-being, positive behavior/social competence, and conflict 

between parents.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The SPD contains information directly related to the topics scheduled to be covered in the 

ECPP. However, the data are relatively old and there are no current plans for future 

administrations of the SPD.
44

AVAILABILITY

For more information on the SPD, including data files and publications, please visit:

http://www.census.gov/spd/

Email: dsd.survey.of.program.dynamics@census.gov
45

TITLE

Women’s Employment Study

PURPOSE

The Women’s Employment Study was a five-wave panel study of mothers who were current 

or former welfare recipients in an urban county in Michigan. The study examined barriers 

to employment among welfare mothers. Its purpose was to identify the key factors that 

enable welfare recipients to remain employed and enable social service providers to better 

assess client needs and design targeted short-term and long-term service program 

components

SPONSORSHIP

The Women’s Employment Study was funded by the Charles Stewart Mott Foundation, the 

Joyce Foundation, the John D. and Catherine T. MacArthur Foundation, the National Institute 

of Child Health and Development, and the National Institute of Mental health. It was carried 

out by the University of Michigan’s Survey Research Center.

DESIGN

The Women’s Employment Study was a random sample of 753 single mothers on welfare 

who lived in an urban Michigan area. To be eligible for the study, the women had to be U.S. 

citizens, and white (non-Hispanic) or African-American. In-person interviews were 

conducted on a comprehensive set of barriers to employment, such as schooling, work 

experience, work readiness, job skills and credentials, experiences of employment 

discrimination and harassment, physical and mental health status, alcohol and drug use, 

family stresses including child well-being, experiences of domestic violence, and 

experiences in welfare-to work services and training programs. Questions such as the 

extent and prevalence of multiple barriers to work and co-morbidity among barriers, which 

barriers or combinations reduce wage growth, how barriers change as work and welfare 

status changes, and how barriers and welfare-to-work program participation are related, 

were also examined.

PERIODICITY

The first wave of the study was conducted in 1997, and subsequent follow-ups were 

conducted in 1998, 1999, 2001, and 2003.

CONTENT

The Women’s Employment Study analyzed the ways in which labor market, mental health, 

physical health, and family problems affect a woman’s ability to obtain and retain 

employment over time. Content related to child care included child care as a barrier to 

employment, number of current child care arrangements, type of child care used, and 

satisfaction with and concerns about care.
46

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The Women’s Employment Study contains topics directly related to those covered in the 

ECPP. However, the small sample size and limited sample population does not allow for the 

estimates produced by the data to be generalized to the general population.

AVAILABILITY

For more information on the Women’s Employment Study, please contact:

Sheldon Danziger

University of Michigan

540 E. Liberty St.

Suite 202

Ann Arbor, MI 48502

Phone: (734) 998-8505

Email: sheldond@umich.edu

http://www.fordschool.umich.edu/research/poverty/wes/

http://www.researchforum.org/project_general_100.html
47

PARENT AND FAMILY INVOLVEMENT IN EDUCATION (PFI)
48

This page is intentionally blank.
49

TITLE

National Longitudinal Survey of Youth 1979 Children and Young Adults Survey

PURPOSE

The National Longitudinal Survey of Youth 1979 (NLSY79) is a multi-purpose panel 

survey which began with a nationally representative sample of over 12,000 men and 

women who were between the ages of 14 and 22 years of age on December 31, 1978. Its 

main purpose is to follow labor force activities. 

A separate survey, the NLSY79 Children and Young Adults, began in 1986 as an offshoot 

of the NLSY79 to collect information on all children born to NLSY79 female respondents. 

The purpose of the survey includes making assessments of each child's development and 

obtaining other demographic information. This data includes information on child-parent 

interaction, attitudes toward schooling and health and substance use. For children age 15 

and older, data is collected on schooling, training, work experiences, health, and dating.

SPONSORSHIP

The National Longitudinal Survey of Youth (NLSY) is sponsored by the Bureau of Labor 

Statistics, U.S. Department of Labor

DESIGN

For the sampling of NLSY79, a group of housing units was selected based on a stratified 

multistage area probability sampling method in order to accurately reflect different 

characteristics of the population such as race, income, and region. Then screener surveys 

used to select eligible interviewees were administered in person at sampled households.

Computer-assisted personal interviews (CAPI) are conducted in-person by an interviewer 

except for self-administered surveys. Most of the female respondents were between the 

ages of 43 to 51 in 2008. 

For the NLSY79 Children and Young Adults survey, many of the assessments and much 

of the supplemental information have been collected from the child's mother if children are 

younger than 10. For children aged 10 and older, information has been collected from the 

children. 

PERIODICITY

Participants in the NLSY79 were interviewed annually from 1979 through 1994 and are

currently interviewed on a biennial basis.

The NLSY79 Children and Young Adults survey was initiated in 1986. For children aged 

10 and older, information has been collected biennially from the children since 1988. Since 

1994, children aged 15 and older information have completed more extensive interviews 

biennially.

The main focus of NLSY79 is to collect information on labor force activities. It contains 

detailed information on work history and job characteristics such as hours worked, 

earnings, occupation, industry, and benefits. The strength of the data is that some 
50

information such as work history, marital status, fertility and participation in government 

assistance programs, are collected in an event history format reporting the beginning and 

ending dates of different life events. The survey also includes questions on educational 

attainment, training, income, health conditions, workplace injuries, alcohol and substance 

abuse, and sexual activity. 

For the NLSY79 Children and Young Adults survey, child demographics, family 

background characteristics, and a health history and information on the child’s home 

environment have been collected from the mother for children that were younger than 10 

years old. Children aged 10 and older are assessed on child-parent interaction, and attitudes 

on topics such as schooling, dating patterns, and health. For children aged 15 and older, a 

child interview is conducted that includes attitudes towards schooling, training, work, 

health and dating. A self-reported confidential supplement is also administered to gather 

information regarding parent-child conflict, participation in delinquent or criminal 

activities and use of controlled and uncontrolled substances.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

Similar to the PFI, the NLSY79 Children and Young Adults survey covers a wide range of 

topics related to child parent interaction and the child’s environment. However, it covers a 

much broader range of topics not restricted to education, and less detail on educational 

involvement than the PFI. The biennial sample of children is approximately half that 

anticipated for the PFI. Furthermore, later rounds of the survey include a greater proportion 

of older children in the sample since the mothers have been reaching the end of their 

childbearing years. As a result, it is possible that the younger children are more likely to 

belong to middle class families where women have children at later ages. Therefore, 

comparisons of children of different ages need to be done cautiously. Since it is a 

longitudinal survey, the NLSY does not provide trend data on parent and family 

involvement like the PFI.

AVAILABILITY

For more information on Children of the National Longitudinal Survey of Youth 

concerning data and documentation, contact the following

NLS Users Services

Center for Human Resources Research (CHRR)

921 Chatham Lane, Suite 100

Columbus, OH 43221-2418 USA

Phone: (614) 442-7366

Fax: (614) 442 7329

Email: usersvc@postoffice.chrr.ohio-state.edu

http://www.bls.gov/nls/nlsy79ch.htm

http://www.nlsinfo.org
51

Data from the Child and Young Adult survey are available as a free download online at

the following web site:

http://www.bls.gov/nls
52

TITLE 

National Longitudinal Survey of Youth 1997 Cohort

PURPOSE

The purpose of the National Longitudinal Survey of Youth 1997 Cohort (NLSY97) is to 

collect information on the processes of moving from school to work among youth in the 

U.S. and to identify strengths and weaknesses in these processes. A particular goal is to 

identify the causes of difficulties some youths have in making the school-to-work 

transition. It collects extensive information about youths' labor market behavior and 

educational experiences over time.

SPONSORSHIP

The NLSY97 is sponsored by the Bureau of Labor Statistics.

DESIGN

The sample for the NLSY97 includes about 9,000 youth that were age 12 to 16 years old 

as of December 31, 1996. These youth were representative of a national sample of U.S. 

residents in 1997 who were born between 1980 and 1984. Over 75,000 households were 

screened in 147 primary sampling units (i.e., a metropolitan area, nonmetropolitan area, a 

single county or group of counties). In addition to the cross-sectional sample, oversamples 

of black and Hispanic youth were included. 

During Round 1 of the survey, which took place in 1997, both the eligible youth and one 

of that youth's parents completed hour-long in-person interviews in the youth's home using 

Computer-Assisted Personal Interview (CAPI) methods. Youth also completed a selfadministered survey that contained potentially sensitive questions. In addition, during the 

screening process, an extensive two-part questionnaire was administered that listed and 

gathered demographic information on members of the youth's household and on his or her 

immediate family members living elsewhere. 

PERIODICITY

The data collection for the NLSY97 started in 1997. Follow-up interviews with youths 

have been conducted yearly. 

CONTENT

The study collects information annually about youths' educational and employment 

experiences. Data on employment include employment status, characteristics of their jobs, 

work-related training, school-to-work program and their labor market behavior. 

Educational data include youths' performance on standardized tests, course of study, 

transcripts, and the timing and types of degrees although the transcript information has 

missing data. Additionally, the NLSY97 contains information on many other topics such 

as youths' relationships with parents, contact with absent parents, marital and fertility 

histories, dating, sexual activity, onset of puberty, training, participation in government 

assistance programs, expectations, time use, criminal behavior, and alcohol and drug use. 
53

Certain areas of the survey that are potentially sensitive, such as sexual activity and 

criminal behavior, comprise the self-administered portion of the interview.

The first round of the NLSY97 contains a parent questionnaire that generates information 

about the youths' family background and history. Information in the parent questionnaire 

includes: parents' marital and employment histories, relationship with spouse or partner, 

ethnic and religious background, health (parents and child), household income and assets, 

participation in government assistance programs, youths' early child-care arrangements, 

custody arrangement for youth, child's school history and parent expectations about the 

youth. 

LIMITATIONS RELATIVE TO THE GOALS OF NHES

Although the survey includes factors that have been found to affect educational outcomes 

such as the quality of parent-child relationships, family stability and structure, and parental 

marital quality, the coverage of the topics directly related to the PFI is limited because of 

its substantive focus on “school-to-work” issues. The age range of students included is 

also limited relative to students included in NHES. Additionally, since it is a longitudinal 

survey, the NLSY does not provide trend data on parent and family involvement like the 

PFI.

AVAILABILITY

For more information on the National Longitudinal Survey of Youth 1997 concerning 

data and documentation, contact:

U.S. Bureau of Labor Statistics

National Longitudinal Survey Program

Employment Research and Program Development

Suite 4945

2 Massachusetts Ave., NE

Washington, DC 20212-0001

Telephone: (202) 691-7410

Fax: (202) 691-7425

Email: nls_info@bls.gov

For general information on the NLSY online:

http://www.bls.gov/nls/nlsy97.htm
54

TITLE 

The Early Childhood Longitudinal Study—Kindergarten Cohort

PURPOSE

The Early Childhood Longitudinal Study—Kindergarten Cohort (ECLS-K) has two 

purposes: descriptive and analytic. It provides descriptive data on a national basis of 

children’s status at entry into school, their transition into school, and their progression 

through eighth grade. This data set enables researchers to study how a wide range of 

family, school, community, and individual variables affect early success in school.

SPONSORSHIP

ECLS-K is sponsored by the U.S. Department of Education, the U.S. Department of Health 

and Human Services, and the U.S. Department of Agriculture.

DESIGN

A nationally representative sample of approximately 22,000 children enrolled in about 

1,000 kindergarten programs during the 1998-99 school year was selected for participation 

in the study. ECLS-K used a multi-stage sampling method. The primary sampling units 

were geographic areas (i.e., a group of counties) and the second-stage units were schools 

that were selected based on the 1995-96 CCD Public School Universe File. The sample is 

designed to support separate estimates of public and private school kindergartners; black, 

Hispanic, white, and Asian children; and children by socioeconomic status. Data were 

collected from the individual child, the child’s parents/guardians, teachers, and school 

using mixed modes. Measures of a child’s cognitive skills are obtained through a one-onone assessment of the child, conducted at the child’s school. Additional information was 

collected from telephone interviews conducted with the parent each time children were 

assessed. If a parent did not have a telephone, an in-person interview was conducted. 

Teachers completed self-administered questionnaires each time children were assessed 

(with the exception of the fall of first grade). School administrators, principals, and 

headmasters were asked to complete self-administered questionnaires during each of the 

spring data collections. 

PERIODICITY

Data on the kindergarten cohort were collected twice during the base year of the study--

once during the beginning and once near the end of the school year. In the fall of the 1999-

2000 school year, when most of the cohort moved to the first grade, data were collected 

from a 30 percent subsample of the cohort. In the spring of first grade, data were once 

again collected from the entire sample, their parents, teachers, and school administrators. 

In 2002 (third grade year), 2004 (fifth grade year), and 2007 (eighth grade year) child 

assessments were conducted and parent, teacher and school administrators completed 

interviews in the spring.

CONTENT

The main components of the child assessment focus on the child’s physical and 

psychomotor development, social and emotional development, and cognitive development 
55

in reading, arithmetic, and general knowledge. Characteristic of the children, their 

families, their schools, kindergarten programs, and classrooms are collected to examine the 

status of children at entry into kindergarten, the expectations of schools about what skills, 

behaviors and attributes are necessary, and how children fare in the new environment. 

Another set of issues looks at the family and community in which children live by focusing 

on the resources of the family, the home environment, and the community within which 

the schools must operate. The study also examines the roles that parents and families play 

in preparing for and supporting their children’s education and how families, schools, and 

communities interact to support children’s education. In particular, the Parental 

Involvement section includes a series of questions about the types of school activities 

parents attended, barriers to participating such activities as well as school choice. 

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The ECLS-K contains many items from prior NHES parent interviews that will likely be a 

part of the upcoming PFI. Both studies are interested in examining the role of the home 

environment and parent involvement in children’s outcomes. The sample for the ECLS-K 

consists of a single cohort of children in kindergarten through the eighth grade, whereas 

the PFI survey will include a much wider grade range. The PFI will allow for research to 

be conducted on changes in levels of parent involvement from kindergarten to the 12th

grade. The PFI will also allow for information on the home environment to be collected 

for children who are home-schooled (ECLS-K is limited to children enrolled in a school at 

the time of the initial data collection. Those who were home-schooled at later rounds were 

marked as 'inapplicable' for school related questions). 

AVAILABILITY

Data and documentation for the kindergarten, first grade, third grade, and fifth grade years, 

as well as three longitudinal data files (kindergarten through first grade, kindergarten through 

third grade, and kindergarten through fifth grade) are available via CD-ROM from the 

National Center for Education Statistics.

The web site for ECLS-K is:

http://nces.ed.gov/ecls/Kindergarten.asp

For more information on this survey, contact

Chris Chapman

National Center for Education Statistics

1990 K Street, NW

Room 9042

Washington, DC 20006

(202) 502-7414

Email: Chris.Chapman@ed.gov
56

TITLE

The Early Childhood Longitudinal Study—Kindergarten Cohort of 2010-11

PURPOSE

The Early Childhood Longitudinal Study—Kindergarten Cohort of 2010-11 (ECLS-K:11) 

will provide data on a national basis of children’s status at entry into school, their transition 

into school, and their progression through fifth grade. This data set enables researchers to 

study how a wide range of family, school, community, and individual variables affect early 

success in school.

SPONSORSHIP

ECLS-K:11 is sponsored by the U.S. Department of Education, the U.S. Department of 

Health and Human Services, and the U.S. Department of Agriculture.

DESIGN

The ECLS-K:11 will survey a nationally representative sample of children attending both 

full-day and part-day kindergarten in either public or private schools in 2010-2011. 

Children's parents, teachers, schools and providers will also provide information on 

children's cognitive, social, emotional, and physical development.

Trained field staff will conduct direct assessment of children in their schools and telephone 

interviews with their parents. Teachers and school administrators will be contacted and 

asked to complete questionnaires. Before- and after-school care providers will also be 

interviewed. 

PERIODICITY

Data collections are currently planned to occur in the fall and the spring of kindergarten 

(2010-2011), the spring of 1st grade (2012), the spring of 2nd grade (2013), the spring of 

3rd grade (2014), the spring of 4th grade (2015), and the spring of 5th grade (2016). Prior 

to the base year collection of the ECLS-K:11, a field test will be conducted with children 

and their teachers for the development of new survey items.

CONTENT

In addition to data on children's cognitive, social, emotional, and physical development, 

the data will also include information on children's home environment, home educational 

activities, school environment, classroom environment, classroom curriculum, teacher 

qualifications, and before- and after-school care.

The ECLS-K:11 will differ from the previous ECLS studies in that it provides data 

relevant to emerging policy-related issues such as No Child Left Behind legislation, 

increasing school choice, and a rise in English language learners. ECLS-K:11 together 

with the original ECLS-K will allow comparisons between two cohorts experiencing 

different political, educational, social and demographic environments. 
57

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The ECLS-K:11 Parent Interview will contain some items on family involvement that will 

likely be a part of the PFI interview. The studies share an interest in children’s 

developmental status at school entry and early school experiences and their home activities 

with parents. In particular, the test fielding of the new questions updated to more recent 

educational issues such as school choice would provide useful information for the PFI. The 

PFI survey will provide data on a nationally representative sample of children enrolled in 

kindergarten through 12th grade, in regular school or homeschool, whereas the ECLS-K is 

limited to a single cohort of children who are going to be kindergartners in 2010-2011. 

AVAILABILITY

Data and reports are not yet available. 

The web site for ECLS-K is:

http://nces.ed.gov/ecls/Kindergarten2010.asp

For general information on this survey, contact

Chris Chapman

National Center for Education Statistics

1990 K Street, NW

Room 9042

Washington, DC 20006

(202) 502-7414

Email: Chris.Chapman@ed.gov

Or, 

Gail M. Mulligan

Project Officer, ECLS-K:11

National Center for Education Statistics

1990 K Street, NW

Room 9086

Washington, DC 20006

(202) 502-7491

Email: Gail.Mulligan@ed.gov
58

TITLE

Educational Longitudinal Study of 2002

PURPOSE

This study monitors the transition of a national sample of tenth graders as they move 

through high school and on to postsecondary education or enter the work force.

SPONSORSHIP

The National Center for Education Statistics sponsors the project.

DESIGN

The Educational Longitudinal Study of 2002 is comprised of three waves of data collection. 

A baseline survey (Wave 1) was conducted in the spring of 2002 and follow-up surveys 

were conducted in 2004 (Wave 2) and 2006 (Wave 3). This longitudinal study reinterviews the same individuals each wave. Future waves of data collection are planned 

for either 2010 or 2012. 

In Wave 1, the sample size consisted of over 15,000 high school sophomore students and 

their parents, approximately 10,000 teachers, 750 principals, librarians and survey 

administrators. Sophomores completed cognitive tests in reading and math and one parent 

was surveyed for each student. Questionnaires were also completed by English and math 

teachers.

Schools were selected first, and then tenth-grade students were randomly selected within 

each school. Oversampling occurred for some population groups, i.e. Asian Americans so 

that comparisons would be valid between African Americans, Asians, Hispanics and 

whites.

In Wave 2, most sampled students were seniors, however some students were in other 

grades or had dropped out of school. The same 750 schools were sampled, with separate 

follow-ups for dropouts and a sample of transfer students. High school transcripts and 

school records for grades 9-12 were also examined.

In Wave 3, follow-up interviews were conducted using multiple modes such as web-based 

self-administered interviews, CATI (computer-assisted) telephone or personal interviews. 

Many cohort members were either receiving post-secondary education or employed. 

PERIODICITY

A representative sample of sophomore high school students was surveyed in 2002. A 

sample of the original respondents was reinterviewed through a follow-up in 2004 and 

2006. One additional follow-up is scheduled for 2010.

CONTENT

The study focused on identifying school attributes that determine achievement, parent and 

community involvement in student achievement and factors influencing students to 
59

dropout of school. Cognitive growth is assessed along with the issue of access to 

educational programs. The transition of students from high school to work or postsecondary education was also examined. The additional follow-up will provide students’ 

later outcomes such as attainment in higher education and their transition to employment.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

Data from the Educational Longitudinal Study of 2002 focuses on a cohort of secondary 

students, while the PFI measures changes in educational issues over time among crosssections of children from enrolled in kindergarten through 12th grade.

AVAILABILITY

Additional information summarizing the study and the survey instruments is available on 

the following web site:

http://www.nces.ed.gov/surveys/els2002

For more information on this survey, contact

John G. Wirt

National Center for Education Statistics

1990 K Street, NW

Room 9028

Washington, DC 20006

(202) 502-7478

Email: John.Wirt@ed.gov
60

TITLE

Family Involvement in Education: A National Portrait

PURPOSE

The purpose of the study was to examine how schools, parents, and employers work together 

to improve education. 

SPONSORSHIP

The study was sponsored by the Partnership for Family Involvement in Education, the GTE

Foundation, and the U.S. Department of Education.

DESIGN

Respondents were drawn from the General Social Survey (GSS 1996), a nationally 

representative sample of households. The total GSS sample was 3,814; with 2,904 of these 

cases interviewed. From this number, the National Portrait sample was drawn. Respondents 

were selected if a child aged 5 –14 was in the household at the time of the interview, and if 

the screener did not indicate an adult other than the respondent as the child’s primary 

caretaker.

Data were collected in May and June 1997, through computer-assisted telephone 

interviewing (CATI). The eligible sample totaled 523. Of this number, 376 parents actually 

completed interviews, for a response rate of 71.5 percent.

PERIODICITY

Family Involvement in Education: A National Portrait was a one-time national study in 

1997; there are no plans for future administrations.

CONTENT

The study focused on the following areas: how parents feel about their opportunities to be 

involved in their children’s schooling, how schools encourage parental involvement in 

students’ learning, what additional educational resources parents value, and how and what 

schools communicate to parents about students’ learning. A portion of the study addressed 

before- and after-school arrangements and parents’ views on program quality and desirable 

program features.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

This survey contained many items that are relevant to the purposes of the PFI. However, 

the age range is not as wide as that planned for the PFI. In addition, the sample size for the 

study was much smaller than that of the PFI.
61

AVAILABILITY

For information on the Family Involvement in Education study, contact:

Adriana de Kanter

Department of Education

Office of the Secretary

400 Maryland Avenue, SW.

Room Number 6W312

Washington, DC 20202

(202) 401-0272
62

TITLE

Hand in Hand National Parent Survey 

PURPOSE

The survey was part of a larger initiative called "Hand in Hand: Parents, Schools,

Communities United for Kids," a national campaign to build and strengthen partnerships 

to improve the education of all children. The larger initiative has four major elements: a 

parents' survey to determine how parents perceive their roles and to examine parent 

involvement; an effort to increase public awareness through a national media campaign; 

work to encourage businesses to provide flex or paid leave policies so that employees can 

visit schools during the day; and participation in the Partnership for Family Involvement, 

a joint program of the U.S. Department of Education and the National Coalition for Parent 

Involvement in Education (NCPIE). Hand in Hand was developed as a response to Goal 8 

of the National Education Goals 2000. It was established to share information about 

programs that expect, value, and nurture the family and community role in children's 

learning.

SPONSORSHIP

Hand in Hand was funded by the Mattel Foundation and coordinated by the Institute for 

Educational Leadership. The study was conducted by Marttila & Kiley, Inc., a national 

research firm based in Boston, MA

DESIGN

The survey was conducted with 1,032 parents of primary-school children in grades K 

through 6. Group discussions among parents of children in the same grade levels were also 

conducted. 

PERIODICITY

This was a one time survey conducted between June 25 and July 9, 1995.

CONTENT

The study included items about parents' opinions about the importance of their involvement 

at home, at school, and with their children's schoolwork. Questions were also asked about 

school meeting attendance, the frequency with which parents spoke to teachers, 

involvement in homework, and barriers to involvement.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

This survey has many items that are relevant to the purposes of the PFI. However, the age 

range is not as wide as that planned for the PFI. In addition, the sample size for the study 

was much smaller than that of the PFI. Also, as the study was conducted only once in 

1995, it does not meet the NHES goal of measuring change over time.
63

AVAILABILITY

Information about the study is available at the web site:

http://www.mattel.com/about_us/Comm_Involvement/ci_mcf_hist1.asp
64

TITLE 

Head Start Family and Child Experiences Survey

PURPOSE

Head Start Family and Child Experiences Survey (FACES) is a national longitudinal study 

of the cognitive, social, emotional, and physical development of Head Start children; the 

characteristics, well-being, and accomplishments of families; the observed quality of Head 

Start classrooms; and the characteristics, needs and opinions of Head Start teachers. 

SPONSORSHIP

The FACES study is currently conducted by Mathematica Policy Research for the 

Commissioner’s Office of Research and Evaluation in the Administration on Children, 

Youth, and Families, DHHS.

DESIGN

The original cohort of FACES (1997) had six phases of data collection using personal 

interviews and in-person child assessments. FACES uses a multistage sample selection of 

(1) programs, (2) centers, (3) classrooms, and (4) children. The sampling frame of Head 

Start programs was created based on the Head Start Program Information Report (PIR). 

The first phase involved a spring 1997 field test in which approximately 2,400 children and 

parents were studied in a nationally stratified random sample of 40 Head Start programs. 

The second and third phases of FACES occurred in fall 1997 (Wave One) and spring 1998 

(Wave Two) when data were collected on a sample of 3,200 children and families in the 

same 40 Head Start programs. Spring 1998 data collection included assessments of both 

Head Start children completing the program and Head Start graduates completing 

kindergarten (kindergarten field test), as well as interviews with their parents and ratings 

by their kindergarten teachers. The fourth phase occurred in spring 1999 with data 

collection in the 40 Head Start programs, plus a kindergarten follow-up for children who 

completed Head Start in spring 1998. The fifth phase in spring 2000 completed the 

kindergarten follow-up for the children completing Head Start in spring 1999 and first 

graders who completed Head Start in 1998. The sixth phase in spring 2001 completed the 

first grade follow-up for the children who completed Head Start in spring 1999. An 

additional feature of FACES 1997 was the validation sub-study or embedded case study of 

a longitudinal sample of 120 randomly selected families from the larger FACES sample 

(three families from each of the 40 FACES sites were selected).

Four cohorts of FACES have been fielded to date – FACES 1997, 2000, 2003, and 2006. 

Each cohort has included a nationally representative sample of Head Start children and 

their families. The subsequent cohorts have followed a similar study design.

PERIODICITY

The study was launched in 1997, as described above. A new national cohort of FACES 

was launched in fall 2000, with a sample of 2,800 children entering Head Start and their 

families in 43 new Head Start programs. The 2000 study involved data collection in the 

fall and spring of the Head Start year, spring of the second Head Start year (for children 

who spent two years in Head Start), and spring of the children’s kindergarten year.. The 
65

data also includes information on their kindergarten enrollment in spring 2002 and spring 

2003. The third FACES cohort was launched in fall 2003 with a sample of 2,400 children 

entering Head Start and their families in 63 new Head Start programs. The 2003 study 

involved data collection in the fall and spring of the head Start year, spring of the second 

Head Start year (for children who spent two years in Head Start), and spring of the 

children’s kindergarten year. The fourth FACES cohort was launched in fall 2006 with a 

nationally representative sample of children entering Head Start and their families in 60 

new Head Start programs. The 2006 study is ongoing, and involves four rounds of data 

collection – fall and spring of children’s first Head Start year, spring of the second head 

Start year for children who were 3 years old at the time the sample was selected, and spring 

of the children’s kindergarten year.

CONTENT

The study’s main data components consist of three chronological parent interviews: the 

Head Start parent interview, the kindergarten parent interview, and the first grade parent 

interview. Each interview collects information on the family’s demographics, including 

employment and income, and home and neighborhood characteristics. The interviews also 

collect information regarding the child’s behavior and activities, caregiver, and disabilities. 

Other topics include: parent’s feelings and satisfaction level with Head Start, home safety, 

family health care, and community services. The first grade parent interview was excluded 

from the FACES 2000, 2003 and 2006 surveys.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The FACES questionnaires contain items about family involvement, many of which are 

similar to the PFI. The FACES sample is, however, limited to cohorts of children in 

preschool through the 1st grade and includes only those in Head Start programs. 

AVAILABILITY

For more information on the FACES study, contact:

Maria Woolverton

Office of Planning, Research and Evaluation

Administration for Children and Families

Division of Child and Family Development

370 L’Enfant Promenade SW

7

th Floor West

Washington, DC 20201

(202) 205-4039

Email: mwoolverton@acf.hhs.gov

The FACES datasets and reports are archived by Research Connections, a web-based 

clearinghouse the offers a collection of more than 10,000 resources from the many disciplines 

related to child care and early education. 
66

Its website is:

http://www.researchconnections.org

The FACES instruments can be obtained from:

http://www.acf.hhs.gov/programs/opre/hs/faces/index.html
67

TITLE

National Education Longitudinal Study of 1988

PURPOSE

The purpose of the National Educational Longitudinal Study of 1988 (NELS:88) is to provide 

information about transition periods between middle school and high school and from high 

school into postsecondary education or into the work force. 

SPONSORSHIP

The National Center for Education Statistics sponsors the National Education Longitudinal 

Study of 1988.

DESIGN

The NELS:88 was conducted in five waves. A baseline wave (Wave 1) was conducted in 

spring of 1988, a follow-up (Wave 2) was conducted in 1990 and other follow-ups were 

conducted in 1992 (Wave 3), 1994 (Wave 4) and in 2000 (Wave 5). Sampling for NELS 88 

was done using a list of all schools with 8th-grade. Schools were stratified based on the 

characteristics important to the survey's goals. A group of schools was selected from each 

stratum and a certain number of students were selected from each school. Self-administered 

surveys were conducted on school premises,

In Wave 1, the sample size consisted of approximately 24,600 eighth grade students in 1,052 

public, private and parochial schools. A state supplemental sample of 4,000 students was 

also added. Eighth graders completed questionnaires and cognitive test batteries in group 

sessions. A self-administered questionnaire was completed by parents, teachers, 

administrators and principals. 

In Wave 2, follow-up data from 96 percent of the student cohort in 1988 was obtained. Early 

dropouts (students leaving school before the end of tenth grade) and the transition of students 

to high school was monitored.

In Wave 3, the student sample consisted of about 25,000 students, 15,000 parents and 1,500 

school administrators. Wave 3 collected information regarding the transition to work or 

postsecondary education. 

In Wave 4, approximately 15,900 persons were sampled with an oversampling of Blacks, 

Asians, American-Indians, low-SES Whites and drop-outs. Parents, teachers and school 

administrators were not included in this follow-up. Information was collected through CATI 

telephone interviews, in-person and cognitive interviews.

Wave 5 focuses on what the cohort had accomplished since the baseline wave of 1988. Many 

of the students had completed their postsecondary education and were starting careers. 

Public-use data are now available for all waves. 
68

PERIODICITY

A nationally representative sample of eighth graders was surveyed in 1988. A sample of the 

original respondents was resurveyed through four follow-ups in 1990, 1992, 1994 and 2000. 

CONTENT

The student questionnaire included in this study covers a wide range of topics about 

transitions and outcomes that students experienced as they left middle or junior high school, 

passed through high school and entered post-secondary institutions or the work force. 

Students were asked questions about their experiences at home, in school and at work. Topics 

also included the process of dropping out of secondary school, how schools helped 

disadvantaged students, and the academic performance of minority students. Data was also 

gathered on neighborhood characteristics and the educational and occupational choices of 

these students. Students self-reported use of smoking, alcohol and drug use. High school 

and post-secondary transcripts provided information on course work and grades earned. 

Parent interviews included question school contacts and involvement in school activities. 

Parents were also asked about their child’s activities outside of school, their opinions about 

their child’s school, educational expectations for their child and their financial plans for 

child’s post secondary education.

During Waves 1, 2 and 3, achievement tests in reading, social studies, mathematics and 

science were administered when most students were eighth graders, sophomores or seniors. 

LIMITATIONS RELATIVE TO THE GOALS OF NHES

This study is based on a cohort of 8th grade respondents and their parents and teachers in 

1988, and therefore parents of children younger than 8th grade are excluded from the survey. 

NELS:88 suffered from a high rate of attrition and had a difficulty locating students after the 

base year as most of them entered high school. 

AVAILABILITY

A free copy of the NELS:88 public use data files and electronic codebook is available from 

the individual listed below:

Jeffrey A. Owings

National Center for Education Statistics

1990 K St NW

Washington, DC 20006

(202) 502-7423

Email: Jeffrey.Owings@ed.gov

To access information online: 

http://nces.ed.gov/surveys/nels88/index.asp
69

TITLE

The National Household Education Surveys Program, Parent and Family Involvement in Education 

Survey 

PURPOSE

The National Household Education Surveys Program (NHES) is a data collection system 

that is designed to address a wide range of education-related issues. It provides descriptive 

data on the educational activities of the U.S. population and offers policymakers, 

researchers, and educators a variety of statistics on the condition of education in the U.S. 

The Parent and Family Involvement in Education (PFI) survey has addressed multiple 

aspects of parent and family involvement, including family experiences with schools, 

schoolwork outside of school, and non-school family activities.

SPONSORSHIP

The National Center for Education Statistics sponsors the project, which is conducted by 

Westat.

DESIGN

NHES is a system of telephone surveys of the non-institutionalized civilian population of 

the United States. Households are selected for the survey using random digit dialing 

(RDD) methods. Each collection of NHES begins with a screening of a representative 

sample of households. Data are collected using computer-assisted telephone interviewing 

(CATI) procedures. In 1996, 20,792 interviews were completed for the Parent and 

Family Involvement in Education and Civic Involvement Survey and in 2003, 12,426 

interviews were conducted for the Parent and Family Involvement in Education Survey.

One of the goals of NHES is to produce reliable estimates of the characteristics of 

children's and adults' educational experiences for the total targeted population and for 

persons of different races and ethnicities. The NHES sample design over-samples 

minorities in order to increase the reliability of estimates for these groups.

PERIODICITY 

NHES has been conducted in the springs of 1991, 1993, 1995, 1996, 1999, 2001 2003, 

2005, and 2007. The PFI survey was initially conducted in 1996. Several parent 

involvement items were included in 1999. The most recent PFI surveys were conducted in 

2003 and 2007.

CONTENT

Parents and guardians answered questions about their children enrolled in kindergarten 

through 12th grade, up to age 20. Questions addressed family involvement, including the 

involvement of non-residential parents, in four areas: children's schooling, communication 

with teachers or other school personnel, children's homework and behavior, and activities 

with children outside of school. The survey also includes a few questions about school 

choice asking parents whether their child goes to an assigned school or a school of their 
70

choice and whether their school district provides such a choice. NHES is also one of the 

few national surveys that collects home school information. 

LIMITATIONS RELATIVE TO THE GOALS OF NHES

Because the primary purpose of NHES is to conduct repeated measurements of the same 

phenomena at different points in time, additional surveys are needed to compare the results 

over time.

AVAILABILITY

NHES data sets are available on CD-ROM from:

Christopher Chapman

NCES

Room 9086

1990 K Street NW

Washington, DC 20206-5456

(202) 502-7414

For more information on NHES, contact the NHES staff at:

NHES@ed.gov

To access NHES information online:

http://nces.ed.gov/nhes/
71

TITLE

National Institute of Child Health and Human Development Study of Early Child Care and Youth 

Development

PURPOSE

The purpose of the National Institute of Child Health and Human Development (NICHD)

Study of Early Child Care and Youth Development (SECC) is to examine how variations 

in child care relate to children’s development. The study also seeks to determine how 

differences in child care experiences relate to children’s social, emotional, intellectual, and 

language development, and to their physical growth and health.

SPONSORSHIP

The study is sponsored by the National Institute of Child Health and Human Development 

(NICHD).

DESIGN

The Study of Early Child Care and Youth Development is a longitudinal research project 

involving 10 study sites across the United States. The study focuses on the experiences of 

1,364 children, recruited at birth in 1991 from hospitals at the 10 data collection sites. The 

study was conducted in four phases. Phase I followed children from birth until age 3; Phase 

II followed 1,095 4 1⁄2 year olds into the first grade; Phase III followed 1,073 children 

through the fifth and sixth grades and Phase IV followed the children through the seventh, 

eighth, and ninth grades (the exact number is still being determined).

Multiple methods were used to collect data. Phase 1 data collection included videotaped 

behavioral observations of the sampled children at their homes, child care settings, visits 

to project research laboratories and child care center directors' telephone interviews/mailed 

questionnaire. In-person interviews were also obtained from parents and caregiver to gain 

additional information about the children. As the children moved into school age, data 

from Phases II and III have also been gathered from classroom visits by researchers. 

Children’s physical activity was monitored directly at third, fifth and sixth grades. 

PERIODICITY

The longitudinal study began in 1991 and the first phase which was made up of three month 

updates was completed in 1994. The second phase began in 1995, just before most of the 

children began kindergarten, and was completed in 1999 when all the children finished the 

first grade. The third phase began in 2000 when the children were in second grade and 

ended in 2006 when all the children finished sixth grade. The fourth phase began in 2005 

when the children were in seventh grade and was completed in 2007 when the children 

finished ninth grade.

CONTENT

Although the study primarily focuses on early child care, the influence of the family on 

children's development is also an important component of the study. Family characteristics 

measured in the study include the family’s economic situation, family structure (single 
72

parent vs. partnered parent), the mother’s education, her child rearing attitudes, the quality 

of mother-child interaction, and the extent to which the home environment contributed to 

the optimal development of children. These family characteristics were used to examine 

the role of the family in the child’s entry into child care, the quality of that care, and the 

number of care arrangements. A second area of the study delves into the association 

between child care and the mother-child relationship. A third component looks at the 

characteristics of child care and how it relates to the children’s cognitive and language 

development, as well as their behavior and self-control in the first 3 years. Later phases of 

the study allowed researchers to examine whether any of the effects of preschool child care 

continue into middle childhood. The third phase of the study also allowed researchers to 

examine the effect of family characteristics and the home environment on children's 

outcomes in middle childhood, and the fourth phase of the study allowed researchers to 

examine those effects on children’s outcomes in early adolescence.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The study does not focus on parent involvement in education, although it contains a limited 

number of items about on the topic. In addition, the sample for the study is based on ten 

study sites, and therefore, it does not provide a nationally representative sample of U. S. 

children as does the PFI. Also, the age range of the study is limited to early and middle 

childhood (9th grade), whereas the PFI will cover children from enrolled in kindergarten 

through the 12th grade.

AVAILABILITY

For information on the NICHD Study of Early Child Care and Youth Development, 

contact:

James A Griffin, Ph.D.

Deputy Branch Chief

NICHD Child Development and Behavior Branch

6100 Executive Blvd, Room 4B05D

Rockville, MD 20852

(301) 435-2307

Email: griffinj@mail.nih.gov

Study results, publications, and applications for the data from Phases I through III are 

available at the following website:

http://secc.rti.org/home.cfm

http://www.nichd.nih.gov/research/supported/seccyd.cfm
73

TITLE

The National Longitudinal Study of Adolescent Health

PURPOSE

The National Longitudinal Study of Adolescent Health (Add Health) is a school-based 

study of health-related behaviors of adolescents in grades 7-12. It was designed to explore 

the causes of those behaviors, with an emphasis on the influence of social context. 

SPONSORSHIP

The National Institute of Child Health and Human Development (NICHD) and 17 other 

federal agencies funded the Add Health study. Fieldwork was conducted by the National 

Opinion Research Center of the University of Chicago.

DESIGN

The primary sampling frame was a database collected by Quality Education Data, Inc. A 

sample of 80 pairs of eligible high schools and their corresponding junior high schools was 

selected. The In-School Questionnaire, a self-administered questionnaire formatted for 

optical scanning, was the primary instrument. It was administered to a nationally 

representative sample of students in grades 7-12 in during the 1994-95 school year. In each 

school, one 45- to 60-minute class period was devoted to completing the questionnaires. 

Data were also collected from school administrators. 

In addition to the school sample, an in-home sample was selected from the school rosters. 

Students in each school were stratified by grade and sex and about 17 students were 

randomly chosen from each stratum so that a total of approximately 200 adolescents were 

selected from each of the 80 pairs of schools. A total core sample of 12,105 adolescents 

was interviewed. Supplementary over-samples were drawn from certain ethnic groups. 

All respondents in the in-home sample were given the same interview. The majority of 

interviews was conducted in the respondents’ homes and took between one and two hours. 

All data were recorded on laptop computers. Students were also given the Add Health 

Picture Vocabulary Test, a computerized, abridged version of the Peabody Picture 

Vocabulary Test. Over 17,000 parents were also surveyed by an interviewer using a paperand-pencil instrument but only for the first wave.

PERIODICITY

There have been four waves of data collection. Wave I was conducted from September 

1994 through December 1995. Wave II was conducted from April 1996 through August 

1996. Wave III was collected from August 2001 through April 2002 when respondents 

were between 18 and 26 years old. Data collection for Wave IV was started in 2007, 6 

years after the third wave, when respondents are between 24 and 32 years old. In Wave I, 

data were collected from school administrators, adolescents at school and at home, and 

parents. In Wave II, data were collected from school administrators and adolescents at 

home. In Wave III, and IV, data were collected again from the adolescent cohort but not 

collected from school administrators
74

CONTENT

The Add Health survey and interview focused on forces that influence adolescents’ 

behavior, in particular those residing in the various contexts of their lives: families, 

friendships, romantic relationships, peer groups, schools, neighborhoods, and 

communities. The questionnaire included topics such as the social and demographic 

characteristics of respondents, the education and occupation of parents, household 

structure, at risk behaviors, expectations for the future, self-esteem, health status, 

friendships, and school-year extracurricular activities. 

The Parent Survey during the Wave I included questions on their education and 

employment, involvement in school activities, parent-adolescent communication and 

interaction, and their familiarity with the adolescent's friends and friends' parents.

Wave III of the study examined the transition between adolescence and adulthood by 

exploring choices that adolescents make (staying in school or dropping out, attending 

college or getting a job, etc.) Wave IV follows the cohort into their young adulthood 

allowing researchers to examine life trajectories of the cohort transitioning from adolescent 

to adulthood. Survey questions include educational transitions, economic status, physical 

and emotional health, behaviors and event history data on relationships and employment 

status. 

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The Add Health Study targeted a population of adolescents currently enrolled in either 

junior high or senior high school, thus the sample was not as broad as the PFI. Also, 

although the Add Health parent survey contained some items about parent involvement

with adolescents that may be similar to those in the PFI, it does not directly measure 

parent and family involvement in education to the same extent and it cannot provide trend 

data on parental involvement over time, since it is a longitudinal cohort and the parent 

survey was not conducted after Wave I.

AVAILABILITY

A full report summarizing the study can be viewed on the following web site:

http://www.cpc.unc.edu/projects/addhealth/

For more information or to obtain the public-use data, contact:

Sociometrics Corporation

170 State Street, Suite 260

Los Altos, California 94022-2812

Phone: (650) 949-3282

Fax: (650) 949-3299

Email: socio@socio.com
75

TITLE

The National Longitudinal Survey of Children and Youth (Canada)

PURPOSE

The National Longitudinal Survey of Children and Youth (NLSCY) is a long-term study

conducted to monitor the social, emotional and behavioral development and well being of 

Canada’s children as they grow from infancy to adulthood. The survey provides data for 

use in research on the impact factors in children’s development and their adjustment to 

school in Canada.

SPONSORSHIP

Human Resources and Social Development Canada and Statistics Canada conducted the 

survey in partnership.

DESIGN

The survey follows a representative sample of Canadian children, aged newborn to 11 

years, into adulthood, with data collection occurring at 2-year intervals. The initial sample 

was approximately 22,500 children, which was drawn from the Canadian Labor Force 

Survey’s sample of respondent households. The data are collected from several sources 

including parents, teachers, principals, and the children themselves. Most interviews are 

conducted by an interviewer using computer-assisted interviewing (CAI). 

PERIODICITY

This is a longitudinal study consisting of several longitudinal and cross-sectional samples. 

Cross-sectional weights are provided when an age cohort can be considered to be 

representative of a cross-sectional population. The study began 1994 and is ongoing with 

data collection occurring at two-year intervals covering children and youth till they are 25 

years of age. There have been seven cycles of data collection, in 1994-95, 1996-97, 1998-

99, 2000-01, 2002-03, 2004-05, and 2006-07.

CONTENT

The survey assesses the child, the family and community environment in which the child 

is living. Specific topics include family structure/demographics, family and custodial 

history, parent’s education, parenting styles, importance of good grades, school 

involvement, and expectations for the child. Child care and child care arrangements are 

also topics covered by the NLSCY.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The survey is conducted in Canada and therefore is not representative of people living in 

the United States. The study, unlike the PFI, is not directly designed to measure parent and 

family involvement in children’s education but focuses on child development instead.
76

AVAILABILITY

Information about the survey, including instruments and data files, can be found at the 

following website:

http://www.statcan.gc.ca/cgibin/imdb/p2SV.pl?Function=getSurvey&SDDS=4450&lang=en&db=imdb&adm=8&dis=

2

For further information about the National Longitudinal Survey of Children and Youth 

contact:

Statistics Canada

100 Tunney’s Pasture Driveway

Ottawa, Ontario

K1A 0T6
77

TITLE

The National Survey of America’s Families

PURPOSE

The National Survey of America’s Families (NSAF) is a survey of the economic, health, and 

social characteristics of children, adults under the age of 65, and their families. The survey 

pays particular attention to low-income families, reporting on important aspects about their 

lives and how they differ from the lives of children and adults in families with higher 

incomes.

SPONSORSHIP

The study was conducted by the Urban Institute and Child Trends, and sponsored by a 

number of private foundations. Westat conducted sampling and data collection for the study.

DESIGN

Sampling was done in a dual-frame design, with the main frame consisting of a random-digitdial telephone survey, and the supplemental frame of nontelephone households. The survey 

was conducted in three rounds. In round 1, in 1997, interviews were conducted with 75,437 

adults and about 34,439 children in 44,461 households. In round 2, in 1999, interviews were 

obtained for over 73,000 adults and almost 36,000 children in more than 42,000 households. 

In round three, in 2002, interviews were conducted for over 70,577 adults and 34,332 

children in over 43,000 households. Oversize samples were drawn in 13 states. The sample 

was representative of the civilian, noninstitutionalized population under age 65. A short 

screener interview was used to identify and sample households on the basis of age 

composition and household income. After the screener interview, telephone interviews were 

conducted using computer-assisted telephone interviewing (CATI). Interviews with 

respondents in nontelephone households were conducted using a cellular phone that was 

provided to them by the survey administrator to minimize the effects of different modes used 

for interviews, 

PERIODICITY

Cross-sectional data were obtained in three rounds: February to November 1997, February 

to October 1999 and February to October, 2002.

CONTENT

The survey contained several well-being measures having to do with economic security, 

health and health care, child’s education and cognitive and social development, child’s 

behavioral problems, and family and community environment. The survey was divided into 

the following topic areas: student status, parent/child/family interaction and education, 

household roster, child care, nonresidential parent/father, employment and earning, family 

income, welfare program participation, education and training, housing and economic 

hardship, and race and ethnicity.

LIMITATIONS RELATIVE TO THE GOALS OF NHES
78

Although the survey included some questions similar to those in the PFI, (e.g., items about 

child support, teen employment, the Children’s Health Insurance Program), it was not 

directly designed to measure parent and family involvement in education. Thus the questions 

about education and parent involvement are few and lack the depth of the PFI does.

AVAILABILITY

Current data are available and can be downloaded online:

http://newfederalism.urban.org/nsaf/

http://www.urban.org/center/anf/nsaf.cfm

http://newfederalism.urban.org/nsaf/

For more information, contact:

Tim Triplett

Survey Associate

Assessing the New Federalism

National Survey of America's Families

The Urban Institute

2100 M Street

Washington, DC 20037

(202) 261-5579

Email: ttriplet@ui.urban.org
79

TITLE

The National Survey of Parents of Public School Students 

PURPOSE

The purpose of this survey was to collect information on the views of parents of public 

school children regarding the importance of parental and federal involvement in education. 

The survey also collected information about parents who may qualify for Title 1 services.

SPONSORSHIP

Bennett, Petts, and Blumenthal conducted the survey for the National PTA.

DESIGN

The study was conducted as a national telephone survey among 800 adults who had at least 

one child in public school. Prior to interviewing, the sample was divided into two separate 

categories. The first was a national random sample of 600 adults. The second was a 

national random sample of 200 adults with a household income of $25,000 a year or less. 

These two samples were then combined and weighted to reflect the actual distribution of 

income for the nation’s population as a whole.

PERIODICITY

The study was conducted December 6-10, 1998. There are no plans at this time for further 

data collection.

CONTENT

The survey focused on the parents’ opinions about the role of parental involvement in 

education (level of importance, support of federal programs, being informed about school). 

Questions were also asked about their views of the role of federal government in education 

programs and the low-income families’ knowledge of Title 1 programs and services that 

may have been available to their child.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The National Survey of Parents of Public School Students measures only the opinions of 

the parents on the importance of involvement in education, not their levels of involvement 

within their children’s schools. Also the sample is limited to only parents of public school 

children, a narrower focus than the PFI. Because the survey was conducted only in 1995, 

it does not meet the NHES goal of monitoring change over time.
80

AVAILABILITY

For more information, contact:

PTA Office of Programs and Public Policy

1400 L Street, NW

Suite 300

Washington, DC 20005-9998

Phone: (202) 289-6790

Fax: (202) 289-6791
81

TITLE 

Panel Study of Income Dynamics, Child Development Supplement 

PURPOSE

The purpose of the Panel Study of Income Dynamics (PSID) is to gather data on a broad

variety of economic and demographic behavior and social issues. The Child Development 

Supplement is meant to provide researchers with a comprehensive, nationally representative, 

and longitudinal data base of children and their families. 

SPONSORSHIP

Major funding for the Panel Study of Income Dynamics comes from the National Science 

Foundation. Additional support comes from the Office of the Assistant Secretary for 

Planning and Evaluation, Department of Health and Human Services, the Department of 

Labor, the National Institute on Aging, the Office of Economic Opportunity, and the National 

Institute of Child Health and Human Development.

Funding for the Child Development Supplement is primarily from the National Institute of 

Child Health and Human Development (NICHD) and its additional funds are provided by 

the William T. Grant Foundation, the Annie E. Casey Foundation, the U.S. Department of 

Agriculture, and the U.S. Department of Education.

DESIGN

The original Panel Study of Income Dynamics sample consisted of two independent samples. 

The first is an equal probability cross-sectional national sample of 3,000 drawn by the 

University of Michigan’s Survey Research Center, and the second is a sample of 2,000 lowincome families drawn from the Survey of Economic Opportunity conducted by the Census 

Bureau. 

This longitudinal study re-interviews the same individuals each year, following them through 

their life cycle. The study includes new family members as the individuals marry and have 

children. The survey collects data on all household members, but focuses primarily on the 

heads of household. The sample has grown to include information on 50,000 individuals 

spanning as much as 28 years of their lives. In 1997, the Child Development Supplement 

collected data on 0-12 year old children from a variety of sources, including parents, teachers, 

and the children themselves. There are approximately 2,500 families who participated in the 

research, and participants who are selected have been involved in at least one panel of Income 

Dynamics study. In 2002-2003, families were re-contacted if they had participated in the 

first Child Development Supplement and were in a PSID panel in 2001. The PSID was 

originally collected in face-to-face interviews using paper questionnaires. It then moved to 

computer assisted telephone interviewing in 1993.

PERIODICITY

The Panel Study of Income Dynamics has been conducted every year. The first wave of the 

Child Development Supplement was conducted in 1997, and the second wave occurred in 

2002 and 2003. The third wave occurred in 2007.
82

CONTENT

The focus of the Panel Study of Income Dynamics is on economic and demographic 

information, including items such as income sources and amounts, employment, family 

composition changes, and demographic events. The Child Development Supplement serves 

to enhance the PSID by obtaining detailed data on items not generally included in the main 

database. The survey studies ways in which time, money, parenting and teaching styles, 

divorce, unemployment, etc. influence and affect children’s development cognitively, 

emotionally, and physically, and how this is buffered by family, school, and community.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The substantive focus of the supplement is on school age children’s academic achievement 

and cognitive ability, social and emotional well being, and health. The study does not provide 

direct information on the parental involvement topics planned for the PFI.

AVAILABILITY

Current data are available and can be downloaded from the Panel Study of Income Dynamics 

online:

http://www.isr.umich.edu/src/psid

For information and inquires about the study, contact

PSID Staff

The Panel Study of Income Dynamics

Institute for Social Research

PO Box 1248

Ann Arbor, MI 48106-1248

Phone: (734) 763-5166

Fax: (734) 647-4575

Email: psidhelp@isr.umich.edu
83

TITLE

Program for International Student Assessment (PISA)

PURPOSE

PISA is an internationally standardized school-based assessment given to students fifteen 

years of age in reading, mathematics, science literacy and general learning competencies. 

The purpose of the survey is to capture the yield of educational systems on everyday 

learning for those about to leave secondary school. The survey is administered by the 

Organization for Economic Cooperation and Development (OECD) every three years, the 

most recent round took place in 2006 in 57 countries, including 5,611 students in the U.S. 

SPONSORSHIP

The National Center for Education Statistics (NCES) at the U.S. Department of Education 

provides funding to complete the study in the United States, and Westat was responsible 

for U.S. data collection and analysis for PISA 2000 and PISA 2003. RTI was responsible 

for conducting the U.S. administration and analysis of PISA 2006.

DESIGN

The sampling frame was a list of schools having 15-year-old students obtained by each 

country. From this list, a minimum of 150 schools were selected in each country. Students 

were the second-stage sampling units. In most cases, 35 students were randomly chosen 

from a list of all 15-year-old students in each selected school. The total number of students 

assessed by PISA in each country ranges between 4,500 and 10,000. 

PERIODICITY

The survey is administered every three years. The first assessment took place in 43 

countries in 2000, followed by the assessments in 2003 and 2006. Sixty-two countries are 

expected to participate in the 4th assessment in 2009. 

CONTENT

PISA assessment focuses on how much students who have almost completed compulsory 

education have acquired knowledge and skills necessary for their full participation in 

society rather than how much they have mastered school-based curricula. Students are 

assessed in the subjects of reading, mathematics literacy, problem solving and science 

literacy. Principals are also given a questionnaire on topics such as community, school, 

and student characteristics and barriers to student learning. PISA does not include a parent 

questionnaire.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

In addition to demographic and educational information of their parents, the student 

questionnaire asks students about their home environment for learning, values and attitudes 

towards a particular subject, perception of teachers, and learning activities outside of 
84

school. During the first year, students were also asked of family processes measures such 

as family members' involvement in homework, and their activities and communication with

parents. Such measures have been found to be related to higher literacy internationally, 

however these measures have been dropped from PISA. Although PISA does not include 

parental surveys, the question items may be useful for developing family process measures 

for parents in the PFI. 

AVAILABILITY

Information about the survey, including instruments and data files, can be found at the 

following website:

http://www.pisa.oecd.org/

http://nces.ed.gov/surveys/pisa/

For further information about PISA, contact:

Daniel McGrath, Program Director

 International Activities Program-ECICSD

 National Center for Education Statistics

 1990 K Street, NW

 Room 9010

 Washington, DC 20006

 (202) 502-7426

 

Email: Daniel.McGrath@ed.gov
85

TITLE

Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity 

PURPOSE

Prospects was initiated in 1988 under Congressional mandate as an assessment of Chapter 

I (formerly Title 1) programs. It was a longitudinal study designed to assess the impacts 

of Chapter I programs on school performance and compare students with "significant 

participation" in Chapter I programs to comparable children who were not receiving 

services. The study is nationally representative and was designed to inform policymakers. 

SPONSORSHIP

Prospects was sponsored by the Planning and Evaluation Service of the U.S. Department 

of Education.

DESIGN

Prospects was designed to provide six 1-year "snapshots" from the following perspectives: 

economic disadvantage, as measured by sampling children in schools with very high 

concentrations of poor children and evaluating the nature of the educational environment 

of the schools that these children attend; characteristics of the children who received 

compensatory services, including Chapter 1; and characteristics of limited-Englishproficient (LEP) students and the services that are available to them. The design is based 

on a multi-stage sample with public school districts as the first stage, school buildings as 

the second stage, and students as the third stage. The first stage sample was selected from 

12 sampling strata defined by three levels of urbanization within each of the four Census 

regions. To select a large enough number of Chapter I children, school districts serving 

large numbers of Chapter 1 students were given a higher probability of selection. Districts 

and schools were stratified according to economic disadvantage and concentration of LEP 

students. The sample size allows for analyses by level of urbanization, by region as defined 

by Census, and for the nation as a whole. The design yielded approximately 320 schools 

in 150 districts and included samples of approximately 12,000 1st grade students, 12,000 

3rd grade students, and 7,000 7th grade students. 

PERIODICITY

The survey collected annual data for 6 years on three cohorts of public school children 

beginning in grades 1, 3, and 7 in 1991.

CONTENT

A total of 15 forms or questionnaires were used to collect data from students, parents, 

school records, teachers, and school and district officials. The parent questionnaire 

collected demographic information about household members, information on the child's 

previous enrollment in preschool, special services received, the child's self esteem, social 

skills, and disabilities. The questionnaire included sections called Your Child at Home 

(rules concerning schoolwork and household responsibilities, parent involvement with 

homework, reading with the child, expectations for the child's educational achievement, 

and educational family activities); Your Child at School (services received, parent 
86

involvement in school, parent's assessment of services received, school absenteeism, 

summer school attendance, grade repetition, and the parent's evaluation of the child's ability 

and performance); Contacts with Your Child's School (frequency and reasons for the parent 

contacting school, school response to parent contact, and types of in-school activities that 

the parent had attended); About Your Child's School (parent evaluation of school 

resources, practices and standards, and evaluation of parents' role in school); Your Child's 

Future (expectations about the child's educational attainment and provisions for education 

following high school); About Yourself and Your Family (household members, language 

minority status, parents' educational and occupational attainment and status, race/ethnicity, 

marital status of adults in household, total family income, and educational/media resources 

in the home).

LIMITATIONS RELATIVE TO THE GOALS OF NHES

This study focuses only on children in Chapter I in public schools; it therefore does not 

include a nationally representative sample of all children in kindergarten through 12th

grade. Also, Prospects was completed in 1997, and future studies are not planned; thus, the 

study does not provide an opportunity to monitor change over time.

AVAILABILITY

The data tapes and CD-ROM are available for all years. 

For more information, contact:

Daphne Kaplan

U.S. Department of Education

400 Maryland Avenue, S.W.

Room 6W201

Washington, D.C. 20202-8240

(202) 401-7949

Copies of the report are available from:

Planning and Evaluation Services

Office of the Under Secretary

U.S. Department of Education

400 Maryland Ave., S.W., Room 4165

Washington, D.C. 20202-8240
87

TITLE

Survey of Family and School Partnerships in Public Schools, K-8

PURPOSE

The study was designed to provide information on the ways that schools are engaging 

parents in their children’s education and the extent to which parents are responding to the 

opportunities for involvement that schools provide. The study was also intended to provide 

data that could be compared with data on the same topic collected from parents in other 

studies.

SPONSORSHIP

The National Center for Educational Statistics (NCES) sponsored the study with data 

collection by Westat.

DESIGN

The survey was conducted through the NCES Fast Response Survey System (FRSS). 

FRSS is a survey system designed to collect small amounts of issue-oriented data with 

minimal burden on respondents and within a relatively short time frame. Short 

questionnaires were sent to a nationally representative sample of 900 public schools 

enrolling kindergarten through eighth grade students. Principals were asked to either 

complete the survey or assign its completion to the person most knowledgeable about 

parent involvement programs and activities at the school. Data have been weighted to 

national estimates of all public schools serving grades K-8.

The sample for the FRSS survey was selected from the 1993-1994 NCES Common Core 

of Data (CCD) Public School Universe File, resulting in a sample frame of 60,000 schools. 

A stratified sample of 9000 schools was selected from the elementary school frame. To 

select the sample, the frame of schools was stratified by poverty status, as determined by 

the percent of students eligible for free or reduced-price lunches. Within these primary 

strata, schools were also sorted by enrollment size class and then by metropolitan status. 

The sample sizes were then allocated to the primary strata in rough proportion to the 

aggregate square root of the enrollment of schools in the stratum.

PERIODICITY

The study was conducted during the spring of 1996. There are no plans for further data 

collection at this time.

CONTENT

The survey addresses the following issues: the kinds of communication schools establish 

to provide parents with information, the kinds of activities schools sponsor that are 

designed to inform parents about their children’s school performance, the types of 

volunteer activities schools make available to parents, and the extent to which parents are 

included in decision making regarding school issues.
88

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The Survey on Family and School Partnerships in Public Schools was not a parent survey. 

Instead, it is targeted at collecting information directly from the school. Thus it represented 

a different viewpoint than the PFI. Also, the sample was comprised exclusively of public 

schools. The survey did not collect information on any private schools or any grades 

beyond eighth in public or private schools.

AVAILABILITY

A full report summarizing the study and the survey itself are available online:

http://nces.ed.gov/pubs98/98032.pdf 
89

TITLE

Survey of Adults and Youth

PURPOSE

The Survey of Adults and Youth (SAY) monitors youth access to parent and community 

resources. The survey interviews adults, parents and youth with a time use portion which 

covers after-school hours.

SPONSORSHIP 

The Survey of Adults and Youth was designed by faculty from New York University, 

Columbia University and Princeton University and was sponsored by the Robert Wood 

Johnson Foundation and the MacArthur Foundation.

DESIGN

The survey was administered to a nationally representative sample and a representative 

sample from five Urban Health Initiative (UHI) Cities: (Philadelphia, Baltimore, Detroit, 

Oakland and Richmond). Chicago was added later. 

Interviews were conducted by telephone and were random digit dialed. The first wave 

sample for Round 1 consisted of 15,571 adults and 7,778 youth, with an adult response rate 

of 89 percent and a child interview rate of 74 percent.

PERIODICITY

The first Survey of Adults and Youth was completed in 1998-1999 and a second survey 

was conducted between 2001 and 2002. A third survey was completed between 2004 and 

2005. Subsequent rounds will be repeated every five years. 

CONTENT

The components of the survey include a parent survey that asks about conflicts between 

work and family commitments. An adult survey concentrates on youth issues, trust in local 

government and civic involvement. A youth survey provides information on parent-child 

relationships, the extent of involvement in supervised youth activities, educational 

expectations and achievement in school. 

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The Survey of Adults and Youth focuses on parent/child relationships, supervised afterschool activities, conflicts between work and family and educational expectations and 

achievement. Also, this study is based on a regional sample and is not nationally 

representative.
90

AVAILABILITY

For further information about SAY, contact:

Tod Mijanovich

New York University

Robert F. Wagner Graduate School of Public Service

Center for Health and Public Service Research

295 Lafayette St.

New York, NY 10012-9604

Email: tm11@nyu.edu 
91

TITLE

Survey of Program Dynamics (SPD)

PURPOSE

The Survey of Program Dynamics was created to assess how the Personal Responsibility 

and Work Opportunity Reconciliation Act of 1996 impacted household that were 

previously interviewed in the 1992 and 1993 Survey of Income and Program Participation 

(SIPP) panels. The SPD will simultaneously describe the full range of state welfare 

programs along with social, economic, demographic and family changes that will help or 

limit the effectiveness of the reforms.

SPONSORSHIP

The SPD was ordered by Congress in 1996 and has been implemented by the U.S. Census 

Bureau.

DESIGN

The SPD is based on the 1992 and 1993 SIPP panels, which was a multistage, stratified 

sample of the U.S. noninstitutionalized, civilian population. In addition to core questions on 

children’s school enrollment, participation in nonparental care, and enrichment activities, the 

1999 SPD included a series of questions designed to measure child well-being. For the 1999 

SPD, Census Bureau representatives conducted in-person interviews at 16,659 eligible 

households.

PERIODICITY

The SPD was conducted between 1997 and 2002, and was intended to create a 10-year 

longitudinal database consisting of information collected in the 1992 administration of SIPP 

through the 2002 administration of SPD.

CONTENT

The content of the SPD between 1998 and 2002 includes economic, demographic, and social 

characteristics of the people interviewed. Information about children is also collected, 

including their school enrollment and enrichment activities, disability, health care, child 

care arrangements, contact with an absent parent, and payment of child support on their 

behalf. In 1999, the SPD included additional questions on children’s extended measures 

of well-being, positive behavior/social competence, and conflict between parents.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

While the SPD contains information related to home activities and family involvement 

outside of school, it does not contain topics related to the rest of the expected content of the 

PFI survey. Also, while it was a longitudinal survey from 1992 to 2002, the fact that it has 

not been administered since then means that more recent comparisons cannot be made using 

the SPD.
92

AVAILABILITY

For more information on the SPD, including data files and publications, please visit:

http://www.census.gov/spd/

Email: dsd.survey.of.program.dynamics@census.gov
93

TITLE

Women’s Employment Study

PURPOSE

The Women’s Employment Study was a five-wave panel study of mothers who were current 

or former welfare recipients in an urban county in Michigan. The study examined barriers 

to employment among welfare mothers. Its purpose was to identify the key factors that 

enable welfare recipients to remain employed and enable social service providers to better 

assess client needs and design targeted short term and long term service program 

components

SPONSORSHIP

The Women’s Employment Study was funded by the Charles Stewart Mott Foundation, the 

Joyce Foundation, the John D. and Catherine T. MacArthur Foundation, the National Institute 

of Child Health and Development, and the National Institute of Mental Health. It was carried 

out by the University of Michigan’s Survey Research Center.

DESIGN

The Women’s Employment Study was a random sample of 753 single mothers on welfare 

who lived in an urban Michigan area. To be eligible for the study, the women had to be U.S. 

citizens, and white (non-Hispanic) or African-American. In-person interviews were 

conducted on a comprehensive set of barriers to employment, such as schooling, work 

experience, work readiness, job skills and credentials, experiences of employment 

discrimination and harassment, physical and mental health status, alcohol and drug use, 

family stresses including child well-being, experiences of domestic violence, and 

experiences in welfare-to work services and training programs. Questions such as the 

extent and prevalence of multiple barriers to work and co-morbidity among barriers, which 

barriers or combinations reduce wage growth, how barriers change as work and welfare 

status changes, and how barriers and welfare-to-work program participation are related, 

were also examined.

PERIODICITY

The first wave of the study was conducted in 1997, and subsequent followups were conducted 

in 1998, 1999, 2001, and 2003.

CONTENT

The Women’s Employment Study analyzed the ways in which labor market, mental health, 

physical health, and family problems affect a woman’s ability to obtain and retain 

employment over time. Content related to parent and family involvement in education 

include questions about number of books, magazines, and newspapers in the home, whether 

anyone in the family uses a library card, how often household members read, whether 

anyone in the family takes the focal child, whether anyone helps the focal child learn letters 

and numbers, and whether anyone in the family has spoken to the child’s teacher for any 

reason.
94

LIMITATIONS RELATIVE TO THE GOALS OF NHES

The Women’s Employment Study contains a few measures that are related to home activities 

and family involvement outside of school, but it does not contain topics related to the rest of 

the expected content of the PFI. Also, the small sample size and limited sample population 

does not allow for the estimates produced by the data to be generalized to the general 

population.

AVAILABILITY

For more information on the Women’s Employment Study, please contact:

Sheldon Danziger

University of Michigan

540 E. Liberty St.

Suite 202

Ann Arbor, MI 48502

Phone: (734) 998-8505

Email: sheldond@umich.edu

http://www.fordschool.umich.edu/research/poverty/wes/

http://www.researchforum.org/project_general_100.html