### 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 l etter

– NHES

- 10L 10 Initial mail s creener cover letter

– NHES

- 11L 11 01

Mail s creener reminder postcard 7198

- 12P Second mail s creener cover letter

– NHES

- 12L 11 02

Third mail s creener cover letter

– NHES

- 13L 11 03

Fourth mail s creener cover letter

– NHES

- 14L 11 04

Initial web screener letter

– NHES

11L(W) 01

Web s creener reminder postcard 7198

- 12P (W) Second web screener letter

– NHES

- 12L(W) 02

Third web screener letter

– NHES 13L(W); 3 rd 

### letter for Treatment 1 03

Third web screener letter

– NHES

14L(W); 3 rd 

### letter for Treatment 2 11 03

Fourth web screener letter

– NHES

1 5 L(W); 4 th 

### letter for Treatment s 1 and 2 11 04

Initial t opical cover letter

– used in ECPP only NHES

- 21L 21 01
Topical reminder p ostcard

– used for PFI, PFI

- HS, ECPP, CWS, and TWS mailing 7198

- 22P Second t opical 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 04UNITED 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 201 5 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.govAuthorization and Confidentiality of Info r mation

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.govUNITED 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 BureauUNITED 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

e ducation or work training experiences. This information is used later to ask more about th ose 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.govUNITED 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
a s 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.govUNITED 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 a m writin g t o reques t a fe w minute s o f you r tim e t o hel p wit h a vita l stud y being conducte d b y th e U.S

. Censu s Burea u fo r th e U.S

. Departmen t o f Education.

Th e shor t questionnair e enclose d help s u s identif y household s tha t hav e adults and children with a rang e o f educationa l experience s fo r thi s nationa l educatio n an d work trainin g research study

. Eve n i f you r househol d doe s no t hav e anyon e currentl y enrolle d i n school or working

, i t i s still importan t tha t yo u retur n a complete d surve y t o u s withi n th e nex t two week s usin g th e enclose d envelope.

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

I f yo u hav e question s o r nee d assistance

, pleas e contac t u s toll

- fre e at 1

– 888

– 840

– 8353

. Yo u ca n fin d mor e informatio n abou t thi s stud y onlin e at https://surveys.nces.ed.gov/nhes/.

Sincerely,

Joh n H

. Thompson Director U.S. Census B ureau

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.govUNITED STATES DEPARTMENT OF COMMERCE Economics and Statistics Administration U.S. Census Bureau Washington, DC 20233

- 0001
OFFICE OF THE DIRECTOR NHES

- 11 L( W ) (11

- 2014)

A few weeks ago we wrote to ask you to participate in a n 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 t he 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

- 8 88

- 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

Enclosure census.govUNITED STATES DEPARTMENT OF COMMERCE Economics and Statistics Administration U.S. Census Bureau Washington, DC 20233

- 0001
OFFICE OF THE DIRECTOR 7198

- 1 2P(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 BureauUNITED STATES DEPARTMENT OF COMMERCE Economics and Statistics Administration U.S. Census Bureau Washington, DC 20233

- 0001
OFFICE OF THE DIRECTOR NHES

- 12 L( 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 a bout 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

Enclosure census.govUNITED 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 a m writin g again t o reques t a fe w minute s o f you r tim e t o hel p wit h a vita l stud y being conducte d b y th e U.S

. Censu s Burea u fo r th e U.S

. Departmen t o f Education.

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

This short I nternet survey help s u s identif y household s tha t hav e adults and children with a rang e o f educationa l experience s fo r thi s nationa l educatio n an d work trainin g research study

. Eve n i f you r househol d doe s no t hav e anyon e currentl y enrolle d i n school or working, i t i s still importan t tha t yo u complete the surve y withi n th e nex t two week s

.
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 househ old

.

 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.

Yo u ca n fin d mor e informatio n abou t thi s stud y onlin e at https://surveys.nces.ed.gov/nhes/.

Sincerely,

Joh n H

. Thompson Director U.S. Censu s 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.govUNITED STATES DEPARTMENT OF COMMERCE Economics and Statistics Administration U.S. Census Bureau Washington, DC 20233

- 0001
OFFICE OF THE DIRECTOR NHES

- 1 4 L( 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 r esponse.

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 you r 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 su rvey.

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.govUNITED STATES DEPARTMENT OF COMMERCE Economics and Statistics Administration U.S. Census Bureau Washington, DC 20233

- 0001
OFFICE OF THE DIRECTOR NHES

- 1 5 L( W ) (11

- 2014)

I a m writin g t o reques t a fe w minute s o f you r tim e t o hel p wit h a vita l stud y being conducte d b y th e U.S

. Censu s Burea u fo r th e U.S

. Departmen t o f Education.

This short I nternet survey help s u s identif y household s tha t hav e member s with a rang e o f educationa l experience s fo r thi s nationa l educatio n an d work trainin g research study

. Eve n i f
you r househol d doe s no t hav e anyon e currentl y enrolle d i n school or working, i t i s still importan t tha t yo u complete the surve y withi n th e nex t two week s

.
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 you r 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.

Yo u ca n fin d mor e informatio n abou t thi s stud y onlin e at https://surveys.nces.ed.gov/nhes/.

Sincerely,

Joh n H

. Thompson Director U.S. Censu s 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.govUNITED 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 conduct ed 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 e xperiences 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 with in the U.S. Department of Education is auth orized 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 c all us toll

- free at 1

– 888

– 840

– 8353.

Sincerely,

John H. Thompson Director U.S. Census Bureau

census.govUNITED 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.

Si ncerely,

John H. Thompson, Director, U.S. Census BureauUNITED 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 mail ed 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 a s 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.Mo re 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.govUNITED 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 w ro te several weeks ago t o 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:

U nf o r tunatel y

, w e h av e n o t ye t r e c ei v ed y our c ompl e ted que s tionnai r e

. Y ou w e r e se n t th at
su r ve y (and the r epla c eme n t enclosed with this l e t ter) be c ause your household completed a short survey that the U.S. Census Bureau conduct ed 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.

W e h av e mailed this thi r d que s tionnai r e using rush deli v ery be c ause o f the im p o r tan c e o f y our r es p ons e

.

• It should only ta k e 20 minutes or less t o fill out the su r ve y

. 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 provi de a clear picture of children’s educational experiences in the United States.

Please fill out the enclosed su r ve y and mail it back in the p o s tage

- paid e nv elope
as soon as possible

.
If y ou h av e que s tions or need assi s tan c e w e will be hap p y t o help and c an be r eached
t oll

- f r ee at 1

– 888

– 840

– 8353

. Mo r e d e tails a b out the s tudy a r e p ro vided on the back o f the enclosed su r ve y and online at h t tps://su r vey s .n c e s .ed.g o v/nhes/.

T hank y ou.
Sincerely,

John H. Thompson Director U.S. Census Bureau

Enclosu r e

census.govUNITED 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

Enclosu r e

census.govUNITED 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 conduct ed 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 expe riences 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 with in the U.S. Department of Education is authori zed 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 . T hank 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.govUNITED 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 obtain s 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 ca n 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.govUNITED 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 w ro te several weeks ago t o 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:

U nf o r tunatel y

, w e h av e n o t ye t r e c ei v ed y our c ompl e ted que s tionnai r e

. Y ou w e r e se n t th at
su r ve y (and the r epla c eme n t enclosed with this l e t ter) be c ause 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 th at child to ask about in this follow

- up survey.

W e h av e mailed this thi r d que s tionnai r e using rush deli v ery be c ause o f the im p o r tan c e o f y our r es p ons e

.
As mentioned before, this survey is the fina l 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 su r ve y and mail it back in the p o s tage

- paid e nv elope
as soon as possible

.

• It should only ta k e 20 minutes or less t o fill out the su r ve y

.

If y ou h av e que s tions or need assi s tan c e w e will be hap p y t o help and c an be r eached by telephone t oll

- f r ee at 1

– 888

– 840

– 8353. Mo r e d e tails a b out the s tudy a r e p ro vided on the back o f the enclosed su r ve y and online at h t tps://su r vey s .n c e s .ed.g o v/nhes/. T hank
y ou.
Sincerely,

John H. Thompson Director U.S. Census Bureau

Enclosu r e
census.govUNITED 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 conduct ed 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 h omeschooling 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 envel ope. 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.govUNITED 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 surv ey 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 conduct ed 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 obtain s accurate results.

Please fill out the enclosed survey and mail it back in the po stage

- 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

Enclosu r e

census.govUNITED 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 w ro te several weeks ago t o request that your household c ompl e te a brief que s tionnai re about the child listed below

. This child was selected based on an earlier survey that your household filled out.

Name: Age: Sex: Grade:

U nf o r tunatel y , w e h av e n o t ye t r e c ei v ed y our c ompl e ted que s tionnai re

. Y ou w e r e se n t th os e su rve y s (and the r epla c eme n t enclosed with this l et ter) be c ause 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 select ed that child to ask about in this follow

- up survey.

W e h av e mailed this thi r d que s tionnai r e using rush deli v ery be c ause o f the im p o r tan c e

o f your r es p ons e

.

A s me n tioned b ef o re , this survey is the final step in a study that provides important information on homeschooling practices and resources

. Y our r es p onse t o this su rve y will help p ro vide a clear picture of children’s educational experiences in the United States.

Please fill out the enclosed su rve y and mail it back in the p o s tage

- paid e nv elope as soon as possible.

 It should only ta k e 20 minutes or less t o fill out the su rvey

.

If y ou h av e que s tions or need assi s tan c e w e will be hap p y t o help and c an be r eached
t oll

- f r ee at 1

– 888

– 840

– 8353

. Mo r e d e tails a b out the s tudy a r e p ro vided on the back o f the enclosed su rve y and online at ht tps://su rveys .n c e s .ed.g o v/nhes/. T hank y ou.
Sincerely,

John H. Thompson Director U.S. Census Bureau

Enclosu r e

census.govUNITED 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, train ing, 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 Edu cation 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 enc losed 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.govUNITED 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.govUNITED 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 w ro te several weeks ago t o 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:

U nf o r tunatel y , w e h av e n o t ye t r e c ei v ed y our c ompl e ted que s tionnai re

. Y ou w e r e se n t th at su rve y (and the r epla c eme n t enclosed with this l et ter) be c ause 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.

W e h av e mail ed this thi r d que s tionnai r e using rush deli v ery be c ause o f the im p o r tan c e

o f your r es p ons e

.
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 su rve y and mail it back in the p o s tage

- paid e nv elope as soon as possible.

• It should only ta k e 1 0 minutes or less t o fill out the su r ve y

.

If y ou h av e que s tions or need assi s tan c e w e will be hap p y t o help and c an be r eached by telephone t oll

- f r ee at 1

– 888

– 840

– 8353. Mo r e d e tails a b out the s tudy a r e p ro vided on the back o f the enclosed su r ve y and online at h t tps://su r vey s .n c e s .ed.g o v/nhes/. T hank
y ou.

Sincerely,

John H. Thompson Director U.S. Census Bureau

Enclosu r e census.govUNITED STATES DEPARTMENT OF COMMERCE Economics and Statistics Administration U.S. Census Bureau Washington, DC 20233

- 0001
OFFICE OF THE DIRECTOR NHES

- 4 4L (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 1 0 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 at https://surveys.nces.ed.gov/nhes/.

Sincerely,

John H. Thompson Director U.S. Census Bureau

Enclosu r e

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 Statistics2. 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**



# §9"IU¤ **5**▼ 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**



# §9"Io¤ **7** 

# 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** 



# §9"Iw¤ **8** 

### 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 after school 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**



# §9,IS¤ **5**▼ 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**



# §9,Im¤ **7** 

# 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** 



# §9,Iu¤ **8** 

### 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 after school 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 by2 

# 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 124 

### 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 youare 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 

# E ducational 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 26



### 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



## T ABLE B. FIELD OF CERTIFICATION OR LICENSE CODES FOR QUESTION 6 b

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 above8 

### 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 apprenticeship9 

# 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. Interdisciplinary12 

### 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 page13 

### 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 2914



### 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 3615



### 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 page17



### 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 selectedusing 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 beused 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 skillsthey 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 ofNCES. 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 124 

### 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 Attainment5



### 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 26



# 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 performance8



### 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 useful13 

### 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 page15



### 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 4516



### 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 more17



### 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 6719 

### 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 selectedusing 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 beused 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 skillsthey 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 ofNCES. 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 (EC PP) 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 sectio n. Items from the NHES:2012 that may be revised in 2015 are noted in the survey with grey highlighting. M ore 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 3533. 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** GO TO question 116 **English**

**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 P FI 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 t ook school

- related courses over the Internet will also be added. The NHES:2012 PFI Survey for Enrolled Stude nts 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**24542052**§9W5U¤**NHES-42BC 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-to**  **school 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**24542060**§9W5]¤**NHES-42BC 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** §9W5o¤**NHES-42BC 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.▼**24542086**§9W5w¤**NHES-42BC 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**24542094**§9W5¡¤**NHES-42BC 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**24542102**§9W6#¤**NHES-42BC 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**24542110**§9W6+¤**NHES-42BC 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**§9W6=¤**NHES-42BC 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.**

GO TO question 67 **English**

**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**24542136**§9W6E¤**NHES-42BC 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**§9W6M¤**NHES-42BC 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 24542151** §9W6T¤**NHES-42BC 16**  GO TO question 88 **English**

**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.**

GO TO question 88 **English**

**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**24542169**§9W6f¤**NHES-42BC 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 24542177** §9W6n¤**NHES-42BC 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**24542185**§9W6v¤**NHES-42BC 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**24542193**§9W6~¤**NHES-42BC 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**§9W7"¤**NHES-42BC 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** 

# !**24542219**§9W74¤**NHES-42BC 22**  

### THIS PAGE INTENTIONALLY LEFT BLANK**24542227**§9W7<¤**NHES-42BC 23**  

### THIS PAGE INTENTIONALLY LEFT BLANK**24542235**§9W7D¤**NHES-42BC 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 Sur vey 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 i n 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. child**  **led 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 . . . . . . . . . . .**  **. . . . . . . . . . . .** 

GO TO question 26 **No**

**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**  GO TO question 68 **English**

**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 topi cal 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 r evised 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 I mprovement 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 no t 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 repo rted 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 l imited 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 NHES

FS 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 a nalysis 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 curre ntly 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 A dvanced P lacement course s . 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

. Question s 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 capture d whether or not the child participated in school

- related courses over the Internet, the provider of the Internet instruction, and whether there w as 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 course s over the Internet. T he new item is shown below.

### 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

PFI

Homeschool: 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

PFI

Enrolled: 56

PFI

Homeschool: 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)

PFI

Homeschool: 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 o f 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 a nalysis 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

PFI

Homeschool: 81

# Appendix D

NHES:201 2 Summary Report of Extant Survey Research

for NHES Topics

# NHES:201 2

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

T his page is intentionally blank.

### iii 

### TABLE OF CONTENTS

EARLY CHILDHOOD PROG RAM PARTICIPATION (E CPP)

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

— Kindergar ten 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 IN VOLVEMENT IN EDUCATI ON (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 N ational 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 Fam ilies

................................ ................................ ......................... 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 PROG RAM PARTICIPATION (E CPP)

### 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 J FM 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 h alf 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 ratin gs 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 backgro und 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 teacher

child relationships. Classroom practices w ere 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

- administ ered 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, n or 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 surv eys 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 on line 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 stat us 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 Depart ment 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, non

institutionalized population of the United States, including A rmed 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 sampl ing 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 Sta tes 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 ea ch 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. Th e 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 sinc e 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 star t, or pre

kindergarten. 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 1 992); 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 Educatio n 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 us ually 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 mic rodata 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, cont act

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 pa rticipation 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), t he 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 ass essment 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 follow

up during the fall of 2006, data wer e 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 kindergarte n 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. N CES 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 rela tionships 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 an d 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 relat e children's growth and development to their early learning environment, while the sample design will allow

r esearchers 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 b asis 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 succe ss 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 u nits 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 t o 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 y ear. 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 childre n 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 s pring.

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 childre n, 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 ch ildren 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 fif th 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 f

or 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 s chool, 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 cond uct 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 s pring 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

I n addition to data on children's cognitive, social, emotiona l, 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.

T he 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 wit h 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 ch ild 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 de veloped 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 chi ldren from birth to age 6 who have not yet entered kindergarten , the ECLS

K: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.asp http://nces.ed.gov/ecls/Kindergarten.asp



### For general information on this survey, contact

Chris Chapman National Center for Education Statistics 1990 K S treet, 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 offe r 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 a nd 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 b irths 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 ch ild 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 inter views were conducted between June, 1999 and March, 2002 with 4,365 completed mother interviews and 3,367 completed father interviews. Three

year telephone follow

- up interviews were conducted between April 2001 and December 2003. Five

- year telephone follo w

- 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

- fat her 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

- u p

### 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 s urvey 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 w aves 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 Chi ld 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 classr ooms; 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 str atified 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. T he 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 chil dren 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 (fo r 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 pr ograms. 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 c hildren’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 inf ormation 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: p arent’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 FAC ES 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.

AVAILA BILITY

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 Buil ding 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 characteristic s 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 re lated 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

- to

work 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 t hrough 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 t o 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 Out comes 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 b eing 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 measur es 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/provid ers 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 purp ose 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 e ducators 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 f

rom 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 ECP P 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 popu lation 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 reliabil ity 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 ch ild attended or was enrolled in non

parental 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, addit ional 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 Washing ton, 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 rela te 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

Th e 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 expe riences 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; Ph ase 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 directo rs' 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 fro m 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 b egan 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 finis hed 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, emotiona l, 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 stu dy 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 th e 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 as sociation 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 relate d 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 disabl ed 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 Br anch 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 factor s 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 i n 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 Fo rce 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 as sesses 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 E CPP 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/cgi

bin/imdb/p2SV.pl?Function=getSurvey&SDDS=4450&lang=en&db=imdb&adm= 8&dis=2

For further information about the Nation al 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

ne ar

- 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 th e 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 siz e, 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 childr en 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 ca re, 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 t he 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 s urvey is not nationally representative, and is limited to low

income 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_incom e/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 

### Floo r 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 familie s 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

- digit

dial 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 chi ldren 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 th at 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.

CO NTENT

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 A ssessing 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 well

being, and is designed to allow for cross

- state comparisons as well as national comparisons. I t 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 rel eased, 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 re lated 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 e merging 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

seve ral 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 wa ve (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 in terviewed 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 househo lds. 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 hous ehold 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, s ome 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 chi ld 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 ag e 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 in terview; 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 lif e 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 t o 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 childre n 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

c hildren 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, respo ndents 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 att ainment; 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 educat ion, 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 b ased 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 dat a 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 d ata 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, Depar tment 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 fr om 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.

DESI GN

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 o f 2,000 low

income 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 cyc le. 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

s panning 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 P SID 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 ob taining 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, emotiona lly, 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 sit e 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

- kinderg arten (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 wh ose 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 st udy 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 pro vider 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 sur vey. 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 con nection, 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 inclu des 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 Familie s 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 mo dule 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 multis tage 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 invo lves 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 s chool. 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 modul e 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; 19 93 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 c are 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 arrangem ent 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 arran gement. 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 no t 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 d ifferent 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 questi ons 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

sa mple 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 consisti ng 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 par ent, 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 SP D, 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 Charle s 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 Sur vey 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

- Ameri can. 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

- m orbidity 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 ab ility 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

LIMITATIO NS 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 general ized 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 IN VOLVEMENT IN EDUCATI ON (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 pur pose 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 collec ted 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 hous ing 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 interviewee s 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 f rom the children.

PERIODICITY

Participants in t he 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 an d 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 ac tivities. 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 p articipation 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 chi ld 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 crim inal 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 clas s 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.

AV AILABILITY

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 4 3221

- 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 fro m 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 compl eted hour

- long in

- person interviews in the youth's home using Computer

- Assisted Personal Interview (CAPI) methods. Youth also completed a self

administered 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 i n 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,

wo rk

- 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 miss ing 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 go vernment 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 inte rview.

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 wit h 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. Additio nally, 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 rep resentative 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 geogra phic 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

- 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 intervie w 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 questionnai res 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 schoo l 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 administrator s. 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 f ocus 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 su pporting 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 i n 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 12 th 

### grade. The PFI will also allow for information on the home environment to be collected for children who are home

- schooled (ECL S

- 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 kindergar ten, 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 sch ool.

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 atte nding 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.

Train ed 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 wil l 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

I n addition to data on children's cog nitive, 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

- an d 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 acti vities 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

Em ail: 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 200 4 (Wave 2) and 2006 (Wave 3). This longitudinal study re

interviews 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 student s 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 stud ents. 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 interv iews. 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 dropo ut 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 post

secondary education was also examined. The additional follow

- up will provide students’ later o utcomes 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 cross

sections of children from enrolled in kindergarten through 12 th 

### grade.

AVAILABILITY

Additional information summarizing the study and the survey instruments is available on the following web site:

http://www.n ces.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 th is 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 thei r 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 befor e

- 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 Educati on 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 wa s 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 ar e 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 m eet 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 qu ality 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 Admini stration 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) center s, (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 the ir 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 kinderga rten 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 addit ional 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 h ave 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 l aunched 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 s pring 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 spr ing 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 pa rent 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.

LIMITA TIONS 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 t hose 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 f

ollow

- 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 characteristi cs 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

- admin istered 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 educ ation.

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 collec ted 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. Pu blic

- 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.

CONT ENT

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 t he 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 minori ty 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 informat ion 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, educatio nal 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, sopho mores or seniors.

LIMITATIONS RELATIVE TO THE GOALS OF NHES

This study is based on a cohort of 8 th 

### grade respondents and their parents and teachers in 1988, and therefore parents of children younger than 8 th 

### 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 electr onic 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/s urveys/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 stat istics 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. H ouseholds 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 increas e 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 includ ed 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 12 th 

### grade, up to age 20. Questions addressed family involvement, including th e 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 question s 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 d evelopment, 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 proje ct 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 fr om 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 sti ll 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 cent er 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 be en 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 co mpleted 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 car e, 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 resea rchers 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 representati ve sample of U. S. children as does the PFI. Also, the age range of the study is limited to early and middle childhood (9 th 

### grade), whereas the PFI will cover children from enrolled in kindergarten through the 12 th 

### 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 Univ ersity 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

- ad ministered 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 a bout 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 w as 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 paper

and

- pencil instrument but only for the first wave.

PE RIODICITY

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 responden ts 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 ho me, 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 a nd 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 questionnair e 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 extr acurricular 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 the ir 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 da ta 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:

So ciometrics 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 re search 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 representa tive 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 responde nt 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 longitu dinal 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 coll ection 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 chil d, 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 expectation s 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/cgi

bin/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 Pa sture 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 conduc ted 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

- digit

dial 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 199 9, 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 dr awn 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 mi nimize 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

- bei ng 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: stud ent 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 me asure 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 t o 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 th en 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 focu sed 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
pro grams 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 th e 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 conducte d 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. Gran t 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 cros s

- 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 low

income families drawn from the Survey of Economic Opportunity conducted by the Census Bureau.

This longitudinal stu dy 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 he ads 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 paren ts, 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

- contac ted 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 t he 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, emoti onally, 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 emotio nal 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 eve ryday 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 a nd 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 selec ted 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 range s bet ween 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 4 th 

### assessm ent 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

asses sed 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 p articular 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 m easures 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 "signif icant 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 Servic e 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

- English

proficient (LEP) students and th e 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 samplin g 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. Dis tricts 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 appro ximately 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 c hildren 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 con cerning 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 involveme nt 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 pa rent 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 12 th 

### grade. Also, Prospects was completed in 1997, and future studies are not planned; thus, the study does not provide an opportunity to monitor change o ver 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

C opies 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

co llection 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 ti me 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 kno wledgeable 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 (CC D) 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 b y 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 prop ortion 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 g rades 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 fro m 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 15,57 1 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 s urvey 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.

LIMITATIO NS RELATIVE TO THE GOALS OF NHES

The Survey of Adults and Youth focuses on parent/child relationships, supervised after

school activities, conflicts between work and family and educational expectations and achievement. Also, this study is based on a reg ional 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 h ousehold 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 chan ges 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, stra tified 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 measu re 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. Inf ormation 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 include d 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 i nvolvement 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.

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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

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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 H ealth. It was carried out by the Univ ersity 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

- Hi spanic) 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, phy sical 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 b arriers 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.

PERIODI CITY

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 probl ems 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 libra ry 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.

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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