The American Community Survey

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American Community Survey (ACS): Questions on the Form and Why We Ask

Name

Source: ACS-1(2013)KFI

Why We Ask:
We ask for a respondent’s name in case we need to contact someone to ask about incomplete or
missing information on the form.

History:
The first name question was asked in the Census of 1850. A name question was included when the
ACS was implemented nationwide in 2005.
Federal Uses:
The U.S. Census Bureau asks for individuals' names for two reasons. First, we have found over many
years of research that it is easier for a respondent to keep track of which person they are responding
for if the names are used. If a respondent is interrupted while completing the survey, it will be easier
for them to resume reporting if they know which person they working on - particularly in larger
households. The second reason is administrative. When the questionnaires are returned to our
Jeffersonville, IN, processing center the envelopes are opened by machines. In some instances, the
questionnaires are damaged. If we have the name and phone number of the person who completed
the form, we can call back to replicate the missing information. By having the names, we can more
easily refer to the specific information that was lost. Without the name and phone number, we would
have to send someone to an address to replicate the information - which is more expensive than a
phone call.
When we process ACS responses, individuals’ names and other personal identifiers are deleted from
the files used to tabulate ACS statistics. Additionally, we employ statistical methodologies to ensure
that the statistics we release do not identify individuals or businesses. These methods include
extensive review and analysis of all our data products, as well as disclosure avoidance methodologies
(such as data suppression and modification) to screen out information that might identify a specific
individual or business.

All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business, and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

Relationship

Source: ACS-1(2013)KFI

Why We Ask:
We ask this question about a person’s relationship to the householder to classify the population into
families and other groups, which provides an essential look at the composition of American
households.

History:
The first relationship question was asked in the Census of 1880. A relationship question was included
when the ACS was implemented nationwide in 2005.
Federal Uses:
The U.S. Department of Health and Human Services uses this information to qualify families to
receive Low Income Home Energy Assistance Program (LIHEAP) assistance. The U.S. Department
of Education uses household relationship estimates to allocate funds based on the number of children
ages 5 to 17 in families below the poverty level. Distribution of federal funding for nutrition and
education programs is, in part, dependent on ACS relationship estimates.
State and County Uses:
Local health agencies use the ACS relationship information to plan and administer programs
promoting the well-being of families and children. State and local governments incorporate ACS
relationship statistics in emergency planning and determining allocation of resources, including funds
for high need schools/districts with low-income families.
Private Sector Uses:
Private organizations can use ACS relationship estimates to advocate for community policies and
overall development. Advocacy groups rely on these estimates to advance policies important to
families in their local and regional areas. Researchers have used household relationship statistics to
study the impact of poverty among children raised in single parent families.
All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business, and many other uses. This series explains the current uses of each question.

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American Community Survey: Questions on the Form and Why We Ask

Sex

Source: ACS-1(2013)KFI

Why We Ask:
We ask this question to evaluate the social and economic characteristics and needs of American men
and women.

History:
The first sex question was asked in 1800. A sex question was included when the ACS was
implemented nationwide in 2005.
Federal Uses:
The Equal Employment Opportunity Committee (EEOC) uses sex data to analyze and prevent cases
of employment and wage discrimination. The U.S. Departments of Education and Health and Human
Services are required by statue to use these statistics to fund, implement, and evaluate various social
and welfare programs, such as the Special Supplemental Food Program for Women, Infants, and
Children (WIC) or the Low Income Home Energy Assistance Program (LIHEAP).
State and County Uses:
Data about sex are used to allocate funds for food, healthcare, and childcare services. Local planners
use this data to analyze the future needs for housing, education, employment, and transportation.
State and local governments include sex estimates when analyzing demographic trends for their state
and planning resources for areas.
Private Sector Uses:
Organizations use ACS information on sex for analysis of economic and health policies for specific
demographic areas. Some advocacy groups use this information to promote pay equity and closing
the wage-gap between men and women in the workforce. Policy groups use the ACS estimates to
analyze the different ways policies may affect the population by sex.

All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be
useful for research, education, journalism, advocacy, and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

Age

Source: ACS-1(2013)KFI

Why We Ask:
We ask questions regarding a person’s age and date of birth so that federal, state, and local
governments can understand population change over time. Age statistics are widely used in planning
and evaluating government programs and policies that provide funds or services for children, workingage adults, women of childbearing age, or the older population.

History:

Questions about age have been asked since the Census of 1790. A question about age was first
included when the ACS was implemented nationwide in 2005.
Federal Uses:

The U.S. Department of Education uses age statistics to allocate funds to states, communities, school
districts, as well as award federal grants. The U.S. Department of Health and Human Services uses
age information to develop plans for health care and other services for the elderly population. Under
the Voting Rights Act, estimates of population of voting age are required for legislative redistricting.
The U.S. Department of Veterans Affairs uses age to develop its mandated state projections on the
need for hospitals, nursing homes, cemeteries, domiciliary services, and other benefits for veterans.
State and County Uses:

States and counties use these statistics to understand population changes, and the needs of a society
over time. Understanding a population’s age composition yields insights into our continuously evolving
communities and highlights future social and economic challenges.
Private Sector Uses:

Age estimates are used to assist retailers in targeting a specific age group and catering to its unique
needs. Businesses use these statistics to develop and analyze a community’s workforce when
planning new ventures. Groups use these statistics to understand and advocate for policies that
benefit their members.

All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business, and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

Hispanic Origin

Source: ACS-1(2013)KFI

Why We Ask:
We ask this question to add detail to our understanding of the Hispanic, Latino and Spanish
community. These statistics are used to understand the needs and characteristics of the community
and to monitor against discrimination.

History:

The first time Hispanic origin was asked separately from race was in the long form of the Census of
1970. A Hispanic origin question was included when the ACS was implemented nationwide in 2005.
Federal Uses:

Along with statistics about language spoken at home, education, and employment, Hispanic origin is
useful in many anti-discrimination policies and programs including the Civil Rights Act and the Voting
Rights Act. Many agencies also use these statistics to understand and serve the growing Hispanic,
Latino, and Spanish communities.
State and County Uses:

State and local governments use Hispanic origin statistics to provide services and information to the
community. For example, government may wish to employ bilingual representatives, translate
policies, or provide translated information to their community.
Private Sector Uses:

Businesses that provide goods or services to the Hispanic community may use these statistics to
employ bilingual workers, advertise in Spanish-language media, translate advertisements, or provide
translated information in areas where there are greater proportions of Hispanic, Latino and Spanish
individuals. Advocacy groups use these statistics to understand and advocate for policies that benefit
their communities.

All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

Race

Source: ACS-1(2014)KFI

Why We Ask:
We ask questions about race because these statistics are critical factors in the basic research behind
numerous policies, particularly for civil rights. Race estimates are also used to promote equal
employment opportunities and to address racial disparities in health and environmental risks.
History:

Questions about race have been asked since the Census of 1790.
included when the ACS was implemented nationwide in 2005.

A question about race was

Federal Uses:

Race is key to implementing any number of federal laws and is a critical factor in the basic research
behind numerous policies. Race estimates are required by federal programs promoting equal
employment opportunities and are needed to assess racial disparities in health and access to care,
among other uses. Racial and ethnic identification is a social process that is changing for some
proportion of each of the racial and ethnic groups. For this reason, the ACS questionnaire allows a
respondent to provide an answer by marking race response boxes, completing multiple write-in
responses, or choosing some combination of marking boxes and writing in responses. Racial
classifications used by the U.S. Census Bureau and other federal agencies meet the requirements of
standards issued by the Office of Management and Budget in 1997.
State and County Uses:

State governments use this information to determine congressional, state, and local voting districts.
States and counties also use this information to enforce the prohibition against discrimination based
on race, color, and national origin in programs and activities.
Private Sector Uses:

Advocacy groups use the ACS estimates to analyze whether a group is underrepresented in any
aspect of employment, education, or research, and to advocate for specific policies.
All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful
for research, education, journalism, advocacy, business, and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

Place of Birth, Citizenship, and Year of Entry

Source: ACS-1(2013)KFI

Why We Ask:
We ask questions about place of birth, citizenship, and year of entry to provide essential information
for setting and evaluating immigration policies and laws. Knowing the characteristics of immigrants
helps legislators and others understand how different immigrant groups are assimilated.
History:

Questions about place of birth or citizenship have been asked since the Census of 1850. These
questions were included when the ACS was implemented nationwide in 2005.
Federal Uses:

Federal agencies require these statistics to develop programs for refugees, immigrants, and other
foreign-born individuals, and to support enforcement of nondiscrimination policies by federal and state
agencies. Vital information on lifetime migration among states also comes from the place of birth
question. The Department of Education uses these statistics to determine eligibility for programs, and
to allocate funds to states and school districts based on limited English proficiency, immigrant, lowincome, and minority student populations.
State and County Uses:

Under the Voting Rights Act, this information is required to evaluate voting practices of governmental
subdivisions (e.g., states, counties, and school districts). Statistics about place of birth and citizenship
also are used to evaluate the effectiveness of equal employment opportunity policies and programs.
Private Sector Uses:

Advocacy groups rely heavily upon this information to provide policymakers, the media, and the public
with accurate information about the role of immigrants and immigration policy in the U.S. These
estimates are also used to present detailed, state-level information about the U.S. residents who were
born outside of the United States.
All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business, and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

School Enrollment

Source: ACS-1(2013)KFI

Why We Ask:
We ask questions about school enrollment to analyze the demographic, social and economic
characteristics and needs of school-age children and to understand continuing education for adults.
History:
The first school enrollment question was asked in the Census of 1850. A school enrollment question
was included when the ACS was implemented nationwide in 2005.
Federal Uses:
Under the No Child Left Behind Act, the Department of Education (DOEd) uses school enrollment
estimates to find high-need schools and districts. DOEd also uses these estimates to develop
program strategies for single parents in an effort to strengthen and improve elementary and
secondary schools. The school enrollment estimates are used by DOEd to study the impact, outcome,
and results achieved by state educational agencies through their programs for children with
disabilities.
State and County Uses:
Local health agencies use the ACS school enrollment estimates to plan and administer programs
promoting well-being of families and children.
Private Sector Uses:
Private groups can use ACS school enrollment statistics in neighborhood profiles to highlight
educational disparities at the neighborhood and regional level. Advocacy groups use school
enrollment estimates (along with other ACS statistics, such as health care coverage) to work with
schools and districts to incorporate children’s health outreach and enrollment activities into routine
school operations.
All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business, and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

Educational Attainment

Source: ACS-1(2013)KFI

Why We Ask:
We ask this question to measure changes in education over time, to evaluate the educational
attainment of the workforce and to identify the educational and training needs of adults.
History:
The first educational attainment question was asked in the Census of 1850. An educational
attainment question was included when the ACS was implemented nationwide in 2005.
Federal Uses:
The U.S. Department of Education (DOEd) uses educational attainment estimates to develop adult
education and literacy programs. Career education and career development programs within the
DOEd also use educational attainment statistics to analyze career trends and options in the United
States. Educational attainment estimates are also used by the U.S. Department of Justice in the
enforcement of nondiscrimination in education.
State and County Uses:
School districts use educational attainment estimates to allocate funds for basic skills classes for
adults who have not completed high school. Colleges and universities use educational attainment
statistics to analyze potential students and to evaluate the earnings and employment potential of
graduates.
Private Sector Uses:
Private groups use ACS educational attainment estimates to advocate for policies that ensure
American workers have access to continued education and training. Researchers use educational
attainment, along with field of degree, to analyze trends in college enrollment, employment, and
wages. Businesses use educational attainment to look for suitable workforces in different locations.

All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

Field of Degree

Source: ACS-1(2013)KFI

Why We Ask:
We ask this question to understand the U.S. college-educated workforce. These estimates are used
to analyze the effect of certain degrees on earnings and employment, and to examine the supply of
highly-skilled workers in a variety of fields.

History:
The first field of degree question was asked on the ACS in 2009.
Federal Uses:
The National Science Foundation (NSF) uses field of degree estimates to assess information on
women, minorities, and persons with disabilities in the science and engineering workforce. NSF also
uses these estimates as an indicator of the state of science and engineering in the United States.
State and County Uses:
States analyze field of degree statistics to understand the distribution of college graduates in their
states, and the degrees they hold. This information may also encourage grant programs or other
opportunities for underrepresented groups or fields of study.
Private Sector Uses:
College administrators, educators, students, parents and professional societies use these estimates
to assess how graduates in various fields are faring in the job market. These statistics might also be
used to determine the kinds of training that may be needed for the jobs available.

All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business, and many other uses. This series explains the current uses of each question.

American Community Survey (ACS): Questions on the Form and Why We Ask

Ancestry or Ethnic Origin

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Source: ACS-1(2013)KFI

Why We Ask:
We ask questions about ancestry to identify the ethnic origins of the population. These statistics are
needed to measure the characteristics of ethnic groups and to tailor services to accommodate cultural
differences.

History:

The question on ancestry first appeared on the long form of the Census of 1980, replacing an earlier
question on parental place of birth. An ancestry question was included when the ACS was
implemented nationwide in 2005.
Federal Uses:

Along with statistics about language spoken at home, education, and employment, ancestry statistics
are useful in many anti-discrimination policies and programs including the Civil Rights Act and the
Voting Rights Act. Many agencies also use these statistics to understand and serve their
communities.
State and County Uses:

State and local governments use ancestry statistics to develop health care and other services tailored
to meet the language and cultural diversity of different groups. Under the Public Health Service Act,
ancestry is one of the factors used in identifying segments of the population who may not be receiving
needed medical services.
Private Sector Uses:

Businesses that provide goods or services to specific communities may use these statistics to employ
workers with certain cultural sensitivities, advertise in media which is aimed at specific ethnic groups,
or provide information to populations where there are greater proportions of certain groups. Advocacy
groups use these statistics to understand and advocate for policies that benefit their communities.

All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business and many other uses. This series explains the current uses of each question.

Attachment W

American Community Survey (ACS): Questions on the Form and Why We Ask

Language

Source: ACS-1(2013)KFI

Why We Ask:
We ask these questions to understand how well people in each community speak English, and to
analyze and plan programs for adults and children who do not speak English well. Statistics about
language spoken are used to ensure that information about public health, voting, and safety
information is communicated in languages that community members understand.
History:

The first language question was asked in the Census of 1890. A language question was included
when the ACS was implemented nationwide in 2005.
Federal Uses:

The U.S. Department of Education uses language data to allocate funds to improve programs for
young children learning English, and to provide educational opportunities for adults. Many agencies
use language statistics to determine how to deliver important information to those who have difficulty
with English. Under the Voting Rights Act, voting materials must be made available in the languages
spoken in a community.
State and County Uses:

State and local governments use language statistics to provide services and information to people in
the community that may not speak English well. For example, educational agencies receive grants for
programs to improve educational skills, complete secondary schooling, and provide job training and
placement for adults based on language information, and agencies providing health care may provide
instructions, information, or assistance in the languages spoken in the community.
Private Sector Uses:

Businesses may wish to employ bilingual workers, translate advertisements, or provide translated
information in areas where potential customers do not speak English well. Advocacy groups use these
statistics to understand and advocate for policies that impact their communities.
All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

Residence One Year Ago

Source: ACS-1(2013)KFI

Why We Ask:
We ask questions about residence one year ago to assess residential stability and the effects of
migration in both urban and rural areas.
History:
The first residence one year ago question was asked in the Census of 1930. A residence one year
ago question was included when the ACS was implemented nationwide in 2005.
Federal Uses:
The U.S. Department of Housing and Urban Development uses residence one year ago estimates in
the National Affordable Housing program to assess the needs of families residing in the jurisdiction.
The U.S. Department of Health and Human Services needs information on residence one year ago for
program planning and resource allocation for health care facilities by geographic area.
State and County Uses:
Local governments use information about migration (based on residence one year ago information) to
forecast the demand for new public facilities such as schools, hospitals, libraries, and fire and police
stations.
Private Sector Uses:
Researchers analyze migration patterns to create reports highlighting the socioeconomic profiles of
urban and rural areas.
All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business, and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

Health Insurance

Source: ACS-1(2014)KFI

Why We Ask:
We ask questions about health insurance to better understand state and local health insurance needs,
and to help federal agencies and others more accurately distribute resources.
History:
A health insurance question was first included on the ACS in 2008. A health insurance premium
question set is proposed for the ACS in 2014.
Federal Uses:
The U.S. Department of Health and Human Services’ Maternal and Child Health Services Block Grant
funds are allocated, in part, based on the health insurance estimates derived from the ACS. The
National Institute on Aging and the National Institute of Child Health and Human Development use
health insurance coverage estimates for funding research on the determinants and consequences of
population characteristics and change.
State and County Uses:
State and local agencies use the health insurance information to identify important segments of the
population in need of health services. State governments use these estimates to measure changes
over time in health insurance coverage for their state.
Private Sector Uses:
Child advocacy groups use the ACS estimates to improve children’s access to health insurance
through outreach efforts in school districts where health insurance coverage is low. Researchers rely
on health care coverage estimates to be able to produce research reports and to respond to data
requests from other organizations and the public. Private groups use health insurance estimates to
create state profiles on health care, including health care coverage.

All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business, and many other uses. This series explains the current uses of each question.

uestions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for
research, education, journalism, advocacy, business, and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

Disability

Source: ACS-1(2014)KFI

Why We Ask:
We ask questions about a person’s difficulty with everyday tasks to produce disability statistics. These
statistics are used to understand the population with disabilities, to monitor against discrimination and
to distribute funds and develop programs for people with disabilities.
History:

The first disability questions were asked in the Census of 1970. A disability question set was included
when the ACS was implemented nationwide in 2005, but the current question set was added in 2008.
Federal Uses:

Statistics about the size, distribution, and needs of the population with disabilities are essential for
developing disability employment policy. For the Americans with Disabilities Act, information about
functional limitations are important to ensure that comparable services are available to all people with
disabilities. Under the Older Americans Act, federal grants are awarded to states and tribal areas
based on the number of elderly people with physical and mental disabilities.
State and County Uses:

States and counties use these statistics to understand the needs of the disabled population in their
communities including job-training and employment programs, transportation options, and public
service accessibility.
Private Sector Uses:

Advocacy groups use the ACS estimates to analyze policies that impact individuals with disabilities
and their families. Businesses and industries that serve people with disabilities may seek areas where
there will be a higher demand for their services.
All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

Marital Status and History

Source: ACS-1(2014)KFI

Why We Ask:
We ask these questions to understand marriage trends. These statistics are used to measure the
effects of policies and programs that focus on the well-being of families, including tax policies and
financial assistance programs.
History:

The first question about marital history was asked in the Census of 1850. A marital-status question
was included when the ACS was implemented nationwide in 2005; marital-history questions were
added in 2008.
Federal Uses:

Marital status and history allow agencies to analyze the effect of polices and programs that have
different effects on married and unmarried couples. Marital history is also used to predict future
changes in entitlement programs like Medicare and Medicaid, and to plan and assess assistance
programs such as Temporary Assistance for Needy Families (TANF). This information is further used
to calculate marriage and divorce rates and understand the characteristics of individuals experiencing
these transitions. Many agencies also use these statistics to add detail to their information; for
example, agencies use marital status and history as they investigate questions of infant mortality, birth
rate and other matters related to child welfare.
State and County Uses:

State and local governments use data about marital history in assessing needs for different groups
including widows and single people who may establish households in the future. These governments
seek to create policies and programs to encourage appropriate development for the community.
Private Sector Uses:

Businesses that provide childcare, dating, wedding, senior, or legal services may use the statistics to
better understand and anticipate their customers’ needs. Additionally, community groups may use the
statistics to engage groups of people who are transitioning from one status to another.
All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

Fertility

Source: ACS-1(2013)KFI

Why We Ask:

We ask this question about fertility to project the future size of the population, a basic planning tool for
many programs and policies.

History:

Questions about fertility have been asked since the Census of 1940. A fertility question was included
when the ACS was implemented nationwide in 2005.
Federal Uses:

This information is used to investigate child welfare, fund allocations to states, analyze consequences
of fertility, health, mortality, and migration, as well as to conduct research for voluntary family planning
programs. The U.S. Department of Health and Human Services also uses this information to
determine the need for family planning services within the Indian Health Service.
State and County Uses:

States and counties use these statistics to determine funding allocations as well as to investigate
questions of infant mortality, birth rate, and other matters related to child welfare. Information about
fertility is used to predict the number of children who will need adoptive homes under the Child
Welfare Act, and statistics about children born in the past 12 months are used in research on birth
rates.
Private Sector Uses:

Advocacy groups use the ACS estimates to evaluate the success of family planning programs.
Childcare businesses, adoption agencies, pediatricians, hospitals, and schools use this information to
assist and support children and their families.

All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business, and many other uses. This series explains the current uses of each question.

Attachment W

American Community Survey (ACS): Questions on the Form and Why We Ask

Grandparents as Caregivers

Source: ACS-1(2013)KFI

Why We Ask:
We ask this question to identify the number of grandparents responsible for their grandchild or
grandchildren.

History:
The first question about grandparents as caregivers was asked in the Census of 2000. This question
was included when the ACS was implemented nationwide in 2005.
Federal Uses:
The U.S. Department of Health and Human Services, Administration for Children and Families, uses
these statistics to distinguish households in which a grandparent has primary responsibility for a
grandchild or grandchildren. This information is one of the measures used for Temporary Assistance
for Needy Families (TANF). The National Institute on Aging uses these estimates for funding research
on the determinants and consequences of population characteristics and change.
State and County Uses:
State governments use grandparents as caregivers’ estimates to assess the well-being of children in
order to drive policy and secure funding as needed. Local and state governments use grandparents
as caregivers estimates in statewide planning and evaluation of area demographics.
Private Sector Uses:
Private organizations can use ACS grandparents as caregivers statistics to advocate for community
policies and overall development. Advocacy groups rely on these estimates to advance policies
important to families in their local and regional areas.

All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business, and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

Veteran Status and Period of Military Service

Source: ACS-1(2013)KFI

Why We Ask:
We ask questions about military service to measure the needs of veterans at the community level.
Veteran status statistics are used to budget and plan programs affecting education, employment, job
training, and medical care. Period of military service statistics are used to determine the needs of
different groups of veterans.
History:

The first veteran status question was asked in the Census of 1890. A veteran status question was
included when the ACS was implemented nationwide in 2005.
Federal Uses:

The U.S. Department of Veterans Affairs (VA) needs ACS statistics about the number and
characteristics of veterans. VA cannot plan services delivered to veterans where they live without upto-date, small area, veteran-specific information. Data from administrative records and surveys,
collected under VA and non-VA auspices, are either quickly outdated, limited or not reliable below the
national level. These statistics are needed to conduct policy analysis, program planning, and
budgeting for federal veterans’ programs and for reports to Congress on state projections of veterans’
facilities and services.
State and County Uses:

At state and county levels, veteran status statistics are used to plan job counseling and training,
programs for disabled veterans, rehabilitation services, and access to local medical facilities and
nursing homes. Communities also keep track of the other demographic characteristics of veterans
such as age, education, employment status, and home ownership to inform future policy decisions.
Private Sector Uses:

Businesses and industries that recruit veterans may seek areas with a high proportion of veterans.
Advocacy groups analyze policies that impact veterans and their families.
All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

VA Service-Connected Disability Rating Status

Source: ACS-1(2013)KFI

Why We Ask:
We ask questions about VA service-connected disability rating status to measure the needs of
veterans at the community level. These statistics are used to budget and plan programs affecting
veteran employment and medical care.
History:

The VA service-connected disability rating status questions were introduced to the ACS in 2008.
Federal Uses:

The U.S. Department of Veterans Affairs (VA) needs these statistics to measure a veteran’s serviceconnected disability compensation entitlement status. This information aids the VA to accurately
anticipate the need for VA care and its associated cost at the county level. VA is required to provide
an annual report to Congress that determines whether VA health care appropriations for the coming
fiscal year are sufficient to cover expenditures associated with the expected demand for VA health
care services.
State and County Uses:

At state and county levels, VA service-connected disability rating status statistics are used to
anticipate the needs of returning veterans. These governments may plan job counseling and training,
programs for disabled veterans, rehabilitation services, and access to local medical facilities and
nursing homes.
Private Sector Uses:

Businesses that recruit veterans or serve disabled veterans may seek areas with a high proportion of
veterans. Advocacy groups analyze policies that impact disabled veterans and their families.
All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business and many other uses. This series explains the current uses of each question.

American Community Survey (ACS): Questions on the Form and Why We Ask

Labor Force Status

Attachment W

Source: ACS-1(2013)KFI

Why We Ask:
We ask questions about labor force status (whether someone is working or looking for and available
to work) to understand more about unemployment and the availability of workers. These statistics are
used to plan and measure employment, career development and job training programs.

History:

The first unemployment question was included on the Census of 1890. Questions about labor force
status were included when the ACS was implemented nationwide in 2005.
Federal Uses:

The U.S. Department of Labor uses unemployment levels to allocate funds for job training. The
Bureau of Economic Analysis uses this information, in conjunction with other statistics, to develop its
state per capita income estimates, which are used in the allocation formulas and eligibility criteria of
many federal programs such as Medicaid. These statistics are also used by other agencies to prevent
employment discrimination and to create programs that enhance the employment opportunities of
specific groups, such as veterans and disabled persons.
State and County Uses:

States and counties use these statistics to understand the labor force in their communities. These
governments may plan new job training opportunities in areas with high unemployment, or change
policies to encourage new businesses to enter the area.
Private Sector Uses:

Businesses use these statistics to analyze a community’s workforce when planning new ventures.

All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business and many other uses. This series explains the current uses of each question.

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American Community Survey (ACS): Questions on the Form and Why We Ask

Place of Work and Journey to Work

Source: ACS-1(2013)KFI

Why We Ask:
We ask questions about place of work and journey to work because commuting patterns and
characteristics are crucial to planning highway improvements, developing public transportation
services, and creating emergency response strategies.
History:
The first place of work and journey to work questions were asked in the Census of 1960. These
questions were included when the ACS was implemented nationwide in 2005.
Federal Uses:
The U.S. Bureau of Economic Analysis uses journey to work/commuting patterns in their State
Personal Income Estimates, which are a critical factor for determining how billions of dollars in federal
funds are allocated. The Office of Management and Budget (OMB) uses commuting patterns as part
of the determination of official metropolitan areas.
State and County Uses:
The American Association of State Highway and Transportation Officials (AASHTO) analyzes place of
work and journey to work statistics in their Census Transportation Planning Package (CTPP) to
support transportation policy and planning efforts. Police and fire departments use these estimates to
plan emergency response in areas of high concentrations of employment.
Private Sector Uses:
Financial institutions use information about commuting patterns and occupation to define market
areas for describing lending practices and the effects of bank mergers. Researchers use ACS place of
work and journey to work questions to analyze congestion trends and provide improvement strategies.
All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful
for research, education, journalism, advocacy, business, and many other uses. This series explains the current uses of each question.

Attachment W

American Community Survey (ACS): Questions on the Form and Why We Ask

Work Status

Source: ACS-1(2013)KFI

Why We Ask:
We ask questions about work status (weeks and hours worked) to determine full-time and part-time
status, as well as full-year and part-year status. These statistics help us understand trends and
differences in wages, benefits, work hours, and seasonal work.
History:

The first question about employment throughout the year was asked in the Census of 1880. This
question set was included when the ACS was implemented nationwide in 2005.
Federal Uses:

Many agencies use these statistics to add detail to other important labor force information, such as
the information used to analyze cases of employment discrimination, to establish job training
programs, and to address underemployment and unemployment. Statistics about hours worked help
explain differences in pay and benefits, while statistics about weeks worked provide more information
about seasonal work patterns and state-to-state migration.
State and County Uses:

States and counties use these statistics to understand the labor force in their communities. These
governments may plan new job training opportunities for individuals with few work hours, or change
policies to encourage new businesses to enter the area.
Private Sector Uses:

Businesses use these statistics to analyze a community’s workforce when planning new ventures.

All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business and many other uses. This series explains the current uses of each question.

Attachment W

American Community Survey (ACS): Questions on the Form and Why We Ask

Class of Worker

Source: ACS-1(2013)KFI

Why We Ask:
We ask questions about class of worker to understand more about the labor force. These statistics
are used to plan and measure education, employment, career development and job training
programs, and to measure compliance with antidiscrimination policies.
History:

The first question about whether a person was an employer, employee, or working on his own
account was asked in the Census of 1910. A class of worker question was included when the ACS
was implemented nationwide in 2005.
Federal Uses:

Agencies such as the U.S. Department of Justice, U.S. Department of Labor, and U.S. Equal
Employment Opportunity Commission use these statistics to analyze cases of employment
discrimination and plan programs and policies. Many agencies also use these statistics to add detail
to their information; for example, the U.S. Department of Transportation uses them to enhance
commuting data, and public health agencies use them to analyze connections between work and
serious health conditions.
State and County Uses:

States and counties use these statistics to understand the labor force sectors in their communities.
These governments may collaborate with strong sectors and professions in efforts to encourage
economic growth, and plan new job training opportunities for people in declining sectors.
Private Sector Uses:

Businesses may use these statistics to analyze a community’s workforce when planning new
ventures. Professional groups use these statistics to understand and advocate for policies that benefit
their members. Researchers use these statistics to analyze differences in pay and benefits.
All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business and many other uses. This series explains the current uses of each question.

Attachment W

American Community Survey (ACS): Questions on the Form and Why We Ask

Industry and Occupation

Source: ACS-1(2013)KFI

Why We Ask:
We ask questions about industry and occupation to understand more about the labor force. These
statistics are used to plan and evaluate education, employment, career development and job training
programs, and to measure compliance with antidiscrimination policies.
History:

The first profession, occupation, or trade question was asked in the Census of 1850. These questions
were included when the ACS was implemented nationwide in 2005.
Federal Uses:

Agencies such as the U.S. Department of Justice, U.S. Department of Labor, and U.S. Equal
Employment Opportunity Commission use these statistics to analyze cases of employment
discrimination and plan programs and policies. Many agencies also use these statistics to add detail
to their information. For example, the U.S. Department of Transportation uses these estimates to
enhance commuting data, and public health agencies use them to analyze connections between
professions and serious health conditions.
State and County Uses:

States and counties use these statistics to understand the labor force in their communities. These
governments may collaborate with strong sectors and professions in efforts to encourage economic
growth, and plan new job training opportunities for people in declining professions.
Private Sector Uses:

Businesses use these statistics to develop anti-discrimination policies, and to analyze a community’s
workforce when planning new ventures. Professional groups use these statistics to understand and
advocate for policies that benefit their members.
All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business and many other uses. This series explains the current uses of each question.

Attachment W

American Community Survey (ACS): Questions on the Form and Why We Ask

Income

Source: ACS-1(2013)KFI

Why We Ask:
We ask questions about income to determine poverty levels, measure economic well-being, and
gauge the need for economic assistance. State and local governments use this information to decide
how to allocate funds for food, health care, job training, housing and other assistance programs.
History:

Income questions have been asked since the Census of 1940. A question about income was
included when the ACS was implemented nationwide in 2005.
Federal Uses:

Under the Older Americans Act, funds for food, health care, and legal services are distributed to local
agencies based on data about elderly people with low incomes. Under the Community Development
Block Grant Program, funding for housing assistance and other community development is based on
income and other 10-year decennial census information. The Special Supplemental Food Program for
Women, Infants, and Children (WIC) uses income statistics from the ACS to determine the potential
demand for food assistance across states and counties.
State and County Uses:

At the state and county levels, these statistics are used to identify local areas eligible for grants to
stimulate economic recovery, run job-training programs, and define areas such as empowerment or
enterprise zones. States and counties also use this information to assist children in poverty, and to
allocate funds to counties and school districts for resources and services that improve the education
of economically disadvantaged children.
Private Sector Uses:

Advocacy groups use these estimates to report on the conditions facing fixed and low-income
individuals and families. Colleges and Universities use this information to assist students with
financial aid and scholarship programs.
All questions on the ACS are required to manage and evaluate a wide range of federal, tribal, state, and local programs, but may also be useful for research,
education, journalism, advocacy, business, and many other uses. This series explains the current uses of each question .