Early Childhood Longitudinal Study Kindergarten Class of 2010-11 (ECLS-K:2011) Spring 3rd Grade School Contact for Hearing Evaluation

Early Childhood Longitudinal Study Kindergarten Class of 2010-11 (ECLS-K:2011) Spring Third-Grade National Collection, Fourth-Grade Recruitment, and Fifth-Grade Tracking

Appendix C ECLS-K2011 Spring 3rd Parent Interview

Early Childhood Longitudinal Study Kindergarten Class of 2010-11 (ECLS-K:2011) Spring 3rd Grade School Contact for Hearing Evaluation

OMB: 1850-0750

⚠️ Notice: This form may be outdated. More recent filings and information on OMB 1850-0750 can be found here:

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APPENDIX C
SPRING THIRD-GRADE
PARENT INTERVIEW

Early Childhood Longitudinal Study, Kindergarten Class of 2010-11
(ECLS-K:2011)
Spring Third-Grade National Data Collection, Fourth-Grade Recruitment, and
Fifth-Grade Tracking

OMB Clearance Package
#1850-0750 v.15

This appendix includes the programmer specifications for the CAPI parent interview, which indicate
the exact instructions to be provided to the parents and the items that will be administered.

Spring 2014 Parent Interview: ECLS-K:2011
Section

INQ

[Introduction]

Sequence: 1

INQ005

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

YES

INQ090

INQ010

YES, SAME PERSON BUT CHILD LIVES
ELSEWHERE NOW

CMQ701

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

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EQUALS 1 IF INQ.005 = 1.
REFUSED AND DON'T KNOW DISALLOWED

INQ010

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

AVAILABLE

INQ005

NOT AVAILABLE BUT WILL BE BEFORE END OF
FIELD PERIOD (CALLBACK APPT)

CMQ702

NOT AVAILABLE IN FIELD PERIOD

INQ015

CHILD LIVES ELSEWHERE

CMQ701

REFUSED

INQ015

DON'T KNOW

INQ015

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

INQ015

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

YES

INQ030

INQ020

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CHILD LIVES ELSEWHERE

CMQ701

REFUSED

INQ020

DON'T KNOW

INQ020

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

AVAILABLE

INQ030

NOT AVAILABLE BUT WILL BE BEFORE END OF
FIELD PERIOD (CALLBACK APPT.)

CMQ702

NOT AVAILABLE IN FIELD PERIOD

INQ025

NO PARENT OR GUARDIAN IN HH KNOWS
ABOUT CHILD

INQ025

CHILD LIVES ELSEWHERE

CMQ701

REFUSED

INQ025

DON'T KNOW

INQ025

QUESTION TEXT:
May I please speak with a household member who is 18 or older and knows about {CHILD}'s care, education,
and health?

NOTE: THE RESPONDENT SHOULD LIVE IN THE SAME HOUSEHOLD AS THE CHILD FOR THE MAJORITY OF THE
YEAR, HAVE JOINT CUSTODY OF THE CHILD, OR BE THE ADULT WHO SPENDS THE MOST TIME WITH THE
CHILD WHEN THE CHILD IS NOT IN A GROUP HOME. IF THIS PERSON IS ON THE PHONE, CODE “1”. IF YOU
NEED TO CALL BACK AND THIS PERSON WILL BE AVAILABLE IN THE FIELD PERIOD, CODE “2”. IF THIS
PERSON IS NOT AVAILABLE IN THE FIELD PERIOD BECAUSE HE/SHE IS AWAY OR DOES NOT CURRENTLY LIVE

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WITH THE CHILD IN THIS HOUSEHOLD, CODE “3”. IF THERE IS NOT AN ADULT IN THE HOUSEHOLD WHO
KNOWS ABOUT THE CHILD’S CARE, EDUCATION, AND HEALTH, CODE “4”. IF THE CHILD DOES NOT LIVE
THERE NOW, CODE “5” FOR “CHILD LIVES ELSEWHERE".
CODES

PERSON ON PHONE

INQ030

NOT AVAILABLE BUT WILL BE BEFORE END OF
FIELD PERIOD (CALLBACK APPT.)

CMQ702

NOT AVAILABLE IN FIELD PERIOD

CMQ703

NO ADULT IN HH KNOWS ABOUT CHILD

CMQ703

CHILD LIVES ELSEWHERE

CMQ701

REFUSED

CMQ703

DON'T KNOW

CMQ703

INQ030

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

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

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FALL-SECOND BECAUSE THAT IS THE MOST RECENT PREVIOUS ROUND RESPONDENT.
3. IF THE RESPONDENT FROM THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW IS
SELECTED AT THIS SCREEN (EVEN THOUGH HE/SHE SHOULD HAVE BEEN SELECTED AT INQ.005), SET
"FLAGS.SAMERESP" =1 AND GO TO INQ.090.
4. IF ZERO IS ENTERED, GO TO INQ.060. ELSE, IF IT IS A NEW RESPONDENT WHO WAS ALREADY IN THE
HOUSEHOLD MATRIX, GO TO INQ.080.
5. DISALLOW DK AND RF.
6. FLAG THE RESPONDENT.

INQ060

QUESTION TEXT:
[May I have your name, please?]

ENTER THE RESPONDENT’S FIRST NAME.
VERIFY SPELLING.
ENTER TEXT

Length

PROGRAMMER INSTRUCTIONS:
REFUSED AND DON'T KNOW DISALLOWED.

INQ070

QUESTION TEXT:
[May I have your name, please?]
ENTER THE RESPONDENT’S LAST NAME.
VERIFY SPELLING.
ENTER TEXT

Length

PROGRAMMER INSTRUCTIONS:
REFUSED AND DON'T KNOW DISALLOWED.

INQ080

QUESTION TEXT:
(As I mentioned earlier), you and {CHILD} were selected to take part in the Early Childhood Longitudinal Study
Kindergarten Class of 2010-2011, which is sponsored by the U.S. Department of Education, National Center for
Education Statistics. I have some questions for you that ask about {CHILD}’s school and home experiences.
The information I collect in this interview will be extremely valuable in understanding the development of
children and how their school experiences can be improved.

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All responses that relate to or describe identifiable characteristics of individuals may be used only for
statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose, except as
required by law.
This call will be recorded for quality control purposes.
CODES

CONTINUE WITH RECORDING

BOX1

CONTINUE WITHOUT RECORDING

INQ080B

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

Length

BOX1

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

INQ090

QUESTION TEXT:
{In the fall of 2010/In the spring of 2011/In the fall of 2011/In the spring of 2012/In the fall of 2012/In the spring
of 2013}, you took part in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011, which is
sponsored by the U.S. Department of Education, National Center for Education Statistics. I have some
questions for you that ask about {CHILD}’s school and home experiences since our last interview. The
information I collect in this interview will be extremely valuable in understanding the development of children

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and how their school experiences can be improved.
All responses that relate to or describe identifiable characteristics of individuals may be used only for
statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose, except as
required by law.
This call will be recorded for quality control purposes.
CODES

CONTINUE WITH RECORDING

INQ130

CONTINUE WITHOUT RECORDING

INQ090B

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

INQ090B

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

Length

INQ130

QUESTION TEXT:
Before we begin the interview, I would like to verify some information.
I have recorded {CHILD's FIRST, MIDDLE, AND LAST NAME} as {CHILD}'s full name. Is this correct?
ALSO VERIFY SPELLING.
MAKE CORRECTIONS TO NAME BELOW OR PRESS ENTER TO ACCEPT FIRST/MIDDLE/LAST NAME.
IF NO MIDDLE NAME OR INITIAL, ENTER 'NMN'.
Current Info:

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[CHILD'S FIRST NAME]
[CHILD'S MIDDLE NAME]
[CHILD'S LAST NAME]
FIRST NAME: [___________________]
MIDDLE NAME: [___________________]
LAST NAME: [___________________]
ENTER TEXT

Length

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
CAPI INSTRUCTION: REFUSED AND DON'T KNOW ALLOWED AT ALL FIELDS. HOWEVER, DO NOT ALLOW
INTERVIEWER TO CHANGE 'REAL DATA' TO '8' (REFUSED) OR '9' (DON'T KNOW).
DISALLOW 1-10 FOR THIS ITEM SO THE INTERVIEWER CAN NOT CHOOSE 1-10 AS AN ANSWER.
CAPI INSTRUCTION: FOR CHILD'S FIRST, MIDDLE, AND LAST NAME, DISPLAY CHILD'S FULL NAME FROM
PRELOAD.
USE PRELOAD LENGTH FOR CHILD'S NAME.
IF THE CHILD'S FIRST NAME IS CORRECTED HERE, USE CORRECTED FIRST NAME IN ALL QUESTIONS THAT
FOLLOW. ANY CORRECTIONS TO THE FIRST OR LAST NAME SHOULD ALSO APPEAR AT THE TOP OF THE
SCREEN IN ALL QUESTIONS THAT FOLLOW.

BOX2

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

INQ180

QUESTION TEXT:
I have recorded that {CHILD}'s home address is:
STREET ADDRESS1: [___________________]
STREET ADDRESS2: [___________________]
CITY:
[___________________]
STATE:
[___________________]
ZIP:
[___________________]
Is this still correct?

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CODES

YES, CORRECT ADDRESS

BOX3

YES, SAME ADDRESS - MINOR CORRECTIONS

INQ190

NO, NEW ADDRESS

INQ190

REFUSED

BOX3

DON'T KNOW

BOX3

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

INQ190

QUESTION TEXT:
{What is {CHILD}’s home address?}
{MAKE CORRECTIONS TO ADDRESS BELOW.}
{ENTER STATE ABBREVIATION BY USING LOOKUP FILE. TO ACTIVATE LOOKUP, BEGIN TO TYPE STATE
NAME. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.}
[STREET ADDRESS1]
[STREET ADDRESS2]
[CITY]
[STATE]
[ZIP]
STREET ADDRESS1: [___________________]
STREET ADDRESS2: [___________________]
CITY: [___________________]
STATE: [___________________]
ZIP : [___________________]
ENTER TEXT

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF THE HOME ADDRESS WAS NOT IN THE PRELOAD OR INQ.180 = 3, DISPLAY “What is…address?” ELSE, USE
A NULL DISPLAY.
IF INQ.180 = 2, DISPLAY “MAKE CORRECTIONS…BELOW.” ELSE, USE A NULL DISPLAY.
IF INQ.180 = 2, PRELOADED ADDRESS FIELDS WILL BE AVAILABLE TO EDIT.
IF INQ.180 = 3, CURRENT ADDRESS FIELDS WILL BE BLANK IN QUESTION PANE AND RESPONSE FIELDS.
IF INQ.180=2, DISALLOW DK AND REF. ELSE, DK AND REF ALLOWED.
REFUSED AND DON'T KNOW ALLOWED AT ALL FIELDS.
DISPLAY "ENTER STATE ABBREVIATION BY USING LOOKUP FILE. TO ACTIVATE LOOKUP, BEGIN TO TYPE
STATE NAME. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.” WHEN ON STATE ENTRY FIELD.

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DISPLAY CURRENT ADDRESS INFO IN THE RESPONSE FIELD IF PREVIOUS ADDRESS INFORMATION WAS IN
PRELOAD.
DISPLAY CURRENT ADDRESS INFO IN THE QUESTION PANE AND RESPONSE FIELD IF PREVIOUS ADDRESS
INFORMATION WAS IN PRELOAD AND INQ180=2 .
FOR THIS ITEM ONLY, DO NOT DISPLAY PUERTO RICO IN THE STATE LOOKUP FILE.

BOX3

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

INQ200

QUESTION TEXT:
I have recorded that {PHONE NUMBER} is {CHILD}'s family's current home phone number. Is this correct?
CODES

YES, CORRECT TELEPHONE NUMBER

BOX4

YES, SAME TELEPHONE NUMBER - MINOR
CORRECTIONS

INQ205

NO, NEW TELEPHONE NUMBER

INQ205

REFUSED

BOX4

DON'T KNOW

BOX4

PROGRAMMER INSTRUCTIONS:
DISPLAY CURRENT PHONE NUMBER FROM PRELOAD.

INQ205

QUESTION TEXT:
{What is {CHILD}'s family's current home phone number?}
{MAKE CORRECTIONS TO TELEPHONE NUMBER BELOW.}
IF NO TELEPHONE, ENTER '000'.
[CURRENT TELEPHONE NUMBER]
TELEPHONE NUMBER: [___________________]

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REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF TELEPHONE NUMBER WAS MISSING IN PRELOAD OR INQ.200 = 3, DISPLAY “What is…number?”. ELSE,
USE A NULL DISPLAY.
IF INQ.200 = 2, DISPLAY “MAKE…BELOW.” ELSE, USE A NULL DISPLAY.
IF INQ.200 = 2, PRELOADED TELEPHONE NUMBER WILL BE AVAILABLE TO EDIT.
IF INQ.200 = 3, TELEPHONE NUMBER FIELD WILL BE BLANK IN QUESTION PANE AND RESPONSE FIELDS.
REFUSED AND DON'T KNOW ALLOWED AT ALL FIELDS.
DISPLAY CURRENT TELEPHONE NUMBER IN THE QUESTION PANE AND RESPONSE FIELD IF PREVIOUS
TELEPHONE NUMBER WAS IN THE PRELOAD AND INQ.200=2.

BOX4

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

HELP AVAILABLE

INQ300

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

YES

BOX7

INQ310

REFUSED

BOX7

DON'T KNOW

BOX7

INQ310

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

Length

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

BOX5

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

INQ312os

QUESTION TEXT:
What is {CHILD}'s country or territory of birth?
SPECIFY COUNTRY
ENTER TEXT

Length

INQ320

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QUESTION TEXT:
In what year did {CHILD} come to the United States to stay?
ENTER TEXT
4

Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:

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

BOX6

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

INQ330

QUESTION TEXT:
Is {CHILD} a U.S. citizen?
CODES

YES

NO
REFUSED
DON'T KNOW

BOX7

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

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Spring 2014 Parent Interview: ECLS-K:2011
Section

PIQ

[Parent's Involvement with Child's School]

Sequence: 2

PIQ051

QUESTION TEXT:
Now, I'd like to ask you about {CHILD}'s school. To what extent did you or someone else in your household
choose where to live so that {CHILD} could attend {his/her} current school? Would you say that {CHILD} being
able to go to {his/her} current school was …
PROBE: “Choosing where to live” means moving to a particular neighborhood so that the child can go to the
school that is assigned to that neighborhood.
CODES

A primary factor in choosing where you live,

One of several factors, or

Not a factor in choosing where you live?
REFUSED
DON'T KNOW

PIQ060

QUESTION TEXT:
Is {CHILD} attending {his/her} regularly assigned school or a school that you or someone else in your
household chose?
CODES

ASSIGNED

PIQ120

CHOSEN

PIQ120

ASSIGNED SCHOOL IS SCHOOL OF CHOICE

PIQ120

CHILD IS HOMESCHOOLED

PIQ065

REFUSED

PIQ120

DON'T KNOW

PIQ120

PIQ065

HELP AVAILABLE

Spring 2014 Parent Interview: ECLS-K:2011 :: PIQ
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2013-06-24 09:49

QUESTION TEXT:
Does {CHILD} attend a school?
HELP TEXT: We are asking about attending a school because some children who are schooled at home also
attend school for some classes.
CODES

YES

PIQ120

REFUSED

PIQ120

DON'T KNOW

PIQ120

PIQ066

QUESTION TEXT:
How many hours each week does {CHILD} usually go to a school for instruction? Please do not include time
spent in extracurricular activities.
RECORD THE HOURS EACH WEEK IN WHOLE HOURS.
|___|___|
ENTER # OF HOURS
ENTER NUMBER

Range

0 to 40

Soft Range

1 to 30

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
SOFT RANGE CHECK 1-30. HARD RANGE CHECK 0-40.

PIQ120

HELP AVAILABLE

DISPLAY INSTRUCTIONS:
DISPLAY "How far the respondent expects the child to go in school" IN BOLDED TEXT IN HELP TEXT ONLY.
DISPLAY "expect" IN UNDERLINED TEXT.
QUESTION TEXT:
How far in school do you expect {CHILD} to go? Would you say you expect {him/her} …
HELP TEXT
How far the respondent expects the child to go in school: This question is about how far in school the
respondent realistically expects the child to go, not how far the respondent hopes the child will go. If it is
difficult to answer the question because the answer depends on many factors, ask for the best guess.

Spring 2014 Parent Interview: ECLS-K:2011 :: PIQ
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2013-06-24 09:49

CODES

To receive less than a high school diploma,

To graduate from high school,

To attend a vocational or technical school after
high school,

To attend two or more years of college,

To finish a four- or five-year college degree,

To earn a master's degree or equivalent, or

To finish a Ph.D., MD, or other advanced degree?
REFUSED
DON'T KNOW

BOX1

IF PIQ065=2, REF, DK (HOMESCHOOLED CHILD DOES NOT ATTEND SCHOOL OR ANSWERS REF/DK TO THAT
QUESTION), GO TO BOX 3. ELSE, CONTINUE WITH PIQ127.

PIQ127

DISPLAY INSTRUCTIONS:
DISPLAY “behavior” IN UNDERLINED TEXT.
DISPLAY “his” AND “he” IF THE CHILD IS A BOY. ELSE, DISPLAY “her” AND “she”. IF GENDER IS MISSING,
DISPLAY “he/she”.
QUESTION TEXT:
Since the beginning of this school year, how many times have any of {CHILD}’s teachers or {his/her} school
contacted (you/any adult in your household) about any behavior problems {he/she} is having in school?
ENTER NUMBER OF TIMES
l__l__l
TIMES
ENTER NUMBER

Range

0 to 50

REFUSED
DON'T KNOW

Spring 2014 Parent Interview: ECLS-K:2011 :: PIQ
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2013-06-24 09:49

PIQ128

DISPLAY INSTRUCTIONS:
DISPLAY “school work” IN UNDERLINED TEXT.
DISPLAY “he” IF THE CHILD IS A BOY. ELSE, DISPLAY “she”. IF GENDER IS MISSING, DISPLAY “he/she”.
QUESTION TEXT:
[Since the beginning of this school year, how many times have any of {CHILD}’s teachers or {his/her} school
contacted (you/any adult in your household)]
About any problems {he/she} is having with school work?
ENTER NUMBER OF TIMES
l__l__l
TIMES
ENTER NUMBER
0 to 50

Range
REFUSED
DON'T KNOW

PIQ129

QUESTION TEXT:
[Since the beginning of this school year, how many times have any of {CHILD}’s teachers or {his/her} school
contacted (you/any adult in your household)]
About anything {CHILD} is doing particularly well or better in school?
ENTER NUMBER OF TIMES
l__l__l
TIMES
ENTER NUMBER

Range

0 to 50

REFUSED
DON'T KNOW

PIQ130

Spring 2014 Parent Interview: ECLS-K:2011 :: PIQ
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2013-06-24 09:49

QUESTION TEXT:
Since the beginning of this school year, have you or the other adults in your household attended an open
house or a back-to-school night?
NOTE: IF THE CHILD TRANSFERRED TO A NEW SCHOOL DURING THE SCHOOL YEAR, PLEASE ANSWER ALL
QUESTIONS FOR THE CURRENT SCHOOL.
CODES

YES

NO
REFUSED
DON'T KNOW

PIQ140

QUESTION TEXT:
[Since the beginning of this school year, have you or the other adults in your household…]
Attended a meeting of a PTA, PTO, or Parent-Teacher Organization?
CODES

YES

NO
REFUSED
DON'T KNOW

PIQ150

QUESTION TEXT:
[Since the beginning of this school year, have you or the other adults in your household…]
Gone to a regularly-scheduled parent-teacher conference with {CHILD}'s teacher or meeting with {CHILD}'s
teacher?
CODES

YES

NO
REFUSED
DON'T KNOW

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2013-06-24 09:49

PIQ160

QUESTION TEXT:
[Since the beginning of this school year, have you or the other adults in your household…]
Attended a school or class event, such as a play, sports event, or science fair?
CODES

YES

NO
REFUSED
DON'T KNOW

PIQ170

QUESTION TEXT:
[Since the beginning of this school year, have you or the other adults in your household…]
Served as a volunteer in {CHILD}’s classroom or elsewhere in the school?
CODES

YES

NO
REFUSED
DON'T KNOW

PIQ185

QUESTION TEXT:
During this school year, how many times have you or other adults in your household gone to meetings or
participated in activities at {CHILD}'s school?
|___|___|___|
ENTER NUMBER

Spring 2014 Parent Interview: ECLS-K:2011 :: PIQ
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2013-06-24 09:49

ENTER NUMBER

Range

0 to 180

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF PIQ.130, PIQ.140, PIQ.150, PIQ.160 OR PIQ.170= 1, RANGE= 1 TO 180. ELSE, RANGE = 0 TO 180.
IF PIQ.130, PIQ.140, PIQ.150, PIQ.160 OR PIQ.170 = 1 AND 0 IS ENTERED IN PIQ185, DISPLAY ERROR MESSAGE:
“EARLIER RESPONSE INDICATES A PARENT ATTENDED AT LEAST ONE SCHOOL RELATED EVENT. PLEASE
VERIFY THIS ENTRY. IF THE ENTRY IS CORRECT, SUPPRESS.” IF ENTRY GREATER THAN 180 IS ENTERED,
DISPLAY ERROR MESSAGE: “A PARENT ATTENDING MORE THAN 180 EVENTS AT A SCHOOL IS HIGHLY
UNLIKELY. PLEASE VERIFY THIS ENTRY. IF THE ENTRY IS CORRECT, SUPPRESS.”

RANGE: 0 TO 180.

PIQ190

QUESTION TEXT:
For each of the following statements, please tell me how well {CHILD}'s school has done with each activity
during this school year.
The school lets you know between report cards how {CHILD} is doing in school. Would you say {CHILD}'s
school…
CODES

Does this very well,

Just OK, or

Doesn't do this at all?
REFUSED
DON'T KNOW

PIQ210

QUESTION TEXT:
[For each of the following statements, please tell me how well {CHILD}'s school has done with each activity
during this school year.]
The school makes you aware of chances to volunteer at the school. Would you say {CHILD}'s school…
CODES

Does this very well,

Just OK, or

Doesn't do this at all?
Spring 2014 Parent Interview: ECLS-K:2011 :: PIQ

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2013-06-24 09:49

REFUSED
DON'T KNOW

PIQ300

QUESTION TEXT:
About how many parents of children in {CHILD}'s class do you talk with regularly, either in person, on the
phone, or by texting, e-mailing, or using a social networking site?
ENTER NUMBER OF PARENTS.
l__l__l
NUMBER
ENTER NUMBER

Range

0 to 80

Soft Range

0 to 40

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
SOFT RANGE: 0 TO 40. HARD RANGE: 0-80.

PIQ490

QUESTION TEXT:
Would you say that you are very satisfied, somewhat satisfied, somewhat dissatisfied, or very dissatisfied with
the school {CHILD} attends this year?
CODES

VERY SATISFIED

SOMEWHAT SATISFIED

SOMEWHAT DISSATISFIED

VERY DISSATISFIED
REFUSED
DON'T KNOW

PIQ510

Spring 2014 Parent Interview: ECLS-K:2011 :: PIQ
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2013-06-24 09:49

QUESTION TEXT:
How often does {CHILD} do homework at home? Would you say…
PROBE: This refers to homework assigned by the school and not extra work provided by the parent.
CODES

Never,

Less than once a week,

1 to 2 times a week,

3 to 4 times a week, or

5 or more times a week?
REFUSED
DON'T KNOW

BOX 2

IF PIQ.510 = 2, 3, 4 OR 5, GO TO PIQ.550. ELSE, GO TO BOX 3.

PIQ550

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

NEVER

RARELY

SOMETIMES

ALWAYS
REFUSED
DON'T KNOW

BOX 3

Spring 2014 Parent Interview: ECLS-K:2011 :: PIQ
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2013-06-24 09:49

GO TO SECTION FSQ (FAMILY STRUCTURE).

Spring 2014 Parent Interview: ECLS-K:2011 :: PIQ
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2013-06-24 09:49

Spring 2014 Parent Interview: ECLS-K:2011
Section

FSQ

[Family Structure]

Sequence: 3

BOX 1

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

FSQ010

QUESTION TEXT:
Now I have a few questions about your household. We have listed that (READ NAMES FROM MATRIX) lived
in this household at the time of our last interview.
As I read each person's name again, please tell me if he or she still lives in this household.
Does {NAME} still live in this household?
CODES

YES

STILL HERE

FSQ015

PROGRAMMER INSTRUCTIONS:
1. DISPLAY 'still' IN UNDERLINED TEXT.
2. DISPLAY THE COMPLETED HOUSEHOLD MATRIX FROM THE MOST RECENT COMPLETE OR PARTIALLY
COMPLETE PARENT INTERVIEW IN FALL-K, SPRING K, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE
THIS INCLUDES THE PERSON TYPE, FIRST NAME, LAST NAME, AGE, AND SEX COLUMNS. THESE COLUMNS
SHOULD BE PROTECTED, THAT IS, INFORMATION CANNOT BE CHANGED. CHANGES MADE AT INQ.130
SHOULD SHOW UP ON THE MATRIX AT FSQ.010. CHANGES MADE AT INQ.060 and INQ.070 SHOULD BE
REFLECTED IN THE FSQ.010 MATRIX.
2a. IF THE MOST RECENT INTERVIEW FOR THE RESPONDENT WAS ONE WITHOUT A COMPLETE FSQ SECTION
(R4A INTERVIEW, R3A INTERVIEW OR R2 INTERVIEW WITH ONLY SPQ AND NOT A COMPLETE FSQ), DO THE
FOLLOWING:
i. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF THERE WAS A NEW RESPONDENT IN R4A AND

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THE R5 RESPONDENT IS THE SAME AS THE R4A RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE END
OF THE HOUSEHOLD ROSTER AND DESIGNATE THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER
SPOT.
ii. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF THERE WAS A NEW RESPONDENT IN R3A AND
THE R5 RESPONDENT IS THE SAME AS THE R3A RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE END
OF THE HOUSEHOLD ROSTER AND DESIGNATE THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER
SPOT.
iii. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE
INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF THERE WAS A NEW RESPONDENT IN THE
PARTIALLY COMPLETE R2 INTERVIEW WITH ONLY SPQ AND THE R5 RESPONDENT IS THE SAME AS THE R2
RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE END OF THE HOUSEHOLD ROSTER AND DESIGNATE
THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER SPOT.
iv. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF (THE R5 RESPONDENT IS NOT THE SAME AS THE
R4A RESPONDENT) AND THE R5 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD
MEMBER FROM R1, R2, OR R3B IS SELECTED AT INQ030), THE R4A RESPONDENT SHOULD BE PLACED AT THE
BOTTOM OF THE MATRIX AND THE R5 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN
THEIR ROSTER SLOT.
v. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF (THE R5 RESPONDENT IS NOT THE SAME AS THE
R3A RESPONDENT) AND THE R5 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD
MEMBER FROM R1 OR R2 IS SELECTED AT INQ030), THE R3A RESPONDENT SHOULD BE PLACED AT THE
BOTTOM OF THE MATRIX AND THE R5 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN
THEIR ROSTER SLOT.
vi. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE
INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF (THE R5 RESPONDENT IS NOT THE SAME AS THE
R2 RESPONDENT) AND THE R5 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD
MEMBER FROM R1 IS SELECTED AT INQ030), THE R2 RESPONDENT SHOULD BE PLACED AT THE BOTTOM OF
THE MATRIX AND THE NEW R5 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN THEIR
ROSTER SLOT.
vii. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF (THE R5 RESPONDENT IS NOT THE SAME AS
THE R4A RESPONDENT) AND THE R5 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL
HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R4A RESPONDENT IS
OVERWRITTEN BY THE R5 RESPONDENT. THE R5 RESPONDENT GETS PLACED AT THE END OF THE ROSTER
AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT.
viii. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF (THE R5 RESPONDENT IS NOT THE SAME AS
THE R3A RESPONDENT) AND THE R5 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL
HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R3A RESPONDENT IS
OVERWRITTEN BY THE R5 RESPONDENT. THE R5 RESPONDENT GETS PLACED AT THE END OF THE ROSTER
AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT.
ix. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE
INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF (THE R5 RESPONDENT IS NOT THE SAME AS THE
R2 RESPONDENT) AND THE R5 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL
HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R2 RESPONDENT IS
OVERWRITTEN BY THE R5 RESPONDENT. THE R5 RESPONDENT GETS PLACED AT THE END OF THE ROSTER
AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT.
3. ADD AS THE 6TH COLUMN TO THE MATRIX, 'STILL HERE'.
4. THE CURSOR SHOULD START AT THE 'STILL HERE' COLUMN FOR THE FIRST PERSON LISTED IN THE
MATRIX.
5. DISPLAY BRACKETS [ ] AROUND THE FIRST TWO PARAGRAPHS WHENEVER IN THE 'STILL HERE' COLUMN
FOR SOMEONE OTHER THAN THE FIRST PERSON LISTED ON THE MATRIX. (THE FIRST TWO PARAGRAPHS
SHOULD BE DISPLAYED WITHOUT THE BRACKETS WHEN YOU FIRST ARRIVE AT THIS QUESTION.)

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6. ADD AS THE 7TH COLUMN TO THE MATRIX, 'REASON LEFT’(FSQ.015).
7. IF THE 'STILL HERE' COLUMN IS CODED 'NO', THE CURSOR SHOULD MOVE RIGHT TO THE 'REASON LEFT'
COLUMN. IF THE 'STILL HERE' IS CODED 'YES', THE CURSOR SHOULD MOVE TO THE 'STILL HERE' COLUMN
FOR THE NEXT PERSON ON THE MATRIX (THE 'REASON LEFT' COLUMN DOES NOT NEED TO BE COMPLETED
IN THIS INSTANCE). IF THERE IS NO ONE ELSE LEFT TO ASK ABOUT, THE CURSOR SHOULD GO TO FSQ020
AND THE NEXT BLANK LINE IN THE MATRIX.
8. ADD AS THE 8TH COLUMN TO THE MATRIX, 'REASON LEFT OTHER' (FSQ.015OS).
9. THE MATRIX CANNOT HAVE MORE THAN 25 ROW ENTRIES.
10. IF QUESTION IS ABOUT THE RESPONDENT AND INQ.030 NE 0 (RESPONDENT IS NOT A NEW HOUSEHOLD
MEMBER) AND FSQ.010 = 2 (NOT IN HH), DISPLAY ERROR MESSAGE: "THIS PERSON CANNOT BE THE
RESPONDENT AND NOT BE IN THE HOUSEHOLD."

FSQ015

QUESTION TEXT:
Why is {NAME} no longer living in this household?
CODES

SEPARATION OR DIVORCE

ATTENDING COLLEGE OR BOARDING SCHOOL

LIVING ELSEWHERE FOR EMPLOYMENT RELATED REASONS

DECEASED

MOVED ON/MOVED ELSEWHERE

ROSTER ERROR (PERSON SHOULD NOT BE
LISTED)

MOVED BACK WITH PARENT(S)/MOVED WITH
OTHER PARENT

IN JAIL OR PRISON

RESPONDENT MOVED OUT OF THIS PERSON'S
HOUSEHOLD

SOME OTHER REASON (SPECIFY)
REFUSED
DON'T KNOW

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

FSQ015OS

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QUESTION TEXT:
[Why is {NAME} no longer living in this household?]

_______________________________________
ENTER OTHER REASON
ENTER TEXT
50

Length
PROGRAMMER INSTRUCTIONS:
1. DISPLAY 'REASON LEFT OTHER' AS THE 8TH COLUMN IN THE MATRIX.

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

FSQ020

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

Length

PROGRAMMER INSTRUCTIONS:
1. DISPLAY THE HOUSEHOLD MATRIX (PERSON TYPE, FIRST NAME, LAST NAME, AGE, AND SEX COLUMNS.)
2. THE INTERVIEWER CAN ADD UP TO 25 ROW ENTRIES.
3. THE INTERVIEWER CAN MOVE ALL AROUND THE MATRIX USING THE ARROW KEYS (EXCEPT ON
PROTECTED FIELDS).
4. IF, ACCORDING TO THE PRELOAD, A CASE HAS COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL K,
SPRING K, SPRING-FIRST GRADE OR SPRING-SECOND GRADE:

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a. DISPLAY FIRST PARAGRAPH “Other…else.” WHEN YOU FIRST ARRIVE AT FSQ020. ALSO DISPLAY THIS
PARAGRAPH IN BRACKETS [ ] WHENEVER YOU ARE IN THE FIRST NAME COLUMN FOR ANY PERSON OTHER
THAN PERSON NUMBER 1 (THE RESPONDENT).
b. DISPLAY ALL HOUSEHOLD MEMBERS AND ASSOCIATED INFORMATION AS COLLECTED IN THE MOST
RECENT PARENT INTERVIEW (IN SPRING-SECOND GRADE, SPRING-FIRST GRADE, SPRING-KINDERGARTEN OR
FALL-KINDERGARTEN) INCLUDING PRELOADED GENDER AND AGE VARIABLES (FOR CHILD'S AGE,
CALCULATE AGE FROM PRELOADED BIRTHDATE) OR VARIABLES UPDATED IN SPRING-THIRD GRADE INQ
(INQ.060, INQ.070, INQ.130) FOR THE CHILD AND THE RESPONDENT. HOWEVER, DO NOT DISPLAY THE
NAMES OF THOSE HH MEMBERS THAT WERE CODED '2' AT FSQ010 (NOT IN HH ANYMORE).
IF THE MOST RECENT INTERVIEW FOR THE RESPONDENT WAS ONE WITHOUT A COMPLETE FSQ SECTION
(R4A, R3A INTERVIEW OR R2 INTERVIEW WITH ONLY SPQ AND NOT A COMPLETE FSQ), BUT THE CASE HAD A
COMPLETE FSQ SECTION FROM A PREVIOUS ROUND, USE THE SAME INSTRUCTIONS AS SHOWN IN FSQ010
2a AND COLLECT THE AGE AND SEX FOR THE RESPONDENT.
c. ALL PREVIOUS HH MEMBER ROWS SHOULD BE PROTECTED. THE CURSOR
SHOULD APPEAR ON THE FIRST BLANK FIRST NAME COLUMN.
d. WHEN ON THE FIRST BLANK FIRST NAME COLUMN DISPLAY "PROBE: … household", "ENTER
FIRST…COMPLETE".
e. WHEN ON THE SECOND BLANK FIRST NAME COLUMN, THE PROBE AND SCREEN INSTRUCTION CITED IN
“d” ABOVE SHOULD ALSO CONTINUE TO BE DISPLAYED.

5. IF, ACCORDING TO THE PRELOAD, A CASE DID NOT HAVE COMPLETE FSQ DATA FROM PARENT
INTERVIEW IN FALL K, SPRING K, SPRING-FIRST GRADE OR SPRING-SECOND GRADE:
a. DISPLAY THE SECOND PARAGRAPH “Now…else.” WHEN YOU FIRST ARRIVE AT FSQ020. ALSO DISPLAY
THIS PARAGRAPH IN BRACKETS [ ] WHENEVER YOU ARE IN THE FIRST NAME COLUMN FOR ANY PERSON
OTHER THAN PERSON NUMBER 1 (THE RESPONDENT).
b. DISPLAY THE RESPONDENT'S FIRST AND LAST NAMES IN THE APPROPRIATE COLUMNS (COLLECTED AT
INQ060 OR INQ070). DISPLAY 'RESPONDENT' IN THE FIRST COLUMN TO INDICATE THAT PERSON IS THE
RESPONDENT.
IF THE MOST RECENT INTERVIEW FOR A HOUSEHOLD DID NOT HAVE A COMPLETE FSQ SECTION, THE
PREVIOUS ROUND RESPONDENT WILL BE IN THE FIRST ROW OF THE HOUSEHOLD MATRIX AND WE WILL
COLLECT THAT PERSON’S AGE AND SEX. IF THE RESPONDENT CHANGES IN THE CURRENT ROUND, THE
PREVIOUS ROUND RESPONDENT’S INFORMATION WILL BE OVERWRITTEN AND WE WILL COLLECT THAT
PERSON’S AGE AND SEX.
c. DISPLAY THE NAME OF THE FOCAL CHILD IN THE SECOND ROW OF THE FIRST AND LAST NAME COLUMNS
(FROM INQ.130). DISPLAY 'C' IN THE FIRST COLUMN TO INDICATE THAT PERSON IS THE FOCAL CHILD.
DISPLAY THE PRELOADED AGE AND SEX OF THE CHILD IN THE APPROPRIATE COLUMNS OF THE SECOND
ROW. THIS ROW IS PROTECTED.
d. DISPLAY "YOU WILL NEED…THE MATRIX." AND "PRESS ENTER TO…A HOUSEHOLD MEMBER"
WHENEVER THE CURSOR IS POSITIONED IN THE FIRST NAME COLUMN FOR PERSON NUMBER 1.
e. DISPLAY "ENTER FIRST NAME…IF MATRIX IS COMPLETE." WHENEVER THE CURSOR IS POSITIONED IN THE
FIRST NAME COLUMN FOR A ROW OTHER THAN PERSON NUMBER 1 (THE FIRST BLANK ROW AFTER CHILD).
f. DISPLAY "PROBE:… household)?" WHENEVER THE CURSOR IS POSITIONED IN THE FIRST NAME COLUMN
FOR SOMEONE OTHER THAN PERSON NUMBER 1 OR THE FIRST HOUSEHOLD MEMBER ADDED AFTER THE
CHILD.

FSQ025
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QUESTION TEXT:
ENTER LAST NAME OF {NAME}.
ENTER TEXT

Length

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

FSQ030

QUESTION TEXT:
How old {are you/is {NAME}}?
ENTER AGE OF {NAME}.
{ENTER ZERO IF PERSON’S AGE IS LESS THAN ONE YEAR.}
ENTER NUMBER

Range

0 to 120

Soft Range

18 to 100

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY THIS QUESTION WHEN THE CURSOR IS POSITIONED IN THE AGE COLUMN OF THE HOUSEHOLD
MATRIX.
DISPLAY "are you" WHEN THE CURSOR IS POSITIONED IN THE AGE COLUMN FOR THE RESPONDENT'S ROW
AND "is {NAME}" (DISPLAY THE APPROPRIATE FIRST NAME) WHEN THE CURSOR IS POSITIONED IN THE AGE
COLUMN FOR SOMEONE OTHER THAN THE RESPONDENT'S ROW.
DISPLAY “ENTER ZERO…ONE YEAR.” WHEN THE CURSOR IS POSITIONED IN THE AGE COLUMN FOR
SOMEONE OTHER THAN THE RESPONDENT.
SOFT RANGE FOR RESPONDENT’S AGE IS 18 TO 100. IF AGE IS OUTSIDE THIS RANGE, DISPLAY MESSAGE:
“RESPONDENT’S AGE IS OUTSIDE THE RANGE OF 18 TO 100. PLEASE VERIFY BEFORE CONTINUING.”
HARD RANGE FOR PERSONS OTHER THAN THE RESPONDENT IS: 0 to 120.

FSQ040

QUESTION TEXT:
CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME} male or female?}

ENTER SEX OF {NAME}.

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2013-06-26 16:14

CODES

MALE

FEMALE
REFUSED
DON'T KNOW

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

FSQ045

QUESTION TEXT:
CHECK HOUSEHOLD MATRIX. IF HOUSEHOLD MATRIX IS COMPLETE, PRESS 1 AND ENTER TO CONTINUE.
ENTER TEXT

Length

FSQ060

QUESTION TEXT:
Have we missed anyone who usually lives here who is temporarily away from home or living in a dorm at
school, or any babies or small children?
CODES

YES

FSQ020

FSQ110

REFUSED

FSQ110

DON'T KNOW

FSQ110

PROGRAMMER INSTRUCTIONS:
IF YES, DISPLAY "PLEASE RETURN TO MATRIX AND ENTER PERSON MISSED.”

FSQ110

QUESTION TEXT:
Do you have a spouse or partner who lives in this household?

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CODES

YES

FSQ120

Box 2

REFUSED

Box 2

DON'T KNOW

Box 2

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

FSQ120

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

{DISPLAY HH MEMBER NAME 1}

{DISPLAY HH MEMBER NAME 2}

{DISPLAY HH MEMBER NAME 3}

{DISPLAY HH MEMBER NAME 4}

{DISPLAY HH MEMBER NAME 5}

{DISPLAY HH MEMBER NAME 6}

{DISPLAY HH MEMBER NAME 7}

{DISPLAY HH MEMBER NAME 8}
REFUSED
DON'T KNOW

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

BOX 2

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

FSQ121

QUESTION TEXT:
During our last interview with this household (or family), it was reported that you were {the girlfriend or
female partner of {CHILD}’s parent or guardian/the boyfriend or male partner of {CHILD}’s parent or
guardian/the female guardian of {CHILD}/the male guardian of {CHILD}/{CHILD}’s relative, but not a
guardian/not related to {CHILD}/{CHILD}'s {RELATIONSHIP}}. Has there been a change in your relationship to
{CHILD}?

PROBE: For example, we mean changes in relationship such as becoming a step-parent, adoptive parent, or
guardian of {CHILD}.
CODES

YES

NO
REFUSED
DON'T KNOW

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

BOX 2A

IF THE CASE HAD COMPLETE FSQ DATA IN FALL K, SPRING K, SPRING-FIRST GRADE OR SPRING-SECOND

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GRADE AND THE CURRENT SPOUSE OR PARTNER WAS IN THE HOUSEHOLD IN THE MOST RECENT
INTERVIEW WITH COMPLETE FSQ DATA AND HAD ONE OF THE FOLLOWING RELATIONSHIPS TO THE CHILD
IN THE MOST RECENT FSQ DATA: STEP OR FOSTER MOTHER/FATHER, BOYFRIEND/GIRLFRIEND OF PARENT,
OTHER RELATIVE, OR NON-RELATIVE [(FSQ.140 = 3, 4, OR 5) OR (FSQ.150 = 3, 4, OR 5) OR (FSQ.130 = 5, 6, 12,
OR 13)], GO TO FSQ.122.
ELSE, GO TO BOX 3.

FSQ122

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

YES

NO
REFUSED
DON'T KNOW

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

BOX 3

IF IT IS [A CASE THAT HAD COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL-KINDERGARTEN,
SPRING-KINDERGARTEN, SPRING-FIRST GRADE, OR SPRING-SECOND GRADE AND ((THERE WERE NEW
HOUSEHOLD MEMBERS ADDED TO FSQ.020 IN THE CURRENT INTERVIEW) OR (THE RESPONDENT OR

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SPOUSE/PARTNER HAS A NEW RELATIONSHIP TO THE CHILD (FSQ.121 = 1 OR FSQ.122 = 1)))] OR (A CASE
WITHOUT COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST GRADE,
OR SPRING-SECOND GRADE INTERVIEW), GO TO LOOP1.
ELSE, GO TO BOX 4A.
LOOP 1
IF A CASE WITHOUT COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST
GRADE, OR SPRING-SECOND GRADE INTERVIEW ASK FSQ.130 - FSQ.180 FOR EACH PERSON ENUMERATED ON
THE HOUSEHOLD MATRIX (AT FSQ.020) WHO IS NOT THE FOCAL CHILD.
ELSE, IF IT IS A CASE THAT HAD COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN,
SPRING-FIRST GRADE, OR SPRING-SECOND GRADE INTERVIEW, ASK FSQ.130 - FSQ.180 FOR [(EACH NEW
PERSON ENUMERATED ON THE HOUSEHOLD MATRIX (AT FSQ.020) WHO IS NOT THE FOCAL CHILD) AND
(EACH OLD PERSON WHO HAS A NEW RELATIONSHIP TO THE CHILD (FSQ.121 = 1 OR FSQ.122 = 1 FOR THAT
PERSON))].

HELP AVAILABLE

FSQ130

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

Grandfather: The male parent of the child's biological or adoptive mother or father.

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In the case of a step-grandfather, code the relationship as you would a grandfather (code 8). For this survey,
we code that person as a grandparent because we don’t distinguish between biological, adoptive, or step
grandparents.

Aunt: The sister of the child's biological or adoptive mother or father or the wife of the child's uncle.
Uncle: The brother of the child's biological or adoptive mother or father or the husband of the child's aunt.
Cousin: A child of the focal child's uncle, aunt, or cousin.
Other Relative: Refers to relationships that aren't specifically listed, such as great grandmother, great
grandfather, niece, or nephew.
In the case of a step-grandparent, code the relationship as you would a grandparent (code 7 for
grandmother, code 8 for grandfather).

Other Non-relative: Refers to the relationship between two people when there is no family relationship
through blood, marriage, adoption, or partnership (i.e., living together as married). It also refers to more
ambiguous relationships that exist where there are two people living together as married and they have
children. For example, the child's father and the father's girlfriend (who is not the child's mother) live
together as married and the girlfriend's daughter lives with them. The relationship of the girlfriend's
daughter to the child would be siblings if they were married, but since the father and the girlfriend are not
married, the daughter is an "other non-relative." If the "other non-relative" is coded, you will receive a list of
other codes to use if they are more descriptive than "other non-relative."
CODES

MOTHER/FEMALE GUARDIAN

FSQ140

FATHER/MALE GUARDIAN

FSQ150

SISTER

FSQ160

BROTHER

FSQ170

GIRLFRIEND OR FEMALE PARTNER OF {CHILD}'S
PARENT/GUARDIAN

BOX 4

BOYFRIEND OR MALE PARTNER OF {CHILD}'S
PARENT/GUARDIAN

BOX 4

GRANDMOTHER

BOX 4

GRANDFATHER

BOX 4

AUNT

BOX 4

UNCLE

BOX 4

COUSIN

BOX 4

OTHER RELATIVE

BOX 4

OTHER NON-RELATIVE

FSQ180

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

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

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GUARDIANS ARE IN THE SAME HOUSEHOLD. IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHOOSE A
DIFFERENT RELATIONSHIP CODE.”
CONSISTENCY CHECK: IF [(A NEW HOUSEHOLD MEMBER IS ADDED WITH FSQ130=2 OR FSQ130=2 FOR AN
OLD HOUSEHOLD MEMBER WITH A RELATIONSHIP CHANGE THIS ROUND (FSQ121 = 1 OR FSQ122 = 1 FOR THIS
PERSON)) AND (THERE IS ALREADY SOMEONE IN THE HOUSEHOLD WITH FSQ130=2)] OR (TWO NEW
HOUSEHOLD MEMBERS ARE ADDED WITH FSQ130=2), DISPLAY MESSAGE: “TWO FATHER/MALE GUARDIANS
ARE IN THE SAME HOUSEHOLD. IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHOOSE A DIFFERENT
RELATIONSHIP CODE.”
HELP AVAILABLE

FSQ140

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

Biological or birth mother,

BOX 4

Adoptive mother,

BOX 4

Step mother,

BOX 4

Foster mother or female guardian, or

BOX 4

Other female parent or guardian?

BOX 4

REFUSED

BOX 4

DON'T KNOW

BOX 4

PROGRAMMER INSTRUCTIONS:
DISPLAY “Biological or Birth Mother” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Adoptive Mother” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Step Mother” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Foster Mother” IN THE HELP TEXT IN BOLD TEXT.

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DISPLAY “Female Guardian” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Other Female Parent or Guardian” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME
OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON.
CONSISTENCY CHECK: IF FSQ.140 = 1, THE AGE OF THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10
YEARS OLDER THAN THE CHILD AND AT MOST 50 YEARS OLDER THAN THE CHILD IN A SOFT RANGE CHECK.
IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER: THE MOTHER WAS REPORTED TO BE {AGE FROM FSQ.030}
YEARS OLD AND THE CHILD IS {CHILD AGE FROM FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION
AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY. ELSE, IF FSQ.140 = 2-5, THE SOFT RANGE FOR THE AGE
OF THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10 YEARS OLDER THAN THE CHILD AND AT MOST 70
YEARS OLDER THAN THE CHILD. IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER: THE MOTHER OR FEMALE
GUARDIAN WAS REPORTED TO BE {AGE FROM FSQ.030} YEARS OLD AND THE CHILD IS {CHILD AGE FROM
FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF
NECESSARY.
HELP AVAILABLE

FSQ150

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

Biological or birth father,

BOX 4

Adoptive father,

BOX 4

Step father,

BOX 4

Foster father or male guardian, or

BOX 4

Other male parent or guardian?

BOX 4

REFUSED

BOX 4

DON'T KNOW

BOX 4

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

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

FSQ160

QUESTION TEXT:
{Are you/Is {NAME}} {CHILD}'s…
HELP TEXT:
Full Sister: A female with whom the child shares the same biological parents.
Half Sister: A female with whom the child shares one biological parent.
Step Sister: A female to whom the child is unrelated except by the marriage of one biological parent.
Adoptive Sister: A female to whom the child is unrelated except that they are in the same family in which she
or the child has been legally adopted by the family.
Foster Sister: A female to whom the child is unrelated except that they are in the same family in which she or
the child have been taken into the home on a temporary basis and the parents have legal responsibility for
the child.
CODES

Full sister,

BOX 4

Half sister,

BOX 4

Step sister,

BOX 4

Adoptive sister, or

BOX 4

Foster sister?

BOX 4

REFUSED

BOX 4

DON'T KNOW

BOX 4

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

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

FSQ170

QUESTION TEXT:
{Are you/Is {NAME}} {CHILD}'s…
HELP TEXT:
Full Brother: A male with whom the child shares the same biological parents.
Half Brother: A male with whom the child shares one biological parent.
Step Brother: A male to whom the child is unrelated except by the marriage of one biological parent.
Adoptive Brother: A male to whom the child is unrelated except that they are in the same family in which he
or the child has been legally adopted by the family.
Foster Brother: A male to whom the child is unrelated except that they are in the same family in which he or
the child have been taken into the home on a temporary basis and the parents have legal responsibility for
the child.
CODES

Full brother,

BOX 4

Half brother,

BOX 4

Step brother,

BOX 4

Adoptive brother, or

BOX 4

Foster brother?

BOX 4

REFUSED

BOX 4

DON'T KNOW

BOX 4

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

FSQ180

HELP AVAILABLE

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

GIRLFRIEND OR FEMALE PARTNER OF {CHILD}'S
PARENT/GUARDIAN

BOX4

BOYFRIEND OR MALE PARTNER OF {CHILD}'S
PARENT/GUARDIAN

BOX4

FEMALE GUARDIAN

BOX4

MALE GUARDIAN

BOX4

DAUGHTER/SON OF {CHILD}'S PARENT'S
PARTNER

BOX4

OTHER RELATIVE OF {CHILD}'S PARENT'S
PARTNER

Box4

OTHER NON-RELATIVE (SPECIFY)

FSQ181

REFUSED

BOX 4

DON'T KNOW

BOX 4

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

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2013-06-26 16:14

IF FSQ.180 IS CODED 2 (BOYFRIEND), FLAG RESPONSE TO FSQ.130 AS CODE 6.
IF FSQ.180 IS CODED 3 (FEMALE GUARDIAN), FLAG RESPONSE TO FSQ.130 AS CODE 1 AND RESPONSE TO
FSQ.140 AS CODE 4.
IF FSQ.180 IS CODED 4 (MALE GUARDIAN), FLAG RESPONSE TO FSQ.130 AS CODE 2 AND RESPONSE TO
FSQ.150 AS CODE 4.
CONSISTENCY CHECK: IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “1” OR “2” (GIRLFRIEND OR
BOYFRIEND OF THE CHILD’S PARENT/GUARDIAN), SOFT AGE RANGE IS 15-100. IF AGE IS NOT IN THAT
RANGE, DISPLAY MESSAGE: UNLIKELY AGE FOR A GIRLFRIEND OR BOYFRIEND OF THE CHILD’S PARENT.
PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY.
ELSE, IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “3” OR “4”, THE SOFT RANGE FOR THE AGE OF
THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10 YEARS OLDER THAN THE CHILD AND AT MOST 70
YEARS OLDER THAN THE CHILD. IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER: {FATHER OR MALE
GUARDIAN/MOTHER OR FEMALE GUARDIAN} WAS REPORTED TO BE {AGE FROM FSQ.030} YEARS OLD AND
THE CHILD IS {CHILD AGE FROM FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION AND CORRECT
RELATIONSHIP OR AGE, IF NECESSARY. DISPLAY FATHER OR MALE GUARDIAN IF FSQ180=4; DISPLAY
MOTHER OR FEMALE GUARDIAN IF FSQ180=3.

FSQ181

QUESTION TEXT:
_______________________________________
SPECIFY OTHER NON-RELATIVE.
ENTER TEXT

Length

BOX 4

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

BOX 4A

LOOP 2.
IF ANY FOCAL CHILD, RESPONDENT, MOTHER FIGURE, OR FATHER FIGURE, OR RESPONDENT AND

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RESPONDENT'S SPOUSE (IF NO MOTHER OR FATHER FIGURES) (NEW OR OLD HH MEMBERS) IS MISSING
ETHNICITY OR RACE DATA, CONTINUE WITH FSQ.190.
OTHERWISE, GO TO BOX 4B.

HELP AVAILABLE

FSQ190

QUESTION TEXT:
{Are you/Is {NAME}} Hispanic or Latino?
CODE HISPANIC OR LATINO FOR NEW HOUSEHOLD MEMBERS OR OLD HOUSEHOLD MEMBERS WITH
MISSING DATA. IF NO NEW PERSONS OR OLD PERSONS WITH MISSING DATA, PRESS ENTER TO CONTINUE.
HELP TEXT:
Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish
culture or origin, regardless of race.
CODES

YES

NO
REFUSED
DON'T KNOW

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

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OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON.
IF, ACCORDING TO THE PRELOAD, A CASE DID NOT HAVE COMPLETE FSQ DATA IN FALL K, SPRING K, SPRINGFIRST GRADE, OR SPRING-SECOND GRADE:
ASK ABOUT HISPANIC OR LATINO FOR THE FOCAL CHILD, RESPONDENT, MOTHER AND FATHER FIGURES. IF
NO MOTHER OR FATHER FIGURES, THEN ASK ABOUT THE FOCAL CHILD, THE RESPONDENT AND
RESPONDENT'S SPOUSE/PARTNER (IF ANY). DISPLAY “Are you” IF LOOPING ON THE RESPONDENT.
OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED
ON.
HELP AVAILABLE

FSQ195

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

AMERICAN INDIAN OR ALASKA NATIVE

ASIAN

BLACK OR AFRICAN AMERICAN

NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER

WHITE
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY “American Indian or Alaska Native” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Asian” IN THE HELP TEXT IN BOLD TEXT.

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2013-06-26 16:14

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

BOX 4B

END LOOP 2.
ASK FSQ.190 – FSQ.195 FOR NEXT PERSON WHO IS THE FOCAL CHILD, MOTHER FIGURE, FATHER FIGURE, OR
RESPONDENT OR RESPONDENT'S SPOUSE (IF NO MOTHER OR FATHER FIGURES) (NEW OR OLD HH
MEMBERS) WHOSE ETHNICITY OR RACE DATA ARE MISSING. IF NO NEXT PERSON, CONTINUE WITH
FSQ.196a.

FSQ196a

HELP AVAILABLE

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2013-06-26 16:14

QUESTION TEXT:
Though we may have asked you about {CHILD}'s ethnicity and race in the past, I do have a few more
questions I'd like to ask about that now. Is {CHILD} a member of a Spanish, Hispanic, or Latino group?
HELP TEXT
If {CHILD} was Hispanic, Asian, or Pacific Islander, I would have asked some other questions about {his/her}
ethnicity. However, if {CHILD} is not, we can move on to the next questions.
CODES

YES

FSQ196b

FSQ197a

REFUSED

FSQ197a

DON'T KNOW

FSQ197a

FSQ196b

QUESTION TEXT:
Which of the following Spanish, Hispanic, or Latino groups best describes {CHILD}'s origin? Is {he/she}…
CODE ALL THAT APPLY.
CODES

Code All That Apply

Mexican, Mexican American or Chicano,

Puerto Rican,

Cuban, or

Other Spanish/Hispanic/Latino group?
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
ALLOW INTERVIEWER TO CHOOSE MORE THAN RESPONSE.

FSQ197a

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

YES

FSQ197b

FSQ198a

REFUSED

FSQ198a

DON'T KNOW

FSQ198a

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2013-06-26 16:14

FSQ197b

QUESTION TEXT:
Which of the following Asian groups best describes {CHILD}'s origin? Is {he/she}…
CODE ALL THAT APPLY.
CODES

Code All That Apply

Asian Indian,

Chinese,

Filipino,

Japanese,

Korean,

Vietnamese,

Hmong, or

Other Asian?
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
ALLOW INTERVIEWER TO CHOOSE MORE THAN RESPONSE.

FSQ198a

QUESTION TEXT:
Is {CHILD} a member of a Pacific Islander group?
CODES

YES

FSQ198b

FSQ200a

REFUSED

FSQ200a

DON'T KNOW

FSQ200a

FSQ198b

QUESTION TEXT:
Which of the following Pacific Islander groups best describes {CHILD}'s origin? Is {he/she}…

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CODE ALL THAT APPLY.
CODES

Code All That Apply

Native Hawaiian,

Guamanian or Chamorro,

Samoan, or

Other Pacific Islander?
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
ALLOW INTERVIEWER TO CHOOSE MORE THAN RESPONSE.

FSQ200a

DISPLAY INSTRUCTIONS:
Matrix in FSQ200b
QUESTION TEXT:
{FILL 1} currently married, separated, divorced, widowed, in a domestic partnership, or {FILL 2} never been
married {FILL 3}?
PROBE: This question is about parents who live in the household.
CODES

MARRIED

SEPARATED

DIVORCED

WIDOWED

NEVER MARRIED

CIVIL UNIONS/DOMESTIC PARTNERSHIP
REFUSED
DON'T KNOW

FSQ200b

See matrix.

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2013-06-26 16:14

{FILL 1}

{FILL 2}

ParentIsR

BioMoInHH

BioFaInHH

AdopMoInHH

The current
roster shows a
relationship of
biological/
adoptive mother
or biological/
adoptive father
for the person
flagged as the
respondent for
YES
YES

The current
roster shows
the relationship
of biological
mother for at
least one HH
member (not
the R)
for YES

The current roster
shows the
relationship of
biological father
for at
least one HH
member (not the
R)
for YES

The current roster
shows the
relationship of
adoptive mother
for at
least one HH
member (not the
R)
for YES

YES

has he

YES

has she

YES

has he

YES

Are you

have you

Are you

have you

Are CHILD's
biological parents
Are CHILD's
biological parents
Is CHILD's
biological mother
Is CHILD's
biological father
Is CHILD's
adoptive mother
Is CHILD's
adoptive father
Are CHILD's
adoptive parents
Are CHILD's
adoptive parents

have
they
have
they
has she

have
they
have
they

{FILL
3}

AdopFaInH
H
The current
roster shows
the
relationship
of adoptive
father for at
least one HH
member (not
the R)
for YES

OtherinHH

SameAdopinHH

The current
roster shows
there is no
biological/ado
ptive
mother/father
in the
household for
YES

The current
roster shows
there are same
sex adoptive
parents (one of
them is not the
R) for YES

SameBioinH
H
The current
roster shows
there are
same sex
biological
parents (one
of them is not
the R) for YES

YES
to each
other
to each
other

to each
other
to each
other

YES

NO
NO

YES

BOX 5

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

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A KEY PARENT FIGURE AND THE OTHER MOTHER IN THE HOUSEHOLD (WHO HAS A DIFFERENT PERSON
NUMBER THAN THE MOTHER IDENTIFIED AS A KEY PARENT FIGURE) SHOULD BE A KEY PARENT FIGURE.
ELSE, IF THERE IS A MOTHER (RELATION =1) BUT NO FATHER (RELATION=2) AND THE MOTHER HAS A
SPOUSE/PARTNER WHO IS FEMALE (FSQ.140 =2), THE MOTHER (IDENTIFIED WITH THE SAME CRITERIA AS IN
BULLET 2 IF THERE ARE TWO MOTHERS) SHOULD BE A KEY PARENT FIGURE AND HER FEMALE
SPOUSE/PARTNER (WHO HAS A DIFFERENT PERSON NUMBER THAN THE MOTHER IDENTIFIED AS A KEY
PARENT FIGURE) SHOULD BE A KEY PARENT FIGURE. IF THE SEX OF THE SPOUSE/PARTNER OF A PARENT
(RELATION = 1 OR 2) IS UNKNOWN (FSQ140 = REF OR DK), THE PARENT AND THE SPOUSE/PARTNER OF THE
PARENT SHOULD STILL EACH BE KEY PARENT FIGURES.
(NOTE: IN HOUSEHOLDS WITH TWO MOTHERS AND NO FATHER, EACH MOTHER FIGURE CAN ONLY OCCUPY
ONE OF THE TWO KEY PARENT FIGURE SLOTS. IF MOTHER FIGURE #2 QUALIFIES AS A KEY PARENT AND IS
ALSO THE SPOUSE/PARTNER OF A MOTHER FIGURE #1, MOTHER FIGURE #1 SHOULD BE ONE KEY MOTHER
FIGURE AND MOTHER FIGURE #2 SHOULD BE THE OTHER KEY PARENT FIGURE. ALSO, IN TWO MOTHER
FAMILIES WITHOUT A FATHER, IF A MOTHER WHO TAKES PRECEDENCE OVER ANOTHER MOTHER (BY
RELATIONSHIP NUMBER OR PERSON NUMBER AS INDICATED IN BULLET 2 ABOVE) IS NOT THE
RESPONDENT, BUT IS THE SPOUSE/PARTNER OF THE OTHER MOTHER WHO IS THE RESPONDENT, BOTH
MOTHERS SHOULD BE KEY PARENT FIGURES RATHER THAN SETTING THE MOTHER THAT TAKES
PRECEDENCE AS BOTH THE KEY FEMALE AND KEY MALE FIGURE.)
• 4) IF THERE IS A FATHER (RELATION=2) BUT NO MOTHER (RELATION=1) AND THE FATHER HAS A FEMALE
SPOUSE/PARTNER, THE FATHER SHOULD BE A KEY PARENT FIGURE AND THE FEMALE SPOUSE/PARTNER
SHOULD BE A KEY PARENT FIGURE. ELSE, IF THERE IS A FATHER (RELATION =2) BUT NO MOTHER
(RELATION=2) AND THERE ARE TWO FATHERS IN THE HOUSEHOLD, THE FATHER (IDENTIFIED WITH THE
SAME CRITERIA AS IN BULLET 2 IF THERE ARE TWO FATHERS) SHOULD BE A KEY PARENT FIGURE AND THE
OTHER FATHER IN THE HOUSEHOLD (WHO HAS A DIFFERENT PERSON NUMBER THAN THE FATHER
IDENTIFIED AS A KEY PARENT FIGURE) SHOULD BE A KEY PARENT FIGURE.
ELSE, IF THERE IS A FATHER (RELATION=2) BUT NO MOTHER (RELATION=1) AND THE FATHER HAS A MALE
SPOUSE/PARTNER, THE FATHER (IDENTIFIED WITH THE SAME CRITERIA AS IN BULLET 2 IF THERE ARE TWO
FATHERS) SHOULD BE A KEY PARENT FIGURE AND HIS MALE SPOUSE/PARTNER (WHO HAS A DIFFERENT
PERSON NUMBER THAN THE FATHER IDENTIFIED AS A KEY PARENT FIGURE) SHOULD BE A KEY PARENT
FIGURE. (NOTE: IN HOUSEHOLDS WITH TWO FATHERS AND NO MOTHER, EACH FATHER FIGURE CAN ONLY
OCCUPY ONE OF THE TWO KEY PARENT FIGURE SLOTS. IF FATHER FIGURE #2 QUALIFIES AS A KEY PARENT
AND IS ALSO THE SPOUSE/PARTNER OF A FATHER FIGURE #1, FATHER FIGURE #1 SHOULD BE ONE KEY
FATHER FIGURE AND FATHER FIGURE #2 SHOULD BE THE OTHER KEY PARENT FIGURE. ALSO, IN TWO
FATHER FAMILIES WITHOUT A MOTHER, IF A FATHER WHO TAKES PRECEDENCE OVER ANOTHER FATHER
(BY RELATIONSHIP NUMBER OR PERSON NUMBER AS INDICATED IN BULLET 2 ABOVE) IS NOT THE
RESPONDENT, BUT IS THE SPOUSE/PARTNER OF THE OTHER FATHER WHO IS THE RESPONDENT, BOTH
FATHERS SHOULD BE KEY PARENT FIGURES RATHER THAN SETTING THE FATHER THAT TAKES PRECEDENCE
AS BOTH THE KEY MALE AND KEY FEMALE FIGURE.)

• 5) OTHERWISE, IF THERE ARE NOT PARENTS IN THE HOUSEHOLD (RELATION NE 1 OR 2), THE
RESPONDENT SHOULD BE A KEY PARENT FIGURE AND THE RESPONDENT’S SPOUSE/PARTNER, IF ONE,
SHOULD BE A KEY PARENT FIGURE.

BOX 6

IF THE PRELOAD SHOWS THAT SPRING-SECOND GRADE, SPRING-FIRST GRADE OR SPRING-KINDERGARTEN
DATA FOR FSQ.212-FSQ.213 ARE NOT MISSING FOR ONE OR BOTH OF THE CURRENT 2 “KEY” PARENT
FIGURES), GO TO BOX 8. ELSE, ASK FSQ.212-FSQ.213 FOR 2 “KEY” PARENT FIGURES, AS DEFINED IN BOX 5
ABOVE.

Spring 2014 Parent Interview: ECLS-K:2011 :: FSQ
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2013-06-26 16:14

FSQ212

QUESTION TEXT:
Now I have a few questions about {your/{NAME}'s} country of birth. In what country {were/was}
{you/{NAME}} born?
TO ACTIVATE LOOKUP, BEGIN TO TYPE COUNTRY OR TERRITORY. IF COUNTRY IS NOT ON THE LIST,
HIGHLIGHT ***NOT ON LIST*** IN THE LOOKUP FILE AND PRESS ENTER.
USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.

PROGRAMMER INSTRUCTIONS:
DISPLAY "your", “were” AND “you” IF CURRENT CYCLE OF LOOP IS ASKING ABOUT THE RESPONDENT.
DISPLAY "{NAME}" (AND THAT PERSON'S FIRST NAME), “was” and "{NAME}" (AND THAT PERSON'S FIRST
NAME AGAIN), IF CURRENT CYCLE OF LOOP IS ASKING ABOUT A HOUSEHOLD MEMBER WHO IS NOT THE
RESPONDENT.
DISPLAY " ***NOT ON LIST*** " IN UNDERLINED TEXT.
DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE
CODES.
IF COUNTRY 233 IS CHOSEN, DISPLAY “YOU HAVE SELECTED “UNITED ARAB EMIRATES” RATHER THAN THE
“UNITED STATES.” IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHANGE CODE."

BOX 7

IF FSQ.212 = 0 (NOT ON LIST), CONTINUE WITH FSQ.212OS.
IF FSQ.212 = 1 (UNITED STATES), DK, OR RF, GO TO BOX 8.
OTHERWISE, CONTINUE WITH FSQ.213.

FSQ212OS

QUESTION TEXT:
[In what country {were/was} {you/{NAME}} born?]
SPECIFY COUNTRY.

Spring 2014 Parent Interview: ECLS-K:2011 :: FSQ
Page 28 of 30

2013-06-26 16:14

_____________________________________________________
ENTER TEXT

Length

PROGRAMMER INSTRUCTIONS:
DISPLAY “were” AND “you” IF CURRENT CYCLE OF LOOP IS ASKING ABOUT THE RESPONDENT. DISPLAY
“was” and "{NAME}" (AND THAT PERSON'S FIRST NAME) IF CURRENT CYCLE OF LOOP IS ASKING ABOUT A
HOUSEHOLD MEMBER WHO IS NOT THE RESPONDENT.

FSQ213

QUESTION TEXT:
How old {was/were} {you/{NAME}} when {you/{he/she}} first moved to {any of the fifty states in the United
States or the District of Columbia/the United States}?
|___|___|
AGE
ENTER NUMBER

Range

0 to 75

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “were”, “you”, AND “you” IF CURRENT CYCLE OF LOOP IS ASKING ABOUT THE RESPONDENT.
DISPLAY “was”, "{NAME}" (AND THAT PERSON'S FIRST NAME), AND “he” FOR A MALE/”she” FOR A
FEMALE/”he/she” IF SEX IS MISSING IF CURRENT CYCLE OF LOOP IS ASKING ABOUT A HOUSEHOLD MEMBER
WHO IS NOT THE RESPONDENT.
DISPLAY “any of the fifty states in the United States or the District of Columbia” IF FSQ.212 = 5, 90, 139, 179,
203, 235 (AMERICAN SAMOA, GUAM, MARIANA ISLAND, PUERTO RICO, SOLOMON ISLANDS, OR US VIRGIN
ISLANDS). ELSE, DISPLAY “the United States.”
RANGE CHECK: 0 – 75 YEARS OLD. UNLESS AGE IN HOUSEHOLD ROSTER = DK OR RF, AGE ENTERED AT THIS
ITEM SHOULD BE CHECKED IN A SOFT RANGE AGAINST THIS PERSON'S AGE IN THE HOUSEHOLD ROSTER.
OTHERWISE, DISPLAY ERROR MESSAGE: "THIS AGE CANNOT BE GREATER THAN PERSON'S CURRENT AGE.
PLEASE CONFIRM ANSWER."
1.PRESS G TO REENTER ANSWER.
2.PRESS C TO ESCAPE OR CANCEL.
3.PRESS S TO ACCEPT ANSWER ABOUT AGE WHEN FIRST MOVED TO THE UNITED STATES. ADD COMMENT
ABOUT THE PERSON’S CURRENT AGE.”

BOX 8

ASK FSQ.212-FSQ.213 FOR THE NEXT APPROPRIATE KEY PARENT FIGURE WITH MISSING COUNTRY OF ORIGIN
DATA IDENTIFIED IN BOX 6. IF THERE IS NOT AN APPROPRIATE KEY PARENT FIGURE LEFT TO BE ASKED
ABOUT, GO TO PLQ.

Spring 2014 Parent Interview: ECLS-K:2011 :: FSQ
Page 29 of 30

2013-06-26 16:14

Spring 2014 Parent Interview: ECLS-K:2011 :: FSQ
Page 30 of 30

2013-06-26 16:14

Spring 2014 Parent Interview: ECLS-K:2011
Section

PLQ

[Primary Language(s) Spoken]

Sequence: 4
HELP AVAILABLE

PLQ020

QUESTION TEXT:
Is any language other than English regularly spoken in your home?
HELP TEXT:
Regularly: A language, other than English, that is spoken on a regular basis (that is, occurring at least weekly)
by at least one household member.
CODES

YES

BOX1

REFUSED

BOX1

DON'T KNOW

BOX1

PROGRAMMER INSTRUCTIONS:
BOLD "Regularly" IN HELP TEXT.

PLQ083

QUESTION TEXT:
How often {do/does} {you/{NAME}} use a language other than English in speaking to {CHILD}? Would you say
never, sometimes, often, or very often?
PROBE: IF MORE THAN ONE NON-ENGLISH LANGUAGE SPOKEN, SAY: On average, how often {do/does}
{{you/{NAME}}/{CHILD}} use all languages, other than English, in speaking to {{CHILD}/{you/{NAME}}}?
PROBE: We just need to know in general.
PROGRAMMER INSTRUCTIONS:
DISPLAY "all" IN "use all languages" IN BOLDED TEXT.
REFUSE AND DON'T KNOW ALLOWED.
CAPI ROSTER INSTRUCTION:
DISPLAY IN COLUMN 1 PERSONS ENUMERATED ON THE HOUSEHOLD ROSTER WHO ARE KEY PARENT
FIGURES (UP TO TWO PERSONS).
CAPI MATRIX INSTRUCTIONS:
1. THE FIRST COLUMN OF THE MATRIX (FIRST NAME) IS READ ONLY (SEE CAPI ROSTER INSTRUCTIONS
ABOVE).
2. WHEN CURSOR IS POSITIONED IN THE SECOND COLUMN (PLQ.083), DISPLAY THE VARIABLE NAME FOR
PLQ.083 AT THE TOP OF THE COLUMN AND THE FOLLOWING QUESTION TEXT AT THE TOP OF THE SCREEN:

Spring 2014 Parent Interview: ECLS-K:2011 :: PLQ
Page 1 of 4

2013-06-24 10:22

"How often {do/does} {you/{NAME}} use a language other than English in speaking to {CHILD}? Would you say
never, sometimes, often, or very often?” DISPLAY “you” IF THE KEY PARENT FIGURE IS THE RESPONDENT.
OTHERWISE, DISPLAY THE NAME OF THE KEY PARENT FIGURE.
3. ANOTHER COLUMN OF THE MATRIX IS USED TO ASK PLQ.090 (BELOW) THE CURSOR WILL MOVE FROM
PLQ.083 TO PLQ.090 FOR THE SAME PERSON AND THEN WILL MOVE BACK TO PLQ.083 AND THEN PLQ.090
FOR THE SECOND PERSON.
4. INTERVIEWER CANNOT LEAVE THE MATRIX UNTIL ALL FIELDS ARE ACCOUNTED FOR.

First Na me
{Display HH
Member Name}
{Display HH
Member Name}

PLQ.0 83 VARIABLE NAME How often
{do/d oes}{{you/{NAME}} use a
language other tha n English in speaking
to {CHILD}? Would you say never ,
sometimes, often, or very often ?

CODES

NEVER

SOMETIMES

OFTEN

VERY OFTEN

PLQ090

QUESTION TEXT:
How often does {CHILD} use a language other than English in speaking to {you}/{NAME}? Would you say
never, sometimes, often, or very often?
PROBE: IF MORE THAN ONE NON-ENGLISH LANGUAGE SPOKEN, SAY: On average, how often {do/does}
{you/{NAME}/{CHILD}} use all languages, other than English, in speaking to {{CHILD}/you/{NAME}}?
PROBE: We just need to know in general.

Spring 2014 Parent Interview: ECLS-K:2011 :: PLQ
Page 2 of 4

2013-06-24 10:22

PROGRAMMER INSTRUCTIONS:
DISPLAY "all" IN "use all languages" IN BOLDED TEXT.
REFUSE AND DON'T KNOW ALLOWED.
CAPI ROSTER INSTRUCTION:
DISPLAY IN COLUMN 1 PERSONS ENUMERATED ON THE HOUSEHOLD ROSTER WHO ARE KEY PARENT
FIGURES (UP TO TWO PERSONS).
CAPI MATRIX INSTRUCTIONS:
1. THE FIRST COLUMN OF THE MATRIX (FIRST NAME) IS READ ONLY (SEE CAPI ROSTER INSTRUCTIONS
ABOVE).
2. WHEN CURSOR IS POSITIONED IN THE NEXT COLUMN {PLQ.090}, DISPLAY THE VARIABLE NAME FOR
PLQ.090 AT THE TOP OF THE COLUMN AND THE FOLLOWING QUESTION TEXT AT THE TOP OF THE SCREEN:
"How often does {CHILD} use a language other than English in speaking to {you/{NAME}}? Would you say
never, sometimes, often, or very often?" DISPLAY “you” IF THE KEY PARENT FIGURE IS THE RESPONDENT.
OTHERWISE, DISPLAY THE NAME OF THE KEY PARENT FIGURE.
3. AFTER PLQ.090 IS COMPLETED FOR THE FIRST PERSON, THE CURSOR WILL MOVE BACK TO PLQ.083 FOR
THE SECOND PERSON AND THEN TO PLQ.090 FOR THAT PERSON.
4. INTERVIEWER CANNOT LEAVE THE MATRIX UNTIL ALL FIELDS ARE ACCOUNTED FOR.

First Na me
{Display HH
Member Name}
{Display HH
Member Name}

PLQ.0 90 VARIABLE
NAME: How often
does{CHILD} use
a language other than
English in speaking to
{you/{NAME}}? Would
you say never,
sometimes, often, or
very often? "
|_ |

CODES

NEVER

SOMETIMES

OFTEN

VERY OFTEN

Spring 2014 Parent Interview: ECLS-K:2011 :: PLQ
Page 3 of 4

2013-06-24 10:22

BOX1

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

Spring 2014 Parent Interview: ECLS-K:2011 :: PLQ
Page 4 of 4

2013-06-24 10:22

Spring 2014 Parent Interview: ECLS-K:2011
Section

HEQ

[Home Environment, Activities, and
Cognitive Stimulation]

Sequence: 5
HELP AVAILABLE

HEQ040

QUESTION TEXT:
About how many children's books does {CHILD} have in your home now, including library books? Please only
include books that are for children.
HELP TEXT:
Number of children's books: This item asks about the books that belong to the child, not all books in the
home (e.g., not parents' books). Books shared by siblings may be counted. For example, if the children share
50 books, count all 50.

|___|___|___|___|
ENTER # OF BOOKS
ENTER NUMBER

Range

0 to 5000

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
HARD RANGE CHECK: 0-5000 BOOKS.
BOLD "Number of children's books" IN HELP TEXT.

HEQ210

QUESTION TEXT:
In the past week, how often did {CHILD} read to {himself/herself} or to others outside of school?
PROBE: Please include reading in any language.
Would you say …
CODES

Never,

HEQ225

Once or twice a week,

HEQ215

3 to 6 times a week, or

HEQ215

Every day?

HEQ215

REFUSED

HEQ225

DON'T KNOW

HEQ225

Spring 2014 Parent Interview: ECLS-K:2011 :: HEQ
Page 1 of 10

2013-06-26 09:55

PROGRAMMER INSTRUCTIONS:
DISPLAY "past week" IN UNDERLINED TEXT.

HEQ215

QUESTION TEXT:
Generally, how many minutes did {CHILD} read at each of these times?
PROBE: Please include reading in any language.
|___|___|___|
ENTER MINUTES
ENTER NUMBER

Range

1 to 120

Soft Range

1 to 60

REFUSED
DON'T KNOW

HELP AVAILABLE

HEQ225

QUESTION TEXT:
In an average week, how often does {CHILD} use a home computer or other electronic device to play with
programs that teach {him/her} something, like math or reading skills?
Would you say...
HELP TEXT:
Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod,
reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch, and
Playstation).
CODES

Never,

Once or twice a week,

3 to 6 times a week, or

Every day?
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
IN THE HELP TEXT DISPLAY "Electronic device" IN BOLD TEXT.

HEQ280
Spring 2014 Parent Interview: ECLS-K:2011 :: HEQ
Page 2 of 10

2013-06-26 09:55

QUESTION TEXT:
Is {CHILD} tutored on a regular basis, by someone other than you or a family member, in a specific subject,
such as reading, math, science, or a foreign language?
CODES

YES

HEQ300

REFUSED

HEQ300

DON'T KNOW

HEQ300

HEQ290

QUESTION TEXT:
What is {CHILD} tutored in?
CODE ALL THAT APPLY.
PROBE: Anything else?
CODES

READING

HEQ300

MATH

HEQ300

SCIENCE

HEQ300

FOREIGN LANGUAGE

HEQ300

OTHER (SPECIFY)

HEQ290OS

REFUSED

HEQ300

DON'T KNOW

HEQ300

HEQ290OS

QUESTION TEXT:
[What is {CHILD} tutored in?]
SPECIFY SUBJECT(S).
_________________________________________________

Spring 2014 Parent Interview: ECLS-K:2011 :: HEQ
Page 3 of 10

2013-06-26 09:55

ENTER TEXT
50

Length

HEQ300

QUESTION TEXT:
Outside of school hours in the past year, has {CHILD} participated in:
Academic activities, like science, computers, math lab, or taking a class to learn a language other than English?
CODES

YES

HEQ305

HEQ310

REFUSED

HEQ310

DON'T KNOW

HEQ310

PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.

HEQ305

QUESTION TEXT:
As part of {CHILD}’s participation in that activity, did {he/she} ever take a field trip focused on science
activities, for example to a science museum or center, a science lab, a planetarium, or a nature center?
CODES

YES

NO
REFUSED
DON'T KNOW

HEQ310

QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Organized athletic activities, like basketball, soccer, baseball, or gymnastics?

Spring 2014 Parent Interview: ECLS-K:2011 :: HEQ
Page 4 of 10

2013-06-26 09:55

CODES

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.

HEQ320

QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Organized clubs or recreational programs, like scouts?
CODES

YES

HEQ325

HEQ330

REFUSED

HEQ330

DON'T KNOW

HEQ330

PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.

HEQ325

QUESTION TEXT:
As part of {CHILD}’s participation in that program, did {he/she} ever take a field trip focused on science
activities, for example to a science museum or center, a science lab, a planetarium, or a nature center?
CODES

YES

NO
REFUSED
DON'T KNOW

HEQ330

QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]

Spring 2014 Parent Interview: ECLS-K:2011 :: HEQ
Page 5 of 10

2013-06-26 09:55

Music lessons, for example, piano, instrumental music, or singing lessons?
CODES

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.

HEQ340

QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Drama classes?
CODES

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.

HEQ350

QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Art classes or lessons, for example, painting, drawing, or sculpture?
CODES

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.

HEQ370

Spring 2014 Parent Interview: ECLS-K:2011 :: HEQ
Page 6 of 10

2013-06-26 09:55

QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Organized performing arts programs, such as children's choirs, dance programs, or theater performances?
CODES

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.

HEQ391

QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Religious activities or instruction?
CODES

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.

BOX1

IF HEQ.300, HEQ.310, HEQ.320, HEQ330, HEQ.340, HEQ.350, HEQ.370 OR HEQ391 = 1, GO TO HEQ.393. ELSE,
GO TO HEQ.520.

HEQ393

QUESTION TEXT:
Did {CHILD}’s participation in {academic activities /organized athletic activities/ organized clubs or
recreational programs/ music lessons/ drama classes / art classes or lessons/ organized performing arts

Spring 2014 Parent Interview: ECLS-K:2011 :: HEQ
Page 7 of 10

2013-06-26 09:55

programs/ religious activities or instruction /any of these activities} help to cover the hours when you needed
adult supervision for {him/her}?
CODES

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
IF ONLY ONE OF THE ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ320, HEQ.330, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) EQUALS 1 (YES), DISPLAY THE ACTIVITY LISTED AS SHOWN BELOW. ELSE, DISPLAY “any
of these activities”.
IF HEQ.300 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.310, HEQ.320, HEQ.330, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “academic activities”.
ELSE, IF HEQ310 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.320, HEQ.330, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “organized athletic activities”.
ELSE, IF HEQ320 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.330, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “organized clubs or recreational programs”.
ELSE, IF HEQ330 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “music lessons”.
ELSE, IF HEQ340 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “drama classes”.
ELSE, IF HEQ350 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340,
HEQ.370, HEQ.391) NE 1, DISPLAY “art classes or lessons”.
ELSE, IF HEQ370 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340,
HEQ.350, HEQ.391) NE 1, DISPLAY “organized performing arts programs”.
ELSE, IF HEQ391 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340,
HEQ.350, HEQ.370) NE 1, DISPLAY “religious activities or instruction”.
HELP AVAILABLE

HEQ520

QUESTION TEXT:
Now, I have a question about meals. In a typical week, please tell me the number of days your family eats the
evening meal together.
l__l
Number of days
HELP TEXT:
By family, we mean at least one adult and one child.
ENTER NUMBER

Range

0 to 7

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "typical week" IN UNDERLINED TEXT.
IN HELP TEXT, DISPLAY "family" IN BOLD TEXT.
RANGE: 0 TO 7.

HEQ600a
Spring 2014 Parent Interview: ECLS-K:2011 :: HEQ
Page 8 of 10

2013-06-26 09:55

QUESTION TEXT:
On an average school night, how many hours of sleep does {CHILD} get?
|__|__|
ENTER NUMBER OF HOURS.
ENTER NUMBER

Range

0 to 24

REFUSED

Box2

DON'T KNOW

Box2

PROGRAMMER INSTRUCTIONS:
WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY "ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR,
ENTER '0'. MINUTES CAN BE ENTERED ON THE NEXT SCREEN.
WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'ENTER NUMBER OF MINUTES.'
WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'On an average night, how many hours of sleep does
{CHILD} get?' IN SQUARE BRACKETS.
DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS.
IF HOURS ARE REF/DK, GO TO BOX 2. ELSE, CONTINUE WITH MINUTES.

HEQ600b

QUESTION TEXT:
[On an average school night, how many hours of sleep does {CHILD} get?]
|__|__|
ENTER NUMBER OF MINUTES.
ENTER NUMBER

Range

0 to 59

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY "ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR,
ENTER '0'. MINUTES CAN BE ENTERED ON THE NEXT SCREEN.
WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'ENTER NUMBER OF MINUTES.'
WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'On an average night, how many hours of sleep does
{CHILD} get?' IN SQUARE BRACKETS.
DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS.

BOX2
Spring 2014 Parent Interview: ECLS-K:2011 :: HEQ
Page 9 of 10

2013-06-26 09:55

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

Spring 2014 Parent Interview: ECLS-K:2011 :: HEQ
Page 10 of 10

2013-06-26 09:55

SOCIAL SKILLS, PROBLEM BEHAVIORS, AND APPROACHES TOWARD LEARNING – SSQ

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

BOX 1

GO TO SECTION CCQ (CHILD CARE).

Spring 2014 Parent Interview: ECLS-K:2011
Section

CCQ

[Child Care]

Sequence: 7

CCQ005

QUESTION TEXT:
Next, I'd like to talk with you about the child care arrangements you have for {CHILD} this year. First, I'd like
to talk to you about all the child care {CHILD} now receives on a regular basis from someone other than
{you/{his/her} parents} {or {his/her} guardians}. This does not include occasional baby-sitting or backup care
providers.
PRESS ENTER TO CONTINUE.

PROGRAMMER INSTRUCTIONS:
DISPLAY "regular basis" IN UNDERLINED TEXT
FOR ALL DISPLAYS, DEFINE "PARENT FIGURE" AS THE MOTHER OR FATHER OR MALE OR FEMALE
GUARDIAN (FSQ.130= 1 OR 2 - THIS INCLUDES BIRTH, ADOPTIVE, STEP, FOSTER, AND OTHER PARENTS OR
GUARDIANS).
IF RESPONDENT IS A PARENT FIGURE (FSQ.130 = 1 OR 2 FOR THE RESPONDENT) OR (IF THERE IS NO PARENT
IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY HOUSEHOLD MEMBER)), DISPLAY "you".
OTHERWISE, DISPLAY "{his/her} parents" IF AT LEAST ONE HH MEMBER, NOT THE RESPONDENT, IS A BIRTH,
ADOPTIVE, OR STEP PARENT OR THE RELATIONSHIP IS DK OR RF (FSQ.140 OR FSQ.150 = 1, 2, 3, DK, OR REF).
DISPLAY "or {his/her} guardians" IF THERE IS NO PARENT IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY
HOUSEHOLD MEMBER). ELSE, USE A NULL DISPLAY.

CCQ010

HELP AVAILABLE

QUESTION TEXT:
Is {CHILD} now receiving care from a relative on a regular basis (including care provided before or after
school)? This may include grandparents, brothers and sisters, or any relatives other than {you/{CHILD}'s
parents} {or {CHILD}’s guardians}.
DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD. ALSO, IF NO
PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH THE CHILD.
HELP TEXT:
Care from a relative: Record care or programs provided by a relative other than the child’s parents in a
private home. The private home may be the child’s home, the caregiver’s home, or another home. In all cases,
do not include care provided by a parent, even if they do not live in the household. (Do not include visitation
with a separated or divorced parent who does not have custody.)
If there is at least one parent in the household, any relative living in the household is eligible to be counted as
a care arrangement, if the care is provided on a regularly scheduled basis. Relatives outside the household
may also be regular care providers.

Spring 2014 Parent Interview: ECLS-K:2011 :: CCQ
Page 1 of 18

2013-06-24 10:27

If neither parent lives in the household, do not include care provided by guardians who live with the child
(they are similar to parents).
Relative care arrangements may or may not have a charge or fee.
Regular Basis: An arrangement or program occurring on a routine schedule (i.e., occurring at least weekly or
on some other schedule). Do not include occasional babysitting or "back up" arrangements that are just used
once in a while.
CODES

YES

CCQ060

CCQ115

REFUSED

CCQ115

DON'T KNOW

CCQ115

PROGRAMMER INSTRUCTIONS:
DISPLAY “Care from a relative” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Relative care arrangements” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Regular basis” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "now" AND "regular basis" IN UNDERLINED TEXT.
FOR ALL DISPLAYS, DEFINE "PARENT FIGURE" AS THE MOTHER OR FATHER OR MALE OR FEMALE
GUARDIAN (FSQ.130= 1 OR 2 - THIS INCLUDES BIRTH, ADOPTIVE, STEP, FOSTER, AND OTHER PARENTS OR
GUARDIANS).
IF RESPONDENT IS A PARENT FIGURE (FSQ.130 = 1 OR 2 FOR THE RESPONDENT) OR (IF THERE IS NO PARENT
IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY HOUSEHOLD MEMBER)), DISPLAY "you".
OTHERWISE, DISPLAY "{CHILD}’s parents" IF AT LEAST ONE HH MEMBER, NOT THE RESPONDENT, IS A
BIRTH, ADOPTIVE, OR STEP PARENT OR THE RELATIONSHIP IS DK OR RF (FSQ.140 OR FSQ.150 = 1, 2, 3, DK, OR
REF).
DISPLAY "or {CHILD}’s guardians" IF THERE IS NO PARENT IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY
HOUSEHOLD MEMBER). ELSE, USE A NULL DISPLAY.
HELP AVAILABLE

CCQ060

QUESTION TEXT:
How many different regular care arrangements do you currently have with relatives?
DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD. ALSO, IF NO
PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH THE CHILD.
HELP TEXT:
Care from a relative: Record care or programs provided by a relative other than the child’s parents in a private
home. The private home may be the child’s home, the caregiver’s home, or another home. In all cases, do not
include care provided by a parent, even if they do not live in the household. (Do not include visitation with a
separated or divorced parent who does not have custody.)

Spring 2014 Parent Interview: ECLS-K:2011 :: CCQ
Page 2 of 18

2013-06-24 10:27

If there is at least one parent in the household, any relative living in the household is eligible to be counted as
a care arrangement, if the care is provided on a regularly scheduled basis. Relatives outside the household
may also be regular care providers.
If neither parent lives in the household, do not include care provided by guardians who live with the child
(they are similar to parents).
Relative care arrangements may or may not have a charge or fee.
Regular care arrangements: Arrangements or programs occurring on a routine schedule (i.e., occurring at
least weekly or on some other schedule). Do not include occasional babysitting or "back up" arrangements
that are just used once in a while.
CODES

ONE

TWO

THREE

FOUR

FIVE OR MORE
REFUSED
DON'T KNOW

CCQ065

QUESTION TEXT:
{Let's talk about the relative who provides the most care for {CHILD} now.} Who is the relative who cares for
{CHILD}?
PROBE FOR RELATIONSHIP TO CHILD.
DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD. ALSO, IF NO
PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH THE CHILD.
CODES

GRANDPARENT

AUNT

UNCLE

BROTHER
Spring 2014 Parent Interview: ECLS-K:2011 :: CCQ

Page 3 of 18

2013-06-24 10:27

SISTER

ANOTHER RELATIVE
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY “now" IN UNDERLINED TEXT. DISPLAY "{Let's talk about the relative who provides the most care
for {CHILD} now.}" IF CCQ.060 = 2, 3, 4, 5, DK, OR REF. OTHERWISE, USE A NULL DISPLAY.

CCQ070

QUESTION TEXT:
Is the care provided by {{CHILD}'s {RELATIVE}/that relative} in your home or another home?
CODES

OWN HOME

OTHER HOME

BOTH/VARIES
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "{CHILD}'s {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative".
FOR "{RELATIVE}", DISPLAY "grandparent” IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle"
IF CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5.

CCQ075

QUESTION TEXT:
Does {CHILD} receive that care before school, after school, or on weekends?
CODE ALL THAT APPLY
CODES

Code All That Apply

BEFORE SCHOOL

AFTER SCHOOL

WEEKENDS
REFUSED
DON'T KNOW

CCQ080

HELP AVAILABLE

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2013-06-24 10:27

QUESTION TEXT:
Is the care that {CHILD} receives from {{his/her} {RELATIVE}/that relative} regularly scheduled at least once
each week?
HELP TEXT:
Regularly Scheduled: Regularly scheduled at least once each week could mean every Wednesday, every
Monday and Friday, everyday, or some other schedule, as long as it is at least once each week.
CODES

YES

BOX4

REFUSED

BOX4

DON'T KNOW

BOX4

PROGRAMMER INSTRUCTIONS:
DISPLAY "{his/her} {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative". FOR
"{RELATIVE}", DISPLAY "grandparent” IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle" IF
CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5.
DISPLAY "regularly scheduled" AND “each” IN THE QUESTION TEXT IN UNDERLINED TEXT.
DISPLAY “Regularly scheduled:” AND “each week” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY THE FIRST “each” IN THE HELP TEXT IN UNDERLINED TEXT.

CCQ085

QUESTION TEXT:
How many days each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}?
|___|
ENTER # OF DAYS
ENTER NUMBER

Range

1 to 7

Soft Range

1 to 5

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
SOFT RANGE CHECK 1-5. HARD RANGE CHECK 1-7.
DISPLAY "{his/her} {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative".
DISPLAY "days" AND “week” IN UNDERLINED TEXT.
FOR "{RELATIVE}", DISPLAY "grandparent” IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle"
IF CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5.

CCQ090
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2013-06-24 10:27

QUESTION TEXT:
How many hours each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}?
RECORD THE HOURS EACH WEEK IN WHOLE HOURS.
|___|___|
ENTER # OF HOURS
ENTER NUMBER

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: IF CCQ.085 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED
IN CCQ.085 MULTIPLIED BY 10 HOURS AND THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN
CCQ.085 MULTIPLIED BY 24 HOURS. ELSE, IF CCQ.085 IS REF/DK, THE SOFT RANGE FOR HOURS IS 1-50 AND
THE HARD RANGE FOR HOURS IS 1-70.
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
DISPLAY "{his/her} {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative."
FOR "{RELATIVE}", DISPLAY "grandparent" IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle"
IF CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5.

BOX4

IF THERE IS ONLY ONE CURRENT REGULAR RELATIVE CARE ARRANGEMENT FOR THE CHILD (CCQ.060 = 1 OR
8 OR 9), GO TO CCQ.115.
OTHERWISE, CONTINUE WITH CCQ.110.

CCQ110

QUESTION TEXT:
You said that {CHILD} was cared for by {NUMBER} other {relatives/relative} on a regular basis.
How many hours each week does {CHILD} receive care from {these/this} other {relatives/relative}?
DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD.
ALSO, IF NO PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH
THE CHILD.

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2013-06-24 10:27

ENTER “77” IF CHILD DID NOT HAVE CHILD CARE FROM OTHER RELATIVE(S) AT LEAST ONCE EACH WEEK.
|___|___|
ENTER # OF HOURS
ENTER NUMBER

Range

1 to 70

Soft Range

1 to 50

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
FOR "{NUMBER}", DISPLAY "1" IF CCQ.060 = 2; "2" IF CCQ.060 = 3; DISPLAY "3" IF CCQ.060 = 4. IF CCQ.060 =
5, USE A NULL DISPLAY.
IF CCQ.060 = 2, DISPLAY "relative", "this” and “relative". OTHERWISE, DISPLAY "relatives", "these”, and
“relatives".
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-50. HARD RANGE CHECK 1-70, 77.
IF NUMBER ENTERED IS OUTSIDE OF THE SOFT RANGE (51-70), DISPLAY MESSAGE "You have entered
{NUMBER ENTERED} hours. Are you sure this is correct?"
IF NUMBER ENTERED IS "77", DISPLAY MESSAGE "You have entered 77, meaning that the child does not
receive care from another relative at least once a week. Is this correct?"
HELP AVAILABLE

CCQ115

QUESTION TEXT:
{Now I'd like to ask you about any care {CHILD} receives from nonrelatives in a private home, not including
child care centers.} Is {CHILD} now receiving care in a private home on a regular basis from someone who is
not related to {him/her} (including care provided before or after school)? This includes home child care
providers, regular sitters or neighbors. {It does not include child care centers.}
PROBE: This refers to care received from nonrelatives in a private home, including home child care providers,
regular sitters, or neighbors. However, this does not include child care centers.
HELP TEXT:
Care from a nonrelative: Nonrelative care is provided by someone not related to the child and is located in a
private home. The private home may be the child’s home, the caregiver’s home, or another home.
If there is at least one parent in the household, any nonrelative living in the household is eligible to be
counted as a care arrangement, IF the care is given on a regularly scheduled basis.
If neither parent lives in the household, do not include care provided by guardians who live with the child
(they are treated the same as parents).
Nonrelative care arrangements or programs may or may not have a charge or fee.
Regular Basis: An arrangement or program occurring on a routine schedule (i.e., occurring at least weekly or
on some other schedule). Do not include occasional babysitting or "back up" arrangements that are just used
once in a while.

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2013-06-24 10:27

CODES

YES

CCQ260

REFUSED

CCQ260

DON'T KNOW

CCQ260

PROGRAMMER INSTRUCTIONS:
DISPLAY “Care from a nonrelative” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “ If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Nonrelative care arrangements” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Regular basis” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "now" AND "regular basis" IN UNDERLINED TEXT.
DISPLAY "Now . . . centers" IF CCQ.010 = 1. OTHERWISE, USE A NULL DISPLAY.
DISPLAY “It does not include child care centers.” IF CCQ.010 NE 1. OTHERWISE, USE A NULL DISPLAY.
HELP AVAILABLE

CCQ165

QUESTION TEXT:
How many different regular care arrangements do you currently have with nonrelatives?
HELP TEXT:
Care from a nonrelative: Nonrelative care is provided by someone not related to the child and is located in a
private home. The private home may be the child’s home, the caregiver’s home, or another home.
If there is at least one parent in the household, any nonrelative living in the household is eligible to be
counted as a care arrangement, IF the care is given on a regularly scheduled basis.
If neither parent lives in the household, do not include care provided by guardians who live with the child
(they are treated the same as parents).
Nonrelative care arrangements or programs may or may not have a charge or fee.
Regular care arrangements: Arrangements or programs occurring on a routine schedule (i.e., occurring at
least weekly or on some other schedule). Do not include occasional babysitting or "back up" arrangements
that are just used once in a while.
CODES

ONE

TWO

THREE

FOUR

FIVE OR MORE
REFUSED
DON'T KNOW
Spring 2014 Parent Interview: ECLS-K:2011 :: CCQ

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2013-06-24 10:27

PROGRAMMER INSTRUCTIONS:
DISPLAY “Care from a nonrelative” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Nonrelative care arrangements” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Regular care arrangements” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "regular" AND "currently" IN UNDERLINED TEXT.

CCQ170

QUESTION TEXT:
{Let's talk about the nonrelative who provides the most care for {CHILD} now.} Is that care provided in your
home or another home?
CODES

OWN HOME

OTHER HOME

BOTH/VARIES
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "{Let's talk about the nonrelative who provides the most care for {CHILD} now.}" IF CCQ.165 = 2, 3, 4,
5, DK, OR REF. OTHERWISE, USE A NULL DISPLAY.

CCQ175

QUESTION TEXT:
Does {CHILD} receive that care before school, after school, or on weekends?
CODE ALL THAT APPLY
CODES

Code All That Apply

BEFORE SCHOOL

AFTER SCHOOL

WEEKENDS
REFUSED
DON'T KNOW

CCQ180

HELP AVAILABLE

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2013-06-24 10:27

QUESTION TEXT:
Is the care that {CHILD} receives from that person regularly scheduled at least once each week?
HELP TEXT:
Regularly Scheduled: Regularly scheduled at least once each week could mean every Wednesday, every
Monday and Friday, everyday, or some other schedule, as long as it is at least once each week.
CODES

YES

BOX8

REFUSED

BOX8

DON'T KNOW

BOX8

PROGRAMMER INSTRUCTIONS:
DISPLAY "Regularly Scheduled:" AND "each week" IN THE HELP TEXT IN BOLD TEXT
DISPLAY THE FIRST “each” IN THE HELP TEXT IN UNDERLINED TEXT.
DISPLAY "regularly scheduled" AND “each” IN THE QUESTION TEXT IN UNDERLINED TEXT.

CCQ185

QUESTION TEXT:
How many days each week does {CHILD} receive care from that person?
|___|
ENTER # OF DAYS
ENTER NUMBER

Range

1 to 7

Soft Range

1 to 5

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "days" AND “week” IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-5. HARD RANGE CHECK 1-7.
SOFT RANGE=1-5. OTHERWISE, DISPLAY ERROR MESSAGE: "You have entered {DISPLAY RESPONSE AT
CCQ185}.Are you sure this is correct?”
HARD RANGE=1-7. IF NUMBER OF DAYS ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: “Input invalid.
Value not in range 1 to 7.”

CCQ190

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2013-06-24 10:27

QUESTION TEXT:
How many hours each week does {CHILD} receive care from that person?
RECORD THE HOURS EACH WEEK IN WHOLE HOURS.
|___|___|
ENTER # OF HOURS
ENTER NUMBER

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
RANGE CHECK: IF CCQ.185 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED
IN CCQ.185 MULTIPLIED BY 10 HOURS AND THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN
CCQ.185 MULTIPLIED BY 24 HOURS. ELSE, IF CCQ.185 IS REF/DK, THE SOFT RANGE FOR HOURS IS 1-50 AND
THE HARD RANGE FOR HOURS IS 1-70.
IF CCQ.185 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.185
MULTIPLIED BY 10 HOURS. OTHERWISE DISPLAY: You have entered {DISPLAY RESPONSE AT CCQ190}. Are
you sure this is correct?”
IF CCQ.185 IS NOT EQUAL TO REF/DK, THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.185
MULTIPLIED BY 24 HOURS. OTHERWISE DISPLAY: "Invalid Response, entry not in range {DISPLAY RESPONSE
AT CCQ185*24}. Please reenter.”
IF CCQ185=RF/DK, THE SOFT RANGE=1-50 hours. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered
{DISPLAY RESPONSE AT CCQ190}. Are you sure this is correct?”
IF CCQ185=RF/DK, HARD RANGE=1-70 hours. OTHERWISE DISPLAY ERROR MESSAGE: “ Invalid response.
Entry not in range 1-70. Please reenter”

BOX8

IF ONLY ONE CURRENT REGULAR NONRELATIVE CARE ARRANGEMENT FOR CHILD (CCQ.165 = 1 OR 8 OR 9),
GO TO CCQ.260.
OTHERWISE, CONTINUE WITH CCQ.205.

CCQ205

QUESTION TEXT:
You said that {CHILD} was cared for by {NUMBER} other {nonrelative/nonrelatives} on a regular basis. How
many hours each week does {CHILD} receive care from {this nonrelative/these nonrelatives}?

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2013-06-24 10:27

ENTER “77” IF CHILD DID NOT HAVE CHILD CARE FROM OTHER NONRELATIVE(S) AT LEAST ONCE EACH
WEEK.
|___|___|
ENTER # OF HOURS
ENTER NUMBER

Range

1 to 70

Soft Range

1 to 50

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
FOR "{NUMBER}", DISPLAY "1" IF CCQ.165 = 2; DISPLAY "2" IF CCQ.165 = 3; DISPLAY "3" IF CCQ.165 = 4; IF
CCQ165=5, USE A NULL DISPLAY.
IF CCQ.165 = 2, DISPLAY "nonrelative" AND "this nonrelative." OTHERWISE, DISPLAY "nonrelatives" AND
"these nonrelatives."
DISPLAY “hours” AND “week” IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-50. HARD RANGE CHECK 1-70, 77.
IF NUMBER ENTERED IS OUTSIDE OF THE SOFT RANGE (51-70), DISPLAY MESSAGE "You have entered
{NUMBER ENTERED} hours. Are you sure this is correct?"
IF NUMBER ENTERED IS "77", DISPLAY MESSAGE "You have entered 77, meaning that the child does not
receive care from a nonrelative at least once a week. Is this correct?"
HELP AVAILABLE

CCQ260

QUESTION TEXT:
{Now I'd like to ask you about any care {CHILD} receives from day care centers or before- or after-school
programs.} Is {CHILD} now attending a day care center or a before- or after-school program at a school or in
a center on a regular basis?
HELP TEXT:
Day Care Center or Before- or After-School Program: Includes any type of formal program that provides care
and supervision. It may be in a child's school or in another location, such as a church or a free-standing
building. Head Start programs, nursery schools, preschools, and prekindergarten programs that include
children who are older (some of which may be sponsored by the state) are also included.
Regular Basis: An arrangement or program occurring on a routine schedule (i.e., occurring at least weekly or
on some other schedule). Do not include occasional babysitting or "back up" arrangements that are just used
once in a while.
CODES

YES

CCQ376

REFUSED

CCQ376

DON'T KNOW

CCQ376

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PROGRAMMER INSTRUCTIONS:
DISPLAY “Day Care Center or Before-or-After-School Program” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Regular Basis” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Now . . . programs" IF CCQ.115 = 1. OTHERWISE, USE A NULL DISPLAY.
DISPLAY "now" and "regular basis" in UNDERLINED TEXT.
HELP AVAILABLE

CCQ325

QUESTION TEXT:
How many different day care centers or before- or after-school care programs does {CHILD} currently go to
on a regular basis?
HELP TEXT:
Day Care Center or Before- or After-School Program: Includes any type of formal program that provides care
and supervision. It may be in a child's school or in another location, such as a church or a free-standing
building. Head Start programs, nursery schools, preschools, and prekindergarten programs that include
children who are older (some of which may be sponsored by the state) are also included.
CODES

ONE

TWO

THREE

FOUR

FIVE OR MORE
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY “Day Care Center or Before-or-After-School Program” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "currently" AND “regular basis” IN UNDERLINED TEXT.

CCQ330

QUESTION TEXT:
{Let's talk about the program where {CHILD} spends the most time now.} Is that program located in the
school {CHILD} currently attends?
CODES

YES

NO
REFUSED
DON'T KNOW

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2013-06-24 10:27

PROGRAMMER INSTRUCTIONS:
DISPLAY "now" IN UNDERLINED TEXT.
DISPLAY {Let's talk about the program where {CHILD} spends the most time now.} IF CCQ.325 = 2, 3, 4, 5, DK,
OR REF. OTHERWISE, USE A NULL DISPLAY.

CCQ335

QUESTION TEXT:
Does {CHILD} go to that program before school, after school, or on weekends?
CODE ALL THAT APPLY
CODES

Code All That Apply

BEFORE SCHOOL

AFTER SCHOOL

WEEKENDS
REFUSED
DON'T KNOW

HELP AVAILABLE

CCQ340

QUESTION TEXT:
Does {CHILD} go to that program on a regularly scheduled basis at least once each week?
HELP TEXT:
Regularly Scheduled: Regularly scheduled at least once each week could mean every Wednesday, every
Monday and Friday, everyday, or some other schedule, as long as it is at least once each week.
CODES

YES

BOX14

REFUSED

BOX14

DON'T KNOW

BOX14

PROGRAMMER INSTRUCTIONS:
DISPLAY “Regularly Scheduled:” AND “each week” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY THE FIRST “each” IN THE HELP TEXT IN UNDERLINED TEXT.
DISPLAY "regularly scheduled" and "each" IN THE QUESTION TEXT IN UNDERLINED TEXT.

CCQ350
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2013-06-24 10:27

QUESTION TEXT:
How many days each week does {CHILD} go to that program?
|___|
ENTER # OF DAYS
ENTER NUMBER

Range

1 to 7

Soft Range

1 to 5

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "days" AND “week” IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-5. HARD RANGE CHECK 1-7.
SOFT RANGE=1-5. OTHERWISE, DISPLAY ERROR MESSAGE: "You have entered {DISPLAY RESPONSE AT
CCQ350}.Are you sure this is correct?”
HARD RANGE=1-7. IF NUMBER OF DAYS ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: “Input invalid.
Value not in range 1 to 7”.

CCQ353

YES

NO
REFUSED
DON'T KNOW

CCQ355

QUESTION TEXT:
Other than regular school hours, how many hours each week does {CHILD} go to that program?
RECORD THE HOURS EACH WEEK IN WHOLE HOURS.
|___|___|
ENTER # OF HOURS

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2013-06-24 10:27

ENTER NUMBER

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
RANGE CHECK: IF CCQ.350 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED
IN CCQ.350 MULTIPLIED BY 10 HOURS AND THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN
CCQ.350 MULTIPLIED BY 24 HOURS. ELSE, IF CCQ.350 IS REF/DK, THE SOFT RANGE FOR HOURS IS 1-50 AND
THE HARD RANGE FOR HOURS IS 1-70.
IF CCQ.350 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.350
MULTIPLIED BY 10 HOURS. OTHERWISE DISPLAY: You have entered {DISPLAY RESPONSE AT CCQ350 * 10}.
Are you sure this is correct?”

IF CCQ.350 IS NOT EQUAL TO REF/DK, THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.350
MULTIPLIED BY 24 HOURS. OTHERWISE DISPLAY: "Invalid Response, Entry not in range {DISPLAY RESPONSE
AT CCQ350*24}. Please reenter.”
IF CCQ350=RF/DK, THE SOFT RANGE=1-50 hours. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered
{DISPLAY RESPONSE AT CCQ355}. Are you sure this is correct?”
IF CCQ350=RF/DK, HARD RANGE=1-70 hours. OTHERWISE DISPLAY ERROR MESSAGE: “Invalid response.
Entry not in range 1-70. Please reenter”

BOX14

IF ONLY ONE CURRENT REGULAR CENTER OR PROGRAM CARE ARRANGEMENT FOR CHILD (CCQ.325 = 1 OR
REF/DK), GO TO CCQ.376.
OTHERWISE, CONTINUE WITH CCQ.375.

CCQ375

QUESTION TEXT:
You said that {CHILD} attended {NUMBER} other day care {center/centers} or before- or after-school
{program/programs} on a regular basis. How many hours each week does {CHILD} attend {this
program/these programs}?

ENTER “77” IF CHILD DID NOT GO TO OTHER DAY CARE CENTER(S) OR BEFORE- OR AFTER-SCHOOL
PROGRAM(S) AT LEAST ONCE EACH WEEK.
|___|___|
ENTER # OF HOURS

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2013-06-24 10:27

ENTER NUMBER

Range

1 to 70

Soft Range

1 to 50

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
FOR "{NUMBER}", DISPLAY "1" IF CCQ.325 = 2; DISPLAY "2" IF CCQ.325 = 3; DISPLAY "3" IF CCQ.325 = 4. IF
CCQ.325 = 5, USE A NULL DISPLAY.
IF CCQ.325 = 2, DISPLAY "center," "program" AND "this program." OTHERWISE, DISPLAY "centers,"
"programs" AND "these programs."
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-50. HARD RANGE CHECK 1-70, 77.
IF NUMBER ENTERED IS OUTSIDE OF THE SOFT RANGE (51-70), DISPLAY MESSAGE "You have entered
{NUMBER ENTERED} hours. Are you sure this is correct?"
IF NUMBER ENTERED IS "77", DISPLAY MESSAGE "You have entered 77. Are you sure this is correct?"
IF NUMBER ENTERED IS OUTSIDE OF THE HARD RANGE, DISPLAY MESSAGE "Invalid response. Entry not in
range 1 - 70. Please reenter."
HELP AVAILABLE

CCQ376

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

YES

BOX15

REFUSED

BOX15

DON'T KNOW

BOX15

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

CCQ377

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QUESTION TEXT:
How many hours per week does {CHILD} take care of {himself/herself}?
|___|___|
ENTER # HOURS
ENTER NUMBER

Range

1 to 70

Soft Range

1 to 25

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
IF VALUE IS OUTSIDE OF SOFT RANGE (1-25), DISPLAY "You have entered an answer outside the range of 1-25
hours a week. Are you sure this is correct?"
IF VALUE IS OUTSIDE OF HARD RANGE, DISPLAY "Input invalid. Value not in range 1 to 70."

BOX15

GO TO SECTION NRQ (NON-RESIDENT PARENT).

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Spring 2014 Parent Interview: ECLS-K:2011
Section

NRQ

[Non-Resident Parents]

Sequence: 8

Box1

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

Box2

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

Spring 2014 Parent Interview: ECLS-K:2011 :: NRQ
Page 1 of 3

2013-06-24 10:28

ELSE, IF A BIOLOGICAL PARENT WAS NOT LIVING OR RESPONDENT DID NOT KNOW WHO THE BIOLOGICAL
PARENT WAS IN THE FALL K INTERVIEW (FALL K HRQ.030=2 OR 3), DO NOT LOOP ON THIS PARENT.
ELSE, IF FSQ.015=4 (DECEASED) FOR A BIOLOGICAL OR ADOPTIVE PARENT IN THE CURRENT ROUND OR
SPRING-SECOND GRADE, DO NOT LOOP ON THIS PARENT.
IF THERE ARE ANY ELIGIBLE CASES ACCORDING TO THE LOOPING RULES ABOVE, GO TO NRQ.040 FOR EACH
ELIGIBLE CASE UNTIL ALL ELIGIBLES HAVE BEEN ASKED ABOUT IN THE QUESTIONS. ELSE, GO TO BOX 4.

NRQ040

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

Less than one month,

More than a month but less than a year,

Box4

More than a year, or

Box4

No contact since birth?

Box4

PARENT IS DECEASED

Box4

NO CONTACT SINCE ADOPTION

Box4

NO ADOPTIVE {MOTHER/FATHER}

Box4

PARENT UNKNOWN/WAS ONLY A DONOR

Box4

REFUSED

Box4

DON'T KNOW

Box4

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

Spring 2014 Parent Interview: ECLS-K:2011 :: NRQ
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2013-06-24 10:28

“father” FOR THE PARTICULAR LOOP RESPONDENT IS ON.
DISPLAY "[We…helpful.]" IF THERE ARE NO BIOLOGICAL PARENTS IN THE HOUSEHOLD (NO HOUSEHOLD
MEMBER WITH A CODE '1' AT FSQ.140 OR FSQ.150). OTHERWISE, USE A NULL DISPLAY.
DISPLAY "for adoptive parents" IF THE RESPONDENT IS AN ADOPTIVE PARENT (FSQ.140 OR FSQ.150 IS
CODED '2' FOR THE PERSON FLAGGED AS THE RESPONDENT).

NRQ123

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

Range

0 to 84

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “his” IF THE CHILD IS MALE. DISPLAY “her” IF THE CHILD IS FEMALE. ELSE, IF CHILD SEX IS
MISSING, DISPLAY “his/her”.
IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE BIOLOGICAL MOTHER, DISPLAY “biological”
AND “mother” FOR THE PARTICULAR LOOP RESPONDENT IS ON.
IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE BIOLOGICAL FATHER, DISPLAY “biological” AND
“father” FOR THE PARTICULAR LOOP RESPONDENT IS ON.
IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE ADOPTIVE MOTHER, DISPLAY “adoptive” AND
“mother” FOR THE PARTICULAR LOOP RESPONDENT IS ON.
IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE ADOPTIVE FATHER, DISPLAY “adoptive” AND
“father” FOR THE PARTICULAR LOOP RESPONDENT IS ON.
RANGE: 0 TO 84.

Box4

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

Spring 2014 Parent Interview: ECLS-K:2011 :: NRQ
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2013-06-24 10:28

Spring 2014 Parent Interview: ECLS-K:2011
Section

COQ

[Country of Origin for Non-Resident
Biological Parents]

Sequence: 9

BOX 1

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

BOX2

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

COQ005

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

Spring 2014 Parent Interview: ECLS-K:2011 :: COQ
Page 1 of 5

2013-06-24 10:29

ENTER TEXT
3

Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:

DISPLAY "Earlier…born" IF FSQ.212 WAS ASKED. ELSE, USE A NULL DISPLAY.
DISPLAY "I know you mentioned…she was from" IF (NRQ.040=5 (DECEASED) FOR THE BIOLOGICAL MOTHER
IN ANY ROUND) OR (FALL-KINDERGARTEN HRQ.030=2 (DECEASED) FOR THE BIOLOGICAL MOTHER) OR
(FSQ.015=4 (DECEASED) FOR THE BIOLOGICAL MOTHER IN THE CURRENT ROUND OR SPRING-SECOND
GRADE).
DISPLAY "another question" IF SECTION NRQ ASKED ABOUT THE BIOLOGICAL MOTHER. ELSE, USE A NULL
DISPLAY.
DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE
CODES.
IF COUNTRY 233 IS CHOSEN, DISPLAY “YOU HAVE SELECTED “UNITED ARAB EMIRATES” RATHER THAN THE
“UNITED STATES.” IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHANGE CODE."

BOX 3

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

COQ005OS

QUESTION TEXT:
[In what country was {his/her} biological mother born?]
SPECIFY COUNTRY
_________________________________________________________
ENTER TEXT

Length

COQ010

Spring 2014 Parent Interview: ECLS-K:2011 :: COQ
Page 2 of 5

2013-06-24 10:29

QUESTION TEXT:
How old was {CHILD}’s biological mother when she first moved to {any of the fifty states in the United States
or the District of Columbia /the United States}?

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

|___|___|
AGE
ENTER NUMBER

Range

0 to 75

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

BOX 4

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

COQ020

QUESTION TEXT:
{Earlier we asked about where people in your household were born.} Now, we’d like to ask {another
question} about {CHILD}’s biological father. {I know you mentioned that {CHILD}'s biological father is
deceased, and I am sorry for this loss. We understand that it may be hard to talk about those who are no
longer living, but I was hoping I could ask a couple quick background questions about where he was from.} In
what country was {his/her} biological father born?
IF RESPONDENT SAYS THAT THE FATHER IS DECEASED, SAY: I’m sorry to hear that. We understand that it
may be hard to talk about those who are no longer living. The only questions that I’ll be asking about this

Spring 2014 Parent Interview: ECLS-K:2011 :: COQ
Page 3 of 5

2013-06-24 10:29

parent are where he was from and, if it was not the U.S., when he first moved to the United States.
TO ACTIVATE LOOKUP, BEGIN TO TYPE COUNTRY OR TERRITORY. IF COUNTRY IS NOT ON THE LIST,
HIGHLIGHT 'NOT ON LIST' IN THE LOOKUP FILE AND PRESS ENTER.
USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.
ENTER TEXT

Length

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “Earlier…born” IF FSQ.212 WAS ASKED AND COQ.005 WAS NOT ASKED. ELSE, USE A NULL DISPLAY.
DISPLAY “another question” IF SECTION NRQ ASKED ABOUT THE BIOLOGICAL FATHER. ELSE, USE A NULL
DISPLAY.
DISPLAY "I know you mentioned…he was from" IF (NRQ.040=5 (DECEASED) FOR THE BIOLOGICAL FATHER
IN ANY ROUND) OR (FALL-KINDERGARTEN HRQ.030=2 (DECEASED) FOR THE BIOLOGICAL FATHER) OR
(FSQ.015=4 (DECEASED) FOR THE BIOLOGICAL FATHER IN THE CURRENT ROUND OR SPRING-SECOND
GRADE).
DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE
CODES.
IF COUNTRY 233 IS CHOSEN, DISPLAY “YOU HAVE SELECTED “UNITED ARAB EMIRATES” RATHER THAN THE
“UNITED STATES.” IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHANGE CODE."

BOX5

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

COQ020OS

QUESTION TEXT:
[In what country was {his/her} biological father born?]
SPECIFY COUNTRY.
_________________________________________
ENTER TEXT

Length

Spring 2014 Parent Interview: ECLS-K:2011 :: COQ
Page 4 of 5

2013-06-24 10:29

COQ025

QUESTION TEXT:
How old was {CHILD}’s biological father when he first moved to {any of the fifty states in the United States or
the District of Columbia /the United States}?
CONFIRM THAT THE AGE IS REPORTED IN YEARS. ENTER THE AGE IN YEARS.
IF BIOLOGICAL FATHER NEVER MOVED TO THE UNITED STATES (ANY OF THE FIFTY STATES OR THE DISTRICT
OF COLUMBIA), ENTER 95.
|___|___|
AGE
ENTER NUMBER

Range

0 to 75

HARD RANGE CHECK 0-75, 95.
IF VALUE ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: "INPUT INVALID. VALUE NOT IN RANGE 0-75
OR 95 (BIOLOGICAL MOTHER NEVER MOVED TO UNITED STATES).”

BOX 6

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

Spring 2014 Parent Interview: ECLS-K:2011 :: COQ
Page 5 of 5

2013-06-24 10:29

Spring 2014 Parent Interview: ECLS-K:2011
Section

DWQ

[Discipline, Warmth, and Emotional
Supportiveness]

Sequence: 10

BOX 1

IF PERSON FLAGGED AS RESPONDENT SCORES '1' OR '2' AT FSQ.130 OR IF NO HOUSEHOLD MEMBER SCORES
'1' OR '2' AT FSQ.130, CONTINUE WITH DWQ.010. OTHERWISE, GO TO DWQ.080a.

DWQ010

QUESTION TEXT:
Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.
{CHILD} and I often have warm, close times together.
PROBE: Is it completely true, mostly true, somewhat true or not at all true?
CODES

COMPLETELY TRUE

MOSTLY TRUE

SOMEWHAT TRUE

NOT AT ALL TRUE
REFUSED
DON'T KNOW

DWQ015

QUESTION TEXT:
[Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.]
Most of the time I feel that {CHILD} likes me and wants to be near me.

Spring 2014 Parent Interview: ECLS-K:2011 :: DWQ
Page 1 of 10

2013-06-24 10:30

[PROBE: Is it completely true, mostly true, somewhat true or not at all true?]
CODES

COMPLETELY TRUE

MOSTLY TRUE

SOMEWHAT TRUE

NOT AT ALL TRUE
REFUSED
DON'T KNOW

DWQ025

QUESTION TEXT:
[Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.]
Even when I'm in a bad mood, I show {CHILD} a lot of love.
[PROBE: Is it completely true, mostly true, somewhat true or not at all true?]
CODES

COMPLETELY TRUE

MOSTLY TRUE

SOMEWHAT TRUE

NOT AT ALL TRUE
REFUSED
DON'T KNOW

DWQ035

QUESTION TEXT:
[Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.]
I express affection by hugging, kissing, and holding {CHILD}.
[PROBE: Is it completely true, mostly true, somewhat true or not at all true?]
CODES

COMPLETELY TRUE

MOSTLY TRUE
Spring 2014 Parent Interview: ECLS-K:2011 :: DWQ

Page 2 of 10

2013-06-24 10:30

SOMEWHAT TRUE

NOT AT ALL TRUE
REFUSED
DON'T KNOW

DWQ070a

QUESTION TEXT:
Now I am going to read some statements.
Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or
very often true for you.
Even if I am really busy, I make time to listen to {CHILD}. Would you say it's never true, sometimes true, often
true, or very often true?
CODES

NEVER TRUE

SOMETIMES TRUE

OFTEN TRUE

VERY OFTEN TRUE
REFUSED
DON'T KNOW

DWQ070b

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

NEVER TRUE

SOMETIMES TRUE

OFTEN TRUE

VERY OFTEN TRUE
REFUSED
DON'T KNOW

Spring 2014 Parent Interview: ECLS-K:2011 :: DWQ
Page 3 of 10

2013-06-24 10:30

DWQ070c

QUESTION TEXT:
[Now I am going to read some statements.]
[Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or
very often true for you.]
I encourage {CHILD} to talk about {his/her} troubles.
CODES

NEVER TRUE

SOMETIMES TRUE

OFTEN TRUE

VERY OFTEN TRUE
REFUSED
DON'T KNOW

DWQ070d

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

NEVER TRUE

SOMETIMES TRUE

OFTEN TRUE

VERY OFTEN TRUE
REFUSED
DON'T KNOW

DWQ070e

Spring 2014 Parent Interview: ECLS-K:2011 :: DWQ
Page 4 of 10

2013-06-24 10:30

QUESTION TEXT:
[Now I am going to read some statements.]
[Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or
very often true for you.]
I encourage {CHILD} to express {his/her} opinions.
CODES

NEVER TRUE

SOMETIMES TRUE

OFTEN TRUE

VERY OFTEN TRUE
REFUSED
DON'T KNOW

DWQ070f

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

NEVER TRUE

SOMETIMES TRUE

OFTEN TRUE

VERY OFTEN TRUE
REFUSED
DON'T KNOW

DWQ077a

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

Spring 2014 Parent Interview: ECLS-K:2011 :: DWQ
Page 5 of 10

2013-06-24 10:30

CODES

NEVER

ALMOST NEVER

SOMETIMES

OFTEN

ALWAYS
REFUSED
DON'T KNOW

DWQ077b

QUESTION TEXT:
[The following are a number of statements about your family. Please tell me how often each typically occurs
in your home.]
{CHILD} talks you out of being punished after {he/she} has done something wrong.
[PROBE: Would you say this occurs never, almost never, sometimes, often, or always?]
CODES

NEVER

ALMOST NEVER

SOMETIMES

OFTEN

ALWAYS
REFUSED
DON'T KNOW

DWQ077c

QUESTION TEXT:
[The following are a number of statements about your family. Please tell me how often each typically occurs
in your home.]
You let {CHILD} out of a punishment early, like lift restrictions earlier than you originally said.
[PROBE: Would you say this occurs never, almost never, sometimes, often, or always?]
CODES

NEVER

ALMOST NEVER
Spring 2014 Parent Interview: ECLS-K:2011 :: DWQ

Page 6 of 10

2013-06-24 10:30

SOMETIMES

OFTEN

ALWAYS
REFUSED
DON'T KNOW

HELP AVAILABLE

DWQ080a

QUESTION TEXT:
Now I’d like to ask some questions about {CHILD}’s television viewing. We want you to include television
shows, videos, or DVDs watched on a TV, computer, or handheld device like an iPad or cellphone, but not
games played on gaming systems like Playstation, Wii, Xbox or handheld devices.
On any given weekday, how many hours of television, videotapes, or DVDs on average does {CHILD} watch?
HELP TEXT: Blu-Ray is also included, as are downloaded or streaming videos or movies.
|___|___|
ENTER NUMBER OF HOURS.
ENTER NUMBER

Range

0 to 24

Soft Range

0 to 10

REFUSED

DWQ081a

DON'T KNOW

DWQ081a

PROGRAMMER INSTRUCTIONS:
DISPLAY THE FOLLOWING MATRIX IN THE RESPONSE FIELD:
WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY “ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR,
ENTER '0.' MINUTES CAN BE ENTERED ON THE NEXT SCREEN.”
WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY ‘ENTER NUMBER OF MINUTES.'
WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY ‘Now…devices’ AND ’On…watch?' IN SQUARE
BRACKETS.
DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS.
IF HOURS ARE REF/DK, SKIP TO DWQ.081a. ELSE, CONTINUE WITH MINUTES.
DISPLAY “television viewing” AND "not" IN UNDERLINED TEXT.
SOFT RANGE=0-10. OTHERWISE, DISPLAY ERROR MESSAGE: " UNLIKELY ANSWER. PLEASE CONFIRM THE
ANSWER WITH THE RESPONDENT."
IF HOURS ARE 24, SKIP TO DWQ.081a. ELSE, CONTINUE WITH MINUTES.

DWQ080b

HELP AVAILABLE

Spring 2014 Parent Interview: ECLS-K:2011 :: DWQ
Page 7 of 10

2013-06-24 10:30

QUESTION TEXT:
[Now I’d like to ask some questions about {CHILD}’s television viewing. We want you to include television
shows, videos, or DVDs watched on a TV, computer, or handheld device like an iPad or cellphone, but not
games played on gaming systems like Playstation, Wii, Xbox or handheld devices.]
[On any given weekday, how many hours of television, videotapes, or DVDs on average does {CHILD} watch?]
HELP TEXT: Blu-Ray is also included, as are downloaded or streaming videos or movies.
|___|___|
ENTER NUMBER OF MINUTES.
ENTER NUMBER
0 to 59

Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY THE FOLLOWING MATRIX IN THE RESPONSE FIELD:

WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY “ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR,
ENTER '0.' MINUTES CAN BE ENTERED ON THE NEXT SCREEN.”
WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY ‘ENTER NUMBER OF MINUTES.'
WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY ‘Now…devices’ AND ’On…watch?' IN SQUARE
BRACKETS.
DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS.
IF HOURS ARE REF/DK, SKIP TO DWQ.080c. ELSE, CONTINUE WITH MINUTES.
DISPLAY “television viewing” AND "not" IN UNDERLINED TEXT.

DWQ081a

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

Range

0 to 24

Soft Range

0 to 10

REFUSED

BOX2

DON'T KNOW

BOX2

Spring 2014 Parent Interview: ECLS-K:2011 :: DWQ
Page 8 of 10

2013-06-24 10:30

PROGRAMMER INSTRUCTIONS:
DISPLAY THE FOLLOWING MATRIX IN THE RESPONSE FIELD:
WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY 'ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR,
ENTER '0.' MINUTES CAN BE ENTERED ON THE NEXT SCREEN.
WHEN CURSOR IS ON THE MINUTE FIELD, DISPLAY ‘ENTER NUMBER OF MINUTES.'
WHEN CURSOR IS ON THE MINUTES FIELDS, DISPLAY ‘Now…computer.’ AND ’On any given….homework…'
IN SQUARE BRACKETS.
DK AND RF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS.
IF HOURS ARE REF/DK, SKIP TO BOX2. ELSE, CONTINUE WITH MINUTES.
DISPLAY “plays video games” IN UNDERLINED TEXT.
SOFT RANGE=0-10. OTHERWISE, DISPLAY ERROR MESSAGE: " UNLIKELY ANSWER. PLEASE CONFIRM THE
ANSWER WITH THE RESPONDENT."
IF HOURS ARE 24, SKIP TO BOX 2. ELSE, CONTINUE WITH MINUTES.

DWQ081b

QUESTION TEXT:
[Now I’d like to ask some questions about the amount of time {CHILD} plays video games. We want you to
include games played on systems like Playstation, Wii, or Xbox, or on handheld devices such as a Nintendo DS,
Sony PSP, iPod, iPad, or cellphone, or games played on the computer.]
[On any given weekday, how much time does {CHILD} spend playing video games? Please do not include time
{CHILD} spends on the computer doing educational activities or homework.]
|___|___|
ENTER NUMBER OF MINUTES.
ENTER NUMBER
0 to 59

Range
PROGRAMMER INSTRUCTIONS:
DISPLAY THE FOLLOWING MATRIX IN THE RESPONSE FIELD:

WHEN CURSOR IS ON THE HOURS FIELD, DISPLAY 'ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR,
ENTER '0.' MINUTES CAN BE ENTERED ON THE NEXT SCREEN.
WHEN CURSOR IS ON THE MINUTE FIELD, DISPLAY ‘ENTER NUMBER OF MINUTES.'
WHEN CURSOR IS ON THE MINUTES FIELDS, DISPLAY ‘Now…computer.’ AND ’on any given….homework…'
IN SQUARE BRACKETS.
DK AND RF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS.
IF HOURS ARE REF/DK, SKIP TO BOX2. ELSE, CONTINUE WITH MINUTES.
DISPLAY “plays video games” IN UNDERLINED TEXT.

Box 2
Spring 2014 Parent Interview: ECLS-K:2011 :: DWQ
Page 9 of 10

2013-06-24 10:30

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

Spring 2014 Parent Interview: ECLS-K:2011 :: DWQ
Page 10 of 10

2013-06-24 10:30

Spring 2014 Parent Interview: ECLS-K:2011
Section

CHQ

[Child's Health and Well-Being]

Sequence: 11

CHQ021

QUESTION TEXT:
Has {CHILD} had an ear infection since last spring?
CODES

YES

CHQ023

REFUSED
DON'T KNOW

CHQ022

QUESTION TEXT:
Has {CHILD} had an ear ache since last spring?
CODES

YES

CHQ024

CHQ026

REFUSED

CHQ026

DON'T KNOW

CHQ026

CHQ023

QUESTION TEXT:
Since last spring, how many times did a doctor, nurse, or other medical professional tell you that {CHILD} had
an ear infection?
RECORD NUMBER OF TIMES.
|___|
NUMBER OF TIMES

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

ENTER NUMBER
0 to 15

Range
REFUSED
DON'T KNOW

CHQ024

QUESTION TEXT:
How have {CHILD}’s {ear infections/ear aches} been treated by your doctor, nurse, or other medical
professional since last spring?
PROBE: Anything else?
CODE ALL THAT APPLY.
CODES

Code All That Apply

NO TREATMENT/ WATCH AND WAIT

DECONGESTANTS/ ANTIHISTAMINES/ ALLERGY
MEDICATION

ANTIBIOTICS

WITH EAR TUBES

ANALGESICS (E.G., FEVER REDUCER OR PAIN
RELIEVER)

EAR DROPS

FLUSHING THE EAR/ IRRIGATION/ EAR WAX
REMOVAL

REMOVE TONSILS/ ADENOIDS

CHIROPRACTIC TREATMENTS

DID NOT GO TO DOCTOR, NURSE, OR MEDICAL
PROFESSIONAL

OTHER (SPECIFY)
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY “ear infections” IF CHQ.021 = 1. ELSE, DISPLAY “ear aches”.

BOX1

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

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

CHQ024OS

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

Length
PROGRAMMER INSTRUCTIONS:
DISPLAY “ear infections” IF CHQ.021 = 1. ELSE, DISPLAY “ear aches”.

BOX2

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

CHQ025

QUESTION TEXT:
Since last spring, have ear tubes been placed in the right ear, left ear, or both ears when your child has had
surgery to place tubes in {his/her} ears?
IF NEEDED: Please consider all surgeries since last spring if {CHILD} had more than one to place ear tubes.
CODES

RIGHT EAR

LEFT EAR

BOTH EARS
REFUSED
DON'T KNOW

CHQ026
Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
Page 3 of 64

2013-07-02 16:36

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

YES

CHQ060

REFUSED

CHQ060

DON'T KNOW

CHQ060

CHQ027

QUESTION TEXT:
Does {he/she} receive treatment for this condition?
CODES

YES

NO
REFUSED
DON'T KNOW

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
Page 4 of 64

2013-07-02 16:36

CHQ060

QUESTION TEXT:
In a typical week, on how many days does {CHILD} get exercise that causes rapid breathing, perspiration, and
a rapid heartbeat for 20 continuous minutes or more?
|___|
ENTER # OF DAYS
ENTER NUMBER

Range

0 to 7

REFUSED
DON'T KNOW

CHQ070a

HELP AVAILABLE

DISPLAY INSTRUCTIONS:

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
Page 7 of 64

2013-07-02 16:36

BOLD "GROUP SPORTS" IN HELP TEXT ONLY.
QUESTION TEXT:
What types of exercise or physical activity does {CHILD} get? How about…
Group sports?
HELP TEXT:
GROUP SPORTS: e.g. baseball, basketball, soccer, organized or unorganized games in the yard or
neighborhood.
CODES

YES

NO
REFUSED
DON'T KNOW

HELP AVAILABLE

CHQ070b

DISPLAY INSTRUCTIONS:
BOLD "INDIVIDUAL SPORTS" IN HELP TEXT ONLY.
QUESTION TEXT:
[What types of exercise or physical activity does {CHILD} get? How about…]
Individual sports?
HELP TEXT:
INDIVIDUAL SPORTS: e.g. tennis, swimming, gymnastics.
CODES

YES

NO
REFUSED
DON'T KNOW

HELP AVAILABLE

CHQ070c

DISPLAY INSTRUCTIONS:
BOLD "DANCE" IN HELP TEXT ONLY.
QUESTION TEXT:
[What types of exercise or physical activity does {CHILD} get? How about…]

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
Page 8 of 64

2013-07-02 16:36

Dance?
HELP TEXT:
DANCE: e.g. tap, ballet, movement.
CODES

YES

NO
REFUSED
DON'T KNOW

HELP AVAILABLE

CHQ070d

DISPLAY INSTRUCTIONS:
BOLD "RECREATIONAL SPORTS/OUTDOOR ACTIVITIES" IN HELP TEXT ONLY.
QUESTION TEXT:
[What types of exercise or physical activity does {CHILD} get? How about…]
Recreational sports or outdoor activities?
HELP TEXT:
RECREATIONAL SPORTS/OUTDOOR ACTIVITIES: e.g. biking, hiking.
CODES

YES

NO
REFUSED
DON'T KNOW

HELP AVAILABLE

CHQ070e

DISPLAY INSTRUCTIONS:
BOLD "MARTIAL ARTS" IN HELP TEXT ONLY.
QUESTION TEXT:
[What types of exercise or physical activity does {CHILD} get? How about…]
Martial Arts?
HELP TEXT:
MARTIAL ARTS: e.g., Karate, Judo, Tae Kwan Do

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

CODES

YES

NO
REFUSED
DON'T KNOW

HELP AVAILABLE

CHQ070f

DISPLAY INSTRUCTIONS:
BOLD "PLAYGROUND ACTIVITIES" IN HELP TEXT ONLY.
QUESTION TEXT:
[What types of exercise or physical activity does {CHILD} get? How about…]
Playground activities?
HELP TEXT:
PLAYGROUND ACTIVITIES: e.g. catch, jump-rope, tag; these do NOT need to occur necessarily in a
"playground" but could occur in a backyard or common area.
CODES

YES

NO
REFUSED
DON'T KNOW

HELP AVAILABLE

CHQ070g

DISPLAY INSTRUCTIONS:
BOLD "GENERAL EXERCISING" IN HELP TEXT ONLY.
QUESTION TEXT:
[What types of exercise or physical activity does {CHILD} get? How about…]
General exercising?
HELP TEXT:
GENERAL EXERCISING: e.g. jumping jacks, kid gyms, jogging, aerobics.
CODES

YES

NO
Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ

Page 10 of 64

2013-07-02 16:36

REFUSED
DON'T KNOW

CHQ070h

QUESTION TEXT:
[What types of exercise or physical activity does {CHILD} get? How about…]
Anything else?
CODES

YES

NO
REFUSED
DON'T KNOW

Box 4

IF CHQ.070h=1, GO TO CHQ.070OS. ELSE, GO TO CHQ.095.

CHQ070OS

QUESTION TEXT:
[What types of exercise or physical activity does {CHILD} get?]
SPECIFY ACTIVITY
_______________________________________
ENTER TEXT

Length

REFUSED
DON'T KNOW

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
Page 11 of 64

2013-07-02 16:36

CHQ095

QUESTION TEXT:
For the next set of questions, please base your answer on how {CHILD} compares to other children of the
same age.
{CHILD} is independent and takes care of {himself/herself} ...
CODES

Better than other children {his/her} age,

As well as other children,

Slightly less well than other children, or

Much less well than other children?
REFUSED
DON'T KNOW

CHQ100

QUESTION TEXT:
Does {CHILD} pay attention ....
CODES

Better than other children {his/her} age,

As well as other children,

Slightly less well than other children, or

Much less well than other children?
REFUSED
DON'T KNOW

CHQ105

QUESTION TEXT:
Does {CHILD} learn, think, and solve problems …

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
Page 12 of 64

2013-07-02 16:36

CODES

Better than other children {his/her} age,

As well as other children,

Slightly less well than other children, or

Much less well than other children?
REFUSED
DON'T KNOW

CHQ106

QUESTION TEXT:
Does {CHILD} show good coordination in moving {his/her} arms and legs? Would you say {he/she} does this ...
IF RESPONDENT REPORTS DIFFERENTIALLY FOR ARMS OR LEGS OR FOR SIDES OF THE BODY, SAY: Answer
for the part of the body your child has the most difficulty using.
IF CHILD HAS EPISODIC TROUBLE, SAY: Answer for what you consider a typical day.
CODES

Better than other children {his/her} age,

As well as other children,

Slightly less well than other children, or

Much less well than other children?
REFUSED
DON'T KNOW

CHQ107

QUESTION TEXT:
Would you say {CHILD} behaves and relates to other children…
CODES

Better than other children {his/her} age,

As well as other children,

Slightly less well than other children, or

Much less well than other children?
REFUSED
DON'T KNOW

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
Page 13 of 64

2013-07-02 16:36

CHQ108

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

Better than other children {his/her} age,

As well as other children,

Slightly less well than other children, or

Much less well than other children?
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY “adults” IN UNDERLINED TEXT.

CHQ109

QUESTION TEXT:
Thinking about {CHILD}'s overall activity level, would you say {he/she} is…
CODES

Less active than other children {his/her} age,

About as active,

Slightly more active, or

A lot more active than other children {his/her}
age?
REFUSED
DON'T KNOW

CHQ110

QUESTION TEXT:
Does {CHILD} have any emotional or psychological difficulties?
CODES

YES

BOX5

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
Page 14 of 64

2013-07-02 16:36

REFUSED

BOX5

DON'T KNOW

BOX5

CHQ111

QUESTION TEXT:
Do you think this is a mild problem, a moderate problem, or a severe problem?
CODES

MILD PROBLEM

MODERATE PROBLEM

SEVERE PROBLEM
REFUSED
DON'T KNOW

BOX5

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

CHQ115

HELP AVAILABLE

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

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2013-07-02 16:36

CODES

YES

CHQ200

REFUSED

CHQ200

DON'T KNOW

CHQ200

PROGRAMMER INSTRUCTIONS:
DISPLAY “Professional:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Since last spring has {CHILD}” IF SECTION CHQ WAS COMPLETED IN SPRING-SECOND GRADE
ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Has {CHILD} ever”.
DISPLAY ALL THE ISSUES THAT THE CHILD HAS ACCORDING TO THE INSTRUCTIONS BELOW. IF THERE IS
MORE THAN ONE ISSUE, DISPLAY THE “or” FOLLOWING THE DISPLAY (E.G., IF A CHILD HAS PROBLEMS WITH
BOTH PAYING ATTENTION AND BEHAVING AND RELATING TO ADULTS, THE DISPLAY WOULD BE “paying
attention or behaving and relating to adults.”).
IF CHQ.095 = 3 OR 4, DISPLAY “independence and taking care of {himself/herself}”.
IF CHQ.100 = 3 OR 4, DISPLAY “paying attention”.
IF CHQ.105 = 3 OR 4, DISPLAY “learning, thinking, and solving problems”.
IF CHQ.106 = 3 OR 4, DISPLAY “coordination in moving {his/her} arms and legs”.
IF CHQ.107 = 3 OR 4, DISPLAY “behaving and relating to other children”.
IF CHQ.108 = 3 OR 4, DISPLAY “behaving and relating to adults”.
IF CHQ.109 = 4, DISPLAY “{his/her} overall activity level”.
IF CHQ.110 = 1, DISPLAY “{his/her} emotional or psychological difficulties”.
HELP AVAILABLE

CHQ120

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

YES

CHQ200

REFUSED

CHQ200

DON'T KNOW

CHQ200

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

CHQ125

HELP AVAILABLE

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2013-07-02 16:36

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

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environment, oddities of motor movement, abnormalities of speech, hypersensitivity to sensory stimuli, and
self-mutilation. This condition generally does not involve delusions, hallucinations, incoherence, or bizarre
associations. "Austism spectrum disorder (ASD)" should be coded here.
Dyslexia: A learning disability (see above definition) marked by impairment of the ability to recognize and
comprehend the written word.
Dyscalculia: A learning disability (see above definition) marked by impairment in the ability to perform and
remember calculations in mathematics.
Intellectual disability/Severe cognitive disability/Mental retardation: The child's mental development is
significantly and noticeably behind what would ordinarily be expected for a child of his or her age. This
significantly below average general intellectual functioning exists at the same time as problems in adaptive
behavior, and negatively affects the child’s educational performance. "Intellectual developmental disorder"
should be coded here.
Orthopedic impairment: A bodily (or physical) impairment that is severe enough to negatively affect a child’s
educational performance. Disabling physical problems such as those resulting from poliomyelitis (often called
polio or infantile paralysis), bone tuberculosis, cerebral palsy, amputations, and fractures or contractures
(shortening of tissue) from burns would be considered as orthopedic impairments.
Serious Emotional Disturbance or SED: A condition that has one or more of the following characteristics over
a long period of time that negatively affect a child's educational performance: (a) an inability to learn that
cannot be explained by other factors; (b) an inability to build or maintain satisfactory interpersonal
relationships with peers and teachers; (c) inappropriate behavior or feelings; d) a general mood of
unhappiness or depression; or (e) a tendency to develop physical symptoms or fears associated with personal
or school problems. The term includes schizophrenia but does not apply to children who are socially
maladjusted, unless it is determined that they have a serious emotional disturbance.
Traumatic Brain Injury: An acquired injury to the brain caused by an external force, resulting in total or partial
functional disability or psychosocial impairment, or both, that adversely affects a child's educational
performance. The term applies to open or closed head injuries resulting in impairments in one or more areas,
such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving;
sensory, perceptual, and motor abilities; psycho-social behavior; physical functions; information processing;
and speech. The term does not apply to brain injuries that are congenital (there at birth) or degenerative
(problem that grows worse over time), or to brain injuries brought on by birth trauma (injuries during birth).
The term is used when an external force has caused the injury.
Panic Disorder: A disorder in which there is the sudden onset of several different physical signs, such as rapid
heart rate, shaking, sweating, nausea, dizziness, and difficulty breathing. A panic disorder may make a child
think that something horrible is about to happen.
Separation Anxiety Disorder:This is the fear a child has of being separated from his/her parents which is far
more than would be expected for the child’s developmental stage.
Obsessive Compulsive Disorder: A child must have obsessions or compulsions or both to have this disorder,
and these obsessions and/or compulsions must be disabling to the child. Obsessions are thoughts that aren’t
visible to others but cause the child distress. The thoughts occur over and over and the child spends so much
time on them that they have a hard time taking care of themselves or relating to others. Compulsions are
mental acts that a child feels driven to perform in response to an obsession.
Generalized Anxiety Disorder: Children who have this disorder worry all the time over nothing, themselves,
other’s safety, their health, and/or the world to a far greater extent than average. They often have many
physical signs of anxiety such as headache, abdominal pain, cramps, diarrhea, vomiting, and dizziness.
Other Anxiety Disorder: An anxiety disorder that is not one of the specific disorders in this list.
Bipolar Disorder: A child with bipolar disorder displays signs of major mood changes, sometimes sad, as in
depression, or the opposite, mania. All bipolar disorders are a combination of mania with or without
depression. Some signs of mania include inflated self-esteem, decreased need for sleep, distractibility and
increased activity. Some signs of depression are sleeping too much, poor appetite, feelings of severe
worthlessness, hallucinations or strange beliefs about the past.

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Depression: Some signs of depression are frequent sadness, loss of interest or enjoyment of activities, low
energy, isolation from friends, sleeping too much, poor appetite, a severe sense of worthlessness, problems
with concentration, frequent complaints of physical illnesses, and thoughts of suicide or destructive behavior.
Speech Problems (such as articulation problems; communication problems; phonological problems; voice
disorders; or stuttering): Speech problems include many types of issues a child may show when he or she
talks. The listener may not hear the child (his/her voice may be inaudible), the child may not speak clearly
(sounds are not crisp), or the child may use sounds or say words the listener is not familiar with. These
problems are common in very young children as they learn to speak. However, as children age they are
expected to speak with more clarity. Thus, a speech problem refers to speech that is not age appropriate.
Articulation problems refer to an inability to make certain sounds. The child may say “wock” instead of
“rock” or they may leave off a sound and say “tick or teat” instead of “trick or treat.” These problems occur
when the child changes a sound, leaves off a sound, or adds a sound to familiar words. If a child cannot make
particular sounds that children his/her age normally make, that may also be referred to as a Phonological
problem. Voice disorders refer to difficulty producing sound at all and is a problem with the vocal cords. A
Stuttering problem refers to difficulty producing fluent (flowing or effortless) speech. The child cannot speak
sentences or groups of words with ease. Instead, the child hesitates before saying some words. They may
seem as if they are mentally blocking on a word. This hesitation makes it hard for the listener to understand
what the child is trying to say.
Sensory Deficit Disorder (such as sensory deprivation problems, sensory processing problems; sensory
integration problems; or sensory organization problems): This should not be confused with attention deficit
disorder, vision problems, or hearing problems. Sensory deficit disorder, sensory processing disorder, and
sensory integration disorder are terms that refer to problems a child may have correctly organizing or
interpreting sensory information. The child reacts to sensory information (what is seen, heard, touched, etc.)
in an unexpected way. Some examples are strong reactions to smelling certain perfumes, oversensitivity to
the touch of certain fabrics or even to any fabric, or overreactions to loud noises. When the level of sensitivity
creates a problem with age-appropriate behavior or activities, or age-appropriate functioning at home or
school then it becomes a problem.
Oppositional Defiant Disorder (Oppositional Defiance Disorder; ODD): ODD refers to children whose
uncooperative, defiant, or hostile behavior disrupts daily life. All children show such behavior in particular
circumstances – such as when they are tired, not feeling well, or under unusual stress. However,
identification of ODD comes with such behavior that (1) occurs with unusual frequency, (2) occurs in more
than one setting - such as home, school, church, or supermarket, and (3) is not appropriate for the age.
Examples include the following: the child has frequent temper tantrums; argues excessively with adults;
challenges rules or authority; is defiant and refuses to comply with adult requests and rules; purposely tries to
annoy or upset people; blames others for his or her mistakes or misbehavior; is often touchy or easily
annoyed by others; has frequent anger and resentment; talks in a mean and hateful way when upset; or has a
spiteful attitude and seeks revenge.
CODES

LEARNING DISABILITY

ATTENTION DEFICIT DISORDER (ADD)

ATTENTION DEFICIT HYPERACTIVITY DISORDER
(ADHD)

DEVELOPMENTAL DELAY

AUTISM/ASPERGER’S DISORDER/PERVASIVE
DEVELOPMENTAL DISORDER (PDD)/OTHER
AUTISM SPECTRUM DISORDER

DYSLEXIA

DYSCALCULIA

INTELLECTUAL DISABILITY/SEVERE COGNITIVE
DISABILITY/MENTAL RETARDATION

ORTHOPEDIC IMPAIRMENT

SERIOUS EMOTIONAL DISTURBANCE
Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ

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TRAUMATIC BRAIN INJURY

PANIC DISORDER

SEPARATION ANXIETY DISORDER

OBSESSIVE COMPULSIVE DISORDER

GENERALIZED ANXIETY DISORDER

OTHER ANXIETY DISORDER

BIPOLAR DISORDER

DEPRESSION

SPEECH PROBLEMS/ARTICULATION
PROBLEMS/COMMUNICATION
PROBLEMS/PHONOLOGICAL PROBLEMS/VOICE
DISORDERS/STUTTERING

SENSORY DEFICIT DISORDER/SENSORY
DEPRIVATION PROBLEMS/SENSORY PROCESSING
PROBLEMS/SENSORY INTEGRATION
PROBLEMS/SENSORY ORGANIZATION PROBLEMS

OPPOSITIONAL DEFIANT
DISORDER/OPPOSITIONAL DEFIANCE DISORDER
(ODD)

OTHER (SPECIFY)
REFUSED

CHQ200

DON'T KNOW

CHQ200

PROGRAMMER INSTRUCTIONS:
DISPLAY “Learning disability:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Specific learning disorder" IN THE HELP TEXT UNDER LEARNING DISABILITY IN BOLD TEXT.
DISPLAY “Attention Deficit Disorder (ADD): ” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD): ” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Developmental delay:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Autism:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Austism spectrum disorder (ASD)" IN THE HELP TEXT UNDER AUTISM IN BOLD TEXT.
DISPLAY "Asperger's Disorder, Pervasive Developmental Disorder (PDD), or any other autism spectrum
disorder may be coded here;" UNDER AUTISM IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Pervasive development disorder or delay:” AND “after ” UNDER AUTISM IN THE HELP TEXT IN
BOLD TEXT.
DISPLAY “Dyslexia:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Dyscalculia:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Intellectual disability/Severe cognitive disability/Mental retardation:” IN THE HELP TEXT IN BOLD
TEXT.
DISPLAY "Intellectual developmental disorder" IN THE HELP TEXT UNDER INTELLECTUAL DISABILITY/SEVERE
COGNITIVE DISABILITY/MENTAL RETARDATION IN BOLD TEXT.
DISPLAY “Orthopedic impairment:” IN THE HELP TEXT IN BOLD TEXT.

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2013-07-02 16:36

DISPLAY “ Serious Emotional Disturbance or SED:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Traumatic Brain Injury:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Panic Disorder:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Separation Anxiety Disorder:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Obsessive Compulsive Disorder:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Generalized Anxiety Disorder:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “ Other Anxiety Disorder:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Bipolar Disorder:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Depression:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Speech Problems (such as articulation problems; communication problems; phonological problems
; voice disorders; or stuttering): ” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY " Articulation problems", " Phonological problem", "Voice disorders" and "Stuttering problem"
UNDER SPEECH PROBLEMS IN BOLD TEXT.
DISPLAY “Sensory Deficit Disorder (such as sensory deprivation problems, sensory processing problems;
sensory integration problems; or sensory organization problems):” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Oppositional Defiant Disorder (Oppositional Defiance Disorder; ODD):” IN THE HELP TEXT IN BOLD
TEXT.

BOX6

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

CHQ125OS

QUESTION TEXT:
[What was the diagnosis or were the diagnoses? ]
SPECIFY DIAGNOSIS/DIAGNOSES.
______________________________________________
ENTER TEXT

Length

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2013-07-02 16:36

BOX7

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

CHQ126

QUESTION TEXT:
What type of autism spectrum disorder does {CHILD} have? Is it autism, Asperger's Disorder, Pervasive
Developmental Disorder, something else, or was it identified generally as Autism Spectrum Disorder?
CODES

AUTISM

ASPERGER'S DISORDER

PERVASIVE DEVELOPMENTAL DISORDER (PDD)

AUTISM SPECTRUM DISORDER (ASD)

OTHER (SPECIFY)
REFUSED
DON'T KNOW

BOX7a

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

CHQ126OS

QUESTION TEXT:

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2013-07-02 16:36

[What type of autism spectrum disorder does {CHILD} have? Is it autism, Asperger's Disorder, Pervasive
Developmental Disorder, or something else?]
SPECIFY TYPE OF AUTISM SPECTRUM DISORDER.
_____________________________________________________________
ENTER TEXT

Length

BOX8

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

CHQ130

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2013-07-02 16:36

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

Range

0 to 23

REFUSED

CHQ140

DON'T KNOW

CHQ135a

PROGRAMMER INSTRUCTIONS:
DISPLAY THE FOLLOWING FOR THE PARTICULAR LOOP THE RESPONDENT IS ON:
IF CHQ.125 = 1, DISPLAY “a learning disability”.
IF CHQ.125 = 2, DISPLAY “Attention Deficit Disorder (ADD)”.
IF CHQ.125 = 3, DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD)”.
IF CHQ.125 = 4, DISPLAY “a developmental delay”.
IF CHQ.125 = 5, DISPLAY “autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other
autism spectrum disorder”.
IF CHQ.125 = 6, DISPLAY “dyslexia”.
IF CHQ.125 = 7, DISPLAY “dyscalculia”.
IF CHQ.125 = 8, DISPLAY “an intellectual disability, severe cognitive disability, or mental retardation“.
IF CHQ.125 = 9, DISPLAY “an orthopedic impairment”.
IF CHQ.125 = 10, DISPLAY “a serious emotional disturbance”.
IF CHQ.125 = 11, DISPLAY “a traumatic brain injury”.
IF CHQ.125 = 12, DISPLAY “a panic disorder”.
IF CHQ.125 = 13, DISPLAY “separation anxiety disorder”.
IF CHQ.125 = 14, DISPLAY “obsessive compulsive disorder”.
IF CHQ.125 = 15, DISPLAY “generalized anxiety disorder”.
IF CHQ.125 = 16, DISPLAY “an {other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR
CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other”.
IF CHQ.125 = 17, DISPLAY “bipolar disorder”.
IF CHQ.125 = 18, DISPLAY “depression”.
IF CHQ.125 = 19, DISPLAY “speech”.
IF CHQ.125 = 20, DISPLAY “a sensory deficit disorder”.
IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder".
IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS.
RANGE CHECK: 0-23.

CHQ131

QUESTION TEXT:
[How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/Attention Deficit
Disorder (ADD)/Attention Deficit Hyperactivity Disorder (ADHD)/a developmental delay/autism, Asperger’s
disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder/dyslexia/dyscalculia/an
intellectual disability, severe cognitive disability, or mental retardation/an orthopedic impairment/a serious
emotional disturbance/a traumatic brain injury/a panic disorder/separation anxiety disorder/obsessive

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2013-07-02 16:36

compulsive disorder/a generalized anxiety disorder/an {other} anxiety disorder/bipolar
disorder/depression/speech/a sensory deficit disorder/oppositional defiant disorder{TEXT FROM OTHER
SPECIFY}} was made?]
|___|
ENTER UNIT
CODES

MONTHS

CHQ140

YEARS

CHQ140

REFUSED

CHQ140

DON'T KNOW

CHQ135a

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

CHQ135a

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

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2013-07-02 16:36

ENTER NUMBER
1 to 12

Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 1-12 FOR MONTH, 2003-2014 FOR YEAR.

YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND
LESS THAN OR EQUAL TO INTERVIEW DATE.

CHQ135b

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

Range

2003 to 2014

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 1-12 FOR MONTH, 2003-2014 FOR YEAR.
YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE.

CHQ140

QUESTION TEXT:
Is {CHILD} now taking any prescription medicine for the condition related to {his/her} {learning
disability/Attention Deficit Disorder (ADD)/Attention Deficit Hyperactivity Disorder (ADHD)/developmental
delay/autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum
disorder/dyslexia/dyscalculia/intellectual disability, severe cognitive disability, or mental
retardation/orthopedic impairment/serious emotional disturbance/traumatic brain injury/panic
disorder/separation anxiety disorder/obsessive compulsive disorder/generalized anxiety disorder/{other}
anxiety disorder/bipolar disorder/depression/speech problems/sensory deficit disorder/oppositional defiant
disorder/{TEXT FROM OTHER SPECIFY}}?
CODES

YES

NO
REFUSED
Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ

Page 26 of 64

2013-07-02 16:36

DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF CHQ.125 = 1, DISPLAY “learning disability”.
IF CHQ.125 = 2, DISPLAY “Attention Deficit Disorder (ADD)”.
IF CHQ.125 = 3, DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD)”.
IF CHQ.125 = 4, DISPLAY “developmental delay”.
IF CHQ.125 = 5, DISPLAY “autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other
autism spectrum disorder”.
IF CHQ.125 = 6, DISPLAY “dyslexia”.
IF CHQ.125 = 7, DISPLAY “dyscalculia”.
IF CHQ.125 = 8, DISPLAY “intellectual disability, severe cognitive disability, or mental retardation“.
IF CHQ.125 = 9, DISPLAY “orthopedic impairment”.
IF CHQ.125 = 10, DISPLAY “serious emotional disturbance”.
IF CHQ.125 = 11, DISPLAY “traumatic brain injury”.
IF CHQ.125 = 12, DISPLAY “panic disorder”.
IF CHQ.125 = 13, DISPLAY “separation anxiety disorder”.
IF CHQ.125 = 14, DISPLAY “obsessive compulsive disorder”.
IF CHQ.125 = 15, DISPLAY “generalized anxiety disorder”.
IF CHQ.125 = 16, DISPLAY “{other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR
CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other”.
IF CHQ.125 = 17, DISPLAY “bipolar disorder”.
IF CHQ.125 = 18, DISPLAY “depression”.
IF CHQ.125 = 19, DISPLAY “speech problems”.
IF CHQ.125 = 20, DISPLAY “sensory deficit disorder”.
IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder".
IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS.

BOX9

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

CHQ155

QUESTION TEXT:
Is {CHILD} medicated for ADD or ADHD at school, at home, or both?
CODES

AT SCHOOL

AT HOME

BOTH AT SCHOOL AND AT HOME
REFUSED
DON'T KNOW

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2013-07-02 16:36

CHQ173

QUESTION TEXT:
How long has {CHILD} taken such prescription medicine for {a learning disability/Attention Deficit Disorder
(ADD)/Attention Deficit Hyperactivity Disorder (ADHD)/a developmental delay/autism, Asperger’s disorder,
Pervasive Developmental Disorder (PDD), or other autism spectrum disorder/dyslexia/dyscalculia/an
intellectual disability, severe cognitive disability, or mental retardation/an orthopedic impairment/a serious
emotional disturbance/a traumatic brain injury/a panic disorder/separation anxiety disorder/obsessive
compulsive disorder/a generalized anxiety disorder/an {other} anxiety disorder/bipolar
disorder/depression/speech problems/a sensory deficit disorder/oppositional defiant disorder/{TEXT FROM
OTHER SPECIFY}}, in total?
CODES

Less than one month,

Less than a year,

1 to 2 years,

3 to 4 years, or

5 years or more

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

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2013-07-02 16:36

FOR EACH LOOP FOR A PARTICULAR PROBLEM INDICATED IN CHQ125, DO THE FOLLOWING:
IF (CHILD’S AGE IS NONMISSING) AND (CHQ.130 AND CHQ.131 NE DK) AND (CHQ.131 = 2), APPLY THE
FOLLOWING CHECK:
1. IF THE DIFFERENCE BETWEEN THE AGE AND VALUE ENTERED IN CHQ.130 EQUALS 1 OR 2, VALUE FOR
CHQ.173 CANNOT EQUAL 4 OR 5.
2. IF THE DIFFERENCE BETWEEN THE AGE AND VALUE ENTERED IN CHQ.130 EQUALS 3 OR 4, VALUE FOR
CHQ.173 CANNOT EQUAL 5.
IF 1 OR 2 IS TRUE, DISPLAY ERROR MESSAGE: THE RESPONDENT HAS REPORTED THAT THE CHILD HAS TAKEN
THIS MEDICATION LONGER THAN HE/SHE HAS BEEN DIAGNOSED WITH THIS ISSUE. PLEASE CONFIRM
ANSWER.
PRESS G OR ENTER TO CHANGE ENTRY.
PRESS C OR ESCAPE TO CANCEL.
PRESS S TO SUPPRESS AND CONTINUE.
ELSE, IF (CHILD’S AGE IS NONMISSING) AND (CHQ.130 AND CHQ.131 NE DK) AND (CHQ.131 = 1), ALL ENTRIES
POSSIBLE FOR CHQ.173.

IF (CHILD’S BIRTH YEAR IS NONMISSING) AND (CHQ.135b NE RF OR DK), APPLY THE FOLLOWING CHECK:
1. IF THE DIFFERENCE BETWEEN THE CURRENT YEAR AND THE VALUE ENTERED IN CHQ.135b EQUALS 1 OR 2,
VALUE FOR CHQ.173 CANNOT EQUAL 4 OR 5.
2. IF THE DIFFERENCE BETWEEN THE CURRENT YEAR AND THE VALUE ENTERED IN CHQ.135b EQUALS 1, 2, 3
OR 4, VALUE FOR CHQ.173 CANNOT EQUAL 5.
IF 1 OR 2 IS TRUE, DISPLAY ERROR MESSAGE: THE RESPONDENT HAS REPORTED THAT THE CHILD HAS TAKEN
THIS MEDICATION LONGER THAN HE/SHE HAS BEEN DIAGNOSED WITH THIS ISSUE. PLEASE CONFIRM
ANSWER.
PRESS G OR ENTER TO CHANGE ENTRY.
PRESS C OR ESCAPE TO CANCEL.
PRESS S TO SUPPRESS AND CONTINUE.
ELSE, ALL ENTRIES ACCEPTED.

BOX11

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

CHQ200

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QUESTION TEXT:
For the next question, please base your answer on how {CHILD} compares to other children of the same age.
Does {CHILD} pronounce words, communicate with and understand others...
IF RESPONDENT INDICATES CHILD DIFFERS ON ANY OF THE AREAS (E.G., CAN UNDERSTAND BUT NOT
PRONOUNCE), SAY: Answer for the area in which the child has the most difficulty.
CODES

Better than other children {his/her} age,

As well as other children,

Slightly less well than other children, or

Much less well than other children?
REFUSED
DON'T KNOW

BOX11a

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

CHQ206e

QUESTION TEXT:
[Did or does {CHILD} have any of the following?]
Since last spring, has {CHILD} had a problem with stuttering.
CODES

YES

NO
REFUSED
DON'T KNOW

BOX11b

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

HELP AVAILABLE

CHQ210

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

YES

CHQ216

REFUSED

CHQ216

DON'T KNOW

CHQ216

CHQ215

HELP AVAILABLE

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

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2013-07-02 16:36

CODES

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY “of a problem” IN UNDERLINED TEXT.

CHQ216

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

excellent hearing,

CHQ221

good hearing,

CHQ221

a little trouble hearing,

moderate trouble hearing,

a lot of trouble hearing, or

is {CHILD} deaf?
REFUSED

CHQ221

DON'T KNOW

CHQ221

CHQ217

QUESTION TEXT:
Please indicate whether the following statement describes {CHILD}'s hearing. If {CHILD} has a hearing aid or
other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person
whispers to {him/her} from across a quiet room.
IF NEEDED, SAY: These questions are routinely asked in studies like these to get a better understanding of
how well a child can hear.
NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT
EVALUATION CAN BE INCLUDED IN THIS ANSWER.
CODES

YES

CHQ221

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2013-07-02 16:36

NO
REFUSED
DON'T KNOW

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

CHQ218

QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing. If {CHILD} has a hearing aid or
other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.]
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks
in a normal voice to {him/her} from across a quiet room.
IF NEEDED, SAY: These questions are routinely asked in studies like these to get a better understanding of
how well a child can hear.
NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT
EVALUATION CAN BE INCLUDED IN THIS ANSWER.
CODES

YES

CHQ221

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “hear and understand” AND “talks in a normal voice” IN UNDERLINED TEXT.

CHQ219

QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing. If {CHILD} has a hearing aid or
other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.]
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person
shouts to {him/her} from across a quiet room.
IF NEEDED, SAY: These questions are routinely asked in studies like these to get a better understanding of
how well a child can hear.
NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT
EVALUATION CAN BE INCLUDED IN THIS ANSWER.
CODES

YES

CHQ221

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
Page 33 of 64

2013-07-02 16:36

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “hear and understand” AND “shouts” IN UNDERLINED TEXT.

CHQ220

QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing. If {CHILD} has a hearing aid or
other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.]
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person
speaks loudly into {his/her} ears or better ear.
IF NEEDED, SAY: These questions are routinely asked in studies like these to get a better understanding of
how well a child can hear.
NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT
EVALUATION CAN BE INCLUDED IN THIS ANSWER.
CODES

YES

NO
REFUSED
DON'T KNOW

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

CHQ221

QUESTION TEXT:
Is {CHILD}’s hearing worse in one ear?
NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT
EVALUATION CAN BE INCLUDED IN THIS ANSWER.
CODES

YES

CHQ235

REFUSED

CHQ235

DON'T KNOW

CHQ235

CHQ222
Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

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

Excellent hearing,

Good hearing,

A little trouble hearing,

Moderate trouble hearing,

A lot of trouble hearing, or

is {CHILD} deaf?
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY FIRST AND SECOND “worse” IN UNDERLINED TEXT.
HELP AVAILABLE

CHQ235

QUESTION TEXT:
{Besides the ECLS-K:2011 hearing evaluation done for this study, {since last spring has,/since the fall of 2012
has,/has,} / {Since last spring has,/Since the fall of 2012 has,/Has,} {CHILD}'s hearing {ever} been evaluated by a
professional?
HELP TEXT:
Professional:This includes health professionals such as doctors, pediatricians, and other licensed persons,
including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors,
audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech
pathologists, etc.
For the vision and hearing questions, having been evaluated at the school by a health professional does count
as being evaluated by a professional.
CODES

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY “Professional:” IN THE HELP TEXT IN BOLD TEXT.

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

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

BOX12

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

HELP AVAILABLE

CHQ245

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

YES

BOX 13

REFUSED

BOX 13

DON'T KNOW

BOX 13

PROGRAMMER INSTRUCTIONS:
DISPLAY “of a problem” IN UNDERLINED TEXT.

CHQ246
Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

QUESTION TEXT:
What was the diagnosis?
PROBE: Anything else?
CODE ALL THAT APPLY.
CODES

DUE TO EAR WAX (EXTERNAL EAR CANAL EAR
WAX)

DUE TO EAR CANAL DEFORMITY (“ATRESIA”
(EAR CANAL NOT NORMALLY FORMED),
CRANIAL-FACIAL DISORDER, ETC.)

DUE TO EAR INFECTION (ACUTE OR RECURRENT
EPISODES (INFECTION BEGINS AND PROGRESSES
QUICKLY OR KEEPS COMING BACK) OFTEN WITH
EAR ACHE AND FEVER – ACUTE OTITIS MEDIA)

DUE TO FLUID IN THE EAR (FLUID BEHIND THE
EARDRUM, RUNNY EARS, FLUID OR PUS
DRAINING FROM THE MIDDLE EAR SPACE,
CHRONIC OTITIS MEDIA, GLUE EAR)

DUE TO EAR DRUM PROBLEM (INCLUDES
PERFORATED/TORN/RUPTURED EARDRUM)

DUE TO ILLNESS (MENINGITIS, MEASLES,
MUMPS, RUBELLA, SCARLET FEVER, ETC.)

DUE TO CMV (CYTOMEGALOVIRUS, A TYPE OF
HERPES VIRUS)

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

DUE TO NOISE EXPOSURE (FROM GUNFIRE, FIRE
CRACKERS, ETC.)

DUE TO GENETIC CAUSE (INCLUDES CONGENITAL
(THERE AT BIRTH) HEARING LOSS, HEREDITARY
HEARING LOSS, SYNDROMAL HEARING LOSS –
DOWN SYNDROME, USHER’S
SYNDROME, ETC.)

DUE TO INJURY OR TRAUMA TO HEAD & NECK

DUE TO EAR OR FACIAL SURGERY

DUE TO NERVE DEAFNESS (NERVE HEARING LOSS
OR SENSORINEURAL HEARING LOSS)

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

DUE TO CENTRAL AUDITORY PROCESSING
DISORDER (PROBLEM WITH BEING ABLE TO
RECOGNIZE, TELL THE DIFFERENCE BETWEEN, OR
UNDERSTAND SOUNDS)

DEAF

HEARING LOSS, CAUSE UNKNOWN

AWAITING EVALUATION

OTHER (SPECIFY)
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
NOTE: Because of Specwriter string limits, this gets cut off in response option 8. The full text for response
option 8 should be:
DUE TO OTOTOXIC EXPOSURE TO DRUGS/MEDICINES (DAMAGE TO THE EARS BY DRUGS OR CHEMICALS.
INCLUDES DAMAGE FROM MYCIN DRUGS, SUCH AS, STREPTOMYCIN, GENTAMYCIN, ETC., SALICYLATE,
LASIX, CISPLATIN – MAY RESULT FROM TREATMENT OF RESPIRATORY PROBLEMS OF PRETERM INFANTS,
OR AS TREATMENTS DUE TO CHILDHOOD CANCER, ETC.)

BOX12a

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

CHQ246OS

QUESTION TEXT:
[What was the diagnosis?]
SPECIFY DIAGNOSIS.
___________________________________________
ENTER TEXT

Length

BOX13

IF THE CASE HAD A SPRING KINDERGARTEN, SPRING FIRST GRADE OR SPRING SECOND GRADE INTERVIEW,

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

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

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

CHQ250a

QUESTION TEXT:
How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to
communicate/hearing} was made?
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
ENTER UNIT FOR AGE.
CODES

MONTHS

YEARS

NO DIAGNOSIS HAS BEEN RECEIVED YET

Box14

REFUSED

BOX14

DON'T KNOW

CHQ255a

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
Page 39 of 64

2013-07-02 16:36

PROGRAMMER INSTRUCTIONS:
IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate”. ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1,
DISPLAY “hearing”. ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME
THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED.
'NO DIAGNOSIS' SHOULD ONLY BE ALLOWED IF CHQ.246=17 AND 17 ONLY.

CHQ250b

QUESTION TEXT:
[How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to
communicate/hearing} was made?]
ENTER NUMBER FOR AGE IN MONTHS.
|___|___|
MONTHS
ENTER NUMBER

Range

0 to 23

REFUSED

BOX14

DON'T KNOW

CHQ255a

CHQ250c

QUESTION TEXT:
[How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to
communicate/hearing} was made?]
ENTER NUMBER FOR AGE IN YEARS
|___|___|
YEARS
ENTER NUMBER

REFUSED

BOX14

DON'T KNOW

CHQ255a

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

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT.
'NO DIAGNOSIS' SHOULD ONLY BE ALLOWED IF CHQ.246=17 AND 17 ONLY.

BOX14

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

CHQ255a

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

Range

1 to 12

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate”. ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1,
DISPLAY “hearing”. ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME
THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED.
RANGE CHECK: 1-12 FOR MONTH, 2003-2014 FOR YEAR.
YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE.

CHQ255b

QUESTION TEXT:

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

[What was the month and year the problem with {CHILD}'s {ability to communicate/hearing} was diagnosed?]
IF RESPONDENT DOESN'T KNOW MONTH, ASK: Do you remember the year?
IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST.
|___|___|___|___|
ENTER YEAR
ENTER NUMBER
2003 to 2014

Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:

IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate”. ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1,
DISPLAY “hearing”. ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME
THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED.
RANGE CHECK: 1-12 FOR MONTH, 2003-2014 FOR YEAR.
YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE.

BOX16

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

HELP AVAILABLE

CHQ256a

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

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

CODES

YES, CURRENTLY

BOX16A

YES, SINCE LAST SPRING, BUT NOT CURRENTLY

BOX16A

CHQ263

REFUSED

CHQ263

DON'T KNOW

CHQ263

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

CHQ256b

QUESTION TEXT:
Has {CHILD} ever worn a hearing aid?
IF RESPONDENT SAYS “YES,” ASK: “Does {CHILD} wear one now?”
IF THE CHILD WEARS ONE NOW AND HAS WORN ONE IN THE PAST, CODE AS 1 (YES, CURRENTLY).
HELP TEXT:
Hearing Aid: A small electronic sound amplifier worn in or behind the ear that compensates for impaired
hearing.
CODES

YES, CURRENTLY

YES, IN THE PAST

CHQ263

REFUSED

CHQ263

DON'T KNOW

CHQ263

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

BOX16a

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

CHQ257a

HELP AVAILABLE

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

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

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

CHQ257b

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

MONTHS

YEARS
REFUSED
DON'T KNOW

BOX16a2

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

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

CHQ258

QUESTION TEXT:
How often does {CHILD} use the hearing aid(s) in school? Would you say…
CODES

All of the time,

Most of the time,

Sometimes,

Rarely, or

Never?
REFUSED
DON'T KNOW

CHQ259

QUESTION TEXT:
Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing
aid(s).
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person
whispers to {him/her} from across a quiet room.
CODES

YES

CHQ270

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} hearing aid(s)”, “hear and understand”, AND “whispers” IN UNDERLINED
TEXT.

CHQ260

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

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks
in a normal voice to {him/her} from across a quiet room.
CODES

YES

CHQ270

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} hearing aid(s)”, “hear and understand”, AND “talks in a normal voice” IN
UNDERLINED TEXT.

CHQ261

QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing
aid(s). ]
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person
shouts to {him/her} from across a quiet room.
CODES

YES

CHQ270

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} hearing aid(s)”, “hear and understand”, AND “shouts” IN UNDERLINED
TEXT.

CHQ262

YES

CHQ270

REFUSED

CHQ270

DON'T KNOW

CHQ270

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} hearing aid(s)”, “hear and understand”, AND “speaks loudly” IN
UNDERLINED TEXT.
DISPLAY “better” IF CHQ.221 = 1. ELSE, USE A NULL DISPLAY.
HELP AVAILABLE

CHQ263

QUESTION TEXT:
{Since last spring has/Has} a doctor or other health care professional {ever} recommended that {CHILD} wear
a hearing aid?
HELP TEXT:
Hearing Aid: A small electronic sound amplifier worn in or behind the ear that compensates for impaired
hearing.
CODES

YES

CHQ270

REFUSED

CHQ270

DON'T KNOW

CHQ270

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

CHQ264a

Range

0 to 36

REFUSED
DON'T KNOW

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2013-07-02 16:36

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

CHQ264b

QUESTION TEXT:
[At what age was the recommendation that {CHILD} wear a hearing aid first made?]
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
ENTER UNIT FOR AGE
CODES

MONTHS

YEARS
REFUSED
DON'T KNOW

HELP AVAILABLE

CHQ270

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

YES, ONE EAR ONLY - RIGHT EAR

YES, ONE EAR ONLY - LEFT EAR

YES, IN BOTH EARS

CHQ285

REFUSED

CHQ285

DON'T KNOW

CHQ285

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

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

BOX16b

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

CHQ271

QUESTION TEXT:
In what year was it implanted?
|___|___|___|___|
ENTER YEAR
ENTER NUMBER

Range

2003 to 2014

REFUSED

CHQ272a

DON'T KNOW

CHQ272a

PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 2003-2014.
YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE.
ONCE YEAR IS ENTERED, SKIP TO CHQ,277.

CHQ272a

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

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2013-07-02 16:36

ENTER NUMBER
0 to 36

Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:

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

CHQ272b

QUESTION TEXT:
[How old was {CHILD} when it was implanted?]
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
ENTER UNIT FOR AGE
CODES

MONTHS

CHQ277

YEARS

CHQ277

REFUSED

CHQ277

DON'T KNOW

CHQ277

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

CHQ273

QUESTION TEXT:
In what years were they implanted?
PROBE: When was it implanted in the left ear?
|___|___|___|___|
ENTER YEAR FOR LEFT EAR.
ENTER NUMBER

Range

2003 to 2014

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 2003-2014.

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2013-07-02 16:36

YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE.

CHQ274

QUESTION TEXT:
[In what years were they implanted?]
PROBE: When was it implanted in the right ear?
|___|___|___|___|
ENTER YEAR FOR RIGHT EAR.
ENTER NUMBER
2003 to 2014

Range
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 2003-2014.

YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE.

BOX17

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

CHQ275a

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

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2013-07-02 16:36

|___|___|
ENTER NUMBER FOR AGE IN MONTHS OR YEARS FOR LEFT EAR.
ENTER NUMBER
0 to 36

Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:

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

CHQ275b

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

MONTHS

YEARS
REFUSED
DON'T KNOW

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

BOX18

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

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2013-07-02 16:36

CHQ276a

QUESTION TEXT:
{How old was {CHILD} when it was implanted in the right ear?} {[How old was {CHILD} when they were
implanted?]}
{PROBE: How old was {CHILD} when it was implanted in the right ear?}
|___|___|
ENTER NUMBER FOR AGE IN MONTHS OR YEARS FOR RIGHT EAR.
ENTER NUMBER
0 to 36

Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:

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

CHQ276b

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

MONTHS

YEARS
REFUSED
DON'T KNOW

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2013-07-02 16:36

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

CHQ277

QUESTION TEXT:
Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} cochlear
implant {s}.
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person
whispers to {him/her} from across a quiet room.
CODES

YES

CHQ285

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} cochlear implant(s)”, “hear and understand” AND "whispers” IN
UNDERLINED TEXT.

CHQ278

QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her}
cochlear implant {s}.]
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks
in a normal voice to {him/her} from across a quiet room.
CODES

YES

CHQ285

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

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2013-07-02 16:36

CHQ279

QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her}
cochlear implant(s).]
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person
shouts to {him/her} from across a quiet room.
CODES

YES

CHQ285

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} cochlear implant(s)”, “hear and understand” AND ”shouts” IN
UNDERLINED TEXT.

CHQ280

YES

NO
REFUSED
DON'T KNOW

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

CHQ285

QUESTION TEXT:
Now I want to ask you about {CHILD}’s vision. Without the use of eyeglasses or contact lenses, does {CHILD}
have difficulty seeing objects in the distance or letters on paper?

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2013-07-02 16:36

CODES

YES

CHQ290

REFUSED

CHQ290

DON'T KNOW

CHQ290

CHQ286

QUESTION TEXT:
Is {CHILD}’s difficulty with seeing objects in the distance, things up close (like letters on paper), or both?
CODES

SEEING THINGS UP CLOSE

SEEING THINGS IN A DISTANCE

BOTH
REFUSED
DON'T KNOW

HELP AVAILABLE

CHQ290

QUESTION TEXT:
{Since last spring has/Has} {CHILD}'s vision {ever} been evaluated by an eye care professional?
HELP TEXT:
Eye Care Professional: This includes optometrists and ophthalmologists. Include a school nurse who gives a
vision test, but do not include teachers or some other non-health professional, or a doctor who simply looks
in the child’s eyes.
For the vision and hearing questions, having been evaluated at the school by a health professional does count
as being evaluated by a professional.
CODES

YES

CHQ330

REFUSED

CHQ330

DON'T KNOW

CHQ330

PROGRAMMER INSTRUCTIONS:
DISPLAY “Eye Care Professional:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Since last spring has” AND USE A NULL DISPLAY FOR “ever” IF SECTION CHQ WAS COMPLETED IN

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2013-07-02 16:36

SPRING-SECOND GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Has” AND “ever”.

CHQ300

QUESTION TEXT:
Did you obtain a diagnosis of a vision-related problem from an eye care professional?
CODES

YES

CHQ330

REFUSED

CHQ330

DON'T KNOW

CHQ330

PROGRAMMER INSTRUCTIONS:
DISPLAY "of a vision-related " IN UNDERLINED TEXT.

CHQ301

QUESTION TEXT:
What was the diagnosis?
PROBE: Anything else?
CODE ALL THAT APPLY.
CODES

NEARSIGHTEDNESS (MYOPIA)

FARSIGHTED (HYPEROPIA)

COLOR BLINDNESS OR DEFICIENCY

ASTIGMATISM

CROSSED OR WANDERING EYE (STRABISMUS)

AMBLYOPIA OR "LAZY EYE"

RETINOPATHY

BLINDNESS

CONDITION REQUIRING GLASSES - SPECIFIC
CONDITION UNSPECIFIED

AWAITING EVALUATION

OTHER (SPECIFY)
REFUSED
DON'T KNOW

BOX19
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2013-07-02 16:36

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

CHQ301OS

QUESTION TEXT:
[What was the diagnosis?]
SPECIFY DIAGNOSIS.
_______________________________________________________
ENTER TEXT
50

Length

BOX20

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

CHQ305a

QUESTION TEXT:
How old was {CHILD} when the first diagnosis of a problem was made?
ALLOW RESPONSES IN YEARS OR MONTHS, BUT NOT BOTH.
ENTER AGE IN MONTHS OR YEARS.
{ENTER 77 IF NO DIAGNOSIS HAS BEEN RECEIVED YET.}
|___|___|

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2013-07-02 16:36

ENTER NUMBER FOR AGE
ENTER NUMBER

Range

0 to 77

Soft Range

0 to 36

PROGRAMMER INSTRUCTIONS:
DISPLAY "ENTER 77 IF NO DIAGNOSIS HAS BEEN RECEIVED YET" ONLY WHEN CHQ.301=10.
IF 77 IS ANSWERED, SKIP TO CHQ.311.
SOFT RANGE CHECK: 0-36 IF UNIT IS MONTHS; HARD RANGE CHECK: 0-77 IF UNIT IS MONTHS.
SOFT RANGE IS 1 - CHILD’S CURRENT AGE IF UNIT IS YEARS. HARD RANGE CHECK: 1 -(2 YEARS GREATER THAN
CHILD'S CURRENT AGE), 77 IF UNIT IS YEARS.
IF NUMBER ENTERED IS OUTSIDE OF THE SOFT RANGE FOR MONTHS OR YEARS, DISPLAY MESSAGE "You
have entered an unlikely value or have entered 77 because no diagnosis has been received yet. Are you sure
this is correct?"
IF NUMBER ENTERED IS OUTSIDE THE HARD RANGE FOR MONTHS OR YEARS, DISPLAY MESSAGE "This
answer is outside the accepted range. Please verify answer."

CHQ305b

QUESTION TEXT:
[How old was {CHILD} when the first diagnosis of a problem was made?]
ALLOW RESPONSE IN YEARS OR MONTHS, BUT NOT BOTH.
ENTER UNIT FOR AGE
CODES

MONTHS

CHQ311

YEARS

CHQ311

REFUSED

CHQ311

DON'T KNOW

CHQ310a

PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT PRELOADED AGE IF UNIT IS YEARS. IF
NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF
DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF
CURRENT AGE IS INCORRECT.
`NO DIAGNOSIS` SHOULD ONLY BE DISPLAYED IF CHQ.301=10.

CHQ310a

QUESTION TEXT:
What was the month and year the diagnosis was made?

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2013-07-02 16:36

IF RESPONDENT DOESN'T KNOW MONTH, ASK: Do you remember the year?
IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST.
|___|___|
ENTER MONTH
ENTER NUMBER
1 to 12

Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 1-12 FOR MONTH, 2003-2014 FOR YEAR.

MONTH AND YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S PRELOADED BIRTHDATE AND
LESS THAN OR EQUAL TO INTERVIEW DATE.

CHQ310b

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

Range

2003 to 2014

Soft Range

2003 to 2014

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 1-12 FOR MONTH, 2003-2014 FOR YEAR.
IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF
DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. MONTH AND YEAR ENTERED MUST BE
EQUAL. TO OR GREATER THAN CHILD’S PRELOADED BIRTHDATE AND LESS THAN OR EQUAL TO {INTERVIEW
DATE}. PLEASE CONFIRM ANSWER.
PRESS G OR ENTER TO CHANGE ENTRY AT CHQ.310b.
PRESS S TO SUPPRESS AND CONTINUE.

CHQ311

QUESTION TEXT:

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
Page 60 of 64

2013-07-02 16:36

Has {CHILD} been prescribed glasses or contact lenses to improve {his/her} vision?
CODES

YES

CHQ330

REFUSED

CHQ330

DON'T KNOW

CHQ330

CHQ312

QUESTION TEXT:
How often does {CHILD} wear glasses or contact lenses?
CODES

All of the time,

CHQ314

Most of the time,

CHQ314

Sometimes,

CHQ314

Rarely, or

CHQ314

Never?

CHQ313

CHILD DOES NOT HAVE GLASSES OR CONTACTS

CHQ330

REFUSED

CHQ330

DON'T KNOW

CHQ330

CHQ313

QUESTION TEXT:
Does {CHILD} have glasses or contact lenses?
CODES

YES

CHQ330

REFUSED

CHQ330

DON'T KNOW

CHQ330

CHQ314

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2013-07-02 16:36

QUESTION TEXT:
Do {CHILD}’s glasses or contacts help {him/her} see things up close, see things in the distance, or both?
CODES

SEE THINGS UP CLOSE

SEE THINGS IN THE DISTANCE

BOTH
REFUSED
DON'T KNOW

CHQ330

QUESTION TEXT:
Would you say {CHILD}'s health is …
CODES

Excellent,

Very good,

Good,

Fair, or

Poor?
REFUSED
DON'T KNOW

BOX21

IF CHILD DOES NOT HAVE ANY DISABILITIES AND HIS OR HER HEALTH IS GOOD TO EXCELLENT, THAT IS:
CHQ.095=1, 2, 8, 9 (INDEPENDENCE)
AND
CHQ.100=1, 2, 8, 9 (ATTENTION)
AND
CHQ.105=1, 2, 8, 9 (THINK/LEARN/SOLVE)
AND
CHQ.106=1, 2, 8, 9 (COORDINATION)
AND
CHQ.107=1, 2, 8, 9 (BEHAVIOR WITH OTHER CHILDREN)
AND
CHQ.108=1, 2, 8, 9 (BEHAVIOR WITH ADULTS)
AND
CHQ.109=1, 2, 3, 8, 9 (HYPERACTIVE)

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

AND
CHQ.110=2, 8, 9 (EMOTIONAL/PSYCHOLOGICAL DIFICULTIES)
AND
CHQ.200=1, 2, 8, 9 (COMMUNICATION)
AND
CHQ.216=1, 2, 8, 9 (HEARING)
AND
CHQ.285=2, 8, 9 (VISION)
AND
CHQ.330=1, 2, 3, 8, 9 (HEALTH),
GO TO BOX 23.
OTHERWISE, CONTINUE WITH CHQ.340.

HELP AVAILABLE

CHQ340

QUESTION TEXT:
During this school year, has {CHILD} received therapy services or taken part in a program for children with
disabilities?
HELP TEXT: Children with disabilities include children with developmental delays, communication
impairments, or special health care needs.
CODES

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "this school year" IN UNDERLINED TEXT.

CHQ420

QUESTION TEXT:
During this school year, did {CHILD} participate in a special education program?
CODES

YES

CHQ430

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY 'this school year' IN UNDERLINED TEXT.

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

BOX22

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

CHQ430

QUESTION TEXT:
Overall, how satisfied are you with the progress {CHILD} has made in the special services or special education
program this school year? Are you…
CODES

Completely satisfied,

Very satisfied,

Fairly satisfied,

Somewhat dissatisfied, or

Very Dissatisfied?
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY 'this school year' IN UNDERLINED TEXT.

BOX23

GO TO SECTION VIQ (PEER VICTIMIZATION).

Spring 2014 Parent Interview: ECLS-K:2011 :: CHQ
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2013-07-02 16:36

Spring 2014 Parent Interview: ECLS-K:2011
Section

VIQ

[Peer Victimization]

Sequence: 12
HELP AVAILABLE

VIQ010

QUESTION TEXT:
Now, I have some questions about problems {CHILD} may have had with other children.
During this school year have other children ever teased, made fun of, or called {CHILD} names?
HELP TEXT: In this question, you may include other students at school and other children outside of school.
However, do not include brother or sisters.
CODES

YES

VIQ030

REFUSED

VIQ030

DON'T KNOW

VIQ030

HELP AVAILABLE

VIQ020

QUESTION TEXT:
How often has this happened? Would you say …
HELP TEXT: In this question, you may include other students at school and other children outside of school.
However, do not include brother or sisters.
CODES

Rarely,

Sometimes,

Often, or

Very often?
REFUSED
DON'T KNOW

VIQ030

HELP AVAILABLE

Spring 2014 Parent Interview: ECLS-K:2011 :: VIQ
Page 1 of 4

2013-07-01 18:21

QUESTION TEXT:
During this school year have other children ever pushed, shoved, slapped, hit, or kicked {CHILD}?
HELP TEXT: In this question, you may include other students at school and other children outside of school.
However, do not include brother or sisters.
CODES

YES

VIQ050

REFUSED

VIQ050

DON'T KNOW

VIQ050

HELP AVAILABLE

VIQ040

Rarely

Sometimes,

Often, or

Very often?
REFUSED
DON'T KNOW

HELP AVAILABLE

VIQ050

QUESTION TEXT:
During this school year have other children ever intentionally excluded or left {CHILD} out from playing with
them?
HELP TEXT: In this question, you may include other students at school and other children outside of school.
However, do not include brother or sisters.
CODES

YES

VIQ070

Spring 2014 Parent Interview: ECLS-K:2011 :: VIQ
Page 2 of 4

2013-07-01 18:21

REFUSED

VIQ070

DON'T KNOW

VIQ070

HELP AVAILABLE

VIQ060

Rarely,

Sometimes,

Often, or

Very often?
REFUSED
DON'T KNOW

HELP AVAILABLE

VIQ070

QUESTION TEXT:
During this school year, have other children ever told lies or untrue stories about {CHILD}?
HELP TEXT: In this question, you may include other students at school and other children outside of school.
However, do not include brother or sisters.
CODES

YES

BOX1

REFUSED

BOX1

DON'T KNOW

BOX1

VIQ080

HELP AVAILABLE

Spring 2014 Parent Interview: ECLS-K:2011 :: VIQ
Page 3 of 4

2013-07-01 18:21

Rarely,

Sometimes,

Often, or

Very often?
REFUSED
DON'T KNOW

BOX1

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

BOX2

Source: Espelage and Holt 2001. Adapted with permission.
[DO NOT SHOW TEXT ON SCREEN. BOX2 IS USED FOR INTERNAL "SOURCE" TRACKING PURPOSES ONLY AND
HAS NO IMPACT ON PROGRAMMING OR TESTING]

Spring 2014 Parent Interview: ECLS-K:2011 :: VIQ
Page 4 of 4

2013-07-01 18:21

Spring 2014 Parent Interview: ECLS-K:2011
Section

PPQ

[Parent's Psychological Well-Being and
Health]

Sequence: 13

BOX1

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

PPQ100

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

NEVER

SOME OF THE TIME

A MODERATE AMOUNT OF THE TIME

MOST OF THE TIME
REFUSED
DON'T KNOW

PPQ110

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

Spring 2014 Parent Interview: ECLS-K:2011 :: PPQ
Page 1 of 6

2013-06-24 10:34

CODES

NEVER

SOME OF THE TIME

A MODERATE AMOUNT OF THE TIME

MOST OF THE TIME
REFUSED
DON'T KNOW

PPQ120

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

NEVER

SOME OF THE TIME

A MODERATE AMOUNT OF THE TIME

MOST OF THE TIME
REFUSED
DON'T KNOW

PPQ130

QUESTION TEXT:
How often during the past week have you felt that you had trouble keeping your mind on what you were
doing?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES

NEVER

SOME OF THE TIME

A MODERATE AMOUNT OF THE TIME

MOST OF THE TIME
REFUSED
DON'T KNOW
Spring 2014 Parent Interview: ECLS-K:2011 :: PPQ

Page 2 of 6

2013-06-24 10:34

PPQ140

QUESTION TEXT:
How often during the past week have you felt depressed?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES

NEVER

SOME OF THE TIME

A MODERATE AMOUNT OF THE TIME

MOST OF THE TIME
REFUSED
DON'T KNOW

PPQ150

QUESTION TEXT:
How often during the past week have you felt that everything you did was an effort?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES

NEVER

SOME OF THE TIME

A MODERATE AMOUNT OF THE TIME

MOST OF THE TIME
REFUSED
DON'T KNOW

PPQ160

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

Spring 2014 Parent Interview: ECLS-K:2011 :: PPQ
Page 3 of 6

2013-06-24 10:34

[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES

NEVER

SOME OF THE TIME

A MODERATE AMOUNT OF THE TIME

MOST OF THE TIME
REFUSED
DON'T KNOW

PPQ170

QUESTION TEXT:
How often during the past week have you felt that your sleep was restless?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES

NEVER

SOME OF THE TIME

A MODERATE AMOUNT OF THE TIME

MOST OF THE TIME
REFUSED
DON'T KNOW

PPQ180

QUESTION TEXT:
How often during the past week have you felt that you talked less than usual?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES

NEVER

SOME OF THE TIME

A MODERATE AMOUNT OF THE TIME

MOST OF THE TIME
REFUSED
DON'T KNOW
Spring 2014 Parent Interview: ECLS-K:2011 :: PPQ

Page 4 of 6

2013-06-24 10:34

PPQ190

QUESTION TEXT:
How often during the past week have you felt lonely?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES

NEVER

SOME OF THE TIME

A MODERATE AMOUNT OF THE TIME

MOST OF THE TIME
REFUSED
DON'T KNOW

PPQ200

QUESTION TEXT:
How often during the past week have you felt sad?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES

NEVER

SOME OF THE TIME

A MODERATE AMOUNT OF THE TIME

MOST OF THE TIME
REFUSED
DON'T KNOW

PPQ210

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

Spring 2014 Parent Interview: ECLS-K:2011 :: PPQ
Page 5 of 6

2013-06-24 10:34

[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES

NEVER

SOME OF THE TIME

A MODERATE AMOUNT OF THE TIME

MOST OF THE TIME
REFUSED
DON'T KNOW

PPQ220

QUESTION TEXT:
Now, I would like to ask you about your health. In general, would you say that your health is…
CODES

Excellent,

Very good,

Good,

Fair, or

Poor?
REFUSED
DON'T KNOW

BOX2

GO TO SECTION FDQ (FOOD SECURITY).

Spring 2014 Parent Interview: ECLS-K:2011 :: PPQ
Page 6 of 6

2013-06-24 10:34

Spring 2014 Parent Interview: ECLS-K:2011
Section

FDQ

[Food Security]

Sequence: 14

FDQ130a

QUESTION TEXT:
These next questions are about whether your family is able to afford the food that you need. I am going to
read you several statements that people have made about their food situation. For these statements, please
tell me whether the statement was often true, sometimes true, or never true for {you/your household} in the
last 12 months, that is, since last {CURRENT MONTH}, 2013.
{I/We} worried whether {my/our} food would run out before {I/we} got money to buy more. Was that often
true, sometimes true, or never true for {you/your household} in the last 12 months?
CODES

OFTEN TRUE

SOMETIMES TRUE

NEVER TRUE
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "in the last 12 months, that is, since last {CURRENT MONTH}, 2013” AND DISPLAY THE CURRENT
MONTH.
DISPLAY "often", "sometimes", AND "never" IN THE MAIN QUESTION TEXT AS UNDERLINED.
USE "you", "I", AND "my" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF
THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER OR WITH AN AGE OTHER THAN DK OR RF. OTHERWISE,
DISPLAY “your household”, “we”, AND “our”.

FDQ130b

QUESTION TEXT:
[These next questions are about whether your family is able to afford the food that you need. I am going to
read you several statements that people have made about their food situation. For these statements, please
tell me whether the statement was often true, sometimes true, or never true for {you/your household} in the
last 12 months, that is, since last {CURRENT MONTH}, 2013.]
The food that {I/we} bought just didn’t last, and {I/we} didn’t have money to get more. Was that often true,
sometimes true , or never true for {you/your household} in the last 12 months?
CODES

OFTEN TRUE

SOMETIMES TRUE

NEVER TRUE
Spring 2014 Parent Interview: ECLS-K:2011 :: FDQ

Page 1 of 5

2013-06-24 10:34

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "in the last 12 months, that is, since last {CURRENT MONTH}, 2013” AND DISPLAY THE CURRENT
MONTH.
DISPLAY "often", "sometimes", AND "never" IN THE MAIN QUESTION TEXT AS UNDERLINED.
USE "you" AND "I" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE
ARE NO HOUSEHOLD MEMBERS 18 OR OVER OR WITH AN AGE OTHER THAN DK OR RF. OTHERWISE,
DISPLAY “your household” AND “we”.

FDQ130c

QUESTION TEXT:
[These next questions are about whether your family is able to afford the food that you need. I am going to
read you several statements that people have made about their food situation. For these statements, please
tell me whether the statement was often true, sometimes true, or never true for {you/your household} in the
last 12 months, that is, since last {CURRENT MONTH},2013.]
{I/We} couldn’t afford to eat balanced meals.
[PROBE: Was that often true, sometimes true, or never true for {you/your household} in the last 12 months?]
CODES

OFTEN TRUE

SOMETIMES TRUE

NEVER TRUE
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "in the last 12 months, that is, since last {CURRENT MONTH}, 2013” AND DISPLAY THE CURRENT
MONTH.
DISPLAY "often", "sometimes", AND "never" IN THE MAIN QUESTION TEXT AND PROBE AS UNDERLINED.
USE "you" AND "I" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE
ARE NO HOUSEHOLD MEMBERS 18 OR OVER OR WITH AN AGE OTHER THAN DK OR RF. OTHERWISE,
DISPLAY “your household” AND “We”.

BOX1

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

Spring 2014 Parent Interview: ECLS-K:2011 :: FDQ
Page 2 of 5

2013-06-24 10:34

FDQ140

QUESTION TEXT:
In the last 12 months, did {you/you or other adults in your household} ever cut the size of your meals or skip
meals because there wasn't enough money for food?
CODES

YES

FDQ160

REFUSED

FDQ160

DON'T KNOW

FDQ160

PROGRAMMER INSTRUCTIONS:
DISPLAY "you" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE ARE
NO HOUSEHOLD MEMBERS 18 OR OVER OR WITH AN AGE OTHER THAN DK OR REF. OTHERWISE, DISPLAY
“you or other adults in your household”.

FDQ150

QUESTION TEXT:
How often did this happen? Would you say…
CODES

Almost every month,

Some months, but not every month, or

In only 1 or 2 months?
REFUSED
DON'T KNOW

FDQ160

QUESTION TEXT:
In the last 12 months, did you ever eat less than you felt you should because there wasn't enough money for
food?
CODES

YES

NO
REFUSED
DON'T KNOW
Spring 2014 Parent Interview: ECLS-K:2011 :: FDQ

Page 3 of 5

2013-06-24 10:34

FDQ170

QUESTION TEXT:
In the last 12 months, were you ever hungry but didn't eat because there wasn't enough money for food?
CODES

YES

NO
REFUSED
DON'T KNOW

FDQ180

QUESTION TEXT:
In the last 12 months, did you lose weight because there wasn't enough money for food?
CODES

YES

NO
REFUSED
DON'T KNOW

BOX2

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

FDQ190

Spring 2014 Parent Interview: ECLS-K:2011 :: FDQ
Page 4 of 5

2013-06-24 10:34

QUESTION TEXT:
In the last 12 months, did {you/you or other adults in your household} ever not eat for a whole day because
there wasn't enough money for food?
CODES

YES

BOX3

REFUSED

BOX3

DON'T KNOW

BOX3

FDQ191

QUESTION TEXT:
How often did this happen? Would you say…
CODES

Almost every month,

Some months, but not every month, or

In only 1 or 2 months?
REFUSED
DON'T KNOW

BOX3

GO TO SECTION PEQ (PARENT EDUCATION).

Spring 2014 Parent Interview: ECLS-K:2011 :: FDQ
Page 5 of 5

2013-06-24 10:34

Spring 2014 Parent Interview: ECLS-K:2011
Section

PEQ

[Parent Education]

Sequence: 15

BOX1

ASK PEQ.020-PEQ.021 (IF APPLICABLE) FOR 2 "KEY" PARENT FIGURES IN THE HOUSEHOLD. THIS PERSON OR
PERSONS SHOULD BE CHOSEN AS DEFINED IN FSQ BOX 5.
AFTER DETERMINING FOR WHOM THE EDUCATION QUESTIONS WILL BE ASKED, CHECK PRELOAD TO
DETERMINE IF EACH PERSON HAD NONMISSING EDUCATION DATA FROM A PREVIOUS ROUND. IF SO, WE
WILL NOT ASK THE EDUCATION QUESTIONS ABOUT THIS PERSON AGAIN . OTHERWISE, GO TO PEQ.020 FOR
EACH APPROPRIATE PERSON. AFTER ALL APPROPRIATE PERSONS WITHOUT EDUCATION DATA HAVE BEEN
ASKED ABOUT, GO TO BOX 2.

PEQ020

HELP AVAILABLE

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

Spring 2014 Parent Interview: ECLS-K:2011 :: PEQ
Page 1 of 4

2013-06-24 10:35

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

NEVER WENT TO SCHOOL

1ST GRADE

2ND GRADE

3RD GRADE

4TH GRADE

5TH GRADE

6TH GRADE

7TH GRADE

8TH GRADE

9TH GRADE

10TH GRADE

11TH GRADE

12TH GRADE BUT NO DIPLOMA

HIGH SCHOOL EQUIVALENT/GED

BOX2

HIGH SCHOOL DIPLOMA

BOX2

VOC/TECH PROGRAM AFTER HIGH SCHOOL BUT
NO VOC/TECH DIPLOMA

VOC/TECH PROGRAM AFTER HIGH SCHOOL,
DIPLOMA

SOME COLLEGE BUT NO DEGREE
Spring 2014 Parent Interview: ECLS-K:2011 :: PEQ

Page 2 of 4

2013-06-24 10:35

ASSOCIATE'S DEGREE

BACHELOR'S DEGREE

BOX2

GRADUATE OR PROFESSIONAL SCHOOL BUT NO
DEGREE

BOX2

MASTER'S (MA, MS)

BOX2

DOCTORATE DEGREE (Ph.D, Ed.D)

BOX2

PROFESSIONAL DEGREE AFTER BACHELOR'S
DEGREE (MEDICINE/MD; DENTISTRY/DDS;
LAW/JD/LLB; ETC.)

BOX2

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

PEQ021
Spring 2014 Parent Interview: ECLS-K:2011 :: PEQ
Page 3 of 4

2013-06-24 10:35

QUESTION TEXT:
{Do/Does} {you/{NAME}} have a high school diploma, or its equivalent, such as a GED, or neither?
CODES

HIGH SCHOOL DIPLOMA

HIGH SCHOOL EQUIVALENT (GED)

NO HIGH SCHOOL DIPLOMA/EQUIVALENT
REFUSED
DON'T KNOW

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

Box2

GO TO SECTION EMQ (PARENT EMPLOYMENT).

Spring 2014 Parent Interview: ECLS-K:2011 :: PEQ
Page 4 of 4

2013-06-24 10:35

Spring 2014 Parent Interview: ECLS-K:2011
Section

EMQ

[Parent Employment]

Sequence: 16

BOX1

LOOP 1
ASK EMQ.200 - EMQ.215 FOR 2 “KEY” PARENT FIGURES IN THE HOUSEHOLD AS DEFINED IN FSQ,
BOX 5.

EMQ200

QUESTION TEXT:
Which best describes {your/{NAME}’s} current employment situation? {Are you/Is {NAME}}…
CODES

working part-time,

working full-time,

a stay-at-home parent or guardian, or

not working?
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "your" and "Are you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT.
OTHERWISE, DISPLAY "{NAME}'s" and “Is {NAME}".
FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.

EMQ210

QUESTION TEXT:
Since {CHILD} was born, {have you/has {NAME}} served on active duty in the U.S. Armed Forces, military
Reserves, or National Guard? Active duty does not include training for the Reserves or National Guard, but
DOES include activation, for example, for the war in Afghanistan.
CODES

YES
Spring 2014 Parent Interview: ECLS-K:2011 :: EMQ

Page 1 of 2

2013-06-24 10:36

BOX2

REFUSED

BOX2

DON'T KNOW

BOX2

PROGRAMMER INSTRUCTIONS:
DISPLAY "you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY
"{NAME}".
FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.
DISPLAY "Active duty does not include training for the Reserves or National Guard, but DOES include
activation, for example, for the war in Afghanistan." IN BRACKETS FOR THE SECOND KEY PARENT FIGURE.
HELP AVAILABLE

EMQ215

QUESTION TEXT:
{Are you/Is {NAME}} currently on active duty in the U.S. Armed Forces, military Reserves, or National Guard?
HELP TEXT: Active duty does not include training for the Reserves or National Guard, but DOES include
activation, for example, for the war in Afghanistan.
CODES

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "Are you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY
"Is {NAME}".
FOR "Is {NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.

BOX2

END LOOP 1
ASK EMQ.200 - EMQ.215 FOR NEXT “KEY” PARENT IN THE HOUSEHOLD AS DEFINED IN FSQ BOX5. IF NO
NEXT “KEY” PARENT, GO TO PAQ (PARENT INCOME AND ASSETS).

Spring 2014 Parent Interview: ECLS-K:2011 :: EMQ
Page 2 of 2

2013-06-24 10:36

Spring 2014 Parent Interview: ECLS-K:2011
Section

PAQ

[Parent Income and Assets]

Sequence: 17

PAQ100

QUESTION TEXT:
In studies like this, households are sometimes grouped according to income. What was the total income of all
persons in your household over the past year, including salaries or other earnings, interest, retirement, and so
on for all household members?
Was it…
CODES

$25,000 or less, or

More than $25,000?
REFUSED

PAQ140

DON'T KNOW

PAQ140

PAQ110

QUESTION TEXT:
Was it…
CODES

$5,000 or less

$5,001 to $10,000

$10,001 to $15,000

$15,001 to $20,000

$20,001 to $25,000

$25,001 to $30,000

$30,001 to $35,000

$35,001 to $40,000

$40,001 to $45,000

$45,001 to $50,000

$50,001 to $55,000

$55,001 to $60,000

$60,001 to $65,000

$65,001 to $70,000

$70,001 to $75,000
Spring 2014 Parent Interview: ECLS-K:2011 :: PAQ

Page 1 of 4

2013-06-24 10:36

$75,001 to $100,000

$100,001 to $200,000, or

$200,001 or more
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
IF PAQ.100=1, DISPLAY SET 1. IF PAQ.100=2, DISPLAY SET 2.
[SET 1]
$5,000 or less…………………1
$5,001 to $10,000…………….. 2
$10,001 to $15,000…………… 3
$15,001 to $20,000……………4
$20,001 to $25,000…………… 5

[SET 2]
$25,001 to $30,000………………..6
$30,001 to $35,000………………..7
$35,001 to $40,000………………..8
$40,001 to $45,000………………..9
$45,001 to $50,000……………….10
$50,001 to $55,000……………….11
$55,001 to $60,000……………….12
$60,001 to $65,000……………….13
$65,001 to $70,000……………….14
$70,001 to $75,000……………….15
$75,001 to $100,000……………...16
$100,001 to $200,000…………….17
$200,001 or more………………... 18

BOX2

IF PAQ.110 (SET 1 OR SET 2) IS RF/DK, GO TO PAQ.140.
PAQ.120 IS ASKED IF THE HOUSEHOLD IS AT 200 PERCENT OF POVERTY OR BELOW.
ASK PAQ.120 IF
(NUMBER IN HH = 1 AND PAQ.110 < 6) OR
(NUMBER IN HH = 2 AND PAQ.110 < 7) OR
(NUMBER IN HH = 3 AND PAQ.110 < 9) OR
(NUMBER IN HH = 4 AND PAQ.110 < 11) OR
(NUMBER IN HH = 5 AND PAQ.110 < 13) OR
(NUMBER IN HH = 6 AND PAQ.110 < 14) OR
(NUMBER IN HH = 7 AND PAQ.110 < 16) OR
(NUMBER IN HH = 8 AND PAQ.110 < 17) OR
(NUMBER IN HH = 9 AND PAQ.110 < 17).
ELSE, GO TO PAQ.140.

PAQ120
Spring 2014 Parent Interview: ECLS-K:2011 :: PAQ
Page 2 of 4

2013-06-24 10:36

QUESTION TEXT:
What was your total household income last year, to the nearest thousand?
|___|___|___|,|___|___|___|,|___|___|___|.
TOTAL INCOME
ENTER NUMBER

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK-TOTAL INCOME SHOULD BE IN RANGE OF ANSWER TO PAQ. 110.
INSERT COMMAS FOR EVERY THREE DIGITS OF REPORTED INCOME (FROM RIGHT TO LEFT).

PAQ140

QUESTION TEXT:
What is your current housing situation? Do you…
CODES

own your own house or condominium,

rent your house or apartment,

exchange services for housing,

not pay for housing,

live in temporary housing or a shelter, or

lives with relative or in dwelling owned by a
relative/may or may not contribute to expenses
or contribution unknown.

have another type of arrangement (SPECIFY)?
REFUSED
DON'T KNOW

BOX3

IF PAQ.140=91, CONTINUE WITH PAQ.140OS. OTHERWISE, GO TO BOX 4.

Spring 2014 Parent Interview: ECLS-K:2011 :: PAQ
Page 3 of 4

2013-06-24 10:36

PAQ140OS

QUESTION TEXT:
[What is your current housing situation?]
SPECIFY TYPE OF ARRANGEMENT.
__________________________________
ENTER TEXT
50

Length
PROGRAMMER INSTRUCTIONS:
DK AND REF DISALLOWED.

BOX4

GO TO SECTION CMQ (MOBILITY AND TRACKING UPDATES).

Spring 2014 Parent Interview: ECLS-K:2011 :: PAQ
Page 4 of 4

2013-06-24 10:36

Spring 2014 Parent Interview: ECLS-K:2011
Section

CMQ

[Mobility and Tracking Updates]

Sequence: 18

CMQ010

QUESTION TEXT:
Have you moved since {DATE OF LAST INTERVIEW}?
CODES

YES

Box1

REFUSED

Box1

DON'T KNOW

Box1

CMQ020

QUESTION TEXT:
Why did you move?
PROBE: Any other reason?
CODE ALL THAT APPLY.
CODES

Code All That Apply

SO CHILD COULD GO TO A BETTER SCHOOL

BOUGHT A HOUSE

MOVED TO BE NEARER JOB; JOB-RELATED
REASONS

MOVED TO NICER APARTMENT/HOUSE

MOVED TO SAFER AREA; CRIME-RELATED
REASONS

MOVED TO LESS EXPENSIVE LIVING QUARTERS

BANK HAD TO BUY BACK THE HOME
(FORECLOSED)

WAS EVICTED, COULD NOT PAY RENT IN
PREVIOUS RESIDENCE

OLD HOUSE/APARTMENT WAS DAMAGED

MOVED BECAUSE OF MARITAL SEPARATION,
DIVORCE, DEATH IN FAMILY

OTHER (SPECIFY)
Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ

Page 1 of 18

2013-06-24 10:37

REFUSED
DON'T KNOW

BOX0

IF CMQ.020=91, GO TO CMQ.020OS. ELSE, GO TO BOX1.

CMQ020OS

QUESTION TEXT:
[Why did you move?]
________________________________________
SPECIFY OTHER REASON.
ENTER TEXT

Length

BOX1

IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-SECOND GRADE INTERVIEW) AND (THERE WAS A
TELEPHONE NUMBER IN SPRING- SECOND GRADE CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A
TELEPHONE NUMBER IN SPRING- THIRD GRADE GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME AS
IN SPRING- SECOND GRADE), GO TO CMQ.100.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-FIRST GRADE INTERVIEW) AND (THERE WAS A
TELEPHONE NUMBER IN SPRING- FIRST GRADE CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A
TELEPHONE NUMBER IN SPRING- FIRST GRADE GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME AS
IN SPRING- FIRST GRADE), GO TO CMQ.100.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-KINDERGARTEN INTERVIEW) AND (THERE WAS A
TELEPHONE NUMBER IN SPRING-KINDERGARTEN CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A
TELEPHONE NUMBER IN SPRING-KINDERGARTEN GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME
AS IN SPRING-KINDERGARTEN), GO TO CMQ.100.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE FALL-KINDERGARTEN INTERVIEW) AND (THERE IS A
TELEPHONE NUMBER FOR CMQ.080) AND (THE RESPONDENT IS THE SAME AS IN FALL-KINDERGARTEN), GO

Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ
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2013-06-24 10:37

TO CMQ.100.
ELSE, CONTINUE WITH CMQ.060.

CMQ060

QUESTION TEXT:
Just to make sure I can reach you for the next interview, which will take place next school year, I'd like to ask
a few questions about how to find you.
Is there a second phone number, such as a work number, a friend or relative's number, or a beeper or cell
phone number, where you can sometimes be reached?
CODES

YES

CMQ140

BOX2

REFUSED

BOX2

DON'T KNOW

BOX2

CMQ100

QUESTION TEXT:
Just to make sure I can reach you for the next interview, which will take place next school year, I'd like to ask
a few questions about how to find you. I have recorded {PHONE NUMBER} as a second phone number where
you can sometimes be reached. Is this the right number?
CODES

YES

BOX2

CMQ140

REFUSED

BOX2

DON'T KNOW

BOX2

PROGRAMMER INSTRUCTIONS:
USING THE PRELOAD, DISPLAY SECOND PHONE NUMBER FROM (SPRING-SECOND GRADE CMQ.100 IF
SPRING- SECOND GRADE CMQ.100=1) OR (TELEPHONE NUMBER IN SPRING- SECOND GRADE CMQ.140). ELSE,
IF SPRING- SECOND GRADE INFORMATION IS MISSING, DISPLAY SECOND PHONE NUMBER FROM (SPRINGFIRST GRADE CMQ.100 IF SPRING- FIRST GRADE CMQ.100=1) OR (TELEPHONE NUMBER IN SPRING- FIRST
GRADE CMQ.140). ELSE, IF SPRING- FIRST GRADE INFORMATION IS MISSING, DISPLAY (SPRING-K CMQ.100 IF
SPRING-K CMQ.100=1) OR (TELEPHONE NUMBER IN SPRING-K CMQ.140). IF SPRING-K INFORMATION IS
MISSING, DISPLAY FALL-K TELEPHONE NUMBER FROM FALL K CMQ.080.

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2013-06-24 10:37

CMQ140

QUESTION TEXT:
What is that telephone number?
ENTER {NEW} SECOND PHONE NUMBER.
|__|__|__| – |__|__|__| –|__|__|__|__|
SECOND TELEPHONE NUMBER
___________________
EXTENSION
ENTER TEXT

Length

REFUSED

BOX2

DON'T KNOW

BOX2

PROGRAMMER INSTRUCTIONS:
DISPLAY 'NEW' IF CMQ.100=2. OTHERWISE, USE A NULL DISPLAY.
EXTENSION FIELD SHOULD BE LIMITED TO TEN NUMBERS.

CMQ150

QUESTION TEXT:
Where is that telephone located?
CODES

OFFICE/PLACE OF BUSINESS

BOX2

RELATIVE (SPECIFY)

CMQ155

NEIGHBOR (SPECIFY)

CMQ155

FRIEND (SPECIFY)

CMQ155

BEEPER NUMBER

BOX2

CELL PHONE

BOX2

HOME

BOX2

OTHER (SPECIFY)

CMQ155

REFUSED

BOX2

DON'T KNOW

BOX2

CMQ155

Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ
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2013-06-24 10:37

QUESTION TEXT:
[Where is that telephone located?]
________________________________________
SPECIFY {RELATIVE / NEIGHBOR / FRIEND / OTHER}.
ENTER TEXT

Length

PROGRAMMER INSTRUCTIONS:
DISPLAY 'RELATIVE' IF CMQ.150=2.
DISPLAY 'NEIGHBOR' IF CMQ.150=3.
DISPLAY 'FRIEND' IF CMQ.150=4.
DISPLAY ‘OTHER’ IF THE CMQ.150=91.

BOX2

IF THE CASE DID NOT HAVE A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN FALL K, SPRING
K, OR SPRING-FIRST GRADE GO TO CMQ.205.
ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN SPRINGFIRST GRADE) AND (THERE WAS A FIRST CONTACT PERSON GIVEN IN SPRING-FIRST GRADE CMQ.200 THAT
WAS CORRECT (CMQ.200=1) OR A FIRST CONTACT PERSON IN SPRING-FIRST GRADE GIVEN OR CORRECTED
IN CMQ.210-CMQ.280) AND (THE RESPONDENT IS THE SAME AS IN SPRING-FIRST GRADE), GO TO CMQ.200.
ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN SPRINGKINDERGARTEN) AND (THERE WAS A FIRST CONTACT PERSON GIVEN IN SPRING-KINDERGARTEN CMQ.200
THAT WAS CORRECT (CMQ.200=1) OR A FIRST CONTACT PERSON IN SPRING-KINDERGARTEN GIVEN OR
CORRECTED IN CMQ.210-CMQ.280) AND (THE RESPONDENT IS THE SAME AS IN SPRING-KINDERGARTEN), GO
TO CMQ.200.
ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN FALLKINDERGARTEN) AND (THERE IS A FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FOR CMQ.110)
AND (THE RESPONDENT IS THE SAME AS IN FALL-KINDERGARTEN), CONTINUE WITH CMQ.200.
ELSE, GO TO CMQ.205.

CMQ200

QUESTION TEXT:
I have recorded that {NAME OF RELATIVE/FRIEND}
at {PHONE NUMBER}

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2013-06-24 10:37

on
{STREET ADDRESS, LINE 1}
{STREET ADDRESS, LINE 2}
{CITY}
{STATE}
{ZIP CODE}
will always know where you are if you move. Is this still true?
IF NECESSARY SAY: I will only contact this person if I cannot locate you for the next interview.
MAKE CORRECTIONS TO ANY INFORMATION THAT IS UNKNOWN OR SHOWN AS REFUSED (RF) OR DON’T
KNOW (DK).
CODES

YES --- NO CORRECTION NEEDED

BOX3

YES --- MINOR CORRECTIONS NEEDED

CMQ210

CMQ205

REFUSED

BOX3

DON'T KNOW

BOX3

PROGRAMMER INSTRUCTIONS:
FROM PRELOAD, DISPLAY FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FROM (SPRING-FIRST
CMQ.200 IF CMQ.200=1) OR (FIRST CONTACT PERSON IN SPRING-FIRST CMQ.210-CMQ.280). ELSE, IF SPRINGFIRST INFORMATION IS MISSING, DISPLAY FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FROM
SPRING-K (CMQ.200 IF CMQ.200=1) OR (FIRST CONTACT PERSON IN SPRING-K CMQ.210-CMQ.280) ELSE, IF
SPRING-K INFORMATION IS MISSING, DISPLAY FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS
FROM FALL-K CMQ.110.
IF THERE WAS NO TELEPHONE IN PRELOAD (TELEPHONE NUMBER WAS RECORDED AS '000' OR WAS
MISSING, REFUSED, OR DON’T KNOW), DISPLAY “AN UNKNOWN TELEPHONE NUMBER” FOR “PHONE
NUMBER” DISPLAY. IF ANY PART OF THE STREET ADDRESS IS MISSING, REFUSED, OR DON’T KNOW FROM
THE PRELOAD, FOR STREET ADDRESS LINE 1, DISPLAY “AN UNKNOWN STREET”. IF STREET ADDRESS LINE 2
IS MISSING, REFUSED, OR DON’T KNOW, USE A NULL DISPLAY. IF CITY IS MISSING, DISPLAY “AN UNKNOWN
CITY”. IF STATE IS MISSING OR DON’T KNOW, DISPLAY “DK” FOR THE STATE DISPLAY. IF STATE IS REFUSED,
DISPLAY “RF” FOR THE STATE DISPLAY. IF ZIP CODE IS MISSING OR DON’T KNOW, DISPLAY “DK” FOR THE
ZIP CODE DISPLAY. ELSE, IF ZIP CODE WAS REFUSED, DISPLAY “RF” FOR THE ZIP CODE DISPLAY.
DISPLAY CITY, STATE, AND ZIP ON 1 LINE.

CMQ205

QUESTION TEXT:
Is there a relative or friend, who does not live in this household, who will always know where you are if you
move?
IF NECESSARY SAY: I will only contact this person if I cannot locate you for the next interview.
CODES

YES

CMQ210

BOX3

REFUSED

BOX3

DON'T KNOW

BOX3

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2013-06-24 10:37

CMQ210

QUESTION TEXT:
What is the name, address, and telephone number of that person?
{ENTER / CORRECT / ENTER NEW} FIRST AND LAST NAME.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
ENTER TEXT
50

Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY FIRST
CONTACT FIRST AND LAST NAME FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST
CMQ.210). ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY FIRST CONTACT
FIRST AND LAST NAME FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ210 IN THE RESPONSE
FIELDS). ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY FIRST CONTACT FIRST
AND LAST NAME FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.

CMQ220

QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
{ENTER / CORRECT / ENTER NEW} STREET ADDRESS, LINE 1.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
ENTER TEXT

Length

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY
STREET ADDRESS LINE 1 FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.220). ELSE, IF
THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM
(SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.220) IN THE RESPONSE FIELDS. ELSE, IF THE
HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM FALL-K
CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY

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2013-06-24 10:37

IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.

CMQ230

QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
{ENTER / CORRECT / ENTER NEW} STREET ADDRESS, LINE 2.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
ENTER TEXT
50

Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY
STREET ADDRESS LINE 2 FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.230). ELSE, IF
THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM
(SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.230) IN THE RESPONSE FIELDS. ELSE, IF THE
HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM FALL-K
CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY 'ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION."
OTHERWISE, USE A NULL DISPLAY.

CMQ240

QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
{ENTER / CORRECT / ENTER NEW} CITY.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
ENTER TEXT

Length

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY CITY
FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.240). ELSE, IF THE HOUSEHOLD HAD
A SPRING-KINDERGARTEN INTERVIEW, DISPLAY CITY FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRINGK CMQ.240) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW,
DISPLAY CITY FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY.

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2013-06-24 10:37

IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY 'ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.
HELP AVAILABLE

CMQ250

QUESTION TEXT:
[What is the name, address, and telephone number of that person?]

{ENTER / CORRECT / ENTER NEW} STATE ABBREVIATION BY USING LOOKUP FILE.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
HELP AVAILABLE

TO ACTIVATE LOOKUP, BEGIN TO TYPE STATE NAME. IF NOT IN THE UNITED STATES, HIGHLIGHT ***NOT IN
THE UNITED STATES*** IN THE LOOKUP FILE AND PRESS ENTER.
USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.
ENTER TEXT
2

Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY ”TO ….MATCH.” WHEN ON STATE ENTRY FIELD.”

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY STATE
FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.250). ELSE, IF THE HOUSEHOLD HAD
A SPRING-KINDERGARTEN INTERVIEW, DISPLAY STATE FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR
(SPRING-K CMQ.250) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN
INTERVIEW, DISPLAY STATE FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS.ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.

BOX2B

IF CMQ.250 = 0 (NOT IN THE UNITED STATES), CONTINUE WITH CMQ.255. ELSE, GO TO CMQ.260.

CMQ255
Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ
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2013-06-24 10:37

QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
ENTER COUNTRY OR TERRITORY BY USING LOOKUP FILE.
TO ACTIVATE LOOKUP, BEGIN TO TYPE COUNTRY OR TERRITORY. IF COUNTRY IS NOT ON THE LIST,
HIGHLIGHT ***NOT ON LIST*** IN THE LOOKUP FILE AND PRESS ENTER.
USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.
ENTER TEXT

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD , IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY
COUNTRY FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.255). ELSE, USE A NULL
DISPLAY.
DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE
CODES.

BOX2C

IF CMQ.255 = 0 (NOT ON LIST), CONTINUE WITH CMQ.255OS. OTHERWISE, GO TO CMQ.260.

CMQ255OS

QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
SPECIFY COUNTRY NAME
________________________
ENTER TEXT

Length

REFUSED
DON'T KNOW

Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ
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2013-06-24 10:37

CMQ260

QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
{ENTER / CORRECT / ENTER NEW} ZIP CODE.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
ENTER TEXT
5

Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY ZIP
CODE FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.260). ELSE, IF THE HOUSEHOLD
HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY ZIP CODE FROM (SPRING-K CMQ.200 IF CMQ.200=1)
OR (SPRING-K CMQ.260 )IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN
INTERVIEW, DISPLAY ZIP CODE FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.

CMQ270

QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
{ENTER / CORRECT / ENTER NEW} PHONE NUMBER, INCLUDING AREA CODE.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
IF NO TELEPHONE, ENTER '000.'
ENTER TEXT

Length

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY
TELEPHONE NUMBER FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.270) IN THE
RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY
TELEPHONE NUMBER FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K OR CMQ.270) IN THE
RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY TELEPHONE
NUMBER FROM FALL-K CMQ.110 IN THE RESPONSE FIELD. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER."

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2013-06-24 10:37

IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.
IF NO TELEPHONE, ENTER '000.'

CMQ280

QUESTION TEXT:
What is the person's relationship to you?
{ENTER / CORRECT / ENTER NEW} RELATIONSHIP OF PERSON TO RESPONDENT.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
ENTER TEXT

Length

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY
RELATIONSHIP FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.280) IN THE
RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY
RELATIONSHIP FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.280) IN THE RESPONSE FIELD.
ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY RELATIONSHIP FROM FALL-K
CMQ.110 IN THE RESPONSE FIELD. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.
OTHERWISE, USE A NULL DISPLAY.

BOX3

IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-SECOND GRADE INTERVIEW) AND (THERE WAS AN EMAIL ADDRESS GIVEN IN SPRING-SECOND GRADE CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN EMAIL ADDRESS IN SPRING-SECOND GRADE GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS
THE SAME AS IN SPRING-SECOND GRADE), CONTINUE WITH CMQ.382.
IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-FIRST GRADE INTERVIEW) AND (THERE WAS AN E-MAIL
ADDRESS GIVEN IN SPRING-FIRST GRADE CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN E-MAIL
ADDRESS IN SPRING-FIRST GRADE GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS THE SAME
AS IN SPRING-FIRST GRADE), CONTINUE WITH CMQ.382.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-KINDERGARTEN INTERVIEW) AND (THERE WAS AN
E-MAIL ADDRESS GIVEN IN SPRING-KINDERGARTEN CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN EMAIL ADDRESS IN SPRING-KINDERGARTEN GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS
THE SAME AS IN SPRING-KINDERGARTEN), CONTINUE WITH CMQ.382.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE FALL-KINDERGARTEN INTERVIEW) AND (THERE IS AN
EMAIL ADDRESS FOR CMQ.092) AND (THE RESPONDENT IS THE SAME AS IN FALL-KINDERGARTEN),
CONTINUE WITH CMQ.382.

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ELSE, GO TO CMQ.383.

CMQ382

QUESTION TEXT:
I have also recorded that your e-mail address is {EMAIL ADDRESS}. Is that correct?
CODES

YES --- NO CORRECTION NEEDED

CMQ680

YES --- MINOR CORRECTIONS NEEDED

CMQ384

CMQ383

REFUSED

CMQ680

DON'T KNOW

CMQ680

PROGRAMMER INSTRUCTIONS:
DISPLAY E-MAIL ADDRESS FROM (SPRING-SECOND GRADE CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN
SPRING-SECOND GRADE CMQ.384). ELSE, IF SPRING-SECOND GRADE INFORMATION IS MISSING, DISPLAY EMAIL ADDRESS FROM (SPRING-FIRST CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-FIRST
CMQ.384). ELSE, IF SPRING-FIRST GRADE INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM
(SPRING-K CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-K CMQ.384). ELSE, IF SPRING-K
INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM FALL K CMQ.092.

CMQ383

QUESTION TEXT:
Is there an e-mail address where we could reach you?
CODES

YES

CMQ680

REFUSED

CMQ680

DON'T KNOW

CMQ680

CMQ384

QUESTION TEXT:

Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ
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2013-06-24 10:37

What is your e-mail address?
IF EMAIL ADDRESS WILL NOT FIT THE SPACE PROVIDED, ENTER IT IN COMMENTS.
{CORRECT / ENTER NEW} E-MAIL ADDRESS.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
_____________________________
ENTER E-MAIL ADDRESS
ENTER TEXT
70

Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:

IN THE RESPONSE FIELD: DISPLAY E-MAIL ADDRESS FROM (SPRING-SECOND GRADE CMQ.382 IF CMQ.382=1)
OR (E-MAIL ADDRESS IN SPRING-SECOND GRADE CMQ.384). ELSE, IF SPRING-SECOND GRADE INFORMATION
IS MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-FIRST CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS
IN SPRING-FIRST CMQ.384). ). ELSE, IF SPRING-FIRST GRADE INFORMATION IS MISSING, DISPLAY E-MAIL
ADDRESS FROM (SPRING-K CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-K CMQ.384). ELSE, IF
SPRING-K INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM FALL K CMQ.092. ELSE, USE A NULL
DISPLAY. IF CMQ.382=2, DISPLAY 'CORRECT.' IF CMQ382=3, DISPLAY 'ENTER NEW.' IF CMQ.382=2, DISPLAY
'IF FIELD…INFORMATION.' OTHERWISE, USE A NULL DISPLAY.
ALLOW 70 TOTAL CHARACTERS FOR THE E-MAIL ADDRESS.
IF THE EMAIL ADDRESS DOES NOT CONTAIN THE “@” SIGN, DISPLAY THE FOLLOWING MESSAGE ”THE
EMAIL ADDRESS SHOULD CONTAIN THE “@” SIGN. PLEASE CONFIRM AND CHANGE.”
IF THE EMAIL ADDRESS DOES NOT CONTAIN A “.” (PERIOD), DISPLAY THE FOLLOWING MESSAGE ”THE
EMAIL ADDRESS SHOULD CONTAIN AT LEAST ONE PERIOD. PLEASE CONFIRM AND CHANGE.”

CMQ680

QUESTION TEXT:
WAS THIS INTERVIEW CONDUCTED BY TELEPHONE OR IN-PERSON?
CODES

TELEPHONE

IN-PERSON

CMQ690

QUESTION TEXT:
WAS THIS INTERVIEW CONDUCTED IN ENGLISH, SPANISH, A CHINESE LANGUAGE, VIETNAMESE, OR
ANOTHER LANGUAGE?

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CODES

ENGLISH

BOX4

SPANISH

BOX4

CHINESE LANGUAGE

BOX4

VIETNAMESE

BOX4

ANOTHER LANGUAGE

CMQ690OS

QUESTION TEXT:
[WAS THIS INTERVIEW CONDUCTED IN ENGLISH, SPANISH, A CHINESE LANGUAGE, VIETNAMESE, OR
ANOTHER LANGUAGE?]
________________________________________
SPECIFY OTHER LANGUAGE.
ENTER TEXT

Length

BOX4

IF CMQ680=2, GO TO CMQ695. ELSE, GO TO BOX 5.

CMQ695

QUESTION TEXT:
WHERE WAS THIS INTERVIEW CONDUCTED?
CODES

CHILD'S HOME

CHILD'S SCHOOL

SOMEWHERE ELSE

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BOX5

SET FINAL DISPOSITION CODE:
IF CMQ.680=1 (TELEPHONE) AND CMQ.690=1 (ENGLISH), SET DISPOSITION CODE TO 60.
IF CMQ.680=1 (TELEPHONE) AND CMQ.690=2 (SPANISH), SET DISPOSITION CODE TO 61.
IF CMQ.680=1 (TELEPHONE) AND CMQ.690=3 (CHINESE), SET DISPOSITION CODE TO 66.
IF CMQ.680=1 (TELEPHONE) AND (CMQ.690=4 (VIETNAMESE) OR CMQ.690=91 (ANOTHER LANGUAGE)), SET
DISPOSITION CODE TO 62.
IF CMQ.680=2 (IN-PERSON) AND CMQ.690=1 (ENGLISH), SET DISPOSITION CODE TO 63.
IF CMQ.680=2 (IN-PERSON) AND CMQ.690=2 (SPANISH), SET DISPOSITION CODE TO 64.
IF CMQ.680=2 (IN-PERSON) AND CMQ.690=3 (CHINESE), SET DISPOSITION CODE TO 67.
IF CMQ.680=2 (IN-PERSON) AND (CMQ.690=4 (VIETNAMESE) OR CMQ.690=91 (ANOTHER LANGUAGE)), SET
DISPOSITION CODE TO 65.

CMQ700

QUESTION TEXT:
Thank you very much for your cooperation and for taking the time to participate in the Early Childhood
Longitudinal Study.
PRESS 1 AND ENTER TO CONTINUE.
ENTER TEXT

Length

BOX6

GO TO CMQ.720.

CMQ701

Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ
Page 16 of 18

2013-06-24 10:37

QUESTION TEXT:
We would like to call the parent or guardian for {CHILD} at the household where {he/she} lives. Could you
please give me the name and telephone number for the home that I should call?
AFTER EXITING ON THE NEXT SCREEN, ENTER CONTACT INFORMATION FOR CHILD’S RESIDENCE INTO THE
ELECTRONIC RECORD OF CALLS.
[AFTER THAT, SAY:] Thank you for your time.
PRESS 1 AND ENTER TO CONTINUE.
ENTER TEXT

Length

BOX7

GO TO CMQ.720.

CMQ702

QUESTION TEXT:
We would like to call back when {this person/{CHILD}'s parent or guardian} is available. Please tell me when
we should call back.
AFTER EXITING ON THE NEXT SCREEN, ENTER CALL BACK TIME INTO THE ELECTRONIC RECORD OF CALLS.
[AFTER THAT, SAY:] Thank you for your time.
PRESS 1 AND ENTER TO CONTINUE.
ENTER TEXT

Length

PROGRAMMER INSTRUCTIONS:
IF (INQ020=4 and INQ025=2), THEN DISPLAY "this person". ELSE, DISPLAY "{CHILD}'s parent or guardian".

BOX8

Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ
Page 17 of 18

2013-06-24 10:37

GO TO CMQ.720.

CMQ703

QUESTION TEXT:
Thank you.
AFTER EXITING ON THE NEXT SCREEN, ENTER INTO THE ELECTRONIC RECORD OF CALLS WHETHER YOU
SPOKE TO THE CONTACT PERSON AND ANY INFORMATION YOU HAVE ABOUT WHY AN APPROPRIATE
RESPONDENT WAS NOT AVAILABLE, NOT IN THE HOUSEHOLD, OR THE INFORMATION WAS REFUSED/DON’T
KNOW.
PRESS 1 AND ENTER TO CONTINUE.
ENTER TEXT

Length

CMQ720

QUESTION TEXT:
PRESS 1 AND ENTER TO SAVE AND EXIT THIS CASE.

Spring 2014 Parent Interview: ECLS-K:2011 :: CMQ
Page 18 of 18

2013-06-24 10:37

File Type	application/pdf
File Modified	2013-12-05
File Created	2013-07-08