Spring Fourth-Grade Data Collection & Recruitment for Fifth-Grade

Appendix B ECLS-K2011 Spring 4th Grade Parent Interview Specifications-Redacted

Spring Fourth-Grade Data Collection & Recruitment for Fifth-Grade

OMB: 1850-0750

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APPENDIX B
FOURTH-GRADE
PARENT INTERVIEW SPECIFICATIONS

Early Childhood Longitudinal Study, Kindergarten Class of 2010-11
(ECLS-K:2011)

Spring Fourth-Grade National Data Collection
and Fifth-Grade Recruitment
OMB Clearance Package
#1850-0750 v.16

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 2015 Parent Interview: ECLS-K:2011
Section

INQ

[Introduction]

Sequence: 0

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/In the spring of 2014}, we spoke with {NAME OF RESPONDENT} who took part in the Early Childhood
Longitudinal Study, Kindergarten Class of 2010-2011 on {DATE OF LAST INTERVIEW}. Am I talking to the same
person?
VERIFY NAME, AGE AND RELATIONSHIP WITH RESPONDENT:
NAME: {FIRST NAME} {LAST NAME}
AGE: {APPROXIMATELY {UPDATED AGE FROM PRELOAD} YEARS OLD/UNKNOWN}
RELATIONSHIP TO CHILD: {RELATIONSHIP TO CHILD/UNKNOWN}
ENTER “1” FOR YES EVEN IF THE AGE LISTED IS A YEAR OR TWO DIFFERENT FROM THE AGE OF THE
RESPONDENT IF YOU HAVE CONFIRMED IT IS THE SAME PERSON.
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 "In
the spring of 2014" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE
SPRING OF THIRD GRADE.
DISPLAY DATE OF MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW. DISPLAY THE
NAME OF THE MONTH, NOT THE NUMBER OF THE MONTH, FOLLOWED BY THE DAY WITH THE
APPROPRIATE LETTERS AT THE END TO GO WITH THE DATE, AND THEN THE YEAR (E.G., August 12th, 2005).
FOR “NAME OF RESPONDENT” DISPLAY FIRST AND LAST NAME OF RESPONDENT FROM MOST RECENTLY
COMPLETED OR PARTIALLY COMPLETED INTERVIEW FROM PRELOAD.
FOR “FIRST NAME” AND “LAST NAME” DISPLAY MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED
ROUND RESPONDENT’S FIRST AND LAST NAME FROM THE PRELOAD.
IF AGE IS NOT ONE OF THESE MISSING VALUES (MISSING, REFUSED, OR DON'T KNOW), DISPLAY
"APPROXIMATELY…OLD". FOR “UPDATED AGE FROM PRELOAD” DISPLAY AGE OF MOST RECENT ROUND
RESPONDENT FROM PRELOAD. IF AGE IS MISSING, REFUSED, OR DON'T KNOW, DISPLAY "UNKNOWN."
FOR “RELATIONSHIP TO CHILD” DISPLAY RELATIONSHIP OF RESPONDENT TO CHILD FROM PRELOAD. IF

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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
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 THE PERSON ASKED FOR IN THIS QUESTION IS AVAILABLE AND YOU CAN SPEAK TO HIM/HER NOW,
CODE “1." IF YOU NEED TO CALL BACK AND THIS PERSON WILL BE AVAILABLE IN THE FIELD PERIOD, CODE
“2." IF THIS PERSON IS NOT AVAILABLE IN THE FIELD PERIOD BECAUSE HE/SHE IS AWAY OR DOES NOT
CURRENTLY LIVE WITH THE CHILD IN THIS HOUSEHOLD, CODE “3” TO ASK FOR SOMEONE ELSE. IF THE
CHILD DOES NOT LIVE THERE NOW, CODE “4” FOR “CHILD LIVES ELSEWHERE."
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”, 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.”

Spring 2015 Parent Interview: ECLS-K:2011 :: INQ
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2014-09-04 09:44

CODES

YES

INQ030

INQ020

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

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YEAR, HAVE JOINT CUSTODY OF THE CHILD, OR BE THE ADULT WHO SPENDS THE MOST TIME WITH THE
CHILD WHEN THE CHILD IS NOT IN A GROUP HOME. IF THIS PERSON IS ON THE PHONE, CODE “1." IF YOU
NEED TO CALL BACK AND THIS PERSON WILL BE AVAILABLE IN THE FIELD PERIOD, CODE “2." IF THIS
PERSON IS NOT AVAILABLE IN THE FIELD PERIOD BECAUSE HE/SHE IS AWAY OR DOES NOT CURRENTLY LIVE
WITH THE CHILD IN THIS HOUSEHOLD, CODE “3." IF THERE IS NOT AN ADULT IN THE HOUSEHOLD WHO
KNOWS ABOUT THE CHILD’S CARE, EDUCATION, AND HEALTH, CODE “4." IF THE CHILD DOES NOT LIVE
THERE NOW, CODE “5” FOR “CHILD LIVES ELSEWHERE."
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 AGE, SEX, OR RELATIONSHIP IS MISSING, REFUSED, OR DON'T KNOW, DISPLAY
"UNKNOWN." IF AGE IS NOT MISSING, REFUSED, OR DON'T KNOW, NEXT TO AGE DISPLAY THE WORD
“APPROXIMATELY." IF THERE IS NOT A HOUSEHOLD ROSTER, SEE INSTRUCTION 2.
2. DISPLAY HOUSEHOLD MEMBERS 15 YEARS OR OLDER AS RESPONSE CATEGORIES (IN CASE OF
RESPONDENT/INTERVIEWER ERROR EARLY IN THE INTERVIEW, INCLUDE THE RESPONDENT FROM THE
MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW IN THIS DISPLAY EVEN THOUGH
HE/SHE SHOULD HAVE BEEN SELECTED AT INQ.005). IN HOUSEHOLDS THAT ONLY HAVE FALL-FIRST GRADE
DATA AND NOT FALL-K, SPRING-K, SPRING-FIRST GRADE, FALL-SECOND GRADE, SPRING-SECOND GRADE, OR
SPRING-THIRD GRADE DATA THE ONLY PERSON DISPLAYED WILL BE THE RESPONDENT FROM FALL-FIRST
GRADE BECAUSE HOUSEHOLD MATRIX QUESTIONS WERE NOT ASKED IN FALL-FIRST GRADE. IN
HOUSEHOLDS THAT ONLY HAVE FALL-SECOND GRADE DATA AND NOT FALL-K, SPRING-K, FALL-FIRST
GRADE, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE DATA, THE ONLY PERSON

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

INQ060

QUESTION TEXT:
[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:

Spring 2015 Parent Interview: ECLS-K:2011 :: INQ
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(As I mentioned earlier), you and {CHILD} were selected to take part in the Early Childhood Longitudinal
Study, Kindergarten Class of 2010-2011, which is sponsored by the U.S. Department of Education, National
Center for Education Statistics. I have some questions for you that ask about {CHILD}’s school and home
experiences. The information I collect in this interview will be extremely valuable in understanding the
development of children and how their school experiences can be improved.
All responses that relate to or describe identifiable characteristics of individuals may be used only for
statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose, except as
required by law.
This call will be recorded for quality control purposes.
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 FOURTH GRADE RESPONDENTS IN HOUSEHOLDS THAT HAD INQ DATA FROM A COMPLETE OR
PARTIALLY COMPLETE FALL-KINDERGARTEN, SPRING-KINDERGARTEN, FALL-FIRST GRADE, SPRING-FIRST
GRADE, FALL-SECOND GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE INTERVIEW, GO TO
INQ130.

INQ090

Spring 2015 Parent Interview: ECLS-K:2011 :: INQ
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2014-09-04 09:44

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/In the spring of 2014}, you took part in the Early Childhood Longitudinal Study, Kindergarten Class of
2010-2011, which is sponsored by the U.S. Department of Education, National Center for Education Statistics. I
have some questions for you that ask about {CHILD}’s school and home experiences since our last interview.
The information I collect in this interview will be extremely valuable in understanding the development of
children and how their school experiences can be improved.
All responses that relate to or describe identifiable characteristics of individuals may be used only for
statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose, except as
required by law.
This call will be recorded for quality control purposes.
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. DISPLAY "In the spring of
2014" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF
THIRD GRADE.

INQ090B

QUESTION TEXT:
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?

Spring 2015 Parent Interview: ECLS-K:2011 :: INQ
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ALSO VERIFY SPELLING.
MAKE CORRECTIONS TO NAME BELOW OR PRESS ENTER TO ACCEPT FIRST/MIDDLE/LAST NAME.
IF NO MIDDLE NAME OR INITIAL, ENTER 'NMN.'
Current Info:
[CHILD'S FIRST NAME]
[CHILD'S MIDDLE NAME]
[CHILD'S LAST NAME]
FIRST NAME: [___________________]
MIDDLE NAME: [___________________]
LAST NAME: [___________________]
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).
FOR THE FIRST DIGIT, DISALLOW 0-9 SO THE INTERVIEWER CAN NOT CHOOSE 0-9.
CAPI INSTRUCTION: FOR CHILD'S FIRST, MIDDLE, AND LAST NAME, DISPLAY CHILD'S FULL NAME FROM
PRELOAD.
USE PRELOAD LENGTH FOR CHILD'S NAME.
IF THE CHILD'S FIRST NAME IS CORRECTED HERE, USE CORRECTED FIRST NAME IN ALL QUESTIONS THAT
FOLLOW. ANY CORRECTIONS TO THE FIRST OR LAST NAME SHOULD ALSO APPEAR AT THE TOP OF THE
SCREEN IN ALL QUESTIONS THAT FOLLOW.

BOX2

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

INQ180

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

Spring 2015 Parent Interview: ECLS-K:2011 :: INQ
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2014-09-04 09:44

STREET ADDRESS2: [___________________]
CITY:
[___________________]
STATE:
[___________________]
ZIP:
[___________________]
Is this still correct?
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.

Spring 2015 Parent Interview: ECLS-K:2011 :: INQ
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2014-09-04 09:44

IF INQ.180=2 OR INQ.180=3, DISALLOW DK AND REF. ELSE, DK AND REF ALLOWED.
IF INQ.180=2 OR INQ.180=3, AND DK OR REF IS CHOSEN, DISPLAY "SINCE YOU ANSWERED IN INQ.180, THAT
THE ADDRESS IS INCORRECT, YOU MUST ENTER THE NEW ADDRESS HERE. PLEASE ENTER THE ENTIRE
ADDRESS."
DISPLAY "ENTER STATE ABBREVIATION BY USING LOOKUP FILE. TO ACTIVATE LOOKUP, BEGIN TO TYPE
STATE NAME. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.” WHEN ON STATE ENTRY FIELD.
DISPLAY CURRENT ADDRESS INFO IN THE RESPONSE FIELD IF PREVIOUS ADDRESS INFORMATION WAS IN
PRELOAD.
DISPLAY CURRENT ADDRESS INFO IN THE QUESTION PANE AND RESPONSE FIELD IF PREVIOUS ADDRESS
INFORMATION WAS IN PRELOAD AND INQ180=2 .
FOR THIS ITEM ONLY, DO NOT DISPLAY PUERTO RICO IN THE STATE LOOKUP FILE.

BOX3

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

INQ200

QUESTION TEXT:
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:

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

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.
DISPLAY CURRENT TELEPHONE NUMBER IN THE QUESTION PANE AND RESPONSE FIELD IF PREVIOUS
TELEPHONE NUMBER WAS IN THE PRELOAD AND INQ.200=2.
IF INQ.200=2 OR INQ.200=3, DISALLOW DK AND REF. ELSE, DK AND REF ALLOWED.
IF INQ.200=2 OR INQ.200=3, AND DK OR REF IS CHOSEN, DISPLAY "SINCE YOU ANSWERED IN INQ.200 THAT
THE TELEPHONE NUMBER IS INCORRECT, YOU MUST ENTER THE NEW TELEPHONE NUMBER HERE. PLEASE
ENTER THE ENTIRE TELEPHONE NUMBER."

BOX4

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

INQ300

HELP AVAILABLE

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.

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2014-09-04 09:44

CODES

YES

BOX7

INQ310

REFUSED

BOX7

DON'T KNOW

BOX7

INQ310

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:

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

Length

INQ320

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

Range

2003 to 2015

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
Spring 2015 Parent Interview: ECLS-K:2011 :: INQ

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BOX7

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

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Spring 2015 Parent Interview: ECLS-K:2011
Section

PIQ

[Parent's Involvement with Child's School]

Sequence: 1

PIQ130

QUESTION TEXT:
Now, I'd like to ask you about {CHILD}'s school.
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:

Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ
Page 1 of 10

2014-09-04 09:44

[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

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
Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ
Page 2 of 10

2014-09-04 09:44

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
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.”
RANGE: 0 TO 180.
HELP AVAILABLE

PIQ495

QUESTION TEXT:
Do you or your spouse/partner use a computer or any other electronic device to communicate with or get
information from {CHILD}’s school?
HELP TEXT:
Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod,
reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch, and
Playstation).
CODES

YES

PIQ510

REFUSED

PIQ510

DON'T KNOW

PIQ510

PIQ496a

HELP AVAILABLE

QUESTION TEXT:

Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ
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2014-09-04 09:44

How often do you [or your spouse/partner] use a computer or any other electronic device in the following
ways?
To communicate with {CHILD}’s teachers and administrative staff by email about {CHILD}, for example, about
how {he/she} is performing, or about absences or tardiness? Would you say never, less than once a year, once
or twice a year, several times a year, at least once a month, or weekly?
NOTE: READ "OR YOUR SPOUSE/PARTNER" UNLESS THE RESPONDENT INDICATES THAT IS NOT APPLICABLE.
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

LESS THAN ONCE A YEAR

ONCE OR TWICE A YEAR

SEVERAL TIMES A YEAR

AT LEAST ONCE A MONTH

WEEKLY
REFUSED
DON'T KNOW

HELP AVAILABLE

PIQ496b

QUESTION TEXT:
[How often do you [or your spouse/partner] use a computer or any other electronic device in the following
ways?]
To find out about homework and other school assignments and projects?
[PROBE: Would you say never, less than once a year, once or twice a year, several times a year, at least once a
month, or weekly?]
NOTE: READ "OR YOUR SPOUSE/PARTNER" UNLESS THE RESPONDENT INDICATES THAT IS NOT APPLICABLE.
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

LESS THAN ONCE A YEAR

ONCE OR TWICE A YEAR

SEVERAL TIMES A YEAR

AT LEAST ONCE A MONTH
Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ

Page 4 of 10

2014-09-04 09:44

WEEKLY
REFUSED
DON'T KNOW

HELP AVAILABLE

PIQ496c

QUESTION TEXT:
[How often do you [or your spouse/partner] use a computer or any other electronic device in the following
ways?]
To find out about {CHILD}’s grades?
[PROBE: Would you say never, less than once a year, once or twice a year, several times a year, at least once a
month, or weekly?]
NOTE: READ "OR YOUR SPOUSE/PARTNER" UNLESS THE RESPONDENT INDICATES THAT IS NOT APPLICABLE.
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

LESS THAN ONCE A YEAR

ONCE OR TWICE A YEAR

SEVERAL TIMES A YEAR

AT LEAST ONCE A MONTH

WEEKLY
REFUSED
DON'T KNOW

PIQ510

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,
Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ

Page 5 of 10

2014-09-04 09:44

1 to 2 times a week,

3 to 4 times a week, or

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

BOX 1

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

PIQ520

QUESTION TEXT:
During this school year, how often did you or someone else help {CHILD} with {his/her} homework? Would
you say…
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

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

PIQ550

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

Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ
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2014-09-04 09:44

or always?
CODES

NEVER

RARELY

SOMETIMES

ALWAYS
REFUSED
DON'T KNOW

PIQ560

QUESTION TEXT:
Now I would like to ask you about {his/her} grades during this school year. Overall, across all subjects {he/she}
takes at school, does {he/she} get . . .
CODES

Mostly A’s,

PIQ585a

Mostly B’s,

PIQ585a

Mostly C’s,

PIQ585a

Mostly D’s and lower, or

PIQ585a

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

PIQ570

REFUSED

PIQ585a

DON'T KNOW

PIQ585a

PIQ570

QUESTION TEXT:
Would you describe {CHILD}’s work at school as . . .
CODES

Excellent,

Above average,

Average,

Below average, or

Failing?
REFUSED
DON'T KNOW
Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ

Page 7 of 10

2014-09-04 09:44

PIQ585a

QUESTION TEXT:
How often would you say that {CHILD}…
Makes up reasons to stay home from school? Would you say almost never, rarely, sometimes, a lot, or almost
always?
CODES

ALMOST NEVER

RARELY

SOMETIMES

A LOT

ALMOST ALWAYS
REFUSED
DON'T KNOW

HELP AVAILABLE

PIQ585b

QUESTION TEXT:
[How often would you say that {CHILD}…]
Seems to dread going to school?
[PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]
HELP TEXT: By "dread" we mean having a lot of fear or anxiety about going to school.
CODES

ALMOST NEVER

RARELY

SOMETIMES

A LOT

ALMOST ALWAYS
REFUSED
DON'T KNOW

PIQ585c
Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ
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2014-09-04 09:44

QUESTION TEXT:
[How often would you say that {CHILD}…]
Becomes upset when it’s time to go to school in the morning?
[PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]
CODES

ALMOST NEVER

RARELY

SOMETIMES

A LOT

ALMOST ALWAYS
REFUSED
DON'T KNOW

PIQ585d

QUESTION TEXT:
[How often would you say that {CHILD}…]
Asks to stay home from school?
[PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]
CODES

ALMOST NEVER

RARELY

SOMETIMES

A LOT

ALMOST ALWAYS
REFUSED
DON'T KNOW

PIQ585e

QUESTION TEXT:

Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ
Page 9 of 10

2014-09-04 09:44

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

ALMOST NEVER

RARELY

SOMETIMES

A LOT

ALMOST ALWAYS
REFUSED
DON'T KNOW

BOX 2

GO TO SECTION FSQ (FAMILY STRUCTURE).

Spring 2015 Parent Interview: ECLS-K:2011 :: PIQ
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2014-09-04 09:44

Spring 2015 Parent Interview: ECLS-K:2011
Section

FSQ

[Family Structure]

Sequence: 2

BOX 1

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

YES

STILL HERE

FSQ015

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

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2014-09-02 09:00

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
THE R6 RESPONDENT IS THE SAME AS THE R4A RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE
END OF THE HOUSEHOLD ROSTER AND DESIGNATE THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER
SPOT.
ii. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF THERE WAS A NEW RESPONDENT IN R3A AND
THE R6 RESPONDENT IS THE SAME AS THE R3A RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE END
OF THE HOUSEHOLD ROSTER AND DESIGNATE THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER
SPOT.
iii. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE
INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF THERE WAS A NEW RESPONDENT IN THE
PARTIALLY COMPLETE R2 INTERVIEW WITH ONLY SPQ AND THE R6 RESPONDENT IS THE SAME AS THE R2
RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE END OF THE HOUSEHOLD ROSTER AND DESIGNATE
THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER SPOT.
iv. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF THE R6 RESPONDENT IS NOT THE SAME AS THE
R4A RESPONDENT AND THE R6 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD
MEMBER FROM R1, R2, OR R3B IS SELECTED AT INQ030), THE R4A RESPONDENT SHOULD BE PLACED AT THE
BOTTOM OF THE MATRIX AND THE R6 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN
THEIR ROSTER SLOT.
v. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF THE R6 RESPONDENT IS NOT THE SAME AS THE
R3A RESPONDENT AND THE R6 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD
MEMBER FROM R1 OR R2 IS SELECTED AT INQ030), THE R3A RESPONDENT SHOULD BE PLACED AT THE
BOTTOM OF THE MATRIX AND THE R6 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN
THEIR ROSTER SLOT.
vi. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE
INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF THE R6 RESPONDENT IS NOT THE SAME AS THE
R2 RESPONDENT AND THE R6 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD
MEMBER FROM R1 IS SELECTED AT INQ030), THE R2 RESPONDENT SHOULD BE PLACED AT THE BOTTOM OF
THE MATRIX AND THE NEW R6 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN THEIR
ROSTER SLOT.
vii. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF THE R6 RESPONDENT IS NOT THE SAME AS THE
R4A RESPONDENT AND THE R6 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL
HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R4A RESPONDENT IS
OVERWRITTEN BY THE R6 RESPONDENT. THE R6 RESPONDENT GETS PLACED AT THE END OF THE ROSTER
AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT.
viii. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF THE R6 RESPONDENT IS NOT THE SAME AS THE
R3A RESPONDENT AND THE R6 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL
HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R3A RESPONDENT IS
OVERWRITTEN BY THE R6 RESPONDENT. THE R6 RESPONDENT GETS PLACED AT THE END OF THE ROSTER
AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT.
ix. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE
INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF THE R6 RESPONDENT IS NOT THE SAME AS THE
R2 RESPONDENT AND THE R6 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL
HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R2 RESPONDENT IS
OVERWRITTEN BY THE R6 RESPONDENT. THE R6 RESPONDENT GETS PLACED AT THE END OF THE ROSTER
AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT.
3. ADD AS THE 6TH COLUMN TO THE MATRIX, 'STILL HERE.'
4. THE CURSOR SHOULD START AT THE 'STILL HERE' COLUMN FOR THE FIRST PERSON LISTED IN THE

Spring 2015 Parent Interview: ECLS-K:2011 :: FSQ
Page 2 of 28

2014-09-02 09:00

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.)
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

Spring 2015 Parent Interview: ECLS-K:2011 :: FSQ
Page 3 of 28

2014-09-02 09:00

MOVING TO THE NEXT PERSON ON THE MATRIX.

FSQ015OS

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.

Spring 2015 Parent Interview: ECLS-K:2011 :: FSQ
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2014-09-02 09:00

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

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

Spring 2015 Parent Interview: ECLS-K:2011 :: FSQ
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2014-09-02 09:00

FOR SOMEONE OTHER THAN PERSON NUMBER 1 OR THE FIRST HOUSEHOLD MEMBER ADDED AFTER THE
CHILD.

FSQ025

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

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

ENTER SEX OF {NAME}.
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," "PRESS G TO RETURN TO
MATRIX." and "PRESS C TO CANCEL."

FSQ110
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QUESTION TEXT:
Do you have a spouse or partner who lives in this household?
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}.

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ALLOW FOR REFUSED OR DON'T KNOW ANSWERS.

BOX 2

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

FSQ121

QUESTION TEXT:
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, SPRING-SECOND GRADE,
OR SPRING-THIRD GRADE: IF FSQ.130 = 5 OR FSQ.180 = 1, DISPLAY “the girlfriend or female partner of
{CHILD}’s parent or guardian." ELSE, IF FSQ.130 = 6 OR FSQ.180 = 2, DISPLAY “the boyfriend or male partner
of {CHILD}’s parent or guardian." ELSE, IF FSQ.180 = 3, DISPLAY “the female guardian of {CHILD}.” ELSE, IF
FSQ.180 = 4, DISPLAY “the male guardian of {CHILD}.” ELSE, IF FSQ.130 = 12, DISPLAY "{CHILD}’s relative, but
not a guardian." ELSE, IF FSQ.130 = 13, DISPLAY “not related to {CHILD}." ELSE, USE THE DISPLAY FOR
“{CHILD}'s {RELATIONSHIP}” AND DO THE FOLLOWING: IF FSQ.140 = 3, DISPLAY “stepmother." IF FSQ.140 =
4, DISPLAY “foster mother or female guardian." IF FSQ.140 = 5, DISPLAY “other female parent or guardian."
IF FSQ.150 = 3, DISPLAY “stepfather." IF FSQ.150 = 4, DISPLAY “foster father or male guardian." IF FSQ.150 =
5, DISPLAY “other male parent or guardian."

BOX 2A
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IF THE CASE HAD COMPLETE FSQ DATA IN FALL K, SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE,
OR SPRING-THIRD GRADE AND THE CURRENT SPOUSE OR PARTNER WAS IN THE HOUSEHOLD IN THE MOST
RECENT INTERVIEW WITH COMPLETE FSQ DATA AND HAD ONE OF THE FOLLOWING RELATIONSHIPS TO THE
CHILD IN THE MOST RECENT FSQ DATA: STEP OR FOSTER MOTHER/FATHER, BOYFRIEND/GIRLFRIEND OF
PARENT, OTHER RELATIVE, OR NON-RELATIVE [(FSQ.140 = 3, 4, OR 5) OR (FSQ.150 = 3, 4, OR 5) OR (FSQ.130 =
5, 6, 12, OR 13)], GO TO FSQ.122.
ELSE, GO TO BOX 3.

FSQ122

QUESTION TEXT:
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 , SPRING-SECOND GRADE ,
OR SPRING-THIRD GRADE : IF FSQ.130 = 5 OR FSQ.180 = 1, DISPLAY “the girlfriend or female partner of
{CHILD}’s parent or guardian." ELSE, IF FSQ.130 = 6 OR FSQ.180 = 2, DISPLAY “the boyfriend or male partner
of {CHILD}’s parent or guardian." ELSE, IF FSQ.180 = 3, DISPLAY “the female guardian of {CHILD}.” ELSE, IF
FSQ.180 = 4, DISPLAY “the male guardian of {CHILD}.” ELSE, IF FSQ.130 = 12, DISPLAY {CHILD}’s relative, but
not a guardian." ELSE, IF FSQ.130 = 13, DISPLAY “not related to {CHILD}." ELSE, USE THE DISPLAY FOR
“{CHILD}'s {RELATIONSHIP}” AND DO THE FOLLOWING: IF FSQ.140 = 3, DISPLAY “stepmother." IF FSQ.140 =
4, DISPLAY “foster mother or female guardian." IF FSQ.140 = 5, DISPLAY “other female parent or guardian."
IF FSQ.150 = 3, DISPLAY “stepfather." IF FSQ.150 = 4, DISPLAY “foster father or male guardian." IF FSQ.150 =
5, DISPLAY “other male parent or guardian."

BOX 3

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

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 stepgrandmother, code the relationship as you would a grandmother (code 7). For this survey, we code that
person as a grandparent because we don’t distinguish between biological, adoptive, or step grandparents.

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2014-09-02 09:00

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

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

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2014-09-02 09:00

PERSON)) AND (THERE IS ALREADY SOMEONE IN THE HOUSEHOLD WITH FSQ130=1)] OR (TWO NEW
HOUSEHOLD MEMBERS ARE ADDED WITH FSQ130=1), DISPLAY MESSAGE: “TWO MOTHER/FEMALE
GUARDIANS ARE IN THE SAME HOUSEHOLD. IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHOOSE A
DIFFERENT RELATIONSHIP CODE.”
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.

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

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2014-09-02 09:00

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

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DISPLAY “Step Sister:” IN THE HELP TEXT IN BOLD TEXT.
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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2014-09-02 09:00

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.

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2014-09-02 09:00

IF FSQ.180 IS CODED 1 (GIRLFRIEND), FLAG RESPONSE TO FSQ.130 AS CODE 5.
IF FSQ.180 IS CODED 2 (BOYFRIEND), FLAG RESPONSE TO FSQ.130 AS CODE 6.
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” (GIRLFRIEND OR FEMALE
PARTNER 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 FEMALE PARTNER OF THE CHILD’S PARENT.
PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY."
CONSISTENCY CHECK: IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “2” (BOYFRIEND OR MALE
PARTNER 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 BOYFRIEND OR MALE PARTNER 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”, 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 RELATIONSHIP OF NEW PERSON BEING ENTERED IS “4”, THE SOFT RANGE FOR THE AGE OF THIS
HOUSEHOLD MEMBER SHOULD BE AT LEAST 10 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.
CONSISTENCY CHECK: IF ANY ANSWERS VIOLATE THE SEX AND RELATIONSHIP 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."

FSQ181

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

Length

BOX 4

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2014-09-02 09:00

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

BOX 4A

LOOP 2.
IF ANY FOCAL CHILD, RESPONDENT, MOTHER FIGURE, OR FATHER FIGURE, OR RESPONDENT AND
RESPONDENT'S SPOUSE (IF NO MOTHER OR FATHER FIGURES) (NEW OR OLD HH MEMBERS) IS MISSING
ETHNICITY OR RACE DATA, CONTINUE WITH FSQ.190.
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:
IF THE PERSON BEING ASKED ABOUT IS NOT THE FOCAL CHILD, INCLUDE THE HOUSEHOLD MEMBER'S FIRST
AND LAST NAME.
DISPLAY “Hispanic or Latino:” IN THE HELP TEXT IN BOLD TEXT.
CAPI MATRIX INSTRUCTIONS:
DISPLAY IN COLUMN 1 EACH PERSON ENUMERATED ON THE HOUSEHOLD ROSTER (AT FSQ.020) WHO IS
THE FOCAL CHILD, RESPONDENT, MOTHER FIGURE (CODE ‘1’ AT FSQ.130 OR CODE ‘3’ AT FSQ.180), OR
FATHER FIGURE (CODE ‘2’ AT FSQ.130 OR CODE ‘4’ AT FSQ.180).

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2014-09-02 09:00

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

FSQ195

HELP AVAILABLE

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,

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2014-09-02 09:00

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

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2014-09-02 09:00

MISSING, DISPLAY “himself/herself."

BOX 4B

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

FSQ196a

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?
IF THE PARENT COMMENTS THAT WE HAVE ASKED THIS IN THE PAST, SAY: While we asked about this in the
past, I have some additional questions about {CHILD}'s ethnicity if {he/she} is Hispanic, Asian, or Pacific
Islander.
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,
Spring 2015 Parent Interview: ECLS-K:2011 :: FSQ

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2014-09-02 09:00

Cuban, or

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

PROGRAMMER INSTRUCTIONS:
ALLOW INTERVIEWER TO CHOOSE MORE THAN ONE RESPONSE.

FSQ197a

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

YES

FSQ197b

FSQ198a

REFUSED

FSQ198a

DON'T KNOW

FSQ198a

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 ONE RESPONSE.

FSQ198a
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2014-09-02 09:00

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}…
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 ONE 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
Spring 2015 Parent Interview: ECLS-K:2011 :: FSQ

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2014-09-02 09:00

DIVORCED

WIDOWED

NEVER MARRIED

CIVIL UNIONS/DOMESTIC PARTNERSHIP
REFUSED
DON'T KNOW

FSQ200b

See matrix.

BOX 5

IDENTIFY THE 2 “KEY” PARENT FIGURES IN THE HOUSEHOLD. THIS PERSON OR PERSONS SHOULD BE
CHOSEN AS FOLLOWS:
1) THE KEY PARENT FIGURES SHOULD BE CHOSEN ONLY FROM AMONG CURRENT MEMBERS OF THE
HOUSEHOLD;

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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
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.

Spring 2015 Parent Interview: ECLS-K:2011 :: FSQ
Page 27 of 28

2014-09-02 09:00

BOX 6

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

Spring 2015 Parent Interview: ECLS-K:2011 :: FSQ
Page 28 of 28

2014-09-02 09:00

Spring 2015 Parent Interview: ECLS-K:2011
Section

HEQ

[Home Environment, Activities, and
Cognitive Stimulation]

Sequence: 3
HELP AVAILABLE

HEQ010a

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

NOT AT ALL,

ONCE OR TWICE A WEEK,

3-6 TIMES A WEEK, OR

EVERY DAY?
REFUSED
DON'T KNOW

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

HEQ010b

HELP AVAILABLE

Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ
Page 1 of 15

2014-09-23 09:18

FAMILY MEMBER: A family member refers to any person who lives in the child's household and any relative of
the child living outside the child's household.
Help child with arts and crafts: Arts and crafts may include making seasonal decorations, making cutouts or
drawing pictures, painting or finger-painting, whittling wood, etc. It also includes helping the child with arts
and crafts projects assigned by school, but done at home.
CODES

NOT AT ALL,

ONCE OR TWICE A WEEK,

3-6 TIMES A WEEK, OR

EVERY DAY?
REFUSED
DON'T KNOW

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

HEQ010c

NOT AT ALL,

ONCE OR TWICE A WEEK,

3-6 TIMES A WEEK, OR

EVERY DAY?
REFUSED
DON'T KNOW

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

HEQ010d

HELP AVAILABLE

Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ
Page 2 of 15

2014-09-23 09:18

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

NOT AT ALL,

ONCE OR TWICE A WEEK,

3-6 TIMES A WEEK, OR

EVERY DAY?
REFUSED
DON'T KNOW

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

HEQ010e

HELP AVAILABLE

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

Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ
Page 3 of 15

2014-09-23 09:18

CODES

NOT AT ALL,

ONCE OR TWICE A WEEK,

3-6 TIMES A WEEK, OR

EVERY DAY?
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY “week” in UNDERLINED TEXT.
DISPLAY "FAMILY MEMBER:" in BOLD TEXT.
DISPLAY "Play a sport or exercise together:" in BOLD TEXT.
HELP AVAILABLE

HEQ010f

NOT AT ALL,

ONCE OR TWICE A WEEK,

3-6 TIMES A WEEK, OR

EVERY DAY?
REFUSED
DON'T KNOW

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

HEQ210

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

Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ
Page 4 of 15

2014-09-23 09:18

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

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 240

Soft Range

1 to 120

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF VALUE ENTERED IS BETWEEN 121 AND 240, DISPLAY ERROR MESSAGE "You have entered {DISPLAY
RESPONSE AT HEQ.215}. Are you sure this is correct?
IF VALUE ENTERED IS GREATER THAN 240, DISPLAY ERROR MESSAGE "Input invalid. Value not in range 1240."

HEQ225

HELP AVAILABLE

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,

Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ
Page 5 of 15

2014-09-23 09:18

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.
HELP AVAILABLE

HEQ226

QUESTION TEXT:
Do you monitor how many hours {CHILD} spends online?
HELP TEXT:
Include monitoring hours the child spends looking at anything online, including websites, email, videos,
movies, television shows, online games, and chat rooms, and picture or social media sites such as Instagram,
Vine, Snapchat, YouTube, Twitter, and Facebook.
CODES

YES

NO
REFUSED
DON'T KNOW

HEQ227

QUESTION TEXT:
Do you monitor what {CHILD} looks at online, or what websites and accounts {CHILD} can join online? Include
everything the child may look at online, such as websites, email, videos, movies, television shows, online
games, chat rooms, and picture or social media sites such as Instagram, Vine, Snapchat, YouTube, Twitter,
and Facebook.
CODES

YES

NO
REFUSED
DON'T KNOW

Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ
Page 6 of 15

2014-09-23 09:18

HEQ228

QUESTION TEXT:
How many close friends does {CHILD} have?
PROBE: Your best guess is fine.
|_|_|
ENTER NUMBER OF FRIENDS.
ENTER NUMBER

Range

0 to 100

Soft Range

0 to 50

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

BOX1

IF HEQ228 > 0, GO TO HEQ229. ELSE, GO TO HEQ280.

HEQ229

QUESTION TEXT:
What kind of influence is {CHILD}’s {best} friend? Would you say always a good influence, usually a good
influence, neither a good nor a bad influence, usually a bad influence, or always a bad influence?
IF THE CHILD DOES NOT HAVE A BEST FRIEND, CODE AS CATEGORY 6.
CODES

ALWAYS A GOOD INFLUENCE

USUALLY A GOOD INFLUENCE

NEITHER A GOOD NOR A BAD INFLUENCE
Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ

Page 7 of 15

2014-09-23 09:18

USUALLY A BAD INFLUENCE

ALWAYS A BAD INFLUENCE

DOES NOT APPLY/CHILD DOES NOT HAVE A BEST
FRIEND
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
USE A NULL DISPLAY FOR “best” IF HEQ228=1. ELSE, DISPLAY “best.”

HEQ280

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

MATH

SCIENCE

FOREIGN LANGUAGE

OTHER (SPECIFY)
REFUSED

HEQ300

DON'T KNOW

HEQ300

Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ
Page 8 of 15

2014-09-23 09:18

HEQ290OS

QUESTION TEXT:
[What is {CHILD} tutored in?]
SPECIFY SUBJECT(S).
_________________________________________________
ENTER TEXT
50

Length

HELP AVAILABLE

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

YES

HEQ310

REFUSED

HEQ310

DON'T KNOW

HEQ310

PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.

HEQ301

HELP AVAILABLE

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

Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ
Page 9 of 15

2014-09-23 09:18

Include activities such as learning to use robots, using a computer, building with Legos, or working on math
or science projects.
CODES

YES

NO
REFUSED
DON'T KNOW

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?
CODES

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.

HEQ320

Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ
Page 10 of 15

2014-09-23 09:18

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:
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
Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ
Page 11 of 15

2014-09-23 09:18

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

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.

Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ
Page 12 of 15

2014-09-23 09:18

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.

BOX3

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

HEQ393

QUESTION TEXT:
Did {CHILD}’s participation in {academic activities /organized athletic activities/ organized clubs or
recreational programs/ music lessons/ drama classes / art classes or lessons/ organized performing arts
programs/ religious activities or instruction /any of these activities} help to cover the hours when you needed
adult supervision for {him/her}?
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."

Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ
Page 13 of 15

2014-09-23 09:18

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."

HEQ400

QUESTION TEXT:
Now, I have a question about your neighborhood. How safe is it for children to play outside during the day in
your neighborhood? Would you say it's …
CODES

Not at all safe,

Somewhat safe, or

Very safe?
REFUSED
DON'T KNOW

HEQ600a

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

Range

0 to 15

Soft Range

8 to 12

REFUSED

BOX4

DON'T KNOW

BOX4

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.

Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ
Page 14 of 15

2014-09-23 09:18

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 4. ELSE, CONTINUE WITH MINUTES.
THE SOFT RANGE=8-12 hours. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered {DISPLAY
RESPONSE AT HEQ600a}. Are you sure this is correct?”
HARD RANGE=0-15 hours. OTHERWISE DISPLAY ERROR MESSAGE: “Input invalid. Value not in range 0-15."

HEQ600b

QUESTION TEXT:
[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. IF THE
MINUTES FIELD IS EMPTY (INTERVIEWER DOES NOT ENTER ZERO OR MORE MINUTES), CODE THE MINUTES
FIELD AS -1 (this is for data delivery purposes only).
HARD RANGE=0-59 minutes. OTHERWISE DISPLAY ERROR MESSAGE: “ Input invalid. Value not in range 0-59.”

BOX4

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

Spring 2015 Parent Interview: ECLS-K:2011 :: HEQ
Page 15 of 15

2014-09-23 09:18

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 2015 Parent Interview: ECLS-K:2011
Section

CCQ

[Child Care]

Sequence: 5
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

QUESTION TEXT:
How many hours per week does {CHILD} take care of {himself/herself}?
|___|___|
ENTER # OF 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 26 TO 70, DISPLAY THE SOFT ERROR MESSAGE: “You have entered {DISPLAY RESPONSE}. Are
you sure this is correct?”

Spring 2015 Parent Interview: ECLS-K:2011 :: CCQ
Page 1 of 2

2014-09-04 09:45

IF THE ANSWER IS GREATER THAN 70, DISPLAY THE HARD ERROR MESSAGE: “Input invalid. Value not in
range 1 to 70.”

BOX15

GO TO SECTION NRQ (NON-RESIDENT PARENTS).

Spring 2015 Parent Interview: ECLS-K:2011 :: CCQ
Page 2 of 2

2014-09-04 09:45

Spring 2015 Parent Interview: ECLS-K:2011
Section

NRQ

[Non-Resident Parents]

Sequence: 6

Box1

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

Box2

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

Spring 2015 Parent Interview: ECLS-K:2011 :: NRQ
Page 1 of 3

2014-09-04 09:45

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, SPRINGTHIRD GRADE, OR SPRING-SECOND GRADE, DO NOT LOOP ON THIS PARENT.
IF THERE ARE ANY ELIGIBLE CASES ACCORDING TO THE LOOPING RULES ABOVE, GO TO NRQ.040 FOR EACH
ELIGIBLE CASE UNTIL ALL ELIGIBLES HAVE BEEN ASKED ABOUT IN THE QUESTIONS. ELSE, GO TO BOX 4.

NRQ040

QUESTION TEXT:
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 2015 Parent Interview: ECLS-K:2011 :: NRQ
Page 2 of 3

2014-09-04 09:45

“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 2015 Parent Interview: ECLS-K:2011 :: NRQ
Page 3 of 3

2014-09-04 09:45

Spring 2015 Parent Interview: ECLS-K:2011
Section

COQ

[Country of Origin for Non-Resident
Biological Parents]

Sequence: 7

BOX 1

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

BOX2

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

COQ005

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

Spring 2015 Parent Interview: ECLS-K:2011 :: COQ
Page 1 of 5

2014-09-04 09:45

ENTER TEXT
3

Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:

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, SPRINGSECOND OR SPRING-THIRD GRADE).
DISPLAY "another question" IF SECTION NRQ ASKED ABOUT THE BIOLOGICAL MOTHER. ELSE, USE A NULL
DISPLAY.
DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE
CODES.
IF COUNTRY 233 IS CHOSEN, DISPLAY “YOU HAVE SELECTED “UNITED ARAB EMIRATES” RATHER THAN THE
“UNITED STATES.” IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHANGE CODE."

BOX 3

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

COQ005OS

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

Length

COQ010

QUESTION TEXT:

Spring 2015 Parent Interview: ECLS-K:2011 :: COQ
Page 2 of 5

2014-09-04 09:45

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

BOX 4

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

COQ020

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

Spring 2015 Parent Interview: ECLS-K:2011 :: COQ
Page 3 of 5

2014-09-04 09:45

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

BOX5

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

COQ020OS

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

Length

COQ025
Spring 2015 Parent Interview: ECLS-K:2011 :: COQ
Page 4 of 5

2014-09-04 09:45

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

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 FATHER NEVER MOVED TO UNITED STATES).”

BOX 6

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

Spring 2015 Parent Interview: ECLS-K:2011 :: COQ
Page 5 of 5

2014-09-04 09:45

Spring 2015 Parent Interview: ECLS-K:2011
Section

DWQ

[Discipline, Warmth, and Emotional
Supportiveness]

Sequence: 8

BOX 1

IF PERSON FLAGGED AS RESPONDENT SCORES '1' OR '2' AT FSQ.130 OR IF NO HOUSEHOLD MEMBER SCORES
'1' OR '2' AT FSQ.130, CONTINUE WITH DWQ.070a. OTHERWISE, GO TO DWQ.081a.

DWQ070a

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

Spring 2015 Parent Interview: ECLS-K:2011 :: DWQ
Page 1 of 7

2014-09-04 09:46

CODES

NEVER TRUE

SOMETIMES TRUE

OFTEN TRUE

VERY OFTEN TRUE
REFUSED
DON'T KNOW

DWQ070c

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

NEVER TRUE

SOMETIMES TRUE

OFTEN TRUE

VERY OFTEN TRUE
REFUSED
Spring 2015 Parent Interview: ECLS-K:2011 :: DWQ

Page 2 of 7

2014-09-04 09:46

DON'T KNOW

DWQ070e

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

NEVER TRUE

SOMETIMES TRUE

OFTEN TRUE

VERY OFTEN TRUE
REFUSED
DON'T KNOW

DWQ075
Spring 2015 Parent Interview: ECLS-K:2011 :: DWQ
Page 3 of 7

2014-09-04 09:46

QUESTION TEXT:
How often do you argue with {CHILD}? Please include major arguments as well as minor arguments, such as
over homework or chores. Would you say never, almost never, sometimes, often, or always?
CODES

NEVER

ALMOST NEVER

SOMETIMES

OFTEN

ALWAYS
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?
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.

Spring 2015 Parent Interview: ECLS-K:2011 :: DWQ
Page 4 of 7

2014-09-04 09:46

[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

SOMETIMES

OFTEN

ALWAYS
REFUSED
DON'T KNOW

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.

Spring 2015 Parent Interview: ECLS-K:2011 :: DWQ
Page 5 of 7

2014-09-04 09:46

|___|___|
ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR, ENTER '0.' MINUTES CAN BE ENTERED ON THE NEXT
SCREEN.
ENTER NUMBER

Range

0 to 24

Soft Range

0 to 10

REFUSED

BOX2

DON'T KNOW

BOX2

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

DWQ081b

QUESTION TEXT:
[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
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY THE FOLLOWING MATRIX IN THE RESPONSE FIELD:

WHEN CURSOR IS ON THE MINUTE FIELD, DISPLAY ‘ENTER NUMBER OF MINUTES.'
WHEN CURSOR IS ON THE MINUTES FIELDS, DISPLAY ‘Now…computer.’ AND 'On any given….homework…'
IN SQUARE BRACKETS.

Spring 2015 Parent Interview: ECLS-K:2011 :: DWQ
Page 6 of 7

2014-09-04 09:46

DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS. IF THE
MINUTES FIELD IS EMPTY (INTERVIEWER DOES NOT ENTER ZERO OR MORE MINUTES), CODE THE MINUTES
FIELD AS -1 (this is for data delivery purposes only).
DISPLAY “plays video games” IN UNDERLINED TEXT.
HARD RANGE = 0 – 59 FOR MINUTES.
IF THE MINUTES ENTERED EXCEED 59, DISPLAY "Input invalid. Value not in range 0 to 59."

Box 2

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

Spring 2015 Parent Interview: ECLS-K:2011 :: DWQ
Page 7 of 7

2014-09-04 09:46

Spring 2015 Parent Interview: ECLS-K:2011
Section

CHQ

[Child's Health and Well-Being]

Sequence: 9

CHQ010

QUESTION TEXT:
Now we'd like to discuss {CHILD}'s health and well-being. How long has it been since {CHILD}'s last visit to a
dentist or dental hygienist for dental care?
CODES

NEVER BEEN TO DENTIST OR DENTAL HYGENIST
FOR DENTAL CARE

LESS THAN 6 MONTHS

6 MONTHS TO LESS THAN 1 YEAR

1 YEAR TO 2 YEARS

MORE THAN 2 YEARS
REFUSED
DON'T KNOW

CHQ020

QUESTION TEXT:
How long has it been since {CHILD}'s last visit to a clinic, health center, hospital, doctor's office, or other place
for routine health care?
PROBE: Routine health care may include check-ups or immunization appointments.
CODES

NEVER HAD ROUTINE HEALTH CARE

LESS THAN 6 MONTHS

6 MONTHS TO LESS THAN 1 YEAR

1 YEAR TO 2 YEARS

MORE THAN 2 YEARS
REFUSED
DON'T KNOW

CHQ021
Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 1 of 59

2014-09-23 09:22

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
ENTER NUMBER

Range

0 to 15

REFUSED
DON'T KNOW

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 2 of 59

2014-09-23 09:22

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.

CHQ024OS

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 3 of 59

2014-09-23 09:22

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

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

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 4 of 59

2014-09-23 09:22

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

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

CHQ095

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

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 5 of 59

2014-09-23 09:22

{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 …
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

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2014-09-23 09:22

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

CHQ108

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

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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

REFUSED

BOX5

DON'T KNOW

BOX5

CHQ111

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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.

HELP AVAILABLE

CHQ115

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.
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-THIRD GRADE
ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Has {CHILD} ever."

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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-THIRD GRADE ACCORDING TO
THE PRELOAD. ELSE, DISPLAY “Did…obtain” FOR THE SECOND PART OF THE DISPLAY.

CHQ125

HELP AVAILABLE

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

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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
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

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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.
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

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“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

TRAUMATIC BRAIN INJURY

PANIC DISORDER

SEPARATION ANXIETY DISORDER

OBSESSIVE COMPULSIVE DISORDER

GENERALIZED ANXIETY DISORDER

OTHER ANXIETY DISORDER

BIPOLAR DISORDER

DEPRESSION
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SPEECH PROBLEMS (SUCH AS ARTICULATION
PROBLEMS; COMMUNICATION
PROBLEMS; PHONOLOGICAL PROBLEMS; VOICE
DISORDERS; OR STUTTERING)

SENSORY DEFICIT DISORDER (SUCH AS SENSORY
DEPRIVATION PROBLEMS; SENSORY
PROCESSING PROBLEMS; SENSORY
INTEGRATION PROBLEMS; OR 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.
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.

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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
50

Length

BOX7

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

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

Length

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BOX8

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

CHQ130

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

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|___|___|
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.
THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN THE CHILD'S CURRENT AGE. VERIFY INFORMATION
AND SUPPRESS IF CURRENT AGE IS INCORRECT.

CHQ131

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

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
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2014-09-23 09:22

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 “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
ENTER NUMBER

Range

1 to 12

REFUSED
DON'T KNOW

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2014-09-23 09:22

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

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
2003 to 2015

Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR.

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

CHQ140

QUESTION TEXT:
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
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
IF CHQ.125 = 1, DISPLAY “learning disability."
IF CHQ.125 = 2, DISPLAY “Attention Deficit Disorder (ADD)."

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
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2014-09-23 09:22

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

CHQ173
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2014-09-23 09:22

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/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
REFUSED
DON'T KNOW

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 “generalized anxiety disorder."
IF CHQ.125 = 16, DISPLAY “an {other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR
CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other."
IF CHQ.125 = 17, DISPLAY “bipolar disorder."
IF CHQ.125 = 18, DISPLAY “depression."
IF CHQ.125 = 19, DISPLAY “speech problems."
IF CHQ.125 = 20, DISPLAY “a sensory deficit disorder."
IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder."
IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS.
SOFT RANGE CHECK: COMPARE CHILD'S PRELOADED AGE TO AGE AT DIAGNOSIS TO DETERMINE IF REPORT
OF HOW LONG CHILD HAS TAKEN MEDICATION FOR A PARTICULAR PROBLEM IN CHQ125 IS LONGER THAN
CHILD HAS BEEN DIAGNOSED WITH THE SAME PROBLEM NAMED IN CHQ125.
DEFINE CHILD'S AGE AS FOLLOWS: USE PRELOADED DATE OF BIRTH AND DATE OF INTERVIEW TO
CALCULATE AGE IN YEARS.
DEFINE CHILD'S BIRTH YEAR AS FOLLOWS: USE PRELOADED DATE OF BIRTH YEAR.
FOR EACH LOOP FOR A PARTICULAR PROBLEM INDICATED IN CHQ125, DO THE FOLLOWING:

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2014-09-23 09:22

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.
3. IF THE DIFFERENCE BETWEEN THE CURRENT YEAR AND THE VALUE ENTERED IN CHQ.135b EQUALS 0, THE
VALUE FOR CHQ.173 CANNOT EQUAL 3, 4, OR 5.
IF 1, 2, OR 3 IS TRUE, DISPLAY ERROR MESSAGE: THE RESPONDENT HAS REPORTED THAT THE CHILD HAS
TAKEN THIS MEDICATION LONGER THAN HE/SHE HAS BEEN DIAGNOSED WITH THIS ISSUE. PLEASE
CONFIRM ANSWER.
PRESS G OR ENTER TO CHANGE ENTRY.
PRESS C OR ESCAPE TO CANCEL.
PRESS S TO SUPPRESS AND CONTINUE.
ELSE, ALL ENTRIES ACCEPTED.

BOX11

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

CHQ200

QUESTION TEXT:

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2014-09-23 09:22

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:
Since last spring, has {CHILD} had a problem with stuttering?
CODES

YES

NO
REFUSED
DON'T KNOW

BOX11b

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

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2014-09-23 09:22

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

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.
CODES

YES

NO
REFUSED
DON'T KNOW

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

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
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2014-09-23 09:22

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

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

CHQ218
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2014-09-23 09:22

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

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

CHQ220

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
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2014-09-23 09:22

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

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…

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
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2014-09-23 09:22

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/ Besides the ECLSK:2011 hearing evaluation done for this study, since the spring of 2013, has/ Besides the ECLS-K:2011 hearing
evaluation done for this study, since the fall of 2012, has/ Besides the ECLS-K:2011 hearing evaluation done for
this study, has}} / {{Since last spring, has/Since the spring of 2013, has/Since the fall of 2012, has/Has}}
{CHILD}'s hearing {ever} been evaluated by a professional?

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

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY “Professional:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “vision and hearing questions” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “does” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "{{Besides the ECLS-K:2011 hearing evaluation done for this study, since last spring, has/ Besides the
ECLS-K:2011 hearing evaluation done for this study, since the spring of 2013, has/ Besides the ECLS-K:2011
hearing evaluation done for this study, since the fall of 2012, has/ Besides the ECLS-K:2011 hearing evaluation

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2014-09-23 09:22

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

BOX12

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

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.

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
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2014-09-23 09:22

CHQ246

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 2015 Parent Interview: ECLS-K:2011 :: CHQ
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2014-09-23 09:22

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, SPRING SECOND-GRADE, OR SPRING

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

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

CHQ250a

QUESTION TEXT:
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

CHQ250b

YEARS

CHQ250c

NO DIAGNOSIS HAS BEEN RECEIVED YET

Box14

REFUSED

BOX14

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
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2014-09-23 09:22

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.
IF CHQ250a=3 (NO DIAGNOSIS HAS BEEN RECEIVED YET) AND CHQ246 IS NOT ANSWER 17 AND ONLY 17,
DISPLAY ERROR MESSAGE "NO DIAGNOSIS' SHOULD ONLY BE ALLOWED IF CHQ.246=17 AND ONLY 17.
Please verify your answer."
IF CHQ.246 IS SKIPPED, THE ERROR MESSAGE SHOULD BE "NO DIAGNOSIS SHOULD NOT BE ALLOWED IF
CHQ.215=Yes. PLEASE VERIFY YOUR ANSWER."
DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL
TO INTERVIEW DATE.

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

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2014-09-23 09:22

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
CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT.

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 AND CHQ.250a WAS NOT ASKED IN EITHER SPRING
KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, OR SPRING THIRD GRADE FOR ABILITY TO
HEAR, GO BACK TO CHQ.250a.
IF CHQ.215=1 AND CHQ.245=1, AND THE FIRST LOOP IN BOX 13 FOR ABILITY TO COMMUNICATE HAS BEEN
ANSWERED BUT NOT THE LOOP FOR HEARING AND CHQ.250a WAS ASKED IN EITHER SPRING
KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, OR SPRING THIRD GRADE FOR ABILITY TO
HEAR, GO BACK TO CHQ.255a AND ASK ABOUT HEARING.
ELSE, IF THE PRELOAD SHOWS THAT (CHQ256a or CHQ256b = 1 IN SPRING THIRD OR SPRING SECOND) OR
(CHQ.256=1 FALL SECOND, SPRING FIRST OR SPRING KINDERGARTEN), GO TO CHQ.256a. ELSE, IF CHQ.245 =
1, GO TO CHQ.256b. ELSE, GO TO CHQ.285.

CHQ255a

QUESTION TEXT:
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

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
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2014-09-23 09:22

CHQ255b

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 YEAR
ENTER NUMBER

Range

2003 to 2015

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, 2003-2015 FOR YEAR.
DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL
TO INTERVIEW DATE.

BOX16

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

CHQ256a

HELP AVAILABLE

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
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2014-09-23 09:22

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.
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
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2014-09-23 09:22

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

HELP AVAILABLE

CHQ257a

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

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
Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

Page 38 of 59

2014-09-23 09:22

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.

BOX16a2

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

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

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
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2014-09-23 09:22

NO
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). ]
{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
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2014-09-23 09:22

YES

CHQ270

REFUSED

CHQ270

DON'T KNOW

CHQ270

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-THIRD GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Has” AND “ever."
DISPLAY “Hearing Aid” IN THE HELP TEXT IN BOLD TEXT.
HELP AVAILABLE

CHQ264a

QUESTION TEXT:
At what age was the recommendation that {CHILD} wear a hearing aid first made?

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
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2014-09-23 09:22

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
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.

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

CHQ270

HELP AVAILABLE

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

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2014-09-23 09:22

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.

BOX16b

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

CHQ271

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

Range

2003 to 2015

REFUSED

CHQ272a

DON'T KNOW

CHQ272a

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

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2014-09-23 09:22

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
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

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
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2014-09-23 09:22

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 2015

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 2003-2015.
YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE.

CHQ274

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

Range

2003 to 2015

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

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.

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
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2014-09-23 09:22

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?}
|___|___|
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.
THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD'S CURRENT AGE. VERIFY INFORMATION AND
SUPPRESS IF CURRENT AGE IS INCORRECT.

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
Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

Page 46 of 59

2014-09-23 09:22

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.

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

Range

0 to 36

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.
THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN THE CHILD'S CURRENT AGE. VERIFY INFORMATION
AND SUPPRESS IF CURRENT AGE IS INCORRECT.

CHQ276b
Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 47 of 59

2014-09-23 09:22

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

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
Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 48 of 59

2014-09-23 09:22

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.

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

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 49 of 59

2014-09-23 09:22

CODES

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?
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

CHQ290

HELP AVAILABLE

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 50 of 59

2014-09-23 09:22

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

CHQ300

QUESTION TEXT:
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.

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 51 of 59

2014-09-23 09:22

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

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

Length

BOX20

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 52 of 59

2014-09-23 09:22

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

CHQ305a

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

CHQ305b

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

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 53 of 59

2014-09-23 09:22

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.

CHQ310a

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 MONTH
ENTER NUMBER
1 to 12

Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR.

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

CHQ310b

QUESTION TEXT:
[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

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 54 of 59

2014-09-23 09:22

ENTER NUMBER

Range

2003 to 2015

Soft Range

2003 to 2015

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR.
IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: "DIAGNOSIS
DATE MUST BE GREATER THAN OR EQUAL TO CHILD’S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE."
PRESS G OR ENTER TO CHANGE ENTRY AT CHQ.310b.
PRESS S TO SUPPRESS AND CONTINUE.

CHQ311

QUESTION TEXT:
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

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 55 of 59

2014-09-23 09:22

CHQ313

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

YES

CHQ330

REFUSED

CHQ330

DON'T KNOW

CHQ330

CHQ314

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?
Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

Page 56 of 59

2014-09-23 09:22

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)
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
Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

Page 57 of 59

2014-09-23 09:22

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.

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
Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ

Page 58 of 59

2014-09-23 09:22

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

BOX23

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

Spring 2015 Parent Interview: ECLS-K:2011 :: CHQ
Page 59 of 59

2014-09-23 09:22

Spring 2015 Parent Interview: ECLS-K:2011
Section

PPQ

[Parent's Psychological Well-Being and
Health]

Sequence: 10

BOX1

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

PPQ100

QUESTION TEXT:
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 2015 Parent Interview: ECLS-K:2011 :: PPQ
Page 1 of 7

2014-09-04 09:46

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 2015 Parent Interview: ECLS-K:2011 :: PPQ

Page 2 of 7

2014-09-04 09:46

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 2015 Parent Interview: ECLS-K:2011 :: PPQ
Page 3 of 7

2014-09-04 09:46

[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 2015 Parent Interview: ECLS-K:2011 :: PPQ

Page 4 of 7

2014-09-04 09:46

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 2015 Parent Interview: ECLS-K:2011 :: PPQ
Page 5 of 7

2014-09-04 09:46

[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

PPQ225

QUESTION TEXT:
During the past 12 months, would you say that you experienced a lot of stress, a moderate amount of stress,
relatively little stress, or almost no stress at all?
CODES

A LOT OF STRESS

A MODERATE AMOUNT OF STRESS

RELATIVELY LITTLE STRESS

ALMOST NO STRESS AT ALL
REFUSED
DON'T KNOW

Spring 2015 Parent Interview: ECLS-K:2011 :: PPQ
Page 6 of 7

2014-09-04 09:46

BOX2

GO TO SECTION FDQ (FOOD SECURITY).

Spring 2015 Parent Interview: ECLS-K:2011 :: PPQ
Page 7 of 7

2014-09-04 09:46

Spring 2015 Parent Interview: ECLS-K:2011
Section

FDQ

[Food Security]

Sequence: 11

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}, 2014.
{I/We} worried whether {my/our} food would run out before {I/we} got money to buy more. Was that often
true, sometimes true, or never true for {you/your household} in the last 12 months?
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}, 2014” AND DISPLAY THE CURRENT
MONTH.
DISPLAY "often," "sometimes," AND "never" IN THE MAIN QUESTION TEXT AS UNDERLINED.
USE "you," "I," AND "my" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF
THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER. OTHERWISE, DISPLAY “your household," “we," AND
“our." NOTE- HOUSEHOLD MEMBERS WITH AGE = DK/RF ARE COUNTED AS BEING AGE 18 OR OVER.

FDQ130b

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

OFTEN TRUE

SOMETIMES TRUE

NEVER TRUE
Spring 2015 Parent Interview: ECLS-K:2011 :: FDQ

Page 1 of 5

2014-09-04 09:46

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

FDQ130c

QUESTION TEXT:
[These next questions are about whether your family is able to afford the food that you need. I am going to
read you several statements that people have made about their food situation. For these statements, please
tell me whether the statement was often true, sometimes true, or never true for {you/your household} in the
last 12 months, that is, since last {CURRENT MONTH}, 2014.]
{I/We} couldn’t afford to eat balanced meals.
[PROBE: Was that often true, sometimes true, or never true for {you/your household} in the last 12 months?]
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}, 2014” AND DISPLAY THE CURRENT
MONTH.
DISPLAY "often," "sometimes," AND "never" IN THE MAIN QUESTION TEXT AND PROBE AS UNDERLINED.
USE "you" AND "I" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE
ARE NO HOUSEHOLD MEMBERS 18 OR OVER. OTHERWISE, DISPLAY “your household” AND “We." NOTEHOUSEHOLD MEMBERS WITH AGE = DK/RF ARE COUNTED AS BEING AGE 18 OR OVER.

BOX1

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

Spring 2015 Parent Interview: ECLS-K:2011 :: FDQ
Page 2 of 5

2014-09-04 09:46

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. OTHERWISE, DISPLAY “you or other adults in your household."
NOTE- HOUSEHOLD MEMBERS WITH AGE = DK/RF ARE COUNTED AS BEING AGE 18 OR OVER.

FDQ150

QUESTION TEXT:
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 2015 Parent Interview: ECLS-K:2011 :: FDQ

Page 3 of 5

2014-09-04 09:46

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 2015 Parent Interview: ECLS-K:2011 :: FDQ
Page 4 of 5

2014-09-04 09:46

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

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. OTHERWISE, DISPLAY “you or other adults in your household.”
NOTE- HOUSEHOLD MEMBERS WITH AGE = DK/RF ARE COUNTED AS BEING AGE 18 OR OVER.

FDQ191

QUESTION TEXT:
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 2015 Parent Interview: ECLS-K:2011 :: FDQ
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2014-09-04 09:46

Spring 2015 Parent Interview: ECLS-K:2011
Section

PEQ

[Parent Education]

Sequence: 12

BOX1

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

PEQ020

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

Spring 2015 Parent Interview: ECLS-K:2011 :: PEQ
Page 1 of 8

2014-09-04 09:47

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

PEQ030

HIGH SCHOOL DIPLOMA

PEQ030

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

VOC/TECH PROGRAM AFTER HIGH SCHOOL,
DIPLOMA

SOME COLLEGE BUT NO DEGREE
Spring 2015 Parent Interview: ECLS-K:2011 :: PEQ

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2014-09-04 09:47

ASSOCIATE'S DEGREE

BACHELOR'S DEGREE

PEQ030

GRADUATE OR PROFESSIONAL SCHOOL BUT NO
DEGREE

PEQ030

MASTER'S (MA, MS)

PEQ030

DOCTORATE DEGREE (Ph.D., Ed.D.)

PEQ030

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

PEQ030

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 "Highest Grade or Year of School Completed:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY 'normally' and ‘regardless’ IN THE HELP TEXT ‘Highest Grade or Year of School Completed’ IN
UNDERLINED TEXT.
DISPLAY "12th grade but no diploma:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "High school equivalent:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "High school diploma: " IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Vocational/technical program after high school but no voc/tech diploma:" IN THE HELP TEXT IN
BOLD TEXT.
DISPLAY 'no' IN THE HELP TEXT ‘Vocational/technical program after high school but no voc/tech diploma’ IN
UNDERLINED TEXT.
DISPLAY "Vocational/technical program after high school:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Some college but no degree:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Associate's degree:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Bachelor's degree:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Graduate or professional school but no degree:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY 'beyond' IN THE HELP TEXT ‘Graduate or professional school but no degree’ IN UNDERLINED TEXT.
DISPLAY "Master's (MA, MS):" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Doctorate Degree (Ph.D., Ed.D.):" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS, Law/JD/LLB):" IN THE
HELP TEXT IN BOLD TEXT.

PEQ021
Spring 2015 Parent Interview: ECLS-K:2011 :: PEQ
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2014-09-04 09:47

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.

PEQ030

QUESTION TEXT:
{Are you/Is {NAME}} currently attending or enrolled in any courses from a school, college, or university?
CODES

YES

PEQ050

REFUSED

PEQ050

DON'T KNOW

PEQ050

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

PEQ040

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

FULL-TIME

PART-TIME
Spring 2015 Parent Interview: ECLS-K:2011 :: PEQ

Page 4 of 8

2014-09-04 09:47

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

PEQ050

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

YES

BOX2

REFUSED

BOX2

DON'T KNOW

BOX2

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

PEQ060

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

Range

0 to 80

REFUSED
Spring 2015 Parent Interview: ECLS-K:2011 :: PEQ
Page 5 of 8

2014-09-04 09:47

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

BOX2

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

HELP AVAILABLE

PEQ062

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

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2014-09-04 09:47

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

Code All That Apply

BASIC SKILLS OR HIGH SCHOOL/GED
COMPLETION CLASSES

VOCATIONAL OR TECHNICAL DEGREE PROGRAM

ASSOCIATE’S DEGREE PROGRAM

BACHELOR’S DEGREE PROGRAM

MASTER'S (MA, MS) DEGREE PROGRAM

DOCTORATE DEGREE (PHD, EDD) PROGRAM

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

ON-THE-JOB TRAINING AT CURRENT JOB TO GET
NEW SKILLS

JOB TRAINING TO GET A JOB/LEARN NEW JOB
REFUSED
DON'T KNOW

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

BOX3

GO TO SECTION EMQ (PARENT EMPLOYMENT).

Spring 2015 Parent Interview: ECLS-K:2011 :: PEQ
Page 7 of 8

2014-09-04 09:47

Spring 2015 Parent Interview: ECLS-K:2011 :: PEQ
Page 8 of 8

2014-09-04 09:47

Spring 2015 Parent Interview: ECLS-K:2011
Section

EMQ

[Parent Employment 1]

Sequence: 13

BOX1

LOOP 1
ASK EMQ.020 - EMQ.150 FOR 2 “KEY” PARENT FIGURES IN THE HOUSEHOLD AS DEFINED IN FSQ, BOX 5.
IF NAEP SAMPLE FLAG = 1, GO TO EMQ020. ELSE, IF NAEP SAMPLE FLAG IS NOT EQUAL TO 1, GO TO BOX 1 IN
EMQ SECTION 2.
NOTE: IF THE CASE IS IN THE NAEP SAMPLE, EMQ SECTION 1 WILL BE ASKED FOLLOWED BY EMQ SECTION 2
FOR EACH KEY PARENT FIGURE. IF THE CASE IS NOT IN THE NAEP SAMPLE, ONLY EMQ SECTION 2 WILL BE
ASKED FOR EACH KEY PARENT FIGURE.

HELP AVAILABLE

EMQ020

QUESTION TEXT:
During the past week, did {you/{NAME}} work at a job for pay?
IF SELF-EMPLOYED, CODE AS YES.
IF RESPONDENT OR SPOUSE/PARTNER IS SELF-EMPLOYED, CODE AS YES.
HELP TEXT:
Job for pay: Paid work for wages, salary, commission, or pay 'in kind.' Examples of 'pay in kind' include
meals, living quarters, or supplies provided in place of wages. This definition of employment includes work in
the person's own business, professional practice, or farm, paid leave of absence (including vacations and
illnesses), and work without pay in a family business or farm run by a relative. This definition excludes unpaid
volunteer work (such as for a church or charity), unpaid leaves of absence, temporary layoffs (such as a
strike), and work around the house.
CODES

YES

EMQ040

REFUSED
DON'T KNOW
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.

Spring 2015 Parent Interview: ECLS-K:2011 :: EMQ
Page 1 of 9

2014-09-04 09:47

IN THE HELP TEXT, DISPLAY "Job for pay:" IN BOLD TEXT.
IN THE HELP TEXT, DISPLAY "includes" IN BOLD TEXT.
IN THE HELP TEXT, DISPLAY "excludes" IN BOLD TEXT.

EMQ030

QUESTION TEXT:
{Were you/Was {NAME}} on leave or vacation from a job?
CODES

YES

EMQ060

REFUSED

EMQ060

DON'T KNOW

EMQ060

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

EMQ040

QUESTION TEXT:
How many jobs {do you/does {NAME}} have now?
|___|
ENTER # OF JOBS
ENTER NUMBER

Range

1 to 6

EMQ050

QUESTION TEXT:
About how many total hours per week {do you/does {NAME}} usually work for pay {counting {all/both} {# of
jobs from EMQ.040, IF MORE THAN TWO} jobs}?

Spring 2015 Parent Interview: ECLS-K:2011 :: EMQ
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2014-09-04 09:47

IF HOURS VARY, PROBE FOR AVERAGE HOURS PER WEEK.

|___|___|
ENTER # OF WEEKLY HOURS
ENTER NUMBER

Range

0 to 80

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "do you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY
"does {NAME}".
FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.
IF NUMBER OF JOBS IS GREATER THAN ONE IN EMQ.040, DISPLAY “counting…jobs”. ELSE, USE A NULL
DISPLAY.
IF NUMBER OF JOBS = 2 IN EMQ.040, DISPLAY “both” AND USE A NULL DISPLAY FOR “# of jobs…TWO”.
ELSE, DISPLAY “all” AND THE NUMBER OF JOBS IN EMQ.040.
DISPLAY "all", "both" and "# of jobs from EMQ.040, IF MORE THAN TWO" IN UNDERLINED TEXT.

BOX1A

GO TO BOX 4.

EMQ060

QUESTION TEXT:
{Have you/Has {NAME}} been actively looking for work in the past 4 weeks? By actively looking for work, we
mean activities such as checking with a public employment agency, a private employment agency, or an
employer directly; checking about jobs with friends or relatives; placing or answering ads; sending a resume;
contacting a school or university employment center; or checking a union or professional register.
CODES

YES

EMQ080

REFUSED

EMQ080

DON'T KNOW

EMQ080

Spring 2015 Parent Interview: ECLS-K:2011 :: EMQ
Page 3 of 9

2014-09-04 09:47

PROGRAMMER INSTRUCTIONS:
DISPLAY "Have you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY
"Has {NAME}".
FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.
DISPLAY "in the past 4 weeks" IN UNDERLINED TEXT.
DISPLAY THE SECOND INSTANCE OF "actively looking for work" (THAT IS, THE INSTANCE THAT APPEARS
AFTER "By") IN UNDERLINED TEXT.

EMQ070

QUESTION TEXT:
What {have you/has {NAME}} been doing in the past 4 weeks to find work?
CODE ALL THAT APPLY
CODES

CHECKED WITH PUBLIC EMPLOYMENT AGENCY

CHECKED WITH PRIVATE EMPLOYMENT AGENCY

CHECKED WITH EMPLOYER DIRECTLY/SENT
RESUME

CHECKED WITH FRIENDS OR RELATIVES

PLACED OR ANSWERED ADS/SENT
RESUME/APPLICATIONS

CONTACTED SCHOOL/UNIVERSITY EMPLOYMENT
CENTER

CHECKED A UNION REGISTER OR PROFESSIONAL
REGISTER

ATTENDED JOB TRAINING

READ WANT-ADS/INTERNET SEARCH

SOMETHING ELSE
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
DISPLAY "have you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY
"has {NAME}".
FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.
DISPLAY "in the past 4 weeks" IN UNDERLINED TEXT.

BOX2

IF ANY CATEGORY IN EMQ.070 BETWEEN "1" AND "7" IS ENTERED WITH OR WITHOUT ANY OTHER ANSWERS
OF 91 (OTHER), 8, OR 9, GO TO EMQ.100. ELSE, IF ("8" IS ENTERED BY ITSELF IN EMQ.070 BUT "91" IS NOT)

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2014-09-04 09:47

OR (“9” IS ENTERED BY ITSELF IN EMQ.070 BUT "91" IS NOT), OR (BOTH "8" AND “9” ARE ENTERED BY
THEMSELVES IN EMQ.070 BUT "91" IS NOT), GO TO EMQ.080. ELSE, IF "91" IS ENTERED IN EMQ.070,
CONTINUE WITH EMQ.070OS. OTHERWISE, GO TO EMQ.080.

EMQ070OS

QUESTION TEXT:
[What {have you/has {NAME}} been doing in the past 4 weeks to find work?]
___________________
SPECIFY ACTIVITIES.
ENTER TEXT
50

Length
PROGRAMMER INSTRUCTIONS:

DISPLAY "have you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY
"has {NAME}".
FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.
DISPLAY "in the past 4 weeks" IN UNDERLINED TEXT.

EMQ080

QUESTION TEXT:
What {were you/was {NAME}} doing most of last week? Would you say …
CODES

Keeping house, or caring for children or other
family members,

BOX3

Going to school,

BOX3

Retired,

BOX3

Unable to work, or

BOX3

Something else? What was that? (SPECIFY)
REFUSED

BOX3

DON'T KNOW

BOX3

PROGRAMMER INSTRUCTIONS:
DISPLAY "last week" in UNDERLINED TEXT.
DISPLAY “were you” IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE,
DISPLAY “was {NAME}”.
FOR “{NAME}”, DISPLAY THE PERSON’S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.

Spring 2015 Parent Interview: ECLS-K:2011 :: EMQ
Page 5 of 9

2014-09-04 09:47

EMQ080OS

QUESTION TEXT:
[What {were you/was {NAME}} doing most of last week? Would you say …]

______________________
SPECIFY ACTIVITY.
ENTER TEXT
50

Length
PROGRAMMER INSTRUCTIONS:
DISPLAY "last week" in UNDERLINED TEXT.

DISPLAY “were you” IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE,
DISPLAY “was {NAME}”.
FOR “{NAME}”, DISPLAY THE PERSON’S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.

BOX3

IF DOING SOMETHING ELSE IN THE PAST 4 WEEKS (EMQ.070 = 91), CONTINUE WITH EMQ.100.
OTHERWISE, GO TO BOX 4.
(NOTE: EMQ.100 IS ASKED IF A PERSON IS ACTIVELY LOOKING FOR WORK (ANY CATEGORY IN EMQ.070
BETWEEN "1" AND "7" IS ENTERED OR IF EMQ.070 = 91). EMQ.100 IS NOT ASKED FOR THOSE WHO ARE
EMPLOYED (EMQ.020 = 1), ON LEAVE OR VACATION (EMQ.030 = 1), OR LOOKING FOR WORK BUT ONLY
THROUGH ATTENDING JOB TRAINING OR READING WANT-ADS OR DOING INTERNET SEARCHES (EMQ.070 =
8 or 9 AND EMQ.070 IS NOT EQUAL TO 91).

EMQ100

QUESTION TEXT:
Could {you/{NAME}} have taken a job last week if one had been offered?
CODES

YES

NO
REFUSED
DON'T KNOW
Spring 2015 Parent Interview: ECLS-K:2011 :: EMQ

Page 6 of 9

2014-09-04 09:47

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.

BOX4

IF WORKED AT A JOB FOR PAY (EMQ.020=1)
OR
WAS ON LEAVE OR VACATION (EMQ.030=1)
OR
WAS ACTIVELY LOOKING FOR WORK (EMQ.060=1),
CONTINUE WITH EMQ.120.
OTHERWISE, GO TO BOX 5.

EMQ120

QUESTION TEXT:
For whom {do/does/did} {you/{NAME}} work {when {you/{he/she}} last worked}?
PROBE FOR: NAME OF THE COMPANY, BUSINESS, ORGANIZATION, OR OTHER EMPLOYER. IF MORE THAN
ONE CURRENT JOB, ASK ABOUT THE ONE AT WHICH THE PERSON SPENDS THE MOST TIME.
________________________________
ENTER EMPLOYER NAME
ENTER TEXT

Length

100

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "do" IF EMQ.020 = 1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS THE
RESPONDENT. DISPLAY "does" IF EMQ.020 =1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON
IS NOT THE RESPONDENT. DISPLAY "did" IF EMQ.060 = 1.
DISPLAY "you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY
"{NAME}".
FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.
DISPLAY "when {you/{he/she}} last worked" IF EMQ.060 = 1. OTHERWISE, USE A NULL DISPLAY.
DISPLAY "you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY
"{he/she}".

Spring 2015 Parent Interview: ECLS-K:2011 :: EMQ
Page 7 of 9

2014-09-04 09:47

EMQ130

QUESTION TEXT:
What kind of business or industry {is/was} this?
PROBE: What do they make or do?
PROBE: For example, TV and radio manufacturing, retail shoe store, state labor department, farming.
__________________________________
ENTER INDUSTRY DESCRIPTION
ENTER TEXT

Length

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "is" IF EMQ.020 = 1 OR EMQ.030 = 1. OTHERWISE, DISPLAY "was".

EMQ140

QUESTION TEXT:
What kind of work {are/is/were/was} {you/{NAME}} doing?
PROBE: What {is/was} {your/{NAME}'s} job called?
PROBE: For example, electrical engineer, stock clerk, administrative assistant, or farmer.
____________________________
ENTER JOB TITLE
ENTER TEXT

Length

100

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IN THE FIRST SENTENCE, DISPLAY "are" IF EMQ.020 = 1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING
LOOPED ON IS THE RESPONDENT. IN THE FIRST SENTENCE AND THE FIRST PROBE, DISPLAY "is" IF EMQ.020
=1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS NOT THE RESPONDENT. IN THE FIRST
SENTENCE DISPLAY "were" IF EMQ.060 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS THE
RESPONDENT. IN THE FIRST SENTENCE AND THE FIRST PROBE DISPLAY "was" IF EMQ.060 =1 AND PERSON
CURRENTLY BEING LOOPED ON IS NOT THE RESPONDENT.
IN THE FIRST SENTENCE, DISPLAY "you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT.
OTHERWISE, IN THE FIRST SENTENCE DISPLAY "{NAME}".
IN THE PROBE, DISPLAY "your" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT.
OTHERWISE, IN THE FIRST PROBE DISPLAY "{NAME}’s".

Spring 2015 Parent Interview: ECLS-K:2011 :: EMQ
Page 8 of 9

2014-09-04 09:47

FOR "{NAME}", IN THE FIRST SENTENCE OR "{NAME}’s" IN THE FIRST PROBE, DISPLAY THE PERSON'S FIRST
NAME WHO IS CURRENTLY BEING LOOPED ON.

EMQ150

QUESTION TEXT:
What {are/is/were/was} {your/{NAME}'s} most important activities or duties on this job? What {do/does/did}
{you/{NAME}} actually do at this job?
PROBE: For example, word processing, keeping account books, filing, selling cars, operating a printing press,
finishing concrete.
________________________________________
ENTER JOB DUTIES
ENTER TEXT

Length

REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "are" IF EMQ.020 = 1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS THE
RESPONDENT. DISPLAY "is" IF EMQ.020 =1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS
NOT THE RESPONDENT. DISPLAY "were" IF EMQ.060 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS
THE RESPONDENT. DISPLAY "was" IF EMQ.060 =1 AND PERSON CURRENTLY BEING LOOPED ON IS NOT THE
RESPONDENT.
IN FIRST SENTENCE, DISPLAY "your" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT.
OTHERWISE, DISPLAY "{NAME}’s". IN SECOND SENTENCE, DISPLAY "you" IF PERSON CURRENTLY BEING
LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY "{NAME}".
FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.
DISPLAY "do" IF EMQ.020 = 1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON IS THE
RESPONDENT. DISPLAY "does" IF EMQ.020 =1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED ON
IS NOT THE RESPONDENT. DISPLAY "did" IF EMQ.060 = 1.

BOX5

CONTINUE TO EMQ SECTION 2 WITH KEY PARENT WHO IS BEING LOOPED ON. SKIP EMQ.200 in EMQ
SECTION 2, AND GO TO EMQ.210.

Spring 2015 Parent Interview: ECLS-K:2011 :: EMQ
Page 9 of 9

2014-09-04 09:47

Spring 2015 Parent Interview: ECLS-K:2011
Section

EMQ2

[Parent Employment 2]

Sequence: 13.5

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

YES
Spring 2015 Parent Interview: ECLS-K:2011 :: EMQ2

Page 1 of 3

2014-09-04 09:47

BOX2

REFUSED

BOX2

DON'T KNOW

BOX2

PROGRAMMER INSTRUCTIONS:
DISPLAY “Since last spring ” IF EMQ210=1 OR 2 IN SPRING THIRD GRADE FOR THIS KEY PARENT FIGURE
ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Since {CHILD} was born."
DISPLAY "have you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY
"has {NAME}."
FOR "has {NAME}," DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.
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.
"does" SHOULD BE UNDERLINED IN THE LINE THAT INCLUDES "…but does include activation…"
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
IF THE NAEP SAMPLE FLAG = 1, GO BACK TO EMQ SECTION 1 TO ASK ABOUT THE NEXT "KEY" PARENT FIGURE
IN THE HOUSEHOLD AS DEFINED IN FSQ, BOX 5. IF NO NEXT KEY PARENT FIGURE, GO TO WPQ (WELFARE
AND OTHER PUBLIC TRANSFERS). ELSE, IF THE NAEP SAMPLE FLAG IS NOT EQUAL TO 1, " ASK EMQ.200 EMQ.215 FOR NEXT “KEY” PARENT FIGURES IN THE HOUSEHOLD AS DEFINED IN FSQ, BOX 5. IF NO NEXT
"KEY" PARENT, GO TO WPQ (WELFARE AND OTHER PUBLIC TRANSFERS).

Spring 2015 Parent Interview: ECLS-K:2011 :: EMQ2
Page 2 of 3

2014-09-04 09:47

Spring 2015 Parent Interview: ECLS-K:2011 :: EMQ2
Page 3 of 3

2014-09-04 09:47

Spring 2015 Parent Interview: ECLS-K:2011
Section

WPQ

[Welfare and Other Public Transfers]

Sequence: 14

WPQ100

QUESTION TEXT:
In the past 12 months, have you or anyone in your household received Temporary Assistance for Needy
Families, sometimes called {TANF or} {STATE TANF PROGRAM NAME}?
PROBE: TANF was formerly known as Aids to Families with Dependent Children, or AFDC.
IF NEEDED:
TANF: Temporary Assistance for Needy Families (TANF) {or {STATE TANF PROGRAM NAME} in {STATE}} is a
government program that provides cash benefits to low-income families with children. Many states provide
TANF money through an Electronic Benefits Transfer (EBT) card that is like a debit or ATM card.
Past 12 Months: For this question, consider whether or not TANF (or AFDC) was received in the past 12
calendar months, not the last calendar year.
CODES

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
IF ACCORDING TO THE LOOKUP FILE THE STATE PROGRAM NAME BEGINS WITH "TANF," USE A NULL
DISPLAY FOR "{TANF or}." ELSE, DISPLAY "TANF or" AND STATE TANF PROGRAM NAME. ELSE, IF STATE
PROGRAM NAME IS MISSING, DISPLAY “TANF."
IF ACCORDING TO THE LOOKUP FILE THE STATE PROGRAM NAME BEGINS WITH "TANF," USE A NULL
DISPLAY FOR "{or {STATE TANF PROGRAM NAME} IN {STATE}}."
DISPLAY "TANF: " IN UNDERLINED TEXT.
DISPLAY "Past 12 Months: " IN UNDERLINED TEXT.

WPQ110

HELP AVAILABLE

QUESTION TEXT:
In the past 12 months, have you or anyone in your household received food stamps, also called SNAP (the
Supplemental Nutrition Assistance Program), or food benefits on EBT (Electronic Benefit Transfer)?
HELP TEXT:
Food Stamps or SNAP (Supplemental Nutrition Assistance Program): A government program that provides
plastic cards that can be used to buy food. In the past, SNAP was called the Food Stamp Program and gave
people benefits in paper coupons or food stamps.

Spring 2015 Parent Interview: ECLS-K:2011 :: WPQ
Page 1 of 3

2014-09-04 09:48

Past 12 Months: For this question, consider whether or not food stamps were received in the past 12 calendar
months, not the last calendar year.
CODES

YES

NO
REFUSED
DON'T KNOW

PROGRAMMER INSTRUCTIONS:
IN THE HELP TEXT, DISPLAY "Food Stamps or SNAP (Supplemental Nutrition Assistance Program): " IN BOLD
TEXT.
IN THE HELP TEXT, DISPLAY "Past 12 Months: " IN BOLD TEXT.

WPQ170

QUESTION TEXT:
Does {CHILD} receive complete school lunches for free or reduced price at school?
PROBE: By complete school lunch, I mean a complete meal such as a salad, soup, a sandwich, or a hot meal
that is offered each day at a fixed price, not just milk, snacks, or ice cream. This does not include a lunch
{he/she} brought from home.
CODES

YES

WPQ180

BOX1

REFUSED

BOX1

DON'T KNOW

BOX1

PROGRAMMER INSTRUCTIONS:
DISPLAY "free" AND "reduced price" IN UNDERLINED TEXT.

WPQ180

QUESTION TEXT:
Are these lunches free or reduced price?
CODES

FREE

REDUCED PRICE
REFUSED
DON'T KNOW

Spring 2015 Parent Interview: ECLS-K:2011 :: WPQ
Page 2 of 3

2014-09-04 09:48

BOX1

GO TO SECTION PAQ (PARENT INCOME AND ASSETS).

Spring 2015 Parent Interview: ECLS-K:2011 :: WPQ
Page 3 of 3

2014-09-04 09:48

Spring 2015 Parent Interview: ECLS-K:2011
Section

PAQ

[Parent Income and Assets]

Sequence: 15

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 2015 Parent Interview: ECLS-K:2011 :: PAQ

Page 1 of 4

2014-09-04 09:48

$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 < 8) OR
(NUMBER IN HH = 3 AND PAQ.110 < 9) OR
(NUMBER IN HH = 4 AND PAQ.110 < 11) OR
(NUMBER IN HH = 5 AND PAQ.110 < 13) OR
(NUMBER IN HH = 6 AND PAQ.110 < 14) OR
(NUMBER IN HH = 7 AND PAQ.110 < 16) OR
(NUMBER IN HH = 8 AND PAQ.110 < 17) OR
(NUMBER IN HH g.e. 9 AND PAQ.110 < 17).
ELSE, GO TO PAQ.140.

PAQ120
Spring 2015 Parent Interview: ECLS-K:2011 :: PAQ
Page 2 of 4

2014-09-04 09:48

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.
RANGE CHECK:
IF PAQ.100 = 1, RANGE = 0-25,000
IF PAQ.100 = 2, RANGE = 25,001-999,999,999
IF ANSWER IS NOT IN THE RANGE OF THE ANSWER TO PAQ.110, DISPLAY "You have entered {DISPLAY
RESPONSE}. Are you sure this is correct?”
INSERT COMMAS FOR EVERY THREE DIGITS OF REPORTED INCOME (FROM RIGHT TO LEFT).

PAQ140

QUESTION TEXT:
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,

live with a relative or in a dwelling owned by a
relative (MAY OR MAY NOT CONTRIBUTE TO
EXPENSES OR CONTRIBUTION UKNOWN), or

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

BOX3

Spring 2015 Parent Interview: ECLS-K:2011 :: PAQ
Page 3 of 4

2014-09-04 09:48

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

PAQ140OS

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

Length

PROGRAMMER INSTRUCTIONS:
DK AND REF DISALLOWED.

BOX4

GO TO SECTION CMQ (MOBILITY AND TRACKING UPDATES).

Spring 2015 Parent Interview: ECLS-K:2011 :: PAQ
Page 4 of 4

2014-09-04 09:48

Spring 2015 Parent Interview: ECLS-K:2011
Section

CMQ

[Mobility and Tracking Updates]

Sequence: 16

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

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 DUE TO CHANGE IN MARITAL (OR
PARTNER) RELATIONSHIP: MARRIAGE, DIVORCE,
SEPARATION, DEATH IN FAMILY
Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ

Page 1 of 19

2014-09-23 09:31

HOUSE WAS SOLD, NO NEW HOUSE BOUGHT

LEASE RAN OUT

MOVED OUT OF RELATIVE'S HOME/ON-OWN

TO BE CLOSER TO FAMILY

OTHER (SPECIFY)
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 THIRD-GRADE INTERVIEW) AND (THERE WAS A
TELEPHONE NUMBER IN SPRING THIRD GRADE CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A
TELEPHONE NUMBER IN SPRING THIRD GRADE GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME AS
IN SPRING THIRD GRADE) AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING SECOND-GRADE INTERVIEW) AND (THERE WAS A
TELEPHONE NUMBER IN SPRING SECOND GRADE CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A
TELEPHONE NUMBER IN SPRING SECOND GRADE GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME
AS IN SPRING SECOND GRADE) AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100.

Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ
Page 2 of 19

2014-09-23 09:31

ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING FIRST-GRADE INTERVIEW) AND (THERE WAS A
TELEPHONE NUMBER IN SPRING FIRST GRADE CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A TELEPHONE
NUMBER IN SPRING FIRST GRADE GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME AS IN SPRING
FIRST GRADE), AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING KINDERGARTEN INTERVIEW) AND (THERE WAS A
TELEPHONE NUMBER IN SPRING KINDERGARTEN CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A
TELEPHONE NUMBER IN SPRING KINDERGARTEN GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME
AS IN SPRING KINDERGARTEN) AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE FALL KINDERGARTEN INTERVIEW) AND (THERE IS A
TELEPHONE NUMBER FOR preload.CMQ.140) AND (THE RESPONDENT IS THE SAME AS IN FALL
KINDERGARTEN) AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100.
ELSE, CONTINUE WITH CMQ.060.

CMQ060

QUESTION TEXT:
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

Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ
Page 3 of 19

2014-09-23 09:31

BOX2

DON'T KNOW
PROGRAMMER INSTRUCTIONS:

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

CMQ140

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

Length

REFUSED

BOX2

DON'T KNOW

BOX2

PROGRAMMER INSTRUCTIONS:
DISPLAY 'NEW' IF CMQ.100=2. OTHERWISE, USE A NULL DISPLAY.
ONLY NUMERIC RESPONSES ACCEPTED.

CMQ140_ext

QUESTION TEXT:
[What is that telephone number?]
ENTER EXTENSION

REFUSED

CMQ150

DON'T KNOW

CMQ150

PROGRAMMER INSTRUCTIONS:
ONLY NUMERIC RESPONSES ACCEPTED.
IF THE PHONE NUMBER HAS AN EXTENSION, ALLOW IT TO BE ENTERED IN THE EXTENSION FIELD.
EXTENSION FIELD SHOULD BE LIMITED TO 10 NUMBERS.

Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ
Page 4 of 19

2014-09-23 09:31

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

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
KINDERGARTEN, SPRING KINDERGARTEN, SPRING FIRST, OR SPRING THIRD GRADE GO TO CMQ.205.

Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ
Page 5 of 19

2014-09-23 09:31

ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN SPRING
THIRD GRADE) AND (THERE WAS A FIRST CONTACT PERSON GIVEN IN SPRING THIRD GRADE CMQ.200 THAT
WAS CORRECT (CMQ.200=1) OR A FIRST CONTACT PERSON IN SPRING THIRD GRADE GIVEN OR CORRECTED
IN CMQ.210-CMQ.280 AND (THE RESPONDENT IS THE SAME AS IN SPRING THIRD GRADE), GO TO CMQ.200.
ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN SPRING
FIRST GRADE) AND (THERE WAS A FIRST CONTACT PERSON GIVEN IN SPRING FIRST GRADE CMQ.200 THAT
WAS CORRECT (CMQ.200=1) OR A FIRST CONTACT PERSON IN SPRING FIRST GRADE GIVEN OR CORRECTED
IN CMQ.210-CMQ.280 AND (THE RESPONDENT IS THE SAME AS IN SPRING FIRST GRADE), GO TO CMQ.200.
ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN SPRING
KINDERGARTEN) AND (THERE WAS A FIRST CONTACT PERSON GIVEN IN SPRING KINDERGARTEN CMQ.200
THAT WAS CORRECT (CMQ.200=1) OR A FIRST CONTACT PERSON IN SPRING KINDERGARTEN GIVEN OR
CORRECTED IN CMQ.210-CMQ.280 AND (THE RESPONDENT IS THE SAME AS IN SPRING KINDERGARTEN), GO
TO CMQ.200.
ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN FALL
KINDERGARTEN) AND (THERE IS A FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FOR
PRELOAD.CMQ210-280) 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}
on
{STREET ADDRESS, LINE 1}
{STREET ADDRESS, LINE 2}
{CITY}
{STATE}
{ZIP CODE}
{COUNTRY NAME}
will always know where you are if you move. Is this still true?
IF NECESSARY SAY: I will only contact this person if I cannot locate you for the next interview.
MAKE CORRECTIONS TO ANY INFORMATION THAT IS UNKNOWN OR SHOWN AS REFUSED (RF) OR DON’T
KNOW (DK).
CODES

YES --- NO CORRECTION NEEDED

BOX3

YES --- MINOR CORRECTIONS NEEDED

CMQ210

CMQ205

REFUSED

BOX3

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2014-09-23 09:31

BOX3

DON'T KNOW
PROGRAMMER INSTRUCTIONS:

FROM PRELOAD, DISPLAY FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FROM (SPRING-THIRD
CMQ.200 IF CMQ.200=1) OR (FIRST CONTACT PERSON IN SPRING-THIRD CMQ.210-CMQ.280). FROM
PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY COUNTRY FROM SPRINGTHIRD CMQ.255. ELSE, USE A NULL DISPLAY. ELSE, IF SPRING-THIRD INFORMATION IS MISSING, DISPLAY
FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FROM SPRING-FIRST (CMQ.200 IF CMQ.200=1) OR
(FIRST CONTACT PERSON IN SPRING-FIRST CMQ.210-CMQ.280). FROM PRELOAD, IF THE HOUSEHOLD HAD A
SPRING-FIRST GRADE INTERVIEW, DISPLAY COUNTRY FROM SPRING- FIRST CMQ.255. ELSE, USE A NULL
DISPLAY. ELSE, IF SPRING-FIRST INFORMATION IS MISSING, DISPLAY FIRST CONTACT NAME, PHONE
NUMBER, AND ADDRESS FROM SPRING-K (CMQ.200 IF CMQ.200=1) OR (FIRST CONTACT PERSON IN SPRINGK CMQ.210-CMQ.280) ELSE, IF SPRING-K INFORMATION IS MISSING, DISPLAY FIRST CONTACT NAME, PHONE
NUMBER, AND ADDRESS FROM FALL-K CMQ.110.
IF THERE WAS NO TELEPHONE IN PRELOAD (TELEPHONE NUMBER WAS RECORDED AS '000' OR WAS
MISSING, REFUSED, OR DON’T KNOW), DISPLAY “AN UNKNOWN TELEPHONE NUMBER” FOR “PHONE
NUMBER” DISPLAY. IF ANY PART OF THE STREET ADDRESS IS MISSING, REFUSED, OR DON’T KNOW FROM
THE PRELOAD, FOR STREET ADDRESS LINE 1, DISPLAY “AN UNKNOWN STREET”. IF STREET ADDRESS LINE 2
IS MISSING, REFUSED, OR DON’T KNOW, USE A NULL DISPLAY. IF CITY IS MISSING, DISPLAY “AN UNKNOWN
CITY”. IF STATE IS MISSING OR DON’T KNOW, DISPLAY “DK” FOR THE STATE DISPLAY. IF STATE IS REFUSED,
DISPLAY “RF” FOR THE STATE DISPLAY. IF ZIP CODE IS MISSING OR DON’T KNOW, DISPLAY “DK” FOR THE
ZIP CODE DISPLAY. ELSE, IF ZIP CODE WAS REFUSED, DISPLAY “RF” FOR THE ZIP CODE DISPLAY. ELSE, IF
COUNTRY WAS REFUSED OR DON'T KNOW FROM THE PRELOAD, DISPLAY "AN UKNOWN COUNTRY" FOR
THE COUNTRY NAME. ELSE, USE A NULL DISPLAY FOR COUNTRY NAME.
DISPLAY CITY, STATE, ZIP, AND COUNTRY NAME ON 1 LINE.

CMQ205

QUESTION TEXT:
Is there a relative or friend, who does not live in this household, who will always know where you are if you
move?
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

CMQ210

QUESTION TEXT:
What is the name, address, and telephone number of that person?
{CORRECT / ENTER NEW} FIRST AND LAST NAME.

Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ
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2014-09-23 09:31

{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-THIRD GRADE INTERVIEW, DISPLAY
FIRST CONTACT FIRST AND LAST NAME FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD
CMQ.210). ELSE, IF THE HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY FIRST CONTACT FIRST AND
LAST NAME FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ210 IN THE RESPONSE
FIELDS). ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY FIRST CONTACT
FIRST AND LAST NAME FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ210 IN THE RESPONSE
FIELDS). ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY FIRST CONTACT FIRST
AND LAST NAME FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ200=3, DISPLAY "ENTER NEW."
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?]
{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-THIRD GRADE INTERVIEW, DISPLAY
STREET ADDRESS LINE 1 FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.220). ELSE,
IF THE HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM (SPRINGFIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.220) IN THE RESPONSE FIELDS. ELSE, IF THE
HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM (SPRING-K
CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.220) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A
FALL-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM FALL-K CMQ.110 IN THE
RESPONSE FIELDS. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.

CMQ230

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2014-09-23 09:31

QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
{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-THIRD GRADE INTERVIEW, DISPLAY
STREET ADDRESS LINE 2 FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.230). ELSE,
IF THE HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM (SPRINGFIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.230) IN THE RESPONSE FIELDS. ELSE, IF THE
HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM (SPRINGK CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.230) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD
A FALL-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM FALL-K CMQ.110 IN THE
RESPONSE FIELDS. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." 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?]
{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-THIRD GRADE INTERVIEW, DISPLAY CITY
FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.240). ELSE, IF THE HOUSEHOLD HAD
A SPRING-FIRST INTERVIEW, DISPLAY CITY FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST
CMQ.240) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW,
DISPLAY CITY FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.240) IN THE RESPONSE FIELDS.
ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY CITY FROM FALL-K CMQ.110 IN
THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.

CMQ250
Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ
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2014-09-23 09:31

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

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

TO ACTIVATE LOOKUP, BEGIN TO TYPE STATE NAME. IF NOT IN THE UNITED STATES, HIGHLIGHT ***NOT IN
THE UNITED STATES*** IN THE LOOKUP FILE AND PRESS ENTER.
USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.
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-THIRD GRADE INTERVIEW, DISPLAY
STATE FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.250). ELSE, IF THE
HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY STATE FROM (SPRING-FIRST CMQ.200 IF
CMQ.200=1) OR (SPRING- FIRST CMQ.250) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A
SPRING-KINDERGARTEN INTERVIEW, DISPLAY STATE FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRINGK CMQ.250) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW,
DISPLAY STATE FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS.ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW."
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

QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
ENTER COUNTRY OR TERRITORY BY USING LOOKUP FILE.

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2014-09-23 09:31

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 THIRD-GRADE INTERVIEW, DISPLAY
COUNTRY FROM (SPRING-THIRD CMQ.255). ELSE, IF THE HOUSEHOLD HAD A SPRING FIRST-GRADE
INTERVIEW, DISPLAY COUNTRY FROM (SPRING-FIRST CMQ.255). ELSE, USE A NULL DISPLAY.
DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE
CODES.

BOX2C

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

CMQ255OS

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

Length

REFUSED
DON'T KNOW

CMQ260

QUESTION TEXT:

Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ
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2014-09-23 09:31

[What is the name, address, and telephone number of that person?]
{CORRECT / ENTER NEW} ZIP CODE.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
ENTER TEXT
10

Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:

ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY ZIP
CODE FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.260). ELSE, IF THE
HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY ZIP CODE FROM (SPRING-FIRST CMQ.200 IF
CMQ.200=1) OR (SPRING-FIRST CMQ.260) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A
SPRING-KINDERGARTEN INTERVIEW, DISPLAY ZIP CODE FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR
(SPRING-K CMQ.260) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN
INTERVIEW, DISPLAY ZIP CODE FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.
IF THE ZIP CODE IS NOT ENTERED EITHER WITH FIVE NUMBERS OR NINE NUMBERS AND A HYPHEN, DISPLAY
THE ERROR MESSAGE "Zip code has wrong format. Please correct. The zip code must be formatted as five
numbers (XXXXX) or as five numbers, hyphen and then four numbers (XXXXX-XXXX).

CMQ270

QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
{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-THIRD GRADE INTERVIEW, DISPLAY
TELEPHONE NUMBER FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.270) IN THE
RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY TELEPHONE
NUMBER FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST OR CMQ.270) IN THE RESPONSE
FIELD. ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY TELEPHONE NUMBER
FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K OR CMQ.270) IN THE RESPONSE FIELD. ELSE, IF THE
HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY TELEPHONE NUMBER FROM FALL-K
CMQ.110 IN THE RESPONSE FIELD. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW."

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2014-09-23 09:31

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?
{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-THIRD GRADE INTERVIEW, DISPLAY
RELATIONSHIP FROM (PRELOAD IF CMQ.200=1) OR (SPRING-THIRD CMQ.280) IN THE RESPONSE FIELD.
ELSE, IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY RELATIONSHIP FROM
(PRELOAD IF CMQ.200=1) OR (SPRING-FIRST CMQ.280) IN THE RESPONSE FIELD. ELSE, IF THE HOUSEHOLD
HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY RELATIONSHIP FROM (PRELOAD IF CMQ.200=1) OR
(SPRING-K CMQ.280) IN THE RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN
INTERVIEW, DISPLAY RELATIONSHIP FROM PRELOAD FOR FALL-K CMQ.110 IN THE RESPONSE FIELD. ELSE,
USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." ELSE, USE NULL DISPLAY.

BOX3

IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-THIRD GRADE INTERVIEW) AND (THERE WAS AN E- MAIL
ADDRESS GIVEN IN SPRING-THIRD GRADE CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN E- MAIL
ADDRESS IN SPRING-THIRD GRADE GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS THE
SAME AS IN SPRING-THIRD GRADE), CONTINUE WITH CMQ.382.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-SECOND GRADE INTERVIEW) AND (THERE WAS AN
E-MAIL ADDRESS GIVEN IN SPRING-SECOND GRADE CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN EMAIL ADDRESS IN SPRING-SECOND GRADE GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS
THE SAME AS IN SPRING-SECOND GRADE), CONTINUE WITH CMQ.382.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-FIRST GRADE INTERVIEW) AND (THERE WAS AN EMAIL ADDRESS GIVEN IN SPRING-FIRST GRADE CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN E-MAIL
ADDRESS IN SPRING-FIRST GRADE GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS THE SAME
AS IN SPRING-FIRST GRADE), CONTINUE WITH CMQ.382.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-KINDERGARTEN INTERVIEW) AND (THERE WAS AN
E-MAIL ADDRESS GIVEN IN SPRING-KINDERGARTEN CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN E-

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2014-09-23 09:31

MAIL ADDRESS IN SPRING-KINDERGARTEN GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS
THE SAME AS IN SPRING-KINDERGARTEN), CONTINUE WITH CMQ.382.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE FALL-KINDERGARTEN INTERVIEW) AND (THERE IS AN
EMAIL ADDRESS FOR CMQ.092) AND (THE RESPONDENT IS THE SAME AS IN FALL-KINDERGARTEN),
CONTINUE WITH CMQ.382.
ELSE, GO TO CMQ.383.

CMQ382

QUESTION TEXT:
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-THIRD GRADE CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN
SPRING-THIRD GRADE CMQ.384). ELSE, IF SPRING-THIRD GRADE INFORMATION IS MISSING, DISPLAY E-MAIL
ADDRESS FROM (SPRING-SECOND GRADE CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-SECOND
GRADE CMQ.384). ELSE, IF SPRING-SECOND GRADE INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS
FROM (SPRING-FIRST CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-FIRST CMQ.384). ELSE, IF
SPRING-FIRST GRADE INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-K CMQ.382 IF
CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-K CMQ.384). ELSE, IF SPRING-K INFORMATION IS MISSING,
DISPLAY E-MAIL ADDRESS FROM FALL K CMQ.092.

CMQ383

QUESTION TEXT:
Is there an e-mail address where we could reach you?
CODES

YES

CMQ680

REFUSED

CMQ680

DON'T KNOW

CMQ680

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2014-09-23 09:31

CMQ384

QUESTION TEXT:
What is your e-mail address?
IF EMAIL ADDRESS WILL NOT FIT THE SPACE PROVIDED, ENTER IT IN COMMENTS.
{CORRECT / ENTER NEW/ENTER} E-MAIL ADDRESS.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
ENTER TEXT
70

Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:

IN THE RESPONSE FIELD: DISPLAY E-MAIL ADDRESS FROM (SPRING-THIRD GRADE CMQ.382 IF CMQ.382=1)
OR (E-MAIL ADDRESS IN SPRING-THIRD GRADE CMQ.384). ELSE, IF SPRING-THIRD GRADE INFORMATION IS
MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-SECOND GRADE CMQ.382 IF CMQ.382=1) OR (E-MAIL
ADDRESS IN SPRING-SECOND GRADE CMQ.384). ELSE, IF SPRING-SECOND GRADE INFORMATION IS
MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-FIRST CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN
SPRING-FIRST CMQ.384). ELSE, IF SPRING-FIRST GRADE INFORMATION IS MISSING, DISPLAY E-MAIL
ADDRESS FROM (SPRING-K CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-K CMQ.384). ELSE, IF
SPRING-K INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM FALL K CMQ.092. ELSE, USE A NULL
DISPLAY. IF CMQ.382=2, DISPLAY 'IF FIELD…INFORMATION.' OTHERWISE, USE A NULL DISPLAY.
ALLOW 70 TOTAL CHARACTERS FOR THE E-MAIL ADDRESS.
IF THE EMAIL ADDRESS DOES NOT CONTAIN THE “@” SIGN, DISPLAY THE FOLLOWING MESSAGE ”THE
EMAIL ADDRESS SHOULD CONTAIN THE “@” SIGN. PLEASE CONFIRM AND CHANGE.”
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.”
IF CMQ.382=2, DISPLAY "CORRECT." IF CMQ.382=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER."
IF CMQ.382=3, DISPLAY "IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION." OTHERWISE, USE A NULL
DISPLAY.

CMQ680

QUESTION TEXT:
WAS THIS INTERVIEW CONDUCTED BY TELEPHONE OR IN-PERSON?
CODES

TELEPHONE

IN-PERSON

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2014-09-23 09:31

CMQ690

QUESTION TEXT:
WAS THIS INTERVIEW CONDUCTED IN ENGLISH, SPANISH, A CHINESE LANGUAGE, VIETNAMESE, OR
ANOTHER LANGUAGE?
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:

Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ
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2014-09-23 09:31

WHERE WAS THIS INTERVIEW CONDUCTED?
CODES

CHILD'S HOME

CHILD'S SCHOOL

SOMEWHERE ELSE

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.

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2014-09-23 09:31

CMQ701

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

Spring 2015 Parent Interview: ECLS-K:2011 :: CMQ
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2014-09-23 09:31

PROGRAMMER INSTRUCTIONS:
IF (INQ020=4 and INQ025=2), THEN DISPLAY "this person." ELSE, DISPLAY "{CHILD}'s parent or guardian."

BOX8

GO TO CMQ.720.

CMQ703

QUESTION TEXT:
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 2015 Parent Interview: ECLS-K:2011 :: CMQ
Page 19 of 19

2014-09-23 09:31

File Type	application/pdf
File Modified	2014-09-23
File Created	2014-09-23