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pdfAPPENDIX C
FIFTH-GRADE
PARENT INTERVIEW SPECIFICATIONS
Early Childhood Longitudinal Study, Kindergarten Class of 2010-11
(ECLS-K:2011)
Spring Fifth-Grade National Data Collection
OMB Clearance Package
#1850-0750 v.18
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 2016 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/In the spring of 2015}, 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
1
YES
INQ090
2
NO
INQ010
3
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 "In the spring of 2015" IF THE MOST RECENTLY COMPLETED OR
PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF FOURTH 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."
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FOR “RELATIONSHIP TO CHILD” DISPLAY RELATIONSHIP OF RESPONDENT TO CHILD FROM PRELOAD. IF
RELATIONSHIP IS MISSING, REFUSED, OR DON’T KNOW, DISPLAY “UNKNOWN."
FLAG THE RESPONDENT IN THE HOUSEHOLD ROSTER AND SET A FLAG CALLED "FLAGS.SAMERESP" THAT
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
1
AVAILABLE
INQ005
2
NOT AVAILABLE BUT WILL BE BEFORE END OF
FIELD PERIOD (CALLBACK APPT.)
CMQ702
3
NOT AVAILABLE IN FIELD PERIOD
INQ015
4
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 2016 Parent Interview: ECLS-K:2011 :: INQ
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CODES
1
YES
INQ030
2
NO
INQ020
3
CHILD LIVES ELSEWHERE
CMQ701
REFUSED
INQ020
DON'T KNOW
INQ020
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
1
AVAILABLE
INQ030
2
NOT AVAILABLE BUT WILL BE BEFORE END OF
FIELD PERIOD (CALLBACK APPT.)
CMQ702
3
NOT AVAILABLE IN FIELD PERIOD
INQ025
4
NO PARENT OR GUARDIAN IN HH KNOWS
ABOUT CHILD
INQ025
5
CHILD LIVES ELSEWHERE
CMQ701
REFUSED
INQ025
DON'T KNOW
INQ025
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
Spring 2016 Parent Interview: ECLS-K:2011 :: INQ
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THE YEAR, HAVE JOINT CUSTODY OF THE CHILD, OR BE THE ADULT WHO SPENDS THE MOST TIME WITH THE
CHILD WHEN THE CHILD IS NOT IN A GROUP HOME. IF THIS PERSON IS ON THE PHONE, CODE “1." IF YOU
NEED TO CALL BACK AND THIS PERSON WILL BE AVAILABLE IN THE FIELD PERIOD, CODE “2." IF THIS
PERSON IS NOT AVAILABLE IN THE FIELD PERIOD BECAUSE HE/SHE IS AWAY OR DOES NOT CURRENTLY LIVE
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
1
PERSON ON PHONE
INQ030
2
NOT AVAILABLE BUT WILL BE BEFORE END OF
FIELD PERIOD (CALLBACK APPT.)
CMQ702
3
NOT AVAILABLE IN FIELD PERIOD
CMQ703
4
NO ADULT IN HH KNOWS ABOUT CHILD
CMQ703
5
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,
SPRING-THIRD GRADE, OR SPRING-FOURTH 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, SPRING-THIRD GRADE OR
SPRING-FOURTH GRADE DATA, THE ONLY PERSON DISPLAYED WILL BE THE RESPONDENT FROM FALL-
Spring 2016 Parent Interview: ECLS-K:2011 :: INQ
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SECOND GRADE BECAUSE HOUSEHOLD MATRIX QUESTIONS WERE NOT ASKED IN FALL-SECOND GRADE. IN
HOUSEHOLDS THAT ONLY HAVE BOTH FALL-SECOND AND FALL-FIRST GRADE COMPLETED OR PARTIALLY
COMPLETED INTERVIEWS AND NOT FALL-K, SPRING-K, SPRING-FIRST, SPRING-SECOND, SPRING-THIRD OR
SPRING-FOURTH INTERVIEWS, THE ONLY PERSON DISPLAYED WILL BE THE RESPONDENT FROM FALLSECOND 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
25
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
25
PROGRAMMER INSTRUCTIONS:
REFUSED AND DON'T KNOW DISALLOWED.
INQ080
QUESTION TEXT:
(As I mentioned earlier), you and {CHILD} were selected to take part in the Early Childhood Longitudinal
Spring 2016 Parent Interview: ECLS-K:2011 :: INQ
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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
1
CONTINUE WITH RECORDING
BOX1
2
CONTINUE WITHOUT RECORDING
INQ080B
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
1
BOX1
FOR NEW FIFTH 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, SPRING-THIRD GRADE, OR SPRING-FOURTH GRADE
INTERVIEW, GO TO INQ130.
INQ090
QUESTION TEXT:
Spring 2016 Parent Interview: ECLS-K:2011 :: INQ
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{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/In the spring of 2015}, 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
1
CONTINUE WITH RECORDING
INQ130
2
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. DISPLAY "In the spring of 2015" IF THE MOST RECENTLY COMPLETED OR PARTIALLY
COMPLETED INTERVIEW WAS IN THE SPRING OF FOURTH 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 2016 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
25
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 2016 Parent Interview: ECLS-K:2011 :: INQ
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STREET ADDRESS2: [___________________]
CITY: [___________________]
STATE: [___________________]
ZIP: [___________________]
Is this still correct?
CODES
1
YES, CORRECT ADDRESS
BOX3
2
YES, SAME ADDRESS - MINOR CORRECTIONS
INQ190
3
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.
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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
1
YES, CORRECT TELEPHONE NUMBER
BOX4
2
YES, SAME TELEPHONE NUMBER - MINOR
CORRECTIONS
INQ205
3
NO, NEW TELEPHONE NUMBER
INQ205
REFUSED
BOX4
DON'T KNOW
BOX4
PROGRAMMER INSTRUCTIONS:
DISPLAY CURRENT PHONE NUMBER FROM PRELOAD.
INQ205
QUESTION TEXT:
{What is {CHILD}'s family's current home phone number?}
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{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."
IF THE PHONE NUMBER IS NOT ENTERED EITHER WITH TEN NUMBERS OR TEN NUMBERS AND TWO
HYPHENS, DISPLAY THE ERROR MESSAGE "Phone number has wrong format. Please correct. The phone
number must be formatted as 10 numbers (XXX-XXX-XXXX)."
BOX4
IF THE PRELOAD SHOWS THAT INQ. 300 WAS ASKED IN THE SPRING OF FOURTH GRADE, 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?
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HELP TEXT:
Do not include US territories.
CODES
1
YES
BOX7
2
NO
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
3
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, PRESS S TO SUPPRESS AND 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
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QUESTION TEXT:
What is {CHILD}'s country or territory of birth?
SPECIFY COUNTRY
ENTER TEXT
Length
25
INQ320
QUESTION TEXT:
In what year did {CHILD} come to the United States to stay?
ENTER NUMBER
Range
2003 to 2016
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 ISLANDS, 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
1
YES
2
NO
Spring 2016 Parent Interview: ECLS-K:2011 :: INQ
Page 13 of 14
2015-06-11 14:43
REFUSED
DON'T KNOW
BOX7
GO TO SECTION PIQ (PARENT'S INVOLVEMENT WITH CHILD'S SCHOOL).
Spring 2016 Parent Interview: ECLS-K:2011 :: INQ
Page 14 of 14
2015-06-11 14:43
Spring 2016 Parent Interview: ECLS-K:2011
Section
PIQ
[Parent's Involvement with Child's School]
Sequence: 1
PIQ060
QUESTION TEXT:
Now, I'd like to ask you about {CHILD}'s school. Is {CHILD} attending {his/her} regularly assigned school or a
school that you or someone else in your household chose?
CODES
1
ASSIGNED
PIQ080
2
CHOSEN
PIQ080
3
ASSIGNED SCHOOL IS SCHOOL OF CHOICE
PIQ080
4
CHILD IS HOMESCHOOLED
PIQ065
REFUSED
PIQ080
DON'T KNOW
PIQ080
HELP AVAILABLE
PIQ065
QUESTION TEXT:
Does {CHILD} attend a school?
HELP TEXT: We are asking about attending a school because some children who are schooled at home also
attend school for some classes.
CODES
1
YES
2
NO
PIQ080
REFUSED
PIQ080
DON'T KNOW
PIQ080
PIQ066
QUESTION TEXT:
How many hours each week does {CHILD} usually go to a school for instruction? Please do not include time
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 1 of 19
2015-08-07 15:37
spent in extracurricular activities.
RECORD THE HOURS EACH WEEK IN WHOLE HOURS.
|___|___|
ENTER # OF HOURS
ENTER NUMBER
Range
0 to 40
Soft Range
1 to 30
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
SOFT RANGE CHECK 1-30. HARD RANGE CHECK 0-40.
IF 31-40 IS ENTERED FOR PIQ.066, DISPLAY "You have entered {Value at PIQ066} hours. Are you sure this is
correct?".
IF A NUMBER GREATER THAN 40 IS ENTERED FOR PIQ.066, DISPLAY "INPUT INVALID. VALUE NOT IN RANGE
0-40."
PIQ080
QUESTION TEXT:
When {CHILD} was in kindergarten in the fall of 2010, was that {his/her} first, second, or third year of
kindergarten?
CODES
1
FIRST
2
SECOND
3
THIRD OR MORE
REFUSED
DON'T KNOW
PIQ120
HELP AVAILABLE
QUESTION TEXT:
How far in school do you expect {CHILD} to go? Would you say you expect {him/her}…
HELP TEXT
How far the respondent expects the child to go in school: This question is about how far in school the
respondent realistically expects the child to go, not how far the respondent hopes the child will go. If it is
difficult to answer the question because the answer depends on many factors, ask for the best guess.
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 2 of 19
2015-08-07 15:37
CODES
1
To receive less than a high school diploma,
2
To graduate from high school,
3
To attend a vocational or technical school after
high school,
4
To attend two or more years of college,
5
To finish a four- or five-year college degree,
6
To earn a master's degree or equivalent, or
7
To finish a Ph.D., MD, or other advanced degree?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "How far the respondent expects the child to go in school" IN BOLDED TEXT IN HELP TEXT ONLY.
DISPLAY "expect" IN UNDERLINED TEXT.
BOX 1
IF PIQ065=2, REF, DK (HOMESCHOOLED CHILD DOES NOT ATTEND SCHOOL OR ANSWERS REF/DK TO THAT
QUESTION), GO TO BOX 3. ELSE, CONTINUE WITH PIQ127.
PIQ127
QUESTION TEXT:
Since the beginning of this school year, how many times have any of {CHILD}’s teachers or {his/her} school
contacted you or any adult in your household about any behavior problems {he/she} is having in school?
ENTER NUMBER OF TIMES
l__l__l
TIMES
ENTER NUMBER
Range
0 to 50
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
HARD RANGE=0-50. IF NUMBER OF TIMES ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: “Input
invalid. Value not in range 0 to 50”.
DISPLAY “behavior” IN UNDERLINED TEXT.
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 3 of 19
2015-08-07 15:37
DISPLAY “his” AND “he” IF THE CHILD IS A BOY. ELSE, DISPLAY “her” AND “she”. IF GENDER IS MISSING,
DISPLAY “he/she”.
PIQ128
QUESTION TEXT:
[Since the beginning of this school year, how many times have any of {CHILD}’s teachers or {his/her} school
contacted you or any adult in your household...]
About any problems {he/she} is having with school work?
ENTER NUMBER OF TIMES
l__l__l
TIMES
ENTER NUMBER
0 to 50
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
HARD RANGE=0-50. IF NUMBER OF TIMES ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: “Input
invalid. Value not in range 0 to 50”.
DISPLAY “school work” IN UNDERLINED TEXT.
DISPLAY “he” IF THE CHILD IS A BOY. ELSE, DISPLAY “she”. IF GENDER IS MISSING, DISPLAY “he/she”.
PIQ129
QUESTION TEXT:
[Since the beginning of this school year, how many times have any of {CHILD}’s teachers or {his/her} school
contacted you or any adult in your household...]
About anything {CHILD} is doing particularly well or better in school?
ENTER NUMBER OF TIMES
l__l__l
TIMES
ENTER NUMBER
Range
0 to 50
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
HARD RANGE=0-50. IF NUMBER OF TIMES ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: “Input
invalid. Value not in range 0 to 50”.
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 4 of 19
2015-08-07 15:37
PIQ130
QUESTION TEXT:
Since the beginning of this school year, have you or the other adults in your household attended an open
house or a back-to-school night?
NOTE: IF THE CHILD TRANSFERRED TO A NEW SCHOOL DURING THE SCHOOL YEAR, PLEASE ANSWER ALL
QUESTIONS FOR THE CURRENT SCHOOL.
CODES
1
YES
2
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
1
YES
2
NO
REFUSED
DON'T KNOW
PIQ150
QUESTION TEXT:
[Since the beginning of this school year, have you or the other adults in your household…]
Gone to a regularly-scheduled parent-teacher conference with {CHILD}'s teacher or meeting with {CHILD}'s
teacher?
CODES
1
YES
2
NO
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 5 of 19
2015-08-07 15:37
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
1
YES
2
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
1
YES
2
NO
REFUSED
DON'T KNOW
PIQ185
QUESTION TEXT:
During this school year, how many times have you or other adults in your household gone to meetings or
participated in activities at {CHILD}'s school?
|___|___|___|
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 6 of 19
2015-08-07 15:37
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.
PIQ190
QUESTION TEXT:
For each of the following statements, please tell me how well {CHILD}'s school has done with each activity
during this school year.
The school lets you know between report cards how {CHILD} is doing in school. Would you say {CHILD}'s
school…
CODES
1
Does this very well,
2
Just OK, or
3
Doesn't do this at all?
REFUSED
DON'T KNOW
PIQ200
QUESTION TEXT:
[For each of the following statements, please tell me how well {CHILD}'s school has done with each activity
during this school year.]
The school helps you understand what children at {CHILD}'s age are like. Would you say {CHILD}'s school…
CODES
1
Does this very well,
2
Just OK, or
3
Doesn't do this at all?
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 7 of 19
2015-08-07 15:37
REFUSED
DON'T KNOW
PIQ210
QUESTION TEXT:
[For each of the following statements, please tell me how well {CHILD}'s school has done with each activity
during this school year.]
The school makes you aware of chances to volunteer at the school. Would you say {CHILD}'s school…
CODES
1
Does this very well,
2
Just OK, or
3
Doesn't do this at all?
REFUSED
DON'T KNOW
PIQ220
QUESTION TEXT:
[For each of the following statements, please tell me how well {CHILD}'s school has done with each activity
during this school year.]
The school provides workshops, materials, or advice about how to help {CHILD} learn at home. Would you
say {CHILD}'s school…
CODES
1
Does this very well,
2
Just OK, or
3
Doesn't do this at all?
REFUSED
DON'T KNOW
PIQ230
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 8 of 19
2015-08-07 15:37
QUESTION TEXT:
[For each of the following statements, please tell me how well {CHILD}'s school has done with each activity
during this school year.]
The school provides information on community services to help {CHILD} or your family. Would you say
{CHILD}'s school…
CODES
1
Does this very well,
2
Just OK, or
3
Doesn't do this at all?
REFUSED
DON'T KNOW
PIQ300
QUESTION TEXT:
About how many parents of children in {CHILD}'s class do you talk with regularly, either in person, on the
phone, or by texting, emailing, or using a social networking site?
ENTER NUMBER OF PARENTS.
l__l__l
NUMBER
ENTER NUMBER
Range
0 to 80
Soft Range
0 to 40
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
SOFT RANGE: 0 TO 40. HARD RANGE: 0-80.
IF NUMBER ENTERED IS BETWEEN 41 AND 80, DISPLAY "You have entered {DISPLAY RESPONSE AT PIQ.300}.
Are you sure this is correct?"
IF NUMBER ENTERED IS GREATER THAN 80, DISPLAY "Input invalid. Value not in range 0-80."
PIQ410
QUESTION TEXT:
This year, have the following reasons made it harder for you to participate in activities at {CHILD}'s school?
Inconvenient meeting times?
Has that made it harder for you to participate in activities at {CHILD}'s school?
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 9 of 19
2015-08-07 15:37
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PIQ420
QUESTION TEXT:
[This year, have the following reasons made it harder for you to participate in activities at {CHILD}'s school?]
No child care keeps your family from going to school meetings or events?
[Has that made it harder for you to participate in activities at {CHILD}'s school?]
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PIQ430
QUESTION TEXT:
[This year, have the following reasons made it harder for you to participate in activities at {CHILD}'s school?]
Family members can't get time off from work?
[Has that made it harder for you to participate in activities at {CHILD}'s school?]
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PIQ440
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 10 of 19
2015-08-07 15:37
QUESTION TEXT:
[This year, have the following reasons made it harder for you to participate in activities at {CHILD}'s school?]
Problems with safety going to the school?
[Has that made it harder for you to participate in activities at {CHILD}'s school?]
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PIQ450
QUESTION TEXT:
[This year, have the following reasons made it harder for you to participate in activities at {CHILD}'s school?]
The school does not make your family feel welcome?
[Has that made it harder for you to participate in activities at {CHILD}'s school?]
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PIQ460
QUESTION TEXT:
[This year, have the following reasons made it harder for you to participate in activities at {CHILD}'s school?]
Problems with transportation to the school?
[Has that made it harder for you to participate in activities at {CHILD}'s school?]
CODES
1
YES
2
NO
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 11 of 19
2015-08-07 15:37
REFUSED
DON'T KNOW
PIQ480
QUESTION TEXT:
[This year, have the following reasons made it harder for you to participate in activities at {CHILD}'s school?]
You don't hear about things going on at school that you might want to be involved in?
[Has that made it harder for you to participate in activities at {CHILD}'s school?]
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PIQ490
QUESTION TEXT:
Would you say that you are very satisfied, somewhat satisfied, somewhat dissatisfied, or very dissatisfied
with the school {CHILD} attends this year?
CODES
1
VERY SATISFIED
2
SOMEWHAT SATISFIED
3
SOMEWHAT DISSATISFIED
4
VERY DISSATISFIED
REFUSED
DON'T KNOW
PIQ495
HELP AVAILABLE
QUESTION TEXT:
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 12 of 19
2015-08-07 15:37
Do you or your spouse or 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
1
YES
2
NO
PIQ510
REFUSED
PIQ510
DON'T KNOW
PIQ510
PROGRAMMER INSTRUCTIONS:
DISPLAY "Electronic device:" IN THE HELP TEXT IN BOLD TEXT.
HELP AVAILABLE
PIQ496a
QUESTION TEXT:
How often do you [or your spouse or 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 OR 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
1
NEVER
2
LESS THAN ONCE A YEAR
3
ONCE OR TWICE A YEAR
4
SEVERAL TIMES A YEAR
5
AT LEAST ONCE A MONTH
6
WEEKLY
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "Electronic device:" IN THE HELP TEXT IN BOLD TEXT.
PIQ496b
HELP AVAILABLE
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 13 of 19
2015-08-07 15:37
QUESTION TEXT:
[How often do you [or your spouse or 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 OR 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
1
NEVER
2
LESS THAN ONCE A YEAR
3
ONCE OR TWICE A YEAR
4
SEVERAL TIMES A YEAR
5
AT LEAST ONCE A MONTH
6
WEEKLY
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "Electronic device:" IN THE HELP TEXT IN BOLD TEXT.
HELP AVAILABLE
PIQ496c
QUESTION TEXT:
[How often do you [or your spouse or 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 OR 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
1
NEVER
2
LESS THAN ONCE A YEAR
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 14 of 19
2015-08-07 15:37
3
ONCE OR TWICE A YEAR
4
SEVERAL TIMES A YEAR
5
AT LEAST ONCE A MONTH
6
WEEKLY
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "Electronic device:" IN THE HELP TEXT IN BOLD TEXT.
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
1
Never,
2
Less than once a week,
3
1 to 2 times a week,
4
3 to 4 times a week, or
5
5 or more times a week?
REFUSED
DON'T KNOW
BOX 2
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…
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 15 of 19
2015-08-07 15:37
CODES
1
Never,
2
Less than once a week,
3
1 to 2 times a week,
4
3 to 4 times a week, or
5
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,
or always?
CODES
1
NEVER
2
RARELY
3
SOMETIMES
4
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
1
Mostly A’s,
PIQ585a
2
Mostly B’s,
PIQ585a
3
Mostly C’s,
PIQ585a
4
Mostly D’s and lower, or
PIQ585a
5
Does {his/her} school not give those grades?
PIQ570
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 16 of 19
2015-08-07 15:37
REFUSED
PIQ585a
DON'T KNOW
PIQ585a
PIQ570
QUESTION TEXT:
Would you describe {CHILD}’s work at school as . . .
CODES
1
Excellent,
2
Above average,
3
Average,
4
Below average, or
5
Failing?
REFUSED
DON'T KNOW
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
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
PIQ585b
HELP AVAILABLE
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 17 of 19
2015-08-07 15:37
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
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
PIQ585c
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
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
PIQ585d
QUESTION TEXT:
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 18 of 19
2015-08-07 15:37
[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
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
PIQ585e
QUESTION TEXT:
[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
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
BOX 3
GO TO SECTION FSQ (FAMILY STRUCTURE).
Spring 2016 Parent Interview: ECLS-K:2011 :: PIQ
Page 19 of 19
2015-08-07 15:38
Spring 2016 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 , SPRING-THIRD GRADE, OR SPRINGFOURTH GRADE GO TO FSQ010. (NOTE: THIS DOES NOT INCLUDE CASES THAT ONLY HAVE FALL-FIRST, FALLSECOND, OR SPRING-KINDERGARTEN WITH SPQ BUT NOT FSQ200 BECAUSE THOSE HAD NO HOUSEHOLD
ROSTER INFORMATION COLLECTED).
ELSE, IF THE CASE DID NOT HAVE COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL-KINDERGARTEN,
SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE, SPRING-THIRD GRADE, OR SPRINGFOURTH 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 , SPRINGTHIRD GRADE, OR SPRING-FOURTH 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
1
YES
STILL HERE
2
NO
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,
SPRING-THIRD GRADE, OR SPRING-FOURTH 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.
Spring 2016 Parent Interview: ECLS-K:2011 :: FSQ
Page 1 of 28
2015-07-29 09:58
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 R9 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 R9 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 R9 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 R9 RESPONDENT IS NOT THE SAME AS THE
R4A RESPONDENT AND THE R9 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 R9 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT"
IN THEIR ROSTER SLOT.
v. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF THE R9 RESPONDENT IS NOT THE SAME AS THE
R3A RESPONDENT AND THE R9 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 R9 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 R9 RESPONDENT IS NOT THE SAME AS THE
R2 RESPONDENT AND THE R9 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 R9 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN THEIR
ROSTER SLOT.
vii. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF THE R9 RESPONDENT IS NOT THE SAME AS THE
R4A RESPONDENT AND THE R9 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 R9 RESPONDENT. THE R9 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 R9 RESPONDENT IS NOT THE SAME AS
THE R3A RESPONDENT AND THE R9 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 R9 RESPONDENT. THE R9 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 R9 RESPONDENT IS NOT THE SAME AS THE
R2 RESPONDENT AND THE R9 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 R9 RESPONDENT. THE R9 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
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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
1
SEPARATION OR DIVORCE
2
ATTENDING COLLEGE OR BOARDING SCHOOL
3
LIVING ELSEWHERE FOR EMPLOYMENT RELATED REASONS
4
DECEASED
5
MOVED ON/MOVED ELSEWHERE
6
ROSTER ERROR (PERSON SHOULD NOT BE
LISTED)
7
MOVED BACK WITH PARENT(S)/MOVED WITH
OTHER PARENT
8
IN JAIL OR PRISON
9
RESPONDENT MOVED OUT OF THIS PERSON'S
HOUSEHOLD
91
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
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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
25
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.
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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 FALLK, SPRING-K, SPRING-FIRST GRADE, SPRING-SECOND GRADE, SPRING-THIRD GRADE, OR SPRING-FOURTH
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-FOURTH GRADE, 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 SPRING-FIFTH 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 , SPRING-THIRD GRADE,
OR SPRING-FOURTH 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).
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2015-07-29 09:58
f. DISPLAY "PROBE:… household)?" WHENEVER THE CURSOR IS POSITIONED IN THE FIRST NAME COLUMN
FOR SOMEONE OTHER THAN PERSON NUMBER 1 OR THE FIRST HOUSEHOLD MEMBER ADDED AFTER THE
CHILD.
FSQ025
QUESTION TEXT:
ENTER LAST NAME OF {NAME}.
ENTER TEXT
Length
25
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
1
MALE
2
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
1
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
1
YES
FSQ020
2
NO
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."
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FSQ110
QUESTION TEXT:
Do you have a spouse or partner who lives in this household?
CODES
1
YES
FSQ120
2
NO
BOX2
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
1
{DISPLAY HH MEMBER NAME 1}
2
{DISPLAY HH MEMBER NAME 2}
3
{DISPLAY HH MEMBER NAME 3}
4
{DISPLAY HH MEMBER NAME 4}
5
{DISPLAY HH MEMBER NAME 5}
6
{DISPLAY HH MEMBER NAME 6}
7
{DISPLAY HH MEMBER NAME 7}
8
{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."
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2015-07-29 09:58
DISPLAY THE RESPONDENT'S FIRST NAME FOR {RESPONDENT}.
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, SPRING-THIRD GRADE, OR SPRING-FOURTH GRADE AND THE RESPONDENT WAS IN THE
HOUSEHOLD IN THE MOST RECENT INTERVIEW WITH FSQ DATA AND HAD ONE OF THE FOLLOWING
RELATIONSHIPS TO THE CHILD IN THE MOST RECENT INTERVIEW WITH FSQ DATA: STEP OR FOSTER
MOTHER OR FATHER, OTHER MALE OR FEMALE PARENT OR GUARDIAN, BOYFRIEND OR GIRLFRIEND OF
PARENT, OTHER RELATIVE, OR NON-RELATIVE [(FSQ.140 = 3, 4, OR 5) OR (FSQ.150 = 3, 4, OR 5) OR (FSQ.130 =
5, 6, 12, OR 13)], GO TO FSQ.121.
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
1
YES
2
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,
SPRING-THIRD GRADE, OR SPRING-FOURTH 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."
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BOX 2A
IF THE CASE HAD COMPLETE FSQ DATA IN FALL K, SPRING K, SPRING-FIRST GRADE, SPRING-SECOND
GRADE, SPRING-THIRD, OR SPRING-FOURTH 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
1
YES
2
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 ,
SPRING-THIRD GRADE, OR SPRING-FOURTH 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, SPRING-THIRD GRADE, OR SPRINGFOURTH 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, SPRINGKINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE, SPRING-THIRD, OR SPRING-FOURTH
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, SPRING-THIRD, OR SPRING-FOURTH 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, SPRING-THIRD GRADE, OR SPRING-FOURTH 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.
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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.
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
1
MOTHER/FEMALE GUARDIAN
FSQ140
2
FATHER/MALE GUARDIAN
FSQ150
3
SISTER
FSQ160
4
BROTHER
FSQ170
5
GIRLFRIEND OR FEMALE PARTNER OF {CHILD}'S
PARENT/GUARDIAN
BOX 4
6
BOYFRIEND OR MALE PARTNER OF {CHILD}'S
PARENT/GUARDIAN
BOX 4
7
GRANDMOTHER
BOX 4
8
GRANDFATHER
BOX 4
9
AUNT
BOX 4
10
UNCLE
BOX 4
11
COUSIN
BOX 4
12
OTHER RELATIVE
BOX 4
13
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.
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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.
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, SPRING-THIRD GRADE, OR SPRING-FOURTH
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, SPRING-THIRD GRADE ,
OR SPRING-FOURTH 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
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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 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
1
Biological or birth mother,
BOX 4
2
Adoptive mother,
BOX 4
3
Step mother,
BOX 4
4
Foster mother or female guardian, or
BOX 4
5
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.
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DISPLAY “Adoptive Mother:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Step Mother:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Foster Mother:” IN THE HELP TEXT IN BOLD TEXT.
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
1
Biological or birth father,
BOX 4
2
Adoptive father,
BOX 4
3
Step father,
BOX 4
4
Foster father or male guardian, or
BOX 4
5
Other male parent or guardian?
BOX 4
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REFUSED
BOX 4
DON'T KNOW
BOX 4
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
1
Full sister,
BOX 4
2
Half sister,
BOX 4
3
Step sister,
BOX 4
4
Adoptive sister, or
BOX 4
5
Foster sister?
BOX 4
REFUSED
BOX 4
DON'T KNOW
BOX 4
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PROGRAMMER INSTRUCTIONS:
DISPLAY “Full Sister:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Half Sister:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Step Sister:” IN THE HELP TEXT IN BOLD TEXT.
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
1
Full brother,
BOX 4
2
Half brother,
BOX 4
3
Step brother,
BOX 4
4
Adoptive brother, or
BOX 4
5
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
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NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON.
HELP AVAILABLE
FSQ180
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
1
GIRLFRIEND OR FEMALE PARTNER OF {CHILD}'S
PARENT/GUARDIAN
BOX4
2
BOYFRIEND OR MALE PARTNER OF {CHILD}'S
PARENT/GUARDIAN
BOX4
3
FEMALE GUARDIAN
BOX4
4
MALE GUARDIAN
BOX4
5
DAUGHTER/SON OF {CHILD}'S PARENT'S
PARTNER
BOX4
6
OTHER RELATIVE OF {CHILD}'S PARENT'S
PARTNER
BOX4
91
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.
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DISPLAY “Other Relative of CHILD's parent's partner:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Other Non-relative:” IN THE HELP TEXT IN BOLD TEXT.
IF FSQ.180 IS CODED 1 (GIRLFRIEND), FLAG RESPONSE TO FSQ.130 AS CODE 5.
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
70
BOX 4
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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
1
YES
2
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
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THE FOCAL CHILD, RESPONDENT, MOTHER FIGURE (CODE ‘1’ AT FSQ.130 OR CODE ‘3’ AT FSQ.180), OR
FATHER FIGURE (CODE ‘2’ AT FSQ.130 OR CODE ‘4’ AT FSQ.180).
IF NO MOTHER OR FATHER FIGURES IN THE HOUSEHOLD (NO HOUSEHOLD MEMBERS WITH (A CODE ‘1’ OR
‘2’ AT FSQ.130) OR (CODE '3' OR '4' AT FSQ.180)), DISPLAY IN COLUMN 1 THE FOCAL CHILD, THE
RESPONDENT, AND THE RESPONDENT’S SPOUSE/PARTNER (HOUSEHOLD MEMBER SELECTED AT FSQ.120, IF
ANY).
NOTE: IF THE RESPONDENT IS A MOTHER OR FATHER FIGURE, ONLY DISPLAY HIS/HER NAME ONCE.
NOTE: DO NOT DISPLAY HOUSEHOLD MEMBERS CODED AS NOT LIVING IN THE HOUSEHOLD AT FSQ.010.
THE CURSOR SHOULD BE POSITIONED ON THE FIRST BLANK FIELD. IF NO BLANK FIELDS, THE CURSOR
SHOULD BE POSITIONED ON THE LAST COMPLETED FIELD IN THE MATRIX.
IF, ACCORDING TO THE PRELOAD, A CASE HAD COMPLETE FSQ DATA IN FALL K, SPRING K, SPRING-FIRST
GRADE, SPRING-SECOND GRADE, SPRING-THIRD GRADE, OR SPRING-FOURTH 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, SPRING-THIRD GRADE, OR SPRING-FOURTH 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."
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Native Hawaiian or Other Pacific Islander: A person having origins in any of the original peoples of Hawaii,
Guam, Samoa, or other Pacific Islands.
White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
CODES
1
AMERICAN INDIAN OR ALASKA NATIVE
2
ASIAN
3
BLACK OR AFRICAN AMERICAN
4
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER
5
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, SPRING-THIRD GRADE, OR SPRING-FOURTH 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, SPRING-THIRD GRADE, OR SPRING-FOURTH 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).
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DISPLAY “your," “you," “consider”, AND “yourself” IF LOOPING ON THE RESPONDENT. OTHERWISE,
DISPLAY “{NAME}," “{NAME}," “considers” AND (“himself” OR “herself”) USING THE NAME OF THE
HOUSEHOLD MEMBER THAT IS BEING LOOPED ON. DISPLAY “himself” IF THE PERSON IS MALE AND
“herself” IF THE PERSON IS FEMALE. IF SEX IS MISSING, DISPLAY “himself/herself."
BOX 4B
END LOOP 2.
ASK FSQ.190 – FSQ.195 FOR NEXT PERSON WHO IS THE FOCAL CHILD, MOTHER FIGURE, FATHER FIGURE, OR
RESPONDENT OR RESPONDENT'S SPOUSE (IF NO MOTHER OR FATHER FIGURES) (NEW OR OLD HH
MEMBERS) WHOSE ETHNICITY OR RACE DATA ARE MISSING.
IF NO NEXT PERSON, CONTINUE WITH FSQ196a IF, ACCORDING TO THE PRELOAD, THERE WAS NOT A
COMPLETE OR PARTIALLY COMPLETE SPRING-THIRD GRADE OR SPRING-FOURTH 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
1
YES
FSQ196b
2
NO
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.
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CODES
Code All That Apply
1
Mexican, Mexican American or Chicano,
2
Puerto Rican,
3
Cuban, or
4
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?
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
1
YES
FSQ197b
2
NO
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
1
Asian Indian,
2
Chinese,
3
Filipino,
4
Japanese,
5
Korean,
6
Vietnamese,
7
Hmong, or
8
Other Asian?
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REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ALLOW INTERVIEWER TO CHOOSE MORE THAN ONE RESPONSE.
FSQ198a
QUESTION TEXT:
Is {CHILD} a member of a Pacific Islander 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
1
YES
FSQ198b
2
NO
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
1
Native Hawaiian,
2
Guamanian or Chamorro,
3
Samoan, or
4
Other Pacific Islander?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ALLOW INTERVIEWER TO CHOOSE MORE THAN ONE RESPONSE.
FSQ200a
DISPLAY INSTRUCTIONS:
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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
1
MARRIED
2
SEPARATED
3
DIVORCED
4
WIDOWED
5
NEVER MARRIED
6
CIVIL UNIONS/DOMESTIC PARTNERSHIP
REFUSED
DON'T KNOW
FSQ200b
See matrix.
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BOX 5
IDENTIFY THE 2 “KEY” PARENT FIGURES IN THE HOUSEHOLD. THIS PERSON OR PERSONS SHOULD BE
CHOSEN AS FOLLOWS:
1) THE KEY PARENT FIGURES SHOULD BE CHOSEN ONLY FROM AMONG CURRENT MEMBERS OF THE
HOUSEHOLD;
2) IF A MOTHER (RELATION=1) IS IN THE HOUSEHOLD SHE SHOULD BE A KEY PARENT FIGURE; IF A FATHER
(RELATION =2) IS IN THE HOUSEHOLD HE SHOULD BE A KEY PARENT FIGURE; IF THERE ARE TWO MOTHERS
(RELATION=1), PICK THE MOTHER WITH THE LOWER NUMBER RELATIONSHIP IN THE FOLLOWING SYSTEM:
BIRTH MOTHER =1, ADOPTIVE MOTHER=2, STEPMOTHER=3, FOSTER MOTHER OR FEMALE GUARDIAN =4.
OTHER TYPE OF MOTHER = 5. IF TWO MOTHERS HAVE SAME NUMBER RELATIONSHIP, OR IF THE
RELATIONSHIP IN FSQ.140 WAS REFUSED OR DON’T KNOW, PICK ONE WITH LOWEST PERSON NUMBER. IF
THERE ARE TWO FATHERS (RELATION=2), PICK THE FATHER WITH THE LOWER NUMBER RELATIONSHIP IN
THE FOLLOWING SYSTEM: BIRTH FATHER =1, ADOPTIVE FATHER=2, STEPFATHER=3, FOSTER FATHER OR
MALE GUARDIAN =4, AND OTHER TYPE OF FATHER = 5. IF TWO FATHERS HAVE SAME NUMBER
RELATIONSHIP, OR IF THE RELATIONSHIP IN FSQ.150 WAS REFUSED OR DON’T KNOW, PICK ONE WITH
LOWEST PERSON NUMBER. CHILDREN’S PARENTS WITH RELATION = 1 OR 2 SHOULD BE THE KEY PARENT
FIGURES WHETHER OR NOT ONE OF THE PARENTS IS THE RESPONDENT.
3) IF THERE IS A MOTHER (RELATION =1) BUT NO FATHER (RELATION=2) AND THE MOTHER HAS A MALE
(FSQ.140 =1) SPOUSE/PARTNER (SPOUSE/PARTNER, HERE AND IN OTHER PARTS OF THIS BOX, IS DEFINED AS
A SPOUSE/PARTNER HAVING BEEN SELECTED AT FSQ.120), THE MOTHER SHOULD BE A KEY PARENT FIGURE
AND THE MALE SPOUSE/PARTNER SHOULD BE A KEY PARENT FIGURE. ELSE, IF THERE IS A MOTHER
(RELATION =1) BUT NO FATHER (RELATION=2) AND THERE ARE TWO MOTHERS IN THE HOUSEHOLD, THE
MOTHER (IDENTIFIED WITH THE SAME CRITERIA AS IN BULLET 2 IF THERE ARE TWO MOTHERS) SHOULD BE
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
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FIGURE. (NOTE: IN HOUSEHOLDS WITH TWO FATHERS AND NO MOTHER, EACH FATHER FIGURE CAN ONLY
OCCUPY ONE OF THE TWO KEY PARENT FIGURE SLOTS. IF FATHER FIGURE #2 QUALIFIES AS A KEY PARENT
AND IS ALSO THE SPOUSE/PARTNER OF A FATHER FIGURE #1, FATHER FIGURE #1 SHOULD BE ONE KEY
FATHER FIGURE AND FATHER FIGURE #2 SHOULD BE THE OTHER KEY PARENT FIGURE. ALSO, IN TWO
FATHER FAMILIES WITHOUT A MOTHER, IF A FATHER WHO TAKES PRECEDENCE OVER ANOTHER FATHER
(BY RELATIONSHIP NUMBER OR PERSON NUMBER AS INDICATED IN BULLET 2 ABOVE) IS NOT THE
RESPONDENT, BUT IS THE SPOUSE/PARTNER OF THE OTHER FATHER WHO IS THE RESPONDENT, BOTH
FATHERS SHOULD BE KEY PARENT FIGURES RATHER THAN SETTING THE FATHER THAT TAKES PRECEDENCE
AS BOTH THE KEY MALE AND KEY FEMALE FIGURE.)
5) OTHERWISE, IF THERE ARE NOT PARENTS IN THE HOUSEHOLD (RELATION NE 1 OR 2), THE RESPONDENT
SHOULD BE A KEY PARENT FIGURE AND THE RESPONDENT’S SPOUSE/PARTNER, IF ONE, SHOULD BE A KEY
PARENT FIGURE.
BOX 6
GO TO SECTION PLQ (PRIMARY LANGUAGE(S) SPOKEN).
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Spring 2016 Parent Interview: ECLS-K:2011
Section
PLQ
[Primary Language(s) Spoken]
Sequence: 3
HELP AVAILABLE
PLQ020
QUESTION TEXT:
Is any language other than English regularly spoken in your home?
HELP TEXT:
Regularly: A language, other than English, that is spoken on a regular basis (that is, occurring at least weekly)
by at least one household member.
CODES
1
YES
2
NO
BOX5
REFUSED
BOX5
DON'T KNOW
BOX5
PROGRAMMER INSTRUCTIONS:
DISPLAY "Regularly:" IN BOLDED TEXT IN HELP TEXT ONLY.
PLQ030
QUESTION TEXT:
Is English also spoken in your home?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PLQ040
QUESTION TEXT:
What languages other than English are spoken in your home?
CODE ALL THAT APPLY
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CODES
1
ARABIC
2
CHINESE LANGUAGE/DIALECT
3
FILIPINO LANGUAGE
4
FRENCH
5
GERMAN
6
GREEK
7
ITALIAN
8
JAPANESE
9
KOREAN
10
POLISH
11
PORTUGUESE
12
SPANISH
13
VIETNAMESE
14
FARSI
15
HMONG
16
SIGN LANGUAGE
91
SOME OTHER LANGUAGE (SPECIFY)
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ALLOW INTERVIEWER TO CHOOSE MORE THAN ONE RESPONSE.
Box 1
IF PLQ.040 = 91, GO TO PLQ.040OS. ELSE, GO TO BOX 2.
PLQ040OS
QUESTION TEXT:
[What languages other than English are spoken in your home?]
SPECIFY LANGUAGE.
_______________________________________________________
ENTER TEXT
Length
25
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Box 2
IF ONLY ONE LANGUAGE SPOKEN IN THE HOME ((PLQ.030 = 2, REF, OR DK) AND (ONLY ONE LANGUAGE IS
CODED AT PLQ.040 OR PLQ.040 = REF OR DK)), GO TO PLQ.083. ELSE, ASK PLQ.060.
HELP AVAILABLE
PLQ060
QUESTION TEXT:
What is the primary language spoken in your home?
HELP TEXT:
Primary language: The language spoken most of the time by most of the household members.
CODE ‘17’ IF TWO LANGUAGES ARE USED EQUALLY.
CODES
0
ENGLISH
1
ARABIC
2
CHINESE LANGUAGE/DIALECT
3
FILIPINO LANGUAGE
4
FRENCH
5
GERMAN
6
GREEK
7
ITALIAN
8
JAPANESE
9
KOREAN
10
POLISH
11
PORTUGUESE
12
SPANISH
13
VIETNAMESE
14
FARSI
15
HMONG
16
SIGN LANGUAGE
17
TWO LANGUAGES ARE USED EQUALLY
91
SOME OTHER LANGUAGE (SPECIFY)
REFUSED
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DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY 'primary' IN QUESTION TEXT IN UNDERLINED TEXT.
DISPLAY "Primary language:" IN BOLDED TEXT IN HELP TEXT ONLY.
SOFT EDIT: IF ANY CATEGORY 1-16 IS ANSWERED IN PLQ.060, IT SHOULD HAVE BEEN A LANGUAGE
MENTIONED IN CATEGORIES 1-16 IN PLQ.040. IF A NEW LANGUAGE IS CODED IN PLQ.060 THAT WAS NOT
CODED IN PLQ.040, DISPLAY MESSAGE: “THE PRIMARY LANGUAGE IS NOT A LANGUAGE SPOKEN IN THE
HOME ACCORDING TO PLQ.040. PLEASE CONFIRM.” NOTE: THIS IS A SOFT EDIT BECAUSE A LANGUAGE
NOTED IN THE “OTHER SPECIFY” IN PLQ.040 MAY HAVE ACTUALLY HAD A CODE THAT WAS NOT USED
UNTIL PLQ.060.
Box 3
IF PLQ.060 = 91, GO TO PLQ.060OS. ELSE, GO TO PLQ.083.
PLQ060OS
QUESTION TEXT:
[What is the primary language spoken in your home?]
SPECIFY LANGUAGE.
______________________________________________________
ENTER TEXT
Length
25
PROGRAMMER INSTRUCTIONS:
DISPLAY 'primary' IN UNDERLINED TEXT.
PLQ083
QUESTION TEXT:
How often {do/does} {you/{NAME}} use {{NON-ENGLISH LANGUAGE}/a language other than English} in
speaking to {CHILD}? Would you say never, sometimes, often, or very often?
{PROBE: IF MORE THAN ONE NON-ENGLISH LANGUAGE SPOKEN, SAY: On average, how often {do/does}
{you/{NAME}} use all languages, other than English, in speaking to {CHILD}?}
PROBE: We just need to know in general.
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First Na me
PLQ.0 83 VARIABLE NAME
How often {do/does}
{you/{NAME}} use {{NONENGLISH LANGUAGE}/a
language other than English} in
speaking to {CHILD}? Would
you say never, sometimes,
often, or very often?
{Display HH Member
Name}
{Display HH Member
Name}
|_
|_
|
|
CODES
1
NEVER
2
SOMETIMES
3
OFTEN
4
VERY OFTEN
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "all" IN "use all languages" IN UNDERLINED TEXT.
REFUSED AND DON'T KNOW ALLOWED.
CAPI ROSTER INSTRUCTION:
DISPLAY IN COLUMN 1 PERSONS ENUMERATED ON THE HOUSEHOLD ROSTER WHO ARE KEY PARENT
FIGURES (UP TO TWO PERSONS).
CAPI MATRIX INSTRUCTIONS:
1. THE FIRST COLUMN OF THE MATRIX (FIRST NAME) IS READ ONLY (SEE CAPI ROSTER INSTRUCTIONS
ABOVE).
2. WHEN CURSOR IS POSITIONED IN THE SECOND COLUMN (PLQ.083), DISPLAY THE VARIABLE NAME FOR
PLQ.083 AT THE TOP OF THE COLUMN AND THE FOLLOWING QUESTION TEXT AT THE TOP OF THE SCREEN:
"How often {do/does} {you/{NAME} use {{NON-ENGLISH LANGUAGE}/a language other than English} in
speaking to {CHILD}? Would you say never, sometimes, often, or very often?” DISPLAY “you” IF THE KEY
PARENT FIGURE IS THE RESPONDENT TALKING TO THE CHILD. OTHERWISE, DISPLAY THE NAME OF THE KEY
PARENT FIGURE.
3. ANOTHER COLUMN OF THE MATRIX IS USED TO ASK PLQ.090 (BELOW) THE CURSOR WILL MOVE FROM
PLQ.083 TO PLQ.090 FOR THE SAME PERSON AND THEN WILL MOVE BACK TO PLQ.083 AND THEN PLQ.090
FOR THE SECOND PERSON.
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4. INTERVIEWER CANNOT LEAVE THE MATRIX UNTIL ALL FIELDS ARE ACCOUNTED FOR.
IF ONLY ONE LANGUAGE IS RECORDED IN PLQ040 FOR CODES 1-16, DISPLAY THE LANGUAGE NAME FROM
PLQ040 IN “NON-ENGLISH LANGUAGE.” ELSE, IF (MORE THAN ONE LANGUAGE IS RECORDED IN PLQ040
FOR CODES 1-16 OR 91) OR (PLQ040=91 AND 91 IS THE ONLY LANGUAGE CHOSEN) OR (PLQ040=DK OR REF),
DISPLAY “a language other than English”.
DISPLAY THE PROBE, “{PROBE: IF MORE THAN ONE NON-ENGLISH LANGUAGE SPOKEN, SAY: On average,
how often {do/does} {you/{NAME}} use all languages, other than English, in speaking to {CHILD}?}” IF MORE
THAN ONE LANGUAGE IS RECORDED IN PLQ040 FOR CODES 1-16 OR 91.
PLQ090
QUESTION TEXT:
How often does {CHILD} use {{NON-ENGLISH LANGUAGE}/a language other than English} in speaking to
{you/{NAME}}? Would you say never, sometimes, often, or very often?
{PROBE: IF MORE THAN ONE NON-ENGLISH LANGUAGE SPOKEN, SAY: On average, how often does {CHILD}
use all languages, other than English, in speaking to {you/{NAME}}?}
PROBE: We just need to know in general.
First Na me
{Display HH Member
Name}
{Display HH Member
Name}
PLQ.0 90 VARIABLE
NAME: How often does
{CHILD} use {{NONENGLISH
LANGUAGE}/a language
other than English} in
speaking to
{you/{NAME}}? Would
you say never, sometimes,
often, or very often?
|_
|
|_
|
CODES
1
NEVER
2
SOMETIMES
3
OFTEN
4
VERY OFTEN
REFUSED
DON'T KNOW
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PROGRAMMER INSTRUCTIONS:
DISPLAY "all" IN "use all languages" IN UNDERLINED TEXT.
REFUSED AND DON'T KNOW ALLOWED.
CAPI ROSTER INSTRUCTION:
DISPLAY IN COLUMN 1 PERSONS ENUMERATED ON THE HOUSEHOLD ROSTER WHO ARE KEY PARENT
FIGURES (UP TO TWO PERSONS).
CAPI MATRIX INSTRUCTIONS:
1. THE FIRST COLUMN OF THE MATRIX (FIRST NAME) IS READ ONLY (SEE CAPI ROSTER INSTRUCTIONS
ABOVE).
2. WHEN CURSOR IS POSITIONED IN THE NEXT COLUMN {PLQ.090}, DISPLAY THE
VARIABLE NAME FOR PLQ.090 AT THE TOP OF THE COLUMN AND THE FOLLOWING QUESTION TEXT AT THE
TOP OF THE SCREEN: "How often does {CHILD} use {{NON-ENGLISH LANGUAGE}/a language other than
English} in speaking to {you/{NAME}}? Would you say never, sometimes, often, or very often?" DISPLAY
“you” IF THE KEY PARENT FIGURE IS THE RESPONDENT TO WHOM THE CHILD IS TALKING. OTHERWISE,
DISPLAY THE NAME OF THE KEY PARENT FIGURE.
3. AFTER PLQ.090 IS COMPLETED FOR THE FIRST PERSON, THE CURSOR WILL MOVE BACK TO PLQ.083 FOR
THE SECOND PERSON AND THEN TO PLQ.090 FOR THAT PERSON.
4. INTERVIEWER CANNOT LEAVE THE MATRIX UNTIL ALL FIELDS ARE ACCOUNTED FOR.
IF ONLY ONE LANGUAGE IS RECORDED IN PLQ040 FOR CODES 1-16, DISPLAY THE LANGUAGE NAME FROM
PLQ040 IN “NON-ENGLISH LANGUAGE.” ELSE, IF (MORE THAN ONE LANGUAGE IS RECORDED IN PLQ040
FOR CODES 1-16 OR 91) OR (PLQ040=91 AND 91 IS THE ONLY LANGUAGE CHOSEN) OR (PLQ040=DK OR REF),
DISPLAY “a language other than English”.
DISPLAY THE PROBE, “{PROBE: IF MORE THAN ONE NON-ENGLISH LANGUAGE SPOKEN, SAY: On average,
how often does {CHILD} use all languages, other than English, in speaking to {you/{NAME}}?}” IF MORE THAN
ONE LANGUAGE IS RECORDED IN PLQ040 FOR CODES 1-16 OR 91.
BOX4
IF PLQ.020 = 1 AND [(PLQ.060 NE 0 (ENGLISH IS NOT THE PRIMARY LANGUAGE) OR (PLQ.060 WAS NOT
ASKED BECAUSE ONLY ONE OTHER LANGUAGE WAS SPOKEN IN THE HOME)], GO TO PLQ.095.
ELSE, GO TO BOX5.
PLQ095
QUESTION TEXT:
This year, has it been harder for you to participate in activities at {CHILD}'s school because you or members
of your family speak a language other than English and meetings are conducted only in English? [Has that
made it harder for you to participate in activities at {CHILD}'s school?]
Spring 2016 Parent Interview: ECLS-K:2011 :: PLQ
Page 7 of 8
2015-07-27 08:52
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
BOX5
GO TO SECTION HEQ (HOME ENVIRONMENT, ACTIVITIES, AND COGNITIVE STIMULATION).
Spring 2016 Parent Interview: ECLS-K:2011 :: PLQ
Page 8 of 8
2015-07-27 08:52
Spring 2016 Parent Interview: ECLS-K:2011
Section
HEQ
[Home Environment, Activities, and
Cognitive Stimulation]
Sequence: 4
HELP AVAILABLE
HEQ010c
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 games or do puzzles with {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.
Play games or do puzzles: Includes indoor "quiet" games like board games or puzzles, or more active indoor
games like Ping-Pong.
CODES
1
NOT AT ALL,
2
ONCE OR TWICE A WEEK,
3
3-6 TIMES A WEEK, OR
4
EVERY DAY?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “week” in UNDERLINED TEXT.
BOLD "FAMILY MEMBER:" IN THE HELP TEXT.
BOLD "Play games or do puzzles:" IN THE HELP TEXT.
HEQ010d
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}?]
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:
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
Page 1 of 17
2015-06-11 14:44
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
1
NOT AT ALL,
2
ONCE OR TWICE A WEEK,
3
3-6 TIMES A WEEK, OR
4
EVERY DAY?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “week” in UNDERLINED TEXT.
BOLD "FAMILY MEMBER:" IN THE HELP TEXT.
BOLD "Talk about nature or do science projects:" IN THE HELP TEXT.
HELP AVAILABLE
HEQ010e
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.
CODES
1
NOT AT ALL,
2
ONCE OR TWICE A WEEK,
3
3-6 TIMES A WEEK, OR
4
EVERY DAY?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “week” in UNDERLINED TEXT.
BOLD "FAMILY MEMBER:" IN THE HELP TEXT.
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
Page 2 of 17
2015-06-11 14:44
BOLD "Play a sport or exercise together:" IN THE HELP TEXT.
HELP AVAILABLE
HEQ010f
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}?]
Practice reading, writing or working with numbers?
[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.
Practice reading, writing, or working with numbers: This includes time family members spend on homework,
reading a calendar, practicing in an exercise or workbook.
CODES
1
NOT AT ALL,
2
ONCE OR TWICE A WEEK,
3
3-6 TIMES A WEEK, OR
4
EVERY DAY?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “week” in UNDERLINED TEXT.
BOLD "FAMILY MEMBER:" IN THE HELP TEXT.
BOLD "Practice reading, writing, or working with numbers:" IN THE HELP TEXT.
HELP AVAILABLE
HEQ040
QUESTION TEXT:
About how many children's books does {CHILD} have in your home now, including library books? Please only
include books that are for children.
HELP TEXT:
Number of children's books: This item asks about the books that belong to the child, not all books in the
home (e.g., not parents' books). Books shared by siblings may be counted. For example, if the children share
50 books, count all 50. Electronic books, or eBooks, may also be counted.
|___|___|___|___|
ENTER # OF BOOKS
ENTER NUMBER
Range
0 to 5000
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
Page 3 of 17
2015-06-11 14:44
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
HARD RANGE CHECK: 0-5000 BOOKS.
BOLD "Number of children's books" IN HELP TEXT.
HELP AVAILABLE
HEQ105
QUESTION TEXT:
In the past month, that is, since {MONTH} {DAY}, has anyone in your family done the following things with
{CHILD}?
Visited a library or bookstore?
HELP TEXT:
Do not count visiting a library or bookstore online. We are asking about in-person visits to a library or
bookstore.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY PREVIOUS MONTH FOR "MONTH" AND DATE OF INTERVIEW FOR "DAY".
HEQ130
QUESTION TEXT:
[In the past month, that is, since {MONTH} {DAY}, has anyone in your family done the following things with
{CHILD}?]
Gone to a play, concert, or other live show?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY PREVIOUS MONTH FOR "MONTH" AND DATE OF INTERVIEW FOR "DAY".
DISPLAY "In the past month…{CHILD}?" IN SQUARE BRACKETS.
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
Page 4 of 17
2015-06-11 14:44
HEQ140
QUESTION TEXT:
[In the past month, that is, since {MONTH} {DAY}, has anyone in your family done the following things with
{CHILD}?]
Visited an art gallery, museum, or historical site?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY PREVIOUS MONTH FOR "MONTH" AND DATE OF INTERVIEW FOR "DAY".
DISPLAY "In the past month…{CHILD}?" IN SQUARE BRACKETS.
HEQ150
QUESTION TEXT:
[In the past month, that is, since {MONTH} {DAY}, has anyone in your family done the following things with
{CHILD}?]
Visited a zoo, aquarium, or petting farm?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY PREVIOUS MONTH FOR "MONTH" AND DATE OF INTERVIEW FOR "DAY".
DISPLAY "In the past month…{CHILD}?" IN SQUARE BRACKETS.
HEQ180
QUESTION TEXT:
[In the past month, that is, since {MONTH} {DAY}, has anyone in your family done the following things with
{CHILD}?]
Attended an athletic or sporting event in which {CHILD} was not a player?
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
Page 5 of 17
2015-06-11 14:44
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY PREVIOUS MONTH FOR "MONTH" AND DATE OF INTERVIEW FOR "DAY".
DISPLAY "In the past month…{CHILD}?" IN SQUARE BRACKETS.
HEQ210
QUESTION TEXT:
In the past week, how often did {CHILD} read to {himself/herself} or to others outside of school?
PROBE: Please include reading in any language.
Would you say …
CODES
1
Never,
HEQ225
2
Once or twice a week,
HEQ215
3
3 to 6 times a week, or
HEQ215
4
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
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
Page 6 of 17
2015-06-11 14:44
PROGRAMMER INSTRUCTIONS:
IF VALUE ENTERED IS 121 TO 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."
HELP AVAILABLE
HEQ225
QUESTION TEXT:
In an average week, how often does {CHILD} use a home computer or other electronic device to play with
programs that teach {him/her} something, like math or reading skills?
Would you say...
HELP TEXT:
Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod,
reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch, and
Playstation).
CODES
1
Never,
2
Once or twice a week,
3
3 to 6 times a week, or
4
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
1
YES
2
NO
REFUSED
DON'T KNOW
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
Page 7 of 17
2015-06-11 14:44
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
1
YES
2
NO
REFUSED
DON'T KNOW
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.
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
Page 8 of 17
2015-06-11 14:44
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
1
ALWAYS A GOOD INFLUENCE
2
USUALLY A GOOD INFLUENCE
3
NEITHER A GOOD NOR A BAD INFLUENCE
4
USUALLY A BAD INFLUENCE
5
ALWAYS A BAD INFLUENCE
6
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
1
YES
2
NO
HEQ300
REFUSED
HEQ300
DON'T KNOW
HEQ300
HEQ290
QUESTION TEXT:
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
Page 9 of 17
2015-06-11 14:44
What is {CHILD} tutored in?
CODE ALL THAT APPLY.
PROBE: Anything else?
CODES
1
READING
HEQ300
2
MATH
HEQ300
3
SCIENCE
HEQ300
4
FOREIGN LANGUAGE
HEQ300
91
OTHER (SPECIFY)
HEQ290OS
REFUSED
HEQ300
DON'T KNOW
HEQ300
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
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
Page 10 of 17
2015-06-11 14:44
activities or instruction.
CODES
1
YES
2
NO
HEQ310
REFUSED
HEQ310
DON'T KNOW
HEQ310
PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.
IN THE HELP TEXT, 'Include' in the first line should appear in bold text.
IN THE HELP TEXT, 'Do not include' in the second paragraph should appear in bold text.
HELP AVAILABLE
HEQ301
QUESTION TEXT:
Did {he/she} specifically learn about math, science, or technology in any of those academic activities?
HELP TEXT:
Include activities such as learning to use robots, using a computer, building with Legos, or working on math
or science projects.
CODES
1
YES
2
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
1
YES
2
NO
REFUSED
DON'T KNOW
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
Page 11 of 17
2015-06-11 14:44
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
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.
HEQ320
QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Organized clubs or recreational programs, like scouts?
CODES
1
YES
HEQ325
2
NO
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
1
YES
2
NO
REFUSED
DON'T KNOW
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
Page 12 of 17
2015-06-11 14:44
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
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.
HEQ340
QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Drama classes?
CODES
1
YES
2
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
1
YES
2
NO
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
Page 13 of 17
2015-06-11 14:44
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
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.
HEQ391
QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Religious activities or instruction?
CODES
1
YES
2
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.520.
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
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2015-06-11 14:44
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
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF ONLY ONE OF THE ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ320, HEQ.330, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) EQUALS 1 (YES), DISPLAY THE ACTIVITY LISTED AS SHOWN BELOW. ELSE, DISPLAY “any
of these activities."
IF HEQ.300 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.310, HEQ.320, HEQ.330, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “academic activities."
ELSE, IF HEQ310 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.320, HEQ.330, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “organized athletic activities."
ELSE, IF HEQ320 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.330, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “organized clubs or recreational programs."
ELSE, IF HEQ330 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “music lessons."
ELSE, IF HEQ340 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “drama classes."
ELSE, IF HEQ350 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340,
HEQ.370, HEQ.391) NE 1, DISPLAY “art classes or lessons."
ELSE, IF HEQ370 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340,
HEQ.350, HEQ.391) NE 1, DISPLAY “organized performing arts programs."
ELSE, IF HEQ391 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340,
HEQ.350, HEQ.370) NE 1, DISPLAY “religious activities or instruction."
HELP AVAILABLE
HEQ520
QUESTION TEXT:
Now, I have a question about meals. In a typical week, please tell me the number of days your family eats the
evening meal together.
l__l
NUMBER OF DAYS
HELP TEXT:
By family, we mean at least one adult and one child.
ENTER NUMBER
Range
0 to 7
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
Page 15 of 17
2015-06-11 14:44
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "typical week" IN UNDERLINED TEXT.
IN HELP TEXT, DISPLAY "family" IN BOLD TEXT.
RANGE: 0 TO 7.
HEQ600a
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.
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
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
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2015-06-11 14:44
PROGRAMMER INSTRUCTIONS:
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 059.”
BOX4
GO TO SECTION CFQ (CRITICAL FAMILY PROCESSES).
Spring 2016 Parent Interview: ECLS-K:2011 :: HEQ
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Spring 2016 Parent Interview: ECLS-K:2011
Section
CFQ
[Critical Family Processes]
Sequence: 5
BOX 1
IF (PERSON FLAGGED AS R SCORES '1' OR '2' AT FSQ.130 OR IF NO HOUSEHOLD MEMBER SCORES '1' OR '2'
AT FSQ.130) AND ( FSQ110=1 (PARTNER CURRENTLY LIVING IN HOUSEHOLD)), ASK CFQ100.
OTHERWISE, GO TO BOX 4.
CFQ100
QUESTION TEXT:
Now, I'd like to ask a question about your relationship with {NAME OF CURRENT PARTNER}. Would you say
that your relationship is…
CODES
1
Very happy,
2
Fairly happy, or
3
Not too happy?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY NAME OF PARTNER FROM FSQ.120.
BOX 4
GO TO SECTION CCQ (CHILD CARE).
Spring 2016 Parent Interview: ECLS-K:2011 :: CFQ
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2015-06-11 14:44
Spring 2016 Parent Interview: ECLS-K:2011
Section
CCQ
[Child Care]
Sequence: 6
CCQ005
QUESTION TEXT:
Next, I'd like to talk with you about the child care arrangements you have for {CHILD} this year. First, I'd like
to talk to you about all the child care {CHILD} now receives on a regular basis from someone other than
{you/{his/her} parents} {or {his/her} guardians}. This does not include occasional baby-sitting or backup care
providers.
PRESS 1 AND ENTER TO CONTINUE.
PROGRAMMER INSTRUCTIONS:
DISPLAY "regular basis" IN UNDERLINED TEXT.
FOR ALL DISPLAYS, DEFINE "PARENT FIGURE" AS THE MOTHER OR FATHER OR MALE OR FEMALE
GUARDIAN (FSQ.130= 1 OR 2 - THIS INCLUDES BIRTH, ADOPTIVE, STEP, FOSTER, AND OTHER PARENTS OR
GUARDIANS).
IF RESPONDENT IS A PARENT FIGURE (FSQ.130 = 1 OR 2 FOR THE RESPONDENT) OR (IF THERE IS NO PARENT
IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY HOUSEHOLD MEMBER)), DISPLAY "you".
OTHERWISE, DISPLAY "{his/her} parents" IF AT LEAST ONE HH MEMBER, NOT THE RESPONDENT, IS A BIRTH,
ADOPTIVE, OR STEP PARENT OR THE RELATIONSHIP IS DK OR RF (FSQ.140 OR FSQ.150 = 1, 2, 3, DK, OR REF).
DISPLAY "or {his/her} guardians" IF THERE IS NO PARENT IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY
HOUSEHOLD MEMBER). ELSE, USE A NULL DISPLAY.
CCQ010
HELP AVAILABLE
QUESTION TEXT:
Is {CHILD} now receiving care from a relative on a regular basis (including care provided before or after
school)? This may include grandparents, brothers and sisters, or any relatives other than {you/{CHILD}'s
parents} {or {CHILD}’s guardians}.
DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD. ALSO, IF NO
PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH THE CHILD.
HELP TEXT:
Care from a relative: Record care or programs provided by a relative other than the child’s parents in a
private home. The private home may be the child’s home, the caregiver’s home, or another home. In all
cases, do not include care provided by a parent, even if they do not live in the household. (Do not include
visitation with a separated or divorced parent who does not have custody.)
If there is at least one parent in the household, any relative living in the household is eligible to be counted as
a care arrangement, if the care is provided on a regularly scheduled basis. Relatives outside the household
may also be regular care providers.
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
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2015-07-13 11:00
If neither parent lives in the household, do not include care provided by guardians who live with the child
(they are similar to parents).
Relative care arrangements may or may not have a charge or fee.
Regular Basis: An arrangement or program occurring on a routine schedule (i.e., occurring at least weekly or
on some other schedule). Do not include occasional babysitting or "back up" arrangements that are just used
once in a while.
CODES
1
YES
CCQ060
2
NO
CCQ115
REFUSED
CCQ115
DON'T KNOW
CCQ115
PROGRAMMER INSTRUCTIONS:
DISPLAY “Care from a relative:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Relative care arrangements” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Regular basis:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "now" AND "regular basis" IN UNDERLINED TEXT.
FOR ALL DISPLAYS, DEFINE "PARENT FIGURE" AS THE MOTHER OR FATHER OR MALE OR FEMALE
GUARDIAN (FSQ.130= 1 OR 2 - THIS INCLUDES BIRTH, ADOPTIVE, STEP, FOSTER, AND OTHER PARENTS OR
GUARDIANS).
IF RESPONDENT IS A PARENT FIGURE (FSQ.130 = 1 OR 2 FOR THE RESPONDENT) OR (IF THERE IS NO PARENT
IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY HOUSEHOLD MEMBER)), DISPLAY "you".
OTHERWISE, DISPLAY "{CHILD}’s parents" IF AT LEAST ONE HH MEMBER, NOT THE RESPONDENT, IS A
BIRTH, ADOPTIVE, OR STEP PARENT OR THE RELATIONSHIP IS DK OR RF (FSQ.140 OR FSQ.150 = 1, 2, 3, DK,
OR REF).
DISPLAY "or {CHILD}’s guardians" IF THERE IS NO PARENT IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY
HOUSEHOLD MEMBER). ELSE, USE A NULL DISPLAY.
HELP AVAILABLE
CCQ060
QUESTION TEXT:
How many different regular care arrangements do you currently have with relatives?
DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD. ALSO, IF NO
PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH THE CHILD.
HELP TEXT:
Care from a relative: Record care or programs provided by a relative other than the child’s parents in a
private home. The private home may be the child’s home, the caregiver’s home, or another home. In all
cases, do not include care provided by a parent, even if they do not live in the household. (Do not include
visitation with a separated or divorced parent who does not have custody.)
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
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2015-07-13 11:00
If there is at least one parent in the household, any relative living in the household is eligible to be counted as
a care arrangement, if the care is provided on a regularly scheduled basis. Relatives outside the household
may also be regular care providers.
If neither parent lives in the household, do not include care provided by guardians who live with the child
(they are similar to parents).
Relative care arrangements may or may not have a charge or fee.
Regular care arrangements: Arrangements or programs occurring on a routine schedule (i.e., occurring at
least weekly or on some other schedule). Do not include occasional babysitting or "back up" arrangements
that are just used once in a while.
CODES
1
ONE
2
TWO
3
THREE
4
FOUR
5
FIVE OR MORE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “Care from a relative:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Relative care arrangements” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Regular care arrangements:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “regular” AND "currently" IN UNDERLINED TEXT.
CCQ065
QUESTION TEXT:
{Let's talk about the relative who provides the most care for {CHILD} now.} Who is the relative who cares for
{CHILD}?
PROBE FOR RELATIONSHIP TO CHILD.
DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD. ALSO, IF NO
PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH THE CHILD.
CODES
1
GRANDPARENT
2
AUNT
3
UNCLE
4
BROTHER
5
SISTER
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
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2015-07-13 11:00
6
ANOTHER RELATIVE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “now" IN UNDERLINED TEXT. DISPLAY "{Let's talk about the relative who provides the most care
for {CHILD} now.}" IF CCQ.060 = 2, 3, 4, 5, DK, OR REF. OTHERWISE, USE A NULL DISPLAY.
CCQ070
QUESTION TEXT:
Is the care provided by {{CHILD}'s {RELATIVE}/that relative} in your home or another home?
CODES
1
OWN HOME
2
OTHER HOME
3
BOTH/VARIES
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "{CHILD}'s {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative".
FOR "{RELATIVE}", DISPLAY "grandparent” IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle"
IF CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5.
CCQ075
QUESTION TEXT:
Does {CHILD} receive that care before school, after school, or on weekends?
CODE ALL THAT APPLY
CODES
Code All That Apply
1
BEFORE SCHOOL
2
AFTER SCHOOL
3
WEEKENDS
REFUSED
DON'T KNOW
CCQ080
HELP AVAILABLE
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
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QUESTION TEXT:
Is the care that {CHILD} receives from {{his/her} {RELATIVE}/that relative} regularly scheduled at least once
each week?
HELP TEXT:
Regularly Scheduled: Regularly scheduled at least once each week could mean every Wednesday, every
Monday and Friday, everyday, or some other schedule, as long as it is at least once each week.
CODES
1
YES
2
NO
BOX4
REFUSED
BOX4
DON'T KNOW
BOX4
PROGRAMMER INSTRUCTIONS:
DISPLAY "{his/her} {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative". FOR
"{RELATIVE}", DISPLAY "grandparent” IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle" IF
CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5.
DISPLAY "regularly scheduled" AND “each” IN THE QUESTION TEXT IN UNDERLINED TEXT.
DISPLAY “Regularly scheduled:” AND “each week” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY THE FIRST “each” IN THE HELP TEXT IN UNDERLINED TEXT.
CCQ085
QUESTION TEXT:
How many days each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}?
|___|
ENTER # OF DAYS
ENTER NUMBER
Range
1 to 7
Soft Range
1 to 5
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
SOFT RANGE CHECK 1-5. HARD RANGE CHECK 1-7.
IF THE ANSWER IS 6 or 7, DISPLAY THE SOFT ERROR MESSAGE: “You have entered {DISPLAY RESPONSE}. Are
you sure this is correct?”
IF THE ANSWER IS GREATER THAN 7, DISPLAY THE HARD ERROR MESSAGE: "Input invalid. Value not in
range 1 to 7.”
DISPLAY "{his/her} {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative".
DISPLAY "days" AND “week” IN UNDERLINED TEXT.
FOR "{RELATIVE}", DISPLAY "grandparent” IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle"
IF CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5.
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
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CCQ090
QUESTION TEXT:
How many hours each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}?
RECORD THE HOURS EACH WEEK IN WHOLE HOURS.
|___|___|
ENTER # OF HOURS
ENTER NUMBER
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: IF CCQ.085 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED
IN CCQ.085 MULTIPLIED BY 10 HOURS AND THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN
CCQ.085 MULTIPLIED BY 24 HOURS. ELSE, IF CCQ.085 IS REF/DK, THE SOFT RANGE FOR HOURS IS 1-50 AND
THE HARD RANGE FOR HOURS IS 1-70.
IF CCQ.085 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.085
MULTIPLIED BY 10 HOURS. OTHERWISE DISPLAY: You have entered {DISPLAY RESPONSE AT CCQ090}. Are
you sure this is correct?”
IF CCQ.085 IS NOT EQUAL TO REF/DK, THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.085
MULTIPLIED BY 24 HOURS. OTHERWISE DISPLAY: "Invalid response. Entry not in range 1- {DISPLAY
RESPONSE AT CCQ085*24}. Please reenter.”
IF CCQ085=RF/DK, THE SOFT RANGE=1-50 hours. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered
{DISPLAY RESPONSE AT CCQ090}. Are you sure this is correct?”
IF CCQ085=RF/DK, HARD RANGE=1-70 hours. OTHERWISE DISPLAY ERROR MESSAGE: “Invalid response.
Entry not in range 1-70. Please reenter.”
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
DISPLAY "{his/her} {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative." FOR
"{RELATIVE}", DISPLAY "grandparent" IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle" IF
CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5.
BOX4
IF THERE IS ONLY ONE CURRENT REGULAR RELATIVE CARE ARRANGEMENT FOR THE CHILD (CCQ.060 = 1 OR
DK OR REF), GO TO CCQ.115.
OTHERWISE, CONTINUE WITH CCQ.110.
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
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2015-07-13 11:00
CCQ110
QUESTION TEXT:
You said that {CHILD} was cared for by {NUMBER} other {relatives/relative} on a regular basis.
How many hours each week does {CHILD} receive care from {these/this} other {relatives/relative}?
DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD.
ALSO, IF NO PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH
THE CHILD.
ENTER “77” IF CHILD DID NOT HAVE CHILD CARE FROM OTHER RELATIVE(S) AT LEAST ONCE EACH WEEK.
|___|___|
ENTER # OF HOURS
ENTER NUMBER
Range
1 to 70
Soft Range
1 to 50
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
FOR "{NUMBER}", DISPLAY "1" IF CCQ.060 = 2; "2" IF CCQ.060 = 3; DISPLAY "3" IF CCQ.060 = 4. IF CCQ.060 =
5, USE A NULL DISPLAY.
IF CCQ.060 = 2, DISPLAY "relative", "this” and “relative". OTHERWISE, DISPLAY "relatives", "these”, and
“relatives".
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-50. HARD RANGE CHECK 1-70, 77.
IF THE ANSWER IS 51-70, DISPLAY THE SOFT ERROR MESSAGE: “You have entered {DISPLAY RESPONSE}. Are
you sure this is correct?”
IF THE ANSWER IS 71-76 OR GREATER THAN 77, DISPLAY THE HARD ERROR MESSAGE: "Invalid response.
Value not in range 1-70. Please reenter.”
IF NUMBER ENTERED IS "77", DISPLAY MESSAGE "You have entered 77, meaning that the child does not
receive care from another relative at least once a week. Is this correct?"
CCQ115
HELP AVAILABLE
QUESTION TEXT:
{Now I'd like to ask you about any care {CHILD} receives from nonrelatives in a private home, not including
child care centers.} Is {CHILD} now receiving care in a private home on a regular basis from someone who is
not related to {him/her} (including care provided before or after school)? This includes home child care
providers, regular sitters or neighbors. {It does not include child care centers.}
PROBE: This refers to care received from nonrelatives in a private home, including home child care providers,
regular sitters, or neighbors. However, this does not include child care centers.
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
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2015-07-13 11:00
HELP TEXT:
Care from a nonrelative: Nonrelative care is provided by someone not related to the child and is located in a
private home. The private home may be the child’s home, the caregiver’s home, or another home.
If there is at least one parent in the household, any nonrelative living in the household is eligible to be
counted as a care arrangement, IF the care is given on a regularly scheduled basis.
If neither parent lives in the household, do not include care provided by guardians who live with the child
(they are treated the same as parents).
Nonrelative care arrangements or programs may or may not have a charge or fee.
Regular Basis: An arrangement or program occurring on a routine schedule (i.e., occurring at least weekly or
on some other schedule). Do not include occasional babysitting or "back up" arrangements that are just
used once in a while.
CODES
1
YES
CCQ165
2
NO
CCQ260
REFUSED
CCQ260
DON'T KNOW
CCQ260
PROGRAMMER INSTRUCTIONS:
DISPLAY “Care from a nonrelative:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “ If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Nonrelative care arrangements” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Regular Basis:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "now" AND "regular basis" IN UNDERLINED TEXT.
DISPLAY "Now . . . centers" IF CCQ.010 = 1. OTHERWISE, USE A NULL DISPLAY.
DISPLAY “It does not include child care centers.” IF CCQ.010 NE 1. OTHERWISE, USE A NULL DISPLAY.
HELP AVAILABLE
CCQ165
QUESTION TEXT:
How many different regular care arrangements do you currently have with nonrelatives?
HELP TEXT:
Care from a nonrelative: Nonrelative care is provided by someone not related to the child and is located in a
private home. The private home may be the child’s home, the caregiver’s home, or another home.
If there is at least one parent in the household, any nonrelative living in the household is eligible to be
counted as a care arrangement, IF the care is given on a regularly scheduled basis.
If neither parent lives in the household, do not include care provided by guardians who live with the child
(they are treated the same as parents).
Nonrelative care arrangements or programs may or may not have a charge or fee.
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
Page 8 of 18
2015-07-13 11:00
Regular care arrangements: Arrangements or programs occurring on a routine schedule (i.e., occurring at
least weekly or on some other schedule). Do not include occasional babysitting or "back up" arrangements
that are just used once in a while.
CODES
1
ONE
2
TWO
3
THREE
4
FOUR
5
FIVE OR MORE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “Care from a nonrelative:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Nonrelative care arrangements” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Regular care arrangements:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "regular" AND "currently" IN UNDERLINED TEXT.
CCQ170
QUESTION TEXT:
{Let's talk about the nonrelative who provides the most care for {CHILD} now.} Is that care provided in your
home or another home?
CODES
1
OWN HOME
2
OTHER HOME
3
BOTH/VARIES
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "{Let's talk about the nonrelative who provides the most care for {CHILD} now.}" IF CCQ.165 = 2, 3,
4, 5, DK, OR REF. OTHERWISE, USE A NULL DISPLAY.
CCQ175
QUESTION TEXT:
Does {CHILD} receive that care before school, after school, or on weekends?
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
Page 9 of 18
2015-07-13 11:00
CODE ALL THAT APPLY
CODES
Code All That Apply
1
BEFORE SCHOOL
2
AFTER SCHOOL
3
WEEKENDS
REFUSED
DON'T KNOW
HELP AVAILABLE
CCQ180
QUESTION TEXT:
Is the care that {CHILD} receives from that person regularly scheduled at least once each week?
HELP TEXT:
Regularly Scheduled: Regularly scheduled at least once each week could mean every Wednesday, every
Monday and Friday, everyday, or some other schedule, as long as it is at least once each week.
CODES
1
YES
2
NO
BOX8
REFUSED
BOX8
DON'T KNOW
BOX8
PROGRAMMER INSTRUCTIONS:
DISPLAY "Regularly Scheduled:" AND "each week" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY THE FIRST “each” IN THE HELP TEXT IN UNDERLINED TEXT.
DISPLAY "regularly scheduled" AND “each” IN THE QUESTION TEXT IN UNDERLINED TEXT.
CCQ185
QUESTION TEXT:
How many days each week does {CHILD} receive care from that person?
|___|
ENTER # OF DAYS
ENTER NUMBER
Range
1 to 7
Soft Range
1 to 5
REFUSED
DON'T KNOW
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
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2015-07-13 11:00
PROGRAMMER INSTRUCTIONS:
DISPLAY "days" AND “week” IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-5. HARD RANGE CHECK 1-7.
SOFT RANGE=1-5. OTHERWISE, DISPLAY ERROR MESSAGE: "You have entered {DISPLAY RESPONSE AT
CCQ185}. Are you sure this is correct?”
HARD RANGE=1-7. IF NUMBER OF DAYS ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: “Input invalid.
Value not in range 1 to 7.”
CCQ190
QUESTION TEXT:
How many hours each week does {CHILD} receive care from that person?
RECORD THE HOURS EACH WEEK IN WHOLE HOURS.
|___|___|
ENTER # OF HOURS
ENTER NUMBER
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
RANGE CHECK: IF CCQ.185 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED
IN CCQ.185 MULTIPLIED BY 10 HOURS AND THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN
CCQ.185 MULTIPLIED BY 24 HOURS. ELSE, IF CCQ.185 IS REF/DK, THE SOFT RANGE FOR HOURS IS 1-50 AND
THE HARD RANGE FOR HOURS IS 1-70.
IF CCQ.185 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.185
MULTIPLIED BY 10 HOURS. OTHERWISE DISPLAY: You have entered {DISPLAY RESPONSE AT CCQ190}. Are
you sure this is correct?”
IF CCQ.185 IS NOT EQUAL TO REF/DK, THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.185
MULTIPLIED BY 24 HOURS. OTHERWISE DISPLAY: "Invalid response. Entry not in range 1- {DISPLAY
RESPONSE AT CCQ185*24}. Please reenter.”
IF CCQ185=RF/DK, THE SOFT RANGE=1-50 hours. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered
{DISPLAY RESPONSE AT CCQ190}. Are you sure this is correct?”
IF CCQ185=RF/DK, HARD RANGE=1-70 hours. OTHERWISE DISPLAY ERROR MESSAGE: “Invalid response.
Entry not in range 1-70. Please reenter.”
BOX8
IF ONLY ONE CURRENT REGULAR NONRELATIVE CARE ARRANGEMENT FOR CHILD (CCQ.165 = 1 OR DK OR
REF), GO TO CCQ.260.
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
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2015-07-13 11:00
OTHERWISE, CONTINUE WITH CCQ.205.
CCQ205
QUESTION TEXT:
You said that {CHILD} was cared for by {NUMBER} other {nonrelative/nonrelatives} on a regular basis. How
many hours each week does {CHILD} receive care from {this nonrelative/these nonrelatives}?
ENTER “77” IF CHILD DID NOT HAVE CHILD CARE FROM OTHER NONRELATIVE(S) AT LEAST ONCE EACH
WEEK.
|___|___|
ENTER # OF HOURS
ENTER NUMBER
Range
1 to 70
Soft Range
1 to 50
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
FOR "{NUMBER}", DISPLAY "1" IF CCQ.165 = 2; DISPLAY "2" IF CCQ.165 = 3; DISPLAY "3" IF CCQ.165 = 4; IF
CCQ165=5, USE A NULL DISPLAY.
IF CCQ.165 = 2, DISPLAY "nonrelative" AND "this nonrelative." OTHERWISE, DISPLAY "nonrelatives" AND
"these nonrelatives."
DISPLAY “hours” AND “week” IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-50. HARD RANGE CHECK 1-70, 77.
IF THE ANSWER IS 51-70, DISPLAY THE SOFT ERROR MESSAGE: “You have entered {DISPLAY RESPONSE}. Are
you sure this is correct?”
IF THE ANSWER IS 71-76 OR GREATER THAN 77, DISPLAY THE HARD ERROR MESSAGE: "Invalid response.
Value not in range 1-70. Please reenter.”
IF NUMBER ENTERED IS "77", DISPLAY MESSAGE "You have entered 77, meaning that the child does not
receive care from another nonrelative at least once a week. Is this correct?"
CCQ260
HELP AVAILABLE
QUESTION TEXT:
{Now I'd like to ask you about any care {CHILD} receives from day care centers or before- or after-school
programs.} Is {CHILD} now attending a day care center or a before- or after-school program at a school or in
a center on a regular basis?
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
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2015-07-13 11:00
HELP TEXT:
Day Care Center or Before- or After-School Program: Includes any type of formal program that provides care
and supervision. It may be in a child's school or in another location, such as a church or a free-standing
building. Head Start programs, nursery schools, preschools, and prekindergarten programs that include
children who are older (some of which may be sponsored by the state) are also included.
Regular Basis: An arrangement or program occurring on a routine schedule (i.e., occurring at least weekly or
on some other schedule). Do not include occasional babysitting or "back up" arrangements that are just
used once in a while.
CODES
1
YES
CCQ325
2
NO
CCQ376
REFUSED
CCQ376
DON'T KNOW
CCQ376
PROGRAMMER INSTRUCTIONS:
DISPLAY “Day Care Center or Before-or-After-School Program:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Regular Basis:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Now . . . programs" IF CCQ.115 = 1. OTHERWISE, USE A NULL DISPLAY.
DISPLAY "now" and "regular basis" in UNDERLINED TEXT.
HELP AVAILABLE
CCQ325
QUESTION TEXT:
How many different day care centers or before- or after-school care programs does {CHILD} currently go to
on a regular basis?
HELP TEXT:
Day Care Center or Before- or After-School Program: Includes any type of formal program that provides care
and supervision. It may be in a child's school or in another location, such as a church or a free-standing
building. Head Start programs, nursery schools, preschools, and prekindergarten programs that include
children who are older (some of which may be sponsored by the state) are also included.
CODES
1
ONE
2
TWO
3
THREE
4
FOUR
5
FIVE OR MORE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “Day Care Center or Before-or-After-School Program:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "currently" AND “regular basis” IN UNDERLINED TEXT.
CCQ330
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
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2015-07-13 11:00
QUESTION TEXT:
{Let's talk about the program where {CHILD} spends the most time now.} Is that program located in the
school {CHILD} currently attends?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "now" IN UNDERLINED TEXT.
DISPLAY {Let's talk about the program where {CHILD} spends the most time now.} IF CCQ.325 = 2, 3, 4, 5, DK,
OR REF. OTHERWISE, USE A NULL DISPLAY.
CCQ335
QUESTION TEXT:
Does {CHILD} go to that program before school, after school, or on weekends?
CODE ALL THAT APPLY
CODES
Code All That Apply
1
BEFORE SCHOOL
2
AFTER SCHOOL
3
WEEKENDS
REFUSED
DON'T KNOW
CCQ340
HELP AVAILABLE
QUESTION TEXT:
Does {CHILD} go to that program on a regularly scheduled basis at least once each week?
HELP TEXT:
Regularly Scheduled: Regularly scheduled at least once each week could mean every Wednesday, every
Monday and Friday, everyday, or some other schedule, as long as it is at least once each week.
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
Page 14 of 18
2015-07-13 11:00
CODES
1
YES
2
NO
BOX14
REFUSED
BOX14
DON'T KNOW
BOX14
PROGRAMMER INSTRUCTIONS:
DISPLAY “Regularly Scheduled:” AND “each ” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY THE FIRST “each” IN THE HELP TEXT IN UNDERLINED TEXT.
DISPLAY "regularly scheduled" and "each" IN THE QUESTION TEXT IN UNDERLINED TEXT.
CCQ350
QUESTION TEXT:
How many days each week does {CHILD} go to that program?
|___|
ENTER # OF DAYS
ENTER NUMBER
Range
1 to 7
Soft Range
1 to 5
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "days" AND “week” IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-5. HARD RANGE CHECK 1-7.
SOFT RANGE=1-5. OTHERWISE, DISPLAY ERROR MESSAGE: "You have entered {DISPLAY RESPONSE AT
CCQ350}. Are you sure this is correct?”
HARD RANGE=1-7. IF NUMBER OF DAYS ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: “Input invalid.
Value not in range 1 to 7."
CCQ353
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
1
YES
2
NO
REFUSED
DON'T KNOW
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
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2015-07-13 11:00
CCQ355
QUESTION TEXT:
Other than regular school hours, how many hours each week does {CHILD} go to that program?
RECORD THE HOURS EACH WEEK IN WHOLE HOURS.
|___|___|
ENTER # OF HOURS
ENTER NUMBER
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
RANGE CHECK: IF CCQ.350 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED
IN CCQ.350 MULTIPLIED BY 10 HOURS AND THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN
CCQ.350 MULTIPLIED BY 24 HOURS. ELSE, IF CCQ.350 IS REF/DK, THE SOFT RANGE FOR HOURS IS 1-50 AND
THE HARD RANGE FOR HOURS IS 1-70.
IF CCQ.350 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.350
MULTIPLIED BY 10 HOURS. OTHERWISE DISPLAY: You have entered {DISPLAY RESPONSE AT CCQ350 * 10}.
Are you sure this is correct?”
IF CCQ.350 IS NOT EQUAL TO REF/DK, THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.350
MULTIPLIED BY 24 HOURS. OTHERWISE DISPLAY: "Invalid response. Entry not in range 1-70. Please
reenter.”
IF CCQ350=RF/DK, THE SOFT RANGE=1-50 hours. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered
{DISPLAY RESPONSE AT CCQ355}. Are you sure this is correct?”
IF CCQ350=RF/DK, HARD RANGE=1-70 hours. OTHERWISE DISPLAY ERROR MESSAGE: “Invalid response.
Entry not in range 1-70. Please reenter.”
BOX14
IF ONLY ONE CURRENT REGULAR CENTER OR PROGRAM CARE ARRANGEMENT FOR CHILD (CCQ.325 = 1 OR
DK OR REF), GO TO CCQ.376.
OTHERWISE, CONTINUE WITH CCQ.375.
CCQ375
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
Page 16 of 18
2015-07-13 11:00
QUESTION TEXT:
You said that {CHILD} attended {NUMBER} other day care {center/centers} or before- or after-school
{program/programs} on a regular basis. How many hours each week does {CHILD} attend {this
program/these programs}?
ENTER “77” IF CHILD DID NOT GO TO OTHER DAY CARE CENTER(S) OR BEFORE- OR AFTER-SCHOOL
PROGRAM(S) AT LEAST ONCE EACH WEEK.
|___|___|
ENTER # OF HOURS
ENTER NUMBER
Range
1 to 70
Soft Range
1 to 50
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
FOR "{NUMBER}", DISPLAY "1" IF CCQ.325 = 2; DISPLAY "2" IF CCQ.325 = 3; DISPLAY "3" IF CCQ.325 = 4. IF
CCQ.325 = 5, USE A NULL DISPLAY.
IF CCQ.325 = 2, DISPLAY "center," "program" AND "this program." OTHERWISE, DISPLAY "centers,"
"programs" AND "these programs."
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-50. HARD RANGE CHECK 1-70, 77.
IF NUMBER ENTERED IS OUTSIDE OF THE SOFT RANGE AND BETWEEN 51 and 70, DISPLAY MESSAGE "You
have entered {NUMBER ENTERED} hours. Are you sure this is correct?"
IF NUMBER ENTERED IS OUTSIDE OF THE HARD RANGE, DISPLAY MESSAGE "Invalid response. Entry not in
range 1 - 70. Please reenter."
IF NUMBER ENTERED IS "77", DISPLAY MESSAGE "You have entered 77, meaning that the child did not go to
other day care center(s) or before- or after-school program(s) at least once a week. Are you sure this is
correct?"
CCQ376
HELP AVAILABLE
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.
Spring 2016 Parent Interview: ECLS-K:2011 :: CCQ
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2015-07-13 11:00
CODES
1
YES
2
NO
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?”
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 2016 Parent Interview: ECLS-K:2011 :: CCQ
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2015-07-13 11:00
Spring 2016 Parent Interview: ECLS-K:2011
Section
NRQ
[Non-Resident Parents]
Sequence: 7
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 2016 Parent Interview: ECLS-K:2011 :: NRQ
Page 1 of 3
2015-06-11 14:45
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,
SPRING-FOURTH GRADE, SPRING-THIRD 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
1
Less than one month,
2
More than a month but less than a year,
Box4
3
More than a year, or
Box4
4
No contact since birth?
Box4
5
PARENT IS DECEASED
Box4
6
NO CONTACT SINCE ADOPTION
Box4
7
NO ADOPTIVE {MOTHER/FATHER}
Box4
8
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 2016 Parent Interview: ECLS-K:2011 :: NRQ
Page 2 of 3
2015-06-11 14:45
“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 200
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 200.
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 2016 Parent Interview: ECLS-K:2011 :: NRQ
Page 3 of 3
2015-06-11 14:45
Spring 2016 Parent Interview: ECLS-K:2011
Section
COQ
[Country of Origin for Non-Resident
Biological Parents]
Sequence: 8
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 2015 ((COQ005=1 IN SPRING 2015) OR
(COQ010 =0-75 IN SPRING 2015)), 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 2016 Parent Interview: ECLS-K:2011 :: COQ
Page 1 of 5
2015-06-11 14:45
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, SPRING-THIRD, SPRING-FOURTH 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
50
COQ010
QUESTION TEXT:
Spring 2016 Parent Interview: ECLS-K:2011 :: COQ
Page 2 of 5
2015-06-11 14:45
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 2015 ((COQ020=1 IN SPRING 2015) OR
(COQ025 =0-75 IN SPRING 2015)), 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 2016 Parent Interview: ECLS-K:2011 :: COQ
Page 3 of 5
2015-06-11 14:45
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
3
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, SPRINGTHIRD, OR SPRING-FOURTH 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
50
COQ025
Spring 2016 Parent Interview: ECLS-K:2011 :: COQ
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2015-06-11 14:45
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 2016 Parent Interview: ECLS-K:2011 :: COQ
Page 5 of 5
2015-06-11 14:45
Spring 2016 Parent Interview: ECLS-K:2011
Section
DWQ
[Discipline, Warmth, and Emotional
Supportiveness]
Sequence: 9
BOX 1
IF PERSON FLAGGED AS RESPONDENT SCORES '1' OR '2' AT FSQ.130 OR IF NO HOUSEHOLD MEMBER
SCORES '1' OR '2' AT FSQ.130, CONTINUE WITH DWQ.010. OTHERWISE, GO TO DWQ.081a.
DWQ010
QUESTION TEXT:
Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.
{CHILD} and I often have warm, close times together.
PROBE: Is it completely true, mostly true, somewhat true or not at all true?
CODES
1
COMPLETELY TRUE
2
MOSTLY TRUE
3
SOMEWHAT TRUE
4
NOT AT ALL TRUE
REFUSED
DON'T KNOW
DWQ015
QUESTION TEXT:
[Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.]
Most of the time I feel that {CHILD} likes me and wants to be near me.
Spring 2016 Parent Interview: ECLS-K:2011 :: DWQ
Page 1 of 11
2015-06-11 14:45
[PROBE: Is it completely true, mostly true, somewhat true or not at all true?]
CODES
1
COMPLETELY TRUE
2
MOSTLY TRUE
3
SOMEWHAT TRUE
4
NOT AT ALL TRUE
REFUSED
DON'T KNOW
DWQ025
QUESTION TEXT:
[Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.]
Even when I'm in a bad mood, I show {CHILD} a lot of love.
[PROBE: Is it completely true, mostly true, somewhat true or not at all true?]
CODES
1
COMPLETELY TRUE
2
MOSTLY TRUE
3
SOMEWHAT TRUE
4
NOT AT ALL TRUE
REFUSED
DON'T KNOW
DWQ035
QUESTION TEXT:
[Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.]
I express affection by hugging, kissing, and holding {CHILD}.
[PROBE: Is it completely true, mostly true, somewhat true or not at all true?]
CODES
1
COMPLETELY TRUE
2
MOSTLY TRUE
Spring 2016 Parent Interview: ECLS-K:2011 :: DWQ
Page 2 of 11
2015-06-11 14:45
3
SOMEWHAT TRUE
4
NOT AT ALL TRUE
REFUSED
DON'T KNOW
DWQ040
QUESTION TEXT:
[Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.]
Being a parent is harder than I thought it would be.
[PROBE: Is it completely true, mostly true, somewhat true or not at all true?]
CODES
1
COMPLETELY TRUE
2
MOSTLY TRUE
3
SOMEWHAT TRUE
4
NOT AT ALL TRUE
REFUSED
DON'T KNOW
DWQ045
QUESTION TEXT:
[Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.]
{CHILD} does things that really bother me.
[PROBE: Is it completely true, mostly true, somewhat true or not at all true?]
CODES
1
COMPLETELY TRUE
2
MOSTLY TRUE
3
SOMEWHAT TRUE
4
NOT AT ALL TRUE
REFUSED
DON'T KNOW
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DWQ050
QUESTION TEXT:
[Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.]
I find myself giving up more of my life to meet {CHILD}'s needs than I ever expected.
[PROBE: Is it completely true, mostly true, somewhat true or not at all true?]
CODES
1
COMPLETELY TRUE
2
MOSTLY TRUE
3
SOMEWHAT TRUE
4
NOT AT ALL TRUE
REFUSED
DON'T KNOW
DWQ060
QUESTION TEXT:
[Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.]
I often feel angry with {CHILD}.
[PROBE: Is it completely true, mostly true, somewhat true or not at all true?]
CODES
1
COMPLETELY TRUE
2
MOSTLY TRUE
3
SOMEWHAT TRUE
4
NOT AT ALL TRUE
REFUSED
DON'T KNOW
DWQ070a
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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
1
NEVER TRUE
2
SOMETIMES TRUE
3
OFTEN TRUE
4
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}.
CODES
1
NEVER TRUE
2
SOMETIMES TRUE
3
OFTEN TRUE
4
VERY OFTEN TRUE
REFUSED
DON'T KNOW
DWQ070c
QUESTION TEXT:
[Now I am going to read some additional statements.]
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[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
1
NEVER TRUE
2
SOMETIMES TRUE
3
OFTEN TRUE
4
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
1
NEVER TRUE
2
SOMETIMES TRUE
3
OFTEN TRUE
4
VERY OFTEN TRUE
REFUSED
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.
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CODES
1
NEVER TRUE
2
SOMETIMES TRUE
3
OFTEN TRUE
4
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
1
NEVER TRUE
2
SOMETIMES TRUE
3
OFTEN TRUE
4
VERY OFTEN TRUE
REFUSED
DON'T KNOW
DWQ075
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
1
NEVER
2
ALMOST NEVER
3
SOMETIMES
4
OFTEN
5
ALWAYS
REFUSED
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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
1
NEVER
2
ALMOST NEVER
3
SOMETIMES
4
OFTEN
5
ALWAYS
REFUSED
DON'T KNOW
DWQ077b
QUESTION TEXT:
[The following are a number of statements about your family. Please tell me how often each typically occurs
in your home.]
{CHILD} talks you out of being punished after {he/she} has done something wrong.
[PROBE: Would you say this occurs never, almost never, sometimes, often, or always?]
CODES
1
NEVER
2
ALMOST NEVER
3
SOMETIMES
4
OFTEN
5
ALWAYS
REFUSED
DON'T KNOW
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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
1
NEVER
2
ALMOST NEVER
3
SOMETIMES
4
OFTEN
5
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.
|___|___|
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.
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IF HOURS ARE REF/DK, SKIP TO BOX2. ELSE, CONTINUE WITH MINUTES.
DISPLAY “plays video games” IN UNDERLINED TEXT.
IF THE VALUE ENTERED IS 11 TO 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.
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).
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Spring 2016 Parent Interview: ECLS-K:2011
Section
CHQ
[Child's Health and Well-Being]
Sequence: 10
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
1
NEVER BEEN TO DENTIST OR DENTAL HYGIENIST
FOR DENTAL CARE
2
LESS THAN 6 MONTHS
3
6 MONTHS TO LESS THAN 1 YEAR
4
1 YEAR TO 2 YEARS
5
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
1
NEVER HAD ROUTINE HEALTH CARE
2
LESS THAN 6 MONTHS
3
6 MONTHS TO LESS THAN 1 YEAR
4
1 YEAR TO 2 YEARS
5
MORE THAN 2 YEARS
REFUSED
DON'T KNOW
CHQ021
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QUESTION TEXT:
Has {CHILD} had an ear infection since last spring?
CODES
1
YES
2
NO
CHQ023
REFUSED
DON'T KNOW
CHQ022
QUESTION TEXT:
Has {CHILD} had an ear ache since last spring?
CODES
1
YES
CHQ024
2
NO
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
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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
1
NO TREATMENT/ WATCH AND WAIT
2
DECONGESTANTS/ ANTIHISTAMINES/ ALLERGY
MEDICATION
3
ANTIBIOTICS
4
WITH EAR TUBES
5
ANALGESICS (E.G., FEVER REDUCER OR PAIN
RELIEVER)
6
EAR DROPS
7
FLUSHING THE EAR/ IRRIGATION/ EAR WAX
REMOVAL
8
REMOVE TONSILS/ ADENOIDS
9
CHIROPRACTIC TREATMENTS
10
DID NOT GO TO DOCTOR, NURSE, OR MEDICAL
PROFESSIONAL
91
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
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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
1
RIGHT EAR
2
LEFT EAR
3
BOTH EARS
REFUSED
DON'T KNOW
CHQ026
QUESTION TEXT:
Has a doctor, nurse, or other medical professional ever told you that {CHILD} has asthma?
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CODES
1
YES
2
NO
CHQ060
REFUSED
CHQ060
DON'T KNOW
CHQ060
CHQ027
QUESTION TEXT:
Does {he/she} receive treatment for this condition?
CODES
1
YES
2
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.
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{CHILD} is independent and takes care of {himself/herself} ...
CODES
1
Better than other children {his/her} age,
2
As well as other children,
3
Slightly less well than other children, or
4
Much less well than other children?
REFUSED
DON'T KNOW
CHQ100
QUESTION TEXT:
Does {CHILD} pay attention ....
CODES
1
Better than other children {his/her} age,
2
As well as other children,
3
Slightly less well than other children, or
4
Much less well than other children?
REFUSED
DON'T KNOW
CHQ105
QUESTION TEXT:
Does {CHILD} learn, think, and solve problems …
CODES
1
Better than other children {his/her} age,
2
As well as other children,
3
Slightly less well than other children, or
4
Much less well than other children?
REFUSED
DON'T KNOW
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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
1
Better than other children {his/her} age,
2
As well as other children,
3
Slightly less well than other children, or
4
Much less well than other children?
REFUSED
DON'T KNOW
CHQ107
QUESTION TEXT:
Would you say {CHILD} behaves and relates to other children…
CODES
1
Better than other children {his/her} age,
2
As well as other children,
3
Slightly less well than other children, or
4
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
1
Better than other children {his/her} age,
2
As well as other children,
3
Slightly less well than other children, or
4
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
1
Less active than other children {his/her} age,
2
About as active,
3
Slightly more active, or
4
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
1
YES
2
NO
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
1
MILD PROBLEM
2
MODERATE PROBLEM
3
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
1
YES
2
NO
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-FOURTH 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
1
YES
2
NO
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-FOURTH 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. "Autism 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
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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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
1
LEARNING DISABILITY
2
ATTENTION DEFICIT DISORDER (ADD)
3
ATTENTION DEFICIT HYPERACTIVITY DISORDER
(ADHD)
4
DEVELOPMENTAL DELAY
5
AUTISM/ASPERGER’S DISORDER/PERVASIVE
DEVELOPMENTAL DISORDER (PDD)/OTHER
AUTISM SPECTRUM DISORDER
6
DYSLEXIA
7
DYSCALCULIA
8
INTELLECTUAL DISABILITY/SEVERE COGNITIVE
DISABILITY/MENTAL RETARDATION
9
ORTHOPEDIC IMPAIRMENT
10
SERIOUS EMOTIONAL DISTURBANCE
11
TRAUMATIC BRAIN INJURY
12
PANIC DISORDER
13
SEPARATION ANXIETY DISORDER
14
OBSESSIVE COMPULSIVE DISORDER
15
GENERALIZED ANXIETY DISORDER
16
OTHER ANXIETY DISORDER
17
BIPOLAR DISORDER
18
DEPRESSION
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19
SPEECH PROBLEMS (SUCH AS ARTICULATION
PROBLEMS; COMMUNICATION
PROBLEMS; PHONOLOGICAL PROBLEMS; VOICE
DISORDERS; OR STUTTERING)
20
SENSORY DEFICIT DISORDER (SUCH AS SENSORY
DEPRIVATION PROBLEMS; SENSORY
PROCESSING PROBLEMS; SENSORY
INTEGRATION PROBLEMS; OR SENSORY
ORGANIZATION PROBLEMS)
21
OPPOSITIONAL DEFIANT
DISORDER/OPPOSITIONAL DEFIANCE DISORDER
(ODD)
91
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 "Autism 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
1
AUTISM
2
ASPERGER'S DISORDER
3
PERVASIVE DEVELOPMENTAL DISORDER (PDD)
4
AUTISM SPECTRUM DISORDER (ASD)
91
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
50
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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 22 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.
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CODES
1
MONTHS
CHQ140
2
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
CHQ140
DON'T KNOW
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PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 1-12 FOR MONTH, 2003-2016 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 2016
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 1-12 FOR MONTH, 2003-2016 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
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF CHQ.125 = 1, DISPLAY “learning disability."
IF CHQ.125 = 2, DISPLAY “Attention Deficit Disorder (ADD)."
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2015-08-10 15:44
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
1
AT SCHOOL
2
AT HOME
3
BOTH AT SCHOOL AND AT HOME
REFUSED
DON'T KNOW
CHQ173
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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
1
Less than one month,
2
Less than a year,
3
1 to 2 years,
4
3 to 4 years, or
5
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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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:
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
Page 23 of 64
2015-08-10 15:44
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
1
Better than other children {his/her} age,
2
As well as other children,
3
Slightly less well than other children, or
4
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
1
YES
2
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.
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
Page 24 of 64
2015-08-10 15:44
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
1
YES
2
NO
CHQ216
REFUSED
CHQ216
DON'T KNOW
CHQ216
PROGRAMMER INSTRUCTIONS:
DISPLAY “Professional:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Since last spring, has {CHILD}” IF SECTION CHQ WAS COMPLETED IN SPRING-FOURTH GRADE
ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Has {CHILD} ever."
HELP AVAILABLE
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
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “of a problem” IN UNDERLINED TEXT.
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
Page 25 of 64
2015-08-10 15:44
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
1
excellent hearing,
CHQ221
2
good hearing,
CHQ221
3
a little trouble hearing,
4
moderate trouble hearing,
5
a lot of trouble hearing, or
6
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
1
YES
2
NO
CHQ221
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “hear and understand” AND “whispers” IN UNDERLINED TEXT.
CHQ218
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
Page 26 of 64
2015-08-10 15:44
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
1
YES
2
NO
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
1
YES
2
NO
CHQ221
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “hear and understand” AND “shouts” IN UNDERLINED TEXT.
CHQ220
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
Page 27 of 64
2015-08-10 15:44
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
1
YES
2
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
1
YES
2
NO
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 2016 Parent Interview: ECLS-K:2011 :: CHQ
Page 28 of 64
2015-08-10 15:44
NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT
EVALUATION CAN BE INCLUDED IN THIS ANSWER.
CODES
1
Excellent hearing,
2
Good hearing,
3
A little trouble hearing,
4
Moderate trouble hearing,
5
A lot of trouble hearing, or
6
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 2014, 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 done for this study, has}} /
{{Since last spring, has /Since the spring of 2014, 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
1
YES
2
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 2014, has/Besides the ECLS-K:2011
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
Page 29 of 64
2015-08-10 15:44
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}}" IF THE PRELOAD INDICATES THAT ((HE_Status= 60 OR (80 THROUGH 88) IN FALL 2012 OR
SPRING 2014), OR (HE_STATUS=10 IN SPRING 2016)) (CHILD IS IN THE HEARING SUBSAMPLE).
WITHIN THIS DISPLAY, IF (HE_STATUS=10 IN SPRING 2016) IN THE PRELOAD AND THE MOST RECENTLY
COMPLETED SECTION CHQ WAS IN SPRING-FOURTH GRADE ACCORDING TO 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.
ELSE, IF (HE_Status= 60 OR (80 THROUGH 88) IN SPRING 2014) OR (HE_Status=10 IN SPRING 2016) IN THE
PRELOAD AND THE MOST RECENTLY COMPLETED SECTION CHQ WAS IN SPRING-THIRD GRADE ACCORDING
TO THE PRELOAD, DISPLAY “Besides the ECLS-K:2011 hearing evaluation done for this study, since the spring
of 2014, has” AND USE A NULL DISPLAY FOR "ever" IN THE MAIN QUESTION TEXT.
ELSE, IF (HE_Status= 60 OR (80 THROUGH 88) IN SPRING 2014) OR (HE_Status=10 IN SPRING 2016) IN THE
PRELOAD AND THE MOST RECENTLY COMPLETED SECTION CHQ WAS IN SPRING-SECOND GRADE
ACCORDING TO 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.
ELSE, IF (HE_Status= 60 OR (80 THROUGH 88) IN FALL 2012 OR SPRING 2014) OR (HE_Status=10 IN SPRING
2016) IN THE PRELOAD AND THE MOST RECENTLY COMPLETED SECTION CHQ WAS IN FALL-SECOND GRADE
ACCORDING TO 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.
ELSE, IF ((HE_Status= 60 OR (80 THROUGH 88) IN FALL 2012 OR SPRING 2014), OR (HE_STATUS=10 IN SPRING
2016)) 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-FOURTH GRADE ACCORDING TO THE PRELOAD.
ELSE, DISPLAY "Since the spring of 2014" 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.
CHQ245
HELP AVAILABLE
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
Page 30 of 64
2015-08-10 15:44
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
1
YES
2
NO
BOX 13
REFUSED
BOX 13
DON'T KNOW
BOX 13
PROGRAMMER INSTRUCTIONS:
DISPLAY “of a problem” IN UNDERLINED TEXT.
DISPLAY "Professional:" IN THE HELP TEXT IN BOLD TEXT.
CHQ246
QUESTION TEXT:
What was the diagnosis?
PROBE: Anything else?
CODE ALL THAT APPLY.
CODES
1
DUE TO EAR WAX (EXTERNAL EAR CANAL EAR
WAX)
2
DUE TO EAR CANAL DEFORMITY (“ATRESIA”
(EAR CANAL NOT NORMALLY FORMED),
CRANIAL-FACIAL DISORDER, ETC.)
3
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)
4
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)
5
DUE TO EAR DRUM PROBLEM (INCLUDES
PERFORATED/TORN/RUPTURED EARDRUM)
6
DUE TO ILLNESS (MENINGITIS, MEASLES,
MUMPS, RUBELLA, SCARLET FEVER, ETC.)
7
DUE TO CMV (CYTOMEGALOVIRUS, A TYPE OF
HERPES VIRUS)
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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8
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
9
DUE TO NOISE EXPOSURE (FROM GUNFIRE, FIRE
CRACKERS, ETC.)
10
DUE TO GENETIC CAUSE (INCLUDES CONGENITAL
(THERE AT BIRTH) HEARING LOSS, HEREDITARY
HEARING LOSS, SYNDROMAL HEARING LOSS –
DOWN SYNDROME, USHER’S
SYNDROME, ETC.)
11
DUE TO INJURY OR TRAUMA TO HEAD & NECK
12
DUE TO EAR OR FACIAL SURGERY
13
DUE TO NERVE DEAFNESS (NERVE HEARING
LOSS OR SENSORINEURAL HEARING LOSS)
14
DUE TO CENTRAL AUDITORY PROCESSING
DISORDER (PROBLEM WITH BEING ABLE TO
RECOGNIZE, TELL THE DIFFERENCE BETWEEN,
OR UNDERSTAND SOUNDS)
15
DEAF
16
HEARING LOSS, CAUSE UNKNOWN
17
AWAITING EVALUATION
91
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
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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QUESTION TEXT:
[What was the diagnosis?]
SPECIFY DIAGNOSIS.
___________________________________________
ENTER TEXT
Length
75
BOX13
IF THE CASE HAD A SPRING KINDERGARTEN, SPRING FIRST-GRADE, SPRING SECOND-GRADE, SPRING THIRDGRADE, OR SPRING FOURTH-GRADE INTERVIEW, DETERMINE FROM THE PRELOAD IF CHQ.250A WAS ASKED
IN EITHER SPRING KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, SPRING THIRD GRADE,
OR SPRING FOURTH 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, SPRING THIRD GRADE, OR
SPRING FOURTH GRADE AND GOT ANOTHER HEARING DIAGNOSIS IN SPRING FIFTH 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, SPRING THIRD GRADE, OR SPRING
FOURTH GRADE, WE DO NOT NEED TO ASK ABOUT IT AGAIN IN SPRING FIFTH GRADE.
IF THE CURRENT DIAGNOSIS IS FOR THE SAME ISSUE AS IN SPRING KINDERGARTEN, SPRING FIRST GRADE,
SPRING SECOND GRADE, SPRING THIRD GRADE, OR SPRING FOURTH GRADE GO TO CHQ.255a. (NOTE: IF
THERE WERE TWO ISSUES IN SPRING KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE,
SPRING THIRD GRADE, OR SPRING FOURTH 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
FIFTH (E.G., HEARING), GO TO CHQ.255a BECAUSE WE ALREADY ASKED ABOUT HEARING IN SPRING
KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, SPRING THIRD GRADE, OR SPRING FOURTH
GRADE. HOWEVER, IF ONE ISSUE WAS MENTIONED IN SPRING KINDERGARTEN, SPRING FIRST GRADE,
SPRING SECOND GRADE, SPRING THIRD GRADE, OR SPRING FOURTH GRADE AND IT WAS THE SAME ISSUE
IN BOTH TIME PERIODS (E.G., HEARING) AND BOTH ISSUES ARE NOTED IN SPRING FIFTH 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.
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
Page 33 of 64
2015-08-10 15:44
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
1
MONTHS
CHQ250b
2
YEARS
CHQ250c
3
NO DIAGNOSIS HAS BEEN RECEIVED YET
Box14
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.
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." ELSE, IF CHQ250a=3 (NO DIAGNOSIS HAS BEEN RECEIVED
YET) and CHQ246 IS SKIPPED, GO TO BOX 14.
RANGE CHECK: 1-“AGE." IF AGE ENTERED IS LESS 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."
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
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
Page 34 of 64
2015-08-10 15:44
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: 0-23 FOR MONTHS. IF NUMBER OF MONTHS IS NOT IN THE RANGE, DISPLAY A MESSAGE:
"Input invalid. Value not in range 0 to 23."
RANGE CHECK: 1-“AGE." IF AGE ENTERED IS LESS 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."
CHQ250c
QUESTION TEXT:
[How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to
communicate/hearing} was made?]
ENTER NUMBER FOR AGE IN YEARS
|___|___|
YEARS
ENTER NUMBER
Range
0 to 11
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: "AGE OF DIAGNOSIS CANNOT BE GREATER THAN THE CHILD'S
CURRENT RANGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT."
RANGE CHECK: 0-11 FOR YEARS. IF NUMBER OF YEARS IS NOT IN THE RANGE, DISPLAY A MESSAGE: "Input
invalid. Value not in range 0 to 11."
RANGE CHECK: 1-“AGE." IF AGE ENTERED IS LESS 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."
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, SPRING THIRD GRADE, OR SPRING FOURTH
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
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ANSWERED BUT NOT THE LOOP FOR HEARING AND CHQ.250a WAS ASKED IN EITHER SPRING
KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, SPRING THIRD GRADE, OR SPRING FOURTH
GRADE FOR ABILITY TO HEAR, GO TO CHQ.255a AND ASK ABOUT HEARING.
ELSE, IF THE PRELOAD SHOWS THAT (CHQ256a or CHQ256b = 1 IN SPRING FOURTH, SPRING THIRD OR
SPRING SECOND) OR (CHQ.256=1 IN 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
Box 16
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 to 12 FOR MONTH. IF MONTH IS NOT IN RANGE, DISPLAY MESSAGE "Input invalid. Value
not in range 1 to 12."
RANGE CHECK: 1-“DATE." IF YEAR ENTERED IS LESS THAN THE CHILD’S PRELOADED AGE, DISPLAY A
MESSAGE: "DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTH DATE AND LESS THAN
OR EQUAL TO INTERVIEW DATE."
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.
|___|___|___|___|
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ENTER YEAR.
ENTER NUMBER
2003 to 2016
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate." ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1,
DISPLAY “hearing." ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME
THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED.
RANGE CHECK: 1-“DATE." IF YEAR ENTERED IS LESS THAN THE CHILD’S PRELOADED AGE, DISPLAY A
MESSAGE: "DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTH DATE AND LESS THAN
OR EQUAL TO INTERVIEW DATE."
RANGE CHECK: 2003-2016 FOR YEAR. IF YEAR IS NOT IN RANGE, DISPLAY MESSAGE "Input invalid. Value not
in range 2003 to 2016."
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 FOURTH GRADE) OR (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.
HELP AVAILABLE
CHQ256a
QUESTION TEXT:
Since last spring, has {CHILD} worn a hearing aid?
IF RESPONDENT SAYS “YES,” ASK: “Does {CHILD} wear one now?”
IF THE CHILD WEARS ONE NOW, CODE AS 1 (YES, CURRENTLY).
HELP TEXT:
Hearing Aid: A small electronic sound amplifier worn in or behind the ear that compensates for impaired
hearing.
CODES
1
YES, CURRENTLY
BOX16A
2
YES, SINCE LAST SPRING, BUT NOT CURRENTLY
BOX16A
3
NO
CHQ263
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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
1
YES, CURRENTLY
2
YES, IN THE PAST
3
NO
CHQ263
REFUSED
CHQ263
DON'T KNOW
CHQ263
PROGRAMMER INSTRUCTIONS:
DISPLAY “Hearing Aid:” IN THE HELP TEXT IN BOLD TEXT.
BOX16a
IF CHQ.257a WAS ASKED IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE,
SPRING-THIRD GRADE, OR SPRING-FOURTH 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
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hearing aid right after the recommendation was first made. For other children, there may have been a period
of time between when the recommendation was first made and when the child started wearing a hearing aid.
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
|___|___|
ENTER NUMBER FOR AGE.
ENTER NUMBER
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 0-36 IF MONTHS IS THE UNIT. IF MONTH IS NOT IN RANGE, DISPLAY MESSAGE "Input invalid.
Value not in range 0 to 36."
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
1
MONTHS
2
YEARS
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
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.
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CHQ258
QUESTION TEXT:
How often does {CHILD} use the hearing aid(s) in school? Would you say…
CODES
1
All of the time,
2
Most of the time,
3
Sometimes,
4
Rarely, or
5
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
1
YES
2
NO
CHQ270
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} hearing aid(s)," “hear and understand," AND “whispers” IN UNDERLINED
TEXT.
CHQ260
QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing
aid(s). ]
{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.
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CODES
1
YES
2
NO
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
1
YES
2
NO
CHQ270
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} hearing aid(s)," “hear and understand," AND “shouts” IN UNDERLINED
TEXT.
CHQ262
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
speaks loudly into {his/her} {better} ear.
CODES
1
YES
CHQ270
2
NO
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.
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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
1
YES
2
NO
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-FOURTH 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?
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
Range
0 to 36
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 0-36 IF UNIT IS MONTHS. IF MONTH IS NOT IN RANGE, DISPLAY MESSAGE "Input invalid.
Value not in range 0 to 36."
CHQ264b
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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
1
MONTHS
2
YEARS
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
1-“CHILD’S CURRENT AGE” IF UNIT IS YEARS. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S
PRELOADED AGE, DISPLAY A MESSAGE: "THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD’S
CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT."
HELP AVAILABLE
CHQ270
QUESTION TEXT:
Does {CHILD} have a cochlear implant?
PROBE: IF RESPONDENT SAYS “YES” BUT WHICH EAR IS NOT SPECIFIED, PROBE: Is the cochlear implant in
the right or left ear or does {CHILD} have them in both ears?
HELP TEXT:
Cochlear Implants: An electronic device that is surgically placed in the inner ear which is designed to provide
useful hearing and improved communication ability to individuals who are profoundly hearing impaired and
unable to understand speech with hearing aids.
CODES
1
YES, ONE EAR ONLY – RIGHT EAR
2
YES, ONE EAR ONLY – LEFT EAR
3
YES, IN BOTH EARS
4
NO
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, SPRING-
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THIRD GRADE , OR SPRING-FOURTH GRADE AND [(CHQ.270 IN (SPRING-KINDERGARTEN, SPRING-FIRST
GRADE, SPRING-SECOND GRADE, SPRING-THIRD GRADE, OR SPRING-FOURTH GRADE ) AND SPRING-FIFTH
GRADE = 1) OR (CHQ.270 IN (SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE,
SPRING-THIRD GRADE, OR SPRING-FOURTH GRADE ) AND SPRING-FIFTH GRADE = 2)], GO TO CHQ.277.
ELSE, IF CHQ.273 WAS ASKED IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE,
SPRING-THIRD GRADE, OR SPRING-FOURTH GRADE AND [CHQ.270 IN (SPRING-KINDERGARTEN, SPRINGFIRST GRADE, SPRING SECOND GRADE, SPRING-THIRD GRADE, OR SPRING-FOURTH GRADE) AND SPRINGFIFTH 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 2016
REFUSED
CHQ272a
DON'T KNOW
CHQ272a
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 2003-2016. IF YEAR IS NOT IN RANGE, DISPLAY MESSAGE "Input invalid. Value not in range
2003 to 2016."
YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE.
ONCE YEAR IS ENTERED, SKIP TO CHQ,277.
CHQ272a
QUESTION TEXT:
How old was {CHILD} when it was implanted?
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
|___|___|
ENTER NUMBER FOR AGE.
ENTER NUMBER
Range
0 to 36
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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2015-08-10 15:44
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 0-36 IF UNIT IS MONTHS. IF MONTH IS NOT IN RANGE, DISPLAY MESSAGE "Input invalid.
Value not in range 0 to 36."
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
1
MONTHS
CHQ277
2
YEARS
CHQ277
REFUSED
CHQ277
DON'T KNOW
CHQ277
PROGRAMMER INSTRUCTIONS:
1- "CHILD’S CURRENT AGE" IF UNIT IS YEARS. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S
PRELOADED AGE, DISPLAY A MESSAGE: "THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD’S
CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT."
CHQ273
QUESTION TEXT:
In what years were they implanted?
PROBE: When was it implanted in the left ear?
|___|___|___|___|
ENTER YEAR FOR LEFT EAR.
ENTER NUMBER
Range
2003 to 2016
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 2003-2016. IF YEAR IS NOT IN RANGE, DISPLAY MESSAGE "Input invalid. Value not in range
2003 to 2016."
YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE.
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CHQ274
QUESTION TEXT:
[In what years were they implanted?]
PROBE: When was it implanted in the right ear?
|___|___|___|___|
ENTER YEAR FOR RIGHT EAR.
ENTER NUMBER
2003 to 2016
Range
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 2003-2016. IF YEAR IS NOT IN RANGE, DISPLAY MESSAGE "Input invalid. Value not in range
2003 to 2016."
YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE.
BOX17
IF A YEAR WAS ENTERED FOR BOTH THE LEFT EAR AND THE RIGHT EAR (BOTH CHQ.274 AND CHQ.273 NE
REFUSED OR DON’T KNOW), GO TO CHQ.277.
ELSE, IF (A YEAR WAS ONLY ENTERED FOR THE RIGHT EAR (CHQ.274 NE REFUSED OR DON’T KNOW) AND
(CHQ.273 EQ REFUSED OR DON’T KNOW)) OR A (YEAR WAS NOT ENTERED FOR EITHER THE LEFT EAR OR
THE RIGHT EAR (BOTH CHQ.274 AND CHQ.273 EQ REFUSED OR DON’T KNOW), GO TO CHQ.275a.
ELSE, IF A YEAR WAS ONLY ENTERED FOR THE LEFT EAR (CHQ.273 NE REFUSED OR DON’T KNOW) AND
(CHQ.274 EQ REFUSED OR DON’T KNOW), GO TO CHQ.276a.
CHQ275a
QUESTION TEXT:
{How old was {CHILD} when it was implanted in the left ear?} {How old was {CHILD} when they were
implanted?}
{PROBE: How old was {CHILD} when it was implanted in the left ear?}
|___|___|
ENTER NUMBER FOR AGE IN MONTHS OR YEARS FOR LEFT EAR.
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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
1
MONTHS
2
YEARS
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF A YEAR WAS ONLY ENTERED FOR THE RIGHT EAR (CHQ.274 NE REFUSED OR DON’T KNOW) AND (CHQ.273
EQ REFUSED OR DON’T KNOW), DISPLAY THE FIRST DISPLAY “How old was {CHILD} when it was implanted in
the left ear?}” AND USE A NULL DISPLAY FOR THE SECOND DISPLAY AND THE PROBE. ELSE, USE A NULL
DISPLAY FOR THE FIRST DISPLAY AND DISPLAY THE SECOND DISPLAY AND
THE PROBE.
RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- "CHILD’S CURRENT PRELOADED AGE" IF UNIT IS YEARS. IF
NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF
DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF
CURRENT AGE IS INCORRECT.
BOX18
IF A YEAR WAS ONLY ENTERED FOR THE RIGHT EAR (CHQ.274 NE REFUSED OR DON’T KNOW) AND (CHQ.273
EQ REFUSED OR DON’T KNOW), GO TO CHQ.277. ELSE, GO TO CHQ. 276a.
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CHQ276a
QUESTION TEXT:
{How old was {CHILD} when it was implanted in the right ear?} {[How old was {CHILD} when they were
implanted?]}
{PROBE: How old was {CHILD} when it was implanted in the right ear?}
|___|___|
ENTER NUMBER FOR AGE IN MONTHS OR YEARS FOR RIGHT EAR.
ENTER NUMBER
0 to 36
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF A YEAR WAS ONLY ENTERED FOR THE LEFT EAR (CHQ.273 NE REFUSED OR DON’T
KNOW) AND (CHQ.274 EQ REFUSED OR DON’T KNOW), DISPLAY THE FIRST DISPLAY “How old was {CHILD}
when it was implanted in the right ear?}” AND USE A NULL DISPLAY FOR THE SECOND DISPLAY AND THE
PROBE. ELSE, USE A NULL DISPLAY FOR THE FIRST DISPLAY AND DISPLAY THE SECOND DISPLAY AND THE
PROBE.
RANGE CHECK: 0-36 IF UNIT IS MONTHS. IF MONTH IS NOT IN RANGE, DISPLAY MESSAGE "Input invalid.
Value not in range 0 to 36."
THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN THE CHILD'S CURRENT AGE. VERIFY INFORMATION
AND SUPPRESS IF CURRENT AGE IS INCORRECT.
CHQ276b
QUESTION TEXT:
[{How old was {CHILD} when it was implanted in the right ear?} {[How old was {CHILD} when they were
implanted?]}]
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
[{PROBE: How old was {CHILD} when it was implanted in the right ear?}]
ENTER UNIT FOR AGE IN MONTHS OR YEARS FOR RIGHT EAR.
CODES
1
MONTHS
2
YEARS
REFUSED
DON'T KNOW
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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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. IF MONTH IS NOT IN RANGE, DISPLAY MESSAGE "Input invalid.
Value not in range 0 to 36."
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
1
YES
2
NO
CHQ285
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} cochlear implant(s)," “hear and understand,” AND "whispers” IN
UNDERLINED TEXT.
CHQ278
QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her}
cochlear implant(s).]
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks
in a normal voice to {him/her} from across a quiet room.
CODES
1
YES
2
NO
CHQ285
REFUSED
DON'T KNOW
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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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
1
YES
2
NO
CHQ285
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} cochlear implant(s)," “hear and understand,” AND ”shouts” IN
UNDERLINED TEXT.
CHQ280
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
speaks loudly into {his/her} {better} ear.
CODES
1
YES
2
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
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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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
1
YES
2
NO
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
1
SEEING THINGS UP CLOSE
2
SEEING THINGS IN THE DISTANCE
3
BOTH
REFUSED
DON'T KNOW
HELP AVAILABLE
CHQ290
QUESTION TEXT:
{Since last spring, has/Has} {CHILD}'s vision {ever} been evaluated by an eye care professional?
HELP TEXT:
Eye Care Professional: This includes optometrists and ophthalmologists. Include a school nurse who gives a
vision test, but do not include teachers or some other non-health professional, or a doctor who simply looks
in the child’s eyes.
For the vision and hearing questions, having been evaluated at the school by a health professional does count
as being evaluated by a professional.
CODES
1
YES
2
NO
CHQ330
REFUSED
CHQ330
DON'T KNOW
CHQ330
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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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-FOURTH 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
1
YES
2
NO
CHQ330
REFUSED
CHQ330
DON'T KNOW
CHQ330
PROGRAMMER INSTRUCTIONS:
DISPLAY "of a vision-related " IN UNDERLINED TEXT.
CHQ301
QUESTION TEXT:
What was the diagnosis?
PROBE: Anything else?
CODE ALL THAT APPLY.
CODES
1
NEARSIGHTEDNESS (MYOPIA)
2
FARSIGHTED (HYPEROPIA)
3
COLOR BLINDNESS OR DEFICIENCY
4
ASTIGMATISM
5
CROSSED OR WANDERING EYE (STRABISMUS)
6
AMBLYOPIA OR "LAZY EYE"
7
RETINOPATHY
8
BLINDNESS
9
CONDITION REQUIRING GLASSES - SPECIFIC
CONDITION UNSPECIFIED
10
AWAITING EVALUATION
91
OTHER (SPECIFY)
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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2015-08-10 15:44
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF CHQ301=1 (NEARSIGHTEDNESS) AND CHQ286=1 (CHILD HAS PROBLEM WITH SEEING THINGS UP CLOSE),
DISPLAY A MESSAGE:
"CODE 1 FOR CHQ301 (NEARSIGHTEDNESS) DOES NOT MATCH THE EARLIER ANSWER OF CODE 1 FOR
CHQ286 (PROBLEM WITH SEEING THINGS UP CLOSE OR FARSIGHTEDNESS). CONFIRM ANSWER WITH
RESPONDENT.
PRESS G TO RETURN TO CHQ286 IF THE CHILD IS NEARSIGHTED AND CHANGE THE ANSWER TO "2" FOR
PROBLEM SEEING THINGS IN THE DISTANCE OR "3" FOR BOTH.
PRESS C OR ESCAPE TO CANCEL IF THE CHILD IS FARSIGHTED AND CHANGE THE ANSWER TO CHQ301 TO "2"
FOR FARSIGHTED OR OTHER APPROPRIATE ANSWER.
PRESS S TO SUPPRESS AND CONTINUE."
ELSE IF CHQ301=2 (FARSIGHTED) AND CHQ286=2 (CHILD HAS PROBLEM WITH SEEING THINGS IN THE
DISTANCE), DISPLAY A MESSAGE:
"CODE 2 FOR CHQ301 (FARSIGHTED) DOES NOT MATCH THE EARLIER ANSWER OF CODE 2 FOR CHQ286
(PROBLEM WITH SEEING THINGS IN THE DISTANCE OR NEARSIGHTEDNESS). CONFIRM ANSWER WITH
RESPONDENT.
PRESS G TO RETURN TO CHQ286 IF THE CHILD IS FARSIGHTED AND CHANGE THE ANSWER TO "1" FOR
PROBLEM SEEING THINGS UP CLOSE OR "3" FOR BOTH.
PRESS C OR ESCAPE TO CANCEL IF THE CHILD IS NEARSIGHTED AND CHANGE THE ANSWER TO CHQ301 TO
"1" FOR NEARSIGHTED OR OTHER APPROPRIATE ANSWER.
PRESS S TO SUPPRESS AND CONTINUE."
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.
_______________________________________________________
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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2015-08-10 15:44
ENTER TEXT
50
Length
BOX20
IF CHQ.305a WAS ASKED IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE,
SPRING-THIRD GRADE, OR SPRING-FOURTH 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."
IF NUMBER ENTERED IS OUTSIDE THE HARD RANGE FOR MONTHS, DISPLAY MESSAGE "Input invalid. Value
not in range 0 to 77."
CHQ305b
QUESTION TEXT:
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
Page 54 of 64
2015-08-10 15:44
[How old was {CHILD} when the first diagnosis of a problem was made?]
ALLOW RESPONSE IN YEARS OR MONTHS, BUT NOT BOTH.
ENTER UNIT FOR AGE.
CODES
1
MONTHS
CHQ311
2
YEARS
CHQ311
REFUSED
CHQ311
DON'T KNOW
CHQ310a
PROGRAMMER INSTRUCTIONS:
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?"
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
Range
1 to 12
REFUSED
CHQ311
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 1-12 FOR MONTH. IF NUMBER ENTERED IS OUTSIDE THE HARD RANGE FOR MONTHS,
DISPLAY MESSAGE "Input invalid. Value not in range 1 to 12."
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?
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST.
|___|___|___|___|
ENTER YEAR.
ENTER NUMBER
Range
2003 to 2016
Soft Range
2003 to 2016
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 2003-2016 FOR YEAR. IF NUMBER ENTERED IS OUTSIDE THE HARD RANGE FOR THE YEAR,
DISPLAY MESSAGE "Input invalid. Value not in range 2003 to 2016."
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
1
YES
2
NO
CHQ330
REFUSED
CHQ330
DON'T KNOW
CHQ330
CHQ312
QUESTION TEXT:
How often does {CHILD} wear glasses or contact lenses?
CODES
1
All of the time,
CHQ314
2
Most of the time,
CHQ314
3
Sometimes,
CHQ314
4
Rarely, or
CHQ314
5
Never?
CHQ313
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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2015-08-10 15:45
6
CHILD DOES NOT HAVE GLASSES OR CONTACTS
CHQ330
REFUSED
CHQ330
DON'T KNOW
CHQ330
CHQ313
QUESTION TEXT:
Does {CHILD} have glasses or contact lenses?
CODES
1
YES
2
NO
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
1
SEE THINGS UP CLOSE
2
SEE THINGS IN THE DISTANCE
3
BOTH
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF CHQ314=1 (GLASSES OR CONTACTS HELP CHILD SEE UP CLOSE) AND CHQ286=2 (CHILD HAS PROBLEMS
SEEING THINGS IN THE DISTANCE), DISPLAY A MESSAGE:
"CODE 1 FOR CHQ314 (GLASSES OR CONTACTS HELP CHILD SEE UP CLOSE) DOES NOT MATCH CODE 2 FOR
CHQ286 (CHILD HAS PROBLEMS SEEING THINGS IN THE DISTANCE). CONFIRM ANSWER WITH RESPONDENT.
PRESS G TO RETURN TO CHQ286 IF THE CHILD HAS TROUBLE SEEING THINGS UP CLOSE AND CHANGE THE
ANSWER TO "1" FOR PROBLEMS SEEING THINGS UP CLOSE OR "3" FOR BOTH. PRESS C OR ESCAPE TO
CANCEL IF THE CHILD'S GLASSES OR CONTACTS HELP CHILD SEE IN THE DISTANCE AND CHANGE THE
ANSWER TO CHQ314 TO "2" FOR GLASSES OR CONTACTS HELP CHILD SEE IN THE DISTANCE OR "3" FOR
BOTH. PRESS S TO SUPPRESS AND CONTINUE."
ELSE IF CHQ314=2 (GLASSES OR CONTACTS HELP CHILD SEE THINGS IN THE DISTANCE) AND CHQ286=1
(CHILD HAS PROBLEMS SEEING THINGS UP CLOSE), DISPLAY A MESSAGE: "CODE 2 FOR CHQ314 (GLASSES
OR CONTACTS HELP CHILD SEE THINGS IN THE DISTANCE) DOES NOT MATCH CODE 1 FOR CHQ286 (CHILD
HAS PROBLEMS SEEING THINGS UP CLOSE). CONFIRM ANSWER WITH RESPONDENT.
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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2015-08-10 15:45
PRESS G TO RETURN TO CHQ286 IF THE CHILD HAS TROUBLE SEEING THINGS IN THE DISTANCE AND
CHANGE THE ANSWER TO "2" FOR PROBLEMS SEEING THINGS IN THE DISTANCE OR "3" FOR BOTH. PRESS C
OR ESCAPE TO CANCEL IF THE CHILD'S GLASSES OR CONTACTS HELP CHILD SEE THINGS UP CLOSE AND
CHANGE THE ANSWER TO CHQ314 TO "1" FOR GLASSES OR CONTACTS HELP CHILD SEE THINGS UP CLOSE OR
"3" FOR BOTH. PRESS S TO SUPPRESS AND CONTINUE."
CHQ330
QUESTION TEXT:
Would you say {CHILD}'s health is …
CODES
1
Excellent,
2
Very good,
3
Good,
4
Fair, or
5
Poor?
REFUSED
DON'T KNOW
BOX21
IF CHILD DOES NOT HAVE ANY DISABILITIES AND HIS OR HER HEALTH IS GOOD TO EXCELLENT, THAT IS:
CHQ.095=1, 2, 8, 9 (INDEPENDENCE)
AND
CHQ.100=1, 2, 8, 9 (ATTENTION)
AND
CHQ.105=1, 2, 8, 9 (THINK/LEARN/SOLVE)
AND
CHQ.106=1, 2, 8, 9 (COORDINATION)
AND
CHQ.107=1, 2, 8, 9 (BEHAVIOR WITH OTHER CHILDREN)
AND
CHQ.108=1, 2, 8, 9 (BEHAVIOR WITH ADULTS)
AND
CHQ.109=1, 2, 3, 8, 9 (HYPERACTIVE)
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),
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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2015-08-10 15:45
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
1
YES
2
NO
CHQ355
REFUSED
CHQ355
DON'T KNOW
CHQ355
PROGRAMMER INSTRUCTIONS:
DISPLAY "this school year" IN UNDERLINED TEXT.
CHQ350
QUESTION TEXT:
Did that therapy program ever involve {CHILD} playing or working with an animal as a way to help {him/her}
{with {a learning disability {or}/Attention Deficit Disorder (ADD) {or}/Attention Deficit Hyperactivity Disorder
(ADHD) {or}/a developmental delay {or}/autism, Asperger’s disorder, Pervasive Developmental Disorder
(PDD), or other autism spectrum disorder {or}/dyslexia {or}/dyscalculia {or}/an intellectual disability, severe
cognitive disability, or mental retardation {or}/an orthopedic impairment {or}/a serious emotional disturbance
{or}/a traumatic brain injury {or}/a panic disorder {or}/separation anxiety disorder {or}/obsessive compulsive
disorder {or}/generalized anxiety disorder {or}/an {other} anxiety disorder {or}/bipolar disorder
{or}/depression {or}/speech {or}/a sensory deficit disorder {or}/oppositional defiant disorder {or}/{TEXT FROM
OTHER SPECIFY} {or}/ the diagnosis of difficulties with communication {or}/the diagnosis of hearing
difficulties {or}/the diagnosis of vision difficulties}}? You may have heard this called Animal Assisted Therapy,
or AAT.
CODES
1
YES
2
NO
CHQ420
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
WITHIN THIS DISPLAY, 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.
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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2015-08-10 15:45
IF ((CHQ.125= 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, or 91) OR (CHQ215=1) OR (IF CHQ246
= 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, or 16) OR (CHQ301 IS 5, 6, 7, 8, 9, or 91)), DISPLAY “{with {a learning
disability {or}/Attention Deficit Disorder (ADD) {or}/Attention Deficit Hyperactivity Disorder (ADHD) {or}/a
developmental delay {or}/autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other
autism spectrum disorder {or}/dyslexia {or}/dyscalculia {or}/an intellectual disability, severe cognitive
disability, or mental retardation {or}/an orthopedic impairment {or}/a serious emotional disturbance {or}/a
traumatic brain injury {or}/a panic disorder {or}/separation anxiety disorder {or}/obsessive compulsive
disorder {or}/generalized anxiety disorder {or}/an {other} anxiety disorder {or}/bipolar disorder
{or}/depression {or}/speech {or}/a sensory deficit disorder {or}/oppositional defiant disorder {or}/{TEXT FROM
OTHER SPECIFY} {or}/the diagnosis of difficulties with communication {or}/the diagnosis of hearing difficulties
{or}/the diagnonsis of vision difficulties}}”. ELSE, USE A NULL DISPLAY.
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.
IF CHQ215=1 DISPLAY “the diagnosis of difficulties with communication."
IF CHQ246= 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, or 16, DISPLAY “the diagnosis of hearing difficulties."
IF CHQ301=5, 6, 7, 8, 9, or 91, DISPLAY “the diagnosis of vision difficulties."
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."
DISPLAY “him” IF THE CHILD IS MALE. DISPLAY “her” IF THE CHILD IS FEMALE. ELSE, IF CHILD'S SEX IS
MISSING, DISPLAY “him/her."
CHQ355
QUESTION TEXT:
Has a health professional ever recommended that {CHILD} play or work with an animal as a way to help
{him/her} {with {a learning disability {or}/Attention Deficit Disorder (ADD) {or}/Attention Deficit Hyperactivity
Disorder (ADHD) {or}/a developmental delay {or}/autism, Asperger’s disorder, Pervasive Developmental
Disorder (PDD), or other autism spectrum disorder {or}/dyslexia {or}/dyscalculia {or}/an intellectual disability,
severe cognitive disability, or mental retardation {or}/an orthopedic impairment {or}/a serious emotional
disturbance {or}/a traumatic brain injury {o}/a panic disorder {or}/separation anxiety disorder {or}/obsessive
compulsive disorder {or}/generalized anxiety disorder {or}/an {other} anxiety disorder {or}/bipolar disorder
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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2015-08-10 15:45
{or}/depression {or}/speech {or}/a sensory deficit disorder {or}/oppositional defiant disorder {or}/{TEXT FROM
OTHER SPECIFY} {or}/ the diagnosis of difficulties with communication {or}/the diagnosis of hearing
difficulties {or}/the diagnosis of vision difficulties}}? For example, a health professional may recommend that
a child have his or her own dog that is trained to provide emotional support or participate in an occupational
therapy program that involves riding horses.
CODES
1
YES
2
NO
CHQ420
REFUSED
CHQ420
DON'T KNOW
CHQ420
PROGRAMMER INSTRUCTIONS:
WITHIN THIS DISPLAY, 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.
IF ((CHQ.125 = 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, or 91) OR (CHQ215=1) OR (IF CHQ246
= 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, or 16) OR (CHQ301 IS 5, 6, 7, 8, 9, or 91)), DISPLAY “{with {a learning
disability {or}/Attention Deficit Disorder (ADD) {or}/Attention Deficit Hyperactivity Disorder (ADHD) {or}/a
developmental delay {or}/autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other
autism spectrum disorder {or}/dyslexia {or}/dyscalculia {or}/an intellectual disability, severe cognitive
disability, or mental retardation {or}/an orthopedic impairment {or}/a serious emotional disturbance {or}/a
traumatic brain injury {or}/a panic disorder {or}/separation anxiety disorder {or}/obsessive compulsive
disorder {or}/generalized anxiety disorder {or}/an {other} anxiety disorder {or}/bipolar disorder
{or}/depression {or}/speech {or}/a sensory deficit disorder {or}/oppositional defiant disorder {or}/{TEXT FROM
OTHER SPECIFY} {or}/ the diagnosis of difficulties with communication {or}/the diagnosis of hearing
difficulties {or}/the diagnosis of vision difficulties}}”. ELSE, USE A NULL DISPLAY.
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.
IF CHQ215=1 DISPLAY “the diagnosis of difficulties with communication."
IF CHQ246= 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, or 16, DISPLAY “the diagnosis of hearing difficulties."
IF CHQ301=5, 6, 7, 8, 9, or 91, DISPLAY “the diagnosis of vision difficulties."
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."
DISPLAY “him” IF THE CHILD IS MALE. DISPLAY “her” IF THE CHILD IS FEMALE. ELSE, IF CHILD'S SEX IS
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
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2015-08-10 15:45
MISSING, DISPLAY “him/her."
CHQ360
QUESTION TEXT:
As a result of that recommendation, has {CHILD} ever played or worked with an animal to help {him/her}
{with {a learning disability {or}/Attention Deficit Disorder (ADD) {or}/Attention Deficit Hyperactivity Disorder
(ADHD) {or}/a developmental delay/autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or
other autism spectrum disorder {or}/dyslexia {or}/dyscalculia {or}/an intellectual disability, severe cognitive
disability, or mental retardation {or}/an orthopedic impairment {or}/a serious emotional disturbance {or}/a
traumatic brain injury {or}/a panic disorder {or}/separation anxiety disorder {or}/obsessive compulsive
disorder {or}/generalized anxiety disorder {or}/an {other} anxiety disorder {or}/bipolar disorder
{or}/depression {or}/speech {or}/a sensory deficit disorder {or}/oppositional defiant disorder {or}/{TEXT FROM
OTHER SPECIFY} {or}/ the diagnosis of difficulties with communication {or}/the diagnosis of hearing
difficulties {or}/the diagnosis of vision difficulties}}?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
WITHIN THIS DISPLAY, 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.
IF ((CHQ.125 = 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, or 91) OR (CHQ215=1) OR (IF CHQ246
= 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, or 16) OR (CHQ301 IS 5, 6, 7, 8, 9, or 91)), DISPLAY “{with {a learning
disability {or}/Attention Deficit Disorder (ADD) {or}/Attention Deficit Hyperactivity Disorder (ADHD) {or}/a
developmental delay {or}/autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other
autism spectrum disorder {or}/dyslexia {or}/dyscalculia {or}/an intellectual disability, severe cognitive
disability, or mental retardation {or}/an orthopedic impairment {or}/a serious emotional disturbance {or}/a
traumatic brain injury {or}/a panic disorder {or}/separation anxiety disorder {or}/obsessive compulsive
disorder {or}/generalized anxiety disorder {or}/an {other} anxiety disorder {or}/bipolar disorder
{or}/depression {or}/speech {or}/a sensory deficit disorder {or}/oppositional defiant disorder {or}/{TEXT FROM
OTHER SPECIFY} {or}/ the diagnosis of difficulties with communication {or}/the diagnosis of hearing
difficulties {or}/the diagnosis of vision difficulties}}”. ELSE, USE A NULL DISPLAY.
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."
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
Page 62 of 64
2015-08-10 15:45
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.
IF CHQ215=1 DISPLAY “the diagnosis of difficulties with communication."
IF CHQ246= 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, or 16, DISPLAY “the diagnosis of hearing difficulties."
IF CHQ301=5, 6, 7, 8, 9, or 91, DISPLAY “the diagnosis of vision difficulties."
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."
DISPLAY “him” IF THE CHILD IS MALE. DISPLAY “her” IF THE CHILD IS FEMALE. ELSE, IF CHILD'S SEX IS
MISSING, DISPLAY “him/her."
CHQ420
QUESTION TEXT:
During this school year, did {CHILD} participate in a special education program?
CODES
1
YES
2
NO
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
1
Completely satisfied,
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
Page 63 of 64
2015-08-10 15:45
2
Very satisfied,
3
Fairly satisfied,
4
Somewhat dissatisfied, or
5
Very dissatisfied?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY 'this school year' IN UNDERLINED TEXT.
BOX23
GO TO SECTION PPQ (PARENT’S PSYCHOLOGICAL WELL-BEING AND HEALTH).
Spring 2016 Parent Interview: ECLS-K:2011 :: CHQ
Page 64 of 64
2015-08-10 15:45
Spring 2016 Parent Interview: ECLS-K:2011
Section
PPQ
[Parent's Psychological Well-Being and
Health]
Sequence: 11
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
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
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 2016 Parent Interview: ECLS-K:2011 :: PPQ
Page 1 of 7
2015-06-11 14:45
CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
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
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
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
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
Spring 2016 Parent Interview: ECLS-K:2011 :: PPQ
Page 2 of 7
2015-06-11 14:45
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
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
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
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
PPQ160
QUESTION TEXT:
How often during the past week have you felt fearful?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
Spring 2016 Parent Interview: ECLS-K:2011 :: PPQ
Page 3 of 7
2015-06-11 14:45
CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
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
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
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
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
Spring 2016 Parent Interview: ECLS-K:2011 :: PPQ
Page 4 of 7
2015-06-11 14:45
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
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
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
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
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?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
Spring 2016 Parent Interview: ECLS-K:2011 :: PPQ
Page 5 of 7
2015-06-11 14:45
CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
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
1
Excellent,
2
Very good,
3
Good,
4
Fair, or
5
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
1
A LOT OF STRESS
2
A MODERATE AMOUNT OF STRESS
3
RELATIVELY LITTLE STRESS
4
ALMOST NO STRESS AT ALL
REFUSED
DON'T KNOW
Spring 2016 Parent Interview: ECLS-K:2011 :: PPQ
Page 6 of 7
2015-06-11 14:45
BOX2
GO TO SECTION FDQ (FOOD SECURITY).
Spring 2016 Parent Interview: ECLS-K:2011 :: PPQ
Page 7 of 7
2015-06-11 14:45
Spring 2016 Parent Interview: ECLS-K:2011
Section
FDQ
[Food Security]
Sequence: 12
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}, 2015.
{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
1
OFTEN TRUE
2
SOMETIMES TRUE
3
NEVER TRUE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY THE CURRENT MONTH IN {CURRENT MONTH} USING THE NAME OF THE MONTH NOT THE
NUMBER OF THE MONTH.
DISPLAY "often," "sometimes," AND "never" IN THE MAIN QUESTION TEXT AND THE SUB-ITEM 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}, 2015.]
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
1
OFTEN TRUE
2
SOMETIMES TRUE
3
NEVER TRUE
Spring 2016 Parent Interview: ECLS-K:2011 :: FDQ
Page 1 of 9
2015-08-06 08:32
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY THE CURRENT MONTH IN {CURRENT MONTH} USING THE NAME OF THE MONTH NOT THE
NUMBER OF THE MONTH.
DISPLAY "often," "sometimes," AND "never" IN THE MAIN QUESTION TEXT AND THE SUB-ITEM 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}, 2015.]
{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
1
OFTEN TRUE
2
SOMETIMES TRUE
3
NEVER TRUE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY THE CURRENT MONTH IN {CURRENT MONTH} USING THE NAME OF THE MONTH NOT THE
NUMBER OF THE 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.
BOX 1
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
FDQ.192a.
Spring 2016 Parent Interview: ECLS-K:2011 :: FDQ
Page 2 of 9
2015-08-06 08:32
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
1
YES
2
NO
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
1
Almost every month,
2
Some months, but not every month, or
3
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
1
YES
2
NO
REFUSED
Spring 2016 Parent Interview: ECLS-K:2011 :: FDQ
Page 3 of 9
2015-08-06 08:32
DON'T KNOW
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
1
YES
2
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
1
YES
2
NO
REFUSED
DON'T KNOW
BOX 2
IF (FDQ.140=1) OR (FDQ.160 =1) OR (FDQ.170 = 1) OR (FDQ.180=1), ASK FDQ.190. OTHERWISE, GO TO FDQ.192a.
FDQ190
Spring 2016 Parent Interview: ECLS-K:2011 :: FDQ
Page 4 of 9
2015-08-06 08:32
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
1
YES
2
NO
FDQ192a
REFUSED
FDQ192a
DON'T KNOW
FDQ192a
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
1
Almost every month,
2
Some months, but not every month, or
3
In only 1 or 2 months?
REFUSED
DON'T KNOW
FDQ192a
QUESTION TEXT:
Now I am going to read you several statements that people have made about the food situation of their
children. For these statements, please tell me whether the statement was often true, sometimes true, or
never true in the last 12 months, that is, since last {CURRENT MONTH}, 2015 for {your child/children living in
the household who are under 18 years old}.
{I/We} relied on only a few kinds of low-cost food to feed {{CHILD}/the children} because {I was/we were}
running out of money to buy food. Was that often true, sometimes true, or never true for {you/your
household} in the last 12 months?
CODES
1
OFTEN TRUE
2
SOMETIMES TRUE
Spring 2016 Parent Interview: ECLS-K:2011 :: FDQ
Page 5 of 9
2015-08-06 08:32
3
NEVER TRUE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY THE CURRENT MONTH IN {CURRENT MONTH} USING THE NAME OF THE MONTH NOT THE
NUMBER OF THE MONTH.
DISPLAY "often", "sometimes", AND "never" IN THE MAIN QUESTION TEXT AND PROBE AS UNDERLINED.
USE “I”, “I was”, and “you” IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF
THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER OR WITH AN AGE OTHER THAN DK OR RF. OTHERWISE,
DISPLAY “We”, “we were”, AND “your household”.
DISPLAY “children living in the household who are under 18 years old" AND “the children” IF
(NumberOfChildren > 1) OR (THERE ARE CHILDREN IN THE HOUSEHOLD AGE 17 OR YOUNGER OTHER THAN
THE FOCAL CHILD). OTHERWISE, DISPLAY “your child” AND “{CHILD}”.
FDQ192b
QUESTION TEXT:
[Now I am going to read you several statements that people have made about the food situation of their
children. For these statements, please tell me whether the statement was often true, sometimes true, or
never true in the last 12 months, that is, since last {CURRENT MONTH}, 2015 for {your child/children living in
the household who are under 18 years old}.]
{I/We} couldn't feed {{CHILD}/the children} a balanced meal because {I/we} couldn't afford that.
[Was that often true, sometimes true, or never true for {you/your household} in the last 12 months?]
CODES
1
OFTEN TRUE
2
SOMETIMES TRUE
3
NEVER TRUE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY THE CURRENT MONTH IN {CURRENT MONTH} USING THE NAME OF THE MONTH NOT THE
NUMBER OF THE MONTH.
DISPLAY "often", "sometimes", AND "never" IN THE MAIN QUESTION TEXT AND PROBE AS UNDERLINED.
USE “I” AND “you” IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE
ARE NO HOUSEHOLD MEMBERS 18 OR OVER OR WITH AN AGE OTHER THAN DK OR RF. OTHERWISE,
DISPLAY “We”, “we”, AND “your household”.
DISPLAY “children living in the household who are under 18 years old" AND “the children” IF
(NumberOfChildren > 1) OR (THERE ARE CHILDREN IN THE HOUSEHOLD AGE 17 OR YOUNGER OTHER THAN
THE FOCAL CHILD). OTHERWISE, DISPLAY “your child” AND “{CHILD}”.
FDQ192c
Spring 2016 Parent Interview: ECLS-K:2011 :: FDQ
Page 6 of 9
2015-08-06 08:32
QUESTION TEXT:
[Now I am going to read you several statements that people have made about the food situation of their
children. For these statements, please tell me whether the statement was often true, sometimes true, or
never true in the last 12 months, that is, since last {CURRENT MONTH}, 2015 for {your child/children living in
the household who are under 18 years old}.]
{{CHILD} was/The children were} not eating enough because {I/we} just couldn't afford enough food.
[PROBE: Was that often true, sometimes true, or never true for {you/your household} in the last 12 months?]
CODES
1
OFTEN TRUE
2
SOMETIMES TRUE
3
NEVER TRUE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY THE CURRENT MONTH IN {CURRENT MONTH} USING THE NAME OF THE MONTH NOT THE
NUMBER OF THE MONTH.
DISPLAY "often", "sometimes", AND "never" IN THE MAIN QUESTION TEXT AND PROBE AS UNDERLINED.
USE “I” and “you” IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE
ARE NO HOUSEHOLD MEMBERS 18 OR OVER OR WITH AN AGE OTHER THAN DK OR RF. OTHERWISE,
DISPLAY “we” AND “your household”.
DISPLAY “children living in the household who are under 18 years old" AND “The children were” IF
(NumberOfChildren > 1) OR (THERE ARE CHILDREN IN THE HOUSEHOLD AGE 17 OR YOUNGER OTHER THAN
THE FOCAL CHILD). OTHERWISE, DISPLAY “your child” AND “{CHILD} was”.
BOX 3
IF (FDQ.192a = 1 OR 2) OR (FDQ.192b = 1 OR 2) OR (FDQ.192c = 1 OR 2), GO TO FDQ.210. ELSE, GO TO BOX 4.
FDQ210
QUESTION TEXT:
In the last 12 months, that is, since last {CURRENT MONTH}, 2015, did you ever cut the size of {{CHILD}'s/any
of the children's} meals because there wasn't enough money for food?
CODES
1
YES
Spring 2016 Parent Interview: ECLS-K:2011 :: FDQ
Page 7 of 9
2015-08-06 08:32
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY THE CURRENT MONTH IN {CURRENT MONTH} USING THE NAME OF THE MONTH NOT THE
NUMBER OF THE MONTH.
DISPLAY “any of the children’s” IF (NumberOfChildren > 1) OR (THERE ARE CHILDREN IN THE HOUSEHOLD
AGE 17 OR YOUNGER OTHER THAN THE FOCAL CHILD). OTHERWISE, DISPLAY “{CHILD}’s.”
FDQ240
QUESTION TEXT:
In the last 12 months {was {CHILD}/were any of the children} ever hungry but you just couldn't afford more
food?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “were any of the children” IF (NumberOfChildren > 1) OR (THERE ARE CHILDREN IN THE
HOUSEHOLD AGE 17 OR YOUNGER OTHER THAN THE FOCAL CHILD). OTHERWISE, DISPLAY “was {CHILD}.”
FDQ242
QUESTION TEXT:
In the last 12 months, did {{CHILD}/any of the children} ever skip a meal because there wasn't enough money
for food?
CODES
1
YES
2
NO
FDQ250
REFUSED
FDQ250
DON'T KNOW
FDQ250
PROGRAMMER INSTRUCTIONS:
DISPLAY “any of the children” IF (NumberOfChildren > 1) OR (THERE ARE CHILDREN IN THE HOUSEHOLD
AGE 17 OR YOUNGER OTHER THAN THE FOCAL CHILD). OTHERWISE, DISPLAY “{CHILD}.”
FDQ243
Spring 2016 Parent Interview: ECLS-K:2011 :: FDQ
Page 8 of 9
2015-08-06 08:32
QUESTION TEXT:
How often did this happen? Would you say…
CODES
1
Almost every month,
2
Some months, but not every month, or
3
In only 1 or 2 months?
REFUSED
DON'T KNOW
FDQ250
QUESTION TEXT:
In the last 12 months, did {{CHILD}/any of the children} ever not eat for a whole day because there wasn't
enough money for food?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “any of the children” IF (NumberOfChildren > 1) OR (THERE ARE CHILDREN IN THE HOUSEHOLD
AGE 17 OR YOUNGER OTHER THAN THE FOCAL CHILD). OTHERWISE, DISPLAY “{CHILD}.”
BOX 4
GO TO SECTION PEQ (PARENT EDUCATION).
Spring 2016 Parent Interview: ECLS-K:2011 :: FDQ
Page 9 of 9
2015-08-06 08:32
Spring 2016 Parent Interview: ECLS-K:2011
Section
PEQ
[Parent Education]
Sequence: 13
BOX1
ASK PEQ.020-PEQ.062 (IF APPLICABLE) FOR UP TO 2 "KEY" PARENT FIGURES IN THE HOUSEHOLD. THIS
PERSON OR PERSONS SHOULD BE CHOSEN AS DEFINED IN FSQ BOX 5.
AFTER THE KEY PARENT FIGURES 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
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.
Spring 2016 Parent Interview: ECLS-K:2011 :: PEQ
Page 1 of 7
2015-07-27 08:36
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
0
NEVER WENT TO SCHOOL
1
1ST GRADE
2
2ND GRADE
3
3RD GRADE
4
4TH GRADE
5
5TH GRADE
6
6TH GRADE
7
7TH GRADE
8
8TH GRADE
9
9TH GRADE
10
10TH GRADE
11
11TH GRADE
12
12TH GRADE BUT NO DIPLOMA
13
HIGH SCHOOL EQUIVALENT/GED
PEQ030
14
HIGH SCHOOL DIPLOMA
PEQ030
15
VOC/TECH PROGRAM AFTER HIGH SCHOOL BUT
NO VOC/TECH DIPLOMA
16
VOC/TECH PROGRAM AFTER HIGH SCHOOL,
DIPLOMA
17
SOME COLLEGE BUT NO DEGREE
18
ASSOCIATE'S DEGREE
19
BACHELOR'S DEGREE
PEQ030
20
GRADUATE OR PROFESSIONAL SCHOOL BUT NO
DEGREE
PEQ030
Spring 2016 Parent Interview: ECLS-K:2011 :: PEQ
Page 2 of 7
2015-07-27 08:36
21
MASTER'S (MA, MS)
PEQ030
22
DOCTORATE DEGREE (Ph.D., Ed.D.)
PEQ030
23
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
QUESTION TEXT:
{Do/Does} {you/{NAME}} have a high school diploma, or its equivalent, such as a GED, or neither?
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2015-07-27 08:36
CODES
1
HIGH SCHOOL DIPLOMA
2
HIGH SCHOOL EQUIVALENT (GED)
3
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
1
YES
2
NO
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
1
FULL-TIME
2
PART-TIME
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.
Spring 2016 Parent Interview: ECLS-K:2011 :: PEQ
Page 4 of 7
2015-07-27 08:36
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
1
YES
2
NO
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
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.
Spring 2016 Parent Interview: ECLS-K:2011 :: PEQ
Page 5 of 7
2015-07-27 08:36
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?
CODE ALL THAT APPLY.
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).
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).
Spring 2016 Parent Interview: ECLS-K:2011 :: PEQ
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2015-07-27 08:36
CODES
Code All That Apply
1
BASIC SKILLS OR HIGH SCHOOL/GED
COMPLETION CLASSES
2
VOCATIONAL OR TECHNICAL DEGREE PROGRAM
3
ASSOCIATE’S DEGREE PROGRAM
4
BACHELOR’S DEGREE PROGRAM
5
MASTER'S (MA, MS) DEGREE PROGRAM
6
DOCTORATE DEGREE (PHD, EDD) PROGRAM
7
PROFESSIONAL DEGREE AFTER BACHELOR'S
DEGREE PROGRAM (MEDICINE/MD;
DENTISTRY/DDS; LAW/JD/LLB; ETC.)
8
ON-THE-JOB TRAINING AT CURRENT JOB TO GET
NEW SKILLS
9
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 ROSTER.
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
ASK PEQ.020-PEQ.062 (IF APPLICABLE) FOR NEXT “KEY” PARENT FIGURE IN THE HOUSEHOLD AS DEFINED
IN FSQ, BOX 5. IF NO NEXT "KEY" PARENT, GO TO SECTION EMQ (PARENT EMPLOYMENT).
Spring 2016 Parent Interview: ECLS-K:2011 :: PEQ
Page 7 of 7
2015-07-27 08:36
Spring 2016 Parent Interview: ECLS-K:2011
Section
EMQ
[Parent Employment]
Sequence: 14
BOX1
ASK EMQ.020 - EMQ.215 FOR UP TO 2 “KEY” PARENT FIGURES IN THE HOUSEHOLD AS DEFINED IN FSQ, BOX
5.
HELP AVAILABLE
EMQ020
QUESTION TEXT:
During the past week, did {you/{NAME}} work at a job for pay?
IF 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
1
YES
2
NO
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.
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
Spring 2016 Parent Interview: ECLS-K:2011 :: EMQ
Page 1 of 10
2015-06-16 09:11
QUESTION TEXT:
{Were you/Was {NAME}} on leave or vacation from a job?
CODES
1
YES
2
NO
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
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.
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}?
IF HOURS VARY, PROBE FOR AVERAGE HOURS PER WEEK.
|___|___|
ENTER # OF WEEKLY HOURS
ENTER NUMBER
Range
0 to 80
Spring 2016 Parent Interview: ECLS-K:2011 :: EMQ
Page 2 of 10
2015-06-16 09:11
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
1
YES
2
NO
EMQ080
REFUSED
EMQ080
DON'T KNOW
EMQ080
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.
Spring 2016 Parent Interview: ECLS-K:2011 :: EMQ
Page 3 of 10
2015-06-16 09:11
EMQ070
QUESTION TEXT:
What {have you/has {NAME}} been doing in the past 4 weeks to find work?
CODE ALL THAT APPLY
CODES
1
CHECKED WITH PUBLIC EMPLOYMENT AGENCY
2
CHECKED WITH PRIVATE EMPLOYMENT AGENCY
3
CHECKED WITH EMPLOYER DIRECTLY/SENT
RESUME
4
CHECKED WITH FRIENDS OR RELATIVES
5
PLACED OR ANSWERED ADS/SENT
RESUME/APPLICATIONS
6
CONTACTED SCHOOL/UNIVERSITY EMPLOYMENT
CENTER
7
CHECKED A UNION REGISTER OR PROFESSIONAL
REGISTER
8
ATTENDED JOB TRAINING
9
READ WANT-ADS/INTERNET SEARCH
91
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)
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
Spring 2016 Parent Interview: ECLS-K:2011 :: EMQ
Page 4 of 10
2015-06-16 09:11
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
1
Keeping house, or caring for children or other
family members,
BOX3
2
Going to school,
BOX3
3
Retired,
BOX3
4
Unable to work, or
BOX3
91
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.
EMQ080OS
QUESTION TEXT:
[What {were you/was {NAME}} doing most of last week? Would you say …]
Spring 2016 Parent Interview: ECLS-K:2011 :: EMQ
Page 5 of 10
2015-06-16 09:11
______________________
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
1
YES
2
NO
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.
BOX4
Spring 2016 Parent Interview: ECLS-K:2011 :: EMQ
Page 6 of 10
2015-06-16 09:11
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}".
EMQ130
QUESTION TEXT:
What kind of business or industry {is/was} this?
Spring 2016 Parent Interview: ECLS-K:2011 :: EMQ
Page 7 of 10
2015-06-16 09:11
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
75
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 FIRST PROBE, DISPLAY "is" IF EMQ.020 =1 OR EMQ.030 = 1 AND PERSON CURRENTLY BEING LOOPED
ON IS THE RESPONDENT. IN THE FIRST PROBE, DISPLAY "was" IF EMQ.060 =1 AND PERSON CURRENTLY
BEING LOOPED ON IS THE RESPONDENT.
IN THE PROBE, DISPLAY "your" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT.
OTHERWISE, IN THE FIRST PROBE DISPLAY "{NAME}’s".
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
Spring 2016 Parent Interview: ECLS-K:2011 :: EMQ
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2015-06-16 09:11
QUESTION TEXT:
What {are/were} {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
75
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "are" IF EMQ.020 = 1 OR EMQ.030 = 1. ELSE DISPLAY "were" IF EMQ.060 = 1.
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.
EMQ210
QUESTION TEXT:
{Since last spring/Since the spring of 2014/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
1
YES
2
NO
BOX 5
REFUSED
BOX 5
DON'T KNOW
BOX 5
PROGRAMMER INSTRUCTIONS:
DISPLAY “Since last spring ” IF EMQ210=1 OR 2 IN SPRING FOURTH GRADE FOR THIS KEY PARENT FIGURE
ACCORDING TO THE PRELOAD.
ELSE, IF EMQ210 IS NOT EQUAL TO 1 OR 2 IN SPRING FOURTH GRADE FOR THIS KEY PARENT FIGURE
ACCORDING TO THE PRELOAD, AND EMQ210=1 OR 2 FOR THIS KEY PARENT FIGURE IN SPRING THIRD GRADE
ACCORDING TO THE PRELOAD, DISPLAY "Since the spring of 2014".
Spring 2016 Parent Interview: ECLS-K:2011 :: EMQ
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2015-06-16 09:11
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…"
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
1
YES
2
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.
BOX5
ASK EMQ.020 - EMQ.215 FOR NEXT “KEY” PARENT FIGURE IN THE HOUSEHOLD AS DEFINED IN FSQ, BOX 5.
IF NO NEXT "KEY" PARENT, GO TO WPQ (WELFARE AND OTHER PUBLIC TRANSFERS).
Spring 2016 Parent Interview: ECLS-K:2011 :: EMQ
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2015-06-16 09:11
Spring 2016 Parent Interview: ECLS-K:2011
Section
WPQ
[Welfare and Other Public Transfers]
Sequence: 15
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/TANF} {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
1
YES
2
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 2016 Parent Interview: ECLS-K:2011 :: WPQ
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2015-08-10 10:05
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
1
YES
2
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
1
YES
WPQ180
2
NO
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
1
FREE
2
REDUCED PRICE
REFUSED
DON'T KNOW
Spring 2016 Parent Interview: ECLS-K:2011 :: WPQ
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2015-08-10 10:05
BOX1
GO TO SECTION PAQ (PARENT INCOME AND ASSETS).
Spring 2016 Parent Interview: ECLS-K:2011 :: WPQ
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2015-08-10 10:05
Spring 2016 Parent Interview: ECLS-K:2011
Section
PAQ
[Parent Income and Assets]
Sequence: 16
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
1
$25,000 or less, or
2
More than $25,000?
REFUSED
PAQ140
DON'T KNOW
PAQ140
PAQ110
QUESTION TEXT:
Was it…
CODES
1
$5,000 or less
2
$5,001 to $10,000
3
$10,001 to $15,000
4
$15,001 to $20,000
5
$20,001 to $25,000
6
$25,001 to $30,000
7
$30,001 to $35,000
8
$35,001 to $40,000
9
$40,001 to $45,000
10
$45,001 to $50,000
11
$50,001 to $55,000
12
$55,001 to $60,000
13
$60,001 to $65,000
14
$65,001 to $70,000
15
$70,001 to $75,000
Spring 2016 Parent Interview: ECLS-K:2011 :: PAQ
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2015-06-11 14:46
16
$75,001 to $100,000
17
$100,001 to $200,000, or
18
$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 2016 Parent Interview: ECLS-K:2011 :: PAQ
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2015-06-11 14:46
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
1
own your own house or condominium,
2
rent your house or apartment,
3
exchange services for housing,
4
not pay for housing,
5
live in temporary housing or a shelter,
6
live with a relative or in a dwelling owned by a
relative (MAY OR MAY NOT CONTRIBUTE TO
EXPENSES OR CONTRIBUTION UKNOWN), or
91
have another type of arrangement (SPECIFY)?
REFUSED
DON'T KNOW
BOX3
Spring 2016 Parent Interview: ECLS-K:2011 :: PAQ
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2015-06-11 14:46
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
50
Length
PROGRAMMER INSTRUCTIONS:
DK AND REF DISALLOWED.
BOX4
GO TO SECTION CMQ (MOBILITY AND TRACKING UPDATES).
Spring 2016 Parent Interview: ECLS-K:2011 :: PAQ
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2015-06-11 14:46
Spring 2016 Parent Interview: ECLS-K:2011
Section
CMQ
[Mobility and Tracking Updates]
Sequence: 17
CMQ010
QUESTION TEXT:
Have you moved since {DATE OF LAST INTERVIEW}?
CODES
1
YES
2
NO
Box0
REFUSED
Box0
DON'T KNOW
Box0
CMQ020
QUESTION TEXT:
Why did you move?
PROBE: Any other reason?
CODE ALL THAT APPLY.
CODES
1
SO CHILD COULD GO TO A BETTER SCHOOL
2
BOUGHT A HOUSE
3
MOVED TO BE NEARER JOB; JOB-RELATED
REASONS
4
MOVED TO NICER APARTMENT/HOUSE
5
MOVED TO SAFER AREA; CRIME-RELATED
REASONS
6
MOVED TO LESS EXPENSIVE LIVING QUARTERS
7
BANK HAD TO BUY BACK THE HOME
(FORECLOSED)
8
WAS EVICTED, COULD NOT PAY RENT IN
PREVIOUS RESIDENCE
9
OLD HOUSE/APARTMENT WAS DAMAGED
10
MOVED DUE TO CHANGE IN MARITAL (OR
PARTNER) RELATIONSHIP: MARRIAGE, DIVORCE,
SEPARATION, DEATH IN FAMILY
Spring 2016 Parent Interview: ECLS-K:2011 :: CMQ
Page 1 of 6
2015-06-11 14:46
11
HOUSE WAS SOLD, NO NEW HOUSE BOUGHT
12
LEASE RAN OUT
13
MOVED OUT OF RELATIVE'S HOME/ON-OWN
14
TO BE CLOSER TO FAMILY
91
OTHER (SPECIFY)
REFUSED
DON'T KNOW
BOX0
IF CMQ.020=91, GO TO CMQ.020OS. ELSE, GO TO CMQ680.
CMQ020OS
QUESTION TEXT:
[Why did you move?]
________________________________________
SPECIFY OTHER REASON.
ENTER TEXT
50
Length
CMQ680
QUESTION TEXT:
WAS THIS INTERVIEW CONDUCTED BY TELEPHONE OR IN-PERSON?
CODES
1
TELEPHONE
2
IN-PERSON
Spring 2016 Parent Interview: ECLS-K:2011 :: CMQ
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2015-06-11 14:47
CMQ690
QUESTION TEXT:
WAS THIS INTERVIEW CONDUCTED IN ENGLISH, SPANISH, A CHINESE LANGUAGE, VIETNAMESE, OR
ANOTHER LANGUAGE?
CODES
1
ENGLISH
BOX4
2
SPANISH
BOX4
3
CHINESE LANGUAGE
BOX4
4
VIETNAMESE
BOX4
91
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
25
BOX4
IF CMQ680=2, GO TO CMQ695. ELSE, GO TO BOX 5.
CMQ695
QUESTION TEXT:
Spring 2016 Parent Interview: ECLS-K:2011 :: CMQ
Page 3 of 6
2015-06-11 14:47
WHERE WAS THIS INTERVIEW CONDUCTED?
CODES
1
CHILD'S HOME
2
CHILD'S SCHOOL
3
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.
We really appreciate the time you have taken over the past 6 years to talk to us. You and others who have
participated in the study have given us a wealth of information for researchers and policymakers to use to
learn more about children’s educational experiences. At this time we do not have plans to contact you next
year, but someone may follow up with you in the future to see how {CHILD} is doing. If you want to know
more about the study, please go to nces.ed.gov/ecls.
PRESS 1 AND ENTER TO CONTINUE.
ENTER TEXT
Length
1
BOX6
Spring 2016 Parent Interview: ECLS-K:2011 :: CMQ
Page 4 of 6
2015-06-11 14:47
GO TO CMQ.720.
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
1
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.
Spring 2016 Parent Interview: ECLS-K:2011 :: CMQ
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2015-06-11 14:47
PRESS 1 AND ENTER TO CONTINUE.
ENTER TEXT
Length
1
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
1
CMQ720
QUESTION TEXT:
PRESS 1 AND ENTER TO SAVE AND EXIT THIS CASE.
Spring 2016 Parent Interview: ECLS-K:2011 :: CMQ
Page 6 of 6
2015-06-11 14:47
| File Type | application/pdf |
| File Modified | 2015-08-11 |
| File Created | 2015-08-11 |