Carried over Part C Field Test

This document is being carried over from November 2015 clearance

Middle Grades Longitudinal Study of 2017-18 (MGLS:2017)
2016 Item Validation Field Test

Field Test Data Collection
Request for OMB Clearance
OMB# 1850-0911 v.4

Supporting Statement Part C
Justification for the Content of the Assessments and Surveys

National Center for Education Statistics
U.S. Department of Education
Institute of Education Sciences
Washington, DC

June 2015

Table of Contents
C. MGLS:2017 Assessments and Surveys .............................................................................................................. 2
C.1

Student Assessments Content Justification .......................................................................................... 2
C.1.1 Mathematics Assessment ........................................................................................................................ 2
C.1.2 Reading Assessment .................................................................................................................................. 5
C.1.3 Executive Function Assessment ........................................................................................................... 8

C. 2

Survey Instruments Content Justification.......................................................................................... 13
C.2.1 Student Survey ........................................................................................................................................... 13
C.2.2 Parent Survey ............................................................................................................................................. 16
C.2.3 Mathematics Teacher Survey.............................................................................................................. 18
C.2.4 Special Education Teacher Survey ................................................................................................... 20
C.2.5 School Administrator Survey .............................................................................................................. 22

C.3

References....................................................................................................................................................... 26

C.4

Item-Level Justification ............................................................................................................................. 34
C.4.1 Student Survey Items.............................................................................................................................. 35
C.4.2 Parent Survey Items .............................................................................................................................176
C.4.3 Math Teacher Survey Items ..............................................................................................................266
C.4.4 Special Education Teacher Survey Items ...................................................................................333
C.4.5 School Administrator Survey Items ..............................................................................................362

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C. MGLS:2017 Assessments and Surveys
This section provides information about the general contents of the MGLS:2017 data collection instruments
that will be used in the Item Validation Field Test (IVFT). This includes student assessments (mathematics
assessment, reading assessment, and executive function assessment), surveys (student survey, parent survey,
math teacher survey and teacher student report, special education teacher/service provider survey and
teacher student report, and school administrator surveys), student transcripts, and a facilities observation
checklist.
Field test data collections include the same components as are planned for the national study. In the field test
data collections, students will be administered a set of standardized assessments or item sets to measure their
mathematics and reading achievement, as well as executive function, and will be asked to complete items from
a student survey, gathering data on their socioemotional well-being, social behavior, and other school and
outside-of-school experiences. Their parents will be asked to complete a survey that captures information
about the student’s family and the parents’ involvement in their child’s school. Mathematics and special
education teachers will be asked to complete a two-part survey: a teacher-level survey about the teacher’s
background and experience and information on the classes they teach, and a student-level survey about the
teacher’s rating of the study student’s performance and skills, and their programs and services. School
administrators will be asked to answer questions about the characteristics of their school’s population, staffing,
programs, and academic support resources. Field staff will also record their observation of the school facilities
and grounds. The remaining sections provide detail on the content of the respective MGLS:2017 instruments.

C.1

Student Assessments Content Justification

A key goal of the study is to understand the supports students need for academic success, high school
readiness, and positive life development such as high school graduation, college and career readiness, and
healthy lifestyles of all students. The study will track the progress students make in reading and mathematics
and their developmental trajectories as they transition from elementary to high school.
In this section, detail is provided on the assessments that will be used to measure students’ mathematics
achievement, reading achievement, and executive function.
C.1.1

Mathematics Assessment

The MGLS mathematics assessment is designed to measure growth toward algebra readiness in anticipation of
the demands students will encounter in high school mathematics coursework. The MGLS:2017 mathematics
assessment will provide valuable information about the development of middle grades students’ knowledge of
mathematics and their ability to use that knowledge to solve problems, moving toward stronger reasoning, and
understanding of more advanced mathematics. The longitudinal nature of the national study will allow
researchers to describe trends in student performance over time and the associations between student
proficiency; academic growth; and the characteristics of students, their families, classrooms, and schools.
The assessment draws on multiple sources, including the frameworks developed for the state assessment
consortia (the Partnership for Assessment of Readiness for College and Careers [PARCC] and the Smarter
Balanced Assessment Consortium), the most recent distribution of content domains for the National
Assessment of Educational Progress (NAEP; National Assessment Governing Board [NAGB] 2009, 2011) and
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Trends in International Mathematics and Science Study (TIMSS; 2011) assessments, the Common Core State
Standards (CCSS), and the National Council for Teachers of Mathematics (NCTM) Focal Points and Essential
Understandings series.
Domains of Mathematics
With limited time available for the assessment in the national study (30 minutes using a two-stage adaptive
assessment administered via computer), the MGLS:2017 mathematics assessment will be centered on the
domains of mathematics that are most likely to be the central focus of middle school learning in Mathematics
now and in the future: the Number System, Ratios and Proportional Relationships, Expressions and Equations,
and Functions. Although also important, the domains in Geometry and Statistics are not included in the
selected content areas. This decision is consistent with the views of PARCC (2012) and the Smarter Balanced
Assessment Consortium (2012) which also assigned Geometry and Statistics a lower priority in their
assessment frameworks (even with the extended time they are devoting to assessments).
The selected domains provide the foundation for more advanced algebraic thinking and reasoning. Overall, the
content progresses across the grades from fractions (and prerequisite understanding of multiplication and
division) to the rational number system, including negative numbers. Proportional relationships and reasoning
(ratio, rate, and proportion) build on multiplicative reasoning and, together with an understanding of
expression and equations, provide a foundation for understanding linear equations, slope, and functions.
The MGLS:2017 mathematics framework aligns with the TIMSS grade 8 framework, with half of the items
focused on the Number System (~30 percent of the items) and Ratio and Proportional Relationships (~20
percent of the items) and the other half focused on pre-Algebra and Algebra.
Within the selected domains, the assessment will emphasize the learning progressions discussed below.
A. Number System
By the end of grade 8, students should demonstrate understanding of number sense and a conceptual
understanding and procedural fluency for the rational number system, including whole numbers, fractions,
decimals, and positive and negative integers. They should have an understanding of the properties and
operations of these numbers and be able to apply that understanding in problem solving settings. Students
should be able to move flexibly among equivalent fractions, decimal fractions, and percents using a range of
strategies. A solid understanding of fractions and multiplicative reasoning provides the foundation for
students’ understanding of ratio, rate, and proportional reasoning in the middle grades. Facility with fractions
is an essential foundation for success in Algebra. Assessing students’ understanding of fractions is important
for describing the mathematics development of low-ability students. In addition to knowing rational numbers,
students should know that there are numbers that are not rational and be able to approximate their size using
rational numbers.
The learning progression in the number system for the middle grades begins with finding common factors and
multiples and moves to comparing fractions and applying basic operations with fractions and integers to word
problems. It then moves to applying (using basic operations) and representing understanding of rational
numbers in multiple forms, and then to understanding the relative size of irrational numbers.

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B. Ratio and Proportional Relationships
Proportional reasoning (including working with ratios, rates, and proportional relationships) is one of the most
important foundational areas of learning for grades 6 to 8 (Lobato et al. 2010; Mirra 2009). Students need to
move from additive reasoning to multiplicative reasoning in order to understand ratio and proportional
relationships and the effect that changing one attribute (or quantity) has on other attributes (or quantities).
Students learn to represent ratios, rates, and proportions and to use proportional reasoning to solve a variety
of problems. In addition to providing a foundation for Algebra and Functions, proportional reasoning is
important for other areas of mathematics (such as measurement, financial mathematics, and statistics) and
science (such as chemistry and physics) (Lobato et al. 2010; Mirra 2009). Ratio and Proportional Relationships
problems are both a central component of the middle grades mathematics curriculum and a critical step
toward the kind of abstract mathematical reasoning required by high school mathematics. Understanding of
unit rate and proportional constants are central to understanding slope and function. The development of the
concept of unit rate and the ability to solve multistep ratio and percent problems are especially important to
the later ability to solve complex algebraic problems. Thus, this content area provides a link between
understanding the number system and beginning Algebra and Functions. The learning progression in the
middle grades for Ratios and Proportional Relationships moves from extending students’ understanding of the
number system (particularly multiplying and dividing fractions and multiplicative thinking) to understanding
the basic concepts of ratio, rate and proportional relationships (including unit rates, the difference between
fractions and ratios, equivalent relationships); from there, it extends their ability to use rational numbers to
solve problems and to understand slope and functions (Lobato et al. 2010; Mirra 2009).
C. Expressions and Equations
Understanding algebraic ideas such as expressions and equations is important for students’ success in the
middle grades and in later mathematics (Lloyd et al. 2011; National Governors Association Center for Best
Practicesb2010; Common Core Standards Writing Team 2011a). The Expressions and Equations domain
includes recognizing and extending patterns, using algebraic symbols to represent mathematical situations,
and developing fluency in producing equivalent expressions and solving linear equations. The understanding of
equivalence (and inequalities) and representation of quantities and relationships with expressions and
equations provide a foundation for algebraic reasoning. Algebraic concepts are relatively formalized by grade
8, and students should have developed an understanding of linear relationships and the concept of variables
(TIMSS 2011). Many students in the middle grades may take Algebra, and this learning progression extends to
solving and representing linear equations and inequalities.
The learning progression for Expressions and Equations in the middle grades moves from understanding the
use of expressions (beginning with letter representations of a single number) to applying knowledge of rational
numbers and operations to solve equations. From there, it progresses to constructing equations and
inequalities to solve real-world problems; to recognizing different types of notation (such as square root); and
finally to reasoning with equalities and inequalities, solving and representing linear equations and inequalities.
D. Functions
As students move through the middle grades, the ideas of function and variable become more important.
Representation of functions as patterns (via tables), verbal descriptions, symbolic descriptions, and graphs can
combine to promote a flexible grasp of the idea of function (NAGB 2009; NCTM 2009; Lloyd et al. 2011).
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The learning progression for Functions in the middle grades moves from understanding the definition of a
function to comparing functions represented in different ways. From there, it moves to distinguishing between
linear and nonlinear functions and then comparing and creating representations of different functions. Finally,
these ideas are synthesized in the high school standard that connects understanding of functions to context.
Depth of Knowledge
To ensure that the mathematics assessment is sensitive to the variation in students’ mathematics achievement,
items were selected across a range of cognitive demand. The depth of knowledge (DOK) categories from the
TIMSS 2011 Framework were adopted, with a distribution similar to the grade 8 TIMSS 2011: approximately
35 percent of the test will assess “knowing”, 45 percent will assess “applying”, and 20 percent will assess
“reasoning”.


Knowing: Recall of information such as a fact, definition, term, or a simple procedure as well as
performing a simple algorithm or applying a formula.



Applying: Make decisions about how to approach a problem or activity. May apply to real-life
situations or be concerned with purely mathematical applications.



Reasoning: Using concepts to solve problems, justifying, explaining one’s thinking, solving non-routine
problems, and using higher-level logical and systematic thinking.

Table 1 shows the approximate distribution of mathematics items in the field tests by domain and depth of
knowledge.
Table 1. Distribution of Items for Field Testing by Domain and Depth of Knowledge
Domain
Total
Knowing
Applying
47
16
(34%)
25
(53%)
Number System

6

Reasoning
(13%)

Ratios and Proportional
Relationships
Expressions and
Equations

32

5

(16%)

21

(66%)

6

(19%)

52

21

(40%)

19

(37%)

12

(23%)

Functions

25

13

(52%)

4

(16%)

8

(32%)

156

55

(35%)

69

(44%)

32

(21%)

Total
C.1.2

Reading Assessment

Domains of Reading Comprehension to be Assessed in MGLS
The MGLS:2017 reading assessment will provide valuable information about the reading achievement of
students in grades 6-8 with a focus on reading comprehension. Reading comprehension involves two general
classes of inter-dependent skills: foundational reading component skills and higher level comprehension skills.
Foundational reading skills enable students to decode printed text, recognize words, and read fluently. It also
involves having a command of general vocabulary and morphological variants. Higher level reading
comprehension on the other hand is purpose driven and contextualized. Students form mental models that
contain the local, global, and inferential information derived from text. In 21st century literacy environments, a
range of both printed and digital sources need to be evaluated and synthesized in light of reader goals. The
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ability to form a mental model is often contingent upon the level of text complexity that facilitates or presents
challenges for readers (O’Reilly & McNamara, 2007).
Given these two broad domains of reading comprehension skills, the reading assessment draws on two
assessments. The first assessment, called the Study Aid and Reading Assistant (SARA) is designed to measure
foundational reading component skills. The second assessment, called the Global Integrated Scenario-based
assessment (GISA) is designed to measure higher level reading comprehension skills.
While both the SARA and the GISA have shown promise for use with middle grades students, both were
designed to take about 50-60 minutes each. The scenario-based GISA addresses purpose driven, contextualized
reading comprehension while the SARA addresses individual foundational reading skills necessary for singletext comprehension. Taken together, both assessments will allow measurement for a wider range of student
abilities than if either assessment were given in isolation.
The MGLS:2017 will draw from the SARA and GISA to create a combined multi-stage assessment that fits
within the 30 minute time limit that is set aside for the reading assessment in the MGLS:2017 national study.
Selected items from each assessment will be combined into a single two-stage adaptive assessment.
Information on children’s performance across both stages will be modeled to produce either a unitary or
composite score (depending upon the results of factor analyses) of reading comprehension ability that draws
upon both the foundational components of reading and higher level reading comprehension. Below, we
describe these new forms and how they will be tested.
A. First-Stage Content
The two-stage field test assessment design consists of a brief routing block (first stage: approximately 10
minutes) followed by a skill-based block (second stage: approximately 20 minutes). The routing block will
include three item types (with an estimated total of 45 items from the SARA battery) that measure
foundational components of reading important for comprehension:


Vocabulary - A single word is presented and the student decides which of three words goes with the
target word. Correct answers are either synonyms (e.g., data - information) or meaning associates (e.g.,
thermal - heat) (~20 items; approximately 3.5 minutes).



Morphological Awareness - The student completes a sentence by choosing from three words derived
from the same root word (e.g., She is good at many sports, but her _______ is basketball: specialty,
specialize, specialist). The target words vary in difficulty based on the frequency of the derived forms
(i.e., lower frequency derivations are more difficult) (~13 items; approximately 3minutes).



Sentence Processing - The student completes sentences of increasing length and syntactic complexity
by choosing from three choices (e.g., Shouting in a voice louder than her friend Cindy's, Tonya asked Joe
to unlock the door, but ______ didn’t respond: he, she, they). In this task, frequent words used in
everyday language are used in the sentences to decrease the influence of vocabulary knowledge in this
task. Consequently, the focus is on understanding of sentence syntax and meaning (rather than word
meaning) (~12 items; approximately 3.5 minutes).

Items within each of the three sections in the router will range in difficulty, values which are known from
previous large-scale administrations of the SARA (Sabatini, Bruce & Steinberg, 2013). Performance on the
routing block will route students to one of three levels within the second-stage skill-based blocks (see Figure
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1). All students will be administered the first-stage routing block and then continue into one of the secondstage skill-based blocks (Figure 1). Items in the routing block will be scored automatically in real-time. The
field test data will inform development of routing thresholds for the main study, in which students of similar
ability will be routed to a single second-stage block. Each skill-based block will be designed to take
approximately 20 minutes. The combined, two-stage assessment is designed to take approximately 30 minutes
for all students.
Figure 1: Reading routing design for the field tests
First-Stage
Routing
Distribution
Low
ability
Moderate
Ability
High
ability

Reading
components

Second-Stage Skill-Based Blocks
Scenario-Based Scenario-Based
Basic
Comprehension Comprehension
Comprehension
1
2

Scenario-Based
Comprehension
3

X

X

X

X

X

X

X

X

X

X

X

B. Second-Stage Content
Reading Components Skill Block
The second-stage reading components skill block is designed to gather more information on foundational
reading component skills important for comprehension. This block also includes a few items that measure
basic comprehension skills. By presenting items from the full range of the SARA battery (i.e., Word
Recognition/Decoding, Vocabulary, Morphology, Sentence Processing, MAZE and Passage Comprehension), we
acquire information on the foundational components of reading as well as some information on how these
readers comprehend texts beyond the length of a sentence. Readers assigned to this skill-based block often
struggle with the foundational components of reading, and comprehension of entire passages may be difficult
for some students in this group. However, it is important to include some items from the entire range of items
in the SARA to properly estimate the full range of reading ability of these students. In this block, students will
receive the following item types:


Word Recognition/Decoding - Students read words (e.g., elect), pronounceable nonwords (e.g., clort)
and pseudohomophones (e.g., brane) and decide whether the stimulus is a word, not a real word or
sounds exactly like a real word (~25 items). Items will be selected to be of low, medium and high
difficulty and have good item performance (e.g., sufficiently positive point biserial values and IRT a
parameters and information functions) based on previous large-scale administrations of this subtest.



Efficiency of Basic Reading Comprehension (MAZE task) - Students read short passages containing
sentences that are completed using a forced-choice cloze task (e.g., Agriculture meant that people
stayed in one place to grow their baskets / crops / rings.). These passages are between 250-300 words
in length and have Flesch-Kinkaid Grade Level estimates of 6th - 7th grade. Students in this block will
read approximately 3 paragraphs in this way. This task is timed such that students are given 4 minutes
to complete a passage and its corresponding items, making it a measure of efficiency as well as basic
comprehension (2 passages ~32 items).



Passage Comprehension - Students answer questions about each passage they read while doing the
MAZE task. The passages presented in the MAZE task will be presented again, one at a time, with the
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correct completions for the items presented in the MAZE task. The passage will appear on the same
screen as the questions. Easier questions will be selected for this skill-based block (~6 items).
Basic Comprehension Skill Block
This second-stage basic comprehension skill block is designed to gather information about students’ efficiency
of basic comprehension and their ability to comprehend short passages. This skill-based block will measure
comprehension in a traditional design where unrelated passages and corresponding questions are presented.
In this skill-based block, students will receive the following item types:


Efficiency of Basic Reading Comprehension (MAZE task) (3 passages; ~42 items). Each passage will be
between 250-300 words with Flesch-Kinkaid Grade Level estimates of 6th - 7th grades.

Each passage in this task typically contains 3 paragraphs with 3 minutes to complete each passage. The
passages used in this section are the same as passages that appear in the passage comprehension subtests.


Passage Comprehension (~20 items)

Students will answer questions about the passages they read in the previous section. Items in this subtest will
include questions about the textbase and inference questions.
Scenario-Based Comprehension Skill Block
This block is designed to gather information about students’ ability to comprehend and reason more deeply
about text and to apply what they learn from passages. There will be three different scenario-based
comprehension skill blocks. These blocks will include a scenario or a purpose for reading (e.g., preparing for a
classroom discussion, creating a website on a topic). Students will encounter simulated peers who will provide
information about the purpose for reading, reinforce instructions and provide information that will be helpful
for the test-taker. Within the scenario, students may encounter multiple passages on the same topic and will
complete a variety of tasks about those passages (e.g., deciding which questions can be answered by a passage,
graphic organizers such as completing a partially complete outline of a passage, sequencing steps in a process).
Some tasks will be set within a digital reading context such as deciding which statements on an online
discussion forum are facts, opinions, incorrect, or off-topic, based on the passages read earlier in the block.
Three blocks will be randomly assigned to students who demonstrate high ability on the router or moderate
ability and who are assigned to a skill-based block (see Figure 1). Random assignment to one of three scenariobased assessments will promote broader construct coverage by sampling different topics and different item
types. Students who demonstrate low ability on the router and who are assigned to the scenario-based
comprehension skill block will receive the first scenario (see Figure 1). Each scenario-based comprehension
skill block will be designed to contain approximately 15-20 items that can be completed in 20 minutes.
C.1.3

Executive Function Assessment

Executive function, a set of capacities and processes originating in the prefrontal cortex of the brain, permits
individuals to self-regulate, engage in purposeful and goal-directed behaviors, and conduct themselves in a
socially appropriate manner. Self-regulation is needed for social success, academic and career success, and

8

good health outcomes. Executive function includes capacities such as shifting (cognitive and attention
flexibility), inhibitory control, and working memory (Hoyle and Davisson 2011; Miyake et al. 2000). Although
some information is available about the development of executive functions, longitudinal work with family,
school, and social adjustment correlates is needed for a thorough understanding of the sequences of
development of executive functions during early adolescence (Best and Miller 2010).
As adolescents experience a multitude of challenges during their transition to the middle grades—increased
workload, changes in after-school activities with the end of after-school child care, a new school environment,1
and disruptions to their peer network—their inhibitory control and cognitive flexibility can affect how well
they cope with and adapt to these challenges. For example, Jacobson et al. (2011) found that a student’s
executive function during elementary school was related to teacher and parent reports of academic
performance, social skills, and behavior in grade 6.
Examination of executive function in healthy adolescents is a more recent research focus, and a growing body
of literature indicates positive relationships between students’ levels of executive functioning and academic,
psychological, and social outcomes (Galambos et al. 2005; Jacobson et al. 2011; St. Clair-Thompson and
Gathercole 2006). Both inhibitory control and working memory among adolescents are related to mathematics
and English test scores of middle grade students (St. Clair-Thompson and Gathercole 2006). A National
Institutes of Health (NIH) panel of experts recommends the inclusion of inhibitory control, working memory,
and shifting in large-scale studies.
In addition, researchers have examined the associations of different executive functions with academic and
social functioning with special populations including children with attention deficit hyperactivity disorder
(ADHD), autism spectrum disorders (ASD), reading and mathematics learning disabilities, conduct disorders,
substance abuse, and various neurological diseases.
Given the limited research into executive function among typically developing adolescents along with the NIH
recommendation, the MGLS:2017 IVFT will evaluate several measures of inhibitory control, working memory,
and shifting (cognitive flexibility).
Evidence relating any specific measure to middle grade students’ achievement is sparse. Even though some
studies look individually at executive function in relation to student outcomes, researchers often use factor
scores that combine several measures of executive function, making it difficult to evaluate the convergent
validity evidence of the individual measures. The associations demonstrated by these studies for specific
measures are often limited to the early elementary grades and to a single study. MGLS:2017 will help to
address the gap in this limited evidence base for young adolescents. With these measurement goals in mind,
the MGLS field tests will evaluate the usefulness of four measures: Stop Signal, 2-Back with nonverbal stimulus,
3-Back with verbal stimulus, and the Hearts and Flowers task. These measures assess inhibitory control,
working memory, and shifting in middle grade students.

Although some students attend school in a K–12 environment, most experience a transition during the middle grades or
high school years.
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9

Inhibitory Control
Inhibitory control involves the ability to stop ongoing thoughts or actions, particularly prepotent responses.
Measures of inhibitory control are strongly related to measures of the psychological construct effortful control,
but effortful control does not include working memory (Liew 2011). Effortful control and executive functions
provide unique contributions to early academic achievement (Blair and Razza 2007). Some measures of
inhibitory control tap working memory; that is, the individual must remember and decide to act or not act on a
rule. Also, regulation of attention is needed to succeed at inhibitory control tasks. The individual must be
attentive to the key features of a task that signal a need for inhibition of a response. Terminating a response
that has been fully activated is more difficult than stopping a response that has not yet been executed or that is
in the initial stages of execution (Johnstone et al. 2007). Development of inhibitory control occurs rapidly in
early childhood and advances more slowly during adolescence (Best and Miller 2010).
Researchers consider response inhibition a critical component of executive control (Verbruggen and Logan
2009). Inhibitory control is evident in behavior. Performance on measures of inhibitory control have been
associated with ADHD (Alderson et al. 2007; Nigg 1999; Schachar et al. 2000) and with risk-taking behaviors
such as drug use (Fillmore, Rush, and Hays 2002; Monterosso et al. 2005; Nigg et al. 2006). Inhibitory control is
also thought to play a role in motivation and emotion (Knyazev 2007) and has been associated with obsessivecompulsive disorders (Chamberlain et al. 2006; Menzies et al. 2007).
Inhibitory control is consistently linked with academic performance, often in combination with different areas
of executive function (Blair and Razza 2007; McClelland et al. 2007). Bull and Scerif (2001) found that young
children’s inhibitory control, attentional flexibility, and working memory were significantly associated with
their performance in mathematics. Among adolescents, levels of inhibitory control and working memory were
related to test scores in mathematics and English, with associations also found between inhibitory control and
science test scores (St. Clair-Thompson and Gathercole 2006).
The Stop Signal task (Logan 1994; Hoang and Fellows, n.d.) is a measure of inhibitory control that has been
positively correlated with achievement among students in the middle grades (St. Clair-Thompson and
Gathercole 2006). It distinguishes children with ADHD from both typically developing children and children
with other clinical problems (Nigg 1999; Schachar et al. 2000). The task revealed age effects for ages 10
through 14 (Romer, personal communication, August 22, 2013). Members of the Executive Function Content
Review Panel recommended the inclusion of the Stop Signal task, though one panelist cautioned that the task
might be frustrating for some students. We are concerned about how such frustration might affect student
participation in the student survey and other assessments, especially for those students with certain
disabilities (e.g., students in the emotional disturbance category and some students with attention difficulties).
During the field tests, we will carefully observe the Stop Signal task and gather evidence to use to evaluate
these concerns.
Working Memory
Working memory is considered a strong measure of reasoning ability, and is highly predictive of intelligence
(Oberauer et al. 2008). It involves keeping information active in primary memory while acting on it in relation
to other information, such as keeping a list of words in memory and then ordering the words alphabetically or
by categories. Working memory tasks can involve verbal, visuo-spatial, or executive tasks. Development of
working memory levels off across all working memory tasks between ages 14 and 15 without the addition of
10

more complex processing skills and manipulation of information (Best and Miller 2010).
Working memory is often associated with mathematics achievement, particularly in elementary grades
(Ashcraft and Kirk 2001; Ashcraft and Krause 2007; LeFevre et al. 2005; St. Clair-Thompson and Gathercole
2006), and has been associated with English (language arts) achievement among adolescents (St. ClairThompson and Gathercole 2006). Research has also noted relationships between working memory and ADHD,
behavior problems, and risk-taking (Alloway, Gathercole, Kirkwood, and Elliot 2009a; Alloway et al. 2009b).
Researchers have estimated that as many as 70 percent of the children requiring special education services
have poor working memory (Alloway et al. 2005; Gathercole, Alloway et al. 2006).
Some studies use several working memory measures and create a single factor to examine the relationship to
mathematics achievement (Alloway et al. 2008) while others look individually at the working memory tasks.
Associations among different types of working memory are low to moderate (Fuchs et al. 2013). When
researchers report findings by type of task, verbal working memory is more consistently associated with
mathematics (Alloway 2009; Bull and Scerif 2001; Toll and VanLuit 2012). However, St. Clair-Thompson and
Gathercole found with a sample of 11- to 12- year-old students that verbal tasks (backward digit recall and
listening recall) were not associated with mathematics achievement but that working memory tasks with a
spatial component were significantly correlated (r = 0.34 to 0.54) with mathematics achievement, even though
reliability for the nonverbal working memory tasks was low (split-half reliability of 0.43 to 0.47). However, an
important difference between these tasks and other spatial tasks is that they (the odd one out and the spatial
span tasks) include an updating component, whereas not all spatial memory tasks do so.
The n-back tasks are measures of working memory often used in research, particularly in neuroscience studies
that look at the regions of the brain activated by different types of working memory (that is, memory for verbal,
symbolic, and spatial information). In n-back tasks, a student views a stream of stimuli and presses a button
upon seeing a replication that is a specified distance from the previous presentation (1-back, 2-back, or 3back). The student must not press the key when the replications are closer together or farther apart than the
specified distance (e.g., more than 2 away from the previous presentation of that stimulus) and must
continually update the distance of the last presentation. The score includes the correct pressing of the key and
the inhibition of a response as required; some studies also consider response times. A meta-analysis of 24
studies found that n-back tasks, regardless of the stimuli or the involvement of 1-back, 2-back, or 3-back tasks,
all activate the same frontal and parietal cortical regions, but verbal and nonverbal stimuli activate different
subcortical regions (Owen et al. 2005). Nonverbal stimuli included shapes, locations, fractals, faces, and simple
pictures.
Working memory tasks on the computer also measure attention and impulsivity. Some researchers posit that
the sensitivity of working memory tasks in identifying children with attention deficit may be attributable to
lures in the tasks (Kane et al. 2007), though researchers have noted teacher-reported behavior problems (poor
attention span and high distractibility) for children with low working memory as measured by several tasks
(Alloway, Gathercole, Kirkwood, and Elliot 2009a; Alloway et al. 2009b). With college students as their
subjects, Kane and colleagues (2007) investigated the effects of different foils and found more false alarms with
n-1 lure foils (i.e., stimuli that match an item but are in the wrong location such as a target letter that matches

11

1-back) than control foils (e.g., letters that do not match any recent items) for both 2-back and 3-back tasks.2
Romer and colleagues (2009) used a 2-back task with adolescents and found that it predicted problem and
risk-taking behaviors in the first year of the study. However, students between ages 12 and 14 did not improve
much in accuracy on the task, and the relationship with risk-taking behaviors was not evident with data from
subsequent years of Romer and colleagues’ longitudinal study.
Working memory reaches a plateau for many tasks between ages 11 and 14; mean scores by age suggest a
plateau in the 2-back task used by Romer. However, some researchers suggest that the novelty of the task
makes a difference; once children learn a task, they tend to succeed as the task becomes automatic and no
longer engages working memory (Kane et al. 2007). It is possible that changing tasks (e.g., alternating 2-back
and 3-back tasks or changing the type of stimuli) could potentially improve measurement of executive function
by adding some cognitive flexibility and the demand to remember or update the rule while keeping track of the
sequence.
We test both a 2-back and a 3-back task in the field tests. We will use a 2-back task using visual-spatial stimuli
such as line drawings of objects rather than letters, and a 3-back letter task with the inclusion of a lure that may
distract (that is, that the student would need to inhibit), such as an n-1 or a stimulus from a previous set.
Shifting (cognitive flexibility)
Shifting involves flexibility in thinking and moving between rules, tasks, or mental states (Miyake et al. 2000).
Even though shifting requires some inhibitory control (and working memory) in order to move to a new rule or
task, it is more complex than inhibitory control (Hoyle and Davisson 2011; Best and Miller 2010). With shifting,
each mental set may involve several task rules. Several regions of the brain (cortex and the prefrontal cortex)
show increased activation when participants respond to measures of shifting (Best and Miller 2010). Shifting is
negatively related to perseveration in older adults (Ridderinkhof et al. 2002). Zelazo and colleagues (2004)
noted changes in rule use in both middle childhood and adolescence. As noted, shifting was significantly
associated with mathematics achievement in young children (Bull and Scerif 2001), but no studies were
identified that indicated an association with academic or behavioral outcomes in adolescence. Moreover, Bull
and Scerif’s (2001) task required a higher cognitive demand for shifting in that students needed to determine
how the rule changed. During the task, the examiner would say that a response was incorrect when changing a
rule; instead of providing the new rule, the student had to figure out the new rule and begin applying it.
The Hearts and Flowers executive function task (previously called the Dots task; Diamond et al. 2004) includes
a congruent condition, an incongruent condition, and a mixed condition (Exhibit 1). The task calls on working
memory and inhibitory control as students remember the rule and decide whether to inhibit a prepotent
response. The mixed condition measures shifting (or cognitive flexibility) as the task shifts between the
congruent and incongruent condition. The task takes under 10 minutes (Adele Diamond, personal
communication, September 16, 2013).
Exhibit 1. Description of Hearts and Flowers Conditions
The study used eight phonologically distinct letters as stimuli and randomly presented them in upper or lower case to
prevent recognition based solely on perceptual features.
2

12



Stimuli appear on the right or left.



In the congruent condition, only Stimulus A (heart) appears, and subjects are to press on the
same side as the stimulus. This action places little or no demand on executive function.



In the incongruent condition, only Stimulus B (flower) appears, and subjects are to press on
the side opposite the stimulus (which requires inhibiting the tendency to activate the hand on
the same side as a stimulus; Georgopoulos 1994; Lu and Proctor 1995; Simon 1990).



In the mixed condition, congruent and incongruent trials are randomly intermixed, requiring
subjects to switch flexibly between the two rules. Students need to hold the abstract rules in
mind and mentally translate “press on the same [opposite] side” into “press right [or left].”

Although evidence of an association with achievement outcomes is not available for the Hearts and Flowers
task, there is evidence of construct validity and sensitivity to age. Davidson et al. (2006) found increases in
accuracy with the mixed condition (using the Dots stimuli version) from age 4 through at least age 13, with
smaller increases in subsequent years. With small sample sizes (N < 15), Diamond et al. (2004) and Evans et al.
(2009) found expected differences by clinical subgroups (individuals with high and low dopamine levels).
Edgin et al. (2010) found the Hearts and Flowers task correlated well with parental reports of executive
function in both typically developing children and children with Down syndrome.
In addition to the normative performance across childhood reported in Davidson et al. (2006), Diamond has
just completed the collection of additional normative data from more than 1,200 subjects ages 4 to 25 years.
The stability (test-retest reliability) of the Hearts and Flowers task was 0.88.

C. 2

Survey Instruments Content Justification

This section provides descriptions of the content covered in the instruments that will be used to collect
information from students, parents, teachers, and school administrators. For some constructs, multiple
respondents may report on a single construct giving unique perspectives. For example, school and student
perspectives of school climate vary, influenced by different factors, and relate to student achievement at the
school and individual level, respectively (Thapa et al. 2013). Consequently, having multiple reporters for
certain constructs helps illuminate the nature of the contexts in which middle grade students develop. Below
we highlight the key constructs that informed item development.
C.2.1

Student Survey

The purpose of the student survey is to collect information on students’ attitudes and behaviors, out-of-school
time use (OST), and family, school, and classroom environments. The student survey will also serve as a source
for information about socioemotional outcomes having to do with social relationships and support and
academic engagement. These data augment the information collected from the mathematics, reading and
executive function assessments to provide a deeper understanding of the social and contextual factors related
to students’ academic and non-academic outcomes. The student survey will be a computer-assisted self-

13

administered survey, and will take approximately 20 minutes for students to complete.
Discussed below are the key content areas and constructs to be covered in the student survey.
Student outcomes, characteristics, and experiences
During the middle grade years, students explore who they are as individuals and focus on how they are
perceived by others. The types of goals they have for their own development (Bandura et al. 2001; Kao and
Tienda 1998), the extent to which they are behaviorally engaged in school (Fredricks, Blumenfeld, and Paris
2004), their motivations for attending school (Fortier, Vallerand, and Guay 1995), and how they monitor and
regulate their own behavior (Gardner, Dishion, and Connell 2008; Zimmerman 2001) have important
implications for their academic, motivational, and developmental outcomes. Similarly, adolescents’ physical
well-being is related to internalizing behaviors, academic achievement, substance use, and delinquency
(Srikanth, Petrie, Greenleaf, and Martin 2014; Pate, Heath, Dowda, and Trost 1996). The constructs for this
content area include students’


Aspirations (educational, career/life goals)



Academic expectations



Academic engagement (e.g., persistence)



Identity formation (activities and interests that students are most passionate about, “sparks”3; ethnic
and gender identity; perceived social status)



Health and physical well-being

Additional constructs related to socioemotional development, such as theories of intelligence, optimism,
conscientiousness, self-efficacy, subjective task-value, and internalizing problems, will be assessed across a
variety of instruments.
During the middle grades, students spend more time with peers. The extent to which they develop close
friendships and feel supported or undermined by their peers has important implications for academic and
nonacademic developmental outcomes (Steinberg and Morris 2001). The level of closeness and companionship
students feel with their peers (Wentzel 1998; Wentzel and Caldwell 1997), whether they are subjected to
bullying or are otherwise distressed by their peers (Eisenberg, Neumark-Sztainer, and Perry 2003; Nakamoto
and Schwartz 2010), and the extent to which peer groups value academics (Ryan 2001) or engage in risky
behaviors (for review, see Steinberg and Morris 2001) are all associated with key middle grade outcomes.
To obtain an understanding of social relationships, the constructs we assess in this area are students’




Perception of peer social support
Peer victimization
Perception of peer values (importance of education, engagement in risky behaviors, peer pressure)

See Search Institute (http://www.search-institute.org/); this refers to what the student loves to do and wishes s/he
could do all the time and whether s/he has family/school that supports it.
3

14




Belongingness (whether student has a sense of belonging in school)
Risk-taking (students’ sensation seeking behaviors)

The amount of time students are spending outside of the family and school also rises during early adolescence.
They increasingly participate in activities after school and often have more say in how they use their time. How
middle grade students structure and use their time after school is related to academic achievement and their
propensity to engage in risky developmental behaviors (Eccles and Barber 1999; Mahoney, Cairns, and Farmer
2003; Dotterer, McHale, and Crouter 2007). Therefore, the constructs covered in this content area are students’


Time use-structured activities: student employment; participating in activities (sports, clubs, etc.)



Time use-unstructured or unsupervised activities: time spent on unstructured activities (e.g., time
spent watching television, doing homework, or being with friends)



Technology activities (frequency for educational, social, and entertainment purposes)

Family and home life
Even though students begin to spend more time outside their households during this developmental period,
the family and home environment continue to play an integral role in their development. In particular, higherquality parent-child relationships and more educationally oriented parenting practices have been shown to be
positively related to middle grade students’ academic achievement (Spera 2005), academic motivation (Hill et
al. 2004), and emotional well-being (Wentzel 1998). Students’ exposure to risk factors in the larger community
context can adversely affect these developmental outcomes (Leventhal and Brooks-Gunn 2000; Wadsworth
and Compas 2002). The constructs that will be assessed in this content area include students’





Conversations with parents about math courses, jobs or careers, and going to college
Parental support to help child achieve
Parent-child relationships (autonomy-granting/decision-making and monitoring/disclosure)
Community perspectives (e.g., exposure to neighborhood crime and other risk factors)

Teachers, teaching, and classrooms
Studies have shown that students who feel supported by their teachers express greater academic motivation in
the middle grades (Wentzel 1997). Similarly, teachers can affect students’ achievement and levels of motivation
through their use of certain practices to engage them in the classroom and by conversing with them about their
educational and career goals (Croninger and Lee 2001). The constructs covered in this content area assess
students’ interactions and aspects of their relationships with their teachers, such as the following:



Conversations with teachers about mathematics courses, jobs or careers, and going to college
Student perspective of teacher support (i.e., how treating student as a person)

Schools, services, and supports
The social and structural dimensions of students’ schools set the background for the general learning
environment. The extent to which students feel safe and supported at school and the attitudes their classmates
have toward schooling can affect their academic and motivational outcomes (Hoy and Hannum 1997; Phillips
1997; Thapa et al. 2013; Wentzel 1997). The constructs to be assessed in this content area are students’
15




C.2.2

Perceptions of school climate (e.g., safety and rule fairness)
Academic culture (e.g., high standards and expectations)
Problems at school (e.g., student misconduct and bullying)
Parent Survey

The purpose of the parent survey is to collect information about: 1) family involvement in their child’s
education and 2) family characteristics that are key predictors of academic achievement and other student
outcomes. Studies have shown that while the middle grades years may be a time of declining parental
involvement (Hill and Tyson 2009), students with parents who are involved in their schooling earn higher
grades, have better attendance, and are more likely to graduate from high school than those whose parents are
uninvolved (Hill and Taylor 2004). Parents can support their children’s schooling and academic achievement in
a number of ways, such as communicating with the school, monitoring, and setting expectations. Questions
designed to gather information on these kinds of supports and involvement will be included on the parent
survey.
The parent survey is expected to take 30 minutes to complete and will feature a multi-mode approach, with
self-administered web-based surveys and a computer-assisted telephone interview for parents wishing to
complete the survey via the telephone. A telephone follow-up effort will then be made for respondents who do
not complete the survey via the web or the first telephone request.
The main focus of the parent survey will be to supplement information collected from students and teachers
about the students’ schooling and educational experiences, as well as learn about parents’ expectations for
their children’s academic attainment in high school and beyond. It will include items on parental involvement,
starting with questions about direct activities (like communicating with the school) and moving to less direct
activities and monitoring as the children move through the middle grades. Below we provide more detailed
descriptions of the constructs we propose to measure.
Student outcomes, characteristics, and experiences
Students’ health and physical wellbeing are critical to understanding development during this period. Changes
in physical measurements can help identify the onset of puberty, an important correlate to a host of outcomes
specific to this age. As such, we will measure the following constructs pertaining to the area:




General health
Vision and hearing
Disability status

Parents’ expectations for their children’s achievement in school and aspirations for their careers are related to
how the children actually do in those domains (Halle, Kurtz-Costes, and Mahoney 1997; Steinberg, Bradford,
and Dornbusch 1996). Communication between parents and students about academic and career aspirations
and the value parents place on learning and achievement have also been linked to student outcomes (Bloom
1985; Coleman 2003; Paterson, Pryor, and Field 1995). We will, therefore, include the following constructs in
this area:

16





Conversations with their child about math coursework, jobs or careers, and going to college
Academic expectations
Support for students with disabilities

Talking with parents allows us to collect information beyond what we can collect from the school and teachers.
Additionally, a parent survey presents an especially valuable opportunity to learn more about students with
disabilities. We intend to collect comprehensive information from the parent about special services their child
receives both in and out of school, as well as their satisfaction with those services. In addition, we are
interested in learning about parental participation in their child’s IEP development and subsequent meetings.
IDEA mandates that parents be included in the IEP process (Federal Register 1999), yet some parents
experience barriers to participating, including attitudes, cultural background, logistics, and other (Rock 2000).
Collecting information on this topic, in conjunction with the other constructs and measures collected from
parents, will allow for analysis and insight into parental participation for students with disabilities. The Parent
Survey will include the following constructs:





In-school services received by student
Out-of-school services received by student
Parental participation in IEP development
Parental satisfaction with student services received

Family and home life
To obtain the best understanding of children’s mathematics learning and socioemotional development within
their greater environmental contexts, we will include items on the parent survey to capture family
characteristics. The influence of the family and home life on academic and behavioral outcomes has been well
documented, from the quality of parent-child relationships (Carlson and McLanahan 2006; Kitzmann 2000), to
general parental involvement (Eccles and Harold 1993; Hoover-Dempsey and Sandler 2005; Dearing et al.
2006), to struggles of single parenting (Painter and Levine 1999), to the negative influences of poverty
(Shonkoff and Phillips 2000; Duncan and Brooks-Gunn 1997; McLoyd 1998; Teachman 2008). The parent
survey will thus include the following constructs in this area:


Household compositions (such as family members and nonrelatives in the household and parents’
marital status)



Family income and assets



Parent education and occupation



Parent-child relationship (monitoring, discipline)



Community perspectives (poverty, crime, victimization)

Children’s experiences in school are related to their overall well-being, both academically and socially
(Entwisle, Alexander, and Olson 2006; Huston and Ripke 2006). As school is a main context for and contributor
to development, obtaining a complete picture of children’s experiences is essential to understanding their
developmental trajectories and academic success (NICHD 2006). We will, therefore, include constructs related
to school in the parent survey so that parents’ perceptions and opinions of their child’s schooling and the
services and supports provided by their child’s school can complement the data provided by teachers, students,
and administrators on this topic. The specific topic included for this area is:
17



C.2.3

Parent involvement (contact with school about behavior, school schedule, and guidance for assisting
with homework)
Mathematics Teacher Survey

The purpose of the mathematics teacher survey is to gather information on the mathematics classroom context
for use in understanding students’ development and mathematics learning during the middle grades. The
respondent for these instruments will be identified based on the person who provides the student with
mathematics instruction.4 The mathematics teacher survey will collect data on potential classroom-level
correlates of students’ mathematics achievement as well as school-level services and factors such as special
programs, school climate, and instructional leadership. The survey will provide vital information on students’
opportunities to learn the content assessed on the direct mathematics assessment. In addition, mathematics
teachers will provide information on individual students in a teacher-student report (TSR). The TRSs will
provide information on the classroom attendance and performance of individual students, which will augment
direct student assessments, transcript information, and student reports. The TSR will also serve as one source
for socioemotional outcomes related to approaches to learning, academic engagement, social skills, and
externalizing behaviors. Both the mathematics teacher survey and TSR will be web-based, self-administered
surveys, with a paper-and-pencil option available. The mathematics teacher survey is expected to take 20
minutes to complete, and the TSR will take about10 minutes for each student.
We will focus first on topics for which the teacher is the only or best person to provide the information. For
example, in the mathematics teacher survey, the mathematics teacher is the best (and perhaps only) person to
provide his or her own demographic and education information. In the Teacher Student Report (TSR), teachers
provide information about the student’s classroom performance, behavior and conduct.
Mathematics Teacher Survey
The mathematics teacher survey will cover information at the teacher and classroom levels as well as the
school levels in the key content areas discussed below.
Teachers, teaching, and classrooms. At the teacher level, we capture basic demographic and background
information on teachers of sampled students, including education and qualifications (such as college
coursework in mathematics) that have been shown to correlate strongly with students’ mathematics
achievement in high school (Goldhaber and Brewer 1996, 2000).
At the classroom level, the survey focuses on curriculum and instructional practices. These items ask about
students’ opportunities to learn, including emphasis on and exposure to covered course content (Schmidt
2009), as well as the pedagogy used to support student learning, which is related to instructional quality in
mathematics (Hill et al. 2008). Time in class is another important aspect of the opportunity to learn construct,
as teaching time is related to achievement outcomes for children (Allington 1983; Good and Brophy 2007;
This teacher may be the student’s general classroom teacher for the full day as in a self-contained or centralized
classroom or a specific mathematics teacher in departmentalized settings. For students who spend their entire school day
in a special education classroom, their special education teacher would complete the instruments if they provide that
student with mathematics instruction.
4

18

Greenwood 1991; Hollowood et al. 1994; Latham and Stoddard 1986; Tindal and Parker 1987).
We also collect information about factors for mathematics course placement, as some evidence suggests
tracking has no positive effects on achievement and can perpetuate existing achievement gaps (Alexander
1996; Horn and Kojaku 2001; Oakes, Gamoran, and Page 1992; Slavin 1993). Additionally, we expect that the
implementation of the Common Core State and Practice Standards and various science, technology,
engineering, and mathematics (STEM) initiatives may have an important influence on teachers and classrooms
(Cogan, Schmidt, and Houang 2013). The mathematics teacher survey includes questions about instructional
practice to inform how these important changes might manifest in classrooms over time. Constructs include
the following:


Education and degree (courses in math and math education; year degree granted)



Teacher years of experience



Certification (national certification, alternative certification)



Teacher race/ethnicity



Teacher gender



Curriculum/textbook used



Opportunities to learn (length of course)



Content covered in course (e.g., how many lessons are devoted to expressions and equations)



Instructional practice/pedagogy (including beliefs about importance of autonomous behavior and
direct instruction)



Teacher efficacy



Availability and use of classroom resources (calculators, computers)



Heterogeneity of student ability within the mathematics class



Mathematics class size



Math classroom climate (e.g., misbehavior)

Schools, services, and supports. The mathematics teacher survey also elicits information about school-level
services and supports. Indicators of teaching climate such as safety and student misconduct are covered here,
in addition to teachers’ assessments of support from, fairness of, and instructional leadership provided by the
school administrator or others. Such aspects of school climate as safety, positive behavior support, and
academic culture (or press) are related to students’ attendance patterns and mathematics achievement
(Caldarella et al. 2011; Phillips 1997; Thapa et al. 2013). Teachers will also report on school-level mathematics
supports, initiatives, and programs. Constructs include the following:






Factors for determining math course
Instruction in self-contained classrooms or departmentalized
Academic culture
Instructional leadership
Teaching climate

19

Teacher Student Report
The mathematics teacher student report (TSR) will capture information specific to the sampled student and his
or her mathematics class in the key content areas discussed below.
Student outcomes, characteristics, and experiences. The teacher will identify the course in which he or she
teaches the student and answer questions about the student’s mathematics performance and ability. For
example, teachers will report about whether and when students study algebra, as taking algebra by grade 8 or
9 is associated with increased likelihood of taking high school calculus and pursuing higher education (Cooney
and Bottoms 2002; Riley 1997; Wheelock 1995). In addition to this enrollment information, teachers will
report on students’ performance in class and mathematics achievement relative to the average student in their
schools.
Socioemotional functioning in school is consistently predictive of students’ achievement (Teo et al. 1996) and
might even factor into how teachers grade them (Austin and McCann 1992; Cross and Frary 1999). Teachers
will provide indirect reports of students’ externalizing behaviors when in the classroom as a key
socioemotional outcome. The teachers will also report on aspects of students’ approaches to learning and
academic engagement and social skills. For example, we will want to know about their ability to stay on task,
complete homework, interact with peers, attend and engage in class, and exercise self-control. Constructs for
the TSR include the following:







C.2.4

School and class attendance
Math classroom performance
Math support services
Academic engagement (such as class preparedness and persistence)
Approaches to learning
Social skills and positive behaviors
Externalizing behaviors
Special Education Teacher Survey

The purpose of the special education teacher survey is to gather information on the teaching and classroom
context for students’ with disabilities during the middle grades. The respondent for these instruments will be
identified based on the person who provides the student with special education instruction or the person who
knows the most about the student’s IEP. The special education teacher survey will collect data on teacher
training and experience as well as the classroom curriculum and environment. Similar to the mathematics
teacher survey, special education teachers will also provide information on individual student in a teacherstudent report (TSR). The TSRs will provide information related to the student, including details about their
disability and IEP, such as IEP goals and evaluation. Like the mathematics teacher survey and TSR, the special
education teacher survey and TSR will be web-based, self-administered instruments, with the possibility of a
paper-and-pencil option available. The special education teacher survey is expected to take 10 minutes to
complete, and the special education TSR will take about 20 minutes for each student. In addition, special
education teachers or providers will complete a Special Educator Rating Scale which will take approximately 5
minutes to complete for each student.
We will focus first on topics for which the special education teacher is the only or best person to provide the
20

information. For example, in the special education teacher survey, the teacher is the best (and perhaps only)
person to provide his or her own demographic and education information and information related to specific
training in the area of special education. In the TSR and Special Educator Rating Scale, teachers provide
information about the student’s disability and their IEP.
Special Education Teacher Survey
The special education teacher survey will cover information at the teacher and classroom level as well as the
school level in the key content areas discussed below.
Teachers, teaching, and classrooms. At the teacher level, the survey captures basic demographic and
background information on teachers of sampled students, including education and qualifications (such as
certification related to working with students with disabilities). At the classroom level, the survey focuses on
the instructional environment (e.g., general education classroom, special education classroom, or
resource/therapy room) and the co-teaching model used, if any. Constructs include the following:





Teacher experience and training
Teacher demographic information
Teacher assignment and position for current school year
Instruction and instructional environment (including co-teaching models)

Special Education Teacher Student Report
The special education teacher student report (TSR) will capture information specific to the sampled student in
his or her special education class. The special education teacher or service provider who completes the TSR
will be the professional staff member who knows the most about a given student’s IEP, as they are the best
person to provide this information. Parents may be aware that their child is receiving services but may not
know specifics, whereas the teacher or service provider will be very familiar with both the student’s disability
and the details of his or her IEP and associated supports.
Student disability and IEP information. Teachers will identify students’ disabilities and provide detailed
information about the students’ IEP, including services the student receives in school, assistive technologies or
devices the student uses, communication with parents regarding IEP goals for the year, and whether the
student has received formal individual evaluations in order to guide the IEP goals for the year.
Curriculum and communication. Teachers will report on the curriculum used with students in the MGLS:2017
sample (e.g., does the teacher use general education materials with substantial, moderate or no modification)
and teacher communication with students’ general education teachers and parents.
Constructs for the TSR include the following:






Student grade and IEP status
Student primary disability
Special education and related services
Instruction and instructional environment
Special education teacher’s expectations for student
21





Special education teacher communication with general education teacher
Special education teacher communication with parents
IEP goals and evaluation

As part of the TSR, special education teachers may be asked to provide information on student’s knowledge
and skills (e.g., a variety of different reading and mathematics knowledge and skills that span a wide ability
range).
C.2.5

School Administrator Survey

The purpose of the school administrator survey is to provide context for school factors that influence student
development, motivation, and mathematics learning. In particular, school climate has been found to relate to
students’ school engagement (Eccles et al. 1993; McCollum and Yoder 2011; Thapa et al. 2013).
The school administrator survey will provide information about a school’s characteristics and staffing. It will
also include items designed to capture a general description of the students and the services and programs
available to them beyond those asked about in the Common Core of Data and Private School Universe Survey.
The school administrator survey will be web-based and self-administered, with the possibility of a telephone
survey follow up and/or a paper-and-pencil option available, and will take the administrator (generally, the
principal or principal’s designee) approximately 20 minutes to complete.
Proposed Items to be Collected from Common Core of Data (CCD)/Private School Universe Survey
(PSS)
School Characteristics
 Type of school (regular, special education, vocational, other/alternative)
o Public/Private
 Private school – (coed, religious affiliation, associations)
o Magnet and Charter
 Total FTE classroom teachers
 Grades offered
 School level (primary, middle, high)
 Enrollment (total and by grade)
 Pupil/teacher ratio
 Days in the school year / length of school day (PSS)
Student Population
 Percent eligible Free or Reduced Price Lunch Program
 Percent male/female
 Percent minority
 Funding Sources
 Title I status

A school climate that provides a safe, supportive learning atmosphere has been linked to positive student
outcomes, such as more school connectedness (Klem and Connell 2004). The administrator survey will include
items to gather information about a school’s characteristics and staffing—specifically, the school’s structure
and climate, including safety, organization, and support. It will also collect information on the student
22

population, student conduct, academic culture, and course offerings. The constructs included in the school
administrator survey are described below.
School structure and climate
School administrators have the role of promoting a school environment that is conducive to teaching and
learning and fosters healthy youth development (Marin and Brown 2008; Cohen et al. 2009). Students are
more likely to thrive in school settings where they feel safe and supported by their teachers and have clear
expectations and boundaries. Those who feel alienated and unsupported in school are more likely to disengage
and have lower academic performance (Hoy and Hannum 1997; Klem and Connell 2004; Phillips 1997; Thapa
et al. 2013; Wentzel 2013). The following constructs are included in this area:


Safety



School-level security (presence of a police or security officer on site, metal detectors, teachers
supervise hallways during transitions)



Problems at school (student absenteeism, tardiness, student misconduct, bullying)

Characteristics of school teachers
Experienced, qualified teachers can make an enormous difference in students’ academic development and
success (Kain, Rivkin, and Hanushek 2004). Research by Sanders and Rivers (1996) found that having a highquality teacher for three or more years can increase student achievement by as much as 50 percentile points,
even when controlling for socioeconomic background. Emphasis on academics with teacher support is
positively associated with achievement and engagement (Redd, Brooks, and McGarvey 2001), while lack of
support can be problematic (Haynes, Emmons, and Ben-Avie 1997; Reinke and Herman 2002). School-level
constructs in this area include the following:



Number of teachers (full and part time)
Preparedness of teachers to teach particular courses/subjects

School services and supports
Students’ school experiences outside of regular class time through participation in school programming and
structured extracurricular offerings can also have important implications for their academic achievement
(Arbreton, Goldsmith, and Sheldon 2005; Granger 2008; Mahoney, Harris, and Eccles 2006; Vandell et al.
2005). Further, the middle grades can be a time when students engage in behaviors that can lead to unhealthy
or risky habits. Providing students with activities and classes regarding their general health (including sex
education) has been shown to prevent unhealthy and risky habits (U.S. Department of Health and Human
Services 2013). The following constructs are included in this area:






Health services (e.g., sex education classes)
Courses offered and course availability
Providing additional support for struggling students (tutoring, extra assistance, pull-out, homework
assistance)
Assistance with transitions from elementary to middle and middle to high school grades
Interdisciplinary teaching teams
23




Common planning time
Student advising time

Support for Students with Disabilities
A key component to serving students with disabilities under IDEA is the services offered by a school. Thus we
will be addressing the singular construct of school services and programs offered to middle grade students
with disabilities through questions such as:


Percent of students with IEPs receiving services



Types of services available to general education teachers who teach students with IEPs in their
classroom



Percent of students with IEPs who receive each type of service offered by the school

School characteristics
Middle grade schools will vary along dimensions, such as type of school and size of enrollment, that have
important implications for student achievement (Alt and Peter 2002; Redd, Brooks, and McGarvey 2001;
Stevenson 2006). Schools also vary in the financial resources available to them (Corcoran and Evans 2008;
Gordon 2008; McGuire and Papke 2008), which in turn might affect student outcomes through the types and
quality of services the schools can provide. Where possible, we will draw information on these subjects from
the Common Core of Data and Private School Universe Survey. The following constructs are included in this
area that will be asked directly of administrators:


Type of school (public/charter/nonpublic), grade span, and average daily attendance



School configuration (grade levels served)



Regular instruction/special education



Tuition



Student population (including minority enrollment and percentage of students eligible for free and
reduced-price lunch)

Community perspectives
The larger community context plays an important role in students’ schooling experiences—for example, we
know that violence and crime can be associated with adolescents’ attendance problems, suspension, and
expulsion (Bowen and Bowen 1999). Topics included in this area are:



Poverty in surrounding neighborhood
Crime, victimization

Information about the principal or school administrator
With an increased emphasis on accountability, principals are charged with creating school climates that
produce high-achieving students. Competent leaders must direct teachers to employ engaging instructional
strategies that result in higher student performance (Sanzo, Sherman, and Clayton 2011). The following
24

constructs are included in this area:




Educational background
Years of experience (in teaching, in school administration, at current school)
Specific training associated with middle grades

25

C.3

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33

C.4

Item-Level Justification

This appendix presents the survey items in a tabular format with the following columns of information:
 MGLS item number. The item number of the survey item within the survey specifications document.


Source. The source of the survey item.



Status. Whether the item was unchanged, modified, or new.



Original wording (if modified). This field is only present if the survey item was modified.
Otherwise, the wording appears in the “Current Question Wording” field.



Original response options (if modified). This field is only present if the survey item was modified.
Otherwise, the wording appears in the “Current Response Options” field.



Current Question Wording. This is the wording of the survey item as it appears in the current
survey specifications.



Current Response Options. This is the wording of the response options as they appear in the
current survey specifications.



Justification (if modified). If an item was modified, this is a brief statement summarizing why an
item was modified.

34

35

HSLS:09
Unchanged
(Student,
Baseline; Sect.
A)

HSLS:09
Modified
(Student,
Baseline; Sect.
A)

AA02.

AA03.

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
AA01. FACES (2003,
Parent
Interview;
SC11)

Are you Hispanic or
[Latino/Latina]?

Original Wording (if
modified)
What is [CHILD]’s birth
date?

1=Yes
2=No

Are you Hispanic or
Latino/Latina?

What is your sex?

1. Yes
2. No

Select the one that best
describes you.

1. Male
2. Female

Select the one that best
describes you.

Original Response Options
(if modified)
Current Question Wording Current Response Options
_______/______ /19/20
What is your birth date?
_____ MONTH DAY YEAR
______ ______ ______
Month Day Year

As a self-administered item,
student gender will not be
used to determine if Latino or
Latina is automatically filled in
the question stem but will
instead appear as
Latino/Latina. The respondent
self-reports gender later in the
survey so accurate fill is not
possible.

Justification (if modified)
Response options modified
from an open-ended format to
a format where students can
select their birth date month,
day, and year, using drop
down menus which is more
appropriate for a computer
based survey.

36

MGLS:2017 Student Survey

AA05.

HSLS:09
Modified
(Student,
Baseline; Sect.
A)

MGLS
Item # Source
Status
AA04. HSLS:09
Modified
(Student,
Baseline; Sect.
A)

Which of the following
choices describe your race?
You may choose more than
one.

Original Wording (if
modified)
Which of the following are
you?

1. White
Which of the following best
2. Black or African
describes your race?
American
3. Asian
4. Native Hawaiian or other
Pacific Islander
5. American Indian or
Alaska Native

Original Response Options
(if modified)
Current Question Wording
1. Mexican, MexicanWhich of the following best
American, or Chicano
describes you?
2. Cuban
3. Dominican
4. Puerto Rican
5. Central American such as
Guatemalan, Salvadoran,
Nicaraguan, Costa Rican,
Panamanian, or Honduran
6. South American, such as
Colombian, Argentine, or
Peruvian
7. Other Hispanic or
Latino/Latina (specify):

1. White
2. Black or African
American
3. Asian
4. Native Hawaiian or other
Pacific Islander
5. American Indian or
Alaska Native

Select all that apply

Question text was modified to
simplify wording and parallel
the question text for other
race/ethnicity items in the
survey.

Current Response Options Justification (if modified)
Select all that apply
Modified wording in the
question text from
1. Mexican, Mexican“…following are you” to
American, or Chicano
“…following best describes
2. Cuban
you” to use terminology more
3. Dominican
appropriate for this age group.
4. Puerto Rican
Modified question text so that
5. Central American such as students can select more than
Guatemalan, Salvadoran,
one category. Response
Nicaraguan, Costa Rican,
options were modified so that
Panamanian, or Honduran students can specify their
6. South American, such as ethnicity if they select the
Colombian, Argentine, or
“Other Hispanic or
Peruvian
Latino/Latina” response
7. Other Hispanic or
option. Modifications allow for
Latino/Latina
more flexible and potentially
Specify____
more accurate response.

37

MGLS:2017 Student Survey

MGLS
Item # Source
Status
AA06. U.S. Census
Modified
Bureau (2010
Census
questionnaire,
Q6)

Original Wording (if
modified)
What is this person’s race?
Mark one or more boxes.
-White
-Black, African American, or
Negro
-American Indian or Alaska
Native (print name of
enrolled or principal tribe):
-Asian Indian
-Chinese
-Filipino
-Japanese
-Korean
-Vietnamese
-Other Asian (print race, for
example, Hmong, Laotian,
Thai, Pakistani, Cambodian,
and so on):
-Native Hawaiian
-Guamanian or Chamorro
-Samoan
-Other Pacific Islander
(print race, for example,
Fijian, Tongan, and so on).
- Some other race (print
race):

Original Response Options
(if modified)
Current Question Wording
Which of the following best
-White
describes you?
-Black, African American, or
Negro
-American Indian or Alaska
Native (print name of
enrolled or principal tribe):
-Asian Indian
-Chinese
-Filipino
-Japanese
-Korean
-Vietnamese
-Other Asian (print race, for
example, Hmong, Laotian,
Thai, Pakistani, Cambodian,
and so on):
-Native Hawaiian
-Guamanian or Chamorro
-Samoan
-Other Pacific Islander
(print race, for example,
Fijian, Tongan, and so on).
- Some other race (print
race):

Current Response Options Justification (if modified)
Select all that apply
Question text was modified to
parallel the question text for
1. Asian Indian
other race/ethnicity items in
2. Chinese
the survey and to be
3. Filipino
specifically about students’
4. Japanese
Asian race.
5. Korean
Response options were
6. Vietnamese
modified to only include those
7. Other (specify)
that are relevant to the
question of asking about
students’ Asian race. The
“other” response option was
modified to eliminate
examples in order to reduce
wording.

38

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
AA07a. NELS:88
(Student, 8th,
81a)

English

Original Wording (if
modified)
For each of the school
subjects listed below, mark
the statement that best
describes your grades from
sixth grade up till now.

Original Response Options
(if modified)
1. Mostly As (a numerical
average of 90-100)
2. Mostly Bs (80-89)
3. Mostly Cs (70-79)
4. Mostly Ds (60-69)
5. Mostly below D (Below
60)
6. Does not apply to me
–my classes are not graded
English/Language arts?

Current Question Wording
Now we have a few
questions about your
grades in different subjects.
What was your grade
during the last grading
period in…

Current Response Options Justification (if modified)
Select one answer for each Time referent was changed to
row
a more recent time period to
reduce burden and increase
1. A
accuracy of recall. Response
2. B
options were changed to just
3. C
letter grades since the
4. D
numerical ranges that
5. F
correspond to a letter grade
6. This class is ungraded or may vary across schools.
uses alternative grading
Response option 6 added
language on “or uses
alternative grading” to
acknowledge that some
schools may in fact provide
grades for this course but do
not use letter grades.
“Language arts” was added to
the question stem to
accommodate any differences
in how schools label their
English-related classes.

39

AA07c. NELS:88
(Student, 8th,
81a)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
AA07b. NELS:88
(Student, 8th,
81a)

Science

For each of the school
subjects listed below, mark
the statement that best
describes your grades from
sixth grade up till now.

Mathematics

Original Wording (if
modified)
For each of the school
subjects listed below, mark
the statement that best
describes your grades from
sixth grade up till now.

1. Mostly As (a numerical
average of 90-100)
2. Mostly Bs (80-89)
3. Mostly Cs (70-79)
4. Mostly Ds (60-69)
5. Mostly below D (Below
60)
6. Does not apply to me
–my classes are not graded

Original Response Options
(if modified)
1. Mostly As (a numerical
average of 90-100)
2. Mostly Bs (80-89)
3. Mostly Cs (70-79)
4. Mostly Ds (60-69)
5. Mostly below D (Below
60)
6. Does not apply to me
–my classes are not graded

Science?

What was your grade
during the last grading
period in…

Justification (if modified)
Time referent was changed to
a more recent time period to
reduce burden and increase
accuracy of recall. Response
options were changed to just
letter grades since the
numerical ranges that
correspond to a letter grade
may vary across schools.
Response option 6 added
language on “or uses
alternative grading” to
acknowledge that some
schools may in fact provide
grades for this course but do
not use letter grades.

Select one answer for each Time referent was changed to
row
a more recent time period to
reduce burden and increase
1. A
accuracy of recall. Response
2. B
options were changed to just
3. C
letter grades since the
4. D
numerical ranges that
5. F
correspond to a letter grade
6. This class is ungraded or may vary across schools.
uses alternative grading
Response option 6 added
language on “or uses
alternative grading” to
acknowledge that some
schools may in fact provide
grades for this course but do
not use letter grades.

Current Question Wording Current Response Options
What was your grade
Select one answer for each
during the last grading
row
period in…
1. A
Mathematics?
2. B
3. C
4. D
5. F
6. This class is ungraded or
uses alternative grading

40

E06a.

Theory of
Intelligence
Scale (Dweck
1999)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
AA07d. NELS:88
(Student, 8th,
81a)

You have a certain amount
of intelligence and you
can’t really do much to
change it.

Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

Social Studies

Original Wording (if
modified)
For each of the school
subjects listed below, mark
the statement that best
describes your grades from
sixth grade up till now.

1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

Original Response Options
(if modified)
1. Mostly As (a numerical
average of 90-100)
2. Mostly Bs (80-89)
3. Mostly Cs (70-79)
4. Mostly Ds (60-69)
5. Mostly below D (Below
60)
6. Does not apply to me
–my classes are not graded

How much do you agree or Select one answer for each
disagree with the
row
following?
1. Strongly agree
You have a certain amount 2. Agree
of intelligence and you
3. Slightly agree
can’t really do much to
4. Slightly disagree
change it.
5. Disagree
6. Strongly disagree

Current Question Wording Current Response Options
What was your grade
Select one answer for each
during the last grading
row
period in…
1. A
Social studies?
2. B
3. C
4. D
5. F
6. This class is ungraded or
uses alternative grading

Response options were
modified to make the scale
more ordinal.

Introduction text was modified
to remove unnecessary
language.

Justification (if modified)
Time referent was changed to
a more recent time period to
reduce burden and increase
accuracy of recall. Response
options were changed to just
letter grades since the
numerical ranges that
correspond to a letter grade
may vary across schools.
Response option 6 added
language on “or uses
alternative grading” to
acknowledge that some
schools may in fact provide
grades for this course but do
not use letter grades.

41

E06c.

Theory of
Intelligence
Scale (Dweck
1999)
Theory of
Intelligence
Scale (Dweck
1999)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E06b.

No matter who you are,
you can significantly change
your intelligence.

Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

Your intelligence is
something about you that
you can’t change very
much.

Original Wording (if
modified)
Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

How much do you agree or Select one answer for each
disagree with the
row
following?
1. Strongly agree
No matter who you are,
2. Agree
you can significantly change 3. Slightly agree
your intelligence.
4. Slightly disagree
5. Disagree
6. Strongly disagree

Current Question Wording Current Response Options
How much do you agree or Select one answer for each
disagree with the
row
following?
1. Strongly agree
Your intelligence is
2. Agree
something about you that 3. Slightly agree
you can’t change very much 4. Slightly disagree
5. Disagree
6. Strongly disagree

Response options were
modified to make the scale
more ordinal.

Introduction text was modified
to remove unnecessary
language.

Response options were
modified to make the scale
more ordinal.

Justification (if modified)
Introduction text was modified
to remove unnecessary
language.

42

E06e.

Theory of
Intelligence
Scale (Dweck
1999)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E06d. Theory of
Intelligence
Scale (Dweck
1999)

You can always
substantially change your
intelligence.

Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

You can learn new things,
but you can’t really change
your basic intelligence.

Original Wording (if
modified)
Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

How much do you agree or Select one answer for each
disagree with the
row
following?
1. Strongly agree
You can always
2. Agree
substantially change your 3. Slightly agree
intelligence.
4. Slightly disagree
5. Disagree
6. Strongly disagree

Current Question Wording Current Response Options
How much do you agree or Select one answer for each
disagree with the
row
following?
1. Strongly agree
You can learn new things, 2. Agree
but you can’t really change 3. Slightly agree
your basic intelligence.
4. Slightly disagree
5. Disagree
6. Strongly disagree

Response options were
modified to make the scale
more ordinal.

Introduction text was modified
to remove unnecessary
language.

Response options were
modified to make the scale
more ordinal.

Justification (if modified)
Introduction text was modified
to remove unnecessary
language.

43

A01a.

ELS:2002
(Student,
Baseline; 24a)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E06f.
Theory of
Intelligence
Scale (Dweck
1999)

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

How many times did the
1. Never
following things happen to 2. 1-2 times
you in the first semester or 3. 3-6 times
term of this school year?
4. 7-9 times
5. 10 or more times
a. I was late for school

No matter how much
intelligence you have, you
can always change it quite a
bit.

Original Wording (if
modified)
Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

How many times did the
Select one answer for each
following happen in the last row
month?
1. 0 times
I was tardy for school.
2. 1 or 2 times
3. 3 to 6 times
4. 7 to 9 times
5. 10 to 12 times
6. 13 or more times

Current Question Wording Current Response Options
How much do you agree or Select one answer for each
disagree with the
row
following?
1. Strongly agree
No matter how much
2. Agree
intelligence you have, you 3. Slightly agree
can always change it quite a 4. Slightly disagree
bit.
5. Disagree
6. Strongly disagree

Replaced the term “late” with
“tardy” to clarify that the item
is interested in official lateness
to school, and not just
whether the child perceived
themselves as being late. Time
referent was changed to “in
the last month” to have a
more recent time period for
recall since student will take
the survey in the spring.
Response options were
modified to aid in clarity of
language and to add an
additional response option to
allow for more variability in
responses.

Response options were
modified to make the scale
more ordinal.

Justification (if modified)
Introduction text was modified
to remove unnecessary
language.

44

A02a.

Belongingness Modified
Scale
(University of
Chicago CCSR)

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A01b. ELS:2002
(Student,
Baseline; 24b)

I feel like a real part of my
school.

How much do you agree
with the following
statements about your
school:

b. I cut or skipped classes

Original Wording (if
modified)
How many times did the
following things happen to
you in the first semester or
term of this school year?

1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

Original Response Options
(if modified)
1. Never
2. 1-2 times
3. 3-6 times
4. 7-9 times
5. 10 or more times

I feel like a real part of my
school.

How often does the
following happen at your
school?

Justification (if modified)
Time referent was changed to
“in the last month” to have a
more recent time period for
recall since student will take
the survey in the spring.
Response options were
modified to aid in clarity of
language and to add an
additional response option to
allow for more variability in
responses.

Select one answer for each Response options were
row
changed from an agreement
scale to a frequency scale to
1. Never
make it easier for students to
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
4. Often
introduction text was modified
5. Very often
to coincide with the frequency
scale.

Current Question Wording Current Response Options
How many times did the
Select one answer for each
following happen in the last row
month?
1. 0 times
I cut or skipped classes.
2. 1 or 2 times
3. 3 to 6 times
4. 7 to 9 times
5. 10 to 12 times
6. 13 or more times

45

MGLS:2017 Student Survey

A02c.

Belongingness Modified
Scale
(University of
Chicago CCSR)

MGLS
Item # Source
Status
A02b. Belongingness Modified
Scale
(University of
Chicago CCSR)

Other students in my school
take my opinions seriously.

How much do you agree
with the following
statements about your
school:

People here notice when
I'm good at something.

Original Wording (if
modified)
How much do you agree
with the following
statements about your
school:

1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

Other students take my
opinions seriously.

How often does the
following happen at your
school?

Justification (if modified)
Response options were
changed from an agreement
scale to a frequency scale to
make it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale. The word “here” was
removed from the question
text to eliminate unnecessary
wording given that students
were informed to think about
their school in the introduction
text.

Select one answer for each Response options were
row
changed from an agreement
scale to a frequency scale to
1. Never
make it easier for students to
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
4. Often
introduction text was modified
5. Very often
to coincide with the frequency
scale. Because the
introduction text already
states for students to think
about their school, “other
students in my school” was
modified to “other students”
to eliminate unnecessary
wording.

Current Question Wording Current Response Options
How often does the
Select one answer for each
following happen at your
row
school?
1. Never
People notice when I'm
2. Rarely
good at something.
3. Sometimes
4. Often
5. Very often

46

MGLS:2017 Student Survey

A02e.

Belongingness Modified
Scale
(University of
Chicago CCSR)

MGLS
Item # Source
Status
A02d. Belongingness Modified
Scale
(University of
Chicago CCSR)

I’m included in lots of
activities at school.

How much do you agree
with the following
statements about your
school:

People at this school are
friendly to me.

Original Wording (if
modified)
How much do you agree
with the following
statements about your
school:

1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

I'm included in lots of
activities.

How often does the
following happen at your
school?

Justification (if modified)
Response options were
changed from an agreement
scale to a frequency scale to
make it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale. Because the
introduction text already
states for students to think
about their school, “People at
this school” was modified to
“People” to eliminate
unnecessary wording.

Select one answer for each Response options were
row
changed from an agreement
scale to a frequency scale to
1. Never
make it easier for students to
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
4. Often
introduction text was modified
5. Very often
to coincide with the frequency
scale. Because the
introduction text already
states for students to think
about their school, “activities
at school” was modified to
“activities” to eliminate
unnecessary wording.

Current Question Wording Current Response Options
How often does the
Select one answer for each
following happen at your
row
school?
1. Never
People are friendly to me. 2. Rarely
3. Sometimes
4. Often
5. Very often

47

A03b.

ELS:2002
(Student,
Baseline; 20c)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A03a. ELS:2002
(Student,
Baseline; 20a)

Students make friends with
students of other racial and
ethnic groups

How much do you agree or
disagree with each of the
following statements about
your current school and
teachers?

Students get along well
with teachers

Original Wording (if
modified)
How much do you agree or
disagree with each of the
following statements about
your current school and
teachers?

1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

The introduction text was
modified from “your current
school and teachers” to “your
school” to eliminate
unnecessary language.
Response options were
changed from a 4-point scale
to a 6-point scale to allow for
more variability in responses.
Item was modified from
"Students make friends of
other racial ethnic groups" to
"Students have friends of
races/ethnicities different than
their own" to be more age
appropriate.

Current Response Options Justification (if modified)
Select one answer for each The introduction text was
row
modified from “your current
school and teachers” to “your
1. Strongly agree
school” to eliminate
2. Agree
unnecessary language.
3. Slightly agree
Response options were
4. Slightly disagree
changed from a 4-point scale
5. Disagree
to a 6-point scale to allow for
6. Strongly disagree
more variability in responses.

How much do you agree or Select one answer for each
disagree with the following row
statements about your
school?
1. Strongly agree
2. Agree
Students have friends of
3. Slightly agree
races/ethnicities different 4. Slightly disagree
than their own.
5. Disagree
6. Strongly disagree

Students get along well
with teachers.

Current Question Wording
How much do you agree or
disagree with the following
statements about your
school?

48

A03d.

ELS:2002
(Student,
Baseline; 20k)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A03c. ELS:2002
(Student,
Baseline; 20j)

Disruptions by other
students get in the way of
my learning

How much do you agree or
disagree with each of the
following statements about
your current school and
teachers?

I don’t feel safe at this
school

Original Wording (if
modified)
How much do you agree or
disagree with each of the
following statements about
your current school and
teachers?

1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

The introduction text was
modified from “your current
school and teachers” to “your
school” to eliminate
unnecessary language.
Response options were
changed from a 4-point scale
to a 6-point scale to allow for
more variability in responses.

Current Response Options Justification (if modified)
Select one answer for each The introduction text was
row
modified from “your current
school and teachers” to “your
1. Strongly agree
school” to eliminate
2. Agree
unnecessary language. The
3. Slightly agree
question text was changed
4. Slightly disagree
from “I don’t feel safe” to “I
5. Disagree
feel safe” since cognitive
6. Strongly disagree
laboratory work results
suggested to avoid using
negatively worded items due
to the response confusion they
may create. Response options
were changed from a 4-point
scale to a 6-point scale to
allow for more variability in
responses.

How much do you agree or Select one answer for each
disagree with the following row
statements about your
school?
1. Strongly agree
2. Agree
Disruptions by other
3. Slightly agree
students get in the way of 4. Slightly disagree
my learning.
5. Disagree
6. Strongly disagree

I feel safe at this school.

Current Question Wording
How much do you agree or
disagree with the following
statements about your
school?

49

A03g.

A03f.

ELS:2002
(Student,
Baseline; 21d)

ELS:2002
(Student,
Baseline; 21c)

Modified

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A03e. ELS:2002
(Student,
Baseline; 21b)

The school rules are strictly
enforced

Thinking about your school
over the last year, how
much do you agree or
disagree with the following
statements?

The punishment for
breaking school rules is the
same no matter who you
are.

Thinking about your school
over the last year, how
much do you agree or
disagree with the following
statements?

The school rules are fair

Original Wording (if
modified)
Thinking about your school
over the last year, how
much do you agree or
disagree with the following
statements?

1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

How much do you agree or Select one answer for each
disagree with the following row
statements about your
school?
1. Strongly agree
2. Agree
The school rules are strictly 3. Slightly agree
enforced.
4. Slightly disagree
5. Disagree
6. Strongly disagree

The introduction text was
modified to drop “Thinking
about your school over the
past year” to be consistent
with other items used to
assess school climate.
Response options were
changed from a 4-point scale
to a 6-point scale to allow for
more variability in responses.

The introduction text was
modified to drop “Thinking
about your school over the
past year” to be consistent
with other items used to
assess school climate.
Response options were
changed from a 4-point scale
to a 6-point scale to allow for
more variability in responses.

Current Response Options Justification (if modified)
Select one answer for each The introduction text was
row
modified to drop “Thinking
about your school over the
1. Strongly agree
past year” to be consistent
2. Agree
with other MGLS:2017 items
3. Slightly agree
used to assess school climate.
4. Slightly disagree
Response options were
5. Disagree
changed from a 4-point scale
6. Strongly disagree
to a 6-point scale to allow for
more variability in responses.

How much do you agree or Select one answer for each
disagree with the following row
statements about your
school?
1. Strongly agree
2. Agree
The punishment for
3. Slightly agree
breaking school rules is the 4. Slightly disagree
same no matter who you
5. Disagree
are.
6. Strongly disagree

The school rules are fair.

Current Question Wording
How much do you agree or
disagree with the following
statements about your
school?

50

A03j.

A03i.

New Item

New Item

Discrimination Modified
Experiences
(DeGarmo and
Martinez,
2006)

Status
New Item

MGLS:2017 Student Survey

MGLS
Item # Source
A03h. New Item
Current Response Options Justification (if modified)
Select one answer for each
row

How much do you agree or Select one answer for each
disagree with the following row
statements about your
school?
1. Strongly agree
2. Agree
I feel comfortable to be
3. Slightly agree
myself at school.
4. Slightly disagree
5. Disagree
6. Strongly disagree

1. Strongly agree
2. Agree
Students get along well
3. Slightly agree
with other students.
4. Slightly disagree
5. Disagree
6. Strongly disagree
How much do you agree or Select one answer for each The item was modified to be
disagree with the following row
consistent with other items
statements about your
used to assess school climate.
school?
1. Strongly agree
Response options were
2. Agree
changed from an indicator to a
Students are treated
3. Slightly agree
6-point scale to allow for more
differently at school
4. Slightly disagree
variability in responses.
because of their
5. Disagree
race/ethnicity.
6. Strongly disagree

Original Response Options
(if modified)
Current Question Wording
How much do you agree or
disagree with the following
statements about your
school?

Have you ever witnessed
1. Yes
another person being
2. No
treated differently at school
because of their
race/ethnicity?

Original Wording (if
modified)

51

MGLS:2017 Student Survey

MGLS
Item # Source
Status
A04a. Academic Press Modified
Scale (Lee and
Smith, 1999)

--Praise their efforts when
they work hard
*The scale range was not
specified

Original Wording (if
Original Response Options
modified)
(if modified)
Lee and Smith (1999) pg
939 noted: *Example item
presented as follows:
Item asking students’
opinions about whether
their math and English
teachers…
Current Question Wording Current Response Options
How often do the teachers Select one answer for each
at your school do the
row
following?
1. Never
Teachers praise students’ 2. Rarely
efforts when they work
3. Sometimes
hard.
4. Often
5. Very often
6. Always

Justification (if modified)
Introduction text was modified
from “math and English
teachers” to “teachers” to
have students think about
their teachers in general rather
than subject-specific teachers.
Question text was modified to
have students think about
other students in general
rather than their own
experiences with their
teachers in order to assess
academic culture at the school
level. The original response
scale notes that students
reported “whether” their
teachers exhibit a particular
behavior. The response scale
was modified to use a
frequency scale to ascertain
not just whether a particular
behavior occurred, but also
how often it occurred.

52

MGLS:2017 Student Survey

MGLS
Item # Source
Status
A04b. Academic Press Modified
Scale (Lee and
Smith, 1999)

-Care if they get bad grades
in that class
*The scale range was not
specified

Item asking students’
opinions about whether
their math and English
teachers…

Original Wording (if
Original Response Options
modified)
(if modified)
Lee and Smith (1999) pg
939 noted: *Example item
presented as follows:
Current Question Wording Current Response Options
How often do the teachers Select one answer for each
at your school do the
row
following?
1. Never
Teachers want students to 2. Rarely
get good grades.
3. Sometimes
4. Often
5. Very often
6. Always

Justification (if modified)
Introduction text was modified
from “math and English
teachers” to “teachers” to
have students think about
their teachers in general rather
than subject-specific teachers.
Question text was modified to
have students think about
students in general rather than
their own experiences with
their teachers in order to
assess academic culture at the
school level. Question text
was modified from “bad
grades” to “good grades” since
cognitive laboratory work
results suggested to avoid
using negatively worded items
due to the response confusion
they may create. The original
response scale notes that
students reported “whether”
their teachers exhibit a
particular behavior. The
response scale was modified
to use a frequency scale to
ascertain not just whether a
particular behavior occurred,
but also how often it occurred.

53

MGLS:2017 Student Survey

MGLS
Item # Source
Status
A04c. Academic Press Modified
Scale (Lee and
Smith, 1999)

Original Wording (if
Original Response Options
modified)
(if modified)
Lee and Smith (1999) pg
939 noted:
Example item presented as
follows:
Item asking students’
opinions about whether
their math and English
teachers…
- Often put them down in
that class
*The scale range was not
specified
Current Question Wording Current Response Options
How often do the teachers Select one answer for each
at your school do the
row
following?
1. Never
Teachers put down
2. Rarely
students in class.
3. Sometimes
4. Often
5. Very often
6. Always

Justification (if modified)
Introduction text was modified
from “math and English
teachers” to “teachers” to
have students think about
their teachers in general rather
than subject-specific teachers.
Question text was modified to
have students think about
students in general rather than
their own experiences with
their teachers in order to
assess academic culture at the
school level. Question text was
modified to remove “often”
since the response options use
a frequency scale. Question
text was modified from “that
class” to “class” to have
students think about their
classes in general rather than a
specific class.
The original
response scale notes that
students reported “whether”
their teachers exhibit a
particular behavior. The
response scale was modified
to use a frequency scale to
ascertain not just whether a
particular behavior occurred,
but also how often it occurred.

54

MGLS:2017 Student Survey

MGLS
Item # Source
Status
A04d. Academic Press Modified
Scale
(Allensworth
and Easton,
2007)

Original Response Options
(if modified)
Current Question Wording Current Response Options
How often do the teachers Select one answer for each
at your school do the
row
following?
1. Never
Example item presented as
Teachers expect students to 2. Rarely
follows:
do their best.
3. Sometimes
Academic Press measures
4. Often
whether teachers press all
5. Very often
students toward academic
6. Always
achievement. Students
were asked if their
teacher… --expects them to
do their best
* Students’ reports refer to
a specific class.
* The scale range was not
specified.

Original Wording (if
modified)
Allensworth and Easton
(2007) Appendix B pg 53
noted:

Justification (if modified)
Question text was modified to
have students think about
other students in general
rather than their own
experiences with their
teachers in order to assess
academic culture at the school
level. Question text was
modified to be about teachers
in general rather than a
specific class. The original
response scale notes that
students reported “whether”
their teachers exhibit a
particular behavior. The
response scale was modified
to use a frequency scale to
ascertain not just whether a
particular behavior occurred,
but also how often it occurred.

55

MGLS:2017 Student Survey

MGLS
Item # Source
Status
A04e. Academic Press Modified
Scale
(Allensworth
and Easton,
2007)

Original Wording (if
Original Response Options
modified)
(if modified)
Allensworth and Easton
(2007) Appendix B pg 53
noted:
Example item presented as
follows:
Academic Press measures
whether teachers press all
students toward academic
achievement. Students
were asked if their
teacher…
--expects everyone to work
hard
* Students’ reports refer to
a specific class
* The scale range was not
specified.
Current Question Wording Current Response Options
How often do the teachers Select one answer for each
at your school do the
row
following?
1. Never
Teachers expect everyone 2. Rarely
to work hard.
3. Sometimes
4. Often
5. Very often
6. Always

Justification (if modified)
Question text was modified to
have students think about
other students in general
rather than their own
experiences with their
teachers in order to assess
academic culture at the school
level. Question text was
modified to be about teachers
in general rather than a
specific class. The original
response scale notes that
students reported “whether”
their teachers exhibit a
particular behavior. The
response scale was modified
to use a frequency scale to
ascertain not just whether a
particular behavior occurred,
but also how often it occurred.

56

MGLS:2017 Student Survey

A04g.

Academic Press Modified
Scale
(University of
Chicago CCSR)

MGLS
Item # Source
Status
A04f. Classroom
Modified
Rigor Scale
(University of
Chicago CCSR)

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

1. Strongly disagree
2. Disagree
3. Agree
Wants us to become better 4. Strongly agree
thinkers, not just memorize
things.

In my [TARGET] class, my
teacher:

Encourages us to consider
different solutions or points
of view

Original Wording (if
modified)
How much do you agree
with the following
statements about your
teacher in your [TARGET]
class: My teacher:

How often do the teachers Select one answer for each
at your school do the
row
following?
1. Never
Teachers want students to 2. Rarely
become better thinkers, not 3. Sometimes
just memorize things.
4. Often
5. Very often
6. Always

Current Question Wording Current Response Options
How often do the teachers Select one answer for each
at your school do the
row
following?
1. Never
Teachers encourage
2. Rarely
students to consider
3. Sometimes
different solutions or points 4. Often
of view.
5. Very often
6. Always

Question text was modified to
have students think about
other students in general
rather than their own
experiences with their
teachers in order to assess
academic culture at the school
level. Question text was
modified to be about teachers
in general rather than a
specific class. Response
options were changed from a 4point scale to a 6-point scale
to allow for more variability in
responses.

Justification (if modified)
Question text was modified to
have students think about
other students in general
rather than their own
experiences with their
teachers in order to assess
academic culture at the school
level. Question text was
modified to be about teachers
in general rather than a
specific class. Response
options were changed from a 4point scale to a 6-point scale
to allow for more variability in
responses.

57

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A05a. PISA 2009
(Student;
Q38a)

I get along well with most
of my teachers.

Original Wording (if
modified)
How much do you disagree
or agree with each of the
following statements about
teachers at your school?

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree
Current Question Wording Current Response Options
How often does the
Select one answer for each
following happen with your row
teachers?
1. Never
I get along well with my
2. Rarely
teachers.
3. Sometimes
4. Often
5. Very often
6. Always

Justification (if modified)
Response options were
changed from an agreement
scale to a frequency scale to
make it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale. Introduction text was
modified from “teachers at
your school” to “your
teachers” to eliminate
unnecessary wording.
Question text was modified to
remove “most of” to reduce
complexity and to eliminate
potential differences in
interpretation of the term.

58

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A05b. PISA 2009
(Student;
Q38c)

Most of my teachers really
listen to what I have to say.

Original Wording (if
modified)
How much do you disagree
or agree with each of the
following statements about
teachers at your school?

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree
Current Question Wording Current Response Options
How often does the
Select one answer for each
following happen with your row
teachers?
1. Never
My teachers listen to what I 2. Rarely
have to say.
3. Sometimes
4. Often
5. Very often
6. Always

Justification (if modified)
Response options were
changed from an agreement
scale to a frequency scale to
make it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale. Introduction text was
modified from “teachers at
your school” to “your
teachers” to eliminate
unnecessary wording.
Question text was modified to
remove “most of” to reduce
complexity and to eliminate
potential differences in
interpretation of the term.
Question text was modified to
eliminate “really” to eliminate
potential differences in
interpretation of the term.

59

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A05c. PISA 2009
(Student;
Q38d)

If I need extra help, I will
receive it from my teachers.

Original Wording (if
modified)
How much do you disagree
or agree with each of the
following statements about
teachers at your school?

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree
Current Question Wording Current Response Options
How often does the
Select one answer for each
following happen with your row
teachers?
1. Never
If I need extra help, I
2. Rarely
receive it from my teachers. 3. Sometimes
4. Often
5. Very often
6. Always

Justification (if modified)
Response options were
changed from an agreement
scale to a frequency scale to
make it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale. Introduction text was
modified from “teachers at
your school” to “your
teachers” to eliminate
unnecessary wording.
Question text was modified to
remove “will” to eliminate
unnecessary wording.

60

A05e.

Classroom Life Modified
Instrument
(Johnson,
Johnson,
Buckman and
Richards, 1985)

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A05d. PISA 2009
(Student;
Q38e)

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

My teacher cares about my 1. Never
feelings.
2. Seldom
3. Sometimes
4. Often
5. Always

Most of my teachers treat
me fairly.

Original Wording (if
modified)
How much do you disagree
or agree with each of the
following statements about
teachers at your school?

How often does the
Select one answer for each
following happen with your row
teachers?
1. Never
My teachers care about my 2. Rarely
feelings.
3. Sometimes
4. Often
5. Very often
6. Always

Current Question Wording Current Response Options
How often does the
Select one answer for each
following happen with your row
teachers?
1. Never
My teachers treat me fairly. 2. Rarely
3. Sometimes
4. Often
5. Very often
6. Always

Question text was modified to
be about teachers in general
rather than a specific class.
Response options were
changed from a 5-point scale
to a 6-point scale to allow for
more variability in responses
and to be consistent with
other school climate items.

Justification (if modified)
Response options were
changed from an agreement
scale to a frequency scale to
make it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale. Introduction text was
modified from “teachers at
your school” to “your
teachers” to eliminate
unnecessary wording
Question text was modified to
remove “most of” to reduce
complexity and to eliminate
potential differences in
interpretation of the term.

61

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A06a. NELS:88
(Student, 8th,
58d)

Physical conflicts among
students

Original Wording (if
modified)
Indicate the degree to
which each of the following
matters are a problem in
your school.

Original Response Options
(if modified)
1. Serious
2. Moderate
3. Minor
4. Not a problem
Current Question Wording Current Response Options
How often did the following Select one answer for each
happen at your school in
row
the last month?
1. Never
Physical conflicts (fights)
2. Rarely
among students.
3. Sometimes
4. Often
5. Very often

Justification (if modified)
Response options were
changed from a degree scale
to a frequency scale to use
more appropriate terminology
for this age group and to make
it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale. The introduction text
was modified to include a time
referent (“in the last month”)
in order to help with recall and
to standardize the reference
period students use in
answering the question. The
question text was modified to
include “(fights)” in order to
define a term that some
students may not be familiar
with

62

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A06b. NELS:88
(Student, 8th,
58j)

Students bullying other
students.

Original Wording (if
modified)
Indicate the degree to
which each of the following
matters are a problem in
your school.

Original Response Options
(if modified)
1. Serious
2. Moderate
3. Minor
4. Not a problem
Current Question Wording Current Response Options
How often did the following Select one answer for each
happen at your school in
row
the last month?
1. Never
2. Rarely
Students bullied other
3. Sometimes
students.
4. Often
5. Very often

Justification (if modified)
Response options were
changed from a degree scale
to a frequency scale to use
more appropriate terminology
for this age group and to make
it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale. The introduction text
was modified to include a time
referent (“in the last month”)
in order to help with recall and
to standardize the reference
period students use in
answering the question. The
question text was modified to
include “(fights)” in order to
define a term that some
students may not be familiar
with and to adapt the verb
tense to reflect the additional
time referent.

63

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A06c. NELS:88
(Student, 8th,
58k)

Verbal abuse of teachers

Original Wording (if
modified)
Indicate the degree to
which each of the following
matters are a problem in
your school.

Original Response Options
(if modified)
1. Serious
2. Moderate
3. Minor
4. Not a problem
Current Question Wording Current Response Options
How often did the following Select one answer for each
happen at your school in
row
the last month?
1. Never
2. Rarely
Students yelled and
screamed at the teachers. 3. Sometimes
4. Often
5. Very often

Justification (if modified)
Response options were
changed from a degree scale
to a frequency scale to use
more appropriate terminology
for this age group and to make
it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale. The introduction text
was modified to include a time
referent (“in the last month”)
in order to help with recall and
to standardize the reference
period students use in
answering the question.
Question text was modified to
use terminology more
appropriate for this age group
and to adapt the verb tense to
reflect the additional time
referent.

64

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A06d. NELS:88
(Student, 8th,
58j)

Physical abuse of teachers

Original Wording (if
modified)
Indicate the degree to
which each of the following
matters are a problem in
your school.

Original Response Options
(if modified)
1. Serious
2. Moderate
3. Minor
4. Not a problem
Current Question Wording Current Response Options
How often did the following Select one answer for each
happen at your school in
row
the last month?
1. Never
Students physically
2. Rarely
attacked teachers.
3. Sometimes
4. Often
5. Very often

Justification (if modified)
Response options were
changed from a degree scale
to a frequency scale to use
more appropriate terminology
for this age group and to make
it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale. The introduction text
was modified to include a time
referent (“in the last month”)
in order to help with recall and
to standardize the reference
period students use in
answering the question.
Question text was modified to
use terminology more
appropriate for this age group
and to adapt the verb tense to
reflect the additional time
referent.

65

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A06e. NELS:88
(Student, 8th,
58g)

Student use of alcohol

Original Wording (if
modified)
Indicate the degree to
which each of the following
matters are a problem in
your school.

Original Response Options
(if modified)
1. Serious
2. Moderate
3. Minor
4. Not a problem
Current Question Wording Current Response Options
How often did the following Select one answer for each
happen at your school in
row
the last month?
1. Never
Students used alcohol.
2. Rarely
3. Sometimes
4. Often
5. Very often

Justification (if modified)
Response options were
changed from a degree scale
to a frequency scale to use
more appropriate terminology
for this age group and to make
it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale. The introduction text
was modified to include a time
referent (“in the last month”)
in order to help with recall and
to standardize the reference
period students use in
answering the question. The
question text was modified to
be in the past tense to reflect
the time referent.

66

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A06f. NELS:88
(Student, 8th,
58h)

Student use of illegal drugs

Original Wording (if
modified)
Indicate the degree to
which each of the following
matters are a problem in
your school.

Original Response Options
(if modified)
1. Serious
2. Moderate
3. Minor
4. Not a problem
Current Question Wording Current Response Options
How often did the following Select one answer for each
happen at your school in
row
the last month?
1. Never
Students used drugs.
2. Rarely
3. Sometimes
4. Often
5. Very often

Justification (if modified)
Response options were
changed from a degree scale
to a frequency scale to use
more appropriate terminology
for this age group and to make
it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale. The introduction text
was modified to include a time
referent (“in the last month”)
in order to help with recall and
to standardize the reference
period students use in
answering the question.
Question text was modified to
eliminate “illegal” since some
students may not be able to
distinguish between illegal
drugs versus drugs in general
and to adapt the verb tense to
reflect the additional time
referent.

67

A07a.

ECLS-K 11
(Student,
Grade 2,
CLQ180)

Unchanged

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
A06g. NELS:88
(Student, 8th,
58i)

Student possession of
weapons

Original Wording (if
modified)
Indicate the degree to
which each of the following
matters are a problem in
your school.

Original Response Options
(if modified)
1. Serious
2. Moderate
3. Minor
4. Not a problem

Teased you, made fun of
you, or called you names?

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

During the school year, how Select one answer for each
often have other students… row

Current Question Wording Current Response Options
How often did the following Select one answer for each
happen at your school in
row
the last month?
1. Never
Students brought in
2. Rarely
weapons.
3. Sometimes
4. Often
5. Very often

Justification (if modified)
Response options were
changed from a degree scale
to a frequency scale to use
more appropriate terminology
for this age group and to make
it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale. The introduction text
was modified to include a time
referent (“in the last month”)
in order to help with recall and
to standardize the reference
period students use in
answering the question.
Question text was modified to
use terminology more
appropriate for this age group
and to adapt the verb tense to
reflect the additional time
referent.

68

ECLS-K 11
(Student,
Grade 2,
CLQ200)

ECLS-K
(Student,
Grade 8; 10a)

New Item

A07d.

B01a.

B01b.

New Item

Modified

School sports

Have you participated in
the following schoolsponsored activities this
school year?

During this school year,
how often have other
students left you out from
playing with them on
purpose?

Unchanged

ECLS-K 11
(Student,
Grade 2,
CLQ190)

A07c.

Modified

Original Wording (if
Status
modified)
Unchanged

MGLS:2017 Student Survey

MGLS
Item # Source
A07b. ECLS-K 11
(Student,
Grade 2,
CLQ185)

Math or science clubs

Have you participated in
the following schoolsponsored activities at any
time during this school
year?

1. Did not participate
2. Participated
3. Participated as an officer,
leader, or captain

Select one answer for each
row

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
1. Never
During the school year, how Select one answer for each Question text changed from
2. Rarely
often have other students… row
referring to “playing” to
3. Sometimes
“hanging out” to be more
4. Often
Left you out when they
1. Never
appropriate for this age
5. Very often
were hanging out, sitting
2. Rarely
group.
together, or doing other
3. Sometimes
activities?
4. Often
5. Very often
1. Did not participate
Have you participated in
Select one answer for each Introduction text was modified
2. Participated
the following schoolrow
to include “at any time during”
3. Participated as an officer, sponsored activities at any
to improve students’ recall.
leader, or captain
time during this school
1. Did not participate
year?
2. Participated
3. Participated as an officer,
School sports
leader, or captain

Pushed, shoved, slapped,
hit, or kicked you?

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
During the school year, how Select one answer for each
often have other students… row

Told lies or untrue stories
about you?

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
During the school year, how Select one answer for each
often have other students… row

69

B01d.

ELS:2002
(Student,
Baseline; 41a
and 41b)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
B01c. ECLS-K
(Student,
Grade 8; 10c)

b. School play or musical

a. Band, orchestra, chorus,
choir

Have you participated in
the following schoolsponsored activities this
school year?

School clubs (e.g., school
yearbook, newspaper,
hobby club, photography)

Original Wording (if
modified)
Have you participated in
the following schoolsponsored activities this
school year?

Yes
No

Original Response Options
(if modified)
1. Did not participate
2. Participated
3. Participated as an officer,
leader, or captain

Performing arts

Have you participated in
the following schoolsponsored activities at any
time during this school
year?

Other school clubs

Current Question Wording
Have you participated in
the following schoolsponsored activities at any
time during this school
year?

Select one answer for each Introduction text was modified
row
to include “at any time during”
to improve students’ recall.
1. Did not participate
The two ELS:2002 items were
2. Participated
combined into a single item
3. Participated as an officer, about “performing arts” in
leader, or captain
order to reduce the number of
items in the student survey.
Previous item text is
incorporated as examples in
the help text.. The response
options were modified to be
consistent with other items in
this series and to learn more
about the nature of students’
participation.

Current Response Options Justification (if modified)
Select one answer for each Introduction text was modified
row
to include “at any time during”
to improve students’ recall.
1. Did not participate
2. Participated
3. Participated as an officer,
leader, or captain

70

B01g.

B01f.

New Item

ELS:2002
(Student,
Baseline; 41e)

New Item

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
B01e. ELS:2002
(Student,
Baseline; 41c)

e. School yearbook,
newspaper, literary
magazine

Have you participated in
the following schoolsponsored activities this
school year?

c. Student government

Original Wording (if
modified)
Have you participated in
the following schoolsponsored activities this
school year?

Yes
No

Other school-sponsored
activities

Have you participated in
the following schoolsponsored activities at any
time during this school
year?

School yearbook,
newspaper, or literary
magazine

Have you participated in
the following schoolsponsored activities at any
time during this school
year?

Student government

Original Response Options
(if modified)
Current Question Wording
Yes
Have you participated in
No
the following schoolsponsored activities at any
time during this school
year?

1. Did not participate
2. Participated
3. Participated as an officer,
leader, or captain

Select one answer for each
row

Select one answer for each Introduction text was modified
row
to include “at any time during”
to improve students’ recall.
1. Did not participate
The response options were
2. Participated
modified to be consistent with
3. Participated as an officer, other items in this series and
leader, or captain
to learn more about the
nature of students’
participation.

Current Response Options Justification (if modified)
Select one answer for each Introduction text was modified
row
to include “at any time during”
to improve students’ recall.
1. Did not participate
The response options were
2. Participated
modified to be consistent with
3. Participated as an officer, other items in this series and
leader, or captain
to learn more about the
nature of students’
participation.

71

B02b.

ECLS-K
(Student,
Grade 8; 12f)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
B02a. ECLS-K
(Student,
Grade 8; 12e)

Taking music, art, foreign
language, or dance classes
outside of school?

How often do you spend
time…

1. Rarely or never
2. Less than once a week
3. Once or twice a week
4. Every day or almost
every day

Original Response Options
(if modified)
1. Rarely or never
2. Less than once a week
3. Once or twice a week
Working on hobbies, arts, 4. Every day or almost
crafts, or playing a musical every day
instrument?

Original Wording (if
modified)
How often do you spend
time…

Select one answer for each Response options were revised
row
to have “never” and “rarely” as
separate categories to further
Taking music, art, foreign 1. Never
differentiate between those
language, or dance lessons 2. Rarely
who do and do not participate
outside of school?
3. Less than once a week
in this non-school sponsored
4. Once or twice a week
activity.
5. Every day or almost
every day

How often do you spend
time…

Current Question Wording Current Response Options Justification (if modified)
How often do you spend
Select one answer for each Question text was modified to
time…
row
include “outside of school” to
further clarify that these
Working on hobbies, arts, 1. Never
questions are about noncrafts, or playing a musical 2. Rarely
school sponsored activities.
instrument outside of
3. Less than once a week
Response options were revised
school?
4. Once or twice a week
to have “never” and “rarely” as
5. Every day or almost
separate categories to further
every day
differentiate between those
who do and do not participate
in this non-school sponsored
activity.

72

B02d.

New Item

New Item

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
B02c. ECLS-K
(Student,
Grade 8; 12g)

Original Response Options
(if modified)
1. Rarely or never
2. Less than once a week
3. Once or twice a week
Playing non-school sports? 4. Every day or almost
every day

Original Wording (if
modified)
How often do you spend
time…

Select one answer for each
row
1. Never
2. Rarely
3. Less than once a week
4. Once or twice a week
5. Every day or almost
every day

How often do you spend
time…
Participating in a religious
club or group?

Current Question Wording Current Response Options Justification (if modified)
How often do you spend
Select one answer for each Question text was modified to
time…
row
include “organized” to
differentiate between from
Playing organized non1. Never
other sports/athletic activities
school sports?
2. Rarely
the students may initiate on
3. Less than once a week
their own (e.g., running,
4. Once or twice a week
cycling).
Response
5. Every day or almost
options were revised to have
every day
“never” and “rarely” as
separate categories to further
differentiate between those
who do and do not participate
in this non-school sponsored
activity.

73

B02f.

New Item

New Item

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
B02e. ECLS-K
(Student,
Grade 8; 12h)

Original Response Options
(if modified)
1. Rarely or never
2. Less than once a week
3. Once or twice a week
In an organized non-school 4. Every day or almost
activity (such as, scouts, 4- every day
H, or youth groups)?

Original Wording (if
modified)
How often do you spend
time…

Select one answer for each
row
1. Never
2. Rarely
3. Less than once a week
4. Once or twice a week
5. Every day or almost
every day

How often do you spend
time…
Doing other activities
outside of school?

Current Question Wording Current Response Options Justification (if modified)
How often do you spend
Select one answer for each Question text was modified to
time…
row
include “non-religious” to help
students differentiate from
Participating in a non1. Never
what is asked of them in the
school, non-religious
2. Rarely
previous item. List of example
organized group activity?
3. Less than once a week
activities has been
4. Once or twice a week
incorporated into the help text
5. Every day or almost
to reduce burden. Response
every day
options were revised to have
“never” and “rarely” as
separate categories to further
differentiate between those
who do and do not participate
in this non-school sponsored
activity.

74

MGLS:2017 Student Survey

B03b.

New Item

New Item

MGLS
Item # Source
Status
B03a. HSLS:09
Modified
(Student,
Baseline; Sect.
E)
Hanging out or socializing
with your friends?

Original Wording (if
modified)
During a typical weekday
during the school year how
many hours do you spend…

Original Response Options
(if modified)
1=Less than 1 hour
2=1 to 2 hours
3=2 to 3 hours
4=3 to 4 hours
5=4 to 5 hours
6=5 or more hours

Select one answer for each
row

1. Less than 1 hour
2. 1 to 2 hours
3. 2 to 3 hours
4. 3 to 4 hours
Working on homework and 5. 4 to 5 hours
studying for class in school 6. 5 or more hours
or after school.

For the next questions think
of a typical weekday in the
last month. How many
hours per day did you
spend doing the following
on a typical weekday?

Current Response Options Justification (if modified)
Select one answer for each Time referent in the
row
introduction text was changed
to the to a more recent time
1. Less than 1 hour
period to reduce burden and
2. 1 to 2 hours
increase accuracy of recall.
3. 2 to 3 hours
Introduction text was modified
4. 3 to 4 hours
to further reinforce the focus
Hanging out or socializing 5. 4 to 5 hours
on how many hours per day on
with your friends in person 6. 5 or more hours
a typical weekday in the last
after school.
month. Question text was
modified to include “in person
after school” to clarify the
specific type of behavior of
interest.

Current Question Wording
For the next questions think
of a typical weekday in the
last month. How many
hours per day did you
spend doing the following
on a typical weekday?

75

B05a.

New Item

New Item

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
B04.
NELS:88
(Student, 8th,
54)

Original Wording (if
modified)
Which of the job categories
below comes closest to the
kind of work you do/did for
pay on your current or
most recent job? (Do not
include work around the
house. If more than one
kind of work, choose the
one that paid you the most
per hour.)(MARK ONE)

Original Response Options
(if modified)
1. Have not worked for pay
2. Lawn work
3. Waiter or waitress
4. Newspaper route
5. Babysitting or child care
6. Farm or agricultural work
7. Other manual labor
8. Store clerk, salesperson
9. Office or clerical
10. Odd jobs
11. Other

How much time per day do On a typical weekday:
you spend…
_____ _______
Watching movies or TV
Hours Minutes
shows on live TV, DVR, on
demand, or through a
On a typical weekend day:
website or streaming
service (such as Netflix,
_____ _______
Hulu Plus, or HBO Go)?
Hours Minutes

Current Question Wording Current Response Options
Some people your age get Select all that apply
paid for work they do.
1. Lawn work
Have you ever been paid to 2. Waiter/waitress,
do the following?
dishwasher, or cleaning
tables
(Do not include chores,
3. Newspaper route
helping around the house, 4. Babysitting or child care
or an allowance you might 5. Petsitting
receive.)
6. Farm or agricultural work
7. Other manual labor
8. Store clerk, salesperson
9. Office or clerical work
10. Other work you do for
pay
Specify____
11. I have not done any
work for pay

Justification (if modified)
Introduction text was added
to prime students to think
about the work they do for
pay.
Question
text was shortened and
modified based on cognitive
laboratory work to use
terminology more appropriate
for this age group. Response
options were modified based
on cognitive laboratory work
to use terminology more
appropriate for this age group
and this time period. Some
response options were
removed to only focus on
those of interest. “Petsitting”
was added as a response
option to more accurately
reflect students’ potential
work experiences.

76

B05d.

New Item

New Item

New Item

B05c.

New Item

Status
New Item

MGLS:2017 Student Survey

MGLS
Item # Source
B05b. New Item

Original Wording (if
modified)

How much time per day do On a typical weekday:
you spend…
_____ _______
Looking up information
Hours Minutes
online for your own
interests (for example,
On a typical weekend day:
using Google, Reddit,
Tumblr, or other sites)?
_____ _______
Hours Minutes

How much time per day do On a typical weekday:
you spend…
_____ _______
Looking up information
Hours Minutes
online for schoolwork (for
example, using Google,
On a typical weekend day:
Wikipedia, or other sites)?
_____ _______
Hours Minutes

_____ _______
Hours Minutes

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
How much time per day do On a typical weekday:
you spend…
_____ _______
Watching shorter video
Hours Minutes
clips for fun on YouTube,
Vine, or other sites?
On a typical weekend day:

77

B05g.

New Item

New Item

New Item

B05f.

New Item

Status
New Item

MGLS:2017 Student Survey

MGLS
Item # Source
B05e. New Item

Original Wording (if
modified)

How much time per day do On a typical weekday:
you spend…
_____ _______
Video chatting with friends Hours Minutes
through programs like
Facetime, OoVoo, or
On a typical weekend day:
Skype?
_____ _______
Hours Minutes

How much time per day do On a typical weekday:
you spend…
_____ _______
Playing on a gaming system Hours Minutes
(such as X-Box or Wii),
computer, or apps on your On a typical weekend day:
phone or tablet?
_____ _______
Hours Minutes

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
How much time per day do On a typical weekday:
you spend…
_____ _______
Listening to music through Hours Minutes
music downloading or
streaming services (such as On a typical weekend day:
iTunes, iTube, SoundCloud,
Google Play, or Pandora)? _____ _______
Hours Minutes

78

New Item

New Item

B05j.

B06.

New Item

New Item

New Item

B05i.

New Item

Status
New Item

MGLS:2017 Student Survey

MGLS
Item # Source
B05h. New Item

Original Wording (if
modified)

____ posts/updates

How many times per day do On a typical weekday:
you post photos or updates
on social media sites (such ____ posts/updates
as Twitter, Instagram,
Facebook, or Ask.fm)?
On a typical weekend day:

_____ _______
Hours Minutes

How much time per day do On a typical weekday:
you spend…
_____ _______
Doing some other activity Hours Minutes
using a computer, tablet,
phone, or similar device?
On a typical weekend day:

How much time per day do On a typical weekday:
you spend…
_____ _______
Looking at or commenting Hours Minutes
on other people's profiles,
photos, updates, or posts On a typical weekend day:
on social media sites (such
as Twitter, Instagram,
_____ _______
Facebook, or Ask.fm)?
Hours Minutes

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
How much time per day do On a typical weekday:
you spend…
_____ _______
Messaging with friends
Hours Minutes
using texting, KIK,
iMessage, Snapchat, or
On a typical weekend day:
some other app?
_____ _______
Hours Minutes

79

New Item

New Item

New Item

B07a.

B08.

New Item

Status
New Item

MGLS:2017 Student Survey

MGLS
Item # Source
B07.
New Item

Original Wording (if
modified)

How much time per day do
you spend using all
electronic devices
(including phone, tablet,
computer, video game
systems, television, iPod,
etc.) for any type of
activity? Your best guess is
fine.

_____ _______
Hours Minutes

On a typical weekend day:

_____ _______
Hours Minutes

On a typical weekday:

Do you ever send emails to Select one only
friends, family members,
teachers or others?
1. Yes
2. No

____ e-mails

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
How many e-mails do you On a typical week day:
send per day to friends,
family members, teachers ____ e-mails
or others?
On a typical weekend day:

80

MGLS:2017 Student Survey

MGLS
Item # Source
Status
B09.
MADICS
Modified
(YouthFFI, 7,6)

What are these talents?

Original Wording (if
modified)
Do you have any special
talents, interests, skills or
something you really like to
do such as music, art,
drama, athletics, school
work or some other ability?

What talents, interests, or
hobbies are you excited
about?

Original Response Options
(if modified)
Current Question Wording
1=Yes
Below is a list of talents,
interests, or hobbies that
Specify:
students your age are
sometimes excited about.
Please select the talents,
interests, or hobbies that
are very important to you.
If you do not see yours
listed, select the "Other
talents, interests, or
hobbies" option and type in
that talent, interest, or
hobby on the next screen.

Current Response Options Justification (if modified)
Select all that apply
Question was modified from
an open-ended format to a
1. Math or science
close-ended format to reduce
2. Writing or reading
burden on students.
3. Computers or electronics
4. Team sports or athletics Introduction text, question
(baseball, basketball,
text, and response options
football, gymnastics,
were modified or included to
volleyball, etc.)
reflect the change to a close5. Physical activities (biking, ended question.
running, martial arts,
skateboarding, ice skating
etc.)
6. Dance
7. Music
8. Singing or choir
9. Art
10. Drama
11. Volunteering, service,
or activism
12. Being in nature, caring
for animals, or participating
in outdoor recreation
13. Doing construction,
architecture, mechanics, or
engineering
14. Collecting (trading
cards, stamps, models, etc.)
15. Cooking or baking
16. Other talents, interests,
or hobbies
Specify_____
17. I don’t have any talents,
interests, or hobbies that I

81

Status
New Item

MGLS:2017 Student Survey

MGLS
Item # Source
B10.
New Item

Original Wording (if
modified)

Original Response Options
(if modified)
Current Question Wording
Among the talents,
interests, or hobbies you
selected, which are you the
most excited about?
1. Math or science
2. Writing or reading
3. Computers or electronics
4. Team sports or athletics
(baseball, basketball,
football, gymnastics,
volleyball, etc.)
5. Physical activities (biking,
running, martial arts,
skateboarding, ice skating
etc.)
6. Dance
7. Music
8. Singing or choir
9. Art
10. Drama
11. Volunteering, service,
or activism
12. Being in nature, caring
for animals, or participating
in outdoor recreation
13. Doing construction,
architecture, mechanics, or
engineering
14. Collecting (trading
cards, stamps, models, etc.)
15. Cooking or baking
16. Other talents, interests,
or hobbies

Current Response Options Justification (if modified)
Select only one

82

MGLS:2017 Student Survey

B12.

New Item

New Item

MGLS
Item # Source
Status
B11.
MADICS
Modified
(YouthFFI, 7,7)

Original Wording (if
modified)
Have your parent(s) done
anything to help you get
better at (TALENT) or have
(they/he/she) pretty much
left it up to you?

Who has done something
to help you get better at
the talents, interests, or
hobbies you are excited
about?

Original Response Options
(if modified)
Current Question Wording
1=Parent(s) did something Do you have a parent,
mentor, friend, or other
2=Left it up to me
adult who has done
something to help you get
better at the talents,
interests, or hobbies you
are excited about?

1. My mother or female
guardian
2. My father or male
guardian
3. My sister or brother
4. My grandmother or
grandfather
5. My aunt or uncle
6. My friend
7. My teacher
8. Other adult, not related
to me
9. Someone else
Specify____

Select all that apply

Current Response Options Justification (if modified)
Select only one
Question text was modified to
include other sources of
1. Yes
support (rather than just
2. No
parents) and be about all
talents/interests/hobbies
(rather than just one
specifically) to reduce the
number of items needed to
assess whether student feels
supported. In the question text
"or have (they/he/she) pretty
much left it up to you" was
removed to capture presence
of support. Response options
were also modified to capture
presence of support, with
follow-up item on who.

83

B15.

B14.

ECLS-K:2011
(Student 4th
grade; Q8)

ECLS-K:2011
(Student 4th
grade; Q2)

Modified

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
B13.
ECLS-K:2011
(Student 4th
grade; Q1a)

How often do you have
{your pet/your favorite
pet/any of your pets} near
you when you do
homework, study, read, or
watch TV?

How old were you when
you got your first pet? If
you can’t remember exactly
how old you were, please
take your best guess.

Original Wording (if
modified)
Do you have a pet?

Almost always
Often
Sometimes
Almost never

Younger than 5 years old
5 years old
6 years old
7 years old
8 years old
9 years old

Thinking about your pet, or Select one only
your favorite pet if you
have several.
1. Never
2. Rarely
How often do you have
3. Sometimes
your pet near you when
4. Often
you do homework, study, 5. Very often
read, or watch TV?

Thinking about your pet, or Select one only
your favorite pet if you
have several.
1. Less than one year
2. 1–5 years
How long have you had this 3. 6–10 years
pet?
4. More than 10 years

Original Response Options
(if modified)
Current Question Wording Current Response Options
Some people your age have Select one only
1. Yes
pets at home, like a dog,
2. No
cat, fish, or something else. 1. Yes
2. No
Do you have a pet at
home?

Question text modified to
focus on current pet and just
one pet so that students with
not respond about pets they
may have previously owned or
about multiple pets. In turn,
introduction text was added,
and question text and
response options were
modified to reflect this
change.
The response options were
modified to utilize the same
frequency scale used with
other items in the survey.

Question text modified to
focus on current pet and just
one pet so that students will
not respond about pets they
may have previously owned or
about multiple pets. In turn,
introduction text was added,
and question text and
response options were
modified to reflect this
change.

Justification (if modified)
The question text was
modified to include “at home”
so that students do not include
animals/pets they are exposed
to in other contexts (for
example, at school).

84

ECLS-K:2011
(Student 4th
grade; Q10)

ECLS-K
(Student,
Grade 8; 9a)

B17.

C01a.

Modified

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
B16.
ECLS-K:2011
(Student 4th
grade; Q9)

Yes, always
Yes, sometimes
No
I'm not sure

Original Response Options
(if modified)
Almost always
Often
Sometimes
Almost never

How often are the
1. Never
following statements true? 2. Seldom
3. Sometimes
My classmates think it is
4. Often
important to be my friend. 5. Always

Do you consider {your
pet/your favorite pet/any
of your pets} to be {a
member/members} of your
family?

Original Wording (if
modified)
When you feel bad or sad,
how often to you go to
{your pet/your favorite
pet/any of your pets} to
help you feel better?

Question text modified to
focus on current pet and just
one pet so that students with
not respond about pets they
may have previously owned or
about multiple pets. In turn,
introduction text was added
and question text was
modified to reflect this
change.

Justification (if modified)
Question text modified to
focus on current pet and just
one pet so that students with
not respond about pets they
may have previously owned or
about multiple pets. In turn,
introduction text was added,
and question text and
response options were
modified to reflect this
change.
The response options were
modified to utilize the same
frequency scale used with
other items in the survey.

How often are the
Select one answer for each Response options were
following statements true? row
modified to aid in clarity of
language and to add an
My classmates think it is
1. Never
additional response option to
important to be my friend. 2. Rarely
allow for more variability in
3. Sometimes
responses.
4. Often
5. Very often
6. Always

Thinking about your pet, or Select one only
your favorite pet if you
have several.
1. Yes, always
2. Yes, sometimes
Do you consider your pet to 3. No
be a member of your
4. I'm not sure
family?

Current Question Wording Current Response Options
Thinking about your pet, or Select one only
your favorite pet if you
have several.
1. Never
2. Rarely
When you feel bad or sad, 3. Sometimes
how often do you go to
4. Often
your pet to help you feel
5. Very often
better?

85

ECLS-K
(Student,
Grade 8; 9d)

ECLS-K
(Student,
Grade 8; 9e)

C01e.

ECLS-K
(Student,
Grade 8; 9c)

C01d.

C01c.

Modified

Modified

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
C01b. ECLS-K
(Student,
Grade 8; 9b)

Original Response Options
(if modified)
1. Never
2. Seldom
3. Sometimes
4. Often
5. Always

How often are the
1. Never
following statements true? 2. Seldom
3. Sometimes
My classmates really care 4. Often
about me.
5. Always

How often are the
1. Never
following statements true? 2. Seldom
3. Sometimes
My classmates like me as
4. Often
much as they like others.
5. Always

How often are the
1. Never
following statements true? 2. Seldom
3. Sometimes
My classmates care about 4. Often
my feelings.
5. Always

My classmates like me the
way I am.

Original Wording (if
modified)
How often are the
following statements true?

Current Question Wording Current Response Options Justification (if modified)
How often are the
Select one answer for each Response options were
following statements true? row
modified to aid in clarity of
language and to add an
My classmates like me the 1. Never
additional response option to
way I am.
2. Rarely
allow for more variability in
3. Sometimes
responses.
4. Often
5. Very often
6. Always
How often are the
Select one answer for each Response options were
following statements true? row
modified to aid in clarity of
language and to add an
My classmates care about 1. Never
additional response option to
my feelings.
2. Rarely
allow for more variability in
3. Sometimes
responses.
4. Often
5. Very often
6. Always
How often are the
Select one answer for each Response options were
following statements true? row
modified to aid in clarity of
language and to add an
My classmates like me as
1. Never
additional response option to
much as they like others.
2. Rarely
allow for more variability in
3. Sometimes
responses.
4. Often
5. Very often
6. Always
How often are the
Select one answer for each Response options were
following statements true? row
modified to aid in clarity of
language and to add an
My classmates really care 1. Never
additional response option to
about me.
2. Rarely
allow for more variability in
3. Sometimes
responses.
4. Often
5. Very often
6. Always

86

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
C02a. ECLS-K
(Student,
Grade 8; 8a)
Attend classes regularly?

Original Wording (if
modified)
Among your close friends,
how important is it to them
that they…

Original Response Options
(if modified)
1. Not important
2. Somewhat important
3. Very important
4. Not applicable, I have no
close friends
Attend classes regularly?

Current Question Wording
Of the people your age who
you hang out with, how
important is it to them that
they…

Response options were
modified to aid in clarity of
language and to add an
additional response option to
allow for more variability in
responses. Because the
introduction text is no longer
specific to close friends, the
“not applicable” response
option was eliminated.

Current Response Options Justification (if modified)
Select one answer for each Introduction text was modified
row
from “among your close
friends” to “of the people your
1. Not at all important
age who you hang out with” to
2. A little bit important
be more inclusive of the
3. Somewhat important
individuals that the students
4. Important
associate with and may
5. Very important
influence them.

87

C02c.

New Item

New Item

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
C02b. ECLS-K
(Student,
Grade 8; 8b)
Get good grades?

Original Wording (if
modified)
Among your close friends,
how important is it to them
that they…

Original Response Options
(if modified)
1. Not important
2. Somewhat important
3. Very important
4. Not applicable, I have no
close friends

Response options were
modified to aid in clarity of
language and to add an
additional response option to
allow for more variability in
responses. Because the
introduction text is no longer
specific to close friends, the
“not applicable” response
option was eliminated.

Current Response Options Justification (if modified)
Select one answer for each Introduction text was modified
row
from “among your close
friends” to “of the people your
1. Not at all important
age who you hang out with” to
2. A little bit important
be more inclusive of the
3. Somewhat important
individuals that the students
4. Important
associate with and may
5. Very important
influence them.

Of the people your age who Select one answer for each
you hang out with, how
row
important is it to them that
they…
1. Not at all important
2. A little bit important
Work hard in school?
3. Somewhat important
4. Important
5. Very important

Get good grades?

Current Question Wording
Of the people your age who
you hang out with, how
important is it to them that
they…

88

Prevalence of Modified
Delinquent
Behaviors
Among Friends
Scale (Child
Development
Project)

Prevalence of Modified
Delinquent
Behaviors
Among Friends
Scale (Child
Development
Project)

C03c.

C03d.

How many have ever hit
someone, trying to
seriously hurt them?

Of the kids you hang
around with:

1. None
2. Some
3. About half
4. Most
5. All or almost all

1. None
2. Some
3. About half
How many have ever stolen 4. Most
things?
5. All or almost all

Of the kids you hang
around with:

How many have ever used
a weapon in a fight?

Of the kids you hang
around with:

C03b.

1. None
2. Some
3. About half
4. Most
5. All or almost all

Original Response Options
(if modified)
1. None
2. Some
3. About half
How many are members of 4. Most
a gang?
5. All or almost all

Prevalence of Modified
Delinquent
Behaviors
Among Friends
Scale (Child
Development
Project)

Original Wording (if
modified)
Of the kids you hang
around with:

MGLS:2017 Student Survey

MGLS
Item # Source
Status
C03a. Prevalence of Modified
Delinquent
Behaviors
Among Friends
Scale (Child
Development
Project)

Of the people your age who Select one answer for each
you hang out with, how
row
many…
1. None
Have ever hit someone,
2. Some
trying to seriously hurt
3. About half
them?
4. Most
5. All or almost all

Of the people your age who Select one answer for each
you hang out with, how
row
many…
1. None
Have ever stolen things?
2. Some
3. About half
4. Most
5. All or almost all

Of the people your age who Select one answer for each
you hang out with, how
row
many…
1. None
Have ever used a weapon in 2. Some
a fight?
3. About half
4. Most
5. All or almost all

Current Question Wording Current Response Options
Of the people your age who Select one answer for each
you hang out with, how
row
many…
1. None
Are members of a gang?
2. Some
3. About half
4. Most
5. All or almost all

Introduction text was modified
from “kids” to “people your
age who you hang out with” to
be more appropriate for this
age group.

Introduction text was modified
from “kids” to “people your
age who you hang out with” to
be more appropriate for this
age group.

Introduction text was modified
from “kids” to “people your
age who you hang out with” to
be more appropriate for this
age group.

Justification (if modified)
Introduction text was modified
from “kids” to “people your
age who you hang out with” to
be more appropriate for this
age group.

89

MGLS:2017 Student Survey

C03g.

C03f.

Prevalence of Modified
Delinquent
Behaviors
Among Friends
Scale (Child
Development
Project)

Prevalence of Modified
Delinquent
Behaviors
Among Friends
Scale (Child
Development
Project)

MGLS
Item # Source
Status
C03e. Prevalence of Modified
Delinquent
Behaviors
Among Friends
Scale (Child
Development
Project)

1. None
2. Some
3. About half
4. Most
5. All or almost all

Original Response Options
(if modified)
1. None
2. Some
3. About half
4. Most
5. All or almost all

1. None
2. Some
3. About half
How many have skipped
4. Most
school without an excuse at 5. All or almost all
least once this school year?

Of the kids you hang
around with:

How many have been
suspended from school at
least once this year?

Of the kids you hang
around with:

How many have ever
damaged property that
didn’t belong to them on
purpose?

Original Wording (if
modified)
Of the kids you hang
around with:

Of the people your age who Select one answer for each
you hang out with, how
row
many…
1. None
Have skipped school at
2. Some
least once this year?
3. About half
4. Most
5. All or almost all

Of the people your age who Select one answer for each
you hang out with, how
row
many…
1. None
Have been suspended from 2. Some
school at least once this
3. About half
year?
4. Most
5. All or almost all

Current Question Wording Current Response Options
Of the people your age who Select one answer for each
you hang out with, how
row
many…
1. None
Have ever damaged
2. Some
property that didn't belong 3. About half
to them on purpose?
4. Most
5. All or almost all

Question text was modified to
remove “without an excuse”
to eliminate unnecessary
wording as this is already
implied in the question text.

Introduction text was modified
from “kids” to “people your
age who you hang out with” to
be more appropriate for this
age group.

Introduction text was modified
from “kids” to “people your
age who you hang out with” to
be more appropriate for this
age group.

Justification (if modified)
Introduction text was modified
from “kids” to “people your
age who you hang out with” to
be more appropriate for this
age group.

90

MGLS:2017 Student Survey

C04b.

New Item

New Item

MGLS
Item # Source
Status
C04a. NLSY:79 (1994, Modified
Child SelfAdministered
Supplement;
C13680.00)

Child feels pressure from
friends to try cigarettes.

Original Wording (if
modified)
NLSY peer pressure items,
asked on a Y/N scale.
Children were asked
whether they feel peer
pressure from friends to
engage in certain behaviors.
They reported on the
following items:

Current Response Options Justification (if modified)
Select one answer for each Question text was modified
row
from “friends” to “..people
your age who you hang out
1. None
with” to be more inclusive on
2. Some
who may exert pressure on the
3. About half
student.
4. Most
5. All or almost all
Introduction text was added
and the question text was
modified so that all items in
this series could use the same
introduction text that would
eliminate unnecessary wording
for each question stem.
Response options were
changed from Yes/No to a how
many scale to increase
variability of responses.

Of the people your age who Select one answer for each
you hang out with, how
row
many have ever pressured
you to…
1. None
2. Some
Try e-cigarettes or vaping? 3. About half
4. Most
5. All or almost all

Try cigarettes?

Original Response Options
(if modified)
Current Question Wording
1. Yes
Of the people your age who
2. No
you hang out with, how
many have ever pressured
you to…

91

MGLS:2017 Student Survey

MGLS
Item # Source
Status
C04c. NLSY:79 (1994, Modified
Child SelfAdministered
Supplement;
C13682.00)

Child feels pressure from
friends to try
marijuana/other drugs.

Original Wording (if
modified)
NLSY peer pressure items,
asked on a Y/N scale.
Children were asked
whether they feel peer
pressure from friends to
engage in certain behaviors.
They reported on the
following items:
Try marijuana or other
drugs?

Original Response Options
(if modified)
Current Question Wording
1. Yes
Of the people your age who
2. No
you hang out with, how
many have ever pressured
you to…

Current Response Options Justification (if modified)
Select one answer for each Question text was modified
row
from “friends” to “..people
your age who you hang out
1. None
with” to be more inclusive on
2. Some
who may exert pressure on the
3. About half
student.
4. Most
Introduction text was added
5. All or almost all
and the question text was
modified so that all items in
this series could use the same
introduction text that would
eliminate unnecessary wording
for each question stem.
Response options were
changed from Yes/No to a how
many scale to increase
variability of responses.

92

MGLS:2017 Student Survey

MGLS
Item # Source
Status
C04d. NLSY:79 (1994, Modified
Child SelfAdministered
Supplement;
C13683.00)

Child feels pressure from
friends to drink alcohol.

Original Wording (if
modified)
NLSY peer pressure items,
asked on a Y/N scale.
Children were asked
whether they feel peer
pressure from friends to
engage in certain behaviors.
They reported on the
following items:

Current Response Options Justification (if modified)
Select one answer for each Question text was modified
row
from “friends” to “..people
your age who you hang out
1. None
with” to be more inclusive on
2. Some
who may exert pressure on the
Drink beer, wine, or liquor? 3. About half
student.
4. Most
Introduction text was added
5. All or almost all
and the question text was
modified so that all items in
this series could use the same
introduction text that would
eliminate unnecessary wording
for each question stem.
Question text was modified
from “alcohol” to “beer, wine,
or liquor” to be more
descriptive for students.
Response options were
changed from Yes/No to a how
many scale to increase
variability of responses.

Original Response Options
(if modified)
Current Question Wording
1. Yes
Of the people your age who
2. No
you hang out with, how
many have ever pressured
you to…

93

MGLS:2017 Student Survey

MGLS
Item # Source
Status
C04e. NLSY:79 (1994, Modified
Child SelfAdministered
Supplement;
C13684.00)

Child feels pressure from
friends to skip school.

Original Wording (if
modified)
NLSY peer pressure items,
asked on a Y/N scale.
Children were asked
whether they feel peer
pressure from friends to
engage in certain behaviors.
They reported on the
following items:
Skip school?

Original Response Options
(if modified)
Current Question Wording
1. Yes
Of the people your age who
2. No
you hang out with, how
many have ever pressured
you to…

Response options were
changed from Yes/No to a how
many scale to increase
variability of responses.

Current Response Options Justification (if modified)
Select one answer for each Question text was modified
row
from “friends” to “..people
your age who you hang out
1. None
with” to be more inclusive on
2. Some
who may exert pressure on the
3. About half
student.
4. Most
5. All or almost all
Introduction text was added
and the question text was
modified so that all items in
this series could use the same
introduction text that would
eliminate unnecessary wording
for each question stem.

94

MGLS:2017 Student Survey

C04f.

MGLS
Item # Source
Status
NLSY:79 (1994, Modified
Child SelfAdministered
Supplement)

Child feels pressure from
friends to commit
crime/violence

Original Wording (if
modified)
NLSY peer pressure items,
asked on a Y/N scale.
Children were asked
whether they feel peer
pressure from friends to
engage in certain behaviors.
They reported on the
following items:
Commit a crime or do
something violent?

Original Response Options
(if modified)
Current Question Wording
1. Yes
Of the people your age who
2. No
you hang out with, how
many have ever pressured
you to…

Response options were
changed from Yes/No to a how
many scale to increase
variability of responses.

Question text was modified
from “commit crime/violence”
to “commit a crime or do
something violent” to be more
descriptive and use
terminology more appropriate
for this age group.

Current Response Options Justification (if modified)
Select one answer for each Question text was modified
row
from “friends” to “..people
your age who you hang out
1. None
with” to be more inclusive on
2. Some
who may exert pressure on the
3. About half
student.
4. Most
5. All or almost all
Introduction text was added
and the question text was
modified so that all items in
this series could use the same
introduction text that would
eliminate unnecessary wording
for each question stem.

95

AddHealth
(Student - In
School; S60g)

AddHealth
(Student - In
School; S60h)

AddHealth
(Student - In
School; S60b)

AddHealth
(Student - In
School; S60j)

D01b.

D01c.

D01d.

D01e.

Modified

Modified

Modified

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
D01a. AddHealth
(Student - In
School; S60f)

Original Response Options
(if modified)
1. Never
2.Rarely
3. Occasionally
4. Often
5. Everyday

1. Never
2.Rarely
3. Occasionally
4. Often
5. Everyday

1. Never
2.Rarely
3. Occasionally
4. Often
5. Everyday

1. Never
2.Rarely
3. Occasionally
Did you have trouble falling 4. Often
asleep or staying asleep?
5. Everyday

In the last month, how
often:

Did you wake up feeling
tired?

In the last month, how
often:

Did you have a
stomachache?

In the last month, how
often:

1. Never
2.Rarely
3. Occasionally
Did you have aches, pains, 4. Often
or soreness in your muscles 5. Everyday
or joints?

In the last month, how
often:

did you have a headache?

Original Wording (if
modified)
In the last month, how
often:

Current Question Wording Current Response Options Justification (if modified)
In the last month, how
Select one answer for each Response options were
often…
row
modified to use the same 5point frequency scale that is
Did you have a headache? 1. Never
used with other items, which
2. Rarely
helps to reduce student
3. Sometimes
burden.
4. Often
5. Very often
In the last month, how
Select one answer for each Response options were
often…
row
modified to use the same 5point frequency scale that is
Did you have aches, pains, 1. Never
used with other items, which
or soreness in your muscles 2. Rarely
helps to reduce student
or joints?
3. Sometimes
burden.
4. Often
5. Very often
In the last month, how
Select one answer for each Response options were
often…
row
modified to use the same 5point frequency scale that is
Did you have a
1. Never
used with other items, which
stomachache?
2. Rarely
helps to reduce student
3. Sometimes
burden.
4. Often
5. Very often
In the last month, how
Select one answer for each Response options were
often…
row
modified to use the same 5point frequency scale that is
Did you wake up feeling
1. Never
used with other items, which
tired?
2. Rarely
helps to reduce student
3. Sometimes
burden.
4. Often
5. Very often
In the last month, how
Select one answer for each Response options were
often…
row
modified to use the same 5point frequency scale that is
Did you have trouble falling 1. Never
used with other items, which
asleep or staying asleep?
2. Rarely
helps to reduce student
3. Sometimes
burden.
4. Often
5. Very often

96

E01a.

D03.

BFI 46A Five
Factor Model
(John &
Srivastava,
1999)

New Item

Modified

New Item

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
D02.
AddHealth
(Student- In
Home; S3; 50)

Does things carefully and
completely

Here are some statements
that may or may not
describe what you are like.
In the blank next to each
statement, write the
number that shows how
much you agree or disagree
that it describes you. I see
myself as someone who…

Original Wording (if
modified)
What time do you usually
go to bed on week nights?

1. Disagree strongly
2. Disagree a little
3. Neither agree nor
disagree
4. Agree a little
5. Agree strongly

Does things carefully and
completely.

I see myself as someone
who…

How often are the
following true for you?

What time do you usually
wake up on school days?

Response options were
changed from an open-ended
format to drop down menus to
reduce student burden.

Justification (if modified)
Question text was modified to
specify school nights as this is
the area of interest. Question
text was also modified from
“bed” to “sleep” as students
may go to sleep long after they
go to bed itself.

Select one answer for each Response options were
row
changed from an agreement
scale to a frequency scale to
1. Never
make it easier for students to
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
4. Often
introduction text was modified
5. Very often
to coincide with the frequency
6. Always
scale and to reduce
unnecessary wording.

_____ ______ ______
HOUR MINUTE AM/PM

Original Response Options
(if modified)
Current Question Wording Current Response Options
What time do you usually
go to sleep on school
_____ ______ ______
nights?
HOUR MINUTE AM/PM

97

E01c.

BFI 46A Five
Factor Model
(John &
Srivastava,
1999)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E01b. BFI 46A Five
Factor Model
(John &
Srivastava,
1999)

Is a reliable worker

Here are some statements
that may or may not
describe what you are like.
In the blank next to each
statement, write the
number that shows how
much you agree or disagree
that it describes you. I see
myself as someone who…

Can be somewhat careless

Original Wording (if
modified)
Here are some statements
that may or may not
describe what you are like.
In the blank next to each
statement, write the
number that shows how
much you agree or disagree
that it describes you. I see
myself as someone who…

1. Disagree strongly
2. Disagree a little
3. Neither agree nor
disagree
4. Agree a little
5. Agree strongly

Original Response Options
(if modified)
1. Disagree strongly
2. Disagree a little
3. Neither agree nor
disagree
4. Agree a little
5. Agree strongly

Is a reliable worker.

I see myself as someone
who…

How often are the
following true for you?

Select one answer for each Response options were
row
changed from an agreement
scale to a frequency scale to
1. Never
make it easier for students to
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
4. Often
introduction text was modified
5. Very often
to coincide with the frequency
6. Always
scale and to reduce
unnecessary wording.

Current Question Wording Current Response Options Justification (if modified)
How often are the
Select one answer for each Response options were
following true for you?
row
changed from an agreement
scale to a frequency scale to
I see myself as someone
1. Never
make it easier for students to
who…
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
Can be somewhat careless. 4. Often
introduction text was modified
5. Very often
to coincide with the frequency
6. Always
scale and to reduce
unnecessary wording.

98

E01e.

BFI 46A Five
Factor Model
(John &
Srivastava,
1999)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E01d. BFI 46A Five
Factor Model
(John &
Srivastava,
1999)

Tends to be lazy

Here are some statements
that may or may not
describe what you are like.
In the blank next to each
statement, write the
number that shows how
much you agree or disagree
that it describes you. I see
myself as someone who…

Tends to be disorganized

Original Wording (if
modified)
Here are some statements
that may or may not
describe what you are like.
In the blank next to each
statement, write the
number that shows how
much you agree or disagree
that it describes you. I see
myself as someone who…

1. Disagree strongly
2. Disagree a little
3. Neither agree nor
disagree
4. Agree a little
5. Agree strongly

Original Response Options
(if modified)
1. Disagree strongly
2. Disagree a little
3. Neither agree nor
disagree
4. Agree a little
5. Agree strongly

Tends to be lazy.

I see myself as someone
who…

How often are the
following true for you?

Select one answer for each Response options were
row
changed from an agreement
scale to a frequency scale to
1. Never
make it easier for students to
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
4. Often
introduction text was modified
5. Very often
to coincide with the frequency
6. Always
scale and to reduce
unnecessary wording.

Current Question Wording Current Response Options Justification (if modified)
How often are the
Select one answer for each Response options were
following true for you?
row
changed from an agreement
scale to a frequency scale to
I see myself as someone
1. Never
make it easier for students to
who…
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
Tends to be disorganized. 4. Often
introduction text was modified
5. Very often
to coincide with the frequency
6. Always
scale and to reduce
unnecessary wording.

99

E01g.

BFI 46A Five
Factor Model
(John &
Srivastava,
1999)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E01f.
BFI 46A Five
Factor Model
(John &
Srivastava,
1999)

Does things efficiently
(quickly and correctly)

Here are some statements
that may or may not
describe what you are like.
In the blank next to each
statement, write the
number that shows how
much you agree or disagree
that it describes you. I see
myself as someone who…

Keeps working until things
are done

Original Wording (if
modified)
Here are some statements
that may or may not
describe what you are like.
In the blank next to each
statement, write the
number that shows how
much you agree or disagree
that it describes you. I see
myself as someone who…

1. Disagree strongly
2. Disagree a little
3. Neither agree nor
disagree
4. Agree a little
5. Agree strongly

Original Response Options
(if modified)
1. Disagree strongly
2. Disagree a little
3. Neither agree nor
disagree
4. Agree a little
5. Agree strongly

Does things efficiently
(quickly and correctly).

I see myself as someone
who…

How often are the
following true for you?

Select one answer for each Response options were
row
changed from an agreement
scale to a frequency scale to
1. Never
make it easier for students to
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
4. Often
introduction text was modified
5. Very often
to coincide with the frequency
6. Always
scale and to reduce
unnecessary wording.

Current Question Wording Current Response Options Justification (if modified)
How often are the
Select one answer for each Response options were
following true for you?
row
changed from an agreement
scale to a frequency scale to
I see myself as someone
1. Never
make it easier for students to
who…
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
Keeps working until things 4. Often
introduction text was modified
are done.
5. Very often
to coincide with the frequency
6. Always
scale and to reduce
unnecessary wording.

100

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E01h. BFI 46A Five
Factor Model
(John &
Srivastava,
1999)

Makes plans and sticks to
them

Original Wording (if
modified)
Here are some statements
that may or may not
describe what you are like.
In the blank next to each
statement, write the
number that shows how
much you agree or disagree
that it describes you. I see
myself as someone who…

Original Response Options
(if modified)
1. Disagree strongly
2. Disagree a little
3. Neither agree nor
disagree
4. Agree a little
5. Agree strongly

Current Question Wording Current Response Options Justification (if modified)
How often are the
Select one answer for each Response options were
following true for you?
row
changed from an agreement
scale to a frequency scale to
I see myself as someone
1. Never
make it easier for students to
who…
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
Makes plans and sticks to 4. Often
introduction text was modified
them.
5. Very often
to coincide with the frequency
6. Always
scale and to reduce
unnecessary wording.

101

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E01i.
BFI 46A Five
Factor Model
(John &
Srivastava,
1999)

Is easily distracted; has
trouble paying attention

Original Wording (if
modified)
Here are some statements
that may or may not
describe what you are like.
In the blank next to each
statement, write the
number that shows how
much you agree or disagree
that it describes you. I see
myself as someone who…

Original Response Options
(if modified)
1. Disagree strongly
2. Disagree a little
3. Neither agree nor
disagree
4. Agree a little
5. Agree strongly

Response options were
changed from an agreement
scale to a frequency scale to
make it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale and to reduce
unnecessary wording.

Current Question Wording Current Response Options Justification (if modified)
How often are the
Select one answer for each Question text was modified
following true for you?
row
from “Is easily distracted; has
trouble paying attention” to
I see myself as someone
1. Never
“Is easily distracted” so that
who…
2. Rarely
students can focus on only one
3. Sometimes
type of behavior at a time. The
Is easily distracted.
4. Often
other behavior in the original
5. Very often
question text was then split
6. Always
into its own item, as shown
below.

102

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E01j.
BFI 46A Five
Factor Model
(John &
Srivastava,
1999)

Is easily distracted; has
trouble paying attention

Original Wording (if
modified)
Here are some statements
that may or may not
describe what you are like.
In the blank next to each
statement, write the
number that shows how
much you agree or disagree
that it describes you. I see
myself as someone who…

Original Response Options
(if modified)
1. Disagree strongly
2. Disagree a little
3. Neither agree nor
disagree
4. Agree a little
5. Agree strongly

Response options were
changed from an agreement
scale to a frequency scale to
make it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the frequency
scale and to reduce
unnecessary wording.

Current Question Wording Current Response Options Justification (if modified)
How often are the
Select one answer for each Question text was modified
following true for you?
row
from “Is easily distracted; has
trouble paying attention” to
I see myself as someone
1. Never
“has trouble paying attention”
who…
2. Rarely
so that students can focus on
3. Sometimes
only one type of behavior at a
Has trouble paying
4. Often
time. The other behavior in the
attention.
5. Very often
original question text was then
6. Always
split into its own item, as
shown above.

103

E02b.

Children’s
Hope Scale
(Snyder et al.,
1997)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E02a. Children’s
Hope Scale
(Snyder et al.,
1997)

I can think of many ways to
get the things in life that
are most important to me.

The six sentences below
describe how children think
about themselves and how
they do things in
general…For each sentence,
please think about how you
are in most situations.
Place a check inside the
circle that describes YOU
the best.

I think I am doing pretty
well.

Original Wording (if
modified)
The six sentences below
describe how children think
about themselves and how
they do things in
general…For each sentence,
please think about how you
are in most situations.
Place a check inside the
circle that describes YOU
the best.

1. None of the time
2. A little of the time
3. Some of the time
4. A lot of the time
5. Most of the time
6. All of the time

Original Response Options
(if modified)
1. None of the time
2. A little of the time
3. Some of the time
4. A lot of the time
5. Most of the time
6. All of the time
Justification (if modified)
The introduction text was
modified to reduce
unnecessary wording.

Select one answer for each The introduction text was
row
modified to reduce
unnecessary wording.
1. None of the time
I can think of many ways to 2. A little of the time
get the things in life that
3. Some of the time
are most important to me. 4. A lot of the time
5. Most of the time
6. All of the time

How often are the
following statements true
for you?

Current Question Wording Current Response Options
How often are the
Select one answer for each
following statements true row
for you?
1. None of the time
I think I am doing pretty
2. A little of the time
well.
3. Some of the time
4. A lot of the time
5. Most of the time
6. All of the time

104

E02d.

Children’s
Hope Scale
(Snyder et al.,
1997)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E02c. Children’s
Hope Scale
(Snyder et al.,
1997)

When I have a problem, I
can come up with lots of
ways to solve it.

The six sentences below
describe how children think
about themselves and how
they do things in
general…For each sentence,
please think about how you
are in most situations.
Place a check inside the
circle that describes YOU
the best.

I am doing just as well as
other kids my age.

Original Wording (if
modified)
The six sentences below
describe how children think
about themselves and how
they do things in
general…For each sentence,
please think about how you
are in most situations.
Place a check inside the
circle that describes YOU
the best.

1. None of the time
2. A little of the time
3. Some of the time
4. A lot of the time
5. Most of the time
6. All of the time

Original Response Options
(if modified)
1. None of the time
2. A little of the time
3. Some of the time
4. A lot of the time
5. Most of the time
6. All of the time

When I have a problem, I
can come up with lots of
ways to solve it.

How often are the
following statements true
for you?

Justification (if modified)
The introduction text was
modified to reduce
unnecessary wording.

Select one answer for each The introduction text was
row
modified to reduce
unnecessary wording.
1. None of the time
2. A little of the time
3. Some of the time
4. A lot of the time
5. Most of the time
6. All of the time

Current Question Wording Current Response Options
How often are the
Select one answer for each
following statements true row
for you?
1. None of the time
I am doing just as well as
2. A little of the time
other people my age.
3. Some of the time
4. A lot of the time
5. Most of the time
6. All of the time

105

E02f.

Children’s
Hope Scale
(Snyder et al.,
1997)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E02e. Children’s
Hope Scale
(Snyder et al.,
1997)

Even when others want to
quit, I know that I can find
ways to solve the problem.

The six sentences below
describe how children think
about themselves and how
they do things in
general…For each sentence,
please think about how you
are in most situations.
Place a check inside the
circle that describes YOU
the best.

I think the things I have
done in the past will help
me in the future

Original Wording (if
modified)
The six sentences below
describe how children think
about themselves and how
they do things in
general…For each sentence,
please think about how you
are in most situations.
Place a check inside the
circle that describes YOU
the best.

1. None of the time
2. A little of the time
3. Some of the time
4. A lot of the time
5. Most of the time
6. All of the time

Original Response Options
(if modified)
1. None of the time
2. A little of the time
3. Some of the time
4. A lot of the time
5. Most of the time
6. All of the time
Justification (if modified)
The introduction text was
modified to reduce
unnecessary wording.

Select one answer for each The introduction text was
row
modified to reduce
unnecessary wording.
1. None of the time
Even when others want me 2. A little of the time
to quit, I know that I can
3. Some of the time
find ways to solve the
4. A lot of the time
problem.
5. Most of the time
6. All of the time

How often are the
following statements true
for you?

Current Question Wording Current Response Options
How often are the
Select one answer for each
following statements true row
for you?
1. None of the time
I think the things I have
2. A little of the time
done in the past will help
3. Some of the time
me in the future.
4. A lot of the time
5. Most of the time
6. All of the time

106

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E03a. MSP-MAP:
Modified
PALS- Student
Personal
Beliefs &
Behaviors
(Math Efficacy:
General)

Original Wording (if
modified)
How certain are you that
you can learn everything
taught in math?

Original Response Options
(if modified)
0. Not at all sure
1.
2.
3. Somewhat sure
4.
5.
6. Very sure

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Response options were
statements for you?
row
changed from a certainty scale
to a truth scale to make it
I am certain I can learn
1. Not at all true
easier for students to
everything taught in math. 2. A little bit true
complete without changing
3. Somewhat true
the intent of the question. The
4. True
introduction text was modified
5. Very true
to coincide with the truth
scale, to reduce unnecessary
wording, and so that all items
in the series use the same
introduction text, thus
reducing student burden.
Number of response options
was reduced to be consistent
with other items in the survey
and reduce student burden.

107

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E03b. MSP-MAP:
Modified
PALS- Student
Personal
Beliefs &
Behaviors
(Math Efficacy:
General)

Original Wording (if
modified)
How sure are you that you
can do even the most
difficult homework
problems in math?

Original Response Options
(if modified)
0. Not at all sure
1.
2.
3. Somewhat sure
4.
5.
6. Very sure

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Response options were
statements for you?
row
changed from a certainty scale
to a truth scale to make it
I am sure I can do even the 1. Not at all true
easier for students to
most difficult homework
2. A little bit true
complete without changing
problems in math.
3. Somewhat true
the intent of the question. The
4. True
introduction text was modified
5. Very true
to coincide with the truth
scale, to reduce unnecessary
wording, and so that all items
in the series use the same
introduction text, thus
reducing student burden.
Number of response options
was reduced to be consistent
with other items in the survey
and reduce student burden.

108

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E03c. MSP-MAP:
Modified
PALS- Student
Personal
Beliefs &
Behaviors
(Math Efficacy:
General)

Original Wording (if
modified)
How confident are you that
you can do all the work in
math class, if you don’t give
up?

Original Response Options
(if modified)
0. Not at all sure
1.
2.
3. Somewhat sure
4.
5.
6. Very sure

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Response options were
statements for you?
row
changed from a certainty scale
to a truth scale to make it
I am confident I can do all 1. Not at all true
easier for students to
the work in math class if I 2. A little bit true
complete without changing
don’t give up.
3. Somewhat true
the intent of the question. The
4. True
introduction text was modified
5. Very true
to coincide with the truth
scale, to reduce unnecessary
wording, and so that all items
in the series use the same
introduction text, thus
reducing student burden.
Number of response options
was reduced to be consistent
with other items in the survey
and reduce student burden.

109

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E03d. MSP-MAP:
Modified
PALS- Student
Personal
Beliefs &
Behaviors
(Math Efficacy:
General)

Original Wording (if
modified)
How confident are you that
you can do even the
hardest work in your math
class?

Original Response Options
(if modified)
0. Not at all sure
1.
2.
3. Somewhat sure
4.
5.
6. Very sure

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Response options were
statements for you?
row
changed from a certainty scale
to a truth scale to make it
I am confident I can do
1. Not at all true
easier for students to
even the hardest work in
2. A little bit true
complete without changing
my math class.
3. Somewhat true
the intent of the question. The
4. True
introduction text was modified
5. Very true
to coincide with the truth
scale, to reduce unnecessary
wording, and so that all items
in the series use the same
introduction text, thus
reducing student burden.
Number of response options
was reduced to be consistent
with other items in the survey
and reduce student burden.

110

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E04a. MSP-MAP:
Modified
Student
Personal
Beliefs &
BehaviorsSubjective Task
Value: Utility

Original Wording (if
modified)
Math will be useful for me
later in life

Original Response Options
(if modified)
0. Not at all useful
1.
2.
3.Somewhat useful
4.
5.
6. Very useful

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Response options were
statements for you?
row
changed from a usefulness
scale to a truth scale to make
Math will be useful for me 1. Not at all true
it easier for students to
later in life.
2. A little bit true
complete and have all items in
3. Somewhat true
this series use the same scale
4. True
but without changing the
5. Very true
intent of the question. The
introduction text was modified
to coincide with the truth
scale, to reduce unnecessary
wording, and so that all items
in the series use the same
introduction text, thus
reducing student burden.
Number of response options
was reduced to be consistent
with other items in the survey
and reduce student burden.

111

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E04b. MSP-MAP:
Modified
Student
Personal
Beliefs &
BehaviorsSubjective Task
Value: Utility

Original Wording (if
modified)
Math helps me in my daily
life outside of school.

Original Response Options
(if modified)
0. Not at all useful
1.
2.
3.Somewhat useful
4.
5.
6. Very useful

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Response options were
statements for you?
row
changed from a usefulness
scale to a truth scale to make
Math helps me in my daily 1. Not at all true
it easier for students to
life outside of school.
2. A little bit true
complete and have all items in
3. Somewhat true
this series use the same scale
4. True
but without changing the
5. Very true
intent of the question. The
introduction text was modified
to coincide with the truth
scale, to reduce unnecessary
wording, and so that all items
in the series use the same
introduction text, thus
reducing student burden.
Number of response options
was reduced to be consistent
with other items in the survey
and reduce student burden.

112

MGLS:2017 Student Survey

E04d.

MSP-MAP:
Modified
Student
Personal
Beliefs &
BehaviorsSubjective Task
Value: Interest

MGLS
Item # Source
Status
E04c. MSP-MAP:
Modified
Student
Personal
Beliefs &
BehaviorsSubjective Task
Value:
Attainment

I enjoy doing math.

Original Wording (if
modified)
Being someone who is good
at math is important to me.

0. Not at all true for me
1.
2.
3. Somewhat true for me
4.
5.
6.Very true for me

Original Response Options
(if modified)
0. Not at all important
1.
2.
3. Somewhat important
4.
5.
6. Very important

How true are the following Select one answer for each Response options were
statements for you?
row
changed from a usefulness
scale to a truth scale to make
I enjoy doing math.
1. Not at all true
it easier for students to
2. A little bit true
complete and have all items in
3. Somewhat true
this series use the same scale
4. True
but without changing the
5. Very true
intent of the question. The
introduction text was modified
to coincide with the truth
scale, to reduce unnecessary
wording, and so that all items
in the series use the same
introduction text, thus
reducing student burden.

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Response options were
statements for you?
row
changed from a usefulness
scale to a truth scale to make
Being someone who is good 1. Not at all true
it easier for students to
at math is important to me. 2. A little bit true
complete and have all items in
3. Somewhat true
this series use the same scale
4. True
but without changing the
5. Very true
intent of the question. The
introduction text was modified
to coincide with the truth
scale, to reduce unnecessary
wording, and so that all items
in the series use the same
introduction text, thus
reducing student burden.

113

E05b.

Theory of
Intelligence
Scale (Dweck
1999)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E05a. Theory of
Intelligence
Scale (Dweck
1999)

Your intelligence is
something about you that
you can’t change very
much.

Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

You have a certain amount
of intelligence and you
can’t really do much to
change it.

Original Wording (if
modified)
Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
Your math ability is
2. Agree
something about you that 3. Slightly agree
you can’t change very
4. Slightly disagree
much.
5. Disagree
6. Strongly disagree

Current Question Wording Current Response Options
How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
You have a certain amount 2. Agree
of math ability, and you
3. Slightly agree
can’t really do much to
4. Slightly disagree
change it.
5. Disagree
6. Strongly disagree

Response options were
modified to make the scale
more ordinal.

Question text was modified
from “intelligence” to “math
ability” given the goal of the
item to focus specifically on
students’ beliefs about the
malleability of their math
ability.

Introduction text was modified
to remove unnecessary
language.

Response options were
modified to make the scale
more ordinal.

Question text was modified
from “intelligence” to “math
ability” given the goal of the
item to focus specifically on
students’ beliefs about the
malleability of their math
ability.

Justification (if modified)
Introduction text was modified
to remove unnecessary
language.

114

E05d.

Theory of
Intelligence
Scale (Dweck
1999)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E05c. Theory of
Intelligence
Scale (Dweck
1999)

You can learn new things,
but you can’t really change
your basic intelligence.

Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

No matter who you are,
you can significantly change
your intelligence.

Original Wording (if
modified)
Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
You can learn new things, 2. Agree
but you can’t really change 3. Slightly agree
your math ability.
4. Slightly disagree
5. Disagree
6. Strongly disagree

Current Question Wording Current Response Options
How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
No matter who you are,
2. Agree
you can significantly change 3. Slightly agree
your math ability.
4. Slightly disagree
5. Disagree
6. Strongly disagree

Response options were
modified to make the scale
more ordinal.

Question text was modified
from “basic intelligence” to
“math ability” given the goal of
the item to focus specifically
on students’ beliefs about the
malleability of their math
ability.

Introduction text was modified
to remove unnecessary
language.

Response options were
modified to make the scale
more ordinal.

Question text was modified
from “intelligence” to “math
ability” given the goal of the
item to focus specifically on
students’ beliefs about the
malleability of their math
ability.

Justification (if modified)
Introduction text was modified
to remove unnecessary
language.

115

E05f.

Theory of
Intelligence
Scale (Dweck
1999)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E05e. Theory of
Intelligence
Scale (Dweck
1999)

No matter how much
intelligence you have, you
can always change it quite a
bit.

Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

You can always
substantially change your
intelligence.

Original Wording (if
modified)
Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
No matter how good you
2. Agree
are at math, you can always 3. Slightly agree
change it quite a bit.
4. Slightly disagree
5. Disagree
6. Strongly disagree

Current Question Wording Current Response Options
How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
You can always
2. Agree
substantially change your 3. Slightly agree
math ability.
4. Slightly disagree
5. Disagree
6. Strongly disagree

Introduction text was modified
to remove unnecessary
language.
Question text was modified
from “No matter how much
intelligence you have” to “No
matter how good you are at
math” given the goal of the
item to focus specifically on
students’ beliefs about the
malleability of their math
ability.
Response options were
modified to make the scale
more ordinal.

Response options were
modified to make the scale
more ordinal.

Question text was modified
from “intelligence” to “math
ability” given the goal of the
item to focus specifically on
students’ beliefs about the
malleability of their math
ability.

Justification (if modified)
Introduction text was modified
to remove unnecessary
language.

116

E06b.

Theory of
Intelligence
Scale (Dweck
1999)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E06a. Theory of
Intelligence
Scale (Dweck
1999)

Your intelligence is
something about you that
you can’t change very
much.

Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

You have a certain amount
of intelligence and you
can’t really do much to
change it.

Original Wording (if
modified)
Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
Your intelligence is
2. Agree
something about you that 3. Slightly agree
you can’t change very
4. Slightly disagree
much.
5. Disagree
6. Strongly disagree

Current Question Wording Current Response Options
How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
You have a certain amount 2. Agree
of intelligence and you
3. Slightly agree
can’t really do much to
4. Slightly disagree
change it
5. Disagree
6. Strongly disagree

Response options were
modified to make the scale
more ordinal.

Introduction text was modified
to remove unnecessary
language.

Response options were
modified to make the scale
more ordinal.

Justification (if modified)
Introduction text was modified
to remove unnecessary
language.

117

E06d.

Theory of
Intelligence
Scale (Dweck
1999)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E06c. Theory of
Intelligence
Scale (Dweck
1999)

You can learn new things,
but you can’t really change
your basic intelligence.

Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

No matter who you are,
you can significantly change
your intelligence.

Original Wording (if
modified)
Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
You can learn new things, 2. Agree
but you can’t really change 3. Slightly agree
your basic intelligence.
4. Slightly disagree
5. Disagree
6. Strongly disagree

Current Question Wording Current Response Options
How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
No matter who you are,
2. Agree
you can significantly change 3. Slightly agree
your intelligence.
4. Slightly disagree
5. Disagree
6. Strongly disagree

Response options were
modified to make the scale
more ordinal.

Introduction text was modified
to remove unnecessary
language.

Response options were
modified to make the scale
more ordinal.

Justification (if modified)
Introduction text was modified
to remove unnecessary
language.

118

E06f.

Theory of
Intelligence
Scale (Dweck
1999)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E06e. Theory of
Intelligence
Scale (Dweck
1999)

No matter how much
intelligence you have, you
can always change it quite a
bit.

Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

You can always
substantially change your
intelligence.

Original Wording (if
modified)
Using the scale below,
please indicate the extent
to which you agree or
disagree with each of the
following statements by
writing the number that
corresponds to your
opinion in the space next to
each statement.

1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. Mostly disagree
4. Mostly agree
5. Agree
6. Strongly agree

How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
No matter how much
2. Agree
intelligence you have, you 3. Slightly agree
can always change it quite a 4. Slightly disagree
bit.
5. Disagree
6. Strongly disagree

Current Question Wording Current Response Options
How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
You can always
2. Agree
substantially change your 3. Slightly agree
intelligence.
4. Slightly disagree
5. Disagree
6. Strongly disagree

Response options were
modified to make the scale
more ordinal.

Introduction text was modified
to remove unnecessary
language.

Response options were
modified to make the scale
more ordinal.

Justification (if modified)
Introduction text was modified
to remove unnecessary
language.

119

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E07a. Persistence
Modified
Scale (Elliot,
McGregor, and
Gable, 1999)

Original Wording (if
modified)
When I become confused
about something I’m
reading for this course, I go
back and try to figure it out.

Original Response Options
(if modified)
1. Not at all true of me
2.
3.
4.
5.
6.
7.Very true of me

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Introduction text was added to
statements for you?
row
provide more clarity to
students.
When I become confused 1. Not at all true
about something I’m
2. A little bit true
The question text was
learning at school, I go back 3. Somewhat true
modified from “reading for this
and try to figure it out.
4. True
course” to “learning at school”
5. Very true
to use terminology more
appropriate for this age group
and to apply more broadly
than a specific class.
Response scale was modified
and shortened to reduce
student burden. Response
scale was also modified to add
anchors to all response
options to improve accuracy
and to be the same truth scale
used with other items in the
survey.

120

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E07b. Persistence
Modified
Scale (Elliot,
McGregor, and
Gable, 1999)

Original Wording (if
modified)
Regardless of whether or
not I like the material, I
work my hardest to learn it.

Original Response Options
(if modified)
1. Not at all true of me
2.
3.
4.
5.
6.
7.Very true of me

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Introduction text was added to
statements for you?
row
provide more clarity to
students.
I work my hardest to learn 1. Not at all true
The question text was
at school, even if I do not 2. A little bit true
modified from “regardless of
like the subject.
3. Somewhat true
whether or not I like the
4. True
material” to “even if I do not
5. Very true
like the subject” to use
terminology more appropriate
for this age group. Response
scale was modified and
shortened to reduce student
burden. Response scale was
also modified to add anchors
to all response options to
improve accuracy and to be
the same truth scale used with
other items in the survey.

121

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E07c. Persistence
Modified
Scale (Elliot,
McGregor, and
Gable, 1999)

Original Wording (if
modified)
When something that I am
studying gets difficult, I
spend extra time and effort
trying to understand it.

Original Response Options
(if modified)
1. Not at all true of me
2.
3.
4.
5.
6.
7.Very true of me

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Introduction text was added to
statements for you?
row
provide more clarity to
students.
When something I’m
1. Not at all true
The question text was
studying at school is
2. A little bit true
modified to include from
difficult, I spend extra time 3. Somewhat true
“When something that I am
and effort until I
4. True
studying gets difficult” to
understand it.
5. Very true
“when something I’m studying
at school is difficult” to
improve item clarity and to
have students focus on the
school context.
Response scale was modified
and shortened to reduce
student burden. Response
scale was also modified to add
anchors to all response
options to improve accuracy
and to be the same truth scale
used with other items in the
survey.

122

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E07d. Persistence
Modified
Scale (Elliot,
McGregor, and
Gable, 1999)

Original Wording (if
modified)
I try to learn all of the
testable material “inside
and out,” even if it is
boring.

Original Response Options
(if modified)
1. Not at all true of me
2.
3.
4.
5.
6.
7.Very true of me

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Introduction text was added to
statements for you?
row
provide more clarity to
students.
Even if it is boring, I try to 1. Not at all true
The question text was
learn as much as I can
2. A little bit true
modified from “I try to learn all
about what I am studying. 3. Somewhat true
of the testable material ‘inside
4. True
and out’” to “I try to learn as
5. Very true
much as I can about what I am
studying” to use terminology
more appropriate for this age
group.
Response scale was modified
and shortened to reduce
student burden. Response
scale was also modified to add
anchors to all response
options to improve accuracy
and to be the same truth scale
used with other items in the
survey.

123

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E08a. ECLS-K (Parent Modified
Interview
Round 7
PPQ100)

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 time, or most of
the time?

Original Wording (if
modified)
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.

Original Response Options
(if modified)
1. Never
2. Some of the time
3. A moderate amount of
time
4. Most of the time

The response options were
modified to use terminology
more appropriate for this age
group.

Current Question Wording Current Response Options Justification (if modified)
How often in the past week Select one answer for each The introduction text was
have you…
row
modified to reduce
unnecessary wording.
Felt bothered by things that 1. Never
usually don't bother you? 2. Rarely
The question text was
3. Sometimes
modified to remove “would
4. Often
you say….” to reflect that
5. Very often
change in mode of how the
item is administered and
remove unnecessary language
.

124

MGLS:2017 Student Survey

E08c.

ECLS-K (Parent Modified
Interview
Round 7
PPQ100)

MGLS
Item # Source
Status
E08b. ECLS-K (Parent Modified
Interview
Round 7
PPQ100)

Felt that you could not
shake off the blues even
with help from your family
and friends?

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.

Felt that you did not feel
like eating, that your
appetite was poor?

Original Wording (if
modified)
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.

1. Never
2. Some of the time
3. A moderate amount of
time
4. Most of the time

Original Response Options
(if modified)
1. Never
2. Some of the time
3. A moderate amount of
time
4. Most of the time

How often in the past week Select one answer for each The introduction text was
have you…
row
modified to reduce
unnecessary wording.
Felt that you could not
1. Never
The response options were
shake off the blues even
2. Rarely
modified to use terminology
with help from your family 3. Sometimes
more appropriate for this age
or friends?
4. Often
group.
5. Very often

Current Question Wording Current Response Options Justification (if modified)
How often in the past week Select one answer for each The introduction text was
have you…
row
modified to reduce
unnecessary wording.
Felt like not eating; your
1. Never
The question text was
appetite was poor?
2. Rarely
modified to remove
3. Sometimes
unnecessary language and
4. Often
improve clarity.
5. Very often
The response options were
modified to use terminology
more appropriate for this age
group.

125

MGLS:2017 Student Survey

E08e.

ECLS-K (Parent Modified
Interview
Round 7
PPQ100)

MGLS
Item # Source
Status
E08d. ECLS-K (Parent Modified
Interview
Round 7
PPQ100)

Felt depressed?

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.

Felt that you had trouble
keeping your mind on what
you were doing?

Original Wording (if
modified)
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.

1. Never
2. Some of the time
3. A moderate amount of
time
4. Most of the time

Original Response Options
(if modified)
1. Never
2. Some of the time
3. A moderate amount of
time
4. Most of the time

How often in the past week Select one answer for each The introduction text was
have you…
row
modified to reduce
unnecessary wording.
Felt depressed?
1. Never
2. Rarely
The response options were
3. Sometimes
modified to use terminology
4. Often
more appropriate for this age
5. Very often
group.

Current Question Wording Current Response Options Justification (if modified)
How often in the past week Select one answer for each The introduction text was
have you…
row
modified to reduce
unnecessary wording.
Felt that you had trouble
1. Never
keeping your mind on what 2. Rarely
The response options were
you were doing?
3. Sometimes
modified to use terminology
4. Often
more appropriate for this age
5. Very often
group.

126

MGLS:2017 Student Survey

E08g.

ECLS-K (Parent Modified
Interview
Round 7
PPQ100)

MGLS
Item # Source
Status
E08f.
ECLS-K (Parent Modified
Interview
Round 7
PPQ100)

Felt fearful?

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.

Felt that everything you did
was an effort?

Original Wording (if
modified)
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.

1. Never
2. Some of the time
3. A moderate amount of
time
4. Most of the time

Original Response Options
(if modified)
1. Never
2. Some of the time
3. A moderate amount of
time
4. Most of the time

How often in the past week Select one answer for each The introduction text was
have you…
row
modified to reduce
unnecessary wording.
Felt fearful?
1. Never
2. Rarely
The response options were
3. Sometimes
modified to use terminology
4. Often
more appropriate for this age
5. Very often
group.

Current Question Wording Current Response Options Justification (if modified)
How often in the past week Select one answer for each The introduction text was
have you…
row
modified to reduce
unnecessary wording.
Felt that everything you did 1. Never
was an effort?
2. Rarely
The response options were
3. Sometimes
modified to use terminology
4. Often
more appropriate for this age
5. Very often
group.

127

MGLS:2017 Student Survey

E08i.

ECLS-K (Parent Modified
Interview
Round 7
PPQ100)

MGLS
Item # Source
Status
E08h. ECLS-K (Parent Modified
Interview
Round 7
PPQ100)

Felt that you talked less
than usual?

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.

Felt that your sleep was
restless?

Original Wording (if
modified)
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.

1. Never
2. Some of the time
3. A moderate amount of
time
4. Most of the time

Original Response Options
(if modified)
1. Never
2. Some of the time
3. A moderate amount of
time
4. Most of the time

How often in the past week Select one answer for each The introduction text was
have you…
row
modified to reduce
unnecessary wording.
Felt that you talked less
1. Never
than usual?
2. Rarely
The response options were
3. Sometimes
modified to use terminology
4. Often
more appropriate for this age
5. Very often
group.

Current Question Wording Current Response Options Justification (if modified)
How often in the past week Select one answer for each The introduction text was
have you…
row
modified to reduce
unnecessary wording.
Felt that your sleep was
1. Never
restless?
2. Rarely
The response options were
3. Sometimes
modified to use terminology
4. Often
more appropriate for this age
5. Very often
group.

128

MGLS:2017 Student Survey

E08k.

ECLS-K (Parent Modified
Interview
Round 7
PPQ100)

MGLS
Item # Source
Status
E08j.
ECLS-K (Parent Modified
Interview
Round 7
PPQ100)

Felt sad?

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.

Felt lonely?

Original Wording (if
modified)
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.

1. Never
2. Some of the time
3. A moderate amount of
time
4. Most of the time

Original Response Options
(if modified)
1. Never
2. Some of the time
3. A moderate amount of
time
4. Most of the time

How often in the past week Select one answer for each The introduction text was
have you…
row
modified to reduce
unnecessary wording.
Felt sad?
1. Never
2. Rarely
The response options were
3. Sometimes
modified to use terminology
4. Often
more appropriate for this age
5. Very often
group.

Current Question Wording Current Response Options Justification (if modified)
How often in the past week Select one answer for each The introduction text was
have you…
row
modified to reduce
unnecessary wording.
Felt lonely?
1. Never
2. Rarely
The response options were
3. Sometimes
modified to use terminology
4. Often
more appropriate for this age
5. Very often
group.

129

MGLS:2017 Student Survey

E09a.

Brief Sensation Modified
Seeking Scale
(Stephenson et
al. 2003)

MGLS
Item # Source
Status
E08l.
ECLS-K (Parent Modified
Interview
Round 7
PPQ100)

I would like to explore
strange places.

Felt that you could not get
going?

Original Wording (if
modified)
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.

1. Strongly disagree
2.
3.
4.
5. Strongly agree

Original Response Options
(if modified)
1. Never
2. Some of the time
3. A moderate amount of
time
4. Most of the time

I like to explore strange
places.

1. Not at all true
2. A little bit true
3. Somewhat true
4. True
5. Very true

The question text was
modified to remove “would”
to eliminate unnecessary
wording

Response options were
changed from an agreement
scale to a truth scale to make
it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the truth
scale.

How true are the following Select one answer for each Introduction text was added
statements for you?
row
for clarity.

Current Question Wording Current Response Options Justification (if modified)
How often in the past week Select one answer for each The introduction text was
have you…
row
modified to reduce
unnecessary wording.
Felt that you could not get 1. Never
going?
2. Rarely
The response options were
3. Sometimes
modified to use terminology
4. Often
more appropriate for this age
5. Very often
group.

130

I like new and exciting
experiences, even if I have
to break the rules.

E09c.

Brief Sensation Modified
Seeking Scale
(Stephenson et
al. 2003)

Original Wording (if
modified)
I like to do frightening
things.

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E09b. Brief Sensation Modified
Seeking Scale
(Stephenson et
al. 2003)

1. Strongly disagree
2.
3.
4.
5. Strongly agree

Original Response Options
(if modified)
1. Strongly disagree
2.
3.
4.
5. Strongly agree
1. Not at all true
2. A little bit true
3. Somewhat true
4. True
5. Very true

Response options were
changed from an agreement
scale to a truth scale to make
it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the truth
scale.

I like new and exciting
experiences, even if I have
to break the rules.

1. Not at all true
2. A little bit true
3. Somewhat true
4. True
5. Very true

Response options were
changed from an agreement
scale to a truth scale to make
it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the truth
scale.

How true are the following Select one answer for each Introduction text was added
statements for you?
row
for clarity.

I like to do frightening
things.

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Introduction text was added
statements for you?
row
for clarity.

131

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E09d. Brief Sensation Modified
Seeking Scale
(Stephenson et
al. 2003)

Original Wording (if
modified)
I prefer friends who are
exciting and unpredictable.

Original Response Options
(if modified)
1. Strongly disagree
2.
3.
4.
5. Strongly agree
I prefer friends who are
1. Not at all true
exciting and unpredictable. 2. A little bit true
3. Somewhat true
4. True
5. Very true

Response options were
changed from an agreement
scale to a truth scale to make
it easier for students to
complete without changing
the intent of the question. The
introduction text was modified
to coincide with the truth
scale.

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Introduction text was added
statements for you?
row
for clarity.

132

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E10a. The MacArthur Modified
Scale of
Subjective
Social Status Youth Version
(Goodman,
2001)

Please place a large “X” on
the rung where you think
you stand at this time in
your life, relative to other
people in the United States.

Where would you place
yourself on this ladder?

At the top of the ladder are
the people who are the
best off—those who have
the most money, the most
education, and the most
respected jobs. At the
bottom are the people who
are the worst off—who
have the least money, lease
education, and the least
respected jobs or no job.
The higher up you are on
the ladder, the closer you
are to the people at the
very top; the lower you are,
the closer you are to the
people at the very bottom.

Original Wording (if
Original Response Options
modified)
(if modified)
Think of this ladder as
representing where people
stand in the United States.
Current Question Wording Current Response Options
Imagine that this ladder
Select one only
represents how American
society is set up.
1 (top of the ladder)
2
- At the top of the ladder
3
are the people who are the 4
best off--they have the
5
most money, the most
6
education, and the most
7
respected jobs.
8
9
- At the bottom are the
10 (bottom of the ladder)
people who are the worst
off--they have the least
[*NOTE: WE WILL VISUALLY
money, the least education, REPRESENT A LADDER
and the least respected
WITH 10 RUNGS, EACH OF
jobs.
WHICH WILL HAVE A
CORRESPONDING RADIO
Now think about your
BUTTON. THE STUDENT
family. Where would your WILL SELECT THE RADIO
family be on this ladder?
BUTTON THAT MATCHES
WHERE THEY THINK THEIR
Select the place on the
FAMILY WOULD BE ON THE
ladder that best represents LADDER.]
where your family would
be.

Question text was modified
from “Where would you place
yourself on this ladder?” to
“Where would your family be
on this ladder?” since factors
related to money, education,
and occupations are more
directly applicable to the
families/parents/guardians
that take care of the student
than for the students
themselves.

Justification (if modified)
Introduction text and question
text were modified to remove
unnecessary language and to
use terminology more
appropriate for this age group.

133

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E10b. The MacArthur Modified
Scale of
Subjective
Social Status Youth Version
(Goodman,
2001)

Please place a large “X” on
the rung where you think
you stand at this time in
your life, relative to other
people in your community.

Where would you place
yourself on this ladder?

Original Wording (if
Original Response Options
modified)
(if modified)
People define community in
different ways; please
define it in whatever way is
most meaningful to you. At
the top of the ladder are
the people who have the
highest standing in their
community. At the bottom
are the people who have
the lowest standing in their
community.
Current Question Wording Current Response Options
Now imagine the ladder
Select one only
represents how your school
is set up.
1 (top of the ladder)
2
- At the top of the ladder 3
are the students in your
4
school who have the most 5
respect, receive the highest 6
grades, and are the most
7
popular.
8
9
- At the bottom are the
10 (bottom of the ladder)
students who have the least
respect, receive the worst [*NOTE: WE WILL VISUALLY
grades, and are the least
REPRESENT A LADDER
popular.
WITH 10 RUNGS, EACH OF
WHICH WILL HAVE A
Where would you place
CORRESPONDING RADIO
yourself on this ladder?
BUTTON. THE STUDENT
WILL SELECT THE RADIO
Select the place on the
BUTTON THAT MATCHES
ladder that best represents WHERE THEY THINK THEIR
where you would be.
FAMILY WOULD BE ON THE
LADDER.]

Question text was modified
from being about students’
“community” to being about
students’ “school” to specify
the context of interest to the
research study and to improve
accuracy since students may
vary in how they define
community.

Justification (if modified)
Introduction text and question
text were modified to remove
unnecessary language and to
use terminology more
appropriate for this age group.

134

MGLS:2017 Student Survey

E11b.

New Item

Scale
(Oyserman,
Bybee, and
Terry, 2006)

New Item

MGLS
Item # Source
Status
E11a. In-Group
Modified
Connectedness

--I feel close to African
Americans

For the group “AfricanAmerican,” example items
are:

Social identity was
operationalized with a 4item in-group
connectedness scale.
Students filled in their main
racial-ethnic group and
then responded.

Original Wording (if
modified)
Oyserman, Bybee, and
Terry (2006) pg192 noted:

Original Response Options
(if modified)
* 5-point Like response (1strongly disagree, 5strongly agree)

How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
Other people judge you
2. Agree
based on your
3. Slightly agree
race/ethnicity.
4. Slightly disagree
5. Disagree
6. Strongly disagree

Current Question Wording Current Response Options
How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
You feel close to others
2. Agree
who share your
3. Slightly agree
race/ethnicity.
4. Slightly disagree
5. Disagree
6. Strongly disagree

The response options were
modified to a 6-point
agreement scale to increase
variable of responses.

Justification (if modified)
Question text was modified
from specifying a specific racial
or ethnic group to
“race/ethnicity” to be more
general.

135

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E11c. MADICS
(YouthSA,
9,202)
that you get in fights with
some kids because of your
race?

Original Wording (if
modified)
How often do you feel…

Original Response Options
(if modified)
1. Never
2. A couple times each year
3. A couple times each
month
4. Once or twice each week
5. Every day
Current Question Wording Current Response Options
How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
You get in fights with other 2. Agree
people because of your
3. Slightly agree
race/ethnicity.
4. Slightly disagree
5. Disagree
6. Strongly disagree

Question text was modified
from “some kids” to “other
people” to use terminology
more appropriate for this age
group. Question text was
modified from “race” to
“race/ethnicity” to be more
general to how students selfidentify.

Justification (if modified)
Response options were
changed from a frequency
scale to an agreement scale to
make it easier for students to
complete without changing
the intent of the question and
to be consistent with other
items used in the item series.
The introduction text was
modified to coincide with the
agreement scale.

136

MGLS:2017 Student Survey

MGLS
Item # Source
Status
E11d. MADICS
Modified
(YouthSA, 9,2b)

Original Response Options
(if modified)
1. Never
2. A couple times each year
that kids do not want to
3. A couple times each
hang out with you because month
of your race?
4. Once or twice each week
5. Every day

Original Wording (if
modified)
How often do you feel…
Current Question Wording Current Response Options
How much do you agree or Select one answer for each
disagree with the following row
statements?
1. Strongly agree
People do not want to hang 2. Agree
out with you because of
3. Slightly agree
your race/ethnicity.
4. Slightly disagree
5. Disagree
6. Strongly disagree

Question text was modified
from “kids” to “people” to use
terminology more appropriate
for this age group. Question
text was modified from “race”
to “race/ethnicity” to be more
general to how students selfidentify.

Justification (if modified)
Response options were
changed from a frequency
scale to an agreement scale to
make it easier for students to
complete without changing
the intent of the question and
to be consistent with other
items used in the item series.
The introduction text was
modified to coincide with the
agreement scale.

137

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
E12.
ECLS-K
(Teacher,
Grade 5; 28)

Original Wording (if
modified)
What is your gender?

Original Response Options
(if modified)
Current Question Wording Current Response Options
1. Male
How would you describe
Select all that apply
2. Female
your gender?
1. Male
2. Female
3. Transgender
4. Other
Specify____

Response options were
modified to be more inclusive
so that students can select
“transgender” or specify their
gender if they select the
“Other: (specify)” response
option.

Justification (if modified)
Modified wording in the
question text from “what is
your gender” to “how would
you describe your gender” to
use terminology more
appropriate for this age group.
Modified question text so that
students can select more than
one category.

138

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F01a. Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
They offer me a reward,
3.
such as money or a present 4. Very true for my parents

Original Wording (if
modified)
In response to good
grades…

Question text was modified
from “offer” to “give” use
terminology more appropriate
for this age group. Question
text was modified from
“money or a present” to
“present or gift” to focus
question on just non-monetary
gifts and to avoid confusion
with other items in the series.

Current Response Options Justification (if modified)
Select one for each row
Response options were
changed from a 4-point truth
1. Never
scale to a 5-point frequency
2. Rarely
scale to make it easier for
3. Sometimes
students to complete without
4. Often
changing the intent of the
When I get good grades my 5. Very often
question and increase
parents/guardians…
variability in responses. The
introduction text was modified
Give me a reward, like a
to coincide with the frequency
present or gift.
scale.

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive good grades in
school?

139

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F01b. Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)

1. Very untrue for my
parents

They give me more
allowance.

Original Wording (if
modified)
In response to good
grades…

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
3.
4. Very true for my parents

1. Never

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Select one for each row

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Select one for each row

Question text was modified
from “more allowance” to
“money or increase my
allowance” to further clarify
that the question is about
monetary gifts.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
When I get good grades my 4. Often
question and increase
parents/guardians…
5. Very often
variability in responses. The
introduction text was modified
Give me money or increase
to coincide with the frequency
my allowance.
scale.

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive good grades in
school?

140

Status

MGLS:2017 Student Survey

MGLS
Item # Source

4. Often

4. Very true for my parents

5. Very often

3. Sometimes

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Select one for each row

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Select one for each row

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Select one for each row

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
2. Rarely
Select one for each row

3

Original Wording (if
modified)
2

141

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F01c. Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
Take me to some place
3.
special, like out to dinner or 4. Very true for my parents
to a movie.

Original Wording (if
modified)
In response to good
grades…

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
When I get good grades my 4. Often
question and increase
parents/guardians…
5. Very often
variability in responses. The
introduction text was modified
Take me to some place
to coincide with the frequency
special, like out to dinner, a
scale.
movie, or an amusement
park.
Question text was modified to
include "an amusement park"
to be more inclusive of outings
appropriate for this age group.

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive good grades in
school?

142

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F01d. Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)
Giving more freedom to
make decisions

Original Wording (if
modified)
In response to good
grades…

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
3.
4. Very true for my parents

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
When I get good grades my 4. Often
question and increase
parents/guardians…
5. Very often
variability in responses. The
introduction text was modified
Give me more
to coincide with the frequency
opportunities to make
scale.
decisions for myself.
Question text was modified
from “freedom” to
“opportunities” to use
terminology more appropriate
for this age group. Question
text was modified to include
“for myself” to reflect aspects
of personal autonomy that
impact the students rather
than just more decisions in
general.

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive good grades in
school?

143

F01f.

Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F01e. Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)

Fewer restrictions

In response to good
grades…

1. Very untrue for my
parents
2.
3.
4. Very true for my parents

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
They know I can do well, so 3.
they encourage me to try 4. Very true for my parents
harder

Original Wording (if
modified)
In response to good
grades…

Question text was modified
from “fewer restrictions” to
“are less strict with me” to use
terminology more appropriate
for this age group.

Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
When I get good grades my 4. Often
question and increase
parents/guardians…
5. Very often
variability in responses. The
introduction text was modified
Are less strict with me.
to coincide with the frequency
scale.

How often do your
parents/guardians do the
following things when you
receive good grades in
school?

Question text was modified to
remove “they know I can do
well, so they” to reduce
unnecessary wording.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
When I get good grades my 4. Often
question and increase
parents/guardians…
5. Very often
variability in responses. The
introduction text was modified
Encourage me to try
to coincide with the frequency
harder.
scale.

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive good grades in
school?

144

F01h.

Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F01g. Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
3.
4. Very true for my parents

1. Very untrue for my
parents
2.
They tell me they are proud 3.
of me
4. Very true for my parents

In response to good
grades…

They tell me what a good
student I am

Original Wording (if
modified)
In response to good
grades…

Question text was modified to
reduce unnecessary wording

Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
When I get good grades my 4. Often
question and increase
parents/guardians…
5. Very often
variability in responses. The
introduction text was modified
Tell me they are proud of
to coincide with the frequency
me.
scale.

How often do your
parents/guardians do the
following things when you
receive good grades in
school?

Question text was modified to
reduce unnecessary wording

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
When I get good grades my 4. Often
question and increase
parents/guardians…
5. Very often
variability in responses. The
introduction text was modified
Tell me I am a good
to coincide with the frequency
student.
scale.

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive good grades in
school?

145

F01j.

New Item

New Item

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F01i.
Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
Saying that other grades
3.
should be as good and that 4. Very true for my parents
they should do even better

Original Wording (if
modified)
In response to good
grades…

Select one answer for each
row

Do something else when I
get good grades

1. Never
2. Rarely
3. Sometimes
When I get good grades my 4. Often
parents/guardians…
5. Very often

How often do your
parents/guardians do the
following things when you
receive good grades in
school?

Question text was modified to
remove “saying that other
grades should be as good” to
eliminate unnecessary
assumptions about students’
other grades.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
When I get good grades my 4. Often
question and increase
parents/guardians…
5. Very often
variability in responses. The
introduction text was modified
Say I should have done
to coincide with the frequency
even better.
scale.

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive good grades in
school?

146

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F02a. Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)
Reducing the allowance

Original Wording (if
modified)
In response to poor
grades…

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
3.
4. Very true for my parents

Reduce my allowance.

When I get bad grades my
parents/guardians…

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive bad grades in
school?

Question text was modified in
accordance to the new
introduction text.

Introduction text was modified
from “poor grades” to “bad
grades” to use terminology
more appropriate for this age
group.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
4. Often
question and increase
5. Very often
variability in responses. The
introduction text was modified
to coincide with the frequency
scale.

147

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F02b. Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)
Giving them less freedom
to make decisions

Original Wording (if
modified)
In response to poor
grades…

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
3.
4. Very true for my parents

Give me fewer
opportunities to make
decisions for myself.

When I get bad grades my
parents/guardians…

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive bad grades in
school?

Question text was modified in
accordance to the new
introduction text. Question
text was modified from “less
freedom” to “fewer
opportunities” to use
terminology more appropriate
for this age group. Question
text was modified to include
“for myself” to reflect aspects
of personal autonomy that
impact the students rather
than just more decisions in
general.

Introduction text was modified
from “poor grades” to “bad
grades” to use terminology
more appropriate for this age
group.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
4. Often
question and increase
5. Very often
variability in responses. The
introduction text was modified
to coincide with the frequency
scale.

148

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F02c. Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)
Increasing restrictions

Original Wording (if
modified)
In response to poor
grades…

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
3.
4. Very true for my parents

Are more strict with me.

When I get bad grades my
parents/guardians…

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive bad grades in
school?

Question text was modified
from “increasing instructions”
to “are more strict with me” to
use terminology more
appropriate for this age group.

Introduction text was modified
from “poor grades” to “bad
grades” to use terminology
more appropriate for this age
group.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
4. Often
question and increase
5. Very often
variability in responses. The
introduction text was modified
to coincide with the frequency
scale.

149

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F02d. Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)
Grounding them.

Original Wording (if
modified)
In response to poor
grades…

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
3.
4. Very true for my parents

Punish or ground me.

When I get bad grades my
parents/guardians…

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive bad grades in
school?

Question text was modified in
accordance to the new
introduction text. Question
text was modified to include
“punish” to further clarify the
type of parenting behavior of
interest.

Introduction text was modified
from “poor grades” to “bad
grades” to use terminology
more appropriate for this age
group.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
4. Often
question and increase
5. Very often
variability in responses. The
introduction text was modified
to coincide with the frequency
scale.

150

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F02e. Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)
Encouragement to try
harder

Original Wording (if
modified)
In response to poor
grades…

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
3.
4. Very true for my parents

Encourage me to try
harder.

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive bad grades in
school? When I get bad
grades my
parents/guardians…

Question text was modified in
accordance to the new
introduction text

Introduction text was modified
from “poor grades” to “bad
grades” to use terminology
more appropriate for this age
group.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
4. Often
question and increase
5. Very often
variability in responses. The
introduction text was modified
to coincide with the frequency
scale.

151

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F02f.
Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
They offer them a reward, 3.
such as money or a present, 4. Very true for my parents
if they do better next time

Original Wording (if
modified)
In response to poor
grades…

Question text was modified in
accordance to the new
introduction text

Introduction text was modified
from “poor grades” to “bad
grades” to use terminology
more appropriate for this age
group.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
4. Often
question and increase
5. Very often
variability in responses. The
Offer me a reward, such as
introduction text was modified
money or a present, if I do
to coincide with the frequency
better next time.
scale.

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive bad grades in
school? When I get bad
grades my
parents/guardians…

152

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F02g. Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)
Making them miserable.

Original Wording (if
modified)
In response to poor
grades…

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
3.
4. Very true for my parents

Make me feel bad.

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive bad grades in
school? When I get bad
grades my
parents/guardians…

Question text was modified in
accordance to the new
introduction text. Question
was modified from
“miserable” to “feel bad” to
use terminology more
appropriate for this age group.

Introduction text was modified
from “poor grades” to “bad
grades” to use terminology
more appropriate for this age
group.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
4. Often
question and increase
5. Very often
variability in responses. The
introduction text was modified
to coincide with the frequency
scale.

153

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F02h. Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)
Offers to help

Original Wording (if
modified)
In response to poor
grades…

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
3.
4. Very true for my parents

Offer to help me with my
school work.

When I get bad grades my
parents/guardians…

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive bad grades in
school?

Question text was modified to
include “with school work” to
specify the type of help of
interest.

Introduction text was modified
from “poor grades” to “bad
grades” to use terminology
more appropriate for this age
group.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
4. Often
question and increase
5. Very often
variability in responses. The
introduction text was modified
to coincide with the frequency
scale.

154

F02j.

New Item

New Item

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F02i.
Parental
Reaction to
Grades Scale
(Ginsburg and
Bronstein,
1993)

Original Response Options
(if modified)
1. Very untrue for my
parents
2.
Offers to find them a tutor 3.
4. Very true for my parents

Original Wording (if
modified)
In response to poor
grades…

Do something else when I
get bad grades

When I get bad grades my
parents/guardians…

How often do your
parents/guardians do the
following things when you
receive bad grades in
school?

Offer to find me a tutor.

When I get bad grades my
parents/guardians…

Current Question Wording
How often do your
parents/guardians do the
following things when you
receive bad grades in
school?

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Select one answer for each
row

Question text was modified in
accordance to the new
introduction text.

Introduction text was modified
from “poor grades” to “bad
grades” to use terminology
more appropriate for this age
group.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from a 4-point truth
scale to a 5-point frequency
1. Never
scale to make it easier for
2. Rarely
students to complete without
3. Sometimes
changing the intent of the
4. Often
question and increase
5. Very often
variability in responses. The
introduction text was modified
to coincide with the frequency
scale.

155

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F03a. PSI II:
Autonomygranting Scale
(Darling and
Toyokawa,
1997)
My mother tells me that
her ideas are correct and
that I shouldn’t question
them.

Original Wording (if
modified)
How much do you agree or
disagree with this
sentence?

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. I’m in between
4. Agree
5. Strongly agree

Question text was modified
from “tells me that her ideas
are correct” to “they are right”
to use terminology more
appropriate for this age group.

The introduction and question
text were modified to be
about “parents/guardians”
rather than a specific parent.

Current Question Wording Current Response Options Justification (if modified)
How often do your
Select one answer for each Response options were
parents/guardians…
row
changed from an agreement
scale to a frequency scale to
Tell you that they are right 1. Never
make it easier for students to
and that you should not
2. Rarely
complete without changing
question them?
3. Sometimes
the intent of the question. The
4. Often
introduction text was modified
5. Very often
to coincide with the frequency
6. Always
scale.

156

F03c.

PSI II:
Autonomygranting Scale
(Darling and
Toyokawa,
1997)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F03b. PSI II:
Autonomygranting Scale
(Darling and
Toyokawa,
1997)

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. I’m in between
4. Agree
5. Strongly agree

How much do you agree or 1. Strongly disagree
disagree with this
2. Disagree
sentence?
3. I’m in between
4. Agree
My mother gives me a lot 5. Strongly agree
of freedom.

My mother respects my
privacy.

Original Wording (if
modified)
How much do you agree or
disagree with this
sentence?

The introduction and question
text were modified to be
about “parents/guardians”
rather than a specific parent.

Select one answer for each Response options were
row
changed from an agreement
scale to a frequency scale to
Give you a lot of freedom? 1. Never
make it easier for students to
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
4. Often
introduction text was modified
5. Very often
to coincide with the frequency
6. Always
scale.

How often do your
parents/guardians…

The introduction and question
text were modified to be
about “parents/guardians”
rather than a specific parent.

Current Question Wording Current Response Options Justification (if modified)
How often do your
Select one answer for each Response options were
parents/guardians…
row
changed from an agreement
scale to a frequency scale to
Respect your privacy?
1. Never
make it easier for students to
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
4. Often
introduction text was modified
5. Very often
to coincide with the frequency
6. Always
scale.

157

F03e.

PSI II:
Autonomygranting Scale
(Darling and
Toyokawa,
1997)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F03d. PSI II:
Autonomygranting Scale
(Darling and
Toyokawa,
1997)

How much do you agree or 1. Strongly disagree
disagree with this
2. Disagree
sentence?
3. I’m in between
4. Agree
My mother believes I have 5. Strongly agree
a right to my own point of
view.

Original Response Options
(if modified)
1. Strongly disagree
2. Disagree
3. I’m in between
4. Agree
My mother makes most of 5. Strongly agree
the decisions about what I
can do.

Original Wording (if
modified)
How much do you agree or
disagree with this
sentence?

The introduction and question
text were modified to be
about “parents/guardians”
rather than a specific parent.

Select one answer for each Response options were
row
changed from an agreement
scale to a frequency scale to
Believe you have a right to 1. Never
make it easier for students to
your own point of view?
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
4. Often
introduction text was modified
5. Very often
to coincide with the frequency
6. Always
scale.

How often do your
parents/guardians…

The introduction and question
text were modified to be
about “parents/guardians”
rather than a specific parent.

Current Question Wording Current Response Options Justification (if modified)
How often do your
Select one answer for each Response options were
parents/guardians…
row
changed from an agreement
scale to a frequency scale to
Make most of the decisions 1. Never
make it easier for students to
about what you can do?
2. Rarely
complete without changing
3. Sometimes
the intent of the question. The
4. Often
introduction text was modified
5. Very often
to coincide with the frequency
6. Always
scale.

158

MGLS:2017 Student Survey

MGLS
Item # Source
Status
F04a. Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge Scale
(Kerr and
Statin, 2000)
*response scale not
specified.

Know what you do during
your free time?

Original Wording (if
modified)
Do your parents:

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
How often do your
Select one answer for each A frequency scale was selected
parents/guardians…
row
to make it easier for students
to complete without changing
Know what you do during 1. Never
the intent of the question. The
your free time?
2. Rarely
introduction text was modified
3. Sometimes
to coincide with the frequency
4. Often
scale.
5. Very often
6. Always
The introduction text was
modified from “parents” to
“parents/guardians” to be
more inclusive of the type of
caregivers that students have.

159

MGLS:2017 Student Survey

MGLS
Item # Source
Status
F04b. Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge Scale
(Kerr and
Statin, 2000)

Question text was modified to
remove “usually” as this would
be captured in the frequency
scale. Question text was
modified to be about the
amount of homework as this is
an area of interest to the
study.

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
How often do your
Select one answer for each A frequency scale was selected
parents/guardians…
row
to make it easier for students
Usually know what type of
to complete without changing
homework you have?
Know how much
1. Never
the intent of the question. The
homework you have?
2. Rarely
introduction text was modified
*response scale not
3. Sometimes
to coincide with the frequency
specified.
4. Often
scale.
5. Very often
6. Always
The introduction text was
modified from “parents” to
“parents/guardians” to be
more inclusive of the type of
caregivers that students have.

Original Wording (if
modified)
Do your parents:

160
*response scale not
specified.

Usually know when you
have an exam or paper due
at school?

Know when you have an
exam or paper due at
school?

Question text was modified to
remove “usually” as this would
be captured in the frequency
scale.

Select one answer for each A frequency scale was selected
row
to make it easier for students
to complete without changing
1. Never
the intent of the question. The
2. Rarely
introduction text was modified
3. Sometimes
to coincide with the frequency
4. Often
scale.
5. Very often
6. Always
The introduction text was
modified from “parents” to
“parents/guardians” to be
more inclusive of the type of
caregivers that students have.

Do your parents:

F04d.

How often do your
parents/guardians…

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
How often do your
Select one answer for each A frequency scale was selected
parents/guardians…
row
to make it easier for students
Know what you spend your
to complete without changing
money on?
Know what you spend your 1. Never
the intent of the question. The
money on?
2. Rarely
introduction text was modified
*response scale not
3. Sometimes
to coincide with the frequency
specified.
4. Often
scale.
5. Very often
6. Always
The introduction text was
modified from “parents” to
“parents/guardians” to be
more inclusive of the type of
caregivers that students have.

Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge Scale
(Kerr and
Statin, 2000)

Original Wording (if
modified)
Do your parents:

MGLS:2017 Student Survey

MGLS
Item # Source
Status
F04c. Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge Scale
(Kerr and
Statin, 2000)

161

MGLS:2017 Student Survey

MGLS
Item # Source
Status
F04e. Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge Scale
(Kerr and
Statin, 2000)
*response scale not
specified.

Know how you do in
different subjects at
school?

Original Wording (if
modified)
Do your parents:

Question text was modified to
“Know what your school
grades are” to utilize
terminology more appropriate
for this age group.

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
How often do your
Select one answer for each A frequency scale was selected
parents/guardians…
row
to make it easier for students
to complete without changing
Know what your school
1. Never
the intent of the question. The
grades are?
2. Rarely
introduction text was modified
3. Sometimes
to coincide with the frequency
4. Often
scale.
5. Very often
6. Always
The introduction text was
modified from “parents” to
“parents/guardians” to be
more inclusive of the type of
caregivers that students have.

162

MGLS:2017 Student Survey

MGLS
Item # Source
Status
F05a. Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge Scale
(Kerr and
Statin, 2000)
think and feel about various
things)?

Original Wording (if
modified)
Do you spontaneously tell
your parents about your
friends (which friends you
hang out with and how
they

Original Response Options
(if modified)
1. no, not at all/ never
2.
3.
4.
5. yes, fully/almost always
Current Question Wording Current Response Options
How often do you…
Select one answer for each
row
Tell your parents/guardians
about your friends without 1. Never
them asking (for example, 2. Rarely
which friends you hang out 3. Sometimes
with and how your friends 4. Often
feel about various things)? 5. Very often
6. Always

The response options were
modified to use a frequency
scale similar to what is used
with other items in the
questionnaire

The question text was
modified from “parents” to
“parents/guardians” to be
more inclusive of the type of
caregivers that students have.
The question text was
modified from
“spontaneously” to “without
them asking” to use
terminology more appropriate
for this age group. The
example in the question text
was modified to reduce
unnecessary wording

Justification (if modified)
Introduction text was added to
this item series to reduce
wording in the question text.

163

MGLS:2017 Student Survey

MGLS
Item # Source
Status
F05b
Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge Scale
(Kerr and
Statin, 2000)

Original Wording (if
modified)
How often do you usually
want to tell your parents
about school (how each
subject is going; your
relationships with
teachers)?

Original Response Options
(if modified)
1. Never/not at all
2.
3.
4.
5. Always/Very much
Current Question Wording Current Response Options
How often do you…
Select one answer for each
row
Tell your parents/guardians
about school without them 1. Never
asking (for example, how
2. Rarely
each subject is going or
3. Sometimes
your relationships with
4. Often
teachers)?
5. Very often
6. Always

The response options were
modified to use a frequency
scale similar to what is used
with other items in the
questionnaire.

The question text was
modified from “parents” to
“parents/guardians” to be
more inclusive of the type of
caregivers that students have.
The question text was
modified from “usually want
to” to “without them asking”
to use terminology more
appropriate for this age group.

Justification (if modified)
Introduction text was added to
this item series to reduce
wording in the question text.

164

MGLS:2017 Student Survey

F06a.

MADICS
(YouthFFI,
7,2b)

Modified

MGLS
Item # Source
Status
F05c. Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge Scale
(Kerr and
Statin, 2000)

Original Response Options
(if modified)
1. Never/not at all
2.
3.
4.
5. Always/Very much

Please tell me how much
1. Strongly agree
you agree or disagree with 2. Agree
the following statements. 3. Neither agree nor
disagree
There are a lot of adults in 4. Disagree
this neighborhood that you 5. Strongly disagree
would like to be like when
you grow up.

Original Wording (if
modified)
Do you keep a lot of secrets
from your parents about
what you do during your
free time?

The response options were
modified to use a frequency
scale similar to what is used
with other items in the
questionnaire.

The question text was
modified from “parents” to
“parents/guardians” to be
more inclusive of the type of
caregivers that students have.

Justification (if modified)
Introduction text was added to
this item series to reduce
wording in the question text.

How true are the following Select one answer for each Response options were
statements for you?
row
changed from an agreement
scale to a truth scale to make
There are a lot of adults in 1. Not at all true
it easier for students to
my neighborhood who I
2. A little bit true
complete without changing
want to be like when I grow 3. Somewhat true
the intent of the question. The
up.
4. True
introduction text and question
5. Very true
text were modified to coincide
with the truth scale.

Current Question Wording Current Response Options
How often do you…
Select one answer for each
row
Keep a lot of secrets from
your parents/guardians
1. Never
about what you do during 2. Rarely
your free time?
3. Sometimes
4. Often
5. Very often
6. Always

165

F06d.

F06c.

NLSY:79 (1994, Modified
Child SelfAdministered
Supplement;
C13653.00)

MADICS
Modified
(YouthFFI, 7,2f)

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
F06b. MADICS
(YouthFFI,
7,2e)

How safe child feels walking 1. Very safe
and playing in the
2. Reasonably safe
neighborhood.
3. Somewhat safe
4. Very unsafe

Please tell me how much
1. Strongly agree
you agree or disagree with 2. Agree
the following statements. 3. Neither agree nor
disagree
You can count on people in 4. Disagree
your neighborhood to help 5. Strongly disagree
you if you need it.

Original Response Options
(if modified)
1. Strongly agree
2. Agree
3. Neither agree nor
disagree
You want to get away from 4. Disagree
this neighborhood as soon 5. Strongly disagree
as you can.

Original Wording (if
modified)
Please tell me how much
you agree or disagree with
the following statements.

How true are the following Select one answer for each Response options were
statements for you?
row
changed from a safe scale to a
truth scale to make it easier
I feel very safe walking and 1. Not at all true
for students to complete
playing in my
2. A little bit true
without changing the intent of
neighborhood.
3. Somewhat true
the question. The introduction
4. True
text was modified to coincide
5. Very true
with the frequency scale.

How true are the following Select one answer for each Response options were
statements for you?
row
changed from an agreement
scale to a truth scale to make
I can count on people in my 1. Not at all true
it easier for students to
neighborhood to help me if 2. A little bit true
complete without changing
I need it.
3. Somewhat true
the intent of the question. The
4. True
introduction text and question
5. Very true
text were modified to coincide
with the truth scale.

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Response options were
statements for you?
row
changed from an agreement
scale to a truth scale to make
I want to get away from my 1. Not at all true
it easier for students to
neighborhood as soon as I 2. A little bit true
complete without changing
can.
3. Somewhat true
the intent of the question. The
4. True
introduction text and question
5. Very true
text were modified to coincide
with the truth scale.

166

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
G01a. ELS:2002
(Student,
Baseline; 54a)
a. Being successful in my
line of work

Original Wording (if
modified)
How important is each of
the following to you in your
life?

Original Response Options
(if modified)
1. Not important
2. Somewhat important
3. Very important

Be successful in the job I
have.

Current Question Wording
How much do you agree or
disagree with the following
statements? When I
become an adult, it will be
important for me to…

Question text was modified
from “my line of work” to “the
job I have” to use terminology
more appropriate for this age
group.

Introduction text was modified
to include, “when I become an
adult” to further orient
students to think about their
future.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from an importance
scale to an agreement scale to
1. Strongly agree
make it easier for students to
2. Agree
complete without changing
3. Slightly agree
the intent of the question. The
4. Slightly disagree
introduction text and question
5. Disagree
text were modified to coincide
6. Strongly disagree
with the agreement scale.

167

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
G01b. ELS:2002
(Student,
Baseline; 54b)
b. Finding the right person
to marry and having a
happy family life

Original Wording (if
modified)
How important is each of
the following to you in your
life?

Original Response Options
(if modified)
1. Not important
2. Somewhat important
3. Very important

Question text was modified to
be more inclusive of the
different types of relationships
students may want in the
future.

Introduction text was modified
to include, “when I become an
adult” to further orient
students to think about their
future.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from an importance
scale to an agreement scale to
1. Strongly agree
make it easier for students to
2. Agree
complete without changing
3. Slightly agree
the intent of the question. The
Find the right person to be 4. Slightly disagree
introduction text and question
with and have a happy life 5. Disagree
text were modified to coincide
together.
6. Strongly disagree
with the agreement scale.

Current Question Wording
How much do you agree or
disagree with the following
statements? When I
become an adult, it will be
important for me to…

168

G01d.

ELS:2002
(Student,
Baseline; 54d)

Modified

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
G01c. ELS:2002
(Student,
Baseline; 54c)

Original Response Options
(if modified)
1. Not important
2. Somewhat important
3. Very important

d. Having strong friendships

How important is each of 1. Not important
the following to you in your 2. Somewhat important
life?
3. Very important

c. Having lots of money

Original Wording (if
modified)
How important is each of
the following to you in your
life?

Have strong friendships.

How much do you agree or
disagree with the following
statements? When I
become an adult, it will be
important for me to…

Have lots of money.

Current Question Wording
How much do you agree or
disagree with the following
statements? When I
become an adult, it will be
important for me to…

Introduction text was modified
to include, “when I become an
adult” to further orient
students to think about their
future.

Select one answer for each Response options were
row
changed from an importance
scale to an agreement scale to
1. Strongly agree
make it easier for students to
2. Agree
complete without changing
3. Slightly agree
the intent of the question. The
4. Slightly disagree
introduction text and question
5. Disagree
text were modified to coincide
6. Strongly disagree
with the agreement scale.

Introduction text was modified
to include, “when I become an
adult” to further orient
students to think about their
future.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from an importance
scale to an agreement scale to
1. Strongly agree
make it easier for students to
2. Agree
complete without changing
3. Slightly agree
the intent of the question. The
4. Slightly disagree
introduction text and question
5. Disagree
text were modified to coincide
6. Strongly disagree
with the agreement scale.

169

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
G01e. ELS:2002
(Student,
Baseline; 54f)
f. Helping other people in
my community

Original Wording (if
modified)
How important is each of
the following to you in your
life?

Original Response Options
(if modified)
1. Not important
2. Somewhat important
3. Very important

Help other people in my
community.

Current Question Wording
How much do you agree or
disagree with the following
statements? When I
become an adult, it will be
important for me to…

Introduction text was modified
to include, “when I become an
adult” to further orient
students to think about their
future.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from an importance
scale to an agreement scale to
1. Strongly agree
make it easier for students to
2. Agree
complete without changing
3. Slightly agree
the intent of the question. The
4. Slightly disagree
introduction text and question
5. Disagree
text were modified to coincide
6. Strongly disagree
with the agreement scale.

170

Status
Modified

MGLS:2017 Student Survey

MGLS
Item # Source
G01f. ELS:2002
(Student,
Baseline; 54o)
o. Getting a good education

Original Wording (if
modified)
How important is each of
the following to you in your
life?

Original Response Options
(if modified)
1. Not important
2. Somewhat important
3. Very important

Have a good education.

Current Question Wording
How much do you agree or
disagree with the following
statements? When I
become an adult, it will be
important for me to…

Question text was modified
from “getting a” to “have” to
clarify that students should
focus on how they see
themselves in the future
(rather than saying in the
future they will want to get a
good education).

Introduction text was modified
to include, “when I become an
adult” to further orient
students to think about their
future.

Current Response Options Justification (if modified)
Select one answer for each Response options were
row
changed from an importance
scale to an agreement scale to
1. Strongly agree
make it easier for students to
2. Agree
complete without changing
3. Slightly agree
the intent of the question. The
4. Slightly disagree
introduction text and question
5. Disagree
text were modified to coincide
6. Strongly disagree
with the agreement scale.

171

MGLS:2017 Student Survey

MGLS
Item # Source
Status
G02.
HSLS:09
Modified
(Student,
Baseline; Sect.
G)

Original Wording (if
modified)
As things stand now, how
far in school do you think
you will get?

Original Response Options
(if modified)
1=Less than high school
2=High school diploma or
GED
3=Start but not complete
an Associate’s degree
4=Complete an Associate’s
degree
5=Start but not complete a
Bachelor’s degree
6=Complete a Bachelor’s
degree
7=Start but not complete a
Master’s degree
8= Complete a Master’s
degree
9=Start but not complete a
Ph.D., M.D., law degree, or
other high level
professional degree
10=Complete a Ph.D., M.D.,
law degree, or other high
level professional degree
11=Don’t know
Current Question Wording Current Response Options
As things stand now, how Select one only
far in school do you think
you will go?
1. Won’t finish high school.
2. Will graduate from high
school, but won’t go any
further.
3. Will go to a technical or
trade school after high
school.
4. Will attend college.
5. Will graduate from
college.
6. Will attend a higher level
of school after graduating
from college.
7. Don’t know.

Justification (if modified)
Response options were
modified or collapsed for
clarity and to use terminology
more appropriate for this age
group.

172

How sure are you that you
will go on to college to
pursue a Bachelor’s degree
after you leave high school?

G03b.

HSLS:09
Modified
(Student,
Baseline; Sect.
G)

Original Wording (if
modified)
How sure are you that you
will graduate from high
school?

MGLS:2017 Student Survey

MGLS
Item # Source
Status
G03a. HSLS:09
Modified
(Student,
Baseline; Sect.
F)

1=Very sure you’ll go
2=You’ll probably go
3=You probably won’t go
4=Very sure you won’t go

Original Response Options
(if modified)
1=Very sure you’ll graduate
2=You’ll probably graduate
3=You probably won’t
graduate
4=Very sure you won’t
graduate

In the question text, "to
pursue a Bachelor's degree
after you leave high school"
was removed to increase
clarity and reduce burden.

How true are the following Select one answer for each Response options were
statements for you?
row
changed from a 4-point
certainty scale to a 5-point
I will go to college.
1. Not at all true
truth scale to make it easier
2. A little bit true
for students to complete
3. Somewhat true
without changing the intent of
4. True
the question and increase
5. Very true
variation in responses. The
introduction text and question
text were modified to coincide
with the truth scale.

Current Question Wording Current Response Options Justification (if modified)
How true are the following Select one answer for each Response options were
statements for you?
row
changed from a 4-point
certainty scale to a 5-point
I will graduate from high
1. Not at all true
truth scale to make it easier
school.
2. A little bit true
for students to complete
3. Somewhat true
without changing the intent of
4. True
the question and increase
5. Very true
variation in responses. The
introduction text and question
text were modified to coincide
with the truth scale.

173

MGLS:2017 Student Survey

MGLS
Item # Source
Status
G04.
HSLS:09
Modified
(Student,
Baseline; Sect.
E)

Original Wording (if
modified)
Since the beginning of the
last school year (20082009), which of the
following people have you
talked with about which
math courses to take this
year?

Original Response Options
(if modified)
1. Your mother or female
guardian
2. Your father or male
guardian
3. Your friends
4. A favorite teacher
5. A school counselor
6. None of these people
Current Question Wording
Since the beginning of this
school year, have you
talked with any of the
following people about
what math courses to take
next year?

Current Response Options Justification (if modified)
Select all that apply
The time referent was
changed from “..the last school
1. My mother or female
year” to “… this school year”
guardian
to have a more recent time
2. My father or male
period and to focus on courses
guardian
for next year to reduce burden
3. My friends
and increase accuracy of
4. A teacher
recall. Introduction text was
5. A school counselor
modified to improve the clarity
6. I have talked to someone of language.
else
Specify: _____
Response options were
7. I have not talked to
modified to improve the clarity
anyone about this
of language and a response
option was added to more
accurately reflect who the
student may speak to about
this topic.

174

MGLS:2017 Student Survey

MGLS
Item # Source
Status
G05.
HSLS:09
Modified
(Student,
Baseline; Sect.
E)

Original Wording (if
modified)
Since the beginning of the
last school year (20082009), which of the
following people have you
talked with about going to
college?

Original Response Options
(if modified)
1. Your mother or female
guardian
2. Your father or male
guardian
3. Your friends
4. A favorite teacher
5. A school counselor
6. None of these people
Current Question Wording
Since the beginning of this
school year, have you
talked with any of the
following people about
going to college?

Current Response Options Justification (if modified)
Select all that apply
The time referent was
changed from “..the last school
1. My mother or female
year” to “… this school year”
guardian
to have a more recent time
2. My father or male
period and to focus on courses
guardian
for next year to reduce burden
3. My friends
and increase accuracy of
4. A teacher
recall. Introduction text was
5. A school counselor
modified to improve the clarity
6. I have talked to someone of language.
else
Specify: _____
Response options were
7. I have not talked to
modified to improve the clarity
anyone about this
of language and a response
option was added to more
accurately reflect who the
student may speak to about
this topic.

175

MGLS:2017 Student Survey

MGLS
Item # Source
Status
G06.
HSLS:09
Modified
(Student,
Baseline; Sect.
E)

Original Wording (if
modified)
Since the beginning of the
last school year (20082009), which of the
following people have you
talked with about possible
jobs or careers when you
are an adult?

Original Response Options
(if modified)
1. Your mother or female
guardian
2. Your father or male
guardian
3. Your friends
4. A favorite teacher
5. A school counselor
6. None of these people
Current Question Wording
Since the beginning of this
school year, have you
talked with any of the
following people about
possible jobs or careers
when you are an adult?

Current Response Options Justification (if modified)
Select all that apply
The time referent was
changed from “..the last school
1. My mother or female
year” to “… this school year”
guardian
to have a more recent time
2. My father or male
period and to focus on courses
guardian
for next year to reduce burden
3. My friends
and increase accuracy of
4. A teacher
recall. Introduction text was
5. A school counselor
modified to improve the clarity
6. I have talked to someone of language.
else
Specify: _____
Response options were
7. I have not talked to
modified to improve the clarity
anyone about this
of language and a response
option was added to more
accurately reflect who the
student may speak to about
this topic.

176

New Item

New Item

A04a.

A04b.

New Item

New Item

A03.

New Item

New Item

New Item

Status

C.4.2 Parent Survey Items

MGLS Source
Item #
A02.
New Item

Original Wording (if
modified)

1. Yes
2. No

Please enter your full name. 1 First name:
[___________________]
2 Middle name:
[_________________ ]
3 Last name:
[___________________ ]

“Current Info:
[RFNAME]
[RMNAME]
[RLNAME]”}

1 First name:
[___________________]
2 Middle name:
“Make corrections to name [_________________ ]
below or press enter to
3 Last name:
accept
[___________________ ]
first/middle/last name.”}

Is the spelling of your full
name correct?

Are you the parent,
guardian, or person in this
household who knows the
most about {CFNAME}'s
development, schooling,
and home life?

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
Are you {RFNAME TAKEN
1. Yes
FROM CONSENT FORM}?
2. No

177

A06.

New Item

New Item

New Item

A05b.

New Item

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
A05a. ECLS-K:2011
(Parent, K;
INQ004)

Original Wording (if
Original Response Options
modified)
(if modified)
May I please speak with the
parent or guardian in the
household who knows the
most about {CHILD}'s care,
education, and health?

The MGLS:2017 team
would like to contact the
parent, guardian, or person
in the household who
knows the most about
{CFNAME}'s development,
schooling, and home life.
Please enter the contact
information for this person
now and a team member
will be in touch soon.

1. First Name:
[___________________]
2. Last Name:
[___________________]
3. Phone:
[___________________]
4. Email:
[___________________]

Great! Please select Next 1. Next
to be taken back to the
2. Save and Come Back
introductory page of this
Later
questionnaire and
ask him or her to begin
from there. Thank you very
much!

Current Question Wording Current Response Options
Is the parent, guardian, or 1. Yes
person in this household
2. No
who knows the most about
{CFNAME}'s development,
schooling, and home life
available to complete this
questionnaire?

Justification (if modified)
The text was revised for the
mixed-mode approach that
will be taken with this
questionnaire.

178

ECLS-K:2011
(Parent, K;
INQ100)

A10.

Modified

Modified

Unchanged

ECLS-K:2011
(Parent, K;
INQ060a)
FACES (2003,
Parent
Interview;
SC11)

A08.

A09.

Unchanged

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
A07.
ECLS-K:2011
(Parent, K;
INQ060a)

Is this correct?

{STREET ADDRESS1}
{STREET ADDRESS2}
{CITY} {ST} {ZIP CODE}

I have recorded that
{CHILD}'s home address is:

What is [CHILD]’s birth
date?

Original Wording (if
modified)

1. Male
2. Female

{STREET ADDRESS1}
{STREET ADDRESS2}
{CITY} {ST} {ZIP CODE}

Make corrections to
address below or press
Next to accept it.

Is the following home
address for {CFNAME}
correct?

1. Street address1:
[___________________]
2. Street address2:
[___________________]
3. City:
[___________________]
4. State:
[___________________]
5. Zip code:
[___________________]

The text was revised for the
mixed-mode approach that
will be taken with this
questionnaire.

Response options modified
from an open-ended format to
a format where parents can
select the child's birth date
month, day, and year, using
drop down menus.

Current Response Options Justification (if modified)
1 First name:
[___________________]
2 Middle name:
[_________________ ]
3 Last name:
[___________________ ]

_______/______ /20 _____ What is {CFNAME}’s date of 1. Month: ____ (January to
MONTH DAY YEAR
birth?
December)
2. Day: ____ (1 to 31)
3. Year: ____ (2000 to
2009)

What is {CFNAME}'s sex?

Current Info:
[CFNAME]
[CMNAME]
[CLNAME]

Make corrections to name
below or press Next to
accept first/middle/last
name.

Original Response Options
(if modified)
Current Question Wording
Is this spelling of
{CFNAME}'s full name
correct?

179

B02b.

ECLS-K:2011
(Parent, K;
FSQ.020)

Modified

Modified

B02a.

ECLS-K:2011
(Parent, K;
FSQ.020)

New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
B01.
New Item

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

{How old {are you/is
{NAME}}?}

Original Wording (if
modified)

a. What is this person’s
age?

Please tell us a little bit
Age [SELECT FROM DROP
about the members of your DOWN: 0-99 or older]
household. If you are not
sure of something, your
best guess is fine.

b. What is this person’s
sex?

This question was revised to
accomodate a mixed-mode
approach (web selfadministered and interview) to
be captured in a table across
all household members. Text
has been revised to highlight
other questions that will be
filled in within the table from
the same Source (name, age,
sex, ethnicity, race, and
relationship to child).

This question was revised to
accomodate a mixed-mode
approach (web selfadministered and interview) to
be captured in a table across
all household members. Text
has been revised to highlight
other questions that will be
filled in within the table from
the same Source (name, age,
sex, ethnicity, race, and
relationship to child).

Current Response Options Justification (if modified)
1. First name:
___________________
[ENTER TEXT]
2. Last name:
___________________
[ENTER TEXT]

PROBE: Anyone else (living Please tell us a little bit
1. Male
in this household)?
about the members of your 2. Female
household. If you are not
sure of something, your
best guess is fine.

{ENTER ZERO IF PERSON’S
AGE IS LESS THAN ONE
YEAR.}

Original Response Options
(if modified)
Current Question Wording
In addition to you and
{CFNAME}, who else lives in
your household? To add
another name, click the
“Add household member”
button. When you are
done, click the “Done”
button.

180

B02d.

ECLS-K:2011
(Parent, K;
FSQ.195)

Modified

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
B02c. ECLS-K:2011
(Parent, K;
FSQ.190)

{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.

Original Wording (if
modified)
{Are you/Is {NAME}}
Hispanic or Latino?}

1 AMERICAN INDIAN OR
ALASKA NATIVE
2 ASIAN
3 BLACK OR AFRICAN
AMERICAN
4 NATIVE HAWAIIAN OR
OTHER PACIFIC ISLANDER
5 WHITE

d. Which of the following
choices describes this
person’s race? You may
choose more than one.

Please tell us a little bit
about the members of your
household. If you are not
sure of something, your
best guess is fine.

c. Is this person Hispanic or
Latino/Latina?

Original Response Options
(if modified)
Current Question Wording
1 YES
Please tell us a little bit
2 NO
about the members of your
household. If you are not
sure of something, your
best guess is fine.

1. White
2. Black or African
American
3. Asian
4. Native Hawaiian or other
Pacific Islander
5. American Indian or
Alaska Native

Current Response Options
1. Yes, this person is
Hispanic or Latino/Latina
2. No, this person is not
Hispanic or Latino/Latina

This question was revised to
accomodate a mixed-mode
approach (web selfadministered and interview) to
be captured in a table across
all household members. Text
has been revised to highlight
other questions that will be
filled in within the table from
the same Source (name, age,
sex, ethnicity, race, and
relationship to child).

Also, Latina was added to be
more inclusive of males and
females.

Justification (if modified)
This question was revised to
accomodate a mixed-mode
approach (web selfadministered and interview) to
be captured in a table across
all household members. Text
has been revised to highlight
other questions that will be
filled in within the table from
the same Source (name, age,
sex, ethnicity, race, and
relationship to child).

181

MGLS:2017 Parent Survey

B02f.

ECLS-K:2011
(Parent, K;
FSQ.130)

Modified

MGLS Source
Status
Item #
B02e. HSLS:09
Modified
(Student,
Baseline; Sect.
A)

Original Response Options
(if modified)
1. Mexican,
Mexican‐American, Chicano
2.Cuban
3. Dominican
4. Puerto Rican
5. Central American such as
Guatemalan, Salvadoran,
Nicaraguan, Costa Rican,
Panamanian, or Honduran
6. South American such as
Colombian, Argentine, or
Peruvian
7. Other Hispanic or Latino
or Latina

What {is your/is {NAME}'s} 1. Mother/Female guardian
relationship to {CHILD}?
2. Father/Male guardian
3. Sister
4. Brother
5. Girlfriend or partner of
{CHILD}'s Parent/Guardian
6. Boyfriend or partner of
{CHILD}'s Parent/Guardian
7. Grandmother
8. Grandfather
9. Aunt
10. Uncle
11. Cousin
12. Other relative
13. Other non-relative

Original Wording (if
modified)
Which of the following are
you?

1. Mother/Female guardian
2. Father/Male guardian
3. Sister
4. Brother
5. Girlfriend or partner of
[CFNAME]’s
f. What is this person’s
parent/guardian
relationship to [CFNAME]? 6. Boyfriend or partner of
[CFNAME]’s
parent/guardian
7. Grandmother
8. Grandfather
9. Aunt
10. Uncle
11. Cousin
12. Other relative or nonrelative

Please tell us a little bit
about the members of your
household. If you are not
sure of something, your
best guess is fine.

Current Response Options
1. Mexican, MexicanAmerican, or Chicano
2. Cuban
3. Dominican
4. Puerto Rican
5. Central American
e. Which of the following
6. South American
best describes this person? 7. Other (please specify)
8. Asian Indian
9. Chinese
10. Filipino
11. Japanese
12. Korean
13. Vietnamese
14. Other (please specify)

Current Question Wording
Please tell us a little bit
about the members of your
household. If you are not
sure of something, your
best guess is fine.

This question was revised to
accomodate a mixed-mode
approach (web selfadministered and interview) to
be captured in a table across
all household members. Text
has been revised to highlight
other questions that will be
filled in within the table from
the same Source (name,
gendersex, ethnicity, race, and
relationship to child).

Justification (if modified)
This question was revised to
accomodate a mixed-mode
approach (web selfadministered and interview) to
be captured in a table across
all household members. Text
has been revised to highlight
other questions that will be
filled in within the table from
the same Source (name, age,
sex, ethnicity, race, and
relationship to child).

182

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
B02g. ECLS-K:2011
(Parent, K;
FSQ.140)
ECLS-K:2011
(Parent, K;
FSQ.150)
ECLS-K:2011
(Parent, K;
FSQ.160)
ECLS-K:2011
(Parent, K;
FSQ.170)
ECLS-K:2011
(Parent, K;
FSQ.180)

Original Wording (if
modified)
{Are you/Is {NAME}}
{CHILD}'s …

Original Response Options
(if modified)
1. Birth mother
2. Adoptive mother
3. Step mother
4. Foster mother or female
guardian
5. Other female parent or
guardian
g. Which of the following
best describes this
relationship with
[CFNAME]?

Current Question Wording
Please tell us a little bit
about the members of your
household. If you are not
sure of something, your
best guess is fine.

1. Girlfriend or partner of
[CFNAME]’s
parent/guardian
2. Boyfriend or partner of
[CFNAME]’s
parent/guardian

1. Full brother
2. Half brother
3. Step brother
4. Adoptive brother
5. Foster brother

1. Full sister
2. Half sister
3. Step sister
4. Adoptive sister
5. Foster sister

1. Birth father
2. Adoptive father
3. Step father
4. Foster father or male
guardian
5. Other male parent or
guardian (please specify)

Current Response Options
1. Birth mother
2. Adoptive mother
3. Step mother
4. Foster mother or female
guardian
5. Other female parent or
guardian (please specify)

Justification (if modified)
Rather than loop through
individual questions by
relationship type, the specific
type of relationship will be
populated based on response
to B02F and trigger the
appropriate response options.
For relationship types that do
not require further
specification, this item will be
deactivated for that household
member.

183

{FILL 1}
currently
married,
separated,
divorced,
widowed, in
a domestic
partnership,
or {FILL 2}
never been
married?

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
B02h. ECLS-K:2011
(Parent, K;
FSQ.200)

Original Wording (if
modified)
{How old {are you/is
{NAME}}?}

Original Response Options
(if modified)
1. Yes
2. No
Refused
Dont Know

h. What is this person’s
marital status?

Current Question Wording
Please tell us a little bit
about the members of your
household. If you are not
sure of something, your
best guess is fine.

Current Response Options
1. Married
2. Separated
3. Divorced
4. Widowed
5. Domestic partnership or
Civil union
6. Cohabiting or living
together
7. Dating but not living
together
8. Single, never married

Response options added to
capture broader range of
marital status categories (e.g.,
cohabitation).

Justification (if modified)
Question revised to ask marital
status of all household
members over age of 18 in
order to capture the presence
of multi-family households.

184

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
B02i.
HSLS:09
Modified
(Parent, First
Follow up 09,
Section D, Q 1)

Original Wording (if
modified)
What is the highest level of
education [you/parent 1]
[have/has] completed?

Original Response Options
(if modified)
0=No, [you/parent 1]
[have/has] not completed
any other degree
1=Less than high school
completion
2=Completed a high school
diploma, GED, or
alternative high school
credential
3=Completed a certificate
or diploma from a school
that provides occupational
training
4=Completed an Associate's
degree
5=Completed a Bachelor's
degree
6=Completed a Master's
degree
7=Completed a Ph.D., M.D.,
law degree, or other high
level professional degree
i. What is the highest level
of education this person
has completed?

Current Question Wording
Please tell us a little bit
about the members of your
household. If you are not
sure of something, your
best guess is fine.

Current Response Options
1. 8th grade or lower
2. 9th to 11th grade
3. 12th grade but no
diploma
4. High school diploma or
equivalent
5. Vocational/technical
program after high school
but no vocational/technical
diploma
6. Vocational/technical
diploma after high school
7. Some college but no
degree
8. Associate’s degree
9. Bachelor’s degree
10. Graduate or
professional school but no
degree
11. Master’s degree (MA,
MS)
12. Doctorate degree (Ph.D,
Ed.D)
13. Professional degree
after bachelor’s degree
(medicine/MD;
dentistry/DDS; law/JD/LLB;
etc.)
14. Do not know

Response option categories
expanded per other more
recent studies (i.e., ECLSK:2011).

Justification (if modified)
Question revised to ask
educational attainment of all
household members over age
18 in order to capture better
understanding of all available
role models for child in
shaping their own future
educational decisions.

185

B02k.

HSLS:09
Modified
(Parent,
Baseline, Sect.
B, 19)

Unchanged

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
B02j.
ECLS-K:2011
(Parent, K;
EMQ.020)

In which country was
{CHILD} born?

Original Wording (if
modified)

DROP DOWN [a list will be
available that can be
searched by typing in the
country name and having
matching responses
narrowed down until the
correct country is
identified. The United
States of America will be
item 1 in this list. One of
the response options
should be Country not in
list, at which point, the
individual will be given a
text field where they can
write in their response.]
k. In which country was this
person born?

Please tell us a little bit
about the members of your
household. If you are not
sure of something, your
best guess is fine.

j. During the past week did
this person work at a job
for pay?

LIST WILL BE GENERATED
DETAILING A PRESUMABLY
EXHAUSTED LIST OF
COUNTRIES AND
TERRITORIES FROM
AROUND THE WORLD

Question revised to be asked
about all household members
in order to better understand
types of household
arrangemetns children
experience during these years
of schooling.

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
Please tell us a little bit
1. Yes
about the members of your 2. No
household. If you are not
sure of something, your
best guess is fine.

186

MGLS:2017 Parent Survey

New Item

New Item

New Item

New Item

B03b.

B04a.

B04b.

B05.

New Item

New Item

New Item

New Item

New Item

B03a.

New Item

New Item

B02m. New Item

MGLS Source
Status
Item #
B02l.
HSLS:09
Modified
(Parent,
Baseline, Sect.
B, 20)

Original Wording (if
modified)
In what year did {he/she}
come to the United States
to stay permanently?

Original Response Options
(if modified)
DROP DOWN [Include a list
of years beginning with
child's birth year leading up
to the current year]

SELECT FROM LIST OF
HOUSEHOLD MEMBERS

Current Response Options
RESPONSE OPTIONS WILL
BE POPULATED WITH THE
FIRST RESPONSE OPTION
EQUALLING THE YEAR
ASSOCIATED WITH THE
VALUE REPORTED IN ROW
A AND ALL YEARS BETWEEN
THEN AND THE CURRENT
YEAR WILL BE OPTIONS

LIST OF HOUSEHOLD
MEMBERS AGE 18 OR
OLDER.
1. Yes
2. No

Who is [HH#FNAME
LIST OF HOUSEHOLD
HH#LNAME with B02H = 6] MEMBERS AGE 18 OR
cohabiting or living with?
OLDER.

Who is [HH#FNAME
LIST OF HOUSEHOLD
HH#LNAME with B02H = 5] MEMBERS AGE 18 OR
in a domestic partnership OLDER.
or civil union with?

Who is [HH#FNAME
HH#LNAME with B02H = 1]
married to?
Is [HH#FNAME HH#LNAME
with B02H = 5] in a
domestic partnership or
civil union with someone in
the household?

Is [HH#FNAME HH#LNAME 1. Yes
with B02H = 1] married to 2. No
someone in the household?

Who is a parent, guardian,
or primary caregiver for
[CFNAME]?

Current Question Wording
Please tell us a little bit
about the members of your
household. If you are not
sure of something, your
best guess is fine.
l. In what year did this
person move to the United
States permanently?

Justification (if modified)
Question revised to ask about
all household members who
were born outside of the US.

187

Modified

C02a.

ECLS-K:2011
(Parent, K;
PLQ.040)

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
C01.
ECLS-K:2011
(Parent, K;
PLQ.041)

Original Response Options
(if modified)
1. Yes
2. No
Refused
Dont Know

What languages other than 1 ARABIC
English are spoken in your
2 CHINESE
home?
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
91 SOME OTHER
LANGUAGE (SPECIFY)
REFUSED
DON'T KNOW

Original Wording (if
modified)
Is any language other than
English regularly spoken in
your home?

Is any other language used 1. Yes
in your home?
2. No

Current Question Wording Current Response Options
Is English the primary
1. Yes
language used in your
2. No
home?

Question revised to build off
C01 and to capture usage
broadly.

Justification (if modified)
Question revised to determine
if English is a primary language
while also serving as a gateway
to follow-up language
questions.

188

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
C02b. ECLS-K:2011
(Parent, K;
PLQ.040)

Original Wording (if
Original Response Options
modified)
(if modified)
What languages other than 1 ARABIC
English are spoken in your
2 CHINESE
home?
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
91 SOME OTHER
LANGUAGE (SPECIFY)
REFUSED
DON'T KNOW
Current Question Wording
Please select the
language(s) other than
English that are used in
your home from the
alphabetical list below. You
may select more than one.

Current Response Options
1. Arabic
2. Chinese language/dialect
3. Farsi
4. Filipino language
5. French
6. German
7. Greek
8. Hmong
9.Italian
10. Japanese
11. Korean
12. Polish
13. Portuguese
14. Sign Language
15. Spanish
16. Vietnamese
91. Some other language
(specify)

Justification (if modified)
Question revised to build off
C01 and to capture usage
broadly. Sign language was
added as an option as well to
be inclusive.

189

New Item

New Item

C03b.

C03c.

New Item

New Item

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
C03a. ECLS-K:2011
(Parent, K;
PLQ.041)

Original Wording (if
Original Response Options
modified)
(if modified)
What is the primary
1 ARABIC
language that {you/NAME} 2 CHINESE
{speak/speaks} in your
LANGUAGE/DIALECT
home?
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
91 SOME OTHER
LANGUAGE (SPECIFY)
REFUSED
DON'T KNOW
Is any other language used
in your home?
Please select the
language(s) other than
[LANGUAGE LISTED IN
C03A] that are used in your
home from the alphabetical
list below. You may select
more than one.

Current Question Wording
What is the primary
language used in your
home?

1. Yes
2. No
USE LIST FROM C02b,
BEING SURE TO INCLUDE
ENGLISH, BUT EXCLUDE
THE PRIMARY LANGUAGE
SELECTED FROM THAT LIST.

Current Response Options
1. Arabic
2. Chinese language/dialect
3. Farsi
4. Filipino language
5. French
6. German
7. Greek
8. Hmong
9.Italian
10. Japanese
11. Korean
12. Polish
13. Portuguese
14. Sign Language
15. Spanish
16. Vietnamese
91. Some other language
(specify)

Justification (if modified)
Question fills removed and
language simplified to capture
usage broadly. Sign language
was added as an option to be
more inclusive.

190

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
C04.
HSLS:09
Modified
(Parent, First
Follow up 09,
Section D, Q 1)

Original Wording (if
modified)
What is the highest level of
education [you/parent 1]
[have/has] completed?

Original Response Options
(if modified)
0=No, [you/parent 1]
[have/has] not completed
any other degree
1=Less than high school
completion
2=Completed a high school
diploma, GED, or
alternative high school
credential
3=Completed a certificate
or diploma from a school
that provides occupational
training
4=Completed an Associate's
degree
5=Completed a Bachelor's
degree
6=Completed a Master's
degree
7=Completed a Ph.D., M.D.,
law degree, or other high
level professional degree
Current Question Wording
What is the highest level of
education [CFNAME]'s
mother completed?

Current Response Options
1. 8th grade or lower
2. 9th to 11th grade
3. 12th grade but no
diploma
4. High school diploma or
equivalent
5. Vocational/technical
program after high school
but no vocational/technical
diploma
6. Vocational/technical
diploma after high school
7. Some college but no
degree
8. Associate’s degree
9. Bachelor’s degree
10. Graduate or
professional school but no
degree
11. Master’s degree (MA,
MS)
12. Doctorate degree (Ph.D,
Ed.D)
13. Professional degree
after bachelor’s degree
(medicine/MD;
dentistry/DDS; law/JD/LLB;
etc.)
14. Do not know

Justification (if modified)
Question text was revised to
complete a series of questions
capturing the education level
of respondent, spouse, child’s
parents, and child’s
grandparents where
applicable. Response options
were also expanded for less
than high school options and
more detail on education after
high school.

191

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
C05.
HSLS:09
Modified
(Parent, First
Follow up 09,
Section D, Q 1)

Original Wording (if
modified)
What is the highest level of
education [you/parent 1]
[have/has] completed?

Original Response Options
(if modified)
0=No, [you/parent 1]
[have/has] not completed
any other degree
1=Less than high school
completion
2=Completed a high school
diploma, GED, or
alternative high school
credential
3=Completed a certificate
or diploma from a school
that provides occupational
training
4=Completed an Associate's
degree
5=Completed a Bachelor's
degree
6=Completed a Master's
degree
7=Completed a Ph.D., M.D.,
law degree, or other high
level professional degree
Current Question Wording
What is the highest level of
education [CFNAME]'s
father completed?

Current Response Options
1. 8th grade or lower
2. 9th to 11th grade
3. 12th grade but no
diploma
4. High school diploma or
equivalent
5. Vocational/technical
program after high school
but no vocational/technical
diploma
6. Vocational/technical
diploma after high school
7. Some college but no
degree
8. Associate’s degree
9. Bachelor’s degree
10. Graduate or
professional school but no
degree
11. Master’s degree (MA,
MS)
12. Doctorate degree (Ph.D,
Ed.D)
13. Professional degree
after bachelor’s degree
(medicine/MD;
dentistry/DDS; law/JD/LLB;
etc.)
14. Do not know

Justification (if modified)
Question text was revised to
complete a series of questions
capturing the education level
of respondent, spouse, child’s
parents, and child’s
grandparents where
applicable. Response options
were also expanded for less
than high school options and
more detail on education after
high school.

192

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
C06.
HSLS:09
Modified
(Parent, First
Follow up 09,
Section D, Q 1)

Original Wording (if
modified)
What is the highest level of
education [you/parent 1]
[have/has] completed?

Original Response Options
(if modified)
0=No, [you/parent 1]
[have/has] not completed
any other degree
1=Less than high school
completion
2=Completed a high school
diploma, GED, or
alternative high school
credential
3=Completed a certificate
or diploma from a school
that provides occupational
training
4=Completed an Associate's
degree
5=Completed a Bachelor's
degree
6=Completed a Master's
degree
7=Completed a Ph.D., M.D.,
law degree, or other high
level professional degree
Current Question Wording
What is the highest level of
education your mother
completed?

Current Response Options
1. 8th grade or lower
2. 9th to 11th grade
3. 12th grade but no
diploma
4. High school diploma or
equivalent
5. Vocational/technical
program after high school
but no vocational/technical
diploma
6. Vocational/technical
diploma after high school
7. Some college but no
degree
8. Associate’s degree
9. Bachelor’s degree
10. Graduate or
professional school but no
degree
11. Master’s degree (MA,
MS)
12. Doctorate degree (Ph.D,
Ed.D)
13. Professional degree
after bachelor’s degree
(medicine/MD;
dentistry/DDS; law/JD/LLB;
etc.)
14. Do not know

Justification (if modified)
Question text was revised to
complete a series of questions
capturing the education level
of respondent, spouse, child’s
parents, and child’s
grandparents where
applicable. Response options
were also expanded for less
than high school options and
more detail on education after
high school.

193

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
C07.
HSLS:09
Modified
(Parent, First
Follow up 09,
Section D, Q 1)

Original Wording (if
modified)
What is the highest level of
education [you/parent 1]
[have/has] completed?

Original Response Options
(if modified)
0=No, [you/parent 1]
[have/has] not completed
any other degree
1=Less than high school
completion
2=Completed a high school
diploma, GED, or
alternative high school
credential
3=Completed a certificate
or diploma from a school
that provides occupational
training
4=Completed an Associate's
degree
5=Completed a Bachelor's
degree
6=Completed a Master's
degree
7=Completed a Ph.D., M.D.,
law degree, or other high
level professional degree
Current Question Wording
What is the highest level of
education your father
completed?

Current Response Options
1. 8th grade or lower
2. 9th to 11th grade
3. 12th grade but no
diploma
4. High school diploma or
equivalent
5. Vocational/technical
program after high school
but no vocational/technical
diploma
6. Vocational/technical
diploma after high school
7. Some college but no
degree
8. Associate’s degree
9. Bachelor’s degree
10. Graduate or
professional school but no
degree
11. Master’s degree (MA,
MS)
12. Doctorate degree (Ph.D,
Ed.D)
13. Professional degree
after bachelor’s degree
(medicine/MD;
dentistry/DDS; law/JD/LLB;
etc.)
14. Do not know

Justification (if modified)
Question text was revised to
complete a series of questions
capturing the education level
of respondent, spouse, child’s
parents, and child’s
grandparents where
applicable. Response options
were also expanded for less
than high school options and
more detail on education after
high school.

194

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
C08.
HSLS:09
Modified
(Parent, First
Follow up 09,
Section D, Q 1)

Original Wording (if
modified)
What is the highest level of
education [you/parent 1]
[have/has] completed?

Original Response Options
(if modified)
0=No, [you/parent 1]
[have/has] not completed
any other degree
1=Less than high school
completion
2=Completed a high school
diploma, GED, or
alternative high school
credential
3=Completed a certificate
or diploma from a school
that provides occupational
training
4=Completed an Associate's
degree
5=Completed a Bachelor's
degree
6=Completed a Master's
degree
7=Completed a Ph.D., M.D.,
law degree, or other high
level professional degree
Current Question Wording
What is the highest level of
education [HH#FNAME
HH#LNAME]’s mother
completed?

Current Response Options
1. 8th grade or lower
2. 9th to 11th grade
3. 12th grade but no
diploma
4. High school diploma or
equivalent
5. Vocational/technical
program after high school
but no vocational/technical
diploma
6. Vocational/technical
diploma after high school
7. Some college but no
degree
8. Associate’s degree
9. Bachelor’s degree
10. Graduate or
professional school but no
degree
11. Master’s degree (MA,
MS)
12. Doctorate degree (Ph.D,
Ed.D)
13. Professional degree
after bachelor’s degree
(medicine/MD;
dentistry/DDS; law/JD/LLB;
etc.)
14. Do not know

Justification (if modified)
Question text was revised to
complete a series of questions
capturing the education level
of respondent, spouse, child’s
parents, and child’s
grandparents where
applicable. Response options
were also expanded for less
than high school options and
more detail on education after
high school.

195

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
C09.
HSLS:09
Modified
(Parent, First
Follow up 09,
Section D, Q 1)

Original Wording (if
modified)
What is the highest level of
education [you/parent 1]
[have/has] completed?

Original Response Options
(if modified)
0=No, [you/parent 1]
[have/has] not completed
any other degree
1=Less than high school
completion
2=Completed a high school
diploma, GED, or
alternative high school
credential
3=Completed a certificate
or diploma from a school
that provides occupational
training
4=Completed an Associate's
degree
5=Completed a Bachelor's
degree
6=Completed a Master's
degree
7=Completed a Ph.D., M.D.,
law degree, or other high
level professional degree
Current Question Wording
What is the highest level of
education [HH#FNAME
HH#LNAME]’s father
completed?

Current Response Options
1. 8th grade or lower
2. 9th to 11th grade
3. 12th grade but no
diploma
4. High school diploma or
equivalent
5. Vocational/technical
program after high school
but no vocational/technical
diploma
6. Vocational/technical
diploma after high school
7. Some college but no
degree
8. Associate’s degree
9. Bachelor’s degree
10. Graduate or
professional school but no
degree
11. Master’s degree (MA,
MS)
12. Doctorate degree (Ph.D,
Ed.D)
13. Professional degree
after bachelor’s degree
(medicine/MD;
dentistry/DDS; law/JD/LLB;
etc.)
14. Do not know

Justification (if modified)
Question text was revised to
complete a series of questions
capturing the education level
of respondent, spouse, child’s
parents, and child’s
grandparents where
applicable. Response options
were also expanded for less
than high school options and
more detail on education after
high school.

196

MGLS:2017 Parent Survey

Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge (Kerr
& Statin, 2000)

Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge (Kerr
& Statin, 2000)

D01d.

Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge (Kerr
& Statin, 2000)

D01c.

D01b.

MGLS Source
Status
Item #
D01a. Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge (Kerr
& Statin, 2000)

Usually know when you
have an exam or paper due
at school?

Do your parents:

Know what you spend your
money on?

Do your parents:

Usually know what type of
homework you have?

Do your parents:

Know what you do during
your free time?

Original Wording (if
modified)
Do your parents:

*response scale not
specified

*response scale not
specified

*response scale not
specified

Current Response Options
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
6. Always

1. Never
2. Rarely
Know when {CFNAME} has 3. Sometimes
an exam or paper due at
4. Often
school?
5. Very often
6. Always

How often do you:

1. Never
2. Rarely
Know what {CFNAME}
3. Sometimes
spends {his/her} money on? 4. Often
5. Very often
6. Always

How often do you:

1. Never
2. Rarely
Know what type of
3. Sometimes
homework {CFNAME} has? 4. Often
5. Very often
6. Always

How often do you:

Original Response Options
(if modified)
Current Question Wording
*response scale not
How often do you:
specified
Know what {CFNAME} does
during {his/her} free time?

Modified to ask Parent about
relationship, rather than Child
and to accomodate a freqency
scale, rather than the yes or no
scale implied by the original
question wording. Question
text was modified to remove
“usually” as this would be
captured in the frequency
scale.

Modified to ask Parent about
relationship, rather than Child
and to accomodate a freqency
scale, rather than the yes or no
scale implied by the original
question wording..

Modified to ask Parent about
relationship, rather than Child
and to accomodate a freqency
scale, rather than the yes or no
scale implied by the original
question wording. Question
text was modified to remove
“usually” as this would be
captured in the frequency
scale.

Justification (if modified)
Modified to ask Parent about
relationship, rather than Child
and to accomodate a freqency
scale, rather than the yes or no
scale implied by the original
question wording.

197

Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge (Kerr
& Statin, 2000)

D01g.

Do you spontaneously tell
your parents about your
friends (which friends you
hang out with and how
they think and feel about
various things)?

Know where you go when
you are out with friends at
night?

Do your parents:

Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge (Kerr
& Statin, 2000)

D01f.

Original Wording (if
modified)
Do your parents:
Know how you do in
different subjects at
school?

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
D01e. Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge (Kerr
& Statin, 2000)

1. no, not at all/ never
2. yes

*response scale not
specified

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
6. Always

Current Response Options
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often
6. Always

How often does {CFNAME} 1. Never
tell you about:
2. Rarely
3. Sometimes
{His/Her} friends without
4. Often
you asking (for example,
5. Very often
which friends {he/she}
6. Always
hangs out with and how
{his/her} friends feel about
various things)?

Know where {CFNAME}
goes after school?

How often do you:

Original Response Options
(if modified)
Current Question Wording
*response scale not
How often do you:
specified
Know what {CFNAME}'s
grades are in different
subjects at school?

Modified to ask Parent about
relationship, rather than Child
and to accomodate a freqency
scale, rather than the yes or no
scale implied by the original
question wording. Also,
modified “spontaneously” to
“without you asking” to use
terminology more appropriate
for this age group.

Modified to ask Parent about
relationship, rather than Child
and to accomodate a freqency
scale, rather than the yes or no
scale implied by the original
question wording. Question
also modified from "out at
night" to "after school" to be
more appropriate for this age
group.

Justification (if modified)
Modified to ask Parent about
relationship, rather than Child
and to accomodate a freqency
scale, rather than the yes or no
scale implied by the original
question wording. Question
text was modified to “Know
what {CHILD}'s school grades
are” for clarity across
respondents on what to
consider.

198

D02a.

MADICS
Modified
(Primary
Caregiver Faceto-Face
Interview,
Wave 1, 23a)
Gotten involved with the
wrong kind of kids?

Have any of the following
things happened to
(CHILD)?

Do you keep a lot of secrets
from your parents about
what you do during your
free time?

D01i.

Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge (Kerr
& Statin, 2000)

Original Wording (if
modified)
How often do you usually
want to tell your parents
about school (how each
subject is going; your
relationships with
teachers)?

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
D01h. Self-Disclosure Modified
& Parental
Monitoring/Kn
owledge (Kerr
& Statin, 2000)

1. Yes
2. No

1. Never/not at all
2
3
4
5. Always/Very much

Original Response Options
(if modified)
1. Never/not at all
2
3
4
5. Always/Very much

gotten involved with the
wrong kinds of people
{his/her} age?

Have any of the following 1. Yes
things happened to
2. No
{CFNAME}? Has {he/she}…

How often does {CFNAME}: 1. Never
2. Rarely
Keep secrets from you
3. Sometimes
about what {he/she} does 4. Often
during {his/her} free time? 5. Very often
6. Always

Current Question Wording Current Response Options
How often does {CFNAME} 1. Never
tell you about:
2. Rarely
3. Sometimes
School without you asking 4. Often
(for example, how each
5. Very often
subject is going; {his/her}
6. Always
relationships with
teachers)?

Question text revised to focus
on people child's age for clarity
of question intent and not
“kids” more generally.

Modified to ask Parent about
relationship, rather than Child,
the text "a lot" was removed
for clarity and response
options were revised for
consistency with related items
and across instruments

Justification (if modified)
Modified to ask Parent about
relationship, rather than Child.
The question text was
modified from “usually want
to” to “without them asking”
to use terminology more
appropriate for this age group.

199

MGLS:2017 Parent Survey

MADICS
Unchanged
(Primary
Caregiver Faceto-Face
Interview,
Wave 1, 23d)

MADICS
Modified
MADICS
(Primary
Caregiver Faceto-Face
Interview,
Wave 1, 23e)

D02e.

MADICS
Modified
(Primary
Caregiver Faceto-Face
Interview,
Wave 1, 23c)

D02d.

D02c.

MGLS Source
Status
Item #
D02b. MADICS
Modified
(Primary
Caregiver Faceto-Face
Interview,
Wave 1, 23b)

Been beaten up by other
kids?

Have any of the following
things happened to
(CHILD)?

Gotten involved with
alcohol?

1. Yes
2. No

1. Yes
2. No

beaten up other people
{his/her} age?

Have any of the following 1. Yes
things happened to
2. No
{CFNAME}? Has {he/she}…

gotten in trouble with the
police?

Have any of the following 1. Yes
things happened to
2. No
{CFNAME}? Has {he/she}…

ever used alcohol?

Have any of the following 1. Yes
things happened to
2. No
{CFNAME}? Has {he/she}…

ever used drugs (e.g.,
marijuana, cocaine, ecstasy,
or 'bath salts')?

Gotten involved in drugs?

Have any of the following
things happened to
(CHILD)?

Original Response Options
(if modified)
Current Question Wording Current Response Options
1. Yes
Have any of the following 1. Yes
2. No
things happened to
2. No
{CFNAME}? Has {he/she}…

Original Wording (if
modified)
Have any of the following
things happened to
(CHILD)?

Question text revised to focus
on people his age for clarity of
question intent and not “kids”
more generally.

Question text revised for
clarity of question intent (use
as opposed to varying
interpretation of involvement).

Justification (if modified)
Question text revised for
clarity of question intent (use
as opposed to varying
interpretation of involvement).

200

NQES(Mother
Report, Item
Dangerous
People, Q1)

NQES(Mother
Report, Item
Dangerous
People, Q1)

D03b.

Modified

Modified

MADICS
Unchanged
(Primary
Caregiver Faceto-Face
Interview,
Wave 1, 23f)

D03a.

D02g.

New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
D02f. New Item

People in this
neighborhood do not get
along with each other.

I worry about people with
guns and knives in my
neighborhood.

Original Wording (if
modified)

1. Strongly agree
2
3
4
5. Strongly disagree

1. Strongly agree
2
3
4
5. Strongly disagree

How true are the following 1. Not at all true
statements about your
2. A little bit true
neighborhood?
3. Somewhat true
4. True
People in this
5. Very true
neighborhood do not get
along with each other.

How true are the following 1. Not at all true
statements about your
2. A little bit true
neighborhood?
3. Somewhat true
4. True
I worry about people with 5. Very true
guns and knives in my
neighborhood.

run away?

Have any of the following 1. Yes
things happened to
2. No
{CFNAME}? Has {he/she}…

been beaten up by other
people {his/her} age?

Original response scale was
revised for consistency with
related items and across
instruments and introductory
language appropriate for
response scale was added.

Original response scale was
revised for consistency with
related items and across
instruments and introductory
language appropriate for
response scale was added.

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
Have any of the following 1. Yes
things happened to
2. No
{CFNAME}? Has {he/she}…

201

NQES(Mother Modified
Report, Item
Sense of safety,
Q1)

D03f.

Modified

NQES(Mother Modified
Report, Item
Sense of safety,
Q1)

NQES(Mother
Report, Item
Dangerous
People, Q1)

D03e.

D03d.

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
D03c. NQES(Mother
Report, Item
Dangerous
People, Q1)

Original Response Options
(if modified)
1. Strongly agree
2
3
4
5. Strongly disagree

My neighborhood is safe
for children during the
nighttime.

My neighborhood is safe
for children during the
daytime.

1. Strongly agree
2
3
4
5. Strongly disagree

1. Strongly agree
2
3
4
5. Strongly disagree

I worry about the kind of
1. Strongly agree
people my children will
2
meet in this neighborhood. 3
4
5. Strongly disagree

Original Wording (if
modified)
Drug dealers are a problem
in my neighborhood.

How true are the following 1. Not at all true
statements about your
2. A little bit true
neighborhood?
3. Somewhat true
4. True
My neighborhood is safe
5. Very true
for children during the
nighttime.

How true are the following 1. Not at all true
statements about your
2. A little bit true
neighborhood?
3. Somewhat true
4. True
My neighborhood is safe
5. Very true
for children during the
daytime.

How true are the following 1. Not at all true
statements about your
2. A little bit true
neighborhood?
3. Somewhat true
4. True
I worry about the kind of
5. Very true
people my children will
meet in this neighborhood.

Current Response Options
1. Not at all true
2. A little bit true
3. Somewhat true
4. True
Drug dealers are a problem 5. Very true
in my neighborhood.

Current Question Wording
How true are the following
statements about your
neighborhood?

Original response scale was
revised for consistency with
related items and across
instruments and introductory
language appropriate for
response scale was added.

Original response scale was
revised for consistency with
related items and across
instruments and introductory
language appropriate for
response scale was added.

Original response scale was
revised for consistency with
related items and across
instruments and introductory
language appropriate for
response scale was added.

Justification (if modified)
Original response scale was
revised for consistency with
related items and across
instruments and introductory
language appropriate for
response scale was added.

202

E01b.

E01a.

HooverDempsey
(Parent,
Partnershipfocused Role
Construction
Scale, Belief
items 3a)

Modified

HooverModified
Dempsey
(Parent, Parentfocused Role
Construction
Scale, Belief
items 1c)

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
D03g. NQES(Mother
Report, Item
Physical
environment,
Q1)

I like to spend time at
{CHILD}'s school when I
can.

Indicate how much you
AGREE or DISAGREE with
each of the following
statements. Please think
about the current school
year as you consider each
statement.

I make it my business to
stay on top of things at
school.

Indicate how much you
AGREE or DISAGREE with
each of the following
statements. Please think
about the current school
year as you consider each
statement.

Original Wording (if
modified)
There are lots of run down
homes in our
neighborhood.

1. Disagree very strongly
2
3
4
5
6. Agree very strongly

1. Disagree very strongly
2
3
4
5
6. Agree very strongly

Original Response Options
(if modified)
1. Strongly agree
2
3
4
5. Strongly disagree

I like to spend time at
{CFNAME}'s school when I
can.

Indicate how much you
disagree or agree with each
of the following
statements. Please think
about the current school
year as you consider each
statement.

I make it my business to
stay on top of things at
school.

Indicate how much you
disagree or agree with each
of the following
statements. Please think
about the current school
year as you consider each
statement.

1. Strongly Disagree
2. Disagree
3. Slightly Disagree
4. Slightly Agree
5. Agree
6. Strongly Agree

1. Strongly Disagree
2. Disagree
3. Slightly Disagree
4. Slightly Agree
5. Agree
6. Strongly Agree

Current Response Options
1. Not at all true
2. A little bit true
3. Somewhat true
4. True
There are lots of run down 5. Very true
homes in our
neighborhood.

Current Question Wording
How true are the following
statements about your
neighborhood?

Original response scale was
revised for consistency with
related items and across
instruments, but in keeping
with scale intent.

Original response scale was
revised for consistency with
related items and across
instruments, but in keeping
with scale intent.

Justification (if modified)
Original response scale was
revised for consistency with
related items and across
instruments and introductory
language appropriate for
response scale was added.

203

E01d.

HooverDempsey
(Parent,
Partnershipfocused Role
Construction
Scale, Belief
items 3c)

Modified

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
E01c. HooverDempsey
(Parent,
Partnershipfocused Role
Construction
Scale, Belief
items 3b)

I find it helpful to talk with
{CHILD}'s teacher.

Indicate how much you
AGREE or DISAGREE with
each of the following
statements. Please think
about the current school
year as you consider each
statement.

It's important that I let the
teacher know about things
that concern {CHILD}.

Original Wording (if
modified)
Indicate how much you
AGREE or DISAGREE with
each of the following
statements. Please think
about the current school
year as you consider each
statement.

1. Disagree very strongly
2
3
4
5
6. Agree very strongly

Original Response Options
(if modified)
1. Disagree very strongly
2
3
4
5
6. Agree very strongly

I find it helpful to talk with
{CFNAME}'s teacher.

Indicate how much you
disagree or agree with each
of the following
statements. Please think
about the current school
year as you consider each
statement.

It's important that I let the
teacher know about things
that concern {CFNAME}.

Current Question Wording
Indicate how much you
disagree or agree with each
of the following
statements. Please think
about the current school
year as you consider each
statement.

1. Strongly Disagree
2. Disagree
3. Slightly Disagree
4. Slightly Agree
5. Agree
6. Strongly Agree

Current Response Options
1. Strongly Disagree
2. Disagree
3. Slightly Disagree
4. Slightly Agree
5. Agree
6. Strongly Agree

Original response scale was
revised for consistency with
related items and across
instruments, but in keeping
with scale intent.

Justification (if modified)
Original response scale was
revised for consistency with
related items and across
instruments, but in keeping
with scale intent.

204

HooverModified
Dempsey
(Parent,
Partnershipfocused Role
Construction
Scale, Behavior
items 3c)

HooverModified
Dempsey
(Parent,
Partnershipfocused Role
Construction
Scale, Behavior
items 3a)

E02a.

E02b.

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
E01e. HooverDempsey
(Parent,
Partnershipfocused Role
Construction
Scale, Belief
items 3d)

I exchanged phone calls or
notes with {CHILD}'s
teacher.

Indicate HOW OFTEN you
have engaged in the
following behaviors so far
in this school year.

I contacted {CHILD}'s
teacher with questions
about schoolwork.

Indicate HOW OFTEN you
have engaged in the
following behaviors so far
in this school year.

{CHILD}'s teacher(s)
know(s) me.

Original Wording (if
modified)
Indicate how much you
AGREE or DISAGREE with
each of the following
statements. Please think
about the current school
year as you consider each
statement.

1. Never
2. 1 or 2 times this year
3. 4 or 5 times this year
4. once a week
5. a few times a week
6. Daily

1. Never
2. 1 or 2 times this year
3. 4 or 5 times this year
4. once a week
5. a few times a week
6. Daily

Original Response Options
(if modified)
1. Disagree very strongly
2
3
4
5
6. Agree very strongly

I exchanged phone calls or
notes with {CFNAME}'s
teacher.

Indicate how often you
have done the following
during this school year.

I contacted {CFNAME}'s
teacher with questions
about schoolwork.

Indicate how often you
have done the following
during this school year.

{CFNAME}'s teacher(s)
know(s) me.

Current Question Wording
Indicate how much you
disagree or agree with each
of the following
statements. Please think
about the current school
year as you consider each
statement.

1. Never
2. Once so far this year
3. About once a month
4. Once every two weeks
5. Once a week
6. Daily

1. Never
2. Once so far this year
3. About once a month
4. Once every two weeks
5. Once a week
6. Daily

Current Response Options
1. Strongly Disagree
2. Disagree
3. Slightly Disagree
4. Slightly Agree
5. Agree
6. Strongly Agree

Original response scale was
revised to be more helpful for
recall, as opposed to counting,
and for consistency with
related items while still
providing comparable
variability.

Original response scale was
revised to be more helpful for
recall, as opposed to counting,
and for consistency with
related items while still
providing comparable
variability.

Justification (if modified)
Original response scale was
revised for consistency with
related items and across
instruments, but in keeping
with scale intent.

205

E03c.

ELS:2002
(Parent,
Baseline, 53g)

Modified

Modified

E03b.

ELS:2002
(Parent,
Baseline, 53e)

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
E03a. ELS:2002
(Parent,
Baseline, 53b)

{CHILD}'s positive or good
behavior in school?

Since your tenth grader's
school opened last fall, how
many times have you or
your spouse/partner
contacted the school about
the following?

{CHILD} having missed too
many days of school?

Since your tenth grader's
school opened last fall, how
many times have you or
your spouse/partner
contacted the school about
the following?

{CHILD}'s school schedule
for this year?

Original Wording (if
modified)
Since your tenth grader's
school opened last fall, how
many times have you or
your spouse/partner
contacted the school about
the following?

1. None
2. once or twice
3. three or four times
4. more than four times

1. None
2. once or twice
3. three or four times
4. more than four times

Original Response Options
(if modified)
1. None
2. once or twice
3. three or four times
4. more than four times

{CFNAME}'s positive or
good behavior in school?

Since the start of the school
year, how many times have
{you or your
spouse/partner} had
contact with the school
about…

{CFNAME} missing too
many days of school?

Since the start of the school
year, how many times have
{you or your
spouse/partner} had
contact with the school
about…

{CFNAME}'s school
schedule for this year?

Current Question Wording
Since the start of the school
year, how many times have
{you or your
spouse/partner} had
contact with the school
about…

1. None
2. Once or twice
3. Three or four times
4. More than four times

1. None
2. Once or twice
3. Three or four times
4. More than four times

Current Response Options
1. None
2. Once or twice
3. Three or four times
4. More than four times

Question text was revised to
capture contact initiated by
both the parent and the school
to focus on the nature and
frequency of contact (not who
made it).

Question text was revised to
capture contact initiated by
both the parent and the school
to focus on the nature and
frequency of contact (not who
made it).

Justification (if modified)
Question text was revised to
capture contact initiated by
both the parent and the school
to focus on the nature and
frequency of contact (not who
made it).

206

Modified

E03e.

ELS:2002
(Parent,
Baseline, 53c)

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
E03d. ELS:2002
(Parent,
Baseline, 53i)

{CHILD}'s plans after leaving
high school?

Since your tenth grader's
school opened last fall, how
many times have you or
your spouse/partner
contacted the school about
the following?

Information on how to help
{CHILD} at home with
specific skills or homework?

Original Wording (if
modified)
Since your tenth grader's
school opened last fall, how
many times have you or
your spouse/partner
contacted the school about
the following?

1. None
2. once or twice
3. three or four times
4. more than four times

Original Response Options
(if modified)
1. None
2. once or twice
3. three or four times
4. more than four times

{CFNAME}'s plans after
leaving high school?

Since the start of the school
year, how many times have
{you or your
spouse/partner} had
contact with the school
about…

Information on how to help
{CFNAME} at home with
specific skills or homework?

Current Question Wording
Since the start of the school
year, how many times have
{you or your
spouse/partner} had
contact with the school
about…

1. None
2. Once or twice
3. Three or four times
4. More than four times

Current Response Options
1. None
2. Once or twice
3. Three or four times
4. More than four times

Question text was revised to
capture contact initiated by
both the parent and the school
to focus on the nature and
frequency of contact (not who
made it).

Justification (if modified)
Question text was revised to
capture contact initiated by
both the parent and the school
to focus on the nature and
frequency of contact (not who
made it).

207

E04.

HSLS:09
Modified
(Parent,
Baseline, Sect.
D, Q 12)

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
E03f.
ELS:2002
(Parent,
Baseline, 53d)

Original Response Options
(if modified)
1. None
2. once or twice
3. three or four times
4. more than four times

Since starting kindergarten, 1. Yes
has [he/she] ever been
2. No
suspended or expelled from
school? Do not count
detentions.

{CHILD}'s course selection
for entry into college,
vocational, or technical
school after completing
high school?

Original Wording (if
modified)
Since your tenth grader's
school opened last fall, how
many times have you or
your spouse/partner
contacted the school about
the following?
Current Response Options
1. None
2. Once or twice
3. Three or four times
4. More than four times

Since starting kindergarten, 1. Please select the number
how many times has
of times. [DROP DOWN: 0{CFNAME} ever been
10 or more]
suspended or expelled from
school? Do not count
detentions.

{CFNAME}'s course
selection for entry into
college, vocational, or
technical school after
completing high school?

Current Question Wording
Since the start of the school
year, how many times have
{you or your
spouse/partner} had
contact with the school
about…

Question revised to capture
the number of explusions
and/or suspensions for greater
variability.

Justification (if modified)
Question text was revised to
capture contact initiated by
both the parent and the school
to focus on the nature and
frequency of contact (not who
made it).

208

E06.

New Item

New Item

New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
E05a. New Item

Original Wording (if
modified)
Current Response Options Justification (if modified)
1. Repeated violation of the
school rules
2. Use of profanity
(swearing)
3. Threatening students or
teachers
4. Defacing or destroying
school property
5. Bringing a weapon to
school
6. Fighting with another
student
7. Ganging up (with one or
more other students) on
another student
8. Threatening to use or
making a false report of the
use of an explosive device
at school
9. Assaulting a teacher,
principal, or other school
personnel
10. Other (specify)

How many days was the {(IF 1. __________ Enter
E04>1) most recent}
number of days suspended
suspension?
2. {CHILD} was expelled.

Original Response Options
(if modified)
Current Question Wording
What was the reason for
the {(IF E04>1) most recent}
suspension or expulsion?

209

What [high school] grades,
if any, has [teenager]
skipped [since the fall of
2009]?

HSLS:09
(Parent, First
Follow Up
2012, Section
B, Q2)

HSLS:09
Unchanged
(Parent,
Baseline, Sect.
B, Q 27)

E08.

E09.

Modified

Original Wording (if
modified)
What [high school] grades,
if any, has [teenager]
repeated [since the fall of
2009]?

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
E07.
HSLS (Parent, Modified
First Follow Up
2012, Section
B, Q1)

Kindergarten
1st grade
2nd grade
3rd grade
4th grade
5th grade
6th grade
7th grade
8th grade
10th grade
11th grade
None of these grades

Original Response Options
(if modified)
Kindergarten
1st grade
2nd grade
3rd grade
4th grade
5th grade
6th grade
7th grade
8th grade
10th grade
11th grade
None of these grades

Has {CFNAME} ever been
enrolled in a program for
English language learners
(ELLs) such as English as a
Second Language (ESL),
English immersion, or
bilingual education?

What grades, if any, has
{CFNAME} skipped since
starting school?

Current Question Wording
What grades, if any, has
{CFNAME} repeated since
starting school?

1. Yes
2. No

1. Has not repeated any
grades
2. Kindergarten
3. 1st grade
4. 2nd grade
5. 3rd grade
6. 4th grade
7. 5th grade
8. 6th grade
9. 7th grade
10. 8th grade

Current Response Options
1. Has not repeated any
grades
2. Kindergarten
3. 1st grade
4. 2nd grade
5. 3rd grade
6. 4th grade
7. 5th grade
8. 6th grade
9. 7th grade
10. 8th grade

Question was revised to ask
about child generally and
about all grades, rather than
about a teenage child and high
school grades, and the time
frame has been extended from
kindergarten to 8th grade for
greater variability.

Justification (if modified)
Question was revised to ask
about child generally and
about all grades, rather than
about a teenage child and high
school grades, and the time
frame has been extended from
kindergarten to 8th grade for
greater variability.

210

MGLS:2017 Parent Survey

ECLS-K (Parent, Unchanged
Grade 8, WPQ.
180)

ECLS-K:2011
(Parent, K,
CHQ.330)

E12.

F01.

Unchanged

ECLS-K (Parent, Unchanged
Grade 8, WPQ.
170)

E11.

Original Wording (if
MGLS Source
Status
modified)
Item #
E10.
HSLS:09
Unchanged
(Parent,
Baseline, Sect.
B, Q 29)

1. Free
2. Reduced price

1. Yes
2. No

In general, would you say 1. Excellent
that {CFNAME}'s health is… 2. Very good
3. Good
4. Fair
5. Poor

Are these lunches free or
reduced price?

Does {CFNAME} receive
free or reduced price
lunches at school?

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
Is {he/she} currently
1. Yes
enrolled in an English as a 2. No
Second Language (ESL),
English immersion, or
bilingual education
program?

211

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F02a. HSLS:09
Modified
(Parent,
Baseline, Sect.
D, Q3d)

Original Wording (if
modified)
Has a doctor, health care
provider, teacher, or school
official ever told you that
[your 9th grader] has any of
the following conditions?

Original Response Options
(if modified)
Specific learning disability
Yes
No
Any developmental delay
that affects [his/her] ability
to learn
Yes
No
Autism, Asperger's
Disorder, pervasive
developmental disorder, or
other autism
spectrum disorder
Yes
No
Hearing problems or vision
problems that cannot be
corrected with glasses or
contact
lenses
Yes
No
Bone, joint, or muscle
problems
Yes
No
Intellectual disability or
mental retardation
Yes
No
Attention Deficit Disorder
or Attention Deficit
Hyperactive Disorder, that
is, ADD or
Hearing problems that
cannot be corrected with a
hearing aid?

Current Question Wording Current Response Options
Has a doctor, health care
1. Yes
provider, teacher, or school 2. No
official ever told you that
{CFNAME} has…

Justification (if modified)
This question was selected to
compliment other questions in
this section by adding the
categories of hearing and
vision problems, which were
split into two independent
questions to clarify which
condition was selected.

212

MGLS:2017 Parent Survey

F03.

New Item

New Item

MGLS Source
Status
Item #
F02b. HSLS:09
Modified
(Parent,
Baseline, Sect.
D, Q3d)

Original Wording (if
modified)
Has a doctor, health care
provider, teacher, or school
official ever told you that
[your 9th grader] has any of
the following conditions?

Original Response Options
(if modified)
Specific learning disability
Yes
No
Any developmental delay
that affects [his/her] ability
to learn
Yes
No
Autism, Asperger's
Disorder, pervasive
developmental disorder, or
other autism
spectrum disorder
Yes
No
Hearing problems or vision
problems that cannot be
corrected with glasses or
contact
lenses
Yes
No
Bone, joint, or muscle
problems
Yes
No
Intellectual disability or
mental retardation
Yes
No
Attention Deficit Disorder
or Attention Deficit
Hyperactive Disorder, that
is, ADD or
Has a doctor, nurse, or
1. Yes
other medical professional 2. No
ever told you that
{CFNAME} has had a
concussion?

Vision problems that
cannot be corrected with
glasses or contact lenses?

Current Question Wording Current Response Options
Has a doctor, health care
1. Yes
provider, teacher, or school 2. No
official ever told you that
{CFNAME} has…

Justification (if modified)
This question was selected to
compliment other questions in
this section by adding the
categories of hearing and
vision problems, which were
split into two independent
questions to clarify which
condition was selected.

213

ECLS-B (Parent, Unchanged
9m, CH060a)

ECLS-B (Parent, Unchanged
9m, CH075)

ECLS-K:2011
Unchanged
(Parent, 2nd
Grade, Spring,
CHQ115)

ECLS-K:2011
Unchanged
(Parent, 2nd
Grade, Spring,
CHQ115)

F05.

F06.

F07a.

F07b.

New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
F04.
New Item

Original Wording (if
modified)

Paying attention?

Has {CFNAME} ever been
1. Yes
evaluated by a professional 2. No
because of an issue with...

Independence and taking
care of {himself/herself}?

Has {CFNAME} ever been
1. Yes
evaluated by a professional 2. No
because of an issue with...

Has {CFNAME} ever been
1. Yes
taken to an emergency
2. No
room or hospitalized for at
least one night because of
asthma?

Has a doctor, nurse, or
1. Yes
other medical professional 2. No
ever told you that
{CFNAME} has asthma?

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
How many times has
|_|_| Enter Number of
{CFNAME} been diagnosed Times
by a doctor as having had a
concussion?

214

MGLS:2017 Parent Survey

ECLS-K:2011
Unchanged
(Parent, 2nd
Grade, Spring,
CHQ115)

ECLS-K:2011
Unchanged
(Parent, 2nd
Grade, Spring,
CHQ115)

F07f.

ECLS-K:2011
Unchanged
(Parent, 2nd
Grade, Spring,
CHQ115)

F07e.

F07d.

Original Wording (if
MGLS Source
Status
modified)
Item #
F07c. ECLS-K:2011
Unchanged
(Parent, 2nd
Grade, Spring,
CHQ115)

Behaving and relating to
adults?

Has {CFNAME} ever been
1. Yes
evaluated by a professional 2. No
because of an issue with...

Behaving and relating to
other children?

Has {CFNAME} ever been
1. Yes
evaluated by a professional 2. No
because of an issue with...

Coordination in moving
{his/her} arms and legs?

Has {CFNAME} ever been
1. Yes
evaluated by a professional 2. No
because of an issue with...

Learning, thinking, and
solving problems?

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
Has {CFNAME} ever been
1. Yes
evaluated by a professional 2. No
because of an issue with...

215

MGLS:2017 Parent Survey

ECLS-K:2011
Unchanged
(Parent, 2nd
Grade, Spring,
CHQ115)

ECLS-K:2011
Unchanged
(Parent, 2nd
Grade, Spring,
CHQ120)

F07h.

F08.

Original Wording (if
MGLS Source
Status
modified)
Item #
F07g. ECLS-K:2011
Unchanged
(Parent, 2nd
Grade, Spring,
CHQ115)

Have you obtained a
1. Yes
diagnosis or diagnoses for 2. No
{CFNAME}'s issue with
{TEXT FROM F07A-H} from
a professional?

{His/Her} emotional or
psychological difficulties?

Has {CFNAME} ever been
1. Yes
evaluated by a professional 2. No
because of an issue with...

{His/Her} overall activity
level?

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
Has {CFNAME} ever been
1. Yes
evaluated by a professional 2. No
because of an issue with...

216

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F09.
ECLS-K:2011
Modified
(Parent, 2nd
Grade, Spring,
CHQ125)

Original Wording (if
modified)
What was the diagnosis or
were the diagnoses?

Original Response Options
(if modified)
Current Question Wording
1LEARNING DISABILITY
What was the diagnosis?
2 ATTENTION DEFICIT
DISORDER (ADD)
3 ATTENTION DEFICIT
HYPERACTIVE DISORDER
(ADHD)
4 DEVELOPMENTAL DELAY
5 AUTISM
6 DYSLEXIA
7 DYSCALCULIA
8 INTELLECTUAL OR 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
91 OTHER (SPECIFY)
REFUSED
DON'T KNOW
Current Response Options
Learning disability
Attention Deficit Disorder
(ADD)
Attention Deficit
Hyperactivity Disorder
(ADHD)
Developmental Delay
Autistic Disorder/Asperger’s
Disorder/Childhood
Disintegrative Disorder/
Pervasive Developmental
Disorder (PDD)/other
Autism Spectrum Disorder
Dyslexia
Dyscalculia
Intellectual
disability/severe cognitive
disability/mental
retardation
Orthopedic impairment
Serious emotional
disturbance
Traumatic brain injury
Panic disorder
Separation anxiety disorder
Obsessive compulsive
disorder
Generalized anxiety
disorder
Other anxiety disorder
Bipolar disorder
Depression
Speech problems (such as
articulation problems;

Justification (if modified)
Response option 5 was
updated to reflect the most
recent information in the
Diagnostic and Statistical
Manual of Mental Disorders
(DSM-5).

217

MGLS:2017 Parent Survey

F13b.

F13a.

New Item

New Item

New Item

New Item

MGLS Source
Status
Item #
F11.
ECLS-K:2011
Modified
(Parent, 2nd
Grade, Spring,
CHQ126)

Original Wording (if
modified)
What type of autistic
spectrum disorder does
{CHILD} have? Is it autism,
Asperger's Disorder,
Pervasive Developmental
Disorder, or something
else?

Original Response Options
(if modified)
1 AUTISM
2 ASPERGER'S DISORDER
3 PERVASIVE
DEVELOPMENTAL
DISORDER (PDD)
91 OTHER (SPECIFY)
REFUSED
DON'T KNOW
Current Response Options
1. Autistic Disorder
2. Asperger's Disorder
3. Childhood Disintegrative
Disorder
4. Pervasive Developmental
Disorder (PDD)
91. Other (Specify)

If you do not know the
1. |___|___| Enter age
month and year the
2. Do not know
diagnosis of [CATI: IF F09=120 INSERT ITEM TEXT; IF
F09 = 91 INSERT TEXT
ENTERED AT F10] was
made, please enter
{CFNAME}'s age at that
time. Your best guess is
fine. If {CFNAME} was
diagnosed more than once,
please indicate {his/her}
age at the time of the first
diagnosis.

What month and year was 1. |___|___| Month
the diagnosis of [CATI: IF
2. |___|___|___|___| Year
F09=1-20 INSERT ITEM
3. Do not know
TEXT; IF F09 = 91 INSERT
TEXT ENTERED AT F10]
made? If {CFNAME} was
diagnosed more than once,
please indicate the first
diagnosis.

Current Question Wording
What type of Autism
Spectrum Disorder does
{CFNAME} have? Is it
Autistic Disorder,
Asperger's Disorder,
Childhood Disintegrative
Disorder, Pervasive
Developmental Disorder, or
something else?

Justification (if modified)
Response option 5 was
updated to reflect the most
recent information in the
Diagnostic and Statistical
Manual of Mental Disorders
(DSM-5).

218

MGLS:2017 Parent Survey

New Item

F16.

NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D3)

NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D5)

F17.

F18.

New Item

ECLS-K:2011
Unchanged
(Parent, 2nd
Grade, Spring,
CHQ155)

F15.

1. Yes
2. No

Does {CFNAME} still have
an IEP?

1. Yes
2. No
3. Don't know

Has {CFNAME} ever had an 1. Yes
Individualized Education
2. No
Program (IEP)?
3. Don't know

Does {CFNAME} currently 1. Yes
have a 504 plan based on 2. No
section 504 of the
3. Don't know
Rehabilitation Act that
describes accommodations
to support {his/her}
learning?

Is {CFNAME} medicated for 1. At school
ADD or ADHD at school, at 2. At home
home, or both?
3. Both at school and at
home

Because Special education
services are asked about
individually below (F29-F36),
this question was revised to
ask about IEP only. Also,
timeframe was revised to
focus on current status only.

Because Special education
services are asked about
individually below (F29-F36),
this question was revised to
ask about IEP only.

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
Is {CFNAME} now taking
1. Yes
any prescription medicine 2. No
for the condition related to
{his/her} [CATI: IF F09=1-20
INSERT ITEM TEXT; IF F09 =
91 INSERT TEXT ENTERED
AT F10]?

As of the beginning of the 1. Yes
2012-13 school year, did
2. No
[YOUTH] still receive special
education services and
have an IEP?

Did [YOUTH] ever receive
special education services
or have an IEP
(Individualized Education
Program)?

Original Wording (if
MGLS Source
Status
modified)
Item #
F14.
ECLS-K:2011
Unchanged
(Parent, 2nd
Grade, Spring,
CHQ140)

219

MGLS:2017 Parent Survey

F20.

NLTS 2012
Unchanged
(Parent
Baseline
Questionnaire;
E1b)

MGLS Source
Status
Item #
F19.
NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D5b)

Original Wording (if
modified)
Why is [he/she] no longer
receiving special education
services?

In the last 12 months, has
there been an IEP meeting
about {CFNAME}'s special
education program or
services?

Original Response Options
(if modified)
Current Question Wording
1 No longer needs special Why does {he/she} no
services
longer have an IEP?
2 Met IEP goals
3 Youth was declassified,
school says no longer needs
services
4 No longer eligible, doesn’t
qualify
5 School doesn’t have the
programs [YOUTH] needs
6 Parent doesn’t want
youth in special education
7 Youth did not want to be
in special education
8 Youth now has a 504 Plan
9 Youth was never was in
special education
10 Youth home schooled by
parent
11 Youth no longer in
school
12 Other (SPECIFY)

1. Yes
2. No
3. Don't know

Current Response Options
{CFNAME} no longer needs
special services
{CFNAME} met IEP goals
{CFNAME} was declassified,
school says {he/she} no
longer needs services
{CFNAME} no longer
eligible, doesn’t qualify
School doesn’t have the
programs {CFNAME} needs
I don't want {CFNAME} in
special education
{CFNAME} did not want to
be in special education
{CFNAME} now has a 504
Plan
Other

Justification (if modified)
As a follow-up item to F18
(original D5) question text was
revised to focus on IEP.
Current special education
services are asked about
individually below (F29-F36).

220

F23.

NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
E4)

Did the school mostly come
up with the goals on
[his/her] IEP [and transition
plan] or was it mostly you
or [YOUTH] who came up
with the goals?

During this or last school
year, did [YOUTH] go to
[that same/a] meeting
about an Individualized
Education Program, or IEP,
for [his/her] special
education program or
services?

F22.

NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
E1a)

Original Wording (if
modified)
During this or last school
year, did you or another
adult in the household go
to a meeting about an
Individualized Education
Program, or IEP, for
[YOUTH’S] special
education program or
services?

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F21.
NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
E1)

1. Mostly school
Who came up with the
2. Mostly me or other adult goals on {CFNAME}'s IEP?
3. Mostly youth
4. School and youth equally
5. School and me or other
adult equally
6. Youth and me or other
adult equally
7. School, me or other
adult, and youth equally

Did {CFNAME} go to the
meeting?

Original Response Options
(if modified)
Current Question Wording
1. Yes
Did you or another adult in
2. No
the household go to the
meeting?

1.School staff
2.Me or other
parent/family member
3.{CHILD}
4. Another person (specify)

1. Yes
2. No
3. Don't know

Current Response Options
1. Yes
2. No
3. Don't know

Question revised so parent can
check all who were involved,
and then receive a follow up
question (F24) asking who
created most of the goals.

Question revised to refer to
previous question (F20) for
better flow between and
across related items.

Justification (if modified)
Question revised to refer to
previous question (F20) for
better flow between and
across related items.

221

F26.

F25.

ECLS-K:2011
(Parent, K;
CHQ430)

Modified

NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
E5)

New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
F24.
New Item

Overall, how satisfied are
you with the special
services or special
education program this
school year?

Which of the following best
describes [YOUTH’S] role in
[his/her] [IEP and transition
planning/IEP planning]?

Original Wording (if
modified)

1. Completely satisfied
2. Very satisfied
3. Fairly satisfied
4. Somewhat dissatisfied
5. Very dissatisfied

1.[He/She] did not
participate
2.[He/She] was present in
discussions but participated
very little or not at all
3. [He/She] provided some
input
4.[He/She] took a
leadership role (helping set
the direction of the
discussions, goals and
plans)
5. Doesn’t know about any
goals

Overall, how satisfied are
you with the progress
{CFNAME} has made
towards {his/her} IEP goals
this year? Are you…

How active was {CFNAME}
in developing {his/her} IEP?
For example, did {CFNAME}
participate in discussions
about {his/her} disability,
{his/her} strengths,
{his/her} needs, the
accommodations that
would help
{him/her}achieve in class,
{his/her}goals for the
future, and the goals
{he/she}feels are most
important for {him/her}to
work on?

Original Response Options
(if modified)
Current Question Wording
Of the people who came up
with the IEP goals, who
came up with the most
goals?

1. Completely satisfied
2. Very satisfied
3. Fairly satisfied
4. Somewhat dissatisfied
5. Very dissatisfied

1. Very active; took a
leadership role in IEP
development
2. Active; participated
regularly in IEP
development
3. Somewhat active;
participated occasionally in
IEP development
4. Not active; did not
participate in IEP
development

Question revised for continuity
with section focus on IEP,
rather than on special services.

Question revised and examples
provided for clarity of question
intent. Response options also
revised to focus more directly
on how active the child’s role
was during IEP development.

Current Response Options Justification (if modified)
1. School staff
2. Me or another
parent/family member
3. {CFNAME}
4. Another person (specify)

222

F28b.

New Item

New Item

New Item

F28a.

New Item

New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
F27.
New Item

Original Wording (if
modified)

Expand social and
community support
networks?

How often have you
discussed the following
topics with staff at
{CFNAME}'s school about
how {CFNAME} can...

Develop self-determination
and self-advocacy skills?

How often have you
discussed the following
topics with staff at
{CFNAME}'s school about
how {CFNAME} can...

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
Have you had any
1. Yes
discussions with
2. No
{CFNAME}'s IEP team about
{his/her} transition to high
school?

223

F28e.

New Item

New Item

New Item

F28d.

New Item

New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
F28c. New Item

Original Wording (if
modified)

Connect with adult service
providers?

How often have you
discussed the following
topics with staff at
{CFNAME}'s school about
how {CFNAME} can...

Practice skills in handling
money such as counting
money, making change,
saving money for a desired
object or event?

How often have you
discussed the following
topics with staff at
{CFNAME}'s school about
how {CFNAME} can...

Learn “soft” employment
skills (such as appropriate
dress, working well in a
group, following
instructions)?

Original Response Options
(if modified)
Current Question Wording
How often have you
discussed the following
topics with staff at
{CFNAME}'s school about
how {CFNAME} can...

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Current Response Options Justification (if modified)
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

224

New Item

F28g.

New Item

New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
F28f.
New Item

Original Wording (if
modified)

Prepare for change?

How often have you
discussed the following
topics with staff at
{CFNAME}'s school about
how {CFNAME} can...

Plan for health care needs?

Original Response Options
(if modified)
Current Question Wording
How often have you
discussed the following
topics with staff at
{CFNAME}'s school about
how {CFNAME} can...

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Current Response Options Justification (if modified)
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

225

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F29a. NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)

1. Yes
2. No

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.
Has [he/she] taken part in a
program or service that
provides …

1. Yes
2. No

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
1. Yes
months, has [YOUTH]
2. No
received any of the
following accommodations
or services through school?
Catch-up courses or doubledosing of classes during the
regular school day
Catch-up courses or doubledosing of classes during the
regular school day

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
{his/her} academic
performance?

Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for academic
performance received within
and outside of school.
Response options were revised
to include two “No” options to
specify why a service was not
received.

226

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F29b. NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)
Supplemental instruction or
tutoring in academic
subjects before or after
school

Supplemental instruction or
tutoring in academic
subjects before or after
school

1. Yes
2. No

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.
Has [he/she] taken part in
a program or service that
provides …

1. Yes
2. No

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
{his/her} academic
performance?

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for academic
performance received within
and outside of school.
Response options were revised
to include two “No” options to
specify why a service was not
received.

227

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F29c. NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)
Supplemental instruction or
tutoring in academic
subjects on weekends

Supplemental instruction or
tutoring in academic
subjects on weekends

1. Yes
2. No

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.
Has [he/she] taken part in
a program or service that
provides …

1. Yes
2. No

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
{his/her} academic
performance?

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for academic
performance received within
and outside of school.
Response options were revised
to include two “No” options to
specify why a service was not
received.

228

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F29d. NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)
Help connecting students to
outside academic transition
services, supports, or
activities (e.g., tutoring,
mentoring)

Help connecting students to
outside academic transition
services, supports, or
activities (e.g., tutoring,
mentoring)

1. Yes
2. No

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.
Has [he/she] taken part in
a program or service that
provides …

1. Yes
2. No

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
{his/her} academic
performance?

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for academic
performance received within
and outside of school.
Response options were revised
to include two “No” options to
specify why a service was not
received.

229

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F29e. NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)
Tutor

Tutor

1. Yes
2. No

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.
Has [he/she] taken part in
a program or service that
provides …

1. Yes
2. No

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
{his/her} academic
performance?

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for academic
performance received within
and outside of school.
Response options were revised
to include two “No” options to
specify why a service was not
received.

230

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F29f.
NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)

1. Yes
2. No

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.
Has [he/she] taken part in
a program or service that
provides …

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Braille instruction or other
related services for visually
impaired (e.g., Nemeth
code, abacus)
1. Yes
2. No
Braille instruction or other
related services for visually
impaired (e.g., Nemeth
code, abacus)

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
{his/her} academic
performance?

Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for academic
performance received within
and outside of school.
Response options were revised
to include two “No” options to
specify why a service was not
received.

231

New Item

New Item

F29b1. New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
F29a1. New Item

Original Wording (if
modified)
Current Response Options Justification (if modified)
1. Received through school
2. Received through outside
source

Supplemental instruction or
tutoring in academic
subjects before or after
school

Were each of the following 1. Received through school
services for academic
2. Received through outside
performance {CFNAME}
source
and your family have
received from the school or
from an outside source?

Catch-up courses or doubledosing of classes during the
regular school day

Original Response Options
(if modified)
Current Question Wording
Were each of the following
services for academic
performance {CFNAME}
and your family have
received from the school or
from an outside source?

232

New Item

New Item

F29d1. New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
F29c1. New Item

Original Wording (if
modified)
Current Response Options Justification (if modified)
1. Received through school
2. Received through outside
source

Help connecting students to
outside academic transition
services, supports, or
activities (e.g., tutoring,
mentoring)

Were each of the following 1. Received through school
services for academic
2. Received through outside
performance {CFNAME}
source
and your family have
received from the school or
from an outside source?

Supplemental instruction or
tutoring in academic
subjects on weekends

Original Response Options
(if modified)
Current Question Wording
Were each of the following
services for academic
performance {CFNAME}
and your family have
received from the school or
from an outside source?

233

New Item

F29f1.

New Item

New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
F29e1. New Item

Original Wording (if
modified)
Current Response Options Justification (if modified)
1. Received through school
2. Received through outside
source

Braille instruction or other
related services for visually
impaired (e.g., Nemeth
code, abacus)

Were each of the following 1. Received through school
services for academic
2. Received through outside
performance {CFNAME}
source
and your family have
received from the school or
from an outside source?

Tutor

Original Response Options
(if modified)
Current Question Wording
Were each of the following
services for academic
performance {CFNAME}
and your family have
received from the school or
from an outside source?

234

Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

F30b.

ECLS-K (Parent, Modified
K; CHQ.400)

Original Wording (if
modified)
Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F30a. ECLS-K (Parent, Modified
K; CHQ.400)

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Original Response Options
(if modified)
1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Supplemental instruction or
tutoring in academic
subjects before or after
school

Overall, how helpful
are/were each of the
following services for
academic performance
{CFNAME} and your family
have received from the
school?

Catch-up courses or doubledosing of classes during the
regular school day

Current Question Wording
Overall, how helpful
are/were each of the
following services for
academic performance
{CFNAME} and your family
have received from the
school?

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Current Response Options
1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Question was modified to ask
specifically about services for
academic performance
received within the school.

Justification (if modified)
Question was modified to ask
specifically about services for
academic performance
received within the school.

235

Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

F30d.

ECLS-K (Parent, Modified
K; CHQ.400)

Original Wording (if
modified)
Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F30c. ECLS-K (Parent, Modified
K; CHQ.400)

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Original Response Options
(if modified)
1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Help connecting students to
outside academic transition
services, supports, or
activities (e.g., tutoring,
mentoring)

Overall, how helpful
are/were each of the
following services for
academic performance
{CFNAME} and your family
have received from the
school?

Supplemental instruction or
tutoring in academic
subjects on weekends

Current Question Wording
Overall, how helpful
are/were each of the
following services for
academic performance
{CFNAME} and your family
have received from the
school?

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Current Response Options
1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Question was modified to ask
specifically about services for
academic performance
received within the school.

Justification (if modified)
Question was modified to ask
specifically about services for
academic performance
received within the school.

236

Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

F30f.

ECLS-K (Parent, Modified
K; CHQ.400)

Original Wording (if
modified)
Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F30e. ECLS-K (Parent, Modified
K; CHQ.400)

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Original Response Options
(if modified)
1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Braille instruction or other
related services for visually
impaired (e.g., Nemeth
code, abacus)

Overall, how helpful
are/were each of the
following services for
academic performance
{CFNAME} and your family
have received from the
school?

Tutor

Current Question Wording
Overall, how helpful
are/were each of the
following services for
academic performance
{CFNAME} and your family
have received from the
school?

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Current Response Options
1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Question was modified to ask
specifically about services for
academic performance
received within the school.

Justification (if modified)
Question was modified to ask
specifically about services for
academic performance
received within the school.

237

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F31a. NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)
Help developing capability
to dress, clean, care for self

Help developing capability
to dress, clean, care for self

1. Yes
2. No

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.
Has [he/she] taken part in
a program or service that
provides …

1. Yes
2. No

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
positive skills and
behaviors?

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for positive skills and
behaviors received within and
outside of school. Response
options were revised to
include two “No” options to
specify why a service was not
received.

238

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F31b. NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)
Help connecting students to
community skill- and
behavior-related services,
supports, or activities (e.g.,
assistive technology,
networking)

Help connecting students to
community skill- and
behavior-related services,
supports, or activities (e.g.,
assistive technology,
networking)

1. Yes
2. No

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.
Has [he/she] taken part in
a program or service that
provides …

1. Yes
2. No

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
positive skills and
behaviors?

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for positive skills and
behaviors received within and
outside of school. Response
options were revised to
include two “No” options to
specify why a service was not
received.

239

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F31c. NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)
Speech or language
therapy, or communication
services

Speech or language
therapy, or communication
services

1. Yes
2. No

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.
Has [he/she] taken part in
a program or service that
provides …

1. Yes
2. No

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
positive skills and
behaviors?

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for positive skills and
behaviors received within and
outside of school. Response
options were revised to
include two “No” options to
specify why a service was not
received.

240

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F31d. NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)
Psychological or mental
health services or
counseling

Psychological or mental
health services or
counseling

1. Yes
2. No

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.
Has [he/she] taken part in
a program or service that
provides …

1. Yes
2. No

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
positive skills and
behaviors?

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for positive skills and
behaviors received within and
outside of school. Response
options were revised to
include two “No” options to
specify why a service was not
received.

241

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F31e. NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)
Physical or occupational
therapy

Physical or occupational
therapy

1. Yes
2. No

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.
Has [he/she] taken part in
a program or service that
provides …

1. Yes
2. No

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
positive skills and
behaviors?

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for positive skills and
behaviors received within and
outside of school. Response
options were revised to
include two “No” options to
specify why a service was not
received.

242

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F31f.
NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)
Orientation and mobility
services (to help individuals
navigate their environment)

Orientation and mobility
services (to help individuals
navigate their environment)

1. Yes
2. No

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.
Has [he/she] taken part in
a program or service that
provides …

1. Yes
2. No

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
positive skills and
behaviors?

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for positive skills and
behaviors received within and
outside of school. Response
options were revised to
include two “No” options to
specify why a service was not
received.

243

New Item

New Item

F31b1. New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
F31a1. New Item

Original Wording (if
modified)
Current Response Options Justification (if modified)
1. Received through school
2. Received through outside
source

Help connecting students to
community skill- and
behavior-related services,
supports, or activities (e.g.,
assistive technology,
networking)

Were each of the following 1. Received through school
services for positive skills
2. Received through outside
and behaviors {CFNAME}
source
and your family have
received from the school or
from an outside source?

Help developing capability
to dress, clean, care for self

Original Response Options
(if modified)
Current Question Wording
Were each of the following
services for positive skills
and behaviors {CFNAME}
and your family have
received from the school or
from an outside source?

244

New Item

New Item

F31d1. New Item

F31e1. New Item

New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
F31c1. New Item

Original Wording (if
modified)
Current Response Options Justification (if modified)
1. Received through school
2. Received through outside
source

Physical or occupational
therapy

Were each of the following 1. Received through school
services for positive skills
2. Received through outside
and behaviors {CFNAME}
source
and your family have
received from the school or
from an outside source?

Psychological or mental
health services or
counseling

Were each of the following 1. Received through school
services for positive skills
2. Received through outside
and behaviors {CFNAME}
source
and your family have
received from the school or
from an outside source?

Speech or language
therapy, or communication
services

Original Response Options
(if modified)
Current Question Wording
Were each of the following
services for positive skills
and behaviors {CFNAME}
and your family have
received from the school or
from an outside source?

245

F32a.

ECLS-K (Parent, Modified
K; CHQ.400)

New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
F31f1. New Item

Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

Original Wording (if
modified)

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Help developing capability
to dress, clean, care for self

Overall, how helpful
are/were each of the
following services for
positive skills and behaviors
{CFNAME} and your family
have received from the
school?

Orientation and mobility
services (to help individuals
navigate their environment)

Original Response Options
(if modified)
Current Question Wording
Were each of the following
services for positive skills
and behaviors {CFNAME}
and your family have
received from the school or
from an outside source?

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Question was modified to ask
specifically about services for
positive skills and behaviors
received within the school.

Current Response Options Justification (if modified)
1. Received through school
2. Received through outside
source

246

MGLS:2017 Parent Survey

F32c.

ECLS-K (Parent, Modified
K; CHQ.400)

MGLS Source
Status
Item #
F32b. ECLS-K (Parent, Modified
K; CHQ.400)

Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

Original Wording (if
modified)
Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Original Response Options
(if modified)
1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Speech or language
therapy, or communication
services

Overall, how helpful
are/were each of the
following services for
positive skills and behaviors
{CFNAME} and your family
have received from the
school?

Help connecting students to
community skill- and
behavior-related services,
supports, or activities (e.g.,
assistive technology,
networking)

Current Question Wording
Overall, how helpful
are/were each of the
following services for
positive skills and behaviors
{CFNAME} and your family
have received from the
school?

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Current Response Options
1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Question was modified to ask
specifically about services for
positive skills and behaviors
received within the school.

Justification (if modified)
Question was modified to ask
specifically about services for
positive skills and behaviors
received within the school.

247

F32f.

ECLS-K (Parent, Modified
K; CHQ.400)

Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

F32e.

ECLS-K (Parent, Modified
K; CHQ.400)

Original Wording (if
modified)
Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F32d. ECLS-K (Parent, Modified
K; CHQ.400)

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Original Response Options
(if modified)
1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Orientation and mobility
services (to help individuals
navigate their environment)

Overall, how helpful
are/were each of the
following services for
positive skills and behaviors
{CFNAME} and your family
have received from the
school?

Physical or occupational
therapy

Overall, how helpful
are/were each of the
following services for
positive skills and behaviors
{CFNAME} and your family
have received from the
school?

Psychological or mental
health services or
counseling

Current Question Wording
Overall, how helpful
are/were each of the
following services for
positive skills and behaviors
{CFNAME} and your family
have received from the
school?

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Current Response Options
1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Question was modified to ask
specifically about services for
positive skills and behaviors
received within the school.

Question was modified to ask
specifically about services for
positive skills and behaviors
received within the school.

Justification (if modified)
Question was modified to ask
specifically about services for
positive skills and behaviors
received within the school.

248

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F33a. NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)

1. Yes
2. No

Has [he/she] taken part in
a program or service that
provides …

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.

1. Yes
2. No

Reader or interpreter,
including sign language

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Reader or interpreter,
including sign language

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
positive life functioning?

Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for positive life
functioning received within
and outside of school.
Response options were revised
to include two “No” options to
specify why a service was not
received.

249

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F33b. NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)

1. Yes
2. No

Has [he/she] taken part in
a program or service that
provides …

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.

1. Yes
2. No

Audiology services for
hearing problems

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Audiology services for
hearing problems

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
positive life functioning?

Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for positive life
functioning received within
and outside of school.
Response options were revised
to include two “No” options to
specify why a service was not
received.

250

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F33c. NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)

1. Yes
2. No

Has [he/she] taken part in
a program or service that
provides …

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.

1. Yes
2. No

Special transportation
because of disability

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Special transportation
because of disability

Current Question Wording
During the past 12 months,
has {CFNAME} received any
of the following services for
positive life functioning?

Current Response Options
1. Yes
2. No - Service was needed,
but not available
3. No - Service was not
needed
4. Don't know

Justification (if modified)
This question combines two
original questions to capture
services for positive life
functioning received within
and outside of school.
Response options were revised
to include two “No” options to
specify why a service was not
received.

251

New Item

New Item

F33b1. New Item

F33c1. New Item

New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
F33a1. New Item

Original Wording (if
modified)
Current Response Options Justification (if modified)
1. Received through school
2. Received through outside
source

Special transportation
because of disability

Were each of the following 1. Received through school
services for positive life
2. Received through outside
functioning {CFNAME} and source
your family have received
from the school or from an
outside source?

Audiology services for
hearing problems

Were each of the following 1. Received through school
services for positive life
2. Received through outside
functioning {CFNAME} and source
your family have received
from the school or from an
outside source?

Reader or interpreter,
including sign language

Original Response Options
(if modified)
Current Question Wording
Were each of the following
services for positive life
functioning {CFNAME} and
your family have received
from the school or from an
outside source?

252

F34c.

ECLS-K (Parent, Modified
K; CHQ.400)

Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

F34b.

ECLS-K (Parent, Modified
K; CHQ.400)

Original Wording (if
modified)
Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F34a. ECLS-K (Parent, Modified
K; CHQ.400)

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Original Response Options
(if modified)
1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Special transportation
because of disability

Overall, how helpful
{are/were} each of the
following services for
positive life functioning
{CFNAME} and your family
have received from the
school?

Audiology services for
hearing problems

Overall, how helpful
{are/were} each of the
following services for
positive life functioning
{CFNAME} and your family
have received from the
school?

Reader or interpreter,
including sign language

Current Question Wording
Overall, how helpful
{are/were} each of the
following services for
positive life functioning
{CFNAME} and your family
have received from the
school?

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Current Response Options
1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Question was modified to ask
specifically about services for
positive life functioning
received within the school.

Question was modified to ask
specifically about services for
positive life functioning
received within the school.

Justification (if modified)
Question was modified to ask
specifically about services for
positive life functioning
received within the school.

253

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
F35.
NLTS 2012
Modified
(Parent
Baseline
Questionnaire;
D32) and NLTS
2012 (Parent
Baseline
Questionnaire,
D31)

1. Yes
2. No

Has [he/she] taken part in
a program or service that
provides …

D32. Below is a list of
programs and services
schools may offer to help
students prepare for life
after high school. For each,
please indicate if [YOUTH]
took part during this school
year, that is, 2012-2013.

1. Yes
2. No

Other accommodations or
services (specify)

Original Wording (if
Original Response Options
modified)
(if modified)
D31 During the past 12
months, has [YOUTH]
received any of the
following accommodations
or services through school?
Current Question Wording
During the past 12 months,
has {CFNAME} received any
other services? If so, please
specify what those services
were.

Current Response Options
1. Yes (Please specify)
2. No
3. Don't know

Justification (if modified)
This question combines two
original questions to capture
services received within and
outside of school. Response
options were revised so that
the respondent can specify the
"other service".

254

ECLS-K:2011
(Parent, K;
EMQ.030)

ECLS-K:2011
(Parent, K;
EMQ.060)

New Item

G03.

G04.

New Item

Modified

Modified

ECLS-K (Parent, Modified
K; CHQ.400)

G02.

F36.

New Item

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
F35a. New Item

1. Very helpful1. Very
helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Have {you/ {NAME}}
worked at a job for pay in
the last 5 years?

{Have you/Has {NAME}}
been actively looking for
work in the past 4 weeks?

1. Yes
2. No

1. Yes
2. No

1. Yes
2. No

1. Very helpful
2. Helpful
3. Not helpful
4. Not at all helpful

Has [HH#FNAME]
[HH#LNAME] worked at a
job for pay in the last 5
years?

1. Yes
2. No

Question text updated to ask
about a specific named
individual of interest for clarity
and remove "were you" to
avoid confusion about primary
parents or guardians in the
household.

Question text updated to ask
about a specific named
individual of interest for clarity
and remove "were you" to
avoid confusion about primary
parents or guardians in the
household.

Question was modified to ask
specifically about services
received within the school.

Current Response Options Justification (if modified)
1. Received through school
2. Received through outside
source
3. Don't know

Has [HH#FNAME]
1. Yes
[HH#LNAME] been actively 2. No
looking for work in the past
4 weeks?

Was [HH#FNAME]
[HH#LNAME] on leave or
vacation from a job?

{TEXT FROM F35.}

Overall, how helpful were
the services {CFNAME} and
your family have received
from the school?

Original Response Options
(if modified)
Current Question Wording
Were the services for {FILL
FROM F35} {CFNAME} and
your family have received
from the school or from an
outside source?

{Were you/Was {NAME}}
1. Yes
on leave or vacation from a 2. No
job?

Overall, how helpful
{are/were} the special
services your child or family
{is receiving/received}?

Original Wording (if
modified)

255

ECLS-K:2011
(Parent, K;
EMQ.040)

ECLS-K:2011
(Parent, K;
EMQ.050)

G07.

G08.

Modified

Modified

Modified

G06.

ECLS-K:2011
(Parent, K;
EMQ.080S)

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
G05.
ECLS-K:2011
(Parent, K;
EMQ.080)

About how many total
hours per week {do
you/does {NAME}} usually
work for pay?

How many jobs {do
you/does {NAME}} have
now?

Please enter what {you
were/{NAME} was} doing
most of last week.

Original Wording (if
modified)
What {were you/was
{NAME}} doing most of last
week? Would you say …
Current Response Options
1. Keeping house or caring
for children
2. Going to school
3. Retired
4. Unable to work
91. Something else?
(Specify)

Please enter what
______________ Enter
[HH#FNAME] [HH#LNAME] description
was doing most of last
week.

Current Question Wording
What was [HH#FNAME]
[HH#LNAME] doing most of
last week? Would you say…

Question text updated to ask
about a specific named
individual of interest for clarity
and remove "were you" to
avoid confusion about primary
parents or guardians in the
household.

Justification (if modified)
Question text updated to ask
about a specific named
individual of interest for clarity
and remove "were you" to
avoid confusion about primary
parents or guardians in the
household.

1. |___|___| Enter number
of weekly hours between 1
and 80 {Range 1-80}
2. More than 80 hours per
week

About how many total
|___|___| Enter number of
hours per week does
weekly hours
[HH#FNAME] [HH#LNAME]
usually work for pay?

Question text updated to ask
about a specific named
individual of interest for clarity
and remove "were you" to
avoid confusion about primary
parents or guardians in the
household.

|___|___| Enter number of How many jobs does
|___|___| Enter number of Question text updated to ask
jobs
[HH#FNAME] [HH#LNAME] jobs
about a specific named
have now?
individual of interest for clarity
and remove "were you" to
avoid confusion about primary
parents or guardians in the
household.

______________ Enter
description

Original Response Options
(if modified)
1. Keeping house or caring
for children
2. Going to school
3. Retired
4. Unable to work
91. Something else?
(Specify)

256

Modified

G09b.

ECLS-K:2011
(Parent, K;
EMQ.120)

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
G09a. ECLS-K:2011
(Parent, K;
EMQ.120)

Question text revised to ask
about previous employer if
parent/guardian not currently
working.

Question text updated to ask
about a specific named
individual of interest for clarity
and remove "were you" to
avoid confusion about primary
parents or guardians in the
household.

Original Response Options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
_________ Enter employer Who does [HH#FNAME]
_________ Enter employer Question text updated to ask
name
[HH#LNAME] work for?
name
about a specific named
individual of interest for clarity
and remove "were you" to
avoid confusion about primary
parents or guardians in the
household.

For whom {do/does/did}
_________ Enter employer Who did [HH#FNAME]
_________ Enter employer
{you/{NAME}} work {when name
[HH#LNAME] work for the name
{you/{he/she}} last
last time [he/she] worked?
worked}?

Original Wording (if
modified)
For whom {do/does/did}
{you/{NAME}} work {when
{you/{he/she}} last
worked}?

257

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
G10a. ECLS-K:2011
(Parent, K;
EMQ.130)

Original Wording (if
modified)
EMQ.130 What kind of
business or industry
{is/was} this?
PROBE: What do they make
or do?
PROBE: For example, TV
and radio manufacturing,
retail shoe store, state
labor department, farming.
CAPI INSTRUCTION:
DISPLAY "IS" IF EMQ.020 =
1 OR EMQ.030 = 1.
OTHERWISE, DISPLAY
"WAS".

Original Response Options
(if modified)
Current Question Wording
_______________________ What kind of business or
_______________________ industry is this?
__________ ENTER
INDUSTRY DESCRIPTION
Current Response Options
1. Construction (Buildings,
alterations and public
works)
2. Governments (Local,
state and Federal agencies)
3. Foreign Trade (Exports,
imports and participants)
4. Manufacturing
(Companies, operations
and shipments, products)
5. Mining (Minerals, gases
and initial processing)
6. Retail (Merchandise for
personal or home use)
7. Services (Personal,
business and transport
services)
8. Wholesale (Merchandise
for business use)
9. Other (Specify)

Question text revised to be
present tense only to ask
about job if currently working.

Justification (if modified)
Response option was changed
from a text entry to a list of
possible industries to choose
from as a means to reduce
respondent burdent by
narrowing the potential variety
of industries entered to
general categories.

258

G11a.

ECLS-K:2011
(Parent, K;
EMQ.140)

Modified

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
G10b. ECLS-K:2011
(Parent, K;
EMQ.130)

What kind of work
{are/is/were/was}
{you/{NAME}} doing?

Original Wording (if
modified)
EMQ.130 What kind of
business or industry
{is/was} this?
PROBE: What do they make
or do?
PROBE: For example, TV
and radio manufacturing,
retail shoe store, state
labor department, farming.
CAPI INSTRUCTION:
DISPLAY "IS" IF EMQ.020 =
1 OR EMQ.030 = 1.
OTHERWISE, DISPLAY
"WAS".
Current Response Options
1. Construction (Buildings,
alterations and public
works)
2. Governments (Local,
state and Federal agencies)
3. Foreign Trade (Exports,
imports and participants)
4. Manufacturing
(Companies, operations
and shipments, products)
5. Mining (Minerals, gases
and initial processing)
6. Retail (Merchandise for
personal or home use)
7. Services (Personal,
business and transport
services)
8. Wholesale (Merchandise
for business use)
9. Other (Specify)

Question text revised to be
past tense only to ask about
previous job if parent/guardian
not currently working.

Justification (if modified)
Response option was changed
from a text entry to a list of
possible industries to choose
from as a means to reduce
respondent burdent by
narrowing the potential variety
of industries entered to
general categories.

Question text revised to be
present tense only.

___________Enter job title What kind of work is
___________Enter job title Question text updated to ask
[HH#FNAME] [HH#LNAME]
about a specific named
doing?
individual of interest for clarity
and remove fills to avoid
confusion about primary
parents or guardians in the
household.

Original Response Options
(if modified)
Current Question Wording
_______________________ What kind of business or
_______________________ industry was this?
__________ ENTER
INDUSTRY DESCRIPTION

259

G12b.

ECLS-K:2011
(Parent, K;
EMQ.150)

Modified

Modified

G12a.

ECLS-K:2011
(Parent, K;
EMQ.150)

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
G11b. ECLS-K:2011
(Parent, K;
EMQ.140)

What {are/is/were/was}
{your/{NAME}'s} most
important activities or
duties on this job? What
{do/does/did}
{you/{NAME}} actually do
at this job?

What {are/is/were/was}
{your/{NAME}'s} most
important activities or
duties on this job? What
{do/does/did}
{you/{NAME}} actually do
at this job?

Original Wording (if
modified)
What kind of work
{are/is/were/was}
{you/{NAME}} doing?

__________ Enter job
duties

__________ Enter job
duties

What were [HH#FNAME]
__________ Enter job
[HH#LNAME]’s most
duties
important activities or
duties on this job? What did
[HH#FNAME] [HH#LNAME]
actually do at this job?

What are [HH#FNAME]
__________ Enter job
[HH#LNAME]’s most
duties
important activities or
duties on this job? What
does [HH#FNAME]
[HH#LNAME] actually do at
this job?

Original Response Options
(if modified)
Current Question Wording Current Response Options
___________Enter job title What kind of work was
___________Enter job title
[HH#FNAME] [HH#LNAME]
doing?

Question text revised to ask
about previous employer if
parent/guardian not currently
working.

Question text updated to ask
about a specific named
individual of interest for clarity
and remove fills to avoid
confusion about primary
parents or guardians in the
household.

Question text revised to be
present tense only.

Question text updated to ask
about a specific named
individual of interest for clarity
and remove fills to avoid
confusion about primary
parents or guardians in the
household.

Question text revised to ask
about previous employer if
parent/guardian not currently
working.

Justification (if modified)
Question text updated to ask
about a specific named
individual of interest for clarity
and remove fills to avoid
confusion about primary
parents or guardians in the
household.

260

MGLS:2017 Parent Survey

MGLS Source
Status
Item #
G13.
ECLS-K (Parent, Modified
8; PAQ. 100)

Original Wording (if
modified)
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?

Original Response Options
(if modified)
Current Question Wording
1. $25,000 or less, or
What was the total income
2. More than $25,000?
of all persons in your
household over the past
year, including salaries or
other earnings, interest,
retirement, and so on for all
household members?
Current Response Options
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
16 $75,001 to $80,000
17 $80,001 to $85,000
18 $85,001 to $90,000
19 $90,001 to $95,000
20 $95,001 to $100,000
21 $100,001 to $110,000
22 $110,001 t0 $120,000
23 $120,001 to $130,000
24 $130,001 to $140,000
25 $140,001 to $150,000
26 $150,001 to $160,000
27 $160,001 to $170,000
28 $170,001 to $180,000
29 $180,001 to $190,000
30 $190,001 to $200,000
31 $200,001 to $225,000
32 $225,001 to $250,000
33 $250,001 to $275,000
34 $275,001 to $300,000

Justification (if modified)
Response options were
expanded for more specificity
while reducing respondent
burden to enter specific
income as in other
approaches.

261

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
G14.
ELS:2002
(Parent,
baseline, 83)

Original Wording (if
modified)
Which of the following have
you or your spouse/partner
done to financially prepare
for your tenth grader's
education after high
school?

Original Response Options
(if modified)
1. Started a savings account
2. Bought an insurance
policy
3. Bought U.S. savings
bonds
4. Made investments in
stocks or real estate
5. Set up a college
investment fund (such as a
mutual fund)
6. Started working another
job and/or more hours
7. Established another form
of savings
8. Reduced other expenses
in some way (e.g., pay off
car, put off vacations or
other expenses)
9. Planned to reduce other
expenses in some way
10. Re-mortgaged your
property or took out a
home equity loan
11. Planned to re-mortgage
your property or take out a
home equity loan
12. Had your child put aside
earnings
13. Participated in a statesponsored college savings
program
14. Nothing
Current Question Wording
Which of the following have
you or members of your
household done to
financially prepare for
{CFNAME}'s education after
high school?

Current Response Options Justification (if modified)
1. Started a savings account Question revised to ask about
2. Bought an insurance
all household members.
policy
3. Bought U.S. savings
bonds
4. Made investments in
stocks or real estate
5. Set up a college
investment fund (such as a
mutual fund)
6. Started working another
job and/or more hours
7. Established another form
of savings
8. Reduced other expenses
in some way (e.g., pay off
car, put off vacations or
other expenses)
9. Planned to reduce other
expenses in some way
10. Re-mortgaged your
property or took out a
home equity loan
11. Planned to re-mortgage
your property or take out a
home equity loan
12. Had your child put aside
earnings
13. Participated in a statesponsored college savings
program (such as a 529
plan)
14. Other (please specify)
15. Have not started

262

MGLS:2017 Parent Survey

ECLS-K (Parent, Modified
Grade K;
CMQ.010)

HSLS:09
Modified
(Parent,
Baseline; Sect.
D)

H03a.

ECLS-K (Parent, Modified
Grade K;
CMQ.030)

H02.

H01.

Original Response Options
(if modified)
Current Question Wording
About how much money
has been set aside for
{his/her} future educational
needs?

How many times has [your |___|___| Enter number of
9th grader] changed
times
schools since [he/she]
entered kindergarten? Do
not count changes that
occurred as a result of
promotion to the next
grade or level, for instance,
a move from an elementary
school to a middle school
or from a middle school to
a high school in the same
district.

Since {CHILD} was born,
|___|___| Enter number of
how many different places places
has {he/she} lived for four
months or more?

The response option was
changed to a drop down
including options from <1 year
to >15 years, increasing the
overal range from the original
0-8 years to be more
appropriate for this age group.

Original question was split into
two questions to distinguish
change of school due to
promotion and change for
other reasons.

Select number of years
Timeframe changed from
[DROP DOWN R: 0 through “since birth” to “last 5 years”
20 or more]
to reflect the age of this
sample.

Select number of years
[DROP DOWN R: <1 year>15 years]

Current Response Options Justification (if modified)
1. None
2. $2,000 or less
3. $2,001‐$5,000
4. $5,001‐$10,000
5. $10,001‐$15,000
6. $15,001‐$25,000
7. $25,001‐$35,000
8. $35,001‐$60,000
9. More than $60,000

How many times has
1. |___|___| Enter number
{CFNAME} changed schools of times
since {he/she} entered
kindergarten as a result of
grade promotion?

In the last 5 years how
many different places has
{CFNAME} lived for four
months or more?

How long has {CHILD} lived |___|___| AND |___|___| How long has {CFNAME}
in {his/her} current
ENTER YEARS ENTER
lived in {his/her} current
residence?
MONTHS
residence?
or
REFUSED
DON’T KNOW

Original Wording (if
MGLS Source
Status
modified)
Item #
G15.
HSLS:09
Unchanged
(Parent,
Baseline, Sect.
F, Q 21)

263

MGLS:2017 Parent Survey

I01a.

H04.

New Item

HSLS:09
Modified
(Student,
Baseline; Sect.
E)

New Item

MGLS Source
Status
Item #
H03b. HSLS:09
Modified
(Parent,
Baseline; Sect.
D)

Since the beginning of the
last school year
(2008‐2009), which of the
following people have you
talked with about which
math courses to take this
year?

Original Wording (if
modified)
How many times has [your
9th grader] changed
schools since [he/she]
entered kindergarten? Do
not count changes that
occurred as a result of
promotion to the next
grade or level, for instance,
a move from an elementary
school to a middle school
or from a middle school to
a high school in the same
district.

Your mother or female
guardian
Your father or male
guardian
Your friends
A favorite teacher
A school counselor
None of these people

Selecting a math course to
take next school year

Since the start of this
school year, how often
have you discussed the
following with {CFNAME}?

Is {CFNAME} attending a
different school this year
than the one {he/she} had
attended last school year?

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

1. Yes
2. No

Original Response Options
(if modified)
Current Question Wording Current Response Options
|___|___| Enter number of How many times has
1. |___|___| Enter number
times
{CFNAME} changed schools of times
since {he/she} entered
kindergarten for a reason
other than grade
promotion?

Question subject changed
from student to parent to
reflect different respondent.
Question text and response
options changed to capture
frequency of conversation
accordingly.

Justification (if modified)
Original question was split into
two questions to distinguish
change of school due to
promotion and change for
other reasons.

264

HSLS:09
(Parent, First
Follow Up
2012, Section
B, Q14b)

HSLS:09
(Parent, First
Follow Up
2012, Section
B, Q14c)

I01c.

I01d.

Modified

Modified

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
I01b.
HSLS:09
(Parent, First
Follow Up
2012, Section
B, Q14a)

Applying to college or other
schools after high school

Since the start of the 20112012 school year, about
how often have you
discussed the following
with [teenager]?

Preparing for college
entrance exams such as
ACT, SAT, or ASVAB

Since the start of the 20112012 school year, about
how often have you
discussed the following
with [teenager]?

Selecting courses or
programs at school

Original Wording (if
modified)
Since the start of the 20112012 school year, about
how often have you
discussed the following
with [teenager]?

1=Never
2=Once or twice
3=Three or four times
4=More than four times

1=Never
2=Once or twice
3=Three or four times
4=More than four times

Original Response Options
(if modified)
1=Never
2=Once or twice
3=Three or four times
4=More than four times

Applying to college or other
schools after high school

Since the start of this
school year, how often
have you discussed the
following with {CFNAME}?

Preparing for college
entrance exams such as
ACT, SAT, or ASVAB

Since the start of this
school year, how often
have you discussed the
following with {CFNAME}?

Selecting courses other
than math to take next
school year

Current Question Wording
Since the start of this
school year, how often
have you discussed the
following with {CFNAME}?

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Current Response Options
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

The question text was revised
to ask about child generally,
rather than about teenager.
Response options revised to
aid in recall and for
consistency with related items
.

The question text was revised
to ask about child generally,
rather than about teenager.
Response options revised to
aid in recal and for consistency
with related items .

Justification (if modified)
The question text was revised
to ask about child generally,
rather than about teenager,
and to ask about "courses
other than math" to
compliment item I01a, which
asks about math courses
specifically. Response options
revised to aid in recall and for
consistency with related items
.

265

I02.

ECLS-K (Parent, Unchanged
Grade 8;
PIQ.070)

Modified

Status

MGLS:2017 Parent Survey

MGLS Source
Item #
I01e.
HSLS:09
(Parent, First
Follow Up
2012, Section
B, Q14d)
Careers [he/she] might be
interested in

Original Wording (if
modified)
Since the start of the 20112012 school year, about
how often have you
discussed the following
with [teenager]?

Original Response Options
(if modified)
1=Never
2=Once or twice
3=Three or four times
4=More than four times

How far in school do you
expect {CFNAME} to go?
Would you say you expect
{he/she} …

Careers {CFNAME} might be
interested in

Current Question Wording
Since the start of this
school year, how often
have you discussed the
following with {CFNAME}?

1. Won’t finish high school
2. Will graduate from high
school, but won’t go any
further
3. Will go to a technical or
trade school after high
school
4. Will attend college
5. Will graduate from
college
6. Will attend a higher level
of school after graduating
from college
7. Don’t know

Current Response Options
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Justification (if modified)
The question text was revised
to ask about child generally,
rather than about teenager.
Response options revised to
aid in recall and for
consistency with related items
.

266

A02a.

ECLS-K
Modified
(Teacher,
Grade 5; A10f)

WRITE NUMBER IN BOX. IF
NON, WRITE “0”

Are below grade level in
their mathematics skills?

How many children in your
class…

If none, enter “0.”

Are below grade level in
their mathematics skills?

What percentage of
students in this [CLASS
NAME] class…

Justification
(if modified)
Added “enrolled” to clarify this
item is about enrollment and
not typical attendance

Grade 6 general
Modified to reflect this
mathematics
question is being asked at the
Grade 6 honors
classroom level rather than
mathematics
for a particular child and might
Grade 6 remedial
be asked more than once.
mathematics
Grade 7 general
Added response options to
mathematics
account for classes that might
Grade 7 honors
be referred to by grade level.
mathematics
Grade 7 remedial
mathematics
Grade 8 general
mathematics
Grade 8 honors
mathematics
Grade 8 remedial
mathematics
Introduction to algebra/ prealgebra
Algebra
Algebra II
Geometry
Other
Revised response format to
ask for a percentage instead of
a count to reduce respondent
burden.

Original Response options
(if modified)
Current Question Wording Current Response Options
____ students (write in a
How many students are
number)
enrolled in this class?

General mathematics
Please provide some
Introduction to Algebra/Pre- information about your
algebra
[CLASS NAME] class.
Algebra
MARK ONE RESPONSE ONLY Integrated or sequential
Which of the following best
– IF THE STUDENT IS
mathematics
describes this mathematics
ENROLLED IN MORE THAN Algebra II
course?
ONE MATHEMATICS
Geometry
COURSE, PLEASE ANSWER
FOR THE COURSE THAT YOU
CONSIDER MOST
ADVANCED.

Which of the following best
describes this student’s
mathematics course?

A01a.

ECLS-K (Math Modified
Teacher, Grade
8;14)

Original Wording
(if modified)
How many students are in
this class?

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
A01.
TIMSS (Teacher Modified
Grade 8, 2011;
12)

267

New item

B01.

New item

Modified ECLS- Unchanged
K (Teacher,
Grade 5; A11)

ECLS-K
Modified
(Teacher,
Grade 5; A10h)

A03

A02c.

WRITE NUMBER IN BOX. IF
NONE, WRITE "0."

Are above grade level in
their mathematics skills?

How many students in your
class …

WRITE NUMBER IN BOX. IF
NONE, WRITE "0."

Are about on grade level in
their mathematics skills?

Original Wording
(if modified)
How many students in your
class …

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
A02b. ECLS-K
Modified
(Teacher,
Grade 5; A10g)

Group misbehaves very
frequently and is almost
always difficult to handle.
Group misbehaves
frequently and is often
difficult to handle.
Group misbehaves
occasionally.
Group behaves well.
Group behaves
exceptionally well.

The curriculum used for this Locally or district-designed
class is...
State-designed
Nationally-designed
Other

At this point in the school
year, how would you rate
the behavior of the
students in this class?

If none, enter “0.”

Are above grade level in
their mathematics skills?

What percentage of
students in this [CLASS
NAME] class…

If none, enter “0.”

Are about on grade level in
their mathematics skills?

Original Response options
(if modified)
Current Question Wording Current Response Options
What percentage of
students in this [CLASS
NAME] class…

Revised response format to
ask for a percentage instead of
a count to reduce respondent
burden.

Justification
(if modified)
Revised response format to
ask for a percentage instead of
a count to reduce respondent
burden.

268

Status
New item

Original Wording
(if modified)

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
B02.
New item

Original Response options
(if modified)
Current Question Wording
What do you use as your
primary basis for
instruction for this class?

Justification
Current Response Options (if modified)
Textbook (Print)
E-book
District or state educational
content repository
Open educational resources
Other

269

B03.

TCG (Grades 7-8 Modified
Teacher, 20122013; 3b)

Status
Which one of the following
textbooks or e-books do you
use in this class as your
primary source of
instruction?

Algebra 1; Glencoe /
McGraw‐Hill
Algebra 1; McDougal Littell /
Houghton Mifflin
Algebra; Prentice Hall
Big Ideas Math Common
Core; Houghton Mifflin
Harcourt
Connected Mathematics
Program (CMP) 2
Connected Mathematics
Program (CMP) 3
Contemporary Mathematics
in Context; Glencoe /
McGraw‐Hill
Everyday Mathematics
(UCSMP); Everyday Learning
Geometry; Holt
Glencoe Math Common Core
Edition Course 2
Glencoe Math Course 1
Glencoe Mathematics
Applications and Concepts
Course 1; Glencoe/McGrawHill
Glencoe Mathematics
Applications and Concepts
Course 2; Glencoe/McGrawHill
Glencoe Mathematics
Applications and Concepts
Course 3; Glencoe/McGrawHill
Go Math!; Houghton Mifflin
Harcourt

Added “primary source” to
account for later question asking
about supplemental textbooks.
Also added “e‐books” to item
stem and additional response
options to reflect current book
formats and textbook names in
use.

Original Response options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)

Which one of the following
Holt Mathematics Course 1;
textbooks do you use the most Holt, Rinehart & Winston
in your class?
Holt Mathematics Course 2;
Holt, Rinehart & Winston
Holt Mathematics Course 3;
Holt, Rinehart & Winston
Holt Pre‐Algebra; Holt,
McDougal
Holt Algebra I; Holt,
McDougal
Saxon Math
Algebra 1; McDougal Littell /
Houghton Mifflin
Algebra; Prentice Hall
Algebra 1; Glencoe /
McGraw‐Hill
Contemporary Mathematics
in Context; Glencoe /
McGraw‐Hill
Integrated Mathematics;
McDougal Littell / Houghton
Mifflin

Original Wording
(if modified)

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source

270

Please specify the grade
level(s) of book used.

TCG (Grades 7- Modified
8 Teacher,
2012-2013; 3b)

New item

B03b.

B04.

New item

Original Wording
(if modified)
Publication year: _ _ _ _

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
B03a. TCG (Grades 7- Modified
8 Teacher,
2012-2013; 3b)

1. Grade 5
2. Grade 6
3. Grade 7
4. Grade 8
5. Grade 9

Which of the following
do you use to
supplement your
primary basis for
instruction for this
class?

Please indicate the grade
level of [FILL TEXTBOOK
NAME from B03].

Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Not applicable
Textbook (Print)
E-book
District or state educational
content repository
Open educational resources
Other
Specify
I do not use additional
resources to supplement
instruction

Original Response options
(if modified)
Current Question Wording Current Response Options
Please indicate the
publication year of [FILL
TEXTBOOK NAME from
B03].

Question text modified for
clarity and to specify book
name because series now
includes more than one
textbook question.

Justification
(if modified)
Question text modified for
clarity and to specify book
name because series now
includes more than one
textbook question.

271

B05.

TCG (Grades 7-8 Modified
Teacher, 20122013; 3b)

Status
Algebra 1; Glencoe /
McGraw‐Hill
Algebra 1; McDougal Littell /
Houghton Mifflin
Algebra; Prentice Hall
Big Ideas Math Common
Core; Houghton Mifflin
Harcourt
Connected Mathematics
Program (CMP) 2
Connected Mathematics
Program (CMP) 3
Contemporary Mathematics
in Context; Glencoe /
McGraw‐Hill
Everyday Mathematics
(UCSMP); Everyday Learning
Geometry; Holt
Glencoe Math Common Core
Edition Course 2
Glencoe Math Course 1
Glencoe Mathematics
Applications and Concepts
Course 1; Glencoe/McGrawHill
Glencoe Mathematics
Applications and Concepts
Course 2; Glencoe/McGrawHill
Glencoe Mathematics
Applications and Concepts
Course 3; Glencoe/McGrawHill
Go Math!; Houghton Mifflin
Harcourt

Modified question text to repeat
the TCG series about
supplementary textbooks rather
than primary source. Also added
“e‐books” to item stem and
additional response options to
reflect current book formats and
textbook names in use.

Original Response options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)

What additional textbooks do Holt Mathematics Course 1; What additional textbooks or
you use to supplement your
Holt, Rinehart & Winston
e-books do you use to
instruction?
Holt Mathematics Course 2; supplement your instruction?
Holt, Rinehart & Winston
Holt Mathematics Course 3;
Holt, Rinehart & Winston
Holt Pre‐Algebra; Holt,
McDougal
Holt Algebra I; Holt,
McDougal
Saxon Math
Algebra 1; McDougal Littell /
Houghton Mifflin
Algebra; Prentice Hall
Algebra 1; Glencoe /
McGraw‐Hill
Contemporary Mathematics
in Context; Glencoe /
McGraw‐Hill
Integrated Mathematics;
McDougal Littell / Houghton
Mifflin

Original Wording
(if modified)

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source

272

New item

New item

B08.

New item

B06.

B07.

Please specify the grade
level(s) of book used.

TCG (Grades 7- Modified
8 Teacher,
2012-2013; 3b)

B05b.

New item

New item

New item

Original Wording
(if modified)
Publication year: _ _ _ _

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
B05a. TCG (Grades 7- Modified
8 Teacher,
2012-2013; 3b)

1. Grade 5
2. Grade 6
3. Grade 7
4. Grade 8
5. Grade 9

Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Not applicable

How many days per week is One day
the class typically held?
Two days
Three days
Four days
Five days
Six days
How many minutes per day
is the class typically held?

How many weeks per year
is the class held?

These questions ask about
how much time is
scheduled for this class.

Please indicate the grade
level of [FILL
SUPPLEMENTAL TEXTBOOK
NAME from B05].

Original Response options
(if modified)
Current Question Wording Current Response Options
Please indicate the
publication year of
[SUPPLEMENTARY
TEXTBOOK].

Question text modified for
clarity and to specify
supplementary textbooks
because series now includes
more than one textbook
question.

Justification
(if modified)
Question text modified for
clarity and to specify
supplementary textbooks
because series now includes
more than one textbook
question.

273

B09a.

TCG (Grades 7-8 Modified
Teacher, 20122013; 9, RP1)

Status

To what extent have you or
will you teach each of the
following topics in your course

For each listed content area,
indicate the approximate
number of lessons you taught
the content area during this
school year to your class.

Before marking, please read
quickly through the entire list
to obtain an idea of where
various content areas you've
taught may be found. (Note:
not all areas are necessarily
appropriate for your class).

On the next few pages is a list
of 40 content areas covering
materials that may be taught
in grades 7 & 8. Please
respond to the entire list so
that we may obtain an
indication of the topics
covered in your class that is as
complete and accurate as
possible.

The purpose of this item is to
obtain a description of the
specific mathematic content
areas you covered or plan to
cover in your course this
academic year.

Original Wording
(if modified)

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
1. None
2. One or less
3. 2 – 5
4. 6 – 10
5. 11 – 15
6. > 15

Indicate the number of class
periods.

To what extent have you or
will you teach each of the
following topics in this course
during this school year?

For each listed content area,
indicate the approximate
number of class periods
during this school year when
the content area was or will
be a primary focus in your
[CLASS NAME] class.

Following is a list of content
areas covering materials that
may be taught in grades 6, 7
& 8. Please respond to the
entire list so that we may
obtain an indication of the
topics covered in your class
that is as complete and
accurate as possible. (Note:
not all areas are necessarily
appropriate for your class).

The purpose of this item is to
obtain a description of the
specific mathematic content
areas you covered or plan to
cover in your course this
academic year.

None
One or less
2 to 5
6 to 10
11 to 15
More than 15

Also question text modified to
report on instruction when the
content area is or will be the
primary focus of the class. This
was done to ease respondent
recall.

Introduction text for the B09
item series was updated to
reflect grades 6-8 and mixed
mode approach (web and paper
administration).

Original Response options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)

274

MGLS:2017 Mathematics Teacher Survey

B09c.

TCG (Grades 7- Unchanged
8 Teacher,
2012-2013; 9,
NS1)

MGLS
Original Wording
Status
Item # Source
(if modified)
B09b. TCG (Grades 7- Unchanged
8 Teacher,
2012-2013; 9,
RP2)

Apply and extend previous
understandings of
multiplication and division
to divide fractions by
fractions.

Indicate the number of
class periods.

To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

Analyze proportional
relationships and use them
to solve real-world and
mathematical problems.

Indicate the number of
class periods.

Original Response options
(if modified)
Current Question Wording
To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

None
One or less
2 to 5
6 to 10
11 to 15
More than 15

Justification
Current Response Options (if modified)
None
One or less
2 to 5
6 to 10
11 to 15
More than 15

275

MGLS:2017 Mathematics Teacher Survey

B09e.

TCG (Grades 7- Unchanged
8 Teacher,
2012-2013; 9,
NS3)

MGLS
Original Wording
Status
Item # Source
(if modified)
B09d. TCG (Grades 7- Unchanged
8 Teacher,
2012-2013; 9,
NS2)

Apply and extend previous
understandings of numbers
to the system of rational
numbers.

Indicate the number of
class periods.

To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

Compute fluently with
multi‐digit numbers and
find common factors and
multiples.

Indicate the number of
class periods.

Original Response options
(if modified)
Current Question Wording
To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

None
One or less
2 to 5
6 to 10
11 to 15
More than 15

Justification
Current Response Options (if modified)
None
One or less
2 to 5
6 to 10
11 to 15
More than 15

276

MGLS:2017 Mathematics Teacher Survey

B09g.

TCG (Grades 7- Unchanged
8 Teacher,
2012-2013; 9,
NS5)

MGLS
Original Wording
Status
Item # Source
(if modified)
B09f. TCG (Grades 7- Unchanged
8 Teacher,
2012-2013; 9,
NS4)

Know that there are
numbers that are not
rational and approximate
them by rational numbers.

Indicate the number of
class periods.

To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

Apply and extend previous
understandings of
operations with fractions to
add, subtract, multiply, and
divide rational numbers.

Indicate the number of
class periods.

Original Response options
(if modified)
Current Question Wording
To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

None
One or less
2 to 5
6 to 10
11 to 15
More than 15

Justification
Current Response Options (if modified)
None
One or less
2 to 5
6 to 10
11 to 15
More than 15

277

MGLS:2017 Mathematics Teacher Survey

B09i.

TCG (Grades 7- Unchanged
8 Teacher,
2012-2013; 9,
F2)

MGLS
Original Wording
Status
Item # Source
(if modified)
B09h. TCG (Grades 7- Unchanged
8 Teacher,
2012-2013; 9,
F1)

Use functions to model
relationships between
quantities.

Indicate the number of
class periods.

To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

Define, evaluate and
compare functions.

Indicate the number of
class periods.

Original Response options
(if modified)
Current Question Wording
To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

None
One or less
2 to 5
6 to 10
11 to 15
More than 15

Justification
Current Response Options (if modified)
None
One or less
2 to 5
6 to 10
11 to 15
More than 15

278

MGLS:2017 Mathematics Teacher Survey

B09k.

TCG (Grades 7- Unchanged
8 teacher, 20122013; 9, EE2)

MGLS
Original Wording
Status
Item # Source
(if modified)
B09j.
TCG (Grades 7- Unchanged
8 teacher, 20122013; 9, EE1)

Reason about and solve
one‐variable equations and
inequalities.

Indicate the number of
class periods.

To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

Apply and extend previous
understandings of
arithmetic to algebraic
expressions.

Indicate the number of
class periods.

Original Response options
(if modified)
Current Question Wording
To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

None
One or less
2 to 5
6 to 10
11 to 15
More than 15

Justification
Current Response Options (if modified)
None
One or less
2 to 5
6 to 10
11 to 15
More than 15

279

MGLS:2017 Mathematics Teacher Survey

B09m. TCG (Grades 7- Unchanged
8 teacher, 20122013; 9, EE4)

MGLS
Original Wording
Status
Item # Source
(if modified)
B09l.
TCG (Grades 7- Unchanged
8 teacher, 20122013; 9, EE3)

Use properties of
operations to generate
equivalent expressions.

Indicate the number of
class periods.

To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

Represent and analyze
quantitative relationships
between dependent and
independent variables.

Indicate the number of
class periods.

Original Response options
(if modified)
Current Question Wording
To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

None
One or less
2 to 5
6 to 10
11 to 15
More than 15

Justification
Current Response Options (if modified)
None
One or less
2 to 5
6 to 10
11 to 15
More than 15

280

MGLS:2017 Mathematics Teacher Survey

B09o.

TCG (Grades 7- Unchanged
8 Teacher,
2012-2013; 9,
EE6)

MGLS
Original Wording
Status
Item # Source
(if modified)
B09n. TCG (Grades 7- Unchanged
8 teacher, 20122013; 9, EE5)

Work with radicals and
integer exponents.

Indicate the number of
class periods.

To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

Solve real‐life and
mathematical problems
using numerical and
algebraic expressions and
equations.

Indicate the number of
class periods.

Original Response options
(if modified)
Current Question Wording
To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

None
One or less
2 to 5
6 to 10
11 to 15
More than 15

Justification
Current Response Options (if modified)
None
One or less
2 to 5
6 to 10
11 to 15
More than 15

281

MGLS:2017 Mathematics Teacher Survey

TCG (Grades 7- Unchanged
8 teacher, 20122013; 9, EE8)

ECLS-K (Math Modified
Teacher, Grade
8; 20i)

B09q.

B10a.

None
One or less
2 to 5
6 to 10
11 to 15
More than 15

Introductory test modified to
remove unneccessary text.
Tem text modified to reflect
student can explain in more
than one way.

Justification
Current Response Options (if modified)
None
One or less
2 to 5
6 to 10
11 to 15
More than 15

How often do the students Almost every day
in this [CLASS NAME]
Once or twice a week
class...
Once or twice a month
Never or hardly ever
Explain how to solve a
mathematics problem
(either verbally or in
writing).

Analyze and solve linear
equations and pairs of
simultaneous linear
equations.

Indicate the number of
class periods.

To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

Understand the
connections between
proportional relationships,
lines, and linear equations.

Indicate the number of
class periods.

Original Response options
(if modified)
Current Question Wording
To what extent have you or
will you teach each of the
following topics in this
course during this school
year?

How often do the students in 1. Almost every day
this class engage in the
2. Once or twice a week
following?
3. Once or twice a month
4. Never or hardly ever
Write about how to solve a
mathematics problem

MGLS
Original Wording
Status
Item # Source
(if modified)
B09p. TCG (Grades 7- Unchanged
8 Teacher,
2012-2013; 9,
EE7)

282

MGLS:2017 Mathematics Teacher Survey

Teacher as
Modified
Social Context
(TASC; 30)

Teacher as
Modified
Social Context
(TASC; 33)

B11a.

B11b.

New Item

New Item

B10c.

I have to lead this student
1. Not at all true
through his/her schoolwork 2. Not very true
step by step.
3. Sort of true
4. Very true

I have to lead students
through their schoolwork
step by step.

Please indicate the extent
to which the following
statements are true for
students in this [CLASS
NAME] class.

I try to give students a lot of
choices about classroom
assignments.

Please indicate the extent
to which the following
statements are true for
students in this [CLASS
NAME] class.

Not at all true
A little bit true
Somewhat true
Mostly true
Very true

Not at all true
A little bit true
Somewhat true
Mostly true
Very true

Question text updated to refer
to students in this class rather
than one particular student.
Response options modified to
align within and across
MGLS:2017 instruments
including increasing number of
response options to increase
variability.

Question text updated to refer
to students in this class rather
than one particular student.
Response options modified to
align within and across
MGLS:2017 instruments
including increasing number of
response options to increase
variability.

Justification
Current Response Options (if modified)
Almost every day
Once or twice a week
Once or twice a month
Never or hardly ever

Work on problems for
which there is no
immediate solution.
How often do the students Almost every day
in this [CLASS NAME]
Once or twice a week
class...
Once or twice a month
Never or hardly ever
Practice solving routine
items to develop or
maintain fluency.

Original Response options
(if modified)
Current Question Wording
How often do the students
in this [CLASS NAME]
class...

I try to give this student a lot 1. Not at all true
of choices about classroom 2. Not very true
assignments.
3. Sort of true
4. Very true

MGLS
Original Wording
Status
Item # Source
(if modified)
B10b. ECLS-K (Math Unchanged
Teacher, Grade
8; 20k)

283

B11e.

Teacher as
Modified
Social Context
(TASC; 32)

It's better not to give too
many choices to this
student.

I let this student make a lot
of his/her own decisions
regarding schoolwork.

B11d.

Teacher as
Modified
Social Context
(TASC; 36)

Original Wording
(if modified)
I can't afford to let this
student decide too many
things about schoolwork for
him/herself.

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
B11c. Teacher as
Modified
Social Context
(TASC; 38)

1. Not at all true
2. Not very true
3. Sort of true
4. Very true

1. Not at all true
2. Not very true
3. Sort of true
4. Very true

Original Response options
(if modified)
1. Not at all true
2. Not very true
3. Sort of true
4. Very true

It's better not to give too
many choices to students.

Please indicate the extent
to which the following
statements are true for
students in this [CLASS
NAME] class.

I let students make a lot of
their own decisions
regarding schoolwork.

Please indicate the extent
to which the following
statements are true for
students in this [CLASS
NAME] class.

I can't afford to let students
decide too many things
about schoolwork for
themselves.

Current Question Wording
Please indicate the extent
to which the following
statements are true for
students in this [CLASS
NAME] class.

Not at all true
A little bit true
Somewhat true
Mostly true
Very true

Not at all true
A little bit true
Somewhat true
Mostly true
Very true

Current Response Options
Not at all true
A little bit true
Somewhat true
Mostly true
Very true

Question text updated to refer
to students in this class rather
than one particular student.
Response options modified to
align within and across
MGLS:2017 instruments
including increasing number of
response options to increase
variability.

Question text updated to refer
to students in this class rather
than one particular student.
Response options modified to
align within and across
MGLS:2017 instruments
including increasing number of
response options to increase
variability.

Justification
(if modified)
Question text updated to refer
to students in this class rather
than one particular student.
Response options modified to
align within and across
MGLS:2017 instruments
including increasing number of
response options to increase
variability.

284

B11h.

Teacher as
Modified
Social Context
(TASC; 34)

When it comes to
assignments, I'm always
having to tell this student
what to do.

I can't let this student do
things his/her own way.

B11g.

Teacher as
Modified
Social Context
(TASC; 37)

Original Wording
(if modified)
I find myself telling this
student every step to make
when it comes to
schoolwork.

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
B11f. Teacher as
Modified
Social Context
(TASC; 35)

1. Not at all true
2. Not very true
3. Sort of true
4. Very true

1. Not at all true
2. Not very true
3. Sort of true
4. Very true

Original Response options
(if modified)
1. Not at all true
2. Not very true
3. Sort of true
4. Very true

When it comes to
assignments, I'm always
having to tell students what
to do.

Please indicate the extent
to which the following
statements are true for
students in this [CLASS
NAME] class.

I can't let students do
things their own way.

Please indicate the extent
to which the following
statements are true for
students in this [CLASS
NAME] class.

I find myself telling students
every step to make when it
comes to schoolwork.

Current Question Wording
Please indicate the extent
to which the following
statements are true for
students in this [CLASS
NAME] class.

Not at all true
A little bit true
Somewhat true
Mostly true
Very true

Not at all true
A little bit true
Somewhat true
Mostly true
Very true

Current Response Options
Not at all true
A little bit true
Somewhat true
Mostly true
Very true

Question text updated to refer
to students in this class rather
than one particular student.
Response options modified to
align within and across
MGLS:2017 instruments
including increasing number of
response options to increase
variability.

Question text updated to refer
to students in this class rather
than one particular student.
Response options modified to
align within and across
MGLS:2017 instruments
including increasing number of
response options to increase
variability.

Justification
(if modified)
Question text updated to refer
to students in this class rather
than one particular student.
Response options modified to
align within and across
MGLS:2017 instruments
including increasing number of
response options to increase
variability.

285

B12.

New item

New item

Original Wording
(if modified)
My general approach with
this student is to give
him/her as few choices as
possible.

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
B11i.
Teacher as
Modified
Social Context
(TASC; 31)

Original Response options
(if modified)
1. Not at all true
2. Not very true
3. Sort of true
4. Very true

Please indicate if the
following technology
devices are available for
your use in the classroom.

My general approach with
students is to give them as
few choices as possible.

Current Question Wording
Please indicate the extent
to which the following
statements are true for
students in this [CLASS
NAME] class.

Desktop or laptop
Tablet
Smartboard, or interactive
whiteboard
Interactive TV monitor
LCD or DLP projector
Smartphone
Apps
Digital camera
Digital video recorder
Graphing calculators
Student or audience
response system for polling
Other
No technology devices are
available for use in the
classroom

Current Response Options
Not at all true
A little bit true
Somewhat true
Mostly true
Very true

Justification
(if modified)
Question text updated to refer
to students in this class rather
than one particular student.
Response options modified to
align within and across
MGLS:2017 instruments
including increasing number of
response options to increase
variability.

286

B14a.

NAEP (Teacher, Modified
2013; II 13a)

Status
New item

Practice or review
mathematics topics on the
computer

In your eighth-grade
mathematics class this year,
how often do your students
use a computer or other
technological resources to
do each of the following? Fill
in one oval on each line.

Original Wording
(if modified)

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
B13.
New item

1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Every day or almost
every day

Practice or review
mathematics topics.

In your [CLASS NAME] class
this year, how often do
your students use
technological resources to
do each of the following?

Original Response options
(if modified)
Current Question Wording
Please indicate if the
following technology
devices are available for
student use in the
classroom.

Never
Rarely
Monthly
Weekly
Daily

Revised responses to ease
respondent recall.

Updated reference to
technological resources in
introduction text and dropped
the specification “on the
computer” in question text
because these activities can be
done on many non-computer
platforms.

Justification
Current Response Options (if modified)
Desktop or laptop
Tablet
Smartboard, or interactive
whiteboard
Interactive TV monitor
LCD or DLP projector
Smartphone
Apps
Digital camera
Digital video recorder
Graphing calculators
Student or audience
response system for polling
Other
No technology devices are
available for use in the
classroom

287

B14d.

B14c.

NAEP (Teacher, Modified
2013; II 13f)

NAEP (Teacher, Modified
2013; II 13c)

Status
New Item

Play mathematics computer
games

Research a mathematics
topic on the Internet or CDIn your eighth-grade
mathematics class this year,
how often do your students
use a computer or other
technological resources to
do each of the following? Fill
in one oval on each line.

In your eighth-grade
mathematics class this year,
how often do your students
use a computer or other
technological resources to
do each of the following? Fill
in one oval on each line.

Original Wording
(if modified)

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
B14b. New Item

1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Every day or almost
every day

1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Every day or almost
every day

Play games.

In your [CLASS NAME] class
this year, how often do
your students use
technological resources to
do each of the following?

Research a mathematics
topic.

In your [CLASS NAME] class
this year, how often do
your students use
technological resources to
do each of the following?

Show work to the class in
real time.

Original Response options
(if modified)
Current Question Wording
In your [CLASS NAME] class
this year, how often do
your students use
technological resources to
do each of the following?

Never
Rarely
Monthly
Weekly
Daily

Never
Rarely
Monthly
Weekly
Daily

Revised responses to ease
respondent recall.

Updated reference to
technological resources in
introduction text and dropped
the specification “computer”
in question text because these
activities can be done on many
non-computer platforms.
Question text was modified to
remove "mathematics"
specification since many types
of games could be used in a
mathematics classroom.

Revised responses to ease
respondent recall.

Updated reference to
technological resources in
introduction text and dropped
the specification “on the
Internet or CD‐ROM” in
question text.

Justification
Current Response Options (if modified)
Never
Rarely
Monthly
Weekly
Daily

288

New item

Pew Internet
Survey (2013,
Q16a)

B14g.

B14h.

Modified

New item

New Item

B14f.

New Item

Status
New Item

Submit assignments online

Submit assignments online.

In your [CLASS NAME] class
this year, how often do
your students use
technological resources to
do each of the following?

Conduct or watch
simulations.

In your [CLASS NAME] class
this year, how often do
your students use
technological resources to
do each of the following?

Collect and analyze data.

In your [CLASS NAME] class
this year, how often do
your students use
technological resources to
do each of the following?

Create projects.

Original Response options
(if modified)
Current Question Wording
In your [CLASS NAME] class
this year, how often do
your students use
technological resources to
do each of the following?

Please tell us if you ever
1. Yes
have your students to do any 2. No
of the following…

Original Wording
(if modified)

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
B14e. New Item

Never
Rarely
Monthly
Weekly
Daily

Never
Rarely
Monthly
Weekly
Daily

Never
Rarely
Monthly
Weekly
Daily

Modified introductory text to
specify a particular class to
focus on rathter than all
students. Revised responses
from yes/no to provide more
options for respondents and
increase variability.

Justification
Current Response Options (if modified)
Never
Rarely
Monthly
Weekly
Daily

289

B14j.

Pew Internet
Survey (2013,
Q16h)

Modified

Status
Modified

Post their own work online
where people other than
their classmates or teachers
can see it

Share or post their work for
others to view at any time.

In your [CLASS NAME] class
this year, how often do
your students use
technological resources to
do each of the following?

Edit others' work or give
others feedback.

Original Response options
(if modified)
Current Question Wording
1. Yes
In your [CLASS NAME] class
2. No
this year, how often do
your students use
technological resources to
do each of the following?

Please tell us if you ever
1. Yes
have your students to do any 2. No
of the following…

Edit others’ work or give
others feedback using a
collaborative web-based tool
such as GoogleDocs

Original Wording
(if modified)
Please tell us if you ever
have your students to do any
of the following…

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
B14i.
Pew Internet
Survey (2013,
Q16d)

Never
Rarely
Monthly
Weekly
Daily

Current Response Options
Never
Rarely
Monthly
Weekly
Daily

Modified introductory text to
specify a particular class to
focus on rathter than all
students. Revised introduction
text and responses from
yes/no format to provide more
options for respondents and
increase variability. Revised
question text to focus on
sharing/posting more
generally.

Justification
(if modified)
Modified introductory text to
specify a particular class to
focus on rathter than all
students. Revised introduction
text and responses from
yes/no format to provide more
options for respondents and
increase variability. Simplified
wording of question text to
not specify exact tool given
introduction text accounts for
various technological
resources.

290

Pew Internet
Survey (2013,
Q16f)

B14m. New item

B14l.

New item

Modified

Original Response options
(if modified)
1. Never or hardly ever
2. Once or twice a month
3. Once or twice a week
4. Every day or almost
every day

Participate in online
discussions

Please tell us if you ever
1. Yes
have your students to do any 2. No
of the following…

Extend mathematics learning
with enrichment activities on
the computer

Original Wording
(if modified)
In your eighth-grade
mathematics class this year,
how often do your students
use a computer or other
technological resources to
do each of the following? Fill
in one oval on each line.

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
B14k. NAEP (Teacher, Modified
2013; II 13b)

Fill free time.

In your [CLASS NAME] class
this year, how often do
your students use
technological resources to
do each of the following?

Participate in online
discussions.

In your [CLASS NAME] class
this year, how often do
your students use
technological resources to
do each of the following?

Extend mathematics
learning with enrichment
activities.

Current Question Wording
In your [CLASS NAME] class
this year, how often do
your students use
technological resources to
do each of the following?

Never
Rarely
Monthly
Weekly
Daily

Never
Rarely
Monthly
Weekly
Daily

Current Response Options
Never
Rarely
Monthly
Weekly
Daily

Revised introduction text and
responses from yes/no format
to provide more options for
respondents and increase
variability.

Revised responses to ease
respondent recall.

Justification
(if modified)
Updated reference to
technological resources in
introduction text and dropped
the specification “on the
computer” in question text
because these activities can be
done on many non-computer
platforms.

291

New item

New item

New item

B15a.

B15b.

New item

Status
New item

Original Wording
(if modified)

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
B14n. New item

Encourage student
participation in class.

In your [CLASS NAME] class
this year, how often do you
use technological resources
to do each of the following?
Select one per row.

Collaborate with other
teachers.

In your [CLASS NAME] class
this year, how often do you
use technological resources
to do each of the following?
Select one per row.

Original Response options
(if modified)
Current Question Wording
Please list any other ways
students in your class use
technological resources and
indicate how often they use
technological resources in
this way. If there are fewer
other uses than the number
of blank spaces provided,
please leave any extra
spaces empty and click
“Next.”

Never
Rarely
Monthly
Weekly
Daily

Never
Rarely
Monthly
Weekly
Daily

Justification
Current Response Options (if modified)
Never
Rarely
Monthly
Weekly
Daily

292

B15e.

New item

New item

New item

B15d.

New item

Status
New item

Original Wording
(if modified)

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
B15c. New item

Send reminders or class
information to students.

In your [CLASS NAME] class
this year, how often do you
use technological resources
to do each of the following?
Select one per row.

Collect and analyze
assessment data for
grading.

In your [CLASS NAME] class
this year, how often do you
use technological resources
to do each of the following?
Select one per row.

Collect and analyze data for
classroom examples and
activities.

Original Response options
(if modified)
Current Question Wording
In your [CLASS NAME] class
this year, how often do you
use technological resources
to do each of the following?
Select one per row.

Never
Rarely
Monthly
Weekly
Daily

Never
Rarely
Monthly
Weekly
Daily

Justification
Current Response Options (if modified)
Never
Rarely
Monthly
Weekly
Daily

293

B15h.

New item

New item

New item

B15g.

New item

Status
New item

Original Wording
(if modified)

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
B15f. New item

Compile links to external
resources.

In your [CLASS NAME] class
this year, how often do you
use technological resources
to do each of the following?
Select one per row.

Develop videos of
classroom instruction.

In your [CLASS NAME] class
this year, how often do you
use technological resources
to do each of the following?
Select one per row.

Provide homework help or
learning support outside of
class.

Original Response options
(if modified)
Current Question Wording
In your [CLASS NAME] class
this year, how often do you
use technological resources
to do each of the following?
Select one per row.

Never
Rarely
Monthly
Weekly
Daily

Never
Rarely
Monthly
Weekly
Daily

Justification
Current Response Options (if modified)
Never
Rarely
Monthly
Weekly
Daily

294

New item

B15j.

New item

Status
New item

Original Wording
(if modified)

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
B15i.
New item

Please list any other ways
you use technological
resources in this class and
indicate how often you use
them in this way. If there
are fewer other uses than
the number of blank spaces
provided, please leave any
extra spaces empty and
click “Next.”

Distribute study tools and
self-assessments.

Original Response options
(if modified)
Current Question Wording
In your [CLASS NAME] class
this year, how often do you
use technological resources
to do each of the following?
Select one per row.

Never
Rarely
Monthly
Weekly
Daily

Justification
Current Response Options (if modified)
Never
Rarely
Monthly
Weekly
Daily

295

Original Wording
(if modified)
Which statement best
describes the way YOUR
classes at THIS school are
organized?

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
G01
SASS (Teacher, Modified
2011-2012, 18)

5. You instruct a small
number of selected
students released from or

4. You are one of two or
more teachers, in the same
class, at the same time, and
are jointly responsible for
teaching the same group of
students all or most of the
day (sometimes called
Team Teaching).

3. You instruct the same
group of students all or
most of the day in multiple
subjects (sometimes called
a Self-Contained Class).

2. You are an elementary
school teacher who teaches
only one subject to
different classes of students
(sometimes called an
Elementary Subject
Specialist).

Original Response options
(if modified)
Current Question Wording
1. You instruct several
Which statement best
classes of different students
describes the way
most or all of the day in one
your mathematics
or more subjects
classes at this school
(sometimes called
Departmentalized
are organized?
Instruction).

You instruct a small number
of selected students
released from or in their
regular classes in specific
skills or to address specific
needs (sometimes called a
"pull-out" class or "push-in"
instruction).

You instruct the same
group of students all or
most of the day in multiple
subjects (sometimes called
a self-contained class).

Current Response Options
You instruct several classes
of different students all or
most of the day in one or
more subjects (sometimes
called departmentalized
instruction).

Justification
(if modified)
Introductory text modified to
specify mathematic classes.
Simplified responses to reflect
expected school structures.

296

G02c_6 HSLS:09
,7,8
(Counselor,
Baseline;
Section C)

G02b_6 HSLS:09
,7,8
(Counselor,
Baseline;
Section C)

Modified

Modified

Status
Modified

Courses taken in middle
school

How important is each of the
following factors in placing a
typical 9th grade student
into a mathematics course?

Middle school teacher
recommendation

How important is each of the
following factors in placing a
typical 9th grade student
into a mathematics course?

Middle school counselor
recommendation

Original Wording
(if modified)
How important is each of the
following factors in placing a
typical 9th grade student
into a mathematics course?

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
G02a_6 HSLS:09
,7,8
(Counselor,
Baseline;
Section C)

1. Not at all important
2. A little important
3. Somewhat important
4. Very important

1. Not at all important
2. A little important
3. Somewhat important
4. Very important

Original Response options
(if modified)
1. Not at all important
2. A little important
3. Somewhat important
4. Very important

Courses taken previously

In this school, how
important is each of the
following factors in placing
a typical {FILL GRADES
TAUGHT} grade student
into a mathematics course?

Prior teacher
recommendation

In this school, how
important is each of the
following factors in placing
a typical {FILL GRADES
TAUGHT} grade student
into a mathematics course?

Counselor recommendation

Current Question Wording
In this school, how
important is each of the
following factors in placing
a typical {FILL GRADES
TAUGHT} grade student
into a mathematics course?

Not at all important
A little important
Somewhat important
Very important
Not applicable

Not at all important
A little important
Somewhat important
Very important
Not applicable

Current Response Options
Not at all important
A little important
Somewhat important
Very important
Not applicable

Added “not applicable”
response based on cognitive
laboratory findings.

Changed question text from
“middle school” to
“previously” to make
appropriate for grade range in
this study.

Added “not applicable”
response based on cognitive
laboratory findings.

Changed question text from
“middle school teacher” to
“prior teacher” to make
appropriate for grade range in
this study.

Added “not applicable”
response based on cognitive
laboratory findings.

Justification
(if modified)
Changed question text to drop
“middle school” to make
appropriate for varying school
configurations possible in this
study.

297

G02f_6, HSLS:09
7,8
(Counselor,
Baseline;
Section C)

G02e_6 HSLS:09
,7,8
(Counselor,
Baseline;
Section C)

Modified

Modified

Status
Modified

Results of placement tests

How important is each of the
following factors in placing a
typical 9th grade student
into a mathematics course?

Results of a district or state
end-of-year or end-of-course
exams

How important is each of the
following factors in placing a
typical 9th grade student
into a mathematics course?

Achievement in middle
school courses

Original Wording
(if modified)
How important is each of the
following factors in placing a
typical 9th grade student
into a mathematics course?

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
G02d_6 HSLS:09
,7,8
(Counselor,
Baseline;
Section C)

1. Not at all important
2. A little important
3. Somewhat important
4. Very important

1. Not at all important
2. A little important
3. Somewhat important
4. Very important

Original Response options
(if modified)
1. Not at all important
2. A little important
3. Somewhat important
4. Very important

Results of placement tests

In this school, how
important is each of the
following factors in placing
a typical {FILL GRADES
TAUGHT} grade student
into a mathematics course?

Results of district or state
end-of-year or end-ofcourse exams

In this school, how
important is each of the
following factors in placing
a typical {FILL GRADES
TAUGHT} grade student
into a mathematics course?

Achievement in previous
courses

Current Question Wording
In this school, how
important is each of the
following factors in placing
a typical {FILL GRADES
TAUGHT} grade student
into a mathematics course?

Not at all important
A little important
Somewhat important
Very important
Not applicable

Not at all important
A little important
Somewhat important
Very important
Not applicable

Current Response Options
Not at all important
A little important
Somewhat important
Very important
Not applicable

Added “not applicable”
response based on cognitive
laboratory findings.

Added “not applicable”
response based on cognitive
laboratory findings.

Added “not applicable”
response based on cognitive
laboratory findings.

Justification
(if modified)
Changed question text from
“middle school” to “previous”
to make appropriate for grade
range in this study.

298

G02i_6, HSLS:09
7,8
(Counselor,
Baseline;
Section C)

G02h_6 HSLS:09
,7,8
(Counselor,
Baseline;
Section C)

Modified

Modified

Status
Modified

Student and/or parent or
guardian selection

How important is each of the
following factors in placing a
typical 9th grade student
into a mathematics course?

Student career or education
plan

How important is each of the
following factors in placing a
typical 9th grade student
into a mathematics course?

Results of standardized tests

Original Wording
(if modified)
How important is each of the
following factors in placing a
typical 9th grade student
into a mathematics course?

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
G02g_6 HSLS:09
,7,8
(Counselor,
Baseline;
Section C)

1. Not at all important
2. A little important
3. Somewhat important
4. Very important

1. Not at all important
2. A little important
3. Somewhat important
4. Very important

Original Response options
(if modified)
1. Not at all important
2. A little important
3. Somewhat important
4. Very important

Student and/or parent or
guardian selection

In this school, how
important is each of the
following factors in placing
a typical {FILL GRADES
TAUGHT} grade student
into a mathematics course?

Student career or education
plan

In this school, how
important is each of the
following factors in placing
a typical {FILL GRADES
TAUGHT} grade student
into a mathematics course?

Results of standardized
tests

Current Question Wording
In this school, how
important is each of the
following factors in placing
a typical {FILL GRADES
TAUGHT} grade student
into a mathematics course?

Not at all important
A little important
Somewhat important
Very important
Not applicable

Not at all important
A little important
Somewhat important
Very important
Not applicable

Current Response Options
Not at all important
A little important
Somewhat important
Very important
Not applicable

Added “not applicable”
response based on cognitive
laboratory findings.

Added “not applicable”
response based on cognitive
laboratory findings.

Justification
(if modified)
Added “not applicable”
response based on cognitive
laboratory findings.

299

MSP-MAP
(Efficacy for
Teaching
Mathematics,
3)

MSP-MAP
(Efficacy for
Teaching
Mathematics,
4)

MSP-MAP
(Efficacy for
Teaching
Mathematics,
5)

G03d.

G03e.

MSP-MAP
(Efficacy for
Teaching
Mathematics,
2)

G03c.

G03b.

Modified

Modified

Modified

Modified

Status
Modified

1. Not at all confident
2
3. Somewhat confident
4
5. Very confident

1. Not at all confident
2
3. Somewhat confident
4
5. Very confident

1. Not at all confident
2
3. Somewhat confident
4
5. Very confident

1. Not at all confident
2
Help all students make
3. Somewhat confident
significant improvements in 4
mathematics.
5. Very confident

I am confident that I can…

Help students master
difficult concepts in
mathematics.

I am confident that I can…

Skillfully teach all the
concepts covered in the
mathematics curriculum.

I am confident that I can…

Explain to students how to
do complex mathematics
problems.

I am confident that I can…

Current Response Options
Not at all confident
A little confident
Somewhat confident
Mostly confident
Very confident

Not at all confident
A little confident
Somewhat confident
Mostly confident
Very confident

Not at all confident
A little confident
Somewhat confident
Mostly confident
Very confident

Not at all confident
A little confident
Help all students make
Somewhat confident
significant improvements in Mostly confident
mathematics
Very confident

I am confident that I can…

Help students master
difficult concepts in
mathematics

I am confident that I can…

Skillfully teach all the
concepts covered in the
mathematics curriculum

I am confident that I can…

Not at all confident
A little confident
Explain to students how to Somewhat confident
do complex mathematics
Mostly confident
problems
Very confident

I am confident that I can…

Answer students’
mathematics-related
questions

Answer students’
mathematics-related
questions.

Current Question Wording
Please indicate how
confident you are for each
of the following statements
about your teaching.
I am confident that I can...

Original Response options
(if modified)
1. Not at all confident
2
3. Somewhat confident
4
5. Very confident

I am confident that I can…

Original Wording
(if modified)
Please indicate how
confident you are for each of
the following statements
about your teaching.

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
G03a. MSP-MAP
(Efficacy for
Teaching
Mathematics,
1)

Updated response options to
have anchors on values at 2
and 4 to aid respondent
reporting.

Updated response options to
have anchors on values at 2
and 4 to aid respondent
reporting.

Updated response options to
have anchors on values at 2
and 4 to aid respondent
reporting.

Updated response options to
have anchors on values at 2
and 4 to aid respondent
reporting.

Justification
(if modified)
Updated response options to
have anchors on values at 2
and 4 to aid respondent
reporting.

300

Consortium on Modified
Chicago School
Research
(Principal
Instructional
Leadership)

G04a.

Modified

MSP-MAP
(Efficacy for
Teaching
Mathematics,
7)

G03g.

Status
Modified

Makes clear to the staff his
or her expectations for
meeting instructional goals.

Please mark the extent to
1. Strongly disagree
which you agree or disagree 2. Disagree
with each of the following: 3. Agree
4. Strongly agree
The principal at this school…

1. Not at all confident
2
Help students who have
3. Somewhat confident
failed math in the past make 4
significant progress.
5. Very confident

I am confident that I can…

Original Wording
(if modified)
I am confident that I can…

Original Response options
(if modified)
1. Not at all confident
2
Design lessons that enable 3. Somewhat confident
all my students to master
4
the material in mathematics. 5. Very confident

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
G03f. MSP-MAP
(Efficacy for
Teaching
Mathematics,
6)

Makes clear to the staff his
or her expectations for
meeting instructional goals

The principal at this
school...

Next, we would like to
know more about your
school's principal or
administrator. How much
do you disagree or agree
with each of the following
statements?

Help students who have
failed math in the past
make significant progress

I am confident that I can…

Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Not at all confident
A little confident
Somewhat confident
Mostly confident
Very confident

Current Question Wording Current Response Options
I am confident that I can… Not at all confident
A little confident
Design lessons that enable Somewhat confident
all my students to master Mostly confident
the material in
Very confident
mathematics

Modified question text for
clarity and to remove
unneccesary text. Updated
response scale to align within
and across MGLS:2017
instruments and increase
variability in responses.

Updated response options to
have anchors on values at 2
and 4 to aid respondent
reporting.

Justification
(if modified)
Updated response options to
have anchors on values at 2
and 4 to aid respondent
reporting.

301

G04d.

G04c.

Consortium on Modified
Chicago School
Research
(Principal
Instructional
Leadership)

Consortium on Modified
Chicago School
Research
(Principal
Instructional
Leadership)

Original Response options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

Understands how students
learn.

Please mark the extent to
1. Strongly disagree
which you agree or disagree 2. Disagree
with each of the following: 3. Agree
4. Strongly agree
The principal at this school…

Sets high standards for
teaching.

Please mark the extent to
1. Strongly disagree
which you agree or disagree 2. Disagree
with each of the following: 3. Agree
4. Strongly agree
The principal at this school…

Communicates a clear vision
for our school.

The principal at this school…

Original Wording
(if modified)
Please mark the extent to
which you agree or disagree
with each of the following:

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
G04b. Consortium on Modified
Chicago School
Research
(Principal
Instructional
Leadership)
Current Response Options
Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Understands how students
learn

How much do you disagree Strongly disagree
or agree with each of the
Disagree
following statements?
Slightly disagree
Slightly agree
The principal at this
Agree
school...
Strongly agree

Sets high standards for
teaching

How much do you disagree Strongly disagree
or agree with each of the
Disagree
following statements?
Slightly disagree
Slightly agree
The principal at this
Agree
school...
Strongly agree

Communicates a clear
vision for our school

The principal at this
school...

Current Question Wording
How much do you disagree
or agree with each of the
following statements?

Modified question text for
clarity and to remove
unneccesary text. Updated
response scale to align within
and across MGLS:2017
instruments and increase
variability in responses.

Modified question text for
clarity and to remove
unneccesary text. Updated
response scale to align within
and across MGLS:2017
instruments and increase
variability in responses.

Justification
(if modified)
Modified question text for
clarity and to remove
unneccesary text. Updated
response scale to align within
and across MGLS:2017
instruments and increase
variability in responses.

302

G04g.

G04f.

Consortium on Modified
Chicago School
Research
(Principal
Instructional
Leadership)

Consortium on Modified
Chicago School
Research
(Principal
Instructional
Leadership)

Original Response options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

Carefully tracks student
academic progress.

Please mark the extent to
1. Strongly disagree
which you agree or disagree 2. Disagree
with each of the following: 3. Agree
4. Strongly agree
The principal at this school…

Presses teachers to
implement what they have
learned in professional
development.

Please mark the extent to
1. Strongly disagree
which you agree or disagree 2. Disagree
with each of the following: 3. Agree
4. Strongly agree
The principal at this school…

Sets high standards for
student learning.

The principal at this school…

Original Wording
(if modified)
Please mark the extent to
which you agree or disagree
with each of the following:

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
G04e. Consortium on Modified
Chicago School
Research
(Principal
Instructional
Leadership)
Current Response Options
Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Carefully tracks student
academic progress

How much do you disagree Strongly disagree
or agree with each of the
Disagree
following statements?
Slightly disagree
Slightly agree
The principal at this
Agree
school...
Strongly agree

Presses teachers to
implement what they have
learned in professional
development

How much do you disagree Strongly disagree
or agree with each of the
Disagree
following statements?
Slightly disagree
Slightly agree
The principal at this
Agree
school...
Strongly agree

Sets high standards for
student learning

The principal at this
school...

Current Question Wording
How much do you disagree
or agree with each of the
following statements?

Modified question text for
clarity and to remove
unneccesary text. Updated
response scale to align within
and across MGLS:2017
instruments and increase
variability in responses.

Modified question text for
clarity and to remove
unneccesary text. Updated
response scale to align within
and across MGLS:2017
instruments and increase
variability in responses.

Justification
(if modified)
Modified question text for
clarity and to remove
unneccesary text. Updated
response scale to align within
and across MGLS:2017
instruments and increase
variability in responses.

303

G05a.

G04i.

HSLS:09
(Teacher,
Baseline;
Section B, c)

Modified

Consortium on Modified
Chicago School
Research
(Principal
Instructional
Leadership)

Original Response options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

Believe all students can do
well

Indicate the extent to which
you agree or disagree with
each of the following
statements about high
school math teachers at your
school. Math teachers at
your school…

Actively monitors the quality
of teaching in this school.

1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

Please mark the extent to
1. Strongly disagree
which you agree or disagree 2. Disagree
with each of the following: 3. Agree
4. Strongly agree
The principal at this school…

Knows what's going on in my
classroom.

The principal at this school…

Original Wording
(if modified)
Please mark the extent to
which you agree or disagree
with each of the following:

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
G04h. Consortium on Modified
Chicago School
Research
(Principal
Instructional
Leadership)
Current Response Options
Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Believe all students can do
well

Math teachers at your
school...

How much do you disagree
or agree with each of the
following statements about
math teachers at your
school?

Actively monitors the
quality of teaching in this
school

Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

How much do you disagree Strongly disagree
or agree with each of the
Disagree
following statements?
Slightly disagree
Slightly agree
The principal at this
Agree
school...
Strongly agree

Knows what's going on in
my classroom

The principal at this
school...

Current Question Wording
How much do you disagree
or agree with each of the
following statements?

Modified question text to
remove high-school specific
wording and unnecessary text.
Updated response scale to
align within and across
MGLS:2017 instruments and
increase variability in
responses.

Modified question text for
clarity and to remove
unneccesary text. Updated
response scale to align within
and across MGLS:2017
instruments and increase
variability in responses.

Justification
(if modified)
Modified question text for
clarity and to remove
unneccesary text. Updated
response scale to align within
and across MGLS:2017
instruments and increase
variability in responses.

304

G05d.

G05c.

HSLS:09
(Teacher,
Baseline;
Section B, g)

HSLS:09
(Teacher,
Baseline;
Section B, f)

Modified

Modified

Status
Modified

Expect very little from
students

Indicate the extent to which
you agree or disagree with
each of the following
statements about high
school math teachers at your
school. Math teachers at
your school…

Care only about the smart
students

Indicate the extent to which
you agree or disagree with
each of the following
statements about high
school math teachers at your
school. Math teachers at
your school…

Have given up on their
students

Original Wording
(if modified)
Indicate the extent to which
you agree or disagree with
each of the following
statements about high
school math teachers at your
school. Math teachers at
your school…

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
G05b. HSLS:09
(Teacher,
Baseline;
Section B, e)

1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

Original Response options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

Expect very little from
students

Math teachers at your
school...

How much do you disagree
or agree with each of the
following statements about
math teachers at your
school?

Care only about the smart
students

Math teachers at your
school...

How much do you disagree
or agree with each of the
following statements about
math teachers at your
school?

Have given up on their
students

Math teachers at your
school...

Current Question Wording
How much do you disagree
or agree with each of the
following statements about
math teachers at your
school?

Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Current Response Options
Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Modified question text to
remove high-school specific
wording and unnecessary text.
Updated response scale to
align within and across
MGLS:2017 instruments and
increase variability in
responses.

Modified question text to
remove high-school specific
wording and unnecessary text.
Updated response scale to
align within and across
MGLS:2017 instruments and
increase variability in
responses.

Justification
(if modified)
Modified question text to
remove high-school specific
wording and unnecessary text.
Updated response scale to
align within and across
MGLS:2017 instruments and
increase variability in
responses.

305

G06a.

CCSR Program Modified
Coherence
Scale
(Instructional
Coherence)

Status
Modified

Curriculum, instruction, and
learning materials are well
coordinated across the
different grade levels at this
school.

Select one response per row.

To what extent do you
disagree or agree with the
following?

Work hard to make sure all
students are learning

Original Wording
(if modified)
Indicate the extent to which
you agree or disagree with
each of the following
statements about high
school math teachers at your
school. Math teachers at
your school…

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
G05e. HSLS:09
(Teacher,
Baseline;
Section B, h)

1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

Original Response options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree
Current Response Options
Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Curriculum, instruction, and Strongly agree
learning materials are well
coordinated across the
different grade levels at this
school

To what extent do you
disagree or agree with the
following statements about
teaching at your school?

Work hard to make sure all
students are learning

Math teachers at your
school...

Current Question Wording
How much do you disagree
or agree with each of the
following statements about
math teachers at your
school?

Modified question text for
added clarity. Updated
response scale to align within
and across MGLS:2017
instruments and increase
variability in responses.

Justification
(if modified)
Modified question text to
remove high-school specific
wording and unnecessary text.
Updated response scale to
align within and across
MGLS:2017 instruments and
increase variability in
responses.

306

G07b.

G07a.

ECLS-K
(Teacher,
Grade 5; 22c)

ECLS-K
(Teacher,
Grade 5; 22b)

Modified

Modified

1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
4. Agree
5. Strongly agree

Original Response options
(if modified)
1. Strongly disagree
2. Disagree
3. Agree
4. Strongly agree

1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
4. Agree
Many of the students I teach 5. Strongly agree
are not capable of learning
the material I am supposed
to teach them

Please indicate the extent to
which you agree with each
of the following statements
about your school's climate.

The level of student
misbehavior (for example,
noise, horseplay, or fighting
in the halls or cafeteria) in
this school interferes with
my teaching

Please indicate the extent to
which you agree with each
of the following statements
about your school's climate.

There is consistency in
curriculum, instruction, and
learning materials among
teachers in the same grade
level at this school.

Select one response per row.

Original Wording
(if modified)
To what extent do you
disagree or agree with the
following?

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
G06b. CCSR Program Modified
Coherence
Scale
(Instructional
Coherence)

Many of the students I
teach are not capable of
learning the material I am
supposed to teach them

How much do you agree
with each of the following
statements about your
school?

The level of student
misbehavior (for example,
noise, horseplay, or fighting
in the halls or cafeteria) in
this school interferes with
my teaching

How much do you agree
with each of the following
statements about your
school?

There is consistency in
curriculum, instruction, and
learning materials among
teachers in the same grade
level at this school

Current Question Wording
To what extent do you
disagree or agree with the
following statements about
teaching at your school?

Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Current Response Options
Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Updated response scale to
align within and across
MGLS:2017 instruments and
increase variability in
responses.

Removed reference to
“climate” in item introduction
text as it applies to entire
Section C.

Updated response scale to
align within and across
MGLS:2017 instruments and
increase variability in
responses.

Removed reference to
“climate” in item introduction
text as it applies to entire
Section C.

Justification
(if modified)
Modified question text for
added clarity. Updated
response scale to align within
and across MGLS:2017
instruments and increase
variability in responses.

307

G07d.

ECLS-K
(Teacher,
Grade 5; 22e)

Modified

Status
Modified

Teachers in this school are
continually learning and
seeking new ideas

Please indicate the extent to
which you agree with each
of the following statements
about your school's climate.

I feel accepted and
respected as a colleague by
most staff members

Original Wording
(if modified)
Please indicate the extent to
which you agree with each
of the following statements
about your school's climate.

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
G07c. ECLS-K
(Teacher,
Grade 5; 22d)

1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
4. Agree
5. Strongly agree

Original Response options
(if modified)
1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
4. Agree
5. Strongly agree

Teachers in this school are
continually learning and
seeking new ideas

How much do you agree
with each of the following
statements about your
school?

I feel accepted and
respected as a colleague by
most staff members

Current Question Wording
How much do you agree
with each of the following
statements about your
school?

Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Current Response Options
Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Updated response scale to
align within and across
MGLS:2017 instruments and
increase variability in
responses.

Removed reference to
“climate” in item introduction
text as it applies to entire
Section C.

Updated response scale to
align within and across
MGLS:2017 instruments and
increase variability in
responses.

Justification
(if modified)
Removed reference to
“climate” in item introduction
text as it applies to entire
Section C.

308

G08a.

TIMSS (Teacher Modified
Grade 8, 2011;
7b)

Status
Modified

I feel safe at this school.

Thinking about your current
school, indicate the extent to
which you agree or disagree
with the following
statements.

Routine administrative
duties and paperwork
interfere with my job of
teaching

Original Wording
(if modified)
Please indicate the extent to
which you agree with each
of the following statements
about your school's climate.

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
G07e. ECLS-K
(Teacher,
Grade 5; 22f)

1. Agree a lot
2. Agree a little
3. Disagree a little
4. Disagree a lot

Original Response options
(if modified)
1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
4. Agree
5. Strongly agree

I feel safe at this
school

Indicate the extent to
which you disagree or
agree with each of the
following statements
about your school.

Routine administrative
duties and paperwork
interfere with my job of
teaching. Paperwork
includes items associated
with Response to
Intervention, alignment
with the Common Core
State Standards, or other
initiatives

Current Question Wording
How much do you agree
with each of the following
statements about your
school?

Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Current Response Options
Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Removed reference to
“current” school to remove
unnecessary wording; updated
responses to align within and
across MGLS:2017 instruments
and increase variability in
responses.

Updated response scale to
align within and across
MGLS:2017 instruments and
increase variability in
responses.

Justification
(if modified)
Removed reference to
“climate” in item introduction
text as it applies to entire
Section C. Added text to
provide further information on
what is meant by paperwork.

309

New item

New item

G09

G10

New item

New item

TIMSS (Teacher Modified
Grade 8, 2011;
7e)

G08c.

The students are respectful
of the teachers.

Thinking about your current
school, indicate the extent to
which you agree or disagree
with the following
statements.

This school's security policies
and practices are sufficient.

Original Wording
(if modified)
Thinking about your current
school, indicate the extent to
which you agree or disagree
with the following
statements.

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
G08b. TIMSS (Teacher Modified
Grade 8, 2011;
7c)

1. Agree a lot
2. Agree a little
3. Disagree a little
4. Disagree a lot

Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Current Response Options
Strongly disagree
Disagree
Slightly disagree
Slightly agree
Agree
Strongly agree

Thinking about students, is Yes
this a bring your own
No
device (BYOD) school?

Does this school lend or
Yes
provide computers, tablets No
or similar devices to
individual students?

The students get
along well with
teachers

Indicate the extent to
which you disagree or
agree with each of the
following statements
about your school.

This school's security
policies and practices
are sufficient

following statements
about your school.

Original Response options
(if modified)
Current Question Wording
1. Agree a lot
Indicate the extent to
2. Agree a little
which you disagree or
3. Disagree a little
agree with each of the
4. Disagree a lot

Updated responses to align
within and across MGLS:2017
instruments and increase
variability in responses.

Changed question text from
“respectful of” to “get along
well” to reflect positive
rapport.

Removed reference to
“current” school to remove
unnecessary wording.

Justification
(if modified)
Removed reference to
“current” school to remove
unnecessary wording; updated
responses to align within and
across MGLS:2017 instruments
and increase variability in
responses.

310

H03a.

H02.

Select one response.

Original Wording
(if modified)
What is the highest level of
education you have
completed?

Elementary or secondary
education.

Select one per row.

HSLS:09
Unchanged
(Teacher,
Baseline,
ECLS-K
Modified
Did you have a major, minor,
(Teacher,
or special emphasis in any of
Grade 8; 10, d)
the following subjects as
part of your undergraduate
coursework?

Status
Modified

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
H01.
ECLS-K:2011
(Teacher,
Grade 2; H5)

1. Yes, a major
2. Yes, a minor or special
emphasis
3. No

Original Response options
(if modified)
1. Did not complete high
school
2. High school diploma or
equivalent/GED
3. Some college or technical
or vocational school
4. Associate's degree
5. Bachelor's degree
6. Master's degree
7. Advanced professional
degree beyond a master's
degree (for example, Ph.D.,
M.D.)

Elementary education.

In what year did you
receive your [RESPONSE TO
H01]?
Did you have a major,
minor, or special emphasis
in any of the following
subjects as part of your
undergraduate or graduate
coursework?

Current Question Wording
What is the highest level of
education you have
completed?

Yes, a major
Yes, a minor or special
emphasis
No

Year: _ _ _ _

Current Response Options
Did not complete high
school
High school diploma or
equivalent/GED
Some college or technical
or vocational school
Associate’s degree
Bachelor’s degree
Master’s degree
Advanced professional
degree beyond a master’s
degree (for example, Ph.D.,
Ed.D.)

Split the question text into two
separate items to distinguish
whether they majored or
minored in elementary or
secondary education.

Revised introduction text to
consider undergraduate or
graduate coursework given
interest in whether the
teacher majored or minored in
one of these at any point in
their higher education.

Justification
(if modified)
Changed response option 7
example to include Ed.D., an
advanced degree teachers are
more likely to hold.

311

H04a.

HSLS:09
(Teacher,
Baseline,
Section A)

Modified

Algebra such as abstract
algebra, linear algebra, or
groups, rings, and fields.

In which of the following
branches of math have you
taken one or more collegelevel courses? (Check all that
apply.)

Elementary or secondary
education.

Select one per row.

Original Wording
(if modified)
Did you have a major, minor,
or special emphasis in any of
the following subjects as
part of your undergraduate
coursework?

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
H03b. ECLS-K
Modified
(Teacher,
Grade 8; 10, d)

Original Response options
(if modified)
1. Yes, a major
2. Yes, a minor or special
emphasis
3. No

Algebra such as abstract
algebra, linear algebra, or
groups, rings, and fields

How many college-level
classes have you taken in
the following branches of
mathematics?

Secondary education

Current Question Wording
Did you have a major,
minor, or special emphasis
in any of the following
subjects as part of your
undergraduate or graduate
coursework?

None
One or two
Three or four
Five or more

Current Response Options
Yes, a major
Yes, a minor or special
emphasis
No

Question text was reordered
for clarity. Response options
were modified to give more
information about the number
of classes.

Split the question text into two
separate items to distinguish
whether they majored or
minored in elementary or
secondary education.

Justification
(if modified)
Revised introduction text to
consider undergraduate or
graduate coursework given
interest in whether the
teacher majored or minored in
one of these at any point in
their higher education.

312

HSLS:09
(Teacher,
Baseline,
Section A)

HSLS:09
(Teacher,
Baseline,
Section A)

H04e.

HSLS:09
(Teacher,
Baseline,
Section A)

H04d.

H04c.

Modified

Modified

Modified

Status
Modified

Foundations, philosophy,
history of mathematics, or
logic.

Discrete mathematics,
combinatorics, or graph
theory.
In which of the following
branches of math have you
taken one or more collegelevel courses? (Check all that
apply.)

Calculus, analysis, or
differential equations.
In which of the following
branches of math have you
taken one or more collegelevel courses? (Check all that
apply.)

In which of the following
branches of math have you
taken one or more collegelevel courses? (Check all that
apply.)

Applied mathematics such as
dynamical systems, game
theory, information theory,
mathematical modeling, or
mathematical physics.

Original Response options
Original Wording
(if modified)
(if modified)
In which of the following
branches of math have you
taken one or more collegelevel courses? (Check all that
apply.)

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
H04b. HSLS:09
(Teacher,
Baseline,
Section A)

Foundations, philosophy,
history of mathematics, or
logic

How many college-level
classes have you taken in
the following branches of
mathematics?

Discrete mathematics,
combinatorics, or graph
theory

How many college-level
classes have you taken in
the following branches of
mathematics?

Calculus, analysis, or
differential equations

How many college-level
classes have you taken in
the following branches of
mathematics?

Applied mathematics such
as dynamical systems,
game theory, information
theory, mathematical
modeling, or mathematical
physics

Current Question Wording
How many college-level
classes have you taken in
the following branches of
mathematics?

None
One or two
Three or four
Five or more

None
One or two
Three or four
Five or more

None
One or two
Three or four
Five or more

Current Response Options
None
One or two
Three or four
Five or more

Question text was reordered
for clarity. Response options
were modified to give more
information about the number
of classes.

Updated response options to
give more information about
the number of classes.

Question text was reordered
for clarity. Response options
were modified to give more
information about the number
of classes.

Justification
(if modified)
Question text was reordered
for clarity. Response options
were modified to give more
information about the number
of classes.

313

HSLS:09
(Teacher,
Baseline,
Section A)

HSLS:09
(Teacher,
Baseline,
Section A)

New item

H04g.

H04h.

H04i.

New item

Modified

Modified

Status
Modified

Probability or statistics.

Number theory.
In which of the following
branches of math have you
taken one or more collegelevel courses? (Check all that
apply.)

In which of the following
branches of math have you
taken one or more collegelevel courses? (Check all that
apply.)

Geometry, trigonometry, or
topology.

Original Response options
Original Wording
(if modified)
(if modified)
In which of the following
branches of math have you
taken one or more collegelevel courses? (Check all that
apply.)

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
H04f. HSLS:09
(Teacher,
Baseline,
Section A)

Teaching mathematics

How many college-level
classes have you taken in
the following branches of
mathematics?

Probability or statistics

How many college-level
classes have you taken in
the following branches of
mathematics?

Number theory

How many college-level
classes have you taken in
the following branches of
mathematics?

Geometry, trigonometry, or
topology

Current Question Wording
How many college-level
classes have you taken in
the following branches of
mathematics?

None
One or two
Three or four
Five or more

None
One or two
Three or four
Five or more

None
One or two
Three or four
Five or more

Current Response Options
None
One or two
Three or four
Five or more

Question text was reordered
for clarity. Response options
were modified to give more
information about the number
of classes.

Question text was reordered
for clarity. Response options
were modified to give more
information about the number
of classes.

Justification
(if modified)
Question text was reordered
for clarity. Response options
were modified to give more
information about the number
of classes.

314

HSLS:09
(Teacher,
Baseline;
Section A, b)

HSLS:09
(Teacher,
Baseline;
Section A, a)

H05b.

H05c.

Modified

Modified

Status
Modified

Number of years:______

Including this school year,
Number of years:______
how many years have you
taught high school (grades 912) math at any school?

Grades K-5 math at any
school?

Including this school year,
how many years have you
taught

Original Response options
Original Wording
(if modified)
(if modified)
Including this school year,
Number of years:______
how many years have you
taught high school (grades 912) math at any school?

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
H05a. HSLS:09
(Teacher,
Baseline;
Section A, b)

Grade 6-8 math?

Please estimate to the
nearest half year (for
example, 4.5 years).

Including this school year, Number of
how many years have you years:______._______
taught the following grades
at any school…

Grade K-5 math?

Please estimate to the
nearest half year (for
example, 4.5 years).

Including this school year, Number of
how many years have you years:______._______
taught the following grades
at any school…

Grade K-12 in any subject?

Please estimate to the
nearest half year (for
example, 4.5 years).

Current Question Wording Current Response Options
Including this school year, Number of
how many years have you years:______._______
taught the following grades
at any school…

Updated grade range for
MGLS. Modified response
option to include more
specificity.

Moved “at any school” to
question stem for consistency
within series. Modified
response option to include
more specificity.

Justification
(if modified)
Modified to capture total years
teaching any subject to K-12
students; added .5 years for
greater degree of specificity.

315

H06.

HSLS:09
(Teacher,
Baseline;
Section A)

Modified

Status
Modified

Which of the following best
describes the math teaching
certificate you currently hold
in {FILL STATE}?

Grades 9-12 math at a given
school?

Original Wording
(if modified)
Including this school year,
how many years have you
taught

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
H05d. HSLS:09
(Teacher,
Baseline;
Section A, c)

1. Regular or standard state
certificate or advanced
professional certificate
2. Certificate issued after
satisfying all requirements
except the completion of a
probationary teaching
period
3. Certificate that requires
some additional
coursework or passing a
test
4. Certificate issued to
persons who must
complete a certification
program in order to
continue teaching
5. I do not hold any of these
certifications in this state

Which of the following best
describes the math
teaching certificate you
currently hold in [FILL
STATE]?

Grade 9-12 math?

Please estimate to the
nearest half year (for
example, 4.5 years).

Regular or standard state
certificate or advanced
professional certificate
Certificate issued after
satisfying all requirements
except the completion of a
probationary teaching
period
Certificate that requires
some additional
coursework or passing a
test
Certificate issued to
persons who must
complete a certification
program in order to
continue teaching
I do not hold any of these
certifications in this state
Other

Original Response options
(if modified)
Current Question Wording Current Response Options
Number of years:______
Including this school year, Number of
how many years have you years:______._______
taught the following grades
at any school…

Added “Other, specify”
response option to allow for
more flexibility in response
options.

Justification
(if modified)
Dropped “at a given school”
and added “at any school” in
stem to maintain consistency
in series.Modified response
option to include more
specificity.

316

H09.

H08.

Modified

SASS (Teacher Modified
Questionnaire)

ECLS-K:2011,
Grade 2; H10

Status
Modified

(TABLE IN SURVEY)

In what content area(s)
does the teaching
certificate marked above
allow you to teach in this
state?

Have you taken the exam for
National Board for
Professional Teaching
Standards certification?

Select all that apply.

Original Wording
(if modified)
In which grades does this
certificate allow you to teach
math in {FILL STATE}?

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
H07.
HSLS:09
(Teacher,
Baseline;
Section A)

Not taken
Taken and passed
Taken and have not yet
passed
Taken and awaiting test
results

Original Response options
(if modified)
1. Kindergarten through 5th
grade (any or all grades)
2. 6th through 8th grade
(any or all grades)
3. 9th through 12th grade
(any or all grades)

In what content area(s) do
you hold a National Board
for Professional Teaching
certificate?

Have you taken the exam
for National Board
Certification?

Current Question Wording
In which grades does this
certificate allow you to
teach math in [FILL STATE]?

Generalist, Early Childhood
Generalist, Middle
Childhood
Mathematics, Early
Adolescence
Mathematics, Adolescence
and Young Adulthood
Other

Current Response Options
Kindergarten
1st grade
2nd grade
3rd grade
4th grade
5th grade
6th grade
7th grade
8th grade
9th grade
10th grade
11th grade
12th grade
.
Not taken
Taken and passed
Taken and awaiting results
Taken and have not yet
passed

Question text and response
options modified to focus on
particular certification through
National Board for
Professional Teaching.
Response options reflect most
relevant subset of a 25-item
list of National Board
certificate areas.

Question text modified to
reduce unneccessary wording
and reduce burden.

Justification
(if modified)
Divided response options into
individual grades for greater
specificity.

317

H13.

H12.

H11.

ECLS-K:2011
(Kindergarten
ECLS-K
(Teacher,
ECLS-K 2011
(Teacher,
Grade 2; H3)

Modified

Modified

Unchanged

Are you Hispanic or Latino?
MARK ONE RESPONSE.

What is your gender?

Original Wording
(if modified)
Which of the following
describes how you obtained
the teaching methods or
teaching strategies
coursework?

MGLS:2017 Mathematics Teacher Survey

MGLS
Status
Item # Source
H10.
SASS (Teacher Modified
Questionnaire)

1. Male
2. Female
Yes
No

6 Other - Please specify

5 Through individual
courses (not part of a
program leading to a
degree)

4 Through a master’s
degree granting program
(M.A., M.S., M.Ed., M.A.T.)

3 Through a fifth year
program (not leading to a
master’s degree)

2 Through a bachelor’s
degree granting program
(B.A. or B.S.)

Original Response options
(if modified)
1 Through an “alternative”
program designed to
expedite the transition of
non-teachers to a teaching
career (e.g., a state, district
or university alternative
program)

Are you of Hispanic or
Latino/Latina origin?

In what year were you
born?
What is your sex?

Male
Female
Yes
No

YEAR BORN (e.g., 1987)

Current Question Wording Current Response Options
Did you enter teaching
Yes
through an alternative
No
certification program? An
alternative certification
program is a program that
was designed to expedite
the transition of nonteachers to a teaching
career, for example, a state,
district, or university
alternative certification
program.

Updated the question text to
be inclusive of males and
females.

Updated to be more inclusive.

Justification
(if modified)
Modified question to
specifically ask only about
alternative certification.

318

Status
Modified

Original Wording
(if modified)
Which best describes your
race? Mark one or more
responses to indicate what
you consider yourself to be.

MGLS:2017 Mathematics Teacher Survey

MGLS
Item # Source
H14.
ECLS-K 2011
(Teacher,
Grade 2; H4)

Original Response options
(if modified)
1. American Indian or
Alaska Native
2. Asian
3. Black or African
American
4. Native Hawaiian or Other
Pacific Islander
5. White
Current Question Wording
Which of the following best
describes your race? You
may choose more than one.

Justification
Current Response Options (if modified)
American Indian or Alaska Slight wording change to align
Native
across MGLS instruments.
Asian
Black or African American
Native Hawaiian or other
Pacific Islander
White

319

C01c.

C01b.

ECLS-K (Math
Unchanged
Teacher, Grade
8, 11c)

ECLS-K (Math
Unchanged
Teacher, Grade
8, 11b)

Status
Source
ECLS-K (Math
Unchanged
Teacher, Grade
8, 11a)

Original Wording
(if modified)

Original response options
(if modified)

MGLS:2017 Mathematics Teacher Child-Level Survey

MGLS
Item #
C01a.

Justification
Current Response Options (if modified)
Outstanding
Very good
Good
Fair
Poor
Not applicable or not
observed

Please rate this student's
Outstanding
skills in the following areas, Very good
as exhibited in your class. Good
Fair
Ability to talk about
Poor
[his/her] reasoning or
Not applicable or not
thinking in solving a
observed
problem

Please rate this student's
Outstanding
skills in the following areas, Very good
as exhibited in your class. Good
Fair
Ability to complete or
Poor
conduct proofs or
Not applicable or not
demonstrations of [his/her] observed
mathematical reasoning

Ability to apply
mathematical concepts to
"real world" problems

Current Question Wording
Please rate this student's
skills in the following areas,
as exhibited in your class.

320

New item

C01g.

New item

ECLS-K (Math
Unchanged
Teacher, Grade
8, 11f)

ECLS-K (Math
Unchanged
Teacher, Grade
8, 11e)

C01f.

C01e.

Status
Source
ECLS-K (Math
Unchanged
Teacher, Grade
8, 11d)

Original Wording
(if modified)

Original response options
(if modified)

MGLS:2017 Mathematics Teacher Child-Level Survey

MGLS
Item #
C01d.

Justification
Current Response Options (if modified)
Outstanding
Very good
Good
Fair
Poor
Not applicable or not
observed

Please rate this student's
Outstanding
skills in the following areas, Very good
as exhibited in your class. Good
Fair
Ability to fluently apply
Poor
math facts and procedures Not applicable or not
observed

Please rate this student's
Outstanding
skills in the following areas, Very good
as exhibited in your class. Good
Fair
Ability to use a calculator to Poor
solve problems
Not applicable or not
observed

Please rate this student's
Outstanding
skills in the following areas, Very good
as exhibited in your class. Good
Fair
Ability to use
Poor
representations to model Not applicable or not
mathematical ideas
observed

Ability to explain [his/her]
reasoning in solving a
problem in writing

Current Question Wording
Please rate this student's
skills in the following areas,
as exhibited in your class.

321

D01b.

ECLS-K (Math
Modified
Teacher, Grade
5; B1 #14)
Approaches to
Learning Scale.

Status
Source
ECLS-K (Math
Modified
Teacher, Grade
5; B1 #11)
Approaches to
Learning Scale.

Shows eagerness to learn
new things.

For each set of items
below, please think about
this student's behavior
during the past month or
two. Decide how often the
student demonstrates the
behavior described.

Keeps belongings
organized.

Original Wording
(if modified)
For each set of items
below, please think about
this student's behavior
during the past month or
two. Decide how often the
student demonstrates the
behavior described.

1. Never
2. Sometimes
3. Often
4. Very often
5. No opportunity to
observe this behavior

Original response options
(if modified)
1. Never
2. Sometimes
3. Often
4. Very often
5. No opportunity to
observe this behavior

MGLS:2017 Mathematics Teacher Child-Level Survey

MGLS
Item #
D01a.

Appears motivated to learn
new things

For each item below, please
think about this student's
behavior during the past
month. Decide how often
the student demonstrates
the behavior described.

Organizes work

Current Question Wording
For each item below, please
think about this student's
behavior during the past
month. Decide how often
the student demonstrates
the behavior described.

Never
Sometimes
Often
Very often
Always
No opportunity to observe
this behavior

Current Response Options
Never
Sometimes
Often
Very often
Always
No opportunity to observe
this behavior

Time referent made more
specific (“month” rather than
“month or two”) to ensure
consistency across
respondents. Rephrased to
“appears motivated to learn
new things” for age
appropriatenes. Response
scale updated (addition of
“always”) to align with other
scales within and across
MGLS:2017 instruments.

Justification
(if modified)
Time referent made more
specific ("month" rather than
"month or two") to ensure
consistency across
respondents. Rephrased to
"organizes work" for age
appropriateness and to
reflect that students might
be moving between
classrooms, so teachers
might have less opportunity
to observe how students
organize their belongings.
Response scale updated
(addition of “Always”) to
align with other scales within
and across MGLS:2017
instruments.

322

D01d.

ECLS-K (Math
Modified
Teacher, Grade
5; B1 #21)
Approaches to
Learning Scale.

Status
Source
ECLS-K (Math
Modified
Teacher, Grade
5; B1 #15)
Approaches to
Learning Scale.

Easily adapts to changes in
routine.

For each set of items
below, please think about
this student's behavior
during the past month or
two. Decide how often the
student demonstrates the
behavior described.

Works independently.

Original Wording
(if modified)
For each set of items
below, please think about
this student's behavior
during the past month or
two. Decide how often the
student demonstrates the
behavior described.

1. Never
2. Sometimes
3. Often
4. Very often
5. No opportunity to
observe this behavior

Original response options
(if modified)
1. Never
2. Sometimes
3. Often
4. Very often
5. No opportunity to
observe this behavior

MGLS:2017 Mathematics Teacher Child-Level Survey

MGLS
Item #
D01c.

Adapts to changes in plans,
requirements or routines

For each item below, please
think about this student's
behavior during the past
month. Decide how often
the student demonstrates
the behavior described.

Works well independently

Current Question Wording
For each item below, please
think about this student's
behavior during the past
month. Decide how often
the student demonstrates
the behavior described.

Never
Sometimes
Often
Very often
Always
No opportunity to observe
this behavior

Current Response Options
Never
Sometimes
Often
Very often
Always
No opportunity to observe
this behavior

Time referent made more
specific (“month” rather than
“month or two”) to ensure
consistency across
respondents. Rephrased to
“adapts to changes in plans,
requirements or routines” to
be more age appropriate.
Response scale updated
(addition of “Always”) to
align with other scales within
and across MGLS:2017
instruments.

Justification
(if modified)
Time referent made more
specific (“month” rather than
“month or two”) to ensure
consistency across
respondents. Added the
word “well” to be more
descriptive of the behavior
targeted in this item.
Response scale updated
(addition of “always”) to
align with other scales within
and across MGLS:2017
instruments.

323

D01f.

ECLS-K (Math
Modified
Teacher, Grade
5; B1 #24)
Approaches to
Learning Scale.

Status
Source
ECLS-K (Math
Modified
Teacher, Grade
5; B1 #23)
Approaches to
Learning Scale.

Pays attention well.

For each set of items
below, please think about
this student's behavior
during the past month or
two. Decide how often the
student demonstrates the
behavior described.

Persists in completing tasks.

Original Wording
(if modified)
For each set of items
below, please think about
this student's behavior
during the past month or
two. Decide how often the
student demonstrates the
behavior described.

1. Never
2. Sometimes
3. Often
4. Very often
5. No opportunity to
observe this behavior

Original response options
(if modified)
1. Never
2. Sometimes
3. Often
4. Very often
5. No opportunity to
observe this behavior

MGLS:2017 Mathematics Teacher Child-Level Survey

MGLS
Item #
D01e.

Pays attention well

For each item below, please
think about this student's
behavior during the past
month. Decide how often
the student demonstrates
the behavior described.

Persists in completing tasks

Current Question Wording
For each item below, please
think about this student's
behavior during the past
month. Decide how often
the student demonstrates
the behavior described.

Never
Sometimes
Often
Very often
Always
No opportunity to observe
this behavior

Current Response Options
Never
Sometimes
Often
Very often
Always
No opportunity to observe
this behavior

Time referent made more
specific (“month” rather than
“month or two”) to ensure
consistency across
respondents. Response scale
updated (addition of
“Always”) to align with other
scales within and across
MGLS:2017 instruments.

Justification
(if modified)
Time referent made more
specific (“month” rather than
“month or two”) to ensure
consistency across
respondents. Response scale
updated (addition of
“Always”) to align with other
scales within and across
MGLS:2017 instruments.

324

D02b.

Zill, 1990
Modified
(Behavior
Problems Index)

Status
Source
Zill, 1990
Modified
(Behavior
Problems Index)

Original response options
(if modified)
1. Often true
2. Sometimes true
3. Not true

Bullies or is cruel or mean
to others.

Please tell me whether
1. Often true
each statement has been
2. Sometimes true
often true, sometimes true, 3. Not true
or never true of this
student in the past 3
months.

Cheats or tells lies

Original Wording
(if modified)
Now I am going to read
some statements that
describe behavior problems
many students have. Please
tell me whether each
statement has been often
true, sometimes true, or
never true of this student in
the past 3 months.

MGLS:2017 Mathematics Teacher Child-Level Survey

MGLS
Item #
D02a.

Bullies or is cruel or mean
to others

Describe how often this
student demonstrates the
behavior.

For each item below, please
think about this student's
behavior during the past
three months.

Manipulates others or lies

Describe how often this
student demonstrates the
behavior.

Current Question Wording
The following are some
statements that describe
behaviors many students
exhibit. For each item
below, please think about
this student's behavior
during the past three
months.

Never
Sometimes
Often
Very often
Always

Current Response Options
Never
Sometimes
Often
Very often
Always

Response scale updated from
truth scale to frequency scale
to make easier for teachers
to complete across students
concretely without changing
the intent of the question.
Expanded number of
response options to capture
variability.

Justification
(if modified)
Rephrased question text
from “cheats or tell lies” to
“manipulates others or lies”
to be more age appropriate.
Response scale updated from
truth scale to frequency scale
to make easier for teachers
to complete across students
concretely without changing
the intent of the question.
Expanded number of
response options to capture
variability.

325

D02d.

Zill, 1990
Modified
(Behavior
Problems Index)

Status
Source
Zill, 1990
Modified
(Behavior
Problems Index)

Original response options
(if modified)
1. Often true
2. Sometimes true
3. Not true

Has sudden changes in
mood or feeling

Please tell me whether
1. Often true
each statement has been
2. Sometimes true
often true, sometimes true, 3. Not true
or never true of this
student in the past 3
months.

Is disobedient in class

Original Wording
(if modified)
Please tell me whether
each statement has been
often true, sometimes true,
or never true of this
student in the past 3
months.

MGLS:2017 Mathematics Teacher Child-Level Survey

MGLS
Item #
D02c.

Has sudden changes in
mood or feeling

Describe how often this
student demonstrates the
behavior.

For each item below, please
think about this student's
behavior during the past
three months.

Disobeys rules

Describe how often this
student demonstrates the
behavior.

Current Question Wording
For each item below, please
think about this student's
behavior during the past
three months.

Never
Sometimes
Often
Very often
Always

Current Response Options
Never
Sometimes
Often
Very often
Always

Response scale updated from
truth scale to frequency scale
to make easier for teachers
to complete across students
concretely without changing
the intent of the question.
Expanded number of
response options to capture
variability.

Justification
(if modified)
Rephrased question text
from “disobedient” to
“disobeys rules” to be more
age appropriate.
Response scale updated from
truth scale to frequency scale
to make easier for teachers
to complete across students
concretely without changing
the intent of the question.
Expanded number of
response options to capture
variability.

326

D02g.

D02f.

Zill, 1990
Modified
(Behavior
Problems Index)

Zill, 1990
Modified
(Behavior
Problems Index)

Status
Source
Zill, 1990
Modified
(Behavior
Problems Index)

Original response options
(if modified)
1. Often true
2. Sometimes true
3. Not true

Has a strong temper or
loses his or her temper
easily.

Please tell me whether
1. Often true
each statement has been
2. Sometimes true
often true, sometimes true, 3. Not true
or never true of this
student in the past 3
months.

Is stubborn, sullen, or
irritable.

Please tell me whether
1. Often true
each statement has been
2. Sometimes true
often true, sometimes true, 3. Not true
or never true of this
student in the past 3
months.

Argues too much

Original Wording
(if modified)
Please tell me whether
each statement has been
often true, sometimes true,
or never true of this
student in the past 3
months.

MGLS:2017 Mathematics Teacher Child-Level Survey

MGLS
Item #
D02e.

Has a strong temper or
loses [his/her] temper
easily

Describe how often this
student demonstrates the
behavior.

For each item below, please
think about this student's
behavior during the past
three months.

Is stubborn, sullen, or
irritable

Describe how often this
student demonstrates the
behavior.

For each item below, please
think about this student's
behavior during the past
three months.

Argues too much

Describe how often this
student demonstrates the
behavior.

Current Question Wording
For each item below, please
think about this student's
behavior during the past
three months.

Never
Sometimes
Often
Very often
Always

Never
Sometimes
Often
Very often
Always

Current Response Options
Never
Sometimes
Often
Very often
Always

Response scale updated from
truth scale to frequency scale
to make easier for teachers
to complete across students
concretely without changing
the intent of the question.
Expanded number of
response options to capture
variability.

Response scale updated from
truth scale to frequency scale
to make easier for teachers
to complete across students
concretely without changing
the intent of the question.
Expanded number of
response options to capture
variability.

Justification
(if modified)
Response scale updated from
truth scale to frequency scale
to make easier for teachers
to complete across students
concretely without changing
the intent of the question.
Expanded number of
response options to capture
variability.

327

ECLS-K:2011
(2nd grade
teacher - child
level
questionnaire,
D25b)

ECLS-K:2011
(2nd grade
teacher - child
level
questionnaire,
D25c)

ECLS-K:2011
(2nd grade
teacher - child
level
questionnaire,
D25d)

Fast Track
Project Social
Competence
Scale - Teacher
Version

D03b.

D03c.

D03d.

D04a.

Source
ECLS-K:2011
(2nd grade
teacher - child
level
questionnaire,
D25a)

Unchanged

Modified

Modified

Modified

Status
Modified

Intentionally excluded or
left out this student from
playing with them.

During this school year,
how often have other
students…

Told lies or untrue stories
about this student.

During this school year,
how often have other
students…

Pushed, shoved, slapped,
hit, or kicked this student.

During this school year,
how often have other
students…

Teased, made fun of, or
called this student names.

Original Wording
(if modified)
During this school year,
how often have other
students…

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Original response options
(if modified)
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

MGLS:2017 Mathematics Teacher Child-Level Survey

MGLS
Item #
D03a.

Resolves peer problems on
[his/her] own

Please rate each of the
listed behaviors according
to how well it describes this
student.

Intentionally excluded or
left out this student from
socializing with them

During this school year,
how often have other
students...

Told lies or untrue stories
about this student

During this school year,
how often have other
students...

Pushed, shoved, slapped,
hit, or kicked this student

During this school year,
how often have other
students...

Teased, made fun of, or
called this student names

Current Question Wording
During this school year,
how often have other
students...

Not at all
A little
Moderately well
Well
Very well

Never
Sometimes
Often
Very often
Always

Never
Sometimes
Often
Very often
Always

Never
Sometimes
Often
Very often
Always

Response scale updated for
alignment within instrument.

Changed “playing” to
“socializing” to make more
age appropriate.

Response scale updated for
alignment within instrument.

Response scale updated for
alignment within instrument.

Justification
Current Response Options (if modified)
Never
Response scale updated for
Sometimes
alignment within instrument.
Often
Very often
Always

328

Fast Track
Project Social
Competence
Scale - Teacher
Version

Fast Track
Project Social
Competence
Scale - Teacher
Version

Fast Track
Project Social
Competence
Scale - Teacher
Version

D04c.

D04d.

D04e.

Source
Fast Track
Project Social
Competence
Scale - Teacher
Version

Modified

Unchanged

Unchanged

Status
Unchanged

Understands others

Very good at understanding
other people's feelings

Acts friendly toward others

Please rate each of the
listed behaviors according
to how well it describes this
student.

Can give suggestions and
opinions without being
bossy.

Please rate each of the
listed behaviors according
to how well it describes this
student.

Is helpful to others

Current Question Wording
Please rate each of the
listed behaviors according
to how well it describes this
student.

Please rate each of the
listed behaviors according
to how well it describes this
student.

Original response options
(if modified)

Please rate each of the
listed behaviors according
to how well it describes this
student.

Original Wording
(if modified)

MGLS:2017 Mathematics Teacher Child-Level Survey

MGLS
Item #
D04b.

Not at all
A little
Moderately well
Well
Very well

Not at all
A little
Moderately well
Well
Very well

Not at all
A little
Moderately well
Well
Very well

Changed question text from
“Very good at understanding
other people’s feelings” to
“understands others” to
simplify wording and not
limit to perception of
feelings.

Justification
Current Response Options (if modified)
Not at all
A little
Moderately well
Well
Very well

329

Skinner et al.
2008 (Teacher
Report)

Skinner et al.
2008 (Teacher
Report)

E01d.

Skinner et al.
2008 (Teacher
Report)

E01c.

E01b.

Source
Skinner et al.
2008 (Teacher
Report)

Modified

Modified

Modified

Status
Modified

Original response options
(if modified)
1. Not at all true
2. Not very true
3. Sort of true
4. Very true

In my class, this student
does more than required.

When I explain new
material, this student
listens carefully.

1. Not at all true
2. Not very true
3. Sort of true
4. Very true

1. Not at all true
2. Not very true
3. Sort of true
4. Very true

When working on classwork 1. Not at all true
in my class, this student
2. Not very true
appears involved.
3. Sort of true
4. Very true

Original Wording
(if modified)
In my class, this student
works as hard as he or she
can.

MGLS:2017 Mathematics Teacher Child-Level Survey

MGLS
Item #
E01a.

In my class, this student
does more than required

Please indicate the extent
to which each of the
following statements is true
for this student.

When I explain new
material, this student
listens carefully

Please indicate the extent
to which each of the
following statements is true
for this student.

When working on classwork
in my class, this student
appears involved

Please indicate the extent
to which each of the
following statements is true
for this student.

In my class, this student
works as hard as [he/she]
can

Current Question Wording
Please indicate the extent
to which each of the
following statements is true
for this student.

Not at all true
A little bit true
Somewhat true
Mostly true
Very true

Not at all true
A little bit true
Somewhat true
Mostly true
Very true

Not at all true
A little bit true
Somewhat true
Mostly true
Very true

Current Response Options
Not at all true
A little bit true
Somewhat true
Mostly true
Very true

Added introductory
instructions and updated
response scale expand
variability and to align within
and across MGLS:2017
instruments.

Added introductory
instructions and updated
response scale to expand
variability and align within
and across MGLS:2017
instruments.

Added introductory
instructions and updated
response scale to expand
variability and align within
and across MGLS:2017
instruments.

Justification
(if modified)
Added introductory
instructions and updated
response scale to expand
variability and align within
and across MGLS:2017
instruments.

330

ECLS-K (Math
Modified
Teacher, Grade
8; 8c)

HSLS:09
Modified
(Student
Baseline; Sect. E,
a)

E03a.

HSLS:09
Modified
(Student
Baseline; Sect. E,
d)

Status
Modified

E02b.

E02a.

Source
Skinner et al.
2008 (Teacher
Report)

1. Never
2. Rarely
3. Sometimes
4. Often

Original response options
(if modified)
1. Not at all true
2. Not very true
3. Sort of true
4. Very true

Go to class without his or
her homework done?

How often does this
student

1. Never
2. Rarely
3. Sometimes
4. Often

How often is this student… 1. Never
2. Rarely
Absent from your class?
3. Some of the time
4. Most of the time
5. All of the time

Go to class late?

How often does this
student

Original Wording
(if modified)
When this student doesn't
do well, he or she works
harder.

MGLS:2017 Mathematics Teacher Child-Level Survey

MGLS
Item #
E01e.

Come to class without
completing prior
assignments or homework

Over the last month, how
often did this student…

Absent from your class

Late to your class
Over the last month, how
often has this student
been…

Over the last month, how
often has this student
been...

Next are some questions
about this student's
attendance.

When this student doesn't
do well, [he/she] works
harder

Current Question Wording
Please indicate the extent
to which each of the
following statements is true
for this student.

0 times
1-2 times
3-6 times
7-9 times
10-12 times
13 or more times

0 times
1-2 times
3-6 times
7-9 times
10-12 times
13 or more times

0 times
1-2 times
3-6 times
7-9 times
10-12 times
13 or more times

Current Response Options
Not at all true
A little bit true
Somewhat true
Mostly true
Very true

Rephrased question text
from “homework” to include
assignments more generally
to make more age
appropriate.

Updated intoductory text
and question text to make
time referent specific.
Response options modified
to align within and across
MGLS:2017 instruments.

Updated intoductory text
and question text to make
time referent specific.
Response options modified
to align within and across
MGLS:2017 instruments.

Updated intoductory text
and question text to make
time referent specific.
Response options modified
to align within and across
MGLS:2017 instruments.

Justification
(if modified)
Added introductory
instructions and updated
response scale expand
variability and to align within
and across MGLS:2017
instruments.

331

F01b.

F01a.

ECLS-K (Math
Modified
Teacher, Grade
5, #1b)

ECLS-K (Math
Modified
Teacher, Grade
5, #1a)

Status
Source
HSLS:09
Modified
(Student
Baseline; Sect. E,
b)

How often does this
student receive instruction
and/or related services in
any of the following types
of programs in your school
during the day?
Small group pull-out in
mathematics

Does this student receive
1. Yes
instruction and/or related 2. No
services in any of the
3. Program Not Provided
following types of programs
in your school during the
day?
Pull-out small group in
mathematics

Individual tutoring in
mathematics

Individual tutoring program
in mathematics

Rephrased question text to
add broader list of material
to make more in line with
current instruction.

Justification
(if modified)
Updated intoductory text
and question text to make
time referent specific.
Response options modified
to align within and across
MGLS:2017 instruments.

Daily
Adapted response options to
2-4 times per week
capture both receipt of
Weekly
service and frequency.
Less than once a week
This student does not
receive this service
Program or service not
provided to students in this
school

Daily
Adapted response options to
2-4 times per week
capture both receipt of
Weekly
service and frequency.
Less than once a week
This student does not
receive this service
Program or service not
provided to students in this
school

Current Question Wording Current Response Options
Over the last month, how 0 times
often did this student…
1-2 times
3-6 times
Come to class without class 7-9 times
materials (such as pencils, 10-12 times
paper, tablet, books, or
13 or more times
calculator)

How often does this
student receive instruction
and/or related services in
any of the following types
of programs in your school
during the day?

Original response options
(if modified)
1. Never
2. Rarely
3. Sometimes
4. Often

Does this student receive
1. Yes
instruction and/or related 2. No
services in any of the
3. Program Not Provided
following types of programs
in your school during the
day?

Go to class without pencil
or paper?

Original Wording
(if modified)
How often does this
student

MGLS:2017 Mathematics Teacher Child-Level Survey

MGLS
Item #
E03b.

332

F02.

ECLS-K (Math
Unchanged
Teacher, Grade
8, 10)

Status
Source
ECLS-K (Math
Modified
Teacher, Grade
5, #1c)

Gifted and talented
program in mathematics

Original Wording
(if modified)
Does this student receive
instruction and/or related
services in any of the
following types of programs
in your school during the
day?

Original response options
(if modified)
1. Yes
2. No
3. Program Not Provided

MGLS:2017 Mathematics Teacher Child-Level Survey

MGLS
Item #
F01c.

Have you recommended
this student for academic
honors, advanced
placement, or honors
classes?

Gifted and talented
program in mathematics

Current Question Wording
How often does this
student receive instruction
and/or related services in
any of the following types
of programs in your school
during the day?

Yes
No
Not applicable (no such
honor available)

Current Response Options
Daily
2-4 times per week
Weekly
Less than once a week
This student does not
receive this service
Program or service not
provided to students in this
school

Justification
(if modified)
Adapted response options to
capture both receipt of
service and frequency.

333

Select only one.

Original Wording
(if modified)
Which of the following best
describes your current
position in this school?

MGLS:2017 Special Education Teacher Survey

MGLS
Item # Source
Status
A01.
Modified ECLS- Modified
K:2011
(Kindergarten
Special
Education
Teacher A;
Spring 2011;
14)

Original Response options
(if modified)
1. Special education
teacher
2. Special education
teacher consultant
3. General education
teacher
4. Special education
classroom aide
5. Speech - language
pathologist
6. Physical therapist
7. Physical therapy assistant
or aide
8. Occupational therapist
9. Occupational therapy
assistant or aide
10. School psychologist
11. School counselor
12. School social worker
13. Other (please specify)
Current Question Wording
Which of the following best
describes your current
position in this school?

Current Response Options
1. Special education
teacher
2. Special education
teacher consultant
3. General education
teacher
4. Special education
classroom
aide/paraprofessional
5. Speech - language
pathologist
6. Physical therapist
7. Physical therapy assistant
or aide
8. Occupational therapist
9. Occupational therapy
assistant or aide
10. School psychologist
11. School counselor
12. School social worker
13. Other (please specify)

Justification (if modified)
Added “paraprofessional” to
response option 4 to reflect
terminology currently used in
schools.

334

A03.

New Item

New Item

MARK ONLY ONE.

Original Wording
(if modified)
How do you classify your
main assignment at this
school, that is, the activity
at which you spend most of
your time during this school
year?

MGLS:2017 Special Education Teacher Survey

MGLS
Item # Source
Status
A02.
Modified ECLS- Modified
K:2011
(Kindergarten
Special
Education
Teacher A;
Spring 2011;
15)

Original Response options
(if modified)
1. Regular full-time
teacher/service provider
2. Regular part-time
teacher/service provider
3. Itinerant teacher/service
provider (i.e., your
assignment requires you to
provide
instruction/related services
at more than one school)
4. Long-term substitute
(i.e., your assignment
requires that you fill the
role of a
teacher on a long-term
basis, but you are still
considered a substitute)
5. Teacher aide
6. Other (PLEASE SPECIFY)

Do you co-teach with
another teacher or
professional educator?

Current Question Wording
How do you classify your
main assignment at this
school, that is, the activity
at which you spend most of
your time during this school
year?

1. Yes
2. No

Current Response Options
1. Regular full-time teacher
2. Regular full-time service
provider
3. Regular part-time
teacher (at one school)
4. Regular part-time service
provider (at one school)
5. Itinerant teacher (i.e.,
your assignment requires
you to provide
instruction/related services
at more than one school)
6. Itinerant related services
consultant (e.g., speech and
language therapist, social
worker, psychologist,
behavior specialist. Your
assignment requires you to
provide instruction/related
services at more than one
school).
7. Long-term substitute
8. Teacher aide or
paraprofessional
9. Other (please specify)

Justification (if modified)
Edited response options by
separating teacher and service
provider to clarify and further
delineate different
assignments.

335

Status
New Item

Original Wording
(if modified)

MGLS:2017 Special Education Teacher Survey

MGLS
Item # Source
A04.
New Item

Original Response options
(if modified)
Current Question Wording
Which of the following
models best describes your
current co-teaching
arrangement?
Current Response Options Justification (if modified)
1. One teach, one drift (one
teacher leads the class and
the other moves
throughout the classroom
to make sure everyone is
on track).
2. Station teaching (class
divided into two or more
stations; each teacher
spends at least half of the
period with one group, and
then teachers switch).
3. Alternative teaching (one
teacher teaches the large
group and the other
teacher works with a
smaller group of students
to re-teach any necessary
information).
4. Parallel teaching (both
teachers are teaching at the
same time, and both lead
discussion; class may be
divided into groups).
5. Team teaching (both coteachers balance the
responsibilities of the class
in such a way that both
teach the same amount in
front of the classroom).
6. Other (please specify)

336

A06.

New Item

New Item

Original Wording
Status
(if modified)
Unchanged

MGLS:2017 Special Education Teacher Survey

MGLS
Item # Source
A05.
ECLS-K:2011
(Kindergarten
Special
Education
Teacher A;
Spring 2011;
16)

Do you teach mathematics 1. Yes
to students who have IEPs? 2. No

A05a. In a general
education classroom
A05b. In a special education
classroom
A05c. In a non-classroom
space (e.g. office, therapy
room, small work space,
mobile van, etc.)
A05d. Other (please
specify)
A05e. I do not work directly
with students who have
IEPs

Original Response options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
During this school year,
1. Yes
where have you worked
2. No
with students with IEPs?

337

Status
New Item

Original Wording
(if modified)

MGLS:2017 Special Education Teacher Survey

MGLS
Item # Source
A07.
New Item

a. Have students discuss
different ways to solve a
problem
b. Have students generate
new strategies
c. Have students work on
an investigation, problem
or project over an extended
period of time
d. Have students solve
problems using multiple
methods
e. Begin instructional units
with worked examples
(explaining how work is
completed, step by step,
and what you think as you
complete each step)
f. Teach the most efficient
solution strategy using
simple, direct language
g. Have students explain
solutions in their own
words
h. Have students practice
solution strategies that you
taught

Original Response options
(if modified)
Current Question Wording
When teaching
mathematics to students
who have IEPs, how often
do you use each of the
following instructional
strategies?
Current Response Options Justification (if modified)
Select one per row
1. Never
2. Once a month or less
3. Two or three times a
month
4. Once or twice a week
5. Three or four times a
week
6. Every day

338

Status
Modified

a. I really enjoy my present
job.
b. I am certain I am making
a difference in the lives of
the children I work with.
c. If I could start over, I
would choose this career
again.
d. I am satisfied with my
class size/caseload.

Original Wording
(if modified)
Please indicate the extent
to which you agree or
disagree with each of the
following statements on
working with children.

MGLS:2017 Special Education Teacher Survey

MGLS
Item # Source
A08.
ECLS-K:2011
(Kindergarten
Special
Education
Teacher A;
Spring 2011;
17)

Original Response options
(if modified)
MARK ONE ON EACH ROW.
1. Strongly disagree
2. Disagree
3. Neither disagree nor
agree
4. Agree
5. Strongly agree
Current Response Options
Select one per row
1. Strongly disagree
2. Disagree
3. Neither disagree nor
agree
4. Agree
a. I really enjoy my present 5. Strongly agree
job.
b. I am certain I am making
a difference in the lives of
the students I work with.
c. If I could start over, I
would choose this career
again.
d. I am satisfied with my
class size/caseload.
e. I worry about the
security of my job because
of the performance of the
students in my class(es) on
state or local tests.
f. I get frustrated working
with general education
teachers.
g. I plan to continue to
teach special education for
at least the next five years.
h. The amount of
paperwork that I need to
complete for my students
takes away from my ability
to deliver high quality
instruction.

Current Question Wording
Please indicate the extent
to which you agree or
disagree with each of the
following statements on
teaching.

Added response options to
measure additional common
concerns that teachers may
have at this grade level.

Justification (if modified)
Changed question stem to
make more age-appropriate
(“statements on teaching”
rather than “statements on
working with children”).

339

ECLS-K:2011
Modified
(Kindergarten
Special
Education
Teacher A;
Spring 2011; 1)

ECLS-K:2011
Modified
(Kindergarten
Special
Education
Teacher A;
Spring 2011; 2)

ECLS-K:2011
Modified
(Kindergarten
Special
Education
Teacher A;
Spring 2011; 3)

B01.

B02.

B03.

Are you Hispanic/Latino?

In what year were you
born?

What is your gender?

Original Wording
Status
(if modified)
Unchanged

MGLS:2017 Special Education Teacher Survey

MGLS
Item # Source
A09.
ECLS-K:2011
(Kindergarten
Special
Education
Teacher A;
Spring 2011;
18)

MARK ONLY ONE.
1. Yes
2. No

Enter year.
19 [
]

MARK ONLY ONE.
1. Male
2. Female

Are you Hispanic or
Latino/Latina?

In what year were you
born?

What is your sex?

Include students you work
with directly, as well as
students for whom you
consult with the general
education teacher and/or
another special education
teacher/service provider.

Original Response options
(if modified)
Current Question Wording
During this school year,
how many students with
IEPs have you worked with
or provided services for, on
average, each week?

1. Yes
2. No

________YEAR BORN

1. Male
2. Female

1. 1-10
2. 11-20
3. 21-40
4. More than 40
5. Don’t know

Key demographic items were
updated for consistency across
MGLS:2017 instruments.

Modified to allow for 4 digit
entry of year.

Modified to refer to sex rather
than gender; the change
ensures consistency across
MGLS:2017 instruments.

Current Response Options Justification (if modified)

340

ECLS-K:2011
Modified
(Kindergarten
Special
Education
Teacher A;
Spring 2011; 5)

What is the highest level of MARK ONLY ONE.
What is the highest level of
education you have
1. Did not complete high
education you have
completed?
school
completed?
2. High school diploma or
equivalent/GED
3. Some college or technical
or vocational school
4. Associate’s degree 5.
Bachelor's degree 6.
Master’s degree
7. An advanced professional
degree beyond a master’s
degree (e.g., PhD, MD)
8. Don’t know

Current Question Wording
Which of the following best
describes your race? You
may choose more than one.

B05.

Original Response options
(if modified)
MARK ONE OR MORE TO
INDICATE WHAT YOU
CONSIDER YOURSELF TO
BE.
1. American Indian or
Alaska Native
2. Asian
3. Black or African
American
4. Native Hawaiian or Other
Pacific Islander
5. White

Original Wording
(if modified)
Which best describes your
race?

MGLS:2017 Special Education Teacher Survey

MGLS
Item # Source
Status
B04.
ECLS-K:2011
Modified
(Kindergarten
Special
Education
Teacher A;
Spring 2011; 4)

1. Did not complete high
school
2. High school diploma or
equivalent/GED
3. Some college or technical
or vocational school
4. Associate's degree
5. Bachelor's degree
6. Master's degree
7. An advanced professional
degree beyond a master's
degree (for example, Ph.D.,
Ed.D)

Current Response Options
1. White
2. Black or African
American
3. Asian
4. Native Hawaiian or other
Pacific Islander
5. American Indian or
Alaska Native

Examples of advanced degree
include Ed.D rather than MD
since respondents are
teachers.

Removed “don’t know”
response option as
respondents are expected to
know their level of education.

Justification (if modified)
Key demographic items were
updated for consistency across
MGLS:2017 instruments.

341

Original Wording
Status
(if modified)
Unchanged

MGLS:2017 Special Education Teacher Survey

MGLS
Item # Source
B06.
ECLS-K:2011
(Kindergarten
Special
Education
Teacher A;
Spring 2011;
10)
a. Emergency credential
b. Provisional or temporary
credential
c. Disability-specific
credential or endorsement
d. Special education
credential or endorsement
(for more than one
disability category)
e. General education
credential
f. Speech/language therapy
state license or certification
g. Physical therapy state
license or certification
h. Occupational therapy
state license or certification
i. Social work license or
certification
j. School psychology license
or certification
k. Clinical psychology
license or certification
l. Certificate of Clinical
Competence
m. Other professional
license, credential, or
endorsement (please

Original Response options
(if modified)
Current Question Wording
Which of the following
credentials, licenses, or
certificates do you have for
working with students with
disabilities?
Current Response Options Justification (if modified)
Select one per row
1. Yes
2. No

342

Status
Modified

Original Wording
(if modified)
Which of the following
describes the math
teaching certificate you
currently hold in [your
state]?

MGLS:2017 Special Education Teacher Survey

MGLS
Item # Source
B07.
HSLS:09
(Teacher,
Baseline;
Section A)

Original Response options
(if modified)
1. Regular or standard state
certificate or advanced
professional certificate
2. Certificate issued after
satisfying all requirements
except the completion of a
probationary
teaching period
3. Certificate that requires
some additional
coursework or passing a
test
4. Certificate issued to
persons who must
complete a certification
program in order to
continue
teaching
5. You do not hold any of
these certifications in this
state
Current Question Wording
Which of the following
describes the teaching
certificate you currently
hold in [STATE]?

Current Response Options
1. Regular or standard state
certificate or advanced
professional certificate
2. Certificate issued after
satisfying all requirements
except the completion of a
probationary teaching
period
3. Certificate that requires
some additional
coursework or passing a
test
4. Certificate issued to
persons who must
complete a certification
program in order to
continue teaching
5. I do not hold any of these
certifications in this state

Justification (if modified)
Revised question text to focus
on teaching certification in
general and not math
certificate to make applicable
to Special Education Teacher.

343

Status
New Item

Original Wording
(if modified)

MGLS:2017 Special Education Teacher Survey

MGLS
Item # Source
B08.
New Item

Original Response options
(if modified)
Current Question Wording Current Response Options Justification (if modified)
In what subject(s) are you 1. Early childhood or Pre-k,
certified in [STATE]?
general
2. Elementary grades,
general
3. Middle grades, general
4. Secondary grades,
general
5. Special education,
general
6. Specific area of disability
(for example, autism,
learning disabilities, etc.)
Specify:
7. ESL or bilingual
education: General
8. ESL or bilingual
education: Spanish
9. ESL or bilingual
education: Other
10. English/Language arts
11. Reading
12. Speech
13. Mathematics
14. Science (including
general science, biology or
life sciences, earth science,
and other natural sciences)
15. Social studies (including
history, government or
civics, geography)
16. Social or behavioral
science (including
psychology, sociology,
anthropology, and other

344

C02.

C01.

ECLS-K:2011
Modified
(Kindergarten
Special
Education
Teacher A;
Spring 2011; 8)

ECLS-K:2011
Modified
(Kindergarten
Special
Education
Teacher A;
Spring 2011; 7)

Status
New Item

Counting this school year, ___.___ Years.
how many total years
(including part-time) have
you been working with
students receiving special
education or related
services?WRITE THE
NUMBER OF YEARS TO THE
NEAREST HALF YEAR (FOR
EXAMPLE, 2.5, 3.5).

Counting this school year,
how many total years
(including part-time) have
you been working with
students receiving special
education or related
services in any school?

_____YEARS WORKED
Modified response format to
WITH SPECIAL EDUCATION specify the time period to the
STUDENTS
nearest year to reduce burden.

Modified response format to
specify the time period to the
nearest year to reduce burden.

Current Response Options Justification (if modified)
1. College courses
2. Professional
development
3. Personal reading and
study
4. I have not received any
training on issues related to
Response to Intervention
5. Other training (please
specify)

Counting this school year, _____YEARS WORKED IN
how many years have you CURRENT SCHOOL
worked in your current
school, including part time?

Original Response options
(if modified)
Current Question Wording
Have you received any
training related to
Response to Intervention
(RTI) from any of the
following sources?

Counting this school year, ___.___ Years.
how many years have you
worked in your current
school, including part time?
WRITE THE NUMBER OF
YEARS TO THE NEAREST
HALF YEAR (FOR EXAMPLE,
2.5, 3.5).

Original Wording
(if modified)

MGLS:2017 Special Education Teacher Survey

MGLS
Item # Source
B09.
New Item

345

WRITE THE NUMBER OF
YEARS TO THE NEAREST
HALF YEAR (FOR EXAMPLE,
2.5, 3, 3.5).

Original Wording
(if modified)
Counting this school year,
how many total years
(including part-time) have
you been working with
children in any schools?
This would include other
assignments such as
teaching in a regular
classroom or otherwise
providing services to
children.

MGLS:2017 Special Education Teacher Survey

MGLS
Item # Source
Status
C03.
ECLS-K:2011
Modified
(Kindergarten
Special
Education
Teacher A;
Spring 2011; 9)

Original Response options
(if modified)
Current Question Wording Current Response Options
_____.___Years
Counting this school year, _____YEARS WORKED
how many total years
WITH STUDENTS
(including part-time) have
you been working with any
students in any school? This
would include both
providing special education
services as well as teaching
in a regular classroom.

Modified response format to
specify the time period to the
nearest year to reduce burden.

Justification (if modified)
Question text instruction
reworded to place more
emphasis on working with any
student in any setting,
including regular education
and special education.

346

I02

ECLS-K (Special Modified
Education
Teacher, 1st
Grade)

Contributes relevant
information to classroom
discussions – for example,
during a class discussion,
can express an idea or a
personal opinion on a topic
and the reasons behind the
opinion.

Original Wording
(if modified)
Uses complex sentence
structures - for example,
says "If she had brought her
umbrella, she wouldn't
have gotten wet," or
"Yesterday it was raining
cats and dogs," or "Why
can't we go on the field trip
at the same time as the first
grade?"

Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

Original Response options
(if modified)
Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
I01
ECLS-K:2011
Modified
(Special
Education
Teacher, grade
1)

{STUDENT NAME}
contributes relevant
information to classroom
discussions. For example,
during a class discussion,
can express an idea or a
personal opinion on a topic
and the reasons behind the
opinion.

Current Question Wording
{STUDENT NAME} uses
complex sentence
structures. For example,
says "If she had brought her
umbrella, she wouldn't
have gotten wet," or
"Yesterday it was raining
cats and dogs," or "Why
can't we go on the field trip
after we finish the
assignment that you gave
us last week?"

1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

Current Response Options
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Question text was reworded to
emphasize describing a
particular student.

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

The example within the
question text has been revised
to be more age appropriate.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

347

Understands and interprets
a story or other text read to
him/her - for example, by
retelling a story just read to
the group, or telling about
why a story ended as it did,
or connecting part of the
story to his/her own life.

I04

ECLS-K:2011
Modified
(Special
Education
Teacher, grade
2)

Original Wording
(if modified)
Conveys ideas clearly when
speaking – for example,
presents a well-organized
oral report, or uses precise
language to express
opinions, feelings, and
ideas, or provides relevant
answers to questions that
summarize classmate’s
concerns.

Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

Original Response options
(if modified)
Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
I03
ECLS-K (Special Modified
Education
Teacher, 3rd
Grade)

{STUDENT NAME} shows
basic comprehension of a
story or text read aloud to
[him OR her]. For example,
by retelling a story just read
to the group, or telling
about why a story ended as
it did, or connecting part of
the story to [his OR
her]own life.

Current Question Wording
{STUDENT NAME} conveys
ideas clearly when
speaking. For example,
presents a well-organized
oral report, or uses precise
language to express
opinions, feelings, and
ideas, or provides relevant
answers to questions that
summarize classmates’
concerns.

1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

Current Response Options
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Question text has been revised
to be more age appropriate
and more clearly differentiate
items I04 and I05.

Question text was reworded to
emphasize describing a
particular student.

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

348

I06

ECLS-K:2011
(Special
Education
Teacher,
Kindergarten)

Modified

Uses different strategies to
read unfamiliar words - for
example, examines cues
from pictures or context, or
uses consonant sounds to
read words, or uses prior
knowledge in order to
make predictions.

Original Wording
(if modified)
[Advanced comprehension]
Understands and interprets
a story or other text read
aloud, for example,
identifies the author’s
purpose, or relates how the
story would be different if
told from another point of
view, or identifies
techniques of persuasion.

Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

Original Response options
(if modified)
Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
I05
ECLS-K (Special Modified
Education
Teacher, 5th
Grade)

{STUDENT NAME} uses
different strategies to read
unfamiliar words. For
example, examines cues
from pictures or context, or
uses consonant sounds to
read words, or uses prior
knowledge in order to
make predictions.

Current Question Wording
{STUDENT NAME} shows
advanced comprehension
of text read aloud to [him
OR her]. For example,
identifies the author’s
purpose, or relates how the
story would be different if
told from another point of
view, or identifies
techniques of persuasion.

1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

Current Response Options
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

An additional response option,
"I am unable to assess the
student" has been added to
capture instances when the
respondent cannot accurately
rate the student.

Question text was reworded to
emphasize describing a
particular student.

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Question text has been revised
to be more age appropriate
and more clearly differentiate
items I04 and I05.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

349

Reads words with irregular
vowel sounds – for
example, reads "through,"
"point," "enough," or
"shower."

I08

ECLS-K (Special Modified
Education
Teacher, 1st
Grade)

Original Wording
(if modified)
Reads words with regular
vowel sounds – for
example, reads "coat",
"junk", "lent", "chimp",
"halt", or "bite."

Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

Original Response options
(if modified)
Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
I07
ECLS-K (Special Modified
Education
Teacher, 1st
Grade)

{STUDENT NAME} reads
words with irregular vowel
sounds. For example, reads
"through," "point,"
"enough," or "shower."

Current Question Wording
{STUDENT NAME} reads
words with regular vowel
sounds. For example, reads
“coat,” “junk,” “lent,”
“chimp,” “halt,” or “bite.”

1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

Current Response Options
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Question text was reworded to
emphasize describing a
particular student.

An additional response option,
"I am unable to assess the
student" has been added to
capture instances when the
respondent cannot accurately
rate the student.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

350

Reads grade
__________________ (note
grade level) books
independently with
comprehension – for
example, reads most words
correctly and answers
questions about what was
read, make predictions
while reading, and retells
story after reading.

I10

ECLS-K (Special Modified
Education
Teacher, 3rd
Grade)

Original Wording
(if modified)
Reads grade
___________________
(note grade level) books
fluently – for example,
easily reads words in
meaningful phrases rather
than reading word by word

Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

Original Response options
(if modified)
Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
I09
ECLS-K (Special Modified
Education
Teacher, 3rd
Grade)

{STUDENT NAME} reads
grade [enter grade level]
books independently with
comprehension. For
example, reads most words
correctly and answers
questions about what was
read, makes predictions
while reading, and retells
the story after reading.

Current Question Wording
{STUDENT NAME} reads
grade {STUDENT GRADE
FILL} books fluently. For
example, easily reads words
in meaningful phrases
rather than reading word
by word.

1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

Current Response Options
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Question text was reworded to
emphasize describing a
particular student.

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

351

J01

ECLS-K:2011
(Special
Education
Teacher,
Kindergarten)

Modified

Sorts, classifies, and
compares math materials
by various rules and
attributes - for example, by
creating a rule for sorting
keys, such as "keys with
numbers" in one pile and
"keys without numbers" in
another pile, or by sorting
shapes by several attributes
such as "large plastic
shapes" and "small wooden
shapes."

Original Wording
(if modified)
Reads and comprehends
expository text – for
example, after reading
about how early colonists
lived, creates a chart
comparing life today with
colonial life, or after
reading a children’s news
story about pollution,
identifies cause and effect
relationships, or
summarizes main ideas and
the supporting details in a
science or social studies
selection.

Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

Original Response options
(if modified)
Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
I11
ECLS-K (Special Modified
Education
Teacher, 3rd
Grade)

{STUDENT NAME} sorts,
classifies, and compares
math materials by various
rules and attributes. For
example, by creating a rule
for sorting keys, such as
"keys with numbers" in one
pile and "keys without
numbers" in another pile,
or by sorting shapes by
several attributes such as
"large plastic shapes" and
"small wooden shapes."

Current Question Wording
{STUDENT NAME} reads
and comprehends
expository text. For
example, after reading
about how early colonists
lived, creates a chart
comparing life today with
colonial life, or after
reading a news story about
pollution, identifies cause
and effect relationships, or
summarizes main ideas and
the supporting details in a
science or social studies
selection.

1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

Current Response Options
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Question text was reworded to
emphasize describing a
particular student.

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

352

Shows an understanding of
the relationship between
quantities - for example,
knows that a group of ten
small stones is the same
quantity as a group of ten
larger blocks.

Modified

J03

ECLS-K:2011
(Special
Education
Teacher,
Kindergarten)

Original Wording
(if modified)
Creates and extends
patterns – for example,
extends an alternating
pattern
involving addition and
subtraction (+3, -1, +3, -1,
+3… or +5, -3, +5, -3,…) or
creates a complex visual
pattern (aabc).......

Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

Original Response options
(if modified)
Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
J02
ECLS-K (Special Modified
Education
Teacher, 3rd
Grade)

{STUDENT NAME} shows an
understanding of the
relationship between
quantities. For example,
knows that a group of ten
small stones is the same
quantity as a group of ten
larger blocks.

Current Question Wording
{STUDENT NAME} creates
and extends patterns. For
example, extends an
alternating pattern
involving addition and
subtraction (+3, -1, +3, -1,
+3... or +5, -3, +5, -3,... ) or
creates a complex visual
pattern (aabc).

1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

Current Response Options
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Question text was reworded to
emphasize describing a
particular student.

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

353

Shows understanding of
Not yet
place value with
Beginning
whole numbers – for
In progress
example, correctly orders
Intermediate
the numbers 19,321,
Proficient
14,999, 9,900,
Not Applicable or Skill Not
and 20,101 from least to
Yet Taught
greatest, or correctly
regroups when adding and
subtracting.

ECLS-K (Special Modified
Education
Teacher, 3rd
Grade)

J05

Original Response options
(if modified)
Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

Original Wording
(if modified)
Demonstrates an
understanding of place
Value [ to 100]– for
example, by explaining that
fourteen is ten plus four, or
using two stacks often and
five single cubes to
represent the number
25........................................
.............

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
J04
ECLS-K (Special Modified
Education
Teacher, 1st
Grade)
Current Response Options
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

{STUDENT NAME} shows
1. Not yet
understanding of place
2. Beginning
value with whole numbers 3. In progress
to 100,000. For example,
4. Intermediate
correctly orders the
5. Proficient
numbers 19,321, 14,999, 6. I am unable to assess the
9,900, and 20,101 from
student
least to greatest, or
correctly regroups when
adding and subtracting.

Current Question Wording
{STUDENT NAME}
demonstrates an
understanding of place
value to 100. For example,
by explaining that fourteen
is ten plus four, or using
two stacks of ten and five
single cubes to represent
the number 25.

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Question text was reworded to
emphasize describing a
particular student. Also, a
specific range of values "to
100,000" was added to clarify
the skill the respondent is
rating.

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

354

Models, reads, writes, and
compares fractions for
example, shows that ½ of
the candy bar is ¼ + ¼, or
shows that ¼ of a set of 12
is 3.

Modified

J07

ECLS-K:2011
(Special
Education
Teacher,
Kindergarten)

Original Wording
(if modified)
Shows understanding of
place value [decimals], for
example, compares
decimals to the
thousandths place (1.04 >
1.009). ................

Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

Original Response options
(if modified)
Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
J06
ECLS-K (Special Modified
Education
Teacher, 5th
Grade)

{STUDENT NAME} models,
reads, writes, and
compares fractions. For
example, shows that ½ of
the candy bar is ¼ + ¼, or
shows that ¼ of 12 is 3.

Current Question Wording
{STUDENT NAME} shows
understanding of place
values with decimals. For
example, compares
decimals to the
thousandths place (1.04 >
1.009).

1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

Current Response Options
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Question text was reworded to
emphasize describing a
particular student. Also, "of a
set" was removed to reduce
unnecessary language.

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

355

Solves problems involving
numbers using concrete
objects - for example, "Vera
has six blocks, George has
three, how many blocks are
there in all?" or "How many
do I need to give George so
he will have the same
number of blocks as Vera?"

Modified

J09

ECLS-K:2011
(Special
Education
Teacher,
Kindergarten)

Original Wording
(if modified)
Reduces fractions to lowest
denominator, for example,
reduces 27/63 to 3/7, or
41/6 to 6 5/6.

Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

Original Response options
(if modified)
Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
J08
ECLS-K (Special Modified
Education
Teacher, 5th
Grade)

{STUDENT NAME} solves
problems involving
numbers using concrete
objects. For example, "Vera
has six blocks, George has
three, how many blocks are
there in all?" or "How many
do I need to give George so
he will have the same
number of blocks as Vera?"

Current Question Wording
{STUDENT NAME} reduces
fractions to lowest
denominator. For example,
reduces 27/63 to 3/7, or
41/6 to 6 5/6.

1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

Current Response Options
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Question text was reworded to
emphasize describing a
particular student.

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

356

Subtracts numbers that
require regrouping, for
example, 1300 – 579, or
2302 – 947, or 2603 –
1594..........................

J11

ECLS-K (Special Modified
Education
Teacher,5th
Grade)

Original Wording
(if modified)
Uses a variety of strategies
to solve math problems –
for example, using
manipulative materials,
using trial and error,
making an organized list or
table, drawing a diagram,
looking for a pattern, acting
out a problem, or
talking with others.

Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

Original Response options
(if modified)
Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
J10
ECLS-K (Special Modified
Education
Teacher, 1st
Grade)

{STUDENT NAME} subtracts
numbers that require
regrouping. For example,
1300 - 579, or 2302 - 947,
or 2603 – 1594.

Current Question Wording
{STUDENT NAME} uses a
variety of strategies to
solve math problems. For
example, using
manipulative materials,
using trial and error,
making an organized list or
table, drawing a diagram,
looking for a pattern, acting
out a problem, or talking
with others.

1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

Current Response Options
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Question text was reworded to
emphasize describing a
particular student.

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

357

Divides multi-digit problems
with remainders in the
quotient, for example,
computes 536 ÷ 30, or
6,135 ÷ 7..................

J13

ECLS-K (Special Modified
Education
Teacher, 5th
Grade; 2)

Original Wording
(if modified)
Divides a 3 digit number by
a 1 digit number – for
example, 348÷4 or 228÷6

Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

Original Response options
(if modified)
Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
J12
ECLS-K (Special Modified
Education
Teacher, 3rd
Grade)

{STUDENT NAME} divides
multi-digit problems with
remainders in the quotient.
For example, computes
536÷30 or 6,135÷7.

Current Question Wording
{STUDENT NAME} divides a
3-digit number by a 1-digit
number. For example,
348÷4 or 228÷6.

1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

Current Response Options
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Question text was reworded to
emphasize describing a
particular student.

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

358

Original Wording
(if modified)
Demonstrates algebraic
thinking, for example,
solves for an unknown in an
equation such as 16 x A =
48; or expresses a function
as a general rule that
enables
them to determine any
term in the sequence.

Original Response options
(if modified)
Not yet
Beginning
In progress
Intermediate
Proficient
Not Applicable or Skill Not
Yet Taught

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
J14
ECLS-K (Special Modified
Education
Teacher, 5th
Grade)
Current Question Wording
{STUDENT NAME}
demonstrates algebraic
thinking. For example,
solves for an unknown in an
equation such as 16 x A =
48; or expresses a function
as a general rule that
enables him or her to
determine any term in the
sequence.

Current Response Options
1. Not yet
2. Beginning
3. In progress
4. Intermediate
5. Proficient
6. I am unable to assess the
student

The "Not Applicable" response
option has been dropped and
the response option, "I am
unable to assess the student"
has been added. This is
intended to capture instances
when the respondent cannot
accurately rate the student.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

359

K02

Learning
Modified
Characteristics
Inventory
(Kearns et al,
2006)

Does your student use an
augmentative
communication system in
addition to or in place of
oral speech?

Original Wording
(if modified)
Expressive Communication
(check the best description)

1 Yes
2 No

Original Response options
(if modified)
1 Uses symbolic language
to communicate: Student
uses verbal or written
words, signs, Braille, or
language-based
augmentative systems to
request, initiate, and
respond to questions,
describe things or events,
and express refusal.
2 Uses intentional
communication, but not at
a symbolic language level:
Student uses
understandable
communication through
such modes as gestures,
pictures, objects/textures,
points, etc., to clearly
express a variety of
intentions.
3 Student communicates
primarily through cries,
facial expressions, change
in muscle tone, etc., but no
clear use of
objects/textures,
regularized gestures,
pictures, signs, etc., to
communicate.

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
K01
Learning
Modified
Characteristics
Inventory
(Kearns et al,
2006)

Does {STUDENT NAME} use
an augmentative
communication system in
addition to or in place of
oral speech?

Current Question Wording
Which of the following best
describes {STUDENT}’s
expressive communication?

1. Yes
2. No
3. I am unable to assess the
student

Current Response Options
1. Uses symbolic language
to communicate: Student
uses verbal or written
words, signs, Braille, or
language-based
augmentative systems to
request, initiate, and
respond to questions,
describe things or events,
and express refusal.
2. Uses intentional
communication, but not at
a symbolic language level:
Student uses
understandable
communication through
such modes as gestures,
pictures, objects/textures,
points, etc., to clearly
express a variety of
intentions.
3. Student communicates
primarily through cries,
facial expressions, change
in muscle tone, etc., but no
clear use of
objects/textures,
regularized gestures,
pictures, signs, etc., to
communicate.
4. I am unable to assess the
student

Response option added to
capture cases in which the
respondent is unable to assess
the student on this
characteristic.

Response option added to
capture cases in which the
respondent is unable to assess
the student on this
characteristic.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

360

Hearing (check the best
description)

K04

Learning
Modified
Characteristics
Inventory
(Kearns et al,
2006)

Original Wording
(if modified)
Vision (check the best
description)
Current Question Wording
Which of the following best
describes [STUDENT]’s
vision?

1 Hearing within normal
Which of the following best
limits.
describes {STUDENT
2 Corrected hearing loss
NAME}’s hearing?
within normal limits.
3 Hearing loss aided, but
still with a significant loss.
4 Profound loss, even with
aids.
5 Unable to determine
functional use of hearing.

Original Response options
(if modified)
1Vision within normal
limits.
2 Corrected vision within
normal limits.
3 Low vision; uses vision for
some activities of daily
living.
4 No functional use of
vision for activities of daily
living, or unable to
determine functional use of
vision.

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
K03
Learning
Modified
Characteristics
Inventory
(Kearns et al,
2006)

1. Hearing within normal
limits.
2. Corrected hearing loss
within normal limits.
3. Hearing loss aided, but
still with a significant loss.
4. Profound loss, even with
aids.
5. Unable to determine
functional use of hearing.
6. I am unable to assess the
student.

Current Response Options
1. Vision appears within
normal limits.
2. Corrected vision within
normal limits.
3. Low vision; uses vision
for some activities of daily
living.
4. No functional use of
vision for activities of daily
living, or unable to
determine functional use of
vision.
6. I am unable to assess the
student

Response option added to
capture cases in which the
respondent is unable to assess
the student on this
characteristic.
First response option text now
includes "appears to be" since
the respondent has not
directly tested the student's
hearing.

Question text was reworded to
emphasize describing a
particular student.

Response option added to
capture cases in which the
respondent is unable to assess
the student on this
characteristic.
First response option text now
includes "appears" since the
respondent has not directly
tested the student's vision.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

361

K06

Learning
Modified
Characteristics
Inventory
(Kearns et al,
2006)

Engagement (check the
best description)

Original Wording
(if modified)
Motor (check the best
description)

1Initiates and sustains
social interactions.
2 Responds with social
interaction, but does not
initiate or sustain social
interactions.
3 Alerts to others.
4 Does not alert to others.

Original Response options
(if modified)
1No significant motor
dysfunction that requires
adaptations.
2 Requires adaptations to
support motor functioning
(e.g., walker, adapted
utensils, and/or keyboard).
3 Uses wheelchair,
positioning equipment,
and/or assistive devices for
most activities.
4 Needs personal assistance
for most/all motor
activities.

MGLS:2017 Special Education Teacher Child-Level Survey

MGLS
Item # Source
Status
K05
Learning
Modified
Characteristics
Inventory
(Kearns et al,
2006)
Current Response Options
1. No significant motor
dysfunction that requires
adaptations
2. Requires adaptations to
support motor functioning
(e.g., walker, adapted
utensils, and/or keyboard)
3. Uses wheelchair,
positioning equipment,
and/or assistive devices for
most activities
4. Needs personal
assistance for most/all
motor activities
6. I am unable to assess the
student

Which of the following best 1. Initiates and sustains
describes [STUDENT]’s
social interactions
social interactions?
2. Responds with social
interaction, but does not
initiate or sustain social
interactions
3. Alerts to others
4. Does not alert to others
6. I am unable to assess the
student

Current Question Wording
Which of the following best
describes {STUDENT
NAME}’s motor abilities?

Response option added to
capture cases in which the
respondent is unable to assess
the student on this
characteristic.

Question text was reworded to
emphasize describing a
particular student.

Response option added to
capture cases in which the
respondent is unable to assess
the student on this
characteristic.

Justification (if modified)
Question text was reworded to
emphasize describing a
particular student.

362

New item

102b.

New item

NLTS:2012
Modified
(School
Characteristics,
AA1.)

I02a.

Before you start the survey,
please confirm that you are
the principal of this school.

ex. KGOFFRD 36 AN
Kindergarten offered.

Original Wording
(if modified)
ex. PKOFFRD 35 AN
Prekindergarten offered.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
I01d.
Common Core Modified
of Data (2010
Public
Elementary/Se
condary School
Universe
Survey, Q35Q49)
Current Response Options
1. Pre-K
2. Kindergarten
3. 1st Grade
4. 2nd Grade
5. 3rd Grade
6. 4th Grade
7. 5th Grade
8. 6th Grade
9. 7th Grade
10. 8th Grade
11. 9th Grade
12. 10th Grade
13. 11th grade
14. 12th grade
15. Ungraded

Please confirm that your
1. My school does not offer
school does not offer a 6th, a 6th, 7th, or 8th grade
7th, or 8th grade level.
level
2. My school does offer a
6th, 7th, or 8th

Please confirm that you are 1. Yes
the person at your school 2. No
with the most knowledge
about {I01d} grade
students, teachers,
programs, and services.

Original Response Options
(if modified)
Current Question Wording
1= Yes
Please check the box next
2= No
to the grade level(s) offered
at your school?

The text was revised to
accommodate the likelihood
that the administrator who
knows the most about the
middle grades may not be a
principal, but some other
administrator.

Justification
(if modified)
The complete list of CCD
questions were condensed
into a single question with
multiple response options to
make the selection process
easier for the administrators.

363

A01.

New Item

I03

SSOCS
Modified
(Principal, 200910, Q31)

New Item

Status
New Item

1. Principal/Administrator
2. Vice Principal
3. Counselor
4. School administrative
personnel
5. Other (Please specify ):

Added “Private” as a response
option to ensure all probable
categories are included as
options.

Justification
Current Response Options (if modified)
Title:
[___________________]
First Name:
[___________________]
Last Name:
[___________________]
Phone:
[___________________]
Email:
[___________________]

Which of the following best 1. Regular public school
describes your school?
2. Private
3. Charter school
4. Has a magnet program
for part of the school
5. Exclusively a magnet
school
6. Other (Please specify)

What is your title or
position at this school?

Original Response Options
(if modified)
Current Question Wording
Please provide the name
and contact information for
the person at your school
with the most knowledge
about 6th, 7th, or 8th grade
students, teachers,
programs, and services.

Which of the following best 1. Regular public school
describes your school?
2. Charter school
3. Has a magnet program
for part of the school
4. Exclusively a magnet
school
5. Other (Specify)

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
I02c.
New Item

364

What is the MAJOR way
that your school is
organized for eighth-grade
student instruction?

A02b.

NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q4

Original Wording
(if modified)
What is the MAJOR way
that your school is
organized for eighth-grade
student instruction?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A02a. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q4

1. SELF-CONTAINED CLASS -- What type of daily schedule
students are taught all of
is typically used for the
their academic subjects by following grade levels at
one teacher
your school?
2. DEPARTMENTALIZED -students are taught each of Grade 7
their academic subjects by
a different teacher
3. SEMIDEPARTMENTALIZED -students are taught their
academic subjects by only 2
or 3 different teachers

Original Response Options
(if modified)
Current Question Wording
1. SELF-CONTAINED CLASS -- What type of daily schedule
students are taught all of
is typically used for the
their academic subjects by following grade levels at
one teacher
your school?
2. DEPARTMENTALIZED -students are taught each of Grade 6
their academic subjects by
a different teacher
3. SEMIDEPARTMENTALIZED -students are taught their
academic subjects by only 2
or 3 different teachers

1. Self-contained
classrooms
2. Daily periods uniform in
length
3. Daily periods of varying
length
4. Flexible schedule for
teams
5. Other (Please specify)

Current Response Options
1. Self-contained
classrooms
2. Daily periods uniform in
length
3. Daily periods of varying
length
4. Flexible schedule for
teams
5. Other (Please specify)

Response options expanded to
include additional types of
organizational structures.

Question text revised based on
expert feedback and to include
a broader range of gradelevels considered to be middle
grades.

Response options expanded to
include additional types of
organizational structures.

Justification
(if modified)
Question text revised based on
expert feedback and to include
a broader range of gradelevels considered to be middle
grades.

365

ECLS-K (School Unchanged
Administrator,
K, 2)

NELS:88
Unchanged
(Administrator,
Baseyear, Q31)

NELS:88
Unchanged
(Administrator,
Baseyear, Q32)

A03.

A04.

A05.

Original Wording
(if modified)
What is the MAJOR way
that your school is
organized for eighth-grade
student instruction?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A02c. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q4

_________ Enter amount

______ Average Daily
Attendance
1. Number
2. Percent

Current Response Options
1. Self-contained
classrooms
2. Daily periods uniform in
length
3. Daily periods of varying
length
4. Flexible schedule for
teams
5. Other (Please specify)

What percentage of your
1. 0%-25%
students pay the maximum 2. 26%-50%
yearly tuition?
3. 51%-75%
4. 76%-100%

What is the maximum
yearly tuition to attend
your school? Enter "0" if
school does not charge
tuition.

What is the Average Daily
Attendance (ADA) for your
school this year? Please
report as a number or a
percent..

Original Response Options
(if modified)
Current Question Wording
1. SELF-CONTAINED CLASS -- What type of daily schedule
students are taught all of
is typically used for the
their academic subjects by following grade levels at
one teacher
your school?
2. DEPARTMENTALIZED -students are taught each of Grade 8
their academic subjects by
a different teacher
3. SEMIDEPARTMENTALIZED -students are taught their
academic subjects by only 2
or 3 different teachers

Response options expanded to
include additional types of
organizational structures.

Justification
(if modified)
Question text revised based on
expert feedback and to include
a broader range of gradelevels considered to be middle
grades.

366

HSLS:09
Unchanged
(School
Administrator,
Baseyear, Sect.
B, Q3a)

HSLS:09
Unchanged
(School
Administrator,
Baseyear, Sect.
B, Q3b)

HSLS:09
Unchanged
(School
Administrator,
Baseyear, Sect.
B, Q3d)

A07a.

A07b.

A07c.

AMPKF 63 N
Prekindergarten students American Indian/Alaska
Native - female.

Original Wording
Original Response Options
(if modified)
(if modified)
ex. AMPKM 62 N
Prekindergarten students American Indian/Alaska
Native - male.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A06.
Common Core Modified
of Data (2010
Public
Elementary/Se
condary School
Universe
Survey, Q61Q308)

_____ Percent

Are English language
learners?
What percentage of the
total student body in your
school…
Are enrolled in an
alternative program either
at your school or off-site?

_____ Percent

_____ Percent

Receives free or
reduced‐price lunch?
What percentage of the
total student body in your
school…

What percentage of the
total student body in your
school…

Current Question Wording Current Response Options
Please indicate the
____ % Male students
percentage of students at
____ % Female students
your school that are male
and female.

Justification
(if modified)
The CCD asks for the number
of male and female students
by race/ethnicity. These
questions were simplified into
a single question included to
confirm which of the focus
grades 6, 7, and 8 are served
and ask for percentages rather
than numbers for greater
comparability across schools.

367

Status
Modified

Original Wording
(if modified)
Which of the following
steps does this school take
for students in high school
who need extra assistance?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
A08.
HSLS:09
(Counselor,
Baseline;
Section B)

Original Response Options
(if modified)
Current Question Wording
Select all that apply
Which of the following
steps does this school take
1. Tutoring during the
for {6th/7th/8th} graders
regular school day
who need extra assistance?
2. School staff work with
classroom teachers to
provide extra assistance
3. Pull-out instruction
during the regular school
day
4. Homework assistance
program
5.Additional support
outside the regular school
day such as before- or afterschool tutoring or special
programs, or weekend or
summer school programs
6. Your school takes other
steps to assist struggling
high school students
7. Your school does not
have any program for
students who need extra
assistance

Justification
Current Response Options (if modified)
Select all that apply
Autofill added to question text
to gather information about
1. Tutoring during the
specific grade-levels offered at
regular school day
the school.
2. School staff work with
classroom teachers to
Response options shorted for
provide extra assistance
ease of presentation, and
3. Pull-out instruction
exemplar text retained as
during the regular school
hyperlink help text.
day
4. Homework assistance
program
5.Additional support
outside the regular school
day
6. School takes other steps
to assist struggling
students,
specify:_____________
7. School does not have any
program for students who
need extra assistance

368

Original Wording
(if modified)
Does your high school offer
any of the following
programs to assist 9th
graders who are struggling
academically?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A09.
HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
A, Q 27)

Original Response Options
(if modified)
Select all that apply
1. Summer program prior
to entry into high school
that provides supplemental
instruction in reading and
math
2. Small learning
communities or
Achievement Academies for
over‐aged students who
have not met high school
entry criteria
3. Small 9th grade learning
communities or academies
separate from the rest of
the school
4. Block scheduling, also
called double‐block or
extended‐block scheduling
5. Catch‐up courses or
“double‐dosing” of classes
6. Specific professional
development, coaches, or
technical assistance for
teachers working with
struggling 9th graders
7. Tutoring
8. Another program
9. There are no programs to
assist 9th graders who are
struggling academically.
Current Question Wording
Does your school offer any
of the following programs
to assist {6th/7th/8th}
graders who are struggling
academically?

Current Response Options
Select all that apply
1. Summer program prior
to entry into the next grade
that provides supplemental
instruction in reading and
math
2. Small learning
communities for over‐aged
students who have not met
promotion criteria
3. Small {6th/7th/8th}
grade learning communities
separate from the rest of
the school
4. Block scheduling, also
called double‐block or
extended‐block scheduling
5. Catch‐up courses or
“double‐dosing” of classes
6. Specific professional
development, coaches, or
technical assistance for
teachers working with
struggling {6th/7th/8th}
graders
7. Tutoring
8. Another program
9. There are no programs to
assist {6th/7th/8th} graders
who are struggling
academically.

Response options modified
with autofill to correspond to
grade level referenced in
question text.

Justification
(if modified)
Autofill added to question text
to gather information about
specific grade-levels offered at
the school.

369

Reading or verbal skills

Original Wording
(if modified)
Based on recent state
assessments, what
percentage of 8th grade
students in your school
scored "proficient" or
above in the following
subjects for 2013-2014?
Please also indicate the
percentage of students
scoring proficient or above
that was needed to meet
your AYP (adequate yearly
progress) goals for that
school year.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A10.
ECLS-K:2011
Modified
(School
Administrator,
Kindergarten,
F12a)
Current Question Wording
Based on recent state
assessments, please
indicate the percentage of
{6th/7th/8th grade
students} in your school
2. ____Percentage required who scored at or above
by AYP goals in 2013-2014 "proficient" in the following
subjects for 2014-2015?
3. Not applicable, my
Please also indicate the
district does not receive
percentage of students
Title I funding.
scoring proficient or above
that was needed to meet
your AYP (adequate yearly
progress) goals for the
same school year.

Original Response Options
(if modified)
1. ____Percentage of 8th
grade students whose
achievement level is
“proficient” or above
Current Response Options
1. Check this box if your
school was not required to
take the state assessment
because it does not accept
Title I funds

Response option serves as a
means for the respondent to
skip over this set of questions
if not applicable.

Justification
(if modified)
Question text condensed to
avoid repetitious asking of
questions and to streamline
school administrator question
text.

370

Reading or verbal skills

Original Wording
(if modified)
Based on recent state
assessments, what
percentage of 8th grade
students in your school
scored "proficient" or
above in the following
subjects for 2013-2014?
Please also indicate the
percentage of students
scoring proficient or above
that was needed to meet
your AYP (adequate yearly
progress) goals for that
school year.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A10a. ECLS-K:2011
Modified
(School
Administrator,
Kindergarten,
F12a)

3. Not applicable, my
district does not receive
Title I funding.

2. ____Percentage required
by AYP goals in 2013-2014

Original Response Options
(if modified)
Current Question Wording
1. ____Percentage of 8th
6th grade students
grade students whose
achievement level is
Reading or verbal skills
“proficient” or above

Justification
(if modified)
Question text condensed to
avoid repetitious asking of
questions and to streamline
school administrator question
Percentage required by AYP text.
goals _________ percent
Current Response Options
Percentage of students at
or above “proficient”
______ percent

371

Reading or verbal skills

Original Wording
(if modified)
Based on recent state
assessments, what
percentage of 8th grade
students in your school
scored "proficient" or
above in the following
subjects for 2013-2014?
Please also indicate the
percentage of students
scoring proficient or above
that was needed to meet
your AYP (adequate yearly
progress) goals for that
school year.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A10b. ECLS-K:2011
Modified
(School
Administrator,
Kindergarten,
F12c)

3. Not applicable, my
district does not receive
Title I funding.

2. ____Percentage required
by AYP goals in 2013-2014

Original Response Options
(if modified)
Current Question Wording
1. ____Percentage of 8th
6th grade students
grade students whose
achievement level is
Mathematics
“proficient” or above

Justification
(if modified)
Question text condensed to
avoid repetitious asking of
questions and to streamline
school administrator question
Percentage required by AYP text.
goals _________ percent
Current Response Options
Percentage of students at
or above “proficient”
______ percent

372

A11a.

ECLS-K:2011
Modified
(School
Administrator,
Kindergarten,
F12a)

Mathematics

Based on recent state
assessments, what
percentage of 6th grade
students in your school
scored "proficient" or
above in the following
subjects for 2013-2014?
Please also indicate the
percentage of students
scoring proficient or above
that was needed to meet
your AYP (adequate yearly
progress) goals for that
school year.

Mathematics

Original Wording
(if modified)
Based on recent state
assessments, what
percentage of 6th grade
students in your school
scored "proficient" or
above in the following
subjects for 2013-2014?
Please also indicate the
percentage of students
scoring proficient or above
that was needed to meet
your AYP (adequate yearly
progress) goals for that
school year.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A11.
ECLS-K:2011
Modified
(School
Administrator,
Kindergarten,
F12a)

3. Not applicable, my
district does not receive
Title I funding.

2. ____Percentage required
by AYP goals in 2013-2014

1. ____Percentage of 6th
grade students whose
achievement level is
“proficient” or above

Reading or verbal skills

7th grade students

Current Question Wording
Based on recent state
assessments, please
indicate the percentage of
{6th/7th/8th grade
students} in your school
2. ____Percentage required who scored at or above
by AYP goals in 2013-2014 "proficient" in the following
subjects for 2014-2015?
3. Not applicable, my
Please also indicate the
district does not receive
percentage of students
Title I funding.
scoring proficient or above
that was needed to meet
your AYP (adequate yearly
progress) goals for the
same school year.

Original Response Options
(if modified)
1. ____Percentage of 6th
grade students whose
achievement level is
“proficient” or above

Response option serves as a
means for the respondent to
skip over this set of questions
if not applicable.

Justification
(if modified)
Question text condensed to
avoid repetitious asking of
questions and to streamline
school administrator question
text.

Question text condensed to
avoid repetitious asking of
questions and to streamline
school administrator question
Percentage required by AYP text.
goals _________ percent

Percentage of students at
or above “proficient”
______ percent

Current Response Options
1. Check this box if your
school was not required to
take the state assessment
because it does not accept
Title I funds

373

Mathematics

Original Wording
(if modified)
Based on recent state
assessments, what
percentage of 6th grade
students in your school
scored "proficient" or
above in the following
subjects for 2013-2014?
Please also indicate the
percentage of students
scoring proficient or above
that was needed to meet
your AYP (adequate yearly
progress) goals for that
school year.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A11b. ECLS-K:2011
Modified
(School
Administrator,
Kindergarten,
F12c)

3. Not applicable, my
district does not receive
Title I funding.

2. ____Percentage required
by AYP goals in 2013-2014

Original Response Options
(if modified)
Current Question Wording
1. ____Percentage of 6th
7th grade students
grade students whose
achievement level is
Mathematics
“proficient” or above

Justification
(if modified)
Question text condensed to
avoid repetitious asking of
questions and to streamline
school administrator question
Percentage required by AYP text.
goals _________ percent
Current Response Options
Percentage of students at
or above “proficient”
______ percent

374

Mathematics

Original Wording
(if modified)
Based on recent state
assessments, what
percentage of 7th grade
students in your school
scored "proficient" or
above in the following
subjects for 2013-2014?
Please also indicate the
percentage of students
scoring proficient or above
that was needed to meet
your AYP (adequate yearly
progress) goals for that
school year.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A12.
ECLS-K:2011
Modified
(School
Administrator,
Kindergarten,
F12a)
Current Question Wording
Based on recent state
assessments, please
indicate the percentage of
{6th/7th/8th grade
students} in your school
2. ____Percentage required who scored at or above
by AYP goals in 2013-2014. "proficient" in the following
subjects for 2014-2015?
3. Not applicable, my
Please also indicate the
district does not receive
percentage of students
Title I funding.
scoring proficient or above
that was needed to meet
your AYP (adequate yearly
progress) goals for the
same school year.

Original Response Options
(if modified)
1. ____Percentage of 7th
grade students whose
achievement level is
“proficient” or above.
Current Response Options
1. Check this box if your
school was not required to
take the state assessment
because it does not accept
Title I funds

Response option serves as a
means for the respondent to
skip over this set of questions
if not applicable.

Justification
(if modified)
Question text condensed to
avoid repetitious asking of
questions and to streamline
school administrator question
text.

375

A12b.

ECLS-K:2011
Modified
(School
Administrator,
Kindergarten,
F12c)

Mathematics

Based on recent state
assessments, what
percentage of 7th grade
students in your school
scored "proficient" or
above in the following
subjects for 2013-2014?
Please also indicate the
percentage of students
scoring proficient or above
that was needed to meet
your AYP (adequate yearly
progress) goals for that
school year.

Mathematics

Original Wording
(if modified)
Based on recent state
assessments, what
percentage of 7th grade
students in your school
scored "proficient" or
above in the following
subjects for 2013-2014?
Please also indicate the
percentage of students
scoring proficient or above
that was needed to meet
your AYP (adequate yearly
progress) goals for that
school year.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A12a. ECLS-K:2011
Modified
(School
Administrator,
Kindergarten,
F12a)

3. Not applicable, my
district does not receive
Title I funding.

2. ____Percentage required
by AYP goals in 2013-2014.

1. ____Percentage of 7th
grade students whose
achievement level is
“proficient” or above.

3. Not applicable, my
district does not receive
Title I funding.

2. ____Percentage required
by AYP goals in 2013-2014.

Mathematics

8th grade students

Original Response Options
(if modified)
Current Question Wording
1. ____Percentage of 7th
8th grade students
grade students whose
achievement level is
Reading or verbal skills
“proficient” or above.

Question text condensed to
avoid repetitious asking of
questions and to streamline
school administrator question
Percentage required by AYP text.
goals _________ percent

Percentage of students at
or above “proficient”
______ percent

Justification
(if modified)
Question text condensed to
avoid repetitious asking of
questions and to streamline
school administrator question
Percentage required by AYP text.
goals _________ percent
Current Response Options
Percentage of students at
or above “proficient”
______ percent

376

A13b.

A13a.

ECLS-K (School
Administrator,
Grade 8,
24a,b,c)

ECLS-K (School
Administrator,
Grade 8,
24a,b,c)

Bilingual education
(instruction in both English
and another language)

Approximately what
1. _______________ % of
percentage of your 6th
6th Graders
grade students is in each of
the following instructional
programs?

English as a second
language

Bilingual education

6th grade students

English as a second
language

6th grade students

Justification
(if modified)
Relevant grade-level span
expanded to ask about
broader span considered to be
"middle level".

Add response option "Check
here if service not available" to
differentiate 0 % enrollment
2. Check here if service not and no program available.
available
Exemplar text relocated to
hyperlinked help text.

1. _______________
percent age of students

Add response option "Check
here if service not available" to
differentiate 0 % enrollment
2. Check here if service not and no program available.
available

1. _______________
percent age of students

Original Response Options
(if modified)
Current Question Wording Current Response Options
1. _______________ % of Approximately what
6th Graders
percentage of your of
{6th/7th/8th, grade
students} is in each of the
following instructional
programs?

Approximately what
1. _______________ % of
percentage of your 6th
6th Graders
grade students is in each of
the following instructional
programs?

Special education (with
Individualized Education
Program (IEP))

Original Wording
(if modified)
Approximately what
percentage of your 6th
grade students is in each of
the following instructional
programs?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A13
ECLS-K (School
Administrator,
Grade 8,
24a,b,c)

377

A14.

ECLS-K (School
Administrator,
Grade 8,
24a,b,c)

English as a second
language

Approximately what
percentage of your of
{6th/7th/8th, grade
students} is in each of the
following instructional
programs?

Original Response Options
(if modified)
Current Question Wording
1. _______________ % of 6th grade students
6th Graders
Special education
(IEP): A written statement
of the educational program
designed to meet the
individual needs of a schoolaged child with a disability
that is judged to affect the
child’s educational
performance. Children who
receive special education
services under the
Individuals with Disabilities
Education Act (IDEA) are
expected to have an IEP or
an Individualized Family
Service Plan (IFSP)

Approximately what
1. _______________ % of
percentage of your 7th
6th Graders
grade students is in each of
the following instructional
programs?

Special education (with
Individualized Education
Program (IEP))

Original Wording
(if modified)
Approximately what
percentage of your 6th
grade students is in each of
the following instructional
programs?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A13c. ECLS-K (School
Administrator,
Grade 8,
24a,b,c)

Relevant grade-level span
expanded to ask about
broader span considered to be
"middle level".

Justification
Current Response Options (if modified)
1. _______________
Add response option "Check
percent age of students
here if service not available" to
differentiate 0 % enrollment
2. Check here if service not and no program available.
available
Definitional text relocated to
hyperlinked help text.

378

A14b.

ECLS-K (School
Administrator,
Grade 8,
24a,b,c)

Bilingual education
(instruction in both English
and another language)

Bilingual education

7th grade students

Original Response Options
(if modified)
Current Question Wording
1. _______________ % of 7th grade students
6th Graders
English as a second
language

Approximately what
1. _______________ % of
percentage of your 6th
6th Graders
grade students is in each of
the following instructional
programs?

English as a second
language

Original Wording
(if modified)
Approximately what
percentage of your 6th
grade students is in each of
the following instructional
programs?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A14a. ECLS-K (School
Administrator,
Grade 8,
24a,b,c)

Exemplar text relocated to
hyperlinked help text.

2. Check here if service not Add response option "Check
available
here if service not available" to
differentiate 0 % enrollment
and no program available.

1. _______________
percent age of students

Justification
Current Response Options (if modified)
1. _______________
Add response option "Check
percent age of students
here if service not available" to
differentiate 0 % enrollment
2. Check here if service not and no program available.
available

379

A15.

ECLS-K (School
Administrator,
Grade 8,
24a,b,c)

Bilingual education
(instruction in both English
and another language)

Approximately what
percentage of your of
{6th/7th/8th, grade
students} is in each of the
following instructional
programs?

Original Response Options
(if modified)
Current Question Wording
1. _______________ % of 7th grade students
6th Graders
Special education
(IEP): A written statement
of the educational program
designed to meet the
individual needs of a schoolaged child with a disability
that is judged to affect the
child’s educational
performance. Children who
receive special education
services under the
Individuals with Disabilities
Education Act (IDEA) are
expected to have an IEP or
an Individualized Family
Service Plan (IFSP)

Approximately what
1. _______________ % of
percentage of your 7th
6th Graders
grade students is in each of
the following instructional
programs?

Special education (with
Individualized Education
Program (IEP))

Original Wording
(if modified)
Approximately what
percentage of your 6th
grade students is in each of
the following instructional
programs?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A14c. ECLS-K (School
Administrator,
Grade 8,
24a,b,c)

Relevant grade-level span
expanded to ask about
broader span considered to be
"middle level".

2. Check here if service not Add response option "Check
available
here if service not available" to
differentiate 0 % enrollment
and no program available.

Justification
Current Response Options (if modified)
1. _______________
Definitional text relocated to
percent age of students
hyperlinked help text.

380

A15b.

ECLS-K (School
Administrator,
Grade 8,
24a,b,c)

Bilingual education
(instruction in both English
and another language)

Bilingual education

8th grade students

Original Response Options
(if modified)
Current Question Wording
1. _______________ % of 8th grade students
6th Graders
English as a second
language

Approximately what
1. _______________ % of
percentage of your 6th
6th Graders
grade students is in each of
the following instructional
programs?

English as a second
language

Original Wording
(if modified)
Approximately what
percentage of your 6th
grade students is in each of
the following instructional
programs?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A15a. ECLS-K (School
Administrator,
Grade 8,
24a,b,c)

Add response option "Check
here if service not available" to
differentiate 0 % enrollment
2. Check here if service not and no program available.
available
Exemplar text relocated to
hyperlinked help text.

1. _______________
percent age of students

Justification
Current Response Options (if modified)
1. _______________
Add response option "Check
percent age of students
here if service not available" to
differentiate 0 % enrollment
2. Check here if service not and no program available.
available

381

Special education (with
Individualized Education
Program (IEP))

Original Wording
(if modified)
Approximately what
percentage of your 6th
grade students is in each of
the following instructional
programs?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
A15c. ECLS-K (School
Administrator,
Grade 8,
24a,b,c)

Original Response Options
(if modified)
Current Question Wording
1. _______________ % of 8th grade students
6th Graders
Special education
(IEP): A written statement
of the educational program
designed to meet the
individual needs of a schoolaged child with a disability
that is judged to affect the
child’s educational
performance. Children who
receive special education
services under the
Individuals with Disabilities
Education Act (IDEA) are
expected to have an IEP or
an Individualized Family
Service Plan (IFSP)

Justification
Current Response Options (if modified)
1. _______________
Add response option "Check
percent age of students
here if service not available" to
differentiate 0 % enrollment
2. Check here if service not and no program available.
available
Definitional text relocated to
hyperlinked help text.

382

General education with
services or supports

Original Wording
Original Response Options
(if modified)
(if modified)
Which of the following
placement options are
available for students with
IEPs at this school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
B01a. NLTS 2012
Modified
(School
Administrator;
E1a)

General education with
services or supports

If a service is not available
at your school, check the
box in the "Service not
available" column.

If a service is available but
no students currently
receive it, enter 0 for that
service.

Current Question Wording
What percentage of
students with IEPs at your
school are served by the
following placement
options:
2. Service not available

Current Response Options
1. _______________
Percentage of students with
IEPs

Justification
(if modified)
Question was modified to
capture the percent of
students served, rather than
just if the placement options
were available.

383

Classes co-taught by
general and special
education teachers

Original Wording
Original Response Options
(if modified)
(if modified)
Which of the following
placement options are
available for students with
IEPs at this school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
B01b. NLTS 2012
Modified
(School
Administrator;
E1b)

Classes co-taught by
general and special
education teachers

If a service is not available
at your school, check the
box in the "Service not
available" column.

If a service is available but
no students currently
receive it, enter 0 for that
service.

Current Question Wording
What percentage of
students with IEPs at your
school are served by the
following placement
options:
2. Service not available

Current Response Options
1. _______________
Percentage of students with
IEPs

Justification
(if modified)
Question was modified to
capture the percent of
students served, rather than
just if the placement options
were available.

384

Part-time resource room
for special education
students

Original Wording
Original Response Options
(if modified)
(if modified)
Which of the following
placement options are
available for students with
IEPs at this school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
B01c. NLTS 2012
Modified
(School
Administrator;
E1c)

Part-time resource room
for special education
students

If a service is not available
at your school, check the
box in the "Service not
available" column.

If a service is available but
no students currently
receive it, enter 0 for that
service.

Current Question Wording
What percentage of
students with IEPs at your
school are served by the
following placement
options:
2. Service not available

Current Response Options
1. _______________
Percentage of students with
IEPs

Justification
(if modified)
Question was modified to
capture the percent of
students served, rather than
just if the placement options
were available.

385

Self-contained special
education classrooms

Original Wording
Original Response Options
(if modified)
(if modified)
Which of the following
placement options are
available for students with
IEPs at this school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
B01d. NLTS 2012
Modified
(School
Administrator;
E1d)

Self-contained special
education classrooms

If a service is not available
at your school, check the
box in the "Service not
available" column.

If a service is available but
no students currently
receive it, enter 0 for that
service.

Current Question Wording
What percentage of
students with IEPs at your
school are served by the
following placement
options:
2. Service not available

Current Response Options
1. _______________
Percentage of students with
IEPs

Justification
(if modified)
Question was modified to
capture the percent of
students served, rather than
just if the placement options
were available.

386

Individual instruction such
as home school or a
residential, off site,
incarceration or hospital
program

Original Wording
Original Response Options
(if modified)
(if modified)
Which of the following
placement options are
available for students with
IEPs at this school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
B01e. NLTS 2012
Modified
(School
Administrator;
E1e)

Individual instruction such
as home school or a
residential, off site,
incarceration or hospital
program

If a service is not available
at your school, check the
box in the "Service not
available" column.

If a service is available but
no students currently
receive it, enter 0 for that
service.

Current Question Wording
What percentage of
students with IEPs at your
school are served by the
following placement
options:
2. Service not available

Current Response Options
1. _______________
Percentage of students with
IEPs

Justification
(if modified)
Question was modified to
capture the percent of
students served, rather than
just if the placement options
were available.

387

Other (Please specify)

Original Wording
Original Response Options
(if modified)
(if modified)
Which of the following
placement options are
available for students with
IEPs at this school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
B01f. NLTS 2012
Modified
(School
Administrator;
E1f)

Other (Please specify)

If a service is not available
at your school, check the
box in the "Service not
available" column.

If a service is available but
no students currently
receive it, enter 0 for that
service.

Current Question Wording
What percentage of
students with IEPs at your
school are served by the
following placement
options:
2. Service not available

Current Response Options
1. _______________
Percentage of students with
IEPs

Justification
(if modified)
Question was modified to
capture the percent of
students served, rather than
just if the placement options
were available.

388

B02b.

NLTS 2012
(School
Administrator;
E2)

Special equipment or
materials

Special equipment or
materials

Consultation or technical
assistance by special
education or other staff
with general special
education training, not
specific to child's disability

Consultation or technical
assistance by special
education or other staff
with general special
education training, not
specific to child's disability

Are the following services 1. Yes
and supports available to
2. No
general education teachers
in this school when
students with IEPs are
included in their classes?

Check this box if students
with IEPs are not included
in general education
classrooms at your school

Check this box if students
with IEPs are not included
in general education
classrooms at your school

Which of the following are
available to general
education teachers in this
school when students with
IEPs are included in their
classes?

Current Question Wording Current Response Options
Are the following services 1. Yes
and supports available to
2. No
general education teachers
in this school when
students with IEPs are
included in their classes?

Original Wording
Original Response Options
(if modified)
(if modified)
Which of the following are
available to general
education teachers in this
school when students with
IEPs are included in their
classes?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
B02a. NLTS 2012
(School
Administrator;
E2)

Question text and response
options revised to change from
"check all that apply" to
specific "yes/no" responses for
each service and/or support in
the general education
classroom to improve data
reporting quality.

Justification
(if modified)
Question text and response
options revised to change from
"check all that apply" to
specific "yes/no" responses for
each service and/or support in
the general education
classroom to improve data
reporting quality.

389

B02e.

B02d.

NLTS 2012
(School
Administrator;
E2)

NLTS 2012
(School
Administrator;
E2)

Are the following services 1. Yes
and supports available to
2. No
general education teachers
in this school when
students with IEPs are
included in their classes?
Smaller student load or
class size

Smaller student load or
class size

Teacher aides, instructional
assistants,
paraprofessionals, or aides
for individual students

Which of the following are
available to general
education teachers in this
school when students with
IEPs are included in their
classes?

Teacher aides, instructional
assistants,
paraprofessionals, or aides
for individual students

Are the following services 1. Yes
and supports available to
2. No
general education teachers
in this school when
students with IEPs are
included in their classes?

Professional development

Professional development

Which of the following are
available to general
education teachers in this
school when students with
IEPs are included in their
classes?

Current Question Wording Current Response Options
Are the following services 1. Yes
and supports available to
2. No
general education teachers
in this school when
students with IEPs are
included in their classes?

Original Wording
Original Response Options
(if modified)
(if modified)
Which of the following are
available to general
education teachers in this
school when students with
IEPs are included in their
classes?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
B02c. NLTS 2012
(School
Administrator;
E2)

Question text and response
options revised to change from
"check all that apply" to
specific "yes/no" responses for
each service and/or support in
the general education
classroom to improve data
reporting quality.

Question text and response
options revised to change from
"check all that apply" to
specific "yes/no" responses for
each service and/or support in
the general education
classroom to improve data
reporting quality.

Justification
(if modified)
Question text and response
options revised to change from
"check all that apply" to
specific "yes/no" responses for
each service and/or support in
the general education
classroom to improve data
reporting quality.

390

B02h.

B02g.

New Item

New Item

New Item

New Item

Co-teaching or team
teaching with a special
education teacher or
related services provider

Original Wording
Original Response Options
(if modified)
(if modified)
Which of the following are
available to general
education teachers in this
school when students with
IEPs are included in their
classes?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
B02f. NLTS 2012
(School
Administrator;
E2)

Team planning

Are the following services 1. Yes
and supports available to
2. No
general education teachers
in this school when
students with IEPs are
included in their classes?

Team teaching with a
special education teacher
or related services provider

Are the following services 1. Yes
and supports available to
2. No
general education teachers
in this school when
students with IEPs are
included in their classes?

Co-teaching with a special
education teacher or
related services provider

Current Question Wording Current Response Options
Are the following services 1. Yes
and supports available to
2. No
general education teachers
in this school when
students with IEPs are
included in their classes?

Justification
(if modified)
Question text and response
options revised to change from
"check all that apply" to
specific "yes/no" responses for
each service and/or support in
the general education
classroom to improve data
reporting quality.

391

B03a.

NLTS 2012
Modified
(School
Administrator;
E4)

Status
New Item

Referrals to Vocational
Rehabilitation Services

Referrals to Vocational
Rehabilitation services

For each of the following
programs and supports,
please indicate what
percentage of students with
IEPs in your school receive
this program or support
during the current school
year. Please include
programs provided by
alternate service providers.

Other (Please specify)

2. Program or service not
available

1. Percentage of students
with IEPs _____ percent

Revised question text and
response options to capture
percentage of students
receiving services, rather than
just if services are offered, and
to include services provided by
alternate service providers.

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
Are the following services 1. Yes
and supports available to
2. No
general education teachers
in this school when
students with IEPs are
included in their classes?

Below is a list of programs 1= Yes
and supports schools can
2= No
offer to students with IEPs.
For each, please indicate
whether your school offers
this program or support
during the current school
year.

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
B02i.
New Item

392

B03c.

NLTS 2012
Modified
(School
Administrator;
E4)

Learning self-determination
and self-advocacy skills

Learning self-determination
and self-advocacy skills

For each of the following
programs and supports,
please indicate what
percentage of students with
IEPs in your school receive
this program or support
during the current school
year. Please include
programs provided by
alternate service providers.

Help developing capability
to dress, clean, care for self

Original Response Options
(if modified)
Current Question Wording
1= Yes
For each of the following
2= No
programs and supports,
please indicate what
percentage of students with
IEPs in your school receive
this program or support
during the current school
year. Please include
programs provided by
alternate service providers.

Below is a list of programs 1= Yes
and supports schools can
2= No
offer to students with IEPs.
For each, please indicate
whether your school offers
this program or support
during the current school
year.

Help developing capability
to dress, clean, care for self

Original Wording
(if modified)
Below is a list of programs
and supports schools can
offer to students with IEPs.
For each, please indicate
whether your school offers
this program or support
during the current school
year.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
B03b. NLTS 2012
Modified
(School
Administrator;
E4)

2. Program or service not
available

1. Percentage of students
with IEPs _____ percent

Revised question text and
response options to capture
percentage of students
receiving services, rather than
just if services are offered, and
to include services provided by
alternate service providers.

Justification
Current Response Options (if modified)
1. Percentage of students Revised question text and
with IEPs _____ percent
response options to capture
percentage of students
2. Program or service not receiving services, rather than
available
just if services are offered, and
to include services provided by
alternate service providers.

393

B03e.

NLTS 2012
Modified
(School
Administrator;
E4)

Alternative placements for
students who are expelled
and/or suspended

Alternative placements for
students who are expelled
and/or suspended

For each of the following
programs and supports,
please indicate what
percentage of students with
IEPs in your school receive
this program or support
during the current school
year. Please include
programs provided by
alternate service providers.

Peer buddy program

Original Response Options
(if modified)
Current Question Wording
1= Yes
For each of the following
2= No
programs and supports,
please indicate what
percentage of students with
IEPs in your school receive
this program or support
during the current school
year. Please include
programs provided by
alternate service providers.

Below is a list of programs 1= Yes
and supports schools can
2= No
offer to students with IEPs.
For each, please indicate
whether your school offers
this program or support
during the current school
year.

Peer buddy program

Original Wording
(if modified)
Below is a list of programs
and supports schools can
offer to students with IEPs.
For each, please indicate
whether your school offers
this program or support
during the current school
year.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
B03d. NLTS 2012
Modified
(School
Administrator;
E4)

2. Program or service not
available

1. Percentage of students
with IEPs _____ percent

Revised question text and
response options to capture
percentage of students
receiving services, rather than
just if services are offered, and
to include services provided by
alternate service providers.

Justification
Current Response Options (if modified)
1. Percentage of students Revised question text and
with IEPs _____ percent
response options to capture
percentage of students
2. Program or service not receiving services, rather than
available
just if services are offered, and
to include services provided by
alternate service providers.

394

B03g.

NLTS 2012
Modified
(School
Administrator;
E4)

Helping students connect to
adult residential providers
and day services

Below is a list of programs 1= Yes
and supports schools can
2= No
offer to students with IEPs.
For each, please indicate
whether your school offers
this program or support
during the current school
year.

Helping students connect to
adult residential providers
and day services

For each of the following
programs and supports,
please indicate what
percentage of students with
IEPs in your school receive
this program or support
during the current school
year. Please include
programs provided by
alternate service providers.

Original Response Options
(if modified)
Current Question Wording
1= Yes
For each of the following
2= No
programs and supports,
please indicate what
percentage of students with
IEPs in your school receive
this program or support
during the current school
year. Please include
programs provided by
Helping students connect to
alternate service providers.
outside transition services,
supports, and activities
Helping students connect to
(e.g., tutoring, mentoring,
outside transition services,
transportation, assistive
supports, and activities
technology, networking)

Original Wording
(if modified)
Below is a list of programs
and supports schools can
offer to students with IEPs.
For each, please indicate
whether your school offers
this program or support
during the current school
year.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
B03f. NLTS 2012
Modified
(School
Administrator;
E4)

2. Program or service not
available

1. Percentage of students
with IEPs _____ percent

Revised question text and
response options to capture
percentage of students
receiving services, rather than
just if services are offered, and
to include services provided by
alternate service providers.

Exemplar text relocated to
hyperlinked help text.

Justification
Current Response Options (if modified)
1. Percentage of students Revised question text and
with IEPs _____ percent
response options to capture
percentage of students
2. Program or service not receiving services, rather than
available
just if services are offered, and
to include services provided by
alternate service providers.

395

Information bank for
parents or guardians with
materials and resources
relating to independent
living

Original Wording
(if modified)
Below is a list of programs
and supports schools can
offer to students with IEPs.
For each, please indicate
whether your school offers
this program or support
during the current school
year.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
B03h. NLTS 2012
Modified
(School
Administrator;
E4)

Information bank for
parents or guardians with
materials and resources
relating to independent
living

Original Response Options
(if modified)
Current Question Wording
1= Yes
For each of the following
2= No
programs and supports,
please indicate what
percentage of students with
IEPs in your school receive
this program or support
during the current school
year. Please include
programs provided by
alternate service providers.

Justification
Current Response Options (if modified)
1. Percentage of students Revised question text and
with IEPs _____ percent
response options to capture
percentage of students
2. Program or service not receiving services, rather than
available
just if services are offered, and
to include services provided by
alternate service providers.

396

B03j.

New Item

New Item

Instruction for parents or
guardians on youth’s rights
and responsibilities under
disability-related laws

Original Wording
(if modified)
Below is a list of programs
and supports schools can
offer to students with IEPs.
For each, please indicate
whether your school offers
this program or support
during the current school
year.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
B03i.
NLTS 2012
Modified
(School
Administrator;
E4)

Other (Please specify)

For each of the following
programs and supports,
please indicate what
percentage of students with
IEPs in your school receive
this program or support
during the current school
year. Please include
programs provided by
alternate service providers.

Instruction for parents or
guardians on youth’s rights
and responsibilities under
disability-related laws

Original Response Options
(if modified)
Current Question Wording
1= Yes
For each of the following
2= No
programs and supports,
please indicate what
percentage of students with
IEPs in your school receive
this program or support
during the current school
year. Please include
programs provided by
alternate service providers.

2. Program or service not
available

1. Percentage of students
with IEPs _____ percent

Justification
Current Response Options (if modified)
1. Percentage of students Revised question text and
with IEPs _____ percent
response options to capture
percentage of students
2. Program or service not receiving services, rather than
available
just if services are offered, and
to include services provided by
alternate service providers.

397

C01b.

NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q28

Circle all grades in which
you use INTERDISCIPLINARY
teams:

Does your school use
INTERDISCIPLINARY Team
Teaching? Two or more
teaches of DIFFERENT
SUBJECTS share the same
group of students and/or
coordinate the instructional
programs across subjects.

Circle all grades in which
you use INTERDISCIPLINARY
teams:

Original Wording
(if modified)
Does your school use
INTERDISCIPLINARY Team
Teaching? Two or more
teaches of DIFFERENT
SUBJECTS share the same
group of students and/or
coordinate the instructional
programs across subjects.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C01a. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q28

6
7
8
9
DO NOT USE

Original Response Options
(if modified)
6
7
8
9
DO NOT USE

Grade 7

Does your school use
interdisciplinary team
teaching in the following
grades?

Grade 6

1. Yes
2. No

Current Question Wording Current Response Options
Does your school use
1. Yes
interdisciplinary team
2. No
teaching in the following
grades?

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Revised question text to
remove definitions, which
were relocated to hyperlinked
help text.

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Justification
(if modified)
Revised question text to
remove definitions, which
were relocated to hyperlinked
help text.

398

C02b.

C02a.

New Item

New Item

New Item

New Item

Circle all grades in which
you use INTERDISCIPLINARY
teams:

Original Wording
(if modified)
Does your school use
INTERDISCIPLINARY Team
Teaching? Two or more
teaches of DIFFERENT
SUBJECTS share the same
group of students and/or
coordinate the instructional
programs across subjects.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C01c. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q28

Original Response Options
(if modified)
6
7
8
9
DO NOT USE

Grade 7

When did your school begin
using interdisciplinary team
teaching in the following
middle grades?

Grade 6

When did your school begin
using interdisciplinary team
teaching in the following
middle grades?

Grade 8

1. School-year started using
interdisciplinary team
teaching _____
2. Don't know

1. School-year started using
interdisciplinary team
teaching _____
2. Don't know

Current Question Wording Current Response Options
Does your school use
1. Yes
interdisciplinary team
2. No
teaching in the following
grades?

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Justification
(if modified)
Revised question text to
remove definitions, which
were relocated to hyperlinked
help text.

399

C03b.

C03a.

NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q29

NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q29

Status
New Item

Circle the NUMBER OF
TEACHERS on a typical
team:

How many teachers are on
a typical interdisciplinary
team to teach eighth
graders at your school?

Circle the NUMBER OF
TEACHERS on a typical
team:

How many teachers are on
a typical interdisciplinary
team to teach eighth
graders at your school?

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C02c. New Item

2
3
4
5
6
7 or more

2
3
4
5
6
7 or more

Grade 7

For each grade listed
below, please indicate the
number of interdisciplinary
teams, average number of
teachers per team, and
average number of
students per team. Your
best estimate is fine.

Grade 6

For each grade listed
below, please indicate the
number of interdisciplinary
teams, average number of
teachers per team, and
average number of
students per team. Your
best estimate is fine.

Grade 8

Original Response Options
(if modified)
Current Question Wording
When did your school begin
using interdisciplinary team
teaching in the following
middle grades?

1. Number of
interdisciplinary
teams_____
2. Average number of
teachers per team _____
3. Average number of
students per team_____

1. Number of
interdisciplinary
teams_____
2. Average number of
teachers per team _____
3. Average number of
students per team_____

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Revised question text to
include asking about number
of teams and average number
of students per team.

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Revised question text to
include asking about number
of teams and average number
of students per team.

Justification
Current Response Options (if modified)
1. School-year started using
interdisciplinary team
teaching _____
2. Don't know

400

C04a.

NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q30

Original Response Options
(if modified)
2
3
4
5
6
7 or more

Eng
Math
SocStd
Read'g
Sci
Please circle ALL subjects
ForLang
taught by the teachers on a HmEc
team.
IndArt
Advisry
Subjects taught by teachers Other
on team…

Which subjects are taught
by teachers on a typical
eighth-grade
interdisciplinary team?

Circle the NUMBER OF
TEACHERS on a typical
team:

Original Wording
(if modified)
How many teachers are on
a typical interdisciplinary
team to teach eighth
graders at your school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C03c. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q29

English/Language arts

Please indicate whether the
following subject areas are
part of your typical
interdisciplinary teaching
team for each grade level
by checking the box if the
subject matter is typically
part of the teams at that
corresponding grade level.

Grade 8

Current Question Wording
For each grade listed
below, please indicate the
number of interdisciplinary
teams, average number of
teachers per team, and
average number of
students per team. Your
best estimate is fine.

All grades
Grade 6
Grade 7
Grade 8

Current Response Options
1. Number of
interdisciplinary
teams_____
2. Average number of
teachers per team _____
3. Average number of
students per team_____

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Revised question text to
change from "circling" answer
to "checking" answer.

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Justification
(if modified)
Revised question text to
include asking about number
of teams and average number
of students per team.

401

Which subjects are taught
by teachers on a typical
eighth-grade
interdisciplinary team?

C04c.

Eng
Math
SocStd
Read'g
Sci
Please circle ALL subjects
ForLang
taught by the teachers on a HmEc
team.
IndArt
Advisry
Subjects taught by teachers Other
on team…

Original Response Options
(if modified)
Eng
Math
SocStd
Read'g
Sci
Please circle ALL subjects
ForLang
taught by the teachers on a HmEc
team.
IndArt
Advisry
Subjects taught by teachers Other
on team…

NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q30

Original Wording
(if modified)
Which subjects are taught
by teachers on a typical
eighth-grade
interdisciplinary team?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C04b. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q30

Science

Please indicate whether the
following subject areas are
part of your typical
interdisciplinary teaching
team for each grade level
by checking the box if the
subject matter is typically
part of the teams at that
corresponding grade level.

Mathematics

Current Question Wording
Please indicate whether the
following subject areas are
part of your typical
interdisciplinary teaching
team for each grade level
by checking the box if the
subject matter is typically
part of the teams at that
corresponding grade level.

All grades
Grade 6
Grade 7
Grade 8

Current Response Options
All grades
Grade 6
Grade 7
Grade 8

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Revised question text to
change from "circling" answer
to "checking" answer.

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Justification
(if modified)
Revised question text to
change from "circling" answer
to "checking" answer.

402

C04e.

New Item

New Item

Original Response Options
(if modified)
Eng
Math
SocStd
Read'g
Sci
Please circle ALL subjects
ForLang
taught by the teachers on a HmEc
team.
IndArt
Advisry
Subjects taught by teachers Other
on team…

Original Wording
(if modified)
Which subjects are taught
by teachers on a typical
eighth-grade
interdisciplinary team?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C04d. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q30

Health

Please indicate whether the
following subject areas are
part of your typical
interdisciplinary teaching
team for each grade level
by checking the box if the
subject matter is typically
part of the teams at that
corresponding grade level.

Social studies/civics

Current Question Wording
Please indicate whether the
following subject areas are
part of your typical
interdisciplinary teaching
team for each grade level
by checking the box if the
subject matter is typically
part of the teams at that
corresponding grade level.

All grades
Grade 6
Grade 7
Grade 8

Current Response Options
All grades
Grade 6
Grade 7
Grade 8

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Justification
(if modified)
Revised question text to
change from "circling" answer
to "checking" answer.

403

Which subjects are taught
by teachers on a typical
eighth-grade
interdisciplinary team?

C04g.

Eng
Math
SocStd
Read'g
Sci
Please circle ALL subjects
ForLang
taught by the teachers on a HmEc
team.
IndArt
Advisry
Subjects taught by teachers Other
on team…

Original Response Options
(if modified)
Eng
Math
SocStd
Read'g
Sci
Please circle ALL subjects
ForLang
taught by the teachers on a HmEc
team.
IndArt
Advisry
Subjects taught by teachers Other
on team…

NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q30

Original Wording
(if modified)
Which subjects are taught
by teachers on a typical
eighth-grade
interdisciplinary team?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C04f. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q30

Music

Please indicate whether the
following subject areas are
part of your typical
interdisciplinary teaching
team for each grade level
by checking the box if the
subject matter is typically
part of the teams at that
corresponding grade level.

Art

Current Question Wording
Please indicate whether the
following subject areas are
part of your typical
interdisciplinary teaching
team for each grade level
by checking the box if the
subject matter is typically
part of the teams at that
corresponding grade level.

All grades
Grade 6
Grade 7
Grade 8

Current Response Options
All grades
Grade 6
Grade 7
Grade 8

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Revised question text to
change from "circling" answer
to "checking" answer.

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Justification
(if modified)
Revised question text to
change from "circling" answer
to "checking" answer.

404

Which subjects are taught
by teachers on a typical
eighth-grade
interdisciplinary team?

C04i.

Eng
Math
SocStd
Read'g
Sci
Please circle ALL subjects
ForLang
taught by the teachers on a HmEc
team.
IndArt
Advisry
Subjects taught by teachers Other
on team…

Original Response Options
(if modified)
Eng
Math
SocStd
Read'g
Sci
Please circle ALL subjects
ForLang
taught by the teachers on a HmEc
team.
IndArt
Advisry
Subjects taught by teachers Other
on team…

NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q30

Original Wording
(if modified)
Which subjects are taught
by teachers on a typical
eighth-grade
interdisciplinary team?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C04h. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q30

Foreign language

Please indicate whether the
following subject areas are
part of your typical
interdisciplinary teaching
team for each grade level
by checking the box if the
subject matter is typically
part of the teams at that
corresponding grade level.

Technology/computer
science

Current Question Wording
Please indicate whether the
following subject areas are
part of your typical
interdisciplinary teaching
team for each grade level
by checking the box if the
subject matter is typically
part of the teams at that
corresponding grade level.

All grades
Grade 6
Grade 7
Grade 8

Current Response Options
All grades
Grade 6
Grade 7
Grade 8

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Revised question text to
change from "circling" answer
to "checking" answer.

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Justification
(if modified)
Revised question text to
change from "circling" answer
to "checking" answer.

405

C04k.

New Item

New Item

Original Response Options
(if modified)
Eng
Math
SocStd
Read'g
Sci
Please circle ALL subjects
ForLang
taught by the teachers on a HmEc
team.
IndArt
Advisry
Subjects taught by teachers Other
on team…

Original Wording
(if modified)
Which subjects are taught
by teachers on a typical
eighth-grade
interdisciplinary team?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C04j.
NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q30

Special education

Please indicate whether the
following subject areas are
part of your typical
interdisciplinary teaching
team for each grade level
by checking the box if the
subject matter is typically
part of the teams at that
corresponding grade level.

Physical education (P.E.)

Current Question Wording
Please indicate whether the
following subject areas are
part of your typical
interdisciplinary teaching
team for each grade level
by checking the box if the
subject matter is typically
part of the teams at that
corresponding grade level.

All grades
Grade 6
Grade 7
Grade 8

Current Response Options
All grades
Grade 6
Grade 7
Grade 8

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Justification
(if modified)
Revised question text to
change from "circling" answer
to "checking" answer.

406

Original Response Options
(if modified)
Eng
Math
SocStd
Read'g
Sci
Please circle ALL subjects
ForLang
taught by the teachers on a HmEc
team.
IndArt
Advisry
Subjects taught by teachers Other
on team…

How much COMMON
planning time is OFFICIALLY
SCHEDULED EACH WEEK for
all members of an eighthgrade interdisciplinary
team?

NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q31

NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q31

C05a.

C05b.

1. No official common
planning time
2. Less than 30 minutes per
week
3. Between one-half and 1
hour per week
4. Between 1 and 2 hours
per week
5. Between 2 and 3 hours
per week
6. More than 3 hours per
week
How much COMMON
1. No official common
planning time is OFFICIALLY planning time
SCHEDULED EACH WEEK for 2. Less than 30 minutes per
all members of an eighth- week
grade interdisciplinary
3. Between one-half and 1
team?
hour per week
4. Between 1 and 2 hours
per week
5. Between 2 and 3 hours
per week
6. More than 3 hours per
week

Original Wording
(if modified)
Which subjects are taught
by teachers on a typical
eighth-grade
interdisciplinary team?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C04l.
NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q30

Grade 7

On average, how much
common planning time is
regularly scheduled each
week for interdisciplinary
teaching teams at the
following grade levels? Your
best estimate is fine.

Grade 6

On average, how much
common planning time is
regularly scheduled each
week for interdisciplinary
teaching teams at the
following grade levels? Your
best estimate is fine.

Other (Please specify)

Current Question Wording
Please indicate whether the
following subject areas are
part of your typical
interdisciplinary teaching
team for each grade level
by checking the box if the
subject matter is typically
part of the teams at that
corresponding grade level.

1. None
2. Less than 30 minutes
3. 30-60 minutes
4. 61-120 minutes
5. 121-180 minutes
6. More than 180 minutes
7. Don't know

1. None
2. Less than 30 minutes
3. 30-60 minutes
4. 61-120 minutes
5. 121-180 minutes
6. More than 180 minutes
7. Don't know

Current Response Options
All grades
Grade 6
Grade 7
Grade 8

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Response options updated to
ask about average planning
time in minutes rather than
hours.

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Response options updated to
ask about average planning
time in minutes rather than
hours.

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Justification
(if modified)
Revised question text to
change from "circling" answer
to "checking" answer.

407

C06a.

NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q32

Revise Schedules. Teachers
arrange or alter schedules
for classes that need more
time.

Original Response Options
(if modified)
1. No official common
planning time
2. Less than 30 minutes per
week
3. Between one-half and 1
hour per week
4. Between 1 and 2 hours
per week
5. Between 2 and 3 hours
per week
6. More than 3 hours per
week
In a typical planning period None
for an interdisciplinary
Little
team, about how much
Less than half
time is spent on the
About half
following activities? Circle More than half
one choice for each activity
that comes closest to your
estimate of the work your
teachers do during team
planning meetings.

Original Wording
(if modified)
How much COMMON
planning time is OFFICIALLY
SCHEDULED EACH WEEK for
all members of an eighthgrade interdisciplinary
team?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C05c. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q31

Teachers collaboratively
develop or revise
curriculum.

In a typical common
planning time period for an
interdisciplinary teaching
team, how often do you
estimate teachers engage in
the following activities?
Your best estimate is fine.

Grade 8

Current Question Wording
On average, how much
common planning time is
regularly scheduled each
week for interdisciplinary
teaching teams at the
following grade levels? Your
best estimate is fine.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Current Response Options
1. None
2. Less than 30 minutes
3. 30-60 minutes
4. 61-120 minutes
5. 121-180 minutes
6. More than 180 minutes
7. Don't know

Types of activities updated
based on expert feedback.

Question text and response
options revised to ask about
"how often" planning time
activities occur rather than
how much time is spent on
activities.

Grade levels asked about in
response options expanded to
be more encompassing of
middle grades.

Justification
(if modified)
Response options updated to
ask about average planning
time in minutes rather than
hours.

408

C06c.

NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q32

Regroup Students. Teachers
arrange small or large
groups of students to
match lessons to abilities.

In a typical planning period
for an interdisciplinary
team, about how much
time is spent on the
following activities? Circle
one choice for each activity
that comes closest to your
estimate of the work your
teachers do during team
planning meetings.

Regroup Students. Teachers
arrange small or large
groups of students to
match lessons to abilities.

Original Wording
(if modified)
In a typical planning period
for an interdisciplinary
team, about how much
time is spent on the
following activities? Circle
one choice for each activity
that comes closest to your
estimate of the work your
teachers do during team
planning meetings.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C06b. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q32

None
Little
Less than half
About half
More than half

Original Response Options
(if modified)
None
Little
Less than half
About half
More than half

Teachers work
collaboratively to
coordinate and/or develop
assessments.

In a typical common
planning time period for an
interdisciplinary teaching
team, how often do you
estimate teachers engage in
the following activities?
Your best estimate is fine.

Teachers work
collaboratively to
coordinate and/or develop
assignments.

Current Question Wording
In a typical common
planning time period for an
interdisciplinary teaching
team, how often do you
estimate teachers engage in
the following activities?
Your best estimate is fine.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Current Response Options
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Types of activities updated
based on expert feedback.

Question text and response
options revised to ask about
"how often" planning time
activities occur rather than
how much time is spent on
activities.

Types of activities updated
based on expert feedback.

Justification
(if modified)
Question text and response
options revised to ask about
"how often" planning time
activities occur rather than
how much time is spent on
activities.

409

Diagnose Individual
Students. Teachers discuss
problems of specific
students and arrange
appropriate help.

Original Wording
(if modified)
In a typical planning period
for an interdisciplinary
team, about how much
time is spent on the
following activities? Circle
one choice for each activity
that comes closest to your
estimate of the work your
teachers do during team
planning meetings.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C06d. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q32

Original Response Options
(if modified)
None
Little
Less than half
About half
More than half

Teachers discuss individual
students (e.g., issues
accomplishments,
problems).

Current Question Wording
In a typical common
planning time period for an
interdisciplinary teaching
team, how often do you
estimate teachers engage in
the following activities?
Your best estimate is fine.

Current Response Options
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Types of activities updated
based on expert feedback.

Justification
(if modified)
Question text and response
options revised to ask about
"how often" planning time
activities occur rather than
how much time is spent on
activities.

410

Conduct Conferences With
Parents. Teachers meet as a
team with parents to solve
problems, provide
assistance.

Original Wording
(if modified)
In a typical planning period
for an interdisciplinary
team, about how much
time is spent on the
following activities? Circle
one choice for each activity
that comes closest to your
estimate of the work your
teachers do during team
planning meetings.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C06e. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q32

Original Response Options
(if modified)
None
Little
Less than half
About half
More than half

Teachers discuss activities
related to parent
involvement or
communicate with parents.

Current Question Wording
In a typical common
planning time period for an
interdisciplinary teaching
team, how often do you
estimate teachers engage in
the following activities?
Your best estimate is fine.

Current Response Options
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Types of activities updated
based on expert feedback.

Justification
(if modified)
Question text and response
options revised to ask about
"how often" planning time
activities occur rather than
how much time is spent on
activities.

411

C06g.

NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q32

Plan Special Events.
Teachers arrange
assemblies, trips, or other
team activities.

In a typical planning period
for an interdisciplinary
team, about how much
time is spent on the
following activities? Circle
one choice for each activity
that comes closest to your
estimate of the work your
teachers do during team
planning meetings.

Coordinate content.
Teachers decide common
themes and related topics
for instruction.

Original Wording
(if modified)
In a typical planning period
for an interdisciplinary
team, about how much
time is spent on the
following activities? Circle
one choice for each activity
that comes closest to your
estimate of the work your
teachers do during team
planning meetings.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C06f. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q32

None
Little
Less than half
About half
More than half

Original Response Options
(if modified)
None
Little
Less than half
About half
More than half

Teachers arrange
assemblies, trips, or other
team activities.

In a typical common
planning time period for an
interdisciplinary teaching
team, how often do you
estimate teachers engage in
the following activities?
Your best estimate is fine.

Teachers decide common
themes and related topics
for instruction.

Current Question Wording
In a typical common
planning time period for an
interdisciplinary teaching
team, how often do you
estimate teachers engage in
the following activities?
Your best estimate is fine.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Current Response Options
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Types of activities updated
based on expert feedback.

Question text and response
options revised to ask about
"how often" planning time
activities occur rather than
how much time is spent on
activities.

Types of activities updated
based on expert feedback.

Justification
(if modified)
Question text and response
options revised to ask about
"how often" planning time
activities occur rather than
how much time is spent on
activities.

412

C06i.

NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q32

Other (describe)

In a typical planning period
for an interdisciplinary
team, about how much
time is spent on the
following activities? Circle
one choice for each activity
that comes closest to your
estimate of the work your
teachers do during team
planning meetings.

Individual Teacher
Preparation. Teachers work
on their own lessons, tests,
grades

Original Wording
(if modified)
In a typical planning period
for an interdisciplinary
team, about how much
time is spent on the
following activities? Circle
one choice for each activity
that comes closest to your
estimate of the work your
teachers do during team
planning meetings.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C06h. NELS:88 School Modified
Administrator
Questionnaire,
Survey of
Middle Grades
Practices, Q32

None
Little
Less than half
About half
More than half

Original Response Options
(if modified)
None
Little
Less than half
About half
More than half

Other (Please specify)

In a typical common
planning time period for an
interdisciplinary teaching
team, how often do you
estimate teachers engage in
the following activities?
Your best estimate is fine.

Teachers work on their own
lessons, tests, grades, etc.

Current Question Wording
In a typical common
planning time period for an
interdisciplinary teaching
team, how often do you
estimate teachers engage in
the following activities?
Your best estimate is fine.

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Current Response Options
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Types of activities updated
based on expert feedback.

Question text and response
options revised to ask about
"how often" planning time
activities occur rather than
how much time is spent on
activities.

Types of activities updated
based on expert feedback.

Justification
(if modified)
Question text and response
options revised to ask about
"how often" planning time
activities occur rather than
how much time is spent on
activities.

413

C07c.

New Item

New Item

New Item

C07b.

New Item

Status
New Item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C07a. New Item

Teachers collaborate and
provide professional
support

Please indicate the extent
to which you agree or
disagree with each of the
following statements
regarding the
interdisciplinary teaching
teams at your school.

Teachers identify with the
team

Please indicate the extent
to which you agree or
disagree with each of the
following statements
regarding the
interdisciplinary teaching
teams at your school.

Teachers are sufficiently
trained in the team
approach

Original Response Options
(if modified)
Current Question Wording
Please indicate the extent
to which you agree or
disagree with each of the
following statements
regarding the
interdisciplinary teaching
teams at your school.

1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
4. Agree
5. Strongly agree

1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
4. Agree
5. Strongly agree

Justification
Current Response Options (if modified)
1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
4. Agree
5. Strongly agree

414

C07f.

New Item

New Item

New Item

C07e.

New Item

Status
New Item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C07d. New Item

Students identify with the
team

Please indicate the extent
to which you agree or
disagree with each of the
following statements
regarding the
interdisciplinary teaching
teams at your school.

The school schedule has
flexibility to regroup
students or vary time for
different subjects

Please indicate the extent
to which you agree or
disagree with each of the
following statements
regarding the
interdisciplinary teaching
teams at your school.

Teachers use integrated
curriculum across subjects

Original Response Options
(if modified)
Current Question Wording
Please indicate the extent
to which you agree or
disagree with each of the
following statements
regarding the
interdisciplinary teaching
teams at your school.

1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
4. Agree
5. Strongly agree

1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
4. Agree
5. Strongly agree

Justification
Current Response Options (if modified)
1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
4. Agree
5. Strongly agree

415

New Item

C08a.

New Item

Status
New Item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C07g. New Item

Minimum competency tests
for promotion to next grade

Please indicate whether the
following programs or
practices have never been
used, are currently used,
are not currently used but
have been in the past, or
are not currently being
used but will likely be
implemented in the near
future at your school.

Individual student problems
are recognized quickly

Original Response Options
(if modified)
Current Question Wording
Please indicate the extent
to which you agree or
disagree with each of the
following statements
regarding the
interdisciplinary teaching
teams at your school.

1. Never been used
2. Currently used
3. Used in the past
4. Use in the future

Justification
Current Response Options (if modified)
1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
4. Agree
5. Strongly agree

416

C08c.

New Item

New Item

Status
New Item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C08b. New Item

Classes organized for
cooperative learning

Please indicate whether the
following programs or
practices have never been
used, are currently used,
are not currently used but
have been in the past, or
are not currently being
used but will likely be
implemented in the near
future at your school.

Common academic
curriculum for all students
in the same grade

Original Response Options
(if modified)
Current Question Wording
Please indicate whether the
following programs or
practices have never been
used, are currently used,
are not currently used but
have been in the past, or
are not currently being
used but will likely be
implemented in the near
future at your school.

1. Never been used
2. Currently used
3. Used in the past
4. Use in the future

Justification
Current Response Options (if modified)
1. Never been used
2. Currently used
3. Used in the past
4. Use in the future

417

New Item

C08e.

New Item

Status
New Item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C08d. New Item

Students from more than
one grade level assigned
together to the same
academic classes

Please indicate whether the
following programs or
practices have never been
used, are currently used,
are not currently used but
have been in the past, or
are not currently being
used but will likely be
implemented in the near
future at your school.

Exploratory mini-courses
for all students in all grades

Original Response Options
(if modified)
Current Question Wording
Please indicate whether the
following programs or
practices have never been
used, are currently used,
are not currently used but
have been in the past, or
are not currently being
used but will likely be
implemented in the near
future at your school.

1. Never been used
2. Currently used
3. Used in the past
4. Use in the future

Justification
Current Response Options (if modified)
1. Never been used
2. Currently used
3. Used in the past
4. Use in the future

418

C08g.

New Item

New Item

Status
New Item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C08f. New Item

Extracurricular activities for
all students

Please indicate whether the
following programs or
practices have never been
used, are currently used,
are not currently used but
have been in the past, or
are not currently being
used but will likely be
implemented in the near
future at your school.

Teachers send information
and ideas to parents on
how to help their children
with homework and skills

Original Response Options
(if modified)
Current Question Wording
Please indicate whether the
following programs or
practices have never been
used, are currently used,
are not currently used but
have been in the past, or
are not currently being
used but will likely be
implemented in the near
future at your school.

1. Never been used
2. Currently used
3. Used in the past
4. Use in the future

Justification
Current Response Options (if modified)
1. Never been used
2. Currently used
3. Used in the past
4. Use in the future

419

Status
New Item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C08h. New Item

Schools-within-a-school
with their own
administrative staffs

Original Response Options
(if modified)
Current Question Wording
Please indicate whether the
following programs or
practices have never been
used, are currently used,
are not currently used but
have been in the past, or
are not currently being
used but will likely be
implemented in the near
future at your school.

Justification
Current Response Options (if modified)
1. Never been used
2. Currently used
3. Used in the past
4. Use in the future

420

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09
HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
PreAlgebra
Review or Remedial Math
Integrated Math I
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Which of the following
math courses are offered
by your school?

Current Question Wording
The following questions are
about math courses at your
school.

Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

421

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09a. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Grade 6
Review or Remedial Math
Integrated Math I
Remedial Math
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

422

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09b. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Grade 6
Review or Remedial Math
Integrated Math I
General Math
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

423

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09c. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Grade 6
Review or Remedial Math
Integrated Math I
Honors Math
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

424

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09d. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Grade 7
Review or Remedial Math
Integrated Math I
Remedial Math
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

425

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09e. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Grade 7
Review or Remedial Math
Integrated Math I
General Math
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

426

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09f. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Grade 7
Review or Remedial Math
Integrated Math I
Honors Math
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

427

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09g. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Grade 8
Review or Remedial Math
Integrated Math I
Remedial Math
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

428

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09h. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Grade 8
Review or Remedial Math
Integrated Math I
General Math
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

429

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09i.
HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Grade 8
Review or Remedial Math
Integrated Math I
Honors Math
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

430

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09j.
HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
PreAlgebra
Review or Remedial Math
Integrated Math I
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Question Wording Current Response Options
Other math
1. Yes, offered in a
traditional classroom
Introduction to Algebra/
setting
Pre-algebra
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

431

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09k. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Other math
Review or Remedial Math
Integrated Math I
Algebra 1, part 1
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

432

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09l.
HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Other math
Review or Remedial Math
Integrated Math I
Algebra 1, part 2
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

433

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09m. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Other math
Review or Remedial Math
Integrated Math I
Algebra I
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

434

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09n. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Other math
Review or Remedial Math
Integrated Math I
Algebra II
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

435

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09o. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Other math
Review or Remedial Math
Integrated Math I
Geometry
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

436

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09p. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Other math
Review or Remedial Math
Integrated Math I
Trigonometry
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

437

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09q. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Other math
Review or Remedial Math
Integrated Math I
Pre-calculus
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

438

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09r. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Other math
Review or Remedial Math
Integrated Math I
Calculus
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

439

C10

New item

New item

(Check all that apply.)

Original Wording
(if modified)
Which of the following
math and computer
sciences courses are
offered onsite at your high
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C09s. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
D, Q 1)

Are there enough slots
available for the following
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

Original Response Options
(if modified)
Current Question Wording
PreAlgebra
Other math
Review or Remedial Math
Integrated Math I
Other (Please specify)
Integrated Math II or above
Algebra I, part 1 and part 2
Algebra I
Algebra II
Geometry
Trigonometry
Algebra III
Analytic Geometry
Calculus
AP Calculus, AB
AP Calculus, BC
Calculus IB
Computer Science
AP Computer Science, A
AP Computer Science, AB
Statistics or Probability
AP Statistics
Current Response Options
1. Yes, offered in a
traditional classroom
setting
2. Yes, offered at a
neighboring school
3. Yes, offered virtually
4. No, the course is not
offered

Response options changed
from "select all" to having the
respondent answer yes by type
of setting or no, for each math
class type offered at each
grade level.

Justification
(if modified)
Question text was revised to
remove “computer science
courses” to focus on
mathematics and to capture
courses offered by the school
both onsite and offsite.
Response options were revised
to make more appropriate to
grades 6, 7, and 8 and to
specify where or how the
course is offered.

440

C10c.

New item

New item

New item

C10b.

New item

Status
New item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C10a. New item

Honors Math

Grade 6

Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

General Math

Grade 6

Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

Remedial Math

Grade 6

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

441

C10f.

New item

New item

New item

C10e.

New item

Status
New item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C10d. New item

Honors Math

Grade 7

Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

General Math

Grade 7

Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

Remedial Math

Grade 7

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

442

C10i.

New item

New item

New item

C10h.

New item

Status
New item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C10g. New item

Honors Math

Grade 8

Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

General Math

Grade 8

Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

Remedial Math

Grade 8

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

443

C10l.

New item

New item

New item

C10k.

New item

Status
New item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C10j.
New item

Algebra I, part 2

Other math

Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

Algebra I, part 1

Other math

Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

Introduction to Algebra/
Pre-algebra

Other math

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

444

C10o.

New item

New item

New item

C10n.

New item

Status
New item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C10m. New item

Geometry

Other math

Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

Algebra II

Other math

Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

Algebra I

Other math

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

445

C10r.

New item

New item

New item

C10q.

New item

Status
New item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C10p. New item

Calculus

Other math

Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

Pre-calculus

Other math

Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

Trigonometry

Other math

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

446

Modified

C11

NAEP:2009
(School
Background,
Grade 8, Part
III, 8)

Status
New item

8. Please estimate the
percentage of students that
is transferred to a higher
ability/achievement-based
placement in mathematics
between eighth and ninth
grade.

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C10s. New item

1. Less than 1 percent
2. 1 to 5 percent
3. 6 to 10 percent
4. 11 to 25 percent
5. More than 25 percent
6. Students are not grouped
by ability.
If your school uses a
semester or block course
system, please indicate the
percentage of 7th grade
students repeating the last
course section they took in
6th grade.

Please estimate the
percentage of 7th grade
students repeating the level
of mathematics they took
in 6th grade.

Other (Please specify)

Other math

1. Less than 1%
2. 1%-5%
3. 6%-10%
4. 11%-25%
5. More than 25%
6. Students are not grouped
by ability
7. Do not know

Question was modified to
focus on students repeating a
course, rather than
transferring to a higher
ability/achievement based
placement. Instructions were
added for the benefit of
administrators of schools with
semester or block course
systems.

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
Are there enough slots
1. Yes
available for the following 2. No
course or courses so that
students who have the
necessary prerequisites and
interest can enroll?

447

NAEP:2009
(School
Background,
Grade 8, Part
III, 9)

NAEP:2009
(School
Background,
Grade 8, Part
III, 9)

C13

C14

Modified

Modified

Status
Modified

9. Please estimate the
percentage of students that
is transferred to a lower
ability/achievement-based
placement in mathematics
between eighth and ninth
grade.

9. Please estimate the
percentage of students that
is transferred to a lower
ability/achievement-based
placement in mathematics
between eighth and ninth
grade.

Original Wording
(if modified)
8. Please estimate the
percentage of students that
is transferred to a higher
ability/achievement-based
placement in mathematics
between eighth and ninth
grade.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C12
NAEP:2009
(School
Background,
Grade 8, Part
III, 8)

1. Less than 1 percent
2. 1 to 5 percent
3. 6 to 10 percent
4. 11 to 25 percent
5. More than 25 percent
6. Students are not grouped
by ability.

1. Less than 1 percent
2. 1 to 5 percent
3. 6 to 10 percent
4. 11 to 25 percent
5. More than 25 percent
6. Students are not grouped
by ability.

Original Response Options
(if modified)
1. Less than 1 percent
2. 1 to 5 percent
3. 6 to 10 percent
4. 11 to 25 percent
5. More than 25 percent
6. Students are not grouped
by ability.

Please estimate the
percentage of students
demoted to a previous level
in mathematics between
7th and 8th grade.

Please estimate the
percentage of students
demoted to a previous level
in mathematics between
6th and 7th grade.

If your school uses a
semester or block course
system, please indicate the
percentage of 8th grade
students repeating the last
course section they took in
7th grade.

Current Question Wording
Please estimate the
percentage of 8th grade
students repeating the level
of mathematics they took
in 7th grade.

1. Less than 1%
2. 1%-5%
3. 6%-10%
4. 11%-25%
5. More than 25%
6. Students are not grouped
by ability
7. Do not know

1. Less than 1%
2. 1%-5%
3. 6%-10%
4. 11%-25%
5. More than 25%
6. Students are not grouped
by ability
7. Do not know

Current Response Options
1. Less than 1%
2. 1%-5%
3. 6%-10%
4. 11%-25%
5. More than 25%
6. Students are not grouped
by ability
7. Do not know

The text "transferred to a
lower ability/achievement
based placement" was
changed to "demoted to a
previous level" for clarity.

The text "transferred to a
lower ability/achievement
based placement" was
changed to "demoted to a
previous level" for clarity.

Justification
(if modified)
Question was modified to
focus on students repeating a
course, rather than
transferring to a higher
ability/achievement based
placement. Instructions were
added for the benefit of
administrators of schools with
semester or block course
systems.

448

New Item

C15b.

New Item

Status
New Item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C15a. New Item

6th grade
7th grade
8th grade
9th grade

Thinking about students
who are performing at
grade level in math, what is
the sequence of courses
they would take starting in
6th grade?

6th grade
7th grade
8th grade
9th grade

Original Response Options
(if modified)
Current Question Wording
Thinking about students
who are performing below
grade level in math, what is
the sequence of courses
they would take starting in
6th grade?

Note: “SELECT COURSE…”
IS A DROPDOWN MENU
THAT WILL LIST ALL
MATHEMATICS COURSES
OFFERED BY THE SCHOOL
AND ALL COURSES UNDER
“OTHER MATH” CATEGORY
INCLUDING RESPONDENT
SPECIFIED COURSES. IN
ADDITION THE OPTION
“NOT SURE” WILL BE
INCLUDED

Select course...

Note: “SELECT COURSE…”
IS A DROPDOWN MENU
THAT WILL LIST ALL
MATHEMATICS COURSES
OFFERED BY THE SCHOOL
AND ALL COURSES UNDER
“OTHER MATH” CATEGORY
INCLUDING RESPONDENT
SPECIFIED COURSES. IN
ADDITION THE OPTION
“NOT SURE” WILL BE
INCLUDED

Justification
Current Response Options (if modified)
Select course...

449

New Item

New Item

New Item

C16a.

C16b.

New Item

Status
New Item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C15c. New Item
Note: “SELCT COURSE…” IS
A DROPDOWN MENU THAT
WILL LIST ALL
MATHEMATICS COURSES
OFFERED BY THE SCHOOL
AND ALL COURSES UNDER
“OTHER MATH” CATEGORY
INCLUDING RESPONDENT
SPECIFIED COURSES. IN
ADDITION THE OPTION
“NOT SURE” WILL BE
INCLUDED

Justification
Current Response Options (if modified)
Select course...

6th grade
7th grade
8th grade
9th grade

What is the additional
sequence of courses some
students would take
starting in 6th grade?

Note: “SELECT COURSE…”
IS A DROPDOWN MENU
THAT WILL LIST ALL
MATHEMATICS COURSES
OFFERED BY THE SCHOOL
AND ALL COURSES UNDER
“OTHER MATH” CATEGORY
INCLUDING RESPONDENT
SPECIFIED COURSES. IN
ADDITION THE OPTION
“NOT SURE” WILL BE
INCLUDED

Select course...

Is there any other sequence 1. Yes
of courses that is taken by 2. No
6th graders?

6th grade
7th grade
8th grade
9th grade

Original Response Options
(if modified)
Current Question Wording
Thinking about students
who are performing above
grade level in math, what is
the sequence of courses
they would take starting in
6th grade?

450

MGLS:2017 School Administrator Survey

C17b.

ECLS-K (School Modified
Administrator,
Grade 8, 24)

a. Special education (with
Individualized Education
Plan (IEP))
b. Bilingual education
(instruction in both English
and students’
native language)
c. English as a second
language
d. Reading instruction for
students performing below
grade level
in reading
e. Math instruction for
students performing below
grade level in
math
f. After school/summer
outreach program
g. Gifted and talented

Approximately what
percentage of your 6th
grade students are in each
of the following
instructional programs?

MGLS
Original Wording
Item # Source
Status
(if modified)
C17a. ECLS-K (School Unchanged
Administrator,
Grade 8, 24)

______ Percent

Additional instruction for
students performing below
grade level in other areas of
English language arts

Approximately what
percentage of your 6th
grade students is in each of
the following instructional
programs?

Reading instruction for
students performing below
grade level in reading

Original Response Options
(if modified)
Current Question Wording
Approximately what
percentage of your 6th
grade students are in each
of the following
instructional programs?

1. Percentage of 6th grade A question was added for
students _____ percent
other areas of English
2. Instructional program
language arts.
not available at this grade

Justification
Current Response Options (if modified)
1. Percentage of 6th grade
students _____ percent
2. Instructional program
not available at this grade

451

MGLS:2017 School Administrator Survey

MGLS
Original Wording
Item # Source
Status
(if modified)
C17c. ECLS-K (School Unchanged
Administrator,
Grade 8, 24)

Instruction for students
performing below grade
level in mathematics

Original Response Options
(if modified)
Current Question Wording
Approximately what
percentage of your 6th
grade students is in each of
the following instructional
programs?

Justification
Current Response Options (if modified)
1. Percentage of 6th grade
students _____ percent
2. Instructional program
not available at this grade

452

a. Special education (with
Individualized Education
Plan (IEP))
b. Bilingual education
(instruction in both English
and students’
native language)
c. English as a second
language
d. Reading instruction for
students performing below
grade level
in reading
e. Math instruction for
students performing below
grade level in
math
f. After school/summer
outreach program
g. Gifted and talented

Original Wording
Original Response Options
(if modified)
(if modified)
Approximately what
percentage of your 8th
grade students is in each of
the following instructional ______ Percent
programs?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C17d. ECLS-K (School Modified
Administrator,
Grade 8, 24)

Gifted and talented or
International
Baccalaureate® (IB)

Current Question Wording
Approximately what
percentage of your 6th
grade students is in each of
the following instructional
programs?

Current Response Options
1. Percentage of 6th grade
students _____ percent
2. Instructional program
not available at this grade

Justification
(if modified)
Question text for program
Gifted and Talented was
expanded to include
International Baccalaureate.

453

MGLS:2017 School Administrator Survey

C18b.

ECLS-K (School Modified
Administrator,
Grade 8, 24)

24. Approximately what
percentage of your 8th
grade students is in each of
the following instructional
programs?

MGLS
Original Wording
Item # Source
Status
(if modified)
C18a
ECLS-K (School Unchanged
Administrator,
Grade 8, 24)

a. Special education (with
Individualized Education
Plan (IEP))
b. Bilingual education
(instruction in both English
and students’
native language)
c. English as a second
language
d. Reading instruction for
students performing below
grade level
in reading
e. Math instruction for
students performing below
grade level in
math
f. After school/summer
outreach program
g. Gifted and talented
Additional instruction for
students performing below
grade level in other areas of
English language arts

Approximately what
percentage of your 7th
grade students are in each
of the following
instructional programs?

Reading instruction for
students performing below
grade level in reading

Original Response Options
(if modified)
Current Question Wording
Approximately what
percentage of your 7th
grade students are in each
of the following
instructional programs?

1. Percentage of 7th grade A question was added for
students _____ percent
other areas of English
2. Instructional program
language arts.
not available at this grade

Justification
Current Response Options (if modified)
1. Percentage of 7th grade
students _____ percent
2. Instructional program
not available at this grade

454

MGLS:2017 School Administrator Survey

C18d.

ECLS-K (School Modified
Administrator,
Grade 8, 24)

Approximately what
percentage of your 7th
grade students are in each
of the following
instructional programs?
Gifted and talented or
International
Baccalaureate® (IB)

a. Special education (with
Individualized Education
Plan (IEP))
b. Bilingual education
(instruction in both English
and students’
native language)
c. English as a second
language
d. Reading instruction for
students performing below
grade level
in reading
e. Math instruction for
students performing below
grade level in
math
f. After school/summer
outreach program
g. Gifted and talented

Instruction for students
performing below grade
level in mathematics

Original Response Options
(if modified)
Current Question Wording
Approximately what
percentage of your 7th
grade students are in each
of the following
instructional programs?

Approximately what
percentage of your 8th
grade students is in each of
the following instructional ______ Percent
programs?

MGLS
Original Wording
Item # Source
Status
(if modified)
C18c. ECLS-K (School Unchanged
Administrator,
Grade 8, 24)

1. Percentage of 7th grade
students _____ percent
2. Instructional program
not available at this grade

Question text for program
Gifted and Talented was
expanded to include
International Baccalaureate.

Justification
Current Response Options (if modified)
1. Percentage of 7th grade
students _____ percent
2. Instructional program
not available at this grade

455

MGLS:2017 School Administrator Survey

MGLS
Original Wording
Item # Source
Status
(if modified)
C19a
ECLS-K (School Unchanged
Administrator,
Grade 8, 24)

Reading instruction for
students performing below
grade level in reading

Original Response Options
(if modified)
Current Question Wording
Approximately what
percentage of your 8th
grade students is in each of
the following instructional
programs?

Justification
Current Response Options (if modified)
1. Percentage of 8th grade
students _____ percent
2. Instructional program
not available at this grade

456

a. Special education (with
Individualized Education
Plan (IEP))
b. Bilingual education
(instruction in both English
and students’
native language)
c. English as a second
language
d. Reading instruction for
students performing below
grade level
in reading
e. Math instruction for
students performing below
grade level in
math
f. After school/summer
outreach program
g. Gifted and talented

Original Wording
Original Response Options
(if modified)
(if modified)
24. Approximately what
percentage of your 8th
grade students is in each of
the following instructional ______ Percent
programs?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C19b
ECLS-K (School Modified
Administrator,
Grade 8, 24)

Additional instruction for
students performing below
grade level in other areas of
English language arts

Current Question Wording
Approximately what
percentage of your 8th
grade students is in each of
the following instructional
programs?

Current Response Options
1. Percentage of 8th grade
students _____ percent
2. Instructional program
not available at this grade

Justification
(if modified)
A question was added for
other areas of English
language arts.

457

MGLS:2017 School Administrator Survey

MGLS
Original Wording
Item # Source
Status
(if modified)
C19c
ECLS-K (School Unchanged
Administrator,
Grade 8, 24)

Instruction for students
performing below grade
level in mathematics

Original Response Options
(if modified)
Current Question Wording
Approximately what
percentage of your 8th
grade students is in each of
the following instructional
programs?

Justification
Current Response Options (if modified)
1. Percentage of 8th grade
students _____ percent
2. Instructional program
not available at this grade

458

a. Special education (with
Individualized Education
Plan (IEP))
b. Bilingual education
(instruction in both English
and students’
native language)
c. English as a second
language
d. Reading instruction for
students performing below
grade level
in reading
e. Math instruction for
students performing below
grade level in
math
f. After school/summer
outreach program
g. Gifted and talented

Original Wording
Original Response Options
(if modified)
(if modified)
24. Approximately what
percentage of your 8th
grade students is in each of
the following instructional ______ Percent
programs?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C19d
ECLS-K (School Modified
Administrator,
Grade 8, 24)

Gifted and talented or
International
Baccalaureate® (IB)

Current Question Wording
Approximately what
percentage of your 8th
grade students is in each of
the following instructional
programs?

Current Response Options
1. Percentage of 8th grade
students _____ percent
2. Instructional program
not available at this grade

Justification
(if modified)
Question text for program
Gifted and Talented was
expanded to include
International Baccalaureate.

459

Original Wording
(if modified)
How do you organize the
transition from the middle
grades to the high school
grades in the following
ways?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C20
NELS88
Modified
Enhancement
Survey of
Middle Grades
Practices
(School, Base
Year, 21)

Original Response Options
(if modified)
Current Question Wording
Select all that apply to your Does your school organize
present practices.
the transition from {AF1:
5th/6th/7th} grade to {AF2:
1. No transition—high
6th/7th/8th} grade in any
school grades continue in K- of the following ways?
12, 7-12, or other program
2. No special activities until
students enter high school
3. High school students
present information at the
middle grades school
4. Middle grades students
visit the high school for
assembly
5. Middle grades students
attend regular classes at
the high school
6. Buddy or big brother/big
sister programs that pairs
new students with an older
student in the fall
7. Parents visit high school
while students are still in
middle grades
8. Parents visit high school
for an orientation in the fall
after children have entered
9. Summer meetings at the
high school
10. High school counselors
meet with students while
they are still in middle
grades
11. Middle grades and high
Current Response Options
1. No transition—{AF1}
grade seamlessly continues
directly from {AF2} grade
2. No special activities until
students enter {AF2} grade
3. {AF2} grade students
share information with the
{AF1} grade students
4. {AF1} grade students visit
an assembly of {AF2} grade
students
5. {AF1} grade students
attend regular {AF2} grade
courses
6. Buddy programs that pair
new students with an older
student in the fall
7. Parents visit the school
or {AF2} grade section while
students are still in {AF1}
grade
8. Parents can attend an
orientation in the fall after
students start {AF2} grade
9. Meeting for {AF1} grade
students during the
summer prior to beginning
the {AF2} grade
10. {AF2} grade and {AF1}
grade teachers meet
together on courses and
requirements
11. {AF2} grade and {AF1}
grade administrators meet

New response options were
added to capture the role of
counselors in transition
assistance and a definition for
counselor was provided.

Justification
(if modified)
Question text and response
options were modified to
apply to a transition between
applicable grades rather than
from middle to high school.

460

Status
New Item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C21.
New Item

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
Does your school provide 1. Yes
additional assistance with 2. No
the transition from {AF1}
grade to {AF2} grade for
students with disabilities?

461

Original Wording
(if modified)
How do you organize the
transition from the middle
grades to the high school
grades in the following
ways?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
C22
NELS88
Modified
Enhancement
Survey of
Middle Grades
Practices
(School, Base
Year, 21)

Original Response Options
(if modified)
Current Question Wording
Does your school organize
the transition from {AF3:
6th/7th/8th} grade to {AF4:
7th/8th/9th} grade in any
of the following ways?
Current Response Options
1. No transition—{AF3}
grade seamlessly continues
directly from {AF4} grade
2. No special activities until
students enter {AF4} grade
3. {AF4} grade students
share information with the
{AF3} grade students
4. {AF3} grade students visit
an assembly of {AF4} grade
students
5. {AF3} grade students
attend regular {AF4} grade
courses
6. Buddy programs that pair
new students with an older
student in the fall
7. Parents visit the school
or {AF4} grade section while
students are still in {AF3}
grade
8. Parents can attend an
orientation in the fall after
students start {AF4} grade
9. Meeting for {AF3} grade
students during the
summer prior to beginning
the {AF4} grade
10. {AF4} grade and {AF3}
grade teachers meet
together on courses and
requirements
11. {AF4} grade and {AF3}
grade administrators meet

New response options were
added to capture the role of
counselors in transition
assistance and a definition for
counselor was provided.

Justification
(if modified)
Question text and response
options were modified to
apply to a transition between
applicable grades rather than
from middle to high school.

462

New Item

New Item

C25

New Item

C24b.

C24c.

New Item

New Item

C24a.

New Item

New Item

New Item

Status
New Item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C23
New Item

Which of the following best
describes the way your
school schedules time for
the {C24a-f} grade advisory
program?

Grade 8

Does your school have an
advisory program in the
following grades?

Grade 7

Does your school have an
advisory program in the
following grades?

Grade 6

Does your school have an
advisory program in the
following grades?

1. We have a separate class
period for advising
2. Advising is part of our
homeroom period
3. We integrate advisory
activities within our teams
and/or classrooms
4. Other (Please specify)

1. Yes
2. No

1. Yes
2. No

1. Yes
2. No

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
Does your school provide 1. Yes
additional assistance with 2. No
the transition from {AF3}
grade to {AF4} grade for
students with disabilities?

463

New Item

New Item

C26c.

C27a.

New Item

New Item

New Item

C26b.

New Item

Status
New Item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C26a. New Item

Justification
Current Response Options (if modified)
1. Before 2010-11
2. 2011-12
3. 2012-13
4. 2013-14
Grade 6
5. 2014-15
6. 2015-16
7. 2016-17
8. Current school year
9. Don't know
When did your school begin 1. Before 2010-11
using an advisory program 2. 2011-12
in the middle grades?
3. 2012-13
4. 2013-14
Grade 7
5. 2014-15
6. 2015-16
7. 2016-17
8. Current school year
9. Don't know
When did your school begin 1. Before 2010-11
using an advisory program 2. 2011-12
in the middle grades?
3. 2012-13
4. 2013-14
Grade 8
5. 2014-15
6. 2015-16
7. 2016-17
8. Current school year
9. Don't know
On average, how much
1. None
time do teachers regularly 2. Less than 30 minutes
meet with students for
3. 30-60 minutes
advising? Your best
4. 61-120 minutes
estimate is fine.
5. 121-180 minutes
6. More than 180 minutes
Grade 6
7. Don't know

Original Response Options
(if modified)
Current Question Wording
When did your school begin
using an advisory program
in the middle grades?

464

SHPPS (2006,
School
Level,7c)

SHPPS (2006,
School
Level,7d)

SHPPS (2006,
School
Level,7a)

C28a

C28b

C28c

Modified

Modified

Modified

New Item

C27c.

New Item

Status
New Item

Alcohol or other drug use
prevention?

Are students required to
receive instruction on...

Physical activity and fitness,
that is classroom
instruction, not a physical
education period?

Are students required to
receive instruction on...

Nutrition and dietary
behavior?

Are students required to
receive instruction on...

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C27b. New Item

1. Yes
2. No

1. Yes
2. No

1. Yes
2. No

Alcohol or other drug use
prevention?

Are students offered
instruction on…

Physical activity and fitness
that is classroom
instruction, not a physical
education period?

Are students offered
instruction on…

Nutrition and dietary
behavior?

Are students offered
instruction on…

Grade 8

On average, how much
time do teachers regularly
meet with students for
advising? Your best
estimate is fine.

Grade 7

Original Response Options
(if modified)
Current Question Wording
On average, how much
time do teachers regularly
meet with students for
advising? Your best
estimate is fine.

1. Yes
2. No

1. Yes
2. No

1. Yes
2. No

1. None
2. Less than 30 minutes
3. 30-60 minutes
4. 61-120 minutes
5. 121-180 minutes
6. More than 180 minutes
7. Don't know

The text “required” was
changed to “offered” to
capture non required
instruction as well as required.

The text “required” was
changed to “offered” to
capture non required
instruction as well as required.

The text “required” was
changed to “offered” to
capture non required
instruction as well as required.

Justification
Current Response Options (if modified)
1. None
2. Less than 30 minutes
3. 30-60 minutes
4. 61-120 minutes
5. 121-180 minutes
6. More than 180 minutes
7. Don't know

465

HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
E, Q 18a)

HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
E, Q 18b)

D01a.

D01b.

Modified

Modified

SHPPS (2006,
School
Level,7f)

SHPPS (2006,
School
Level,7e)

C28f

Modified

C28g

SHPPS (2006,
School
Level,7e)

C28e

Status
Modified

School absenteeism

To what degree is each of
the following matters a
problem at your school?

To what degree is each of
the following matters a
problem at your school?

Sexual health education?

Are students required to
receive instruction on...

STD (sexually transmitted
disease) prevention?

Are students required to
receive instruction on...

HIV (human
immunodeficiency virus)
prevention?

1. Not a problem
2. Minor problem
3. Moderate problem
4. Serious problem

1. Not a problem
2. Minor problem
3. Moderate problem
4. Serious problem

1. Yes
2. No

1. Yes
2. No

1. Yes
2. No

1. Yes
2. No

1. Yes
2. No

1. Yes
2. No

To what degree is each of 1. Not a problem
the following a problem at 2. Minor problem
your school?
3. Moderate problem
4. Serious problem
School absenteeism

To what degree is each of 1. Not a problem
the following a problem at 2. Minor problem
your school?
3. Moderate problem
4. Serious problem
School tardiness

Sexual health education?

Are students offered
instruction on…

STD (sexually transmitted
disease) prevention?

Are students offered
instruction on…

HIV (human
immunodeficiency virus)
prevention?

Are students offered
instruction on…

Tobacco use prevention?

Tobacco use prevention?

Are students required to
receive instruction on...

Original Response Options
(if modified)
Current Question Wording Current Response Options
1. Yes
Are students offered
1. Yes
2. No
instruction on…
2. No

Original Wording
(if modified)
Are students required to
receive instruction on...

MGLS:2017 School Administrator Survey

MGLS
Item # Source
C28d
SHPPS (2006,
School
Level,7b)

Revised question text to
remove the word "matters" to
simply text.

Revised question text to
remove the word "matters" to
simply text.

The text “required” was
changed to “offered” to
capture non required
instruction as well as required.

The text “required” was
changed to “offered” to
capture non required
instruction as well as required.

The text “required” was
changed to “offered” to
capture non required
instruction as well as required.

Justification
(if modified)
The text “required” was
changed to “offered” to
capture non required
instruction as well as required.

466

HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
E, Q 18d)

HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
E, Q 18e)

HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
E, Q 18f)

HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
E, Q 18g)

D01d.

D01e.

D01f.

D01g.

Lack of parental
involvement

To what degree is each of
the following matters a
problem at your school?

Student apathy

To what degree is each of
the following matters a
problem at your school?

Students dropping out

To what degree is each of
the following matters a
problem at your school?

Teacher absenteeism

To what degree is each of
the following matters a
problem at your school?

Student class cutting

Original Wording
(if modified)
To what degree is each of
the following matters a
problem at your school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
D01c. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
E, Q 18c)

1. Not a problem
2. Minor problem
3. Moderate problem
4. Serious problem

1. Not a problem
2. Minor problem
3. Moderate problem
4. Serious problem

1. Not a problem
2. Minor problem
3. Moderate problem
4. Serious problem

1. Not a problem
2. Minor problem
3. Moderate problem
4. Serious problem

Original Response Options
(if modified)
1. Not a problem
2. Minor problem
3. Moderate problem
4. Serious problem
Current Response Options
1. Not a problem
2. Minor problem
3. Moderate problem
4. Serious problem

To what degree is each of 1. Not a problem
the following a problem at 2. Minor problem
your school?
3. Moderate problem
4. Serious problem
Lack of parental
involvement

To what degree is each of 1. Not a problem
the following a problem at 2. Minor problem
your school?
3. Moderate problem
4. Serious problem
Student apathy

To what degree is each of 1. Not a problem
the following a problem at 2. Minor problem
your school?
3. Moderate problem
4. Serious problem
Students dropping out

To what degree is each of 1. Not a problem
the following a problem at 2. Minor problem
your school?
3. Moderate problem
4. Serious problem
Teacher absenteeism

Student class cutting

Current Question Wording
To what degree is each of
the following a problem at
your school?

Revised question text to
remove the word "matters" to
simply text.

Revised question text to
remove the word "matters" to
simply text.

Revised question text to
remove the word "matters" to
simply text.

Revised question text to
remove the word "matters" to
simply text.

Justification
(if modified)
Revised question text to
remove the word "matters" to
simply text.

467

HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
E, Q 18j)

New Item

D01j.

D01k.

New Item

HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
E, Q 18i)

D01i.

Lack of resources and
materials

To what degree is each of
the following matters a
problem at your school?

Poor student health

To what degree is each of
the following matters a
problem at your school?

Students coming to school
unprepared to learn

Original Wording
(if modified)
To what degree is each of
the following matters a
problem at your school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
D01h. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
E, Q 18h)

1. Not a problem
2. Minor problem
3. Moderate problem
4. Serious problem

1. Not a problem
2. Minor problem
3. Moderate problem
4. Serious problem

Original Response Options
(if modified)
1. Not a problem
2. Minor problem
3. Moderate problem
4. Serious problem
Current Response Options
1. Not a problem
2. Minor problem
3. Moderate problem
4. Serious problem

To what degree is each of 1. Not a problem
the following a problem at 2. Minor problem
your school?
3. Moderate problem
4. Serious problem
Student mobility

To what degree is each of 1. Not a problem
the following a problem at 2. Minor problem
your school?
3. Moderate problem
4. Serious problem
Lack of resources and
materials

To what degree is each of 1. Not a problem
the following a problem at 2. Minor problem
your school?
3. Moderate problem
4. Serious problem
Poor student health

Students coming to school
unprepared to learn

Current Question Wording
To what degree is each of
the following a problem at
your school?

Revised question text to
remove the word "matters" to
simply text.

Revised question text to
remove the word "matters" to
simply text.

Justification
(if modified)
Revised question text to
remove the word "matters" to
simply text.

468

D02b.

SSOCS
Modified
(Principal, 200910, Q20b)

Student bullying

To the best of your
knowledge, how often do
the following types of
problems occur in your
school?

Student racial/ethnic
tensions

Original Wording
(if modified)
To the best of your
knowledge, how often do
the following types of
problems occur in your
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
D02a. SSOCS
Modified
(Principal, 200910, Q20a)

1. Happens daily
2. Happens at least once a
week
3. Happens at least once a
month
4. Happens on occasion
5. Never happens

Original Response Options
(if modified)
1. Happens daily
2. Happens at least once a
week
3. Happens at least once a
month
4. Happens on occasion
5. Never happens

Student bullying

To the best of your
knowledge, how often did
the following types of
problems occur in your
school in the last month?

Conflicts resulting from
student racial/ethnic
tensions

Current Question Wording
To the best of your
knowledge, how often did
the following types of
problems occur in your
school in the last month?

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Current Response Options
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

The introductory text was
modified to include a shorter
time referent ("in the last
month") in order to help with
recall and to standardize the
reference period
administrators use in
answering this question. The
response options were
changed to match related
items in the student
questionnaire.

Justification
(if modified)
The introductory text was
modified to include a shorter
time referent ("in the last
month") in order to help with
recall and to standardize the
reference period
administrators use in
answering this question. The
response options were
changed to match related
items in the student
questionnaire. The text
“Conflicts resulting from” was
added to give administrators a
point of reference to speak to.

469
Student harassment of
other students based on
sexual orientation or
gender identity (i.e.,
lesbian, gay, bisexual,
transgender, questioning)

To the best of your
knowledge, how often do
the following types of
problems occur in your
school?

D02d.

1. Happens daily
2. Happens at least once a
week
3. Happens at least once a
month
4. Happens on occasion
5. Never happens

Original Response Options
(if modified)
1. Happens daily
2. Happens at least once a
week
3. Happens at least once a
month
4. Happens on occasion
Student sexual harassment 5. Never happens
of other students

SSOCS
Modified
(Principal, 200910, Q20d)

Original Wording
(if modified)
To the best of your
knowledge, how often do
the following types of
problems occur in your
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
D02c. SSOCS
Modified
(Principal, 200910, Q20c)

Student harassment of
other students based on
sexual orientation or
gender identity

To the best of your
knowledge, how often did
the following types of
problems occur in your
school in the last month?

Student sexual harassment
of other students

Current Question Wording
To the best of your
knowledge, how often did
the following types of
problems occur in your
school in the last month?

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Current Response Options
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

The introductory text was
modified to include a shorter
time referent ("in the last
month") in order to help with
recall and to standardize the
reference period
administrators use in
answering this question. The
response options were
changed to match related
items in the student
questionnaire. In the question
text, unnecessary text was
removed.

Justification
(if modified)
The introductory text was
modified to include a shorter
time referent ("in the last
month") in order to help with
recall and to standardize the
reference period
administrators use in
answering this question. The
response options were
changed to match related
items in the student
questionnaire.

470

D02f.

SSOCS
Modified
(Principal, 200910, Q20f)

Student verbal abuse of
teachers

To the best of your
knowledge, how often do
the following types of
problems occur in your
school?

Widespread disorder in
classrooms

Original Wording
(if modified)
To the best of your
knowledge, how often do
the following types of
problems occur in your
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
D02e. SSOCS
Modified
(Principal, 200910, Q20e)

1. Happens daily
2. Happens at least once a
week
3. Happens at least once a
month
4. Happens on occasion
5. Never happens

Original Response Options
(if modified)
1. Happens daily
2. Happens at least once a
week
3. Happens at least once a
month
4. Happens on occasion
5. Never happens

Students yelling and
screaming at teachers

To the best of your
knowledge, how often did
the following types of
problems occur in your
school in the last month?

Widespread disorder in
classrooms

Current Question Wording
To the best of your
knowledge, how often did
the following types of
problems occur in your
school in the last month?

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Current Response Options
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

The introductory text was
modified to include a shorter
time referent ("in the last
month") in order to help with
recall and to standardize the
reference period
administrators use in
answering this question. The
response options were
changed to match related
items in the student
questionnaire. The question
text was revised for clarity.

Justification
(if modified)
The introductory text was
modified to include a shorter
time referent ("in the last
month") in order to help with
recall and to standardize the
reference period
administrators use in
answering this question. The
response options were
changed to match related
items in the student
questionnaire.

471

D02i.

D02h.

SSOCS
Modified
(Principal, 200910, Q20i)

SSOCS
Modified
(Principal, 200910, Q20h)

Cult or extremist group
activities

To the best of your
knowledge, how often do
the following types of
problems occur in your
school?

Gang activities

To the best of your
knowledge, how often do
the following types of
problems occur in your
school?

Student acts of disrespect
for teachers other than
verbal abuse

Original Wording
(if modified)
To the best of your
knowledge, how often do
the following types of
problems occur in your
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
D02g. SSOCS
Modified
(Principal, 200910, Q20g)

1. Happens daily
2. Happens at least once a
week
3. Happens at least once a
month
4. Happens on occasion
5. Never happens

1. Happens daily
2. Happens at least once a
week
3. Happens at least once a
month
4. Happens on occasion
5. Never happens

Original Response Options
(if modified)
1. Happens daily
2. Happens at least once a
week
3. Happens at least once a
month
4. Happens on occasion
5. Never happens

Cult or extremist group
activities

To the best of your
knowledge, how often did
the following types of
problems occur in your
school in the last month?

Gang activities

To the best of your
knowledge, how often did
the following types of
problems occur in your
school in the last month?

Student acts of disrespect
for teachers other than
verbal abuse

Current Question Wording
To the best of your
knowledge, how often did
the following types of
problems occur in your
school in the last month?

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

Current Response Options
1. Never
2. Rarely
3. Sometimes
4. Often
5. Very often

The introductory text was
modified to include a shorter
time referent ("in the last
month") in order to help with
recall and to standardize the
reference period
administrators use in
answering this question. The
response options were
changed to match related
items in the student
questionnaire.

The introductory text was
modified to include a shorter
time referent ("in the last
month") in order to help with
recall and to standardize the
reference period
administrators use in
answering this question. The
response options were
changed to match related
items in the student
questionnaire.

Justification
(if modified)
The introductory text was
modified to include a shorter
time referent ("in the last
month") in order to help with
recall and to standardize the
reference period
administrators use in
answering this question. The
response options were
changed to match related
items in the student
questionnaire.

472

MGLS:2017 School Administrator Survey

D03b.

SSOCS
Unchanged
(Principal, 200910, Q1b)

MGLS
Original Wording
Item # Source
Status
(if modified)
D03a. SSOCS
Unchanged
(Principal, 200910, Q1a)

Control access to school
buildings during school
hours

If your school changed its
practices during the school
year, please answer
regarding your most recent
practice.

During this school year, is it 1. Yes
a practice of your school to 2. No
do the following?

Require visitors to sign or
check in

If your school changed its
practices during the school
year, please answer
regarding your most recent
practice.

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
During this school year, is it 1. Yes
a practice of your school to 2. No
do the following?

473

MGLS:2017 School Administrator Survey

D03d.

SSOCS
Unchanged
(Principal, 200910, Q1d)

MGLS
Original Wording
Item # Source
Status
(if modified)
D03c. SSOCS
Unchanged
(Principal, 200910, Q1c)

Require students to pass
through metal detectors
each day

If your school changed its
practices during the school
year, please answer
regarding your most recent
practice.

During this school year, is it 1. Yes
a practice of your school to 2. No
do the following?

Control access to school
grounds during school
hours

If your school changed its
practices during the school
year, please answer
regarding your most recent
practice.

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
During this school year, is it 1. Yes
a practice of your school to 2. No
do the following?

474

MGLS:2017 School Administrator Survey

D03f.

SSOCS
Unchanged
(Principal, 200910, Q1m)

MGLS
Original Wording
Item # Source
Status
(if modified)
D03e. SSOCS
Unchanged
(Principal, 200910, Q1l)

Enforce a strict dress code

If your school changed its
practices during the school
year, please answer
regarding your most recent
practice.

During this school year, is it 1. Yes
a practice of your school to 2. No
do the following?

Require students to wear
uniforms

If your school changed its
practices during the school
year, please answer
regarding your most recent
practice.

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
During this school year, is it 1. Yes
a practice of your school to 2. No
do the following?

475

D03h.

SSOCS
Unchanged
(Principal, 200910, Q1n)

Original Wording
(if modified)
During this school year, is it
a practice of your school to
do the following?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
D03g. SSOCS
Modified
(Principal, 200910, Q1g and h)
If your school changed its
practices during the school
year, please answer
regarding your most recent
practice.

h. Perform one or more
random sweeps for
contraband (e.g., drugs or
weapons*), but not
including dog sniffs

Provide school lockers to
students

If your school changed its
practices during the school
year, please answer
regarding your most recent
practice.

During this school year, is it 1. Yes
a practice of your school to 2. No
do the following?

Perform one or more
random sweeps for
contraband, including dog
sniffs

Current Question Wording Current Response Options
During this school year, is it 1. Yes
a practice of your school to 2. No
do the following?

Original Response Options
(if modified)
g. Use one or more random
dog sniffs to check for
drugs

Justification
(if modified)
This question is also a
combination of two items
from the original survey to
avoid confusion.

476

MGLS:2017 School Administrator Survey

D03j.

SSOCS
Unchanged
(Principal, 200910, Q1r)

MGLS
Original Wording
Item # Source
Status
(if modified)
D03i. SSOCS
Unchanged
(Principal, 200910, Q1o)

Require students to wear
badges or picture IDs

If your school changed its
practices during the school
year, please answer
regarding your most recent
practice.

During this school year, is it 1. Yes
a practice of your school to 2. No
do the following?

Require clear book bags or
ban book bags on school
grounds

If your school changed its
practices during the school
year, please answer
regarding your most recent
practice.

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
During this school year, is it 1. Yes
a practice of your school to 2. No
do the following?

477

MGLS:2017 School Administrator Survey

D03l.

SSOCS
Unchanged
(Principal, 200910, Q1t)

MGLS
Original Wording
Item # Source
Status
(if modified)
D03k. SSOCS
Unchanged
(Principal, 200910, Q1s)

Use one or more security
cameras to monitor the
school

If your school changed its
practices during the school
year, please answer
regarding your most recent
practice.

During this school year, is it 1. Yes
a practice of your school to 2. No
do the following?

Require faculty and staff to
wear badges or picture IDs

If your school changed its
practices during the school
year, please answer
regarding your most recent
practice.

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
During this school year, is it 1. Yes
a practice of your school to 2. No
do the following?

478

MGLS:2017 School Administrator Survey

D03n.

SSOCS
Unchanged
(Principal, 200910, Q1x)

MGLS
Original Wording
Item # Source
Status
(if modified)
D03m. SSOCS
Unchanged
(Principal, 200910, Q1w)

Prohibit use of cell phones,
smart phones, and text
messaging devices during
school hours

If your school changed its
practices during the school
year, please answer
regarding your most recent
practice.

During this school year, is it 1. Yes
a practice of your school to 2. No
do the following?

Limit access to social
networking websites from
school computers

If your school changed its
practices during the school
year, please answer
regarding your most recent
practice.

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
During this school year, is it 1. Yes
a practice of your school to 2. No
do the following?

479

MGLS:2017 School Administrator Survey

D05.

SSOCS
Unchanged
(Principal, 200910,Q8)

MGLS
Original Wording
Item # Source
Status
(if modified)
D04.
SSOCS
Unchanged
(Principal, 200910,Q7)

Are these security guards,
security personnel, or
sworn law enforcement
officers used at least once a
week in or around your
school at the following
times?

1. At any time during school
hours
2. While students are
arriving or leaving
3. At selected school
activities
4. When school is
out/school activities is not
occurring

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
During this school year,
1. Yes
have you had any security 2. No
guards, security personnel,
or sworn law enforcement
officers present at your
school at least once a
week?

480
c. Sworn law enforcement
officers who are not School
Resource Officers
i. Full-time
ii. Part-time

Original Response Options
(if modified)
a. Security guards or
security personnel (not law
enforcement)
i. Full-time
If an officer works full-time ii. Part-time
across various schools in
the district, please count
b. School Resource Officers
this officer as "part-time" (Include all career law
for your school.
enforcement officers with
arrest authority, who have
If none, please place an "X" specialized training and are
in the None box.
assigned to work in
collaboration with school
organizations)
i. Full-time
ii. Part-time

Original Wording
(if modified)
How many of the following
were present in your school
at least once a week?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
D06.
SSOCS
Modified
(Principal, 200910,Q9)

Security guard or security
personnel

Current Question Wording
How many full-time
equivalent (FTE) of the
following personnel are
present in your school
during a typical week?

Current Response Options
Number of full-time
equivalent (FTE)
____ FTE

Justification
(if modified)
Question was divided into
three independent questions
to make responding to each
easier for the administrator
and question text was adapted
accordingly. Instructional text
defining full time equivalent
was added.

481

Original Wording
(if modified)
How many of the following
were present in your school
at least once a week?
If an officer works full-time
across various schools in
the district, please count
this officer as "part-time"
for your school.
If none, please place an "X"
in the None box.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
D07.
SSOCS
Modified
(Principal, 200910,Q9)
Current Question Wording
How many full-time
equivalent (FTE) of the
following personnel are
present in your school
during a typical week?

c. Sworn law enforcement
officers who are not School
Resource Officers
i. Full-time
ii. Part-time

b. School Resource Officers School resource officer
(Include all career law
enforcement officers with
arrest authority, who have
specialized training and are
assigned to work in
collaboration with school
organizations)
i. Full-time
ii. Part-time

Original Response Options
(if modified)
a. Security guards or
security personnel (not law
enforcement)
i. Full-time
ii. Part-time
Current Response Options
Number of full-time
equivalent (FTE)
____ FTE

Justification
(if modified)
Question was divided into
three independent questions
to make responding to each
easier for the administrator
and question text was adapted
accordingly. Instructional text
defining full time equivalent
was added.

482

D09a.

SSOCS
Unchanged
(Principal, 200910, Q29)

Original Wording
(if modified)
How many of the following
were present in your school
at least once a week?
If an officer works full-time
across various schools in
the district, please count
this officer as "part-time"
for your school.
If none, please place an "X"
in the None box.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
D08.
SSOCS
Modified
(Principal, 200910,Q9)
Current Question Wording
How many full-time
equivalent (FTE) of the
following personnel are
present in your school
during a typical week?

c. Sworn law enforcement
officers who are not School
Resource Officers
i. Full-time
ii. Part-time

How would you describe
the crime level in the
area(s) in which your
students live?

b. School Resource Officers Sworn law enforcement
(Include all career law
officer
enforcement officers with
arrest authority, who have
specialized training and are
assigned to work in
collaboration with school
organizations)
i. Full-time
ii. Part-time

Original Response Options
(if modified)
a. Security guards or
security personnel (not law
enforcement)
i. Full-time
ii. Part-time

1. High level of crime
2. Moderate level of crime
3. Low level of crime
4. Students come from
areas with very different
levels of crime

Current Response Options
Number of full-time
equivalent (FTE)
____ FTE

Justification
(if modified)
Question was divided into
three independent questions
to make responding to each
easier for the administrator
and question text was adapted
accordingly. Instructional text
defining full time equivalent
was added.

483
If a teacher works full‐time
in [your school], but divides
his or her time between
subject areas, consider that
teacher as part‐time in each
subject area.

Mathematics

Grade 6

Question was divided into
independent questions for
each subject by grade level
and instructions defining full
time were added.

Justification
Current Response Options (if modified)
1. High level of crime
2. Moderate level of crime
3. Low level of crime
4. Students come from
areas with very different
levels of crime

For each grade level, please Number of full-time
indicate the number of full- equivalent (FTE)
time equivalent (FTE)
____ FTE
teachers by subject area.
Please give your best
estimate.

Math (full‐time)
Math (part‐time)
Science (full‐time)
Science (part‐time)
All other subjects (full time)
All other subjects (part time

For each of the following
subject areas, please
indicate the number of
full‐time teachers and
part‐time teachers that
instruct high school
students in [your school].
Please give your best
estimate.

E01a.

HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
C, Q 3)

Original Response Options
(if modified)
Current Question Wording
How would you describe
the crime level in the area
where your school is
located?

MGLS:2017 School Administrator Survey

MGLS
Original Wording
Item # Source
Status
(if modified)
D09b. SSOCS
Unchanged
(Principal, 200910, Q30)

484

E01c.

HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
C, Q 3)

If a teacher works full‐time
in [your school], but divides
his or her time between
subject areas, consider that
teacher as part‐time in each
subject area.

For each of the following
subject areas, please
indicate the number of
full‐time teachers and
part‐time teachers that
instruct high school
students in [your school].
Please give your best
estimate.

If a teacher works full‐time
in [your school], but divides
his or her time between
subject areas, consider that
teacher as part‐time in each
subject area.

Original Wording
(if modified)
For each of the following
subject areas, please
indicate the number of
full‐time teachers and
part‐time teachers that
instruct high school
students in [your school].
Please give your best
estimate.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
E01b. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
C, Q 3)

Math (full‐time)
Math (part‐time)
Science (full‐time)
Science (part‐time)
All other subjects (full time)
All other subjects (part time

Original Response Options
(if modified)
Math (full‐time)
Math (part‐time)
Science (full‐time)
Science (part‐time)
All other subjects (full time)
All other subjects (part time
Current Response Options
Number of full-time
equivalent (FTE)
____ FTE

Science

Grade 6

For each grade level, please Number of full-time
indicate the number of full- equivalent (FTE)
time equivalent (FTE)
____ FTE
teachers by subject area.
Please give your best
estimate.

English/Language Arts

Grade 6

Current Question Wording
For each grade level, please
indicate the number of fulltime equivalent (FTE)
teachers by subject area.
Please give your best
estimate.

Question was divided into
independent questions for
each subject by grade level
and instructions defining full
time were added.

Justification
(if modified)
Question was divided into
independent questions for
each subject by grade level
and instructions defining full
time were added.

485

E01e.

HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
C, Q 3)

If a teacher works full‐time
in [your school], but divides
his or her time between
subject areas, consider that
teacher as part‐time in each
subject area.

For each of the following
subject areas, please
indicate the number of
full‐time teachers and
part‐time teachers that
instruct high school
students in [your school].
Please give your best
estimate.

If a teacher works full‐time
in [your school], but divides
his or her time between
subject areas, consider that
teacher as part‐time in each
subject area.

Original Wording
(if modified)
For each of the following
subject areas, please
indicate the number of
full‐time teachers and
part‐time teachers that
instruct high school
students in [your school].
Please give your best
estimate.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
E01d. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
C, Q 3)

Math (full‐time)
Math (part‐time)
Science (full‐time)
Science (part‐time)
All other subjects (full time)
All other subjects (part time

Original Response Options
(if modified)
Math (full‐time)
Math (part‐time)
Science (full‐time)
Science (part‐time)
All other subjects (full time)
All other subjects (part time
Current Response Options
Number of full-time
equivalent (FTE)
____ FTE

English/Language Arts

Grade 7

For each grade level, please Number of full-time
indicate the number of full- equivalent (FTE)
time equivalent (FTE)
____ FTE
teachers by subject area.
Please give your best
estimate.

Mathematics

Grade 7

Current Question Wording
For each grade level, please
indicate the number of fulltime equivalent (FTE)
teachers by subject area.
Please give your best
estimate.

Question was divided into
independent questions for
each subject by grade level
and instructions defining full
time were added.

Justification
(if modified)
Question was divided into
independent questions for
each subject by grade level
and instructions defining full
time were added.

486

E01g.

HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
C, Q 3)

If a teacher works full‐time
in [your school], but divides
his or her time between
subject areas, consider that
teacher as part‐time in each
subject area.

For each of the following
subject areas, please
indicate the number of
full‐time teachers and
part‐time teachers that
instruct high school
students in [your school].
Please give your best
estimate.

If a teacher works full‐time
in [your school], but divides
his or her time between
subject areas, consider that
teacher as part‐time in each
subject area.

Original Wording
(if modified)
For each of the following
subject areas, please
indicate the number of
full‐time teachers and
part‐time teachers that
instruct high school
students in [your school].
Please give your best
estimate.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
E01f.
HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
C, Q 3)

Math (full‐time)
Math (part‐time)
Science (full‐time)
Science (part‐time)
All other subjects (full time)
All other subjects (part time

Original Response Options
(if modified)
Math (full‐time)
Math (part‐time)
Science (full‐time)
Science (part‐time)
All other subjects (full time)
All other subjects (part time
Current Response Options
Number of full-time
equivalent (FTE)
____ FTE

Mathematics

Grade 8

For each grade level, please Number of full-time
indicate the number of full- equivalent (FTE)
time equivalent (FTE)
____ FTE
teachers by subject area.
Please give your best
estimate.

Science

Current Question Wording
For each grade level, please
indicate the number of fulltime equivalent (FTE)
teachers by subject area.
Please give your best
estimate.
Grade 7

Question was divided into
independent questions for
each subject by grade level
and instructions defining full
time were added.

Justification
(if modified)
Question was divided into
independent questions for
each subject by grade level
and instructions defining full
time were added.

487

E01i.

HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
C, Q 3)

If a teacher works full‐time
in [your school], but divides
his or her time between
subject areas, consider that
teacher as part‐time in each
subject area.

For each of the following
subject areas, please
indicate the number of
full‐time teachers and
part‐time teachers that
instruct high school
students in [your school].
Please give your best
estimate.

If a teacher works full‐time
in [your school], but divides
his or her time between
subject areas, consider that
teacher as part‐time in each
subject area.

Original Wording
(if modified)
For each of the following
subject areas, please
indicate the number of
full‐time teachers and
part‐time teachers that
instruct high school
students in [your school].
Please give your best
estimate.

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
E01h. HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
C, Q 3)

Math (full‐time)
Math (part‐time)
Science (full‐time)
Science (part‐time)
All other subjects (full time)
All other subjects (part time

Original Response Options
(if modified)
Math (full‐time)
Math (part‐time)
Science (full‐time)
Science (part‐time)
All other subjects (full time)
All other subjects (part time
Current Response Options
Number of full-time
equivalent (FTE)
____ FTE

Science

Grade 8

For each grade level, please Number of full-time
indicate the number of full- equivalent (FTE)
time equivalent (FTE)
____ FTE
teachers by subject area.
Please give your best
estimate.

English/Language Arts

Grade 8

Current Question Wording
For each grade level, please
indicate the number of fulltime equivalent (FTE)
teachers by subject area.
Please give your best
estimate.

Question was divided into
independent questions for
each subject by grade level
and instructions defining full
time were added.

Justification
(if modified)
Question was divided into
independent questions for
each subject by grade level
and instructions defining full
time were added.

488

E03a.

New Item

New Item

Original Wording
Original Response Options
(if modified)
(if modified)
How many full-time regular ____ numbers
teachers work in your
school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
E02
NELS88, Base Modified
Year School
Administrator
Questionnaire,
Q17

Elementary certification

How many classroom
teachers in your school
have the following
certifications? Your best
estimate is fine. Please
include provisionally
certified teachers in your
counts.

Please exclude staff who
work at the school but are
not classroom teachers, or
classroom teachers that do
not teach onsite (e.g.,
online course instructors).

Please include full-time and
part-time teachers, and
only include onsite
teachers.

Number of classroom
teachers ______

Current Question Wording Current Response Options
Thinking of all the subjects ____ Classroom teachers
offered in your school, how
many classroom teachers
are currently working at
your school? Your best
estimate is fine.

Justification
(if modified)
Question text revised to ask
specifically about classroom
teachers, and expanded to
include full-time and part-time
teachers.

489

E03d.

New Item

New Item

New Item

E03c.

New Item

Status
New Item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
E03b. New Item

Specific middle grades
certification

How many classroom
teachers in your school
have the following
certifications? Your best
estimate is fine. Please
include provisionally
certified teachers in your
counts.

Middle grades
endorsement

How many classroom
teachers in your school
have the following
certifications? Your best
estimate is fine. Please
include provisionally
certified teachers in your
counts.

Secondary subject-matter
certification

Number of classroom
teachers ______

Number of classroom
teachers ______

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
How many classroom
Number of classroom
teachers in your school
teachers ______
have the following
certifications? Your best
estimate is fine. Please
include provisionally
certified teachers in your
counts.

490

New Item

New Item

E04b

E04c

New Item

New Item

Modified

E04a

ECLS-K
(Teacher,
Grade 5; 27a)

Status
New Item

I am adequately prepared
to assist children who are
experiencing difficulties in
reading

To what extent do you
agree with the following
statement?

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
E03e. New Item

1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
4. Agree
5. Strongly agree
99. Not Applicable

1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
Algebra teachers at your
4. Agree
school are adequately
5. Strongly agree
prepared to teach Algebra. 6. Subject not taught at this
school

To what extent do you
agree with the following
statement?

1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
General mathematics
4. Agree
teachers at your school are 5. Strongly agree
adequately prepared to
6. Subject not taught at this
teach general mathematics. school

To what extent do you
agree with the following
statement?

1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
English/Language arts
4. Agree
teachers at your school are 5. Strongly agree
adequately prepared to
6. Subject not taught at this
teach English/Language
school
arts.

To what extent do you
agree with the following
statement?

Special education
certification

Question text revised to ask
school administrator to report
on teacher preparedness at
the school level, and about
wider range of subject-matter
teachers.

Original Response Options
Justification
(if modified)
Current Question Wording Current Response Options (if modified)
How many classroom
Number of classroom
teachers in your school
teachers ______
have the following
certifications? Your best
estimate is fine. Please
include provisionally
certified teachers in your
counts.

491

E05b

New Item

New Item

New Item

E05a

New Item

Status
New Item

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
E04d
New Item

1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
Algebra teachers at your
4. Agree
school are adequately
5. Strongly agree
prepared to assist students 6. Subject not taught at this
who are experiencing
school
difficulties in Algebra.

To what extent do you
agree with the following
statement?

Justification
Current Response Options (if modified)
1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
Algebra II teachers at your 4. Agree
school are adequately
5. Strongly agree
prepared to teach Algebra 6. Subject not taught at this
II.
school
To what extent do you
1. Strongly disagree
agree with the following
2. Disagree
statement?
3. Neither agree nor
disagree
General mathematics
4. Agree
teachers at your school are 5. Strongly agree
adequately prepared to
6. Subject not taught at this
assist students who are
school
experiencing difficulties in
general mathematics.

Original Response Options
(if modified)
Current Question Wording
To what extent do you
agree with the following
statement?

492

HSLS:09
Unchanged
(School
Administrator,
Baseyear, Sect.
E, Q 1)

HSLS:09
Unchanged
(School
Administrator,
Baseyear, Sect.
E, Q 2)

HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
E, Q 3)

F01.

F02.

F03.

Status
New Item

Which of the following
choices describe your race?
You may choose more than
one.

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
E05c
New Item

1. White
Which of the following best
2. Black or African
describes your race?
American
3. Asian
4. Native Hawaiian or other
Pacific Islander
5. American Indian or
Alaska Native

Are you of Hispanic or
Latino/Latina origin?

What is your sex?

1. White
2. Black or African
American
3. Asian
4. Native Hawaiian or other
Pacific Islander
5. American Indian or
Alaska Native

1. Yes
2. No

1. Male
2. Female

Question text revised to be
consistent with how it appears
elsewhere in the survey
instruments.

Justification
Current Response Options (if modified)
1. Strongly disagree
2. Disagree
3. Neither agree nor
disagree
Algebra II teachers at your 4. Agree
school are adequately
5. Strongly agree
prepared to assist students 6. Subject not taught at this
who are experiencing
school
difficulties in Algebra II.

Original Response Options
(if modified)
Current Question Wording
To what extent do you
agree with the following
statement?

493

New Item

New Item

F07.

New Item

New Item

HSLS:09
Unchanged
(School
Administrator,
Baseyear, Sect.
E, Q 5)

F06.

F05.

Have you received any
specialized training in the
instructional and
organizational needs of a
middle school?

What teaching
certification(s) do you
possess?

What was your major field
of study for your {F04}?

1. Pre-service coursework
2. Certification coursework
3. Professional
development
4. Master’s degree
5. Doctoral degree
6. Other (Please specify)

1. Middle grades
certification
2. Elementary certification
3. Secondary subjectmatter certification
4. Special education
certification
99. Other (Please specify)

Original Wording
Original Response Options
(if modified)
(if modified)
Current Question Wording Current Response Options
What is the highest degree
What is the highest degree 1. Associate's degree
you have earned?
you have earned?
2. Bachelor’s degree
3. Master’s degree
4. Educational Specialist
degree
5. Ph.D.,Ed.D., M.D., law
degree, or other high level
professional degree
6. You do not have a degree

MGLS:2017 School Administrator Survey

MGLS
Item # Source
Status
F04.
HSLS:09
Modified
(School
Administrator,
Baseyear, Sect.
E, Q 4)

Justification
(if modified)
Ed.D was added to the list of
professional degrees to update
that list.

494

F09.

Modified

Status
New Item

Including this school year,
how many years have you
served as the principal of
your school or any other
school?

Original Wording
(if modified)

MGLS:2017 School Administrator Survey

MGLS
Item # Source
F08.
New Item

Question text revised to all
autofill based on prior
responses to items.

Justification
Current Response Options (if modified)
Select all that apply
1. Principal/school
administrator of another
elementary school
2. Principal/school
administrator of another
middle school or junior high
school
3. Principal/school
administrator of another
high school
4. Assistant principal
5. Elementary school
teacher
6. Middle school or junior
high school teacher
7. High school teacher
8. Coach/Group sponsor
99. Other (Please specify)

________Enter Number of Including this school year… _____ Year(s)
Years
How many years have you
served as the {I03} at any
school?

Original Response Options
(if modified)
Current Question Wording
What other experiences in
education have you had in
the past?

495

F11.

Modified

Status

Including this school year,
how many years of
experience do you have
teaching 6th, 7th, or 8th
grade?

Original Wording
(if modified)
Including this school year,
how many years have you
served as the principal of
your school?

MGLS:2017 School Administrator Survey

MGLS
Item # Source
F10.
Modified

________Enter Number of Including this school year… _____ Year(s)
Years
How many years have you
taught 6th, 7th, or 8th
grade?

Original Response Options
(if modified)
Current Question Wording Current Response Options
________Enter Number of Including this school year… _____ Year(s)
Years
How many years have you
served as the {I03} at your
current school?

Question text revised to all
autofill based on prior
responses to items.

Justification
(if modified)
Question text revised to all
autofill based on prior
responses to items.