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pdfVoice of the Veteran Line of Business Tracking Study
Education Service
Fiscal Year 2015 Non-Response Bias Analysis
VETERANS BENEFITS ADMINISTRATION
[FY15 REPORT]
Table of Contents
Executive Summary .................................................................................................................................. 4
Introduction ............................................................................................................................................. 6
Methodology ............................................................................................................................................ 7
2.1 J.D. Power Index Model ................................................................................................................... 8
2.2 Sampling......................................................................................................................................... 11
2.3 Data Collection ............................................................................................................................... 11
Non-Response Bias Analysis................................................................................................................... 12
3.1 Survey Yield .................................................................................................................................... 20
3.2 Missing Data Patterns and Mechanisms ........................................................................................ 26
3.3 Margin of Error .............................................................................................................................. 27
3.3.1 Sampling Distribution ....................................................................................................... 29
3.3.2 Distribution of Overall Satisfaction Index Scores.............................................................. 30
3.3.3 Analysis for Demographic Differences .............................................................................. 31
3.3.4 Data Imputation Analysis for Demographic Differences .................................................. 35
Findings .................................................................................................................................................. 38
Conclusion .............................................................................................................................................. 39
References ............................................................................................................................................. 40
List of Appendices
Appendix A Missing Data Patterns and Mechanisms .................................................................... 42
Appendix B Item Response Rates .................................................................................................. 43
Appendix C Study Overview ........................................................................................................... 49
1.1 Study Background .................................................................................................................. 49
1.2 Methodology ......................................................................................................................... 50
1.3 Data Cleaning ......................................................................................................................... 51
1.4 Order generation and fulfillment process ............................................................................. 51
1.5 Reporting ............................................................................................................................... 52
Sample Plan Overview ................................................................................................................... 54
2.1 Sample Criteria ...................................................................................................................... 54
2.2 Fielding/Sampling Frequency ................................................................................................ 54
2.3 Data Transfer ......................................................................................................................... 54
2.4 Sample Cleaning Rules Glossary ............................................................................................ 56
2.5 Sample Selection.................................................................................................................... 56
2.6 Data Collection....................................................................................................................... 57
Appendix D Approaches to Effects of Non-Response Bias and Improving Response Rates .......... 58
ii
1.1 Approach 1: Strategies to Maximize Response Rates ........................................................... 58
1.2 Approach 2: Correcting Unit Non-response Bias with Sample Weighting and Survey Raking59
Strategies to Improve Response Rate ............................................................................................ 60
Appendix E Impact of FAR 8.8 ........................................................................................................ 62
1.1 Impact .................................................................................................................................... 62
Appendix F Survey Questionnaire.................................................................................................. 63
Appendix G List of Acronyms…………………………………………………..……………..……..………………….……….97
iii
Executive Summary
The Voice of the Veteran (VOV) Line of Business Tracking Study was developed to establish
continuous satisfaction measurement and incorporate direct Veteran feedback in the decisionmaking process in order to improve the level of service to Servicemembers, Veterans, and their
beneficiaries.
As part of this study, a survey was fielded in Fiscal Year 2015 (FY15) for the Department of
Veterans Affairs (VA), Veterans’ Benefits Administration (VBA) Education Service (Education)
Access (Access) and Education Servicing (Servicing) Program. The survey yielded a response
rate of 4.91% for Access (decrease of 1.32% from FY14) and 5.86% for Servicing (decrease of
2.62% from FY14), which was lower than the estimated response rate submitted with the
information collection request (ICR) as well as lower than the Office of Management and
Budget’s standard of 80% (at the overall unit response rate).
OMB’s “Standards and Guidelines for Statistical Surveys,” Section 3.2, Guideline 3.2.9, notes
that a non-response analysis should be conducted for surveys with an overall unit response rate
of less than 80%. Therefore, J.D. Power (JDP) conducted the necessary statistical tests in
accordance with OMB’s guidelines in order to verify the validity of the Access and Servicing
survey results for FY15.
The initial 2015 analyses for these reports were done in consultation with Dr. Don Dillman, a
professor at Washington State University. Dr. Dillman is regarded as a key survey method
expert on non-response bias research and the report conforms to sound statistical research
practices in accordance with OMB standards. The analysis performed also includes an iterative
survey ranking procedure to derive sample weightings based on a simultaneous balancing
analysis of the demographic differences.
After adjusting for demographic differences between survey respondents and nonrespondents, the statistical tests performed on the responses for the Education surveys
collected illustrate that no differences were found in the Overall Satisfaction Index score and
Advocacy rating (likelihood to inform others about VA benefits).
The sample for the Access population was defined as individuals as Veterans and beneficiaries
who received a decision for their application for education benefits within the past 90 days.
These individuals may include those that have been accepted into the program and have either
enrolled or have yet to enroll at a school.
The sample for the Servicing population was defined as Veterans and beneficiaries who are
enrolled in a school institution/training program and have been receiving benefit payments for
at least two consecutive school terms in the past 9 months.
4
The analysis performed was done in consultation with Dr. Don Dillman, a professor at
Washington State University, who is regarded as a key survey method expert on non-response
research. The analysis also includes an iterative survey raking procedure to derive sample
weightings based on a simultaneous balancing analysis of the demographic differences.
The Overall Satisfaction Index score for Access (718 on a 1,000-point scale) and Advocacy rating
(3.55 on a scale of 1-4 points) are not impacted in any meaningful way by non-response bias.
The Overall Satisfaction Index score for Servicing (790) and the Advocacy rating (3.60) are also
not impacted in any meaningful way by non-response bias. This analysis confirms that data
collected during FY15 is valid for use by VBA.
5
Introduction
In an effort to achieve the highest level customer service, VBA partnered with J.D. Power to
conduct Veteran satisfaction research on its behalf. VBA’s Voice of the Veteran (VOV)
Satisfaction Initiative was established to continuously measure and improve the level of service
to Servicemembers, Veterans, and their beneficiaries.
The intent of this initiative is to:
Reinstate VBA’s customer satisfaction research program in order to incorporate Veteran
feedback into the decision-making process
Identify the critical factors to Veterans’ satisfaction with benefits and services provided
by VBA
Provide continuous feedback to validate effectiveness of new initiatives and process
changes
Provide decision-makers and stakeholders with timely and actionable feedback on a
continuous basis
Identify and document best practices, and act as a vehicle to celebrate successful
interactions and experiences
VBA’s VOV Line of Business Tracking Study was developed to continuously field customer
satisfaction survey instruments to provide Veteran and beneficiary feedback on the following
VBA lines of business and benefit programs: Compensation, Pension, Education, Vocational
Rehabilitation and Employment, and Loan Guaranty (including Specially Adapted Housing). In
support of this effort, in FY15, JDP fielded a survey instrument regarding the Access and
Servicing process on behalf of the Education program. The purpose of the Access and Servicing
process surveys was to identify the factors critical to Veteran satisfaction with the enrollment
and receipt of benefits issued by VBA and to improve the level of services provided.
The survey instruments for Servicing and the Access process were developed in collaboration
with VA’s Education’s division, and in accordance with OMB’s guidelines concerning statistical
collection procedures and methods. After the initial survey instrument was designed, cognitive
labs using the “think aloud” method were conducted to evaluate user experience when
completing the survey. Prior to the FY15 fielding of the Servicing and Access process survey, a
benchmark (pilot) study was conducted from October 2012 through January 2013 to further
assess the effectiveness of the methodology and conformance to OMB’s standards. The study
was fielded in 2014 and the 2015 fielding is the third iteration.
6
Methodology
2.1 J.D. Power Index Model
J.D. Power defines customer satisfaction as a measure of how well product or service
experiences fit the expectations of customers. All JDP index models assume a two-tiered
regression model involving factors and attributes. Each customer experience is influenced by
several factors (i.e., first tier), which in turn, are influenced by several attributes or drivers (i.e.,
second tier). A diagram of the index model follows on the subsequent page.
In order to begin the index model calculation, each set of attributes within a factor is used to
predict the Overall Satisfaction Index score (sub-OSAT) for that factor. An importance weight is
assigned to each attribute, where the weight of “importance” of each attribute is defined as the
ability of that attribute to predict Overall Satisfaction. A multiple regression model is used to
estimate the attribute weights. This model produces the “bottom” level weights and is
computed for each factor separately. The bottom-level weights are rescaled so that they add up
to a score of 1 point within each subcategory. As a result, the percentage of total explained
variation in the sub-OSAT that is due to a particular attribute constitutes that attribute’s
importance weight within its respective factor.
Following the calculation of attribute (i.e., bottom-level) weights, the factor (i.e., top-level)
weights are calculated. Factor scores are calculated by taking the sum of the product of the
attribute rating scores and the attribute importance weights. This model produces the toplevel weights and these weights are rescaled so that they add up to a score of 1 point. Thus, the
percentage of the total explained variation in the Overall Satisfaction Index score that is due to
a particular sub-OSAT constitutes that factor’s importance weight.
After all factor scores are computed, they are weighted so that some contribute more to
Overall Satisfaction than others, based on the index importance weights. The index score is
subsequently calculated by taking the sum of the product of all of the factor scores and the
factor importance weights. Finally, both the index and factor scores are multiplied by 100 so
that the range of each is 100 (if all attributes were rated 1 point) to 1,000 (if all attributes were
rated 10 points).
By applying the importance weights derived from the two-tiered modeling approach, JDP
creates a weighted index score that ranges from a low of 100 to a high of 1,000 points. This
index approach has the benefit of being highly reliable and valid and provides increased ability
to discriminate the performance levels of companies and organizations.
7
Education Access and Servicing Process Index Weights
In working with Education’s subject matter experts and leadership, the design of its survey
encompasses the factors and attributes as outlined in the following tables. The factors (such as
Benefit Information, Contact with VA, Benefit Application, and Benefit Entitlement) and
attributes (Ease of Accessing Information, Availability of Information, etc.) represent Access and
Servicing index models in FY15. The corresponding weights for each factor and attribute are the
weights based on the above index model calculation. The weights are derived from the relative
importance of each factor or attribute to the respondents.
8
Table 2.0. Access: Index Model Weights
Education Access Index Model Weights
Effective Weight
Benefit Information
Contact with VA
Benefit Application
Benefit Entitlement
23.12%
6.93%
35.10%
34.86%
Table 2.1. Access: Weights by Attribute
Education Access Weights by Attribute
Effective Weight
Benefit Information
Ease of accessing information
5.10%
Availability of information
3.25%
Clarity of information
4.18%
Usefulness of information
4.55%
Frequency of information
6.04%
Benefit Application
Ease of completing the application
9.31%
Timeliness of eligibility notification
15.54%
Flexibility of application methods
10.25%
Benefit Entitlement
Effectiveness of benefit/service
15.68%
Timeliness of receiving benefit/services
19.18%
Contact with VA
6.93%
9
Table 2.2. Servicing: Index Model Weights
Education Servicing Index Model Weights
Effective Weight
Benefit Information
Contact with VA
Benefit Entitlement
28.80%
14.31%
56.89%
Table 2.3. Servicing: Weights by Attribute
Education Servicing Weights by Attribute
Effective Weight
Benefit Information
Ease of accessing information
6.58%
Availability of information
4.17%
Clarity of information
5.06%
Usefulness of information
5.53%
Frequency of information
7.46%
Benefit Entitlement
Effectiveness of benefit/service
26.74%
Timeliness of receiving benefit/services
30.15%
Contact with VA
14.31%
10
2.2 Sampling
The Servicing survey was fielded to Veterans and beneficiaries who are enrolled in a school
institution or training program and have been receiving benefit payments for at least two
consecutive school terms in the past 9 months. The Access survey is fielded to Veterans and
beneficiaries who received a decision for their application for education benefits within the past 90
days. These individuals may include those that have been accepted into the program and have
either enrolled or have yet to enroll at a school institution/training program.
J.D. Power mailed approximately 10,000 surveys for Servicing and 16,000 for Access to Veterans
across the nation in FY14. The target number of completed surveys for Servicing was 3,000 and
4,800 for Access. The actual number of completed surveys received for Access was 821 and for
Servicing it was 603.
The samples used in this study, which were provided by Education, were a random sample from the
available Veterans. See Appendix D, Sample Plan Overview for further detail on sampling.
Survey Instrument
Methodology
Fielding Frequency
Total Mail-outs in
FY15
Access
Mail and Online
Quarterly
16,000
Servicing
Mail and Online
Annually
10,000
2.3 Data Collection
During the survey fielding period, both self-administered online survey returns and selfadministered paper surveys were collected. While verbatim responses were recorded by a live
survey processor, responses from paper surveys were scanned through automated imaging
software. Survey returns underwent quality assurance to validate the accuracy of responses
captured.
Respondents from each study had the option of completing the survey on paper or online, and
received two separate mailings:
1st Mailing: Postcard introducing the study to the respondent, which included an online
survey link and a unique access code login for the online survey.
2nd Mailing: Survey Package, which included a cover letter, with the online survey link and
login, a paper survey, and a business reply envelope.
11
Each time the surveys were deployed, the postcards and survey packages were subject to a
proof approval process that utilized three levels of approvals by JDP, Benefits Assistance Service
(BAS), and VA Publications Services Division (VAPSD). After the print vendor mailed the
postcards and survey packages, mail receipts were sent to VBA.
During the survey fielding period, JDP provided a toll-free survey hotline and dedicated e-mail
address to answer survey-related inquiries and to provide assistance to respondents for
completing the surveys. The telephone and e-mail helpdesk was staffed with three JDP
employees who answered inquiries during regular business hours (8:00am-5:00pm PST,
Monday thru Friday). A voice message system was available to receive phone messages so
after-hours calls could be responded to the following business day. An automatically generated
e-mail response was sent to all e-mail inquiries informing respondents that their e-mail was
received and they would receive a response within 24 hours. JDP helpdesk representatives
logged each survey-related inquiry in a password protected spreadsheet documenting the
reason for the inquiry, the resolution provided, and the contact information of each caller. At
the end of each month, a log containing all inquiries was provided to the Contracting Officer
Representative (COR) for review. If non-survey related high-severity benefit inquiries were
received, J.D. Power contacted the COR immediately with the respondent’s contact
information. Throughout the course of the program, weekly status meetings were held
between JDP and BAS to discuss survey administration. Biweekly status meetings were held
between the Government Printing Office print vendor, JDP, BAS and VAPSD to discuss the
printing and mailing of the survey materials.
Non-Response Bias Analysis
The purpose of the non-response bias analysis is to ascertain the possible causes of variance in
response rates among different respondent demographics and/or determine if any bias has
been introduced with a low response rate. Given that the Voice of the Veteran Line of Business
Tracking Education Access Process Study had an overall unit response rate of 4.91% and the
Voice of the Veteran Line of Business Tracking Education Servicing Process Study had an overall
unit response rate of 5.86% in FY15, the following section examines whether a low response
rate or other factors may have caused respondent bias to occur.
The Office of Management and Budget’s Questions and Answers, “When Designing Surveys for
Information Collections” dated January 2006, and “Standards and Guidelines for Statistical
Surveys” dated September 2006 (see References) provide guidelines on acceptable survey
design and response rates. OMB guidelines recommend a non-response bias evaluation for
surveys with an overall unit response rate of less than 80%.
12
In addition to the above referenced documents prepared by OMB, JDP assessed other source
documents that were written and published by the Federal Committee on Statistical
Methodology, “Statistical Policy Working Paper 17, Survey Coverage” (1990) and “Statistical
Policy Working Paper 31, Measuring and Reporting Sources of Error in Surveys” (2001).
While high response rates are always desirable in surveys, JDP finds an 80% response rate is not
achievable for most voluntary, satisfaction-based, survey research studies (Malhotra & Birks,
2007). In particular, survey research studies that do not provide an incentive are subject to not
achieving an 80% response rate. To better illustrate this point, the Dillman Method for survey
fielding was discussed in Dillman, D. A. (2014, pp. 22), detailing the efforts to attain an 80%
response rate
A survey instrument was fielded to 600 students at the University of Washington, the same
institution that sponsored the study. After five attempts to solicit a response in a closed
university setting, as well as offering a monetary incentive to complete the survey, the 80%
response rate was not achieved, and instead garnered only a 77% response rate. The JDP team
met with the VA Contracting Officer Representative to discuss current trends and realistic
response rates. As noted JDP does not believe that an 80% response rate is achievable and this
concern was shared with the Benefits Assistance Service team.
JDP conducted the following non-response bias analysis to determine if the respondents (i.e.,
those who completed the survey) were different in a meaningful way from the nonrespondents (i.e., those who were sent a survey, but did not complete it). Chi-squared analyses
consist of comparisons between respondents and non-respondents on available demographic
variables such as gender, age, race, geographical region, war participation (service era), and
military service branch. The U.S. states were converted to standard U.S. census regions
(Midwest, Northeast, South, and West) in order to aggregate the data and enhance regional
comparisons.
JDP research indicates that there is an absence of systematic statistical differences of
respondents’ overall satisfaction in the mail and online survey results. Research does suggest
differences can occur between mixed-mode survey methodologies (mail, online, and phone),
but these are primarily related to (a) social desirability and interviewer bias associated with
phone surveys (see Baum, Chandonnet, Fentress, and Rasinowich, 2012), and (b) that older
respondents tend to respond by mail more often than online.
The non-response bias analysis was conducted across both mail and online survey collection
modes. However, as a verification check, JDP examined potential differences in mail vs. online
survey responses by utilizing a t-test analysis on the Overall Satisfaction Index scores and
Advocacy ratings that serve as measures of Veterans’ overall satisfaction and benefits advocacy.
The Overall Satisfaction Index is defined in the Methodology section of this study. The
Advocacy rating is defined as Veterans’ likelihood to inform others about VA benefits.
13
Throughout this report, we are conducting statistical analyses to compare survey respondents
and non-respondents. Frequently used statistical tests can include the T-Test, Chi-Square, or
Analyses of Variance (ANOVA). These tests generate relevant t-statistics, Chi-Squares, or F
statistics that are reported. The magnitude of the statistic’s value (either positive or negative)
measures the size of the difference relative to the variation in the data. If the statistic is not
large enough to generate a probability (p-value) less than .05, then it falls below the accepted
standard probability cut-off level that indicates whether a statistical difference is significant. If
a difference is not significant, statisticians regard these results as part of the normal sample
variation that occurs within the same population. Throughout this report, the probability pvalue standard of “must be less than .05 to be significant” is used for all statistics reported.
Table 3a.e shows there were no statistical differences found for Education Access between the
mail and online methodologies on Overall Satisfaction or Advocacy.
Table 3a.e. Education Access: T-Test Analysis of Mail vs. Online Survey Results
Rating Measure
Overall Satisfaction Index (100 - 1000
range)
Likelihood to inform others about VA
benefits (rating 1 - 4)
Mail
Online
t-statistic
p-value
719
717
0.12
.908
3.53
3.59
-1.14
.254
For the Access sample, significant differences were found with the population based on gender
such that the Access sample had a higher percentage of females than males.
Table 3b.e. Access: Comparing Gender for Respondents and Non-Respondents
Gender by Respondent Type (%)
Female
Male
Survey
Respondents
NonRespondents
Total
32
68
26
74
26
74
Statistic
Chi-Square
DF
1
Value
16.75
Prob
<.0001
For the Access sample, significant differences were found with the population based on age
generation, such that a larger number of older Veterans and a fewer number of Generations X,
Y and Z Veterans completed the survey.
14
Table 3c.e. Access: Comparing Age Generation for Respondents and Non-Respondents
Age Generation by Respondent Type (%)
Survey
NonRespondents Respondents
Baby-Boomer
(ages 50-68)
Generation X
(ages 37-49)
Gens Y and Z
(ages 18-36)
Total
15
4
5
27
16
16
59
80
79
Statistic
DF
Value
Prob
Chi-Square
2
263
<.0001
For the Access sample, significant differences were found with the population based on race.
Results showed that there were fewer Black and more White survey respondents:
Table 3d.e. Access: Comparing Race for Respondents and Non-Respondents
Race by Respondent Type (%)
Asian
Black
White
Other
Survey
Respondents
NonRespondents
Total
5
18
69
8
5
23
66
7
5
23
66
7
Statistic
Chi-Square
DF
3
Value
11.24
Prob
<.01
For the Access survey, no significant differences were found with the population based on
geographical region:
Table 3e.e. Access: Comparing Census Region for Respondents and Non-Respondents
U.S. Census Region by Respondent Type (%)
Midwest
Northeast
South
West
Survey
Respondents
NonRespondents
Total
14
13
55
18
16
12
56
16
16
12
56
16
Statistic
Chi-Square
DF
3
Value
3.78
Prob
.286
For the Access sample, no significant differences were found with the population based on
branch of service:
15
Table 3f.e. Access: Comparing Military Service Branch for Respondents and Non-Respondents
Military Service Branch by Respondent Type (%)
Air Force
Army
Marines
Navy
Other
Survey
Respondents
NonRespondents
Total
13
35
11
14
27
14
36
13
12
25
14
36
13
12
25
Statistic
Chi-Square
DF
4
Value
6.29
Prob
.179
For the Access survey, significant differences were found in war service era, with more surveys
returned by OEF/OIF veterans than by all other war service era Veterans:
Table 3g.e. Access: Comparing War Participation in OIF and OEF for Respondents and NonRespondents
OIF and OEF War Service by Respondent Type (%)
All others
OEF/OIF
Survey
Respondents
NonRespondents
Total
63
37
69
31
68
32
Statistic
Chi-Square
DF
1
Value
13.06
Prob
<.0003
Note: OIF is Operation Iraqi Freedom and OEF is Operation Enduring Freedom.
For the Access sample, significant differences were found with the population based on days of
active service, such that survey respondents were more likely to have served 4,001 or more
days and less likely to have served 1,001 to 4,000 days, compared with the population:
Table 3h.e. Access: Comparing Days of Active Service for Respondents and Non-Respondents
Days of Active Service by Respondent Type (%)
1000 days
or less
1001-2000
days
2001-4000
days
4001 days
or more
Survey
Respondents
NonRespondents
Total
31
38
38
22
27
27
17
19
19
30
16
17
Statistic
Chi-Square
DF
3
Value
101
Prob
<.0001
16
For Education Servicing, there were no significant differences between mail and online survey
respondents:
Table 3a.s. Education Servicing: T-Test Analysis of Mail vs. Online Survey Results
Rating Measure
Overall Satisfaction Index (100 - 1000
range)
Likelihood to inform others about VA
benefits (rating 1 - 4)
Mail
Online
t-statistic
p-value
790
794
-0.21
0.833
3.60
3.58
0.30
0.767
For the Servicing sample, no significant differences were found based on gender:
Table 3b.s. Servicing: Comparing Gender for Respondents and Non-Respondents
Gender by Respondent Type (%)
Female
Male
Survey
Respondents
NonRespondents
Total
32
68
28
72
28
72
Statistic
Chi-Square
DF
1
Value
3.48
Prob
.062
For the Servicing sample, significant differences were found in the population based on age
generation, such that a larger number of older Veterans and a fewer number of Generation Y
and Z Veterans completed the survey:
Table 3c.s. Servicing: Comparing Age Generation for Respondents and Non-Respondents
Age Generation by Respondent Type (%)
Baby-Boomer
(ages 50-68)
Generation X
(ages 37-49)
Gens Y and Z
(ages 18-36)
Survey
Respondents
NonRespondents
Total
18
4
5
25
15
15
57
82
80
Statistic
DF
Value
Prob
Chi-Square
2
325
<.0001
17
For the Servicing sample, no significant differences were found in the population based on race:
Table 3d.s. Servicing: Comparing Race for Respondents and Non-Respondents
Race by Respondent Type (%)
Asian
Black
White
Other
Survey
Respondents
NonRespondents
Total
6
23
63
9
5
26
60
9
5
26
60
9
Statistic
Chi-Square
DF
3
Value
3.30
Prob
.347
For the Servicing survey, no significant differences were found in the population based on
geographical region:
Table 3e.s. Servicing: Comparing Census Region for Respondents and Non-Respondents
U.S. Census Region by Respondent Type (%)
Midwest
Northeast
South
West
Survey
Respondents
NonRespondents
Total
15
17
54
14
15
16
54
16
15
16
54
16
Statistic
Chi-Square
DF
3
Value
2.46
Prob
.483
For the Servicing sample, no significant differences were found with the population based on
branch of service:
Table 3f.s. Servicing: Comparing Military Service Branch for Respondents and Non-Respondents
Military Service Branch by Respondent Type (%)
Air Force
Army
Marines
Navy
Other
Survey
Respondents
NonRespondents
Total
13
27
11
17
32
11
29
12
15
33
11
29
12
15
33
Statistic
Chi-Square
DF
4
Value
7.48
Prob
.1126
18
For the Servicing survey, no significant differences were found in war service:
Table 3g.s. Servicing: Comparing War Participation in OIF and OEF for Respondents and NonRespondents
OIF and OEF War Service by Respondent Type (%)
All others
OEF/OIF
Survey
Respondents
NonRespondents
Total
49
51
51
49
51
49
Statistic
Chi-Square
DF
1
Value
.388
Prob
.533
Note: OIF is Operation Iraqi Freedom and OEF is Operation Enduring Freedom.
For the Servicing sample, significant differences were found in the population based on days of
active service, such that survey respondents were more likely to have served 4,001 or more
days and less likely to have served fewer days, compared with the population:
Table 3j.s. Servicing: Comparing Days of Active Service for Respondents and Non-Respondents
Days of Active Service by Respondent Type (%)
1000 days
or less
1001-2000
days
2001-4000
days
4001 days
or more
Survey
Respondents
NonRespondents
Total
22
32
32
23
31
31
19
22
22
35
15
16
Statistic
Chi-Square
DF
3
Value
176
Prob
<.0001
19
3.1 Survey Yield
In accordance with OMB “Standards and Guidelines for Statistical Surveys,” an agency must
appropriately measure, adjust for, report, and analyze unit and item non-response when the
intended response for a targeted population is not met.1 In assessing Education’s data in
accordance with Section 3.2, and Guidelines 3.2.1-3.2.3, the unweighted unit response rate was
calculated as the ratio of the number of completed cases to the number of in-scope sample
cases (Ellis, 2000; AAPOR, 2000).
Table 3.1a.e below shows the sample distribution and response rate for the Education Access
target population:
Table 3.1a.e. Sample Distribution and Response Rates for Education Access Population
Total Education Access Population FY2015
Total records received
Duplicate records in sample file
Duplicate record history
Invalid address
Invalid values
Blanks
Do not contact
2
Total records available after cleaning
Total records selected
Undeliverable addresses
Total mailed (excludes undeliverable)
Total completed mail surveys
Total completed online surveys
Total completed surveys
3
Total completed surveys with Overall Index Score
4
Total Sample Response Rate
5
Eligible Sample Response Rate
249,395
15,077
10,284
9,253
2,303
367
53
212,058
16,000
632
15,368
578
243
821
786
4.91%
5.34%
1
As defined by OMB and FCSM, unit non-response occurs when a respondent fails to respond to all required response items
(i.e., fails to fill out or return a data collection instrument); item non-response occurs when a respondent fails to respond to one
or more relevant item(s) on a survey.
2
Glossary of sample cleaning rules included in Appendix E.
3
Findings in the report are based on the “Total completed surveys with Overall Index Score” (N=786).
4
Response rate calculation per OMB Standards and Guidelines for Statistical Surveys, Section 3.2, Guideline 3.2.9 (includes
undeliverables as number of non-contacted sample units known to be eligible).
5
Response rate calculation per Council of American Survey Research Organizations (CASRO) (includes number of completed
interviews with reporting units/number of eligible reporting units in sample). The American Association for Public Opinion
Research (APPOR) also uses this method for calculation andcites CASRO (APPOR Standard Definitions, 2008, pp. 34).
20
Table 3.1a.s below shows the sample distribution and response rate for Education Servicing
target population:
Table 3.1a.s. Sample Distribution and Response Rates for Education Servicing Population
Total Education Servicing Population FY2015
Total records received
Duplicate records in sample file
Duplicate record history
Invalid address
Invalid values
Blanks
Do not contact
6
Total records available after cleaning
Total records selected
Undeliverable addresses
Total mailed (excludes undeliverable)
Total completed mail surveys
Total completed online surveys
Total completed surveys
7
Total completed surveys with Overall Index Score
8
Total Sample Response Rate
9
Eligible Sample Response Rate
717,921
607,805
7,317
24,559
220
7
26
77,987
10,000
400
9,600
514
89
603
586
5.86%
6.28%
Of the 249,395 total records received for Access, 37,337 records were purged from the sample
due to cleaning rules such as duplicate records, invalid addresses and values, blanks, and do not
contact opt outs. From the 249,395 records purged, 10,284 records were cleaned due to
duplicate records across VBA’s other business line surveys (i.e., duplicate record history). For
Servicing, 717,921 records were received but 639,934 records were purged from the sample
due to cleaning rules such as duplicate records, invalid addresses and values, blanks, and do not
contact opt outs. Also, from the 717,921 records that were purged, 7,317 records were cleaned
due to duplicate records across other business lines.
6
Glossary of sample cleaning rules included in Appendix E.
Findings in the report are based on the “Total completed surveys with Overall Index Score” (N=586).
8
Response rate calculation per OMB Standards and Guidelines for Statistical Surveys, Section 3.2, guideline 3. (includes
undeliverables as number of non-contacted sample units known to be eligible).
9
Response rate calculation per Council of American Survey Research Organizations (CASRO) (includes number of completed
interviews with reporting units/number of eligible reporting units in sample). The American Association for Public Opinion
Research (APPOR) also uses this method for calculation and cites CASRO (APPOR Standard Definitions, 2008, pp.34).
7
21
The purpose of this cleaning rule is to prevent respondents from being re-contacted if they
were previously selected to participate in any of VBA’s business line surveys in the past 12
months. The cleaning rule is a JDP and survey research best practice and is intended to promote
proper conduct in market research. From the total records provided, about 89% were removed
from Servicing and about 15% were removed from Access due to this cleaning rule. It is unlikely
that the cleaning rules impacted the unit non-response, and JDP was able to secure the
designated number of records for both Servicing and Access for the survey.
Table 3.1b.e. Access: Weight/Person for Completed Surveys per Population
Completed Surveys
Access 2015 Population
Weight/Person
821
212,058
258
In table 3.1b.e., the 258 in the Weight/Person column means that every survey completed and
returned represents the views of 258 Veterans using Education Access benefits. This was
calculated by dividing the number of completed surveys into the population number.
Table 3.1b.s. Servicing: Weight/Person for Completed Surveys per Population
Completed Surveys
Servicing 2015 Population
Weight/Person
603
77,987
129
In table 3.1b.s., the 129 in the Weight/Person column means that every survey completed and
returned represents the views of 129 Veterans using Education benefits, which is an acceptable
sampling representativeness. This was calculated by dividing the number of completed surveys
into the population number
To confirm the sample’s representativeness for both Access and Servicing, a comparison was
conducted among the total records provided and the records available after cleaning. The
intent of this analysis was to determine whether the cleaning rules caused the remaining
sample to vary in a meaningful way from the original sampling frame.
Table 3.1c.e (Access) and Table 3.1c.s (Servicing) indicate characteristics such as gender, age,
and geographical region are similar among the total records provided and the records available
after cleaning. Comparisons by state yield differences that are mostly less than 3% points, with
a few exceptions in Servicing, where a few differences were wider. Overall, these comparisons
suggest the cleaning rules did not significantly alter the proportion of respondent
characteristics provided in the original sampling frame.
22
Table 3.1c. Access: Comparing Gender, Generation, and U.S. States to Total Population
Gender
Female
Male
Generation
Baby Boomer
Generation X
Gens Y and Z
U.S. State
AK
AL
AR
AZ
CA
CO
CT
DC
DE
FL
GA
HI
IA
ID
IL
IN
KS
KY
LA
MA
MD
ME
MI
MN
MO
MS
MT
NC
ND
Total
Population
(%)
Records Available
(%)
% Point
Difference
24.79
75.21
24.90
75.10
0.1
-0.1
4.91
16.19
78.90
4.85
16.40
78.74
-0.06
0.21
-0.16
0.75
2.03
1.01
2.22
9.65
2.43
0.60
0.15
0.29
6.58
4.32
1.27
0.70
0.56
2.37
1.42
1.21
1.32
1.57
1.15
2.30
0.37
1.55
1.02
1.72
1.22
0.34
4.46
0.33
0.74
2.04
0.99
2.25
9.85
2.44
0.59
0.15
0.29
6.74
4.29
1.28
0.69
0.55
2.41
1.39
1.23
1.29
1.54
1.12
2.33
0.36
1.55
1.01
1.74
1.21
0.34
4.5
0.34
-0.01
0.01
-0.03
0.02
0.2
0.01
-0.01
0
0
0.16
-0.03
0.01
-0.01
-0.01
0.04
-0.03
0.01
-0.02
-0.03
-0.04
0.03
-0.01
0
-0.01
0.02
-0.01
0
0.04
0.01
23
Table 3.1c.Access: Comparing Gender, Generation, and U.S. States to Total Population (Continued)
NE
NH
NJ
NM
NV
NY
OH
OK
OR
PA
RI
SC
SD
TN
TX
UT
VA
VT
WA
WI
WV
WY
Total
Population
(%)
Records Available
(%)
% Point
Difference
0.62
0.34
1.36
0.78
1.01
2.96
2.42
1.70
0.96
2.48
0.26
2.31
0.31
2.24
10.91
0.87
5.80
0.12
3.39
1.14
0.39
0.20
0.63
0.35
1.36
0.76
1.02
2.88
2.41
1.64
0.96
2.44
0.25
2.28
0.31
2.23
10.75
0.86
6.08
0.12
3.4
1.15
0.39
0.2
0.01
0.01
-0.01
-0.01
0.01
-0.07
-0.02
-0.05
0
-0.04
-0.01
-0.02
0
-0.01
-0.17
-0.01
0.28
0
0.01
0.01
-0.01
0
Table 3.1c.s. Servicing: Comparing Gender, Generation, and U.S. States to Total Population
Total Population
(%)
Records Available
(%)
% Point
Difference
24.37
75.63
26.70
73.30
2.33
-2.33
6.65
19.08
5.00
16.41
-1.64
-2.67
Gender
Female
Male
Generation
Baby Boomer
Generation X
24
Table 3.1c.s.Servicing: Comparing Gender, Generation, and U.S. States to Total Population (Continued)
Gens Y and Z
74.28
78.59
4.31
MO
0.34
1.37
0.42
4.95
20.27
2.31
0.35
0.11
0.12
6.5
3.9
1.8
0.54
0.44
1.45
1.16
0.74
0.78
1.17
0.79
1.82
0.24
1.04
0.47
1.23
0.38
1.74
0.82
3.67
13.88
2.06
0.6
0.1
0.14
6.27
4.31
1.36
1.06
0.55
2.8
1.56
1.01
1.1
1.51
0.92
1.65
0.32
1.41
0.98
1.73
0.03
0.37
0.4
-1.28
-6.39
-0.25
0.25
-0.01
0.02
-0.23
0.41
-0.44
0.53
0.11
1.35
0.4
0.27
0.32
0.34
0.13
-0.17
0.08
0.37
0.51
0.49
MS
0.71
1.06
0.35
MT
0.18
2.96
0.1
0.75
0.21
0.83
0.61
1.67
0.29
3.76
0.22
1.11
0.28
1.08
0.74
1.37
0.11
0.8
0.12
0.36
0.07
0.25
0.12
-0.3
U.S. State
AK
AL
AR
AZ
CA
CO
CT
DC
DE
FL
GA
HI
IA
ID
IL
IN
KS
KY
LA
MA
MD
ME
MI
MN
NC
ND
NE
NH
NJ
NM
NV
25
Table 3.1c.s.Servicing: Comparing Gender, Generation, and U.S. States to Total Population (Continued)
NY
OH
OK
OR
PA
RI
SC
SD
TN
TX
UT
VA
VT
WA
WI
WV
WY
1.52
1.72
1.22
0.6
2.01
0.14
1.84
0.16
2.27
11.52
0.68
6.85
0.06
1.91
0.7
0.28
0.11
2.11
2.78
1.57
0.68
2.74
0.16
1.99
0.37
2.45
11.35
0.84
5.73
0.11
2.18
1.18
0.49
0.22
0.59
1.06
0.35
0.09
0.73
0.02
0.15
0.22
0.18
-0.17
0.16
-1.12
0.05
0.27
0.48
0.22
0.11
3.2 Missing Data Patterns and Mechanisms
In accordance with the OMB “Standards and Guidelines for Statistical Surveys” Guidelines 3.2.9
and 3.2.11, an investigation of missing data patterns was performed on the 1,677 total surveys
received for Access and the 5,898 total surveys received for Servicing. In order to assess the
distribution of missing data, a procedure was performed to process missing values involving
iterative multiple imputation chains using expectation–maximization (MCMC) algorithms and
dividing these into distribution interval groupings (Pierchala, Carl E. (2001)). This was done on
the key measures of the Overall Satisfaction Index (see Appendix A for calculation) and
Advocacy ratings related to Veterans’ likelihood to recommend VA benefits.
As shown in Tables 3.2.e and 3.2.s for Access and Servicing, respectively, there were no
indications of unusual patterns for missing data. For more discussion of missing data
mechanisms (MCAR, MAR, and MNAR), please see Appendix A.
26
Table 3.2.e. Access: Missing Data Patterns in Satisfaction and Advocacy (0 = missing, 1 = data)
Group Means
Group
1
2
3
4
Overall
Satisfaction
Likelihood
to inform
others
Freq
Percent
OSAT
Index
Age
% Male
0
0
1
1
0
1
0
1
6
3
5
772
1%
0%
1%
98%
679
513
688
720
28
52
46
36
50%
100%
80%
67%
Table 3.2.s. Servicing: Missing Data Patterns in Satisfaction and Advocacy (0 = missing, 1 = data)
Group Means
Group
1
2
3
4
Overall
Satisfaction
Likelihood
to inform
others
Freq
Percent
OSAT
Index
Age
% Male
0
0
1
1
0
1
0
1
0
2
12
572
.3%
2%
98%
785
655
793
40
34
38
100%
83%
70%
3.3 Margin of Error
The margin of error expresses the maximum expected difference between the true population
parameter and a sample estimate of that parameter. It is often used to indicate the accuracy of
survey results. The larger the margin of error regarding an estimated value, the less accurate
the estimated value will be. Larger samples are more likely to yield results close to the true
population quantity and thus have smaller margins of error than smaller samples.
Based on a sample of 15,368 Veterans, the Overall Satisfaction Index for the Access study is 718
index points on a 1,000-point scale and has a margin of error of 15 index points at the 95%
confidence level. This indicates that if the survey were repeated many times with different
samples, the true mean Overall Satisfaction Index would fall within 15 index points 95% of the
time.
27
Table 3.3.e below demonstrates relative decreases in margin of error as the study sample size
increases. A 20% response rate (3,074 completes) would be associated with a margin of error
of 8 index points, similar to the margin of error for a 30% response rate (4,610 completes).
Results from this analysis indicate the Overall Satisfaction Index (OSAT) calculated from the
Access study is an accurate measurement of the true population mean.
Table 3.3.e. Access: Margin of Error for Larger Sample Sizes
Sample
Response
Rate
Completes
(N)
OSAT
(mean)
Standard
Deviation
Standard
Error
Margin of Error
(95% confidence
interval)
15,368
15,368
15,368
15,368
15,368
15,368
15,368
5.34%
20%
30%
40%
50%
60%
80%
821
3,074
4,610
6,147
7,684
9,221
12,294
718
718
718
718
718
718
718
221
221
221
221
221
221
221
7.7
4.0
3.3
2.8
2.5
2.3
2.0
15
8
6
6
5
5
4
Based on a sample of 9,600 Veterans, the Overall Satisfaction Index for Servicing is 790 on a
1,000-point scale and has a margin of error of 15 index points at the 95% confidence level. This
indicates that if the survey were repeated many times with different samples, the true mean
Overall Satisfaction Index would fall within 15 index points 95% of the time.
Table 3.3.s below demonstrates relative decreases in margin of error as the study sample size
increases. A 20% response rate (1,920 completes) would be associated with a margin of error
of 8 index points, similar to the margin of error for a 30% response rate (2,880 completes).
Results from this analysis indicate the Overall Satisfaction Index (OSAT) calculated from the
Servicing study is an accurate measurement of the true population mean.
Table 3.3.s. Servicing: Margin of Error for Larger Sample Sizes
Sample
Response
Rate
Completes
(N)
OSAT
(mean)
Standard
Deviation
Standard
Error
Margin of Error
(95% confidence
interval)
9,600
9,600
9,600
9,600
9,600
9,600
9,600
6.28%
20%
30%
40%
50%
60%
80%
603
1,920
2,880
3,840
4,800
5,760
7,680
790
790
790
790
790
790
790
182
182
182
182
182
182
182
7.4
4.2
3.4
2.9
2.6
2.4
2.1
15
8
7
6
5
5
4
28
In the margin of error analysis noted in previous page and in subsequent analyses included in
this study, the Overall Satisfaction Index score is the main dependent variable and is the basis
for the analysis. The Overall Satisfaction Index score is the survey metric that VBA utilizes to
measure customer satisfaction and benchmark performance against other industries and
organizations. It is the primary measurement in all studies. The Overall Satisfaction Index
encompasses all aspects of the customer experience,10 and can therefore be used as a reliable
indicator for the presence or absence of respondent bias in the survey results as a whole. For
these reasons, the Overall Satisfaction Index score is used as the main dependent variable in
the margin of error analysis and subsequent t-test analyses included in this study.
3.3.1 Sampling Distribution
Respondent characteristics such as gender and age were compared to the total sample to
determine whether respondents and non-respondents differed on key variables of interest.
Compared with the population of all eligible respondents (Access 16,000, Servicing 10,000),
survey respondents demonstrate the same gender characteristics. For Access, Table 3.3.1.e
below illustrates 33% of survey respondents were female and 67% were male, similar to the
total sample population. The distribution of age shows that survey respondents tend to be
older.
Table 3.3.1.e. Access: Comparing Gender and Age of Survey Respondents to Total Sample
Gender
Female
Male
Age Generation
Baby Boomer
Generation X
Generation YZ
Respondents
(%)
Sample
Size (N)
Total
Sample (%)
Sample
Size (N)
% Point
Difference
33
67
266
546
26
74
4144
11690
-7
7
14
26
59
119
217
485
5
16
79
764
2611
12625
-10
-10
20
For Servicing, Table 3.3.1.s below illustrates 32% of survey respondents were female and 68%
were male, similar to the total sample population. The distribution of age shows that survey
respondents tend to be older.
10
Explanation of J.D. Power Index Model Calculation included in Methodology.
29
Table 3.3.1.s. Servicing: Comparing Gender and Age of Survey Respondents to the Total Sample
Gender
Female
Male
Age Generation
Baby Boomer
Generation X
Gens Y and Z
Respondents
(%)
Sample
Size (N)
Total
Sample (%)
Sample
Size (N)
% Point
Difference
32
68
191
412
28
72
2,837
7,163
-3.0
3.0
18
26
56
110
154
339
5
15
80
469
1,526
8,005
-14
-10
24
3.3.2 Distribution of Overall Satisfaction Index Scores
Following the comparison of sampling distributions, a comparison of Overall Satisfaction Index
scores was conducted to determine whether differences in age and gender among respondents
correlate with differences in overall satisfaction.
For Access, Table 3.3.2.e below indicates differences in Overall Satisfaction Index scores are
notable between gender groups. On average, females tend to rate their experience higher than
males (743 vs. 706, respectively). Comparing age groups indicates that Generation X has the
highest overall satisfaction, and that satisfaction among Baby Boomers is much lower.
Table 3.3.2.e. Access: Overall Satisfaction Scores for Gender and Age Groups
Characteristics
Gender
Female
Male
Age Generation
Baby Boomer
Generation X
Gens Y and Z
OSAT (mean)
Standard Deviation
Sample Size (N)
743
706
183
209
252
525
704
734
715
246
185
196
114
210
462
For Servicing, Table 3.3.2.s below indicates differences in Overall Satisfaction Index scores are
notable between gender groups. On average, females tend to rate their experience higher than
males (811 vs. 780, respectively). Comparing age groups indicates that Baby Boomers have the
highest overall satisfaction, compared with other age groups.
30
Table 3.3.2.s. Servicing: Overall Satisfaction Scores for Gender and Age Groups
Characteristics
Gender
Female
Male
Age Generation
Baby Boomer
Generation X
Gens Y and Z
OSAT (mean)
Standard Deviation
Sample Size (N)
811
780
165
189
186
400
851
817
759
150
157
195
106
148
332
3.3.3 Analysis for Demographic Differences
T-test analyses were conducted to determine whether differences in demographic groups
produced statistical differences in Overall Satisfaction Index (OSAT) scores. T-tests are typically
used to determine whether or not the difference between the averages of two groups most
likely reflects a meaningful difference in the population from which the groups were sampled.
For Access, gender differences were statistically significantly different with females higher in
satisfaction than males, whereas war participation was not statistically significant:
Table 3.3.3a.e. Access: T-Test Analysis for Pairs of Characteristics in Veterans’ Satisfaction
Characteristics
Gender
Female vs. Male
War Participation
OEF/OIF vs. All Others
T-Test Statistic
Statistical Difference (95%
confidence level)
2.52
Yes
-0.78
No
For Servicing, the differences for gender and war participation were not statistically significant:
Table 3.3.3a.s. Servicing: T-Test Analysis for Pairs of Characteristics in Veterans’ Satisfaction
Characteristics
Gender
Female vs. Male
War Participation
OEF/OIF vs. All Others
T-Test Statistic
Statistical Difference (95%
confidence level)
1.90
No
-0.61
No
31
Analyses of Variance (ANOVA) were conducted to determine whether differences in
demographic groups produced statistical differences in Overall Satisfaction Index scores. These
analyses are typically used to determine whether or not the difference among the average of
three or more groups most likely reflects a meaningful difference in the population from which
the groups were sampled.
For Access, differences in Overall Satisfaction Index scores by age generation were not
significant (F = .95, p-value = .385).
Table 3.3.3b.e. Access: Overall Satisfaction for Age Generation
Generation
Baby Boomer
Generation X
Gens Y and Z
OSAT (mean)
Sample Size (N)
704
734
715
114
210
462
For Access, differences in Overall Satisfaction Index scores by region were not significant (F =
1.37, p-value = .251).
Table 3.3.3c.e. Access: Overall Satisfaction by Region
Regions
Midwest
Northeast
South
West
OSAT (mean)
Sample Size (N)
700
721
727
691
107
98
415
135
For Access, racial differences in Overall Satisfaction Index scores were significant (F = 3.64, pvalue < .01). Results showed that Black and Other respondents had the highest satisfaction
levels:
Table 3.3.3d.e. Access: Overall Satisfaction for Race
Race
Asian
Black
White
Other
OSAT (mean)
Sample Size (N)
715
764
702
749
35
124
475
58
32
For Access, differences in Overall Satisfaction Index scores by branch of service were not
significant (F = 2.10, p-value =. 08).
Table 3.3.3e.e. Access: Overall Satisfaction for Military Service Branch
Military Service
Branches
OSAT (mean)
Sample Size (N)
Air Force
Army
Marines
Navy
Other
750
730
723
712
689
105
274
85
107
215
For Access, differences in Overall Satisfaction Index scores by days of active service were
significant (F = 2.61, p-value < .05). Results showed that respondents with 4001 days or more
over active service had the highest satisfaction:
Table 3.3.3f.e. Access: Overall Satisfaction for Days of Active Service
Days of Active
Service
1000 days or less
1001-2000 days
2001-4000 days
4001 days or more
OSAT (mean)
699
704
722
747
Sample Size (N)
244
172
136
234
For Servicing, differences in Overall Satisfaction Index scores by generation were significant (F =
12.80, p-value < .001) such that Baby Boomers had the highest level of satisfaction:
Table 3.3.3b.s. Servicing: Overall Satisfaction for Generation
Generation
Baby Boomer
Generation X
Gens Y and Z
OSAT (mean)
Sample Size (N)
851
817
759
106
148
332
For Servicing, differences in Overall Satisfaction Index scores by region were significant (F =
3.17, p-value < .02) such that respondents from the Northeast and South had the highest
satisfaction:
33
Table 3.3.3c.s. Servicing: Overall Satisfaction by Region
Regions
OSAT (mean)
Sample Size (N)
Midwest
Northeast
South
West
746
791
808
769
90
99
317
80
For Servicing, racial differences in Overall Satisfaction Index scores were significant (F = 3.44, pvalue < .02) such that Black and Other respondents had the highest satisfaction levels:
Table 3.3.3d.s. Servicing: Overall Satisfaction for Race
Race
OSAT (mean)
Sample Size (N)
Asian
Black
White
Other
759
824
775
826
32
135
367
52
For Servicing, differences in Overall Satisfaction Index scores by branch of service were
significant (F = 5.87, p-value < .0001) such that Air Force respondents had the highest
satisfaction:
Table 3.3.3e.s. Servicing: Overall Satisfaction for Military Service Branch
Military Service
OSAT (mean)
Sample Size (N)
Air Force
Army
Marines
Navy
Other
860
786
749
822
762
79
157
65
98
187
For Servicing, differences in Overall Satisfaction Index scores by days of active service were
significant (F = 5.60, p-value <.0001). Results showed that respondents with 4001 days or more
over active service had the highest satisfaction:
34
Table 3.3.3f.s. Servicing: Overall Satisfaction for Days of Active Service
Days of Active
Service
OSAT (mean)
Sample Size (N)
751
769
795
827
134
133
113
206
1,000 days or less
1,001-2,000 days
2,001-4,000 days
4,001 days or more
3.3.4 Data Imputation Analysis for Demographic Differences
A pairwise comparison t-test analysis was done to evaluate whether data imputation for
missing values across significant demographic differences shown in Section 3.3.3 would impact
Overall Satisfaction Index scores. This analysis included survey raking across demographic
differences as one level of comparison.
These results (Tables 3.3.4a.e and 3.3.4a.s) show that there were no significant differences
between the non-imputed mean and the imputed mean of the Overall Satisfaction Index across
demographics, sample sizes, or survey ranked values. We want to highlight that after statistical
adjustment for the differences found between respondents and non-respondents reported
earlier, there were no differences in overall satisfaction levels. These results support the
conclusion that the findings for Veterans’ Overall Satisfaction ratings are accurate.
Table 3.3.4a.e. Access: Comparison of Imputed vs. Non-Imputed on Veterans’ Satisfaction
T-Tests on Imputed vs. Non-Imputed Raked for Demographic Differences
Overall Satisfaction Index
(100 – 1000-point range)
Imputed demographics
(786 final sample size)
Imputed survey-raked demographics
(786 final sample size)
Imputed survey-raked demographics
(821 total respondents)
Mean
(imputed)
Mean (nonimputed)
T-Statistic
P-Value
718.25
718.26
0.001
0.99
711.85
712.51
0.064
0.95
711.79
713.80
0.200
0.84
Note: Non-imputed is based on the 786 final cleaned sample size used in this study.
35
Table 3.3.4a.s. Servicing: Comparison of Imputed vs. Non-Imputed on Veterans’ Satisfaction
T-Tests on Imputed vs. Non-Imputed Raked for Demographic Differences
Overall Satisfaction Index
(100 – 1000-point range)
Imputed demographics
(586 final sample size)
Imputed survey-raked demographics
(586 final sample size)
Imputed survey-raked demographics
(603 total respondents)
Mean
(imputed)
Mean (nonimputed)
T-Statistic
P-Value
790.27
790.17
-0.01
0.99
779.83
780.28
0.04
0.97
780.62
779.86
-0.07
0.94
Note: Non-imputed is based on the 586 final cleaned sample size used in this study.
Survey Raking for Sample Weights to Adjust for Differences and Compare Overall Satisfaction
Index Scores and Advocacy Ratings
The procedure known as “raking” adjusts a set of data so that its marginal totals match
specified control totals on a specified set of variables. The term suggests an analogy with the
process of smoothing the soil in a garden plot by alternately working it back and forth with a
rake in two perpendicular directions (Izrael and Battaglia (2004)).
Survey raking is an iterative sample-balancing algorithm-based technique that provides sample
weighting convergence across multiple variables and multiple categories (see Battaglia, Izrael,
Hoaglin, and Frankel (2009)).
In keeping with OMB “Standards and Guidelines for Statistical Surveys” Guidelines 3.2.12 and
3.2.13, JDP selected the best statistical method to simultaneously adjust for multiple
differences between groups by applying a survey raking procedure (see Anderson, L., and R.D.
Fricker, Jr. (2015)).
The JDP raking procedure is a proprietary improved version based on the excellent methods
initially developed by Izrael and Battaglia (2000, 2004) and Battaglia, Izrael, Hoaglin, and
Frankel (2004). JDP raking improvements are primarily related to better handling of low cell
values during iterative convergence processing. For this analysis, 50 iterations were set
(although fewer were needed) to converge on the best sample weights (.2 estimation margin)
to simultaneously adjust for non-response bias in age, race, region, and war (service era)
demographic categories. For additional background about survey raking methodologies, see
Wallace and Rust (1996).
36
The estimated population distributions are used as convergence targets. In this case, the data
set of all eligible respondents for Access (16,000) and Servicing (10,000) were used as the
estimated population to derive sample weightings for the Access survey respondents (821) and
the Servicing survey respondents (603).
In accordance with OMB “Standards and Guidelines for Statistical Surveys” Guideline 3.2.13, a
series of t-tests were conducted to determine whether non-response bias in demographic areas
produced statistical differences in Overall Satisfaction Index scores and Advocacy ratings.
Typically, t-tests are used to determine whether differences in average between two groups
and variances reflect a meaningful difference in the population. The sample weightings derived
from the survey raking procedure were included in the t-tests to equalize the survey
respondent differences with those of non-respondents.
For Access, there were no significant differences in Overall Satisfaction or Advocacy levels when
the data was adjusted for demographic differences between survey respondents and nonrespondents. These results support the conclusion that the survey findings for Veterans’
Overall Satisfaction ratings are accurate:
Table 3.3.4b.e. Access: Overall Satisfaction and Advocacy for Survey Respondents Unweighted
and Weighted
Analysis of Survey Respondent Scores with Weighted Adjustment for Non-Response Bias
Mean
Standard
Standard
Mean
Rating Measure
(Unweighted
Deviation
Deviation
T-Statistic P-Value
(Weighted)
)
(Unweighted)
(Weighted)
Overall Satisfaction
Index (100 - 1000
range)
Likelihood to inform
others about VA
benefits (rating 1 - 4)
718
713
201
203
0.56
0.57
3.55
3.54
0.61
0.60
0.41
0.68
For Servicing, there were no significant differences in Overall Satisfaction or Advocacy levels
when the data was adjusted for demographic differences between survey respondents and
non-respondents. These results support the conclusion that the survey findings for Veterans’
Overall Satisfaction ratings are accurate:
37
Table 3.3.4b.s. Servicing: Overall Satisfaction and Advocacy for Survey Respondents
Unweighted and Weighted
Analysis of Survey Respondent Scores with Weighted Adjustment for Non-Response Bias
Mean
Standard
Standard
Mean
Rating Measure
(Unweighted
Deviation
Deviation
T-Statistic P-Value
(Weighted)
)
(Unweighted)
(Weighted)
Overall Satisfaction
Index (100 - 1000
range)
Likelihood to inform
others about VA
benefits (rating 1 - 4)
790
780
182
184
0.92
0.36
3.60
3.58
0.62
0.63
0.49
0.62
Findings
Results from the non-response bias analysis indicate that the Overall Satisfaction Index score
and the Advocacy ratings for the Education Access and Servicing studies reflects the experience
of all Veterans who received a decision for their application for education or who have been
enrolled in a school institution or training program and have been receiving benefit payments
for at least two consecutive school terms during the past 9 months.
Sample Cleaning: Initial comparisons on age, gender, and geographical characteristics
between the total records provided and the records available after cleaning (see Survey Yield,
Section 3.1) suggest the sample utilized in the study exhibits similar characteristics as the total
sample. Additional comparisons (see Margin of Error and Sampling Distribution, Section 3.3)
suggest the sample cleaning rules did not impact the sample’s representativeness and the
results are conclusive.
Non-Response Bias Analysis: Results from the non-response bias analysis did show group
differences for age, gender, race, days of service, and war participation between survey
respondents and non-respondents. After correcting for these differences using a
recommended sample-balancing survey raking method to derive sample weights (see Margin of
Error, Section 3.3.4, Data Imputation Analysis for Demographic Variables), there were no
differences found in Veterans’ Overall Satisfaction and Advocacy (likelihood inform others
about VA benefits) between weighted and unweighted survey respondents.
38
Item Response Rate Calculations: Results from the survey item response rate
calculations indicate high item response rates, with none falling below OMB guidelines (see
Appendix B for Item Response Rates). According to OMB Guideline 3.2.10, given that neither
study had a response rate lower than 70%, a non-response bias analysis was not necessary at
the item level.
The research and approach taken by JDP are in accordance with sound market research and
current best practices from the American Association for Public Opinion Research (AAPOR)
regarding response rate recommendations: “Results that show the least bias have turned out,
in some cases, to come from surveys with less than optimal response rates. Experimental
comparisons have also revealed few significant differences between estimates from surveys
with low response rates and short field periods and surveys with high response rates and long
field periods.” See AAPOR “Response Rates – An Overview” (2015) and Special Issue of Public
Opinion Quarterly "Nonresponse Bias in Household Surveys" (Singer, 2006).
Conclusion
The Overall Satisfaction Index scores and Advocacy ratings (likelihood to inform others about
VA benefits) are not impacted in any meaningful way by non-response bias. This analysis
confirms that the data collected during FY15 is valid.
The FY15 Voice of the Veteran Line of Business Tracking Study data for the Education Access
and Servicing surveys can be used to infer reliable Overall Satisfaction Index scores and
Advocacy ratings. The Overall Satisfaction Index scores reflect the experience of all Veterans
who received a decision for their application for education or who have been enrolled in a
school institution or training program and have been receiving benefit payments for at least
two consecutive school terms during the past 9 months.
The sample utilized in the study exhibits similar characteristics for age, gender, and geography
as the total sample provided. This indicates the sample cleaning rules did not impact the
sample’s representativeness.
While the results from the non-response bias analysis did show group differences on
demographic characteristics between survey respondents and non-respondents, there were no
differences found in Veterans’ Overall Satisfaction Index scores and Advocacy ratings between
weighted and unweighted survey respondents. This conclusion was reached after correcting
for these differences using a recommended sample-balancing survey raking method to derive
sample weights. JDP conducted all necessary statistical tests in accordance with OMB
standards.
J.D. Power certifies the results contained within this study.
39
References
Anderson, L., and R.D. Fricker, Jr. (2015). “Raking: An Important and Often Overlooked Survey Analysis
Tool,” Phalanx, (September 2015). Preprint available at:
http://faculty.nps.edu/rdfricke/docs/Analysis%20process_v4.pdf
American Association for Public Opinion Research (2008). Standard Definitions: Final Disposition of
Case Codes and Outcome Rates for Surveys. Ann Arbor, Michigan: AAPOR.
(http://www.aapor.org/AAPORKentico/AAPOR_Main/media/MainSiteFiles/Standard_Definitions_07
_08_Final.pdf).
American Association for Public Opinion Research (2015). “Response Rates – An Overview”
http://www.aapor.org/AAPORKentico/Education-Resources/For-Researchers/Poll-SurveyFAQ/Response-Rates-An-Overview.aspx
Battaglia, Michael P., Izrael, David, Hoaglin, David C., and Frankel, Martin R. (2004), “To Rake or Not To
Rake Is Not the Question Anymore with the Enhanced Raking Macro.” Proceedings of the 29th Annual
SAS Users Group International Conference, Paper 207.
Battaglia, Michael P., Izrael, David, Hoaglin, David C., and Frankel, Martin R. (2009). “Practical
Considerations in Raking Survey Data.” Survey Practice, Vol 2, No. 5.
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B.A. (2012). “Mixed-Mode Methods for Conducting Survey Research.” Data Recognition Corporation.
http://www.datarecognitioncorp.com/survey-services/Documents/Mixed-Mode-Methods-forConducting-Survey-Research.pdf
Dillman, D. A. and J.D. Power (2015), Conference call discussion on non-response bias, avoidance
methods, and post-hoc sample weighting between Dr. Dillman and JDP (Greg Truex, Jay Meyers,
Ph.D., Lee Quintanar, Ph.D.), May 20, 2015 (2 pm PDT).
Dillman, D. A. (2014). Internet, Phone, Mail and Mixed-Mode Surveys: The Tailored Design Method.
Fourth Edition. John Wiley & Sons, Inc: New York.
Ellis, J. M. (2000). “Estimating the Number of Eligible Respondents for a Telephone Survey of LowIncidence Households.” Paper presented at the annual meeting of the American Association for
Public Opinion Research, Portland OR, May 21.
Federal Committee on Statistical Methodology’s “Statistical Policy Working Paper 31, Measuring and
Reporting Sources of Error in Surveys” (2001). Washington, D.C.
Izrael, David, Hoaglin, David C., and Battaglia, Michael P. (2000), “A SAS Macro for Balancing a Weighted
Sample.” Proceedings of the Twenty-Fifth Annual SAS Users Group International Conference, Paper
275.
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Izrael, David, Hoaglin, David C., and Battaglia, Michael P. (2004), “Tips and Tricks for Raking Survey Data
(a.k.a. Sample Balancing).” Proceedings of the 2004 American Association for Public Opinion
Research (AAPOR) Conference.
Malhotra, N.K, and Birks, D.F. (2007). Marketing Research: An Applied Approach, 3rd edition. Prentice
Hall/Financial Times: England.
Pierchala, Carl E. (2001). “PROC MI® as the Basis for a Macro for the Study of Patterns of Missing Data.”
Northeast SAS Users Group. http://www.lexjansen.com/nesug/nesug03/st/st009.pdf
Singer, E. (2006). Special Issue: Nonresponse Bias in Household Surveys. Public Opinion Quarterly, Vol
70, Issue 5.
U.S. Office of Management and Budget (1990), “Survey Coverage.” Statistical Policy Working Paper 17,
Washington, D.C.
U.S. Office of Management and Budget Publication (January 2006). “When Designing Surveys for
Information Collections.” The Office of Management and Budget, 725 17th Street, NW. Washington,
D.C. 20503.
U.S. Office of Management and Budget Publication (September 2006). “Standards and Guidelines for
Statistical Surveys”. The Office of Management and Budget, 725 17th Street, NW. Washington, D.C.
20503.
U.S. Office of Management and Budget Publication (2008). VBA Education OMB - Part B Supporting
statement for “Collections of Information Employing Statistical Methods.”Washington, D.C.
Vogt, W. Paul, Vogt, Elaine R., Gardner, Dianne C., and Haeffele, Lynne M. (2014). Selecting the Right
Analyses for Your Data - Quantitative, Qualitative, and Mixed Method. Guilford Press, New York, NY.
Wallace, Leslie and Rust, Keith (1996). A Comparison of Raking and Poststratification Using 1994 NAEP
Data. Leslie Wallace, West Inc., 584-589.
41
Appendix A
Missing Data Patterns and Mechanisms
An excellent discussion of missing data patterns, mechanisms, and research analysis methods is
provided in Vogt, W. Paul, Vogt, Elaine R., Gardner, Dianne C., and Haeffele, Lynne M. (2014).
An overview of the missing data types and issues is described below.
Understanding the reasons why data is missing can be useful in analyzing the remaining data. If
values are missing at random, the data sample may still be representative of the population;
however, if the values are missing systematically, analysis may be harder.
Missing completely at random. Values in a data set are missing completely at random
(MCAR) if the events that lead to any particular data item being missing are independent
both of observable variables and of unobservable parameters of interest, and occur entirely
at random. When data are MCAR, the analyses performed on the data are unbiased;
however, data are rarely MCAR.
Missing at random. Missing at random (MAR) is an alternative, and occurs when the
missingness is related to a particular variable, but is not related to the value of the variable
that has missing data. An example of this is accidentally omitting an answer on a
questionnaire.
Missing not at random. Missing not at random (MNAR) is data that is missing for a specific
reason (i.e., the value of the variable that is missing is related to the reason it is missing). An
example of this is if a certain question on a questionnaire tends to be skipped deliberately
by participants with certain characteristics. Graphical models can be used to describe the
missing data mechanism in detail.
While it is clear that MNAR can introduce statistical bias, there is no definitive test (see Vogt et
al, (2014)). It is also clear that MCAR is rarely evident in research data and most tests of it will
fail. However, MAR is fully acceptable for valid statistical analyses (Vogt et al, 2014). MAR is
essentially “missing partially at random,” whereby the intra-group missingness remains random
despite some differences between group tendencies. Graphical data representations are the
typical tool used in assessment as described above and in Pierchala, Carl E. (2001).
See Section 3.2 Missing Data Patterns and Mechanisms for findings specific to Education’s data.
42
Appendix B
Item Response Rates
In accordance with OMB “Standards and Guidelines for Statistical Surveys,” Section 3.2,
Guidelines 3.2.6-3.2.7, the item response rate was calculated as the ratio of the number of
respondents for whom an in-scope response was obtained to the number of respondents who
were asked to answer that item. The number asked to answer an item is the number of unitlevel respondents minus the number of respondents with a valid skip pattern. In addition to
item response rate, total item response rate was calculated as the product of the overall unit
response rate and the item response rate for each item. The purpose of these calculations is to
assess the item non-response, which occurs when one or more survey items are left blank in an
otherwise completed questionnaire. Tables B1.e and B1.s display the item and total item
response rates for these surveys.
The OMB “Standards and Guidelines for Statistical Surveys” Guideline 3.2.10 states an item nonresponse analysis should be conducted for items with an item response rate of less than 70%.
Since none of the survey item response rates falls below 70% for Access or Servicing, an itemlevel analysis of non-response bias was not necessary. The Access item response rates range
from 75% to 100% with a 97% average, while Servicing response rates range from 70% to 100%
with a 98% average.
Table B1.e. Access Item and Total Item Response Rate11
Question
Number
1
2
3
4
5
6a
6b
6c
6d
6e
6f
7
Item Response
Rate
94%
99%
100%
97%
98%
100%
99%
99%
99%
95%
98%
100%
Unit Response
Rate
5%
5%
5%
5%
5%
5%
5%
5%
5%
5%
5%
5%
11
Open capture question for additional comments about your experience and e-mail opt in questions display “N/A” and were not
included in item and total item response rate calculations.
43
Table B1.e. Access Item and Total Item Response Rate (continued)
8
9
10
11
12
13
14
15
16
17
18
19
20
21a
21b
21c
21d
22
23
24a
24b
24c
24d
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
97%
99%
94%
100%
89%
97%
82%
99%
98%
98%
97%
97%
92%
99%
99%
96%
98%
92%
98%
92%
92%
83%
94%
99%
99%
99%
98%
93%
95%
N/A
N/A
N/A
100%
100%
100%
100%
100%
100%
100%
89%
5%
5%
5%
5%
4%
5%
4%
5%
5%
5%
5%
5%
5%
5%
5%
5%
5%
5%
5%
5%
5%
4%
5%
5%
5%
5%
5%
5%
5%
N/A
N/A
N/A
5%
5%
5%
5%
5%
5%
5%
4%
44
Table B1.e. Access Item and Total Item Response Rate (continued)
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
100%
100%
100%
100%
N/A
100%
100%
100%
100%
97%
100%
92%
100%
75%
100%
85%
100%
100%
100%
100%
100%
84%
100%
100%
100%
N/A
5%
5%
5%
5%
N/A
5%
5%
5%
5%
5%
5%
5%
5%
4%
5%
4%
5%
5%
5%
5%
5%
4%
5%
5%
5%
N/A
45
Table B1.s Servicing Item and Total Item Response Rate12
Question
Number
1
2
3
4
5a
5b
5c
5d
5e
5f
6
7
8
9
10
11
12
13
14
15
16
17a
17b
17c
17d
18
19
20
21
22
23
24
25
26
Item Response
Rate
93%
99%
98%
98%
99%
100%
99%
99%
97%
98%
100%
97%
99%
97%
98%
91%
96%
99%
99%
98%
98%
99%
97%
97%
98%
100%
100%
98%
98%
96%
98%
N/A
N/A
N/A
Unit Response
Rate
5%
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
5%
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
N/A
N/A
N/A
12
Open capture questions for additional comments about your experience and items unclear in letter and email opt in
questions display “N/A” and were not included in item and total item response rate calculations.
46
Table B1.s Servicing Item and Total Item Response Rate (Continued)
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
98%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
N/A
93%
100%
100%
100%
100%
100%
100%
94%
100%
70%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
N/A
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
N/A
5%
6%
6%
6%
6%
6%
6%
6%
6%
4%
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
6%
N/A
In the item response rate calculations above, JDP considered blanks as non-response for mail
returns and “don’t know” selections in addition to blanks as non-response for online returns.
“Don’t know” selections are included as non-response for online returns since respondents are
forced to select a response in order to continue the online survey.
47
Similarly, “N/A” responses were also included as non-response for rating questions in online
returns. For the online survey, respondents must answer each question before proceeding to
the next question in the survey. “Not Applicable” or “N/A” could either mean that a respondent
was answering “N/A” to the question or did not wish to answer it. Therefore, this response
option was included as a non-response.
48
Appendix C
Study Overview
1.1 Study Background
The Voice of the Veteran Satisfaction Initiative tracks Veteran satisfaction with the benefits and
services received from VBA. The Voice of the Veteran Line of Business Tracking Study provides
ongoing survey research tracking for Veteran satisfaction with VBA’s lines of business:
Compensation, Pension, Education, Vocational Rehabilitation & Employment (VR&E), and Loan
Guaranty (LGY).
As part of Executive Order 13571 Streamlining Service Delivery and Improving Customer
Service, agencies that provide significant services directly to the public to identify and survey
customers, establish service standards and track performance against those standards, and
benchmark customer service against the best in business. This program enables VBA to
understand what is important to Veterans relative to benefits received and services provided.
This program provides timely and actionable Veteran feedback on how well VBA is providing
services. Insights from this program identify opportunities for improvement and measure the
impact of improvement initiatives, as well as continuously measure performance outcomes.
The survey instrument measures Veteran satisfaction with enrollment and receipt of benefits
issued by VBA. In FY15, fielding occurred continuously on a monthly basis for Access and
annually for Servicing. Surveys remained open in field until the end of each quarter. If any
surveys were received after a quarter closed field, then those returns were counted in the next
quarter’s number of returns.
Total Mailouts
Per Year
Target
Number of
Completes
Survey
Methodology
Fielding
Frequency
Access
Mail and Online
Quarterly
16,000
4,800
Servicing
Mail and Online
Annually
10,000
3,000
49
1.2 Methodology
Respondents for both studies had the option of completing the survey on paper or online, and
received two separate mailings. In the first mailing, a postcard was sent introducing the study
to respondents, which included an online survey link and a unique access code login for the
online survey. In the second mailing, respondents were sent a Survey Package, which included a
cover letter with the online survey link and login, a paper survey, and a business reply envelope.
The second survey is cleaned to exclude anyone who completed the survey at least one week
prior to the second mailing.
Sample Population Definition
The targeted populations were identified by Education. For Access, the target population is defined
as Veterans and beneficiaries who received a decision on their application for education benefits
within the past 90 days. This may include individuals who have been accepted into the program and
have either enrolled or have yet to enroll at a school institution/training program.
For Servicing, the target population is defined as Veterans and beneficiaries who are enrolled in a
school institution/training program and have been receiving benefit payments for at least two
consecutive school terms during the past 9 months.
Sample File Generation
Education generates the sample files based on the sampling definitions and submits sample
files directly to BAS.
BAS receives the sample files and sends to VADIR for processing.
VADIR processes sample files (to remove SSN and append demographics/EDIPI) and returns
to BAS.
BAS transfers sample files (via EDX platform) to JDP and notifies JDP via email that sample
files are ready for deployment.
JDP cleans the sample file and selects the sample.
Sample is transferred to Government Printing Office (GPO) print vendor (via EDX platform)
for printing and mailing of the postcards and survey packages.
Sample is transferred in accordance with the following schedule:
VOV_LOB
Tracking_Production Schedule_10.06.15.pdf
50
1.3 Data Cleaning
JDP processed the sample according to the following cleaning rules:
1. Remove duplicate records within each business line and across surveys based on the unique
identifier (EDI_PI or VA_ID) for each record. Note: EDIPI is Electronic Data Interchange
Personal Identifier.
a) Exception: For Pension Access (v1) and Pension Servicing (v8), de-duplicate records
based on EDI_PI and Claim Number.
b) When each new sample file is received, JDP cleans it against all sample selected from
every sample batch that has been delivered 12 months prior to ensure a respondent
does not receive a VA line of business survey more than once in a 12 month-period. In
the case of duplicates occurring within the same sample month, priority is assigned to
business lines with the lowest number of sample records.
2. Clean out records present on the JDP Do Not Contact list and clean against the National
Change of Address (NCOA) list.
3. Clean out any respondents who do not have any EDI_PI or VA_ID included in their sample
record.
a) Exception: For Pension Access (v1) and Pension Servicing (v8), clean out records with
blank EDI_PI and Claim Number.
4. Clean out any respondents not specified as a dependent/spouse who have a date of death
(DOD) in their sample record.
5. Clean out any respondents who do not have any address included in their sample record.
6. Assign and maintain unique sampling identifiers to each sample record in order to track
history of sampling. Exclude records that have been sampled in the past twelve months to
ensure no respondent is mailed surveys more than once in a 12-month period. This rule
may not apply to those who completed a survey.
1.4 Order generation and fulfillment process
Federal Acquisition Regulations (FAR 8.8) mandate government agencies solicit all printing
requirements through the GPO. GPO utilizes print vendors to fulfill orders. A Data Transfer
Agreement (DTA) must be in place with print vendor and contractor before BAS can obligate
funds or transfer sample files to the print vendor and contractor.
Prior to mailing the postcards and mail surveys, print orders must be generated for each survey.
The entire process may take up to 2-4 weeks from inception of the print order to the mailing of
the survey package or postcard. Below are the steps involved in order generation and order
fulfillment.
51
Order generation
After sample is received by JDP, the sample files are cleaned and selected. Letter Work
Orders (LWOs) are then created to provide the print vendor with the necessary information
to match the sample files to the correct survey instrument. (1 day)
JDP creates the print order and sends to BAS Contractor Officer’s Representative (COR).
(Same day as above step)
The COR then reviews, authorizes, and submits the print order. (1 day)
The BAS Publication Officer and/or COR submits the orders to the VA Publications Services
Division (VAPSD). (Same day as above step)
The order is issued a control number by a VBA Management Analyst, Publications. (Variable
timing)
Once the control number is assigned, the order goes to VA Publication Services Division
liaison to forward to GPO Contracting Officer. (Variable timing) Note: the amount of time an
order is with VAPSD varies from 3 days up to 20 days.
The GPO Contracting Officer sends the printing and mailing order to the print vendor.
Order fulfillment
Once the order is placed, the GPO print vendor is allotted 9 business days to fulfill the order
(2 days to generate proofs, 2 days for proof review/correction, and 5 days to print and
mail).
Upon receipt of the proofs from print vendor, JDP reviews and approves; BAS then reviews
and approves and, finally, VAPSD reviews and approves.
The GPO Print Vendor then conducts the printing of the instruments and prepares to mail.
The print vendor uses envelopes that were subcontracted.
The GPO Print Vendor mails the postcards and/or survey packages.
After the orders have been mailed, the print vendor provides the mail receipts to
contractor, BAS and VAPSD.
Upon order completion, VAPSD provides actual costs to BAS.
1.5 Reporting
Reporting occurs four times yearly for the Access Process survey.
On a quarterly basis, the following deliverables are provided:
Scorecard
52
Data Matrices
Data (loaded to the VOV reporting site)
Open-Ended Comments (verbatims)
On a semiannual (twice yearly) basis, the following deliverable is provided:
Data and Analysis Presentation
Reporting occurs once annually for the Servicing Process survey.
On an annual basis, the following deliverables are provided:
Scorecard
Data Matrices
Data (loaded to the VOV reporting site)
Open-Ended Comments (verbatims)
Data and Analysis Presentation
53
Sample Plan Overview
2.1 Sample Criteria
VBA was responsible for providing sample to JDP that meets the following sampling criteria:
Sample Population
Inclusion Criteria
Frequency of Data Request
Access Survey
For Access the target population
includes Veterans and beneficiaries
who received a decision on their
application for education benefits
within the past 90 days. This may
include individuals who have been
accepted into the program and have
either enrolled or have yet to enroll
at a school institution/training
program.
Quarterly
Servicing Survey
For Servicing the target population
includes Veterans and beneficiaries
who are enrolled in a school
institution/training program and
have been receiving benefit
payments for at least two
consecutive school terms during the
past 9 months.
Annually
2.2 Fielding/Sampling Frequency
Survey
Instrument
Access
Survey
Servicing
Survey
Methodology
Total
Survey
Instruments
Targeted
Number of
Completes
Number of
Postcards
(eSurvey)
Number
of Mail
Packages
Fielding
Frequency
Mail and Online
16,000
4,800
16,000
16,000
Quarterly
Mail and Online
10,000
3,000
10,000
10,000
Annually
2.3 Data Transfer
The sample was posted by BAS once a month within the sampling folder on the VOV EDX site.
Sample should be provided in a file layout consistent with the file layout provided for the study
as outlined below.
54
Education File Layout
Address_1
Address_2
Award_End_Reason
BRANCH_OF_SERVICE
City
COEPending
CurrentEnrollmentStatus
DATE_OF_APPLICATION
Date_of_Birth
DATE_OF_DEATH
DateCOEIssued
DateofEnrollment
EDU_NAME_ADDRESS
Email_Address
First_Name
FirstBookStipend
FirstHousingAllowance
FirstOtherBenefit
FirstPayDate
Gender
Last_Name
LastBookStipend
LastHousingAllowance
LastOtherBenefit
LastPayDate
LATEST_END_PRODUCT
Master_Status
OriginalEndProduct
ProgramEnrolledIn
REGIONAL_OFFICE_CODE
SchoolDocumentReceived
SchoolEnrolledIn
State
TrainingTime
TransferofEntitlement
TypeofTraining
55
Education File Layout (Continued.)
Zip
ZIP_CODE
Master Record Status
TIMS Application
Payments Sent to Schools
Housing Allowance Sent to Claimant
Book Stipend Sent to Claimant
Benefit Sent to Claimant
eBenefits Account
2.4 Sample Cleaning Rules Glossary
Duplicate records in sample file – The record is cleaned out if there is more than one record
within the same sample file for the same respondent
Duplicate record history – The record is cleaned out if the record has been selected within the
past 12 months for any of VBA’s business line surveys (i.e., Compensation, Pension, Education,
Home Loan Guaranty, and Vocational Rehabilitation) regardless of whether the respondent
completed the survey
Invalid address – The record is cleaned out if JDP’s address verification software indicates an
invalid address code
Invalid values – The record is cleaned out if the “VA_ID” field is blank
Blanks – The record is cleaned out if the “Name” field corresponding to the record is blank
Do not contact – The record is cleaned out if the individual is listed on JDP’s Do Not Contact list
2.5 Sample Selection
JDP selected sample records following the completion of the sample cleaning process. The
following guidelines are referenced when selecting sample.
1. Total Sampling Targets: The table below summarizes the total sampling target per an RO per
a fielding period. The “Sampling Target per RO” column indicates the minimum number of
sample records that should be selected per an RO for each survey. If this minimum target
number cannot be reached for a particular RO, sample from a different RO will be selected
to make up the difference.
56
Access
Survey
Servicing
Survey
Frequency
Total
Sampling
Target
Sampling
Target Per
Time Period
Sampling
Target Per
RO
Number of
ROs
Quarterly
16,000
4,000
1,000
4
Annually
10,000
10,000
2,500
4
2. The same record cannot be selected for multiple surveys during the same wave.
Respondents who have completed a survey within the past 12 months cannot be selected.
Survey priority is based on the number of records in each sample file. The survey with the
smallest number of records is given first priority.
3. Following sample selection, the JDP project teams receives an automated report confirming
the number of records selected for each survey version. The JDP project team verifies that
the sample selection quantities reflect the sample targets and approves the sample file for
fielding.
2.6 Data Collection
During the survey fielding period, both online survey returns and paper surveys are collected as
they are received and posted on a secure EDX site. Responses from paper surveys are scanned
through automated imaging software while verbatim responses are recorded by a live survey
processor. Survey returns must have all pages intact in order to be processed and counted as a
return. Surveys with missing pages are counted as unusable. Returns are also considered
unusable if there is an indication that the individual completing the survey is not the individual
selected from the sample file (i.e., the respondent name and/or address on the survey is
replaced with a different name and/or address). During each day of fielding, a subset of survey
returns undergo quality assurance to validate the accuracy of responses captured. If duplicate
surveys are returned (as identified by the unique sampling identifier assigned to each sample
record), the original survey return is processed, and the duplicate survey is removed. In the
case of duplicate survey returns from mixed methodology surveys, the date the survey was
received is used to identify the original return while the subsequent return is removed postfielding.
57
Appendix D
Approaches to Mitigating the Effect of NonResponse Bias and Strategies to Improve the
Response Rate
The following section outlines two approaches used in FY15 to mitigate the potential of nonresponse bias. As mentioned earlier in this study, JDP affirms that while high response rates are
always desirable in surveys, an 80% response rate is typically not achievable for a voluntary,
customer-satisfaction survey instrument (Malhotra & Birks, 2007), particularly those that do
not provide an incentive (not recommended for this program). To illustrate this point, the
Dillman Method for survey fielding (Dillman, D. A. (2014)) discusses a survey instrument that
was fielded to 600 students at the University of Washington. After five attempts to solicit a
response in a university setting, as well as offering a monetary incentive to complete the
survey, only a 77% response rate was garnered.
The first approach to minimize non-response occurs before and during data collection and
involves introducing measures to maximize survey response rates. The second approach is to
make statistical adjustments after the data is collected.
1.1 Approach 1: Strategies to Maximize Response Rates
Prior to, and during, fielding of the survey, JDP implemented the following measures to reduce
the chances of non-response:
Respondents were provided with the promise of confidentiality in the survey cover letter
and postcard, and assured that their survey responses would not impact their current or
future eligibility for benefits.
Following the first mailing, non-respondents were sent an additional survey mailing.
Respondents were provided with a toll-free telephone number and dedicated e-mail
address to contact JDP about survey-related inquiries (e.g., how to interpret questions and
response items, the purpose of the survey, how to get another copy of the survey if their
copy had been lost/damaged, etc.). Telephone calls and emails were responded to within 24
hours and answered during regular business hours (8:00-5:00pm PT Monday-Friday).
JDP ensured the Web-based surveys were accessible to individuals with disabilities by
maintaining 508 compliant standards. These standards include:
Keyboard navigation rather than mouse or other pointing devices
Customization options for color, size, and style of text displayed
58
Compatibility with screen-readers to translate items displayed on the survey in audible
output and/or Braille displays
Customer support and technical support through JDP Help Desk toll-free phone number
and email address
Exclusion of non-text elements, image maps, animation, flashing or blinking text
The survey fielding period was extended to offer opportunities to respond for subgroups
having a propensity to respond late (e.g., males, young, full-time employed)
The survey was developed and reviewed in order to enhance respondent understanding of
the survey materials and to improve the relevancy of the data collected:
Prior to fielding the Benchmark study, a series of cognitive labs was conducted with test
users to ensure the survey questions were easily understood and correctly interpreted.
Revisions were made to the survey based on test user feedback. (As per OMB Guideline
1.4.1)
After the Benchmark study and prior to fielding the first year of the Tracking study,
Compensation Service and JDP conducted a review of the survey instruments and
modified the surveys to improve the relevancy of data collected. (As per OMB Guideline
1.4.2)
1.2 Approach 2: Correcting Unit Non-response Bias with Sample Weighting and
Survey Raking
As stated above, the two approaches to tackling non-response bias include implementing
measures to maximize response rates during the fielding period and making post hoc statistical
adjustments to the survey results afterward. The following section discusses the statistical
adjustments approach, which include weighting the data or imputing scores to correct the
amount of non-response bias. An example of this approach would be the survey raking
procedure described earlier in this study. See the associated references in the “Survey Raking
Procedure for Sample Weightings” section for more information.
The procedure known as raking adjusts a set of data so that its marginal totals match specified
control totals on a specified set of variables. The term suggests an analogy with the process of
smoothing the soil in a garden plot by alternately working it back and forth with a rake in two
perpendicular directions (Izrael and Battaglia (2004)).
59
If non-response bias was identified in the survey data, the non-response bias could be
corrected mathematically with a post-stratification survey weight. JDP would weigh the survey
data based on certain demographics (such as age, gender, region) of the total sample so that
the weighted survey data would conform more to the demographics of the total sample. The
implicit assumption in this approach is the distributions of characteristics of the nonrespondents within an adjustment class (such as an age group) are the same, on average, as
those of the respondents within the same adjustment class.
See Appendix B for the item response rate for each question in the survey. If the item response
rate was not lower than 70%, as per OMB standards, the imputation of data is not necessary.
In the case that a particular item-level response was less than 70%, JDP would recommend
conducting additional analysis to determine the potential for other factors (i.e., missing or skip
patterns in the survey instrument) to be the cause of non-response.
Strategies to Improve Response Rate
In addition to the strategies listed above, JDP recommends considering the following strategies
to improve response rates going forward:
Issue ongoing public communications (e.g., press releases, post information on the VA
website) to spread awareness and confirm the legitimacy of the VA Education Study.
Educate VA employees and VSOs about the survey to encourage participation. Provide a list
of frequently asked questions and answers to VSOs and VA employees to equip them with
the ability to answer respondents’ questions regarding the survey.
Send email invitations to respondents rather than mailing postcards to make it easier for
them to complete the survey online.
Reduce the length of the survey to improve respondents’ willingness to respond
Reduce overall number of questions and number of response options for each question.
To encourage participation, increase the number of contacts available to respondents, with
additional reminders about the survey.
Provide respondents with an additional paper survey questionnaire.
Reduce the frequency of mailings to reduce the opportunities for delays and errors in the
GPO printing process.
Revise the cover letter and postcard to express the importance of participation in the
survey.
60
Provide sample from the 30-day period immediately prior to the mailing rather than sample
from 90 days prior to improve the recency of respondents’ experience with the Education
benefit (which improves both participation and recollection).
Change the location of sequence number to directly follow survey link on postcard and
cover letter.
To increase participation, revise formatting on postcard and cover letter to include color
print to make materials more readable.
Revise the responsibility of sample generation from Education to PA&I. A data pull by PA&I
will increase consistency.
61
Appendix E
Impact of FAR 8.8
Federal Acquisition Regulation (FAR) 8.8 requires that printing must be conducted through the
Government Printing Office (GPO). The following section outlines limiting factors of the Voice of
the Veteran Line of Business Tracking Study that occurred as a result of the FAR requirement.
Through the utilization of the GPO Print Vendor, the following occurred in FY15:
o
Quality issues included:
Survey instruments were printed and mailed:
o
Utilizing the sample population from one survey, but receiving a different
survey (e.g., potential respondents from the pool of one business line
received the survey for a different business line)
Using a version of the instrument that was outdated; this version did not
contain the current questions or responses that were being fielded
Mixing content between survey versions
Using shells from one survey printed with a different survey
Ongoing timeliness delays occurred with each set of orders placed, as the order
fulfillment process took a minimum of 2-4 weeks
1.1 Impact
The project experienced ongoing delays in the printing and mailing of postcards and survey
packets for VBA’s lines of business. The delays affected the critical processes required to
execute the VOV Program to its fullest potential.
A multitude of quality issues were experienced throughout FY15 that negatively impacted the
VOV Program response rates. The issues that occurred impacted: access to the online survey;
readability of mail materials; level of effort required by respondents to take the survey;
relevancy of survey; and the diminishment of brands (VA/JDP) associated with poor quality
materials.
62
Appendix F
NOTE: Questionnaire is not shown in the formatted version that respondents used to fill out
survey.
Survey Questionnaires
[DO NOT DISPLAY/IDENTIFY SECTION HEADERS. DISPLAY SINGLE QUESTION PER PAGE.]
[RESPONSE CODES APPEAR IN BRACKETS AT THE END OF EACH RESPONSE FOR SINGLE
RESPONSES AND IN THE PROGRAMMING INSTRUCTIONS FOR MULTIPLE RESPONSES.]
Servicing Questionnaire
Benefit Information
1. How did you FIRST learn about the education benefit programs? (Mark only one) If
you are unsure, please indicate the first way you remember learning about the
education benefit programs. [RADIO BUTTONS. SINGLE RESPONSE.]
[1]
[2]
a. eBenefits.va.gov [3]
b. benefits.va.gov/GIBill
c. Social media websites (e.g., Facebook, Twitter, etc.) [12]
d. Internet (excluding VA and social media sites) [15]
e. Mail (from VA) [4]
f. VA phone number (888-442-4551) [5]
g. VA Representative [6]
h. VA School Certifying Official
i. VA medical center [9]
j. VA Vet Center [10]
k. In person at a Regional Office [11]
l. Transition Assistance Program/Disabled Transition Assistance Program
briefings [7]
m. Veterans Service Organizations (e.g., Amer. Legion, DAV, VFW, PVA,
MOPH, etc.) (Specify) ___________________ [TEXT BOX, FORCE
TEXT IF RESPONSE IS SELECTED, 50 CHARACTER MAX.] [8]
n. Other Veterans [14]
o. Other Servicemembers
p. Friends or family [16]
[18]
q. Military recruiter
63
r. School recruiter
s. Other (Specify) ___________________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.] [97]
t. Don’t know or not sure [99]
2. What method(s) do you MOST FREQUENTLY use to obtain general information
about VA’s education benefits or services? (Mark all that apply) [CHECK BOXES.
MULTIPLE RESPONSE. CODE EACH RESPONSE AS 0 IF UNCHECKED OR 1 IF
CHECKED]
a. eBenefits.va.gov
b. benefits.va.gov/GIBill
c. Social media websites (e.g., Facebook, Twitter, etc.)
d. Phone
e. Mail
f. E-mail
g. In person at a Regional Office
h. VA Representative
i. VA School Certifying Official
j. VA medical center
k. VA Vet Center
l. Veterans Service Organizations (e.g., Amer. Legion, DAV, VFW, PVA,
MOPH, etc.) (Specify) ______________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
m. Disabled Veterans’ Outreach Program
n. Friends or family
o. Other Servicemembers
p. Other Publications (e.g., Army Times, local newspaper, etc.)
q. Other (Specify) ___________________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
r. Don’t know or not sure [MUTUALLY EXCLUSIVE RESPONSE]
s. None of the above [MUTUALLY EXCLUSIVE RESPONSE]
3. How frequently would you like to receive communications (e.g., e-mails, letters,
newsletters, etc.) from VA about education benefits or services? (Mark only one)
[RADIO BUTTONS, SINGLE RESPONSE]
a. Weekly [1]
b. Monthly [2]
c. Quarterly (every 3 months) [3]
d. Semiannually (twice per year) [4]
e. Annually (once per year) [5]
f. Never [6]
g. Don’t know or not sure [99]
64
4. How would you like to receive information from VA about education benefits or
services? (Mark all that apply) [CHECK BOXES, MULTIPLE RESPONSE. CODE
EACH RESPONSE AS 0 IF UNCHECKED OR 1 IF CHECKED]
a. Phone
b. Mail
c. Email
d. eBenefits.va.gov
e. benefits.va.gov/GIBill
f. Social media websites (e.g., Facebook, Twitter, etc.)
g. In person at a Regional Office
h. Veterans Service Organizations (e.g., Amer. Legion, DAV, VFW, PVA,
MOPH, etc.) (Specify) ______________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
i. Other (Specify) ___________________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
j. Don’t know or not sure [MUTUALLY EXCLUSIVE RESPONSE]
The following question asks you to rate various aspects of your experience with
Education, using a scale of 1 to 10 where 1 is Unacceptable, 10 is Outstanding, and 5 is
Average. [SHOW ON SAME PAGE AS THE QUESTION THAT FOLLOWS]
5. When thinking about your most frequently used methods of communication, please
rate your experience obtaining information about your VA Education Benefits on the
following items: (Mark only one per row) [SHOW RESPONSES IN GRID WITH 10POINT SCALE IN COLUMNS AND ATTRIBUTES/RESPONSES IN ROWS (SEE
JDPA CONVENTIONS DOCUMENT PG. 1 FOR SPECIFIC DETAILS OF
LAYOUT). EVENLY SPACED RADIO BUTTONS/COLUMNS, ALTERNATE
SHADES IN ROWS. SINGLE RESPONSE PER ROW. RANDOMIZE ALL
ATTRIBUTES EXCEPT THE LAST ONE.]
a. Ease of accessing information [ALLOW N/A RESPONSE] [1-10, N/A=99]
b. Availability of information [ALLOW N/A RESPONSE] [1-10, N/A=99]
c. Clarity of information [ALLOW N/A RESPONSE] [1-10, N/A=99]
d. Usefulness of information [ALLOW N/A RESPONSE] [1-10, N/A=99]
e. Frequency of information provided by VA [ALLOW N/A RESPONSE] [110, N/A=99]
f. Overall rating of information [1-10]
Contact with VA
6. During the past 6 months, did you contact anyone from VA (not including a VA
School Certifying Official) about your education benefit? (Mark only one) [RADIO
BUTTONS. SINGLE RESPONSE]
a. Yes [1]
b. No [0]
65
(Ask Q7-Q12 if Q6 is Yes, otherwise go to Q13)
7. Which of the following best describes the reason for your most recent contact?
(Mark only one) [RADIO BUTTONS. SINGLE RESPONSE]
a. Resolve a problem [1]
b. Ask a question [2]
c. Request a change to your records/provide information [3]
8. Can you briefly describe the nature of your most recent contact? (Mark all that apply)
[CHECK BOXES. MULTIPLE RESPONSE. CODE EACH RESPONSE AS 0 IF
UNCHECKED OR 1 IF CHECKED]
a. Change your address or direct deposit information
b. Report that you did not receive your monthly stipend or book allowance
c. Submit monthly verification of enrollment
d. Check on the status of your claim
e. Report a problem with a VA customer service representative
f. Ask a general question
g. Obtain information about submitting a claim
h. Question about a payment amount
i. Provide an expected graduation date
j. Report a change in school institution/program
k. Other (Specify) ___________________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
9. Thinking about your most recent contact, how did you contact VA? (Mark only one)
[RADIO BUTTONS. SINGLE RESPONSE]
a. Phone [1]
b. Fax [8]
c. Website [6]
d. Email [7]
e. Mail [9]
f. In person [3]
g. Online Chat
10. Was your most recent issue resolved? (Mark only one) [RADIO BUTTONS.
SINGLE RESPONSE]
a. Yes [1]
b. No [0]
(Ask Q11 if Q10 is No, otherwise go to Q12)
66
11. Why wasn’t your most recent issue resolved? [CHECK BOXES. MULTIPLE
RESPONSE. CODE EACH RESPONSE AS 0 IF UNCHECKED OR 1 IF
CHECKED]
a. Did not receive all of the information required
b. Received incorrect information
c. Was referred to the incorrect office/person
d. Waiting for follow-up from VA
e. Other (Specify) ____________________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
f. Don't know or not sure [MUTUALLY EXCLUSIVE RESPONSE]
12. Thinking of your most recent contact with VA, how would you rate your overall
customer service experience with VA or VA representatives, using a scale of 1
to 10 where 1 is Unacceptable, 10 is Outstanding, and 5 is Average? [SHOW
RESPONSES IN GRID WITH 10-POINT SCALE IN COLUMNS AND SINGLE
ROW (SEE JDPA CONVENTIONS DOCUMENT PG. 1 FOR SPECIFIC
DETAILS OF LAYOUT). EVENLY SPACED RADIO BUTTONS/COLUMNS,
SINGLE RESPONSE PER ROW.]
Benefit Entitlement
13. What type of program are you currently using your education benefit for? (Mark all
that apply) [CHECK BOXES. MULTIPLE RESPONSE. CODE EACH RESPONSE
AS 0 IF UNCHECKED OR 1 IF CHECKED]
a. College/University
b. NCD (Non-College Degree Programs)
c. On-the-job and apprenticeship training
d. Flight training
e. Independent training
f. Correspondence training
g. National Testing Program
h. Licensing and Certification Program
i. Entrepreneurship training
j. Work-Study Program
k. Don’t know or not sure [MUTUALLY EXCLUSIVE RESPONSE]
67
14. What is the format of the program you are currently enrolled in? (Mark only one)
[RADIO BUTTONS. SINGLE RESPONSE.]
a. Traditional (classes in classroom/school facility) [1]
b. Online (classes on the Internet) [2]
c. Mixed (classroom and online) [3]
d. Not applicable
15. Has the stipend you received for books and supplies in the past two terms been
incorrect/differed from what was communicated to you by VA? [RADIO
BUTTONS. SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Not applicable
d. Don’t know or not sure [99]
16. Has the tuition payment you or your school received in the past two terms been
incorrect/differed from what was communicated to you by VA? [RADIO BUTTONS.
SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Not applicable
d. Don’t know or not sure [99]
The following question asks you to rate various aspects of your experience with
Education, using a scale of 1 to 10 where 1 is Unacceptable, 10 is Outstanding, and 5 is
Average. [SHOW ON SAME PAGE AS THE QUESTION THAT FOLLOWS]
17. Please rate your education benefit payment on the following items: (Mark only one
per row) [SHOW RESPONSES IN GRID WITH 10-POINT SCALE IN COLUMNS
AND ATTRIBUTES/RESPONSES IN ROWS (SEE JDPA CONVENTIONS
DOCUMENT PG. 1 FOR SPECIFIC DETAILS OF LAYOUT). EVENLY SPACED
RADIO BUTTONS/COLUMNS, ALTERNATE SHADES IN ROWS. SINGLE
RESPONSE PER ROW. RANDOMIZE ALL ATTRIBUTES EXCEPT THE LAST
ONE.]
a. Amount of financial assistance [ALLOW N/A RESPONSE] [1-10, N/A=99]
b. Effectiveness of benefit in helping you achieve your educational or
vocational goal [ALLOW N/A RESPONSE] [1-10, N/A=99]
c. Timeliness of receiving benefit payment [ALLOW N/A RESPONSE] [1-10,
N/A=99]
d. Overall rating of benefit payment [1-10]
Overall Experience with Benefit Program
68
18. Thinking about ALL aspects of your experience with your education benefits,
please rate VA overall, using a scale of 1 to 10 where 1 is Unacceptable, 10 is
Outstanding, and 5 is Average. (Mark only one) [SHOW RESPONSES IN GRID
WITH 10-POINT SCALE IN COLUMNS AND SINGLE ROW (SEE JDPA
CONVENTIONS DOCUMENT PG. 1 FOR SPECIFIC DETAILS OF LAYOUT).
EVENLY SPACED RADIO BUTTONS/COLUMNS, SINGLE RESPONSE PER
ROW.] [1-10]
Overall Experience with VA
19. Taking into consideration all of the non-medical benefits (e.g., education,
compensation, pension, home loan guaranty, vocational rehabilitation and
employment, insurance, etc.) you have applied for or currently receive, please
rate your experience with VA overall, using a scale of 1 to 10 where 1 is
Unacceptable, 10 is Outstanding, and 5 is Average. (Mark only one) [SHOW
RESPONSES IN GRID WITH 10-POINT SCALE IN COLUMNS AND SINGLE
ROW (SEE JDPA CONVENTIONS DOCUMENT PG. 1 FOR SPECIFIC
DETAILS OF LAYOUT). EVENLY SPACED RADIO BUTTONS/COLUMNS,
SINGLE RESPONSE PER ROW.] [1-10]
20. How likely are you to inform other Veterans and beneficiaries about your
experience with VA benefits or services? (Mark only one) [RADIO BUTTONS.
SINGLE RESPONSE.]
a. Definitely will not [1]
b. Probably will not [2]
c. Probably will [3]
d. Definitely will [4]
School Marketing/Recruiter
21. How did the marketing materials or recruiter at the school/university you are
enrolled at influence your decision to enroll in that program? (Mark only one)
[RADIO BUTTONS. SINGLE RESPONSE.]
a. Definitely did not influence my decision [1]
b. Somewhat influenced my decision [2]
c. Absolutely influenced my decision [3]
69
22. To what degree was your experience consistent with what was presented to you
in any marketing materials or by a recruiter? (Mark only one) [RADIO
BUTTONS. SINGLE RESPONSE.]
a. Not at all consistent [1]
b. Somewhat consistent [2]
c. Very consistent [3]
23. Was your experience with the program you enrolled in... (Mark only one) [RADIO
BUTTONS. SINGLE RESPONSE.]
a. Harder than you expected [1]
b. What you expected [2]
c. Easier than you expected [3]
24. Do you have any comments you would like to add regarding the marketing efforts
or recruiter from the school/university you enrolled in? (Open Capture) [OPENEND. TEXT BOX. 1000 CHARACTER MAX. ALLOW NO COMMENT,
MUTUALLY EXCLUSIVE CHECK BOX. CODE NO COMMENT AS 0 IF
UNCHECKED AND 1 IF CHECKED]
___________________________________________________
As a reminder, your responses will be kept completely confidential and your email
address will not be sent to VA with any responses on this survey. [SHOW ON THE
SAME PAGE AS THE QUESTION THAT FOLLOWS.]
25. Would you like to provide an e-mail address so VA can contact you with general
information about VA benefits and services? (Mark only one) [RADIO BUTTONS.
SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. I do not have an email address [96]
d. Prefer not to answer [98]
(Ask Q26 if Yes in Q25)
26. Please enter your preferred email address where you would like to be contacted:
(Open Capture)
a.
Email: [TEXT BOX. 100 CHARACTER MAX.]
About You
Questions below will only be asked by respondents completing the online survey, these
questions will not be included in the paper (mail) version. [DO NOT SHOW]
70
Please answer the following questions about the person who is receiving the education benefit
(yourself or a dependent).
27. Are you a …[RADIO BUTTONS. SINGLE RESPONSE.] (Mark only one)
a. Part-time student [1]
b. Full-time student [2]
c. Not currently enrolled [3]
d. Don’t know or not sure [99]
(Ask Q28-46 if a or b, otherwise go to Q47)
28. (Online only) What is the format of the program you are enrolled in? (Mark only
one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Traditional (classes in classroom/school facility)[1]
b. Online (classes on the Internet) [2]
c. Mixed (classroom and online) [3]
29. What type of degree/training program are you currently pursuing? (Mark only
one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. On-the-job training or apprenticeship [1]
b. Certificate/license [2]
c. Associate degree [3]
d. Bachelor’s degree [4]
e. Master’s degree [5]
f. Doctorate [6]
30. What type of academic institution or training facility are you enrolled in? (Mark
only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. 2-year college (e.g., community college) [1]
b. 4-year college (e.g., university) [2]
c. Postgraduate program [3]
d. Technical or trade school [4]
e. Flight school [5]
f. Job training site [6]
g. Other (Specify) ___________________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.] [97]
(Ask Q31 if enrolled in a 2-year college in Q30, otherwise go to Q32)
31. Do you plan on attending a 4-year college in the future? [RADIO BUTTONS.
SINGLE RESPONSE.]
(Mark only one)
a. Yes [1]
b. No [0]
c. Prefer not to state [98]
71
32. Prior to the current program, what was the last year of school you completed?
(Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. High school graduate or equivalent [1]
b. Trade/technical school [2]
c. Some college (2-year program) [3]
d. Some college (4-year program) [4]
e. 2-year college degree [5]
f. 4-year college degree [6]
g. Some graduate courses [7]
h. Advanced degree (i.e., master’s degree/Ph.D.) [8]
i. Prefer not to answer [98]
33. (Online only) Why did you select your current school/training facility? (Mark all that
apply) [CHECK BOXES. MULTIPLE RESPONSE. CODE EACH RESPONSE AS 0
IF UNCHECKED OR 1 IF CHECKED]
a. Lower tuition/program costs
b. Good counselors
c. Convenient location
d. Easy initial application process
e. Convenient course/program enrollment process
f. Variety of course/training offerings
g. Variety of available student support
h. School specialization in subject of interest
i. Reputation of school/training facility
j. Reputation of instructors
k. Past experience
l. Recommendation from friends/relatives
m. Availability of online classes
n. Flexibility of course/training scheduling
o. Financial aid
p. Other (Specify) _____________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
34. When did you first enter into your current degree/training program? (Open Capture)
a. Please enter the month and year: mm _____ yy _______ [TWO
NUMERICTEXT BOXES; ONE FOR MONTHS [ACCEPTABLE RANGE
1-12) AND ONE FOR TWO-DIGIT YEAR (ACCEPTABLE RANGE 0099)]
b. Prefer not to answer [CHECK BOX. MUTUALLY EXCLUSIVE
RESPONSE.] [CODE AS 0 IF UNCHECKED OR 1 IF CHECKED]
35. How many years have you completed in your current degree/training program?
(Open Capture) If you have completed less than 1 year, enter 0.
72
a. Number of years _________ [NUMERIC TEXT BOX. ACCEPTABLE
RANGE 0-99]
b. Prefer not to answer [CHECK BOX. MUTUALLY EXCLUSIVE
RESPONSE.] [CODE AS 0 IF UNCHECKED OR 1 IF CHECKED]
36. Why did you select your current degree/training program? (Mark all that apply)
[CHECK BOXES. MULTIPLE RESPONSE. CODE EACH RESPONSE AS 0 IF
UNCHECKED OR 1 IF CHECKED]
a. Preparation for career
b. Salary/wages in associated careers
c. Status/esteem associated with type of degree/program
d. Personal growth/development
e. Interested in subject matter
f. Number of course requirements
g. Preparation for advanced degree
h. Ease of completion requirements
i. Reputation of instructors
j. Recommendation from friends/relatives
k. Availability of online classes
l. Flexibility of course/training scheduling
m. Other (Specify) _____________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
37. Have you ever taken any time off from your current degree/training program? (Mark
only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Prefer not to answer [98]
(Ask Q38-39 if Q37 is yes, otherwise go to Q40)
38. Why did you take time off? (Open Capture) [OPEN END. TEXT BOX. 1000
CHARACTER MAXIMUM. ALLOW NO COMMENT, MUTUALLY EXCLUSIVE
CHECK BOX. CODE NO COMMENT AS 0 IF UNCHECKED AND 1 IF CHECKED]
________________________________________________________________
______________________________________________________
39. How much time have you taken off from your current degree/training program?
(Open Capture) Please respond using any or all of the following categories.
a. Days (0-99 days) __________ [NUMERIC TEXT BOX. ACCEPTABLE
RANGE 0-99.]
b. Months (0-99 months) _________ [NUMERIC TEXT BOX.
ACCEPTABLE RANGE 0-99.]
73
c. Years (0-99 years) _________ [NUMERIC TEXT BOX. ACCEPTABLE
RANGE 0-99.]
d. Don’t know or not sure [CHECK BOX. MUTUALLY EXCLUSIVE
RESPONSE.] [CODE AS 0 IF UNCHECKED OR 1 IF CHECKED]
40. Have you been called to active duty at any point during your current degree/training
program? (Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Prefer not to answer [98]
(Ask Q41 if Q40 is yes, otherwise go to Q42)
41. How long was your call to active duty? (Open Capture)
a. Months (0-99 months) _________ [NUMERIC TEXT BOX.
ACCEPTABLE RANGE 0-99.]
b. Don’t know or not sure [CHECK BOX. MUTUALLY EXCLUSIVE
RESPONSE.] [CODE AS 0 IF UNCHECKED OR 1 IF CHECKED]
42. Have you ever been on academic probation or had less than satisfactory standing
with your school/training program? (Mark only one) [RADIO BUTTONS. SINGLE
RESPONSE.]
a. Yes [1]
b. No [0]
c. Prefer not to answer [98]
43. Do you plan to obtain a degree or completion certificate in your current field of
study/training? (Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Yes, from the degree/training program at my current school/facility [1]
b. Yes, from a degree/training program at another school/facility [2]
c. No [0]
d. Prefer not to answer [98]
(Ask Q44-Q45 if Q43 is yes, otherwise go to Q46)
44. When do you expect to complete or graduate with a degree or completion certificate
in your current field of study/training? (Open Capture)
a. Please enter the month and year: mm _____ yy _______ [TWO
NUMERICTEXT BOXES; ONE FOR MONTHS [ACCEPTABLE RANGE
1-12) AND ONE FOR TWO-DIGIT YEAR (ACCEPTABLE RANGE 1299)]
b. Prefer not to answer [CHECK BOX. MUTUALLY EXCLUSIVE
RESPONSE.] [CODE AS 0 IF UNCHECKED OR 1 IF CHECKED]
74
45. Do you plan to continue your enrollment as a full-time student until you complete or
graduate your degree/training program? (Mark only one) [RADIO BUTTONS.
SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Prefer not to answer [98]
46. Which of the following services are available from your current school/training
facility? (Mark all that apply) [CHECK BOXES. MULTIPLE RESPONSE. CODE
EACH RESPONSE AS 0 IF UNCHECKED OR 1 IF CHECKED]
a. Academic counseling
b. Tutoring
c. Financial counseling
d. Dependent care services (e.g., babysitting, elder care)
e. Employment counseling
f. Financial aid
g. Technology assistance (e.g., Internet access, computer, etc.)
h. Other (Specify) _____________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
i. Don’t know [MUTUALLY EXCLUSIVE RESPONSE]
47. What concerns, if any, do you have about achieving your educational goals? (Mark
all that apply) [CHECK BOXES. MULTIPLE RESPONSE. CODE EACH
RESPONSE AS 0 IF UNCHECKED OR 1 IF CHECKED]
a. Academic requirements
b. Difficulty of subject matter
c. Financial requirements
d. Family obligations
e. Employment obligations
f. Course scheduling
g. Time commitment (i.e., amount of time required)
h. Availability of technology (e.g., access to internet/computer)
i. Other (Specify) _____________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
j. Do not have concerns [MUTUALLY EXCLUSIVE RESPONSE]
48. Which of the following services would you like or expect in order to achieve your
educational goals? (Mark all that apply) [CHECK BOXES. MULTIPLE RESPONSE.
CODE EACH RESPONSE AS 0 IF UNCHECKED OR 1 IF CHECKED]
a. Academic counseling
b. Tutoring
c. Financial counseling
d. Dependent care services (e.g., babysitting, elder care)
e. Employment counseling
75
f. Financial aid
g. Technology assistance (e.g., Internet access, computer, etc.)
h. Other (Specify) _____________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
i. Don’t know [MUTUALLY EXCLUSIVE RESPONSE]
49. Are you…(Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Married [1]
b. Single (never married) [2]
c. Widowed [3]
d. Divorced/separated [4]
e. Living with domestic partner [5]
f. Prefer not to answer [98]
50. How many children under the age of 18 live in your household? (Open Capture)
a. Number of children (0-99)________ [NUMERIC TEXT BOX.
ACCEPTABLE RANGE 0-99.]
b. Prefer not to answer [CHECK BOX. MUTUALLY EXCLUSIVE
RESPONSE.] [CODE AS 0 IF UNCHECKED OR 1 IF CHECKED]
51. What are your personal career goals? (Mark all that apply) [CHECK BOXES.
MULTIPLE RESPONSE. CODE EACH RESPONSE AS 0 IF UNCHECKED
OR 1 IF CHECKED]
a. Obtain financial security
b. Achieve work-life balance
c. Become an independent business owner
d. Become a manager
e. Become an executive
f. Work internationally
g. Contribute to society
h. Work in a specialized field (e.g., technology, medicine, etc.)
i. Other (Specify) _____________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
52. Are you currently employed? (Mark only one) [RADIO BUTTONS. SINGLE
RESPONSE.]
a. Yes [1]
b. No [0]
c. Prefer not to state [98]
(Ask Q53-54 if currently employed, otherwise go to Q55)
53. How many hours do you currently work in a typical week? (Open Capture)
76
a. Hours (0-40 hours) _________ [NUMERIC TEXT BOX. ACCEPTABLE
RANGE 0-40.]
b. Don’t know or not sure [CHECK BOX. MUTUALLY EXCLUSIVE
RESPONSE.] [CODE AS 0 IF UNCHECKED OR 1 IF CHECKED]
54. Are you currently employed in a field related to your current degree/training
program? (Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Prefer not to answer [98]
55. Are you pursuing employment in your current field of study? (Mark only one)
[RADIO BUTTONS. SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Prefer not to answer [98]
(Ask Q56 if Q55 is yes, otherwise go to Q57)
56. Upon completion of your current degree/training program, what will be your
primary method of obtaining employment information? [RADIO BUTTONS.
SINGLE RESPONSE.]
a. VA counselor [1]
b. Recommendations of friends/family [2]
c. Student career/employment center [3]
d. Local or state job services [4]
e. Federal job services [5]
f. Newspaper [6]
g. Online job site [7]
h. Private employment agency [8]
i. Other (Specify) _____________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.] [97]
j. Don’t know [99]
57. Are you currently on active duty in the US Armed Forces? (Mark only one)
[RADIO BUTTONS. SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
(Ask Q58 if Q57 is yes, otherwise go to Q59)
58. What branch? (Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Air Force [1]
b. Army [2]
77
c. Coast Guard [3]
d. Marine Corps [4]
e. Navy [5]
(Ask Q59 if Q57 is no, otherwise go to Q60)
59. When you left the military, what branch of service were you in? (Mark only one)
[RADIO BUTTONS. SINGLE RESPONSE.]
a. Air Force [1]
b. Army [2]
c. Coast Guard [3]
d. Marine Corps [4]
e. Navy [5]
60. Do you have any other comments or concerns about your experience? (Open
Capture) [OPEN-END. TEXT BOX. 1000 CHARACTER MAX. ALLOW NO
COMMENT, MUTUALLY EXCLUSIVE CHECK BOX. CODE NO COMMENT
AS 0 IF UNCHECKED AND 1 IF CHECKED]
78
Access Questionnaire
Benefit Information
1. How did you FIRST learn about the education benefit programs? (Mark only one)
If you are unsure, please indicate the first way you remember learning about the
education benefit program [RADIO BUTTONS. SINGLE RESPONSE.]
[1]
[2]
a. eBenefits.va.gov [3]
b. benefits.va.gov/GIBill[19]
c. Social media websites (e.g., Facebook, Twitter, etc.)
d. Internet (excluding VA and social media sites) [15]
e. Mail (from VA) [4]
f. VA phone number (888-442-4551) [5]
g. VA Representative [6]
h. VA School Certifying Official
i. VA medical center [9]
j. VA Vet Center [10]
k. In person at a Regional Office [11]
l. Transition Assistance Program/Disabled Transition Assistance Program
briefings [7]
m. Veterans Service Organizations (e.g., Amer. Legion, DAV, VFW, PVA,
MOPH, etc.) (Specify) ___________________[TEXT BOX, FORCE TEXT
IF RESPONSE IS SELECTED, 50 CHARACTER MAX.] [8]
n. Other Veterans [14]
o. Other Servicemembers
p. Friends or family [16]
[17]
q. Military recruiter
r. School recruiter
[18]
s. Other (Specify) ___________________[TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.] [97]
t. Don’t know or not sure [99]
2. What method(s) do you MOST FREQUENTLY use to obtain general information
about VA’s education benefits or services? (Mark all that apply) [CHECK
BOXES. MULTIPLE RESPONSE. CODE EACH RESPONSE AS 0 IF
UNCHECKED OR 1 IF CHECKED]
a. eBenefits.va.gov
b. benefits.va.gov/GIBill
79
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Social media websites (e.g., Facebook, Twitter, etc.)
Phone
Mail
Email
In person at a Regional Office
VA Representative
VA School Certifying Official
VA medical center
VA Vet Center
Veterans Service Organizations (e.g., Amer. Legion, DAV, VFW, PVA,
MOPH, etc.) (Specify): ______________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
m. Disabled Veterans’ Outreach Program
n.
o.
p.
q.
Friends or family
Other Servicemembers
Other Publications (e.g., Army Times, local newspaper, etc.)
Other (Specify) ___________________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
r. Don’t know or not sure [MUTUALLY EXCLUSIVE RESPONSE]
s. None of the above [MUTUALLY EXCLUSIVE RESPONSE]
3. How did the VA provide you information about the application process for your
most recent education benefit application? (Mark all that apply) [CHECK
BOXES. MULTIPLE RESPONSE. CODE EACH RESPONSE AS 0 IF
UNCHECKED OR 1 IF CHECKED]
a. Transition Assistance Program/Disabled Transition Assistance Program
briefings
b. Phone
c. Mail
d. Email
e. Pamphlets/brochures
f. eBenefits.va.gov
g. benefits.va.gov/GIBill
h. VA medical center
i. In person at a Regional Office
j. Veterans Service Organizations (e.g., Amer. Legion, DAV, VFW, PVA,
MOPH, etc.)(Specify) ___________________ [TEXT BOX, FORCE TEXT
IF RESPONSE IS SELECTED, 50 CHARACTER MAX.]
k. Disabled Veterans’ Outreach Program
l. VA School Certifying Official
m. Other (Specify) ___________________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
80
n. Don’t know or not sure [MUTUALLY EXCLUSIVE RESPONSE]
o. Did not receive information about application process [MUTUALLY
EXCLUSIVE RESPONSE]
4. How frequently would you like to receive communications (e.g., emails, letters,
newsletters, etc.) from VA about education benefits or services? (Mark only one)
[RADIO BUTTONS. SINGLE RESPONSE.]
a. Weekly [1]
b. Monthly [2]
c. Quarterly (every 3 months) [3]
d. Semiannually (twice per year) [4]
e. Annually (once per year) [5]
f. Never [6]
g. Don’t know or not sure [99]
5. How would you like to receive information from VA about applying for education
benefits or services? (Mark all that apply) [CHECK BOXES. MULTIPLE
RESPONSE. CODE EACH RESPONSE AS 0 IF UNCHECKED OR 1 IF
CHECKED]
a. Phone
b. Mail
c. Email
d. VA website
e. Social media websites (e.g., Facebook, Twitter, etc.)
f. In person at a Regional Office
g. Veterans Service Organizations (e.g., Amer. Legion, DAV, VFW, PVA,
MOPH etc.) (Specify) ___________________ [TEXT BOX, FORCE TEXT
IF RESPONSE IS SELECTED, 50 CHARACTER MAX.]
h. Other (Specify) ___________________[TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
i. Don’t know or not sure
The following question asks you to rate various aspects of your experience with VA
Education Benefits, using a scale of 1 to 10 where 1 is Unacceptable, 10 is
Outstanding, and 5 is Average. [SHOW ON SAME PAGE AS THE QUESTION THAT
FOLLOWS]
6. When thinking about your most frequently used methods of communication,
please rate your experience in obtaining information about your education benefit
application on the following items: (Mark only one per row) [SHOW
RESPONSES IN GRID WITH 10-POINT SCALE IN COLUMNS AND
ATTRIBUTES/RESPONSES IN ROWS (SEE JDPA CONVENTIONS
DOCUMENT PG. 1 FOR SPECIFIC DETAILS OF LAYOUT). EVENLY SPACED
81
RADIO BUTTONS/COLUMNS, ALTERNATE SHADES IN ROWS. SINGLE
RESPONSE PER ROW. RANDOMIZE ALL ATTRIBUTES EXCEPT THE LAST
ONE.]
a. Ease of accessing information [ALLOW N/A RESPONSE] [1-10, N/A=99]
b. Availability of information [ALLOW N/A RESPONSE] [1-10, N/A=99]
c. Clarity of information [ALLOW N/A RESPONSE] [1-10, N/A=99]
d. Usefulness of information [ALLOW N/A RESPONSE] [1-10, N/A=99]
e. Frequency of information provided by VA [ALLOW N/A RESPONSE] [110, N/A=99]
f. Overall rating of information [1-10]
Contact with VA
7. During the past 6 months, did you contact anyone from VA (not including a VA
School Certifying Official) about the education benefit application process?
(Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
(Ask Q8-Q13 if Q7 is yes, otherwise go to Q14)
8. Which of the following best describes the reason for your most recent contact?
(Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Resolve a problem [1]
b. Ask a question [2]
c. Request a change to your records/provide information [3]
9. Can you briefly describe the nature of your most recent contact? (Mark all that
apply) [CHECK BOXES. MULTIPLE RESPONSE. CODE EACH RESPONSE
AS 0 IF UNCHECKED OR 1 IF CHECKED]
a. Change your address or direct deposit information
b. Report that you did not receive your monthly stipend or book allowance
c. Submit monthly verification of enrollment
d. Check on the status of your claim
e. Report a problem with a VA customer service representative
f. Ask a general question
g. Obtain information about submitting a claim
h. Question about a payment amount
i. Provide an expected graduation date
j. Report a change in school institution/program
k. Other (Specify) ___________________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
82
10. Thinking about your most recent contact, how did you contact VA? (Mark only
one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Phone [1]
b. Fax [8]
c. Website [6]
d. Email [7]
e. Mail [9]
f. In person [3]
g. Online Chat
11. Was your most recent issue resolved? (Mark only one) [RADIO BUTTONS.
SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
(Ask Q12 if Q11 is No, otherwise go to Q13)
12. Why wasn’t your most recent issue resolved? [CHECK BOXES. MULTIPLE
RESPONSE. CODE EACH RESPONSE AS 0 IF UNCHECKED OR 1 IF
CHECKED]
a. Did not receive all of the information required
b. Received incorrect information
c. Was referred to the incorrect office/person
d. Waiting for follow-up from VA
e. Other (Specify) ____________________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
f. Don't know or not sure [MUTUALLY EXCLUSIVE RESPONSE]
13. Thinking of your most recent contact with the VA, how would you rate your
overall customer service experience with the VA or VA representatives, using a
scale of 1 to 10 where 1 is Unacceptable, 10 is Outstanding, and 5 is Average.
[SHOW RESPONSES IN GRID WITH 10-POINT SCALE IN COLUMNS AND
SINGLE ROW (SEE JDPA CONVENTIONS DOCUMENT PG. 1 FOR
SPECIFIC DETAILS OF LAYOUT). EVENLY SPACED RADIO
BUTTONS/COLUMNS, SINGLE RESPONSE PER ROW.] [0-10]
Benefit Eligibility and Application Process
83
14. Relative to your separation from active duty, when did you begin to think about or
plan the use of your education benefit? (Open Capture) Please respond using
one of the following categories. [RADIO BUTTONS. SINGLE RESPONSE.]
a. Prior to separation (Specify months: 0-24 months) ________________
[NUMERIC TEXT BOX. FORCE TEXT IF RESPONSE IS SELECTED.
ACCEPTABLE RANGE 0-24.] [1]
b. After separation (Specify months: 0-24 months) ____________
[NUMERIC TEXT BOX. FORCE TEXT IF RESPONSE IS SELECTED.
ACCEPTABLE RANGE 0-24.] [2]
c. After separation (Specify years: 2 -10 years) ____________ [NUMERIC
TEXT BOX. FORCE TEXT IF RESPONSE IS SELECTED.
ACCEPTABLE RANGE 2-10.] [3]
d. Don’t know or not sure [99]
15. Thinking about your most recent application for education benefits, which of the
following benefits were you applying for? (Mark all that apply) [CHECK BOXES.
MULTIPLE RESPONSE. CODE EACH RESPONSE AS 0 IF UNCHECKED OR
1 IF CHECKED]
a. Post 9/11 GI Bill (Chapter 33 of Title 38, U.S. Code)
b. Montgomery GI Bill Active Duty (Chapter 30 of Title 38, U.S. Code)
c. Montgomery GI Bill Selected Reserve (Chapter 1606 of Title 10, U.S.
Code)
d. Reserve Educational Assistance Program (Chapter 1607 of Title 10, U.S.
Code)
e. National Call to Service Program (Section 510 of Chapter 31 of Title 10,
U.S. Code)
f. Other (Specify) ___________________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
g. Don’t know or not sure [MUTUALLY EXCLUSIVE RESPONSE]
16. For your most recent application, did someone from VA (e.g., call center
representative, office staff, etc.) provide you with information about the education
benefit application process? (Mark only one) [RADIO BUTTONS. SINGLE
RESPONSE.]
a. Yes [1]
b. No [0]
c. Don’t know or not sure [99]
d. Not applicable [96]
17. Thinking about your most recent education benefit application, what method did
you use to apply for your benefit? (Mark only one) [RADIO BUTTONS. SINGLE
RESPONSE.]
a. Veterans Online Application [1]
84
b. Mail [2]
c. In person at a Regional Office [3]
d. In person at a Veterans Service Organization (e.g., Amer. Legion, DAV,
VFW, PVA, MOPH, etc.) (Specify) ___________________ [TEXT BOX,
FORCE TEXT IF RESPONSE IS SELECTED, 50 CHARACTER MAX.]
[4]
e. In person at school through a certifying official [5]
f. Other (Specify) ___________________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.] [97]
g. Don’t know or not sure [99]
18. Prior to receiving this survey, were you aware that your school's certifying official
is not an employee of the VA? (Mark only one) [RADIO BUTTONS. SINGLE
RESPONSE.]
a. Yes [1]
b. No [0]
c. Don’t know or not sure [99]
19. Did VA confirm receipt of your application? (Mark only one) [RADIO BUTTONS.
SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Don’t know or not sure [99]
20. From the time you submitted your application, how long did it take to receive a
letter explaining your eligibility for education benefits? (Open Capture) Please
respond using any or all of the following categories
a. Days (0-99 days) ____________ [NUMERIC TEXT BOX. ACCEPTABLE
RANGE 0-99.]
b. Months (0-99 months) _____________ [NUMERIC TEXT BOX.
ACCEPTABLE RANGE 0-99.]
c. Don’t know or not sure [CHECK BOX. MUTUALLY EXCLUSIVE
RESPONSE.] [CODE AS 0 IF UNCHECKED OR 1 IF CHECKED]
The following question asks you to rate various aspects of your experience with
education benefits, using a scale of 1 to 10 where 1 is Unacceptable, 10 is Outstanding,
and 5 is Average. [SHOW ON SAME PAGE AS THE QUESTION THAT FOLLOWS]
21. Please rate your experience with the education benefit application process on the
following items: (Mark only one per row) [SHOW RESPONSES IN GRID WITH
10-POINT SCALE IN COLUMNS AND ATTRIBUTES/RESPONSES IN ROWS
(SEE JDPA CONVENTIONS DOCUMENT PG. 1 FOR SPECIFIC DETAILS OF
85
LAYOUT). EVENLY SPACED RADIO BUTTONS/COLUMNS, ALTERNATE
SHADES IN ROWS. SINGLE RESPONSE PER ROW. RANDOMIZE ALL
ATTRIBUTES EXCEPT THE LAST ONE.]
a. Ease of completing the application [ALLOW N/A RESPONSE] [1-10,
N/A=99]
b. Timeliness of eligibility notification [ALLOW N/A RESPONSE] [1-10,
N/A=99]
c. Flexibility of application methods [ALLOW N/A RESPONSE] [1-10,
N/A=99]
d. Overall rating of application process [1-10]
Benefit Entitlement
22. Are you eligible to transfer your benefits to a spouse and/or dependent child?
(Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Don’t know or not sure [99]
(Ask Q23 if Q22 is yes, otherwise go to Q24)
23. Have you already or do you intend to transfer your benefits to a spouse and/or
dependent child? (Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Don’t know or not sure [99]
The following question asks you to rate various aspects of your experience with the
Education program, using a scale of 1 to 10 where 1 is Unacceptable, 10 is
Outstanding, and 5 is Average. [SHOW ON SAME PAGE AS THE QUESTION THAT
FOLLOWS]
24. Please rate your education benefit entitlement on the following items: (Mark only
one per row) [SHOW RESPONSES IN GRID WITH 10-POINT SCALE IN
COLUMNS AND ATTRIBUTES/RESPONSES IN ROWS (SEE JDPA
CONVENTIONS DOCUMENT PG. 1 FOR SPECIFIC DETAILS OF LAYOUT).
EVENLY SPACED RADIO BUTTONS/COLUMNS, ALTERNATE SHADES IN
ROWS. SINGLE RESPONSE PER ROW. RANDOMIZE ALL ATTRIBUTES
EXCEPT THE LAST ONE.]
a. Amount of financial assistance [ALLOW N/A RESPONSE] [1-10, N/A=99]
b. Effectiveness of benefit in helping you achieve your educational or
vocational goal [ALLOW N/A RESPONSE] [1-10, N/A=99]
86
c. Timeliness of receiving benefit payment [ALLOW N/A RESPONSE] [1-10,
N/A=99]
d. Overall rating of benefit payment [1-10]
Overall Application Experience
25. Thinking about ALL aspects of your application experience applying for your
education benefits, please rate VA overall, using a scale of 1 to 10 where 1 is
Unacceptable, 10 is Outstanding, and 5 is Average. (Mark only one) [SHOW
RESPONSES IN GRID WITH 10-POINT SCALE IN COLUMNS AND SINGLE
ROW (SEE JDPA CONVENTIONS DOCUMENT PG. 1 FOR SPECIFIC
DETAILS OF LAYOUT). EVENLY SPACED RADIO BUTTONS/COLUMNS,
SINGLE RESPONSE PER ROW.] [1-10]
Overall Experience with VA
26. Taking into consideration all of the non-medical benefits (e.g., education,
compensation, pension, home loan guaranty, vocational rehabilitation and
employment, insurance, etc.) you have applied for or currently receive, please
rate your experience with VA overall, using a scale of 1 to 10 where 1 is
Unacceptable, 10 is Outstanding, and 5 is Average. (Mark only one) [SHOW
RESPONSES IN GRID WITH 10-POINT SCALE IN COLUMNS AND SINGLE
ROW (SEE JDPA CONVENTIONS DOCUMENT PG. 1 FOR SPECIFIC
DETAILS OF LAYOUT). EVENLY SPACED RADIO BUTTONS/COLUMNS,
SINGLE RESPONSE PER ROW.] [1-10]
27. How likely are you to inform other Veterans or beneficiaries about your
experience with VA benefits or services? (Mark only one) [RADIO BUTTONS.
SINGLE RESPONSE.]
a. Definitely will not [1]
b. Probably will not [2]
c. Probably will [3]
d. Definitely will [4]
School Marketing/Recruiter
28. How did the marketing materials or recruiter at the school/university in which you
are enrolled influence your decision to enroll in that program? (Mark only one)
[RADIO BUTTONS. SINGLE RESPONSE.]
87
a. Definitely did not influence my decision [1]
b. Somewhat influenced my decision [2]
c. Absolutely influenced my decision [3]
29. To what degree was your experience consistent with what was presented to you
in any marketing materials or by a recruiter? (Mark only one) [RADIO
BUTTONS. SINGLE RESPONSE.]
a. Not at all consistent [1]
b. Somewhat consistent [2]
c. Very consistent [3]
30. Was your experience with the program you enrolled in... (Mark only one) [RADIO
BUTTONS. SINGLE RESPONSE.]
a. Harder than you expected [1]
b. What you expected [2]
c. Easier than you expected [3]
31. Do you have any comments you would like to add regarding the marketing efforts
or recruiter from the school/university you enrolled in? (Open Capture) [OPENEND. TEXT BOX. 1000 CHARACTER MAX. ALLOW NO COMMENT,
MUTUALLY EXCLUSIVE CHECK BOX. CODE NO COMMENT AS 0 IF
UNCHECKED AND 1 IF CHECKED]
___________________________________________________
As a reminder, your responses will be kept completely confidential and your email
address will not be sent to VA with any responses on this survey. [SHOW ON THE
SAME PAGE AS THE QUESTION THAT FOLLOWS.]
32. Would you like to provide an email address so VA can contact you with general
information about VA benefits and services? (Mark only one) [RADIO
BUTTONS. SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. I do not have an email address [96]
d. Prefer not to answer [99]
(Ask Q33 if Yes in Q32)
33. Please enter your preferred email address where you would like to be contacted:
(Open Capture)
a. Email: [TEXT BOX. 100 CHARACTER MAX.]
About You
88
Questions below will only be asked by respondents completing the online survey, these
questions will not be included in the paper (mail) version. [DO NOT SHOW]
Please answer the following questions about the person who is receiving the education benefit
(yourself or a dependent).
34. Are you a …(Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
e. Part-time student [1]
f. Full-time student [2]
g. Not currently enrolled [96]
h. Don’t know or not sure [99]
(Ask Q35-53 if Q34 is a or b, otherwise go to Q54)
35. What is the format of the program you are enrolled in? (Mark only one) [RADIO
BUTTONS. SINGLE RESPONSE.]
a. Traditional (classes in classroom/school facility) [1]
b. Online (classes on the Internet) [2]
c. Mixed (classroom and online) [3]
36. What type of degree/training program are you currently pursuing? (Mark only
one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. On-the-job training or apprenticeship [1]
b. Certificate/license [2]
c. Associate degree [3]
d. Bachelor’s degree [4]
e. Master’s degree [5]
f. Doctorate [6]
37. What type of academic institution or training facility are you enrolled in? (Mark
only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. 2-year college (e.g., community college) [1]
b. 4-year college (e.g., university) [2]
c. Postgraduate program [3]
d. Technical or trade school [4]
e. Flight school [5]
f. Job training site [6]
g. Other (Specify) ___________________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.] [97]
(Ask Q38 if enrolled in a 2-year college in Q37, otherwise go to Q39)
38. Do you plan on attending a 4-year college in the future? (Mark only one) [RADIO
BUTTONS. SINGLE RESPONSE.]
a. Yes [1]
89
b. No [0]
c. Not Sure/Prefer not to state [98]
39. Prior to the current program, what was the last year of school you completed?
(Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. High school graduate or equivalent [1]
b. Trade/technical school [2]
c. Some college (2-year program) [3]
d. Some college (4-year program) [4]
e. 2-year college degree [5]
f. 4-year college degree [6]
g. Some graduate courses [7]
h. Advanced degree [8]
i. Prefer not to answer [98]
40. Why did you select your current school/training facility? (Mark all that apply)
[CHECK BOXES. MULTIPLE RESPONSE. CODE EACH RESPONSE AS 0 IF
UNCHECKED OR 1 IF CHECKED]
a. Lower tuition/program costs
b. Good counselors
c. Convenient location
d. Easy initial application process
e. Convenient course/program enrollment process
f. Variety of course/training offerings
g. Variety of available student support
h. School specialization in subject of interest
i. Reputation of school/training facility
j. Reputation of instructors
k. Past experience
l. Recommendation from friends/relatives
m. Availability of online classes
n. Flexibility of course/training scheduling
o. Financial aid
p. Other (Specify) _____________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
41. When did you first enter into your current degree/training program? (Open
Capture)
a. Please enter the month and year: mm _____ yy _______ [TWO
NUMERICTEXT BOXES; ONE FOR MONTHS [ACCEPTABLE RANGE
1-12) AND ONE FOR TWO-DIGIT YEAR (ACCEPTABLE RANGE 0099)]
90
b. Prefer not to answer [CHECK BOX. MUTUALLY EXCLUSIVE
RESPONSE.] [CODE AS 0 IF UNCHECKED OR 1 IF CHECKED]
42. How many years have you completed in your current degree/training program?
(Open Capture) If you have completed less than 1 year, enter 0.
a. Number of years _________ [NUMERIC TEXT BOX. ACCEPTABLE
RANGE 0-99]
b. Prefer not to answer [CHECK BOXES. MULTIPLE RESPONSE.] [CODE
AS 0 IF UNCHECKED OR 1 IF CHECKED]
43. Why did you select your current degree/training program? (Mark all that apply)
[CHECK BOXES. MULTIPLE RESPONSE. CODE EACH RESPONSE AS 0 IF
UNCHECKED OR 1 IF CHECKED]
a. Preparation for career
b. Salary/wages in associated careers
c. Status/esteem associated with type of degree/program
d. Personal growth/development
e. Interested in subject matter
f. Number of course requirements
g. Preparation for advanced degree
h. Ease of completion requirements
i. Reputation of instructors
j. Recommendation from friends/relatives
k. Availability of online classes
l. Flexibility of course/training scheduling
m. Other (Specify) _____________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
44. Have you ever taken any time off from your current degree/training program?
(Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Prefer not to answer [98]
(Ask Q45-46 if Q44 is yes, otherwise go to Q47)
45. How much time have you taken off from your current degree/training program?
(Open Capture) Please respond using any or all of the following categories
a. Days (0-99 days) __________ [NUMERIC TEXT BOX. ACCEPTABLE
RANGE 0-99.]
b. Months (0-99 months) _________ [NUMERIC TEXT BOX.
ACCEPTABLE RANGE 0-99.]
91
c. Years (0-99 years) _________ [NUMERIC TEXT BOX. ACCEPTABLE
RANGE 0-99.]
d. Don’t know or not sure [CHECK BOXES. MUTUALLY EXCLUSIVE
RESPONSE.] [CODE AS 0 IF UNCHECKED OR 1 IF CHECKED]
46. Why did you take time off? (Open Capture) [OPEN-END. TEXT BOX. 1000
CHARACTER MAX. ALLOW NO COMMENT, MUTUALLY EXCLUSIVE
CHECK BOX. CODE NO COMMENT AS 0 IF UNCHECKED AND 1 IF
CHECKED]
______________________________________________________________________
________________________________________________
47. Have you been called to active duty at any point during your current
degree/training program? (Mark only one) [RADIO BUTTONS. SINGLE
RESPONSE.]
a. Yes [1]
b. No [0]
c. Prefer not to answer [98]
(Ask Q48 if Q47 is yes, otherwise go to Q49)
48. How long was your call to active duty? (Open Capture)
a. Months (0-99 months) _________ [NUMERIC TEXT BOX.
ACCEPTABLE RANGE 0-99.]
b. Don’t know or not sure [CHECK BOX. MUTUALLY EXCLUSIVE
RESPONSE.] [CODE AS 0 IF UNCHECKED OR 1 IF CHECKED]
49. Have you ever been on academic probation or had less than satisfactory
standing with your school/training program? (Mark only one) [RADIO BUTTONS.
SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Prefer not to answer [98]
50. Do you plan to obtain a degree or completion certificate in your current field of
study/training? (Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Yes, from the degree/training program at my current school/facility [1]
b. Yes, from a degree/training program at another school/facility [2]
c. No [0]
d. Prefer not to answer [98]
(Ask Q51-Q52 if Q50 is yes, otherwise go to Q53)
51. When do you expect to complete or graduate with a degree or completion
certificate in your current field of study/training? (Open Capture)
92
a. Please enter the month and year: mm _____ yy _______ [TWO
NUMERICTEXT BOXES; ONE FOR MONTHS [ACCEPTABLE RANGE
1-12) AND ONE FOR TWO-DIGIT YEAR (ACCEPTABLE RANGE 1299)]
b. Prefer not to answer [CHECK BOX. MUTUALLY EXCLUSIVE
RESPONSE.] [CODE AS 0 IF UNCHECKED OR 1 IF CHECKED].
52. Do you plan to continue your enrollment as a full-time student until you complete
or graduate your degree/training program? (Mark only one) [RADIO BUTTONS.
SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Prefer not to answer [98]
53. Which of the following services are available from your current school/training
facility? (Mark all that apply) [CHECK BOXES. MULTIPLE RESPONSE. CODE
EACH RESPONSE AS 0 IF UNCHECKED OR 1 IF CHECKED]
a. Academic counseling
b. Tutoring
c. Financial counseling
d. Dependent care services (e.g., babysitting, elder care)
e. Employment counseling
f. Financial aid
g. Technology assistance (e.g., internet access, computer, etc.)
h. Other (Specify) _____________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
i. Don’t know [MUTUALLY EXCLUSIVE RESPONSE]
54. What concerns, if any, do you have about achieving your educational goals?
(Mark all that apply) [CHECK BOXES. MULTIPLE RESPONSE.CODE EACH
RESPONSE AS 0 IF UNCHECKED OR 1 IF CHECKED]
a. Academic requirements
b. Difficulty of subject matter
c. Financial requirements
d. Family obligations
e. Employment obligations
f. Course scheduling
g. Time commitment (i.e., amount of time required)
h. Availability of technology (e.g., access to internet/computer)
i. Other (Specify) _____________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
j. Do not have concerns [MUTUALLY EXCLUSIVE RESPONSE]
93
55. Which of the following services would you like or expect in order to achieve your
educational goals? (Mark all that apply) [CHECK BOXES. MULTIPLE
RESPONSE. CODE EACH RESPONSE AS 0 IF UNCHECKED OR 1 IF
CHECKED]
a. Academic counseling
b. Tutoring
c. Financial counseling
d. Dependent care services (e.g., babysitting, elder care)
e. Employment counseling
f. Financial aid
g. Technology assistance (e.g., internet access, computer, etc.)
h. Other (Specify) _____________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
i. Don’t know [MUTUALLY EXCLUSIVE RESPONSE]
56. Are you…(Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Married [1]
b. Single (never married) [2]
c. Widowed [3]
d. Divorced/separated [4]
e. Living with domestic partner [5]
f. Prefer not to answer [98]
57. How many children under the age of 18 live in your household? (Open Capture)
a. Number of children (0-99)________ [NUMERIC TEXT BOX.
ACCEPTABLE RANGE 0-99.]
b. Prefer not to answer [CHECK BOX. MUTUALLY EXCLUSIVE
RESPONSE.] [CODE AS 0 IF UNCHECKED OR 1 IF CHECKED].
58. What are your personal career goals? (Mark all that apply) [CHECK BOXES.
MULTIPLE RESPONSE. CODE EACH RESPONSE AS 0 IF UNCHECKED OR
1 IF CHECKED]
a. Obtain financial security
b. Achieve work-life balance
c. Become an independent business owner
d. Become a manager
e. Become an executive
f. Work internationally
g. Contribute to society
h. Work in a specialized field (e.g., technology, medicine, etc.)
i. Other (Specify) _____________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.]
94
59. Are you currently employed? (Mark only one) [RADIO BUTTONS. SINGLE
RESPONSE.]
a. Yes [1]
b. No [0]
c. Prefer not to state [98]
(Ask Q60 if Q61 Yes, otherwise go to Q62)
60. How many hours do you currently work in a typical week? (Open Capture)
a. Hours (0-40 hours) _________ [NUMERIC TEXT BOX. ACCEPTABLE
RANGE 0-40.]
b. Don’t know or not sure [CHECK BOX. MUTUALLY EXCLUSIVE
RESPONSE.] [CODE AS 0 IF UNCHECKED OR 1 IF CHECKED].
61. Are you currently employed in a field related to your current degree/training
program? (Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Prefer not to answer [98]
62. Are you pursuing employment in your current field of study? (Mark only one)
[RADIO BUTTONS. SINGLE RESPONSE.]
a. Yes [1]
b. No [0]
c. Prefer not to answer [98]
(Ask Q63 if Q62 is yes, otherwise go to Q64)
63. Upon completion of your current degree/training program, what will be your
primary method of obtaining employment information? [RADIO BUTTONS.
SINGLE RESPONSE.]
a. VA counselor [1]
b. Recommendations of friends/family [2]
c. Student career/employment center [3]
d. Local or state job services [4]
e. Federal job services [5]
f. Newspaper [6]
g. Online job site [7]
h. Private employment agency [8]
i. Other (Specify) _____________ [TEXT BOX, FORCE TEXT IF
RESPONSE IS SELECTED, 50 CHARACTER MAX.] [97]
j. Don’t know [99]
64. Are you currently on active-duty in the U.S. Armed Forces? (Mark only one)
[RADIO BUTTONS. SINGLE RESPONSE.]
95
a. Yes [1]
b. No [0]
(Ask Q65 if Q64 is yes, otherwise go to Q66)
65. What branch? (Mark only one) [RADIO BUTTONS. SINGLE RESPONSE.]
a. Air Force [1]
b. Army [2]
c. Coast Guard [3]
d. Marine Corps [4]
e. Navy [5]
(Ask Q66 if Q64 is no, otherwise go to Q67)
66. When you left the military, what branch of service were you in? (Mark only one)
[RADIO BUTTONS. SINGLE RESPONSE.]
a. Air Force [1]
b. Army [2]
c. Coast Guard [3]
d. Marine Corps [4]
e. Navy [5]
67. Do you have any other comments or concerns about your experience? (Open
Capture) [OPEN-END. TEXT BOX. 1000 CHARACTER MAX. ALLOW NO
COMMENT, MUTUALLY EXCLUSIVE CHECK BOX. CODE NO COMMENT
AS 0 IF UNCHECKED AND 1 IF CHECKED]
____________________________________________________
96
Appendix H
List of Acronyms
AAPOR
ANOVA
BAS
BPA
BRE
CAPS
COR
DTA
EDIPI
EDX
FAR
FY
GPO
ICR
JDP
LGY
LWO
MAR
MCAR
MCMC
MNAR
NPC
OIF
OEF
OMB
OSAT
RO
SSN
US
USA
VA
VADIR
VAPSD
VBA
VOV
VR&E
VSO
American Association for Public Opinion Research
Analysis of Variance
Benefits Assistance Service
Blanket Purchase Agreement
Business Reply Envelope
Centralized Account Processing System
Contracting Officer’s Representative
Data Transfer Agreement
Electronic Data Interchange Personal Identifier
Enterprise Data Exchange
Federal Acquisition Regulations
Fiscal Year
Government Printing Office
Information Collection Request
J.D. Power
Loan Guaranty Service
Letter Work Order
Missing At Random
Missing Completely At Random
Markov chain Monte Carlo algorithm
Missing Not At Random
NPC, Inc. Integrated Print and Digital Solutions
Operation Iraqi Freedom
Operation Enduring Freedom
Office of Management and Budget
Overall Satisfaction Index
Regional Office
Social Security Number
United States
United States of America
Department of Veterans Affairs
VA DoD Identity Repository
VA Publications Services Division
Veterans Benefits Administration
Voice of the Veteran
Vocational Rehabilitation and Employment Service
Veterans Service Organizations
97
| File Type | application/pdf |
| File Title | Training Catalog, Department of Veterans Affairs |
| Subject | Training Catalog |
| Author | Department of Veterans Affairs, Office of Human Resources and Ad |
| File Modified | 2016-12-19 |
| File Created | 2016-12-19 |