NHES 2017 Web Test Appendix A - Item Justification

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NCES Cognitive, Pilot, and Field Test Studies System

NHES 2017 Web Test Appendix A - Item Justification

OMB: 1850-0803

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2017 National Household Education Survey (NHES)

Web Data Collection Test



OMB# 1850-0803 v.163



National Center for Education Statistics (NCES)







August 4, 2016










Appendix A. JUSTIFICATION OF NHES SCREENER

AND TOPICAL QUESTIONNAIRES




Background 1

A.1 Screener 2

A.2 Early Childhood Program Participation Survey 3

A.3 Parent and Family Involvement in Education Survey 13

A.4 Adult Training and Education Survey 26




Background

NHES:2017 data will be collected using a web data collection instrument. The web instrument will include two versions of a screener questionnaire that collect the same information and four extended topical questionnaires (three child topical questionnaires and one adult questionnaires). The NHES:2017 screener instrument and topical instruments are as follows:

  • The household screener, to be used to identify eligible households for participation in one of the topical surveys.

  • The Early Childhood Program Participation Survey (ECPP), to be administered to a parent or guardian knowledgeable about the care and education of children from birth through age 6 and not yet in kindergarten (infants, toddlers, and preschoolers).

  • The Parent and Family Involvement in Education Survey (PFI), to be administered to a parent or guardian knowledgeable about the education of children enrolled in school in kindergarten through grade 12 or homeschooled at these grade levels. To reduce respondents’ burden, two questionnaires were developed for this survey: one for parents of children attending school and one for parents of homeschooled children.

  • The Adult Training and Education Survey (ATES), to be administered to adults ages 16 to 65 not enrolled in grades 12 or below.

The topics addressed in the ECPP and PFI have been covered in previous NHES administrations, including the first administration of the NHES as a mail, self-administered survey in 2012. The ATES has only been included in the 2016 administration of the NHES. The screeners are provided in appendix B and the topical questionnaires appear in appendix C.

The item justification tables below reflect the sequence and content of items in the web data collection instrument. The web data collection instrument leverages opportunities to customize questions geared towards the respondents, thus reducing burden. For examples, if we gather the sampled members sex at the Screener, we will change the question text to include ‘his or her’ or ‘he or she’ within the question. If we gather the sampled member’s age and/or grade information, we will use this information to only present applicable topical items to the respondent.

A.1 Screener

The household screener is an essential part of the NHES survey instrumentation. It is used to confirm that the sampled address is a residential address, determine whether the household includes potentially eligible children or adults, and collect information required for conducting within-household sampling.

In the NHES:2012, a short screener questionnaire that was designed to quickly “screen out” ineligible households (those that did not have any children age 20 or younger) was used. Households without children age 20 or younger could indicate this by checking a box and returning the survey. Households with children age 20 or younger were asked to enumerate children living in the household (up to a total of five children) and provide basic demographic information about each child. The decision to incorporate an adult topical survey into the NHES required a complete household enumeration of children and adults, so a small experiment was conducted in conjunction with an ATES pilot test conducted in 2013. The response rates for a 5-person child-only screener and a 10-person all household member screener were found to be comparable. The NHES-FS used the 10-person screener as part of its goal to evaluate the procedures needed to include an adult-focused survey in NHES and included an experiment comparing response rate differences between a screener that asked for age measured in years versus a screener that asked for age measured as year and month of birth. Based on the results of this experiment, NHES:2016 and NHES:2017 use the screener that asks for age as year and month of birth.

The screener captures whether there are eligible children or adults in the household. The 1st version of the screener questionnaire asks the age, sex, enrollment, and grade information for each person in the household individually. The 2nd version of the screener asks the same questions about each person in the household, however it firsts asked for a list or ‘roster’ of everyone living in the household, and then continues going through that roster to gather the age, sex, enrollment, and grade information for each person in the household. The screener collects information on up to ten household members.

Commonly Asked Questions. There is a link visible at all times in the instrument that includes commonly asked questions and responses intended to address questions that many respondents may have. The purpose of this material is to inform respondents fully and assure them of the sponsorship, legitimacy, and privacy protections of the study.

Exhibit 1 includes item-by-item descriptions of the NHES screener, below.

Exhibit 1.  Content of Screener

Variable Name

Question # on 2016 paper form

Item Stem

Research Question/Purpose

HMANY

1

How many people live in this household?

Determine Eligibility

PNAME

2

What is his or her first name, initials, or nickname?

Sampling

PDOBMM and PDOBYY

3

What is this person’s month and year of birth?

Sampling

PAGE


What is this person’s age?

Sampling

PSEX

4

What is this person’s sex?

Sampling

PENROL

5

Is this person currently in…

Sampling

PGRADE

6

What is this person’s current grade or equivalent?

Sampling

PFIEMAIL1A/B, ECPPEMAIL1A/B

ATESEMAIL1A/B

DUALEMAIL1A/B

DUALEMAIL2A/B

DUALEMAIL3A/B


What is the sampled person’s email address?

Follow-up purposes

PFIRELATE

ECPPRELATE

DUALCHILD

DUALATES_SAME

DUALATES_DIFF


How are you related to sampled child 1?

Follow-up purposes

DUALCHILD2


How are you related to sampled child 2?

Follow-up purposes


A.2 Early Childhood Program Participation Survey

The items in the NHES:2017 ECPP questionnaire are the same as those in the NHES:2016 ECPP questionnaire, with the exceptions noted in appendix C, which drew items from several previous NHES administrations and was very similar to the NHES:2005 and NHES:2001 ECPP interviews. The following topics are included in the survey:

  • Participation in relative care, nonrelative care, center-based programs, and Early Head Start/Head Start;

  • Care/program characteristics such as location, days and hours per week, and cost;

  • Care provider characteristics such as language;

  • Difficulty in finding care and child care selection criteria;

  • Family education activities such as visiting a library and reading to the child;

  • Emerging literacy and numeracy;

  • Children’s health and disability;

  • Parent characteristics; and

  • Household characteristics.

Below, the survey items are discussed in more detail. The descriptions are presented in the order the questions appear in the printed instrument.

Instructions

The first page of the questionnaire identifies the selected child using information from the screener and provides the respondent with instructions for completing the questionnaire. Contact information is provided (a toll free number) in case there is confusion about the selected child or the household has no child fitting the description given.

Section 1. Early Childhood Care and Programs

A major focus of the ECPP Survey is addressed in the first section of the questionnaire, which focuses on types of nonparental care and education: care by relatives, care by nonrelatives, and center-based programs. Three sets of items within section 1, one focused on each of the previously mentioned types of nonparental care and education, collect extensive information to describe the different types of nonparental care and education that children may receive. These items provide detailed information on the extent of current participation in the different types of care arrangements and programs, location, amount of time children spend in current arrangements or programs, and the financial cost of current care arrangements or programs to the child’s household. This information can in turn be related to children’s personal, family, and household characteristics. The following information is collected in each of these sets of items:

  • The number of current arrangements or programs of the respective type;

  • The location of the arrangement or program (including whether programs are located at parents’ workplaces);

  • The number of days and hours per week the child receives care or attends a program on a weekly basis, and the length of time in attendance at the arrangement or program;

  • The language of the care provider;

  • Whether the care provider will care for the child when the child is sick; and

  • The cost to the household of the arrangement or program, and assistance in paying for the arrangement.

In addition to these common items, the section on relative care contains an item concerning the relationship of the care provider to the child and an item asking the age of the relative care provider. Age of the nonrelative care provider and whether the parent already knew the care provider is obtained in the nonrelative care section. The section on center-based care asks additional items on whether the center provides health services such as hearing, speech, or vision testing, and if the center is religiously affiliated.

Care Your Child Receives From Relatives This series collects information regarding care provided on a regular basis by relatives other than the child’s parents. This includes grandparents, aunts or uncles, brothers or sisters, etc. Occasional babysitting is explicitly excluded. The care may be provided in the child’s home or in another home. For the child care arrangement in which the child spends the most time, key facets of care such as location, hours, and cost are collected. Limited information on other relative care arrangements is collected to provide a full accounting of time spent in care without undue burden.

Care Your Child Receives from Nonrelatives This series collects information on care provided in a private home on a regular basis by nonrelatives. This includes home child care providers, regular sitters, or neighbors. Care may be provided in the child’s home or in another home. Occasional babysitting is explicitly excluded. Key indicators (e.g., location, hours, cost) are collected for the primary nonrelative care arrangement, and hours for other arrangements are collected to provide a full accounting of time spent in care.

Day Care Centers and Preschool Programs Your Child Attends This series collects information on programs provided for groups of children in day care centers, preschools, and pre-kindergartens. This can include daycare centers, preschools, prekindergartens, or center-based Head Start or Early Head Start programs. Key indicators (e.g., location, hours, and cost) are collected for the primary center-based program arrangement, and hours for other arrangements are collected to provide a full accounting of time spent in care.

Early Head Start/Head Start Head Start is a federally funded early childhood education program for disadvantaged children. Most participants are 3 to 5 years old. Participation in an Early Head Start program may begin at birth. Respondents with a child in center-based care are asked if it is a Head Start arrangement. Following the collection of relative, nonrelative, and center-based care arrangements, respondents are asked if the child has ever attended Head Start or Early Head Start. These items help to characterize the arrangements in which a child participates.

Section 2: Finding and Choosing Care for Your Child

Access to care and early education programs is a topic of concern to experts in child development and early education and to policymakers. This section asks parents if they feel they have good choices for child care where they live and the difficulty parents have had finding the type of child care they want. The last item addresses the importance of factors in choosing child care and early education arrangements.

Section 3: Family Activities

Activities with potential education benefits that families can do together are measured in this section of the questionnaire. Parents are asked about reading to their children and the amount of time spent reading to the child every day. In addition, parents are asked about other activities such as telling a story, teaching letters or numbers, or doing arts and crafts. Also asked of parents is whether someone in the family has visited a library with the child in the past month. These items are indicators of the richness of the child’s education environment at home and the parents’ involvement in promoting the child’s development.

Section 4: Things Your Child May Be Learning

This series measures the child’s accomplishment of developmental tasks that indicate readiness for school. Analysts and policymakers are interested in tracking progress in emerging literacy and numeracy across time and examining the relationship of emerging literacy and numeracy with preschool program participation and family education activities.

Section 5: This Child’s Health

This section includes items about the child’s overall health, any serious medical conditions, and disability services the child may be receiving. The presence of diagnosed conditions is an important risk factor and is related to children’s development and education experiences in the preschool years as well as their later experiences in school. Condition status may be associated with access to nonparental care and education programs.

Section 6: Child’s Background

Questions about the child’s month and year of birth, race/ethnicity, country of origin, and language will be used to examine differences in children’s participation in care and education programs. For children whose primary language is not English, a question about participation in English language education is asked. English language education may help children to participate in other early education and prepare for school.

Section 7 : Household Members

This section of items collects information on the relationship of people in the household to the child. Household composition is an indicator of resources for care and opportunity for interaction within the household.

Section 8 : Child’s Family

This section collects information on the child’s parents or guardians who reside in the household. The topics include age at first becoming a parent or guardian, native language, country of origin, marital status, educational attainment, and employment status. These items on parent characteristics measure factors that may be associated with participation in early care and education and may also indicate risk factors, such as low parent education, that could be associated with participation in care, child development, and preparation for school.

Section 9: Your Household

This final series of items collects information on the, receipt of public assistance, and household income. Receipt of public assistance and household income are used to classify families according to the economic resources available to them, and to examine the relationship of the family’s economic status to early childhood program participation. These variables, taken along with parent characteristics, can be used to identify children who may be at risk in terms of development and education preparation.

Early Childhood Program Participation Survey Research Questions

The items in the Early Childhood Program Participation Survey (ECPP) will obtain information useful for investigating the following research questions.

1. To what extent do preschool children (birth to age 6 and not yet in kindergarten) participate in nonparental care and early childhood programs?

a. In what different types of nonparental care arrangements/programs do children participate?

b. How many children participate in multiple care arrangements/programs?

c. Where are care arrangements/programs located?

d. How much time do children spend in nonparental care arrangements/programs?

e. What is the relationship of relative care providers to the children for whom they are caring?

f. What is the cost and what payment arrangements are made for the cost of care arrangements/programs?

g. How are child and family characteristics related to the care or early childhood education children receive?

h. What resources do parents use to find child care?

i. Is (emergent) literacy and numeracy related to the type of child care, amount of time in child care, or stability of child care?

j. What is the availability of sick child care?

k. How does parents’ employment status influence their choice of arrangements?

l. Do parents report difficulty in finding child care?

m. What factors do parents consider important when selecting child care arrangements?

2. How has the participation of preschool children in nonparental care arrangements/programs changed from 1991 to the present?

a. Have the subpopulations of children participating in various types of care arrangements/programs changed?

b. Has the amount of time children spend in care arrangements/programs changed?

3. Do at-risk children have the same access to nonparental care arrangements/programs as other children?

a. Are at-risk children more or less likely to participate in nonparental care arrangements/programs than other children?

b. Do at-risk children participate in different numbers and/or types of care arrangements/programs than those children not classified as at-risk?

4. What type of child care subsidies/benefits have parents received from government agencies or from their employers?

5. What is the extent of families’ involvement in family-child education activities?

a. To what extent do families participate in selected education activities at home with their child?

b. Is participation in education activities related to preschoolers’ emerging literacy and numeracy?

6. How is children’s health/disability status related to their participation in nonparental care and education?

These research questions are reflected in exhibit 2 which includes item-by-item descriptions of the ECPP questions and their associated research questions.

Exhibit 2.  Item-by-item descriptions of the Early Childhood Program Participation Survey

Variable Name

Question # on 2016 paper form

Item Stem for ECPPS

Research Question/Purpose

Section 1: Childhood Care and Programs

ECPPCHK


Confirm child’s grade


RCNOW

1

Child receiving relative care from someone other than a parent or guardian

Household/family composition; Research Question 1a.

RCWEEK

2

Arrangements regularly scheduled at least once a week

Research Question 1d.

RCTYPE

3

Relative care provider’s relationship to the child

Research Question 1e.

RCAGE

4

Age of relative care provider

Research Question 1e.

RCPLACE

5

Place care is provided

Research Question 1c.

RCDAYS

6

Number of days each week child receives care

Research Question 1d.

RCHRS

7

Number of hours each week child receives care

Research Question 1d.

RCSTRTY

RCSTRTM

8

Age of child when this particular care began

Research Question 1d.

RCSPEAK

9

Language relative speaks while giving care

Research Question 1g.

RCSKNFV

RCSKFV

10

Relative care for child when sick

Research Question 1j.

RCFEE

11

Fee charged for care

Research Question 1f.

RCREL

RCTANF

RCSSAC

RCEMPL

RCOTHER

12

People/programs/organizations that help pay childcare expenses

Research Question 1f, 4.

RCCOST

RCUNIT

13

Total amount paid for relative childcare

Research Question 1f.

RCCSTHNX


14

Number of children amount covers, including sampled child

Research Question 1f.

RCOTHC


15

Any other relative care arrangements

Research Question 1a.

RCTLHR

16

Total hours each week spent in those other relative care arrangements

Research Question 1d.

NCNOW

17

Child receiving non-relative home-based care on a regular basis

Household/family composition; Research Question 1a.

NCWEEK

18

Arrangements regularly scheduled at least once a week

Research Question 1d.

NCPLACE

19

Care provided in home or in another home

Research Question 1c.

NCINHH

20

Care provider lives in household

Research Question 1c.

NCDAYS

21

Number of days each week child receives care

Research Question 1d.

NCHRS

22

Number of hours each week child receives care

Research Question 1d.

NCSTRTY

NCSTRTM

23

Age of child when this particular care arrangement began

Research Question 1d.

NCALKNE

24

Was the care provider someone the respondent knew

Research Question 1h.

NCAGE

25

Provider aged 18 or over

Research Question 1e.

NCSPEAK

26

Language non-relative speaks while giving care

Research Question 1g.

NCSKNFV

NCSKFV

27

Non-relative care for child when sick

Research Question 1j.

NCRCMDPT


28

Would you recommend this care provider to another parent

Research Question 1h.

NCFEE


29

Fee charged for care that is paid by respondent or another person/agency

Research Question 1f.

NCREL

NCTANF

NCSSAC

NCEMPL

NCOTHER

30

People/programs/organizations that help pay childcare expenses

Research Question 1f, 4.

NCCOST

31

Easiest way to pay for nonrelative childcare

Research Question 1f.

NCCSTHNX

32

Number of children amount covers, including sampled child

Research Question 1f.

NCUNIT


Total amount paid for nonrelative childcare

Research Question 1f.

NCOTHC

33

Any other non-relative home-based care arrangements

Research Question 1a.

NCTLHR

34

Total hours each week spent in those other non-relative home-based care arrangements

Research Question 1d.

CPNNOWX

35

Is child now in any center-based/preschool/prekindergarten care arrangements

Research Question 1a.

CPWEEKX

36

Does child go to a center-based care/preschool/prekindergarten at least once a week

Research Question 1d.

CPTYPE

37

What is the child's current program

Research Question 1a, 3b.

CPHEADST

38

Is this program a Head Start or Early Head Start program

Research Question 1a, 3b.

CPPLACEX

39

Location of center-based care arrangement

Research Question 1a, 3b.

CPSPRLG

40

Religious affiliation of childcare

Research Question 1c, 1g.

CPWORK

41

Care provided at parents workplace

Research Question 1c.

CPDAYS

42

Number of days each week child receives care

Research Question 1d.

CPHRS

43

Number of hours each week child receives care

Research Question 1d.

CPSTRTY

CPSTRTM

44

Age of child when this particular care arrangement began

Research Question 1d.

CPSPEAK

45

Language main care provider speaks while giving care

Research Question 1g.

CPRCMDPT

46

Would you recommend this program to another parent

 Research Question 1h.

CPTEST

CPPHYUSE

CPDENTA

CPDISAB

CPSKNFV

CPSKFV

47

Program provides services to the child/family

Research Question 1g.

CPFEE


48

Fee charged for care

Research Question 1f.

CPREL

CPTANF

CPSSAC

CPEMPL

CPOTHER

49

People/programs/organizations that help pay childcare expenses

Research Question 1f, 4.

CPCOST


50

Easiest way to pay this program

Research Question 1f.

CPCSTHNX


51

Number of children amount covers, including sampled child

Research Question 1f.

CPUNIT



Total amount paid for this program

Research Question 1f.

CPOTHC

52

Does this child have any other center-based care arrangements

Research Question 1a.

CPTLHR

53

Total hours each week spent in those other center-based care arrangements

Research Question 1d.


Section 2: Finding and Choosing Care

PCEVRHDX

54

Has child ever attended Head Start

Research Question 1g, 2a, 2b, 3a, 3b, 4.

MAINRESN

55

Main reason for wanting childcare

Research Question 1l, 1m.

PPCHOIC

56

Good choices for childcare

Research Question 1l, 1m.

PPDIFCLT

57

Difficulty finding care

Research Question 1l, 1m.

WHYDIFCLT

58

Reason for difficulty finding care

Research Question 1l, 1m.

DCLOA

DCOST

DRELY

DLERN

DCHIL

DHROP

DNBGRP

DRTWEB

DRECFAM

DRELOR

59

Importance of factors considered when choosing childcare arrangement

Research Question 1l, 1m.


Section 3: Family Activities

HABOOKS

60

Number of books this child owns

Research Question 1i.

FOREADTOXA

61

Number of times child was read to in the past week

Research Question 1i, 5a.

FORDDAYX

62

During those times, how many minutes are spent reading to the child

Research Question 1i, 5a.

FOSTORYX

FOWORDSX

FOSANG

FOCRAFTSX

63

Activities done in the past week

Research Question 1i, 5a.

FODINNERX

64

Eaten meals together in the past week

Research Question 1g.

FOLIBRAY

65

Visited the library in the past month

Research Question 1i, 5a.

FOBOOKST

66

Visited a bookstore in the past month

Research Question 1i, 5a.






Section 4: Things your Child may be Learning

DPIAGE

67

Child 2 years of age or younger/older

 verification item

DPCOLOR

68

Child can identify primary colors by name

Research Question 1i, 5b.

DPLETTER

69

Child can recognize letter of the alphabet

Research Question 1i, 5b.

DPCOUNT

70

How high can this child count

Research Question 1i, 5b.

DPNAME

71

Can child write his/her name even if words are backwards

Research Question 1i, 5b.

HAPRETRD

72

Does this child read or pretend to read storybooks on his/her own

Research Question 1i, 5b.

HAWORDSX

73

Does this child actually read the words written in books or does he/she look at the book and pretend to read

Research Question 1i, 5b.

HACONECTX

74

When child pretends to read, does it sound like a connected story

Research Question 1i, 5b.


Section 5: This Childs Health

HDHEALTH


75

Describe child’s health

Research Question 1g, 3a, 3b.

HDINTDIS

HDSPEECHX

HDDISTRBX

HDDEAFIMX

HDBLINDX

HDORTHOX

HDAUTISMX

HDPDDX

HDADDX

HDLEARNX

HDDELAYX

HDTRBRAIN

HDOTHERX

76

Child's diagnosed conditions

Research Question 1g, 3a, 3b.

HDDLYRSK

77

If child under 3, has professional said child is “at-risk” for developmental delay

Research Question 1g, 3a, 3b.

HDAUTOSKIP1

78

Response to question 75 or 76

Research Question 1g, 3a, 3b.

HDRECSER


79

Child receiving services for condition

Research Question 1g, 3a, 3b.

HDSCHLX

HDGOVTX

HDDOCTORX

HDPRISCH

80

Who are those services provided by

Research Question 1g, 3a, 3b.

HDIEPX

81

Services provided by an IFSP or IEP

Research Question 1g, 3a, 3b.

HDDEVIEPX

82

Adult in household helped to develop/change child’s IFSP or IEP

Research Question 1g, 3a, 3b.

HDCOMMUXX

HDTCHRX

HDACCOMXX

HDCOMMITXX

83

Overall satisfaction/dissatisfaction with child’s IFSP or IEP

Research Question 1g, 3a, 3b.

HDSPCLED


84

Child currently enrolled in special education classes/services

Research Question 1g, 3a, 3b.

HDLEARN

HDPLAY

HDOUT

HDFRNDS

85

Child’s condition affect his/her ability to do the following things

Research Question 1g, 3a, 3b


Section 6: Child’s Background

CDOBMM

DOBYY

86

In what month and year was this child born

 Research Question 1g, 2a, 3a, 3b.

CAGE


How old is child

Research Question 1g, 2a, 3a, 3b.

CPLCBRTH

87

Where was this child born

Research Question 1g, 2a, 3a, 3b.

CMOVEAGE

88

Age of child when first moved to the US/ District of Columbia

Research Question 1g, 2a, 3a, 3b.

CHISPAN

89

Is this child of Spanish, Hispanic, or Latino origin

Research Question 1g, 2a, 3a, 3b.

CAMIND

CASIAN

CBLACK

CPACI

CWHITE

90

Child’s race

Research Question 1g, 2a, 3a, 3b.

CSEX


91

Child’s sex

Research Question 1g, 2a, 3a, 3b.

CLIVYN

92

Childs address

Research Question 1g, 2a, 3a, 3b.

CLIVELSWX

93

Where child spends most time

Research Question 1g, 2a, 3a, 3b.


94

Language child speaks at home

Research Question 1g, 2a, 3a, 3b.

CENGLPRG


95

Child currently enrolled in English as a second language, bilingual education, or an English immersion program

Demographic/ background characteristics


Section 7: Household Members

HHTOTALXX

96

Number of people in household

Household Demographics

HHREL1

98

How is respondent related to child

Household Demographics

HHREL2

HHREL3

HHREL4

HHREL5

HHREL6

HHREL7

HHREL8

HHREL9


How other household members are related to child

Household Demographics

HHENGLISH

HHSPANISH

HHFRENCH

HHCHINESE

HHOTHLANG

99

Languages spoken by adults in household

Household Demographics


Section 8: Child’s Family


Parent 1

Parent/Guardian section


DUALPARENT


Same parent(s) to 2nd sampled child

Research Question 1g.

P1REL

100

Parent/guardian relationship to child

Research Question 1g.

P1SEX

101

Is this person male or female

Research Question 1g.

P1MRSTA

102

Marital status of this parent or guardian

Research Question 1g.

P1BFGF

103

Living with boyfriend/girlfriend or partner

Research Question 1g.

P1FRLNG

104

First language parent or guardian learned to speak

Research Question 1g.

P1SPEAK

105

What language does this person speak most at home now

Research Question 1g.

P1PLCBRTH

106

Where was this parent or guardian born

Research Question 1g.

P1AGEMV

107

How old was this person when he/ she first moved to the US/ District of Columbia

Research Question 1g.

P1HISPAN

108

Is this person of Spanish, Hispanic, or Latino origin

Research Question 1g.

P1AMIND

P1ASIAN

P1BLACK

P1PACI

P1WHITE

109

What is this person’s race

Research Question 1g.

P1EDUC

110

Parent/guardian’s highest level of education completed

Research Question 1g.

P1ENRL

111

Is he or she currently attending or enrolled in a school/job training

Research Question 1g.

P1EMPL

112

Parent/ guardian employment status

 Research Question 1g.

P1HRSWK

113

Number of hours worked per week for pay, if employed/self-employed

Research Question 1g, 1k.

P1LKWRK

114

Looking for work in the past 4 weeks, if unemployed

Research Question 1g, 1k.

P1MTHSWRK

115

Worked for pay or income in the past 12 months

Research Question 1g, 1k.

P1AGE

116

Age of parent/guardian

Research Question 1g.

P1AGEPAR

117

Age when first became a parent/guardian to any child

Research Question 1g.


Parent 2

Parent/Guardian section


P2GUARD

118

Parent/guardian # 2 present in the household

Research Question 1g.

P2REL

119

Parent/ guardian relationship to child

Research Question 1g.

P2SEX

120

Is this person male or female

Research Question 1g.

P2MRSTA

121

Marital status of this parent or guardian

Research Question 1g.

P2BFGF

122

Living with boyfriend/girlfriend or partner

Research Question 1g.

P2FRLNG

123

First language parent or guardian learned to speak

Research Question 1g.

P2SPEAK

124

What language does this person speak most at home now

Research Question 1g.

P2PLCBRTH

125

Where was this parent or guardian born

Research Question 1g.

P2AGEMV

126

How old was this person when he/she first moved to the US/District of Columbia

Research Question 1g.

P2HISPAN

127

Is this person of Spanish, Hispanic, or Latino origin

Research Question 1g.

P2AMIND

P2ASIAN

P2BLACK

P2PACI

P2WHITE

128

What is this person’s race

Research Question 1g.

P2EDUC

129

Parent/guardian highest level of education completed

Research Question 1g. 

P2ENRL

130

Is he or she currently attending or enrolled in a school/job training

Research Question 1g, 1k.

P2EMPL

131

Parent/ guardian employment status

Research Question 1g, 1k.

P2HRSWK

132

Number of hours worked per week, if employed/self-employed

Research Question 1g, 1k.

P2LKWRK

133

Looking for work in the past 4 weeks, if unemployed

Research Question 1g, 1k.

P2MTHSWRK

134

Worked for pay or income in the past 12 months

Research Question 1g.

P2AGE

135

Age of parent/guardian

Research Question 1g.

P2AGEPAR

136

Age when first became a parent/guardian to any child

Research Question 1g.


Section 9: Your Household

















HWELTAN

HWELFST

HWIC

HFOODST

HMEDICAID

HCHIP

HSECN8

137

Benefits received in the past 12 months

Household Demographics

TTLHHINC

138

Total household income

Variables used for weighting; Research Question 1g, 2a.

YRSADDR

139

Number of years at address

Household Demographics

OWNRNTHB

140

Home ownership

Household Demographics


136



HVINTSPHO


141

Internet access on a cell phone

Household Demographics





HVINTCOM

142

Internet access at home

Household Demographics

USEINTRNT

143

How often use internet

Household Demographics



A.3 Parent and Family Involvement in Education Survey

The NHES:2017 PFI questionnaires will be the same as those used in the NHES:2016, with the exceptions noted in appendix C, which drew upon the PFI surveys of 1996, 2003 and 2007. Separate PFI questionnaires are used for parents of children enrolled in school or homeschooled for ease of respondent self-administration. The following topics are included in the PFI surveys:

  • School characteristics such as control (public/private) and school choice;

  • Student experiences in school, academic grades, and grade repetition;

  • Parent and family involvement/participation in school including involvement in school decision-making and barriers to such participation;

  • School practices to involve and support families;

  • Family involvement in children’s schoolwork;

  • Homeschooling;

  • Family activities such as arts and crafts, visiting a library, or attending a play or concert;

  • Children’s backgrounds;

  • Children’s health and disability;

  • Parent characteristics; and

  • Household characteristics.

School enrollment or homeschooling status and grade are collected for all children in the screener and displayed at the beginning of the self-administered topical questionnaire. Parents of children enrolled in elementary or secondary school are asked about their children’s experiences in school, feedback that they receive from teachers on their child’s school performance, their involvement in school activities, school practices to involve families, and their involvement in homework. Parents of homeschooled students are asked about their reasons for homeschooling and sources of instruction used in their children’s homeschooling. All parents are asked questions on their home activities and family involvement in activities outside of school, such as visiting a library. Finally, parents of all children are asked questions on their children’s health, disabilities, and demographic characteristics; the characteristics of parents/guardians residing in the household; and household characteristics.

Below, the survey items are discussed in more detail. The descriptions below begin with the questionnaire for parents of children enrolled in school.

Instructions

The first page of the questionnaire identifies the selected child using information from the screener and provides the respondent with instructions for completing the questionnaire. Contact information is provided (a toll free number) in case there is confusion about the selected child or the household has no child fitting the description given.

Section 1: Child’s Schooling

This section covers questions that are asked of all parents with children in elementary, middle or high school who are not homeschoolers. The section provides detailed information on the characteristics of the school that the child attends. This covers topics such as whether the school is a private or public school, whether it is a school that has been assigned or is a school that parents have chosen for their child, whether it is a charter school, and whether it is a Catholic school or has another religious affiliation. The characteristics of schools provide important contextual variables that may be related to parent and family involvement and children’s education experiences. On the homeschooling version, these items are replaced with questions about the decision to homeschool and the child’s homeschool experience.

A series of questions asks for information on whether parents chose the school that their children are enrolled in, including the information that parents obtained about the school before making a choice and whether the school was the parent’s first choice for their child.

A list of schools in the family’s area will be provided on the last page of the questionnaire. Identifying the child’s school permits linking data about schools from existing data sources at NCES, notably the Common Core of Data and Private School Universe Survey. This permits the analysis of family experiences in the context of school characteristics including public/private control, religious affiliation, school size, urbanicity, standardized test performance, and school population measures. These measures can also be used to assess the accuracy of parent responses about school characteristics.

This section of the instrument also includes items that address specifics of children’s and families’ experiences with schools that may be associated with parent involvement:

  • Student experiences in school including grades and academic performance;

  • Teacher feedback on the child’s school performance and behavior;

  • Grade repetition since starting kindergarten;

  • Suspension or expulsion from school; and

  • Parents’ plans for their child’s education after high school .

Section 2: Families and Schools

A core area of interest in the PFI Survey is parents’ involvement in their children’s schools. This section includes questions on the frequency and nature of parents’ involvement in school including attending meetings, volunteering, serving on school committees, and other types of contact with school staff and teachers. Another aspect of parents’ contact with the school involves school practices to communicate with parents regarding their child’s progress and placement and parents’ expected role. Schools contact parents for various reasons including students’ performance, school volunteering opportunities, other methods and opportunities that can help children in their education, and planning for attending college or work after completion of education. The nature of contact measured includes letters, newsletters and email. Finally, parents are given the opportunity to express their level of satisfaction with the school.

Section 3: Homework

Parent and family involvement in homework is another form of support for children’s education; Section 3 addresses this topic. This section includes questions about the amount of homework that children receive, the home environment that families create for children to do homework, and the involvement of parents and other family members in ensuring that children complete their homework.

Section 4: Family Activities

Parent and family involvement in non-school activities with potential education benefits represents another way that parents and families can support children’s education and development. Parents are asked about activities such as telling a story, doing arts and crafts, playing sports and games, or getting involved in other projects. Parents are asked to report on the activities done with their child in the past week and in the past month with anyone in the family.

Section 5: Child’s Health

This section includes items to identify disabled children and to determine whether children with disabilities are receiving services. The presence of disabilities is an important risk factor for all children and is related to children’s development and education experiences in school. These items will also provide the data to analyze the accessibility of special education and other programs and plans for disabled children.

Section 6: Child’s Background

This section collects demographic information on the child’s race/ethnicity and country of origin. These characteristics can be correlated with the various levels of family involvement in children’s education.

Section 7: Household Members

This section of items collects information on the relationship of people in the household to the child. Household composition is an indicator of resources for care and opportunity for interaction within the household.

Section 8: Child’s Family

This section collects information on the child’s parents or guardians who reside in the household: mother and father, or other guardians if parents are not present. The topics include age at first becoming a parent or guardian, native language, country of origin, educational attainment, and employment status. These items on parental characteristics measure risk factors that could be associated with children’s development and progress through school. Other questions within both parent characteristics sections can be used to relate family involvement in education with parents’ characteristics including their education, choice of employment as well as the number of hours they work.

For parents of children who attend school, questions about school accommodations for parents or guardians whose primary language is not English are also included in these sections. These are important indicators of possible barriers to parent involvement.

Section 9: Your Household

This final series of items collects information about household receipt of public assistance, and household income. Receipt of public assistance and household income can be used to classify families according to the economic resources available to them, identify child risk factors, and examine the relationship of the family’s economic status to school participation.

Parent and Family Involvement in Education Survey Research Questions

The items in the Parent and Family Involvement in Education survey will obtain information useful for investigating the following research questions.

1. In what ways and to what extent are parents and families involved in their children’s schooling?

  1. To what extent are parents and families involved in choosing their children’s schools?

  2. What are the reasons for parents’ school choices and what types of information do parents obtain to make these choices?

  3. In what ways are parents and families involved directly with their children’s schools (e.g., meetings, volunteering, etc.)?

  4. What is the relationship between parents’ characteristics and the extent of parents’ and families’ involvement in school choice and children’s schooling?

  5. What is the relationship between parent and family involvement in school and student experiences and performance (e.g., grades, retention)?

  6. What is the relationship between parent and family involvement in school and student characteristics?

2. What are parents’ perceptions of communication by teachers or other school personnel with parents or families?

  1. What is the type and purpose of school communication reported by parents including school contact to discuss both problems and how well the child is doing in school?

  2. What frequency and modes of school contact with families do parents report?

  3. What are the differences in parent perceptions of the purpose and frequency of communication by school characteristics?

  4. How are parent perceptions of school/family communication related to their involvement with the school, in homework, and in learning activities outside of school?

3. What types of school practices to involve and support families are reported by parents?

  1. What are the school practices that parents report?

  2. What is the relationship between school practices and different types and levels of involvement with the school, in homework, and in learning activities outside of school?

  3. What are the differences in reports of school practices based on school characteristics?

  4. What is the relationship of parent-reported school practices to levels of involvement by socioeconomic status?

  5. What is the relationship between family involvement with the school and parent assessments of the school environment concerning parent and family involvement?

4. What are the barriers to school involvement by families?

  1. What are the language barriers that language minority families face and how do they relate to the type and extent of their involvement with the school?

  2. Do parent perceptions of the efficacy of their involvement relate to the type and extent of family involvement?

5. In what ways and to what extent are parents and other household members involved in their children’s homework?

  1. How does the involvement of household members in homework relate to student experiences and performance?

  2. How often do household members help children with homework?

  3. How does the environment that families create for homework completion relate to student experiences and performance?

  4. How do parents’ characteristics relate to the extent of parents’ involvement in children’s homework?

6. In what ways are parents and family members involved in non-school activities with children at home?

  1. What is the type and extent of family involvement in daily activities and other learning activities of children and how does this relate to student experiences and performance?

7. How is children’s health/disability status related to family involvement and student behavior, experiences and performance?

  1. How is children’s health related to the level of parent and family involvement in their education?

  2. What is the extent of parent reporting of children’s disabilities?

  3. How are children’s health and disabilities related to the extent of parent and family involvement, school practices, and student experiences and performance?

  4. To what extent do children receive services for disabilities and from what sources?

  5. What is the extent of children’s participation in Individualized Education Programs (IEPs) or enrollment in special education classes?

  6. What is the extent of parents’ and families’ involvement with the school in developing their children’s IEPs?

  7. Are parents satisfied with their children’s IEPs or special education classes or services, including the school’s communication with the family, the special needs teacher or therapist, and the school’s ability to accommodate the child’s special needs?

8. What is the extent of homeschooling of children during their school years?

  1. To what extent do homeschooled students also attend schools to receive some of their instruction?

  2. To what extent do parents use homeschool communities or resources such as distance learning/Internet to obtain materials or develop curricula?

  3. Of the total school-going years, how many years are children homeschooled?

  4. What are the reasons for homeschooling by parents?

  5. What is the role of the Internet and the use of other technology or media for homeschooling instruction and curriculum development?

These research questions are reflected in exhibit 3, which includes item-by-item descriptions of the NHES Parent and Family Involvement in Education Survey questions for enrolled students and their associated research questions, and exhibit 4, which includes item-by-item descriptions of the NHES Parent and Family Involvement in Education Survey questions for homeschooled students and their associated research questions.


Exhibit 3.   Item-by-item descriptions of Parent and Family Involvement in Education Survey for Enrolled Students and associated research questions

Variable Name

Question # on 2016 paper form

Item Stem

Research Question/Purpose




Section 1: Childs Schooling

FDPDKIND


Is child in full day or partial day kindergarten

Research Question 1.

PFIALLGRADEX_web

1

Confirm this child’s grade

Research Question 1.

SCPUBPRI

2

Type of school this child attends

Research Question 1a, 2b, 3c.

DISTASSI

3

His/her regularly assigned school

Research Question 1a, 2b, 3c.

SCHRTSCHL

4

School a charter school

Research Question 1a, 2b, 3c.

SNEIGHBRX

5

Move so that this child could attend his/her current school

Research Question 1a, 1e.

SPUBCHOIX

6

Does school district allow choice

Research Question 1a, 1e.

SCONSIDR

7

Consider other schools for this child

Research Question 1a, 1e.

SPERFORM

8

Seek information on the performance of the schools you were considering

Research Question 1a, 1e.

S1STCHOI

9

School this child attends your first choice

Research Question 1a, 1e.

SSAMSC

10

Child has been in the same school since the beginning of this school year

Research Question 1a.

SMVMTH

11

Month child started at his/her current school

Research Question 1c.

SEENJOY

12

Child enjoys school

Research Question 3e.

SEGRADES

13

Grades the child gets

Research Question 1e.

SEADPLCXX

14

Child currently enrolled in advanced placement classes

Research Question 1e.

SEBEHAVX

SESCHWRK

SEGBEHAV

SEGWORK

15

Number of times this child’s school contacted your household

Research Question 2a.

SEABSNT

16

Number of days child has been absent

Research Question 1e.

SEREPEAT

17

Has child repeated any grades

Research Question 1e.

SEREPTK

SEREPT1-SEREPT12

18

Grade or grades he/she repeated

Research Question 1e.


SESUSOUT

SESUSPIN

SEEXPEL

19

School suspensions/expulsion

Research Question 1e

SEFUTUREX

20

Expectations of child’s education

Research Question 1e.

SEGRADEQ

21

Child’s work at school

Research Question 1e.

SNETCRSX

22

Take courses on Internet

Research Question 1e.

SPBSCH

SSTATE

SCHRTR

SAPBSCH

SPRIVSCH

SUNIVSCH

SOTHSCH

23

Provider of Internet instruction

Research Question 1e.

SINSTFEE

24

Fee for Internet instruction

Research Question 1e.

HOMESCHLX

25

Is child homeschooled

Verification question

HMSCHARR

26

Is child homeschooled for none/some/all classes

Verification question


Section 2: Families and School

FSSPORTX

FSVOL

FSMTNG

FSPTMTNG

FSATCNFN

FSFUNDRS

FSCOMMTE

FSCOUNSLR

30

Activities adult in the HH has done at this child’s school

Research Question
1c, 3a, 3d, 3e.

FSFREQ


31

Number of school activities household has participated in

Research Question
1c, 3a, 3d, 3e.

FSNOTESX

FSMEMO

FSPHONCHX

32

Notes received from school

Research Question
2a, 2b, 2c, 2d.

FSSPPERF

FSSPHW

FSSPCOUR

FSSPROLE

FSSPCOLL

33

How well has this child’s school done the following things

Research Question
2a, 2b, 2c, 2d.

FCSCHOOL

FCTEACHR

FCSTDS

FCORDER

FCSUPPRT

34

Overall satisfaction/dissatisfaction

Research Question
2a, 2b, 2c, 2d.


Section 3: Homework

FHHOME

35

How often does child receive homework

Research Question 5.

FHWKHRS

36

Child’s time spent on homework

Research Question 5.

FHAMOUNT

37

Feelings towards the amount of homework (respondent)

Research Question 5.

FHCAMT

38

Feelings towards the amount of homework (child)

Research Question 5.

FHPLACE

39

Place set aside in home for child to complete homework

Research Question 5c.

FHCHECKX

40

Adult in household checks homework

Research Question 5b.

FHHELP

41

Number of days, per week, an adult in household helps child with homework

Research Question 5b.


Section 4: Family Activities

FOSTORY2X

FOCRAFTS

FOGAMES

FOBUILDX

FOSPORT

FORESPON

FOHISTX

42

In the past week, has anyone in your family done the following things with this child…

Research Question 6a

FODINNERX


43

Number of days family has eaten the evening meal together

Research Question 6a

FOLIBRAYX

FOBOOKSTX

FOCONCRTX

FOMUSEUMX

FOZOOX

FOGROUPX

FOSPRTEVX

44

In the past month, has anyone in your family done the following things with this child…

Research Question 6a


Section 5: Childs Health

HDHEALTH


45

Describe child’s health

Research Question 7a.

HDINTDIS

HDSPEECHX

HDDISTRBX

HDDEAFIMX

HDBLINDX

HDORTHOX

HDAUTISMX

HDPDDX

HDADDX

HDLEARNX

HDDELAYX

HDTRBRAIN

HDOTHERX

46

Child’s diagnosed conditions

Research Question 7a, 7b, 7c.

HDMRKYES

47

Did you mark yes to any condition

Research Question 7a, 7b, 7c.

HDRECSER

48

Child receiving services for his/her condition

Research Question 7d.

HDSCHLX

HDGOVTX

HDDOCTORX

HDPRISCH

49

Who are those services provided by

Research Question 7d.

HDIEPX

50

Services provided by an IEP

Research Question 7e.

HDDEVIEPX

51

Adult in household helped to develop/change child’s IEP

Research Question 7f.

HDCOMMUXX

HDTCHRX

HDACCOMXX

HDCOMMITXX

52

Overall satisfaction/dissatisfaction with child’s IEP

Research Question 7g.

HDSPCLED


53

Child currently enrolled in special education classes

Research Question 7d.

HDLEARN

HDPLAY

HDOUT

HDFRNDS

54

Child’s conditions affect his/her ability to do the following things…

Research Question 7c.


Section 6: Child’s Background

CDOBMM

CDOBYY

55

In what month and year was this child born?

Demographic/ background characteristics

CAGE


How old is child

Research Question 1f, 2a, 3a, 3b.

CPLCBRTH

56

Where was this child born

Research Question 1f, 2a, 3a, 3b.

CMOVEAGE

57

Age when first moved to the US/ District of Columbia

Research Question 1f, 2a, 3a, 3b.

CHISPANX

58

Is this child of Spanish, Hispanic, or Latino origin

Research Question 1f, 2a, 3a, 3b.

CAMIND

CASIAN

CBLACK

CPACI

CWHITE

59

Child’s race

Research Question 1f, 2a, 3a, 3b.

CSEX


60

Child’s sex

Research Question 1f.

CLIVYN

61

Child’s address

Research Question 1f, 2a, 3a, 3b.

CLIVELSWX

62

Where child spends most time

Research Question 1f, 2a, 3a, 3b.

CSPEAKX

63

Language child speaks at home

Research Question 1f, 2a, 3a, 3b.

CENGLPRG


64

Child currently enrolled in English as a second language, bilingual education, or an English immersion program

Research question 1f.


Section 7: Household Members

HHTOTALXX


65

Number of people in household

Household Demographics

HHREL1

67

How is respondent related to child

Household Demographics

HHREL2

HHREL3

HHREL4

HHREL5

HHREL6

HHREL7

HHREL8

HHREL9


How other household members are related to child

Household Demographics

HHENGLISH

HHSPANISH

HHFRENCH

HHCHINESE

HHOTHLANG

68

Languages spoken by adults in household

Household Demographics


Section 8: Child’s Family


Parent 1

Parent/Guardian section


DUALPARENT


Same parent(s) to 2nd sampled child

Research Question 1d

P1REL

69

Parent/guardian relationship to child

Research Question 1d.

P1SEX

70

Is this person male or female

Research Question 1d.

P1MRSTA

71

Marital status of this parent or guardian

Research Question 1d.

P1BFGF

72

Living with boyfriend/girlfriend or partner

Research Question 1d.

P1FRLNG

73

First language parent or guardian learned to speak

Research Question 1d, 3a, 3b.

P1SPEAK

74

What language does this person speak most at home now

Research Question 1d.

P1DIFFI

75

Difficult for parent to be involved at school because of language barriers

Research Question 1d.

P1SCINT

76

Does school have interpreters

Research Question 1d.

P1WRMTL

77

Does school have translated materials

Research Question 1d.

P1PLCBRTH

78

Where was this parent or guardian born

Research Question 1d.

P1AGEMV

79

How old was this person when he/ she first moved to the US/ District of Columbia

Research Question 1d.

P1HISPAN

80

Is this person of Spanish, Hispanic, or Latino origin?

Research Question 1d.

P1AMIND

P1ASIAN

P1BLACK

P1PACI

P1WHITE

81

What is this person’s race

Research Question 1d.

P1EDUC

82

Parent/guardian highest level of education completed

Research Question 1d.

P1ENRL

83

Is he or she currently attending or enrolled in a school/job training

 Demographic/ background characteristics

P1EMPL

84

Parent/ guardian employment status

Research Question 1d

P1HRSWK

85

Number of hours worked per week, if employed

Research Question 1d

P1LKWRK

86

Looking for work in the past 4 weeks, if unemployed

Research Question 1d.

P1MTHSWRK

87

Worked for pay or income in the past 12 months

Research Question 1d.

P1AGE

88

Age of parent/guardian

Research Question 1d.

P1AGEPAR

89

How old was this parent when she first became a parent to any child

Research Question 1d.


Parent 2

Parent/Guardian section


P2GUARD

90

Presence of a second parent or guardian

Research Question 1d.

P2REL

91

Parent/guardian relationship to child

Research Question 1d.

P2SEX

92

Is this person male or female

Research Question 1d.

P2MRSTA

93

Marital status of this parent or guardian

Research Question 1d.

P2BFGF

94

Living with boyfriend/girlfriend or partner

Research Question 1d.

P2FRLNG

95

First language parent or guardian learned to speak

Research Question 1d, 3a, 3b.

P2SPEAK

96

Language does this person speak most at home now

Research Question 1 d.

P2DIFFI

97

Difficult for parent to be involved at school because of language barriers

Research Question 1 d.

P2SCINT

98

Does school have interpreters

Research Question 1 d.

P2WRMTL

99

Does school have translated materials

Research Question 1 d.

P2PLCBRTH

100

Where was this parent or guardian born

Research Question 1 d.

P2AGEMV

101

How old was this person when he/ she first moved to the US/ District of Columbia

Research Question 1 d.

P2HISPAN

102

Is this person of Spanish, Hispanic, or Latino origin?

Research Question 1 d.

P2AMIND

P2ASIAN

P2BLACK

P2PACI

P2WHITE

103

What is this person’s race

Research Question 1 d.

P2EDUC

104

Parent/guardian highest level of education completed

Research Question 1 d.

P2ENRL

105

Is he or she currently attending or enrolled in a school/job training

Research Question 1 d.

P2EMPL

106

Parent/ guardian employment status?

Research Question 1 d.

P2HRSWK

107

Number of hours worked per week, if employed

Research Question 1d.

P2LKWRK

108

Looking for work in the past 4 weeks, if unemployed

Research Question 1d.

P2MTHSWRK

109

Worked for pay or income in the past 12 months

Research Question 1d.

P2AGE

110

Age of parent/guardian

Research Question 1d.

P2AGEPAR

111

Age first became parent to any child

Research Question 1d.


Section 8: Your Household

HWELTAN

HWELFST

HWIC

HFOODST

HMEDICAID

HCHIP

HSECN8

112

Benefits received in the past 12 months

Household Demographics

TTLHHINC

113

Total household income

Household Demographics

YRSADDR

114

Number of years at address

Household Demographics

OWNRNTHB

115

Home Ownership

Household Demographics

HVINTSPHO


116

Internet access on a cell phone

Household Demographics

HVINTCOM

117

Internet access at home

Household Demographics

USEINTRNT

118

How often use internet

Household Demographics

RSCHOOL


119

Identify child's school

Household Demographics

SCHNAME

SCHADDRE

SCHCITY

SCHST

SCHZIP

120

School Information

Household Demographics



Exhibit 4.  Item-by-item descriptions of Homeschool Survey and associated research questions

Variable Name

Question # on 2016 paper form

Item Stem

Research Question/Purpose


Sections 1, 2 and 3 of the PFI enrolled questionnaire have been replaced with the following questions for those students who are homeschooled.


Child’s Homeschooling

HSWHOX


1

Person in household who mainly homeschools this child

Understand trends in homeschooling

HSTUTOR

2

Is any instruction provided by a private tutor or teacher

Understand trends in homeschooling

HSCOOP

3

Any of this child’s instruction provided by a local homeschooling group or co-op

Research question 8b, Understand trends in homeschooling

HSCOLL

4

Does child attend a public or private school or college or university for instruction

Research Question 8a, Understand trends in homeschooling

HSPUBLIC

HSPRIVATE

HSCOLLEGE

5

What type of school(s) does this child attend

Research Question 8a, Understand trends in homeschooling

HSSCHR

6

Number of hours per week child goes to school for instruction

Research Question 8a, Understand trends in homeschooling

GRADE_WEB

7

Grade or year in school child would in if he/she was attending school

Understand trends in homeschooling

HSDAYS

8A

Number of days each week this child is homeschooled

Understand trends in homeschooling

HSHOURS

8B

Total hours each week child is homeschooled

Understand trends in homeschooling

HSKACTIV

9

Has child participated in any activities with other homeschooled children

Research Question 8b, Understand trends in homeschooling

HSSTYL


10

Formal curriculum versus informal learning

Research Question 8b, Understand trends in homeschooling

HSCLIBRX

HSCHSPUBX

HSCEDPUBX

HSCORGX

HSCCHURX

HSCPUBLX

HSCPRIVX

HSCRELX

HSCNETX

HSCOTH

11

Sources of curriculum or books used to homeschool child

Research Question 8b, Understand trends in homeschooling

HSCOURS

12

Courses taken to help prepare child’s home instruction

Research Question 8b, 8e, Understand trends in homeschooling

HSINTNET

13

Does child take courses over the Internet

Research Question 8e, Understand trends in homeschooling

HSINTPUB

HSINTST

HSINTCH

HSINTAPB

HSINTPRI

HSINTCOL

HSINTOH

14

Is Internet instruction provided by local public school or other provider

Research Question 8b, 8e, Understand trends in homeschooling

HSFEE


15

Charge or fee for Internet instruction

Research Question 8b, 8e, Understand trends in homeschooling

HomeKx

Home1

Home2

Home3

Home4

Home5

Home6

Home7

Home8


Home9

Home10

Home11

Home12

16

Grade(s) child was homeschooled for some classes or subjects

Understand trends in homeschooling

HSSAFETYX

HSDISSATX

HSRELGON

HSMORAL

HSDISABLX

HSILLX

HSSPCLNDX

HSALTX

HSOTHERX

17

Reasons parents choose to homeschool their child

Research question 8d,Understand trends in homeschooling

HSMOSTX

18

Most important reason for homeschooling child

Research question 8d, Understand trends in homeschooling

HSFUTUREX

19

How far do you expect child to go in education

Understand trends in homeschooling

HSART

HSMUSIC

HSARITH

HSALG1

HSALG2

HSGEOM

HSCALC

HSPROB

HSSCIEN

HSGEOL

HSBIOL

HSCHEM

HSGEOG

HSREAD

HSSPELL

HSENGL

HSCOMSCI

HSHIST

HSFOLANG

HSPHYED

HSHEALTH

20

Subject areas previously taught in homeschool

Understand trends in homeschooling

HSNART

HSNMUSIC

HSNARITH

HSNALG1

HSNALG2

HSNGEOM

HSNCALC

HSNPROB

HSNSCIEN

HSNGEOL

HSNBIOL

HSNCHEM

HSNGEOG

HSNREAD

HSNSPELL

HSNENGL

HSNCOMSCI

HSNHIST

HSNFOLANG

HSNPHYED

HSNHEALTH

21

Subject areas currently taught in homeschool

Understand trends in homeschooling


Family Activities

FOSTORY2X

FOCRAFTS

FOGAMES

FOBUILDX

FOSPORT

FORESPON

FOHISTX

22

In the past week, has anyone in your family done the following things with this child…

Research Question 6a

FODINNERX


23

Days that family ate the evening meal together

Research Question 6a

FOLIBRAYX

FOBOOKSTX

FOCONCRTX

FOMUSEUMX

FOZOOX

FOGROUPX

FOSPRTEVX

24

In the past month, has anyone in your family done the following things with this child…

Research Question 6a

HSASSNX

25

Does the family participate in other homeschooling activities or meetings

Understand trends in homeschooling

HSFREQX

26

Number of times has family gone to meetings/participated in local homeschooling events

Understand trends in homeschooling

HSNATL

27

Member of a national homeschooling organization

Understand trends in homeschooling



A.3 Adult Training and Education Survey

The NHES:2017 ATES questionnaires are modified from the NHES:2016. The following topics are included in the ATES survey:

  • Educational attainment

  • Major subject field of study

  • Certifications and Licenses

  • Preparation for New Certifications and Licenses

  • Certificates

  • Work Experience Programs

  • Employment Information

  • Demographic and other background characteristics



Below, the survey items are discussed in more detail.

Instructions

The first page of the questionnaire identifies the sampled adult using information from the screener and provides the respondent with instructions for completing the questionnaire. Contact information is provided (a toll free number) in case the respondent has a question.

Section 1: Education

This section includes the standard ACS educational attainment item (highest degree or level of school completed), the field of study for the highest degree, and items on enrollment in college, ESL classes, and literacy classes.

Section 2: Certifications and Licenses

A core area of interest for the ATES is the attainment of non-degree credentials, including industry-recognized certifications, occupational licenses, and education certificates. This section includes questions to identify the prevalence and characteristics of certifications and licenses. It includes information on up to three certifications and licenses that the respondent deems to be “most important.” It asks questions designed to code the field of certification, including its name and the kind of work it is for. It also includes the “provider” questions (CNPROV) designed to distinguish between certifications and licenses. This section has questions designed to determine whether the reported credential is, in fact, a “true” certification or license. These include questions on whether the credential can be revoked and how many hours spent in classes or training to prepare for the credential. There are also questions about how the respondent prepared for the credential and how valuable they perceive the credential to be for getting and keeping a job.

Section 3: Preparation for New Certifications and Licenses

This section is new for the 2017 NHES. It is intended to measure the “pipeline” of new certifications and licenses. It is intended to collect information on the “most important” new certification or licenses that a respondent is working to obtain. It asks about the name of the certification and includes the provider question and a question on whether it can be revoked. It also asks what year the respondent expects to get the credential, as a measure of how firm their plans are. This section includes a question about whether their employer allowed them to work on it during paid work hours and a series of questions about why the respondent is working on this credential.

Section 4: Certificates

This section includes questions designed to measure the prevalence and key characteristics of postsecondary educational certificates. The section starts with a question designed to weed out other kinds of certificates that are not the focus of this section. It then asks for the subject field of the certificate, whether it’s a teaching certificate (which is a license), who gave it (to make sure it’s a postsecondary institution), and how many hours of instruction it took to complete it. Taken together, these questions can evaluate whether the reported certificate is actually a postsecondary educational certificate. Next, it includes a question designed to distinguish between subbaccalaureate and post-bachelor’s certificates. It asks about whether the certificate was earned as part of the training taken for a certification or license and about the respondent’s perception of its usefulness for job outcomes.

Section 5: Work Experience Programs

This section is designed to measure the extent to which adults in the U.S. have completed work experience programs, including internships, externships, practica, apprenticeships, and clinicals. The gateway question for this section broadly includes many kinds of work experience programs—the follow up questions are designed to help analysts determine the kind of work experience program that it is. These include the type of work it was for, how long it lasted, what the wage was, what kinds of instruction and evaluation they received, whether they got journeyman status or a registration number, and whether it was part of a formal educational program. Similar to the earlier sections, this one also includes questions about the respondent’s perception of the value of the program.

Section 6: Employment

This section collects basic information about the respondent’s labor force status, employment status and intensity, underemployment, questions to code industry and occupation, earnings, and whether the respondent has a license required for their job.

Section 7: Background

This section of items collects basic background and demographic information including questions on military service, birth country, native language and proficiency with English, age, and race.

Adult Training and Education Survey Research Questions

The items in the ATES will obtain information useful for investigating the following research questions.

  1. Research questions about work credentials (certification and licensure)

    1. How many adults have a formal work credential, how many have multiple credentials, and which type of credential (certification and/or license) do they have?

    2. How do work and education credentials interact (e.g., to what extent do adults at each educational attainment level have a work credential)?

    3. How does attainment of a work credential interact with other measures of skill levels—e.g., to what extent do adults with low skill levels attain a work credential?

    4. In what fields do adults obtain their work credentials?

    5. To what extent do adults obtain work credentials within versus across fields?

    6. To what extent do the fields of adults’ work credentials align with their educational credentials?

    7. To what extent do adults work in fields related to their work credentials?

    8. What types of training do adults get in order to earn their work credential; in particular, to what extent do education institutions provide such training, and what level of education is involved?

    9. How much formal training do adults receive in order to earn their work credentials?

    10. What resources help adults cover the costs of obtaining work credentials?

    11. How useful do adults find their work credentials for key employment outcomes?

    12. Does the length of time that a work credential is held relate to employment outcomes?

    13. To what extent are work credentials required for a job?

    14. Is the attainment of a work credential related to earnings or underemployment (working part-time when prefer full-time; working temporary job when prefer permanent job)?

    15. How do the prevalence and characteristics of work credentials vary by key characteristics of adults (sex, race/ethnicity, immigration status, age, marital status, labor force status, employment status, industry, occupation, veteran status)?



  1. Research questions about the pipeline for work credentials (preparation for work credentials)

    1. How many adults are in the pipeline to earn a work credential for the first time?

    2. What type of work credential—certification or license—are adults in the pipeline working toward, and in what fields?

    3. To what extent does the field of a pipeline credential align with adult’s current job?

    4. How concrete are adults’ plans for obtaining a new work credential (indicated by having an expected attainment date)?

    5. To what extent do employers support the attainment of work credentials through paid time off?

    6. What motivates adults to seek a work credential?



  1. Research questions about postsecondary subbaccalaureate certificates

    1. How many adults have earned a certificate, and in what subject fields do they earn certificates?

    2. How many adults have a certificate as their highest level of education, and (alternatively) how many adults have a certificate and further higher education?

    3. How do adults who have a certificate as their highest level of education report their educational attainment on the standard government educational attainment item?

    4. How does attainment of a certificate interact with other measures of skill levels—e.g., to what extent do adults with low skill levels attain certificates?

    5. To what extent do certificates help prepare adults for earning a work credential (certification or license)?

    6. To what extent do adults work in fields related to their certificate?

    7. How useful do adults find their certificates for key employment outcomes?

    8. Is the attainment of a certificate related to earnings or underemployment (working part-time when prefer full-time; working temporary job when prefer permanent job)?

    9. How do the prevalence and characteristics of certificates vary by key characteristics of adults (sex, race/ethnicity, immigration status, age, marital status, labor force status, employment status, industry, occupation, veteran status)?



  1. Research questions about work experience programs

    1. How many adults have completed work experience programs, and what types of programs have they completed (federal apprenticeship, other apprenticeship or paid internship, unpaid internship)?

    2. For what types of work are work experience programs completed?

    3. To what extent do work experience programs include the key quality indicators of on-the-job mentoring, classroom instruction, and performance evaluation?

    4. How long do work experience programs last; and how is program length related to other program features such as the type of program, its relationship to an education program, and its perceived utility?

    5. What types of formal training do adults get as part of their work experience program; in particular, to what extent do education institutions provide such training, and what level of education is involved?

    6. To what extent do work experience programs help prepare adults for earning a work credential (certification or license)?

    7. To what extent do adults work in fields related to their work experience program, and when they do, how often do they use the skills learned in those programs?

    8. How useful do adults find their work experience program for key employment outcomes?

    9. How do the prevalence and characteristics of work experience programs vary by key characteristics of adults (education attainment, sex, race/ethnicity, immigration status, age, marital status, labor union membership, labor force status, employment status, industry, occupation, veteran status)?

These research questions are reflected in exhibit 5, which includes item-by-item descriptions of the ATES questions and their associated research questions.


Exhibit 5.   Item-by-item descriptions of Adult Training and Education Survey and associated research questions

Variable Name

Question # on 2016 paper form

Item Stem for ATES

Research Question/Purpose



Section 1: Education

EDUATTN

1

Highest degree or level of school completed

1b, 3b, 3c

EDUFOS

2

Field of study for the highest level of school completed

1f

ENROLL

3

Current enrollment status

1o

ESLCLA

4

Classes taken in English as a second language, after high school

1c, 3d

READCLA

5

Literacy classes taken to improve reading, excluding college level classes

1c, 3d



Section 2: Certifications and Licenses

CNMAIN

6

Active professional certification/state or industry license

1a, 1b, 1c

CNNUM

7

Number of active certifications and licenses

1a

CNNAME

8

Name of certification or license

1d, 1e, 1f, 1g

CNSUBJ

9

Kind of work certification or license is for

1d, 1e, 1f, 1g

CNPRO1

10

Certification or license required by government agency

1a, 1m

CNREVOKE

11

Certification or license can be revoked/suspended

1a

CNCURRJOB

14

Certification or license for current job

1g, 1m

CNYEAR

12

Year certification was obtained

1l

CNPRP_HSCHL

new

Certification/license related classes in high school

1h

CNPRP_COLLG

13a

Certification/license related classes in college, technical, or trade school

1h

CNPRP_MILT

new

Certification/license related classes or training in the military

1h

CNPRP_TRAIN

13b

Certification/license related classes or training from other company or organization

1h

CN_HOURS

New

Hours spent in classes or training for certificate/license

1i

CN_DEG

New

Enrolled in a degree program related to certificate/license

1h

CN_STDY

13c

Studied on your own for certificate or license

1h

CN_INTN

New

Participated in internship, practicum, etc. related to certificate or license

1h

CN_EXM

New

Took a certification or licensing exam

1h

CN_STPRG

New

Prepared for certification or license through a free state or city program

1h

CN_GRNT

New

Scholarship or grant assisted with fees for certification or license

1j

CN_LOAN

New

Loan assisted with fees for certification or license

1j

CN_REIMB

New

Employer assisted with fees for certification or license

1j

CN_OWN

New

Family resources assisted with fees for certification or license

1j

CNUSE_GET

15a

Certification or license has been useful in getting a job

1k

CNUSE_KEEP

15b

Certification or license has been useful in keeping a job

1k

CNUSE_MRKT

15c

Certification or license has been useful in staying marketable to employers or clients

1k

CNUSE_SKLS

15d

Certification or license has been useful in improving work skills

1k



Section 3: Preparation for New Certifications and Licenses

NCNRENEW

New

Currently working on maintaining or renewing a professional certification or license

2a

NCNMAIN

New

Currently working on getting a new professional certification or license

2a

NCNNAME

New

Name of most important new certification or license

2b, 2c

NCNSUBJ

New

Type of work for new certification

2b, 2c

NCNPROV

New

New certification or license required by government agency

2b

NCNREVOKE

New

New certification or license can be revoked or suspended

2b

NCNCURRJOB

New

New certification or license for current job

2c

NCNMM/YR

New

Month and year expected to obtain new certification or license

2d

NCNWKHR

New

Paid by employer to work toward new certification or license

2e

NCNRSN_RF

New

Working toward new certification or license to satisfy requirements for working in the field

1m, 2f

NCNRSN_MK

New

Working toward new certification or license to become more marketable to employers or clients

2f

NCNRSN_PRO

New

Working toward new certification or license to increase pay

2f

NCNRSN_RE

New

Working toward new certification or license to meet employer requirements or expectations

1m, 2f



Section 4: Certificates

CERTTRAIN

30a

Earned a certificate from training program from an employer, employment agency, union, software or equipment manufacturer, or other training provider

3a

CERTVOC

30b

Earned a certificate for completing a vocational program at high school

3a

CERTHS

30c

Earned a high school equivalency certificate

3a

CERTPROG

30d

Earned a certificate for completing a program at community or technical college after high school

3a, 3b, 3c, 3d

PSFOS

31

Field of study for your last post-secondary certificate

3a

TCHCERT

New

Education certificate is the same as teaching license

3a

LASTPSCER

32

Place post-secondary certificate was obtained

3a

LCHOURS

33

Hours of instruction completed to earn last post-secondary certificate

3a

LCENROLL

34

Requirements for enrolling in post-secondary certificate program

3a

LCRED

35a

Minimum credits required to earn post-secondary certificate

3a

LCINHRS

35b

Minimum number of instructional hours to earn post-secondary certificate

3a

LCTRAIN

36

Post-secondary certificate is part of training required for certification or license

3e

LCJOB

37

Current job related to post-secondary certificate

3f

LCGET

38a

Certificate useful in getting a job

3g

LCPAY

38b

Certificate useful in increasing pay

3g

LCIMPROV

38c

Certificate useful in improving work skills

3g



Section 5: Work Experience Programs


WEPROG

39

Completed internship or similar program

4a

WEFOLP

40

Type of work for last work experience program

4b

WELONG

41

Length of last work experience program

4d

WEWAGE

42

Wage structure for last work experience program

4a

WEINSTR

43a

Received instruction or training from a coworker during last work experience program

4c, 4e

WECOLL

43b

Took classes from college or trade school during last work experience program

4c, 4e

WECOMP

43c

Took classes or training from company, association, or union during last work experience program

4c, 4e

WEEVAL

44a

Evaluated by co-worker or supervisor during last work experience program

4c

WECRED

44b

Received college credit during last work experience program

4e

WECONT

New

Signed employment contract for last work experience program

4a

WEJOURN

44c

Got journeyman status from last work experience program

4a

WEAPPRE

44d

Got apprenticeship number from last work experience program

4a

WEDEGR

45

Description of last work experience program in relation to formal education

4e

WECERT

46

Last work experience program helped you earn professional license or certification

4f

WECURJO

47

Current job related to last work experience program

4g

WESKILL

48

Frequency of using last work experience skills in current work

4g

WEGETJ

49a

Last work experience was useful in getting a job

4h

WEPAY

49b

Last work experience was useful in increasing your pay

4h

WEIMPRO

49c

Last work experience was useful in improving your work skills

4h



Section 6: Employment

EEMAIN

50

Currently employed for pay at a job or business

1o, 3i, 4i

EEJOB

52

Number of jobs

1o, 3i, 4i

EEFTJOB

53

Employed full-time

1o, 3i, 4i

EEPTJOB

54

Employed part-time

1n, 1o, 3h, 3i, 4i

EEPREFFT

55

Prefer full-time over part-time

1n, 3h

EEL4WKS

57

Actively looking for work, during the last 4 weeks

1o, 3i, 4i

EEL5YRS

58

Intending to look for work within the next 5 years

1o, 3i, 4i

EELWRK

59

Last time worked

1o, 3i, 4i

EEWKS

60

Number of weeks worked, last 12 months

1o, 3i, 4i

EEHRS

61

Number of hours worked each week last 12 months

1o, 3i, 4i

EEEARN

62

Salary over the last 12 months

1n, 3h

EEECOMP

63

Name of employer

1o, 3i, 4i

EEWHOW

64

Type of business or industry

1o, 3i, 4i

EEEMPLO

65

Type of employee (public, private, self-employed)

1o, 3i, 4i

EEWRKW

66

Kind of work done

1g, 1o,, 2c 3i, 4i

EEDUTIESW

67

Important duties at work

1g, 1o, 2c, 3i, 4i

EELICES

68

Job required license

1m

EEPOSIT

69

Type of position (temporary, permanent)

1n, 3h

EEPERM

70

Prefer permanent work

1n, 3h

EEUNION

51

Member of labor union or similar

4i



Section 7: Background


XXMIL

71

Served on active duty in military

1o, 3i, 4i

XXACTV

72

Served on active duty since September 2001

1o, 3i, 4i

XXSEXX

73

Sex

1o, 3i, 4i

XXMARIT

74

Marital status

1o, 3i, 4i

XXBFGF

75

Living with a boyfriend or girlfriend

1o, 3i, 4i

XXPOB

New

Country of origin

1o, 3i, 4i

XXAGEMOVE

New

Age first moved to the US

1o, 3i, 4i

XXLANG

76

Language spoken other than English

1o, 3i, 4i

XXENG

77

Fluency in English

1o, 3i, 4i

XXAGE

78

Age

1o, 3i, 4i

XXHISP

79

Hispanic origin

1o, 3i, 4i

XXRACE

80

Race

1o, 3i, 4i






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