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pdfC. Attachment Table of Contents
Attachment 1: BJS Authorizing Statute; Title 42, United States Code, Section 3732
Attachment 2: SEI Memo on Response Analysis, July 2012
Attachment 3: 2013 SCS Questionnaire
Attachment 4: Cognitive Lab Testing of Questions, July 2012
Attachment 5: SCS Technical Review Panel Participants
Attachment 6: Technical Review Panel Conference Agenda
Attachment 7: Census Cognitive Lab Report, March 2014
Attachment 8: SEI Memo Census Cognitive Lab Report, March 2014
Attachment 9: 2015 SCS Questionnaire Draft, 3/27/14
Attachment 10: Details of Question Changes to 2015 SCS
Attachment 11: Crosswalk SCS Changes 2005‐2015
Attachment 12: Nonfederal Publications Citing Data from the NCVS SCS
Attachment 13: Evaluation of 2015 School Crime Supplement Split Sample
Attachment 14: 2015 SCS Item Description and Rationale
Attachment 15: Incoming Introductory Letter from Census
Attachment 16: Continuing Household Introductory Letter from Census
Attachment 17: SCS brochure for parents in English
Attachment 18: SCS brochure for students in English
Attachment 19: SCS brochure for parents in Spanish
Attachment 20: SCS brochure for students in Spanish
Attachment 21: Evaluating Nonresponse Bias in the 2013 School Crime Supplement
to the National Crime Victimization Survey
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Attachment 1
BJS Authorizing Statute; Title 42, United States Code, Section 3732
-CITE42 USC Sec. 3732
01/26/98
-EXPCITETITLE 42 - THE PUBLIC HEALTH AND WELFARE
CHAPTER 46 - JUSTICE SYSTEM IMPROVEMENT
SUBCHAPTER III - BUREAU OF JUSTICE STATISTICS
-HEADSec. 3732. Bureau of Justice Statistics
-STATUTE(a) Establishment
There is established within the Department of Justice, under the general authority of the Attorney General, a
Bureau of Justice Statistics (hereinafter referred to in this subchapter as ''Bureau'').
(b) Appointment of Director; experience; authority; restrictions
The Bureau shall be headed by a Director appointed by the President, by and with the advice and consent of the
Senate. The Director shall have had experience in statistical programs. The Director shall have final authority for all
grants, cooperative agreements, and contracts awarded by the Bureau. The Director shall report to the Attorney
General through the Assistant Attorney General. The Director shall not engage in any other employment than that of
serving as Director; nor shall the Director hold any office in, or act in any capacity for, any organization, agency, or
institution with which the Bureau makes any contract or other arrangement under this Act.
(c) Duties and functions of Bureau
The Bureau is authorized to (1) make grants to, or enter into cooperative agreements or contracts with public agencies, institutions of higher
education, private organizations, or private individuals for purposes related to this subchapter; grants shall be made
subject to continuing compliance with standards for gathering justice statistics set forth in rules and regulations
promulgated by the Director;
(2) collect and analyze information concerning criminal victimization, including crimes against the elderly, and
civil disputes;
(3) collect and analyze data that will serve as a continuous and comparable national social indication of the
prevalence, incidence, rates, extent, distribution, and attributes of crime, juvenile delinquency, civil disputes, and
other statistical factors related to crime, civil disputes, and juvenile delinquency, in support of national, State, and
local justice policy and decisionmaking;
(4) collect and analyze statistical information, concerning the operations of the criminal justice system at the
Federal, State, and local levels;
(5) collect and analyze statistical information concerning the prevalence, incidence, rates, extent, distribution,
and attributes of crime, and juvenile delinquency, at the Federal, State, and local levels;
(6) analyze the correlates of crime, civil disputes and juvenile delinquency, by the use of statistical information,
about criminal and civil justice systems at the Federal, State, and local levels, and about the extent, distribution and
attributes of crime, and juvenile delinquency, in the Nation and at the Federal, State, and local levels;
(7) compile, collate, analyze, publish, and disseminate uniform national statistics concerning all aspects of
criminal justice and related aspects of civil justice, crime, including crimes against the elderly, juvenile delinquency,
criminal offenders, juvenile delinquents, and civil disputes in the various States;
(8) recommend national standards for justice statistics and for insuring the reliability and validity of justice
statistics supplied pursuant to this chapter;
(9) maintain liaison with the judicial branches of the Federal and State Governments in matters relating to
justice statistics, and cooperate with the judicial branch in assuring as much uniformity as feasible in statistical
systems of the executive and judicial branches;
(10) provide information to the President, the Congress, the judiciary, State and local governments, and the
general public on justice statistics;
(11) establish or assist in the establishment of a system to provide State and local governments with access to
Federal informational resources useful in the planning, implementation, and evaluation of programs under this Act;
(12) conduct or support research relating to methods of gathering or analyzing justice statistics;
(13) provide for the development of justice information systems programs and assistance to the States and units
of local government relating to collection, analysis, or dissemination of justice statistics;
(14) develop and maintain a data processing capability to support the collection, aggregation, analysis and
dissemination of information on the incidence of crime and the operation of the criminal justice system;
(15) collect, analyze and disseminate comprehensive Federal justice transaction statistics (including statistics
on issues of Federal justice interest such as public fraud and high technology crime) and to provide technical
assistance to and work jointly with other Federal agencies to improve the availability and quality of Federal justice
data;
(16) provide for the collection, compilation, analysis, publication and dissemination of information and
statistics about the prevalence, incidence, rates, extent, distribution and attributes of drug offenses, drug related
offenses and drug dependent offenders and further provide for the establishment of a national clearinghouse to
maintain and update a comprehensive and timely data base on all criminal justice aspects of the drug crisis and to
disseminate such information;
(17) provide for the collection, analysis, dissemination and publication of statistics on the condition and
progress of drug control activities at the Federal, State and local levels with particular attention to programs and
intervention efforts demonstrated to be of value in the overall national anti-drug strategy and to provide for the
establishment of a national clearinghouse for the gathering of data generated by Federal, State, and local criminal
justice agencies on their drug enforcement activities;
(18) provide for the development and enhancement of State and local criminal justice information systems, and
the standardization of data reporting relating to the collection, analysis or dissemination of data and statistics about
drug offenses, drug related offenses, or drug dependent offenders;
(19) provide for research and improvements in the accuracy, completeness, and inclusiveness of criminal
history record information, information systems, arrest warrant, and stolen vehicle record information and
information systems and support research concerning the accuracy, completeness, and inclusiveness of other
criminal justice record information;
(20) maintain liaison with State and local governments and governments of other nations concerning justice
statistics;
(21) cooperate in and participate with national and international organizations in the development of uniform
justice statistics;
(22) ensure conformance with security and privacy requirement of section 3789g of this title and identify,
analyze, and participate in the development and implementation of privacy, security and information policies which
impact on Federal and State criminal justice operations and related statistical activities; and
(23) exercise the powers and functions set out in subchapter
VIII of this chapter.
(d) Justice statistical collection, analysis, and dissemination to insure that all justice statistical collection, analysis,
and dissemination is carried out in a coordinated manner, the Director is authorized to (1) utilize, with their consent, the services, equipment, records, personnel, information, and facilities of other
Federal, State, local, and private agencies and instrumentalities with or without reimbursement therefor, and to enter
into agreements with such agencies and instrumentalities for purposes of data collection and analysis;
(2) confer and cooperate with State, municipal, and other local agencies;
(3) request such information, data, and reports from any Federal agency as may be required to carry out the
purposes of this chapter;
(4) seek the cooperation of the judicial branch of the Federal Government in gathering data from criminal
justice records; and
(5) encourage replication, coordination and sharing among justice agencies regarding information systems,
information policy, and data.
(e) Furnishing of information, data, or reports by Federal agencies Federal agencies requested to furnish
information, data, or reports pursuant to subsection (d)(3) of this section shall provide such information to the
Bureau as is required to carry out the purposes of this section.
(f) Consultation with representatives of State and local government and judiciary In recommending standards for
gathering justice statistics under this section, the Director shall consult with representatives of State and local
government, including, where appropriate, representatives of the judiciary.
-SOURCE(Pub. L. 90-351, title I, Sec. 302, as added Pub. L. 96-157, Sec. 2, Dec. 27, 1979, 93 Stat. 1176; amended Pub. L.
98-473, title II, Sec. 605(b), Oct. 12, 1984, 98 Stat. 2079; Pub. L. 100-690, title VI, Sec. 6092(a), Nov. 18, 1988,
102 Stat. 4339; Pub. L. 103-322, title XXXIII, Sec. 330001(h)(2), Sept. 13, 1994, 108 Stat. 2139.)
-REFTEXTREFERENCES IN TEXT
This Act, referred to in subsecs. (b) and (c)(11), is Pub. L. 90-351, June 19, 1968, 82 Stat. 197, as amended,
known as the Omnibus Crime Control and Safe Streets Act of 1968. For complete classification of this Act to the
Code, see Short Title note set out under section 3711 of this title and Tables.
-MISC2PRIOR PROVISIONS
A prior section 3732, Pub. L. 90-351, title I, Sec. 302, June 19, 1968, 82 Stat. 200; Pub. L. 93-83, Sec. 2, Aug. 6,
1973, 87 Stat. 201; Pub. L. 94-503, title I, Sec. 110, Oct. 15, 1976, 90 Stat. 2412, related to establishment of State
planning agencies to develop comprehensive State plans for grants for law enforcement and criminal justice
purposes, prior to the general amendment of this chapter by Pub. L. 96-157.
AMENDMENTS
1994 - Subsec. (c)(19). Pub. L. 103-322 substituted a semicolon for period at end.
1988 - Subsec. (c)(16) to (23). Pub. L. 100-690 added pars. (16) to (19) and redesignated former pars. (16) to
(19) as (20) to (23), respectively.
1984 - Subsec. (b). Pub. L. 98-473, Sec. 605(b)(1), inserted provision requiring Director to report to Attorney
General through Assistant Attorney General.
Subsec. (c)(13). Pub. L. 98-473, Sec. 605(b)(2)(A), (C), added par. (13) and struck out former par. (13) relating
to provision of financial and technical assistance to States and units of local government relating to collection,
analysis, or dissemination of justice statistics.
Subsec. (c)(14), (15). Pub. L. 98-473, Sec. 605(b)(2)(C), added pars. (14) and (15). Former pars. (14) and (15)
redesignated (16) and (17), respectively.
Subsec. (c)(16). Pub. L. 98-473, Sec. 605(b)(2)(A), (B), redesignated par. (14) as (16) and struck out former par.
(16) relating to insuring conformance with security and privacy regulations issued under section 3789g of this title.
Subsec. (c)(17). Pub. L. 98-473, Sec. 605(b)(2)(B), redesignated par. (15) as (17). Former par. (17) redesignated
(19).
Subsec. (c)(18). Pub. L. 98-473, Sec. 605(b)(2)(D), added par. (18).
Subsec. (c)(19). Pub. L. 98-473, Sec. 605(b)(2)(B), redesignated former par. (17) as (19).
Subsec. (d)(1). Pub. L. 98-473, Sec. 605(b)(3)(A), inserted '', and to enter into agreements with such agencies
and instrumentalities for purposes of data collection and analysis''.
Subsec. (d)(5). Pub. L. 98-473, Sec. 605(b)(3)(B)-(D), added par. (5).
EFFECTIVE DATE OF 1984 AMENDMENT
Amendment by Pub. L. 98-473 effective Oct. 12, 1984, see section 609AA(a) of Pub. L. 98-473, set out as an
Effective Date note under section 3711 of this title.
-SECREFSECTION REFERRED TO IN OTHER SECTIONS
This section is referred to in section 5603 of this title.
Attachment 2
SEI Memo on Response Analysis, July 2012
MEMORANDUM
TO:
FROM:
DATE:
Kathy Chandler
Kathy Zantal-Wiener
7/12/2012
SUBJECT:
SCS Analysis of New Items in 2011 survey
The 2011 School Crime Supplement (SCS) to the National Crime Victimization Survey
included several new questions as well as a new item added to a question asked in the previous
survey round. These questions and items were added to collect more information about emerging
issues and respondents’ perceptions of crime and safety.
NCES requested that Synergy Enterprises, Inc. with Mathematica Policy Research examine
the response patterns of the new items. Specifically, we were asked to look for aberrant response
patterns and to explore whether the number of items in Q16c could be reduced in future rounds
of the survey without significant loss of information.
The new questions and items are:
Q16c. Thinking about all of the ADULTS at your school, including teachers, would
you strongly agree, agree, disagree, or strongly disagree with the following…
There is an ADULT at school who…
a. Really cares about you. [VS0056]
b. Notices when you are not there. [VS0057]
c. Listens to you when you have something to say. [VS0058]
d. Tells you when you do a good job. [VS0059]
e. Always wants you to do your best. [VS0060]
f. Believes that you will be a success. [VS0061]
Q16e. Thinking about the neighborhood where you live, would you strongly agree,
agree, disagree, or strongly disagree with the following…
a. There is not a lot of crime in the neighborhood where you live. [VS0063]
b. You feel safe in the neighborhood where you live. [VS0064]
Q16f. Thinking about the neighborhood where your school is located, would you
strongly agree, agree, disagree, or strongly disagree with the following…
a. There is not a lot of crime in the neighborhood where you go to school.
[VS0065]
b. You feel safe in the neighborhood where you go to school. [VS0066]
Q20a. During this school year, has another student…
1
b. Purposely shared your private information, photos, or videos on the Internet or
mobile phones in a hurtful way? [VS0107] [examine responses relative to other
items in this question]
Q23a.1. During this school year, did you STAY AWAY from any online activities
because you thought someone might be mean to you there? [VS0131]
In this memo, we summarize the findings from our analyses of the new questions and items.
The findings are organized as follows:
1. An analysis of the response patterns to the new items
2. An analysis of the responses to Q16c to investigate the potential impact of reducing
the number of items in this question, with the goal of lessening respondent burden
3. An analysis of the responses to Q20a to explore how responses to the new item relate
to other items within this question
Our main findings are as follows:
The distributions of valid responses to the new items do not show any unusual
patterns.
For all new items, the maximum rates of blind “don’t know” responses (0.98 percent)
and residue/refusal (1.06 percent) are quite low. These rates should be kept in mind
when interpreting other findings from this analysis.
The rate of blind “don’t know” responses to some items in Q16c was higher than
would be expected based on similar questions, particularly for Q16c.b
(0.8 percent). This indicates that respondents may have had more difficulty answering
these items than expected.
New item Q16f.a also has an unusually high rate of blind “don’t know” responses
(0.98 percent, compared to 0.42 percent for the very similar Q16e.a). This finding
correlates with results from the cognitive lab testing that indicated students may have
more difficulty answering items regarding the neighborhood where their school is
located compared to the neighborhood where they live.
Responses to items in Q16c are not strongly correlated with each other and appear to
measure different constructs. The number of items in this question therefore cannot
be reduced without losing potentially useful information.
Relatively few respondents answered “yes” to Q20a.b, the new item on cyberbullying (1.1 percent of valid responses), but answers to this item were not strongly
correlated with answers to other items. This finding indicates that this type of cyberbullying is uncommon. It also shows that the new item collects information on an
aspect of cyber-bullying not captured by existing items.
2
A. ANALYSIS OF RESPONSE PATTERNS
1.
Question 16c
Q16c asks several questions about the adults in the respondent’s school. As expected, most
valid responses (92 percent) fall into the “agree” and “strongly agree” categories.1 This is the
same pattern observed with the similar (but not new) items in Q16b (“Thinking about the
teachers at your school…”) and Q16d (“Thinking about friends at your school…”).
The proportions of valid responses, blind “don’t know” responses, and residue/refusal for
each item in Q16c are shown in Table 1. For comparison, the same statistics for Q16b and Q16d
are shown in Table 2.
Table 1. Distribution of Responses to Q16c Items (percentage)
Valid Response
16c.a
16c.b
16c.c
16c.d
16c.e
16c.f
98.75
98.45
99.06
99.09
99.09
98.68
Blind “Don’t Know”
0.51
0.80
0.17
0.14
0.14
0.56
Residue or Refusal
0.75
0.75
0.77
0.76
0.76
0.76
Table 2. Distribution of Responses to Q16b and Q16d Items (percentage)
Valid Response
16b.a
16b.b
16b.c
16d.a
99.06
99.16
98.87
99.01
Blind “Don’t Know”
0.21
0.10
0.38
0.19
Residue or Refusal
0.73
0.73
0.75
0.80
These statistics show that the response patterns for the new Q16c are similar to the response
patterns for similar questions. However, some of the items, specifically Q16c.a, Q16c.b, and
Q16c.f, have slightly higher rates of blind “don’t know” responses compared to other items,
although the rate is still low (less than 1 percent).
The blind “don’t know” response rate to Q16c.b was over twice that of any item in Q16b or
Q16d. Of the 83 respondents who recorded a blind “don’t know” for at least one item in Q16c,
56 responded “don’t know” to only one of the items, indicating that this response was not
1
Full response distributions to all new items are provided in Appendix A.
3
automatic. Only four respondents answered “don’t know” to all items in Q16c. Conversely, 42 of
the 47 respondents recorded as residue/refusal for at least one item in Q16c were recorded as
such for all items in Q16c.
The respondents who recorded a blind “don’t know” for at least one item in Q16c often did
not do so for Q16b or Q16d; 71 of the 83 respondents who recorded a blind “don’t know” for
Q16c did not record a blind “don’t know” for Q16b or Q16d. This suggests that a number of
respondents may have had particular difficulty answering some of the new items in Q16c.
2.
Questions 16e and 16f
Valid responses to Q16e and Q16f were, as expected, skewed toward “agree” and “strongly
agree,” with at least 80 percent of valid responses falling into these categories. The proportions
of valid responses, blind “don’t know” responses, and residue/refusal for each item in Q16e and
Q16f are shown in Table 3.
Table 3. Distribution of Responses to Q16e and Q16f Items (percentage)
Valid Response
16e.a
16e.b
16f.a
16f.b
98.76
99.13
98.22
99.04
Blind “Don’t Know”
0.42
0.10
0.98
0.14
Residue or Refusal
0.82
0.76
0.80
0.82
These items seem to have slightly higher rates of residue or refusal compared to Q16b,
Q16c, and Q16d (Tables 1 and 2), although the questions are addressing a different construct.
Item Q16f.a has an unusually high rate of blind “don’t know” responses—0.98 percent,
compared to 0.42 percent for the similar item Q16e.a. Fifty-two respondents answered “don’t
know” to at least one item in Q16f but gave valid responses to both items in Q16e. Given that the
wording of Q16f and Q16e is identical except for the location of interest; this finding indicates
that students may have more difficulty answering items regarding the neighborhood where their
school is located compared to the neighborhood where they live.
Sixty-seven of 79 respondents recording a blind “don’t know” to either Q16e or Q16f
responded as such to only one item, indicating that “don’t know” responses were not automatic
or substitutes for refusal. Three respondents answered “don’t know” to both items in Q16e, and 4
respondents answered “don’t know” to both items in Q16f. Only one respondent recorded a blind
“don’t know” to all four items in these questions.
Of the 50 respondents coded as refusal or residue for Q16e or Q16f, 44 were coded as such
for all items in both questions. Two were coded as refusal/residue for at least one item in Q16e
but none in Q16f, and 3 were coded as such for at least one item in Q16f but for none in Q16e.
4
3.
Item Q20a.b
We now look at the response patterns to the new item, Q20a.b, added to Q20a. Sixty-one
respondents (1.08 percent of valid responses) answered “yes” to Q20a.b, compared to 1.18 to
4.52 percent of valid responses for other items in Q20a. This indicates that slightly fewer
students report this form of cyber-bullying compared to the forms of cyber-bullying addressed in
the other items, but not to an extent that should be concerning.
Table 4 shows the response patterns to all items in Q20a. There is little evidence that
response patterns for Q20a.b are any different from those for other items in Q20a. Of the 29
respondents answering “don’t know” to at least one item in Q20a, 4 recorded a blind “don’t
know” only to Q20a.b. Fifty-nine of 60 respondents recorded as residue/refused for Q20a.b also
were recorded as such for all other items in Q20a. Thus, the response patterns for the new item
do not seem to be a cause for concern.
Table 4. Distribution of Responses to Q20a Items (percentage)
20a.a
20a.ba
20a.c
20a.d
20a.e
20a.f
20a.g
a
Valid Response
Blind “Don’t Know”
Residue or Refusal
98.59
98.71
98.80
98.82
98.78
98.83
98.83
0.38
0.24
0.14
0.12
0.14
0.07
0.09
1.03
1.05
1.06
1.06
1.08
1.10
1.08
Q20a.b is new in 2011.
4.
Question 23a.1
We compared the pattern of valid responses to the new item, Q23a.1, to the response
patterns for other questions in Section H of the questionnaire (“Avoidance”). The patterns were
not appreciably different: One hundred and four respondents (1.83 percent of valid responses)
answered “yes” to Q23a.1, compared to a range of 0.72 to 2.48 percent of “yes” responses for
other Q23 items.
Response patterns for question 23a. 1 is shown in Table 5, along with those for other
questions in Section H of the questionnaire (‘Avoidance’).
5
Table 5. Distribution of Responses to Q23 Items (percentage)
Valid Response
23a.a
23a.b
23a.c
23a.d
23a.e
23a.f
23a.g
23a.h
23a.1a
23b.
23c.
23d.
a
98.92
98.94
98.94
98.95
98.95
98.90
98.90
98.92
98.90
98.90
98.94
98.94
Blind “Don’t Know”
0.03
0.02
0.02
0.00
0.00.
0.02
0.02
0.02
0.03
0.03
0.00
0.00
Residue or Refusal
1.05
1.05
1.05
1.05
1.05
1.08
1.08
1.06
1.06
1.06
1.06
1.06
Q23a.1 is new in 2011.
As reflected in the table, the response patterns to Q23a. 1. are not appreciably different from
other items within Q23. There were only two respondents coded as a blind “don’t know,” one of
which was coded as such for multiple items in Q23. No respondents were coded as
refusal/residue for item Q23a.1 alone. All respondents coded as refusal/residue for this item were
also coded as such for at least five other Q23 items. Thus, the response patterns for Q23a.1 are
not a cause for concern.
B. FURTHER ANALYSIS OF RESPONSES TO QUESTION 16C
Q16c is new to the 2011 SCS and consists of six items, each asking about the respondent’s
perceptions of adults in the school and whether these adults show concern for the student. In this
section, we look in more detail at the pattern of responses and investigate whether the number of
items can be reduced without significant loss of information.
Cronbach’s alpha coefficient is a measure of the respondent between-item correlation—that
is, how consistent individuals’ responses are over the items within the question. A high value of
this coefficient indicates that each item is measuring a similar construct, whereas a low value
indicates that the items are relatively unrelated. Considering only valid response categories, the
value of Cronbach’s alpha for Q16c is 0.90. This high value indicates a high internal consistency
of responses. Of the 5,610 respondents who recorded valid responses to Q16c, 1,049 answered
“strongly agree” to every item; 2,060 answered “agree” to every item; 12 answered “disagree” to
every item; and 2 answered “strongly disagree” to every item. Thus, 3,123 of 5,610 respondents
(55.7 percent) showed no variation in their response across items.
The response patterns of respondents who did show variation in their responses across items
is shown in Figure 1. Response category 1 corresponds to “strongly agree” and response
category 4 to “strongly disagree.” The width of the line is proportional to the number of
respondents who had that response pattern. The figure shows that most variation is from
6
respondents switching their responses between “agree” and “strongly agree.” Most respondents
do not change their response more than one category between items, although there is variation,
with some respondents switching between “strongly agree” and “strongly disagree” from one
item to the next.
Figure 1. Response Patterns for Q16c Items Among the 2,487 Individuals Whose Responses
Varied Over Items
Table 6 shows the correlation matrix between items in Q16c. We found a reasonable degree
of correlation between Q16c.c, Q16c.d, Q16c.e, and Q16c.f. Responses to Q16c.a and Q16c.b
are less correlated with responses to other items, perhaps indicating that these two items are
measuring a different construct.
Table 6. Correlation Matrix for Responses to Q16c Items (valid response categories only)
16c.a
16c.b
16c.c
16c.d
16c.e
16c.f
16c.a
16c.b
16c.c
16c.d
16c.e
0.55
0.56
0.52
0.52
0.55
0.59
0.54
0.51
0.54
0.68
0.67
0.67
0.70
0.69
0.77
Q16c.e and Q16c.f are the most highly correlated items, with most (4,918 out of 5,610 valid
responses or 87.66 percent) respondents recording the same response to both. However, the
pattern of responses to Q16c.e and Q16c.f, shown in Table 7, indicates that respondents tended
to less strongly agree with Q16c.f. than with Q16c.e. This suggests that even the most correlated
items are still capturing some variation and potentially measuring different constructs.
7
Table 7. Frequency Distribution of Responses to Q16c.e and Q16c.f (each has four response
categories)
16c.e: 1
16c.e: 2
16c.e: 3
16c.e: 4
16c.f: 1
16c.f: 2
1948
168
2
0
417
2926
15
0
16c.f: 3
16c.f: 4
11
76
40
1
1
1
0
4
To further investigate whether most of the information in Q16c is contained in only a subset
of the items, we conducted a principal components analysis. Similar to a factor analysis, this
technique is used to find a lower dimensional representation of the responses that still captures
most of the information. If there is a representation that captures a large share of the information,
but the loadings on some of the items are small, those items can be discarded without substantial
loss of information. The results of our analysis show that the first principal component explains
67 percent of the variance in responses, but it loads almost equally across all items (see
Appendix C for details). That is, all items need to be included to explain the largest proportion of
variance in response patterns. It is therefore not possible to reduce the number of items without
losing potentially useful information.
C. FURTHER ANALYSIS OF RESPONSES TO QUESTION 20A
Q20a collects information on the incidence of various types of cyber-bullying. Q20a.b was
added for the 2011 SCS. In this section, we explore the response patterns to this item in relation
to other Q20a items and, in particular, investigate whether the new item provides additional
information about cyber-bullying.
Considering only valid response categories, most respondents (5,137 of 5,648, or
91.0 percent) answered “no” to every item in Q20a. Two respondents answered “yes” to every
item. For those whose responses varied over the items, the response patterns are shown in
Figure 2. Few respondents answering “no” to Q20a.a answered “yes” to Q20a.b. Ninety percent
(90.16 % or 55 out of 61 respondents) of respondents who answered “yes” to Q20a.b also
answered “yes” to at least one other item in Q20a, indicating that this form of cyber-bullying
does not often occur in isolation.
8
Figure 2. Response Pattern of Individuals with Varying Responses to Q20a
Notes:
Response category 1 = “yes”; response category 2 = “no.” The thickness of the line is
proportional to the number of respondents with the corresponding response pattern.
Table 8 shows the correlation matrix of responses to the items in Q20a. The new item,
Q20a.b, tends to have slightly lower correlations compared to the other items, but not
considerably so. This indicates that the information collected from this additional item is
informative, as it is not highly correlated with responses to any of the pre-existing items.
Table 8. Correlation Matrix for Responses to Q20a (valid response categories only)
20a.a
20a.ba
20a.c
20a.d
20a.e
20a.f
20a.g
a
20a.a
20a.ba
20a.c
20a.d
20a.e
20a.f
0.34
0.36
0.34
0.36
0.05
0.18
0.24
0.23
0.30
0.03
0.16
0.47
0.35
0.08
0.20
0.47
0.08
0.22
0.06
0.23
0.15
Q23a.b. is new in 2011.
9
APPENDIX A
Tables of Response Frequencies, Percentages, and Cumulative Percentages for All New Items
(8 = residue, 98 = refusal, 99 = blind “don’t know”; 1-4 are valid response categories)
16c.a
[VS0056]
Frequency
1
2
3
4
8
98
99
2003
3280
347
37
29
14
29
34.9
57.15
6.05
0.64
0.51
0.24
0.51
16c.b
[VS0057]
Frequency
Percent
1
2
3
4
8
98
99
1724
3523
379
24
29
14
46
30.04
61.39
6.6
0.42
0.51
0.24
0.8
16c.c
[VS0058]
1
2
3
4
8
98
99
Frequency
1860
3652
163
10
29
15
10
Percent
Cumulative
Frequency
2003
5283
5630
5667
5696
5710
5739
Cumulative
Frequency
1724
5247
5626
5650
5679
5693
5739
Percent
Cumulative
Frequency
32.41
63.63
2.84
0.17
0.51
0.26
0.17
1860
5512
5675
5685
5714
5729
5739
A.1
Cumulative
Percent
34.9
92.05
98.1
98.75
99.25
99.49
100
Cumulative
Percent
30.04
91.43
98.03
98.45
98.95
99.2
100
Cumulative
Percent
32.41
96.04
98.88
99.06
99.56
99.83
100
16c.d
[VS0059]
Frequency
1
2
3
4
8
98
99
1822
3659
194
12
30
14
8
16c.e
[VS0060]
Frequency
1
2
3
4
8
98
99
2395
3228
59
5
30
14
8
16c.f
[VS0061]
Frequency
1
2
3
4
8
98
99
16e.a
[VS0063]
1
2
3
4
8
98
99
2132
3396
129
6
30
14
32
Frequency
1925
2637
813
293
30
17
24
Percent
31.75
63.76
3.38
0.21
0.52
0.24
0.14
Cumulative
Frequency
1822
5481
5675
5687
5717
5731
5739
Percent
Cumulative
Frequency
41.73
56.25
1.03
0.09
0.52
0.24
0.14
2395
5623
5682
5687
5717
5731
5739
Percent
Cumulative
Frequency
37.15
59.17
2.25
0.1
0.52
0.24
0.56
Percent
33.54
45.95
14.17
5.11
0.52
0.3
0.42
A.2
2132
5528
5657
5663
5693
5707
5739
Cumulative
Frequency
1925
4562
5375
5668
5698
5715
5739
Cumulative
Percent
31.75
95.5
98.88
99.09
99.62
99.86
100
Cumulative
Percent
41.73
97.98
99.01
99.09
99.62
99.86
100
Cumulative
Percent
37.15
96.32
98.57
98.68
99.2
99.44
100
Cumulative
Percent
33.54
79.49
93.66
98.76
99.29
99.58
100
16e.b
[VS0064]
1
2
3
4
8
98
99
16f.a
[VS0065]
1
2
3
4
8
98
99
16f.b
[VS0066]
1
2
3
4
8
98
99
20a.b
[VS0107]
1
2
8
98
99
23.a.1
[VS0131]
1
2
8
98
99
Frequency
2353
3078
226
32
30
14
6
Frequency
1705
3054
706
172
31
15
56
Frequency
1984
3449
218
33
32
15
8
Frequency
61
5604
43
17
14
Frequency
104
5572
50
11
2
Percent
41
53.63
3.94
0.56
0.52
0.24
0.1
Percent
29.71
53.21
12.3
3
0.54
0.26
0.98
Percent
34.57
60.1
3.8
0.58
0.56
0.26
0.14
Percent
1.06
97.65
0.75
0.3
0.24
Percent
1.81
97.09
0.87
0.19
0.03
A.3
Cumulative
Frequency
2353
5431
5657
5689
5719
5733
5739
Cumulative
Frequency
1705
4759
5465
5637
5668
5683
5739
Cumulative
Frequency
1984
5433
5651
5684
5716
5731
5739
Cumulative
Frequency
61
5665
5708
5725
5739
Cumulative
Frequency
104
5676
5726
5737
5739
Cumulative
Percent
41
94.63
98.57
99.13
99.65
99.9
100
Cumulative
Percent
29.71
82.92
95.23
98.22
98.76
99.02
100
Cumulative
Percent
34.57
94.67
98.47
99.04
99.6
99.86
100
Cumulative
Percent
1.06
98.71
99.46
99.76
100
Cumulative
Percent
1.81
98.9
99.77
99.97
100
APPENDIX B
Below are the wording and variable names for all items included in the analysis.
Q16b. Thinking about all of the TEACHERS at your school, would you strongly agree,
agree, disagree, or strongly disagree with the following…
a. Teachers treat students with respect [VS0053]
b. Teachers care about students [VS0054]
c. Teachers do or say things that make students feel bad about themselves
[VS0055]
Q16c. Thinking about all of the ADULTS at your school, including teachers, would you
strongly agree, agree, disagree, or strongly disagree with the following…
There is an ADULT at school who…
a. Really cares about you. [VS0056]
b. Notices when you are not there. [VS0057]
c. Listens to you when you have something to say. [VS0058]
d. Tells you when you do a good job. [VS0059]
e. Always wants you to do your best. [VS0060]
f. Believes that you will be a success. [VS0061]
Q16d. Thinking about FRIENDS at your school, would you strongly agree, agree,
disagree, or strongly disagree with the following…
a. At school, you have a FRIEND you can talk to who cares about your feelings and
what happens to you. [VS0062]
Q16e. Thinking about the neighborhood where you live, would you strongly agree,
agree, disagree, or strongly disagree with the following…
a. There is not a lot of crime in the neighborhood where you live. [VS0063]
b. You feel safe in the neighborhood where you live. [VS0064]
Q16f. Thinking about the neighborhood where your school is located, would you
strongly agree, agree, disagree, or strongly disagree with the following…
a. There is not a lot of crime in the neighborhood where you go to school.
[VS0065]
b. You feel safe in the neighborhood where you go to school. [VS0066]
Q20a. During this school year, has another student…
a. Posted hurtful information about you on the Internet—for example, on a social
networking site like MySpace, Facebook, Formspring, or Twitter? [VS0106]
b. Purposely shared your private information, photos, or videos on the Internet or
mobile phones in a hurtful way? [VS0107]
c. Threatened or insulted you through email? [VS0108]
d. Threatened or insulted you through instant messaging or chat? [VS0109]
e. Threatened or insulted you through text messaging? [VS0110]
f. Threatened or insulted you through online gaming—for example, while playing
XBox, World of Warcraft, or similar activities? [VS0111]
g. Purposefully excluded you from online communications? [VS0112]
B.1
Q23a. During this school year, did you ever STAY AWAY from any of the following
places because you thought someone might attack or harm you there?
a. For example, did you ever STAY AWAY from the shortest route to school
because you thought someone might attack or harm you? [VS0123]
b. The entrance into the school? [VS0124]
c. Any hallways or stairs in the building? [VS0125]
d. Parts of the school cafeteria? [VS0126]
e. Any school restrooms? [VS0127]
f. Other places inside the school building? [VS0128]
g. School parking lot? [VS0129]
h. Other places on school grounds? [VS0130]
Q23a.1. During this school year, did you STAY AWAY from any online activities
because you thought someone might be mean to you there? [VS0131]
Q23b. Did you AVOID any activities at your school because you thought someone
might attack or harm you? [VS0132]
Q23c. Did you AVOID any classes because you thought someone might attack or harm
you? [VS0133]
Q23d. Did you stay home from school because you thought someone might attack or
harm you in the school building, on school property, on a school bus, or going to or from
school? [VS0134]
B.2
APPENDIX C
A principal component analysis (PCA) of valid responses to Q16c was conducted using the
MASS library in the software package R version 2.13.2. All responses were scaled before
analysis. Table C.1 shows the proportion of variance explained by each of the components, and
Table C.2 gives the loadings of each component onto the items.
Table C.1. Importance of Each Component in Explaining the Variation in Responses
Comp. 1
Comp. 2
Comp. 3
Comp. 4
Comp. 5
Comp. 6
2.01
0.79
0.68
0.59
0.56
0.48
0.67
0.10
0.08
0.06
0.05
0.04
0.67
0.78
0.85
0.91
0.96
1.00
Standard
deviation
Proportion of
variance
Cumulative
proportion
Table C.2. Table of Loadings for the PCA
Comp. 1
Comp. 2
Comp. 3
Comp. 4
Comp. 5
-0.72
0.64
0.19
-0.32
0.66
0.59
-0.11
-0.11
0.37
-0.36
-0.44
-0.77
0.14
0.17
16c.a
16c.b
16c.c
0.37
0.38
0.42
-0.58
-0.59
16c.d
16c.e
16c.f
0.42
0.43
0.43
0.28
0.39
0.31
Note:
Empty cells correspond to loadings close to zero.
C.1
Comp. 6
0.71
-0.70
Attachment 3
2013 SCS Questionnaire
NOTICE - We are conducting this survey under the authority of Title 13, United States Code, Section 8. Section 9 of this law requires us to keep all information
about you and your household strictly confidential. We may use this information only for statistical purposes. Also, Title 42, Section 3732, United States Code,
authorizes the Bureau of Justice Statistics, Department of Justice, to collect information using this survey. Title 42, Sections 3789g and 3735, United States Code also
requires us to keep all information about you and your household strictly confidential.
ASK OF ALL PEOPLE AGES 12-18
FORM
SCS-1
Economics and Statistics Administration
We estimate that it will take from 5 to 15 minutes to complete this interview with 10 minutes
being the average time. If you have any comments regarding these estimates or any other
aspect of this survey, send them to the Associate Director for Finance and Administration,
Room 2027, U.S. Census Bureau, Washington DC 20233, or to the Office of Information and
Regulatory Affairs, Office of Management and Budget, Washington, DC 20503. According to
the Paperwork Reduction Act of 1995, no such persons are required to respond to a collection
of information unless such collection displays a valid OMB control number.
U.S. Census Bureau
ACTING AS COLLECTING AGENCY FOR THE
BUREAU OF JUSTICE STATISTICS
U.S. DEPARTMENT OF JUSTICE
SCHOOL CRIME SUPPLEMENT
TO THE NATIONAL CRIME
VICTIMIZATION SURVEY
2013
Control number
PSU
Segment/Suffix
Sample Designation/Suffix
Serial/Suffx
HH No.
Spinoff
Indicator
Line No.
Age
002
FIELD REPRESENTATIVE - Complete an SCS-1 form for all
NCVS interviewed people ages 12-18. Do NOT complete an
SCS-1 form for Type Z noninterview people or for people in
Type A noninterview households.
1
2
3
4
5
INTRO 1 -
Name
003
D. Reason for SCS noninterview
005
C. Type of SCS Interview
004
QUESTIONNAIRE
B. Respondent
A. FR Code
001
U.S. DEPARTMENT OF COMMERCE
Personal - Self
Telephone – Self
Personal - Proxy
Telephone - Proxy
Noninterview – SKIP to ITEM D
2 Refused
3 Not available
4 NCVS completed in a
Language other than
English or Spanish
5 Unknown reason (Internal
category created for post data
collection processing)
6 Refused by parent
SKIP to END
Now, I would like to ask some questions about your experiences at school. We estimate the survey will
take about 10 minutes. The law authorizes the collection of this data and requires us to keep all
information about you and your household strictly confidential.
E. SCREEN QUESTIONS FOR SUPPLEMENT
1a.
Did you attend school at any time this school year?
_________________________________________
1b.
1c.
Page 1
During that time, were you ever homeschooled?
That is, did you receive ANY of that schooling at
home, rather than in a public or private school?
_________________________________________
Was all of your schooling this school year
homeschooling?
1 Yes
2 No - SKIP to END
_____________________________________________
006
092
1 Yes
2 No - SKIP to 2b
____________________________________________
007
1 Yes - SKIP to END
2 No
FORM SCS-1 (9/5/2012)
2a.
During the time you were homeschooled this school
year, what grade would you have been in if you
were in a public or private school?
093
0 Fifth or under - SKIP to END
1
2
3
4
5
6
7
8
Sixth
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth
Other - Specify ______
SKIP to INTRO 2
9 College/GED/Post-graduate/
Other noneligible – SKIP to END
2b.
008
What grade are you in?
0 Fifth or under - SKIP to END
1 Sixth
2 Seventh
3 Eighth
4 Ninth
5 Tenth
SKIP to 3
6 Eleventh
7 Twelfth
8 Other - Specify _______
9 College/GED/Post-graduate/
Other noneligible - SKIP to END
FIELD REPRESENTATIVE - Read introduction only if any of the boxes 1-8 are marked in item 2a.
INTRO 2 - The following questions pertain only to your attendance at a public or private school and not to being
homeschooled.
3.
In what month did your current school year begin?
009
1 August
2 September
3 Other - Specify
________________________
F. ENVIRONMENTAL QUESTIONS
6a.
What is the complete name of your school?
________________________________________
6b.
In what city, county, and state is your school
located?
7a.
Is your school public or private?
____________________________________________
012 School Name
013 City
014 County
015 State
1 Public - ASK 7b
2 Private - SKIP to 7c
______________________________________________
016
1 Yes
2 No
SKIP to 8
_________________________________________
7b.
Is this the regular school that most of the students in
your neighborhood attend?
________________________________________
017
7c.
Is your school affiliated with a religion?
018
Page 2
1 Yes
2 No
3 Don’t know
FORM SCS-1 (9/5/2012)
8.
What grades are taught in your school?
Grades:
Pre-K or Kindergarten
9.
00
01
02
03
04
05
06
07
08
09
10
11
12
13
20
30
020
(lowest)
TO
021
(highest)
H.S. Senior
Post-graduate
All ungraded
All Special Education
How do you get to school most of the time this
school year?
022
1
2
3
4
5
6
Walk
School bus
Public bus, subway, train
Car
Bicycle, motorbike, or motorcycle
Some other way - Specify
FIELD REPRESENTATIVE - If multiple modes are used,
code the mode in which the student spends the most
time.
10.
How long does it take you to get from your home to
school most of the time?
023
1
2
3
4
5
Less than 15 minutes
15-29 minutes
30-44 minutes
45-59 minutes
60 minutes or longer
11.
How do you get home from school most of the time
this school year?
024
1
2
3
4
5
6
Walk
School bus
Public bus, subway, train
Car
Bicycle, motorbike, or motorcycle
Some other way - Specify
_____________________________
FIELD REPRESENTATIVE - If multiple modes are used,
code the mode in which the student spends the most
time.
If the student volunteers that he or she does not go
directly home after school, record the mode that the
student uses to get to his or her first destination after
school.
12a.
How often do you leave school grounds at lunch
time?
(READ CATEGORIES)
___________________________________________
12b.
Page 3
Are students in your grade level allowed to leave
school grounds to eat lunch?
1 Never
2 Once or twice a year
3 Once or twice a month
4 Once or twice a week
5 Almost every day
___________________________________________
026
025
1 Yes
2 No
3 Don’t know
FORM SCS-1 (9/5/2012)
13a.
During this school year, have you participated in any
of the following activities sponsored by your school:
Yes
No
a. Athletic teams at school?
120
1
2
b.
121
1
2
c. Performing arts, for example, Band, Choir,
Orchestra, or Drama?
122
1
2
d. Academic clubs, for example, Debate Team, Honor
Society, Spanish Club, or Math Club?
123
1
2
e. Student government?
124
1
2
f. [IF GRADES 6, 7, or 8 ASK] Volunteer or community
service clubs sponsored by your school, for
example, Peer Mediators, Ecology Club, or
Recycling Club?
125
1
2
126
1
Spirit groups, for example, Cheerleading, Dance
Team, or Pep Club?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or
community service clubs sponsored by your school,
for example, Peer Mediators, Ecology Club, Key
Club, or Interact? Do not include community
service hours required for graduation.
g. Other school clubs or school activities?
2
Specify _____----------------------------------__
14a. Does your school take any measures to make sure
students are safe?
Yes
No
Don’t know School does not
have lockers
For example, does the school have:
Page 4
a. Security guards or assigned police officers?
028
1
2
3
b. Other school staff or other adults supervising the
hallway?
029
1
2
3
c.
Metal detectors, including wands?
030
1
2
3
d.
Locked entrance or exit doors during the day?
031
1
2
3
e.
A requirement that visitors sign in?
032
1
2
3
f.
Locker checks?
033
1
2
3
g. A requirement that students wear badges or
picture identification?
094
1
2
3
h.
One or more security cameras to monitor the
school?
095
1
2
3
i.
A code of student conduct, that is, a set of
written rules or guidelines that the school
provides you?
096
1
2
3
4
FORM SCS-1 (9/5/2012)
14b.
If you hear about a threat to school or student safety,
do you have a way to report it to someone in authority
without giving your name?
Yes
No
Don’t know
167
1
2
3
156
1
2
3
4
Never
Almost never
Sometimes
Most of the time
157
1
2
3
4
Never
Almost never
Sometimes
Most of the time
FIELD REPRESENTATIVE - The term ‘authority’ includes
the police, teachers, principals, security guards, or other
school staff. It does not include the student’s parents,
guardians, or peers.
15a.
In your classes, how often are you distracted from
doing your schoolwork because other students are
misbehaving, for example, talking or fighting?
(READ CATEGORIES.)
15b.
In general, how often do teachers punish students
during your classes?
(READ CATEGORIES.)
16a.
I am going to read a list of statements that could
describe a school. Thinking about your school,
would you strongly agree, agree, disagree, or
strongly disagree with the following...
Page 5
Agree
Strongly
Disagree Disagree
a.
Everyone knows what the school rules are.
034
1
2
3
4
b.
The school rules are fair.
035
1
2
3
4
c.
The punishment for breaking school rules is the
same no matter who you are.
036
1
2
3
4
d.
The school rules are strictly enforced.
037
1
2
3
4
038
1
2
3
4
Strongly
Agree
Agree
Strongly
Disagree Disagree
e. If a school rule is broken, students know what
kind of punishment will follow.
16b.
Strongly
Agree
Thinking about the TEACHERS at your school,
would you strongly agree, agree, disagree, or
strongly disagree with the following…
a. Teachers treat students with respect.
127
1
2
3
4
b. Teachers care about students.
128
1
2
3
4
c. Teachers do or say things that make students
feel bad about themselves.
129
1
2
3
4
FORM SCS-1 (9/5/2012)
16c.
Thinking about all of the ADULTS at your school,
including teachers, would you strongly agree, agree,
disagree, or strongly disagree with the following…
Strongly
Agree
Agree
Disagree
Strongly
Disagree
There is an ADULT at school who…
16d.
a.
Really cares about you.
173SCS 1
2
3
4
b.
Notices when you are not there.
174SCS 1
2
3
4
c.
Listens to you when you have something to say.
175SCS 1
2
3
4
d.
Tells you when you do a good job.
176SCS 1
2
3
4
e.
Always wants you to do your best.
177SCS 1
2
3
4
f.
Believes that you will be a success.
178SCS 1
2
3
4
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Thinking about FRIENDS at your school, would you
strongly agree, agree, disagree, or strongly disagree
with the following...
a. At school, you have a FRIEND you can talk to, who
cares about your feelings and what happens to
you.
16e.
16f.
Page 6
Thinking about the neighborhood where you live,
would you strongly agree, agree, disagree, or
strongly disagree with the following…
132
1
2
Strongly
Agree
Agree
3
Disagree
4
Strongly
Disagree
a. There is not a lot of crime in the neighborhood
where you live.
179SCS 1
2
3
4
b. You feel safe in the neighborhood where you live.
180SCS 1
2
3
4
Thinking about the neighborhood where your school
is located, would you strongly agree, agree, disagree,
or strongly disagree with the following...
Strongly
Agree
Agree
Disagree
a. There is not a lot of crime in the neighborhood
where you go to school.
181SCS 1
2
3
b. You feel safe in the neighborhood where you go to
school.
182SCS 1
2
3
Strongly
Disagree
4
4
FORM SCS-1 (9/5/2012)
INTRO 3
17a.
- Now I have some questions about things that happen at school. For this survey, “at school” includes the
school building, on school property, on a school bus, or going to and from school. Your answers will not
be given to anyone.
The following question refers to the availability of
drugs and alcohol at your school.
Tell me if you don’t know what any of these items
are.
FIELD REPRESENTATIVE - For “Don’t Know”
responses, probe if necessary to determine if respondent
means they do not know if the drug is available or if they
do not know the drug.
FIELD REPRESENTATIVE - For each item ask,
Is it possible to get _______________ at your
school?
Yes
No
Don’t know
Don’t
know
drug
a. Alcoholic beverages
040
1
2
3
4
b. Marijuana
041
1
2
3
4
c. Crack
042
1
2
3
4
d. Other forms of cocaine
043
1
2
3
4
e. Uppers such as ecstasy, crystal meth or other
illegal stimulants
097
1
2
3
4
f. Downers such as GHB or sleeping pills
098
1
2
3
4
g. LSD or acid
045
1
2
3
4
h. PCP or angel dust
046
1
2
3
4
i.
Heroin or smack
047
1
2
3
4
j.
Prescription drugs illegally obtained without a
prescription, such as Oxycontin, Vicodin, or
Xanax
159
1
2
3
4
048
1
2
3
4
k. Other illegal drugs
If “Yes” is marked, ASK - What drugs?
(Exclude tobacco products.)
Specify _________________________________
FIELD REPRESENTATIVE - Refer to Drug Slang Card
(SCS-2). Reclassify the “other illegal drug(s)” to one of
the categories a-i if possible. If able to reclassify the
drug(s) mentioned, mark the “No” box in category k,
otherwise, mark the “Yes” box in category k and enter
the “other illegal drug(s)” mentioned in the Specify space.
17b.
During this school year, did you know for sure that
any students were on drugs or alcohol while they
were at school?
101
1 Yes
2 No
17c.
During this school year, did anyone offer, or try to
sell or give you an illegal drug other than alcohol or
tobacco at your school?
102
1 Yes
2 No
Page 7
FORM SCS-1 (9/5/2012)
G. FIGHTING, BULLYING AND HATE BEHAVIORS
18a.
During this school year, have you been in one or
more physical fights at school?
18b.
During this school year, how many times have you
been in a physical fight at school?
19a.
103
104
1 Yes
2 No - SKIP to 19a
(Number of times)
Now I have some questions about what students do
at school that make you feel bad or are hurtful to
you. We often refer to this as being bullied. You
may include events you told me about already.
During this school year, has any student bullied
you?
That is, has another student...
(Read each category a-g.)
Yes
No
a. Made fun of you, called you names, or insulted
you, in a hurtful way?
134
1
2
b. Spread rumors about you or tried to make others
dislike you?
135
1
2
c. Threatened you with harm?
136
1
2
d. Pushed you, shoved you, tripped you, or spit on
you?
137
1
2
e. Tried to make you do things you did not want to
do, for example, give them money or other
things?
138
1
2
f.
139
1
2
140
1
2
Excluded you from activities on purpose?
g. Destroyed your property on purpose?
CHECK Item 19a
1 Yes - ASK 19b
2 No - SKIP to 20a
Are any of the categories a-g marked “Yes”
in Q19a above?
19b.
You just indicated that someone had bullied you
during this school year. Thinking about all of the
ways in which you were bullied, how often did all of
those things happen?
(READ CATEGORIES 1-4.)
142
1 Once or twice this school year
2 Once or twice a month
3 Once or twice a week, or
4 Almost every day
19c.
Still thinking about all of the times that you were
bullied, where did the bullying occur? Did it occur …
143
168
169
173
146
1 In a classroom at school?
2 In a hallway or stairwell at school?
3 In a bathroom or locker room at school?
4 In a cafeteria or lunch room at school?
5 Somewhere else inside the school
building? – Specify _____________
6 Outside on school grounds?
7 On a school bus?
(READ CATEGORIES) Mark (X) all that apply
144
145
19d.
Was a teacher or some other adult at school
notified about this bullying?
CHECK Item B
Page 8
Is Box 4 in Question 19a marked “Yes”?
147
1 Yes
2 No
160SCS 1 Yes - ASK 19e
2 No - SKIP to 20a
FORM SCS-1 (9/5/2012)
19e.
What were the injuries you suffered as a result of
being pushed, shoved, tripped, or spit on?
Mark (X) all that apply
20a.
148
149
150
151
152
153
154
155
1 None
2 Bruises or swelling
3 Cuts, scratches, or scrapes
4 Black eye/bloody nose
5 Teeth chipped or knocked out
6 Broken bones/internal injuries
7 Knocked unconscious
8 Other - Specify _______________________
Now I have some questions about what students do
that could occur anywhere and that make you feel
bad or are hurtful to you. You may include events
you told me about already.
During this school year, has another student....
(Read each category a-g.)
a.
No
1
2
161
b.
Purposely shared your private information,
photos, or videos on the Internet or mobile
phones in a hurtful way?
183SCS 1
c.
Threatened or insulted you through email?
170
1
2
d.
Threatened or insulted you through instant
messaging or chat?
162
1
2
e.
Threatened or insulted you through text
messaging?
163
1
2
f.
Threatened or insulted you through online
gaming, for example, while playing XBOX, World
of Warcraft, or similar activities?
171
1
2
g.
Purposefully excluded you from online
communications?
172
1
2
CHECK Item 20a
20b.
Yes
Posted hurtful information about you on the
Internet, for example, on a social networking site
like MySpace, Facebook, Formspring, or
Twitter?
1 Yes - ASK 20b
2 No - SKIP to 21a
Are any of the categories a-g marked “Yes”
in Q20a above?
You just indicated that someone had bullied you
online (or through text messaging) during this
school year. Thinking about all of the ways in which
you were bullied online (or through text
messaging), how often did all of those things
happen?
2
165
1 Once or twice this school year
2 Once or twice a month
3 Once or twice a week, or
4 Almost every day
(READ CATEGORIES 1-4)
Page 9
FORM SCS-1 (9/5/2012)
20c.
Was a teacher or some other adult at school notified
about this bullying online (or through text
messaging)?
21a.
During this school year, has anyone called you an
insulting or bad name at school having to do with
your race, religion, ethnic background or national
origin, disability, gender, or sexual orientation? We
call these hate-related words.
21b.
166
1 Yes
2 No
065
1 Yes
2 No - SKIP to 22
Were any of the hate-related words related to ...
Yes
No
Don’t know
a.
Your race?
107SCS
1
2
3
b.
Your religion?
108SCS
1
2
3
c.
Your ethnic background or national origin (for
example, people of Hispanic origin)?
109SCS
1
2
3
d.
Any disability (by this I mean physical, mental,
or developmental disabilities) you may have?
110SCS
1
2
3
e.
Your gender?
111SCS
1
2
3
f.
Your sexual orientation?
112SCS
1
2
3
If “Yes,” SAY - (by this we mean homosexual,
bisexual, or heterosexual)
22.
During this school year, have you seen any
hate-related words or symbols written in school
classrooms, school bathrooms, school hallways, or
on the outside of your school building?
066
1 Yes
2 No
H. AVOIDANCE
23a.
During this school year, did you ever STAY AWAY
from any of the following places because you
thought someone might attack or harm you there?
(READ CATEGORIES.)
Page 10
Yes
No
a.
For example, did you ever STAY AWAY from the
shortest route to school because you thought
someone might attack or harm you?
068
1
2
b.
The entrance into the school?
069
1
2
c.
Any hallways or stairs in school?
070
1
2
d.
Parts of the school cafeteria?
071
1
2
e.
Any school restrooms?
072
1
2
f.
Other places inside the school building?
073
1
2
g.
School parking lot?
074
1
2
h.
Other places on school grounds?
075
1
2
FORM SCS-1 (9/5/2012)
23a.1.
During this school year, did you STAY AWAY from
any online activities because you thought someone
might be mean to you there?
184SCS 1 Yes
2 No
23b.
Did you AVOID any activities at your school because
you thought someone might attack or harm you?
076
1 Yes
2 No
23c.
Did you AVOID any classes because you thought
someone might attack or harm you?
077
1 Yes
2 No
23d.
Did you stay home from school because you
thought someone might attack or harm you in the
school building, on school property, on a school
bus, or going to or from school?
078
1 Yes
2 No
I. FEAR
24.
How often are you afraid that someone will attack or
harm you in the school building or on school
property?
079
1
2
3
4
Never
Almost never
Sometimes
Most of the time
080
1
2
3
4
Never
Almost never
Sometimes
Most of the time
081
1
2
3
4
Never
Almost never
Sometimes
Most of the time
(READ CATEGORIES.)
25.
How often are you afraid that someone will attack or
harm you on a school bus or on the way to and from
school?
(READ CATEGORIES)
26.
Besides the times you are in the school building, on
school property, on a school bus, or going to or from
school, how often are you afraid that someone will
attack or harm you?
(READ CATEGORIES)
J. WEAPONS
27.
In the next series of questions we are going to ask
you about weapons at your school. All your
responses are strictly confidential and will not be
shared with anyone.
Some people bring guns, knives, or objects that
can be used as weapons to school for protection.
During this school year, did YOU ever bring the
following to school or onto school grounds?
(READ CATEGORIES.)
Yes
No
a. A gun?
082
1
2
b. A knife brought as a weapon?
083
1
2
c. Some other weapon?
084
1
2
085
1 Yes
2 No - SKIP to 29
28a.
Page 11
Do you know of any other students who have
brought a gun to your school during this school
year?
FORM SCS-1 (9/5/2012)
28b.
Have you actually seen another student with a gun at
school during this school year?
086
1 Yes
2 No
3 Don’t know
29.
During this school year, could you have gotten a
loaded gun without adult permission, either at school
or away from school?
113
1 Yes
2 No
K. GANGS
INTRO 4 -
30.
Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting gangs,
crews, or something else. Gangs may use common names, signs, symbols, or colors. For this survey, we
are interested in all gangs, whether or not they are involved in violent or illegal activity. Your responses
are confidential.
Are there any gangs at your school?
31.
During this school year, how often have gangs been
involved in fights, attacks, or other violence at your
school?
058
1 Yes
2 No - SKIP to 34
3 Don't know
089
1
2
3
4
5
090
1 Yes
2 No
3 Don't know
(READ CATEGORIES 1-5)
32.
Have gangs been involved in the sale of drugs at
your school during this school year?
Never
Once or twice this school year
Once or twice a month
Once or twice a week, or
Almost every day
L. STUDENT CHARACTERISTICS
34.
During this school year, across all subjects have you
gotten mostly -
116
(READ CATEGORIES 1-5)
33a.
During the last 4 weeks of school, did you skip any
classes? Again, we would like to remind you that all
your responses are strictly confidential and will not be
shared with anyone.
33b. During the last 4 weeks of school, on how many days
did you skip at least one class?
35.
114
115
Thinking about the future, do you think you will ...
Page 12
1
2
3
4
5
6
A's
B's
C's
D's
F's
School does not give grades/no alphabetic
grade equivalent
1 Yes
2 No - SKIP to 35
3 Don't know - SKIP to 35
(Number of days)
Yes
No
Don't know
a. Attend school after high school, such as a
college or technical school? . . . . . . . . . .
117
1
2 -- END
3
b. Graduate from a 4-year college? . . . . . . . . . . .
118
1
2
3
FORM SCS-1 (9/5/2012)
Attachment 4
Cognitive Lab Testing of Questions, July 2012
Cognitive Testing of
Questions Related to Bullying for the
School Crime Supplement
Summary of Findings and Recommendations
July 2012
Submitted to:
United States Census Bureau
Submitted by:
ICF International, LLC
9300 Lee Highway
Fairfax, VA 22031-1207
www.icfi.com
Cognitive Testing of
Questions Related to Bullying for the
School Crime Supplement
Summary of Findings and Recommendations
July 2012
Submitted to:
United States Census Bureau
Submitted by:
ICF Incorporated, LLC
9300 Lee Highway
Fairfax, VA 22031
Table of Contents
Background ....................................................................................................................................1
Methodology ...................................................................................................................................2
Results from ICF Cognitive Testing of Bullying Items: Round 1 Interviews ..........................4
Respondents’ Definitions of Bullying .......................................................................................4
Reactions to Bullying Item from the School Crime Supplement (Question A) ........................5
Reactions to Item from Swearer and Carey’s Bully Survey (Question B) ................................6
Reactions to Item from the Middle School Youth Risk Behavior Survey (Question C)...........6
Respondents’ Reactions to Vignettes.........................................................................................6
Reactions to Cyberbullying Item from the School Crime Supplement (Question D) .............14
Conclusions from Round 1 ......................................................................................................15
Results from ICF Cognitive Testing of Bullying Items: Round 2 Interviews ........................17
Part 1: Bullying at School (Revised Questions 1 and 1a)........................................................17
Respondents’ Examples of Bullying.................................................................................. 17
Respondents’ Comments on Questions 1 and 1a .............................................................. 17
Responses to Vignettes...................................................................................................... 18
Summary ........................................................................................................................... 23
Part 2: Cyberbullying (Revised Questions 2 and 2a)...............................................................24
Respondents’ Definition of Cyberbullying........................................................................ 24
Respondents’ Comments on Questions 2 and 2a .............................................................. 24
Responses to Vignettes...................................................................................................... 25
Summary ........................................................................................................................... 27
Appendices
Appendix A: Interview Protocol for Testing Round 1
Appendix B: Questions Tested in Round 1 Interviews
Appendix C: Interview Protocol for Testing Round 2
Appendix D: Questions Tested in Round 2 Interviews
Background
In June 2012, the United States Census Bureau contracted with ICF International to plan and
carry out a series of cognitive interviews with middle school–aged students to test potential
bullying items for the School Crime Supplement (SCS), a national survey administered to
students aged 12 to 18 years. The goal of the project was to gather information on how students
interpret different survey items related to bullying, and to use this information to develop revised
items that will produce estimates that better align with the definition of bullying used by the
Centers for Disease Control and Prevention (CDC):
Bullying is (1) unwanted, aggressive behavior among school-aged children that involves
(2) a real or perceived power imbalance. (3) The behavior is repeated, or has the
potential to be repeated, over time. Both kids who are bullied and who bully others may
have serious, lasting problems.
In order to be considered bullying, the behavior must be aggressive and include the
following:
An Imbalance of Power: Kids who bully use their power—such as physical strength,
access to embarrassing information, or popularity—to control or harm others. Power
imbalances can change over time and in different situations, even if they involve the same
people.
Repetition: Bullying behaviors happen more than once or have the potential to happen
more than once.
Bullying includes actions such as making threats, spreading rumors, attacking someone
physically or verbally, and excluding someone from a group on purpose.1
The researchers focused on three key aspects of this definition: (1) that bullying represents
unwanted and aggressive behavior; (2) that it relies on an imbalance of power; and (3) that there
must be repetition or the potential for repetition.
This report begins with a brief summary of ICF’s methodology in planning and carrying out
these interviews. We then discuss each of our two rounds of research in detail.
1
Stopbullying.gov. (n.d.). Definition of bullying. Washington, DC: Author. Retrieved from
http://www.stopbullying.gov/what-is-bullying/definition/index.html
Page 1
Methodology
Two separate rounds of research were conducted by ICF, each consisting of 16 interviews with
middle school–aged children. All interviews were conducted in person at a research facility
outside of Baltimore, Maryland. Respondents were contacted by a professional marketing
research company via telephone, and screened for eligibility. Upon arrival at the facility, students
were asked to sign an informed assent form, and their parents were asked to sign an informed
consent form. The length of the interviews averaged 45 minutes.
The recruiting screener that was used for the project was designed to ensure the inclusion of a
range of respondents. Sixteen respondents were interviewed in each round, for a total of 32.
Some of the characteristics of these respondents are summarized in Table 1 below.
Table 1: Respondents’ Demographic Information
Round 1
(n=16)
Gender
Male
8
Female
8
Age
11
12
5
13
9
14
2
Ethnicity
African-American
11
Caucasian
2
Hispanic
3
Other
Most Recent Grade Completed
6th grade
7
7th grade
2
8th grade
7
Round 2
(n=16)
Total
(n=32)
5
11
13 (41%)
19 (59%)
3
4
6
3
3 (9%)
9 (28%)
15 (47%)
5 (16%)
6
6
2
2
17 (53%)
8 (25%)
5 (16%)
2 (6%)
4
5
7
11 (34%)
7 (22%)
14 (44%)
Separate interview protocols were developed for each of the two rounds; these are discussed in
more detail later in this report. In both cases, the interview protocol included three types of
questions:
General questions about respondents’ attitudes toward and experiences with bullying,
such as asking them to describe examples of bullying at school and asking whether they
have heard of cyberbullying.
Page 2
Questions asking respondents to comment on the draft survey items they were shown
(e.g., “Is there anything confusing about this question?” or “Do you think any other types
of bullying need to be added to this list?”).
Questions asking respondents how they would answer different survey items if various
incidents happened to them. These questions were based on several vignettes that were
used—short narrative descriptions of episodes that some respondents might consider
bullying.
Page 3
Results from ICF Cognitive Testing of Bullying Items: Round
1 Interviews
Round 1 of the cognitive research focused primarily on three different survey items:
Question A: The SCS bullying item used currently.
Question B: An item from Swearer and Carey’s Bully Survey.
Question C: An item on bullying from the Youth Risk Behavior Survey.
Each respondent was asked to respond to two of these three items; all were shown Question A
and either Question B or Question C. The order in which respondents were shown the two
questions was randomized to account for order effects. At the end of his or her interview, each
respondent was also shown Question D, which is an item currently used on the SCS to ask about
cyberbullying.
During the portion of the interview that focused on vignettes, each respondent was shown five
different vignettes in random order. Vignettes 1 and 5 contained all three elements of the CDC
bullying definition. Each of the other vignettes omitted one of the three elements: Vignette 2
omitted power imbalance, Vignette 3 omitted aggressive unwanted behavior, and Vignette 4
omitted the potential for repetition.
Respondents’ Definitions of Bullying
At the beginning of their interviews, respondents were asked to define “bullying” in their own
words.
Most respondents indicated that bullying could be either verbal (such as teasing, calling
names, making fun of or picking on someone) or physical (such as hitting, fighting, or
abusing someone).
When describing bullying, a number of respondents mentioned at least one of the three
factors included in the CDC definition.
Most of the respondents included some aspect of unwanted aggressive behavior in
their descriptions. These included descriptions such as picking on a person, hurting
someone, or beating someone up “to let off steam.” Some respondents added that they
considered these behaviors to be bullying because they were done intentionally to
hurt someone or to make someone feel bad.
A few respondents described some aspect of power imbalance, such as picking on a
person who cannot hit you back; an older, stronger kid picking on kids who are
younger and smaller; or making fun of someone because they are different.
Only one respondent mentioned repetition in his description. This respondent
indicated that bullying is “taking anger out on other kids, and when you keep doing
it.”
Page 4
None of the respondents mentioned all three of these aspects when describing
bullying.
A number of respondents included other potential aspects of bullying in their
descriptions.
Several respondents commented that the victim has to be hurt emotionally or
physically for them to consider certain behavior as bullying. For example, one
respondent said that if the “victim” is not really harmed by a behavior, then that
behavior cannot be bullying.
Some respondents also noted that bullies harm other students for no reason. For
example, they thought, if a victim starts a conflict or otherwise “deserves” what
happens to them, then they have not been bullied.
Respondents gave a variety of examples of situations or behaviors that they considered to
be bullying:
One female respondent provided examples of what she called “girl bullying”—for
example, when a girl talked about her friends behind their backs.
A respondent described a bigger, older student at school who always pushes smaller
kids down.
One respondent described a situation in which a taller student told another to give him
his lunch money.
A respondent described an incident in which several students had teased an
overweight student.
Reactions to Bullying Item from the School Crime Supplement (Question A)
Most of the respondents found Question A to be clear and easy to understand and
believed that the bullying behaviors listed were appropriate.
Some respondents seemed to only skim the initial stem for Question A, and focused
almost exclusively on the individual parts of the question.
Part C: One respondent felt that Part C was too broad and was not sure if “threatened
you with harm” meant threatening to “socially ruin you” or “hurt you physically.”
Part E: One respondent interpreted Part E to mean that a group would make you do
things in order to be a part of their social circle. She questioned whether this behavior
might be “peer pressure” instead of bullying.
Part F: One respondent was unsure what Part F meant, and eventually decided that it
referred to situation in which a group of students did not allow another student to
participate in a game. Another respondent thought Part F might be referring to students
who were excluded from “cliques or groups.” This respondent suggested adding the
phrase “or groups” to the question, so that it would read “Excluded you from activities or
groups on purpose.”
Part G: One respondent did not understand Part G because he interpreted the word
“property” to mean land.
Page 5
When asked whether there were any other behaviors that should be added to the list, a
few respondents thought that a question relating to bullying that happens online or
“cyberbullying” should be added. Other respondents suggested adding parts to the
question about revealing a secret or hurting a person’s family.
Reactions to Item from Swearer and Carey’s Bully Survey (Question B)
All eight respondents who saw Question B said it was easy to understand and clear.
Respondents also generally thought that Question B’s description of bullying was
accurate.
One respondent initially said that “spreading rumors,” which is included in a list of
examples in Question B, was not bullying. However, he then decided that if someone
deliberately spread rumors in order to hurt someone’s feelings, it would qualify as
bullying.
One respondent mentioned that this question does not include cyberbullying in the list,
and thought it should be included.
Reactions to Item from the Middle School Youth Risk Behavior Survey
(Question C)
All respondents who saw Question C said it was easy to understand and clear. Most of
the respondents thought that Question C’s description of bullying was accurate.
Some respondents did not read the definition of bullying carefully when answering this
question. Once these respondents realized that the question was asking about bullying,
they skipped to the actual question and did not read the introductory text.
Three respondents said that the description of bullying should not include the phrase
“over and over” because certain behaviors could still be bullying if they happened only
once.
One respondent disagreed with the sentence indicating that “it is not bullying when two
students of about the same strength or power argue or fight or tease each other in a
friendly way.” This respondent said that if two people of equal strength and power were
arguing in a friendly way and one person ended up feeling bad, they would still consider
it to be bullying.
Another respondent thought that the reference to “strength or power” might be confusing
for girls who were answering the survey because “girls usually don’t get into physical
fights.”
Respondents’ Reactions to Vignettes
After being shown either Question A, B, or C and asked for initial reactions, respondents were
shown a series of five vignettes that described different episodes that could be perceived as
bullying. Each vignette was specifically created to either include all three factors of the CDC
definition (unwanted aggression, a power imbalance, and repetition), or to include only two of
those three factors.
Page 6
After reading each vignette, respondents were asked how they would answer that question if the
episode described in the vignette had happened to them. Each respondent was asked to answer
two of the three questions for each vignette. The order in which respondents saw both the
questions and the vignettes was randomized.
After they had answered both questions, respondents were asked to reread each vignette and
indicate whether they would consider the episode to be “bullying” on the basis of their own
understanding of what that word means.
Vignette 1
You used to be best friends with Sonia, but recently she has been ignoring you and hangs out with
the popular crowd that sits together at lunch. You have tried to sit with them several times, but every
time you do they tell you to leave and say mean things to you. Because of this, you now sit alone at
lunch.
Unwanted Aggression: Yes
Repetition: Yes
Power Imbalance: Yes
Question A
(n = 14)
14 (100%)
11 for F
10 for A
4 for C
1 for E
2
Respondents Who Answered “Yes”
Question B
Question C
(n = 7)
(n = 8)
7 (100%)
7 (88%)
Own Opinion
(n = 16)
12 (75%)
Question A
All respondents said “Yes” to at least one part of Question A. Most respondents answered
“Yes” to Part A and explained that it was because Sonia said mean things to the victim.
Most also answered “Yes” to Part F because Sonia excluded the victim and did not let her
sit with her new friends.
Respondents generally indicated that if the respondents in the scenario were just teasing
or being playful, they would have answered “No” to this item. One respondent also said
she would have answered “No” if the victim had given Sonia reason for not wanting to be
her friend.
2
In this table and subsequent tables for other vignettes, the first figure listed for Question A is the number of
respondents who answered “Yes” to any part of the question. The numbers answering “Yes” to specific parts of the
question are then listed.
Page 7
Question B
All respondents who were asked to respond to Question B said “Yes.” When asked why
they answered “Yes,” respondents said that the victim was not being treated equally, and
was excluded, neglected, or was being ignored.
One respondent said that she would not consider it to be bullying if the victim had found
a new group of friends. This seemed to be because this respondent would have then felt
that the victim had not suffered any harm from the episode.
Question C
All but one respondent said “Yes” to Question C. One respondent said “Yes” because the
group of friends laughed at the victim. One said “Yes” because the victim did nothing to
provoke this treatment, and one said “Yes” because the group of friends was trying to
hurt the other student.
The respondent who said “No” explained that while the kids in the scenario were being
rude, the behavior described was “not a big deal.”
Respondents’ Own Opinion
When asked whether the behavior described in Vignette 1 was bullying, 12 respondents
said “Yes” because the kids were being mean, excluded and ignored her and tried to hurt
her. Most of these respondents said that these kinds of behaviors would always be
bullying.
Four respondents said Vignette 1 did not describe bullying. One person said it was not
bullying because this type of behavior happened a lot. Another said that no real harm was
done to the victim so it was not bullying. One respondent thought that it was not bullying
because although the group was picking on her, they only ignored her and did not “get
physical.” The fourth thought that it was not bullying because the group was simply
exercising a choice not to sit with the “victim.”
Summary
When shown Vignette 1, almost all respondents answered “Yes” to all three questions.
They did so even though a quarter of them would not have considered this scenario to be
“bullying” on their own.
Vignette 2
You go to school with someone named Dave who does not have many friends. Although he is
younger and smaller than you, when you pass Dave in the hall, he sometimes bumps into you and
tries to act tough. It doesn’t hurt at all, but it is annoying—and even though everyone at the school
thinks Dave is being a jerk, he keeps doing it.
Unwanted Aggression: Yes
Repetition: Yes
Power Imbalance: No
Page 8
Question A
(n = 16)
15 (93%)
14 for D
4 for C
2 for A
Respondents Who Answered “Yes”
Question B
Question C
(n = 8)
(n = 8)
3 (38%)
5 (63%)
Own Opinion
(n = 16)
8 (50%)
Question A
Fifteen respondents said “Yes” on at least one part of Question A. All but one of these
respondents answered “Yes” to Part D because Dave pushed or shoved the other person
on purpose. One person who said “Yes” to Part A explained that it was because Dave was
trying to hurt the other person.
One respondent said “No” and explained that “he didn’t shove or push you, just bumped
into you.”
Two respondents commented on the fact that the behavior in this scenario was repeated;
both answered “Yes” to at least one part of Question A.
Some respondents indicated that they would have answered “No” if Dave had bumped
into them only accidentally or if Dave apologized and only did it once.
Question B
Only three respondents said “Yes” to Question B. Two respondents answered “Yes”
because they felt Dave was trying to hurt the other person on purpose. The third
respondent answered “Yes” because Dave was “bothering” the other person.
Five of the respondents said “No” to Question B. Two of them said “No” specifically
because Dave was smaller than his “victim.” The remaining respondents said “No”
because they thought that Dave was not actually harming anyone.
Question C
Five respondents said “Yes” to Question C. Most of these respondents said they answered
“Yes” because they thought Dave was trying to be mean, and had no reason to bump the
other student.
The remaining three respondents said “No.” These respondents explained their answer by
saying that Dave did not have any friends, and was actually not hurting anyone.
Respondents’ Own Opinion
When asked whether the behavior described in Vignette 2 was bullying, half of the
respondents said it was not. Five thought it was not bullying because Dave’s behavior
was not hurting the other child. The remaining three respondents thought it was not
bullying because Dave was smaller than his “victim.”
Page 9
The other eight respondents said the episode described in Vignette 2 was bullying. As
noted above, these answers were based on the fact that Dave was trying to hurt his victim,
and that the victim had not done anything to deserve that treatment.
Summary
Respondents generally answered Questions B and C in line with their own opinions of
whether or not Vignette 2 truly described an episode of bullying. For Question A, on the
other hand, respondents were likely to answer “Yes” even if they did not themselves
think that bullying had occurred. This was likely due to the fact that for Question A,
respondents seemed to be answering on the basis of whether or not each of the behaviors
listed had occurred, as opposed to whether or not they thought bullying had taken place.
Vignette 3
Last month, you told your best friend the names of a list of people at your school that you had a
crush on and told her not to tell anyone. Later that month, you found out that she had told three of
your other friends about your crushes. When you confronted her about it, she apologized and said
she was bad at keeping secrets and didn’t mean to tell. You are still good friends and you are not
angry with her, but you are worried she might tell people other people about your crushes.
Unwanted Aggression: No
Repetition: Yes
Power Imbalance: Yes
Question A
(n = 16)
8 (50%)
6 for B
2 for A
1 for E
1 for F
Respondents Who Answered “Yes”
Question B
Question C
(n = 8)
(n = 8)
2 (25%)
4 (50%)
3
Own Opinion
(n = 16)
0 (0%)
Question A
Half of the respondents answered “Yes,” generally on Part B. Most of these respondents
explained that they said “Yes” because the friend was spreading rumors. Three
respondents said “Yes” because the episode would have made the victim feel hurt.
The remaining half of respondents said “No.” Of those, some said “No” because the
friend had not intentionally tried to harm them. One commented that no one was hurt
3
One respondent answered “No” to Question C, but indicated that the only reason he had answered “No” was
because he felt that the episode had not taken place on school property. Since Questions A and B did not mention
the location of the bullying, and because this respondent indicated that if the episode described in Vignette 3 had
taken place at school he would have responded “Yes,” he is included as a “Yes” response in this analysis to facilitate
comparisons between the questions.
Page 10
from the episode. Some said “No” because they thought that since the information that
was shared was true, it did not classify as a rumor.
Question B
Only two respondents answered “Yes” based on Vignette 3.
Six respondents answered “No” to Question B. Half said they answered “No” because the
friend revealed the information unintentionally. One said “No” because the since two
students were still friends, they assumed that no significant harm had been done. Another
said “No” because none of the examples listed under Question B applied (i.e., the friend
was not teasing or keeping the other student out of a group, and had not “spread a rumor”
because the information was true).
Question C
Four respondents said “Yes” to Question C based on Vignette 3.
Four respondents said “No” to Question C. One of these indicated that she would say
“Yes” if the secret spread, or if it was posted on the Internet. Another said she would say
“Yes” if the friend continued to reveal the information to others.
Respondents’ Own Opinion
When asked whether they thought the behavior described in Vignette 3 qualified as
bullying, none of the respondents said that they did. Explanations included that no real
harm was done, that the secret was only told to other friends, that it had happened only
one time, and that the friend had apologized.
Summary
None of the respondents felt that Vignette 3 described bullying. Many of their
explanations seemed to align with the CDC definition that requires unwanted aggression
for an episode to be bullying.
Some respondents answered “Yes” to all three questions, even though none felt that the
scenario being described was actually bullying. This over-reporting effect was smallest
with Question B.
In the case of Question A (and to a lesser extent B), this effect may have been because
respondents answered on the basis of whether individual behaviors listed in the question
had taken place, as opposed to whether these behaviors represented bullying.
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Vignette 4
Last month, you were standing by yourself outside your school when an older, much bigger student
that you had never seen before came up to you and says he is going to beat you up and then spits
on you. That was the only time you ever saw him—about a week later, you learned that the
respondent had transferred to another school out of state.
Unwanted Aggression: Yes
Repetition: No
Power Imbalance: Yes
Question A
(n = 15)
14 (93%)
10 for C
10 for D
7 for A
2 for E
Respondents Who Answered “Yes”
Question B
Question C
(n = 8)
(n = 8)
7 (88%)
6 (75%)
Own Opinion
(n = 16)
14 (88%)
Question A
Fourteen respondents answered “Yes” to one or more parts of Question A, most often
Parts A, C, and D. One respondent answered “Yes” to Part E (“tried to make you do
things you did not want to do”) because the “bully” was trying to make him fight; another
answered “Yes” to Part E for an unspecified reason.
Question B
All but one of the respondents said “Yes” to Question B. In most cases, these respondents
explained their answer by noting that the older boy said he was going to beat up the
victim and then spit on him. One respondent specifically commented that the victim was
smaller than the bully.
The sole respondent who answered “No” explained that the older boy only threatened the
“victim”, and that spitting does not qualify as bullying because it does not cause physical
harm.
Question C
Six respondents said “Yes” to Question C.
Two respondents said “No.” One said “No” because the older boy only made threats and
did not actually beat up the “victim.” The other respondent answered “No” because the
incident only happened one time. This was the only respondent who mentioned the lack
of repetition in Vignette 4.
Page 12
Respondents’ Own Opinion
When asked whether the behavior described in Vignette 4 was bullying, 14 of 16
respondents said “Yes.”
Two respondents said this was not bullying. One said that it was not bullying because
there was no physical contact and, as noted above, another respondent answered “No”
because it happened only one time.
Summary
Almost all respondents thought the episode described in Vignette 4 was bullying. For the
most part, their answers to Questions A, B, and C reflected this perception.
Only 1 of 16 respondents mentioned the fact that the behavior in Vignette 4 was not
repeated; this lack of repetition did not seem to impact other respondents’ answers at all.
Vignette 5
A group of popular kids at your school made a fake Facebook page for you and sent it to a lot of the
people in your school. The page included embarrassing pictures of you, as well as made-up
information about you that was insulting. When you asked them to take down the page, they
laughed at you and instead just posted more embarrassing pictures.
Unwanted Aggression: Yes
Repetition: Yes
Power Imbalance: Yes
Question A
(n = 16)
15 (93%)
14 for A
11 for B
3 for C
2 for F
1 for E
1 for G
Respondents Who Answered “Yes”
Question B
Question C
(n = 8)
(n = 7)
8 (100%)
4 (57%)
4
Own Opinion
(n = 16)
16 (100%)
Question A
Fifteen respondents said “Yes” to one or more parts of Question A, most often Parts A
and B. One respondent said “Yes” on Part G because she felt that the Facebook page was
Page 13
destroyed in the scenario. One respondent said “Yes” on Part E because the victim
wanted the group to take down the page, but they did not.
One respondent who said “No” to all parts of the question explained that she did so
because the group was not actually talking to her; she felt that because the teasing was
not done in person and was not a physical fight, none of the parts of the question applied.
Question B
All respondents said “Yes” to Question B. When explaining why, one respondent
mentioned the fact that the behavior had been repeated—that is, when the students were
asked to take the page down, they posted more pictures. Two others commented that they
said “Yes” because the behavior would have emotionally hurt or embarrassed the victim.
One respondent specifically referred to Vignette 5 as “cyberbullying.”
Question C
Four respondents said “Yes” initially to Question C; one mentioned that it was
“cyberbullying.”
All respondents who said “No” indicated that they would have said “Yes” if there was no
reference to “on school property” in the question.
Respondents’ Own Opinion
When asked whether the behavior described in Vignette 5 was bullying, all respondents
indicated that it was. When asked why, respondents’ explanations included that the group
would not take down the Facebook page when asked, that they embarrassed the victim
and hurt his or her feelings, and that they talked about the victim in a negative way.
Summary
Almost all who were shown Questions A and B answered “Yes.” Initially, four of seven
respondents answered “Yes” to Question C, but those who answered “No” indicated it
was due to the phrase “on school property.” The fact that so many respondents would
answer “Yes” matched their own opinions that the scenario described in Vignette 5
represented bullying.
Reactions to Cyberbullying Item from the School Crime Supplement (Question
D)
The following are feedback from respondents related to Question D. Respondents reread
Vignette 5 and then answered Question D.
Respondents indicated that they found this question clear and easy to understand. One
person had difficulty understanding Part F (“threatened or insulted you through online
gaming”), but this may have been because she did not have much experience with online
games.
Page 14
Respondents said that they would consider all of the items on this list as potential
bullying behaviors, with only a few exceptions:
One respondent did not think that Part F would be bullying, because most of the time
if you insulted someone during a game, “it is just joking.”
Another respondent thought that Part G was not necessarily bullying, because
“sometimes you just don’t want to talk to someone.”
When asked if there were other types of electronic bullying that should be added to the
list, none of the respondents could think of any.
When shown Vignette 5 and asked to answer Question D, all respondents answered
“Yes” to Part A, and 12 answered “Yes” to Part B of this question. Two respondents also
checked “Yes” to Part C; both said that they did so because Facebook messages
sometimes come through e-mail.
Summary
All respondents felt that Vignette 5 described bullying. All would have answered “Yes”
to Part A of Question D, and some would have answered “Yes” to other parts as well.
Conclusions from Round 1
Respondents were very aware of bullying, and did not have difficulty describing it or
coming up with examples of bullying behaviors. Several respondents commented that it
is a topic that they have discussed at school (e.g., through school assemblies).
A few respondents mentioned cyberbullying even before being shown a question that
included that term.
When asked to define “bullying” in their own terms, most respondents included some
element of unwanted aggressive behavior in their descriptions. Only a few mentioned a
power imbalance, and only one mentioned repetition. Others included other factors in
their descriptions, such as whether or not the victim was actually hurt or whether the
bully had a reason for his or her actions.
In general, respondents did not have difficulty understanding any of the questions they
were shown, and felt that the ways in which they described bullying were reasonable.
Three respondents did not feel that the description of bullying in Question C should
include the phrase “over and over,” because they felt that a single occurrence could still
count as bullying.
When answering, respondents tended not to read the entire question carefully.
When answering Question A, respondents tended to focus on the list of behaviors,
rather than the question stem above.
When answering Questions B and C, respondents tended to only skim the
introductory text about bullying and focus on the actual Yes/No question that was
asked.
Vignettes 1 and 5 included all three aspects of the CDC definition of bullying.
Page 15
All respondents agreed that Vignette 5 described bullying. However, 4 of 16 felt that
Vignette 1 was not bullying, largely because they did not perceive intent to harm or
they felt the “victim” had not been hurt.
For both of these vignettes, nearly all respondents answered “Yes” regardless of
whether they were answering Question A, B, or C.
Vignettes 2 and 3 each included two of the three aspects of the CDC definition of
bullying; Vignette 2 did not include a power differential, and Vignette 3 did not include
“unwanted aggression.”
Only half of respondents felt that Vignette 2 represented bullying, and none felt that
Vignette 3 represented bullying.
Despite this fact, when shown Vignette 2, almost all respondents (15 of 16) answered
“Yes” to at least one part of Question A, and when shown Vignette 3, half of
respondents did the same. In some cases, this appeared to be because respondents
were responding on the basis of whether or not the actions in Question A had
occurred, and not considering whether or not they were “bullying.”
Of the three questions, respondents were least likely to answer “Yes” to Question B
(38% for Vignette 2 and 25% for Vignette 3).
Vignette 4 included two aspects of the CDC definition of bullying (unwanted aggression
and a power differential), but did not include repetition or any threat of repetition.
Fourteen of 16 respondents indicated that they thought Vignette 4 described bullying,
indicating that they did not believe that repetition was a necessary characteristic.
Most respondents answered “Yes” to all three questions (93% to at least one part of
Question A, 88% to Question B, and 75% to Question C).
Most respondents who saw Question D felt that it was clear, and felt that the types of
behavior listed were appropriate and easy to understand. One respondent each felt that
Parts F and G did not necessarily represent bullying.
Page 16
Results from ICF Cognitive Testing of Bullying Items: Round
2 Interviews
Before the second round, ICF developed revised versions of SCS items on bullying and
cyberbullying. Question 1 presented a definition of bullying and asked respondents whether or
not another student had bullied them at school in the past year. Respondents who answered
“Yes” to Question 1 were asked Question 1a, which asked whether they had been a victim of
specific types of bullying at school in the past year.
The structure of Question 2 was similar to that of Question 1; it first presented a definition of
cyberbullying, and then asked the respondent whether he or she had been cyberbullied in the past
year. Respondents who answered “Yes” to this question were asked Question 2a, which asked
whether they had been a victim of different types of cyberbullying.
Respondents in the second round of cognitive testing were asked to react to these sets of
questions and to comment on their clarity. As in Round 1, the interviewer also showed
respondents a series of vignettes and asked them how they would answer Questions 1, 1a, 2, and
2a if the incidents described in the vignettes had happened to them. Seven vignettes were used in
Round 2 interviews. Vignette 1 contained all three elements of the bullying definition and took
place at school. Vignettes 2, 3, and 7 described incidents of cyberbullying. Vignettes 4 and 5
took place at school, but each omitted an element of the definition of bullying. Vignette 6
included all the dimensions of the bullying definition, but did not take place at school.
Part 1: Bullying at School (Revised Questions 1 and 1a)
Respondents’ Examples of Bullying
At the beginning of their interviews, respondents were asked to describe situations or behaviors
they considered to be bullying.
Fourteen respondents described emotional bullying (e.g., calling someone names,
spreading rumors, being mean, or “trash talking” to someone). This includes five
respondents who described behaviors or situations involving the Internet, such as
threatening someone online or posting mean or rude comments on social networking
sites.
Nine respondents described physical bullying, such as fighting, pulling hair, pushing,
shoving, or “getting pounded.”
Of these respondents, seven described bullying as both emotional and physical behaviors.
Respondents’ Comments on Questions 1 and 1a
Most of the respondents found Question 1 and 1a to be clear and easy to understand and
believed that the bullying behaviors listed in 1a were appropriate.
Page 17
Bully Definition: At the conclusion of the interview, respondents were asked whether
they agreed with the definition of bullying that was provided. Two respondents
mentioned that bullying sometimes happens only once, and did not agree with the phrase
“over and over” in the definition. A third respondent also said he or she disagreed with
this portion of the definition, but accepted it because it uses the word “usually” to
describe the repetitious behavior. Two respondents commented that “the person has a
hard time defending himself or herself” should not be in the definition, because it was not
always true.
Part F: Two respondents thought the meaning of the phrase “excluding you from
activities on purpose” was unclear. One respondent said this may or may not be bullying,
depending on the person excluding you (e.g., a coach could exclude from a game).
Part G: When asked what “destroying your property on purpose” meant, most
respondents understood it to mean damaging belongings such as pencils, journals, or cell
phones. Two respondents thought it meant burning someone’s house, breaking windows,
or vandalizing a house. Almost all respondents agreed that destroying one’s property
would qualify as bullying, although one said she would not consider it to be bullying,
because it does not involve hitting someone.
Responses to Vignettes
After being asked for initial reactions on the questions, respondents were shown a series of seven
vignettes that described different episodes that could be perceived as bullying. Each vignette was
specifically created to either include all three factors of the CDC definition (unwanted
aggression, a power imbalance, and repetition), or to include only two of those three factors.
Some of the vignettes included incidents of cyberbullying, and some took place outside of
school. For each situation described, ICF determined what the intended answer would be (“Yes”
or “No”) to each question.
After reading each vignette, respondents were asked how they would answer the survey
questions if the episode described in the vignette had happened to them. Each respondent was
asked to answer both questions for each vignette. The order in which respondents saw the
vignettes was randomized.
After they had gone through all vignettes and answered both questions, respondents were asked
to reread each vignette and indicate whether they would consider the episode to be “bullying” on
the basis of their own understanding of what that word means.
Vignette 1
You used to be best friends with Sonia, but recently she has been ignoring you and hangs out with
the popular crowd that sits together at lunch. You have tried to sit with them several times, but every
time you do they tell you to leave and say mean things to you. Because of this, you now sit alone at
lunch.
Intended Answer to Q1: Yes
Purpose: To confirm that respondents correctly report bullying that conforms to the CDC definition.
Page 18
Of the 16 respondents, 15 provided the intended answer of “Yes” to Question 1.
Respondents explained that they said “Yes” because the popular crowd is saying mean
things to Sonia, excluding her, or ignoring her.
One respondent answered “No” because she felt no real damage would be done to the
victim; she explained that these were just the popular kids, and the “victim” would be
able to find other friends at school.
Of the 15 respondents who answered Question 1a:
13 respondents said “Yes” to Part A (“Making fun of you, calling you names, or
insulting you, in a hurtful way”),
12 respondents said “Yes” to Part F (“Excluding you from activities on purpose”),
7 respondents said “Yes” to Part B (“Spreading rumors about you or tried to make
others dislike you”) because they believed that the bullies’ behavior had made other
students like the victim less,
4 respondents said “Yes” to Part E (“Trying to make you do things you did not want
to do, for example, giving them money or other things”) because the victim had not
wanted to sit alone and was now forced to,
1 respondent said “Yes” to part C (“Threatening you with harm”).
Vignette 2
One Friday night, a group of popular kids made a fake Facebook page of you and sent it to a lot of
the people in your school. The page included embarrassing pictures of you, as well as made-up
information about you that was insulting. When you saw the page that night, you called them to ask
them to take it down. Instead, they laughed at you and just posted more embarrassing pictures.
Intended Answer to Q1: No
Purpose: To confirm that if bullying does not take place at school, respondents answer “No.”
Eight of 155 respondents provided the intended answer of “No” to this question. In six of
these eight cases, respondents provided this response specifically because the incident did
not take place at school. When asked later whether they thought the episode in Vignette 2
was an example of bullying, all respondents said “Yes.”
Seven respondents said “Yes” to Question 1. In most cases, this appeared to be because
the respondent did not notice that the question was asking only about incidents that
happened “at school.” However, one respondent did notice the wording of the question,
but still answered “Yes” because he assumed that the survey writers would still want to
know about bullying regardless of where it took place.6 Another respondent said “Yes”
because she believed the argument probably started at school, which then led to the
5
Only 15 respondents were asked to respond to Vignette 2; one was not asked for time reasons.
This respondent thought that the survey designers had included “at school” in the question because this was where
most bullying takes place.
6
Page 19
creation of the Facebook page over the weekend; if this had not been the case, she would
have answered “No.”
Two respondents said “No” because they considered this scenario to be cyberbullying,
and mistakenly thought that cyberbullying was only supposed to be reported in Question
2, not Question 1. However, they did not develop this misunderstanding until they had
been asked both questions a series of times. For this reason, we believe that this finding
may have been an artifact of testing. Actual respondents to the survey would not be aware
there was an additional question about cyberbullying that they were going to be asked,
and would therefore not have this confusion.
Of three respondents who answered Question 1a:
All 3 respondents said “Yes” to Part B (“Spreading rumors about you or tried to make
others dislike you”),
2 said “Yes” to Part A (“Making fun of you, calling you names, or insulting you, in a
hurtful way”),
1 of these respondents also said “Yes” to Part C (“Threatening you with harm”).
Vignette 3
Last month, you did poorly on a math test. Susan was sitting behind you and saw your low grade.
After class, she sent a text to her friends in which she made fun of your math grade and called you
stupid.
Intended Answer to Q1: Yes
Purpose: To confirm that respondents correctly answer “Yes,” even if the bullying takes place
electronically.
All but one respondent provided the intended answer of “Yes” to Question 1.
One respondent said “No” to Question 1 because Susan did not do anything to physically
hurt the victim.
Of the 15 respondents who answered Question 1a:
14 respondents said “Yes” to Part A (“Making fun of you, calling you names, or
insulting you in a hurtful way”),
10 respondents said “Yes” to Part B (“Spreading rumors about you or tried to make
others dislike you”),
2 respondents said “Yes” to Part F (“Excluding you from activities on purpose”);
these respondents felt that if the rumor spread that the victim was “stupid,” he or she
might be excluded from activities by other students,
1 respondent said “Yes” to Part G (“Destroying your property on purpose”) because
the bullies were revealing your grade, which is your property.
Page 20
Vignette 4
One day at lunch, you told your best friend the names of a list of people at your school that you had
a crush on, and told her not to tell anyone. Later that month, you found out that she had told three of
your other friends about your crushes. When you confronted her about it, she apologized and said
she was bad at keeping secrets and didn’t mean to tell. You are still good friends and you are not
angry with her, but you are worried she might tell people other people about your crushes.
Intended Answer to Q1: No
Purpose: To confirm that respondents do not consider behavior bullying if it is not unwanted and
aggressive.
Fourteen respondents provided the intended answer of “No.” When asked to explain their
answer, these respondents said that the friend had apologized, and that the behavior
described in the vignette was not threatening, intentional, or aggressive. One respondent
also noted that the incident only happened once, and that if it happened multiple times
she would have answered “Yes.”
The remaining two respondents answered “Yes” to Question 1. One respondent felt the
vignette qualified as bullying because it was “deceitful and embarrassing,” while the
other said that spreading rumors is always bullying, “no matter who spreads it.”
One respondent was asked Question 1a; this respondent answered “Yes” to Part B
(“Spreading rumors about you or tried to make others dislike you).
Vignette 5
Last week, you were standing by yourself in the hall at school when an older, much bigger student
that you had never seen before came up to you. The student said he was going to beat you up, and
then spit on you. That was the only time you ever saw him—about a week later, you learned that the
student had transferred to another school out of State.
Intended Answer to Q1: No
Purpose: To confirm that respondents will answer “No” to Question 1 if there is no repetition or
potential for repetition (i.e., the incident does not meet the CDC definition of “bullying”).
Only one respondent provided the intended answer of “No” to Question 1. This
respondent noted that she did so because the definition of bullying that was provided
indicated that bullying usually takes place “over and over again,” and the event in the
vignette happened only once. She commented that she did not agree with this portion of
the definition and did not think repetition was necessary for something to be bullying, but
followed the definition in her answer.
The other 15 respondents did not make any mention of the definition of bullying that was
provided, and all answered “Yes” to Question 1.
When it was pointed out to these respondents that the incident described in this vignette
only happened once, all said this did not make a difference.
Of 10 respondents who were asked Question 1a:
8 respondents said “Yes” to Part C (“Threatening you with harm”),
Page 21
7 respondents said “Yes” to Part D (“Pushing you, shoving you, tripping you, or
spitting on you”),
3 respondents said “Yes” to Part A (“Making fun of you, calling you names, or
insulting you in a hurtful way”),
1 respondent said “Yes” to Part B (“Spreading rumors about you or tried to make
others dislike you”) but did not give an explanation.
Vignette 6
During the summer your mom drops you off at the park for baseball practice. An older kid that
you’ve seen in your neighborhood is always hanging around the park with his friends. Sometimes,
when you are waiting for your mom to pick you up, they push you around and throw your baseball
cap in the dirt. Now, every time you go to practice, you are afraid you will run into them.
Intended Answer to Q1: No
Purpose: To confirm that respondents will answer “No” to Question 1 if bullying incidents take place
outside of school.
Six respondents provided the intended answer of “No” to Question 1. In five of the six
cases, this was because the respondents understood that the question was asking them to
identify only incidents of bullying that took place at school. The sixth respondent felt that
this incident did not represent bullying because throwing the cap on the ground was a
sign of envy, not a malicious act.
Ten respondents said “Yes” to Question 1.
Four of these respondents answered “Yes” because they did not realize that Question
1 was asking only about incidents that take place at school.
Two respondents understood that Question 1 was asking about incidents at school,
but did not realize that the action in the vignette did not take place at school.
The remaining four respondents understood that the incident took place outside of
school and that the question was asking about incidents at school, but still said they
would still answer “Yes.” As in Vignette 2, these students assumed that although the
question explicitly stated otherwise, the designers of the survey would still want to
them to report all bullying, regardless of location.
Of five respondents who were asked Question 1a:
4 respondents said “Yes” to Part D (“Pushing you, shoving you, tripping you, or
spitting on you”),
3 respondents said “Yes” to Parts A (“Making fun of you, etc.”), C (“Threatening you
with harm”), and G (“Destroying your property on purpose”),
1 respondent also said “Yes” to Part F (“Excluding you from activities on purpose”),
perhaps because he or she assumed that in this scenario the bullies were preventing
the victim from playing baseball.
Page 22
Vignette 7
One Monday at school, some students in your class start teasing you and asked if you like “being a
movie star.” At first, you didn’t know what they were talking about, but later, you found out that over
the weekend some students that you don’t like had posted a video online in which they made fun of
you. Throughout that week, students kept making fun of you, and you were upset because there
was no way for you to take the video down.
Intended Answer to Q1: Yes
Purpose: To learn how respondents will answer Question 1 if an incident of bullying takes place
partly in school and partly out of school.
Fourteen respondents provided the intended answer of “Yes” to Question 1. Respondents
explained their answer by saying the victim was made fun of, embarrassed, and teased
during school. Two out of three respondents said that if the video had been posted but
they were never teased at school about it, they would have answered “No” to Question 1,
because the bullying would have taken place outside of school.
Two respondents answered “No” to Question 1. In both cases, this was because they felt
the vignette described cyberbullying, and thought that episodes should be reported in
either Question 1 or 2, but not both. As noted under Vignette 2, we believe that this
misconception was an artifact of testing, and would not be a problem if the survey was
actually fielded.
Several respondents commented that this vignette included two types of bullying: the
posting of the video (which took place outside of school and was an example of
cyberbullying), and the teasing (which took place face to face and was at school).
Of the 14 respondents who answered Question 1a:
14 respondents said “Yes” to Part A (“Making fun of you, calling you names, or
insulting you in a hurtful way”),
10 respondents said “Yes” to Part B (“Spreading rumors about you or trying to make
others dislike you”),
2 respondents said “Yes” to Part F (“Excluding you from activities on purpose”)
because the students were preventing the victim from taking the video down,
2 respondents said “Yes” to Part C (“Threatening you with harm”).
Summary
When asked near the end of the interview to comment on the definition of bullying
provided with Question 1, most respondents said they found the definition appropriate.
However, three respondents felt that a behavior did not have to happen “over and over” to
qualify as bullying. Other respondents did not comment on the definition, but their
subsequent responses to Vignette 5 showed that they did not feel repetition was a
necessary part of bullying (see below).
Page 23
Vignettes 2 and 6 described situations in which bullying took place solely outside of
school. However, about half of respondents still answered “Yes” to Question 1 in
response to these vignettes. In most cases this was because respondents did not notice
that the question was asking exclusively about incidents that took place at school. In a
few cases, however, the respondent did notice the phrase “at school” in the question, but
assumed that the survey writers still wanted to know about bullying in other locations.
Vignette 5 described a situation in which a student was threatened and spit on, but only
once and by another student that soon thereafter left the school. This situation does not fit
the CDC definition of bullying, which requires repetition or the potential for repetition.
However, only one respondent answered “No” to Question 1, because the definition of
bullying provided says that bullying “usually takes place over and over.” The other 15
respondents all answered “Yes,” because they felt that the incident described in Vignette
5 qualified as bullying.
When asked to comment on Question 1a, respondents indicated that all parts of the
question were clear and easy to understand, and felt that all described types of bullying.
However, there were a few answers that showed that some respondents might interpret
these descriptions differently than intended:
For Vignette 1, four respondents answered “Yes” to Part E (“trying to make you do
things you did not want to do”) because the bullies were trying to make the victim sit
alone, which is something she did not want to do.
For Vignette 3, in which a bully sent a text making fun of another student’s math
grade, two respondents answered “Yes” to Part F (“excluding you from activities on
purpose”) because the effect of this text might be to make other students less likely to
participate in activities with the victim.
Also on Vignette 3, one respondent said “Yes” to part G because “your grade” is your
personal property and it is being destroyed when shared with others for negative
intent.
Part 2: Cyberbullying (Revised Questions 2 and 2a)
Respondents’ Definition of Cyberbullying
At the beginning of the interview, respondents were asked if they had ever heard the term
cyberbullying. All respondents said they had heard this word before. Most said that
cyberbullying referred to bullying that took place online—for example, through e-mail,
Facebook, or chat posts. One respondent also noted that students could also use a cell phone to
cyberbully a classmate.
Respondents’ Comments on Questions 2 and 2a
Most of the respondents found Question 2 and 2a to be clear and easy to understand.
When asked at the end of the interview to comment on the definition of cyberbullying
provided, all respondents said that they agreed with the definition.
Page 24
Part A: On the list of social networking sites provided as examples in Part A, all
respondents said they had heard of Facebook. Ten respondents had not heard of
Formspring, and one was unfamiliar with MySpace. When asked what social networking
sites are most often used by kids their age, respondents most often mentioned Facebook,
Twitter, Tumblr, and Instagram. One respondent also mentioned YouTube.
Part E: At various points in the interview, a few respondents were unsure whether Part E
would apply even if the texts were not sent directly to the victim.
Part F: Six respondents had not heard of World of Warcraft. When asked if there were
other examples that should be added to the question, four respondents suggested adding
fighting games such as Call of Duty: Black Ops and Modern Warfare, and five suggested
adding other types of game consoles such as Playstation 3 and Wii. One respondent
suggested adding online games you play directly on a computer.
Part G: When asked to describe in their own words what Part G meant, respondents’
answers varied. Five respondents said it meant declining or blocking someone in an
online chat or on a Web site. One respondent said it meant to ignore someone online.
Three respondents described situations in which students were afraid to go to a particular
Web site because they had been bullied previously. Two respondents said Part G meant
hacking into someone’s profile and deleting it or messing with the information.
While respondents generally agreed with the other parts in Question 2a, four said that
Part G (“Purposefully excluding you from online communications”) might not
represent bullying, depending on the situation.
Responses to Vignettes
For each of the seven vignettes, after answering Question 1 and 1a, respondents were asked to
continue on and answer Questions 2 and 2a, which had to do with cyberbullying. Of the seven
vignettes, four described face-to-face scenarios that had nothing to do with cyberbullying. In all
cases, respondents answered “No” to Question 2 for these scenarios.
The following section describes how respondents answered Questions 2 and 2a for the three
vignettes (2, 3, and 7) that did relate to cyberbullying.
Vignette 2
One Friday night, a group of popular kids made a fake Facebook page of you and sent it to a lot of
the people in your school. The page included embarrassing pictures of you, as well as made-up
information about you that was insulting. When you saw the page that night, you called them to ask
them to take it down. Instead, they laughed at you and just posted more embarrassing pictures.
Intended Answer to Q2: Yes
Purpose: To confirm that respondents correctly report cyberbullying on Question 2 when it takes
place outside of school.
All respondents gave the intended answer of “Yes” to Question 2.
Of the 15 respondents who answered Question 2a:
Page 25
All respondents said “Yes” to Part A (“Posting hurtful information about you on the
Internet”),
All respondents also said “Yes” to Part B (“purposely sharing your private
information…in a hurtful way”),
4 said “Yes” to Part D, three said “Yes” to Part G, and two said “Yes” to Part E; it
appeared that these respondents were not drawing a clear distinction between
different types of electronic communication.
Vignette 3
Last month, you did poorly on a math test. Susan was sitting behind you and saw your low grade.
After class, she sent a text to her friends in which she made fun of your math grade and called you
stupid.
Intended Answer to Q2: Yes
Purpose: To confirm that respondents correctly report cyberbullying on Question 2 when it takes
place in school.
All but one respondent provided the intended answer of “Yes” to Question 2. The
remaining respondent said he did not consider this to be cyberbullying because the
behavior did not take place online.
Of the 15 respondents that answered Question 2a:
12 respondents said “Yes” to Part E (“threatening or insulting you through text
messaging”),
8 respondents said “Yes” to Part B (“Purposely sharing your private information…in
a hurtful way”),
2 respondents said “Yes” to Part D (“threatening or insulting you through instant
messaging or chat”), and one said “Yes” to Part C (“threatening or insulting you
through e-mail”); as in Vignette 2, it appeared that the respondents did not draw a
distinction between texting and these other forms of communication,
1 respondent answered “Yes” to Part A; it was unclear why the respondent gave this
answer.
Vignette 7
One Monday at school, some students in your class start teasing you and asked if you like “being a
movie star.” At first, you didn’t know what they were talking about, but later, you found out that over
the weekend some students that you don’t like had posted a video online in which they made fun of
you. Throughout that week, students kept making fun of you, and you were upset because there
was no way for you to take the video down.
Intended Answer to Q2: Yes
Purpose: To confirm that respondents correctly report cyberbullying on Question 2 when aspects of
the behavior take place both in and outside of school.
Page 26
All respondents gave the intended answer of “Yes” to Question 2; all clearly identified
this scenario as an example of cyberbullying.
All respondents answered Question 2a:
14 respondents said “Yes” to Part B (“purposely sharing your private information,
photos, or videos on the Internet…in a hurtful way”); most answered “Yes” because
the students posted a video online making fun of the victim, and one said “Yes”
because the students shared private information about the student,
12 respondents said “Yes” to Part A (“posting hurtful information about you on the
Internet”),
3 respondents said “Yes” to Part G (“Purposefully excluding you from online
communications”) because the victim was blocked from changing the page or taking
the video down,
2 respondents said “Yes” to Part C (“Threatening or insulting you through e-mail”),
1 respondent each said “Yes” to Parts D (“threatening or insulting you through instant
messaging or chat”), E (“Threatening or insulting you through text messaging”), and
F (“Threatening or insulting you through online gaming”).
Summary
Respondents were all previously familiar with the term “cyberbullying.” When asked to
define the term, all respondents referred to bullying that takes place online; one also
mentioned bullying that takes place by cell phone.
Respondents felt that Questions 2 and 2a were clear, and did not have any suggestions for
improving the items.
When asked whether they were familiar with the social networking sites listed as
examples in Part A of Question 2, over half of respondents said they were not familiar
with Formspring. For this reason, NCES should consider replacing Formspring with a site
that is more commonly used, such as Tumblr. Because the popularity of these sites is
likely to vary dramatically over a short period of time, NCES will need to continue to
monitor this item in the future to make sure that the examples provided are relevant.
When shown vignettes describing incidents of cyberbullying, in nearly all cases
respondents indicated that they would answer “Yes” to Question 2. It appeared that most
respondents were not looking carefully at the definition of cyberbullying when
answering. However, because their own conceptions of cyberbullying did not differ
substantially from the definition provided, this did not appear to affect their answers.
Different parts of Question 2a refer to bullying through different modes of electronic
communication, including e-mail, texting, instant messaging, and posting messages on a
social networking site. However, some respondents’ answers to Question 2a showed that
they did not differentiate clearly between these modes of communication (e.g., texting,
instant messaging). In addition, it would seem this distinction might also not be clear in
real world situations—for example, a victim might not know which modes a bully was
using when spreading rumors about them. For these reasons, NCES might rethink
Page 27
whether these distinctions are necessary—especially because the exact modes of
communication that are being used may not be important to antibullying policies and
programs.
NCES should consider revising or clarifying some of the parts of Question 2a, because
some respondents’ answers implied that there may be inconsistencies in how these parts
are interpreted:
Some respondents questioned whether Part E (“Threatening or insulting you through
text messaging”) would apply if a student sent insulting texts about another student to
his or her friends, or if the texts would have to be sent directly to the victim himself
or herself.
Respondents had differing interpretations of what situations would fall under Part G
of Question 2a (“Purposefully excluding you from online communications”). Some
felt that this part of the question referred to actively blocking a person’s access to a
particular site, while others interpreted it as simply ignoring someone who is trying to
communicate with you electronically (e.g., declining a friend request on Facebook).
At least three respondents felt that this description applied to Vignette 7, because the
victim could not remove an offensive video that another student had posted online.
Because respondents were unsure what it meant, some were unsure whether it even
represented bullying at all.
One of the vignettes used in testing described a scenario in which a group of students
made a video insulting a classmate and posted it online. Almost all respondents
indicated that if this happened to them, they would answer “Yes” to Part B of
Question 2a, which referred to a bully “purposely sharing your private information,
photos, or videos on the Internet.” Respondents generally did so because of the use of
the word “video” in that part of the question. Upon close reading, however, it is not
clear whether this vignette would fit under that description, which refers to sharing of
“your private information, photos, or videos.”
Respondents’ answers throughout the interviews made it clear that face-to-face bullying
and cyberbullying are very interconnected in their minds, and in their lives. When
reading the different vignettes, respondents often imagined connections—for example,
that a student who refused to sit with her friend had been convinced to do so through
online communication with other students, or that something that happened on a social
networking site over the weekend would lead to bullying at school. When trying to
estimate the incidence of both in-school and cyberbullying, NCES should be aware that
many situations that students report will include aspects of both.
Page 28
Appendix A
Interview Protocol for Testing
Round 1
Review Informed Assent (2 minutes)
Thank you for agreeing to assist us with this project. My name is _____________, and I work for ICF
International, a research company that is conducting this study. ICF is conducting a study for the U.S. Census
Bureau and the National Center for Education Statistics (NCES). The purpose of the study is to test survey items
on bullying for a national survey. Before they use the survey they have asked us to test it to make sure that the
questions are clear and understandable. Since the survey is going to be given to young people your age, we
have asked you to be one of the people to share your thoughts and opinions about the survey items.
Remember:
I am an interviewer that is just recording what you are saying, I don’t have an opinion about your
answers, so no answer to me is either right or wrong.
You may stop participating at any time. Even if you decide you do not want to answer any of the
questions, you will still receive this incentive.
The interview will last about one hour.
With this in mind, would you like to continue with the interview?
General Questions About Bullying
1. What does the word “bullying” mean to you?
- What do you mean? [If respondent mentions a specific aspect of behavior that defines bullying, ask:]
Is that always bullying?
2. Have you ever seen or heard any instances of bullying? If so, can you describe what happened?
- What were the ages of the people involved?
- What was the relationship of the two people? Were they friends? How did they know each other?
- What was it about this incident that makes you think it was bullying?
- Did it happen more than once? If so, how often?
- Can you think of any other instances of bullying?
(Repeat Q2 for one other example.)
3. [If participant had never seen or heard instances of bullying] Could you describe something that you think
would be bullying? (probe for 1-2 examples)
- What was it about this incident that would make it bullying?
- Can you give me another example of bullying? (Repeat Q3 for one other example.)
Initial Reaction to Survey Question A
4. In your own words, what is this question asking you?
5. If you were answering a survey and you came to this question, is there anything that you would find
unclear or confusing?
Responses to Vignettes (Question A)
Vignettes 1-5
6. How would you answer this question if this had happened to you? [If question has multiple parts, go
through all parts.]
- (If participant has difficulty answering) You seemed like you weren’t sure if the answer to these
questions were “yes” or “no.” Why weren’t you sure?
- If yes, is there anything that could be different about this scenario that would make you answer
“no?”
- If no, is there anything that could be different about this scenario that would make you answer
“yes?”
Initial Reaction to Survey Question B or C
7. In your own words, what is this question asking you?
8. If you were answering a survey and you came to this question, is there anything that you would find
unclear or confusing?
Responses to Vignettes (Question B or C)
Vignettes 1 -5
9. How would you answer this question if this had happened to you? [If question has multiple parts, go
through all parts.]
- (If participant has difficulty answering) You seemed like you weren’t sure if the answer to these
questions were “yes” or “no.” Why weren’t you sure?
- If yes, is there anything that could be different about this scenario that would make you answer
“no?”
- If no, is there anything that could be different about this scenario that would make you answer
“yes?”
Responses to Vignettes (Personal Opinion)
Vignettes 1 -5
10. Would you consider this bullying? Why or why not?
Follow-Up Questions about Survey Items
Question A
11. I know I asked you this before, but again—do you think there is anything confusing or unclear about this
question?
12. Are there any types of bullying that are not covered in this list?
- Is there anything in this list that you would not consider bullying?
Question B
13. I know I asked you this before, but again—do you think there is anything confusing or unclear about this
question?
14. Are there any types of bullying that are not covered in this list?
- Is there anything in this list that you would not consider bullying?
15. This question describes what “bullying” is in a particular way. [Direct respondents to the two-sentence
description of bullying after the word “REMEMBER”.] Do you agree with this description of “bullying”? Is
there anything you disagree with?
- Is there anything that you think should be changed about this description of bullying to make it
more accurate?
Question C
16. I know I asked you this before, but again—do you think there is anything confusing or unclear about this
question?
17. This question describes what “bullying” is in a particular way. [Direct respondents to the two-sentence
description of bullying beginning with “Bullying is…”.] Do you agree with this description of “bullying”? Is
there anything you disagree with?
- Is there anything that you think should be changed about this description of bullying to make it
more accurate?
Reaction to Question D/Cyber-Bullying (if time allows, 5 minutes)
18. If you were answering a survey and you came to this question, is there anything that you would find
unclear or confusing?
19. Show participant the fifth vignette. Let’s look back at this situation. If this happened to you, how would
you answer this question? Why?
20. Would you consider all the things on this list to be “bullying,” or are they not “bullying”?
- If not, why not?
21. Are there any other kinds of bullying that should be included in this list?
Appendix B
Questions Tested in Round 1 Interviews
Item from School Crime Supplement (Question A)
19a. Now I have some questions about what students do at
school that make you feel bad or are hurtful to you. We
often refer to this as being bullied. During this school year,
has any student bullied you?
That is, has another student...
(Read each category a-g.)
Yes
No
a. Made fun of you, called you names, or insulted you, in a
hurtful way?
b. Spread rumors about you or tried to make others dislike
you?
c. Threatened you with harm?
d. Pushed you, shoved you, tripped you, or spit on you?
e. Tried to make you do things you did not want to do, for
example, give them money or other things?
f.
Excluded you from activities on purpose?
g. Destroyed your property on purpose?
Item From Swearer and Carey’s “The Bully Survey” (Question B)
In this part, you will be asked about times when you were bullied.
REMEMBER: Bullying happens when someone hurts or scares another person on purpose
and the person being bullied has a hard time defending himself or herself. Usually, bullying
happens over and over.
• Punching, shoving, and other acts that hurt people physically
• Spreading bad rumors about people
• Keeping certain people out of a “group”
• Teasing people in a mean way
• Getting certain people to “gang up” on others
Have you been bullied this school year?
Yes
No
Item from Middle School Youth Risk Behavior Survey (Question C)
The next question asks about bullying. Bullying is when 1 or more students tease, threaten, spread
rumors about, hit, shove, or hurt another student over and over again. It is not bullying when 2
students of about the same strength or power argue or fight or tease each other in a friendly way.
13. Have you ever been bullied on school property?
Yes
No
Item from School Crime Supplement (Cyberbullying) (Question D)
20a. Now I have some questions about what students do
that could occur anywhere and that make you feel bad or are
hurtful to you.
During this school year, has another student....
(Read each category a-g.)
Yes
No
a. Posted hurtful information about you on the Internet,
for example, on a social networking site like MySpace,
Facebook, Formspring, or Twitter?
b. Purposely shared your private information, photos, or
videos on the Internet or mobile phones in a hurtful
way?
c. Threatened or insulted you through email?
d. Threatened or insulted you through instant messaging or
chat?
e. Threatened or insulted you through text messaging?
f.
Threatened or insulted you through online gaming, for
example, while playing XBOX, World of Warcraft, or
similar activities?
g. Purposefully excluded you from online communications?
Appendix C
Interview Protocol for Testing
Round 2
Review Informed Assent
Thank you for agreeing to assist us with this project. My name is _____________, and I work for ICF
International, a research company that is conducting this study.
ICF is conducting a study for the U.S. Census Bureau and the National Center for Education Statistics (NCES). The
purpose of the study is to test survey items on bullying for a national survey.
Before they use the questions they have asked us to test them to make sure that they are clear and
understandable. Since the survey is going to be given to young people your age, we have asked you to be one of
the people to share your thoughts and opinions about the survey items.
Remember:
I am an interviewer that is just recording what you are saying, I don’t have an opinion about your
answers, so no answer to me is either right or wrong.
You may stop participating at any time. Even if you decide you do not want to answer any of the
questions, you will still receive this incentive.
The interview will last about one hour.
With this in mind, would you like to continue with the interview?
General Questions About Bullying
1. Have you ever seen or heard any instances of bullying? If so, can you describe what happened? (Repeat
Q2 for one other example.)
- What were the ages of the people involved?
- What was the relationship of the two people? Were they friends? How did they know each other?
- What was it about this incident that makes you think it was bullying?
- Did it happen more than once? If so, how often?
- Can you think of any other instances of bullying?
- Where did this happen?
2. [If participant has never seen or heard instances of bullying] Could you describe something that you think
would be bullying? (probe for 1-2 examples)
- What was it about this incident that would make it bullying?
- Can you give me another example of bullying? (Repeat probes.)
3. Have you ever heard of the word “cyberbullying”? If so, what do you think it means?
Survey Questions 1 and 1a
4. If you were answering a survey and you came to these questions, is there anything that you would find
unclear or confusing?
Vignettes 1-7
5. (For each vignette) How would you answer these questions if this had happened to you?
-
(If participant has difficulty answering) You seemed like you weren’t sure if the answer to these
questions were “yes” or “no.” Why weren’t you sure?
Ask why they answered that way for every part of the question.
(If necessary, ask for Vignette 5) This situation only happened once. Do you think that something
that happens once is bullying?
Survey Questions 2 and 2a
6. If you were answering a survey and you came to these questions, is there anything that you would find
unclear or confusing?
Vignettes 1-7
7. (For each vignette) How would you answer these questions if this had happened to you?
- (If participant has difficulty answering) You seemed like you weren’t sure if the answer to these
questions were “yes” or “no.” Why weren’t you sure?
- Ask why they answered that way for every part of the question.
Respondents’ Opinions of Bullying in Vignettes
8. (For each vignette) Would you consider this bullying? Why or why not?
- [If Yes] Would you consider this bullying at school or not? Why or why not?
Follow-Up Questions about Survey Items
Questions 1 and 1a
9. I know I asked you this before, but again—do you think there is anything confusing or unclear about these
questions?
10. Do you agree with this definition of bullying? Is there anything that you would change about this
definition?
11. Is there a way you would reword any of the items to make more sense to you?
12. Are there any types of bullying that are not covered in this list?
13. Is there anything in this list that you would not consider bullying?
14. Let’s look at Part G of Question 1a- what does this mean to you?
- Can you give me an example of when someone would do this?
- Do you think this could be bullying?
Questiosn 2 and 2a
15. I know I asked you this before, but again—do you think there is anything confusing or unclear about this
question?
16. Do you agree with this definition of cyberbullying? Is there anything that you would change about this
definition?
17. Have you ever heard of any other types of cyberbullying that are not on this list? If so, can you explain?
- Is there anything in this list that you would not consider bullying?
18. Let’s look at Part A of Question 2a. Are these social networking sites that students use?
- Have you heard of all these?
- What are the top three social networking sites kids use today?
19. Let’s look at Part F of Question 2a. Are these examples of online gaming that you have heard of?
- Are there other examples that should be included?
20. Let’s look at Part G of Question 2a. What does this item mean to you?
- Can you give me an example?
- Do you think this is bullying?
Appendix D
Questions Tested in Round 2 Interviews
Modified Bullying Items for School Crime Supplement
(Questions 1 and 1a)
1) I have some questions about bullying at school.
Bullying is when 1 or more students tease, threaten, spread rumors about, hit, shove, or hurt
another student and the person has a hard time defending himself or herself. Usually, bullying
happens over and over.
During this school year, has another student bullied you at school?
Yes
No (skip to 2)
1a) Has another student bullied you at school by…
(Read each category a-g.)
a. Making fun of you, calling you names, or insulting
you, in a hurtful way?
Yes
No
b. Spreading rumors about you or tried to making
others dislike you?
Yes
No
c. Threatening you with harm?
Yes
No
d. Pushing you, shoving you, tripping you, or spitting
on you?
Yes
No
e. Trying to make you do things you did not want to
do, for example, giving them money or other things?
Yes
No
f.
Yes
No
Yes
No
Excluding you from activities on purpose?
g. Destroying your property on purpose?
Modified Cyberbullying Items for School Crime Supplement
(Questions 2 and 2a)
2) Now I have some questions about cyberbullying.
Cyberbullying is bullying that takes place using electronic technology. Examples of cyberbullying
include mean text messages or emails, rumors sent by email or posted on social networking sites,
and embarrassing pictures, videos, websites, or fake profiles.
During this school year, have you been cyberbullied?
Yes
No (skip to END)
2a) Has another student cyberbullied you by…
(Read each category a-g.)
a. Posting hurtful information about you on the
Internet, for example, on a social networking site
like MySpace, Facebook, Formspring, or Twitter?
Yes
No
b. Purposely sharing your private information, photos,
or videos on the Internet or mobile phones in a
hurtful way?
Yes
No
c. Threatening or insulting you through email?
Yes
No
d. Threatening or insulting you through instant
messaging or chat?
Yes
No
e. Threatening or insulting you through text
messaging?
Yes
No
f.
Yes
No
Yes
No
Threatening or insulting you through online gaming,
for example, while playing XBOX, World of Warcraft,
or similar activities?
g. Purposefully excluding you from online
communications?
Attachment 5
SCS Technical Review Panel Participants
Technical Review Panel
Lynn Addington
Associate Professor
American University
4400 Massachusetts Avenue NW
Washington, DC 20016-8043
Email: [email protected]
Brad Lerman
Project Director
Rutgers University
57 US Highway 1
New Brunswick, NJ 08901-8554
Email: [email protected]
Jon Akers
Executive Director
Kentucky Center for School Safety
105 Stratton Building, EKU
521 Lancaster Avenue
Richmond, KY 40475
Email: [email protected]
Sister Dale McDonald
Director
National Catholic Educational Association
1005 North Glebe Road
Suite 525
Arlington, VA 22201
Email: [email protected]
Catherine Bradshaw
Deputy Director
Johns Hopkins University
624 North Broadway
Baltimore, MD 21205
Email: [email protected]
Edward Madrid
Survey Statistician
U.S. Census Bureau
ADDP HQ-7H126F
4600 Silver Hill Road
Suitland, MD 20746
Email: [email protected]
Sharon Burton
U.S. Department of Education
400 Maryland Avenue SW
Room 3E322
Washington, DC 20202
Email: [email protected]
Will Carroll
The Office of Management and Budget
Program Examiner, Education Branch
725 17th Street NW
Washignton, DC 20503
Email: [email protected]
Jill DeVoe
Independent Consultant
2939 Fort Lee Street
Oak Hill, VA 20171
Email: [email protected]
William Modzeleski
Independent Consultant
5434 Flint Tavern Place
Burke, VA 22015
Email: [email protected]
Rachel Morgan
Bureau of Justice Statistics
810 Seventh Street NW
Washington, DC 20531
Email: [email protected]
Joanne Pascale
Research Social Science Analyst
U.S. Census Bureau
CSM HQ-5K022F
4600 Silver Hill Road
Suitland, MD 20746
Email: [email protected]
Page 1 of 3
Deborah Temkin
Bullying Prevention Manager
Robert F. Kennedy Center for Justice and
Human Rights
1300 19th Street NW
Suite 750
Washington, DC 20036
Email: [email protected]
Michael Planty
Bureau of Justice Statistics
810 Seventh Street NW
Washington, DC 20531
Email: [email protected]
William Samples
Survey Director, NCVS
U.S. Census Bureau
ADDP HQ-7H126F
4600 Silver Hill Road
Suitland, MD 20746
Email: [email protected]
Jennifer Truman
Bureau of Justice Statistics
810 Seventh Street NW
Washington, DC 20531
Email: [email protected]
Laurie Schwede
Research Social Scientist
U.S. Census Bureau
ADDP HQ-7H126F
4600 Silver Hill Road
Suitland, MD 20746
Email: [email protected]
Meagan Wilson
Assistant Survey Director, NCVS
U.S. Census Bureau
ADDP HQ-7H125
4600 Silver Hill Road
Suitland, MD 20746
Email: [email protected]
Christopher Seamands
SurveyY Statistician
U.S. Census Bureau
ADDP HQ-7H126F
4600 Silver Hill Road
Suitland, MD 20746
Email: [email protected]
Michele Ybarra
Center for Innovative Public Health Research
(CiPHR)
555 North El Camino Real
# A347
San Clemente, CA 92672-6745
Email: [email protected]
National Center for Education Statistics
1990 K Street NW
Washington, DC 20006-5651
Kathryn Chandler
Director, El/Sec Sample Survey Studies
Program
Email: [email protected]
Kashka Kubzdela
Research Scientist
Email: [email protected]
Page 2 of 3
Synergy Enterprises, Inc.
8757 Georgia Avenue, Suite 1440
Silver Spring, MD 20910
Julia Johnson
Meeting Planner
Email: [email protected]
Deborah Lessne
Senior Research Associate
Email: [email protected]
Jane Leibbrand
Editor
Email: [email protected]
Kathy Zantal-Wiener
Senior Program Associate
Email: [email protected]
Mathematica Policy Research
1100 1st Street NE, 12th Floor
Washington, DC 20002-4221
Alisa Ainbinder
Survey Researcher
Email: [email protected]
Karlesha Roland
Statistical Analyst
Email: [email protected]
Amy Gehrke
Statistical Analyst
Email: [email protected]
Sameena Salvucci
Associate Director
Email: [email protected]
Page 3 of 3
Attachment 6
Technical Review Panel Conference Agenda
Technical Review Panel Conference
ESSIN Crime and Safety Surveys Support: School Crime Supplement (SCS) to
the National Crime Victimization Survey (NCVS) 2015
Agenda Day 1
Monday, August 12, 2013
12:30 p.m.–1:00 p.m.
Registration
1:00 p.m.–1:30 p.m.
Welcome and Introductions
Welcome
Kathryn Chandler, Project Officer, National Center for Education Statistics (NCES)
Introduction of TRP Members
Kathy Zantal‐Wiener, Project Director, SEI
Review of TRP Authorization
1:30 p.m.–2:00 p.m.
Orientation to School Crime supplement (SCS) Survey
Background materials:
Appendix A: 2013 SCS Survey
Appendix B: Crosswalk of SCS Survey Changes 2005‐2013
2:00 p.m.–2:20 p.m.
Guiding Questions for Work of TRP
1. How should the SCS bullying/cyberbullying questions be revised to be consistent with the
CDC’s definition of bullying?
2. How can we capture additional information on how bullying/cyberbullying relates to
student characteristics for vulnerable demographic groups?
3. What items in the 2013 questionnaire should be removed, revised, or added for 2015?
4. Within each of the above topic areas, what additional research (e.g. further cognitive
lab work, literature review) is needed to support the proposed survey changes?
5. Overall, what are the priorities for additional research and finalizing new survey
questions?
Background materials:
Appendix C: 2011 OMB Clearance Terms and BJS/NCES Response: Supporting
Statement 2013 School Crime Supplement (SCS)
2:20 p.m.–2:40 p.m.
Break
2:40 p.m.–4:40 p.m.
Revising Bullying/Cyberbullying Questions
Guiding Questions:
1) How should the SCS bullying/cyberbullying questions be revised to be consistent with the CDC’s
definition of bullying?
4) What additional research is needed to support the proposed changes?
Background materials:
Appendix D: Bullying Definition
Appendix F: Results of Cognitive Lab work ‐ Cognitive Testing of Questions Related to
Bullying for the School Crime Supplement (July 2012)
Appendix G: 2013 YRBSS Bullying Questions
4:40 p.m.–5:00 p.m.
First Day Wrap‐up
Technical Review Panel Conference
ESSIN Crime and Safety Surveys Support: School Crime Supplement (SCS) to
the National Crime Victimization Survey (NCVS) 2015
Agenda Day 2
Tuesday, August 13, 2013
9:00 a.m.–9:15 a.m.
Review Agenda for Tuesday
9:15 a.m.–10:00 a.m.
Continuation of Discussion: Bullying/Cyberbullying Questions
10:00 a.m.–10:30 a.m.
Expanding Information on Student Demographics
Guiding Questions:
2) How can we capture additional information on how bullying/cyberbullying relates to student
characteristics for vulnerable demographic groups?
4) What additional research is needed to support the proposed changes?
Background materials:
Appendix E: GAO Report ‐ School Bullying (May 2012)
10:30 a.m.–10:50 a.m.
Break
10:50 a.m.–12:00 p.m.
Continuation of Discussion: Expanding Information on Student Demographics
12:00 p.m.–1:00 p.m.
Lunch Break (on your own)
1:00 p.m.–3:00 p.m.
Reducing Survey Burden and Improving Information
Guiding Questions:
1) What items in the 2013 questionnaire should be removed, revised, or added for 2015?
4) What additional research is needed to support the proposed changes?
Background materials:
Appendix C: 2011 OMB Clearance Terms and BJS/NCES Response: Supporting
Statement 2013 School Crime Supplement (SCS)
Appendix H: SEI Memo July 2012: Response Analysis
Appendix I: Selected Survey Response Frequencies
Appendix J: Bibliography of Recent SCS Citations
Appendix K: Comparison of Responses on Bullying/Cyberbullying/Hate‐related words
2009
3:00 p.m.–3:20 p.m.
Break
3:20 p.m.–4:15 p.m.
Implications of all recommendations for 2015 SCS survey development
Guiding Question:
5) Overall, what are the priorities for additional research and finalizing new survey questions?
4:15 p.m.–4:40 p.m.
Final Recommendations for NCES
4:40 p.m.–5:00 p.m.
Next Steps
Attachment 7
Census Cognitive Lab Report, March 2014
Attachment A
National Crime Victimization Survey
School Crime Supplement
Cognitive Testing of Questions on Bullying
Joanne Pascale, Mikelyn Meyers, Mandi Martinez, Marissa Fond
US Census Bureau
Center for Survey Measurement
March 13, 2014
I.
OVERVIEW
The US Department of Education, National Center for Education Statistics (NCES), requested
testing of questions about school bullying that are part of the School Crime Supplement (SCS) to the
National Crime Victimization Survey sponsored by the Bureau of Justice Statistics. The main
purpose of this cognitive research was to test proposed changes in question wording to be consistent
with the Centers for Disease Control’s (CDC) definition of “bullying,” including “cyber-bulling.”
(http://www.cdc.gov/violenceprevention/pdf/bullying-definitions-final-a.pdf). The long-standing
SCS question about bullying did not include the concepts of repetition or power differential, and
NCES was interested in testing whether and how these concepts might be added to the bullying
items. In the questionnaire being tested, one version maintains the original question on bullying and
adds two new follow-up questions to capture these two components (this would help preserve the
time trend). In the other version, a single new question on bullying that includes the two new
components was tested. In addition, some fairly minor changes to other questions in the SCS not
related to bullying were made based on previous research, and this testing assessed those changes.
II.
METHODS
Cognitive interviewing was conducted face-to-face using a paper form. A total of 40 interviews were
conducted across two rounds (20 interviews per round). The interviews were conducted by four
researchers in the Census Bureau’s Center for Survey Measurement from December 18, 2013
through February 6, 2014. Interviews generally lasted an hour, and respondents were paid $40.
Interviews were conducted at the Census Bureau lab, or in a neutral location (e.g. youth center). The
target population was students age 12-18, with a stipulation that some students identify as
lesbian/gay/bisexual/transgender (LGBT).
Respondents were recruited through a broadcast email to Census Bureau employees, flyers and
emails at local schools and youth organizations, word-of-mouth, and via newspaper and internet
advertisements. A total of 168 students were screened in order to recruit 40 respondents with a wide
range of demographic characteristics (see Figure 1 below).
Organizations contacted to aid in recruiting efforts included two anti-bullying organizations, 12
LGBT organizations, one sports team, one church, and four local schools and school districts.
While a particular emphasis was placed on recruiting students who identify as LGBT, this
demographic proved the most difficult to recruit. Parents who were screened regarding their child’s
characteristics may have been unaware of whether their child identified as LGBT. Students who
Attachment A
identified as LGBT and who saw advertisements for the study may have been reluctant to participate
if their parents were unaware of their sexual orientation. Additionally, organizations were sometimes
reluctant to advertise the study for a variety of reasons, including a preference for receiving
donations in return for publicizing studies, the sheer number of research requests they received on
average, and concerns about the sensitivity of discussing bullying with LGBT youth.
Figure 1: Demographic Characteristics of Respondents
Round 1
Age
12-13
14-15
16-18
Ethnicity
Hispanic
Non-Hispanic
Race
White
Black
Asian
American Indian
Mixed Race
Gender
Male
Female
Type of Educational Institute
Public School
Private School
Sexual Orientation
LGBT
Non-LGBT
Round 2
Total
8
5
7
6
8
6
14
13
13
2
18
0
20
2
38
7
7
2
2
2
9
9
0
2
0
16
16
2
4
2
7
13
12
8
19
21
19
1
18
2
37
3
1
19
1
19
2
38
4
4
2
10
1
1
9
9
5
5
11
19
Household Income
Less than 25k
25-49k
50-99k
More than 100k
Parent’s Employment Status
Census Employee
9
9
18
Non-Census Employee
11
11
22
Parent’s identification of student’s bullying history during screener
Bullied
Unsure
Non-bullied
13
1
6
20
0
0
33
1
6
A semi-scripted protocol was developed for Round 1 (see Appendix A “Protocol Round 1”).
Questions (or parts of questions) that were modified from the latest round of the production SCS
instrument are shown in red, and the semi-scripted probes are shown in shaded boxes just below any
Attachment A
questions that required probing. Probes were administered concurrently. That is, the question was
read verbatim and the respondent was asked to provide the answer, and then probing was conducted
about the respondents’ interpretation of the question and other details found in the protocol. After
conducting 20 interviews with this protocol, interim results were presented to the sponsor,
modifications to some questions and the protocol were made (see Appendix B “Protocol Round
2/Version 1”) and 11 more interviews were conducted. After consultation with the sponsor, the
protocol was modified slightly, only for the questions on bullying (see Appendix C, “Protocol
Round 2/Versions A/B/C”) and administered to 9 more respondents.
In terms of the bullying questions per se, the Round 1/Version 1 questions maintained the original
question from production SCS (Q22) but added two follow-up questions (Q23a/Q23b) to address the
new repetition and power differential components of bullying. The goal of this approach was to
enable maintaining the time series measurement of bullying while also satisfying the CDC
definition.
Round 1/Version 1:
Q22. Now I have some questions about what students do at school that makes you feel bad or is hurtful to you.
We often refer to this as being bullied. You may include events you told me about already. During this school
year, has any student bullied you?
That is, has another student...
(Read each category a-g.)
a.
Made fun of you, called you names, or insulted you, in a hurtful way?
b.
Spread rumors about you or tried to make others dislike you?
c.
Threatened you with harm?
d.
Pushed you, shoved you, tripped you, or spit on you?
e.
Tried to make you do things you did not want to do, for example, give them money or
other things?
f.
Excluded you from activities on purpose?
g.
Destroyed your property on purpose?
Q23a. When you were bullied this school year, did it happen, or were you afraid it would happen, over and
over?
Q23b. When you were bullied this school year, were you ever bullied by someone who had more power or
strength than you? This could be because the person was bigger than you, was more popular, had more money,
or had more power than you in another way.
In Round 2/Version 1 the objective was to encompass the repetition and power differential
definitions into one single new question:
Round 2/Version 1
Q22. Now I have some questions about bullying at school. Bullying happens when one or more students
tease, threaten, spread rumors about, hit, shove or hurt another student. It is not bullying when students of
about the same strength or power argue or fight or tease each other in a friendly way. Bullies are usually
stronger, or have more friends or more money, or some other power over the student being bullied. Usually,
bullying happens over and over, or the student being bullied thinks it might happen over and over.
By this definition, have you been bullied at school, by another student, this school year?
Attachment A
Finally, Round 2/Version 2A/B/C maintained this single item on bullying but added three follow-up
questions to capture the general nature of the bullying (verbal, physical and/or social). The wording
of these three follow-up questions was identical for each version (A, B, C) but the sequence varied,
with Version A asking about verbal, physical, then social bullying; Version B asking about physical,
then social then verbal bullying, and Version C asking about social, then verbal then physical
bullying.
Round 2/Version 2A
Q22. Now I have some questions about bullying at school. Bullying happens when one or more students
tease, threaten, spread rumors about, hit, shove or hurt another student. It is not bullying when students of
about the same strength or power argue or fight or tease each other in a friendly way. Bullies are usually
stronger, or have more friends or more money, or some other power over the student being bullied. Usually,
bullying happens over and over, or the student being bullied thinks it might happen over and over.
By this definition, have you been bullied at school, by another student, this school year?
Q22a. Was any of the bullying verbal – that is, did it involve making fun of you, calling you names, or
spreading rumors about you?
Q22b. Was any of the bullying physical -- that is, did it involve hitting, shoving, tripping, or physically
hurting you in some way, or the threat of hurting you in some way?
Q22c. Was any of the bullying social -- that is, did it involve ignoring you or excluding you from activities on
purpose in order to hurt you?
Round 2/Version 2B:
Same as Version A, except sequence of 22a/b/c follow-ups was modified to this order: 22b, 22c, 22a
Round 2/Version 2C:
Same as Version A, except sequence of 22a/b/c follow-ups was modified to this order: 22c, 22a, 22b
III.
Each
RESULTS
question that was tested is displayed below, along with the NCES testing goals and probing
recommendations, their rationale for the testing, and results from each round. Note that we
deliberately avoid quantifying students’ responses. The sample was not drawn to be statistically
representative of any particular population, and thus percentages and frequencies are, technically
speaking, meaningless and potentially misleading. Instead, we discuss patterns of response in
relation to characteristics of the students, and we highlight notable exceptions to these patterns.
Also, though we did recruit and interview a fairly even mix of students in different age groups, we
found no evidence that the questions operated differently for different ages of students in terms of
comprehension or how they formulated their answers. Sometimes the nature of the answers was
different (e.g. younger students had not observed many instances of fellow students being under the
influence) but nothing about these differences would suggest that any changes should be made to the
questions. Therefore, for simplicity’s sake we do not highlight the age of respondents in the results.
Attachment A
Q1d: Number of Schools Attended
Round 1:
How many different schools have you attended this school year? [if appropriate add: Include your
homeschooling as one school]
☐ one school
☐ two schools
☐ three or more schools
NCES testing goals and probing recommendation:
Probe: When did you change schools? Why did you change? (Need to determine if students are confused
if they moved from elementary to middle or middle to high school at the start of this year. Changes
should only be since the start of the current school year.)
NCES rationale for change:
This question is new based on recommendation from the Technical Review Panel. Planty cited research
showing frequent school change increases likelihood of school engagement issues, a factor in bullying.
Many subjects had no trouble with this question, whether or not they had changed schools within the
school year. The time frame they had in mind was August/September up until now, and they thought
the question was asking about changing schools within the school year. They gave examples of
reasons why a person might change schools within the school year, such as moving, getting
expelled, programs offered by one school but not the other, and bullying.
But in several instances this question was misinterpreted mainly due to a misunderstanding of the
term “different schools” and because respondents did not focus on the phrase “this school year.”
Several students thought of their entire school “career” (elementary, middle and high school). One
asked if the question meant how many different high schools, or schools in general, and said “three
– elementary, middle school and high school.” Others thought the question meant “how many
different high schools” and their frame of reference was all years of high school. Other students
focused on the calendar year. For example, one student had changed high schools over the summer
(between 10th and 11th grade he moved to his grandmother’s so he could attend a different school).
He initially said “two” and said he was thinking of the calendar year.
Regarding misinterpretation of the term “different,” some students said “none” – reasoning that they
went to no different schools, just their regular school. For example, one student did transition from
grade school to middle school over the summer but said he had no choice; his grade school did not
offer 7th grade. So he reasoned he did not go to any different schools – just the regular school for
which he was on track. Another student interpreted “different” to mean different buildings or
different districts.
Round 2:
1d. How many different schools have you attended since the start of this school year?
[if appropriate add: Include your homeschooling as one school]
☐ one school
☐ two schools
☐ three or more schools
Attachment A
This small change seemed to be an overall improvement, and to reduce instances of
misinterpretation of the time frame. However, some students still misinterpreted the term “different”
and answered “none.” While this would likely not result in misreporting, given that the response
categories do not include an option for “none,” future testing could explore whether it would be an
improvement to simply drop the word “different.” However, it is unclear if that would induce other
reporting errors. Another option would be to address the issue in interviewer training and/or include
an interviewer note on how to address a respondent’s answer of “none” such as: “Please include
your current school.”
Q10: Security Measures at School
Round 1:
The next questions are about security measures that some schools take. Does your school have:
a. Security guards or assigned police officers?
b. Other adults supervising the hallway, such as teachers, administrators, or parent volunteers?
c. Metal detectors, including wands?
d. Locked entrance or exit doors during the day?
e. A requirement that visitors sign in and wear visitor badges or stickers?
f. Locker checks?
g. A requirement that students wear badges or picture identification?
h. One or more security cameras to monitor the school?
i. A code of student conduct, that is, a set of written rules or guidelines that the school provides
you?
NCES testing goals and probing recommendation for 10b:
Probe: Do students understand that “other adults” means those other than the security personnel
named in 10a?
NCES rationale for change to 10b:
Previously item confused some students - saw “other” as excluding teachers rather than referring to
those “other” than in item a. Added examples to item b to clarify.
NCES testing goals and probing recommendation for 10e:
Do the two parts make this confusing for students? Do they know if visitors sign in if they don’t receive
badges? Are there any schools where visitors don’t have to identify themselves?
NCES rationale for change to 10e:
Change reflects more common security procedure – after signing in, visitors required to have a visual
symbol (badges) in the school building.
10a (“security guards or assigned police officers”): students generally thought of uniformed, paid
professionals. One student said their school has only one such person because it is a “pretty clean cut
school.” Another said they are called “resource officers” and just patrol the school and specific
events (e.g. a big sporting event).
10b (“other adults supervising the hallway”): students thought of teachers who don’t teach a class
that period, office staff, guidance counselors, vice principals and others from the main office.
Students had fairly mixed experiences with regard to parents patrolling the schools (some schools
did this and some didn’t). One student noted that it’s easy to distinguish security guards from school
Attachment A
personnel because security guards “have this thing on their ear, plus they’re a lot more yelly”).
Another noted that police officers have “actual cars.”
10e (requirement for visitors to sign in/wear badges): Students did not seem to have trouble with this
category. Many said things like “in this day and age it’s just common sense” or they “just know” that
these are the rules, since it has been that way throughout their entire school experience. Several
others said they know because at some point they had to come to school accompanied by their parent
and their parent had to sign in. Students noted that anytime they noticed an unfamiliar adult at
school, the person was wearing a badge or sticker.
The only other finding of note in terms of respondent comprehension was with category f (locker
checks). Students often asked, “Regularly?” or they said, “That depends” and explained there are
different types of checks – random, regular, or triggered by a specific event. Some said that lockers
are not assigned by default – a student has to request them – and since most students don’t have
them, they wouldn’t know if there are checks or not. The SCS interviewer training addresses these
ambiguities, but cognitive interviewers did not have access to that training. Thus this problem may
have only manifest in the lab but would not be expected to raise problems in the field.
Because these response categories were found to be unproblematic in Round 1, no further probing
was conducted in Round 2.
Q11: Anonymous Reporting of Threats
Rounds 1 and 2:
If you hear about a threat to school or student safety, do you have a way to report it without having to
give your name?
NCES testing goals and probing recommendation:
Probe: how would they report this (do they know proper channels)? Do they include telling adults who
might know them (teachers, parents) but who won’t use their names in addressing the issue?
NCES rationale for change:
This question has been reworded from the 2013 survey based on question of appropriateness of the word
“authority” in the original. Chandler noted that original intent of question was whether threats could be
reported to someone who could act on the information (p 24). Members questioned word “authority” –
do students exclude parents? Is anonymity required, or is assumption they won’t report without
anonymity?
Several students talked about specific means by which students could report truly anonymous
threats. One common means was a box where they could put an anonymous note. One called this a
“snitch box” and another student described filling out a form they call a “bully report.” One student
said the school advertised the box fairly heavily in the beginning of the school year but then dropped
off. Another said the guidance counselor had a box like this. Some students said they had vaguely
heard of such a box but were not sure if/where it existed so answered “don’t know.” Other students
said they could leave anonymous notes, but the system was not as formal (i.e. there was no box);
they could just leave the unsigned note in the front office. Other means students mentioned were
giving an anonymous report when giving a statement to police, and calling a hotline. When asked
Attachment A
about caller ID and identifying the caller through cell phone records, the student said people do not
think that is a concern.
Students also talked about quasi-anonymous means, such as telling a teacher, security officer or
guidance counselor who would tell the administration but keep the name of the student confidential.
One young student talked about an “advisory club” run by a teacher, where a student can report
another student. The teacher would then go to the student about whom the complaint was made and
talk to them but not use the name of the student who complained. This student considered this
anonymous. In general, students were somewhat mixed about what they would say if they told a
teacher or other staff person who obviously knew them. Some students said they would say “yes”
they have a way to report threats because they believed the teacher would keep their name
confidential, while other students said they would say “no” because they would not feel anonymous.
Q15: Student Friend
Rounds 1 and 2:
There is a STUDENT at school who…
a.
Really cares about you.
b.
Listens to you when you have something to say.
c.
Believes that you will be a success.
NCES testing goals and probing recommendation:
Probe: What else is important in a friend to show they like you as much as you like them? (Need to determine if
this question format captures “reciprocal” friendships rather than “unrequited.”)
NCES rationale for change:
This question has been modified from original. Temkin noted that the original item does not have face validity (p
26). Research indicates distribution and quality of friendships is related to protective factors – not having “a
friend” (Duffy, 2009; Espelage, Green & Wasserman, 2007; Boulton et al., 1999). In all research found involving
school friendships, only reciprocal friendships were counted – need to find a way to determine this in SCS.
The majority of respondents reported that they were thinking about a particular friend or group of
friends when answering this question, and that this person or these people also consider the
respondent to be a friend. When probed regarding the reciprocity of the friendship, respondents
mentioned several factors that made them believe the other person also considered them to be a
friend. These factors included remembering important details about each other like birthdays, going
to each other’s houses to hang out, sharing secrets, being honest with each other, and doing favors
for each other. Students most commonly mentioned encouraging each other when one person is
feeling down, spending lots of time together, and listening attentively to each other as indicators of
requited friendship.
Only one student agreed with any of the statements while reporting that he had no friends. In his
case, he agreed with the question regarding whether there is a student who “listens” and strongly
agreed that there is a student who “believes in you” because he has very high grades. Students listen
to his advice on schoolwork, and he has won “most likely to succeed” every year, so he thinks they
believe in him. However, he considers himself too busy for friends and thinks of the other students
as “associates.” This respondent’s answer was an outlier; other respondents were answering this
question with reciprocal friendships in mind. Because the minor changes to these questions were
Attachment A
found to be unproblematic in Round 1, no further probing was conducted in Round 2.
Attachment A
Q16-18: Crime Where You Live, go to School/Feel Safe in School
Rounds 1 and 2:
Q16: Thinking about the neighborhood where YOU LIVE, would you strongly agree, agree, disagree,
or strongly disagree with the following…There is a lot of crime in the neighborhood where you live.
Q17: Thinking about the neighborhood where your SCHOOL IS LOCATED, would you strongly agree,
agree, disagree, or strongly disagree with the following...There is a lot of crime in the neighborhood where
you go to school.
Q18: Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree
with the following...You feel safe in your school
NCES testing goals and probing recommendation:
Test correlations between feelings of safety (18) and crime/security measures (10,16,17)
Students did not have difficulty distinguishing between the neighborhood where they live and the
neighborhood where they go to school. In addition, there were strong correlations between the
students’ feelings of safety and the security measures that were taken at their schools. The majority
of students agreed or strongly agreed that they felt safe at school, and the majority of students also
reported that their school took multiple security measures when they were asked Question 10.
Those students who reported feeling unsafe despite the security measures that they said their school
took often mentioned extenuating circumstances. For instance, one student thought his school
should have more than one police officer in case there is a school shooting. Another student thought
the security guards tended to be at the front of the school and not spread out, which might make the
school unsafe. One student mentioned that while visitors have to sign in, they are allowed into the
cafeteria to pick up students and do not have to have a form stating which child they are authorized
to take with them, which she viewed as unsafe. Another student felt unsafe even though he reported
that his school takes every safety precaution at Question 10 except using metal detectors and locking
doors because his school has been on lockdown for gun threats and bomb threats. One student said
there was little crime where she lived, but the neighborhood where her school was located was really
rough. She said she felt safe once she arrived at school, in part due to the safety measures the school
takes and in part because the pubic school is on a military base.
Overall, there was a strong correlation between the safety measures that students said their schools
took and their feeling of safety at school. Because the minor changes to these questions were found
to be unproblematic in Round 1, no further probing was conducted in Round 2.
Q19: Substance Availability
Round 1:
The following question refers to the availability of drugs and alcohol at your school.
FIELD REPRESENTATIVE - For each item ask,
Is it possible to get
at your school?
Round 2:
The following question refers to the availability of drugs and alcohol at your school.
FIELD REPRESENTATIVE - For each item ask,
Is it possible for students to get______
at your school?
a. Alcoholic beverages
b. Marijuana
Attachment A
c. Prescription drugs illegally obtained without a prescription, such as Oxycontin, Ritalin or Adderall?
d. Other illegal drugs, such as cocaine, uppers, or heroin. If “Yes” is marked, ASK - What drugs?
(Exclude tobacco products.)
NCES testing goals and probing recommendation:
Probe: what illegally obtained prescription drugs do you know are available (do they expand beyond
examples)? Do you know the names of any other prescription drugs? (Purpose is to determine if these
examples capture most common prescription drug activity, or do we need additional examples?)
NCES testing goals and probing recommendation:
Probe: what illegal drugs do you know are available (do they expand beyond examples)? What other
illegal drugs have you heard about? (Purpose is to determine if these examples capture most
severe/most common drug activity, or do we need additional examples?)
In early interviews, some respondents expressed confusion with the stem of the question, worded as,
“Is it possible to get ________ at your school?” One student felt there were some ambiguities over
whether the question was asking if students could get drugs and alcohol at school or if adults could
get drugs and alcohol at the school. Another student reported thinking that the question was asking
whether students can get drugs and alcohol from teachers or staff at the school, not from other
students.
As a result of the confusion some respondents displayed in Round 1, in Round 2 the question stem
was changed to: “Is it possible for students to get _____ at your school?” Round 2 results showed
that the new text worked well; no further confusion regarding the intent of the question was reported
by respondents.
Items a-d of this question remained the same in both rounds. Many of the respondents reported some
uncertainty regarding whether drugs were available in the school and, if so, which drugs were
available. Those students explained that while they do not know for sure if they are available, they
think they are available if you know who to ask. In general, respondents were familiar with the drugs
listed in items a through d; one student commented that it covers all the “heavy hitters.” Most
respondents were not aware of any additional prescription drugs that could be illegally obtained.
Those that listed others included Xanax, codeine, and morphine.
A majority of respondents reported that marijuana is the most commonly used drug in their school.
Kids most often refer to marijuana as “weed,’ but it can also be called many different things such as
a “joint” or “blunt,” “tree,” or “kush.” Although respondents were asked about marijuana as a
separate item (b), when probed to list any other drugs not mentioned, many brought up weed.
However, further probing to determine whether they thought of weed and marijuana as different
drugs showed that most (but not all) respondents know that weed and marijuana are the same thing.
One additional drug, ecstasy, was repeatedly mentioned and should be considered for inclusion in
item “d. Other illegal drugs such as cocaine, heroin, or uppers.” Students said ecstasy is also
sometimes called “Molly,” and said they would consider it an upper. Adding ecstasy/Molly as an
additional example in item d may prove useful as it is distinct from the other types of drugs listed,
and it is widely available and increasing in popularity.
Attachment A
Q20: Student Under the Influence
Rounds 1and 2:
During this school year, did you see another student who was under the influence of illegal drugs or alcohol
while they were at school?
NCES testing goals and probing recommendation:
Probe: what made you think the student was under the influence? (Purpose is to determine whether
students can tell who is under the influence. Do they know when it is the result of drugs or alcohol? )
NCES rationale for change:
This item was reworded from 2013 version which asked students if they “knew for sure” about school
drug use. Not appropriate as measure of overall drug use. McDonald suggested focusing on observed
behavior rather than “knowing for sure”.
Students who said “yes” to this question seemed fairly confident of their answer, and to have well
thought-out reasons for their responses. Some said the students themselves just said they were
high/drunk (one offered to sell marijuana to the respondent), they post that they are high/drunk on
Instagram, and/or it’s common knowledge that certain students smoke and/or drink. Most students
talked about being able to smell alcohol or marijuana, mentioned that the person’s eyes were red,
glassy, unfocused and/or bloodshot, and that they were acting differently than they normally do. For
example:
talking strangely, slurring words
leaning, stumbling
not paying attention, abnormal behavior
they were “off” – more laid back than usual
with acid you can tell they’re tripping; they think the walls are talking to them; it
looked like he was seeing something because he was feeling the air
Some students said “no” to the question, but thought they would recognize it if they saw someone
under the influence. One student said he does not know symptoms but still said “no” to the question.
Q22: Bullied This School Year
Round 1/Version 1 (bullied yes/no and type of bullying):
Q22. Now I have some questions about what students do at school that makes you feel bad or is hurtful to you.
We often refer to this as being bullied. You may include events you told me about already. During this school
year, has any student bullied you?
That is, has another student...
(Read each category a-g.)
a.
Made fun of you, called you names, or insulted you, in a hurtful way?
b.
Spread rumors about you or tried to make others dislike you?
c.
Threatened you with harm?
d.
Pushed you, shoved you, tripped you, or spit on you?
e.
Tried to make you do things you did not want to do, for example, give them money or
other things?
f.
Excluded you from activities on purpose?
g.
Destroyed your property on purpose?
NCES testing goals and probing recommendation:
Attachment A
Test this as single question (yes/no –bullied) without sub-items a-g. Probes: Does presenting the original
sub-items (a-g) help remind students of additional instances that fall under bullying, or do they lose
track of the bullying component and report more on non-bullying situations (e.g. friends teasing each other).
Round 1/Version 1 (repetition and power differential components):
Q23a. When you were bullied this school year, did it happen, or were you afraid it would happen, over and
over?
Q23b. When you were bullied this school year, were you ever bullied by someone who had more power or
strength than you? This could be because the person was bigger than you, was more popular, had more money,
or had more power than you in another way.
NCES testing goals and probing recommendation:
We need to determine to what extent these filter questions would reduce the percentage of students
indicating they are bullied on the SCS, and whether the filter questions reduce the percentage of ‘bullied’ to
the extent the additional subquestions to increase the percentage are superfluous. Are they confused by the
follow-ups (new 23a and 23b)? Would they change their answer to question 22 (were they bullied) after
hearing new 23a and 23b? Determine what instances of “bullying” students discount when repetition and
power imbalance are required. Do they object to having these instances not counted as having been
“bullied”?
NCES rationale for change:
These filter questions are designed to align SCS bullying estimates with the CDC definition of bullying.
Round 1 Results:
To maximize the utility of testing, we asked the stem of Q22 as a yes/no question (before reading
questions a-g) and probed the answers, and then read items a-g. The objective was to assess whether
there were any disconnects between the answer to a general yes/no question on bullying and the
specific incidents described in a-g. While we had no instances of students saying “yes” to the general
question and then “no” to all the specific incidents, we found that some students said “no” to the
yes/no question, but “yes” to one or more incidents described in a-g. This made later reading of
Q23a/b awkward because starting with the phrase “When you were bullied…” could contradict the
student if they said “no” to the yes/no question on being bullied. However, this awkwardness could
have been exacerbated by the lab setting and the modification of the question -- treating the stem as
a yes/no, and inviting an explicit “no” response even if some of the items a-g were “yes.” Indeed, in
SCS production interviews, Q22 (without separating the stem as a yes/no) has several follow-up
questions that begin with “When you were bullied…” and these have not been found to be
problematic.
A separate subtle wording issue is that on paper, Q22 and its follow-ups in Q23a/b could be
problematic since Q22 asks about any/all bullying during the school year, and Q23a and Q23b could
be interpreted as more incident-based. In theory, respondents could have difficulty deciding on an
answer to Q23a and/or Q23b if they had experienced multiple conflicts, some of which were
repeated and/or had a power differential, and some of which did not. Among our subjects this
potential problem only came up once, because only one student had in mind multiple bullying
incidents when answering the questions. This case is discussed more below.
Attachment A
In most cases the question series was effective – meaning that the final answers the students gave
mapped on to their own narrative of whether they’d been bullied, and the students’ answers meshed
with the technical definition of bullying. In some cases, it was totally straightforward – the student
had clearly been bullied and they answered “yes” to Q22, at least one item a-g, and to both Q23a and
Q23b. They also clearly described both repetition (e.g. off and on all year) and a power differential
(e.g. there were several of them, they were bigger and stronger). On the other extreme, some
students had not been bullied (according to their own narratives) and they said, “no” to Q22 and to
all items a-g. In other cases the student had not been bullied (again, according to their own account),
and they said “no” to Q22, but “yes” to one or more items in a-g. In these cases, the students said
“no” to Q23a and/or Q23b and when they gave their account of what happened during probing, their
answers to Q23a/b seemed correct. In most cases these students described an isolated incident,
which is why they said “no” to Q23a. But in some cases it was the other way around – the behavior
was ongoing but the student did not feel there was any power differential. For example, in one case a
young student said there is one girl who is friends with her gang of friends who “messes” with her.
She said she’s a “weird girl -- she’ll be nice one day and mean the next, and doesn’t return things
she borrows.” She said the friends they have in common “just laugh” at this behavior, and it doesn’t
bother her because she doesn’t let it get to her. So in these cases the follow-up questions would have
been effective at “downgrading” the report from bullying to not bullying.
In a couple of instances, it was not as clear-cut. One student said, “yes” to the simple yes/no Q22
and described being taunted by three boys in his class. Even though it only happened once he said he
had witnessed these same boys taunting other people and threatening them with, “you’re next.” This
student said “yes” to Q23a (it seems correctly) and “no” to Q23b. While he was outnumbered, he
was physically big and strong, had a martial arts background and said he knew they wouldn’t do
anything. This student, by his own narrative, described the incident as bullying. But because he said
“no” to the power differential question, the incident could be reclassified as not bullying. It is
unclear what the desired outcome for the analyst is in a situation like this. Returning to the case
noted above, one student described two unrelated incidents and said each was a one-time thing, but
she said “yes” to Q23a because there was more than one occurrence of bullying. She said “no” to
Q23b without hesitation, but during probing she clearly described a power differential in one case
(“she was huge – 6’2” – and could definitely overpower me physically”), but in the other case she
said that the other girl did not have more power. She said she was not more popular and that “she
might be thicker than me but that doesn’t mean she’s stronger.” It was not clear why she focused on
the one case where there was a power differential in order to answer Q23b. During probing the
respondent did not describe calling both incidents to mind and noticing the ambiguity in the question
and weighing out what to say; she simply said “yes.” In the end, it seems neither incident should
have been “counted” as bullying because each one was a one-time occurrence and in only one case
there was a power differential. The student, though, conflated all these experiences together when
answering and in her own words she did feel she was bullied.
Round 2 Results:
Round 2/Version 1 (single question with complete definition of bullying)
Q22. Now I have some questions about bullying at school. Bullying happens when one or more students
tease, threaten, spread rumors about, hit, shove or hurt another student. It is not bullying when students of
Attachment A
about the same strength or power argue or fight or tease each other in a friendly way. Bullies are usually
stronger, or have more friends or more money, or some other power over the student being bullied. Usually,
bullying happens over and over, or the student being bullied thinks it might happen over and over.
By this definition, have you been bullied at school, by another student, this school year?
As in Round 1, in most cases the question series seemed to work as intended. Several students said
“no” and nothing in their experience seemed to meet the definition of bullying. In one case, there
was a substantive unpleasant experience but the question still seemed effective. A young student
talked about getting into a conflict with another student while on a field trip, after which the girl
started excluding her from school-based activities. The respondent started ignoring her in return. She
did say there were repeated instances of being excluded, but she described it as going in both
directions, and did not think the girl had more power.
Those who felt, in their own narrative, that they had been bullied said “yes” to the question. In most
of these cases students described typical incidents that would be considered bullying, said that the
behavior had occurred repeatedly over a period of time, or on and off, and there did seem to be a
power differential. For example, one student explained that every day in second quarter he was
shoved/bumped by a star football player who was bigger, older, and more popular. Another student
was very emphatic that defining bullying in the question itself made it very clear him how to
characterize his experience. He described starting at a new school and being made fun of because of
his last name by a group of popular girls. He said if it had only happened once he would not have
said “yes,” chalking it up to “new kid on the block” teasing. But it went on over the course of about
a month. Even though these were a few girls, and he was a physically strong boy, he felt they had
more power over him because he was new to the school and had no established social connections,
while the girls were very popular.
One case was less clear but it may not have been due to question wording. The student said “no,” but
when asked about bullying in the abstract, he said he usually thinks of someone getting "beat up or
verbally abused." He thinks being excluded would count, and talked about how his friends in 7th
grade did that to him a lot. They would "ditch him" or lie about where they were meeting so he
would show up and no one was there. He is friends with those people now, but this happened a lot at
that time. He did not think that group of guys was more powerful than he was, and he did not think
he was being bullied; he said, "Not bullied. Just mistreated." He thinks excluding people could go to
the level of bullying if you make someone feel really bad about it.
While there was no evidence in testing that the question is problematic, it is quite long, and
respondents are likely artificially attentive when being asked the question in a face-to-face lab
setting, compared to a face-to-face CAPI production interview and certainly compared to a CATI
telephone interview. However, it does seem that the clear definition of bullying helps students
decide how to answer the question. One student admitted he wasn’t paying close attention to the full
question but he felt he had been bullied so, in his words, he half-listened for something that would
“disqualify” the incident and when there was none he said “yes” to the final question. He went on to
describe incidents of harassment that were repeated over a few weeks by a group of guys who he felt
had nicer clothes than he did.
Attachment A
Round 2/Version 2A/B/C (single question with follow-ups on nature of bullying)
Q22a. Was any of the bullying verbal – that is, did it involve making fun of you, calling you names, or
spreading rumors about you?
Q22b. Was any of the bullying physical -- that is, did it involve hitting, shoving, tripping, or physically
hurting you in some way, or the threat of hurting you in some way?
Q22c. Was any of the bullying social -- that is, did it involve ignoring you or excluding you from activities on
purpose in order to hurt you?
There was no evidence of problems with these follow-up questions. All subjects said “yes” to one or
more of these to describe the nature of the bullying reported in Q22, and said the three categories
(verbal, social and physical) covered the main types of bullying. One student at first offered
“emotional” as a type of bullying that was missing but then decided this was more an effect of
bullying than a type of bullying, and that it was already subsumed under the other categories.
Subjects also felt the examples for each of the three categories were thorough and adequate and
meshed with their experiences. In terms of sequence, only three different orders were tested, with
only three respondents each, but there was no evidence of any order effects.
Results from both Rounds 1 and 2:
In both rounds, students were probed in the abstract about whether repetition and/or a power
differential was a necessary component of bullying, and they were far from unanimous. Some felt
that a one-time incident could constitute bullying, but many felt repetition was a necessary
component. However, many who felt repetition was a necessary component also allowed for
exceptions, for example if it was a “major event” or if the behavior was done in a “mean way.” A
few students noted that they were taught in school that repetition is a necessary component of
bullying.
Regarding the power differential, some felt it was a necessary component but most thought it was
not “required” – that two students with about the same power could bully each other – and that what
matters is how they act. In most cases, however, students said there usually is a power differential in
a bullying situation. The definition of power itself, however, seemed somewhat elusive. For
example, students noted:
sometimes bullies have less power, if they are jealous of someone else’s happier life
an explicit power differential isn’t necessary – everyone has a weak spot and anyone can
then take advantage of it regardless of power
even if the bully was not stronger, the way they talk – their tone – might make people think
they’re stronger or more powerful
two kids with the same power could bully each other if they have something to be jealous
of
opinions and rumors that are hard to defend against can be a show of power
sexual power/dominance/reputation was very important in bullying because people are
self-conscious about their reputation and it can be an emotional topic
In one case, a student did not agree with the characteristics of power mentioned in the question and
Attachment A
said money is not an advantage or an aspect of power. Other students offered additional definitions
of power: having a boyfriend/girlfriend who was popular, being part of an athletic team or academic
activity that is very popular, being known to staff because of it, and having cooler clothes (not
necessary more expensive – just cooler), and being good looking. Another thought that being
popular didn’t necessarily mean the same thing as having more friends.
Respondents were also probed in general about how they would define bullying. Most generally
agreed with the way bullying was defined in the question but, as expected, some said it wasn’t
always black and white. One main theme mentioned by several students was that it depends on the
impact and how the person takes it. If they take offense it’s bullying; if they laugh or brush it off,
it’s not bullying. Some also noted it depends on whether you stand up to the bully. Another said it’s
difficult to determine; sometimes you could be laughing because you’re playing around, or
sometimes a bully could be laughing to be mean. Another student said that all the items in Q22 and
a-g (in Round 1) and Q22a/b/c (in Round 2) could be bullying if they’re not done as a joke.
In terms of the kinds of incidents that would “count” as bullying, for the most part all the subjects
agreed that the examples provided in the questions mapped on to their own definitions. Some offered
additional terms that came to mind but none suggested these were necessary criteria to trigger a
report of bullying:
peer pressure
harming their reputation
hazing, taunting, jonesing, irritating, harassing, messing with
baiting someone to get into a fight
getting in someone’s face
talking behind people’s backs
put-downs
blackmail
In passing during probing, students volunteered explanations of why people bully. One student who
described herself as better in class said kids will mess with her to feel better about themselves. They
feel sad about something and try to deflect this on to other people. Another said it’s often about
intelligence; kids who aren’t smart or talented in school bully others. Another student said a
guidance counselor told them that a bully is trying to feel stronger or acting out because they’re
trying to get help. One student said that a bully might not get attention at home or might be abused at
home so they take that out on other people.
Q24: Frequency of Being Bullied
Rounds 1 and 2:
During this school year, how often were you bullied?
Once or twice this school year
Once or twice a month
Once or twice a week, or
Almost every day
Don’t know
Attachment A
NCES testing goals and probing recommendation:
Do students understand this includes all bullying incidents?
NCES rationale for change:
Change in wording from original question, based on FR feedback that students are sometimes confused as to
whether previous wording referred to each way they were bullied, or overall bullying episodes.
There was little evidence that respondents had difficulty with this question. They provided typical
answers like “continuously” or “every day at lunch.” We had little opportunity to explore any
confusion about which/any bullying the question refers to because only a few students talked about
multiple different episodes of bullying during the school year. One student experienced name calling
and cyberbullying almost every day, but answered “once or twice this school year” because she
considered it one bullying incident that dragged out over several weeks. This student reported that
she had been bullied in other ways this school year (anonymous bullying on a different website, a
more minor issue with a different girl) but did not answer regarding those incidents because they
didn’t upset her as much. In one case, a student had experienced one specific incident (having her
books pushed off a table and being punched) that was isolated, and she talked about a separate
ongoing episode involving a different person calling her names. The name-calling had started in the
previous school year, and though it still happens sometimes, she doesn’t consider it bullying because
it doesn’t bother her anymore. So she focused on the one incident with her books. In the other case,
discussed above, the student had experienced two separate one-time incidents and answered “once or
twice.” In sum we did not have enough cases where students had the kind of experience to truly
evaluate this issue.
Q25: Location of Being Bullied
Rounds 1 and 2:
Still thinking about all of the times that you were bullied, where did the bullying occur? Did it
occur …
In a classroom at school?
In a hallway or stairwell at school?
In a bathroom or locker room at school?
In a cafeteria or lunchroom at school?
Somewhere else inside the school building? – Specify
Outside on school grounds?
On the way to or from school such as on a school bus or at a bus stop?
Online or by text?
NCES testing goals and probing recommendation:
Are there additional incidents of bullying they would have included in 22 if they had thought about electronic
bullying? Are they including incidents in online/text bullying that are school related in some way (perpetrated
by classmates, bullying incident that started in school and continued online)?
NCES rationale for change:
“At school” was added to subitems to align with other parts of survey that include to/from school as part of
“at school.” Final subitem is trial item (see 21a); changes in school policy on use of electronics needs to be
accommodated into categories of bullying.
Very few of the students we talked to had experienced any kind of cyber-bullying. One student
mentioned being cyberbullied by someone anonymously, which raises questions about how students
Attachment A
can evaluate whether there is a power differential if they don’t know who the bully is. In her case,
the anonymous incident did not impact her very much, and when she answered the bullying
questions she was more focused on an event with a student she knew that upset her more. In two
cases, the students had been cyber-bullied by people they did not know. In one case the student
thought of the incident at Q22 and reported it there, even though the person doing the bullying was a
friend of a friend’s ex-girlfriend who she never met and did not go her school. This same student,
though, had also been cyber-bullied in a separate, unrelated incident that did involve a classmate.
But in probing she said she thought of both incidents together at Q22 and when asked this question.
Another student had been cyber-bullied on Instagram, but it was a “random person” who she didn’t
even know who had made racial comments toward her. She considered this bullying because it was
about race, but she did not think of this incident at Q22 because the person was not connected to her
school. This would be an example of a desired response process – for the question to prompt
respondents to consider all “eligible” incidents and then make a judgment on whether the incident
met the criteria for reporting. Another student thought of an incident that happened to her on twitter
and answered “yes” to Q22 but it only happened once so she said “no” at Q23a. So she did count
the cyber-bullying at the general question on bullying, but it just didn’t “qualify” in the end.
Among those who had not experienced any cyber-bullying, when probed in the abstract they were
quite mixed about whether would have reported it earlier at Q22 if it had happened – some saying
yes absolutely and that it made no difference where it happened, and some saying simply that they
were only thinking of in-person bullying at Q22. Some said it wasn’t really relevant because they
don’t use social media, and only text with their close friends. One student noted they’d done “tons of
lessons” on this in school so he did think of cyber-bullying at Q22, but it didn’t apply to him. In the
end, we found the evidence on this rather mixed and difficult to assess. The few students who did
have actual cyber-bullying incidents happen to them all thought of those incidents at Q22. Some of
those incidents in the end were discounted, but for legitimate reasons (e.g. the person doing the
cyber-bullying was a stranger and not school-related, or the incident was not repeated). But another
student was cyber-bullied by a person she did not know and was only very indirectly related to
school (a classmate’s boyfriend’s ex-girlfriend) but she still reported it at Q22. It seems possible –
even likely -- that the students who said they were only thinking of in-person bullying at Q22 would
have answered differently if they had actually experienced cyber-bullying. Indeed that was the case
for the few students who said they had experienced any kind of online bullying. However, we simply
did not talk to enough subjects to be confident about this.
With regard to the cyber-bullying moving to/from online, home and school, we again had to probe
mostly in hypothetical terms and students were also very mixed. Comments included:
it would depend on the subject and whether it had to do with school or not. She made a
distinction over whether it was about “school issues” (getting bad grades) versus
“personal” (criticizing ones clothes).
if it starts at school, it would be related to school even though it happens online
even if the bullying doesn’t happen at school, it would be related to school because they
see you at school, so what they’re saying must have something to do with what you’re
doing at school
she’d consider it school-related because it wouldn’t have started if something didn’t
happen at school
Attachment A
at school you don’t have control over your environment the way you do at home. At home
you can limit where you go, the people you text, the programs you use, etc. But you have
to go to school
she saw students as members of the school community, so if they bully each other online
outside of school it’s still related to the school
he said bullying affects one’s education so it is the school’s business.
often cyber-bullying is anonymous, but he thought he could/would tell a teacher about it if
it involved a classmate.
cyber-bullying would had to have happened in the building; she wouldn’t count it if it
happened outside school
cyber-bullying that happens ONLY outside of school is not school-related, even if it
involves classmates.
video games are where people get nasty but he wouldn’t consider it related to school
bullying because it’s strangers doing it.
there is a link between school and online, such as teachers who are “secret agents” – they
make up an online profile on Facebook so they can monitor cyber-bullying and cheating
Unrelated to cyber-bullying, students commented on the location of bullying. One student said that
older kids “call” seats on the bus, and younger kids can’t really sit there. The student didn’t consider
this bullying because this is a blanket rule, not personal to any particular kid. Another student noted
that some of the worst bullying happens on the bus because no one is patrolling. Regarding places
not mentioned in the questions, one student said a lot of bullying takes place at the gym. Another
noted the auditorium and lobby.
One final note: this question does not specify “in this school year” while most other questions do.
Q27: Effects of Bullying
Round 1:
This school year, how much has bullying affected:
Round 2:
This school year, how much has bullying had a negative effect on:
(READ RESPONSES FOR EACH)
a.
Your school work
b.
Your relationships with friends
c.
Your physical health (for example, caused injuries, gave you headaches or stomach aches)
d.
How you feel about yourself
Not at all
Not very much
Somewhat
A lot
NCES testing goals and probing recommendation:
Use last sub-item (e) to probe: Has bullying affected you in other ways? How? To what extent? (Purpose is
To determine if this question captures the most serious/common effects of bullying). May not need last item
On final survey.
NCES rationale for change:
Attachment A
Question about purely physical effect of bullying has been expanded based on current research on impacts
of bullying (Ybarra, Espelage, Mitchell, in progress; Beran et al 2012; National Children’s Medical Center
Clinic for Health Problems Related to Bullying, Checklist for Pediatricians from website accessed
9/3/2013).
In Round 1, some students noted that bullying had a silver lining by firming up relationships with
friends (e.g. by helping them realize they had each other’s backs). One student said the experience of
being bullied helped him by making him think about how he would get out of bullying. Another said
he was bullied in kindergarten but it helped him because he learned to ignore bullies. And another
said it made her more sensitive and prompted her to examine her own actions to make sure she
wasn’t offending others. For these reasons we recommended changing the stem of the question
slightly to “This school year, how much has bullying had a negative effect on…” for Round 2. After
this change was implemented, no more reports of the silver lining effects of bullying were reported.
Several students noted negative effects – some already covered in the question. One said it makes
him scared to get up and give presentations at school now, and some mentioned feeling worthless
and having low self-esteem. Others reported negative effects on their emotional well-being that were
not already captured by the question. One student said the bullying (which was so extensive and
severe that she changed schools) led to depression and inclinations toward self-harm. Another
student said the bullying made her stop eating, but during probing she thought she should have
included this under physical effects (although she did not report any physical effects). Another said
it made her start eating a lot because eating made her feel better. One student said the bullying made
her cry a lot until she decided not to let it bother her. And some students said bullying could make
kids not want to go to school, or to change schools.
Several students talked about bullying having a negative effect on relationships with other people in
addition to friends. Several students said it affected their relationships with family members. One
said he doesn’t feel he can talk to them and feels down about this. Another said she feels it distanced
her from her sister. Other students talked about how bullying affected relationships with co-workers;
one said it ruined those relationships. And some said the question would be better if it asked about
effects on “relationships with other people.” That would be more inclusive, because bullying affects
popularity in general and relationships with different types of people like family members and coworkers.
Other students noted what might be considered “spill-over” effects by being associated in any way
with a bullying incident, even if they were only indirectly involved (e.g. by sticking up for their
friends, or a smaller kid). They worried about “getting dragged into it” or “getting in trouble at
school” by association.
Q28: Hate crimes
Rounds 1 and 2:
When you were bullied in school this year, did you ever think it was related to ...
a.
Your race?
b.
Your religion?
c.
Your ethnic background or national origin - for example, people of Hispanic origin?
d.
Any disability – such as physical, mental, or developmental disabilities - you may have?
Attachment A
e.
f.
g.
h.
i.
Your gender?
Round 1: Your sexual orientation - by this we mean homosexual, bisexual, or heterosexual?
Round 2: Your sexual orientation - by this we mean gay/lesbian, bisexual, or heterosexual/straight?
Your physical appearance?
Some other reason?
NCES testing goals and probing recommendation:
For entire series: to evaluate change in “don’t know” category, note whether students are hesitant or asking for
clarification in responding to each item. (These ask if students “think” bullying was related to these categories,
so “don’t know” should not be needed.). For item f: need to determine if this vocabulary (homosexual,
heterosexual) is well understood, particularly by younger students. Test alternate version: “Your sexual
orientation – by this we mean gay, straight, or bisexual?” Are both versions understood equally well by
students? For item h probe: what other reasons? (Need to determine whether we are missing significant
category, or whether one of the other items needs clarification so students understand what to include there.)
NCES rationale for change:
Created in response to commitment of ED to collect information on bullying in LGBT and other
vulnerable populations (pp 22-23).
Only a few students we talked to thought any of the school-related bullying was related to any of
these categories. For instance, one student said kids would make fun of his eyes and call him
“yellow” and he did not hesitate to answer “yes” to Q28a. Other students mentioned being bullied
for their appearance, their gender, their religion, and “some other reason.” The other reason was
“because of who I am.” In this case, the student thought that having lots of friends and being wellliked made her a target for bullying. Otherwise, when probed in the hypothetical, students were
entirely mixed. Some said they’d want to be sure there was a connection with these categories and
the bullying before saying “yes” because they wouldn’t want to be wrong. Some were more
emphatic, saying you’d have to be 100% sure and that you’d have to give a certain “straight yes or a
straight no” -- you should not just be guessing. But many students thought it would be ok to say
“yes” even if they weren’t certain; it could just be an impression but it was ok to say “yes.” Some
other students said it was the perception of the people involved that was most important.
Regarding item f, by far the most common terms students used were “gay” and “straight.” Most all
students said the terms were equivalent/interchangeable and they understood all of them, but some
students thought other students may have trouble with the terms homosexual, heterosexual and
bisexual. On the other hand, some of the older kids offered an opinion that in an official context,
terms like “homosexual” and “heterosexual” might be more appropriate but they had no trouble
understanding any of the terms. The one exception was the term “heterosexual.” Of all the terms,
this was the only one where some kids (across the age range) said they weren’t very familiar with
the term and questioned what it meant. One student said “gay” to him refers only to men, and that
“gay or lesbian” would cover both men and women. One other note is that in a production setting it
may not be clear to interviewers how to “read” a slash embedded in the question text. Given this,
and the findings on the most commonly-recognized terms, we would recommend wording this
response category as “…by this we mean gay, lesbian, bisexual or straight.”
Regarding item h, no students mentioned any additional categories per se, but one student said that
people might be bullied based indirectly on these characteristics – e.g. having a gay parent, or a
sibling who was disabled.
Attachment A
Attachment A
Q29a/b/c: Cyber-bullying
Rounds 1 and 2:
29a. We know that not all bullying happens in a specific place at school. Bullying can happen anywhere by
electronic means, such as online or by text. You may include events you told me about already. During this
school year, have you been bullied online or by text?
29b. When you were bullied electronically this school year, did it happen, or were you afraid it would
happen, over and over?
29c. When you were bullied electronically this school year, were you ever bullied by someone who had more
power or strength than you? This could be because the person was bigger than you, was more popular, had
more money, or had more power than you in another way.
NCES testing goals and probing recommendation:
29a: Essential question is whether cyber-bullying that is part of school bullying is included in answers on 22 – or
do we need this separate question? Do they see this question only as a repetition of 22, or are they bringing up
other instances? If they did not indicate they were bullied in 22 and never got question Q25 (on where bullied),
would they have changed their answer about being bullied “at school” if they thought about online/text bullying
by classmates as school related? Or, does this confuse students who think if they never use their devices at school
the electronic bullying can’t be “at school”. Compare to item 25. If they said “yes” on 25 and “no” on 29a: You
did say you were bullied online or by text at school (25). How was that different from this question? If they said
“yes” on both: Are there examples you included here (29a) that you did not include in school bullying online or
by text (25)? If yes, how was the bullying incident different? If they said “no” on 22 or 25, and “yes” on 29a:
You did not say you were bullied (or bullied online or by text) at school. When you say you were bullied
electronically on this question, was it related to something that happened at school? Did you know if classmates
were involved in the electronic bullying? Probe: Are the follow-up questions clear? Did you know who was
responsible for the electronic bullying (29c) (i.e. can they determine power imbalance)? Would they change their
original answer to 29a (bullied electronically) after hearing 29b and 29c? Determine what instances of “electronic
bullying” students discount when repetition and power imbalance are required.
NCES rationale for change:
29a: Part of change to align with CDC definition: electronic bullying is seen as a means, not a separate type of
bullying. With definitional alignment comes need to differentiate electronic bullying that is under school
purview from that which is not. Cog Lab in 2012 indicated incidents merge – start in person, continue online,
and vice versa. Sub-items deleted based on cog lab testing in July 2012 indicating that students do not
differentiate between types of electronic communication, nor do they restrict a conversation thread to one
mode. 29b/c: These filter questions are designed to align SCS bullying estimates with the CDC definition of
bullying.
For the most part many of the issues with this question were covered in Q22 and/or Q25. Four
factors specific to cyber-bullying that muddied the waters were whether the person doing the
bullying was (1) anonymous or named; (2) if named, whether the student knew them personally or
only by association with other friends (in-person or online friends); (3) whether the person went to
their school; and (4) where the cyber-messages were retrieved (e.g. on Facebook at home, text at
school, etc.). Very few students had actually experienced cyber-bullying so most of these issues had
to be explored through probing about hypothetical incidents. Students talked about cyber-bullying
by “trolls” and one student who was bullied anonymously said she would not think to report this on
a survey like this because she had no idea who the person was or whether the incident was at all
school-related. But in another case, the respondent did report a cyber-bullying incident even though
she did not know the person. She did, however, know who the person was, that she did not go to the
same school, and that she was indirectly connected through a friend’s boyfriend.
Attachment A
During probing about hypothetical cyber-bullying, students again were very mixed about these
issues. Some said they would count an incident as cyber-bullying even if the person went to another
school and they got a text while at home. Another said the student doing the bullying would have to
go to her school for it to count. If they go to a different school, you can just avoid them, but if they
go to your school you can’t – you have to go to school. Another student said he would still consider
an incident school-based even if he got a text while at home.
Regarding repetition and a power differential, students mostly echoed the same comments they had
made in Q22. In the case of cyber-bullying, though, the power differential can be difficult to assess
since sometimes the person being bullied doesn’t even know the person doing the bullying. And
students pointed out that the concept of repetition takes on a somewhat different meaning because
once something is posted online people can look at it over and over. Another aspect specific to
cyber-bullying is the social network. One student said she blocked a girl who cyber-bullied her so
that she couldn’t do it again, but she doesn’t know how many connections the girl who did it has and
whether those people can still see the post.
In sum, collating findings across Q22, Q25 and Q29, results simply were not conclusive. While
some students said that they were not thinking of cyber-bullying at Q22 in the abstract, the few
students who actually were victims of cyber-bullying all reported being bullied at Q22 – even if the
student doing the bullying did not go to their school. In one instance, Q22 made the respondent think
of an incident of cyber-bullying she had experienced, but she did not say “yes” to Q22 because the
source was anonymous.
One outstanding question is: would all students who were cyber-bullied report it at Q22 or is
something like Q29 necessary to prevent under-reporting? One way to address this would be to
recruit more students who actually were victims of cyber-bullying and conduct more qualitative
interviews. The objective would be to compare answers from students who had real-life experience
being cyber-bullied to the answers of the students from this testing who were not victims but simply
offering their thoughts on hypothetical incidents. Another avenue for assessing the risk of underreported cyber-bullying would be to include Q29 in the field and examine prevalence. However,
based on these findings, it seems evident that some instances of cyber-bullying reports could be
false-positives if students report incidents by people they don’t even know and/or who don’t go to
their school. Therefore, for testing purposes, a “yes” to Q29 could include a follow up question to
determine how the respondent knows the person doing the bullying (if they know them at all).
Regarding where the cyber-bullying is noticed, we had very few cases to go on, but found no
evidence that students would discount school-related cyber-bullying just because they may get the
message while not physically on school grounds.
Q30: Hate crimes
Rounds 1 and 2:
During this school year, has anyone called you an insulting or bad name at school having to do with your
race,
religion, ethnic background or national origin, disability, gender, or sexual orientation? We call these haterelated
words.
Attachment A
NCES testing goals and probing recommendation:
Probe: If responses on 28 and 30 are different (yes in one place, no in the other) ask “When is being called a
hate-related word different than being bullied?” If responses on both 19a and 21a are yes determine if these
are the same incidents. Ask: Was this always related to the times you said you were bullied?
NCES rationale for change:
These questions about hate-related words are mostly unchanged. However, probe is requested because
language about these protected categories now appears under bullying (28) which may seem repetitive or
confusing.
Very few of our subjects reported being victims of hate crimes, but among those who had, all but
one had said “yes” to Q22 and “yes” to one or more category at Q30. The case of a discrepancy was
a girl who had said “no” to Q22 and “yes” here to gender. But she explained that she said “yes” to
Q30 because some of her guy friends called her a bitch once, when she was in an especially bad
mood. She realized, though, that they were just joking and not trying to be mean; for her the
difference was in the intent and that is why she didn’t report it at Q22.
For most students this question did not apply but when asked hypothetically, students said they
would report a hate crime as bullying. They said someone is still putting you down, and that haterelated words are harmful and mean. Another student said although it isn’t physical, hate crimes can
cause people (especially those who are less “emotionally sound”) to be upset and question
themselves.
Q35a/b/c: Avoidance vs Fear
Rounds 1 and 2:
How often are you afraid that someone will attack or harm you in the school building or on school property?
How often are you afraid that someone will attack or harm you on a school bus or on the way to and from
school?
Besides the times you are in the school building, on school property, on a school bus, or going to or from
school, how often are you afraid that someone will attack or harm you?
NCES testing goals and probing recommendation:
Are there indications that students still feel they have answered the fear questions by answering the
previous avoidance questions?
NCES rationale for change:
The question is unchanged. The introduction to the question attempts to clarify difference between these
questions (fear) and previous questions (avoidance). Based on FR feedback indicating students are
frustrated by seeming repetition.
Students were quite mixed in their impressions of whether this question was different from or just
repeating Q33/34. Those who felt they were different questions said things like:
you can be afraid of something but still not avoid it
one might not be able to avoid a place but they’re still afraid
you can be worried about a certain place but it doesn’t prevent you from going there
fear can lead to avoidance
being afraid is having second thoughts, while avoiding is succumbing to that fear
Attachment A
there are different levels of how scared you are, and avoidance is at the top level
they are related but could have two completely different answers
But some students said both questions are asking about the same concepts and use similar words.
These students said thing like:
if you’re avoiding something, it means you’re afraid of it (though she agreed that one can
be afraid of something and not avoid it)
if you’re not afraid of someplace you won’t avoid it
if you’re afraid of something then you’re avoiding it
the fear question is asking if you avoid places because people attack you
if you’re afraid of someone harming you, you make an excuse not to go to activities
the fear questions gets at avoiding too
IV.
SUMMARY
It seems that both versions of the bullying questions were fairly effective. In Round 1, several
students said “no” to the simple yes/no bullying question but then said “yes” to one or more of the
incidents listed in a-g, and went on to say “yes” to both repetition and a power differential, and
indeed their description of the incident did seem to constitute bullying. This suggests that the stem of
Q22:
Now I have some questions about what students do at school that makes you feel bad or is hurtful to you. We
often refer to this as being bullied. You may include events you told me about already. During this school year,
has any student bullied you?
would be inadequate to capture bullying, but that including the follow-up items a-g would capture
incidents that could constitute bullying (even if the student would say “no” to just the yes/no
question). Evidence further suggests that Q23a and Q23b could serve to reclassify the event as not
bullying if the student did not feel that both repetition and a power differential were part of the
incident. In other words, there was no strong evidence that students misunderstood any of these
questions per se, and there was evidence that as a group they serve to capture bullying by casting a
wide net, and then allowing the analyst to “downgrade” the incident if both repetition and a power
differential were not present.
The caveat to these results is in the one case noted where the student experienced two isolated
incidents and conflated them. In this case, the problem resulted in an over-report of bullying because
neither incident had been repeated. Our subject pool simply did not provide enough cases to truly
explore how respondents would negotiate the disconnect between Q22 and items a-g asking about
any/all bullying and Q23a/b asking if there was repetition or a power differential component to ANY
of those incidents. It is possible that this disconnect could manifest in reporting problems –
respondents could either conflate multiple incidents into one, or they could have trouble deciding
which incident to think about in answering Q23a/b if the answers are different for different episodes.
What is unknown is the prevalence of multiple, completely separate bullying episodes, the
heterogeneity of those experiences, and the extent to which the final measure of bullying could be
affected.
Attachment A
The Round 2 testing demonstrated that clearly defining bullying in the question was effective from a
comprehension standpoint. However, it simply cannot be assessed whether students will be as
attentive in a production setting as they were in the cognitive lab, and it is always a risk with longer
questions like this that interviewers will not read the entire text. If, for example, only the first part of
the question was read before interviewers got cut off:
Now I have some questions about bullying at school. Bullying happens when one or more students tease,
threaten, spread rumors about, hit, shove or hurt another student. It is not bullying when…
the question would essentially revert to an abbreviated version of Round 1 Q22 and a-g, but without
the benefit of Q23a/b to allow the incident to be reclassified as not bullying. On the other hand,
previous research suggests that students have their own sense of whether they’ve been bullied and
use their own definition regardless of definitions in the question text.
In sum, both question versions seem fairly effective but both have issues that could potentially have
an impact on the final estimates. For the Round 1 questions, there is the possibility that respondents
who experienced multiple but separate incidents would conflate the two, and/or choose the “wrong”
incident when answering Q23a/b. That is, if one incident really did constitute bullying (according to
CDC definitions), and the other didn’t, the student may report on the non-bullying incident. For
Round 2, it is possible that due to the length of the question, a non-trivial percentage of respondents
would not be presented with the full stimuli included in the question, and that that lack of stimuli
would result in over-reporting. Neither of these scenarios seems likely to have a major impact, but it
makes the questions ideal candidates to explore in a split-ballot field test, such as:
Version A
Q22. Now I have some questions about what students do at school that makes you feel bad or is hurtful to you. We
often refer to this as being bullied. You may include events you told me about already. During this school year, has any
student bullied you? That is, has another student...
(Read each category a-g.)
a. Made fun of you, called you names, or insulted you, in a hurtful way?
b. Spread rumors about you or tried to make others dislike you?
c. Threatened you with harm?
d. Pushed you, shoved you, tripped you, or spit on you?
e. Tried to make you do things you did not want to do, for example, give them money or
other things?
f. Excluded you from activities on purpose?
g. Destroyed your property on purpose?
Q23a. When you were bullied this school year, did it happen, or were you afraid it would happen, over and
over?
Q23b. When you were bullied this school year, were you ever bullied by someone who had more power or strength than
you? This could be because the person was bigger than you, was more popular, had more money, or had more power
than you in another way.
Version B
Q22. Now I have some questions about bullying at school. Bullying happens when one or more students tease,
threaten, spread rumors about, hit, shove or hurt another student. It is not bullying when students of about the same
strength or power argue or fight or tease each other in a friendly way. Bullies are usually stronger, or have more
friends or more money, or some other power over the student being bullied. Usually, bullying happens over and over,
Attachment A
or the student being bullied thinks it might happen over and over.
By this definition, have you been bullied at school, by another student, this school year?
Q22a. Was any of the bullying verbal – that is, did it involve making fun of you, calling you names, or
spreading rumors about you?
Q22b. Was any of the bullying physical -- that is, did it involve hitting, shoving, tripping, or physically
hurting you in some way, or the threat of hurting you in some way?
Q22c. Was any of the bullying social -- that is, did it involve ignoring you or excluding you from activities on purpose in
order to hurt you?
[NOTE: Q22a-Q22c were tested in different sequences; there was no evidence that any particular order resulted in
different response patterns.]
Behavior coding (and/or systematic live monitoring) could be done, focusing on the extent to which
the Round 2 version of the questions (and Round 1 for that matter) are being read as worded, and
whether interviewers cut short the reading, or respondents interrupt, or both. For the Round 2
version in particular, interviewer training could stress that the full question should be read, even if
the respondent interrupts. That is, interviewers should be instructed to pick up where they left off if
they get interrupted. For both versions, respondent debriefing questions could be built into the
questionnaires to follow up any positive reports of bullying with targeted open-ended questions
asking the respondent to describe the nature of the incident, and specifically the repetition and power
differential aspects.
Attachment A
Appendix A: SCS Cognitive Testing Questionnaire and Protocol
Round 1 (December 18, 2013)
ASK OF ALL PEOPLE AGES 12-18
FORM
SCS-1R(draft)
U.S. Census Bureau
ACTING AS COLLECTING AGENCY FOR
THE
BUREAU OF JUSTICE STATISTICS
U.S. DEPARTMENT OF JUSTICE
NCVS – SCS 2015
QUESTIONNAIRE + TESTING PROTOCOL
(NOVEMBER 2013)
SCHOOL CRIME SUPPLEMENT
TO THE NATIONAL CRIME
VICTIMIZATION SURVEY
2015
Control number
PSU
Segment/Suffix
Sample Designation/Suffix
Serial/Suffx
U.S. DEPARTMENT OF
Economics and Statistics Administration
HH No.
Spinoff
Indicator
QUESTIONNAIRE
A. FR Code
B. Respondent
Line No.
001
002
Age
Name
003
FIELD REPRESENTATIVE - Complete an SCS-1 form for all
NCVS interviewed people ages 12-18. Do NOT complete an
SCS-1 form for Type Z noninterview people or for people in
Type A noninterview households.
C. Type of SCS Interview
004
1
2
3
4
5
Personal - Self
Telephone – Self
Personal - Proxy
Telephone - Proxy
Noninterview – SKIP to ITEM D
D. Reason for SCS noninterview
005
2 Refused
} SKIP to END
3 Not available
} SKIP to END
4 NCVS completed in a
Language other than } SKIP to END
English or Spanish
Attachment A
INTRO 1 -
Now, I would like to ask some questions about your experiences at school. We estimate the survey will
take about 10 minutes. The law authorizes the collection of this data and requires us to keep all
information about you and your household strictly confidential.
E. SCREEN QUESTIONS FOR SUPPLEMENT
1a.
Did you attend school at any time this school year?
006
1 Yes
2 No - SKIP to END
092
1 Yes
2 No - SKIP to 1d
007
1 Yes - SKIP to END
2 No
1b.
During that time, were you ever home-schooled?
That is, did you receive ANY of that schooling at
home, rather than in a public or private school?
1c.
Was all of your schooling this school year home
schooling?
1d.
How many different schools have you attended
this school year? [if student said “yes” to 1b add:
Include your homeschooling as one school]
1 one school
2 two schools
3 three or more schools
Check item: if student was not homeschooled (1b = “no”) continue with 2b. If student was partially homeschooled, continue
with 2a.
PROBE (1d):
Can you tell me why you gave that answer [to the question: How many different schools
have you attended this school year]?
What school/schools were you thinking of?
What time period were you thinking of when I asked how many different schools you’ve
attended?
What do you think we mean by “different schools”? What kind of change do you think would
count as going from one school to a different school?
[if answer was 2+ different schools] Can you talk me through the changes in schools? [if
needed, ask probes below]
o What school were you in at the start of the school year?
o When did you change schools?
o To what school?
o Why did you change?
o Did you make any other changes during the school year? [when was that change, etc.]
Attachment A
2a.
During the time you were home-schooled this
school year, what grade would you have been in if
you were in a public or private school?
0 Fifth or under - SKIP to END
093
1
2
3
4
5
6
7
8
Sixth
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth
Other - Specify
Skip
to 3
9 College/GED/Post-graduate/ Other
noneligible – END
2b.
What grade are you in?
0 Fifth or under - SKIP to END
1 Sixth
2 Seventh
3 Eighth
4 Ninth
5 Tenth
6 Eleventh
7 Twelfth
8 Other - Specify
008
9 College/GED/Post-graduate/ Other
noneligible - SKIP to END
FIELD REPRESENTATIVE - Read introduction only if any of the boxes 1-8 are marked in item 2a.
INTRO 2 - The following questions pertain only to your attendance at a public or private school and not to being homeschooled.
3.
In what month did your current school year begin?
009
1 August
2 September
3 Other – Specify______
F. ENVIRONMENTAL QUESTIONS
4a.
What is the complete name of your school?
4b.
In what city, county, and state is your school
located?
012
013
014
015
School Name
City
County
State
Attachment A
5a.
5b.
Is your school public or private?
016
Is this the regular school that most of the students in
your neighborhood attend?
017
1 Public - ASK 5b
2 Private - SKIP to 5c add post-survey assigned
school type: public/public charter/private catholic/
private other religious/private non-sectarian
1 Yes } SKIP to 6
2 No } SKIP to 6
5c.
Is your school affiliated with a religion?
1 Yes
2 No
3 Don’t know
018
6.
What grades are taught in your school?
Pre-K or Kindergarten
7.
00
01
02
03
04
05
06
07
08
09
10
11
12
13
20
30
Grades:
020
(lowest) TO
021
How do you get to school most of the time this
school year?
022
FIELD REPRESENTATIVE - If multiple modes are used,
code the mode in which the student spends the most
time.
8.
(highest)
H.S. Senior
Post-graduate
All ungraded
All Special Education
How do you get home from school most of the time
this school year?
FIELD REPRESENTATIVE - If multiple modes are used,
code the mode in which the student spends the most
time.
If the student volunteers that he or she does not go directly home
after school, record the mode that the student uses to
get to his or her first destination after school.
024
1 Walk
2 School bus
3 Public bus, subway,
train
4 Car
5 Bicycle, motorbike, or motorcycle
6 Some other way Specify
1 Walk
2 School bus
3 Public bus, subway, train
4 Car
5 Bicycle, motorbike, or motorcycle
6
Some other way –
Specify_____________
Attachment A
9.
During this school year, have you participated in any
of the following activities sponsored by your school:
Yes
No
120
1
2
121
1
2
122
1
2
123
1
2
124
1
2
125
f. [IF GRADES 6, 7, or 8 ASK] Volunteer or community
service clubs sponsored by your school, for
example, Peer Mediators, Ecology Club, or Recycling
Club?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or
community service clubs sponsored by your school,
for example, Peer Mediators, Ecology Club, Key
Club, or Interact? Do not include community service
hours required for graduation.
126
g. Other school clubs or school activities?
1
2
a.
Athletic teams at school?
b.
c.
Spirit groups, for example, Cheerleading, Dance
Team, or Pep Club?
Performing arts, for example, Band, Choir,
Orchestra, or Drama?
d. Academic clubs, for example, Debate Team, Honor
Society, Spanish Club, or Math Club?
e.
Student government?
1
Specify
2
Attachment A
10. The next questions are about security measures that
some schools take.
Does your school have:
Yes
028
1
Don’t know School does not
have lockers
2
3
029
1
2
3
030
1
2
3
031
1
2
3
032
1
2
3
033
1
2
3
094
1
2
3
095
1
2
3
096
1
2
3
a.
Security guards or assigned police officers?
b. Other adults supervising the hallway, such as
teachers, administrators, or parent volunteers?
c.
Metal detectors, including wands?
d. Locked entrance or exit doors during the day?
e.
A requirement that visitors sign in and wear visitor
badges or stickers?
f.
Locker checks?
g. A requirement that students wear badges or
picture identification?
h. One or more security cameras to monitor
the school?
i.
No
4
A code of student conduct, that is, a set of
written rules or guidelines that the school
provides you?
PROBE (10a,b,e):
Who did you think of when I asked about “security guards or assigned police officers”?
[if students thought of teachers/administrators/parents AS security guards in response
category a because they acted in that role, probe for other wording that would help
clarify/distinguish response categories a and b]
Who did you think of when I asked about “other adults” supervising the hallway?
What did you think of when I asked about “a requirement that visitors sign in and wear
visitor badges or stickers”?
Do you know what the school rules are for when adult visitors come to your school?
Do you ever see adults in school who don’t seem to work there?
[if yes] Do those adults wear badges or stickers that indicate they are visitors?
11.
If you hear about a threat to school or student safety,
do you have a way to report it without having to give
your name?
167
Yes
No
Don’t know
1
2
3
PROBES (11):
Can you tell me in your own words what this question is asking?
What kinds of “ways of reporting” do you think of?
IF NECESSARY: Do you think of things like phone, online or writing a note and putting it
in a box? Do you also think of telling someone face-to-face?
What about the part about not giving your name? If you heard about a threat, and you
Attachment A
would normally tell a parent or a teacher, who obviously already knows you, would you
still say ‘yes’ to this question?
12.
1
2
3
4
156
In your classes, how often are you distracted from
doing your schoolwork because other students are
misbehaving, for example, talking or fighting?
(READ CATEGORIES.)
13.
Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree
with the following...
a.
Everyone knows what the school rules are.
b.
The school rules are fair.
c.
The punishment for breaking school rules is
the same no matter who you are.
d.
The school rules are strictly enforced.
f.
Teachers treat students with respect
b.
c.
Really cares about you.
Listens to you when you have something to say.
Tells you when you do a good job.
1
2
1
2
038
127
1
2
1
1
Strongly
Agree
3
4
3
4
3
4
3
4
3
3
4
037
Strongly
Disagree Disagree
There is a TEACHER or other ADULT at school who…
a.
2
If a school rule is broken, students know
what kind of punishment will follow.
1
036
Agree
Still thinking about your school, would you
strongly agree, agree, disagree, or strongly disagree
with the following…
14.
035
e.
Strongly
Agree
034
Never
Almost never
Sometimes
Most of the time
2
2
Agree
175SCS 1
176SCS 1
2
2
3
3
3
2
Strongly
Disagree
Disagree
173SCS 1
4
4
4
4
Attachment A
Strongly
Agree
15.
There is a STUDENT at school who…
a.
Really cares about you.
b.
Listens to you when you have something to say.
c.
Believes that you will be a success.
16.
There is a lot of crime in the neighborhood where
you live.
17.
There is a lot of crime in the neighborhood where
you go to school.
18.
4
4
4
179SCS 1
2
3
4
Thinking about the neighborhood where your
SCHOOL IS LOCATED, would you strongly agree,
agree, disagree, or strongly disagree with the
following...
Strongly
Disagree
thinking of when I asked that question (you don’t have to tell me their real
think of what person or people you had in mind).
of them as a friend? (Why or why not?)
they think of you as a friend? (Why or why not?)
important in a friend to show they like you as much as you like them?
Strongly
Thinking about the neighborhood where YOU
Strongly
Disagree
Agree
Agree
Disagree
LIVE, would you strongly agree, agree, disagree,
or strongly disagree with the following…
1
1
1
PROBES (15):
Who were you
names – just
Do you think
Do you think
What else is
Disagree
Agree
3
2
3
2
3
2
Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with
the following...
You feel safe in your school
Strongly
Agree
Agree
181SCS 1
2
Strongly
Agree
Agree
1
3
2
3
Strongly
Disagree
Disagree
4
Strongly
Disagree
Disagree
4
PROBES (18, ref. to 10, 16, 17):
[review answers to Q10; Q16 and Q17].
Refer to Q10: Earlier you mentioned that your school takes these security measures:
[x,y,z]. Do you think those measures work to keep you safe?
[if no] What do you worry could happen, even though the school has those security
measures?
Refer to Q16: When I asked you about crime in the neighborhood where you live, what were
you thinking of? Can you walk me through what specific blocks near your house you had in
mind as the “neighborhood where you live”?
Can you tell me more about why you answered the way you did?
Refer to Q17: When I asked you about crime in the neighborhood where your school is
located, what were you thinking of? Can you walk me through what specific blocks near your
school you had in mind?
Can you tell me more about why you answered the way you did?
Probe to see if student could focus on the difference in Q16 versus Q17 (feeling safe
where they live versus go to school).
Attachment A
INTRO 3 - Now I have some questions about things that happen at school. For this survey, “at school” includes the school
building, on school property, on a school bus, or going to and from school. Your answers will not be given to
anyone.
19.
The following question refers to the availability of
drugs and alcohol at your school.
FIELD REPRESENTATIVE - For each item ask,
Is it possible to get
school?
at your
a. Alcoholic beverages
b. Marijuana
c. Prescription drugs illegally obtained without a
prescription, such as Oxycontin, Ritalin or
Adderall?
d. Other illegal drugs, such as cocaine, uppers, or
heroin.
If “Yes” is marked, ASK - What drugs?
(Exclude tobacco products.)
040
041
159
048
No
Don’t know
1
2
3
1
2
3
1
2
3
1
Specify
2
3
Yes
PROBES (19):
Prescription drugs are legal but sometimes people get and sell them illegally, like
oxycontin, Ritalin and adderall. Are there other kinds of prescription drugs you know of
that are available? Did you include them in your response?
What are some of the other names for those drugs?
Are they very popular?
What about drugs that are illegal, like cocaine, uppers and heroin? Do you know of other
illegal drugs that are available? Did you include them in your response?
What are some of the other names for those drugs?
Which drugs do you think are fairly popular now?
What are the most common names for those drugs?
20. During this school year, did you see another student who
1 Yes
was under the influence of illegal drugs or alcohol while
2 No
they were at school?
PROBES (20):
Can you tell me more about what you saw?
What made you think the student was under the influence?
What kinds of drugs or alcohol do you think the student was using?
What makes you think that?
Attachment A
G. FIGHTING, BULLYING AND HATE BEHAVIORS
21a.
During this school year, have you been in one or
more physical fights at school?
21b.
During this school year, how many times have you
been in a physical fight at school?
103
22.
Now I have some questions about what students do
at school that makes you feel bad or is hurtful to
you. We often refer to this as being bullied. You
may include events you told me about already.
During this school year, has any student bullied
you?
That is, has another student...
(Read each category a-g.)
104
Yes
No
134
1
2
135
1
2
136
1
2
137
1
2
138
1
2
139
1
2
140
1
2
a. Made fun of you, called you names, or insulted
you, in a hurtful way?
b. Spread rumors about you or tried to make others
dislike you?
d. Pushed you, shoved you, tripped you, or spit on
you?
(Number of times)
c. Threatened you with harm?
1 Yes
2 No - SKIP to 22
e. Tried to make you do things you did not want to
do, for example, give them money or other
things?
f.
Excluded you from activities on purpose?
g Destroyed your property on purpose?
CHECK Item 22
Are all categories a-g marked “No” in Q22
above?
1 Yes - SKIP to 29a
2 No
PROBES:
If respondent says yes to Q22.v1:
Can you tell me about what happened?
Did it happen only one time, or more than once? [if one time] Were you afraid it might
happen again?
Did the other person have more power than you in some way – for example, were they
stronger or bigger than you, more popular, or had more money than you?
All respondents:
Can you tell me what you think of when you hear the word “bullied”?
What kinds of behavior do you think “count” as bullying? (Why?)
I’d like to read through a short list, and for each one, can you tell me if you think
this would count as bullying?
o
Made fun of you, called you names, or insulted you, in a hurtful way?
Attachment A
o
o
o
o
o
o
Spread rumors about you or tried to make others dislike you?
Threatened you with harm?
Pushed you, shoved you, tripped you, or spit on you?
Tried to make you do things you didn’t want to do, like give them money or other things?
Excluded you from activities on purpose?
Destroyed your property on purpose?
Do you think of bullying as something that is repeated over and over (or could be), or do
you think even if something only happened once and is not likely to happen again that it
could be considered bullying?
What about the idea of one student having more power than the other in some way. Do you
think that if two students have about the same power that they could bully each other?
23a. When you were bullied this school year, did it happen, or
1 Yes
were you afraid it would happen, over and over?
2 No
23b. When you were bullied this school year, were you ever
1 Yes
bullied by someone who had more power or strength than
2 No
you? This could be because the person was bigger than
you, was more popular, had more money, or had more
power than you in another way.
PROBES (23a):
Can you tell me, in your own words, what this question is asking?
If something only happened one time, do you think that would “count” as bullying? Why or
why not?
Do you think it should count as bullying if it only happened once?
What do you think it means to feel afraid that something would happen over and over?
PROBES (23b):
Can you tell me, in your own words, what this question is asking?
If something happened between two students but neither one had more power over the other
one – they were about the same strength and size, and neither one was more popular or had
more money than the other – do you think that would “count” as bullying? (Why or why
not)?
Would you change your answer to question 22 (During this school year, has any student
bullied you?) after hearing Q23a [repetition] and 23b [power]?
24.
During this school year, how often were you bullied?
(READ CATEGORIES 1-4.)
142
PROBES (24):
Can you tell my why you answered the way you did?
1 Once or twice this school year
2 Once or twice a month
3 Once or twice a week, or
4 Almost every day
5 Don’t know
Attachment A
25.
Still thinking about all of the times that you were
bullied, where did the bullying occur? Did it occur …
(READ CATEGORIES) Mark (X) all that apply
143
168
169
173
146
144
145
1 In a classroom at school?
2 In a hallway or stairwell at school?
3 In a bathroom or locker room at school?
4 In a cafeteria or lunchroom at school?
5 Somewhere else inside the school
building? – Specify
6 Outside on school grounds?
7 On the way to or from school such as on a
school bus or at a bus stop?
8 Online or by text?
PROBES (25):
PROBES 25/7:
Can you tell me why you answered the way you did?
What about being bullied on the way to or from school, including on the bus or at the bus
stop. Can you tell me in your own words what that question is asking?
PROBES 25/8:
Can you tell me, in your own words, what it means to be bullied online or by text?
A little earlier I asked whether you were bullied (re-read appropriate version – Q22.v1 or
Q22.v2):
o Now I have some questions about what students do at school that makes you feel bad
or is hurtful to you. We often refer to this as being bullied. You may include
events you told me about already. During this school year, has any student bullied
you? [etc.]
Were you thinking of bullying that can happen online or by text when I first asked that
question, or just bullying that happens in person?
Did any kind of bullying happen to you online or by text that you did not think about or
didn’t mention for some reason back at that earlier question? (Why or why not?)
What about bullying that started at school but then continued online or by text – would
you think of the online or text bullying as being related to school in some way, even
though it didn’t actually happen at the physical school? (Why or why not?)
And what if a schoolmate bullied you online or by text but it never happened at the
physical school – do you think you would say yes or no to “online or by text”? Why?
1 Yes
2 No
26. Did you tell a teacher or some other adult at school about
being bullied?
147
27. This school year, how much has bullying affected:
(READ RESPONSES FOR EACH)
Not
Not very
Somewhat
A lot
at allmuch
1 2 3 4
1 2 3 4
a.
Your school work
b.
Your relationships with friends
c.
Your physical health (for example, caused
injuries, gave you headaches or stomach
aches)
1 2 3 4
d.
How you feel about yourself
1 2 3 4
PROBES (27):
Attachment A
Can you tell me why you answered the way you did?
Has bullying affected you in other ways?
In what ways?
Can you tell me about how seriously it’s affected you?
28. When you were bullied in school this year, did you ever
think it was related to ...
a. Your race?
b.
c.
d.
e.
f.
Yes
1
No
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
Your religion?
Your ethnic background or national origin - for
example, people of Hispanic origin?
Any disability – such as physical, mental, or
developmental disabilities - you may have?
Your gender?
Your sexual orientation - by this we mean
homosexual, bisexual, or heterosexual?
g.
Your physical appearance?
h.
Some other reason?
PROBE (28):
Can you tell me why you answered the way you did?
Did you feel you’d have to be certain that the incident was related to one of these
categories for you to say “yes”? Or do you think you could say “yes” even if you were not
absolutely certain there was a connection?
Response category f: Can you tell me, in your own words, what this means: “Your sexual
orientation - by this we mean homosexual, bisexual, or heterosexual?”
What if I had asked it this way: “Your sexual orientation – by this we mean gay, straight,
or bisexual?” Are both versions understood equally well?
For item h probe: What other reasons do you think you were bullied?
Attachment A
29a. We know that not all bullying happens in a specific place
1 Yes
at school. Bullying can happen anywhere by electronic
means, such as online or by text. You may include events 2 No - SKIP to 30
you told me about already. During this school year, have
you been bullied online or by text?
29b. When you were bullied electronically this school year, did
it happen, or were you afraid it would happen, over and
over?
29c. When you were bullied electronically this school year,
were you ever bullied by someone who had more power
or strength than you? This could be because the person
was bigger than you, was more popular, had more money,
or had more power than you in another way.
1 Yes
2 No
1 Yes
2 No
PROBES (29a):
[if yes] Can you tell me about what happened?
Can you tell me, in your own words, what this question is asking?
Can you give me some examples of what you think of as being bullied online or by text?
[If “yes” at 25/8 and “no” at 29a]: Earlier you had said you were bullied online or by
text at school, but you said “no” to this question. Can you tell me why?
[If “yes” to both 25/8 and 29a]: Did this question make you think of bullying incidents
different from the ones you already included in the earlier question (25/8)?
What made you think you should [include or exclude] the online/text bullying in that
earlier question?
[If “no” to 25/1 and 25/8, and “yes” at 29a]: In that earlier question you did not
mention being bullied at school, and you said “yes” to this question. Can we talk about
that – what is it about the incidents that made you say “no” to the earlier question but
“yes” to this one?
PROBES (29b):
Can you tell me, in your own words, what this question is asking?
If something only happened one time, do you think that would “count” as bullying? Why or
why not?
Do you think it should count as bullying if it only happened once?
PROBES (29c):
Can you tell me, in your own words, what this question is asking?
If something happened between two students but neither one had more power over the other
one – they were about the same strength and size, and neither one was more popular or had
more money than the other – do you think that would “count” as bullying? Why or why not?
Do you usually know who is doing the bullying online?
Would you change your answer to question 29a after hearing Q29b and 29c?
30. During this school year, has anyone called you an insulting 065 1 Yes
or bad name at school having to do with your race, religion, 2 No - SKIP to 32
ethnic background or national origin, disability, gender, or
sexual orientation? We call these hate-related words.
PROBES (30):
Can you tell me why you answered the way you did?
[If 28 was ‘yes’ to any category, and 30 is ‘no’]: When I asked “When you were bullied in
Attachment A
school this year, did you ever think it was related to...” you said you thought the
bullying was related to [read categories]. And now when I asked “During this school year,
has anyone called you an insulting or bad name at school having to do with your race,
religion, ethnic background or national origin, disability, gender, or sexual
orientation?” you said ‘no.’ Why is that?
[If 28 was ‘no’ to all categories, and 30 is ‘yes’]: When I asked “When you were bullied
in school this year, did you ever think it was related to...” you said you thought the
bullying was not related to [read categories]. And now when I asked “During this school
year, has anyone called you an insulting or bad name at school having to do with your
race, religion, ethnic background or national origin, disability, gender, or sexual
orientation?” you said ‘yes.’ Why is that?
For you, what makes being called a hate-related word different than being bullied?
31. Were any of the hate-related words related to ...
a.
b.
c.
d.
e.
f.
Your race?
Yes
107SCS 1
Your religion?
108SCS 1
2
3
109SCS 1
2
3
110SCS 1
2
3
111SCS 1
2
3
1
2
3
Your ethnic background or national origin (for
example, people of Hispanic origin)?
No
2
Don’t know
3
Any disability (by this I mean physical, mental,
or developmental disabilities) you may have?
Your gender?
Your sexual orientation?
If “yes,” SAY- (by this we mean homosexual,
bisexual, or heterosexual)
32. During this school year, have you seen any hate-related
words or symbols written in school classrooms, school
bathrooms, school hallways, or on the outside of your
school building?
112SCS
066 1 Yes
2 No
Attachment A
H. AVOIDANCE
33.
During this school year, did you ever STAY AWAY
from any of the following places because you
thought someone might attack or harm you there?
Yes
(READ CATEGORIES.)
a.
b.
c.
d.
e.
069
Any hallways or stairs in school?
070
Parts of the school cafeteria?
071
Any school restrooms?
072
f.
Other places inside the school building?
073
g.
School parking lot?
h.
Other places on school grounds?
i.
School bus or bus stop?
1
No
2
The entrance into the school?
068
For example, did you ever STAY AWAY from the
shortest route to school because you thought
someone might attack or harm you?
074
075
1
1
1
1
1
1
1
2
2
2
2
2
2
2
1
34a.
Did you AVOID any activities at your school because
you thought someone might attack or harm you?
076
1 Yes
2 No
34b.
Did you AVOID any classes because you thought
someone might attack or harm you?
077
1 Yes
2 No
34c.
Did you stay home from school because you
thought someone might attack or harm you in the
school building, on school property, on a school
bus, or going to or from school?
078
1 Yes
2 No
2
Attachment A
I. FEAR
Intro: Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.
35a.
How often are you afraid that someone will attack or
harm you in the school building or on school
property?
079
1 Never
2 Almost never
3 Sometimes
4 Most of the time
080
1 Never
2 Almost never
3 Sometimes
4 Most of the time
081
1 Never
2 Almost never
3 Sometimes
4 Most of the time
(READ CATEGORIES.)
35b.
How often are you afraid that someone will attack or
harm you on a school bus or on the way to and from
school?
(READ CATEGORIES)
35c.
Besides the times you are in the school building, on
school property, on a school bus, or going to or from
school, how often are you afraid that someone will
attack or harm you?
(READ CATEGORIES)
PROBES (33, 34, 35):
Can you tell me why you answered the way you did?
Now I’d like to ask you about those last three questions.
Can you tell me, in your own words, what this question was asking: “How often are you
afraid that someone will attack or harm you in the school building or on school property?”
o Do you think of that as being the same or different from the question “Did you AVOID
any activities at your school because you thought someone might attack or harm you?”
Can you tell me, in your own words, what this question was asking: “How often are you
afraid that someone will attack or harm you on a school bus or on the way to and from
school?”
o Do you think of that as being the same or different from the question “Did you AVOID
any classes because you thought someone might attack or harm you?”
[IF NECESSARY]: Do you generally feel more safe at school – meaning in the school
building, on school property, on the bus and so on – or outside of school? Why did you
say that?
Attachment A
J. WEAPONS
In the next series of questions we are going to ask you about weapons at your school. All your
responses are strictly confidential and will not be shared with anyone.
36.
Some people bring guns, knives, or objects that
can be used as weapons to school for protection.
During this school year, did YOU ever bring the
following to school or onto school grounds?
No
Yes
(READ CATEGORIES.)
a. A gun?
1
082
b. A knife brought as a weapon?
083
1
c. Some other weapon?
084
1
2
2
37a.
Do you know of any other students who have
brought a gun to your school during this school
year?
37b.
38.
085
1
2
Have you actually seen another student with a gun at
school during this school year?
086
1
2
3
During this school year, could you have gotten a
loaded gun without adult permission, either at school
or away from school?
113
1 Yes
2 No
2
Yes
No - SKIP to 39a
Yes
No
Don’t know
K. GANGS
INTRO 4 -
Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting gangs,
crews, or something else. Gangs may use common names, signs, symbols, or colors. For this survey, we
are interested in all gangs, whether or not they are involved in violent or illegal activity. Your responses are
confidential.
39a.
Are there any gangs at your school?
39b.
During this school year, how often have gangs been
involved in fights, attacks, or other violence at your
school?
058
1 Yes
2 No - SKIP to 40
3 Don't know
089
1
2
3
4
5
6
090
1 Yes
2 No
3 Don't know
(READ CATEGORIES 1-5)
39c.
Have gangs been involved in the sale of drugs at
your school during this school year?
Never
Once or twice this school year
Once or twice a month
Once or twice a week, or
Almost every day
Don't know
L. STUDENT CHARACTERISTICS
Attachment A
40.
116
During this school year, across all subjects have you
gotten mostly -
(READ CATEGORIES 1-5)
41a.
During the last 4 weeks of school, did you skip any
classes? Again, we would like to remind you that all
your responses are strictly confidential and will not be
shared with anyone.
41b.
During the last 4 weeks of school, on how many days
did you skip at least one class?
42.
Thinking about the future, do you think you will ...
a. Attend school after high school, such as a
college or technical school? . . . . . . . . . .
114
1
2
3
4
5
6
A's
B's
C's
D's
F's
School does not give grades/no alphabetic
grade equivalent
1 Yes
2 No - SKIP to 42
3 Don't know - SKIP to 42
115
(Number of days)
117
Yes
1
No
2 -- END
118
1
2
Don't know
3
b. Graduate from a 4-year college? . . . . . . . . . . .
3
DEBRIEFING QUESTIONS
Did you have any other thoughts about the topics we discussed today, or the questions on
this survey?
I’m going to ask you a few quick questions about yourself for our research. Everything you
say is confidential; no one outside of our team will have this information.
o What is your race, in your own words? That is, do you think of yourself as white,
black, Hispanic [etc.].
o Can you tell me if you think of yourself as straight, gay or lesbian, or bisexual?
Appendix B: SCS Cognitive Testing Questionnaire and Protocol
Round 2, Version 1 (January 8, 2014)
ASK OF ALL PEOPLE AGES 12-18
FORM
U.S. DEPARTMENT OF
Economics and Statistics Administration
U.S. Census Bureau
ACTING AS COLLECTING AGENCY FOR
THE
BUREAU OF JUSTICE STATISTICS
U.S. DEPARTMENT OF JUSTICE
NCVS – SCS 2015
QUESTIONNAIRE + TESTING PROTOCOL
(NOVEMBER 2013)
SCS-1R(draft)
SCHOOL CRIME SUPPLEMENT
Attachment A
TO THE NATIONAL CRIME
VICTIMIZATION SURVEY
2015
Control number
PSU
Segment/Suffix
Sample Designation/Suffix
Serial/Suffx
HH No.
Spinoff
Indicator
QUESTIONNAIRE
A. FR Code
B. Respondent
Line No.
001
002
Age
Name
003
FIELD REPRESENTATIVE - Complete an SCS-1 form for all
NCVS interviewed people ages 12-18. Do NOT complete an
SCS-1 form for Type Z noninterview people or for people in
Type A noninterview households.
C. Type of SCS Interview
004
1
2
3
4
5
Personal - Self
Telephone – Self
Personal - Proxy
Telephone - Proxy
Noninterview – SKIP to ITEM D
D. Reason for SCS noninterview
005
2 Refused
} SKIP to END
3 Not available
} SKIP to END
4 NCVS completed in a
Language other than } SKIP to END
English or Spanish
Attachment A
INTRO 1 -
Now, I would like to ask some questions about your experiences at school so far during THIS school
year. We estimate the survey will take about 10 minutes. The law authorizes the collection of this data
and requires us to keep all information about you and your household strictly confidential.
E. SCREEN QUESTIONS FOR SUPPLEMENT
1a.
Did you attend school at any time this school year?
006
1 Yes
2 No - SKIP to END
092
1 Yes
2 No - SKIP to 1d
007
1 Yes - SKIP to END
2 No
1b.
During that time, were you ever home-schooled?
That is, did you receive ANY of that schooling at
home, rather than in a public or private school?
1c.
Was all of your schooling this school year home
schooling?
1d.
How many different schools have you attended
since the start of this school year? [if student
said “yes” to 1b add: Include your homeschooling
as one school]
1 one school
2 two schools
3 three or more schools
Check item: if student was not homeschooled (1b = “no”) continue with 2b. If student was partially homeschooled, continue
with 2a.
PROBE (1d):
Can you tell me why you gave that answer [to the question: How many different schools
have you attended this school year]?
What school/schools were you thinking of?
What time period were you thinking of when I asked how many different schools you’ve
attended?
What do you think we mean by “different schools”? What kind of change do you think would
count as going from one school to a different school?
[if answer was 2+ different schools] Can you talk me through the changes in schools? [if
needed, ask probes below]
o What school were you in at the start of the school year?
o When did you change schools?
o To what school?
o Why did you change?
o Did you make any other changes during the school year? [when was that change, etc.]
Attachment A
2a.
During the time you were home-schooled this
school year, what grade would you have been in if
you were in a public or private school?
0 Fifth or under - SKIP to END
093
10
11
12
13
14
15
16
17
Sixth
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth
Other - Specify
Skip
to 3
18
College/GED/Post-graduate/
Other noneligible – END
2b.
What grade are you in?
0 Fifth or under - SKIP to END
10
Sixth
11
Seventh
12
Eighth
13
Ninth
14
Tenth
15
Eleventh
16
Twelfth
17
Other - Specify
008
18
College/GED/Post-graduate/ Other
noneligible - SKIP to END
FIELD REPRESENTATIVE - Read introduction only if any of the boxes 1-8 are marked in item 2a.
INTRO 2 - The following questions pertain only to your attendance at a public or private school and not to being homeschooled.
3.
In what month did your current school year begin?
009
1 August September Other –
2 Specify______
3
F. ENVIRONMENTAL QUESTIONS
4a.
4b.
What is the complete name of your school?
In what city, county, and state is your school
located?
012
013
014
015
School Name
City
County
State
Attachment A
5a.
5b.
Is your school public or private?
016
1 Public - ASK 5b
2 Private - SKIP to 5c
Is this the regular school that most of the students in
your neighborhood attend?
017
1 Yes } SKIP to 6
2 No } SKIP to 6
018
1 Yes
2 No
3 Don’t know
5c.
Is your school affiliated with a religion?
7.
What grades are taught in your school?
Pre-K or Kindergarten
7.
00
01
02
03
04
05
06
07
08
09
10
11
12
13
20
30
Grades:
(lowest) TO
H.S. Senior
Post-graduate
All ungraded
All Special Education
How do you get to school most of the time this
school year?
022
FIELD REPRESENTATIVE - If multiple modes are used,
code the mode in which the student spends the most
time.
8.
(highest)
021
020
How do you get home from school most of the time
this school year?
FIELD REPRESENTATIVE - If multiple modes are used,
code the mode in which the student spends the most
time.
If the student volunteers that he or she does not go directly home
after school, record the mode that the student uses to
get to his or her first destination after school.
024
1
Walk
2 School bus
3 Public bus, subway,
train
4 Car
7 Bicycle, motorbike, or motorcycle
8 Some other way Specify
1 Walk
2 School bus
3 Public bus, subway, train
4 Car
5 Bicycle, motorbike, or motorcycle
6
Some other way –
Specify_____________
Attachment A
9.
During this school year, have you participated in any
of the following activities sponsored by your school:
Yes
No
120
1
2
121
1
2
122
1
2
123
1
2
124
1
2
125
f. [IF GRADES 6, 7, or 8 ASK] Volunteer or community
service clubs sponsored by your school, for
example, Peer Mediators, Ecology Club, or Recycling
Club?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or
community service clubs sponsored by your school,
for example, Peer Mediators, Ecology Club, Key
Club, or Interact? Do not include community service
hours required for graduation.
126
g. Other school clubs or school activities?
1
2
a. Athletic teams at school?
b.
c.
Spirit groups, for example, Cheerleading, Dance
Team, or Pep Club?
Performing arts, for example, Band, Choir,
Orchestra, or Drama?
d. Academic clubs, for example, Debate Team, Honor
Society, Spanish Club, or Math Club?
e.
Student government?
1
Specify
2
Attachment A
10. The next questions are about security measures that
some schools take.
Does your school have:
Yes
028
1
Don’t know School does not
have lockers
2
3
029
1
2
3
030
1
2
3
031
1
2
3
032
1
2
3
033
1
2
3
094
1
2
3
095
1
2
3
096
1
2
3
Yes
No
Don’t know
1
2
3
a.
Security guards or assigned police officers?
b. Other adults supervising the hallway, such as
teachers, administrators, or parent volunteers?
c.
Metal detectors, including wands?
d. Locked entrance or exit doors during the day?
e.
A requirement that visitors sign in and wear visitor
badges or stickers?
f.
Locker checks?
g. A requirement that students wear badges or
picture identification?
h. One or more security cameras to monitor
the school?
i.
11.
4
A code of student conduct, that is, a set of
written rules or guidelines that the school
provides you?
If you hear about a threat to school or student safety,
do you have a way to report it without having to give
your name?
No
167
PROBES (11):
What kinds of “ways of reporting” do you think of?
IF NECESSARY: Do you think of things like phone, online or writing a note and putting it
in a box? Do you also think of telling someone face-to-face?
What about the part about not giving your name? If you heard about a threat, and you
would normally tell a parent or a teacher, who obviously already knows you, would you
still say ‘yes’ to this question?
12.
In your classes, how often are you distracted from
doing your schoolwork because other students are
misbehaving, for example, talking or fighting?
(READ CATEGORIES.)
156
5
6
7
8
Never
Almost never
Sometimes
Most of the time
Attachment A
Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree
with the following...
13.
a. Everyone knows what the school rules are.
b.
The school rules are fair.
The punishment for breaking school rules is
the same no matter who you are.
d.
The school rules are strictly enforced.
036
If a school rule is broken, students know
what kind of punishment will follow.
f.
Teachers treat students with respect
b.
c.
Really cares about you.
Listens to you when you have something to say.
Tells you when you do a good job.
16.
Really cares about you.
b.
Listens to you when you have something to say.
c.
Believes that you will be a success.
037
038
127
1
Strongly
Agree
There is a lot of crime in the neighborhood where
you live.
4
3
4
3
4
3
4
3
3
4
1
1
2
2
Agree
175SCS 1
176SCS 1
2
1
1
1
Strongly
Agree
4
Agree
2
2
2
Disagree
Agree
Disagree
3
3
3
2
4
4
Strongly
Disagree
179SCS 1
3
3
3
2
Strongly
Disagree
Disagree
2
173SCS 1
4
Strongly
Agree
2
Thinking about the neighborhood where YOU
LIVE, would you strongly agree, agree, disagree,
or strongly disagree with the following…
2
There is a STUDENT at school who…
a.
1
3
15.
2
1
Strongly
Disagree Disagree
There is a TEACHER or other ADULT at school who…
a.
2
Still thinking about your school, would you
strongly agree, agree, disagree, or strongly disagree
with the following…
14.
1
e.
Agree
035
c.
Strongly
Agree
034
4
4
4
Strongly
Disagree
3
4
Attachment A
17.
Thinking about the neighborhood where your
SCHOOL IS LOCATED, would you strongly agree,
agree, disagree, or strongly disagree with the
following...
There is a lot of crime in the neighborhood where
you go to school.
18.
Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with
the following...
Strongly
Agree
Agree
181SCS 1
2
1
You feel safe in your school
2
4
Strongly
Agree
Agree
3
Strongly
Disagree
Disagree
Strongly
Disagree
Disagree
3
4
INTRO 3 - Now I have some questions about things that happen at school. For this survey, “at school” includes the school
building, on school property, on a school bus, or going to and from school. Your answers will not be given to
anyone.
19.
The following question refers to the availability of
drugs and alcohol at your school.
FIELD REPRESENTATIVE - For each item ask,
Is it possible for students at your school to
get...
a. Alcoholic beverages?
b. Marijuana?
c. Prescription drugs illegally obtained without a
prescription, such as Oxycontin, Ritalin or
Adderall?
d. Other illegal drugs, such as cocaine, uppers, or
heroin.?
If “Yes” is marked, ASK - What drugs?
(Exclude tobacco products.)
040
041
159
048
No
Don’t know
1
2
3
1
2
3
1
2
3
1
Specify
2
3
Yes
PROBES (19):
Prescription drugs are legal but sometimes people get and sell them illegally, like
oxycontin, Ritalin and adderall. Are there other kinds of prescription drugs you know of
that are available? Did you include them in your response?
What are some of the other names for those drugs?
Are they very popular?
What about drugs that are illegal, like cocaine, uppers and heroin? Do you know of other
illegal drugs that are available? Did you include them in your response?
What are some of the other names for those drugs?
Which drugs do you think are fairly popular now?
What are the most common names for those drugs?
Attachment A
20.
During this school year, did you see another student who
1 Yes
was under the influence of illegal drugs or alcohol while
2 No
they were at school?
PROBES (20):
Can you tell me more about what you saw?
What made you think the student was under the influence?
What kinds of drugs or alcohol do you think the student was using?
Attachment A
G. FIGHTING, BULLYING AND HATE BEHAVIORS
21a.
During this school year, have you been in one or
more physical fights at school?
21b.
During this school year, how many times have you
been in a physical fight at school?
103
22.
Now I have some questions about bullying at
school. Bullying happens when one or more
students tease, threaten, spread rumors about, hit,
shove or hurt another student. It is not bullying
when students of about the same strength or power
argue or fight or tease each other in a friendly way.
Bullies are usually stronger, or have more friends or
more money, or some other power over the student
being bullied. Usually, bullying happens over and
over, or the student being bullied thinks it might
happen over and over.
104
103
1 Yes
2 No - SKIP to 22
(Number of times)
1 Yes
2 No - SKIP to 29
By this definition, have you been bullied at school,
by another student, this school year?
PROBES:
If Q22=yes:
Can you tell me about what happened?
[as needed]:
o How were you bullied [Look for whether examples in the question -hit, teased etc. - are a good representation]?
o Can you say more about the frequency – how often did it happen?
o Why do you think it could (or would not) happen again?
o Can you explain how the person was more powerful than you?
[If not mentioned] If these other kinds of things had happened, do you
think you would have thought of them as being bullied:
being excluded
being forced to do something you did not want to do
having your property destroyed
All respondents:
Can you tell me what you think of when you hear the word “bullied”?
What kinds of behavior do you think “count” as bullying? (Why?)
REPETITION:
o Do you think of bullying as something that is repeated over and over (or could be),
or do you think even if something only happened once and is not likely to happen
again that it could be considered bullying?
POWER: What about the idea of one student having more power than the other in some way
(bigger, stronger, more popular, has more money, etc.) –
o Do you think that if two students have about the same power that they could bully
each other?
o We gave three examples of having more power – stronger, more friends, more money.
Can you think of other ways a bully can have more power over someone?
Attachment A
24.
During this school year, how often were you bullied?
(READ CATEGORIES 1-4.)
142
1 Once or twice this school year
6 Once or twice a month
7 Once or twice a week, or
8 Almost every day
9 Don’t know
PROBES (24):
Can you tell my why you answered the way you did?
25.
During this school year, where did the bullying occur?
Did it occur …
(READ CATEGORIES) Mark (X) all that apply
143
170
171
173
146
146
147
1 In a classroom at school?
2 In a hallway or stairwell at school?
3 In a bathroom or locker room at school?
4 In a cafeteria or lunchroom at school?
5 Somewhere else inside the school
building? – Specify
6 Outside on school grounds?
7 On the way to or from school such as on a
school bus or at a bus stop?
8 Online or by text?
PROBES 25/7:
Can you tell me why you answered the way you did?
What about being bullied on the way to or from school, including on the bus or at the bus
stop. Can you tell me in your own words what that question is asking?
PROBES 25/8:
Can you tell me, in your own words, what it means to be bullied online or by text?
A little earlier I asked whether you were bullied (re-read Q22 if necessary)
Were you thinking of bullying that can happen online or by text when I first asked that
question, or just bullying that happens in person?
Did any kind of bullying happen to you online or by text that you did not think about or
didn’t mention for some reason back at that earlier question? (Why or why not?)
What about bullying that started at school but then continued online or by text – would
you think of the online or text bullying as being related to school in some way, even
though it didn’t actually happen at the physical school? (Why or why not?)
And what if a schoolmate bullied you online or by text but it never happened at the
physical school – do you think you would say yes or no to “online or by text”? Why?
26. Did you tell a teacher or some other adult at school about
being bullied?
147
1 Yes
2 No
Attachment A
Not
Not very
Somewhat
A lot
at allmuch
1 2 3 4
1 2 3 4
27. This school year, how much has bullying had a
negative effect on:
(READ RESPONSES FOR EACH)
a.
Your school work
b.
Your relationships with friends
c.
Your physical health (for example, caused
injuries, gave you headaches or stomach
aches)
d.
1 2 3 4
1 2 3 4
How you feel about yourself
PROBES (27):
Can you tell me why you answered the way you did?
Has bullying affected you in other ways?
In what ways?
Can you tell me about how seriously it’s affected you?
28. When you were bullied in school this year, did you ever
think it was related to ...
a.
Your race?
b.
c.
d.
e.
f.
Yes
1
No
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
all => SKIP to 30
Your religion?
Your ethnic background or national origin - for
example, people of Hispanic origin?
Any disability – such as physical, mental, or
developmental disabilities - you may have?
Your gender?
Your sexual orientation - by this we mean
gay/lesbian, bisexual, or heterosexual/straight?
g.
Your physical appearance?
h.
Some other reason?
PROBE (28):
Can you tell me why you answered the way you did?
Did you feel you’d have to be certain that the incident was related to one of these
categories for you to say “yes”? Or do you think you could say “yes” even if you were not
absolutely certain there was a connection?
Response category f: We defined sexual orientation as gay/lesbian, bisexual, heterosexual
or straight. Do you understand these words? Would you use other words to describe sexual
orientation?
For item h probe: What other reasons do you think you were bullied?
Attachment A
1 Yes
29a. We know that not all bullying happens at school. Bullying
can happen anywhere by electronic means. During this school 2 No
year, have you been bullied by another student online or by
text?
PROBES (29a):
[if yes]
Can you tell me about what happened?
[If “no” to Q22]: In that earlier question you did not mention being bullied at school,
and you said “yes” to this question. Can we talk about that – what is it about the
incidents that made you say “no” to the earlier question but “yes” to this one?
[all respondents]
Probes refer to this question: “Have you been bullied by another student online or by text?”
If you were bullied by a student who did not go to your school, how do you think you
would answer the question? [probe for how respondent was/would be related to the bully
for them to say ‘yes’]
If you were bullied by a student from your school, but you got the message – by text,
email, twitter or whatever – while you were at home, how do you think you would answer
the question? [probe for whether where the respondent got the message factors in to
whether they consider it being bullied by another student]
[if not already discussed] Can you give me some examples of what you think of as being bullied
online or by text?
Attachment A
30. During this school year, has anyone called you an insulting 065 1 Yes
or bad name at school having to do with your race, religion, 2 No - SKIP to 32
ethnic background or national origin, disability, gender, or
sexual orientation? We call these hate-related words.
PROBES (30):
Can you tell me what happened?
[If ‘yes’ but answer to Q22 was ‘no’]:
o Do you remember if you were thinking of [the hate crime incident] when I was asking
that earlier question about bullying [repeat Q22]?
o Why do you think you said ‘no’ to that question and ‘yes’ to this one?
For you, what makes being called a hate-related word different than being bullied?
31. Were any of the hate-related words related to ...
a.
b.
c.
d.
e.
f.
Your race?
Yes
107SCS 1
Your religion?
108SCS 1
2
3
109SCS 1
2
3
110SCS 1
2
3
111SCS 1
2
3
1
2
3
Your ethnic background or national origin (for
example, people of Hispanic origin)?
No
2
Don’t know
3
Any disability (by this I mean physical, mental,
or developmental disabilities) you may have?
Your gender?
Your sexual orientation - by this we mean
gay/lesbian, bisexual or heterosexual/straight?
32. During this school year, have you seen any hate-related
words or symbols written in school classrooms, school
bathrooms, school hallways, or on the outside of your
school building?
112SCS
066 1 Yes
2 No
Attachment A
H. AVOIDANCE
33.
During this school year, did you ever STAY AWAY
from any of the following places because you
thought someone might attack or harm you there?
Yes
(READ CATEGORIES.)
a.
b.
c.
d.
e.
077
Any hallways or stairs in school?
078
Parts of the school cafeteria?
079
Any school restrooms?
080
f.
Other places inside the school building?
081
g.
School parking lot?
h.
Other places on school grounds?
i.
School bus or bus stop?
1
No
2
The entrance into the school?
076
For example, did you ever STAY AWAY from the
shortest route to school because you thought
someone might attack or harm you?
082
083
1
1
1
1
1
1
1
2
2
2
2
2
2
2
1
34a.
Did you AVOID any activities at your school because
you thought someone might attack or harm you?
076
1 Yes
2 No
34b.
Did you AVOID any classes because you thought
someone might attack or harm you?
077
1 Yes
2 No
34c.
Did you stay home from school because you
thought someone might attack or harm you in the
school building, on school property, on a school
bus, or going to or from school?
078
1 Yes
2 No
2
Attachment A
I. FEAR
Intro: Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.
35a.
How often are you afraid that someone will attack or
harm you in the school building or on school
property?
079
1 Never
2 Almost never
3 Sometimes
4 Most of the time
080
1 Never
2 Almost never
3 Sometimes
4 Most of the time
081
1 Never
2 Almost never
3 Sometimes
4 Most of the time
(READ CATEGORIES.)
35b.
How often are you afraid that someone will attack or
harm you on a school bus or on the way to and from
school?
(READ CATEGORIES)
35c.
Besides the times you are in the school building, on
school property, on a school bus, or going to or from
school, how often are you afraid that someone will
attack or harm you?
(READ CATEGORIES)
PROBES (33, 34, 35):
Can you tell me why you answered the way you did?
Now I’d like to ask you about those last three questions.
Can you tell me, in your own words, what this question was asking: “How often are you
afraid that someone will attack or harm you in the school building or on school property?”
o Do you think of that as being the same or different from the question “Did you AVOID
any activities at your school because you thought someone might attack or harm you?”
Can you tell me, in your own words, what this question was asking: “How often are you
afraid that someone will attack or harm you on a school bus or on the way to and from
school?”
o Do you think of that as being the same or different from the question “Did you AVOID
any classes because you thought someone might attack or harm you?”
[IF NECESSARY]: Do you generally feel more safe at school – meaning in the school
building, on school property, on the bus and so on – or outside of school? Why did you
say that?
Attachment A
J. WEAPONS
In the next series of questions we are going to ask you about weapons at your school. All your
responses are strictly confidential and will not be shared with anyone.
36.
Some people bring guns, knives, or objects that
can be used as weapons to school for protection.
During this school year, did YOU ever bring the
following to school or onto school grounds?
No
Yes
(READ CATEGORIES.)
a. A gun?
082
1
b. A knife brought as a weapon?
083
1
c. Some other weapon?
084
1
2
2
37a.
Do you know of any other students who have
brought a gun to your school during this school
year?
37b.
38.
085
1
2
Have you actually seen another student with a gun at
school during this school year?
086
1
2
3
During this school year, could you have gotten a
loaded gun without adult permission, either at school
or away from school?
113
1 Yes
2 No
2
Yes
No - SKIP to 39a
Yes
No
Don’t know
K. GANGS
INTRO 4 -
Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting gangs,
crews, or something else. Gangs may use common names, signs, symbols, or colors. For this survey, we
are interested in all gangs, whether or not they are involved in violent or illegal activity. Your responses are
confidential.
39a.
Are there any gangs at your school?
39b.
During this school year, how often have gangs been
involved in fights, attacks, or other violence at your
school?
058
1 Yes
2 No - SKIP to 40
3 Don't know
089
1
2
3
4
5
6
090
1 Yes
2 No
3 Don't know
(READ CATEGORIES 1-5)
39c.
Have gangs been involved in the sale of drugs at
your school during this school year?
Never
Once or twice this school year
Once or twice a month
Once or twice a week, or
Almost every day
Don't know
L. STUDENT CHARACTERISTICS
Attachment A
40.
116
During this school year, across all subjects have you
gotten mostly -
(READ CATEGORIES 1-5)
41a.
During the last 4 weeks of school, did you skip any
classes? Again, we would like to remind you that all
your responses are strictly confidential and will not be
shared with anyone.
41b.
During the last 4 weeks of school, on how many days
did you skip at least one class?
42.
Thinking about the future, do you think you will ...
a. Attend school after high school, such as a
college or technical school? . . . . . . . . . .
114
1
2
3
4
5
6
A's
B's
C's
D's
F's
School does not give grades/no alphabetic
grade equivalent
1 Yes
2 No - SKIP to 42
3 Don't know - SKIP to 42
116
(Number of days)
117
Yes
1
No
2 -- END
118
1
2
Don't know
3
b. Graduate from a 4-year college? . . . . . . . . . . .
3
DEBRIEFING QUESTIONS
Did you have any other thoughts about the topics we discussed today, or the questions on
this survey?
I’m going to ask you a few quick questions about yourself for our research. Everything you
say is confidential; no one outside of our team will have this information.
o What is your race, in your own words? That is, do you think of yourself as white,
black, Hispanic [etc.].
o Can you tell me if you think of yourself as straight, gay or lesbian, or bisexual?
Appendix C: SCS Cognitive Testing Questionnaire and Protocol
Round 2, Version A (January 27, 2014)
ASK OF ALL PEOPLE AGES 12-18
FORM
U.S. DEPARTMENT OF
Economics and Statistics Administration
U.S. Census Bureau
ACTING AS COLLECTING AGENCY FOR
THE
BUREAU OF JUSTICE STATISTICS
U.S. DEPARTMENT OF JUSTICE
NCVS – SCS 2015
QUESTIONNAIRE + TESTING PROTOCOL
(NOVEMBER 2013)
SCS-1R(draft)
SCHOOL CRIME SUPPLEMENT
Attachment A
TO THE NATIONAL CRIME
VICTIMIZATION SURVEY
2015
Control number
PSU
Segment/Suffix
Sample Designation/Suffix
Serial/Suffx
HH No.
Spinoff
Indicator
QUESTIONNAIRE
A. FR Code
B. Respondent
Line No.
001
002
Age
Name
003
FIELD REPRESENTATIVE - Complete an SCS-1 form for all
NCVS interviewed people ages 12-18. Do NOT complete an
SCS-1 form for Type Z noninterview people or for people in
Type A noninterview households.
C. Type of SCS Interview
004
1
2
3
4
5
Personal - Self
Telephone – Self
Personal - Proxy
Telephone - Proxy
Noninterview – SKIP to ITEM D
D. Reason for SCS noninterview
005
2 Refused
} SKIP to END
3 Not available
} SKIP to END
4 NCVS completed in a
Language other than } SKIP to END
English or Spanish
Attachment A
INTRO 1 -
Now, I would like to ask some questions about your experiences at school so far during THIS school
year. We estimate the survey will take about 10 minutes. The law authorizes the collection of this data
and requires us to keep all information about you and your household strictly confidential.
E. SCREEN QUESTIONS FOR SUPPLEMENT
1a.
Did you attend school at any time this school year?
006
1 Yes
2 No - SKIP to END
092
1 Yes
2 No - SKIP to 1d
007
1 Yes - SKIP to END
2 No
1b.
During that time, were you ever home-schooled?
That is, did you receive ANY of that schooling at
home, rather than in a public or private school?
1c.
Was all of your schooling this school year home
schooling?
1d.
How many different schools have you attended
since the start of this school year? [if student
said “yes” to 1b add: Include your homeschooling
as one school]
1 one school
2 two schools
3 three or more schools
Check item: if student was not homeschooled (1b = “no”) continue with 2b. If student was partially homeschooled, continue
with 2a.
PROBE (1d):
Can you tell me why you gave that answer [to the question: How many different schools
have you attended this school year]?
What school/schools were you thinking of?
What time period were you thinking of when I asked how many different schools you’ve
attended?
What do you think we mean by “different schools”? What kind of change do you think would
count as going from one school to a different school?
[if answer was 2+ different schools] Can you talk me through the changes in schools? [if
needed, ask probes below]
o What school were you in at the start of the school year?
o When did you change schools?
o To what school?
o Why did you change?
o Did you make any other changes during the school year? [when was that change, etc.]
Attachment A
2a.
During the time you were home-schooled this
school year, what grade would you have been in if
you were in a public or private school?
0 Fifth or under - SKIP to END
093
19
20
21
22
23
24
25
26
Sixth
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth
Other - Specify
Skip
to 3
27
College/GED/Post-graduate/
Other noneligible – END
2b.
What grade are you in?
0 Fifth or under - SKIP to END
19
Sixth
20
Seventh
21
Eighth
22
Ninth
23
Tenth
24
Eleventh
25
Twelfth
26
Other - Specify
008
27
College/GED/Post-graduate/ Other
noneligible - SKIP to END
FIELD REPRESENTATIVE - Read introduction only if any of the boxes 1-8 are marked in item 2a.
INTRO 2 - The following questions pertain only to your attendance at a public or private school and not to being homeschooled.
3.
In what month did your current school year begin?
009
1 August September Other –
2 Specify______
3
F. ENVIRONMENTAL QUESTIONS
4a.
4b.
What is the complete name of your school?
In what city, county, and state is your school
located?
016
017
018
019
School Name
City
County
State
Attachment A
5a.
5b.
Is your school public or private?
019
1 Public - ASK 5b
2 Private - SKIP to 5c
.
Is this the regular school that most of the students in
your neighborhood attend?
020
1 Yes } SKIP to
2 No } SKIP to 6
021
1 Yes
2 No
3 Don’t know
5c.
Is your school affiliated with a religion?
8.
What grades are taught in your school?
Pre-K or Kindergarten
7.
00
01
02
03
04
05
06
07
08
09
10
11
12
13
20
30
Grades:
020
(lowest) TO
021
How do you get to school most of the time this
school year?
022
FIELD REPRESENTATIVE - If multiple modes are used,
code the mode in which the student spends the most
time.
8.
(highest)
H.S. Senior
Post-graduate
All ungraded
All Special Education
How do you get home from school most of the time
this school year?
FIELD REPRESENTATIVE - If multiple modes are used,
code the mode in which the student spends the most
time.
If the student volunteers that he or she does not go directly home
after school, record the mode that the student uses to
get to his or her first destination after school.
024
1 Walk
2 School bus
3 Public bus, subway,
train
4 Car
5 Bicycle, motorbike, or motorcycle
6 Some other way Specify
1 Walk
2 School bus
3 Public bus, subway, train
4 Car
5 Bicycle, motorbike, or motorcycle
6
Some other way –
Specify_____________
Attachment A
9.
During this school year, have you participated in any
of the following activities sponsored by your school:
Yes
No
120
1
2
121
1
2
122
1
2
123
1
2
124
1
2
125
f. [IF GRADES 6, 7, or 8 ASK] Volunteer or community
service clubs sponsored by your school, for
example, Peer Mediators, Ecology Club, or Recycling
Club?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or
community service clubs sponsored by your school,
for example, Peer Mediators, Ecology Club, Key
Club, or Interact? Do not include community service
hours required for graduation.
126
g. Other school clubs or school activities?
1
2
a. Athletic teams at school?
b.
c.
Spirit groups, for example, Cheerleading, Dance
Team, or Pep Club?
Performing arts, for example, Band, Choir,
Orchestra, or Drama?
d. Academic clubs, for example, Debate Team, Honor
Society, Spanish Club, or Math Club?
e.
Student government?
1
Specify
2
Attachment A
10. The next questions are about security measures that
some schools take.
Does your school have:
Yes
No
028
1
2
Don’t know School does not
have lockers
3
029
1
2
3
030
1
2
3
031
1
2
3
032
1
2
3
033
1
2
3
094
1
2
3
095
1
2
3
096
1
2
3
Yes
No
Don’t know
1
2
3
a.
Security guards or assigned police officers?
b. Other adults supervising the hallway, such as
teachers, administrators, or parent volunteers?
c.
Metal detectors, including wands?
d. Locked entrance or exit doors during the day?
e.
A requirement that visitors sign in and wear visitor
badges or stickers?
f.
Locker checks?
g. A requirement that students wear badges or
picture identification?
h. One or more security cameras to monitor
the school?
i.
11.
A code of student conduct, that is, a set of
written rules or guidelines that the school
provides you?
If you hear about a threat to school or student safety,
do you have a way to report it without having to give
your name?
4
167
PROBES (11):
What kinds of “ways of reporting” do you think of?
IF NECESSARY: Do you think of things like phone, online or writing a note and putting it
in a box? Do you also think of telling someone face-to-face?
What about the part about not giving your name? If you heard about a threat, and you
would normally tell a parent or a teacher, who obviously already knows you, would you
still say ‘yes’ to this question?
12.
In your classes, how often are you distracted from
doing your schoolwork because other students are
misbehaving, for example, talking or fighting?
(READ CATEGORIES.)
156
1
2
3
4
Never
Almost never
Sometimes
Most of the time
Attachment A
Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree
with the following...
13.
a. Everyone knows what the school rules are.
b.
The school rules are fair.
The punishment for breaking school rules is
the same no matter who you are.
d.
The school rules are strictly enforced.
036
If a school rule is broken, students know
what kind of punishment will follow.
f.
Teachers treat students with respect
b.
c.
Really cares about you.
Listens to you when you have something to say.
Tells you when you do a good job.
16.
Really cares about you.
b.
Listens to you when you have something to say.
c.
Believes that you will be a success.
037
038
127
1
Strongly
Agree
There is a lot of crime in the neighborhood where
you live.
4
3
4
3
4
3
4
3
3
4
1
1
2
2
Agree
175SCS 1
176SCS 1
2
1
1
1
Strongly
Agree
4
Agree
2
2
2
Disagree
Agree
Disagree
3
3
3
2
4
4
Strongly
Disagree
179SCS 1
3
3
3
2
Strongly
Disagree
Disagree
2
173SCS 1
4
Strongly
Agree
2
Thinking about the neighborhood where YOU
LIVE, would you strongly agree, agree, disagree,
or strongly disagree with the following…
2
There is a STUDENT at school who…
a.
1
3
15.
2
1
Strongly
Disagree Disagree
There is a TEACHER or other ADULT at school who…
a.
2
Still thinking about your school, would you
strongly agree, agree, disagree, or strongly disagree
with the following…
14.
1
e.
Agree
035
c.
Strongly
Agree
034
4
4
4
Strongly
Disagree
3
4
Attachment A
17.
Thinking about the neighborhood where your
SCHOOL IS LOCATED, would you strongly agree,
agree, disagree, or strongly disagree with the
following...
There is a lot of crime in the neighborhood where
you go to school.
18.
Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with
the following...
Strongly
Agree
Agree
181SCS 1
2
Strongly
Agree
Agree
1
You feel safe in your school
3
2
3
Strongly
Disagree
Disagree
4
Strongly
Disagree
Disagree
4
INTRO 3 - Now I have some questions about things that happen at school. For this survey, “at school” includes the school
building, on school property, on a school bus, or going to and from school. Your answers will not be given to
anyone.
19.
The following question refers to the availability of
drugs and alcohol at your school.
FIELD REPRESENTATIVE - For each item ask,
Is it possible for students at your school to
get...
a. Alcoholic beverages?
b. Marijuana?
c. Prescription drugs illegally obtained without a
prescription, such as Oxycontin, Ritalin or
Adderall?
d. Other illegal drugs, such as cocaine, uppers, or
heroin.?
If “Yes” is marked, ASK - What drugs?
(Exclude tobacco products.)
040
041
159
048
No
Don’t know
1
2
3
1
2
3
1
2
3
1
Specify
2
3
Yes
PROBES (19):
Prescription drugs are legal but sometimes people get and sell them illegally, like
oxycontin, Ritalin and adderall. Are there other kinds of prescription drugs you know of
that are available? Did you include them in your response?
What are some of the other names for those drugs?
Are they very popular?
What about drugs that are illegal, like cocaine, uppers and heroin? Do you know of other
illegal drugs that are available? Did you include them in your response?
What are some of the other names for those drugs?
Which drugs do you think are fairly popular now?
What are the most common names for those drugs?
Attachment A
20.
During this school year, did you see another student who
1 Yes
was under the influence of illegal drugs or alcohol while
2 No
they were at school?
PROBES (20):
Can you tell me more about what you saw?
What made you think the student was under the influence?
What kinds of drugs or alcohol do you think the student was using?
G. FIGHTING, BULLYING AND HATE BEHAVIORS
21a.
During this school year, have you been in one or
more physical fights at school?
21b.
During this school year, how many times have you
been in a physical fight at school?
103
104
1 Yes
2 No - SKIP to 22
(Number of times)
22.
Now I have some questions about bullying at
school. Bullying happens when one or more
students tease, threaten, spread rumors about, hit,
shove or hurt another student. It is not bullying
when students of about the same strength or
power argue or fight or tease each other in a
friendly way. Bullies are usually stronger, or have
more friends or more money, or some other power
over the student being bullied. Usually, bullying
happens over and over, or the student being
bullied thinks it might happen over and over.
22
By this definition, have you been bullied at school,
by another student, this school year?
22a.
Was any of the bullying verbal – that is, did it
involve making fun of you, calling you names, or
spreading rumors about you?
22b.
Was any of the bullying physical -- that is, did it
involve hitting, shoving, tripping, or physically
hurting you in some way, or the threat of hurting
you in some way?
22c.
Was any of the bullying social -- that is, did it
involve ignoring you or excluding you from activities
on purpose in order to hurt you?
1 Yes
2 No [ask/probe on Q22a-c hypothetically]
22a
1 Yes
2 No
22b
1 Yes
2 No
22c
1 Yes
2 No - SKIP to 29
If Q22 (any version) = yes:
Can you tell me about what happened?
How were you bullied [Look for whether examples in each of the questions
(22/22a/b/c) -- hit, teased etc. - are a good representation]?
Can you say more about the frequency – how often did it happen?
Why do you think it could (or would not) happen again?
Attachment A
Can you explain how the person was more powerful than you?
Q22a/b/c:
Let me read back the examples in Q22a. Do you think those are good examples
of verbal bullying? [why/why not]. Are there other examples that come to
mind as verbal bullying that we didn’t mention?
[repeat for Q22b and Q22c]
All respondents:
Can you tell me what you think of when you hear the word “bullied”?
What kinds of behavior do you think “count” as bullying? (Why?)
REPETITION:
Do you think of bullying as something that is repeated over and over (or could be), or do
you think even if something only happened once and is not likely to happen again that it
could be considered bullying?
POWER: What about the idea of one student having more power than the other in some way (bigger,
stronger, more popular, has more money, etc.) –
Do you think that if 2 students have about the same power that they could bully each
other?
We gave three examples of having more power – stronger, more friends, more
money. Can you think of other ways a bully can have more power over
someone?
24.
During this school year, how often were you bullied?
(READ CATEGORIES 1-4.)
142
1 Once or twice this school year
2 Once or twice a month
3 Once or twice a week, or
4 Almost every day
5 Don’t know
PROBES (24):
Can you tell my why you answered the way you did?
25.
During this school year, where did the bullying occur?
Did it occur …
(READ CATEGORIES) Mark (X) all that apply
143
172
173
173
146
148
149
1 In a classroom at school?
2 In a hallway or stairwell at school?
3 In a bathroom or locker room at school?
4 In a cafeteria or lunchroom at school?
5 Somewhere else inside the school
building? – Specify
6 Outside on school grounds?
7 On the way to or from school such as on a
school bus or at a bus stop?
8 Online or by text?
PROBES 25/7:
Can you tell me why you answered the way you did?
What about being bullied on the way to or from school, including on the bus or at the bus
stop. Can you tell me in your own words what that question is asking?
PROBES 25/8:
Can you tell me, in your own words, what it means to be bullied online or by text?
A little earlier I asked whether you were bullied (re-read Q22 if necessary)
Were you thinking of bullying that can happen online or by text when I first asked that
question, or just bullying that happens in person?
Did any kind of bullying happen to you online or by text that you did not think about or
didn’t mention for some reason back at that earlier question? (Why or why not?)
What about bullying that started at school but then continued online or by text – would
you think of the online or text bullying as being related to school in some way, even
though it didn’t actually happen at the physical school? (Why or why not?)
Attachment A
And what if a schoolmate bullied you online or by text but it never happened at the
physical school – do you think you would say yes or no to “online or by text”? Why?
1 Yes
2 No
26. Did you tell a teacher or some other adult at school about
being bullied?
147
27. This school year, how much has bullying had a
negative effect on:
(READ RESPONSES FOR EACH)
Not
Not very
Somewhat
A lot
at allmuch
1 2 3 4
1 2 3 4
a.
Your school work
b.
Your relationships with friends
c.
Your physical health (for example, caused
injuries, gave you headaches or stomach
aches)
1 2 3 4
d.
How you feel about yourself
1 2 3 4
PROBES (27):
Can you tell me why you answered the way you did?
Has bullying affected you in other ways?
In what ways?
Can you tell me about how seriously it’s affected you?
28. When you were bullied in school this year, did you ever
think it was related to ...
a.
Your race?
b.
c.
d.
e.
f.
Yes
1
No
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2
all => SKIP to 30
Your religion?
Your ethnic background or national origin - for
example, people of Hispanic origin?
Any disability – such as physical, mental, or
developmental disabilities - you may have?
Your gender?
Your sexual orientation - by this we mean
gay/lesbian, bisexual, or heterosexual/straight?
g.
Your physical appearance?
h.
Some other reason?
PROBE (28):
Can you tell me why you answered the way you did?
Did you feel you’d have to be certain that the incident was related to one of these
categories for you to say “yes”? Or do you think you could say “yes” even if you were not
absolutely certain there was a connection?
Attachment A
Response category f: We defined sexual orientation as gay/lesbian, bisexual, heterosexual
or straight. Do you understand these words? Would you use other words to describe sexual
orientation?
For item h probe: What other reasons do you think you were bullied?
1 Yes
29a. We know that not all bullying happens at school. Bullying
can happen anywhere by electronic means. During this school 2 No
year, have you been bullied by another student online or by
text?
PROBES (29a):
[if yes]
Can you tell me about what happened?
[If “no” to Q22]: In that earlier question you did not mention being bullied at school,
and you said “yes” to this question. Can we talk about that – what is it about the
incidents that made you say “no” to the earlier question but “yes” to this one?
[all respondents]
Probes refer to this question: “Have you been bullied by another student online or by text?”
If you were bullied by a student who did not go to your school, how do you think you
would answer the question? [probe for how respondent was/would be related to the bully
for them to say ‘yes’]
If you were bullied by a student from your school, but you got the message – by text,
email, twitter or whatever – while you were at home, how do you think you would answer
the question? [probe for whether where the respondent got the message factors in to
whether they consider it being bullied by another student]
[if not already discussed] Can you give me some examples of what you think of as being bullied
online or by text?
Attachment A
30. During this school year, has anyone called you an insulting 065 1 Yes
or bad name at school having to do with your race, religion, 2 No - SKIP to 32
ethnic background or national origin, disability, gender, or
sexual orientation? We call these hate-related words.
PROBES (30):
Can you tell me what happened?
[If ‘yes’ but answer to Q22 was ‘no’]:
o Do you remember if you were thinking of [the hate crime incident] when I was asking
that earlier question about bullying [repeat Q22]?
o Why do you think you said ‘no’ to that question and ‘yes’ to this one?
For you, what makes being called a hate-related word different than being bullied?
31. Were any of the hate-related words related to ...
a.
b.
c.
d.
e.
f.
Your race?
Yes
107SCS 1
Your religion?
108SCS 1
2
3
109SCS 1
2
3
110SCS 1
2
3
111SCS 1
2
3
1
2
3
Your ethnic background or national origin (for
example, people of Hispanic origin)?
No
2
Don’t know
3
Any disability (by this I mean physical, mental,
or developmental disabilities) you may have?
Your gender?
Your sexual orientation - by this we mean
gay/lesbian, bisexual or heterosexual/straight?
32. During this school year, have you seen any hate-related
words or symbols written in school classrooms, school
bathrooms, school hallways, or on the outside of your
school building?
112SCS
066 1 Yes
2 No
Attachment A
H. AVOIDANCE
33.
During this school year, did you ever STAY AWAY
from any of the following places because you
thought someone might attack or harm you there?
Yes
(READ CATEGORIES.)
a.
b.
c.
d.
e.
085
Any hallways or stairs in school?
086
Parts of the school cafeteria?
087
Any school restrooms?
088
f.
Other places inside the school building?
089
g.
School parking lot?
h.
Other places on school grounds?
i.
School bus or bus stop?
1
No
2
The entrance into the school?
084
For example, did you ever STAY AWAY from the
shortest route to school because you thought
someone might attack or harm you?
090
091
1
1
1
1
1
1
1
2
2
2
2
2
2
2
1
34a.
Did you AVOID any activities at your school because
you thought someone might attack or harm you?
076
1 Yes
2 No
34b.
Did you AVOID any classes because you thought
someone might attack or harm you?
077
1 Yes
2 No
34c.
Did you stay home from school because you
thought someone might attack or harm you in the
school building, on school property, on a school
bus, or going to or from school?
078
1 Yes
2 No
2
Attachment A
I. FEAR
Intro: Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.
35a.
How often are you afraid that someone will attack or
harm you in the school building or on school
property?
079
1 Never
2 Almost never
3 Sometimes
4 Most of the time
080
1 Never
2 Almost never
3 Sometimes
4 Most of the time
081
1 Never
2 Almost never
3 Sometimes
4 Most of the time
(READ CATEGORIES.)
35b.
How often are you afraid that someone will attack or
harm you on a school bus or on the way to and from
school?
(READ CATEGORIES)
35c.
Besides the times you are in the school building, on
school property, on a school bus, or going to or from
school, how often are you afraid that someone will
attack or harm you?
(READ CATEGORIES)
PROBES (33, 34, 35):
Can you tell me why you answered the way you did?
Now I’d like to ask you about those last three questions.
Can you tell me, in your own words, what this question was asking: “How often are you
afraid that someone will attack or harm you in the school building or on school property?”
o Do you think of that as being the same or different from the question “Did you AVOID
any activities at your school because you thought someone might attack or harm you?”
Can you tell me, in your own words, what this question was asking: “How often are you
afraid that someone will attack or harm you on a school bus or on the way to and from
school?”
o Do you think of that as being the same or different from the question “Did you AVOID
any classes because you thought someone might attack or harm you?”
[IF NECESSARY]: Do you generally feel more safe at school – meaning in the school
building, on school property, on the bus and so on – or outside of school? Why did you
say that?
Attachment A
J. WEAPONS
In the next series of questions we are going to ask you about weapons at your school. All your
responses are strictly confidential and will not be shared with anyone.
36.
Some people bring guns, knives, or objects that
can be used as weapons to school for protection.
During this school year, did YOU ever bring the
following to school or onto school grounds?
No
Yes
(READ CATEGORIES.)
a. A gun?
082
1
b. A knife brought as a weapon?
083
1
c. Some other weapon?
084
1
2
2
37a.
Do you know of any other students who have
brought a gun to your school during this school
year?
37b.
38.
085
1
2
Have you actually seen another student with a gun at
school during this school year?
086
1
2
3
During this school year, could you have gotten a
loaded gun without adult permission, either at school
or away from school?
113
1 Yes
2 No
2
Yes
No - SKIP to 39a
Yes
No
Don’t know
K. GANGS
INTRO 4 -
Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting gangs,
crews, or something else. Gangs may use common names, signs, symbols, or colors. For this survey, we
are interested in all gangs, whether or not they are involved in violent or illegal activity. Your responses are
confidential.
39a.
Are there any gangs at your school?
39b.
During this school year, how often have gangs been
involved in fights, attacks, or other violence at your
school?
058
1 Yes
2 No - SKIP to 40
3 Don't know
089
1
2
3
4
5
6
090
1 Yes
2 No
3 Don't know
(READ CATEGORIES 1-5)
39c.
Have gangs been involved in the sale of drugs at
your school during this school year?
Never
Once or twice this school year
Once or twice a month
Once or twice a week, or
Almost every day
Don't know
L. STUDENT CHARACTERISTICS
Attachment A
40.
116
During this school year, across all subjects have you
gotten mostly -
(READ CATEGORIES 1-5)
41a.
During the last 4 weeks of school, did you skip any
classes? Again, we would like to remind you that all
your responses are strictly confidential and will not be
shared with anyone.
41b.
During the last 4 weeks of school, on how many days
did you skip at least one class?
42.
Thinking about the future, do you think you will ...
a. Attend school after high school, such as a
college or technical school? . . . . . . . . . .
b. Graduate from a 4-year college? . . . . . . . . . . .
114
1
2
3
4
5
6
A's
B's
C's
D's
F's
School does not give grades/no alphabetic
grade equivalent
1 Yes
2 No - SKIP to 42
3 Don't know - SKIP to 42
117
(Number of days)
117
Yes
1
No
2 -- END
118
1
2
Don't know
3
3
DEBRIEFING QUESTIONS
Did you have any other thoughts about the topics we discussed today, or the questions on
this survey?
I’m going to ask you a few quick questions about yourself for our research. Everything you
say is confidential; no one outside of our team will have this information.
o What is your race, in your own words? That is, do you think of yourself as white,
black, Hispanic [etc.].
o Can you tell me if you think of yourself as straight, gay or lesbian, or bisexual?
Attachment 8
SEI Memo Census Cognitive Lab Report, March 2014
March 27, 2014
MEMORANDUM FOR:
Kathryn A. Chandler
Director, El/Sec Sample Survey Studies Program
National Center for Education Statistics
From:
Deborah Lessne
Project Coordinator, SEI
Kathy Zantal-Wiener
Project Director, SEI
Subject:
Census Report March 4, 2014
Cognitive Lab testing of Proposed 2015 SCS Items
Background
This memo summarizes SEI’s review of Census’ report on cognitive lab testing of proposed
2015 SCS survey items. Throughout this memo, the question numbers used refer to the items
contained in the versions of the questionnaire used in the cognitive testing, and found in
Appendices A-C of the Census Report. Also attached to this memo is a revised survey
questionnaire incorporating the recommendations contained in this memo proposed for the 2015
SCS.
The SCS survey items used in the testing were developed over a two-year period based on: (1)
review of data from prior years’ surveys, (2) feedback from field representatives administering
the surveys, (3) the Department of Education research priorities for 2014-2015 and (4) input
from the Technical Review Panel (TRP) composed of researchers and school administrators
familiar with the fields of school crime and prevention. SEI worked with NCES, BJS and
Census to finalize wording for each item to be tested.
Census also developed probes, follow-up questions, and alternate questions for cognitive lab
testing to (1) fully examine whether the proposed new questions were well understood by the
target population, and (2) establish validity of the new questions (e.g., did students construct
responses based on the intended information reflected in each survey item). The team embedded
items in the complete SCS survey, so cog lab participants would receive them in the same
context as future survey respondents.
The majority of items tested resulted in no difficulties for the respondents. Based on follow up
probing, all questions demonstrated validity.
Recommendations
We recommend adopting all the items as tested, with the following changes:
I.
Additional Wording Changes to Test Items 1d and 27
We recommend keeping the additional wording changes to new items 1d and 27 that
were developed during the cognitive lab process. Initial difficulties were found on two
questionnaire items (Appendix A) during the first round of cognitive interviews (N=20).
The researchers recommended minor changes in wording to items 1d and 27 (Appendix
B), which were modified prior to the second round of interviews (N=20). No further
difficulties were found. We recommend using the modified versions tested in the second
round. The questions appear below with the changes in italics:
1d: How many different schools have you attended since the start of this school year?
27: This school year, how much has bullying had a negative effect on…
II.
Test Questions 29 a-c (Cyberbullying anywhere)
We recommend not including these items on the 2015 SCS survey. There are four
reasons for this recommendation:
According to the CDC definition of bullying, electronic bullying should be
viewed as a context or location for bullying, not as a separate type of bullying.
One of the reasons for the in-depth review and revision of the SCS was to ensure
that the data collected would align with this common definition.
Question 25 tested a new subitem to capture information on cyberbullying as part
of bullying at school. The follow-up probing on all test questions about
cyberbullying (question 25 and questions 29a-c) indicated that when
cyberbullying was related in the students’ minds to school bullying, it was
reported on question 25. The responses given later on questions 29a-c about
“any” cyberbullying did not appear to add additional information relevant to the
survey. Instead, these responses either double counted what was reported in
question 25 or captured cyberbullying unrelated to school.
Data from the 2009 and 2011 SCS surveys support the conclusion that relevant
information about cyberbullying is provided under questions about all school
bullying. In 2009, 6 percent of students reported being cyberbullied anywhere.
Approximately 84 percent of those students also said they were bullied at school,
leaving only 1 percent of the total weighted population indicating that they were
cyberbullied only. In 2011, 9 percent of students reported being cyberbullied
anywhere and 79 percent also reported being bullied at school, leaving 2 percent
of the total population reporting cyberbullying only.
2
Some participants in the TRP expressed concern about including cyberbullying
“anywhere” in a questionnaire related to school victimization. Parameters for
classifying cyberbullying as a school-related incident may include association
with in-person victimization incidents at school, perpetration of cyberbullying by
school mates at any time, or reading bullying text during school hours regardless
of who sent it. Stakeholders interested in school victimization will not find the
data from questions 29a-c useful without further clarification of the incidents
reported here.
The cognitive lab researchers noted the small number of students who were
victims of cyberbullying in the test sample. The majority of students questioned
concerning cyberbullying had to base their responses on “hypothetical” situations.
These students may not have adequately represented the responses that would be
collected on the actual SCS about cyberbullying. The researchers recommended
doing further research on the questions, with more students who have been
victims of cyberbullying, before finalizing these questions for the survey.
For the next SCS cycle, we recommend using responses to Question 25, subitem “online
or by text,” from the 2015 survey to estimate the extent of cyberbullying at school.
Determining if the estimate is reasonable could be based on a comparison to the number
of students on the 2009, 2011 and 2013 surveys reporting both cyberbullying and
bullying.
III.
Test Questions 22 and 23 (Have you been bullied at school, by another student, this
school year?) should continue to be administered in two different ways using a splithalf design for the 2015 administration.
This question series was tested several ways in the sample. In round 1 (Appendix A), the
interviewers presented the question as it has been worded since 2007 – a lead in prompt
about bullying, followed by a list of bullying behaviors the student might have
experienced. In the previous survey administrations, students responded to each item on
the list individually, and any “yes” indicated the student had been bullied. However, for
the cognitive lab, in round 1 the researchers inserted a “yes/no” option to the general
prompt, “has any student bullied you?” before presenting the list of bullying behaviors.
There were no instances where students answered “yes” on overall bullying and “no” on
all the behavioral subitems. There were situations where students answered “no” on
overall bullying and “yes” on one or more subitems. The researchers probed to
determine whether this indicated that:
the additional items about different types of bullying behaviors prompted those
who at first said they were not bullied to remember incidents of bullying, or,
going through the additional items caused students to forget the initial prompt and
respond “yes” to isolated behaviors that occurred outside actual bullying
incidents.
The data gathered indicated the latter occurs more often: bullying victimization estimates
are inflated by asking repeatedly about different types of behaviors. These behaviors
may have occurred, but not within a context that the respondents considered to be
bullying. These non-bullying incidents were again filtered out of the bullying estimate by
asking the new follow-up questions (23a-b) about power differential and repetition.
3
However, there was some confusion among respondents on later questions about
frequency and location of bullying in cases where they had responded “yes” to individual
behaviors which were not considered to be part of a “bullying” incident.
In round 2 (Appendix B), version 1 of question 22 was developed to operationalize the
CDC definition of bullying with the power differential and repetition components in a
single item. In round 2, version 2 (Appendix C), the single question was followed by
three additional questions on the type of bullying experienced. Again, it did not appear
that additional prompting on types of bullying increased the “recall” of bullying
incidents.
Asking the full series of questions in both rounds appears to generate the same results:
the majority of victimizations would meet the CDC definition of bullying. Our
recommendation, however, is to use the single version of bullying question with all
definitional components (Appendix C). This avoids confusion on later questions about
type and location of bullying, and decreases administration time. There are three concerns
with this change in the SCS bullying question that need to be addressed:
4
There was some evidence that the length of the new single question could result in
loss of attention, particularly in a CATI administration. This could be minimized
with additional instructions to the field representatives to ensure students do not
respond before hearing the full question.
The results using version 1 confirmed that the bullying question used through
2013, which did not include follow-up questions on power and repetition, was
generating a larger estimate of bullying frequency than will result from the new
question based on the full CDC definition. Switching to a single new question will
result in loss of comparability with historic data. There is a need to maintain
continuity with all previous administrations of the SCS, in order to continue
evaluating trends in school bullying. Therefore, it is necessary to generate an
estimate for the extent to which bullying counts captured by the old definition
exceed the counts captured by the new definition. This estimate can be used to
adjust estimates of bullying from previous years to meet the new definition and
prevent the loss of valuable trend data.
Several annual reports using the SCS data include information about the types of
bullying reported by students. The current types of bullying are based on the
separate responses to subitems a-g. We do not recommend keeping this
extensive, detailed list to continue providing this data in addition to the overall
estimate of bullying. Often in the research literature, bullying incidents are
grouped into broader categories for analysis, similar to the categories in the
follow-ups 22a-c (Appendix C) used in the second version of round 2 of the
cognitive lab (physical, verbal and social bullying). Including 22a-c should allow
continued analysis of historic trends, as previous years’ data from the original
items a-g can be re-grouped into these categories.
Minimizing Burden
To minimize burden while addressing the preceding concerns, we recommend using a split-half
administration (outlined in the table below) for the 2015 SCS. This should generate a large
enough sample to give a reliable estimate of the difference in bullying frequency estimates
between the two versions. This difference can be applied to historic data to allow comparisons
with future survey results. In future survey administrations, only the second version of the
bullying question series would need to be administered.
Table: 2015 SCS Split‐half Design for Bullying Questions
Main question format
5
Version 1 administration: All historic
bullying behavior subitems, plus
new follow‐ups on power imbalance
and repetition components
Q22. Now I have some questions
about what students do at school
that makes you feel bad or is
hurtful to you. We often refer to
this as being bullied. You may
include events you told me about
already. During this school year,
has any student bullied you?
That is, has another student...
(Read each category a‐g.)
a. Made fun of you, called you
names, or insulted you, in a
hurtful way?
b. Spread rumors about you or
tried to make others dislike
you?
c. Threatened you with harm?
d. Pushed you, shoved you,
tripped you, or spit on you?
e. Tried to make you do things
you did not want to do, for
example, give them money
or other things?
f. Excluded you from activities on
purpose?
g. Destroyed your property on
purpose?
Version 2 administration:
Single bullying question with all
components and follow‐ups on
types of bullying
Q22. Now I have some questions
about bullying at school. Bullying
happens when one or more
students tease, threaten, spread
rumors about, hit, shove or hurt
another student. It is not bullying
when students of about the same
strength or power argue or fight
or tease each other in a friendly
way. Bullies are usually stronger,
or have more friends or more
money, or some other power over
the student being bullied. Usually,
bullying happens over and over, or
the student being bullied thinks it
might happen over and over.
By this definition, have you been
bullied at school, by another
student, this school year?
Follow‐ups
Q23a. When you were bullied this
school year, did it happen, or were
you afraid it would happen, over
and over?
Q23b. When you were bullied this
school year, were you ever bullied
by someone who had more power
or strength than you? This could be
because the person was bigger than
you, was more popular, had more
money, or had more power than
you in another way
Bullying estimate based on
Historic trend line: yes on any a‐g
CDC definition: yes on any a‐g AND
yes on 23a AND yes on 23b
Subitems a‐g above
Type of bulling based on
IV.
Q22a. Was any of the bullying verbal
– that is, did it involve making fun of
you, calling you names, or spreading
rumors about you?
Q22b. Was any of the bullying
physical ‐‐ that is, did it involve
hitting, shoving, tripping, or
physically hurting you in some way,
or the threat of hurting you in some
way?
Q22c. Was any of the bullying social
‐‐ that is, did it involve ignoring you
or excluding you from activities on
purpose in order to hurt you?
CDC Definition: Single yes/no
Questions 22a‐c above
Additional Recommended Changes to 2015 Survey Items Tested
We recommend making minor wording changes or adding explanations to several other new
items that were tested. These changes have been developed to address potential issues that were
identified in the results of the cognitive lab. These additional changes all refer to the final
version of the test questions (Appendix C).
1. Question 1d states: “How many different schools have you attended since the start
of this school year?” After the change to the proposed question tested in round 2,
there were still some instances of confusion on this item. Instructions to the field
representatives should include further explanation of the question intent if the
initial response is “none.”
2. Question 19b states: “Is it possible for students at your school to get marijuana??”
Question 19d states: “Is it possible to get other illegal drugs, such as cocaine,
uppers or heroin, at your school?” It appeared that some respondents counted
marijuana under different slang names as an “other illegal drug” on 19d rather
than counting it with question 19b. This could potentially result in
underestimating availability of marijuana under 19b on the 2015 survey. We
recommend a further modification to this question to prompt respondents to
include any variation of marijuana in this item:
“Is it possible for students at your school to get marijuana, also known as pot,
weed or mary jane?”
6
The additional examples were selected based on frequency of use of the terms in
the media and in examples of “other” drugs provided by respondents on the 2013
SCS.
3. Question 25 states: “Still thinking about all of the times that you were bullied,
where did the bullying occur? Did it occur…” This prompt should include “in
this school year” to be sure responses are consistent in time frame with all other
SCS items.
4. Question 27, item b states: “This school year, how much has bullying had a
negative effect on…your relationships with friends?” When asked about “other”
negative effects than those listed in items a-d, students often talked about impacts
on family relationships. The purpose of item b is to estimate the social impacts of
bullying. Based on comments from the respondents this should read “friends or
family.”
5. Questions 28f and 38f both ask about sexual orientation in relation to bullying
(28) and hate words (38). Several different lists of terms were tested during the
cognitive lab as examples of what is meant by “sexual orientation.” All versions
appeared to be equally well understood. We recommend using “gay, lesbian,
bisexual, or straight” as the examples of sexual orientation. This recommendation
is based on 1) the terms most often used by the respondents themselves during
follow-up discussions, and 2) the need to avoid confusion in CATI
administrations which can occur if a longer list is used.
Summary
The cognitive lab results indicate that the revised 2015 SCS survey will meet NCES’ mission to
provide ongoing information to the public on school victimization and crime prevention efforts.
The new items tested, and the recommended changes listed here will ensure the 2015 SCS will:
Align with the CDC definition of bullying
Preserve the usefulness of historic SCS data
Eliminate questions that have resulted in ambiguous data
Reduce survey burden
Attachment 1:
Census Report March 4, 2014 Cognitive Lab testing of Proposed 2015 SCS Items
Attachment 2:
2015 SCS Questionnaire Draft 3-26-14
7
Attachment 9
2015 SCS Questionnaire Draft, 3/27/14
ASK OF ALL PEOPLE AGES 12-18
FORM
SCS-1R(draft 3-27-14)
U.S.DEPARTMENT OF
Economics and Statistics Administration
U.S. Census Bureau
ACTING AS COLLECTING AGENCY FOR THE
BUREAU OF JUSTICE STATISTICS
U.S. DEPARTMENT OF JUSTICE
SCHOOL CRIME SUPPLEMENT
TO THE NATIONAL CRIME
VICTIMIZATION SURVEY
2015
Control number
PSU
Segment/Suffix
Sample Designation/Suffix
Serial/Suffx
HH No.
Spinoff
Indicator
QUESTIONNAIRE
A. FR Code
B. Respondent
Line No.
001
002
Age
Name
003
FIELD REPRESENTATIVE - Complete an SCS-1 form for all
NCVS interviewed people ages 12-18. Do NOT complete an
SCS-1 form for Type Z noninterview people or for people in
Type A noninterview households.
D. Reason for SCS noninterview
005
C. Type of SCS Interview
004
1
2
3
4
5
2 Refused
} SKIP to END
3 Not available
} SKIP to END
4 NCVS completed in a
Language other than } SKIP to END
English or Spanish
Personal - Self
Telephone – Self
Personal - Proxy
Telephone - Proxy
Noninterview – SKIP to ITEM D
INTRO 1 -
Now, I would like to ask some questions about your experiences at school. We estimate the survey will
take about 10 minutes. The law authorizes the collection of this data and requires us to keep all
information about you and your household strictly confidential.
E. SCREEN QUESTIONS FOR SUPPLEMENT
1a.
Did you attend school at any time this school year?
006
1 Yes
2 No - SKIP to END
092
1 Yes
2 No - SKIP to 1d
007
1 Yes - SKIP to END
2 No
1b.
During that time, were you ever home-schooled?
That is, did you receive ANY of that schooling at
home, rather than in a public or private school?
1c.
Was all of your schooling this school year home
schooling?
1d.
How many different schools have you attended
since the start of this school year? [if student said
“yes” to 1b add: Include your homeschooling as
one school]
1 one school
2 two schools
3 three or more schools
Check item: if student was not homeschooled (1b = “no”) continue with 2b. If student was partially homeschooled (1c= “no”),
continue with 2a.
Draft 2015 SCS (3/27/2014)
Page 1
2a.
During the time you were home-schooled this
school year, what grade would you have been in if
you were in a public or private school?
0 Fifth or under - SKIP to END
093
1
2
3
4
5
6
7
8
Sixth
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth
Other - Specify
Go to
Intro 2
9 College/GED/Post-graduate/ Other
noneligible – END
2b.
0 Fifth or under - SKIP to END
1 Sixth
2 Seventh
3 Eighth
4 Ninth
5 Tenth
6 Eleventh
7 Twelfth
8 Other - Specify
008
What grade are you in?
Skip
to 3
9 College/GED/Post-graduate/ Other
noneligible - SKIP to END
FIELD REPRESENTATIVE - Read introduction only if any of the boxes 1-8 are marked in item 2a.
INTRO 2 - The following questions pertain only to your attendance at a public or private school and not to being homeschooled.
3.
In what month did your current school year begin?
009
1 August
2 September
3 Other – Specify__________
F. ENVIRONMENTAL QUESTIONS
4a.
What is the complete name of your school?
In what city, county, and state is your school
located?
012 School Name
013 City
014 County
015 State
Is your school public or private?
016
1 Public - ASK 5b
2 Private - SKIP to 5c
Is this the regular school that most of the students in
your neighborhood attend?
017
1 Yes } SKIP to 6
2 No } SKIP to 6
018
1 Yes
2 No
3 Don’t know
4b.
5a.
5b.
5c.
Page 2
Is your school affiliated with a religion?
Draft 2015 SCS (3/27/2014)
6. What grades are taught in your school?
Pre-K or Kindergarten
00
01
02
03
04
05
06
07
08
09
10
11
12
13
20
30
Grades:
020
TO
021
How do you get to school most of the time this
school year?
022
FIELD REPRESENTATIVE - If multiple modes are used,
code the mode in which the student spends the most time.
8.
(highest)
H.S. Senior
Post-graduate
All ungraded
All Special Education
7.
(lowest)
How do you get home from school most of the time
this school year?
FIELD REPRESENTATIVE - If multiple modes are used,
code the mode in which the student spends the most time.
If the student volunteers that he or she does not go directly home
after school, record the mode that the student uses to
get to his or her first destination after school.
024
1
2
3
4
5
6
Walk
School bus
Public bus, subway, train
Car
Bicycle, motorbike, or motorcycle
Some other way – Specify______________
1 Walk
2 School bus
3 Public bus, subway, train
4 Car
5 Bicycle, motorbike, or motorcycle
6
Some other way – Specify_____________
Draft 2015 SCS (3/27/2014)
Page 3
9.
During this school year, have you participated in any
of the following activities sponsored by your school:
Yes
No
120
1
2
121
1
2
122
1
2
123
1
2
124
1
2
125
1
2
126
1
a. Athletic teams at school?
b.
Spirit groups, for example, Cheerleading, Dance
Team, or Pep Club?
c. Performing arts, for example, Band, Choir,
Orchestra, or Drama?
d. Academic clubs, for example, Debate Team, Honor
Society, Spanish Club, or Math Club?
e. Student government?
f. [IF GRADES 6, 7, or 8 ASK] Volunteer or community
service clubs sponsored by your school, for
example, Peer Mediators, Ecology Club, or Recycling
Club?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or
community service clubs sponsored by your school,
for example, Peer Mediators, Ecology Club, Key Club,
or Interact? Do not include community service
hours required for graduation.
g. Other school clubs or school activities?
2
Specify
10. The next questions are about security measures that some
schools take.
Does your school have:
Yes
No
a. Security guards or assigned police officers?
b. Other adults supervising the hallway, such as
teachers, administrators, or parent volunteers?
c. Metal detectors, including wands?
d. Locked entrance or exit doors during the day?
e.
1
2
029
1
2
3
030
1
2
3
031
1
2
3
032
1
2
3
033
1
2
3
094
1
2
3
095
1
2
3
096
1
2
3
Yes
No
Don’t Know
1
2
3
badges or stickers?
f.
028
A requirement that visitors sign in and wear visitor
Locker checks?
g. A requirement that students wear badges or
picture identification?
h. One or more security cameras to monitor the
school?
A code of student conduct, that is, a set of
written rules or guidelines that the school
provides you?
11.
If you hear about a threat to school or student safety,
do you have a way to report it without having to give
your name?
4
i.
Don’t Know School does not
have lockers
3
167
Page 4
Draft 2015 SCS (3/27/2014)
12.
156
In your classes, how often are you distracted from
doing your schoolwork because other students are
misbehaving, for example, talking or fighting?
(READ CATEGORIES.)
13.
Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with
the following...
Never
Almost never
Sometimes
Most of the time
Strongly
Agree
Agree
Strongly
Disagree Disagree
035
1
2
3
4
The punishment for breaking school rules is the
same no matter who you are.
036
1
2
3
4
The school rules are strictly enforced.
037
1
2
3
4
d. If a school rule is broken, students know what
kind of punishment will follow.
038
1
2
3
4
e. Teachers treat students with respect
127
1
2
3
4
a.
The school rules are fair.
1
2
3
4
b.
c.
Still thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following…
14.
Strongly
Agree
There is a TEACHER or other ADULT at school who…
a.
Really cares about you.
b.
Listens to you when you have something to say.
c.
Tells you when you do a good job.
Really cares about you.
b.
Listens to you when you have something to say.
c.
Believes that you will be a success.
1
1
1
Thinking about the neighborhood where YOU
LIVE, would you strongly agree, agree, disagree,
or strongly disagree with the following…
2
176SCS 1
Strongly
Agree
3
3
3
2
175SCS 1
Agree
3
1
Strongly
Agree
Agree
Disagree
Thinking about the neighborhood where your
SCHOOL IS LOCATED, would you strongly agree,
agree, disagree, or strongly disagree with the
following...
1
There is a lot of crime in the neighborhood where
you go to school.
2
Strongly
Disagree
4
4
4
Strongly
Disagree
4
3
Strongly
Disagree
4
4
There is a lot of crime in the neighborhood where
you live.
17.
2
4
Disagree
4
Disagree
Agree
3
2
3
2
3
2
Strongly
Agree
Strongly
Disagree
Disagree
2
173SCS 1
There is a STUDENT at school who…
16.
Agree
a.
15.
Draft 2015 SCS (3/27/2014)
Page 5
18.
Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with
the following...
Strongly
Agree
Agree
1
You feel safe at your school
2
Strongly
Disagree
Disagree
3
4
INTRO 3 - Now I have some questions about things that happen at school. For this survey, “at school” includes the
school building, on school property, on a school bus, or going to and from school. Your answers will not be
given to anyone.
The following question refers to the availability of
drugs and alcohol at your school.
19.
FIELD REPRESENTATIVE - For each item ask,
Is it possible for students at your school to
get
?
a. Alcoholic beverages
040
b. Marijuana, also known as pot, weed or mary jane?
c. Prescription drugs illegally obtained without a
prescription, such as Oxycontin, Ritalin or
Adderall?
d. Other illegal drugs, such as cocaine, uppers, or
heroin.
20.
During this school year, did you see another student who
was under the influence of illegal drugs or alcohol while
they were at school?
041
159
No
1
2
1
2
1
2
1
2
Yes
1 Yes
2 No
G. FIGHTING, BULLYING AND HATE BEHAVIORS
21a.
During this school year, have you been in one or
more physical fights at school?
21b.
During this school year, how many times have you
been in a physical fight at school?
103
104
1 Yes
2 No - SKIP to 22
(Number of times)
Questions 22 and 23 have two alternate forms, designed for split-half administration. Version 1 starts here with questions 22,
subparts a-g, and questions 23a and 23b. For version 2, skip to Alt 22 below.
Page 6
Draft 2015 SCS (3/27/2014)
22.
Now I have some questions about what students do
at school that makes you feel bad or is hurtful to
you. We often refer to this as being bullied. You may
include events you told me about already. During
this school year, has any student bullied you?
That is, has another student...
(Read each category a-g.)
a. Made fun of you, called you names, or insulted
you, in a hurtful way?
b. Spread rumors about you or tried to make others
dislike you?
c. Threatened you with harm?
d. Pushed you, shoved you, tripped you, or spit on
you?
1
2
135
1
2
136
1
2
137
1
2
138
1
2
139
1
2
140
1
2
g. Destroyed your property on purpose?
CHECK Item 22
134
Excluded you from activities on purpose?
No
e. Tried to make you do things you did not want to
do, for example, give them money or other
things?
f.
Yes
1 Yes - SKIP to 30
2 No
Are all categories a-g marked “No” in Q22
above?
23a. When you were bullied this school year, did it happen
over and over, or were you afraid it would happen over
and over?
1 Yes
2 No
23b. When you were bullied this school year, were you ever
bullied by someone who had more power or strength than
you? This could be because the person was bigger than
you, was more popular, had more money, or had more
power than you in another way.
1 Yes
2 No
If completing Version 1, skip to question 24 below. For version 2, continue with Alt 22 here.
ALT 22. Now I have some questions about bullying at school.
Bullying happens when one or more students tease,
threaten, spread rumors about, hit, shove or hurt
another student. It is not bullying when students of
about the same strength or power argue or fight or
tease each other in a friendly way. Bullies are
usually stronger, or have more friends or more
money, or some other power over the student being
bullied. Usually, bullying happens over and over, or
the student being bullied thinks it might happen
over and over.
By this definition, have you been bullied at school,
by another student this school year?
1 Yes
2 No - SKIP to 30
Draft 2015 SCS (3/27/2014)
Page 7
22a. Was any of the bullying verbal – that is, did it involve
making fun of you, calling you names, or spreading
rumors about you?
1 Yes
2 No
22b. Was any of the bullying physical – that is, did it involve
hitting, shoving, tripping, or physically hurting you in
some way, or threat of the hurting you in some way?
1 Yes
2 No
22c. Was any of the bullying social – that is, did it involve
ignoring you or excluding you from activities on purpose
in order to hurt you?
1 Yes
2 No
24.
During this school year, how often were you bullied?
(READ CATEGORIES 1-4.)
25.
During this school year, where did the bullying occur?
Did it occur …
142
1 Once or twice this school year
2 Once or twice a month
3 Once or twice a week, or
4 Almost every day
(READ CATEGORIES) Mark (X) all that apply
143
168
169
173
146
144
145
1 In a classroom at school?
2 In a hallway or stairwell at school?
3 In a bathroom or locker room at school?
4 In a cafeteria or lunchroom at school?
5 Somewhere else inside the school
building? – Specify
6 Outside on school grounds?
7 On the way to or from school such as on a
school bus or at a bus stop?
8 Online or by text?
26. Did you tell a teacher or some other adult at school about
being bullied?
147
27. This school year, how much has bullying had a
negative effect on…
(READ STEM AND RESPONSES FOR EACH)
1 Yes
2 No
a.
Your school work
b.
Your relationships with friends or family
Not
Not very
Somewhat
A lot
at allmuch
1 2 3 4
1 2 3 4
c.
How you feel about yourself
1 2 3 4
d.
Your physical health - for example, caused
injuries, gave you headaches or stomach
aches.
1 2 3 4
e.
How you feel about yourself?
Page 8
1 2 3 4
Draft 2015 SCS (3/27/2014)
28. When you were bullied in school this year, did you ever
think it was related to ...
a.
Your race?
b.
Your ethnic background or national origin - for
example, people of Hispanic origin?
d.
Any disability you may have – such as physical,
mental, or developmental disabilities?
Your gender?
f.
1
2
1
2
1
2
1
2
1
2
1
2
e.
No
2
Your religion?
c.
Yes
1
Your sexual orientation - by this we mean gay,
lesbian, bisexual or straight?
g.
Your physical appearance?
h.
Some other reason?
1
2
Specify__________________________
30. During this school year, has anyone called you an insulting 065 1 Yes
or bad name at school having to do with your race, religion,
2 No - SKIP to 32
ethnic background or national origin, disability, gender, or
sexual orientation? We call these hate-related words.
31. Were any of the hate-related words related to ...
a.
Your race?
Yes
107SCS 1
Your religion?
108SCS 1
2
3
109SCS 1
2
3
110SCS 1
2
3
111SCS 1
2
3
1
2
3
b.
Your ethnic background or national origin -for
example, people of Hispanic origin?
d.
Any disability you may have – such as physical,
mental, or developmental disabilities?
Your gender?
Your sexual orientation - by this we mean gay,
lesbian, bisexual or straight?
32. During this school year, have you seen any hate-related
words or symbols written in school classrooms, school
bathrooms, school hallways, or on the outside of your
school building?
f.
e.
Don’t know
3
c.
No
2
112SCS
066 1 Yes
2 No
Draft 2015 SCS (3/27/2014)
Page 9
H. AVOIDANCE
33.
During this school year, did you ever STAY AWAY
from any of the following places because you
thought someone might attack or harm you there?
(READ CATEGORIES.)
Yes
a.
For example, did you ever STAY AWAY from the
shortest route to school because you thought
someone might attack or harm you?
b.
068
069
c.
Any hallways or stairs in school?
070
d.
Parts of the school cafeteria?
071
e.
Any school restrooms?
072
f.
Other places inside the school building?
073
g.
School parking lot?
074
h.
i.
Other places on school grounds?
2
The entrance into the school?
1
No
075
1
1
1
1
1
1
1
2
2
2
2
2
2
1
School bus or bus stop?
2
2
34a.
Did you AVOID any activities at your school because
you thought someone might attack or harm you?
076
1 Yes
2 No
34b.
Did you AVOID any classes because you thought
someone might attack or harm you?
077
1 Yes
2 No
34c.
Did you stay home from school because you
thought someone might attack or harm you in the
school building, on school property, on a school
bus, or going to or from school?
078
1 Yes
2 No
I. FEAR
Intro: Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.
35a.
How often are you afraid that someone will attack or
harm you in the school building or on school
property?
079
1 Never
2 Almost never
3 Sometimes
4 Most of the time
080
1 Never
2 Almost never
3 Sometimes
4 Most of the time
081
1 Never
2 Almost never
3 Sometimes
4 Most of the time
(READ CATEGORIES.)
35b.
How often are you afraid that someone will attack or
harm you on a school bus or on the way to and from
school?
(READ CATEGORIES)
35c.
Besides the times you are in the school building, on
school property, on a school bus, or going to or from
school, how often are you afraid that someone will
attack or harm you?
(READ CATEGORIES)
Page 10
Draft 2015 SCS (3/27/2014)
J. WEAPONS
In the next series of questions we are going to ask you about weapons at your school. All your
responses are strictly confidential and will not be shared with anyone.
36.
Some people bring guns, knives, or objects that
can be used as weapons to school for protection.
During this school year, did YOU ever bring the
following to school or onto school grounds?
Yes No
(READ CATEGORIES.)
a. A gun?
082
1
b. A knife brought as a weapon?
083
1
c. Some other weapon?
084
1
2
2
2
37a.
Do you know of any other students who have
brought a gun to your school during this school
year?
37b.
085
1
2
Have you actually seen another student with a gun at
school during this school year?
086
1
2
3
During this school year, could you have gotten a
loaded gun without adult permission, either at school
or away from school?
113
1 Yes
2 No
38.
Yes
No - SKIP to 38
Yes
No
Don’t know
K. GANGS
INTRO 4 -
Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting gangs,
crews, or something else. Gangs may use common names, signs, symbols, or colors. For this survey, we
are interested in all gangs, whether or not they are involved in violent or illegal activity. Your responses are
confidential.
39a.
Are there any gangs at your school?
39b.
During this school year, how often have gangs been
involved in fights, attacks, or other violence at your
school?
058
1 Yes
2 No - SKIP to 40
3 Don’t know
089
1
2
3
4
5
090
1 Yes
2 No
3 Don’t know
(READ CATEGORIES 1-5)
39c.
Have gangs been involved in the sale of drugs at
your school during this school year?
Never
Once or twice this school year
Once or twice a month
Once or twice a week, or
Almost every day
L. STUDENT CHARACTERISTICS
40.
During this school year, across all subjects have you
gotten mostly -
116
(READ CATEGORIES 1-5)
41a.
During the last 4 weeks of school, did you skip any
classes? Again, we would like to remind you that all
your responses are strictly confidential and will not be
shared with anyone.
114
1
2
3
4
5
6
A's
B's
C's
D's
F's
School does not give grades/no alphabetic
grade equivalent
1 Yes
2 No - SKIP to 42
3 Don’t know
Draft 2015 SCS (3/27/2014)
Page 11
41b.
During the last 4 weeks of school, on how many days
did you skip at least one class?
42.
Thinking about the future, do you think you will ...
115
117
Yes
1
No
2 -- END
118
1
2
a. Attend school after high school, such as a
college or technical school? . . . . . . . . . .
b. Graduate from a 4-year college? . . . . . . . . . . .
(Number of days)
Don’t know
3
3
Page 12
Draft 2015 SCS (3/27/2014)
Attachment 10
Details of Question Changes to 2015 SCS
Details of Question Changes to 2015 SCS
Total changes (compared to 2013 form) included on survey form 2015 SCS Questionnaire Draft 3‐27‐14.docx:
Deleted 39 items or sub-items (for split-half version 2 deleted 46)
Added 23 items or sub-items (for split-half version 2 added 24)
Modified 18 questions/instructions (19 for split-half version 2)
Renumbered all questions and items to be consecutive and to eliminate repetitive numbering (e.g. 19a.a, 19a.b, 19b, etc.).
2013
Question
number 2013 Question
1
Change
new
10 How long does it take you to get
from your home to school most
of time?
deleted
12a Are students in your grade level
allowed to leave school grounds
to eat lunch?
deleted
12b How often do you leave school
grounds at lunch time?
deleted
2015
Question
Number
1d
2015 Question
How many different schools have
you attended since the start of
this school year? [If student said
"yes" to 1b, add: Include your
homeschooling as one school]
1 one school
2 two schools
3 three or more schools
Prepared by Synergy Enterprises, Inc. 5/1/2014
Rationale for Change
TRP cited research showing frequent
school change increases likelihood of
school engagement issues, a factor in
bullying. This item creates subgroup of
students with frequent changes for
analysis. Item tested 2014 Cog Lab.
Originally added to SCS as a way to
estimate exposure to bullying on the way
to/from school. No evidence that this
data has been used in recent analyses.
Few schools allow students to leave for
lunch unchaperoned except in high
school. Based on 2011 data, fewer than
16% say it is allowed, and only 9% have
left for lunch more than once or twice in
the school year. No data from these
variables have been included in NCES/BJS
reports since 2007.
Details of Question Changes to 2015 SCS
2013
Question
number 2013 Question
14a Does your school take any
measures to make sure students
are safe?
For example, does the school
have:
Change
reworded
10
14a.b Other school staff or other adults
supervision the hallway?
reworded
10b.
14a.e A requirement that visitors sign
in?
reworded
10e.
14b. If you hear about a threat to
school or student safety, do you
have a way to report it to
someone in authority without
giving your name?
reworded
11
15b. In general, how often do teachers deleted
punish students during your
classes?
16a. I am going to read a list of
statements that could describe a
school. Thinking about your
school, would you strongly agree,
agree, disagree, or strongly
disagree with the following..
2
2015
Question
Number
2015 Question
The next questions are about
security measures that some
schools take.
Does your school have:
Other adults supervising the
hallway, such as teachers,
administrators, or parent
volunteers?
Rationale for Change
TRP noted that item is about student
awareness of security measures;
however wording is ambiguous with
regard to awareness vs. feeling “safe”.
Previous question split and reworded –
item 10 refers to awareness, new item 18
(below) addresses safety.
Based on Field Representative feedback:
previous wording confused some
students ‐ saw “other” as excluding
teachers rather than referring to those
“other” than in item a. Added examples
to clarify.
A requirement that visitors sign in Change reflects more common security
and wear visitor badges or
procedure – after signing in, visitors
stickers?
required to have a visual symbol (badges)
in the school building.
If you hear about a threat to
TRP questioned word “authority” ‐ does
this limit student responses as original
school or student safety, do you
intent of question was whether threats
have a way to report it without
could be reported to someone who could
having to give your name?
act on the information. This information
is needed by schools in assessing
programs designed to increase reporting
of victimization.
Determined to be redundant to 15a.
Central question is whether teacher has
control in classroom.
Prepared by Synergy Enterprises, Inc. 5/1/2014
Details of Question Changes to 2015 SCS
2013
Question
number 2013 Question
16a.a Everyone knows what the school
rules are
16b. Thinking about the TEACHERS at
your school, would you strongly
agree, agree, disagree, or
strongly disagree with the
following
16b.a Teachers treat students with
respect
16b.b Teachers care about students
16b.c Teachers do or say things that
make students feel bad about
themselves
16c Thinking about all of the ADULTS
at your school, including
teachers, would you strongly
agree, agree, disagree, or
strongly disagree with the
following...
There is an ADULT at school
who...
16c.b Notices when you are not there
16c.e Always wants you to do your
best.
16c.f Believes that you will be a
success.
3
Change
deleted
2015
Question
Number
2015 Question
Rationale for Change
TRP noted lack of face validity to this
question. Based on response analysis
sub‐item added limited information to
this series
deleted
moved
13e
deleted
deleted
reworded
14
Still thinking about your school,
would you strongly agree, agree,
disagree, or strongly disagree
with the following…
There is a TEACHER or other
ADULT at school who...
deleted
deleted
deleted
Prepared by Synergy Enterprises, Inc. 5/1/2014
TRP questioned need to ask about
“teacher” (16b) and “adults at school”
(16c) separately. Factor analysis
determined fewer items would not result
in lost information about students who
do have positive relationships with adults
at school. Individual changes to this
series of items reflect merger of like
items, and moving item 16b.a to the
series of questions (13 a‐e) about the
school environment.
Details of Question Changes to 2015 SCS
2013
Question
number 2013 Question
Change
16d Thinking about FRIENDS at your
reworded
school, would you strongly agree,
agree, disagree, or strongly
disagree with the following:At
school, you have a FRIEND you
can talk to, who cares about your
feelings and what happens to you
15
2015 Question
There is a STUDENT at school
who…
new
15a
Really cares about you.
new
15b
new
15c
Listens to you when you have
something to say.
Believes that you will be a
success.
There is a lot of crime in the
neighborhood where you live.
16e.a There is not a lot of crime in the
neighborhood where you live.
reworded
16e.b You feel safe in the neighborhood deleted
where you live.
16f.a There is not a lot of crime in the
reworded
neighborhood where go to
school.
16f.b You feel safe in the neighborhood deleted
where you go to school.
4
2015
Question
Number
16
17
There is a lot of crime in the
neighborhood where you go to
school.
Prepared by Synergy Enterprises, Inc. 5/1/2014
Rationale for Change
TRP noted that item 16d does not have
face validity. Research indicates
distribution and quality of friendships is
related to protective factors – not having
“a friend.” In all research found involving
school friendships, only reciprocal
friendships were counted. This series of
items was constructed to restrict
responses to reciprocal friendships in
school. Question was tested in cognitive
lab.
Changed so that responses are
agreement about extent of crime, not
lack of crime. Best practice in survey
construction avoids positive responses to
negative construct.
see new 2015 item 18
same as reworded 2015 question 16
above
Primary intent of question series 16 was
to allow analysis of correlations between
environmental crime, school security
measures and feelings of safety in school.
TRP noted question scope
(neighborhood) not useful in such an
analysis. New item (18) designed to
provide data for this research. Also see
Details of Question Changes to 2015 SCS
2013
Question
number 2013 Question
5
Change
new
2015
Question
Number
18
2015 Question
Thinking about your school,
would you strongly agree, agree,
disagree, or strongly disagree
with the following…
You feel safe at your school.
Rationale for Change
new item 10 above.
17a The following question refers to
the availability of drugs and
alcohol at your school. Is it
possible to get _______at your
school?
reworded
19
The following question refers to
the availability of drugs and
alcohol at your school. Is it
possible for students at your
school to get____?
Reworded to avoid confusion and long
sentence construct.
17a.j Prescription drugs illegally
obtained without a prescription,
such as Oxycontin, Vicodin, or
Xanax
reworded
19c.
Prescription drugs illegally
obtained without a prescription,
such as Oxycontin, Ritalin or
Adderall?
Examples of prescription drugs update to
reflect most common nationwide (vs.
locally). Question moved up in order for
logical progression to reworded 19d
below.
17a.c Crack
deleted
19d.
Other illegal drugs, such as
cocaine, uppers, or heroin.
17a.d Other forms of cocaine
deleted
19d
Prepared by Synergy Enterprises, Inc. 5/1/2014
Merged all sub‐items on availability of
various drugs (17a.c – 17a.i) into single
question about illegal drug availability in
response to several issues with previous
extensive list of drugs:
1. Detail from responses not reported
– all combined as single “drug
availability”
2. Drugs of choice change over time
requiring yearly updates
3. High percentage of “don’t know”
responses to each drug decreases
reliability of combined measure. Single
response category for illegal drugs
increase reliability of measure –
unnecessary for respondent to know all
illegal drugs if sure of one or more.
Details of Question Changes to 2015 SCS
2013
Question
number 2013 Question
17a.e Uppers such as ecstasy, crystal
meth or other illegal stimulants..
17a.f Downers such as GHB or sleeping
pills
17a.g LSD or acid
6
Change
deleted
2015
Question
Number
19d
deleted
19d
deleted
19d
17a.h PCP or angel dust
deleted
19d
17a.i Heroin or smack
deleted
19d
17a.k Other illegal drugs
reworded
19d
17b During this school year, did you
know for sure that any students
were on drugs or alcohol while
they were at school?
reworded
20
17c During this school year, did
anyone offer, or try to sell or give
you an illegal drug other than
alcohol or tobacco at your
school?
deleted
19a Now I have some questions about
what students do at school that
makes you feel bad or are hurtful
to you. We often refer to this as
being bullied. You may include
events you told me about
already. During this school year,
has any student bullied you? That
is, has another student....
This section
22 version 1
has been
reworked and
is presented
in two
versions for
split‐half
administration
2015 Question
Rationale for Change
During this school year, did you
see another student who was
under the influence of illegal
drugs or alcohol while they were
at school?
TRP noted previous question not
appropriate as measure of overall drug
use. New question focuses on observed
behavior rather than “knowing for sure”.
Data not currently reported or used.
Unclear intent of question.
Same as 19a a‐g, with two follow‐
ups below (23a and 23b)
Prepared by Synergy Enterprises, Inc. 5/1/2014
These two shaded sections detail the
changes for the series of questions on
bullying. They are intended to be
presented in a split‐half design: questions
22 (v1) and 23a‐b (v1) in one half of the
administrations, and questions 22 (v2)
and 22a‐c (v2) in the other half. The
purpose of the changes is to bring
questions on bullying into alignment with
CDC definition. The purpose of the split‐
half administration is to preserve historic
data while minimizing burden. Please
see documents "SEI Memo Census Cog
Lab Report" and "Final 2015 SCS Item
Justification" for more details.
Details of Question Changes to 2015 SCS
2013
Question
number
19a.a
19a.b
19a.c
19a.d
19a.e
19a.f
19a.g
7
2013 Question
Made fun of you, called you
names or insulted you, in a
hurtful way?
Spread rumors about you or tried
to make others dislike you?
Threatened you with harm?
Pushed you, shoved you, tripped
you, or spit on you?
Excluded you from activities on
purpose?
Destroyed your property on
purpose?
Tried to make you do things you
did not want to do, for example,
give them money or other things?
Excluded you from activities on
purpose?
Change
deleted in
version 2
new
new
2015
Question
Number
2015 Question
23a version When you were bullied this year,
1 did it happen over and over, or
were you afraid it would happen
over and over?
23b version When you were bullied this
1 school year, were you ever
bullied by someone who had
more power or strength than
you? This could be because the
person was bigger than you, was
more popular, had more money,
or had more power than you in
another way?
Prepared by Synergy Enterprises, Inc. 5/1/2014
Rationale for Change
These two questions are needed to filter
responses from 19a a‐g based on all
dimensions of the bullying definition.
Details of Question Changes to 2015 SCS
2013
Question
number 2013 Question
8
Change
reworded
2015
Question
Number
22 version 2
new
22a version
2
new
22b version
2
new
22c version
2
2015 Question
Now I have some questions
about bullying at school. Bullying
happens when one or more
students tease, threaten, spread
rumors about, hit, shove or hurt
another student. It is not bullying
when students of about the same
strength or power argue or fight
or tease each other in a friendly
way. Bullies are usually stronger,
or have more friends or money,
or some other power over the
student being bullied. Usually,
bullying happens over and over,
or the student being bullied
thinks it might happen over and
over.
By this definition, have you been
bullied at school, by another
student, this school year?
Was any of the bullying verbal ‐
that is, did it involve making fun
of you, calling you names, or
spreading rumors about you?
Was any of the bullying physical ‐
that is, did it involve hitting,
shoving, tripping, or physically
hurting you in some way, or the
threat of hurting you in some
way?
Was any of the bullying social ‐
that is, did it involve ignoring you
or excluding you from activities
on purpose in order to hurt you?
Prepared by Synergy Enterprises, Inc. 5/1/2014
Rationale for Change
This version incorporates all components
of the bullying definition into a single
question.
These questions are needed in version
two to categorize types of bullying for
reporting purposes. These categories
align better with current research on
bullying than the individual actions
detailed in old questions 19a.a‐g
Details of Question Changes to 2015 SCS
2013
Question
number 2013 Question
19b. You just indicated that someone
had bullied you during this school
year. Thinking about all of the
ways in which you were bullied,
how often did all of those things
happen?
19c. Still thinking about all of the
times that you were bullied,
where did the bullying occur?
Did it occur...
19c.7 On a school bus?
Change
reworded
9
24
2015 Question
During this school year, how
often were you bullied?
Rationale for Change
This change was made based on FR
feedback that students are sometimes
confused as to whether this refers to
each way they were bullied, or overall
bullying episodes.
This change aligns with other parts of
survey that include to/from school as
part of “at school”
reworded
25
During this school year, where
did the bullying occur? Did it
occur…
reworded
25.7
new
25.8
7 On the way to or from school
such as on a school bus or at a
bus stop?
Online or by text?
19d Was a teacher or some other
reworded
adult at school notified about this
bullying?
19e What were the injuries you
suffered as a result of being
pushed, shoved, tripped, or spit
on?
2015
Question
Number
26
Did you tell a teacher or some
other adult at school about being
bullied?
Replaces all sub‐items under question 20
related to cyberbullying. See below.
Reworded based on literature on bullying
and empowerment. Also wording has
potential for future follow‐ups on results
of reporting.
deleted
19e.1 None
deleted
19e.2 Bruises or swelling
deleted
19e.3 Cuts, scratches, or scrapes
deleted
19e.4 Black eye/bloody nose
deleted
19e.5 Teeth chipped or knocked out
deleted
19e.6 Broken bones/internal injuries
deleted
19e.7 Knocked unconcious
deleted
19e.8 Other/specify
deleted
Prepared by Synergy Enterprises, Inc. 5/1/2014
Sub‐items on specific physical injuries
replaced with questions on the broader
effects of bullying (new item 27 a‐d
below). Change based on current
research on impacts of bullying (Ybarra,
Espelage, Mitchell, in progress; Beran et
al 2012; National Children’s Medical
Center Clinic for Health Problems Related
to Bullying, Checklist for Pediatricians
from website accessed 9/3/2013).
Details of Question Changes to 2015 SCS
2013
Question
number 2013 Question
Change
new
2015
Question
Number
27
new
27a
new
27b
new
27c
new
27d
2015 Question
This school year, how much has
bullying had a negative effect
on…
Your school work
Your relationships with friends or
family
How you feel about yourself
Your physical health ‐ for
example, caused injuries, gave
you headaches or stomach aches
20a. Now I have some questions about deleted
what students do that occur
anywhere and that make you feel
bad or are hurtful to you. You
may include events you told me
about already. During this school
year, has another student….
10
20a.a Posted hurtful information about
you on the Internet, for example,
on a social networking site like
MySpace, Facebook, Formspring,
or Twitter?
deleted
20a.b Purposefully shared your private
information, photos, or videos on
the Internet or mobile phones in
a hurtful way?
20a.c Threatened or insulted you
through email?
deleted
deleted
Prepared by Synergy Enterprises, Inc. 5/1/2014
Rationale for Change
This entire section on cyberbullying
"anywhere" has been deleted. This is
part of the change to align with CDC
definition: electronic bullying is seen as a
means, not a separate type of bullying. It
also conforms better to the purpose of
the SCS, which is to document school‐
based victimization, rather than all
victimization. See new item 25.8 above
and full explanation in document SEI
Memo Census Cog Lab Report for more
details.
Details of Question Changes to 2015 SCS
2013
Question
number 2013 Question
20a.d Threatened or or insulted you
through instant messaging or
chat?
20a.e Threatened or insulted you
through text messaging?
20a.f Threatened or insulted you
through online gaming, for
example, while playing XBOX,
World of Warcraft, or similar
activities?
20a.g Purposefully excluded you from
an online communications?
20b You just indicated that someone
had bullied you online (or
through text messaging) during
this school year. Thinking about
all of the ways in which you were
bullied online (or through text
messaging), how often did
(this/these things) happen to
you?
20c Was a teacher or some other
adult at school notified about this
bullying online (or through text
messaging)?
11
Change
deleted
2015
Question
Number
2015 Question
Rationale for Change
When you were bullied in this
school year, did you ever think it
was related to…
Created in response to commitment of
ED to collect information on bullying in
LGBT and other vulnerable populations.
Wording of sub‐items based old question
21b below.
deleted
deleted
deleted
deleted
deleted
new
28
new
28a
Your race?
new
28b
Your religion?
Prepared by Synergy Enterprises, Inc. 5/1/2014
Details of Question Changes to 2015 SCS
2013
Question
number 2013 Question
Change
new
2015 Question
Your ethnic background or
national origin ‐ for example,
people of Hispanic origin?
Any disability you may have ‐
such as physical, mental, or
developmental disabilities?
Your gender?
new
28d
new
28e
new
28f
new
28g
Your sexual orientation ‐ by this
we mean gay, lesbian, bisexual or
straight?
Your physical appearance?
new
28h
Some other reason?
21b Were any of the hate‐related
words related to…
21b.d Any disability (by this I mean
physical, mental, or
developmental disabilities) you
may have?
21b.f Your sexual orientation?
23a. During this school year, did you
ever STAY AWAY from any of the
following places because you
thought someone might attack or
harm you there?
12
2015
Question
Number
28c
31
Were any of the hate‐related
words related to…
Any disability you may have ‐
such as physical, mental, or
developmental disabilities?
reworded
31d
reworded
31f
Your sexual orientation ‐ by this
we mean gay, lesbian, bisexual,
or straight?
33
During this school year, did you
ever STAY AWAY from any of the
following places because
someone might attack or harm
you there?
Prepared by Synergy Enterprises, Inc. 5/1/2014
Rationale for Change
Reworded for clarity.
Formerly examples were only given
where respondents asked for
clarification; reformatted so that all
students receive the same
question.Changed wording of examples
to reflect current terminology and
understanding of question based on cog
lab testing.
Details of Question Changes to 2015 SCS
2013
Question
number 2013 Question
Change
new
23a.1 During this school year, did you
STAY AWAY from any online
activities because you thought
someone might be mean to you
there?
13
2015
Question
Number
33i
2015 Question
School bus or bus stop?
deleted
new
Section I Sometimes, even if you can't
Introduction avoid a place, you may still be
afraid of what might happen
there.
Prepared by Synergy Enterprises, Inc. 5/1/2014
Rationale for Change
Added to maintain consistency with
other parts of survey which include
school bus as a school location.
This question was added in 2011 to
mirror avoidance questions related to
traditional bullying. Very few (1.8%)
answered “yes” in 2011. No evidence in
literature that students demonstrate
such behavior (staying off line) as a result
of bullying.
Designed to clarify that section I (fear) is
separate from section H (avoidance)
based on FR feedback indicating students
are frustrated by seeming repetition.
Attachment 11
Crosswalk SCS Changes 2005-2015
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
Sections A-D. Administrative Information
sc002
sc002
sc002
sc002
sc002
sc002
Respondent Line No.
Respondent Line No.
Respondent Line No.
Respondent Line No.
Respondent Line No.
Respondent Line No.
01-96 Actual line number
01-96 Actual line number
01-96 Actual line number
01-96 Actual line number
01-96 Actual line number
01-96 Actual line number
98 Residue
98 Residue
98 Residue
98 Residue
98 Residue
98 Residue
Red highlight indicates category created post-response. Note that all 'Residue' values are unspecified missing values
sc003
sc003
sc003
sc003
sc003
sc003
Respondent Age
Respondent Age
Respondent Age
Respondent Age
Respondent Age
Respondent Age
12-18 Age
12-18 Age
12-18 Age
12-18 Age
12-18 Age
12-18 Age
98 Residue
98 Residue
98 Residue
98 Residue
98 Residue
98 Residue
sc004
sc004
sc004
sc004
sc004
sc004
Type of SCS Interview
Type of SCS Interview
Type of SCS Interview
Type of SCS Interview
Type of SCS Interview
Type of SCS Interview
1 Personal-Self
1 Personal-Self
1 Personal-Self
1 Personal-Self
1 Personal-Self
1 Personal - Self
2 Telephone – Self
2 Telephone – Self
2 Telephone – Self
2 Telephone – Self
2 Telephone – Self
2 Telephone - Self
3 Personal – Proxy
3 Personal – Proxy
3 Personal – Proxy
3 Personal – Proxy
3 Personal – Proxy
3 Personal - Proxy
4 Telephone – Proxy
4 Telephone – Proxy
4 Telephone – Proxy
4 Telephone – Proxy
4 Telephone – Proxy
4 Telephone - Proxy
5 Noninterview – Fill Item D
5 Noninterview – Fill Item D
5 Noninterview – Fill Item D
6 created: Noninterview
6 created: Noninterview
6 created: Noninterview
5 Noninterview – Skip to Item 5 Noninterview – Skip to Item 5 Noninterview - Skip to Item
D
D
D
6 created: Noninterview
6 created: Noninterview
7 Interview - Type unknown
7 Interview - Type unknown
sc005
sc005
sc005
sc005
sc005
sc005
Reason for SCS noninterview Reason for SCS noninterview Reason for SCS noninterview Reason for SCS noninterview Reason for SCS noninterview Reason for SCS noninterview
1 Type Z noninterview on
NCVS
1 Refused
1 Type Z noninterview on
NCVS
2 Refused
1 Type Z noninterview on
NCVS
2 Refused
1 Type Z noninterview on
NCVS
2 Refused
1 Type Z noninterview on
NCVS
2 Refused
2 Refused
2 Not Available
3 Not Available
3 Not Available
3 Not Available
3 Not Available
3 Not available
4 Language problem
4 NCVS completed in a
4 NCVS completed in a
4 NCVS completed in a
language other than English or language other than English or language other than English or
Spanish
Spanish
Spanish
5 created: Unknown reason
5 created: Unknown reason
5 created: Unknown reason
5 created: Unknown reason
INTRO 1- Now I have some
additional questions about
your school. These answers
will be kept confidential, by
law.
INTRO 1- Now I have some
additional questions about
your school. These answers
will be kept confidential, by
law.
INTRO 1- Now I have some
additional questions about
your school. These answers
will be kept confidential, by
law.
6 created: refused by parent
Attachment 11. Crosswalk SCS Changes 2005‐2015
INTRO 1- Now I would like to
ask some questions about your
experiences at school. We
estimate the survey will take
about 10 minutes. The law
authorizes the collection of this
data and requires us to keep all
information about you and
your household strictly
confidential
1
INTRO 1- Now I would like to
ask some questions about your
experiences at school. We
estimate the survey will take
about 10 minutes. The law
authorizes the collection of this
data and requires us to keep all
information about you and
your household strictly
confidential
Intro 1 - Now, I would like to
ask some questions about your
experiences at school. We
estimate the survey will take
about 10 minutes. The law
authorizes the collection of this
data and requires us to keep all
information about you and
your household strictly
confidential.
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
E. Screen Questions
sc006
sc006
sc006
sc006
sc006
sc006
Question 1a.
Question 1a.
Question 1a.
Question 1a.
Question 1a.
Question 1a.
Did you attend school at any
time this school year?
Did you attend school at any
time this school year?
Did you attend school at any
time this school year?
Did you attend school at any
time this school year?
1 Yes
Did you attend school at any Did you attend school at any
time during the last 6 months, time this school year?
that is, any time
since______1st, 2004?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No - skip to check item B
page8
sc092
2 No - skip to check item D
page8
sc092
2 No -END
2 No -skip to end
2 No -skip to end
2 No - skip to end
sc092
sc092
sc092
sc092
1b. During that time, were you
ever home-schooled? That is,
did you receive ANY of that
schooling at home, rather than
in a public or private school?
1b. During that time, were you
ever home-schooled? That is,
did you receive ANY of that
schooling at home, rather than
in a public or private school?
1b. During that time, were you
ever home-schooled? That is,
did you receive ANY of that
schooling at home, rather than
in a public or private school?
1b. During that time, were you
ever home-schooled? That is,
did you receive ANY of that
schooling at home, rather than
in a public or private school?
1b. During that time, were you
ever home-schooled? That is,
did you receive ANY of that
schooling at home, rather than
in a public or private school?
1b. During that time, were you
ever home-schooled? That is,
did you receive ANY of that
schooling at home, rather than
in a public or private school?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No - skip to 2b
2 No -skip to 2b
2 No - skip to 2b
2 No - Skip to 2b
2 No - Skip to 2b
2 No - Skip to 1d
sc007
sc007
sc007
sc007
sc007
sc007
1c. Was all of your schooling
this school year home
schooling?
1 Yes - End
1c. Was all of your schooling
this school year home
schooling?
1 Yes - skip to end
1c. Was all of your schooling
this school year home
schooling?
1 Yes - skip to end
1c. Was all of your schooling
this school year home
schooling?
1 Yes - skip to end
2 No
2 No
2 No
2 No
1c. Was ALL or SOME of that 1c. Was all of your schooling
home schooling?
this school year home
schooling?
1 All - skip to check item B
1 Yes - skip to check item D
page 8
page 8
2 Some
2 No
sc?
1d. How many different
schools have you attended
since the start of this school
year? [If student said "yes" to
1b, add: Include your
homeschooling as one school]
1 One school
2 Two schools
3 Three or more schools
sc093
sc093
sc093
sc093
sc093
sc093
2a. During the time you were
home-schooled in the last 6
months, what grade would you
have been in if you were in a
public or private school?
2a. During the time you were
home-schooled this school
year, what grade would you
have been in if you were in a
public or private school?
2a. During the time you were
home-schooled this school
year, what grade would you
have been in if you were in a
public or private school?
2a. During the time you were
home-schooled this school
year, what grade would you
have been in if you were in a
public or private school?
2a. During the time you were
home-schooled this school
year, what grade would you
have been in if you were in a
public or private school?
2a. During the time you were
home-schooled, what grade
would you have been in if you
were in a public or private
school?
00 Fifth or under - skip to
check item B page 8
01 Sixth
00 Fifth or under - skip to
check item D page 8
01 Sixth
00
Fifth or under - END
Sixth
00 Fifth or under - skip to
end
01 Sixth
00 Fifth or under - skip to end
01
00 Fifth or under - skip to
end
01 Sixth
02
Seventh
02
Seventh
02
Seventh
02
Seventh
02
Seventh
02 Seventh
03
Eighth
03
Eighth
03
Eighth
03
Eighth
03
Eighth
03 Eighth
04
Ninth
04
Ninth
04
Ninth
04
Ninth
04
Ninth
04 Ninth
05
Tenth
05
Tenth
05
Tenth
05
Tenth
05
Tenth
05 Tenth
06
Eleventh
06
Eleventh
06
Eleventh
06
Eleventh
06
Eleventh
06 Eleventh
07
Twelfth
07
Twelfth
07
Twelfth
07
Twelfth
07
Twelfth
07 Twelfth
08
Other-Specify
08
Other-Specify
08
Other-Specify
08
Other-Specify
08
Other-Specify
08 Other - Specify
09 College/GED
/Post/Graduate/Other
noneligible - skip to check
item
98 Residue
01 Sixth
09 College/GED
09 College/GED
/Post/Graduate/Other
/Post/Graduate/Other
noneligible- skip to check item noneligible - END
09 College/GED
/Post/Graduate/Other
noneligible - end
09 College/GED
/Post/Graduate/Other
noneligible - end
09 College/GED/Postgraduate/Other noneligible end
98
98
98
98 Residue
Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
98
Residue
2
Residue
Residue
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
sc008
sc008
sc008
2b. During the last 6 months,
h Fifth
i or under i- skip to
00
check item
01 Sixth
2b. What grade are you in?
00 Fifth or under - skip to
check item
01 Sixth
02 Seventh
02 Seventh
03 Eighth
2015
sc008
sc008
sc008
2b. What grade are you in?
2b. What grade are you in?
2b. What grade are you in?
2b. What grade are you in?
00 Fifth or under - END
00 Fifth or under - skip to end 00 Fifth or under - skip to end 00 Fifth or under - skip to end
01 Sixth
01 Sixth
01 Sixth
01 Sixth
02 Seventh
02 Seventh
02 Seventh
02 Seventh
03 Eighth
03 Eighth
03 Eighth
03 Eighth
03 Eighth
04 Ninth
04 Ninth
04 Ninth
04 Ninth
04 Ninth
04 Ninth
05 Tenth
05 Tenth
05 Tenth
05 Tenth
05 Tenth
05 Tenth
06 Eleventh
06 Eleventh
06 Eleventh
06 Eleventh
06 Eleventh
06 Eleventh
07 Twelfth
07 Twelfth
07 Twelfth
07 Twelfth
07 Twelfth
07 Twelfth
08 Other- Specify
08 Other- Specify
08 Other- Specify
08 Other- Specify
08 Other- Specify
08 Other - Specify
09 College/GED/PostGraduate/Other noneligible skip to
98 Residue
09 College/GED/PostGraduate/Other noneligibleskip to
98 Residue
09 College/GED/PostGraduate/Other noneligible END
98 Residue
09 College/GED/PostGraduate/Other noneligible END
98 Residue
09 College/GED/PostGraduate/Other noneligible End
98 Residue
09 College/GED/Postgraduate/Other noneligible end
98 Residue
INTRO 2- The following
questions pertain only to your
attendance at a public or
private school and not being
home-schooled
sc009
INTRO 2- The following
questions pertain only to your
attendance at a public or
private school and not to being
home-schooled
sc009
INTRO 2- The following
questions pertain only to your
attendance at a public or
private school and not to being
home-schooled
sc009
INTRO 2- The following
questions pertain only to your
attendance at a public or
private school and not to being
home-schooled
sc009
INTRO 2- The following
questions pertain only to your
attendance at a public or
private school and not to being
home-schooled
sc009
INTRO 2 - The following
questions pertain only to your
attendance at a public or
private school and not to being
home-schooled.
sc009
3. In what month did your
current school year begin?
3. In what month did your
current school year begin?
3. In what month did your
current school year begin?
3. In what month did your
current school year begin?
3. In what month did your
current school year begin?
3. In what month did your
current school year begin?
1-Aug
1-Aug
1-Aug
1-Aug
1-Aug
1-Aug
2-Sep
2-Sep
2-Sep
2-Sep
2-Sep
2-Sep
3 Other- specify
3 Other- specify
3 Other- specify
3 Other- specify
3 Other- specify
3 Other - Specify
98 refused
98 refused
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
99 don't know
99 don't know
8 Residue
8 Residue
3
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
F. Environmental Questions
sc016
sc016
sc016
sc016
sc016
sc016
7a. Is your school public or
private?
1 Public - ask 7b
7a. Is your school public or
private?
1 Public - ask 7b
7a. Is your school public or
private?
1 Public - ask 7b
7a. Is your school public or
private?
1 Public - ask 7b
7a. Is your school public or
private?
1 Public - ask 7b
5a. Is your school public or
private?
1 Public - Ask 5b
2 Private - skip to 7c
2 Private - skip to 7c
2 Private - skip to 7c
2 Private - skip to 7c
2 Private - skip to 7c
2 Private - skip to 5c
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
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7b. Is this your regularly
assigned school or a school
that you and your family
?
1hAssigned
7b. Is this the regular school
that most of the students in
your neighborhood attend?
7b. Is this the regular school
that most of the students in
your neighborhood attend?
7b. Is this the regular school
that most of the students in
your neighborhood attend?
7b. Is this the regular school
that most of the students in
your neighborhood attend?
5b. Is this the regular school
that most of the students in
your neighborhood attend?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes Skip to 6
2 Chosen
2 No
2 No
2 No
2 No
2 No Skip to 6
3 Assigned school is school of
choice
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc018
sc018
sc018
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7c. Is your school churchrelated?
1 Yes
7c. Is your school churchrelated?
1 Yes
7c. Is your school churchrelated?
1 Yes
7c. Is your school affiliated
with a religion?
1 Yes
7c. Is your school affiliated
with a religion?
1 Yes
5c. Is your school affiliated
with a religion?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t Know
3 Don’t Know
3 Don’t Know
3 Don’t Know
3 Don’t Know
3 Don't Know
4 Residue
4 Residue
4 Residue
4 Residue
4 Residue
4 Residue
sc020 and sc021
sc020 and sc021
sc020 and sc021
sc020 and sc021
sc020 and sc021
sc020 and sc021
8. What grades are taught in
your school? (lowest and
highest)
00 Pre-K or Kindergarten
8. What grades are taught in
your school? (lowest and
highest)
00 Pre-K or Kindergarten
8. What grades are taught in
your school? (lowest and
highest)
00 Pre-K or Kindergarten
8. What grades are taught in
your school? (lowest and
highest)
00 Pre-K or Kindergarten
8. What grades are taught in
your school? (lowest and
highest)
00 Pre-K or Kindergarten
6. What grades are taught in
your school? (lowest and
highest)
00 Pre-K or Kindergarten
01-11 Actual grades taught
01-11 Actual grades taught
01-11 Actual grades taught
12 H.S. Senior
12 H.S. Senior
12 H.S. Senior
13 Post-Graduate
13 Post-Graduate
20 All ungraded
20 All ungraded
30 All special education
01-11 Actual grades taught
01-11 Actual grades taught
01-11 Actual grades taught
12 H.S. Senior
12 H.S. Senior
12 H.S. Senior
13 Post-Graduate
13 Post-Graduate
13 Post-Graduate
13 Post-Graduate
20 All ungraded
20 All ungraded
20 All ungraded
20 All ungraded
30 All special education
30 All special education
30 All special education
30 All special education
30 All special education
98 Residue
98 Residue
98 Residue
98 Residue
98 Residue
98 Residue
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9. How do you get to school
most of the time?
9. How do you get to school
most of the time?
9. How (do you/did you) get to 9. How do you get to school
school most of the time?
most of the time?
9. How do you get to school
most of the time?
1 Walk
1 Walk
1 Walk
1 Walk
1 Walk
7. How do you get to school
most of the time this school
year?
1 Walk
2 School Bus
2 School Bus
2 School Bus
2 School Bus
2 School Bus
2 School bus
3 Public bus, subway, train
3 Public bus, subway, train
3 Public bus, subway, train
3 Public bus, subway, train
3 Public bus, subway, train
3 Public bus, subway, train
4 Car
4 Car
4 Car
4 Car
4 Car
4 Car
5 Bicycle, motorbike, or
motorcycle
6 Some other way - Specify
5 Bicycle, motorbike, or
motorcycle
6 Some other way - Specify
5 Bicycle, motorbike, or
motorcycle
6 Some other way - Specify
5 Bicycle, motorbike, or
motorcycle
6 Some other way - Specify
5 Bicycle, motorbike, or
motorcycle
6 Some other way - Specify
5 Bicycle, motorbike, or
motocycle
6 Some other way - Specify
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
4
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
sc023
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sc023
sc023
2015
sc023
10. How long does it take you 10. How long does it take you 10. How long does it take you 10. How long does it take you 10. How long does it take you
to get from your home to
to get from your home to
to get from your home to
to get from your home to
to get from your home to
school most of time?
school most of time?
school most of time?
school most of time?
school most of time?
1 Less than 15 minutes
1 Less than 15 minutes
1 Less than 15 minutes
1 Less than 15 minutes
1 Less than 15 minutes
2 15-29 minutes
2 15-29 minutes
2 15-29 minutes
2 15-29 minutes
2 15-29 minutes
3 30-44 minutes
3 30-44 minutes
3 30-44 minutes
3 30-44 minutes
3 30-44 minutes
4 45-59 minutes
4 45-59 minutes
4 45-59 minutes
4 45-59 minutes
4 45-59 minutes
5 60 minutes or longer
5 60 minutes or longer
5 60 minutes or longer
5 60 minutes or longer
5 60 minutes or longer
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
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sc024
sc024
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11. How do you get home
11. How do you get home
11. How (do you/did you) get 11. How do you get home
11. How do you get home
from school most of the time? from school most of the time? home from school most of the from school most of the time? from school most of the time?
time?
1 Walk
1 Walk
1 Walk
1 Walk
1 Walk
8. How do you get home from
school most of the time this
school year?
1 Walk
2 School bus
2 School bus
2 School bus
2 School bus
2 School bus
2 School bus
3 Public bus, subway, train
3 Public bus, subway, train
3 Public bus, subway, train
3 Public bus, subway, train
3 Public bus, subway, train
3 Public bus, subway, train
4 Car
4 Car
4 Car
4 Car
4 Car
4 Car
5 Bicycle, motorbike, or
motorcycle
6 Some other way - Specify
5 Bicycle, motorbike, or
motorcycle
6 Some other way - Specify
5 Bicycle, motorbike, or
motorcycle
6 Some other way - Specify
5 Bicycle, motorbike, or
motorcycle
6 Some other way - Specify
5 Bicycle, motorbike, or
motorcycle
6 Some other way - Specify
5 Bicycle, motorbike, or
motocycle
6 Some other way - Specify
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc026
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sc025
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12a. How often do you leave
school grounds at lunchtime?
1 Never
Are students in your grade
level allowed to leave school
grounds to eat lunch?
1 Yes
Are students in your grade
level allowed to leave school
grounds to eat lunch?
1 Yes
Are students in your grade
level allowed to leave school
grounds to eat lunch?
1 Yes
Are students in your grade
level allowed to leave school
grounds to eat lunch?
1 Yes
2 Once or twice a year
2 No
2 No
2 No
2 No
3 Once or twice a month
3 Don't know
3 Don't know
3 Don't know
3 Don't know
12b.(question order on form still a-b but ask in b-a order)
4 Once or twice a week
5 Almost every day
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
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12b.
12a.
12a.
12a.
12a.
Are MOST students at your
school allowed to leave the
school grounds to eat lunch?
How often do you leave school How often do you leave school How often do you leave school How often do you leave school
grounds at lunch time?
grounds at lunch time?
grounds at lunch time?
grounds at lunch time?
1 Yes
1 Never
1 Never
1 Never
1 Never
2 No
2 Once or twice a year
2 Once or twice a year
2 Once or twice a year
2 Once or twice a year
3 Don’t Know
3 Once or twice a month
3 Once or twice a month
3 Once or twice a month
3 Once or twice a month
4 Once or twice a week
4 Once or twice a week
4 Once or twice a week
4 Once or twice a week
8 Residue
5 Almost every day
5 Almost every day
5 Almost every day
5 Almost every day
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
5
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
13. During the last 6 months,
have you participated in any
extra-curricular activities
sponsored by your school such
as ?
sc120
13. During this school year,
have you participated in any of
the following activities
sponsored by your school?
13. During this school year,
have you participated in any of
the following activities
sponsored by your school?
13. During this school year,
have you participated in any of
the following activities
sponsored by your school:
13. During this school year,
have you participated in any of
the following activities
sponsored by your school:
9. During this school year,
have you participated in any of
the following activities
sponsored by your school:
sc120
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a. Athletic teams at school?
1 Yes
a. Athletic teams at school?
1 Yes
a. Athletic teams at school?
1 Yes
a. Athletic teams at school?
1 Yes
a. Athletic teams at school?
1 Yes
a. Athletic teams at school?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc121
sc121
sc121
sc121
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b. Spirit groups, for example,
Cheerleading or Pep Club?
b. Spirit groups, for example,
Cheerleading, Dance Team, or
Pep Club?
1 Yes
b. Spirit groups, for example,
Cheerleading, Dance Team, or
Pep Club?
1 Yes
b. Spirit groups, for example,
Cheerleading, Dance Team, or
Pep Club?
1 Yes
b. Spirit groups, for example,
Cheerleading, Dance Team, or
Pep Club?
1 Yes
b. Spirit groups, for example,
Cheerleading, Dance Team, or
Pep Club?
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc122
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c. Performing arts, for
example, Band, Choir,
Orchestra, or Drama?
1 Yes
c. Performing arts, for
example, Band, Choir,
Orchestra, or Drama?
1 Yes
c. Performing arts, for
example, Band, Choir,
Orchestra, or Drama?
1 Yes
c. Performing arts, for
example, Band, Choir,
Orchestra, or Drama?
1 Yes
c. Performing arts, for
example, Band, Choir,
Orchestra, or Drama?
1 Yes
c. Performing arts, for
example, Band, Choir,
Orchestra, or Drama?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc123
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d. Academic clubs, for
example, Debate Team, Honor
Society, Spanish Club, or
Math Club?
1 Yes
d. Academic clubs, for
example, Debate Team, Honor
Society, Spanish Club, or
Math Club?
1 Yes
d. Academic clubs, for
example, Debate Team, Honor
Society, Spanish Club, or
Math Club?
1 Yes
d. Academic clubs, for
example, Debate Team, Honor
Society, Spanish Club, or
Math Club?
1 Yes
d. Academic clubs, for
example, Debate Team, Honor
Society, Spanish Club, or
Math Club?
1 Yes
d. Academic clubs, for
example, Debate Team, Honor
Society, Spanish Club, or
Math Club?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
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e. School government?
e. Student government?
e. Student government?
e. Student government?
e. Student government?
e. Student government?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
6
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
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f. Service clubs, for example,
Key Club or other service
oriented groups?
f. IF GRADES 6, 7, or 8:
Community service or
volunteer clubs, for example,
Peer Mediators, Ecology Club
or Recycling Club?
IF GRADES 9, 10, 11, or 12:
community service or
volunteer clubs, for example,
Peer Mediators, Ecology Club,
Key Club, or Interact?
f. IF GRADES 6, 7, or 8:
Community service or
volunteer clubs sponsored by
your school, for example, Peer
Mediators, Ecology Club or
Recycling Club?
IF GRADES 9, 10, 11, or 12:
Community service or
volunteer clubs sponsored by
your school, for example, Peer
Mediators, Ecology Club, Key
Club, or Interact?
f. IF GRADES 6, 7, or 8:
Volunteer or community
service clubs sponsored by
your school, for example, Peer
Mediators, Ecology Club or
Recycling Club?
IF GRADES 9, 10, 11, or 12:
Volunteer or community
service clubs sponsored by
your school, for example, Peer
Mediators, Ecology Club, Key
Club, or Interact? Do not
include community service
hours required for graduation.
f. IF GRADES 6, 7, or 8:
Volunteer or community
service clubs sponsored by
your school, for example, Peer
Mediators, Ecology Club or
Recycling Club?
IF GRADES 9, 10, 11, or 12:
Volunteer or community
service clubs sponsored by
your school, for example, Peer
Mediators, Ecology Club, Key
Club, or Interact? Do not
include community service
hours required for graduation.
f. IF GRADES 6, 7, or 8:
Volunteer or community
service clubs sponsored by
your school, for example, Peer
Mediators, Ecology Club, or
Recycling Club?
IF GRADES 9, 10, 11, or 12:
Volunteer or community
service clubs sponsored by
your school, for example, Peer
Mediators, Ecology Club, Key
Club, or Interact? Do not
include community service
hours required for graduation.
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
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g. Other school clubs or school g. Other school clubs or school g. Other school clubs or school g. Other school clubs or school g. Other school clubs or school g. Other school clubs or school
activities?
activities?
activities?
activities?
activities?
activities?
1 Yes
1 Yes
1 Yes
1 Yes - specify
1 Yes - specify
1 Yes - specify
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
14a. Does your school take
any measures to make sure
students are safe?
14a. Does your school take
any measures to make sure
students are safe?
14a. Does your school take
any measures to make sure
students are safe?
14a. Does your school take
any measures to make sure
students are safe?
14a. Does your school take
any measures to make sure
students are safe?
10. The next questions are
about security measures that
some schools take.
For example does the school
have:
sc028
For example does the school
have:
sc028
For example does the school
have:
sc028
For example does the school
have:
sc028
For example does the school
have:
sc028
Does your school have:
sc028
a. Security Guards or assigned a. Security Guards or assigned a. Security Guards or assigned a. Security Guards or assigned a. Security Guards or assigned a. Security guards or assigned
police officers?
police officers?
police officers?
police officers?
police officers?
police officers?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
3 Don’t Know
3 Don’t Know
3 Don’t Know
3 Don’t Know
3 Don’t Know
2 No
3 Don't Know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc029
sc029
sc029
sc029
sc029
sc029
b. Other school staff or other b. Other school staff or other b. Other school staff or other b. Other school staff or other b. Other school staff or other b. Other adults supervising the
adults supervision the hallway? adults supervision the hallway? adults supervision the hallway? adults supervision the hallway? adults supervision the hallway? hallway, such as teachers,
administrators, or parent
volunteers?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't Know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
7
2 No
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
sc030
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sc030
sc030
sc030
sc030
c. Metal detectors?
c. Metal detectors?
c. Metal detectors?
1 Yes
1 Yes
1 Yes
c. Metal detectors, including
wands?
1 Yes
c. Metal detectors, including
wands?
1 Yes
c. Metal detectors, including
wands?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't Know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc031
sc031
sc031
sc031
sc031
sc031
d. Locked entrance or exit
doors during the day?
1 Yes
d. Locked entrance or exit
doors during the day?
1 Yes
d. Locked entrance or exit
doors during the day?
1 Yes
d. Locked entrance or exit
doors during the day?
1 Yes
d. Locked entrance or exit
doors during the day?
1 Yes
d. Locked entrance or exit
doors during the day?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't Know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc032
sc032
sc032
sc032
sc032
sc032
e. A requirement that visitors
sign in?
e. A requirement that visitors
sign in?
e. A requirement that visitors
sign in?
e. A requirement that visitors
sign in?
e. A requirement that visitors
sign in?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
e. A requirement that visitors
sign in and wear visitor badges
or stickers?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't Know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc033
sc033
sc033
sc033
sc033
sc033
f. Locker checks?
f. Locker checks?
f. Locker checks?
f. Locker checks?
f. Locker checks?
f. Locker checks?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't Know
4 School does not have lockers 4 School does not have lockers 4 School does not have lockers
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc094
sc094
sc094
sc094
sc094
sc094
g. A requirement that students
wear badges or picture
identification?
1 Yes
g. A requirement that students
wear badges or picture
identification?
1 Yes
g. A requirement that students
wear badges or picture
identification?
1 Yes
g. A requirement that students
wear badges or picture
identification?
1 Yes
g. A requirement that students
wear badges or picture
identification?
1 Yes
g. A requirment that students
wear badges or picture
identification?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't Know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc095
sc095
sc095
sc095
sc095
sc095
h. One or more security
h. One or more security
h. One or more security
h. One or more security
h. One or more security
h. One or more security
cameras to monitor the school? cameras to monitor the school? cameras to monitor the school? cameras to monitor the school? cameras to monitor the school? cameras to monitor the school?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't Know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
8
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
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sc096
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i. A code of student conduct,
that is, a set of written rules or
guidelines that the school
provides you?
i. A code of student conduct,
that is, a set of written rules or
guidelines that the school
provides you?
i. A code of student conduct,
that is, a set of written rules or
guidelines that the school
provides you?
i. A code of student conduct,
that is, a set of written rules or
guidelines that the school
provides you?
i. A code of student conduct,
that is, a set of written rules or
guidelines that the school
provides you?
i. A code of student conduct,
that is, a set of written rules or
guidelines that the school
provides you?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't Know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
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sc167
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14b. If you hear about a threat
to school or student safety, do
you have a way to report it to
someone in authority without
giving your name?
14b. If you hear about a threat
to school or student safety, do
you have a way to report it to
someone in authority without
giving your name?
14b. If you hear about a threat
to school or student safety, do
you have a way to report it to
someone in authority without
giving your name?
11. If you hear about a threat
to school or student safety, do
you have a way to report it
without having to give your
name?
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't Know
8 Residue
8 Residue
8 Residue
8 Residue
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sc156
sc156
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15a In your classes, how often
are you distracted from doing
your schoolwork because other
students are misbehaving, for
example, talking or fighting?
15a In your classes, how often
are you distracted from doing
your schoolwork because other
students are misbehaving, for
example, talking or fighting?
15a In your classes, how often
are you distracted from doing
your schoolwork because other
students are misbehaving, for
example, talking or fighting?
15a In your classes, how often
are you distracted from doing
your schoolwork because other
students are misbehaving, for
example, talking or fighting?
12. In your classes, how often
are you distracted from doing
your schoolwork because other
students are misbehaving, for
example, talking or fighting?
1 Never
1 Never
1 Never
1 Never
1 Never
2 Almost never
2 Almost never
2 Almost never
2 Almost never
2 Almost never
3 Sometimes
3 Sometimes
3 Sometimes
3 Sometimes
3 Sometimes
4 Most of the time
4 Most of the time
4 Most of the time
4 Most of the time
4 Most of the time
sc157
sc157
sc157
sc157
15b. How often do teachers
punish students during your
classes?
1 Never
15b. In general, how often do
teachers punish students during
your classes?
1 Never
15b. In general, how often do
teachers punish students during
your classes?
1 Never
15b. In general, how often do
teachers punish students during
your classes?
1 Never
2 Almost never
2 Almost never
2 Almost never
2 Almost never
3 Sometimes
3 Sometimes
3 Sometimes
3 Sometimes
4 Most of the time
4 Most of the time
4 Most of the time
4 Most of the time
Attachment 11. Crosswalk SCS Changes 2005‐2015
9
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
15a. I am going to read a list
of statements that could
describe a school. Thinking
about your school over the last
6 months, would you strongly
agree, agree, disagree, or
strongly disagree with the
following..
16a. I am going to read a list
of statements that could
describe a school. Thinking
about your school, would you
strongly agree, agree, disagree,
or strongly disagree with the
following..
16a. I am going to read a list
of statements that could
describe a school. Thinking
about your school, would you
strongly agree, agree, disagree,
or strongly disagree with the
following..
16a. I am going to read a list
of statements that could
describe a school. Thinking
about your school, would you
strongly agree, agree, disagree,
or strongly disagree with the
following..
16a. I am going to read a list
of statements that could
describe a school. Thinking
about your school, would you
strongly agree, agree, disagree,
or strongly disagree with the
following..
sc034
sc034
sc034
sc034
sc034
a. Everyone knows what the
school rules are
1 Strongly Agree
a. Everyone knows what the
school rules are
1 Strongly Agree
a. Everyone knows what the
school rules are
1 Strongly Agree
a. Everyone knows what the
school rules are
1 Strongly Agree
a. Everyone knows what the
school rules are
1 Strongly Agree
2 Agree
2 Agree
2 Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc035
sc035
sc035
sc035
sc035
sc035
b.The school rules are fair..
b.The school rules are fair..
b.The school rules are fair..
b.The school rules are fair..
b.The school rules are fair..
a. The school rules are fair.
13. Thinking about your
school, would you strong
agree, agree, disagree, or
strongly disagree with the
following…
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly agree
2. Agree
2. Agree
2. Agree
2. Agree
2. Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly disagree
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc036
sc036
sc036
sc036
sc036
sc036
c. The punishment for
breaking school rules is the
same no matter who you are..
c. The punishment for
breaking school rules is the
same no matter who you are..
c. The punishment for
breaking school rules is the
same no matter who you are..
c. The punishment for
breaking school rules is the
same no matter who you are..
c. The punishment for
breaking school rules is the
same no matter who you are..
b. The punishment for
breaking school rules is the
same no matter who you are.
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly agree
2 Agree
2 Agree
2 Agree
2 Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly disagree
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc037
sc037
sc037
sc037
sc037
sc037
d. The school rules are strictly d. The school rules are strictly d. The school rules are strictly d. The school rules are strictly d. The school rules are strictly c. The school rules are strictly
enforced..
enforced..
enforced..
enforced..
enforced..
enforced.
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly agree
2 Agree
2 Agree
2 Agree
2 Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly disagree
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
10
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
sc038
sc038
sc038
sc038
sc038
sc038
e. If a school rule is broken,
students know what kind of
punishment will follow..
e. If a school rule is broken,
students know what kind of
punishment will follow..
e. If a school rule is broken,
students know what kind of
punishment will follow..
e. If a school rule is broken,
students know what kind of
punishment will follow..
e. If a school rule is broken,
students know what kind of
punishment will follow..
d. If a school rule is broken,
students know what kind of
punishment will follow.
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly agree
2 Agree
2 Agree
2 Agree
2 Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly disagree
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc127 (moved here)
e. Teachers treat students with
respect.
1 Strongly agree
2 Agree
3 Disagree
4 Strongly disagree
8 Residue
sc127
sc127
sc127
sc127
sc127
15b. Thinking about the
TEACHERS at your school,
would you strongly agree,
agree, disagree, or strongly
disagree with the following
16b. Thinking about the
TEACHERS at your school,
would you strongly agree,
agree, disagree, or strongly
disagree with the following
16b. Thinking about the
TEACHERS at your school,
would you strongly agree,
agree, disagree, or strongly
disagree with the following
16b. Thinking about the
TEACHERS at your school,
would you strongly agree,
agree, disagree, or strongly
disagree with the following
16b. Thinking about the
TEACHERS at your school,
would you strongly agree,
agree, disagree, or strongly
disagree with the following
(moved to preceding intro)
a. Teachers treat students with a. Teachers treat students with a. Teachers treat students with a. Teachers treat students with a. Teachers treat students with
respect
respect
respect
respect
respect
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
2 Agree
2 Agree
2 Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc128
sc128
sc128
sc128
sc128
b. Teachers care about students b. Teachers care about students b. Teachers care about students b. Teachers care about students b. Teachers care about students
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
2 Agree
2 Agree
2 Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc129
sc129
sc129
sc129
sc129
c. Teachers do or say things
that make students feel bad
about themselves
c. Teachers do or say things
that make students feel bad
about themselves
c. Teachers do or say things
that make students feel bad
about themselves
c. Teachers do or say things
that make students feel bad
about themselves
c. Teachers do or say things
that make students feel bad
about themselves
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
1 Strongly Agree
2 Agree
2 Agree
2 Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
11
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
16a. Thinking about all of the
ADULTS at your school,
would you strongly agree,
agree, disagree, or strongly
disagree with the following
16c. Thinking about all of the
ADULTS at your school,
would you strongly agree,
agree, disagree, or strongly
disagree with the following
16c. Thinking about all of the
ADULTS at your school,
would you strongly agree,
agree, disagree, or strongly
disagree with the following
sc130
sc130
sc130
a. At school there is an
ADULT I can talk to, who
cares about my feelings and
what happens to me
1 Strongly Agree
a. At school there is an
ADULT I can talk to, who
cares about my feelings and
what happens to me
1 Strongly Agree
a. At school there is an
ADULT I can talk to, who
cares about my feelings and
what happens to me
1 Strongly Agree
2 Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
2015
16c. Thinking about all of the
ADULTS at your school,
including teachers, would you
strongly agree, agree, disagree,
or strongly disagree with the
following
There is an ADULT at school
who
16c.Thinking about all of the
ADULTS at your school,
including teachers, would you
strongly agree, agree, disagree,
or strongly disagree with the
following
There is an ADULT at school
who
Still thinking about your
school, would you strongly
agree, agree, disagree, or
strongly disagree with the
following…
sc173
sc173
sc173
a. Really cares about you
a. Really cares about you
a. Really cares about you.
1 Strongly Agree
1 Strongly Agree
1 Strongly agree
2 Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly disagree
8 Residue
8 Residue
8 Residue
sc174
sc174
b. Notices when you are not
there
1 Strongly Agree
b. Notices when you are not
there
1 Strongly Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
There is a TEACHER or other
ADULT at school who…
4 Strongly Disagree
4 Strongly Disagree
8 Residue
8 Residue
sc175
sc175
sc175
c. Listens to you when you
have something to say.
1 Strongly Agree
c. Listens to you when you
have something to say.
1 Strongly Agree
b. Listens to you when you
have something to say.
1 Strongly agree
2 Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly disagree
8 Residue
8 Residue
8 Residue
12
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
sc131
sc131
16a.b. At school, there is an
ADULT who helps me with
practical problems, who gives
good suggestions and advice
about my problems
16c.b. At school, there is an
ADULT who helps me with
practical problems, who gives
good suggestions and advice
about my problems
1 Strongly Agree
1 Strongly Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
2015
sc176
sc176
sc176
d. Tells you when you do a
good job.
1 Strongly Agree
d.Tells you when you do a
good job.
1 Strongly Agree
c. Tells you when you do a
good job.
1 Strongly agree
2 Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly disagree
8 Residue
8 Residue
8 Residue
sc177
sc177
e. Always wants you to do
your best.
1 Strongly Agree
e. Always wants you to do
your best.
1 Strongly Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
8 Residue
8 Residue
sc178
sc178
f. Believes that you will be a
success.
1 Strongly Agree
f. Believes that you will be a
success.
1 Strongly Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
8 Residue
8 Residue
13
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
16b.Thinking about FRIENDS
at your school, would you
strongly agree, agree, disagree,
or strongly disagree with the
following
16d.Thinking about FRIENDS
at your school, would you
strongly agree, agree, disagree,
or strongly disagree with the
following
16d.Thinking about FRIENDS
at your school, would you
strongly agree, agree, disagree,
or strongly disagree with the
following
16d.Thinking about FRIENDS
at your school, would you
strongly agree, agree, disagree,
or strongly disagree with the
following
16d.Thinking about FRIENDS
at your school, would you
strongly agree, agree, disagree,
or strongly disagree with the
following
sc132
sc132
sc132
sc132
sc132
a. At school, I have a FRIEND
I can talk to, who cares about
my feelings and what happens
to me
1 Strongly Agree
a. At school, I have a FRIEND
I can talk to, who cares about
my feelings and what happens
to me
1 Strongly Agree
a. At school, I have a FRIEND
I can talk to, who cares about
my feelings and what happens
to me
1 Strongly Agree
a. At school, you have a
FRIEND I can talk to, who
cares about your feelings and
what happens to you
1 Strongly Agree
a. At school, you have a
FRIEND I can talk to, who
cares about your feelings and
what happens to you
1 Strongly Agree
2 Agree
2 Agree
2 Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc133
sc133
b. At school, I have a FRIEND
who helps me with practical
problems, who gives good
suggestions and advice about
my problems
b. At school, I have a FRIEND
who helps me with practical
problems, who gives good
suggestions and advice about
my problems
1 Strongly Agree
1 Strongly Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
8 Residue
8 Residue
2015
sc?
15. There is a STUDENT at
school who…
a. Really cares about you.
1 Strongly agree
2 Agree
3 Disagree
4 Strongly disagree
8 Residue
sc?
b. Listens to you when you
have something to say.
1 Strongly agree
2 Agree
3 Disagree
4 Strongly disagree
8 Residue
sc?
c. Believes that you will be a
success.
1 Strongly agree
2 Agree
3 Disagree
4 Strongly disagree
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
sc179
sc179
sc179
16e. Thinking about the
neighborhood where you live,
would you strongly agree,
agree, disagree, or strongly
disagree with the following
16e.Thinking about the
neighborhood where you live,
would you strongly agree,
agree, disagree, or strongly
disagree with the following
16. Thinking about the
neighborhood where you live,
would you strongly agree,
agree, disagree, or strongly
disagree with the following…
a.There is not a lot of crime in
the neighborhood where you
live.
1 Strongly Agree
a. There is not a lot of crime in There is a lot of crime in the
the neighborhood where you neighborhood where you live.
live.
1 Strongly Agree
1 Strongly Agree
2 Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
14
Crosswalk 2005‐13
2005
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
sc180
2015
sc180
b. You feel safe in the
b. You feel safe in the
neighborhood where you live. neighborhood where you live.
1 Strongly Agree
1 Strongly Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
8 Residue
8 Residue
sc181
sc181
sc181
16f.Thinking about the
neighborhood where your
school is located, would you
strongly agree, agree, disagree,
or strongly disagree with the
following
16f.Thinking about the
neighborhood where your
school is located, would you
strongly agree, agree, disagree,
or strongly disagree with the
following
17. Thinking about the
neighborhood where your
school is located, would you
strongly agree, agree, disagree,
or strongly disagree with the
following…
a. There is not a lot of crime in
the neighborhood where go to
school.
1 Strongly Agree
a. There is not a lot of crime in
the neighborhood where go to
school.
1 Strongly Agree
There is a lot of crime in the
neighborhood where you go to
school.
1 Strongly Agree
2 Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
4 Strongly Disagree
8 Residue
8 Residue
8 Residue
sc182
sc182
16f.b. You feel safe in the
neighborhood where you go to
school.
1 Strongly Agree
16f.b. You feel safe in the
neighborhood where you go to
school.
1 Strongly Agree
2 Agree
2 Agree
3 Disagree
3 Disagree
4 Strongly Disagree
4 Strongly Disagree
8 Residue
8 Residue
sc?
18. Thinking about your
school, would you strongly
agree, agree, disagree, or
strongly disagree with the
following…
You feel safe at your school.
1 Strongly agree
2 Agre
3 Disagree
4 Strongly Disagree
8 Residue
INTRO 3 – Now I have some
questions about things that
happened at school. For this
survey, “at school” includes
the school building, on school
property, on a school bus, or
going to and from school. I
want to remind you that all of
your answers are confidential.
INTRO 3 – Now I have some
questions about things that
happened at school. For this
survey, “at school” includes
the school building, on school
property, on a school bus, or
going to and from school.
Your answers will not be given
to anyone.
Attachment 11. Crosswalk SCS Changes 2005‐2015
INTRO 3 – Now I have some
questions about things that
happened at school. For this
survey, “at school” includes
the school building, on school
property, on a school bus, or
going to and from school.
Your answers will not be given
to anyone.
INTRO 3 – Now I have some
questions about things that
happened at school. For this
survey, “at school” includes
the school building, on school
property, on a school bus, or
going to and from school.
Your answers will not be given
to anyone.
15
INTRO 3 – Now I have some
questions about things that
happened at school. For this
survey, “at school” includes
the school building, on school
property, on a school bus, or
going to and from school.
Your answers will not be given
to anyone.
INTRO 3 - Now I have some
questions about things that
happen at school. For this
survey, "at school" includes
the school building, on school
property, on a school bus, or
going to and from school.
Your answers will not be given
to anyone.
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
17a. The following question
refers to the availability of
drugs and alcohol at your
school.
Tell me if you don’t know
what any of these items are.
17a. The following question
refers to the availability of
drugs and alcohol at your
school.
Tell me if you don’t know
what any of these items are.
17a. The following question
refers to the availability of
drugs and alcohol at your
school.
Tell me if you don’t know
what any of these items are.
17a.The following question
refers to the availability of
drugs and alcohol at your
school.
Tell me if you don’t know
what any of these items are.
17a. The following question
refers to the availability of
drugs and alcohol at your
school.
Tell me if you don’t know
what any of these items are.
19. The following question
refers to the availability of
drugs and alcohol at your
school.
Is it possible to get _____at
your school?
Is it possible to get _____at
your school?
Is it possible to get _____at
your school?
Is it possible to get _____at
your school?
Is it possible to get _____at
your school?
Is it possible for students at
your school to get _____?
sc040
sc040
sc040
sc040
sc040
sc040
a. Alcoholic beverages..
a. Alcoholic beverages..
a. Alcoholic beverages..
a. Alcoholic beverages..
a. Alcoholic beverages..
a. Alcoholic beverages
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc041
sc041
sc041
sc041
sc041
b. Marijuana…
b. Marijuana…
b. Marijuana…
b. Marijuana…
b. Marijuana…
b. Marijuana
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc042
sc042
sc042
sc042
sc042
c. Crack…
c. Crack…
c. Crack…
c. Crack…
c. Crack…
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc043
sc043
sc043
sc043
sc043
d. Other forms of cocaine..
d. Other forms of cocaine..
d. Other forms of cocaine..
d. Other forms of cocaine..
d. Other forms of cocaine..
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc097
sc097
sc097
sc097
sc097
e. Uppers such as ecstasy,
crystal meth or other illegal
stimulants..
1 Yes
e. Uppers such as ecstasy,
crystal meth or other illegal
stimulants..
1 Yes
e. Uppers such as ecstasy,
crystal meth or other illegal
stimulants..
1 Yes
e. Uppers such as ecstasy,
crystal meth or other illegal
stimulants..
1 Yes
e. Uppers such as ecstasy,
crystal meth or other illegal
stimulants..
1 Yes
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc098
sc098
sc098
sc098
sc098
f. Downers such as GHB or
sleeping pills..
1 Yes
f. Downers such as GHB or
sleeping pills..
1 Yes
f. Downers such as GHB or
sleeping pills..
1 Yes
f. Downers such as GHB or
sleeping pills..
1 Yes
f. Downers such as GHB or
sleeping pills..
1 Yes
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
16
sc041
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
sc045
sc045
sc045
sc045
sc045
g. LSD or acid..
g. LSD or acid..
g. LSD or acid..
g. LSD or acid..
g. LSD or acid..
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc046
sc046
sc046
sc046
sc046
h. PCP or angel dust…
h. PCP or angel dust…
h. PCP or angel dust…
h. PCP or angel dust…
h. PCP or angel dust…
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
8 Residue
2015
8 Residue
8 Residue
8 Residue
8 Residue
17a.
17a.
17a.
17a.
17a.
i. Heroin or smack..
i. Heroin or smack..
i. Heroin or smack..
i. Heroin or smack..
i. Heroin or smack..
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc159
sc159
sc159
sc159
sc159
j. Prescription drugs illegally
obtained without a
prescription, such as Ritalin or
Oxycontin?
j. Prescription drugs illegally
obtained without a
prescription, such as
Oxycontin, Vicodin, or Xanax
j. Prescription drugs illegally
obtained without a
prescription, such as
Oxycontin, Vicodin, or Xanax
1 Yes
j. Prescription drugs illegally
obtained without a
prescription, such as
Oxycontin, Vicodin, or
Xanax?
1 Yes
1 Yes
1 Yes
c. Prescription drugs illegally
obtained without a
prescription, such as
Oxycontin, Ritalin or
Adderall?
1 Yes
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
8 Residue
8 Residue
8 Residue
8 Residue
sc048
sc048
sc048
sc048
sc048
sc?
j. Other illegal drugs..
k. Other illegal drugs..
k. Other illegal drugs..
k. Other illegal drugs..
k. Other illegal drugs..
d. Other illegal drugs, such as
cocaine, uppers, or heroin.
1 Yes
1 Yes - specify
1 Yes - specify
1 Yes - specify
1 Yes - specify
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
4 Don’t know drug
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
17
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
sc101
sc101
sc101
sc101
sc101
sc?
17b. During the last 6 months,
did you know for sure that any
students were on drugs or
alcohol while they were at
school?
17b.During this school year,
did you know for sure that any
students were on drugs or
alcohol while they were at
school?
17b. During this school year,
did you know for sure that any
students were on drugs or
alcohol while they were at
school?
17b. During this school year,
did you know for sure that any
students were on drugs or
alcohol while they were at
school?
17b. During this school year,
did you know for sure that any
students were on drugs or
alcohol while they were at
school?
20. During this school year,
did you see another student
who was under the influence
of illegal drugs or alcohol
while they were at school?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc102
sc102
sc102
sc102
sc102
17c. During the last 6 months,
did anyone offer, or try to sell
or give you an illegal drug
other than alcohol or tobacco
at your school?
17c. During this school year,
did anyone offer, or try to sell
or give you an illegal drug
other than alcohol or tobacco
at your school?
17c. During this school year,
did anyone offer, or try to sell
or give you an illegal drug
other than alcohol or tobacco
at your school?
17c. During this school year,
did anyone offer, or try to sell
or give you an illegal drug
other than alcohol or tobacco
at your school?
17c. During this school year,
did anyone offer, or try to sell
or give you an illegal drug
other than alcohol or tobacco
at your school?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc103
sc103
sc103
G. Fighting, Bullying and Hate Behaviors
sc103
sc103
sc103
18a. During the last 6 months, 18a. During this school year, 18a. During this school year, 18a. During this school year, 18a. During this school year, 21a. During this school year,
have you been in one or more have you been in one or more have you been in one or more have you been in one or more have you been in one or more have you been in one or more
physical fights at school?
physical fights at school?
physical fights at school?
physical fights at school?
physical fights at school?
physical fights at school?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
1 Yes
2 No - skip to 22
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc104
sc104
sc104
sc104
sc104
sc104
18b. During the last 6 months, 18b. During this school year, 18b. During this school year, 18b. During this school year, 18b. During this school year, 21b. During this school year,
how many times have been in how many times have been in how many times have been in how many times have been in how many times have been in how many times have you
a physical fight at school?
a physical fight at school?
a physical fight at school?
a physical fight at school?
a physical fight at school?
been in a physical fight at
school?
001-996 Number of times
001-996 Number of times
001-996 Number of times
001-996 Number of times
001-996 Number of times
001-996 Number of times
FOR 2015 ONLY - SPLIT
HALF ADMINISTRATION
OF QUESTIONS 22-23
19a. Now I have some
questions about what students
do at school that makes you
feel bad or are hurtful to you.
We often refer to this as being
bullied. You may include
events you told me about
already. During the last 6
months, has any other student
bullied you?
19a. Now I have some
questions about what students
do at school that makes you
feel bad or are hurtful to you.
We often refer to this as being
bullied. You may include
events you told me about
already. During this school
year, has any student bullied
you?
19a. Now I have some
questions about what students
do at school that makes you
feel bad or are hurtful to you.
We often refer to this as being
bullied. You may include
events you told me about
already. During this school
year, has any student bullied
you?
19a. Now I have some
questions about what students
do at school that makes you
feel bad or are hurtful to you.
We often refer to this as being
bullied. You may include
events you told me about
already. During this school
year, has any student bullied
you?
19a. Now I have some
questions about what students
do at school that makes you
feel bad or are hurtful to you.
We often refer to this as being
bullied. You may include
events you told me about
already. During this school
year, has any student bullied
you?
22 (v1). Now I have some
questions about what students
do at school that maeks you
feel bad or is hurtful to you.
We refer to this as being
bullied. You may include
events you told me about
already. During this school
year, has any student bullied
you?
That is, has another student
That is, has another student
That is, has another student
That is, has another student
That is, has another student
That is, has another student
Attachment 11. Crosswalk SCS Changes 2005‐2015
18
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
sc134
sc134
sc134
sc134
sc134
2015
sc134
a. Made fun of you, called you 19a.a. Made fun of you, called 19a.a. Made fun of you, called 19a.a. Made fun of you, called 19a.a. Made fun of you, called a. Made fun of you, called you
names, or insulted you?
you names, or insulted you?
you names, or insulted you?
you names, or insulted you, in you names, or insulted you, in name, or insulted you, in a
a hurtful way?
a hurtful way?
hurtful way?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
1 Yes
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc135
sc135
sc135
sc135
sc135
sc135
b. Spread rumors about you?
19a.b. Spread rumors about
you?
19a.b. Spread rumors about
you?
1 Yes
1 Yes
1 Yes
19a.b. Spread rumors about
you or tried to make others
dislike you?
1 Yes
19a.b. Spread rumors about
you or tried to make others
dislike you?
1 Yes
b. Spread rumors about you or
tried to make others dislike
you?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc136
sc136
sc136
sc136
sc136
sc136
c. Threatened you with harm? 19a.c. Threatened you with
harm?
1 Yes
1 Yes
19a.c. Threatened you with
harm?
1 Yes
19a.c. Threatened you with
harm?
1 Yes
19a.c. Threatened you with
harm?
1 Yes
c. Threatened you with harm?
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc137
sc137
sc137
sc137
sc137
sc137
d. Pushed you, shoved you,
tripped you, or spit on you?
19a.d. Pushed you, shoved
you, tripped you, or spit on
you?
1 Yes
19a.d. Pushed you, shoved
you, tripped you, or spit on
you?
1 Yes
19a.d. Pushed you, shoved
you, tripped you, or spit on
you?
1 Yes
d. Pushed you, shoved you,
tripped you, or spit on you?
1 Yes
19a.d. Pushed you, shoved
you, tripped you, or spit on
you?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc138
sc138
sc138
sc138
sc138
sc138
e. Tried to make you do things
you did not want to do, for
example, give them money or
other things?
1 Yes
19a.e. Tried to make you do
things you did not want to do,
for example, give them money
or other things?
1 Yes
19a.e. Tried to make you do
things you did not want to do,
for example, give them money
or other things?
1 Yes
19a.e. Tried to make you do
things you did not want to do,
for example, give them money
or other things?
1 Yes
19a.e. Tried to make you do
things you did not want to do,
for example, give them money
or other things?
1 Yes
e. Tried to make you do things
you did not want to do, for
example, give them money or
other things?
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc139
sc139
sc139
sc139
sc139
sc139
19a.f. Excluded you from
activities on purpose?
1 Yes
19a.f. Excluded you from
activities on purpose?
1 Yes
19a.f. Excluded you from
activities on purpose?
1 Yes
f. Excluded you from activities
on purpose?
1 Yes
f. Excluded you from activities 19a.f. Excluded you from
on purpose?
activities on purpose?
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc140
sc140
sc140
sc140
sc140
sc140
19a.g. Destroyed your
property on purpose?
1 Yes
19a.g. Destroyed your
property on purpose?
1 Yes
19a.g. Destroyed your
property on purpose?
1 Yes
g. Destroyed your property on
purpose?
1 Yes
g. Destroyed your property on 19a.g. Destroyed your
purpose?
property on purpose?
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
19
Crosswalk 2005‐13
2005
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2015
sc?
23a (v1). When you were
bullied this year, did it happen
over and over, or were you
afraid it would happen over
and over?
1 Yes
2 No
sc?
23b (v1). When you were
bullied this school year, were
you ever bullied by someone
who had more power or
strength than you? This could
be because the person was
bigger than you, was more
popular, had more money, or
had more power than you in
another way?
1 Yes
2 No
22 (v2). Now I have some
questions about bullying at
school. Bullying happens
when one or more students
tease, threaten, spread rumors
about, hit, shove or hurt
another student. It is not
bullying when students of
about the same strength or
power argue or fight or tease
each other in a friendly way.
Bullies are usually stronger, or
have more friends or money,
or some other power over the
student being bullied. Usually,
bullying happens over and
over, or the student being
bullied thinks it might happen
over and over.
Attachment 11. Crosswalk SCS Changes 2005‐2015
20
Crosswalk 2005‐13
2005
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2015
sc?
By this definition, have you
been bullied at school, by
another student, this school
year?
1 Yes
2 No - skip to 30
sc?
22a (v2). Was any of the
bullying verbal - that is, did it
involve making fun of you,
calling you names, or
spreading rumors about you?
1 Yes
2 No
sc?
22b (v2). Was any of the
bullying physical - that is, did
it involve hitting, shoving,
tripping, or physically hurting
you in some way, or the threat
of hurting you in some way?
1 Yes
2 No
sc?
22c (v2). Was any of the
bullying social - that is, did it
involve ignoring you or
excluding you from activities
on purpose in order to hurt
you?
1 Yes
2 No
Attachment 11. Crosswalk SCS Changes 2005‐2015
21
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
sc142
sc142
19b. During the last 6 months, 19b. During this school year,
how often did (this/these
how often did (this/these
things) happen to you?
things) happen to you?
1 Once or twice this school
year
2 Once or twice a month
1 Once or twice this school
year
2 Once or twice a month
2015
sc142
sc142
sc142
sc142
19b. You just indicated that
someone had bullied you
during this school year.
Thinking about all of the ways
in which you were bullied,
how often did all of those
things happen?
1 Once or twice this school
year
2 Once or twice a month
19b. You just indicated that
someone had bullied you
during this school year.
Thinking about all of the ways
in which you were bullied,
how often did all of those
things happen?
1 Once or twice this school
year
2 Once or twice a month
19b. You just indicated that
someone had bullied you
during this school year.
Thinking about all of the ways
in which you were bullied,
how often did all of those
things happen?
1 Once or twice this school
year
2 Once or twice a month
24. During this school year,
how often were you bullied?
1 Once or twice this school
year
2 Once or twice a month
3 Once or twice a week, or
3 Once or twice a week, or
3 Once or twice a week, or
3 Once or twice a week, or
3 Once or twice a week, or
3 Once or twice a week, or
4 Almost every day
4 Almost every day
4 Almost every day
4 Almost every day
4 Almost every day
4 Almost every day
5 Don't know
5 Don't know
5 Don't know
5 Don't know
5 Don't know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
19c. Did (this/these events)
occur
19c. Did (this/these events)
occur
19c. Still thinking about all of
the times you were bullied,
where did the bullying occur?
Did it occur...
19c. Still thinking about all of
the times that you were
bullied, where did the bullying
occur? Did it occur...
19c. Still thinking about all of 25. During this school year,
the times that you were
where did the bullying occur?
bullied, where did the bullying Did it occur…
occur? Did it occur...
sc143
sc143
sc143
sc143
sc143
sc143
1 In the school building (for
example in a classroom,
hallway, or gymnasium?)
1 In the school building (for
example in a classroom,
hallway, or gymnasium?)
1 In a classroom at school?
1 In a classroom at school?
1 In a classroom at school?
1 In a classroom at school?
sc168
sc168
sc168
sc168
2 In a hallway or stairwell at
school?
sc169
2 In a hallway or stairwell at
school?
sc169
2 In a hallway or stairwell at
school?
sc169
2 In a hallway or stairwell at
school?
sc169
3 In a bathroom or locker
room at school?
3 In a bathroom or locker
room at school?
3 In a bathroom or locker
room at school?
sc173
3 In a bathrrom or locker room
at school?
sc173
4 In a cafeteria or lunchroom
at school
sc146
5 Somewhere else inside the
school building? - Specify
sc144
sc144
sc144
sc146
sc146
4 In a cafeteria or lunchroom
at school
sc146
4 Somewhere else inside the
school building? - Specify
sc144
4 Somewhere else inside the
school building? - Specify
sc144
5 Somewhere else inside the
school building? - Specify
sc144
8 Residue
2 Outside on school grounds? 2 Outside on school grounds? 5 Outside on school grounds? 5 Outside on school grounds? 6 Outside on school grounds? 6 Outside on school grounds?
sc145
sc145
sc145
sc145
sc145
sc145
3 On a school bus?
3 On a school bus?
6 On a school bus?
6 On a school bus?
7 On a school bus?
created response: cafeteria
created response: cafeteria
7 On the way to or from
school such as on a school bus
or at a bus stop?
sc?
sc146
sc146
4 Somewhere else?
4 Somewhere else?
sc147
sc147
sc147
sc147
sc147
sc147
19d. Was a teacher or some
other adult at school notified
about (this event/any of these
events)?
1 Yes
19d. Was a teacher or some
other adult at school notified
about (this event/any of these
events)?
1 Yes
19d. Was a teacher or some
other adult at school notified
about this bullying?
19d. Was a teacher or some
other adult at school notified
about this bullying?
19d. Was a teacher or some
other adult at school notified
about this bullying?
26 Did you tell a teacher or
some other adult at school
about being bullied?
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Online or by text?
sc?
27 This school year, how
much has bullying had a
negative effect on…
a Your school work
1 Not at all
2 Not very much
3 Somewhat
4 A lot
Attachment 11. Crosswalk SCS Changes 2005‐2015
22
Crosswalk 2005‐13
2005
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2015
sc?
b. Your relationships with
friends or family
1 Not at all
2 Not very much
3 Somewhat
4 A lot
sc?
c. How you feel about yourself
1 Not at all
2 Not very much
3 Somewhat
4 A lot
sc?
d. Your physical health - for
example, caused injuries, gave
you headaches or stomach
aches
1 Not at all
2 Not very much
3 Somewhat
4 A lot
Attachment 11. Crosswalk SCS Changes 2005‐2015
23
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
sc148
sc148
sc148
sc148
sc148
19e. What were the injuries
you suffered as a result of
being pushed, shoved, tripped,
or spit on?
1 None
19e. What were the injuries
you suffered as a result of
being pushed, shoved, tripped,
or spit on?
1 None
19e. What were the injuries
you suffered as a result of
being pushed, shoved, tripped,
or spit on?
1 None
19e. What were the injuries
you suffered as a result of
being pushed, shoved, tripped,
or spit on?
1 None
19e. What were the injuries
you suffered as a result of
being pushed, shoved, tripped,
or spit on?
1 None
sc149
sc149
sc149
sc149
sc149
2 Bruises or swelling
2 Bruises or swelling
2 Bruises or swelling
2 Bruises or swelling
2 Bruises or swelling
sc150
sc150
sc150
sc150
sc150
3 Cuts, scratches, or scrapes
3 Cuts, scratches, or scrapes
3 Cuts, scratches, or scrapes
3 Cuts, scratches, or scrapes
3 Cuts, scratches, or scrapes
sc151
sc151
sc151
sc151
sc151
4 Black eye/bloody nose
4 Black eye/bloody nose
4 Black eye/bloody nose
4 Black eye/bloody nose
4 Black eye/bloody nose
sc152
sc152
sc152
sc152
sc152
5 Teeth chipeped or knocked
out
sc153
5 Teeth chipeped or knocked
out
sc153
5 Teeth chipeped or knocked
out
sc153
5 Teeth chipeped or knocked
out
sc153
5 Teeth chipeped or knocked
out
sc153
6 Broken bones/internal
injuries
sc154
6 Broken bones/internal
injuries
sc154
6 Broken bones/internal
injuries
sc154
6 Broken bones/internal
injuries
sc154
6 Broken bones/internal
injuries
sc154
7 Knocked unconcious
7 Knocked unconcious
7 Knocked unconcious
7 Knocked unconcious
7 Knocked unconcious
sc155
sc155
sc155
sc155
sc155
8 Other/specify
8 Other/specify
8 Other/specify
8 Other/specify
8 Other/specify
20a. Now I have some
questions about what students
do that occur anywhere and
that make you feel bad or are
hurtful to you. You may
include events you told me
about already. During this
school year, has another
student….
sc161
20a. Now I have some
questions about what students
do that occur anywhere and
that make you feel bad or are
hurtful to you. You may
include events you told me
about already. During this
school year, has another
student….
sc161
20a. Now I have some
questions about what students
do that occur anywhere and
that make you feel bad or are
hurtful to you. You may
include events you told me
about already. During this
school year, has another
student….
sc161
20a. Now I have some
questions about what students
do that occur anywhere and
that make you feel bad or are
hurtful to you. You may
include events you told me
about already. During this
school year, has another
student….
sc161
a. Posted hurtful information
about you on the internet?
a. Posted hurtful information
about you on the Internet, for
example, on a social
networking site like MySpace
or Facebook?
1 Yes
1 Yes
a. Posted hurtful information
about you on the Internet, for
example, on a social
networking site like MySpace,
Facebook, Formspring, or
Twitter?
1 Yes
a. Posted hurtful information
about you on the Internet, for
example, on a social
networking site like MySpace,
Facebook, Formspring, or
Twitter?
1 Yes
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
sc183
sc183
b. Purposefully shared your
private information, photos, or
videos on the Internet or
mobile phones in a hurtful
way?
1 Yes
b. Purposefully shared your
private information, photos, or
videos on the Internet or
mobile phones in a hurtful
way?
1 Yes
Attachment 11. Crosswalk SCS Changes 2005‐2015
2 No
2 No
8 Residue
8 Residue
24
2015
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
sc170
sc170
sc170
b. Threatened or insulted you
through email?
1 Yes
c. Threatened or insulted you
through email?
1 Yes
c. Threatened or insulted you
through email?
1 Yes
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
sc162
sc162
sc162
sc162
b. Made unwanted contact, for
example, threatened you or
insulted you via instant
messaging?
1 Yes
c. Threatened or or insulted
you through instant
messaging?
d. Threatened or or insulted
d. Threatened or or insulted
you through instant messaging you through instant messaging
or chat?
or chat?
1 Yes
1 Yes
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
sc163
sc163
sc163
sc163
1 Yes
c. Made unwanted contact, for d. Threatened or insulted you
example, threatened you or
through text messaging?
insulted you via text (SMS)
messaging?
1 Yes
1 Yes
e. Threatened or insulted you
through text messaging?
e. Threatened or insulted you
through text messaging?
1 Yes
1 Yes
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
sc171
sc171
sc171
e Threatened or insulted you
through online gaming, for
example, while playing a
game, through Second Life, or
through XBOX?
1 Yes
f Threatened or insulted you
through online gaming, for
example, while playing
XBOX, World of Warcraft, or
similar activities?
1 Yes
f Threatened or insulted you
through online gaming, for
example, while playing
XBOX, World of Warcraft, or
similar activities?
1 Yes
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
sc172
sc172
sc172
f. Purposefully excluded you
from an online community for
example, a buddy list or
friends list?
1 Yes
g. Purposefully excluded you
from an online
communications?
g. Purposefully excluded you
from an online
communications?
1 Yes
1 Yes
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
sc165
sc165
sc165
sc165
20b. During this school year,
how often did (this/these
things) happen to you?
20b. You just indicated that
someone had bullied you
during this school year.
Thinking about all of the ways
in which you were bullied,
how often did (this/these
things) happen to you?
20b. You just indicated that
someone had bullied you
online (or through text
messaging) during this school
year. Thinking about all of the
ways in which you were
bullied online (or through text
messaging), how often did
(this/these things) happen to
you?
20b. You just indicated that
someone had bullied you
online (or through text
messaging) during this school
year. Thinking about all of the
ways in which you were
bullied online (or through text
messaging), how often did
(this/these things) happen to
you?
Attachment 11. Crosswalk SCS Changes 2005‐2015
25
2015
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
1 Once or twice this school
year
2 Once or twice a month
1 Once or twice this school
year
2 Once or twice a month
1 Once or twice this school
year
2 Once or twice a month
2015
1 Once or twice this school
year
2 Once or twice a month
3 Once or twice a week, or
3 Once or twice a week, or
3 Once or twice a week, or
3 Once or twice a week, or
4 Almost every day
4 Almost every day
4 Almost every day
4 Almost every day
5 Don't know
5 Don't know
5 Don't know
5 Don't know
8 Residue
8 Residue
8 Residue
8 Residue
sc166
sc166
sc166
sc166
20c. Was a teacher or some
other adult at school notified
about (this event/any of these
events)?
20c. Was a teacher or some
other adult at school notified
about (this event/any of these
events)?
20c. Was a teacher or some
other adult at schoo l notified
about this bullying online (or
through text messaging)?
20c. Was a teacher or some
other adult at school notified
about this bullying online (or
through text messaging)?
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
sc?
28. When you were bullied in
this school year, did you ever
think it was related to…
a. Your race?
1 Yes
2 No
8 Residue
sc?
b. Your religion?
1 Yes
2 No
8 Residue
sc?
c. Your ethnic background or
national origin - for example,
people of Hispanic origin?
1 Yes
2 No
8 Residue
sc?
d. Any disability you may
have - such as physical,
mental, or developmental
disabilities?
1 Yes
2 No
8 Residue
sc?
e. Your gender?
1 Yes
2 No
8 Residue
sc?
f. Your sexual orientation - by
this we mean gay, lesbian,
bisexual or straight?
1 Yes
2 No
8 Residue
sc?
g. Your physical appearance?
1 Yes
2 No
8 Residual
sc?
h Some other reason?
1 Yes - specify
Attachment 11. Crosswalk SCS Changes 2005‐2015
26
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
2 No
8 Residue
sc065
sc065
sc065
sc065
sc065
sc065
20a. During the last 6 months, 21a. During this school year,
has anyone called you an
has anyone called you a
insulting or bad name at school
derogatory or bad name at
school having to do with your having to do with your race,
religion, ethnic background or
race, religion, ethnic
background or national origin, national origin, disability,
gender or sexual orientation?
disability, gender or sexual
orientation? We call these hate-We call these hate-related
related words.
words.
21a. During this school year,
has anyone called you an
insulting or bad name at school
having to do with your race,
religion, ethnic background or
national origin, disability,
gender or sexual orientation?
We call these hate-related
words.
21a. During this school year,
has anyone called you an
insulting or bad name at school
having to do with your race,
religion, ethnic background or
national origin, disability,
gender or sexual orientation?
We call these hate-related
words.
21a. During this school year,
has anyone called you an
insulting or bad name at school
having to do with your race,
religion, ethnic background or
national origin, disability,
gender or sexual orientation?
We call these hate-related
words.
30. During this school year,
has anyone called you an
insulting or bad name at school
having to do with your race,
religion, ethnic background or
national origin, disability,
gender, or sexual orientation?
We call these hate-related
words.
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No - Skip to 32
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
20b. Were any of the haterelated words related to…
sc107
21b. Were any of the haterelated words related to…
sc107
21b. Were any of the haterelated words related to…
sc107
21b. Were any of the haterelated words related to…
sc107
21b. Were any of the haterelated words related to…
31. Were any of the haterelated words related to…
sc107
a. Your race?
a. Your race?
a. Your race?
a. Your race?
a. Your race?
a. Your race?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc108
sc108
sc108
sc108
sc108
sc108
b. Your religion?
b. Your religion?
b. Your religion?
b. Your religion?
b. Your religion?
b. Your religion?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
27
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
sc109
sc109
sc109
sc109
sc109
sc109
c. Your ethnic background or
national origin (for example
people of Hispanic origin)?
c. Your ethnic background or
national origin (for example
people of Hispanic origin)?
c. Your ethnic background or
national origin (for example
people of Hispanic origin)?
c. Your ethnic background or
national origin (for example
people of Hispanic origin)?
c. Your ethnic background or
national origin (for example
people of Hispanic origin)?
c. Your ethnic background or
national origin - for example,
people of Hispanic origin?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc110
sc110
sc110
sc110
sc110
sc110
d. Any disability (by this I
mean physical, mental, or
developmental disabilities)
you may have?
1 Yes
d. Any disability (by this I
mean physical, mental, or
developmental disabilities)
you may have?
1 Yes
d. Any disability (by this I
mean physical, mental, or
developmental disabilities)
you may have?
1 Yes
d. Any disability (by this I
mean physical, mental, or
developmental disabilities)
you may have?
1 Yes
d. Any disability (by this I
mean physical, mental, or
developmental disabilities)
you may have?
1 Yes
d. Any disability you may
have - such as physical,
mental, or developmental
disabilities?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc111
sc111
sc111
sc111
sc111
sc111
e. Your gender?
e. Your gender?
e. Your gender?
e. Your gender?
e. Your gender?
e. Your gender?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc112
sc112
sc112
sc112
sc112
sc112
f. Your sexual orientation?
f. Your sexual orientation?
f. Your sexual orientation?
f. Your sexual orientation?
f. Your sexual orientation?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
f. Your sexual orientation - by
this we mean gay, lesbian,
bisexual, or straight?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don't know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc066
sc066
sc066
sc066
sc066
sc066
21. During the last 6 months,
have you seen any hate-related
words or symbols written in
school classrooms, school
bathrooms, school hallways, or
on the outside of your school
building?
22. During this school year,
have you seen any hate-related
words or symbols written in
school classrooms, school
bathrooms, school hallways, or
on the outside of your school
building?
22. During this school year,
have you seen any hate-related
words or symbols written in
school classrooms, school
bathrooms, school hallways, or
on the outside of your school
building?
22. During this school year,
have you seen any hate-related
words or symbols written in
school classrooms, school
bathrooms, school hallways, or
on the outside of your school
building?
22. During this school year,
have you seen any hate-related
words or symbols written in
school classrooms, school
bathrooms, school hallways, or
on the outside of your school
building?
32. During this school year,
have you seen any hate-related
words or symbols written in
school classrooms, school
bathrooms, school hallways, or
on the outside of your school
building?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
28
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
H. Avoidance
22a. During the last 6 months,
that is, since____1st, did you
STAY AWAY from any of the
following places because you
thought someone might attack
or harm you there?
23a. During this school year,
did you STAY AWAY from
any of the following places
because you thought someone
might attack or harm you
there?
23a. During this school year,
did you ever STAY AWAY
from any of the following
places because you thought
someone might attack or harm
you there?
23a. During this school year,
did you ever STAY AWAY
from any of the following
places because you thought
someone might attack or harm
you there?
23a. During this school year,
did you ever STAY AWAY
from any of the following
places because you thought
someone might attack or harm
you there?
33 During this school year, did
you ever STAY AWAY from
any of the following places
because someone might attack
or harm you there?
sc068
sc068
sc068
sc068
sc068
sc068
a. The shortest route to school? a. The shortest route to school? a. The shortest route to school? a. For example, did you ever
STAY AWAY from the
shortest route to school
because you thought someone
might attack or harm you?
a. For example, did you ever
STAY AWAY from the
shortest route to school
because you thought someone
might attack or harm you?
a. For example, did you ever
STAY AWAY from the
shortest route to school
because you thought someone
might attack or harm you?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc069
sc069
sc069
sc069
sc069
sc069
b. The entrance into the
school?
1 Yes
b. The entrance into the
school?
1 Yes
b. The entrance into the
school?
1 Yes
b. The entrance into the
school?
1 Yes
b. The entrance into the
school?
1 Yes
b. The entrance into the
school?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc070
sc070
sc070
sc070
sc070
sc070
c. Any hallways or stairs in
school?
1 Yes
c. Any hallways or stairs in
school?
1 Yes
c. Any hallways or stairs in
school?
1 Yes
c. Any hallways or stairs in
school?
1 Yes
c. Any hallways or stairs in
school?
1 Yes
c. Any hallways or stairs in the
school?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc071
sc071
sc071
sc071
sc071
sc071
d. Parts of the school
cafeteria?
1 Yes
d. Parts of the school
cafeteria?
1 Yes
d. Parts of the school
cafeteria?
1 Yes
d. Parts of the school
cafeteria?
1 Yes
d. Parts of the school
cafeteria?
1 Yes
d. Parts of the school
cafeteria?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc072
sc072
sc072
sc072
sc072
sc072
e. Any school restrooms?
e. Any school restrooms?
e. Any school restrooms?
e. Any school restrooms?
e. Any school restrooms?
e. Any school restrooms?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc073
sc073
sc073
sc073
sc073
sc073
f. Other places inside the
school building?
1 Yes
f. Other places inside the
school building?
1 Yes
f. Other places inside the
school building?
1 Yes
f. Other places inside the
school building?
1 Yes
f. Other places inside the
school building?
1 Yes
f. Other places inside the
school building?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
29
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
sc074
sc074
sc074
sc074
sc074
2015
sc074
g. School parking lot?
g. School parking lot?
g. School parking lot?
g. School parking lot?
g. School parking lot?
g. School parking lot?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc075
sc075
sc075
sc075
sc075
sc075
h. Other places on school
grounds?
1 Yes
h. Other places on school
grounds?
1 Yes
h. Other places on school
grounds?
1 Yes
h. Other places on school
grounds?
1 Yes
h. Other places on school
grounds?
1 Yes
h. Other places on school
grounds?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc?
i. School bus or bus stop?
1 Yes
2 No
8 Residue
sc184
sc184
23a.1.During this school year,
did you STAY AWAY from
any online activities because
you thought someone might be
mean to you there?
23a.1.During this school year,
did you STAY AWAY from
any online activities because
you thought someone might be
mean to you there?
1 Yes
1 Yes
2 No
2 No
8 Residue
8 Residue
sc076
sc076
sc076
sc076
sc076
sc076
22b. Did you AVOID any
extra-curricular activities at
your school because you
thought someone might attack
or harm you?
1 Yes
23b. Did you AVOID any
activities at your school
because you thought someone
might attack or harm you?
23b. Did you AVOID any
activities at your school
because you thought someone
might attack or harm you?
23b. Did you AVOID any
activities at your school
because you thought someone
might attack or harm you?
23b. Did you AVOID any
activities at your school
because you thought someone
might attack or harm you?
34a. Did you AVOID any
activities at your school
because you thought someone
might attack or harm you?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc077
sc077
sc077
sc077
sc077
sc077
22c. Did you AVOID any
classes because you thought
someone might attack or harm
you?
1 Yes
23c. Did you AVOID any
classes because you thought
someone might attack or harm
you?
1 Yes
23c. Did you AVOID any
classes because you thought
someone might attack or harm
you?
1 Yes
23c. Did you AVOID any
classes because you thought
someone might attack or harm
you?
1 Yes
23c. Did you AVOID any
classes because you thought
someone might attack or harm
you?
1 Yes
34b. Did you AVOID any
classes because you thought
someone might attack or harm
you?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc078
sc078
sc078
sc078
sc078
sc078
22d. Did you stay home from
school because you thought
someone might attack or harm
you at school, or going to or
from school?
23d. Did you stay home from
school because you thought
someone might attack or harm
you in the school building, on
school property, on a school
bus, or going to or from
school?
1 Yes
23d. Did you stay home from
school because you thought
someone might attack or harm
you in the school building, on
school property, on a school
bus, or going to or from
school?
1 Yes
23d. Did you stay home from
school because you thought
someone might attack or harm
you in the school building, on
school property, on a school
bus, or going to or from
school?
1 Yes
23d. Did you stay home from
school because you thought
someone might attack or harm
you in the school building, on
school property, on a school
bus, or going to or from
school?
1 Yes
34c. Did you stay home from
school because you thought
somoene might attack or harm
you in the school building, on
school property, on a school
bus, or going to or from
school?
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
30
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
I. Fear
sc079
sc079
sc079
sc079
sc079
Intro: Sometimes, even if you
can't avoid a place, you may
still be afraid of what might
happen there.
sc079
23. How often are you afraid
that someone will attack or
harm you at school?
1 Never
24. How often are you afraid
that someone will attack or
harm you in the school
building or on school
property?
1 Never
24. How often are you afraid
that someone will attack or
harm you in the school
building or on school
property?
1 Never
24. How often are you afraid
that someone will attack or
harm you in the school
building or on school
property?
1 Never
24. How often are you afraid
that someone will attack or
harm you in the school
building or on school
property?
1 Never
35a. How often are you afraid
that someone will attack or
harm you in the school
building or on school
property?
1 Never
2 Almost never
2 Almost never
2 Almost never
2 Almost never
2 Almost never
2 Almost never
3 Sometimes
3 Sometimes
3 Sometimes
3 Sometimes
3 Sometimes
3 Sometimes
4 Most of the time
4 Most of the time
4 Most of the time
4 Most of the time
4 Most of the time
4 Most of the time
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc080
sc080
sc080
sc080
sc080
sc080
25. How often are you afraid
that someone will attack or
harm you on the way to and
from school?
25. How often are you afraid
that someone will attack or
harm you on a school bus or
on the way to and from
school?
1 Never
25. How often are you afraid
that someone will attack or
harm you on a school bus or
on the way to and from
school?
1 Never
25. How often are you afraid
that someone will attack or
harm you on a school bus or
on the way to and from
school?
1 Never
25. How often are you afraid
that someone will attack or
harm you on a school bus or
on the way to and from
school?
1 Never
35b. How often are you afraid
that someone will attack or
harm you on a school bus or
on the way to and from
school?
1 Never
1 Never
2 Almost never
2 Almost never
2 Almost never
2 Almost never
2 Almost never
2 Almost never
3 Sometimes
3 Sometimes
3 Sometimes
3 Sometimes
3 Sometimes
3 Sometimes
4 Most of the time
4 Most of the time
4 Most of the time
4 Most of the time
4 Most of the time
4 Most of the time
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc081
sc081
sc081
sc081
sc081
sc081
25. Besides the times you are
at school, how often are you
afraid that someone will attack
or harm you?
26. Besides the times you are
in the school building, on
school property, on a school
bus, or going to or from
school, how often are you
afraid that someone will attack
or harm you?
1 Never
26. Besides the times you are
in the school building, on
school property, on a school
bus, or going to or from
school, how often are you
afraid that someone will attack
or harm you?
1 Never
26. Besides the times you are
in the school building, on
school property, on a school
bus, or going to or from
school, how often are you
afraid that someone will attack
or harm you?
1 Never
26. Besides the times you are
in the school building, on
school property, on a school
bus, or going to or from
school, how often are you
afraid that someone will attack
or harm you?
1 Never
35c. Besides the times you are
in the school building, on
school property, on a school
bus, or going to or from
school, how often are you
afraid that someone will attack
or harm you?
1 Never
1 Never
2 Almost never
2 Almost never
2 Almost never
2 Almost never
2 Almost never
2 Almost never
3 Sometimes
3 Sometimes
3 Sometimes
3 Sometimes
3 Sometimes
3 Sometimes
4 Most of the time
4 Most of the time
4 Most of the time
4 Most of the time
4 Most of the time
4 Most of the time
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
31
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
J. Weapons
27a. In the next series of
questions we are going to ask
you about weapons at your
school. All your responses are
strictly confidential and will
not be shared with anyone.
27a. In the next series of
questions we are going to ask
you about weapons at your
school. All your responses are
strictly confidential and will
not be shared with anyone.
27a. In the next series of
questions we are going to ask
you about weapons at your
school. All your responses are
strictly confidential and will
not be shared with anyone.
In the next series of questions
we are going to ask you about
weapons at your school. All
your responses are strictly
confidential and will not be
shared with anyone.
Some people bring guns,
knives, or objects that can be
used as weapons to school for
protection. During this school
year, did YOU ever bring the
following to school or onto
school grounds?
Some people bring guns,
knives, or objects that can be
used as weapons to school for
protection. During this school
year, did YOU ever bring the
following to school or onto
school grounds?
36. Some people bring guns,
knives, or objects that can be
used as weapons to school for
protection. During this school
year, did YOU ever bring the
following to school or onto
school grounds?
sc082
26a. Some people bring guns,
knives, or objects that can be
used as weapons to school for
protection. During the last 6
months, that is, since ___1st,
2004, did YOU ever bring the
following to school or onto
school grounds?
27a. Some people bring guns,
knives, or objects that can be
used as weapons to school for
protection. During this school
year, did YOU ever bring the
following to school or onto
school grounds?
Some people bring guns,
knives, or objects that can be
used as weapons to school for
protection. During this school
year, did YOU ever bring the
following to school or onto
school grounds?
sc082
sc082
sc082
sc082
sc082
a. A gun?
a. A gun?
a. A gun?
a. A gun?
a. A gun?
a. A gun?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc083
sc083
sc083
sc083
sc083
sc083
b. A knife brought as a
weapon?
1 Yes
b. A knife brought as a
weapon?
1 Yes
b. A knife brought as a
weapon?
1 Yes
b. A knife brought as a
weapon?
1 Yes
b. A knife brought as a
weapon?
1 Yes
b. A knife brought as a
weapon?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc084
sc084
sc084
sc084
sc084
sc084
c. Some other weapon?
c. Some other weapon?
c. Some other weapon?
c. Some other weapon?
c. Some other weapon?
c. Some other weapon?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc085
sc085
sc085
sc085
sc085
sc085
27a. Do you know any (other)
students who have brought a
gun to your school in the last 6
months?
28a. Do you know any (other)
students who have brought a
gun to your school during this
school year?
28a. Do you know of any
(other) students who have
brought a gun to your school
during this school year?
28a. Do you know of any
other students who have
brought a gun to your school
during this school year?
28a. Do you know of any
other students who have
brought a gun to your school
during this school year?
37a. Do you know of any
other students who have
brought a gun to your school
during this school year?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No - Skip to 38
8. Residue
8. Residue
8. Residue
8. Residue
8. Residue
8 Residue
sc086
sc086
sc086
sc086
sc086
sc086
27b. Have you actually seen
another student with a gun at
school in the last 6 months?
28b. Have you actually seen
28b. Have you actually seen
28b. Have you actually seen
28b. Have you actually seen
37b. Have you actually seen
another student with a gun at another student with a gun at another student with a gun at another student with a gun at another student with a gun at
school during this school year? school during this school year? school during this school year? school during this school year? school during this school year?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
8 Residue
8 Residue
8 Residue
3 Don't know
8 Residue
3 Don't know
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
32
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
sc113
sc113
sc113
sc113
sc113
sc113
28. During the last 6 months,
could you have gotten a loaded
gun without adult supervision,
either at school or away from
school?
29. During this school year,
could you have gotten a loaded
gun without adult supervision,
either at school or away from
school?
29 During this school year,
could you have gotten a loaded
gun without adult supervision,
either at school or away from
school?
29 During this school year,
could you have gotten a loaded
gun without adult supervision,
either at school or away from
school?
29 During this school year,
could you have gotten a loaded
gun without adult supervision,
either at school or away from
school?
38. During this school year,
could you have gotten a loaded
gun without adult permission,
either at school or away from
school?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
K. Gangs
Now, we’d like to know about
gangs at your school. You
may know these as street
gangs, fighting gangs, crews or
something else. Gangs may
use common names, signs,
symbols, or colors. For this
survey, we are interested in all
gangs, whether or not they are
involved in violent or illegal
activity.
Now, we’d like to know about
gangs at your school. You
may know these as street
gangs, fighting gangs, crews or
something else. Gangs may
use common names, signs,
symbols, or colors. For this
survey, we are interested in all
gangs, whether or not they are
involved in violent or illegal
activity.
Now, we’d like to know about
gangs at your school. You
may know these as street
gangs, fighting gangs, crews or
something else. Gangs may
use common names, signs,
symbols, or colors. For this
survey, we are interested in all
gangs, whether or not they are
involved in violent or illegal
activity. Your responses are
confidential.
Now, we’d like to know about
gangs at your school. You
may know these as street
gangs, fighting gangs, crews or
something else. Gangs may
use common names, signs,
symbols, or colors. For this
survey, we are interested in all
gangs, whether or not they are
involved in violent or illegal
activity. Your responses are
confidential.
Now, we’d like to know about
gangs at your school. You
may know these as street
gangs, fighting gangs, crews or
something else. Gangs may
use common names, signs,
symbols, or colors. For this
survey, we are interested in all
gangs, whether or not they are
involved in violent or illegal
activity. Your responses are
confidential.
sc058
sc058
sc058
sc058
sc058
Intro 4 - Now we'd like to
know about gangs at your
school. You may know these
as street gangs, fighting gangs,
crews, or something else.
Gangs may use common
names, signs, symbols, or
colors. For this survey, we are
interested in all gangs, whether
or not they are involved in
violent or illegal activity.
Your responses are
confidential.
sc058
29. Are there any gangs at
your school?
1 Yes
30. Are there any gangs at
your school?
1 Yes
30. Are there any gangs at
your school?
1 Yes
30. Are there any gangs at
your school?
1 Yes
30. Are there any gangs at
your school?
1 Yes
39a. Are there any gangs at
your school?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No - Skip to 40
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc089
sc089
sc089
sc089
sc089
8 Residue
sc089
30. During the last 6 months,
st
that is, since ___1 , 2004, how
often have gangs been
involved in fights, attacks, or
other violence at your school?
31. During this school year,
how often have gangs been
involved in fights, attacks, or
other violence at your school?
31. During this school year,
how often have gangs been
involved in fights, attacks, or
other violence at your school?
31. During this school year,
how often have gangs been
involved in fights, attacks, or
other violence at your school?
31. During this school year,
how often have gangs been
involved in fights, attacks, or
other violence at your school?
39b. During this school year,
how often have gangs been
involved in fights, attacks, or
other violence at your school?
1 Never
1 Never
1 Never
1 Never
1 Never
1 Never
2 Once or twice in the last 6
months
3 Once or twice a month
2 Once or twice in this school 2 Once or twice in this school 2 Once or twice in this school 2 Once or twice in this school 2 Once or twice this school
year
year
year
year
year
3 Once or twice a month
3 Once or twice a month
3 Once or twice a month
3 Once or twice a month
3 Once or twice a month
4 Once or twice a week, or
4 Once or twice a week, or
4 Once or twice a week, or
4 Once or twice a week, or
4 Once or twice a week, or
4 Once or twice a week
5 Almost every day
5 Almost every day
5 Almost every day
5 Almost every day
5 Almost every day
5 Almost every day
6 Don’t know
6 Don’t know
6 Don’t know
6 Don’t know
6 Don’t know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
33
8 Residue
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
sc090
sc090
sc090
sc090
sc090
2015
sc090
31. Have gangs been involved 32. Have gangs been involved 32. Have gangs been involved 32. Have gangs been involved 32. Have gangs been involved 39c. Have gangs been involved
in the sale of drugs at your
in the sale of drugs at your
in the sale of drugs at your
in the sale of drugs at your
in the sale of drugs at your
in the same of drugs at your
school in the last 6 months?
school during this school year? school during this school year? school during this school year? school during this school year? school during this school year?
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don't know
3 Don't know
3 Don't know
3 Don't know
3 Don't know
K. Student Characteristics
sc156
Moved to Q15
32a. In your classes, how often
are you distracted from doing
your schoolwork, because
other students are
misbehaving, for example
talking or fighting?
1 Never
2 Almost never
3 Sometimes
4 Most of the time
sc157
32b. How often do teachers
punish students during your
classes?
1 Never
2 Almost never
3 Sometimes
4 Most of the time
Question moved here
Attachment 11. Crosswalk SCS Changes 2005‐2015
sc116
sc116
sc116
34. During this school year,
across all subjects have you
gotten mostly 1 A’s
34. During this school year,
across all subjects have you
gotten mostly 1 A’s
40. During this school year,
across all subjects, have you
gotten mostly 1 A’s
2 B’s
2 B’s
2 B’s
3 C’s
3 C’s
3 C’s
4 D’s
4 D’s
4 D’s
5 F’s
5 F’s
5 F’s
6 School does not give
grades/no alphabetic grade
equivalent
8 Residue
6 School does not give
grades/no alphabetic grade
equivalent
8 Residue
6 School does not give
grades/no alphabetic grade
equivalent
8 Residue
34
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
2015
sc114
sc114
sc114
sc114
sc114
sc114
32c.During the last 4 weeks,
did you skip any classes?
33a. During the last 4 weeks,
did you skip any classes?
33a. During the last 4 weeks,
did you skip any classes?
33a. During the last 4 weeks,
did you skip any classes?
Again, we would like to
remind you that all your
responses are strictly
confidential and will not be
shared with anyone.
33a.During the last 4 weeks,
did you skip any classes?
Again, we would like to
remind you that all your
responses are strictly
confidential and will not be
shared with anyone.
41a. During the last 4 weeks of
school, did you skip any
clasees? Again, we would like
to remind you that all your
responses are strictly
confidential and will not be
shared with anyone.
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No - Skip to 42
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc115
sc115
sc115
sc115
sc115
sc115
32d.During the last 4 weeks,
on how many days did you
skip at least one class?
33b. During the last 4 weeks,
on how many days did you
skip at least one class?
33b. During the last 4 weeks,
on how many days did you
skip at least one class?
33b. During the last 4 weeks,
on how many days did you
skip at least one class?
33b.During the last 4 weeks,
on how many days did you
skip at least one class?
41b. During the last 4 weeks
of school, on how many days
did you skip at least one class?
01-20 Number of days
01-20 Number of days
01-20 Number of days
01-20 Number of days
01-20 Number of days
01-20 Number of days
998 Residue
998 Residue
998 Residue
998 Residue
998 Residue
998 Residue
sc116
sc116
sc116
33. During this school year,
across all subjects have you
gotten mostly 1 A’s
34.During this school year,
across all subjects have you
gotten mostly 1 A’s
34.During this school year,
across all subjects have you
gotten mostly 1 A’s
2 B’s
2 B’s
2 B’s
3 C’s
3 C’s
3 C’s
4 D’s
4 D’s
4 D’s
5 F’s
5 F’s
5 F’s
6 School does not give
grades/no alphabetic grade
equivalent
8 Residue
6 School does not give
grades/no alphabetic grade
equivalent
8 Residue
6 School does not give
grades/no alphabetic grade
equivalent
8 Residue
sc117
sc117
sc117
sc117
sc117
question moved up in order
sc117
34. Thinking about the future, 35. Thinking about the future, 35. Thinking about the future, 35. Thinking about the future, 35. Thinking about the future, 42. Thinking about the future
do you think you will ...
do you think you will ...
do you think you will ...
do you think you will ...
do you think you will ...
do you think you will…
a. Attend school after high
school?
a. Attend school after high
school?
a. Attend school after high
school?
1 Yes
a. Attend school after high
school, such as a college or
technical school?
1 Yes
a. Attend school after high
school, such as a college or
technical school?
1 Yes
a. Attend school after high
school, such as a college or
technical school?
1 Yes
1 Yes
1 Yes
2 No
2 No
3 Don’t know
3 Don’t know
2 No
2 No
2 No
2 No - END
3 Don’t know
3 Don’t know
3 Don’t know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
sc118
sc118
sc118
sc118
sc118
sc118
b. Graduate from a 4-year
college?
1 Yes
b. Graduate from a 4-year
college?
1 Yes
b. Graduate from a 4-year
college?
1 Yes
b. Graduate from a 4-year
college?
1 Yes
b. Graduate from a 4-year
college?
1 Yes
b. Graduate from a 4-year
college?
1 Yes
2 No
2 No
2 No
2 No
2 No
2 No
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
3 Don’t know
8 Residue
8 Residue
8 Residue
8 Residue
8 Residue
Attachment 11. Crosswalk SCS Changes 2005‐2015
35
8 Residue
Crosswalk 2005‐13
Crosswalk of SCS Question Changes (new items each year in red)
2007
2009
2011
2013
2005
sc091
sc091
sc091
sc091
sc091
Was an adult member of the
household or family present
during at least part of these
questions?
1 Personal interview - No adult
present
2 Personal interview - Adult
present
3 Telephone interview - No
adult present
4 Telephone interview - Adult
present
5 Telephone interview - Don't
know
8 Residue
Was an adult member of the
household or family present
during at least part of these
questions?
1 Personal interview - No adult
present
2 Personal interview - Adult
present
3 Telephone interview - No
adult present
4 Telephone interview - Adult
present
5 Telephone interview - Don't
know
8 Residue
Was an adult member of the
household or family present
during at least part of these
questions?
1 Personal interview - No adult
present
2 Personal interview - Adult
present
3 Telephone interview - No
adult present
4 Telephone interview - Adult
present
5 Telephone interview - Don't
know
8 Residue
Was an adult member of the
household or family present
during at least part of these
questions?
1 Personal interview - No adult
present
2 Personal interview - Adult
present
3 Telephone interview - No
adult present
4 Telephone interview - Adult
present
5 Telephone interview - Don't
know
8 Residue
Was an adult member of the
household or family present
during at least part of these
questions?
1 Personal interview - No adult
present
2 Personal interview - Adult
present
3 Telephone interview - No
adult present
4 Telephone interview - Adult
present
5 Telephone interview - Don't
know
8 Residue
2015
End Survey
Attachment 11. Crosswalk SCS Changes 2005‐2015
36
Crosswalk 2005‐13
Attachment 12
Nonfederal Publications Citing Data from the NCVS SCS
Nonfederal Publications Citing Data from the NCVS SCS
1991
Pearson, F.S., and Toby, J. (1991). Fear of School‐Related Predatory Crime. Sociology and Social
Research, 75(3): 117‐125.
1992
Collins, J.J., Messerschmidt, P.P., and Ringwalt, C.C. (1992). Relationship Between School Disruption and
School Social Control Activities: Summary of Findings. U.S. Department of Justice. Washington DC:
National Institute of Justice. Retrieved August 9, 2012, from 5
https://www.ncjrs.gov/App/Publications/abstract.aspx?ID=143995.
Lab, S.P., and Whitehead, J.T. (1992). School Environment and School Crime: Causes and Consequences;
Summary Report. U.S. Department of Justice. Washington DC: National Institute of Justice. Retrieved
August 9, 2012, from https://www.ncjrs.gov/App/Publications/abstract.aspx?ID=144006.
Pearson, F.S., Toby, J.J., and Rutgers, U. (1992). Perceived and Actual Risks or School‐Related
Victimization: Final Activities Report. U.S. Department of Justice. Washington DC: National Institute of
Justice. Retrieved August 9, 2012, from
https://www.ncjrs.gov/App/publications/Abstract.aspx?id=143999.
Ringwalt, C., Messerschmidt, P., Graham, L., and Collins, J. (1992). Youth’s Victimization Experiences,
Fear of Attack or Harm, and School Avoidance Behaviors: Summary of Findings. U.S. Department of
Justice. Washington DC: National Institute of Justice. Retrieved August 9, 2012, from
https://www.ncjrs.gov/App/publications/Abstract.aspx?id=143997.
1993
Smith, B.E., and Elstein, S.G. (1993). Effective Ways to Reduce School Victimization: Practical and Legal
Concerns. Children’s Legal Rights Journal, 14(1‐2): 22‐38.
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Furlong, M.M. (1994). Evaluating School Violence Trends. School Safety, 23‐27.
Lab, S., and Whitehead, J. (1994, December). Avoidance Behavior as a Response to In‐School
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1998
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National Surveys. Psychology in the Schools, 35(3): 247‐258.
1999
Mayer, M.J., and Leone, P.E. (1999). A Structural Analysis of School Violence and Disruption: Implications
for Creating Safer Schools. Education & Treatment of Children, 22(3): 333‐56.
2002
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Victimization. Ph.D. dissertation, State University of New York at Albany, United States—New York.
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2003
Addington, L.A. (2003). Fear After Columbine: Findings From a Randomized Experiment. Journal of
Quantitative Criminology, 19(4): 367‐387.
Planty, M. (2003, August). Telescoping Events in Student Surveys on Victimization. Paper presented at
the annual meeting of the American Association for Public Opinion Research, Sheraton Music City,
Nashville, Tennessee.
Scott, L., and Ruddy, S. (2003, August). How Students Identify Gangs at School: An Analysis of Multiple
Gang Identification Questions in the 1995 SCS/NCVS. Paper presented at the annual meeting of the
American Association for Public Opinion Research, Sheraton Music City, Nashville, Tennessee.
2004
Van Dorn, R.A. (2004). Correlates of Violent and Nonviolent Victimization in a Sample of Public High
School Students. Violence and Victims, 19(3): 303‐320.
2005
Addington, L.A. (2005). Disentangling the Effects of Bounding and Mobility on Reports of Criminal
Victimization. Journal of Quantitative Criminology, 21(3): 321‐343.
Addington, L.A. (2005). Following in Her Footsteps: Revisiting the Record on Adolescents’ College Plans.
Gender Issues, 22(2): 31‐44.
DeVoe, J. F., Peter, K., Kaufman, P., Miller, A., Noonan, M., Snyder, T. D. et al. (2005). Indicators
of school crime and safety: 2004. Education Statistics Quarterly, 6.
Greene, M.B. (2005). Reducing Violence and Aggression in Schools. Trauma, Violence, & Abuse, 6(3):
236‐253.
Kuck, D., and Popp, A. (2005). Characteristics of Students and Schools as Predictors of Being a Victim of
Bullying: An Opportunity Theory Analysis. Paper presented at the annual meeting of the American
Society of Criminology, Royal York, Toronto.
Noonan, M. (2005). Guns in Schools: Results From the 2003 School Crime Supplement. Paper presented
at the annual meeting of the American Society of Criminology, Royal York, Toronto.
2006
Adams, Jacqueline (2006). What makes a bully tick? Scientists search for answers. Science
World, 63, 10.
Amherst, P. W. (2006). School crime and safety. New York: Novinka Books.
Moore‐Polanco, R., and Raghavan, C. (2006). The Association of Social Development/Age on Juvenile
Fear of Crime Levels in New York City Public Schools. Paper presented at the annual meeting of the
American Society of Criminology (ASC), Los Angeles Convention Center, Los Angeles, California.
Myers, K. A. (2006). School violence and its effects on academic achievement among eighth graders
[Dissertation].
2007
Ades, L. (2007, August). Horror in the Halls: Examining Adolescent Fear, Avoidance, and Academic
Difficulty. Paper presented at the annual meeting of the American Sociological Association, TBA, New
York, New York City.
Randa, R. (2007, November). The Impact of Incivilities on Fear and Routine Activities in High Schools.
Paper presented at the annual meeting of the American society of Criminology, Atlanta Marriott
Marquis, Atlanta, Georgia.
Watkins, A., and Maume, M. (2007, November). We Don’t Need No Notification: The Underreporting of
Victimization by Students. Paper presented at the annual meeting of the American society of
Criminology, Atlanta Marriott Marquis, Atlanta, Georgia.
Wynne, S., and Joo, H. (2007, November). Predicting School Victimization: A Multi‐Level Approach.
Paper presented at the annual meeting of the American society of Criminology, Atlanta Marriott
Marquis, Atlanta, Georgia.
2008
Cao, L., Zhang, Y., and He, N. (2008). Carrying Weapons to School for Protection: An Analysis of the 2001
School Crime Supplement Data. Journal of Criminal Justice, 36(2): 154‐164.
Elliott, E., and Rayne, K. (2008, November). Victimization Rates and Drug Use Among High School and
College Students. Paper presented at the annual meeting of the ASC Annual Meeting, St. Louis Adam’s
Mark, St. Louis, Missouri.
Popp, A. (2008, November). The Importance of Confidentiality and Anonymity for Victimization Surveys
of Adolescents. Paper presented at the annual meeting of the ASC Annual Meeting, St. Louis Adam’s
Mark, St. Louis, Missouri.
Randa, R., Drayer, A., and Lytle, D. (2008). Routine Activities of School Children: How Fear and Disorder
Influence Avoidance of Specific Places. Paper presented at the annual meeting of the ASC Annual
Meeting, St. Louis Adam’s Mark, St. Louis, Missouri.
Toldson, I. A. (2008). Breaking barriers plotting the path to academic success for school‐age African‐
American males. Washington, D.C.: Congressional Black Caucus Foundation, Inc. Available from
http://www.cbcfinc.org/images/pdf/breaking_barriers.pdf.
Urbanski, J. (2008). The relationship between school connectedness and bullying victimization in
secondary students [Dissertation].
2009
Addington, L. A. (2009). Cops and cameras. Public school security as a policy response to Columbine.
American Behavioral Scientist, 52, 1426‐1446.
Clay‐Warner, J., Bunch, J., and James, K. (2009, November). Procedural Justice and School Crime. Paper
presented at the annual meeting of the ASC Annual Meeting, Philadelphia Marriott Downtown,
Philadelphia, Pennsylvania.
DeVoe, J. (2009, November). Social Bonding and School Victimization: The Ties That Bind. Paper
presented at the annual meeting of the ASC Annual Meeting, Philadelphia Marriott Downtown,
Philadelphia, Pennsylvania.
DeVoe, J. F. & Kaffenberger, S. (2009). Student reports of bullying: Results from the 2001 School
Crime Supplement to the National Crime Victimization Survey. In D.N.Rickler (Ed.), Bullying in
schools (pp. 43‐97). New York: Nova Science Publishers.
Hutzell, K. (2009). The Impact of Bullying Behaviors on School Avoidance. Paper presented at the annual
meeting of the ASC Annual Meeting, Philadelphia Marriott Downtown, Philadelphia, Pennsylvania.
Noe, K., and Petras, H. (2009). Peer Victimization in Middle and High School: An Application of Latent
Class Analysis. Paper presented at the annual meeting of the ASC Annual Meeting, Philadelphia Marriott
Downtown, Philadelphia, Pennsylvania.
Randa, R. W. (2009). The impact of disorder and fear on the routine activities of high school
students [Dissertation].
Toldson, I. A. (2009). Editor's comment: Improving security and creating a culture of learning in
schools. The Journal of Negro Education, 78, 365‐366.
2010
Cook, P. J., Gottfredson, D. C., & Na, C. (2010). School crime control and prevention. Crime and
Justice, 39, 313‐440.
Hutzell, K. L. (2010). The impact of bullying behaviors on social and situational avoidance in
schools [Dissertation].
Mayer, J.M. (2010). Structural Analysis of 1995‐2005 School Crime Supplement Datasets: Factors
Influencing Students’ Fear, Anxiety, and Avoidant Behaviors. Journal of School Violence, 9(1): 37‐55.
Mayer, M. J. & Furlong, M. J. (2010). How safe are our schools? Educational Researcher, 39, 16‐
26.
Randa, R. & Wilcox, P. (2010). School disorder, victimization, and general v. place‐specific
student avoidance. Journal of Criminal Justice, 38, 854‐861.
2011
Addington, L. A. & Yablon, Y. B. (2011). A cross‐national examination of fear in disadvantaged
schools: U.S. and Israeli‐Arab student experiences. Victims & Offenders, 6, 325‐340.
Addington, L. A. & Yablon, Y. B. (2011). How safe do students feel at school and while traveling
to school? A comparative look at Israel and the United States. American Journal of Education,
117, 465‐493.
Bachman, R., Randolph, A., and Brown, B.L. (2011). Predicting Perceptions of Fear at School and Going
To and From School for African American and White Students: The Effects of School Security Measures.
Youth & Society, 43(2): 705‐726.
Bagwell, K. (2011). Students Use Cellphones More Than Computers to Cyberbully. Education Daily,
44(189): 2.
Blosnich, J., and Bossarte, R. (2011). Low‐Level Violence in Schools: Is There an Association Between
School Safety Measures and Peer Victimization? Journal of School Health, 81(2): 107‐113.
Bohn, C. M. (2011). Predicting bullying among high school students using individual and school factors:
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Rivera, L. K. (2011). Bullying of sexual minorities: How does multiple minority status affect the likelihood
of being victimized [Dissertation].
Toldson, I. A. (2011). Breaking barriers 2: Plotting the path away from juvenile detention and toward
academic success for school‐age African American males. Washington, D.C.: Congressional Black Caucus
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Watkins, A.M., and Maume, M.O. (2011). School Victims and Crime Reporting. Youth Violence & Juvenile
Justice, 9(4): 333‐351.
Wynne, S.L., and Joo, H. (2011). Predictors of School Victimization: Individual, Familial, and School
Factors. Crime & Delinquency, 57(3): 458‐488.
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Barrett, K. L., Jennings, W. G., & Lynch, M. J. (2012). The Relation between Youth Fear and Avoidance of
Crime in School and Academic Experiences. Journal of School Violence, 11(1), 1‐20.
Bouchard, M., Wang, W., & Beauregard, E. (2012). Social capital, opportunity, and school‐based
victimization. Violence and Victims, 27(5), 656‐673.
Clark, S. L. (2012). Factors related to school violence victimization: The role of extracurricular activities
[Dissertation].
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401301, 13 pages.
Attachment 13
Evaluation of 2015 School Crime Supplement Split Sample
Attachment 14
2015 SCS Item Description and Rationale
2015 SCS Item Description and Rationale
2015 SCS ITEM DESCRIPTION AND RATIONALE
Background
The School Crime Supplement (SCS), a supplement to the annual National Crime Victimization Survey
(NCVS), is designed to obtain additional information about school-related victimizations. This
information helps policymakers; academic researchers; practitioners at the federal, state, and local levels;
and special interest groups concerned with crime in schools to make informed decisions about policies
and programs. The Bureau of Justice Statistics (BJS), the National Center for Education Statistics
(NCES), and the Census Bureau (CB) jointly designed the survey questionnaire. The first SCS was
administered in 1989, and again in 1995, 1999, 2001, 2003, 2005, 2007, 2009, 2011, and 2013. The 2015
SCS will be the 11th implementation of an occasional supplement to obtain specific information about
school-related victimization and disorder on a national level.
Accurate information regarding the incidence of victimization at school and the school environment is
needed to monitor changes in student experiences with victimization. The SCS presents questions related
to students’ experiences with, and perceptions of crime and safety at school. The question topics include:
awareness of preventive measures employed by schools; students’ participation in school activities;
students’ perception of school rules and enforcement of these rules; the presence of weapons, drugs,
alcohol, and gangs in school; student bullying; hate-related incidents; and attitudinal questions relating to
the fear of victimization at school. These responses supplement the NCVS survey instrument responses
for a more complete understanding of the individual student’s circumstances.
The eight sections of the questionnaire and the specific items in each section are detailed below.
1. Screen Questions
1a.
Questions
Did you attend school at any time this
school year?
1b.
During that time were you ever home
schooled?
1c.
Was all of your schooling this school
year home schooling?
1d.
How many different schools have you
attended since the start of this school
year?
2a.
During the time you were homeschooled this school year, what grade
would you have been in if you were in a
public or private school? OR
What grade are you in?
2b.
3.
Rationale
These questions establish the eligibility of the
individuals interviewed. The SCS sample universe
is youth in households participating in the NCVS.
However, the SCS is completed only by those youth
ages 12–18 who were in primary or secondary
education programs leading to a high school
diploma (elementary through high school) sometime
during the 6 months prior to the interview. Students
exclusively home-schooled during the current
school year are not included in the remainder of the
survey since many questions in the SCS are not
relevant to their situation.
In what month did your current school
year begin?
Draft May 2, 2014
1
2015 SCS Item Description and Rationale
2. Environmental Questions
5a.
Questions
Is your school public or private?
Rationale
These questions ask about school characteristics that
are used in analyzing levels of school violence.1,2,3
5b.
Is this the regular school that most of the
students in your neighborhood attend?
5c.
Is your school affiliated with a religion?
6.
7.
What grades are taught in your school?
How do you get to school most of the
time this school year?
8.
How do you get home from school most
of the time this school year?
During this school year, have you
participated in any of the following
activities sponsored by your school:
9.
These questions establish student exposure to school
bus stops and routes, and walking routes
immediately around schools, which are considered
part of the school environment.
This question asks about students’ participation in
various types of extra-curricular school activities.
Providing opportunities for extra-curricular
activities is a strategy associated with programs
designed to reduce incidents of crime and bullying.
Research shows that high levels of involvement
within a school are correlated with increased student
connectedness to the academic environment.4
However, some studies have shown the positive
effects of participation vary for different types of
activities and by different student characteristics5,6
making this an area of interest for current research.
a. Athletic teams at school?
b. Spirit groups, for example,
Cheerleading, Dance Team,
or Pep Club?
c. Performing arts, for example,
Band, Choir, Orchestra, or
Drama?
d. Academic clubs, for example,
Debate Team, Honor Society,
Spanish Club, or Math Club?
e. Student government?
f. [IF GRADES 6, 7, or 8 ASK]
Volunteer or community
service clubs sponsored by
your school, for example,
Peer Mediators, Ecology
Club, or Recycling Club?
[IF GRADES 9, 10, 11, or 12 ASK]
Volunteer or community service clubs
1
Van Dorn, R. A. (2004). Correlates of violent and nonviolent victimization in a sample of public high school students. Violence & Victims,
19(3), 303-320.
2
Lab, S. P., & Whitehead, J. T. (1992). School Environment & School Crime: Causes & Consequences; Summary Report.
3
Kuck, D., & Popp, A. (2005). Characteristics of students and schools as predictors of being a victim of bullying: An Opportunity Theory
Analysis. Conference Papers -- American Society of Criminology, N.PAG.
4
DeVoe, J. (2009). Social bonding and school victimization: The ties that bind. Conference Papers. American Society of Criminology, 1.
5
Peguero, A (2008). Bullying Victimization and Extracurricular Activity Journal of School Violence, 7(3), 71-85.
6
Jiang, X. & Peterson, R. (2012). Beyond Participation: The Association Between School Extracurricular Activities and Involvement in
Violence Across Generations of Immigration Journal of Youth & Adolescence, 41(3), 362-378.
Draft May 2, 2014
2
2015 SCS Item Description and Rationale
Questions
sponsored by your school, for
example, Peer Mediators, Ecology
Club, Key Club, or Interact? Do not
include community service hours
required for graduation.
Rationale
g. Other school clubs or school
activities?
10.
The next questions are about security
measures that some schools take.
This series of questions establishes student
awareness of various security measures in their
school.
Does your school have:
a. Security guards or assigned
police officers?
b. Other adults supervising the
hallway, such as teachers,
administrators, or parent
volunteers?
c. Metal detectors, including
wands?
d. Locked entrance or exit doors
during the day?
e. A requirement that visitors
sign in and wear visitor
badges or stickers?
f. Locker checks?
g. A requirement that students
wear badges or picture
identification?
h. One or more security cameras
to monitor the school?
i. A code of student conduct,
that is, a set of written rules
or guidelines that the school
provides you?
Between 2000 and 2010, public schools reported
increased use of various safety and security
measures and procedures.7 Question 10 differs from
similar questions about school procedures in other
school surveys such as SSOCS because it focuses on
student awareness of these procedures. This
awareness is relevant to researchers investigating
whether the environment created by security
measures in schools increases students’ feelings of
security and decreases incidents of school crime, or
creates an atmosphere that is detrimental to learning
and has little effect on school crime.8,9,10
7
Robers, S., Kemp, J. & Truman, J. (2013). Indicators of School Crime and Safety:2012 (NCES 2013-036/NCJ 241446) National Center for
Education Statistics, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice.
Washingon, DC.
8
Blosnich, J., & Bossarte, R. (2011). Low-level violence in schools: Is there an association between school safety measures and peer
victimization? The Journal Of School Health, 81(2), 107-113.
9
For an extensive survey of current studies on this topic, see Nance, J. (2013) Students, Security and Race. Emory Law Journal. 63(1), 1-57.
10
Addington, L., & Yablon, Y. (2011). How Safe Do Students Feel at School and While Travelling to School? A Comparative Look at Israel
and the United States. American Journal of Education, 117(4); 465-493.
Draft May 2, 2014
3
2015 SCS Item Description and Rationale
Questions
If you hear about a threat to school or
student safety, do you have a way to
report it without having to give your
name?
Rationale
This question indicates if students know their school
has a secure procedure for reporting potential school
crime. Organizations such as US Department of
Health and Human Services11 and the National
Crime Prevention Council 12 recommend
establishing anonymous hotlines or websites for
students to anonymously report.
12.
In your classes, how often are you
distracted from doing your schoolwork
because other students are misbehaving,
for example, talking or fighting?
These questions help define the environment in
which crime and bullying incidents occur,13,14
including determining the general level of disruption
and the general level of crime students encounter in
their school and home neighborhoods.15,16
13.
Thinking about your school, would you
strongly agree, agree, disagree, or
strongly disagree with the following:
11.
a. The school rules are fair.
b. The punishment for breaking
school rules is the same no
matter who you are.
c. The school rules are strictly
enforced.
d. If a school rule is broken,
students know what kind of
punishment will follow.
e. Teachers treat students with
respect
16.
Thinking about the neighborhood where
YOU LIVE, would you strongly
agree, agree, disagree, or strongly
disagree with the following:
There is a lot of crime in the
neighborhood where you live
17.
Thinking about the neighborhood where
11
http://www.stopbullying.gov/prevention/at-school/rules/index.html
http://www.ncpc.org/topics/school-safety/strategies/strategy-school-crime-reporting-hotline
13
Mayer, M. J., & Leone, P. E. (1999). A structural analysis of school violence and disruption: Implications for creating safer schools. Education
& Treatment Of Children, 22(3), 333.
14
Collins, J. J., Messerschmidt, P. P., Ringwalt, C. C., & Research Triangle, I. (1992). Relationship Between School Disruption & School Social
Control Activities: Summary Of Findings,
15
Smith, B. E., & Elstein, S. G. (1993). Effective ways to reduce school victimization: practical and legal concerns. Children's Legal Rights
Journal, 14(1-2), 22-38.
16
Clay-Warner, J., Bunch, J., & James, K. (2009). Procedural Justice and School Crime. Conference Papers -- American Society of Criminology,
1.
12
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4
2015 SCS Item Description and Rationale
Questions
YOUR SCHOOL IS LOCATED, would
Rationale
you strongly agree, agree, disagree,
or strongly disagree with the
following:
There is a lot of crime in the
neighborhood where you go to
school.
18. Thinking about your school, would
you strongly agree, agree, disagree,
or strongly disagree with the
following:
This question is designed to collect data for analysis
of the relationship between level of school crime,
presence of security measures in school, and student
perceptions of safety (see Rationale for question 10
above).
You feel safe at your school.
14. Still thinking about your school, would
you strongly agree, agree, disagree, or
strongly disagree with the following:
There is a TEACHER or other ADULT
at school who…
a. Really cares about you
b. Listens to you when you
have something to say
Question 14 is adapted from the California Healthy
Kids Survey—one of the most widely quoted
surveys measuring student protective factors. It
consolidates two series of questions on relationships
with adults and teachers from previous versions of
the SCS. The consolidated question is designed to
reduce burden without losing predictive validity.
c. Tells you when you do a
good job
15.
These questions ask about relationships in school.
The presence of caring relationships has been found
to be a key protective factor in multiple surveys of
student experiences. Asking these questions on the
SCS allows direct comparison of these factors with
a wide range of potential negative school
experiences such as crime, bullying, and drug
availability.17
There is a student at school who…
a. Really cares about you
b. Listens to you when you have
something to say
c. Believes that you will be a success
19. The following question refers to the
availability of drugs and alcohol at your
Question 15 asks about peer relationships in school.
Research indicates that the quality of friendship is
related to protective factors.18,19 This item was
developed and tested during the cognitive lab study
to be an indicator of reciprocal, supportive school
friendships.
The availability of illegal substances is correlated
with the general level of school crime and the
17
DeVoe, J. (2009). Pg. 2
Espelage, D., Green Jr., H., & Wasserman, S. (2007). Statistical analysis of friendship patterns and bullying behaviors among youth. New
Directions for Child & Adolescent Development, 2007(118), 61-75.
19
Boulton, M.J., Trueman, M., Chau, C., Whitehand, C., & Amatya, K. (1999). Concurrent and longitudinal links between friendship and peer
victimization: Implications for befriending interventions. Journal of Adolescence, 22, 461–466.
18
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5
2015 SCS Item Description and Rationale
Questions
Rationale
likelihood that students who use these substances
may be involved in crimes.20
school.
Is it possible for students at your school to
get __________________
a. Alcoholic beverages?
b. Marijuana, also known as pot, weed or
mary jane?
c. Prescription drugs illegally obtained
without a presecription, such as
Oxycontin, Ritalin, or Adderall?
d. Other illegal drugs, such as cocaine,
uppers, or heroin?
20.
During this school year, did you see
another student who was under the
influence of illegal drugs or alcohol
while they were at school?
3. Fighting, Bullying, and Hate Behaviors
This section is the main focus of the SCS: the type and extent of victimization students experience in
school. This information is a key addition to the data on victimization collected by the NCVS. Using
weighting factors provided by the CB, these data can be used to estimate the extent of fighting, bullying,
and hate crime victimization in schools nationally. This information is crucial to educators and
policymakers in prioritizing funding and program development for school systems across the country.
In 2014, the US Department of Education (ED) participated in an interagency effort to develop uniform
definitions for tracking and reporting bullying among youth.21 To operationalize this definition, NCES
developed changes to the bullying questions used in previous SCS administrations. The changes are
needed to fully define the type of bullying incidents to be reported so that students only include incidents
conforming to the uniform definition of bullying.
Cognitive testing results indicate that students do not restrict themselves to reporting incidents of bullying
that include the dimensions of power imbalance and repetition, although they may if these dimensions are
specified separately22. However, cognitive lab testing also found that adding these two characteristics to
the bullying definition presented in the SCS questionnaire reduced the estimated frequency of bullying
incidents as compared to previous years. Making this change to the SCS would result in disruption in
trend data from previous administrations.
20
Elliott, E., & Rayne, K. (2008). Victimization rates and drug use among high school and college students. Conference Papers -- American
Society of Criminology, 1.
21
Gladden, R.M., Vivolo-Kantor, A.M., Hamburger, M.E., & Lumpkin, C.D. (2014). Bullying Surveillance Among Youths: Uniform Definitions
for Public Health and Recommended Data Elements, Version 1.0. Atlanta, GA; National Center for Injury Prevention and Control, Centers for
Disease Control and Prevention andU.S. Department of Education.
22
Ybarra, M.L., Espelage, D.L, & Mitchell, K.J. (2014). Differentiating Youth Who Are Bullied From Other Victims of Peer-Aggression: The
Importance of Differential Power and Repetition. The Journal of adolescent health : official publication of the Society for Adolescent Medicine
(Article in Press DOI: 10.1016/j.jadohealth.2014.02.009).
Draft May 2, 2014
6
2015 SCS Item Description and Rationale
NCES developed two alternate strategies to address the need to estimate incidents of bullying based on
the uniform definition and the need to maintain trend data:
1. Present the historic bullying question followed by a series of questions designed to eliminate the
bullying incidents reported that do not meet all required definitional elements. This approach:
a. allows comparisons with historic data using the responses to the first question without the
responses to the follow-up questions
b. provides researchers the data to select out instances of bullying that do not meet the
uniform definition
It is, however, cumbersome to ask this long series of questions. It also causes some confusion for field
representatives and researchers because it may not be clear whether a student should answer additional
questions about being bullied (how often, where), if an original response indicating bullying did occur is
selected out by the follow-up questions.
2.
Present a single, new question with all definitional elements of bullying included in the question
prompt. This method:
a. is shorter to administer and eliminates ambiguity in the data
b. will not provide data for comparisons to earlier versions unless an adjustment factor is
developed to account for the change in the question in 2015
NCES, in consultation with Census, is planning a split-half administration of the SCS survey for 2015.
Half of the SCS respondents will receive the first approach – the historic bullying questions asked first,
followed by questions confirming definitional elements. Half of the respondents will receive the second
version – the definition of bullying given with all component elements followed by a single question
asking if the student was bullied. This reduces the number of respondents completing the more
cumbersome first version. Further, it allows a transition to the second, simpler version for future SCS
administrations through the development of an adjustment factor. The adjustment factor will be
developed from comparisons between bullying estimates derived from all three sources:
only the historic question
the historic question when the follow-up questions are applied, and
the revised single question
The adjustment factor can be applied to previous years’ bullying estimates from the SCS to derive
estimates of the occurrence of bullying in previous years using the new definition. Census completed a
power analysis indicating that differences of 10 percent or more between the versions will be detectable
with the estimated sample size of the SCS.23 This converted figure can be used for future trend analyses.
Below is the rationale for each version of the question in this section of the SCS. Readers should note that
each respondent will be given only one series of bullying questions (22-23). Further, readers should note
that fewer than 30 percent of students (based on 2011 SCS data) will get all the questions pertaining to
bullying in either series, since the majority of students historically do not report any bullying.
23
Memo Census….(will add when final Census document completed).
Draft May 2, 2014
7
2015 SCS Item Description and Rationale
Questions
21a. During this school year, have you been
in one or more physical fights at school?
Rationale
Determine exposure to physical violence in school
as separate from bullying.24
21b. During this school year, how many
times have you been in a physical fight
at school?
Split-Half design for bullying questions
Version 1
22.
Now I have some questions about what
Historic version of bullying question (see rationale
students do at school that makes you feel above). A single bullying construct is created from
bad or is hurtful to you. We often refer
those answering “yes” to any of these subquestions.
to this as being bullied. You may include
events you told me about already.
During this school year, has any student
bullied you? That is, has another
student…
a. Made fun of you, called you names, or
insulted you in a hurtful way?
b. Spread rumors about you or tried to
make other dislike you?
c. Threatened you with harm?
d. Pushed you, shoved you, tripped you,
or spit on you?
e. Tried to make you do things you did
not want to do, for example, give them
money or other things?
f. Excluded you from activities on
purpose?
g. Destroyed your property on purpose?
23a. When you were bullied this school year,
did it happen over and over, or were you
afraid it would happen over and over?
Follow up questions designed to eliminate incidents
23b. When you were bullied this school year,
reported that do not meet the Uniform Definition of
were you ever bullied by someone who
bullying (see rationale above)
had more power or strength than you?
This could be because the person was
bigger than you, was more popular, had
more money, or had more power than
you in another way.
Version 2
22. Now I have some questions about
Single version which presents all components of the
bullying at school. Bullying happens
Uniform Definition of bullying (see rationale
when one or more students tease,
threaten, spread rumors about, hit,
24
Noe, K., & Petras, H. (2009). Peer victimization in middle and high school: An application of latent class analysis. Conference Papers -American Society of Criminology, 1.
Draft May 2, 2014
8
2015 SCS Item Description and Rationale
Questions
shove, or hurt another student. It is not
bullying when students of about the
same strength or power argue or fight or
tease each other in a friendly way.
Bullies are usualy stronger, or have
more friends or more money or some
other power over the student being
bullied. Usually, bullying happens over
and over, or the student being bullied
thinks it might happen over an over.
Rationale
above).
By this definition, have you been bullied
at school, by another student this school
year?
22a. Was any of the bullying verbal – that is,
did it involve making fun of you, calling
you names, or spreading rumors about
you?
22b. Was any of the bullying physical – that
is, did it involve hitting, shoving,
tripping, or physically hurting you in
some way?
22c. Was any of the bullying social – that is,
did it involve ignoring you or excluding
you from activities on purpose in order
to hurt you?
24. During this school year, how often were
you bullied?
25.
During this school year, where did the
bullying occur? Did it occur…
a. In a classroom at school?
b. In a hallway or stairwell at school?
c. In a bathroom or locker room at
school?
d. In a cafeteria or lunchroom at school?
e. Somewhere else inside the school
building?
Specify_________________
f. Outside on school grounds?
g. On the way to or from school such as
on a school bus or at a bus stop?
h. Online or by text?
These follow-up questions provide additional
information on types of bullying. This will allow
comparisons to historic data derived from the
subparts of old question 22.
Random acts of bullying may occur in any
environment with adolescents, but more frequent
occurrences may indicate things that schools need to
address. 25
Noting where bullying occurs is important in
determining trends and to develop strategies to
monitor or prevent the incidences of bullying in
those environments. 26 Item H represents schoolrelated cyber-bullying.27 Based on the Uniform
Bullying Definition, cyber-bullying is a format for
bullying, not a separate type of incident. Cognitive
testing results also indicated that students often
experience cyber-bullying by classmates as a
continuation or precursor of in-person bullying and
therefore include it with reports of school-based
bullying.
25
Elliott, E., & Rayne, K. ,pg. 3
Ringwalt, C. C., Messerschmidt, P. P., Graham, L. L., Collins, J. J., & Research Triangle, I. (1992). Youths' Victimization Experiences, Fear of
Attack Or Harm, & School Avoidance Behaviors: Summary Of Findings,
27 27
Bagwell, K. (2011). Students use cellphones more than computers to cyberbully. Education Daily, 44(189), 2.
26
Draft May 2, 2014
9
2015 SCS Item Description and Rationale
26.
27.
Questions
Did you tell a teacher or some other
adult at school about being bullied?
This school year, how much has
bullying had a negative effect on…
a. Your school work?
b. Your relationships with friends or
family?
c. How you feel about yourself?
d. Your physical health – for example,
caused injuries, gave you
headaches or stomach aches?
28.
When you were bullied in school this
year, did you ever think it was related to:
a. Your race?
b. Your religion?
c. Your ethnic background or national
origin – for example, people of
Hispanic origin?
d. Any disability you may have – such as
physical, mental or developmental
disabilities?
e. Your gender?
f. Your sexual orientation – by this we
mean gay, lesbian, bisexual or
straight?
g. Your physical appearance?
h. Some other reason?
Rationale
Research indicates that significant numbers of
bullying incidents go unreported. Collecting this
information in a confidential interview format can
shed light on estimates of bullying in U.S.
schools. 28,29
Additionally, collecting this information with
reports from the same students on school attachment
factors gathered in section 2 can be used to analyze
what factors may increase the likelihood of
reporting bullying.
These questions ask about the effects of bullying
experienced by students. Studies have detailed the
impacts of bullying on youth.30,31 Bullying is
related to serious health concerns that must be
tracked and addressed by medical and mental health
providers.32
Bullying disproportionately affects various
subgroups of students including students with
disabilities33 and students identifying with nonmajority racial, religious or sexual orientation
groups.34 The U.S. Department of Education’s
Office of Special Education and Rehabilitative
Services (OSERS) and Office of Civil Rights (OCR)
have both issued guidance on providing free and
appropriate education to all students that includes
identifying and addressing issues of harassment and
victimization for all students. The data from this
question can be used to generate national estimates
on bullying based on perceived subgroup
characteristics.
28
Watkins, A. M., & Maume, M. O. (2011). School victims and crime reporting. Youth Violence & Juvenile Justice, 9(4), 333-351.
Watkins, A., & Maume, M. (2007). We Don't Need No Notification: The Underreporting of Victimization by Students. Conference Papers -American Society of Criminology, 1.
30
Due P, Holstein BE, Lynch J, Diderichsen F, Gabhain SN, Scheidt P, et al. (2005) Bullying and symptoms among school-aged children:
international comparative cross sectional study in 28 countries. European Journal of Public Health 15(2):128-132.
29
31
Beran TN, Hughes G, Lupart J. (2008) A model of achievement and bullying: Analyses of the Canadian National Longitudinal Survey of
Children and Youth data. Educational Research 50(1):25-39
32
Cf. National Children’s Medical Center’ s statement on bullying health risks at
https://www.childrensnational.org/DepartmentsandPrograms/default.aspx?Id=6089&Type=Program&Name=Clinic%20for%20Health%20Proble
ms%20Related%20to%20Bullying (accessed September 9, 2013).
33
Swearer, S. M., Wang, C., Maag, J. M., Siebecker, A., B., & Frerichs, L. J. (2012). Understanding the bullying dynamic among students in
special and general education. Journal of School Psychology, 50, 503-520.
34
Hightow-Weidman, L. B., Phillips, G., Jones, K. C., Outlaw, A. Y., Fields, S. D., & Smith, f. C. (2011). Racial and Sexual Identity-Related
Maltreatment Among Minority YMSM: Prevalence, Perceptions, and the Association with Emotional Distress. AIDS Patient Care & Stds,
25S39-S45. doi:10.1089/apc.2011.9877
Draft May 2, 2014
10
2015 SCS Item Description and Rationale
Questions
Specify________________
Rationale
30.
During this school year, has anyone
called you an insulting or bad name at
school having to do with your race,
religion, ethnic background or national
origin, disability, gender or sexual
orientation? We call these hate-related
words.
31.
Were any of the hate related words
related to:
a. Your race?
b. Your religion?
c. Your ethnic background or national
origin – for example, people of
Hispanic origin?
d. Any disability you may have – such as
physical, mental or developmental
disabilities?
e. Your gender?
f. Your sexual orientation – by this we
mean gay, lesbian, bisexual or
straight?
32.
During this school year, have you seen
any hate-related words or symbols
written in school classrooms, school
bathrooms, school hallways, or on the
outside of your school building?
35
Hate-related speech is not reported by adolescents
as often as bullying because students are often
embarrassed about the message conveyed or not
sure where it falls with relation to various categories
of crime/bullying that should be reported. Collecting
specific information on use of hate-related words in
this anonymous survey will provide school
personnel and policymakers information about the
extent and seriousness of the crime35 and its
relationship to other forms of victimization.
Van Dorn, R. (2002). Unrecognized warning signs. Education Week, 22(11), 41.
Draft May 2, 2014
11
2015 SCS Item Description and Rationale
4. Avoidance
33.
Questions
During this school year, did you ever stay away
from any of the following places because you
thought someone might attach or harm you there?
a. For example, did you ever stay away from the
shortest route to school because you thought
someone might attack or harm you?
b. The entrance into the school?
c. Any hallways or stairs in school?
d. Parts of the school cafeteria?
e. Any school restrooms?
f. Other places inside the school building?
g. School parking lot?
h. Other places on school grounds?
i. School bus or bus stop?
34a. Did you avoid any activities at your school because
you thought someone might attack or harm you?
34b. Did you avoid any classes because you thought
someone might attack or harm you?
Rationale
This section asks about places and activities
students avoid because of the likelihood of
bullying, cyber-bullying, and physical
attacks. Avoidance, where warranted,
reduces the actual number of such incidents
without reducing the risk that they will
occur. Students who avoid going to classes
are negatively affected not only by the
experience of crime, but also by the loss of
instructional time36.
The information about avoidance collected
here can be used to (a) estimate overall
actual crime in schools in addition to that
experienced by the absence of direct
reporting from the individuals interviewed,
and (b) analyze the impact it has on student
behavior and academic performance
37,38,39,40,41,42 .
34c. Did you stay home from school because you thought
someone might attack or harm you in the school
building, on school property, on a school bus, or
going to or from school?
36
Barrett, Kimberly L.; Jennings, Wesley G.; Lynch, Michael J. (2012). The relationship between youth fear and avoidance of crime in school
and academic experiences. Journal of School Violence. Vol. 11 (1), 1-20.
37
Pearson, F. S., Toby, J. J., & Rutgers, U. (1992). Perceived & Actual Risks Or School-Related Victimization: Final Activities Report,
38
Randa, R. (2007). The impact of incivilities on fear and routine activities in high schools. Conference Papers -- American Society Of
Criminology, 1.
39
Lab, S. P., & Whitehead, J. T. (1994). Avoidance behavior as a response to in-school victimization. Journal of Security Administration, 17(2),
32-45.
40
Ringwalt, C. C., Messerschmidt, P. P., Graham, L. L., Collins, J. J., pg. 5
41
Randa, R., Drayer, A., & Lytle, D. (2008). Routine Activities of School Children: How Fear and Disorder Influence Avoidance of Specific
Places. Conference Papers -- American Society Of Criminology, 1.
42
Hutzell, K. (2009). The Impact of Bullying Behaviors on School Avoidance. Conference Papers -- American Society of Criminology, 1.
Draft May 2, 2014
12
2015 SCS Item Description and Rationale
5. Fear
Questions
35a. How often are you afraid that someone will attack or
harm you in the school building or on school property?
35b. How often are you afraid that someone will attack or
harm you on a school bus or on the way to or from
school?
35c. Besides the times you are in the school building, on
school property, on a school bus, or going to or from
school, how often are you afraid that someone will
attack or harm you?
Rationale
This section adds to the information in
Section 4, Avoidance, by asking how
often students fear attack or harm.
Students may not be able to avoid school
activities even though they may fear
attending43. Fear, like avoidance, harms
adolescents beyond the harm attributed to
the actual crimes experienced44. Fear
results in stress, which negatively affects
academic performance, can lead to
inappropriate psycho-social outcomes
such as acting out, and can impact future
orientation such as plans to complete
school.45,46
43
Jenkins, Patricia H. (1997). School delinquency and the school social bond. Journal of Research in Crime & Delinquency. Vol. 34 (3), 337367.
44
U.S. Department of Education. (2006). Indicators of School Crime & Safety: 2006.
45
Ades, L. (2007). Horror in the Halls: Examining Adolescent Fear, Avoidance, and Academic Difficulty. Conference Papers -- American
Sociological Association, 1.
46
Randa, R., Drayer, A., & Lytle, D., pg. 6.
Draft May 2, 2014
13
2015 SCS Item Description and Rationale
6. Weapons
36.
Questions
Some people bring guns, knives, or objects
that can be used as weapons to school for
protection. During this school year, did
you ever bring the following to school or
onto school grounds:
a. A gun?
b. A knife brought as a weapon?
c. Some other weapon?
37a. Do you know of any other students who
have brought a gun to your school during
this school year?
37b. Have you actually seen another student
with a gun at school during this school
year?
38. During this school year, could you have
gotten a loaded gun without adult
permission, either at school or away from
school?
Rationale
This section asks about experiences with
weapons in school. Bringing weapons to
school for personal protection is another
indicator of the extent of the perceived level
of violence in the school. Although a student
may not be directly threatened or harmed by
a weapon, knowing that weapons are on
campus can also lead to fear and avoidance
of school.47 Potential for violence escalates
when students carry weapons in school.
Negative academic and psycho-social
outcomes are correlated with fear of weapons
on campus. 48,49,50
7. Gangs
Questions
39a. Are there any gangs at your school?
39b. During this school year, how often have
gangs been involved in fights, attacks, or
other violence at your school?
Rationale
This part of the survey examines the extent of gang
activity in schools. Gangs are an indicator of
increased crime in schools51 and require separate
types of interventions to address from specific
incidences of crime and bullying.52
39c. Have gangs been involved in the sale of
drugs at your school during this school
year?
47
Mooij, Ton; Smeets, Ed; de Wit, Wouter. (2011). multi-level aspects of social cohesion of secondary schools and pupils' feelings of safety.
British Journal of Educational Psychology. Vol. 81(3)3.
48
Cao, L., Zhang, Y., & He, N. (2008). Carrying weapons to school for protection: An analysis of the 2001 school crime supplement data.
Journal Of Criminal Justice, 36(2), 154-164.
49
Noonan, M. (2005). Guns in schools: results from the 2003 School Crime Supplement. Conference Papers -- American Society of Criminology.
50
Hong, Jun; Eamon, Mary. (2012). Students' perceptions of unsafe schools: An ecological systems analysis. Journal of Child & Family
Studies. Vol. 21(3), p428-438.
51
Bradshaw, C., Waasdorp, T., Goldweber, A., Johnson, S. (2013) Bullies, Gangs, Drugs and School: Understanding the Overlap and
the Role of Ethnicity and Urbanicity. Journal of Youth & Adolescence. 42(2), pp 220-234.
52
U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention (2010). Best Practices to Address Community Gang
Problems, OJJDP’s Comprehensive Gang Model, Second edition (NCJ 231200) Washington, DC.
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14
2015 SCS Item Description and Rationale
8. Student Characteristics
40.
Questions
During this school year, across all
subjects, have you gotten mostly: A’s,
B’s, C’s D’s F’s or school does not give
grades/no alphabetic grade equivalents.
41a. During the last 4 weeks of school, did
you skip any classes?
41b. During the last 4 weeks of school, on
how many days did you skip at least one
class?
42.
Rationale
These questions focus specifically on student
academic characteristics. Information about
demographic characteristics is included in the main
NCVS survey. These are indicators of academic
behavior and planning, which may be analyzed
with regard to the impact of student experiences
with school violence and bullying.53,54,55,56
Thinking about the future, do you think
you will:
a. Attend school after high school, such
as a college or technical school?
b. Graduate from a 4-year college?
53
Wynne, S. L., & Hee-Jong, J. (2011). Predictors of school victimization: Individual, familial, and school factors. Crime & Delinquency, 57(3),
458-488.
54
Wynne, S., & Joo, H. (2007). Predicting School Victimization: A Multi-level Approach. Conference Papers -- American Society of
Criminology, 1.
55
Kuck, D., & Popp, A., pg. 2
56
DeVoe, J.,(2009) pg. 2
Draft May 2, 2014
15
Attachment 15
Incoming Introductory Letter from Census
DC
NCVS-572(L) NEW YORK
(11-2013)
UNITED STATES DEPARTMENT OF COMMERCE
Economics and Statistics Administration
U.S. Census Bureau
Washington, DC 20233-0001
OFFICE OF THE DIRECTOR
FROM THE DIRECTOR
U.S. CENSUS BUREAU
The U.S. Census Bureau is conducting a survey for the U.S. Department of Justice to obtain
information on the type and amount of crime committed against households and individuals
throughout the country. A Census Bureau representative will be contacting you soon. Our
representative will show an official identification card and ask for some important information
on this subject from you and your household.
The information you provide our representative will help inform the country about how much
crime there is, where it occurs, when it occurs, what crime costs victims, and which
segments of the population are most frequently victimized. Since many crimes are never
reported to the police, information from this survey will show a more complete picture of the
amount and types of crime occurring in the United States. The survey results are used in
many ways, including by citizens to evaluate their vulnerabilities, by legislators and
policymakers to develop programs to aid crime victims and prevent crime, and by
researchers to understand various aspects of crime victimization.
Your address is part of a scientifically selected sample of addresses chosen throughout the
country for participation in this survey. Because this is a sample survey, your answers represent
not only you and your household, but also hundreds of other households like yours. For this
reason, your voluntary cooperation is very important. I hope you will answer all the survey
questions as completely and accurately as possible. Although there are no penalties for failure to
answer any questions, each unanswered question substantially lessens the accuracy of the final
data. Your answers will be used only to prepare statistical summaries, and no information about
your household or you as an individual can be identified from these statistics. The law
completely protects your confidential answers from disclosure.
Answers to the most frequently asked survey questions are on the reverse side of this letter.
If you would like further information, contact the Census Bureau by writing or calling the
following office:
REGIONAL DIRECTOR
US CENSUS BUREAU
32 OLD SLIP 9TH FLOOR
NEW YORK NY 10005-3500
Telephone: 1–800–991–2520
Thank you for your cooperation. The Census Bureau appreciates your help.
A Message From the Director
census.gov
What is the National Crime Victimization Survey all about?
This survey, called the National Crime Victimization Survey, collects data measuring the types
and amount of crime involving people 12 years of age and older. Periodically, the survey
includes such additional topics as crime in schools, hate crime, contacts with law enforcement,
and crime in the workplace.
How was I selected for this survey?
Actually, we selected your living quarters, not you personally for this survey. We scientifically
selected approximately 63,000 addresses across the country to represent the entire population.
At each selected address, we interview household members age 12 and older. If your household
should move away while your address is still in the survey, we would interview the new family
that moves in.
Will information I provide be confidential?
We are conducting this survey under the authority of Title 13, United States Code (U.S.C.),
Section 8. Section 9 of this law requires us to keep all information about you and your
household strictly confidential. We may use this information only for statistical purposes. Also,
Title 42, Section 3732, U.S.C., authorizes the Bureau of Justice Statistics, Department of Justice,
to collect information using this survey. Title 42, U.S.C., Sections 3789g and 3735, also requires
us to keep all information about you and your household strictly confidential. (OMB Number:
1121-0111; Expiration Date: 08/31/2015.)
Do I have to participate?
The survey is voluntary, and there are no penalties for not participating. We expect the interview
to take about 25 minutes. Your interview may be somewhat shorter or longer than this depending
on your circumstances. If you have any comments about this survey or have recommendations
for reducing its length, send them to the Chief, Victimization Statistics Branch, Bureau of Justice
Statistics, Washington, DC 20531.
How are the data used?
Data from this survey are used to provide information on many topics related to crime and
victimization, including crime in schools, trends in violent crime, costs of crime, and the response
of law enforcement to reports of victimization. To see examples of reports, tables, and charts that
use data from the survey, you can visit the Bureau of Justice Statistics’ Web site at
.
I thought that the Census Bureau only operated every 10 years, when they
counted people. What is the Census Bureau doing now?
In addition to the decennial census, which is conducted every 10 years, the Census Bureau
collects many different types of statistics. We conduct other censuses required by law on a
regular basis, including the censuses of business and manufactures and the census of state
and local governments. Additionally, we collect data on a monthly basis to provide current
information on such topics as labor force participation, retail and wholesale trade, various
manufacturing activities, and trade statistics, as well as yearly surveys of business,
manufacturing and governments, family income, and education.
NCVS-572(L)
Attachment 16
Continuing Household Introductory Letter from Census
DC
NCVS-573(L) NEW YORK
(11-2013)
UNITED STATES DEPARTMENT OF COMMERCE
Economics and Statistics Administration
U.S. Census Bureau
Washington, DC 20233-0001
OFFICE OF THE DIRECTOR
FROM THE DIRECTOR
U.S. CENSUS BUREAU
Several months ago, a representative from the U.S. Census Bureau contacted residents at your
address in connection with the National Crime Victimization Survey, which the Census Bureau is
conducting for the U.S. Department of Justice. We are grateful for the cooperation we were given
then. The survey now calls for us to interview at your address again. Our representative needs to
update the characteristics and experiences of the current residents of this address, whether we
talked with you before or whether you moved to this address since our last interview.
This survey collects important information on the extent to which individuals in this country are
victims of crime. The survey results are used in many ways, including by citizens to evaluate
their vulnerabilities, by legislators and policymakers to develop programs to aid crime victims
and prevent crime, and by researchers to understand various aspects of crime victimization.
A Census Bureau representative from our field office will contact you shortly to ask you and other
members of your household some questions on this subject. We conduct this survey under the
authority of Title 13, United States Code (U.S.C.), Section 8. Section 9 of this law requires us to
keep all information about you and your household strictly confidential. We may use this
information only for statistical purposes. Also, Title 42, Section 3732, U.S.C., authorizes the
Bureau of Justice Statistics, U.S. Department of Justice, to collect information using this survey.
Title 42, U.S.C., Sections 3789g and 3735, also requires us to keep all information about you
and your household strictly confidential.
Because this is a sample survey, your answers represent not only you and your household, but
also hundreds of other households like yours. For this reason, your participation in this voluntary
survey is extremely important to ensure the completeness and accuracy of the final results.
Although there are no penalties for failure to answer any question, each unanswered question
substantially lessens the accuracy of the final data.
Answers to the most frequently asked survey questions are on the reverse side of this letter.
If you would like further information, contact the Census Bureau by writing or calling the
following office:
REGIONAL DIRECTOR
US CENSUS BUREAU
32 OLD SLIP 9TH FLOOR
NEW YORK NY 10005-3500
Telephone: 1–800–991–2520
Thank you for your cooperation. The Census Bureau appreciates your help.
A Message From the Director
census.gov
What is the National Crime Victimization Survey all about?
This survey, called the National Crime Victimization Survey, collects data measuring the types
and amount of crime involving people 12 years of age and older. Periodically, the survey
includes such additional topics as crime in schools, hate crime, contacts with law enforcement,
and crime in the workplace.
How was I selected for this survey?
Actually, we selected your living quarters, not you personally for this survey. We scientifically
selected approximately 63,000 addresses across the country to represent the entire population.
At each selected address, we interview household members age 12 and older. If your household
should move away while your address is still in the survey, we would interview the new family
that moves in.
Will information I provide be confidential?
We are conducting this survey under the authority of Title 13, United States Code
(U.S.C.), Section 8. Section 9 of this law requires us to keep all information about you and
your household strictly confidential. We may use this information only for statistical
purposes. Also, Title 42, Section 3732, U.S.C., authorizes the Bureau of Justice Statistics,
U.S. Department of Justice, to collect information using this survey. Title 42, Sections
3789g and 3735, U.S.C., also requires us to keep all information about you and your
household strictly confidential. (OMB Number: 1121-0111; Expiration Date: 08/31/2015.)
Do I have to participate?
The survey is voluntary, and there are no penalties for not participating. We expect the
interview to take about 25 minutes. Your interview may be somewhat shorter or longer
than this depending on your circumstances. If you have any comments about this survey
or have recommendations for reducing its length, send them to the Chief, Victimization
Statistics Branch, Bureau of Justice Statistics, Washington, DC 20531.
How are the data used?
Data from this survey are used to provide information on many topics related to crime and
victimization, including crime in schools, trends in violent crime, costs of crime, and the
response of law enforcement to reports of victimization. To see examples of reports, tables,
and charts that use data from the survey, you can visit the Bureau of Justice Statistics’
Web site at .
I thought that the Census Bureau only operated every 10 years, when they
counted people. What is the Census Bureau doing now?
In addition to the decennial census, which is conducted every 10 years, the Census
Bureau collects many different kinds of statistics. We conduct other censuses required by
law on a regular basis, including the censuses of business and manufactures and the
census of state and local governments. Additionally, we collect data on a monthly basis to
provide current information on such topics as labor force participation, retail and wholesale
trade, various manufacturing activities, and trade statistics, as well as yearly surveys of
business, manufacturing and governments, family income, and education.
NCVS-573(L)
Attachment 17
SCS brochure for parents in English
The School Crime Supplement (SCS) is a national survey that asks students in
grades 6 through 12 about experiences they had in school.
What is the purpose of this survey?
The purpose of this survey is to collect
information about school-related victimizations
on a national level. This information will assist
policymakers as well as academic researchers
and practitioners at the federal, state, and local
levels in making informed decisions concerning
crime in schools.
Why is my child being asked to
complete this survey?
Your household was one of the more than
40,000 households selected to participate in the
National Crime Victimization Survey (NCVS). We
are asking all students in grades 6 through 12 in
those households to complete the 2013 School
Crime Supplement (SCS). We are collecting
data about crime in schools and how it affects
students.
Who sponsors this survey?
The U.S. Census Bureau is conducting the SCS
for the National Center for Education Statistics
(NCES) in partnership with the Bureau of Justice
Statistics (BJS), the sponsor of the NCVS.
How often is this survey conducted?
The SCS is conducted every other year along
with the NCVS. Your child is being asked to
participate in the 2013 SCS.
What questions are on the survey for
my child?
We will ask your child questions about his or her
school environment, including
• Perceptions of school practices that are used
to prevent school-related crimes;
• Perceptions of rules and equality at school;
• The availability of drugs, alcohol, and
weapons at school;
• The presence of gangs at school;
• Whether he/she has been victimized at
school or bullied; and
• Participation in extracurricular activities.
What is the benefit of my child
answering the survey?
Your child’s answers provide valuable
information that contributes towards making
schools safer. The information will be used by
others to make informed decisions about how to
help prevent and reduce crime in schools.
Will anyone find out what my child’s
answers are?
No, your child’s answers to the survey are
completely confidential. Information about
specific individuals will not be revealed and
the SCS findings are released ONLY in the form
of statistical summaries. Names will never be
associated with answers. All information that
can identify individuals will be held strictly
confidential by the Census Bureau and the BJS
according to the provisions stated in Title 13,
U.S. Code, Section 9 and Title 42, U.S. Code,
Sections 3789g and 3735 (formerly Section
3771). Only Census Bureau employees sworn
to preserve this confidentiality may see the
completed questionnaires. The respondents are
assured confidentiality and informed that their
participation is voluntary in a letter from the
Director of the Census Bureau.
Does my child have to complete this
survey?
This survey is voluntary and there are no
penalties for not participating, but we hope that
your child will respond.
Who uses the information from this
survey?
The BJS and the NCES analyze and use the
statistical data produced from the SCS. The SCS
is an important data source for the Indicators
of School Crime and Safety report released
annually by the NCES. Other SCS data users
include legislators; policymakers; academic
researchers; practitioners at the federal, state,
and local government levels; and special
interest groups who are concerned with crimes
committed at school.
Some findings
Publications
Some findings from the 2009 SCS
include
The NCES publishes a wide variety of special
reports on crime in schools, including the
Crime, Violence, Discipline, and Safety in
U.S. Public Schools and Indicators of School
Crime and Safety. To learn more about
these reports or the SCS, please visit
http:/nces.ed.gov/programs/crime.
• About 28.0 percent of all students
ages 12–18 reported that they were
bullied at school.
• Cyber-bullying, which could have
occurred anywhere, on or off
school property, was reported by
6.0 percent of all students ages
12–18.
• About 36.3 percent of students
ages 12–18 who were bullied at
school and 31.5 percent of students
who were cyber-bullied anywhere
notified a teacher or other adult at
school about the event.
• About 3.9 percent of students ages
12–18 reported that they were
victims of any crime at school.
• About 2.8 percent of both males
and females ages 12–18 reported
being victims of theft at school.
• Among students ages 12–18 who
had been bullied, 67.2 percent
reported that they were bullied
once or twice in the school year,
18.7 percent reported bullying
once or twice a month, 7.8 percent
reported bullying once or twice
a week, and 6.3 percent reported
bullying almost every day.
Useful Information
• Child Help USA National Child
Abuse Hotline
1-800-4-A-CHILD (1-800-422-4453)
• Suicide Prevention Lifeline
1-800-273-TALK (1-800-273-8255)
Child’s
Your
Child’s
Experiences
at School
• www.StopBullying.gov
• www.victimsofcrime.org/help-for-crimevictims/national-hotlines-and-helpful-links
National Center for Education Statistics
Institute of Education Sciences
The School Crime
Supplement (SCS)
to the National Crime
Victimization Survey
for Students in Grades
6 Through 12
1990 K Street NW
Washington, DC 20006-5651
nces.ed.gov
202-502-7300
Coming soon:
Your child will be contacted to complete the
survey between January and June 2013.
NCES 2013-301
U.S. DEPARTMENT OF EDUCATION
Attachment 18
SCS brochure for students in English
Publications
The NCES publishes a wide variety of special
reports on crime in schools, including the
Crime, Violence, Discipline, and Safety in
U.S. Public Schools and Indicators of School
Crime and Safety. To learn more about
these reports or the SCS, please visit
http://nces.ed.gov/programs/crime.
Useful Information
• Child Help USA National Child Abuse Hotline
1-800-4-A-CHILD (1-800-422-4453)
• Suicide Prevention Lifeline
1-800-273-TALK (1-800-273-8255)
• www.StopBullying.gov
• www.victimsofcrime.org/help-for-crime-victims/
national-hotlines-and-helpful-links
The School Crime Supplement
(SCS) to the National Crime
Victimization Survey for
Students in Grades 6
Through 12
NCES 2013-302
U.S. DEPARTMENT OF EDUCATION
The School Crime Supplement (SCS) is a national survey that asks
students in grades 6 through 12 about experiences they had in school.
Why are my
answers to the
survey important?
Do I have to
take the survey?
The survey is voluntary and
there are no penalties for not
participating, but we hope that
you respond.
The survey helps school administrators
and others interested in school crime
make decisions about school safety.
What will the
survey ask me?
We will ask
you about
fighting,
bullying,
cyber-bullying,
weapons,
and drugs and
gangs at
your school,
among other
things.
Will anyone find out
what my answers are?
No, your answers
to the survey are
completely
confidential.
Your name will
never be
associated
with your
answers.
Why am I being asked to
complete this survey?
Your household was one of more than
40,000 households selected to participate in
the National Crime Victimization Survey.
We’re asking all students in grades 6 through
12 in those households to complete the
School Crime Supplement. We are collecting
data about crime in schools and how it
affects students.
Stay tuned!
You will be contacted to complete the survey between January and June 2013.
Attachment 19
SCS brochure for parents in Spanish
El Suplemento de Delitos en la Escuela (SCS) es una encuesta nacional que les pregunta a
estudiantes de 6º a 12º grados escolares acerca de las experiencias que tuvieron en la escuela.
¿Cuál es el propósito de esta
encuesta?
¿Con qué frecuencia llevan a cabo
esta encuesta?
¿Alguien se enterará de las
respuestas de mi hijo(a)?
El propósito de esta encuesta es recopilar
información sobre victimizacion de estudiantes
en las escuelas a nivel nacional. Esta información
asistirá a los diseñadores de políticas, asi como
a los investigadores académicos y practicantes a
nivel federal, estatal y local a tomar decisiones
informadas con respecto a delitos en las escuelas.
La SCS se lleva a cabo cada 2 años, a la par con la
NCVS. Pedimos que su hijo(a) participe en la SCS
del 2013.
No, las respuestas de su hijo(a) en esta encuesta
son completamente confidenciales. Información
específica sobre individuos no será divulgada y
los resultados de la SCS serán publicados SOLO
en forma de resúmenes estadísticos. Los nombres
nunca serán asociados con las respuestas.Toda la
información que pudiera identificar a un individuo
se mantendrá estrictamente confidencial por la
Oficina del Censo de EE.UU. y BJS, de acuerdo a
las provisiones fijadas en el Título 13, Código de
los Estados Unidos, Sección 9 y en el Título 42,
Código de los Estados Unidos, secciones 3789g
y 3735 (previamente Sección 3771). Solamente
los empleados de la Oficina del Censo de EE.UU.,
quienes están bajo juramento de conservar la
confidencialidad, pueden ver los cuestionarios
completos. El Director de la Oficina del Censo
de EE.UU., por medio de una carta, asegura
a los respondientes la confidencialidad y les
informa que su participación en la encuesta es
voluntaria.
¿Por qué le pidieron a mi hijo(a) que
completara esta encuesta?
Su hogar fue uno de los más de 40,000 hogares
seleccionados para participar en la Encuesta
Nacional de Víctimas de Delitos (NCVS). Les
pedimos a todos los estudiantes de grados 6 a
12 que viven en estos hogares que completen la
Suplemento de Delitos en la Escuela SCS) del 2013.
Estamos recopilando datos acerca de delitos en las
escuelas y como afectan a los estudiantes.
¿Quién es el patrocinador de esta
encuesta?
La Oficina del Censo de EE.UU. está llevando
a cabo la SCS para el Centro National para
Estadísticas de la Educación (NCES) en conjunto
con la Oficina de Estadísticas Judiciales (BJS), que
es el patrocinador de la NCVS.
¿Qué preguntas de la encuesta ha
de contestar mi hijo(a)?
Le preguntaremos a su hijo(a) sobre el ambiente
de su escuela, incluyendo
• Percepción de las prácticas de la escuela
usados para prevenir los delitos en la escuela;
• Percepciones de las reglas e igualdad en la
escuela;
• La disponibilidad de drogas, alcohol y armas
en la escuela;
• La presencia de pandillas (gangs) en la
escuela;
• Si él o ella ha sufrido intimidación o ha sido
perseguido(a) (bullied) en la escuela; y
• Participación en actividades
extracurriculares.
¿Cuál es el beneficio para mi hijo(a)
si contesta a la encuesta?
Las respuestas de su hijo(a) proporcionarán
información muy valiosa que contribuirá a una
mayor seguridad en la escuela. Esta información
la usarán otras personas para tomar decisiones
informadas para asistir a prevenir y reducir los
delitos en las escuelas.
¿Tiene que completar la encuesta mi
hijo(a)?
Esta encuesta es voluntaria y no hay ninguna
sanción por no participar, pero esperamos que su
hijo(a) responda a las preguntas.
¿Quién usa la información
obtenida por medio de esta
encuesta?
El BJS y NCES analizan y usan los datos
estadísticos producidos por el SCS. El
SCS es una fuente importante de datos
para el informe Indicadores de Delitos y
Seguridad en las Escuelas que se publica
anualmente por NCES. Otros usuarios de
la información del SCS son legisladores;
diseñadores de políticas; investigadores
académicos; practicantes a nivel del
gobierno federal, estatal y local; asi como
grupos de intereses especiales que están
preocupados por los delitos cometidos en
las escuelas.
Algunos resultados
Algunos resultados de la SCS del 2009
incluyen
• Alrededor del 28.0 por ciento de
todos los estudiantes de 12 a 18
años de edad reportaron que fueron
intimidados (bullied) en la escuela.
• La ciber-intimidación, que pudo
haber ocurrido en cualquier lugar,
sobre la propiedad de la escuela
o fuera de ella, fue reportada por
un 6.0 por ciento de todos los
estudiantes de 12 a 18 años de edad.
• Alrededor del 36.3 por ciento de
estudiantes de 12 a 18 años de edad
que fueron intimidados en la escuela
y 31.5 por ciento de estudiantes
que fueron víctimas de la ciberintimidación en cualquier lugar
reportaron el caso a un maestro o a
otro adulto de la escuela.
• Alrededor del 3.9 por ciento de
estudiantes de 12 a 18 años de edad
reportaron que fueron víctimas de
algún delito en la escuela.
• Alrededor del 2.8 por ciento de tanto
niños como niñas de 12 a 18 años de edad
reportaron haber sido víctimas de robo en
la escuela.
• Entre estudiantes de 12 a 18 años de edad
que habían sido intimidados, el 67.2 por
ciento reportaron que estas intimidaciones
habían ocurrido una o dos veces en el curso
escolar, 18.7 por ciento reportaron que
habían ocurrido una o dos veces al mes, 7.8
por ciento reportaron que habían ocurrido
una o dos veces por semana, y el 6.3 por
ciento reportaron que fueron intimidados
casi diariamente.
Publicaciones
NCES publica una amplia variedad de informes
especiales sobre delitos en las escuelas,
incluyendo Delitos, Violencia, Disciplina y
Seguridad en las Escuelas Públicas en los
Estados Unidos y Indicadores de Delitos y
Seguridad en las Escuelas. Para conocer más
acerca de estos informes o sobre el SCS, sírvase
visitar: http://nces.ed.gov/programs/crime.
Información Útil
• Child Help USA National Child Abuse
Hotline (Ayuda Para Niños EE.UU., Línea
Directa Nacional Contra el Abuso de Niños)
1-800-4-A-CHILD (1-800-422-4453)
• Suicide Prevention Lifeline (Línea
Telefónica para la Prevención del Suicidio)
1-800-273-TALK (1-800-273-8255)
• www.StopBullying.gov
• www.victimsofcrime.org/help-for-crimevictims/national-hotlines-and-helpful-links
Child’s
Las
Experiencias
de su Hijo(a)
en la Escuela
Suplemento de Delitos
en la Escuela (SCS) de
la Encuesta Nacional
de Víctimas de Delitos
para estudiantes
de 6º a 12º grados
escolares
Próximamente:
Nos comunicaremos con su hijo(a) entre
enero y junio del 2013 para completar la
encuesta.
NCES 2013-303
U.S. DEPARTMENT OF EDUCATION
Attachment 20
SCS brochure for students in Spanish
Publicaciones
NCES publica una amplia variedad de informes
especiales sobre delitos en las escuelas,
incluyendo Delitos, Violencia, Disciplina y
Seguridad en las Escuelas Públicas en los Estados
Unidos y Indicadores de Delitos y Seguridad en
las Escuelas. Para conocer más acerca de estos
informes o sobre el SCS, sírvase visitar:
http://nces.ed.gov/programs/crime.
Información Útil
•
•
•
•
Child Help USA National Child Abuse Hotline
(Ayuda Para Niños EE.UU., Línea Directa
Nacional Contra el Abuso de Niños)
1-800-4-A-CHILD (1-800-422-4453)
Suicide Prevention Lifeline (Línea Telefónica
para la Prevención del Suicidio)
1-800-273-TALK (1-800-273-8255)
www.StopBullying.gov
www.victimsofcrime.org/help-for-crime-victims/
national-hotlines-and-helpful-links
Cuéntenos
Acerca
sus
Experiencias
en la Escuela
de
Suplemento de Delitos en la Escuela
(SCS) de la Encuesta Nacional de
Víctimas de Delitos para estudiantes
de 6º a 12º grados escolares
National Center for Education Statistics
(Centro Nacional para Estadísticas de la Educación)
Institute of Education Sciences
(Instituto de Ciencias de Educación)
NCES 2013-304
U.S. DEPARTMENT OF EDUCATION
El Suplemento de Delitos en la Escuela (SCS) es una encuesta nacional
que les pregunta a estudiantes de 6° a 12° grados escolares acerca
de las experiencias que tuvieron en la escuela.
¿Por qué son
importantes mis
respuestas para la
encuesta?
¿Tengo que participar
en esta encuesta?
La encuesta es voluntaria y no
hay ninguna sanción por no
participar, pero esperamos que
usted responda.
La encuesta ayuda a los administradores de
las escuelas y otras personas interesadas
en el delito escolar a tomar decisiones
acerca de la seguridad en las escuelas.
¿Qué preguntas
me harán en esta
encuesta?
Le vamos a
preguntar sobre
las peleas, la
intimidación
(bullying),
la ciberintimidación,
las armas, y
las drogas y
las pandillas
(gangs) en su
escuela, entre
otras cosas.
¿Alguien se enterará
de mis respuestas?
No, sus
respuestas a la
encuesta son
completmente
confidenciales.
Su nombre nunca
se asociará a sus
respuestas.
¿Por qué me pidieron que
complete esta encuesta?
Su hogar fue uno de los más de 40,000 hogares
seleccionados para participar en la Encuesta
Nacional de Víctimas de Delitos (NCVS). Les
pedimos a todos los estudiantes de grados 6º a
12º que viven en estos hogares que completen el
Suplemento de Delitos en la Escuela. Estamos
recopilando datos sobre los delitos en las escuelas y
como afectan a los estudiantes.
¡Manténganse en contacto!
Nos comunicaremos con usted entre enero y junio del 2013 para completar la encuesta.
Attachment 21
Evaluating Nonresponse Bias in the 2013 School Crime Supplement to the National Crime
Victimization Survey
| File Type | application/pdf |
| Author | Morgan, Rachel |
| File Modified | 2014-08-18 |
| File Created | 2014-08-13 |