Part C - Content Justification
Part C MGLS 2017 MS2 Tracking & Recruitment & OFT3.docx
Middle Grades Longitudinal Study of 2017-18 (MGLS:2017) Main Study First Follow-up (MS2) Tracking and Recruitment and Operational Field Test Second Follow-up (OFT3) Update
Part C - Content Justification
OMB: 1850-0911
Middle Grades Longitudinal Study of 2017-18 (MGLS:2017) Main Study First Follow-up (MS2) Tracking and Recruitment and Operational Field Test Second Follow-up (OFT3) Update
OMB# 1850-0911 v.23
Supporting Statement Part C
Justification for the Content of the Assessments and Surveys
This document has not been changed since its OMB approval in January 2018 (OMB# 1850-0911 v.18) under the title: Middle Grades Longitudinal Study of 2017-18 (MGLS:2017) Main Study Base Year (MS1), Operational Field Test First Follow-up (OFT2), and Tracking and Recruitment for Main Study First Follow-up (MS2)
National Center for Education Statistics
U.S. Department of Education
Institute of Education Sciences
Washington, DC
July 2017
revised January 2018
Table of Contents
C.1 Student Assessments Content Justification 1
C.1.1 Mathematics Assessment 1
C.1.3 Executive Function Assessment 5
C.2 Survey Instruments Content Justification 9
C.2.3 Mathematics Teacher Survey 12
C.2.4 Special Education Teacher Survey 15
C.2.5 School Administrator Survey 16
C.3 References 20
C.4 Summary of Changes and Item-Level Justification 27
C.4.1 MS1 Student Survey Items 27
C.4.2 MS1 Full and Abbreviated Parent Survey Items 83
C.4.2.1 MS1 Mini Parent Survey Items 168
C.4.3 MS1 Math Teacher Survey Items 175
C.4.4 MS1 Special Education Teacher Survey Items 257
C.4.5 MS1 School Administrator Survey Items 348
C. MGLS:2017 Assessments and Surveys
This section provides information about the general contents of the MGLS:2017 data collection instruments that will be used in the Main Study Base Year (MS1) and Operational Field Test First Follow-up (OFT2). This includes student assessments (mathematics assessment, reading assessment, executive function assessment, and height/weight), surveys (student survey, parent survey, math teacher survey and teacher student report, special education teacher/service provider survey and teacher student report, and school administrator surveys), and a facilities observation checklist.
MS1 data collection will include the same components as were fielded during the Operational Field Test Base Year (OFT1) carried out January through May 2017. Students will be administered assessments to measure their mathematics and reading achievement, as well as executive function, and will be asked to complete a student survey, gathering data on their in-school and outside-of-school experiences. Their parents will be asked to complete a survey that captures information about the student’s family and the parents’ involvement in their child’s school. Mathematics and special education teachers will be asked to complete a two-part survey: a teacher-level survey about the teacher’s background and experience and information on the classes they teach, and a student-level survey about the teacher’s rating of the study student’s performance and skills, and their programs and services. School administrators will be asked to answer questions about the characteristics of their school’s population, staffing, programs, and academic support resources. Field staff will also record their observation of the school facilities and grounds. The OFT2 components will be limited to an abbreviated student survey, student mathematics, reading, and executive function assessments, and the school administrator survey. The remaining sections provide detail on the content of the respective MGLS:2017 instruments.
A key goal of the study is to understand the supports students need for academic success, high school readiness, and positive life development such as high school graduation, college and career readiness, and healthy lifestyles of all students. The study will track the progress students make in reading and mathematics and their developmental trajectories as they transition from elementary to high school.
In this section, detail is provided on the assessments that will be used to measure students’ mathematics achievement, reading achievement, and executive function.
The MGLS mathematics assessment is designed to measure growth toward algebra readiness in anticipation of the demands students will encounter in high school mathematics coursework. The MGLS:2017 mathematics assessment will provide valuable information about the development of middle grades students’ knowledge of mathematics and their ability to use that knowledge to solve problems, moving toward stronger reasoning, and understanding of more advanced mathematics. The longitudinal nature of the main study will allow researchers to describe trends in student performance over time and the associations between student proficiency; academic growth; and the characteristics of students, their families, classrooms, and schools.
The assessment draws on multiple sources, including the frameworks developed for the state assessment consortia (the Partnership for Assessment of Readiness for College and Careers [PARCC] and the Smarter Balanced Assessment Consortium), the most recent distribution of content domains for the National Assessment of Educational Progress (NAEP; National Assessment Governing Board [NAGB] 2009, 2011) and Trends in International Mathematics and Science Study (TIMSS; 2011) assessments, the Common Core State Standards (CCSS), and the National Council for Teachers of Mathematics (NCTM) Focal Points and Essential Understandings series.
With limited time available for the assessment in the main study (approximately 30 minutes using a two-stage adaptive assessment administered via computer), the MGLS:2017 mathematics assessment will be centered on the domains of mathematics that are most likely to be the central focus of middle school learning in Mathematics now and in the future: the Number System, Ratios and Proportional Relationships, Expressions and Equations, and Functions. Although also important, the domains in Geometry and Statistics are not included in the selected content areas. This decision is consistent with the views of PARCC (2012) and the Smarter Balanced Assessment Consortium (2012) which also assigned Geometry and Statistics a lower priority in their assessment frameworks (even with the extended time they are devoting to assessments).
The selected domains provide the foundation for more advanced algebraic thinking and reasoning. Overall, the content progresses across the grades from fractions (and prerequisite understanding of multiplication and division) to the rational number system, including negative numbers. Proportional relationships and reasoning (ratio, rate, and proportion) build on multiplicative reasoning and, together with an understanding of expression and equations, provide a foundation for understanding linear equations, slope, and functions.
The MGLS:2017 mathematics framework aligns with the TIMSS grade 8 framework, with approximately 30 percent of the items focused on the Number System, 20 percent on Ratio and Proportional Relationships, 35 percent on Expressions and Equations, and 15 percent on Functions.
Within the selected domains, the assessment will emphasize the learning progressions discussed below.
Number System
By the end of grade 8, students should demonstrate understanding of number sense and a conceptual understanding and procedural fluency for the rational number system, including whole numbers, fractions, decimals, and positive and negative integers. They should have an understanding of the properties and operations of these numbers and be able to apply that understanding in problem solving settings. Students should be able to move flexibly among equivalent fractions, decimal fractions, and percents using a range of strategies. A solid understanding of fractions and multiplicative reasoning provides the foundation for students’ understanding of ratio, rate, and proportional reasoning in the middle grades. Facility with fractions is an essential foundation for success in Algebra. Assessing students’ understanding of fractions is important for describing the mathematics development of low-ability students. In addition to knowing rational numbers, students should know that there are numbers that are not rational and be able to approximate their size using rational numbers.
The learning progression in the number system for the middle grades begins with finding common factors and multiples and moves to comparing fractions and applying basic operations with fractions and integers to word problems. It then moves to applying (using basic operations) and representing understanding of rational numbers in multiple forms, and then to understanding the relative size of irrational numbers.
Ratio and Proportional Relationships
Proportional reasoning (including working with ratios, rates, and proportional relationships) is one of the most important foundational areas of learning for grades 6 to 8 (Lobato et al. 2010; Mirra 2009). Students need to move from additive reasoning to multiplicative reasoning in order to understand ratio and proportional relationships and the effect that changing one attribute (or quantity) has on other attributes (or quantities).
Students learn to represent ratios, rates, and proportions and to use proportional reasoning to solve a variety of problems. In addition to providing a foundation for Algebra and Functions, proportional reasoning is important for other areas of mathematics (such as measurement, financial mathematics, and statistics) and science (such as chemistry and physics) (Lobato et al. 2010; Mirra 2009). Ratio and Proportional Relationships problems are both a central component of the middle grades mathematics curriculum and a critical step toward the kind of abstract mathematical reasoning required by high school mathematics. Understanding of unit rate and proportional constants are central to understanding slope and function. The development of the concept of unit rate and the ability to solve multistep ratio and percent problems are especially important to the later ability to solve complex algebraic problems. Thus, this content area provides a link between understanding the number system and beginning Algebra and Functions. The learning progression in the middle grades for Ratios and Proportional Relationships moves from extending students’ understanding of the number system (particularly multiplying and dividing fractions and multiplicative thinking) to understanding the basic concepts of ratio, rate and proportional relationships (including unit rates, the difference between fractions and ratios, equivalent relationships); from there, it extends their ability to use rational numbers to solve problems and to understand slope and functions (Lobato et al. 2010; Mirra 2009).
Expressions and Equations
Understanding algebraic ideas such as expressions and equations is important for students’ success in the middle grades and in later mathematics (Lloyd et al. 2011; National Governors Association Center for Best Practicesb2010; Common Core Standards Writing Team 2011a). The Expressions and Equations domain includes recognizing and extending patterns, using algebraic symbols to represent mathematical situations, and developing fluency in producing equivalent expressions and solving linear equations. The understanding of equivalence (and inequalities) and representation of quantities and relationships with expressions and equations provide a foundation for algebraic reasoning. Algebraic concepts are relatively formalized by grade 8, and students should have developed an understanding of linear relationships and the concept of variables (TIMSS 2011). Many students in the middle grades may take Algebra, and this learning progression extends to solving and representing linear equations and inequalities.
The learning progression for Expressions and Equations in the middle grades moves from understanding the use of expressions (beginning with letter representations of a single number) to applying knowledge of rational numbers and operations to solve equations. From there, it progresses to constructing equations and inequalities to solve real-world problems; to recognizing different types of notation (such as square root); and finally to reasoning with equalities and inequalities, solving and representing linear equations and inequalities.
Functions
As students move through the middle grades, the ideas of function and variable become more important. Representation of functions as patterns (via tables), verbal descriptions, symbolic descriptions, and graphs can combine to promote a flexible grasp of the idea of function (NAGB 2009; NCTM 2009; Lloyd et al. 2011).
The learning progression for Functions in the middle grades moves from understanding the definition of a function to comparing functions represented in different ways. From there, it moves to distinguishing between linear and nonlinear functions and then comparing and creating representations of different functions. Finally, these ideas are synthesized in the high school standard that connects understanding of functions to context.
To ensure that the mathematics assessment is sensitive to the variation in students’ mathematics achievement, items were selected across a range of cognitive demand. The depth of knowledge (DOK) categories from the TIMSS 2011 Framework were adopted, with a distribution of approximately 35 percent of the test assessing “knowing,” 50 percent assessing “applying,” and 15 percent assessing “reasoning.”
Knowing: Recall of information such as a fact, definition, term, or a simple procedure as well as performing a simple algorithm or applying a formula.
Applying: Make decisions about how to approach a problem or activity. May apply to real-life situations or be concerned with purely mathematical applications.
Reasoning: Using concepts to solve problems, justifying, explaining one’s thinking, solving non-routine problems, and using higher-level logical and systematic thinking.
The MGLS:2017 mathematics assessment is a multistage adaptive assessment (MST), where all students take the same form in the first stage (i.e. a “router”) and, based on their performance, are sent or “routed” to the most appropriate second stage assessment form. Students who perform poorly on the router are directed to a lower level for the second stage. Students who are near average in ability are sent to a middle level. Students who perform well on the router are directed to a higher level. The advantage of the MST is that the second stage items should be more appropriate for the student’s ability level than a single linear form that has a wider variety of item difficulty. The ability estimates from a multi-stage test, if properly constructed, will be more accurate (i.e., will have smaller error of the ability estimation) than a linear form comprised of a comparable number of items.
Domains of Reading Comprehension to be Assessed in MGLS
The MGLS:2017 reading assessment will provide valuable information about the reading achievement of students in grades 6-8 with a focus on reading comprehension. Reading comprehension involves two general classes of inter-dependent skills: foundational reading component skills and higher level comprehension skills. Foundational reading skills enable students to decode printed text, recognize words, and read fluently. It also involves having a command of general vocabulary and morphological variants. Higher level reading comprehension on the other hand is purpose driven and contextualized. Students form mental models that contain the local, global, and inferential information derived from text. In 21st century literacy environments, a range of both printed and digital sources need to be evaluated and synthesized in light of reader goals. The ability to form a mental model is often contingent upon the level of text complexity that facilitates or presents challenges for readers (O’Reilly & McNamara, 2007).
Given these two broad domains of reading comprehension skills, the reading assessment draws on two assessments. The first assessment, called the Study Aid and Reading Assistant (SARA) is designed to measure foundational reading component skills. The second assessment, called the Global Integrated Scenario-based assessment (GISA) is designed to measure higher level reading comprehension skills.
While both the SARA and the GISA have shown promise for use with middle grades students, both were designed to take about 50-60 minutes each. The scenario-based GISA addresses purpose-driven, contextualized reading comprehension while the SARA addresses individual foundational reading skills necessary for single- text comprehension. Taken together, both assessments allow measurement for a wider range of student abilities than if either assessment were given in isolation.
Thus, the MGLS:2017 draws from both the SARA and GISA to create a combined multi-stage assessment that fits within the estimated 25-minute allocation set aside for the reading assessment in the MGLS:2017 main study. Selected items from each assessment are combined into a single two-stage adaptive assessment. Information on students’ performance across both stages will be modeled to produce a unitary score of reading comprehension ability that draws upon both the foundational components of reading and higher level reading comprehension. Below, we describe the first and second stage forms.
First-Stage Content
The two-stage assessment design begins with a brief routing block that will take approximately 10 minutes. Student performance in the first-stage routing block will determine the second-stage skill-based block to be administered. Each skill-based block will be designed to take approximately 15 minutes. The combined, two-stage assessment is designed to take approximately 25 minutes for all students.
The routing block includes three item types (with an estimated total of 45 items from the SARA battery) that measure foundational components of reading important for comprehension:
Vocabulary - A single word is presented and the student decides which of three words goes with the target word. Correct answers are either synonyms (e.g., data - information) or meaning associates (e.g., thermal - heat) (20 items; α =0.86).1
Morphological Variants - The student completes a sentence by choosing from three words derived from the same root word (e.g., She is skilled in many areas, but her _______ is strongest in mathematics: expert, expertly, expertise). The target words vary in difficulty based on the frequency of the derived forms ((i.e., lower frequency derivations are more difficult) 13 items, α =0.90).
Sentence Processing - The student completes sentences of increasing length and syntactic complexity by choosing from three choices (e.g., Shouting in a voice louder than her friend Cindy's, Tonya asked Joe to unlock the door, but didn’t respond: he, she, they). In this task, frequent words used in everyday language are used in the sentences to decrease the influence of vocabulary knowledge in this task. Consequently, the focus is on understanding of sentence syntax and meaning (rather than word meaning) (12 items, α =0.81).
Items within each of the three sections in the router will range in difficulty, based on psychometric results from the IVFT in 2016. Performance on the routing block will route students to one of the second-stage skill-based blocks. All students will be administered the first-stage routing block and then continue into one of the second- stage skill-based blocks. Items in the routing block will be scored automatically in real-time.
Second-Stage Content
Reading Components Skill Block
The second-stage reading components skill block is designed to gather more information on foundational reading component skills important for comprehension. This block also includes a few items that measure basic comprehension skills. By presenting items from the full range of the SARA battery (i.e., Word Recognition/Decoding, Vocabulary, Morphology, Sentence Processing, MAZE and Passage Comprehension), we acquire information on the foundational components of reading as well as some information on how these readers comprehend texts beyond the length of a sentence. Readers assigned to this skill-based block often struggle with the foundational components of reading, and comprehension of entire passages may be difficult for some students in this group. However, it is important to include some items from the entire range of items to properly estimate the full range of reading ability of these students. In this block, students will receive the following item types:
Word Recognition/Decoding - Students read words (e.g. elect), pronounceable nonwords (e.g., blost) and pseudohomophones (e.g. drane) and decide whether the stimulus is a word, not a real word or sounds exactly like a real word.
Efficiency of Basic Reading Comprehension uses a MAZE task, that is, students read short passages with 3 paragraphs containing sentences that are completed using a forced-choice cloze task. Students are given 3-minutes to complete a passage and its corresponding items, making it a measure of efficiency as well as basic comprehension.
Passage Comprehension - Students answer questions about the passage that they read while doing the MAZE task. Easier questions were selected for this lowest skill-based block.
Low second stage form
Students who are low performing, but not at the lowest level on the routing block, are assigned to the skill-based block. Low performing students likely are less efficient readers and have difficulty with basic comprehension skills. Thus, this block is designed to gather information about their efficiency of basic comprehension and their ability to comprehend short passages. This skill-based block measures comprehension in a traditional design where brief unrelated passages and corresponding questions are presented. The timing of this skill-based block is a topic for the cognitive labs that will be conducted later this spring. In this skill-based block, students will receive the following item types:
Efficiency of Basic Reading Comprehension (MAZE task) (3 passages)
Each passage in this task typically contains 3 paragraphs with 3 minutes to complete each passage. The passages used in this section are the same as passages that appear in the next section.
Passage Comprehension
Students answer questions about the passages they read in the previous section (Efficiency of Basic Reading Comprehention (MAZE task).
Scenario-Based Comprehension Skill Block
This block is designed to gather information about students’ ability to comprehend and reason more deeply about text and to apply what they learn from passages. There are three different scenario-based comprehension skill blocks, two of which will be made available for the base-year administration with the third block reserved for second follow-up administration. These blocks include a scenario or a purpose for reading (e.g., preparing for a classroom discussion, creating a website on a topic). Students encounter simulated peers who provide information about the purpose for reading, reinforce instructions and provide information that will be helpful for the test-taker. Within the scenario, students may encounter multiple passages on the same topic and will complete a variety of tasks about those passages (e.g., deciding which questions can be answered by a passage, graphic organizers such as completing a partially complete outline of a passage, sequencing steps in a process). Some tasks are set within a digital reading context such as deciding which statements on an online discussion forum are facts, opinions, incorrect, or off-topic, based on the passages read earlier in the block.
Executive function, a set of capacities and processes originating in the prefrontal cortex of the brain, permits individuals to self-regulate, engage in purposeful and goal-directed behaviors, and conduct themselves in a socially appropriate manner. Self-regulation is needed for social success, academic and career success, and good health outcomes. Executive function includes capacities such as shifting (cognitive and attention flexibility), inhibitory control, and working memory (Hoyle and Davisson 2011; Miyake et al. 2000). Although some information is available about the development of executive functions, longitudinal work with family, school, and social adjustment correlates is needed for a thorough understanding of the sequences of development of executive functions during early adolescence (Best and Miller 2010).
As adolescents experience a multitude of challenges during their transition to the middle grades—increased workload, changes in after-school activities with the end of after-school child care, a new school environment2, and disruptions to their peer network—their inhibitory control and cognitive flexibility can affect how well they cope with and adapt to these challenges. For example, Jacobson et al. (2011) found that a student’s executive function during elementary school was related to teacher and parent reports of academic performance, social skills, and behavior in grade 6.
Examination of executive function in healthy adolescents is a more recent research focus, and a growing body of literature indicates positive relationships between students’ levels of executive functioning and academic, psychological, and social outcomes (Galambos et al. 2005; Jacobson et al. 2011; St. Clair-Thompson and Gathercole 2006). Both inhibitory control and working memory among adolescents are related to mathematics and English test scores of middle grade students (St. Clair-Thompson and Gathercole 2006). A National Institutes of Health (NIH) panel of experts recommends the inclusion of inhibitory control, working memory, and shifting in large-scale studies.
In addition, researchers have examined the associations of different executive functions with academic and social functioning with special populations including children with attention deficit hyperactivity disorder (ADHD), autism spectrum disorders (ASD), reading and mathematics learning disabilities, conduct disorders, substance abuse, and various neurological diseases.
Given the limited research into executive function among typically-developing adolescents along with the NIH recommendation, the MGLS:2017 IVFT was used to evaluate several measures of inhibitory control, working memory, and shifting (cognitive flexibility). A final selection of two instruments representing the three constructs was made for use in OFT1.
The IVFT included four executive function tasks: 2-back, 3-back, Hearts & Flowers, and Stop Signal. The 2- and 3-back tasks were intended to measure working memory. The Hearts & Flowers tasks were intended to measure inhibitory control (flower condition) and cognitive flexibility (hearts & flowers condition). The stop signal task was intended to measure inhibitory control.
Based on the IVFT results, two instruments, representing the three constructs, were selected for use in OFT1: the 2-back task with nonverbal stimulus and the Hearts and Flowers task. On the basis of correlations with math performance, the 2-back task was selected as the most promising measure. The Hearts and Flowers task was recommended as an important addition because (1) it was also correlated with math performance, (2) it complemented the 2-back task by providing coverage of two of the remaining dimensions of executive function, and (3) it provides reaction time data in the context of a speeded task, which provides additional information to the research community.
Evidence relating any specific measure to middle grade students’ achievement is sparse. Even though some studies look individually at executive function in relation to student outcomes, researchers often use factor scores that combine several measures of executive function, making it difficult to evaluate the convergent validity evidence of the individual measures. The associations demonstrated by these studies for specific measures are often limited to the early elementary grades and to a single study. MGLS:2017 will help to address the gap in this limited evidence base for young adolescents. Information from OFT1 implementation of the 2-Back task and the Hearts and Flowers task was used to inform the implementation and scoring of these executive function measures for MS1.
Working memory is considered a strong measure of reasoning ability, and is highly predictive of intelligence (Oberauer et al. 2008). It involves keeping information active in primary memory while acting on it in relation to other information, such as keeping a list of words in memory and then ordering the words alphabetically or by categories. Working memory tasks can involve verbal, visuo-spatial, or executive tasks. Development of working memory levels off across all working memory tasks between ages 14 and 15 without the addition of more complex processing skills and manipulation of information (Best and Miller 2010).
Working memory is often associated with mathematics achievement, particularly in elementary grades (Ashcraft and Kirk 2001; Ashcraft and Krause 2007; LeFevre et al. 2005; St. Clair-Thompson and Gathercole 2006), and has been associated with English (language arts) achievement among adolescents (St. Clair- Thompson and Gathercole 2006). Research has also noted relationships between working memory and ADHD, behavior problems, and risk-taking (Alloway, Gathercole, Kirkwood, and Elliot 2009a; Alloway et al. 2009b).
Researchers have estimated that as many as 70 percent of the children requiring special education services have poor working memory (Alloway et al. 2005; Gathercole, Alloway et al. 2006).
Some studies use several working memory measures and create a single factor to examine the relationship to mathematics achievement (Alloway et al. 2008) while others look individually at the working memory tasks. Associations among different types of working memory are low to moderate (Fuchs et al. 2013). When researchers report findings by type of task, verbal working memory is more consistently associated with mathematics (Alloway 2009; Bull and Scerif 2001; Toll and VanLuit 2012). However, St. Clair-Thompson and Gathercole found with a sample of 11- to 12- year-old students that verbal tasks (backward digit recall and listening recall) were not associated with mathematics achievement but that working memory tasks with a spatial component were significantly correlated (r = 0.34 to 0.54) with mathematics achievement, even though reliability for the nonverbal working memory tasks was low (split-half reliability of 0.43 to 0.47). However, an important difference between these tasks and other spatial tasks is that they (the odd one out and the spatial span tasks) include an updating component, whereas not all spatial memory tasks do so.
The n-back tasks are measures of working memory often used in research, particularly in neuroscience studies that look at the regions of the brain activated by different types of working memory (that is, memory for verbal, symbolic, and spatial information). In n-back tasks, a student views a stream of stimuli and presses a button upon seeing a replication that is a specified distance from the previous presentation (1-back, 2-back, or 3- back). The student must not press the key when the replications are closer together or farther apart than the specified distance (e.g., more than 2 away from the previous presentation of that stimulus) and must continually update the distance of the last presentation. The score includes the correct pressing of the key and the inhibition of a response as required; some studies also consider response times. A meta-analysis of 24 studies found that n-back tasks, regardless of the stimuli or the involvement of 1-back, 2-back, or 3-back tasks, all activate the same frontal and parietal cortical regions, but verbal and nonverbal stimuli activate different subcortical regions (Owen et al. 2005). Nonverbal stimuli included shapes, locations, fractals, faces, and simple pictures.
The Spatial 2-back task on the computer also measures attention and impulsivity/inhibitory control. Students need to inhibit the tendency to press the spacebar for any object that they saw recently. Some researchers posit that the sensitivity of working memory tasks in identifying children with attention deficit may be attributable to lures in the tasks (Kane et al. 2007), though researchers have noted teacher-reported behavior problems (poor attention span and high distractibility) for children with low working memory as measured by several tasks (Alloway, Gathercole, Kirkwood, and Elliot 2009a; Alloway et al. 2009b). With college students as their subjects, Kane and colleagues (2007) investigated the effects of different foils and found more false alarms with n-1 lure foils (i.e., stimuli that match an item but are in the wrong location such as a target letter that matches 1-back) than control foils (e.g., letters that do not match any recent items) for both 2-back and 3-back tasks3. Romer and colleagues (2009) used a Spatial 2-back task with adolescents and found that it predicted problem and risk-taking behaviors in the first year of the study. However, students between ages 12 and 14 did not improve much in accuracy on the task, and the relationship with risk-taking behaviors was not evident with data from subsequent years of Romer and colleagues’ longitudinal study.
Working memory reaches a plateau for many tasks between ages 11 and 14; mean scores by age suggest a plateau in the 2-back task used by Romer. However, some researchers suggest that the novelty of the task makes a difference; once children learn a task, they tend to succeed as the task becomes automatic and no longer engages working memory (Kane et al. 2007). It is possible that changing tasks (e.g., alternating 2-back and 3-back tasks or changing the type of stimuli) could potentially improve measurement of executive function by adding some cognitive flexibility and the demand to remember or update the rule while keeping track of the sequence.
We tested both a 2-back and a 3-back task in the IVFT. Based on the IVFT results, we administered a 2-back task using visual-spatial stimuli in the form of line drawings of objects in OFT1. OFT1 yielded results that suggested additional revisions and testing are needed. The 2-back task will be tested again in OFT2, with revised instructions and two reduced sets of items to help identify the optimal length of the task. The 2-back task will not be fielded as part of MS1, but may be included in MS2 pending OFT2 results.
Shifting (cognitive flexibility)
Shifting involves flexibility in thinking and moving between rules, tasks, or mental states (Miyake et al. 2000). Even though shifting requires some inhibitory control (and working memory) in order to move to a new rule or task, it is more complex than inhibitory control (Hoyle and Davisson 2011; Best and Miller 2010). With shifting, each mental set may involve several task rules. Several regions of the brain (cortex and the prefrontal cortex) show increased activation when participants respond to measures of shifting (Best and Miller 2010). Shifting is negatively related to perseveration in older adults (Ridderinkhof et al. 2002). Zelazo and colleagues (2004) noted changes in rule use in both middle childhood and adolescence. As noted, shifting was significantly associated with mathematics achievement in young children (Bull and Scerif 2001), but no studies were identified that indicated an association with academic or behavioral outcomes in adolescence. Moreover, Bull and Scerif’s (2001) task required a higher cognitive demand for shifting in that students needed to determine how the rule changed. During the task, the examiner would say that a response was incorrect when changing a rule; instead of providing the new rule, the student had to figure out the new rule and begin applying it.
The Hearts and Flowers executive function task (previously called the Dots task; Diamond et al. 2004) includes a congruent condition, an incongruent condition, and a mixed condition (Exhibit 1). The task calls on working memory and inhibitory control as students remember the rule and decide whether to inhibit a prepotent response. The mixed condition measures shifting (or cognitive flexibility) as the task shifts between the congruent and incongruent condition. The task takes under 10 minutes (Adele Diamond, personal communication, September 16, 2013).
Exhibit 1. Description of Hearts and Flowers Conditions
Stimuli appear on the right or left.
In the congruent condition, only Stimulus A (heart) appears, and subjects are to press on the same side as the stimulus. This action places little or no demand on executive function.
In the incongruent condition, only Stimulus B (flower) appears, and subjects are to press on the side opposite the stimulus (which requires inhibiting the tendency to activate the hand on the same side as a stimulus; Georgopoulos 1994; Lu and Proctor 1995; Simon 1990).
In the mixed condition, congruent and incongruent trials are randomly intermixed, requiring subjects to switch flexibly between the two rules. Students need to hold the abstract rules in mind and mentally translate “press on the same [opposite] side” into “press right [or left].”
Although prior evidence of an association with achievement outcomes is not available for the Hearts and Flowers task, there has been evidence of construct validity and sensitivity to age. Davidson et al. (2006) found increases in accuracy with the mixed condition (using the Dots stimuli version) from age 4 through at least age 13, with smaller increases in subsequent years. With small sample sizes (N < 15), Diamond et al. (2004) and Evans et al. (2009) found expected differences by clinical subgroups (individuals with high and low dopamine levels). Edgin et al. (2010) found the Hearts and Flowers task correlated well with parental reports of executive function in both typically developing children and children with Down syndrome.
In addition to the normative performance across childhood reported in Davidson et al. (2006), Diamond has just completed the collection of additional normative data from more than 1,200 subjects ages 4 to 25 years. The stability (test-retest reliability) of the Hearts and Flowers task was 0.88.
Results from the MGLS:2017 IVFT indicate low to moderate correlations with mathematics, grade, and some socioemotional outcomes. In the IVFT, the Hearts and Flowers task was administered in only one of six blocks, so the sample size for students with disabilities was too small to detect differences by disability group statistically.
Inhibitory control involves the ability to stop ongoing thoughts or actions, particularly prepotent responses. Measures of inhibitory control are strongly related to measures of the psychological construct effortful control, but effortful control does not include working memory (Liew 2011). Effortful control and executive functions provide unique contributions to early academic achievement (Blair and Razza 2007). Some measures of inhibitory control tap working memory; that is, the individual must remember and decide to act or not act on a rule. Also, regulation of attention is needed to succeed at inhibitory control tasks. The individual must be attentive to the key features of a task that signal a need for inhibition of a response. Terminating a response that has been fully activated is more difficult than stopping a response that has not yet been executed or that is in the initial stages of execution (Johnstone et al. 2007). Development of inhibitory control occurs rapidly in early childhood and advances more slowly during adolescence (Best and Miller 2010).
Researchers consider response inhibition a critical component of executive control (Verbruggen and Logan 2009). Inhibitory control is evident in behavior. Performance on measures of inhibitory control have been associated with ADHD (Alderson et al. 2007; Nigg 1999; Schachar et al. 2000) and with risk-taking behaviors such as drug use (Fillmore, Rush, and Hays 2002; Monterosso et al. 2005; Nigg et al. 2006). Inhibitory control is also thought to play a role in motivation and emotion (Knyazev 2007) and has been associated with obsessive- compulsive disorders (Chamberlain et al. 2006; Menzies et al. 2007).
Inhibitory control is consistently linked with academic performance, often in combination with different areas of executive function (Blair and Razza 2007; McClelland et al. 2007). Bull and Scerif (2001) found that young children’s inhibitory control, attentional flexibility, and working memory were significantly associated with their performance in mathematics. Among adolescents, levels of inhibitory control and working memory were related to test scores in mathematics and English, with associations also found between inhibitory control and science test scores (St. Clair-Thompson and Gathercole 2006).
Both the Hearts and Flowers and the Spatial 2-Back tasks provide information on inhibitory control. As noted earlier, on the Spatial 2-back students need to inhibit a response to objects viewed recently, but not to objects two back (foils). For Hearts and Flowers, in the incongruent flower condition, only the flower appears, and subjects are to press on the side opposite the stimulus (which requires inhibiting the tendency to activate the hand on the same side as a stimulus). The Hearts, Flowers, and Hearts and Flowers tasks were correlated at different levels with the various outcomes in the IVFT. The Hearts condition had a very low correlation with mathematics (r = 0.15), Flowers had a low correlation (r = 0.20), and Hearts and Flowers had a low-moderate correlation (r = 0.32). All were significant at p < 0.01. The Hearts and Flowers task was also used successfully in OFT1, and will be used again in MS1.
This section provides descriptions of the content covered in the instruments that will be used to collect information from students, parents, teachers, and school administrators. For some constructs, multiple respondents may report on a single construct giving unique perspectives. For example, school and student perspectives of school climate vary, influenced by different factors, and relate to student achievement at the school and individual level, respectively (Thapa et al. 2013). Consequently, having multiple reporters for certain constructs helps illuminate the nature of the contexts in which middle grade students develop. Below we highlight the key constructs that informed item development.
The purpose of the student survey is to collect information on students’ attitudes and behaviors, out-of-school time use (OST), and family, school, and classroom environments. The student survey will also serve as a source for information about socioemotional outcomes having to do with social relationships and support and academic engagement. These data augment the information collected from the mathematics, reading and executive function assessments to provide a deeper understanding of the social and contextual factors related to students’ academic and non-academic outcomes. The student survey will be a computer-assisted self-administered survey, and will take approximately 20 minutes for students to complete. Only the demographic items will be asked during the OFT2, reducing the time to about 5 minutes to complete. Discussed below are the key content areas and constructs to be covered in the student survey.
Student outcomes, characteristics, and experiences
During the middle grade years, students explore who they are as individuals and focus on how they are perceived by others. The types of goals they have for their own development (Bandura et al. 2001; Kao and Tienda 1998), the extent to which they are behaviorally engaged in school (Fredricks, Blumenfeld, and Paris 2004), their motivations for attending school (Fortier, Vallerand, and Guay 1995), and how they monitor and regulate their own behavior (Gardner, Dishion, and Connell 2008; Zimmerman 2001) have important implications for their academic, motivational, and developmental outcomes. Similarly, adolescents’ physical well-being is related to internalizing behaviors, academic achievement, substance use, and delinquency (Srikanth, Petrie, Greenleaf, and Martin 2014; Pate, Heath, Dowda, and Trost 1996). The constructs for this content area include students’
Academic expectations
Academic engagement (e.g., persistence)
Identity formation (ethnic and gender identity; perceived social status)
Sleep quality
Health and physical well-being
Additional constructs related to socioemotional development, such as theories of intelligence, optimism, conscientiousness, self-efficacy, and subjective task-value, will be assessed across a variety of instruments.
During the middle grades, students spend more time with peers. The extent to which they develop close friendships and feel supported or undermined by their peers has important implications for academic and nonacademic developmental outcomes (Steinberg and Morris 2001). The level of closeness and companionship students feel with their peers (Wentzel 1998; Wentzel and Caldwell 1997), whether they are subjected to bullying or are otherwise distressed by their peers (Eisenberg, Neumark-Sztainer, and Perry 2003; Nakamoto and Schwartz 2010), and the extent to which peer groups value academics (Ryan 2001) or engage in risky behaviors (for review, see Steinberg and Morris 2001) are all associated with key middle grade outcomes.
To obtain an understanding of social relationships, the constructs we assess in this area are students’
Perception of peer social support
Perception of peer values (importance of education, engagement in risky behaviors, peer pressure)
Belongingness (whether student has a sense of belonging in school)
Peer victimization
Risk-taking (students’ sensation seeking behaviors)
The amount of time students spend outside of the family and school also rises during early adolescence. They increasingly participate in activities after school and often have more say in how they use their time. How middle grade students structure and use their time after school is related to academic achievement and their propensity to engage in risky developmental behaviors (Eccles and Barber 1999; Mahoney, Cairns, and Farmer 2003; Dotterer, McHale, and Crouter 2007). Therefore, the constructs covered in this content area are students’
Time use-structured activities: student employment; participating in activities (sports, clubs, etc.)
Time use-unstructured or unsupervised activities: time spent on unstructured activities (e.g., time spent watching television, doing homework, or being with friends)
Technology activities (frequency for educational, social, and entertainment purposes)
Even though students begin to spend more time outside their households during this developmental period, the family and home environment continue to play an integral role in their development. In particular, higher- quality parent-child relationships and more educationally oriented parenting practices have been shown to be positively related to middle grade students’ academic achievement (Spera 2005), academic motivation (Hill et al. 2004), and emotional well-being (Wentzel 1998). Students’ exposure to risk factors in the larger community context can adversely affect these developmental outcomes (Leventhal and Brooks-Gunn 2000; Wadsworth and Compas 2002). The constructs that will be assessed in this content area include students’
Parent-child relationships (autonomy-granting/decision-making and monitoring/disclosure)
Community perspectives (e.g., exposure to neighborhood crime and other risk factors)
Teachers, teaching, and classrooms
Studies have shown that students who feel supported by their teachers express greater academic motivation in the middle grades (Wentzel 1997). Similarly, teachers can affect students’ achievement and levels of motivation through their use of certain practices to engage them in the classroom and by conversing with them about their educational and career goals (Croninger and Lee 2001). The constructs covered in this content area assess students’ interactions and aspects of their relationships with their teachers, such as student perspective of teacher support (i.e., how teacher treats student as a person).
Schools, services, and supports
The social and structural dimensions of students’ schools set the background for the general learning environment. The extent to which students feel safe and supported at school and the attitudes their classmates have toward schooling can affect their academic and motivational outcomes (Hoy and Hannum 1997; Phillips 1997; Thapa et al. 2013; Wentzel 1997). The constructs to be assessed in this content area are students’
Perceptions of school climate (e.g., safety and rule fairness)
Problems at school (e.g., student misconduct and bullying)
The purpose of the parent survey is to collect information about: 1) family involvement in their child’s education and 2) family characteristics that are key predictors of academic achievement and other student outcomes. Studies have shown that while the middle grades years may be a time of declining parental involvement (Hill and Tyson 2009), students with parents who are involved in their schooling earn higher grades, have better attendance, and are more likely to graduate from high school than those whose parents are uninvolved (Hill and Taylor 2004). Parents can support their children’s schooling and academic achievement in a number of ways, such as communicating with the school, monitoring, and setting expectations. Questions designed to gather information on these kinds of supports and involvement will be included on the parent survey.
The parent survey is expected to take 40 minutes to complete and will feature a multi-mode approach, with self-administered web-based surveys and a computer-assisted telephone interview for parents wishing to complete the survey via the telephone. A telephone follow-up effort will then be made for respondents who do not complete the survey via the web or the first telephone request.
The main focus of the parent survey will be to supplement information collected from students and teachers about the students’ schooling and educational experiences, as well as learn about parents’ expectations for their children’s academic attainment in high school and beyond. It will include items on parental involvement, starting with questions about direct activities (like communicating with the school) and moving to less direct activities and monitoring as the children move through the middle grades. Below we provide more detailed descriptions of the constructs we propose to measure.
Student outcomes, characteristics, and experiences
Students’ health and physical wellbeing are critical to understanding development during this period. Changes in physical measurements can help identify the onset of puberty, an important correlate to a host of outcomes specific to this age. As such, we will measure the following constructs pertaining to the area:
General health
Disability status
Parents’ expectations for their children’s achievement in school and aspirations for their careers are related to how the children actually do in those domains (Halle, Kurtz-Costes, and Mahoney 1997; Steinberg, Bradford, and Dornbusch 1996). Communication between parents and students about academic and career aspirations and the value parents place on learning and achievement have also been linked to student outcomes (Bloom 1985; Coleman 2003; Paterson, Pryor, and Field 1995). We will, therefore, include the following constructs in this area:
Conversations with their child about math coursework, jobs or careers, and going to college
Academic expectations
Grade progression (i.e., whether student repeated or skipped grades)
Parents are able to provide information regarding student participation in English as a Second Language school programs to complement information about language(s) spoken in the home. Additionally, a parent survey presents an especially valuable opportunity to learn more about students with disabilities. Talking with parents allows us to collect information beyond what we can collect from the school and teachers. We are interested in learning about parental and student participation in their child’s IEP development and subsequent meetings. IDEA mandates that parents be included in the IEP process (Federal Register 1999), yet some parents experience barriers to participating, including attitudes, cultural background, logistics, and other (Rock 2000). Collecting information on this topic, in conjunction with the other constructs and measures collected from parents, will allow for analysis and insight into parental and student participation for students with disabilities. The parent survey will include the following constructs:
English as a second language (ESL)
Support for students with disabilities
To obtain the best understanding of children’s mathematics learning and socioemotional development within their greater environmental contexts, we will include items on the parent survey to capture family characteristics. The influence of the family and home life on academic and behavioral outcomes has been well documented, from the quality of parent-child relationships (Carlson and McLanahan 2006; Kitzmann 2000), to general parental involvement (Eccles and Harold 1993; Hoover-Dempsey and Sandler 2005; Dearing et al.
2006), to struggles of single parenting (Painter and Levine 1999), to the negative influences of poverty (Shonkoff and Phillips 2000; Duncan and Brooks-Gunn 1997; McLoyd 1998; Teachman 2008). The parent survey will thus include the following constructs in this area:
Household compositions (such as family members and nonrelatives in the household and parents’ marital status)
Family income and assets
Student free- and reduced- price lunch eligibility status
Parent education and occupation
Home language
Mobility
Parent-child relationship (monitoring, discipline)
Community perspectives (poverty, crime, victimization)
Children’s experiences in school are related to their overall well-being, both academically and socially (Entwisle, Alexander, and Olson 2006; Huston and Ripke 2006). As school is a main context for and contributor to development, obtaining a complete picture of children’s experiences is essential to understanding their developmental trajectories and academic success (NICHD 2006). We will, therefore, include constructs related to school in the parent survey so that parents’ perceptions and opinions of their child’s schooling and the services and supports provided by their child’s school can complement the data provided by teachers, students, and administrators on this topic. The specific topic included for this area is:
Parent involvement (contact with school about behavior, school schedule, and guidance for assisting with homework)
The purpose of the mathematics teacher survey is to gather information on the mathematics classroom context for use in understanding students’ development and mathematics learning during the middle grades. The respondent for these instruments will be identified based on the person who provides the student with mathematics instruction.4 The mathematics teacher survey will collect data on potential classroom-level correlates of students’ mathematics achievement as well as school-level services and factors such as special programs, school climate, and instructional leadership. The survey will provide vital information on students’ opportunities to learn the content assessed on the direct mathematics assessment. In addition, mathematics teachers will provide information on individual students in a teacher-student report (TSR). The TRSs will provide information on the classroom attendance and performance of individual students, which will augment direct student assessments, transcript information, and student reports. The TSR will also serve as one source for socioemotional outcomes related to approaches to learning, academic engagement, social skills, and externalizing behaviors. Both the mathematics teacher survey and TSR will be web-based, self-administered surveys, with a paper-and-pencil option available. The mathematics teacher survey is expected to take 20 minutes to complete, and the TSR will take about10 minutes for each student.
We will focus first on topics for which the teacher is the only or best person to provide the information. For example, in the mathematics teacher survey, the mathematics teacher is the best (and perhaps only) person to provide his or her own demographic and education information. In the Teacher Student Report (TSR), teachers provide information about the student’s classroom performance, behavior and conduct.
The mathematics teacher survey will cover information at the teacher and classroom levels as well as the school levels in the key content areas discussed below.
Teachers, teaching, and classrooms. At the teacher level, we capture basic demographic and background information on teachers of sampled students, including education and qualifications (such as college coursework in mathematics) that have been shown to correlate strongly with students’ mathematics achievement in high school (Goldhaber and Brewer 1996, 2000).
At the classroom level, the survey focuses on curriculum and instructional practices. These items ask about students’ opportunities to learn, including emphasis on and exposure to covered course content (Schmidt 2009), as well as the pedagogy used to support student learning, which is related to instructional quality in mathematics (Hill et al. 2008). Time in class is another important aspect of the opportunity to learn construct, as teaching time is related to achievement outcomes for children (Allington 1983; Good and Brophy 2007;
We also collect information about factors for mathematics course placement, as some evidence suggests tracking has no positive effects on achievement and can perpetuate existing achievement gaps (Alexander 1996; Horn and Kojaku 2001; Oakes, Gamoran, and Page 1992; Slavin 1993). Additionally, we expect that the implementation of the Common Core State and Practice Standards and various science, technology, engineering, and mathematics (STEM) initiatives may have an important influence on teachers and classrooms (Cogan, Schmidt, and Houang 2013). The mathematics teacher survey includes questions about instructional practice to inform how these important changes might manifest in classrooms over time. Constructs include the following:
Education and degree (courses in math and math education; year degree granted)
Teacher years of experience
Certification (national certification, alternative certification)
Teacher race/ethnicity
Teacher gender
Teacher date of birth
Curriculum/textbook used
Opportunities to learn (length of course)
Content covered in course (e.g., how many lessons are devoted to expressions and equations)
Instructional practice/pedagogy (including beliefs about importance of autonomous behavior and direct instruction)
Teacher efficacy
Availability and use of classroom resources (calculators, computers)
Heterogeneity of student ability within the mathematics class
Mathematics class size
Coursework/academic track
Math classroom climate (e.g., misbehavior)
Schools, services, and supports. The mathematics teacher survey also elicits information about school-level services and supports. Indicators of teaching climate such as safety and student misconduct are covered here, in addition to teachers’ assessments of support from, fairness of, and instructional leadership provided by the school administrator or others. Such aspects of school climate as safety, positive behavior support, and academic culture (or press) are related to students’ attendance patterns and mathematics achievement (Caldarella et al. 2011; Phillips 1997; Thapa et al. 2013). Teachers will also report on school-level mathematics supports, initiatives, and programs. Constructs include the following:
Factors for determining math course
Instruction in self-contained classrooms or departmentalized
School climate
Instructional leadership
Teaching climate
School’s technology policies and practices
The mathematics teacher student report (TSR) will capture information specific to the sampled student and his or her mathematics class in the key content areas discussed below.
Student outcomes, characteristics, and experiences. The teacher will identify the course in which he or she teaches the student and answer questions about the student’s mathematics performance and ability. For example, teachers will report about whether and when students study algebra, as taking algebra by grade 8 or 9 is associated with increased likelihood of taking high school calculus and pursuing higher education (Cooney and Bottoms 2002; Riley 1997; Wheelock 1995). In addition to this enrollment information, teachers will report on students’ performance in class and mathematics achievement relative to the average student in their schools.
Socioemotional functioning in school is consistently predictive of students’ achievement (Teo et al. 1996) and might even factor into how teachers grade them (Austin and McCann 1992; Cross and Frary 1999). Teachers will provide indirect reports of students’ externalizing behaviors when in the classroom as a key socioemotional outcome. The teachers will also report on aspects of students’ approaches to learning and academic engagement and social skills. For example, we will want to know about their ability to stay on task, complete homework, interact with peers, attend and engage in class, and exercise self-control. Constructs for the TSR include the following:
School and class attendance
Student familiarity
Math classroom performance
Math support services
Student math skills
Academic engagement (such as class preparedness and persistence)
Recommendation for honors/AP
Approaches to learning
Social skills and positive behaviors
Externalizing behaviors
Victimization
Vision problems
The purpose of the special education teacher survey is to gather information on the teaching and classroom context for students’ with disabilities during the middle grades. The respondent for these instruments will be identified based on the person who provides the student with special education instruction or the person who knows the most about the student’s IEP. The special education teacher survey will collect data on teacher training and experience as well as the classroom curriculum and environment. Similar to the mathematics teacher survey, special education teachers will also provide information on individual students in a teacher- student report (TSR). The TSRs will provide information related to the student, including details about their disability and IEP, such as IEP goals and evaluation. Like the mathematics teacher survey and TSR, the special education teacher survey and TSR will be web-based, self-administered instruments, with the possibility of a paper-and-pencil option available. The special education teacher survey is expected to take 10 minutes to complete, and the special education TSR will take about 20 minutes for each student. In addition, special education teachers or providers will complete a Special Educator Rating Scale which will take approximately 5 minutes to complete for each student.
We will focus first on topics for which the special education teacher is the only or best person to provide the information. For example, in the special education teacher survey, the teacher is the best (and perhaps only) person to provide his or her own demographic and education information and information related to specific training in the area of special education. In the TSR and Special Educator Rating Scale, teachers provide information about the student’s disability and their IEP.
Special Education Teacher Survey
The special education teacher survey will cover information at the teacher and classroom level as well as the school level in the key content areas discussed below.
Teachers, teaching, and classrooms. At the teacher level, the survey captures basic demographic and background information on teachers of sampled students, including education and qualifications (such as certification related to working with students with disabilities). At the classroom level, the survey focuses on the instructional environment (e.g., general education classroom, special education classroom, or resource/therapy room) and the co-teaching model used, if any. Constructs include the following:
Teacher experience and training
Teacher demographic information
Teacher assignment and position for current school year
Instruction and instructional environment
Special Education Teacher Student Report
The special education teacher student report (TSR) will capture information specific to the sampled student in his or her special education class. The special education teacher or service provider who completes the TSR will be the professional staff member who knows the most about a given student’s IEP, as they are the best person to provide this information. Parents may be aware that their child is receiving services but may not know specifics, whereas the teacher or service provider will be very familiar with both the student’s disability and the details of his or her IEP and associated supports.
Student disability and IEP information. Teachers will identify students’ disabilities and provide detailed information about the students’ IEP, including services the student receives in school, assistive technologies or devices the student uses, communication with parents regarding IEP goals for the year, and whether the student has received formal individual evaluations in order to guide the IEP goals for the year.
Curriculum and communication. Teachers will report on the curriculum used with students in the MGLS:2017 sample (e.g., does the teacher use general education materials with substantial, moderate or no modification) and teacher communication with students’ general education teachers and parents.
Constructs for the TSR include the following:
Student grade and IEP status
Student primary disability
Special education and related services
Instruction and instructional environment
Special education teacher’s expectations for student
Special education teacher communication with general education teacher
Special education teacher communication with parents
IEP goals and evaluation
As part of the TSR, special education teachers may be asked to provide information on student’s knowledge and skills (e.g., a variety of different reading and mathematics knowledge and skills that span a wide ability range).
The purpose of the school administrator survey is to provide context for school factors that influence student development, motivation, and mathematics learning. In particular, school climate has been found to relate to students’ school engagement (Eccles et al. 1993; McCollum and Yoder 2011; Thapa et al. 2013).
The school administrator survey will provide information about a school’s characteristics and staffing. It will also include items designed to capture a general description of the students and the services and programs available to them beyond those asked about in the Common Core of Data and Private School Universe Survey. The school administrator survey will be web-based and self-administered, with the possibility of a telephone survey follow up and/or a paper-and-pencil option available, and will take the administrator (generally, the principal or principal’s designee) approximately 40 minutes to complete. For non-participating school districts, an abbreviated survey of 20 minutes will be administered, to collect information that will help us understand how participating and non-participating districts differ on key characteristics, if at all.
Proposed Items to be Collected from Common Core of Data (CCD)/Private School Universe Survey (PSS)
School Characteristics
Type of school (regular, special education, vocational, other/alternative)
Public/Private
Private school – (coed, religious affiliation, associations)
Magnet and Charter
Total FTE classroom teachers
Grades offered
School level (primary, middle, high)
Enrollment (total and by grade)
Pupil/teacher ratio
Days in the school year / length of school day (PSS)
Student Population
Percent eligible Free or Reduced Price Lunch Program
Percent male/female
Percent minority
Percent in each racial/ethnic category
Funding Sources
Title I status
A school climate that provides a safe, supportive learning atmosphere has been linked to positive student outcomes, such as more school connectedness (Klem and Connell 2004). The administrator survey will include items to gather information about a school’s characteristics and staffing—specifically, the school’s structure and climate, including safety, organization, and support. It will also collect information on the student population, student conduct, academic culture, and course offerings. The constructs included in the school administrator survey are described below.
School administrators have the role of promoting a school environment that is conducive to teaching and learning and fosters healthy youth development (Marin and Brown 2008; Cohen et al. 2009). Students are more likely to thrive in school settings where they feel safe and supported by their teachers and have clear expectations and boundaries. Those who feel alienated and unsupported in school are more likely to disengage and have lower academic performance (Hoy and Hannum 1997; Klem and Connell 2004; Phillips 1997; Thapa et al. 2013; Wentzel 2013). The following constructs are included in this area:
Safety
School-level security (presence of a police or security officer on site, metal detectors, teachers supervise hallways during transitions)
Problems at school (student absenteeism, tardiness, student misconduct, bullying)
Characteristics of school teachers
Experienced, qualified teachers can make an enormous difference in students’ academic development and success (Kain, Rivkin, and Hanushek 2004). Research by Sanders and Rivers (1996) found that having a high- quality teacher for three or more years can increase student achievement by as much as 50 percentile points, even when controlling for socioeconomic background. Emphasis on academics with teacher support is positively associated with achievement and engagement (Redd, Brooks, and McGarvey 2001), while lack of support can be problematic (Haynes, Emmons, and Ben-Avie 1997; Reinke and Herman 2002). School-level constructs in this area include the following:
Number of teachers (full and part time)
Preparedness of teachers to teach particular courses/subjects
Students’ school experiences outside of regular class time through participation in school programming and structured extracurricular offerings can also have important implications for their academic achievement (Arbreton, Goldsmith, and Sheldon 2005; Granger 2008; Mahoney, Harris, and Eccles 2006; Vandell et al.
2005). Further, the middle grades can be a time when students engage in behaviors that can lead to unhealthy or risky habits. Providing students with activities and classes regarding their general health (including sex education) has been shown to prevent unhealthy and risky habits (U.S. Department of Health and Human Services 2013). The following constructs are included in this area:
Health services (e.g., sex education classes)
Courses offered and course availability
Providing additional support for struggling students (tutoring, extra assistance, pull-out, homework assistance)
Assistance with transitions from elementary to middle and middle to high school grades
Interdisciplinary teaching teams
Common planning time
Student advising time
Support for Students with Disabilities
A key component to serving students with disabilities under IDEA is the services offered by a school. Thus we will be addressing the singular construct of school services and programs offered to middle grade students with disabilities through questions such as:
Percent of students with IEPs receiving services
Types of services available to general education teachers who teach students with IEPs in their classroom
Percent of students with IEPs who receive each type of service offered by the school
Middle grade schools will vary along dimensions, such as type of school and size of enrollment, that have important implications for student achievement (Alt and Peter 2002; Redd, Brooks, and McGarvey 2001; Stevenson 2006). Schools also vary in the financial resources available to them (Corcoran and Evans 2008; Gordon 2008; McGuire and Papke 2008), which in turn might affect student outcomes through the types and quality of services the schools can provide. Where possible, we will draw information on these subjects from the Common Core of Data and Private School Universe Survey. The following constructs are included in this area that will be asked directly of administrators:
Type of school (public/charter/nonpublic), grade span, and average daily attendance
Regular instruction/special education
Tuition
Student population (including percentage English Language Learners)
Frequency and length of math classes offered
The larger community context plays an important role in students’ schooling experiences—for example, we know that violence and crime can be associated with adolescents’ attendance problems, suspension, and expulsion (Bowen and Bowen 1999). Topics included in this area are:
Poverty in surrounding neighborhood
Crime, victimization
Information about the principal or school administrator
With an increased emphasis on accountability, principals are charged with creating school climates that produce high-achieving students. Competent leaders must direct teachers to employ engaging instructional strategies that result in higher student performance (Sanzo, Sherman, and Clayton 2011). The following constructs are included in this area:
Educational background
Years of experience (in teaching, in school administration, at current school)
Specific training associated with middle grades
Research shows that the quality of a school’s facilities has a positive impact on student performance. The facilities observation checklist is designed so that field staff can quickly observe the attributes of the physical aspects of the school sites. The checklist is relatively brief to facilitate ease of completion. To inform the MGLS:2017 facilities checklist content, a number of other facilities checklists were reviewed, including:
Education Longitudinal Study of 2002 (ELS:2002) facilities checklist;
Early Childhood Longitudinal Study–Kindergarten Class of 1998–99 (ECLS–K) facilities checklist;
Minnesota School Safety Center Self-Assessment Checklist; and
the ADA Checklist for Existing Facilities.
Additionally, a panel of middle grades experts provided recommendations for the content of the checklist.
The facilities checklist includes questions to assess the following about the school:
Security;
Classrooms and classroom setup (e.g., arrangement of desks/tables; posting of student assignments ; display of student work);
General upkeep, such as the presence of graffiti, trash, or broken windows (inside classrooms, entrance and hallways, and restrooms);
School displays of such things as student work or accomplishments;
School structure (e.g., presence of an auditorium, gymnasium, whether the schools is multiple floors, whether the school is multiple buildings);
Signs (e.g., where to go for assistance, school rules, anti-smoking messages, anti-drug messages);
General condition of neighborhood; and
Facilities for children with disabilities.
The facilities observation checklist items were developed in tandem with the school administrator questionnaire to reduce respondent burden.
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Wheelock, A. Standards-Based Reform: What Does It Mean for the Middle Grades? New York: Edna McConnell Clark Foundation Program for Student Achievement, 1995.
Wyatt, J.M., and G. Carlo. “Prosocial Development in Early Adulthood: A Longitudinal Study.” Journal of Personality and Social Psychology, vol. 82, no. 6, 2002, pp. 993–1006.
Zelazo, P.D., F. Craik, and L. Booth. "Executive function across the life span." Acta Psychological, vol. 115, no. 2, 2004, pp. 167-183.
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Zimmerman, B.J. “Self-Efficacy: An Essential Motive to Learn.” Contemporary Educational Psychology, vol. 25, 2000, pp. 82-91.
Summary of Changes
The following tables (C.4 Item-Level Justification) document item wording changes from OFT1 to MS1. They detail decisions about item additions, postponements, and eliminations. They do not reflect item order within the survey. Please refer to Appendix MS1-U1 through Appendix MS1-V for information on the repetitive nature of items and overall organization of each survey.
Across all instruments, a number of items were dropped to reduce participant burden. In addition, all instruments were revised for clarity and consistency. Minor wording changes were made based on the reorganization of a survey, or based on feedback from the 2017 Technical Review Panel (TRP), other experts, or the OFT1 data collection experience.
Additional substantial revisions since the last submission are as follows:
Student:
Items were removed due to the sensitive nature of their content.
Response scales were expanded to better capture variance.
Items about “reading for pleasure” and “peer victimization” were added based on recommendations from the TRP.
Items on vision were added per request from the National Institutes of Health (NIH).
Items were added or adjusted at the recommendation of the National Endowment for the Arts (NEA).
Parent:
Items were added on “peer victimization” to align with those added to the student survey.
More items on “parent involvement” were added based on recommendations from the TRP.
Items on vision, aligning with items on the student survey, were added per request from NIH.
Items were added at the recommendation of the NEA.
Mathematics Teacher:
The items in the mathematics teacher survey were reorganized. The updated survey can be seen in Appendix MS1-U3.
Questions and response options were revised for consistency and to better capture variance.
Items on vision, aligning with items on the student survey, were added per request from NIH.
Education level items were revised to better align with similar ECLS and Census items.
Special Education Teacher:
Items on Response to Intervention and Universal Design for Learning were added at the recommendation of the TRP members.
An option for teachers to choose “Other- Specify” was added for a number of items.
Revisions were made and an item was added based on recommendations from the National Center for Special Education Research.
Education level items were revised to better align with similar ECLS and Census items.
School Administrator:
Many items were dropped to reduce burden.
Other items were postponed and will be asked in the relevant year of the study.
Education level items were revised to better align with similar ECLS and Census items.
Facilities Checklist:
Instructions to observers were revised for clarity.
Item-Level Justification Glossary
This appendix presents the survey items in a tabular format with the following columns of information:
Unique MGLS Item ID (QID). This is the 7-digit numeric identifier within the survey specifications document.
Source. This is the source of the survey item.
Source Wording with Response Options. This is the original source item wording, including response options.
Source Justification. This is the brief content area or reason for inclusion of the item in MGLS:2017.
OFT1 Status. Reflects whether the item appeared in OFT1, or has been modified; and whether any changes from the source or IVFT wording were made.
OFT1 Wording with Response Options. This is the OFT1 item wording, including response options.
OFT1 Justification. Provides reason(s) for OFT11 item additions, deletions, and modifications (from the IVFT and/or the source wording).
MS1 Status. Reflects whether the item will appear in MS1, has been deleted, or has been modified; and whether any changes from the source or OFT1 wording were made.
MS1 Wording with Response Options. This is the MS1 item wording, including response options.
MS1 Justification. Provides reason(s) for MS1 item additions, deletions, and modifications (from the OFT1 and/or the source wording).
OFT2 Status. Reflects whether the item will appear in OFT2, has been deleted, or has been modified; and whether any changes from the source or OFT1 wording were made.
OFT2 Wording with Response Options. This is the OFT2 item wording, including response options.
OFT2 Justification. Provides reason(s) for OFT12 item additions, deletions, and modifications (from the OFT1 and/or the source wording).
MS1 Student Survey Items
MGLS Item ID (QID) |
Source |
Source Wording with Response Options |
Source Justification (OFT1 Construct) |
OFT1 Status |
OFT1 Wording with Response Options |
OFT1 Justification |
MS1 Status |
MS1 Wording with Response Options |
MS1 Justifications |
4110810 |
New Item |
|
Language |
New for OFT1 |
Is English your first language?
|
Question was added to assess Spanish language needs for MS1. |
Unchanged from OFT1 |
Is English your first language?
|
|
4110820 |
New Item |
|
Language |
New for OFT1 |
How well do you read English?
|
Question was added to assess Spanish language needs for MS1. |
Unchanged from OFT1 |
How well do you read English?
|
|
4110104 |
New Item |
|
Demographics |
New for OFT1 |
How old are you?
|
Added to supplement the existing birthdate item to obtain age of student. In the IVFT some students did Not know their year of birth. We had an unexpectedly large range of age |
Unchanged from OFT1 |
How old are you?
|
|
4110101 |
FACES (2003, Parent Interview; SC11) |
What
is [CHILD]’s birth date? |
Demographics |
Unchanged from IVFT |
What is your birth date?
[MONTH] |
|
Unchanged from OFT1 |
What is your birth date?
[MONTH] |
|
4110102 |
FACES (2003, Parent Interview; SC11) |
What
is [CHILD]’s birth date? |
Demographics |
Unchanged from IVFT |
What is your birth date?
[DAY] |
|
Unchanged from OFT1 |
What is your birth date?
[DAY] |
|
4110103 |
FACES (2003, Parent Interview; SC11) |
What
is [CHILD]’s birth date? |
Demographics |
Unchanged from IVFT |
What is your birth date?
[YEAR] |
|
Unchanged from OFT1 |
What is your birth date?
[YEAR] |
|
4110200 |
HSLS:09 (Student, Baseline; Sect. A) |
What
is your sex? |
Demographics |
Unchanged from IVFT |
What is your sex? Select the one that best describes you.
|
|
Unchanged from OFT1 |
What is your sex? Select the one that best describes you.
|
|
4020101 |
ECLS-K (Student, Grade 8; 10a) |
Have
you participated in the following school-sponsored activities
this school year? |
Time Use-Structured Activities: School-based Activities |
Unchanged from IVFT |
The
next few questions are about activities you do at school. Have
you participated in the following school-sponsored activities at
any time during this school year? |
|
Unchanged from OFT1 |
These
questions are about activities you do at school. Have you
participated in the following school-sponsored activities at any
time during this school year? |
|
4020102 |
ECLS-K (Student, Grade 8; 10c) |
Have
you participated in the following school-sponsored activities at
any time during this school year? |
Time Use-Structured Activities: School-based Activities |
Unchanged from IVFT |
The
next few questions are about activities you do at school. Have
you participated in the following school-sponsored activities at
any time during this school year? |
|
Unchanged from OFT1 |
These
questions are about activities you do at school. Have you
participated in the following school-sponsored activities at any
time during this school year? |
|
4020104 |
ELS:2002 (Student, Baseline; 41a and 41b) |
Have
you participated in the following school-sponsored activities
this school year? |
Time Use-Structured Activities: School-based Activities |
Unchanged from IVFT |
The
next few questions are about activities you do at school. Have
you participated in the following school-sponsored activities at
any time during this school year?
|
|
Revised |
These
questions are about activities you do at school. Have you
participated in the following school-sponsored activities at any
time during this school year?
|
Revised wording of question text per NEA recommenda-tion |
4020105 |
ELS:2002 (Student, Baseline; 41c) |
Have
you participated in the following school-sponsored activities
this school year? |
Time Use-Structured Activities: School-based Activities |
Unchanged from IVFT |
The
next few questions are about activities you do at school. Have
you participated in the following school-sponsored activities at
any time during this school year?
|
|
Unchanged from OFT1 |
These
questions are about activities you do at school. Have you
participated in the following school-sponsored activities at any
time during this school year?
|
|
4020106 |
ELS:2002 (Student, Baseline; 41e) |
Have
you participated in the following school-sponsored activities
this school year? |
Time Use-Structured Activities: School-based Activities |
Unchanged from IVFT |
The
next few questions are about activities you do at school. Have
you participated in the following school-sponsored activities at
any time during this school year?
|
|
Unchanged from OFT1 |
These
questions are about activities you do at school. Have you
participated in the following school-sponsored activities at any
time during this school year?
|
|
4020110 |
New |
|
|
|
|
|
New for MS1 |
These
questions are about activities you do at school. Have you
participated in the following school-sponsored activities at any
time during this school year?
|
Additional types of activities as per NEA recommenda-tion |
4020111 |
New |
|
|
|
|
|
New for MS1 |
These
questions are about activities you do at school. Have you
participated in the following school-sponsored activities at any
time during this school year?
|
Additional types of activities as per NEA recommenda-tion |
4020103 |
ECLS-K (Student, Grade 8; 10c) |
Have
you participated in the following school-sponsored activities
this school year? |
Time Use-Structured Activities: School-based Activities |
Unchanged from IVFT |
The
next few questions are about activities you do at school. Have
you participated in the following school-sponsored activities at
any time during this school year?
|
|
Unchanged from OFT1 |
These
questions are about activities you do at school. Have you
participated in the following school-sponsored activities at any
time during this school year?
|
|
4020107 |
New |
|
Time Use-Structured Activities: School-based Activities |
Unchanged from IVFT |
The
next few questions are about activities you do at school. Have
you participated in the following school-sponsored activities at
any time during this school year?
|
|
Unchanged from OFT1 |
These
questions are about activities you do at school. Have you
participated in the following school-sponsored activities at any
time during this school year?
|
|
4020109 |
ECLS-K (Student, Grade 8; 10c) |
|
Time Use-Structured Activities: School-based Activities |
New for OFT1 |
In
what other school clubs did you [participate/participate as an
officer, leader, or captain]? Please type your answer. |
Added an item to account for specifying the other school club. |
Unchanged from OFT1 |
In what other school clubs did you participate? Please type your answer. Open-ended |
|
4020112
|
ECLS-K (Student, Grade 8; 10c) |
|
Time Use-Structured Activities: School-based Activities |
New for OFT1 |
In what other school clubs did you [participate/participate as an officer, leader, or captain]? Please type your answer. |
Added an item to account for specifying the other school club. |
Unchanged from OFT1 |
In what other school clubs did you participate as an officer, leader, or captain? Please type your answer. Open-ended |
|
4020108 |
ELS:2002 (Student, Baseline; 41e) |
|
Time Use-Structured Activities: School-based Activities |
Unchanged from IVFT |
In
what other school-sponsored activities did you
[participate/participate as an officer, leader, or captain]?
Please type your answer. |
|
Unchanged from OFT1 |
In
what other school-sponsored activities did you participate?
Please type your answer. |
|
4020113 |
ECLS-K (Student, Grade 8; 10c) |
|
Time Use-Structured Activities: School-based Activities |
New for OFT1 |
In what other school clubs did you [participate/participate as an officer, leader, or captain]? Please type your answer. |
Added an item to account for specifying the other school club. |
Unchanged from OFT1 |
In what other school-sponsored activities did you participate as an officer, leader, or captain? Please type your answer. Open-ended. |
|
4050601 |
modified Theory of Intelligence Scale (Dweck 1999) |
Using
the scale below, please indicate the extent to which you agree or
disagree with each of the following statements by writing the
number that corresponds to your opinion in the space next to each
statement. |
Theories of Intelligence, Growth Mindset (general) |
Unchanged from IVFT |
These
questions ask for your opinion about different things, so there
are No right or wrong answers. How much do you agree or disagree
with the following statements?
|
|
Unchanged from OFT1 |
The
next few questions ask for your opinion about different things,
so there are No right or wrong answers. How much do you agree or
disagree with the following statements?
|
|
4050602 |
modified Theory of Intelligence Scale (Dweck 1999) |
Using
the scale below, please indicate the extent to which you agree or
disagree with each of the following statements by writing the
number that corresponds to your opinion in the space next to each
statement. |
Theories of Intelligence, Growth Mindset (general) |
Unchanged from IVFT |
These
questions ask for your opinion about different things, so there
are No right or wrong answers. How much do you agree or disagree
with the following statements?
|
|
Unchanged from OFT1 |
The
next few questions ask for your opinion about different things,
so there are No right or wrong answers. How much do you agree or
disagree with the following statements?
|
|
4050603 |
modified Theory of Intelligence Scale (Dweck 1999) |
Using
the scale below, please indicate the extent to which you agree or
disagree with each of the following statements by writing the
number that corresponds to your opinion in the space next to each
statement. |
Theories of Intelligence, Growth Mindset (general) |
Unchanged from IVFT |
These
questions ask for your opinion about different things, so there
are no right or wrong answers. How much do you agree or disagree
with the following statements?
|
|
Unchanged from OFT1 |
The
next few questions ask for your opinion about different things,
so there are no right or wrong answers. How much do you agree or
disagree with the following statements?
|
|
4050604 |
modified Theory of Intelligence Scale (Dweck 1999) |
Using
the scale below, please indicate the extent to which you agree or
disagree with each of the following statements by writing the
number that corresponds to your opinion in the space next to each
statement. |
Theories of Intelligence, Growth Mindset (general) |
Unchanged from IVFT |
How
much do you agree or disagree with the following statements?
|
|
Unchanged from OFT1 |
The
next few questions ask for your opinion about different things,
so there are no right or wrong answers. How much do you agree or
disagree with the following statements?
|
|
4050605 |
modified Theory of Intelligence Scale (Dweck 1999) |
Using
the scale below, please indicate the extent to which you agree or
disagree with each of the following statements by writing the
number that corresponds to your opinion in the space next to each
statement. |
Theories of Intelligence, Growth Mindset (general) |
Unchanged from IVFT |
How
much do you agree or disagree with the following statements?
|
|
Unchanged from OFT1 |
The
next few questions ask for your opinion about different things,
so there are no right or wrong answers. How much do you agree or
disagree with the following statements?
|
|
4050606 |
modified Theory of Intelligence Scale (Dweck 1999) |
Using
the scale below, please indicate the extent to which you agree or
disagree with each of the following statements by writing the
number that corresponds to your opinion in the space next to each
statement. |
Theories of Intelligence, Growth Mindset (general) |
Unchanged from IVFT |
How
much do you agree or disagree with the following statements?
|
|
Unchanged from OFT1 |
The
next few questions ask for your opinion about different things,
so there are no right or wrong answers. How much do you agree or
disagree with the following statements?
|
|
4050301 |
MSP-MAP: PALS- Student Personal Beliefs & Behaviors (Math Efficacy: General) |
How
certain are you that you can learn everything taught in math? |
Self-Efficacy |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you?
|
|
4050302 |
MSP-MAP: PALS- Student Personal Beliefs & Behaviors (Math Efficacy: General) |
How
sure are you that you can do even the most difficult homework
problems in math? |
Self-Efficacy |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you?
|
|
4050303 |
MSP-MAP: PALS- Student Personal Beliefs & Behaviors (Math Efficacy: General) |
How
confident are you that you can do all the work in math class, if
you don’t give up? |
Self-Efficacy |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you?
|
|
4050304 |
MSP-MAP: PALS- Student Personal Beliefs & Behaviors (Math Efficacy: General) |
How
confident are you that you can do even the hardest work in your
math class? |
Self-Efficacy |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you?
|
|
4050401 |
modified MSP-MAP: Student Personal Beliefs & Behaviors- Subjective Task Value: Utility |
Math
will be useful for me later in life |
Subjective Task Value |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you?
|
|
4050402 |
modified MSP-MAP: Student Personal Beliefs & Behaviors- Subjective Task Value: Utility |
Math
helps me in my daily life outside of school. |
Subjective Task Value |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you? |
|
4050403 |
modified MSP-MAP: Student Personal Beliefs & Behaviors- Subjective Task Value: Attainment |
Being
someone who is good at math is important to me. |
Subjective Task Value |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you?
|
|
4050404 |
modified MSP-MAP: Student Personal Beliefs & Behaviors- Subjective Task Value: Interest |
I
enjoy doing math. |
Subjective Task Value |
Unchanged from IVFT |
How
true are the following statements for you? |
|
Unchanged from OFT1 |
How
true are the following statements for you? |
|
4080111 |
modified AddHealth (Student- In Home; S3; 50) |
What time do you usually go to bed on week nights? Type in time in this format HH:MM A for AM or HH:MM P for PM. Please remember that midnight is 12:00A and noon is 12:00P! |
Sleep Quallity |
Unchanged from IVFT |
What time do you usually wake up on school days?
|
|
Unchanged from OFT1 |
What time do you usually wake up on school days?
|
|
4080112 |
modified AddHealth (Student- In Home; S3; 50) |
What time do you usually go to bed on week nights? |
Sleep Quallity |
Unchanged from IVFT |
What time do you usually go to sleep on school nights?
|
|
Unchanged from OFT1 |
What time do you usually go to sleep on school nights?
|
|
4020210 |
ECLS-K (Student, Grade 8; 12e) |
How
often do you spend time… |
Time Use-Structured Activities: Non-school-based Activities |
Unchanged from IVFT |
These
questions ask about activities you might do outside of school.
How often do you spend time.
|
|
Revised |
These
questions ask about activities you might do outside of school.
How often do you spend time.
|
Revised and added at the request of the NEA. |
4020230 |
ECLS-K (Student, Grade 8; 12g) |
How
often do you spend time… |
Time Use-Structured Activities: Non-school-based Activities |
Unchanged from IVFT |
These
questions ask about activities you might do outside of school.
How often do you spend time.
|
|
Unchanged from OFT1 |
These
questions ask about activities you might do outside of school.
How often do you spend time.
|
|
4020250 |
ECLS-K (Student, Grade 8; 12h) |
How
often do you spend time… |
Time Use-Structured Activities: Non-school-based Activities |
Unchanged from IVFT |
These
questions ask about activities you might do outside of school.
How often do you spend time.
|
|
Unchanged from OFT1 |
These
questions ask about activities you might do outside of school.
How often do you spend time.
|
|
4020280 |
New |
|
|
|
|
|
New for MS1 |
These
questions ask about activities you might do outside of school.
How often do you spend time.
|
Additional types of activities added at the request of the NEA. |
4020290 |
New |
|
|
|
|
|
New for MS1 |
These
questions ask about activities you might do outside of school.
How often do you spend time.
|
Additional types of activities added at the request of the NEA. |
4020260 |
New |
|
Time Use-Structured Activities: Non-school-based Activities |
Unchanged from IVFT |
These
questions ask about activities you might do outside of school.
How often do you spend time.
|
|
Revised |
These
questions ask about activities you might do outside of school.
How often do you spend time.
|
Revisions revised and added at the request of the NEA. |
4020270 |
New |
|
Time Use-Structured Activities: Non-school-based Activities |
Unchanged from IVFT |
What
other activities do you do outside of school? Please type your
answer. |
|
Unchanged from OFT1 |
What
other activities do you do outside of school? Please type your
answer. |
|
4024120 |
New Item |
|
Related to Time use - Structured Activities: Employment |
New for OFT1 |
Do you receive an allowance?
|
Item included to understand if respondent has money of their own to spend. |
Unchanged from OFT1 |
Do you receive an allowance?
|
|
4024110 |
NELS:88 (Student, 8th, 54) |
Which
of the job categories below comes closest to the kind of work you
do/did for pay on your current or most recent job? (Do Not
include work around the house. If more than one kind of work,
choose the one that paid you the most per hour.)(MARK ONE) |
Time use - Structured Activities: Employment |
Unchanged from IVFT |
Some
people your age get paid for work they do.
|
|
Unchanged from OFT1 |
Some
people your age get paid for work they do.
|
|
4020902 |
New Item |
|
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
How often do you use the internet outside of school to do homework or school assignments?
|
This item is meant to be more inclusive of students using the internet because their schoolwork requires it AND them using the internet for other reasons, such as going on above and beyond what the assignment asks or to make doing the assignment easier. In other words, students may be using the internet for homework even if it is not required by the assignment. |
Unchanged from OFT1 |
How often do you use the internet outside of school to do homework or school assignments?
|
|
4020904 |
New Item |
|
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
How often do you go somewhere other than home or school to access the internet when trying to do your homework or school assignments?
|
Item added in order to measure the extent to which students must seek out alternative sources of internet access in order to complete their school work. |
Unchanged from OFT1 |
How often do you go somewhere other than home or school to access the internet when trying to do your homework or school assignments?
|
|
4020903 |
Top 10 Things Tech Leaders Should Know about Today's Students and Digital Learning (Project Tomorrow, 2014) |
How
often do you have a problem with your internet at home when
trying to do your homework or school assignments? |
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
How often do you have a problem with your internet at home when trying to do your homework or school assignments?
|
Item added to capture indication of differences in the quality of internet students have access to at home |
Unchanged from OFT1 |
How often do you have a problem with your internet at home when trying to do your homework or school assignments?
|
|
4021101 |
modified Pew Research Center, 2010 and various others |
Do
you ever… |
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
Do
you ever...
|
Item added in order to capture aspects of students' internet use as it relates to entertainment, socializing, and technological fluency. |
Revised |
How
often do you...
|
Revised response scale to collect more detailed information. In the OFT1 these were Yes/No questions. We changed to a response scale to increase variance we capture. |
4021102 |
modified Pew Research Center, 2010 and various others |
Do
you ever… |
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
Do
you ever…
|
Item added in order to capture aspects of students' internet use as it relates to entertainment, socializing, and techNological fluency. |
Revised |
How
often do you...
|
Revised response scale to collect more detailed information. In the OFT1 these were Yes/No questions. We changed to a response scale to increase variance we capture. |
4021103 |
modified Pew Research Center, 2010 and various others |
Do
you ever… |
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
Do
you ever…
|
Item added in order to capture aspects of students' internet use as it relates to entertainment, socializing, and techNological fluency. |
Revised |
How
often do you...
|
Revised response scale to collect more detailed information. In the OFT1 these were Yes/No questions. We changed to a response scale to increase variance we capture. |
4021104 |
modified Pew Research Center, 2010 and various others |
Do
you ever… |
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
Do
you ever…
|
Item added in order to capture aspects of students' internet use as it relates to entertainment, socializing, and technological fluency. |
Revised |
How
often do you...
|
Revised response scale to collect more detailed information. In the OFT1 these were Yes/No questions. We changed to a response scale to increase variance we capture. |
4021105 |
modified Pew Research Center, 2010 and various others |
Do
you ever… |
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
Do
you ever…
|
Item added in order to capture aspects of students' internet use as it relates to entertainment, socializing, and technological fluency. |
Revised |
How
often do you...
|
Revised response scale to collect more detailed information. In the OFT1 these were Yes/No questions. We changed to a response scale to increase variance we capture. |
4021106 |
New Item |
|
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
Do
you ever…
|
Item added in order to capture aspects of students' internet use as it relates to entertainment, socializing, and technological fluency. |
Revised |
How
often do you...
|
Revised response scale to collect more detailed information. In the OFT1 these were Yes/No questions. We changed to a response scale to increase variance we capture. |
4021107 |
New Item |
|
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
Do
you ever…
|
Item added in order to capture aspects of students' internet use as it relates to entertainment, socializing, and technological fluency. |
Revised |
How
often do you...
|
Revised response scale to collect more detailed information. In the OFT1 these were Yes/No questions. We changed to a response scale to increase variance we capture. |
4021108 |
National Endowment for the Arts |
Do
you ever… |
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
Do
you ever…
|
Item added in order to capture aspects of students' internet use as it relates to entertainment, socializing, and technological fluency. |
Revised |
How
often do you...
|
Revised response scale to collect more detailed information. In the OFT1 these were Yes/No questions. We changed to a response scale to increase variance we capture. |
4021109 |
New Item |
|
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
Do
you ever…
|
Item added in order to capture aspects of students' internet use as it relates to entertainment, socializing, and technological fluency. |
Revised |
How
often do you...
|
Revised response scale to collect more detailed information. In the OFT1 these were Yes/No questions. We changed to a response scale to increase variance we capture. |
4021110 |
modified Pew Research Center, 2010 and various others |
Do
you ever… |
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
Do
you ever...
|
Item added in order to capture aspects of students' internet use as it relates to entertainment, socializing, and technological fluency. |
Revised |
How
often do you...
|
Revised response scale to collect more detailed information. In the OFT1 these were Yes/No questions. We changed to a response scale to increase variance we capture. |
4021111 |
modified Pew Research Center, 2010 and various others |
Do
you ever… |
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
What
other activity do you do using a computer, tablet, phone, or
similar device? Please type your answer. |
Item added in order to capture aspects of students' internet use as it relates to entertainment, socializing, and technological fluency. |
Unchanged from OFT1 |
What
other activity do you do using a computer, tablet, phone, or
similar device? Please type your answer. |
|
4021201 |
New item |
|
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
On
a typical weekday, how much time do you spend using all
electronic devices (including phone, tablet, computer, video game
systems, television, iPod, etc.) for school-related activities?
Move the arrow on the slider scale to point to the number of
hours you spend on a typical weekday. |
Revised response option to allow for touch screen entry via dropdowns rather than keyboard entry in order to reduce burden associated with response time. |
Revised |
On a typical weekday, how much time each day do you spend using electronic devices (including phone, tablet, computer, video game systems, television, iPod, etc.) for school-related activities?
|
Revised to match questions about the weekend days and clarify that we are not looking for the sum of weekdays. |
4021202 |
New item |
|
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
On a typical weekday, how much time per day do you spend using all electronic devices (including phone, tablet, computer, video game systems, television, iPod, etc.) for any activity? Move the arrow on the slider scale to point to the number of hours you spend on a typical weekday.
|
Revised response option to allow for touch screen entry via dropdowns rather than keyboard entry in order to reduce burden associated with response time. |
Revised |
On a typical weekday, how much time each day do you spend using electronic devices (including phone, tablet, computer, video game systems, television, iPod, etc.) for all other activities that are not school-related?
|
Revised to match questions about the weekend days and clarify that we are not looking for the sum of weekdays. |
4021203 |
New item |
|
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
On a typical weekend day, how much time per day do you spend using all electronic devices (including phone, tablet, computer, video game systems, television, iPod, etc.) for school-related activities? Move the arrow on the slider scale to point to the number of hours you spend on a typical weekend day.
|
Revised response option to allow for touch screen entry via dropdowns rather than keyboard entry in order to reduce burden associated with response time. |
Revised |
On a typical weekend day, how much time each day do you spend using electronic devices (including phone, tablet, computer, video game systems, television, iPod, etc.) for school-related activities?
|
Revised to use language more appropriate for students in middle grades. |
4021204 |
New item |
|
Technology activities (frequency for educational, social, and entertainment purposes) |
New for OFT1 |
On a typical weekend day, how much time per day do you spend using all electronic devices (including phone, tablet, computer, video game systems, television, iPod, etc.) for any activity?..Move the arrow on the slider scale to point to the number of hours you spend on a typical weekend day.
|
Revised response option to allow for touch screen entry via dropdowns rather than keyboard entry in order to reduce burden associated with response time. |
Revised |
On a typical weekend day, how much time each day do you spend using electronic devices (including phone, tablet, computer, video game systems, television, iPod, etc.) for all other activities that are not school-related?
|
Revised to use language more appropriate for students in middle grades and to change to a pulldown menu format. |
4021205 |
ECLS-K:1999 Grade 8 Student Survey |
How many hours of reading do you do each week not counting schoolwork? (Do not count any school-assigned reading.)
Hours per week |
|
|
|
|
New for MS1 |
How
much time do you spend reading, not counting school work or any
school-assigned reading:
On
the average weekday |
Added item related to reading for pleasure as per TRP 2017 recommendation |
4021206 |
ECLS-K:1999 Grade 8 Student Survey |
How many hours of reading do you do each week not counting schoolwork? (Do not count any school-assigned reading.)
Hours per week |
|
|
|
|
New for MS1 |
How
much time do you spend reading, not counting school work or any
school-assigned reading:
On
the average weekend day |
Added item related to reading for pleasure as per TRP 2017 recommendation |
4010201 |
ELS:2002 (Student, Baseline; 24b) Belongingness Scale (University of Chicago CCSR) |
How
much do you agree with the following statements about your
school: |
Belongingness |
Unchanged from IVFT |
Next are some questions about things that may happen at school. How often does the following happen at school?
|
|
Unchanged from OFT1 |
Next are some questions about things that may happen at school. How often does the following happen at school?
|
|
4010202 |
ELS:2002 (Student, Baseline; 24b) Belongingness Scale (University of Chicago CCSR) |
How
much do you agree with the following statements about your
school: |
Belongingness |
Unchanged from IVFT |
Next
are some questions about things that may happen at school. How
often does the following happen at school?
|
|
Unchanged from OFT1 |
Next
are some questions about things that may happen at school. How
often does the following happen at school?
|
|
4010203 |
ELS:2002 (Student, Baseline; 24b) Belongingness Scale (University of Chicago CCSR) |
How
much do you agree with the following statements about your
school: |
Belongingness |
Unchanged from IVFT |
Next
are some questions about things that may happen at school. How
often does the following happen at school?
|
|
Unchanged from OFT1 |
Next
are some questions about things that may happen at school. How
often does the following happen at school?
|
|
4010204 |
ELS:2002 (Student, Baseline; 24b) Belongingness Scale (University of Chicago CCSR) |
How
much do you agree with the following statements about your
school: |
Belongingness |
Unchanged from IVFT |
Next
are some questions about things that may happen at school. How
often does the following happen at school?
|
|
Unchanged from OFT1 |
Next
are some questions about things that may happen at school. How
often does the following happen at school?
|
|
4010205 |
ELS:2002 (Student, Baseline; 24b) Belongingness Scale (University of Chicago CCSR) |
How
much do you agree with the following statements about your
school: |
Belongingness |
Unchanged from IVFT |
Next
are some questions about things that may happen at school. How
often does the following happen at school?
|
|
Unchanged from OFT1 |
Next
are some questions about things that may happen at school. How
often does the following happen at school?
|
|
4010303 |
modified ELS:2002 (Student, Baseline; 20j) |
How
much do you agree or disagree with each of the following
statements about your current school and teachers? |
Belongingness |
Unchanged from IVFT |
Next
are some questions about things that may happen at school. How
often does the following happen at school?
|
|
Unchanged from OFT1 |
Next
are some questions about things that may happen at school. How
often does the following happen at school?
|
|
4010601 |
modified NELS:88 (Student, 8th, 58d) |
Indicate
the degree to which each of the following matters are a problem
in your school. |
Problems at School |
Unchanged from IVFT |
The
next questions are about the students at your school. How often
did the following happen at your school in the last
month?
|
|
Unchanged from OFT1 |
The
next questions are about the students at your school. How often
did the following happen at your school in the last
month?
|
|
4010602 |
modified NELS:88 (Student, 8th, 58j) |
Indicate
the degree to which each of the following matters are a problem
in your school. |
Problems at School |
Unchanged from IVFT |
The
next questions are about the students at your school. How often
did the following happen at your school in the last
month?
|
|
Unchanged from OFT1 |
The
next questions are about the students at your school. How often
did the following happen at your school in the last
month?
|
|
4010603 |
NELS:88 (Student, 8th, 58k) |
Indicate
the degree to which each of the following matters are a problem
in your school. |
Problems at School |
Unchanged from IVFT |
The
next questions are about the students at your school. How often
did the following happen at your school in the last
month?
|
|
Unchanged from OFT1 |
The
next questions are about the students at your school. How often
did the following happen at your school in the last
month?
|
|
4010604 |
ECLS-K:2011 ( Adapted from Spring Teacher – child-level questionnaire, D24a ) |
During this school year, how often have other students ...
Teased, made fun of, or called this student names?
1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Very often |
|
|
|
|
New for MS1 |
The
next questions are about the students at your school. During this
school year, how often have other students.
|
Added items related to peer victimization as per TRP 2017 recommendation |
4010605 |
ECLS-K:2011 ( Adapted from Spring Teacher – child-level questionnaire, D24c ) |
During this school year, how often have other students ..
Told lies or untrue stories about this student?
1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Very often |
|
|
|
|
New for MS1 |
The
next questions are about the students at your school. During this
school year, how often have other students.
|
Added items related to peer victimization as per TRP 2017 recommendation |
4010606 |
ECLS-K:2011 ( Adapted from Spring Teacher – child-level questionnaire, D24b ) |
During this school year, how often have other students ...
Pushed, shoved, slapped, hit, or kicked this student?
1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Often, 5 = Very often |
|
|
|
|
New for MS1 |
The
next questions are about the students at your school. During this
school year, how often have other students.
|
Added items related to peer victimization as per TRP 2017 recommendation |
4010501 |
modified PISA 2009 (Student; Q38a) |
How
much do you disagree or agree with each of the following
statements about teachers at your school? |
Student Perspective of Teacher Support |
Unchanged from IVFT |
Now
we want you to answer these questions thinking only about
teachers that you have class with. How often does the following
happen with your teachers?
|
|
Unchanged from OFT1 |
Now
we want you to think only about teachers that you have class with
this year. How often does the following happen with your
teachers?
|
|
4010502 |
modified PISA 2009 (Student; Q38c) |
How
much do you disagree or agree with each of the following
statements about teachers at your school? |
Student Perspective of Teacher Support |
Unchanged from IVFT |
Now
we want you to answer these questions thinking only about
teachers that you have class with. How often does the following
happen with your teachers?
|
|
Unchanged from OFT1 |
Now
we want you to think only about teachers that you have class with
this year. How often does the following happen with your
teachers?
|
|
4010503 |
modified PISA 2009 (Student; Q38d) |
How
much do you disagree or agree with each of the following
statements about teachers at your school? |
Student Perspective of Teacher Support |
Unchanged from IVFT |
Now
we want you to answer these questions thinking only about
teachers that you have class with. How often does the following
happen with your teachers?
|
|
Unchanged from OFT1 |
Now
we want you to think only about teachers that you have class with
this year. How often does the following happen with your
teachers?
|
|
4010504 |
modified PISA 2009 (Student; Q38e) |
How
much do you disagree or agree with each of the following
statements about teachers at your school? |
Student Perspective of Teacher Support |
Unchanged from IVFT |
Now
we want you to answer these questions thinking only about
teachers that you have class with. How often does the following
happen with your teachers?
|
|
Unchanged from OFT1 |
Now
we want you to think only about teachers that you have class with
this year. How often does the following happen with your
teachers?
|
|
4010505 |
Classroom Life Instrument (Johnson, Johnson, Buckman and Richards, 1985 |
My
teacher cares about my feelings. |
Student Perspective of Teacher Support |
Unchanged from IVFT |
Now
we want you to answer these questions thinking only about
teachers that you have class with. How often does the following
happen with your teachers?
|
|
Unchanged from OFT1 |
Now
we want you to think only about teachers that you have class with
this year. How often does the following happen with your
teachers?
|
|
4030101 |
ECLS-K (Student, Grade 8; 9a) |
How
often are the following statements true? |
Peer Social Support |
Unchanged from IVFT |
The
next questions are about your classmates this school year. Please
think only about the students who are in your classes. How often
are the following statements true?
|
|
Unchanged from OFT1 |
The
next questions are about your classmates this school year. Please
think only about the students who are in your classes. How often
are the following statements true?
|
|
4030102 |
ECLS-K (Student, Grade 8; 9b) |
How
often are the following statements true? |
Peer Social Support |
Unchanged from IVFT |
The
next questions are about your classmates this school year. Please
think only about the students who are in your classes. How often
are the following statements true?
|
|
Unchanged from OFT1 |
The
next questions are about your classmates this school year. Please
think only about the students who are in your classes. How often
are the following statements true?
|
|
4030103 |
ECLS-K (Student, Grade 8; 9b) |
How
often are the following statements true? |
Peer Social Support |
Unchanged from IVFT |
The
next questions are about your classmates this school year. Please
think only about the students who are in your classes. How often
are the following statements true?
|
|
Unchanged from OFT1 |
The
next questions are about your classmates this school year. Please
think only about the students who are in your classes. How often
are the following statements true?
|
|
4030104 |
ECLS-K (Student, Grade 8; 9d) |
How
often are the following statements true? |
Peer Social Support |
Unchanged from IVFT |
The
next questions are about your classmates this school year. Please
think only about the students who are in your classes. How often
are the following statements true?
|
|
Unchanged from OFT1 |
The
next questions are about your classmates this school year. Please
think only about the students who are in your classes. How often
are the following statements true?
|
|
4030105 |
ECLS-K (Student, Grade 8; 9e) |
How
often are the following statements true? |
Peer Social Support |
Unchanged from IVFT |
The
next questions are about your classmates this school year. Please
think only about the students who are in your classes. How often
are the following statements true?
|
|
Unchanged from OFT1 |
The
next questions are about your classmates this school year. Please
think only about the students who are in your classes. How often
are the following statements true?
|
|
4030201 |
ECLS-K (Student, Grade 8; 8a) |
Among
your close friends, how important is it to them that
they… |
Perception of Peer Values, positive |
Unchanged from IVFT |
Next
are a few questions about people your age who you hang out with,
including people you know from school or from somewhere else. How
important is it to the people your age who you hang out with that
they.
|
|
Unchanged from OFT1 |
Next
are a few questions about people who you hang out with, including
people you know from school or from somewhere else. How important
is it to the people who you hang out with that they.
|
|
4030202 |
ECLS-K (Student, Grade 8; 8b) |
Among
your close friends, how important is it to them that they… |
Perception of Peer Values, positive |
Unchanged from IVFT |
Next
are a few questions about people your age who you hang out with,
including people you know from school or from somewhere else. How
important is it to the people your age who you hang out with that
they.
|
|
Unchanged from OFT1 |
Next
are a few questions about people who you hang out with, including
people you know from school or from somewhere else. How important
is it to the people who you hang out with that they.
|
|
4030203 |
New item |
|
Perception of Peer Values, positive |
Unchanged from IVFT |
Next
are a few questions about people your age who you hang out with,
including people you know from school or from somewhere else. How
important is it to the people your age who you hang out with that
they.
|
|
Unchanged from OFT1 |
Next
are a few questions about people who you hang out with, including
people you know from school or from somewhere else. How important
is it to the people who you hang out with that they.
|
|
4080101 |
modified AddHealth (Student - In School; S60b) |
In
the last month, how often: |
Sleep Quallity |
Unchanged from IVFT |
In
the last month, how often...
|
|
Unchanged from OFT1 |
In
the last month, how often...
|
|
4080102 |
modified AddHealth (Student - In School; S60j) |
In
the last month, how often: |
Sleep Quallity |
Unchanged from IVFT |
In
the last month, how often...
|
|
Unchanged from OFT1 |
In
the last month, how often...
|
. |
4080103 |
modified AddHealth (Student - In School; S60j) |
In
the last month, how often: |
Sleep Quallity |
Unchanged from IVFT |
In
the last month, how often...
|
|
Unchanged from OFT1 |
In
the last month, how often...
|
. |
4080104 |
modified AddHealth (Student - In School; S60j) |
In
the last month, how often… |
Sleep Quallity |
Unchanged from IVFT |
In
the last month, how often...
|
|
Unchanged from OFT1 |
In
the last month, how often...
|
|
4080105 |
Epworth Sleepiness Scale |
In
the last month, how often… |
Sleep Quallity |
Unchanged from IVFT |
In
the last month, how often...
|
|
Unchanged from OFT1 |
In
the last month, how often...
|
|
4040101 |
modified AddHealth (Student - In School; S60f) |
In
the last month, how often: |
Health/Well-being |
Unchanged from IVFT |
In
the last month, how often...
|
|
Unchanged from OFT1 |
In
the last month, how often...
|
|
4040102 |
modified AddHealth (Student - In School; S60g) |
In
the last month, how often: |
Health/Well-being |
Unchanged from IVFT |
In
the last month, how often...
|
|
Unchanged from OFT1 |
In
the last month, how often...
|
|
4040103 |
modified AddHealth (Student - In School; S60h) |
In
the last month, how often: |
Health/Well-being |
Unchanged from IVFT |
In
the last month, how often...
|
|
Unchanged from OFT1 |
In
the last month, how often...
|
|
4040200 |
ECLS-K:2011 Parent Interview, CHQ285 modified |
Now I want to ask you about {CHILD}’s vision. Without the use of eyeglasses or contact lenses, does {CHILD} have difficulty seeing objects in the distance or letters on paper?
1=Yes, 2=No, Refused, Don't Know |
|
|
|
|
New for MS1 |
Do
you...
|
Added items related to vision as per NIH recommendation |
4040201 |
New |
|
|
|
|
|
New for MS1 |
Do
you...
|
Added items related to vision as per NIH recommendation |
4040202 |
ECLS-K:2011 Parent Interview, CHQ286 modified |
Now I want to ask you about {CHILD}’s vision. Without the use of eyeglasses or contact lenses, does {CHILD} have difficulty seeing objects in the distance or letters on paper?
1=Yes, 2=No, Refused, Don't Know |
|
|
|
|
New for MS1 |
Do
you...
|
Added items related to vision as per NIH recommendation |
4040204 |
ECLS-K:2011 Parent Interview, CHQ312 modified |
How often does {CHILD} wear glasses or contact lenses?
1 = All of the time, 2 = Most of the time, 3 = Sometimes, 4 = Rarely or, 5 = Never?, 6= Child does not have glasses or contacts, Refused, Don't Know |
|
|
|
|
New for MS1 |
How often do you wear eyeglasses or contact lenses to help you see better?
|
Added items related to vision as per NIH recommendation |
4040203 |
ECLS-K:2011 Parent Interview, CHQ311 modified |
Has {CHILD} been prescribed glasses or contact lenses to improve {his/her} vision?
1 Yes, 2 No, Refused, Don't Know |
|
|
|
|
New for MS1 |
Have you been told by a professional like an eye doctor that you need glasses or contact lenses to help you see better?
|
Added items related to vision as per NIH recommendation |
4110300 |
HSLS:09 (Student, Baseline; Sect. A) |
Are
you Hispanic or [Latino/Latina]? |
Demographics |
Modified from IVFT |
Are you Hispanic or Latino/Latina?
|
Removed the instruction because this is a Yes/No question. |
Unchanged from OFT1 |
The
next questions are about you and your family.
|
|
4110410 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following are you? |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
Unchanged from OFT1 |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
4110420 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following are you? |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
Unchanged from OFT1 |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
4110430 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following are you? |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
Unchanged from OFT1 |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
4110440 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following are you? |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
Unchanged from OFT1 |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
4110450 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following are you? |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
Unchanged from OFT1 |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
4110460 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following are you? |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
Unchanged from OFT1 |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
4110470 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following are you? |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply. 1 = Yes, 0 = No |
|
Unchanged from OFT1 |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply. 1 = Yes, 0 = No |
|
4110471 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following are you? |
Demographics |
Modified from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
Please
type your answer. |
We have replaced "Specify" with "Please type your answer" because it is language more appropriate for this age group. |
Unchanged from OFT1 |
The next questions are about you and your family. Which of the following best describes you? Select all that apply.
Please
type your answer. |
|
4110510 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following choices describe your race? You may choose more
than one. |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
Unchanged from OFT1 |
Which
of the following best describes your race? Select all that
apply.
|
|
4110520 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following choices describe your race? You may choose more
than one. |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply. 1 = Yes, 0 = No |
|
Unchanged from OFT1 |
Which
of the following best describes your race? Select all that
apply. 1 = Yes, 0 = No |
|
4110530 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following choices describe your race? You may choose more
than one. |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply. 1 = Yes, 0 = No |
|
Unchanged from OFT1 |
Which
of the following best describes your race? Select all that
apply. 1 = Yes, 0 = No |
|
4110540 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following choices describe your race? You may choose more
than one. |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply. 1 = Yes, 0 = No |
|
Unchanged from OFT1 |
Which
of the following best describes your race? Select all that
apply. 1 = Yes, 0 = No |
|
4110550 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following choices describe your race? You may choose more
than one. |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply. |
|
Unchanged from OFT1 |
Which of the following best describes your race? Select all that apply.
|
|
4110610 |
U.S. Census Bureau (2010 Census questionnaire, Q6) |
What
is this person’s race? Mark one or more
boxes.
-Japanese |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply. 1 = Yes, 0 = No |
|
Unchanged from OFT1 |
Which
of the following best describes you? Select all that apply. 1 = Yes, 0 = No |
|
4110620 |
U.S. Census Bureau (2010 Census questionnaire, Q6) |
What
is this person’s race? Mark one or more
boxes. |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply. 1 = Yes, 0 = No |
|
Unchanged from OFT1 |
Which
of the following best describes you? Select all that
apply. 1 = Yes, 0 = No |
|
4110630 |
U.S. Census Bureau (2010 Census questionnaire, Q6) |
What
is this person’s race? Mark one or more
boxes. |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply. 1 = Yes, 0 = No |
|
Unchanged from OFT1 |
Which
of the following best describes you? Select all that
apply. 1 = Yes, 0 = No |
|
4110640 |
U.S. Census Bureau (2010 Census questionnaire, Q6) |
What
is this person’s race? Mark one or more
boxes. |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
Unchanged from OFT1 |
Which
of the following best describes you? Select all that
apply.
|
|
4110650 |
U.S. Census Bureau (2010 Census questionnaire, Q6) |
What
is this person’s race? Mark one or more
boxes. |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
|
|
Unchanged from OFT1 |
Which
of the following best describes you? Select all that
apply.
|
|
4110660 |
U.S. Census Bureau (2010 Census questionnaire, Q6) |
What
is this person’s race? Mark one or more
boxes. |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply. 1 = Yes, 0 = No |
|
Unchanged from OFT1 |
Which
of the following best describes you? Select all that
apply. 1 = Yes, 0 = No |
|
4110670 |
U.S. Census Bureau (2010 Census questionnaire, Q6) |
What
is this person’s race? Mark one or more
boxes. |
Demographics |
Unchanged from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply. 1 = Yes, 0 = No |
|
Unchanged from OFT1 |
Which
of the following best describes you? Select all that apply. 1 = Yes, 0 = No |
|
4110671 |
U.S. Census Bureau (2010 Census questionnaire, Q6) |
What
is this person’s race? Mark one or more
boxes. |
Demographics |
Modified from IVFT |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply. |
We have replaced "Specify" with "Please type your answer" because it is language more appropriate for this age group. |
Unchanged from OFT1 |
The
next questions are about you and your family. Which of the
following best describes you? Select all that apply.
Please
type your answer. |
|
4051101 |
In-Group Connectedness Scale (Oyserman, Bybee, and Terry, 2006) |
Oyserman,
Bybee, and Terry (2006) pg192 Noted: |
Ethnicity Identity Formation |
Unchanged from IVFT |
How
much do you agree or disagree with the following statements?
|
|
Unchanged from OFT1 |
How
much do you agree or disagree with the following statements?
|
|
4051102 |
New item |
|
Ethnicity Identity Formation |
Unchanged from IVFT |
How
much do you agree or disagree with the following
statements?
|
|
Unchanged from OFT1 |
How
much do you agree or disagree with the following
statements?
|
|
4051103 |
MADICS (YouthSA, 9,202) |
How
often do you feel… |
Ethnicity Identity Formation |
Unchanged from IVFT |
How
much do you agree or disagree with the following statements?
|
|
Unchanged from OFT1 |
How
much do you agree or disagree with the following statements?
|
|
4051104 |
MADICS (YouthSA, 9,2b) |
How
often do you feel… |
Ethnicity Identity Formation |
Unchanged from IVFT |
How
much do you agree or disagree with the following
statements?
|
|
Unchanged from OFT1 |
How
much do you agree or disagree with the following
statements?
|
|
4051020 |
The MacArthur Scale of Subjective Social Status - Youth Version (Goodman, 2001) |
People
define community in different ways; please define it in whatever
way is most meaningful to you. At the top of the ladder are the
people who have the highest standing in their community. At the
bottom are the people who have the lowest standing in their
community. |
Identity formation (ethnic and gender identity; perceived social status) |
Unchanged from IVFT |
Now
imagine a ladder that represents how your school is set up. - At
the top of the ladder are the students in your school who have
the most respect, receive the highest grades, and are the most
popular. - At the bottom are the students who have the least
respect, receive the worst grades, and are the least
popular.
|
|
Revised |
Now
imagine a ladder that represents the students at your school. -
At the top of the ladder are the students who have the most
respect, receive the highest grades, and are the most popular. -
At the bottom of the ladder are the students who have the least
respect, receive the worst grades, and are the least
popular.
|
Revised to simplify wording. |
4060302 |
PSI II: AutoNomy-granting Subscale (Darling & Toyokawa, 1997) |
How
much do you agree or disagree with this sentence? |
Parent-Child Relationship: AutoNomy-Granting (factor 1) |
Unchanged from IVFT |
How
often do your parents/guardians.
|
|
Unchanged from OFT1 |
How
often do your parents/guardians.
|
|
4060303 |
PSI II: AutoNomy-granting Subscale (Darling & Toyokawa, 1997) |
How
much do you agree or disagree with this sentence? |
Parent-Child Relationship: AutoNomy-Granting (factor 1) |
Unchanged from IVFT |
How
often do your parents/guardians.
|
|
Unchanged from OFT1 |
How
often do your parents/guardians.
|
|
4060304 |
PSI II: AutoNomy-granting Subscale (Darling & Toyokawa, 1997) |
How
much do you agree or disagree with this sentence? |
Parent-Child Relationship: AutoNomy-Granting (factor 1) |
Unchanged from IVFT |
How
often do your parents/guardians.
|
|
Unchanged from OFT1 |
How
often do your parents/guardians.
|
|
4060305 |
PSI II: AutoNomy-granting Subscale (Darling & Toyokawa, 1997) |
How
much do you agree or disagree with this sentence? |
Parent-Child Relationship: AutoNomy-Granting (factor 1) |
Unchanged from IVFT |
How
often do your parents/guardians.
|
|
Unchanged from OFT1 |
How
often do your parents/guardians.
|
|
4060401 |
modified Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000) |
Do
your parents: |
Parent-Child Relationship: Monitoring/Disclosure |
Unchanged from IVFT |
How
often do your parents/guardians.
|
|
Unchanged from OFT1 |
How
often do your parents/guardians.
|
|
4060402 |
modified Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000) |
Do
your parents: |
Parent-Child Relationship: Monitoring/Disclosure |
Unchanged from IVFT |
How
often do your parents/guardians.
|
|
Unchanged from OFT1 |
How
often do your parents/guardians.
|
|
4060403 |
modified Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000) |
Do
your parents: |
Parent-Child Relationship: Monitoring/Disclosure |
Unchanged from IVFT |
How
often do your parents/guardians.
|
|
Unchanged from OFT1 |
How
often do your parents/guardians.
|
|
4060404 |
modified Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000) |
Do
your parents: |
Parent-Child Relationship: Monitoring/Disclosure |
Unchanged from IVFT |
How
often do your parents/guardians.
|
|
Unchanged from OFT1 |
How
often do your parents/guardians.
|
|
4060405 |
modified Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000) |
Do
your parents: |
Parent-Child Relationship: Monitoring/Disclosure |
Unchanged from IVFT |
How
often do your parents/guardians.
|
|
Unchanged from OFT1 |
How
often do your parents/guardians.
|
|
4060601 |
MADICS (YouthFFI, 7,2b) |
Please
tell me how much you agree or disagree with the following
statements. |
Community Perspectives |
Unchanged from IVFT |
The
next questions are about where you live. How true are the
following statements for you?
|
|
Unchanged from OFT1 |
Next
are statements about you and where you live. How true are the
following for you?
|
|
4060602 |
MADICS (YouthFFI, 7,2e) |
Please
tell me how much you agree or disagree with the following
statements. |
Community Perspectives |
Unchanged from IVFT |
The
next questions are about where you live. How true are the
following statements for you?
|
|
Unchanged from OFT1 |
Next
are statements about you and where you live. How true are the
following for you?
|
|
4060603 |
MADICS (YouthFFI, 7,2f) |
Please
tell me how much you agree or disagree with the following
statements. |
Community Perspectives |
Unchanged from IVFT |
The
next questions are about where you live. How true are the
following statements for you?
|
|
Unchanged from OFT1 |
Next
are statements about you and where you live. How true are the
following for you?
|
|
4060604 |
modified NLSY:79 (1994, Child Self-Administered Supplement) |
How
safe child feels walking and playing in the neighborhood. |
Community Perspectives |
Unchanged from IVFT |
The
next questions are about where you live. How true are the
following statements for you?
|
|
Unchanged from OFT1 |
Next
are statements about you and where you live. How true are the
following for you?
|
|
4060605 |
State of Minnesota triennial student survey |
|
Community Perspectives |
New for OFT1 |
The
next questions are about where you live. How true are the
following statements for you?
|
Item added to OFT to further understand respondents' experiences in their neighborhood in a way that is unique to what is also being asked. |
Unchanged from OFT1 |
Next
are statements about you and where you live. How true are the
following for you?
|
|
4050101 |
BFI 46A Five Factor Model (John & Srivastava, 1999) |
Here
are some statements that may or may Not describe what you are
like. In the blank next to each statement, write the number that
shows how much you agree or disagree that it describes you. I see
myself as someone who… |
Conscientiousness |
Unchanged from IVFT |
How
often are the following statements true for you? I see myself as
someone who.
|
|
Unchanged from OFT1 |
How
often are the following statements true for you? I see myself as
someone who.
|
|
4050102 |
BFI 46A Five Factor Model (John & Srivastava, 1999) |
Here
are some statements that may or may Not describe what you are
like. In the blank next to each statement, write the number that
shows how much you agree or disagree that it describes you. I see
myself as someone who… |
Conscientiousness |
Unchanged from IVFT |
How
often are the following statements true for you? I see myself as
someone who.
|
|
Unchanged from OFT1 |
How
often are the following statements true for you? I see myself as
someone who.
|
|
4050103 |
BFI 46A Five Factor Model (John & Srivastava, 1999) |
Here
are some statements that may or may Not describe what you are
like. In the blank next to each statement, write the number that
shows how much you agree or disagree that it describes you. I see
myself as someone who… |
Conscientiousness |
Unchanged from IVFT |
How
often are the following statements true for you? I see myself as
someone who.
|
|
Unchanged from OFT1 |
How
often are the following statements true for you? I see myself as
someone who.
|
|
4050104 |
BFI 46A Five Factor Model (John & Srivastava, 1999) |
Here
are some statements that may or may Not describe what you are
like. In the blank next to each statement, write the number that
shows how much you agree or disagree that it describes you. I see
myself as someone who… |
Conscientiousness |
Unchanged from IVFT |
How
often are the following statements true for you? I see myself as
someone who.
|
|
Unchanged from OFT1 |
How
often are the following statements true for you? I see myself as
someone who.
|
|
4050105 |
BFI 46A Five Factor Model (John & Srivastava, 1999) |
Here
are some statements that may or may Not describe what you are
like. In the blank next to each statement, write the number that
shows how much you agree or disagree that it describes you. I see
myself as someone who… |
Conscientiousness |
Unchanged from IVFT |
How
often are the following statements true for you? I see myself as
someone who.
|
|
Unchanged from OFT1 |
How
often are the following statements true for you? I see myself as
someone who.
|
|
4050106 |
BFI 46A Five Factor Model (John & Srivastava, 1999) |
Here
are some statements that may or may Not describe what you are
like. In the blank next to each statement, write the number that
shows how much you agree or disagree that it describes you. I see
myself as someone who… |
Conscientiousness |
Unchanged from IVFT |
How
often are the following statements true for you? I see myself as
someone who.
|
|
Unchanged from OFT1 |
How
often are the following statements true for you? I see myself as
someone who.
|
|
4050107 |
modified BFI 46A Five Factor Model (John & Srivastava, 1999) |
Here
are some statements that may or may Not describe what you are
like. In the blank next to each statement, write the number that
shows how much you agree or disagree that it describes you. I see
myself as someone who… |
Conscientiousness |
Unchanged from IVFT |
How
often are the following statements true for you? I see myself as
someone who.
|
|
Unchanged from OFT1 |
How
often are the following statements true for you? I see myself as
someone who.
|
|
4050108 |
BFI 46A Five Factor Model (John & Srivastava, 1999) |
Here
are some statements that may or may Not describe what you are
like. In the blank next to each statement, write the number that
shows how much you agree or disagree that it describes you. I see
myself as someone who… |
Conscientiousness |
Unchanged from IVFT |
How
often are the following statements true for you? I see myself as
someone who.
|
|
Unchanged from OFT1 |
How
often are the following statements true for you? I see myself as
someone who.
|
|
4050109 |
modified BFI 46A Five Factor Model (John & Srivastava, 1999) |
Here
are some statements that may or may Not describe what you are
like. In the blank next to each statement, write the number that
shows how much you agree or disagree that it describes you. I see
myself as someone who… |
Conscientiousness |
Unchanged from IVFT |
How
often are the following statements true for you? I see myself as
someone who.
|
|
Unchanged from OFT1 |
How
often are the following statements true for you? I see myself as
someone who.
|
|
4050110 |
modified BFI 46A Five Factor Model (John & Srivastava, 1999) |
Here
are some statements that may or may Not describe what you are
like. In the blank next to each statement, write the number that
shows how much you agree or disagree that it describes you. I see
myself as someone who… |
Conscientiousness |
Unchanged from IVFT |
How
often are the following statements true for you? I see myself as
someone who.
|
|
Unchanged from OFT1 |
How
often are the following statements true for you? I see myself as
someone who.
|
|
4050901 |
modified Brief Sensation Seeking Scale (Stephenson et al. 2003) |
I
would like to explore strange places. |
Risk-Taking and Risky Behaviors |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you?
|
|
4050902 |
modified Brief Sensation Seeking Scale (Stephenson et al. 2003) |
I
like to do frightening things. |
Risk-Taking and Risky Behaviors |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you?
|
|
4050903 |
modified Brief Sensation Seeking Scale (Stephenson et al. 2003) |
I
like new and exciting experiences, even if I have to break the
rules. |
Risk-Taking and Risky Behaviors |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you?
|
|
4050904 |
modified Brief Sensation Seeking Scale (Stephenson et al. 2003) |
I
prefer friends who are exciting and unpredictable. |
Risk-Taking and Risky Behaviors |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you?
|
|
4050701 |
modified Persistence Scale Elliot, McGregor, & Gable (1999) |
When
I become confused about something I’m reading for this
course, I go back and try to figure it out. |
Academic Engagement |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you?
|
|
4050702 |
modified Persistence Scale Elliot, McGregor, & Gable (1999) |
Regardless
of whether or Not I like the material, I work my hardest to learn
it. |
Academic Engagement |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you?
|
|
4050703 |
modified Persistence Scale Elliot, McGregor, & Gable (1999) |
When
something that I am studying gets difficult, I spend extra time
and effort trying to understand it. |
Academic Engagement |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you?
|
|
4050704 |
modified Persistence Scale Elliot, McGregor, & Gable (1999) |
I
try to learn all of the testable material “inside and out,”
even if it is boring. |
Academic Engagement |
Unchanged from IVFT |
How
true are the following statements for you?
|
|
Unchanged from OFT1 |
How
true are the following statements for you?
|
|
4050201 |
Children's Hope Scale (Snyder et al., 1997) |
The
six sentences below describe how children think about themselves
and how they do things in general…For each sentence,
please think about how you are in most situations. Place a check
inside the circle that describes YOU the best. |
Optimism |
Unchanged from IVFT |
How
often are the following statements true for you?
|
|
Unchanged from OFT1 |
How
often are the following statements true for you?
|
|
4050202 |
Children's Hope Scale (Snyder et al., 1997) |
The
six sentences below describe how children think about themselves
and how they do things in general…For each sentence,
please think about how you are in most situations. Place a check
inside the circle that describes YOU the best. |
Optimism |
Unchanged from IVFT |
How
often are the following statements true for you?
|
|
Unchanged from OFT1 |
How
often are the following statements true for you?
|
|
4050203 |
Children's Hope Scale (Snyder et al., 1997) |
The
six sentences below describe how children think about themselves
and how they do things in general…For each sentence,
please think about how you are in most situations. Place a check
inside the circle that describes YOU the best. |
Optimism |
Unchanged from IVFT |
How
often are the following statements true for you?
|
|
Unchanged from OFT1 |
How
often are the following statements true for you?
|
|
4050204 |
Children's Hope Scale (Snyder et al., 1997) |
The
six sentences below describe how children think about themselves
and how they do things in general…For each sentence,
please think about how you are in most situations. Place a check
inside the circle that describes YOU the best. |
Optimism |
Unchanged from IVFT |
How
often are the following statements true for you?
|
|
Unchanged from OFT1 |
How
often are the following statements true for you?
|
|
4050205 |
Children's Hope Scale (Snyder et al., 1997) |
The
six sentences below describe how children think about themselves
and how they do things in general…For each sentence,
please think about how you are in most situations. Place a check
inside the circle that describes YOU the best. |
Optimism |
Unchanged from IVFT |
How
often are the following statements true for you?
|
|
Unchanged from OFT1 |
How
often are the following statements true for you?
|
|
4050206 |
Children's Hope Scale (Snyder et al., 1997) |
The
six sentences below describe how children think about themselves
and how they do things in general…For each sentence,
please think about how you are in most situations. Place a check
inside the circle that describes YOU the best. |
Optimism |
Unchanged from IVFT |
How
often are the following statements true for you?
|
|
Unchanged from OFT1 |
How
often are the following statements true for you?
|
|
4070200 |
modified HSLS:09 (Student, Baseline; Sect. G) |
As
things stand now, how far in school do you think you will get?
|
Academic expectation |
Unchanged from IVFT |
As things stand now, how far in school do you think you will go?
|
|
Unchanged from OFT1 |
As things stand now, how far in school do you think you will go?
|
|
4060503 |
modified Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000) |
Do
you keep a lot of secrets from your parents about what you do
during your free time? |
Parent-Child Relationship: Monitoring/Disclosure |
Unchanged from IVFT |
How
often does the following happen with your parents/guardians?
|
|
Unchanged from OFT1 |
How
often does the following happen with your parents/guardians?
|
|
4060501 |
modified Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000) |
Do
you spontaneously tell your parents about your friends (which
friends you hang out with and how they |
Parent-Child Relationship: Monitoring/Disclosure |
Unchanged from IVFT |
How
often does the following happen with your parents/guardians?
|
|
Unchanged from OFT1 |
How
often does the following happen with your parents/guardians?
|
|
4060502 |
modified Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000) |
How
often do you usually want to tell your parents about school (how
each subject is going; your relationships with teachers)? |
Parent-Child Relationship: Monitoring/Disclosure |
Unchanged from IVFT |
How
often does the following happen with your parents/guardians?
|
|
Unchanged from OFT1 |
How
often does the following happen with your parents/guardians?
|
|
4020220 |
ECLS-K (Student, Grade 8; 12f) |
How
often do you spend time… |
Time Use-Structured Activities: Non-school-based Activities |
Unchanged from IVFT |
These
questions ask about activities you might do outside of school.
How often do you spend time.
|
|
Dropped |
|
Dropping this question and rewording others in this set as per NEA recommendation |
4030301 |
Prevalence of Delinquent Behaviors Among Friends Scale (Child Development Project) |
Of
the kids you hang around with: |
Perception of Peer Values, negative |
Unchanged from IVFT |
Of
the people your age who you hang out with, how many.
|
|
Dropped |
|
Item dropped due to sensitivity |
4030302 |
Prevalence of Delinquent Behaviors Among Friends Scale (Child Development Project) |
Of
the kids you hang around with: |
Perception of Peer Values, negative |
Unchanged from IVFT |
Of
the people your age who you hang out with, how many.
|
|
Dropped |
|
Item dropped due to sensitivity |
4030303 |
Prevalence of Delinquent Behaviors Among Friends Scale (Child Development Project) |
Of
the kids you hang around with: |
Perception of Peer Values, negative |
Unchanged from IVFT |
Of
the people your age who you hang out with, how many.
|
|
Dropped |
|
Item dropped due to sensitivity |
4030304 |
Prevalence of Delinquent Behaviors Among Friends Scale (Child Development Project) |
Of
the kids you hang around with: |
Perception of Peer Values, negative |
Unchanged from IVFT |
Of
the people your age who you hang out with, how many.
|
|
Dropped |
|
Item dropped due to sensitivity |
4030305 |
Prevalence of Delinquent Behaviors Among Friends Scale (Child Development Project) |
Of
the kids you hang around with: |
Perception of Peer Values, negative |
Unchanged from IVFT |
Of
the people your age who you hang out with, how many.
|
|
Dropped |
|
Item dropped due to sensitivity |
4030306 |
Prevalence of Delinquent Behaviors Among Friends Scale (Child Development Project) |
Of
the kids you hang around with: |
Perception of Peer Values, negative |
Unchanged from IVFT |
Of
the people your age who you hang out with, how many.
|
|
Dropped |
|
Item dropped due to sensitivity |
4030307 |
Prevalence of Delinquent Behaviors Among Friends Scale (Child Development Project) |
Of
the kids you hang around with: |
Perception of Peer Values, negative |
Unchanged from IVFT |
Of
the people your age who you hang out with, how many.
|
|
Dropped |
|
Item dropped due to sensitivity |
4030401 |
NLSY:79 (1994, Child Self-Administered Supplement) |
NLSY
peer pressure items, asked on a Y/N scale. Children were asked
whether they feel peer pressure from friends to engage in certain
behaviors. They reported on the following items: |
Perception of Peer Values, Peer Pressure |
Unchanged from IVFT |
Of
the people your age who you hang out with, how many have ever
pressured you to.
|
|
Dropped |
|
Item dropped due to sensitivity |
4030402 |
New item |
|
Perception of Peer Values, Peer Pressure |
Unchanged from IVFT |
Of
the people your age who you hang out with, how many have ever
pressured you to. |
|
Dropped |
|
Item dropped due to sensitivity |
4030403 |
NLSY:79 (1994, Child Self-Administered Supplement) |
NLSY
peer pressure items, asked on a Y/N scale. Children were asked
whether they feel peer pressure from friends to engage in certain
behaviors. They reported on the following items: |
Perception of Peer Values, Peer Pressure |
Unchanged from IVFT |
Of
the people your age who you hang out with, how many have ever
pressured you to. |
|
Dropped |
|
Item dropped due to sensitivity |
4030404 |
NLSY:79 (1994, Child Self-Administered Supplement) |
NLSY
peer pressure items, asked on a Y/N scale. Children were asked
whether they feel peer pressure from friends to engage in certain
behaviors. They reported on the following items: |
Perception of Peer Values, Peer Pressure |
Unchanged from IVFT |
Of
the people your age who you hang out with, how many have ever
pressured you to. |
|
Dropped |
|
Item dropped due to sensitivity |
4030405 |
NLSY:79 (1994, Child Self-Administered Supplement) |
NLSY
peer pressure items, asked on a Y/N scale. Children were asked
whether they feel peer pressure from friends to engage in certain
behaviors. They reported on the following items: |
Perception of Peer Values, Peer Pressure |
Unchanged from IVFT |
Of
the people your age who you hang out with, how many have ever
pressured you to. |
|
Dropped |
|
Item dropped due to sensitivity |
4030406 |
NLSY:79 (1994, Child Self-Administered Supplement) |
NLSY
peer pressure items, asked on a Y/N scale. Children were asked
whether they feel peer pressure from friends to engage in certain
behaviors. They reported on the following items: |
Perception of Peer Values, Peer Pressure |
Unchanged from IVFT |
Of
the people your age who you hang out with, how many have ever
pressured you to. |
|
Dropped |
|
Item dropped due to sensitivity |
4030407 |
|
|
|
|
|
|
Dropped |
|
Item dropped due to sensitivity |
MS1 Full and Abbreviated Parent Survey Items
Notes: *** in the MS1 Status column indicates that the item is part of the Abbreviated Parent Survey. The Spanish version of the Parent Survey has identical items.
C.4.2.1 MS1 Mini Parent Survey Items
Note: Items in the Spanish version of the Mini Parent Survey are identical.
MGLS Item ID (QID) |
Source |
Source Wording with Response Options |
Source Justification |
OFT1 Status |
OFT1 Wording with Response Options |
OFT1 Justification |
MSI Mini Status |
MS1 Mini Wording with response options |
MS1 Mini Justification |
5021120 |
New |
|
Screener |
|
|
|
Added |
Does your sixth grader have biological, adoptive, step- or foster parents who live in your household?
1. Yes, one parent in household 2. Yes, two parents in household 3. No |
Added to identify parent type |
5021102 |
ECLS-K:2011 (Parent K; FSQ.140/150/160/170/180) |
{Are you/Is {NAME}} {CHILD}'s . 1. Birth mother.2. Adoptive mother.3. Step mother.4. Foster mother or female guardian .5. Other female parent or guardian. |
Household compositions |
Unchanged from IVFT |
Please tell us a little bit about the members of your household. If you are not sure of something, your best guess is fine..Which of the following best describes this relationship with [CFNAME]?.1. Biological or birth mother.2. Adoptive mother.3. Step mother.4. Foster mother or female guardian.5. Other female parent or guardian (please specify).1. Biological or birth father.2. Adoptive father.3. Step father.4. Foster father or male guardian.5. Other male parent or guardian (please specify).1. Full sister.2. Half sister.3. Step sister.4. Adoptive sister.5. Foster sister.1. Full brother.2. Half brother.3. Step brother.4. Adoptive brother.5. Foster brother.1. Girlfriend or partner of [CFNAME]'s parent/guardian.2. Boyfriend or partner of [CFNAME]'s parent/guardian.3. Female guardian.4. Male guardian.5. Daughter/son of [CFNAME]'s parent's partner.6. Other relative of [CFNAME]'s parent's partner (please specify).7. Other non-relative (please specify). |
|
Revised from OFT1 |
What is your relationship to you sixth grader?
1. Biological or birth mother 2. Biological or birth father 3. Adoptive mother 4. Adoptive father 5. Stepmother 6. Stepfather 7. Foster mother or female legal guardian 8.Fother father or male legal guardian 9. Other female parent or guardian 10. Other male parent or guardian 11. Girlfriend or partner of 6th grader’s parent/guardian 12. Boyfriend or partner of 6th grader’s parent/guardian 13. Grandmother 14. Grandfather 15. Other female relative 16. Other male relative 17. Other non-relative |
Revised to reduce burden |
5030401 |
HSLS:09 (Parent, First Follow up 09, Section D, Q 1) |
What is the highest level of education [you/parent 1] [have/has] completed?.0=No, [you/parent 1] [have/has] not completed any other degree.1=Less than high school completion.2=Completed a high school diploma, GED, or alternative high school credential.3=Completed a certificate or diploma from a school that provides occupational training.4=Completed an Associate's degree.5=Completed a Bachelor's degree.6=Completed a Master's degree.7=Completed a Ph.D., M.D., law degree, or other high level professional degree. |
Parent education and occupation |
Modified from source |
What is the highest level of education [CFNAME]'s mother completed?.1. 8th grade or lower.2. 9th to 11th grade.3. 12th grade but no diploma.4. High school diploma or equivalent.5. Vocational/technical program after high school but no vocational/technical diploma.6. Vocational/technical diploma after high school.7. Some college but no degree.8. Associate's degree.9. Bachelor's degree.10. Graduate or professional school but no degree.11. Master's degree (MA, MS).12. Doctorate degree (Ph.D, Ed.D).13. Professional degree after bachelor's degree (medicine/MD; dentistry/DDS; law/JD/LLB; etc.).14. Do not know. |
|
Revised from OFT1 |
What is the highest level of education you have completed?
1- Less than high school 2- High school diploma or equivalent/GED 3-Vocational/technical diploma after high school 4- Associate’s degree (for example: AA, AS) 5- Bachelor’s degree (for example: BA, BS) 6- Master’s degree (for example: MA, MS, MBA) 7- Doctorate or other high level professional degree (for example: Ph.D, Ed.D, MD, DDS, DVM, JD) |
Revised to reduce burden but also add clairyt for ed level response options and for consistencywith the full version |
5071101 |
ECLS-K (Parent, K; EMQ.140) |
What kind of work {are/is/were/was} {you/{NAME}} doing?.___________Enter job title |
Parent education and occupation |
Modified from source |
What is/was the title of [HH#FNAME] [HH#LNAME]'s job?.Enter job title |
Question text revised to capture job title, which will be used to help determine industry and occupation for the parent. |
Revised from OFT1 |
What are the title and duties of your job? If you have more than one job, describe the job where you work the most hours. If you did not work for pay in the past week, answer for your most recent job.
Job
Title: |
Revised to reduce burden |
5020011 |
New Item |
|
Household compositions |
Unchanged from IVFT |
Is [HH#FNAME HH#LNAME with B02H = 1] married to someone in the household?.1. Yes 2. No |
|
Revised from OFT1 |
Do you have a spouse or partner who lives in the same household as you and your sixth grader?
1- Yes, I am married to someone in the household 2- Yes, I am in a domestic partnership or civil union with someone in the household 3-No |
Revised to reduce burden |
5021002 |
ECLS-K:2011 (Parent K; FSQ.130) |
What {is your/is {NAME}'s} relationship to {CHILD}? 1. Mother/Female guardian.2. Father/Male guardian.3. Sister.4. Brother.5. Girlfriend or partner of {CHILD}'s Parent/Guardian.6. Boyfriend or partner of {CHILD}'s Parent/Guardian.7. Grandmother.8. Grandf. |
Household compositions |
Modified from source |
Please tell us a little bit about the members of your household. If you are not sure of something, your best guess is fine..What is your relationship to [CFNAME]?.1. Mother/Female guardian.2. Father/Male guardian.3. Sister.4. Brother.5. Girlfriend or partner of [CFNAME]'s parent/guardian.6. Boyfriend or partner of [CFNAME]'s parent/guardian.7. Grandmother.8. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative (please specify).13. Other non-relative.14. Focus child. |
Created separate response options for other relative and non-relative for more specific reporting. Text revised to accommodate conditional fills.. |
Revised from OFT1 |
What is your spouse or partner’s relationship to your sixth grader?
1. Biological or birth mother 2. Biological or birth father 3. Adoptive mother 4. Adoptive father 5. Stepmother 6. Stepfather 7. Foster mother or female legal guardian 8.Fother father or male legal guardian 9. Other female parent or guardian 10. Other male parent or guardian 11. Girlfriend or partner of 6th grader’s parent/guardian 12. Boyfriend or partner of 6th grader’s parent/guardian 13. Grandmother 14. Grandfather 15. Other female relative 16. Other male relative 17. Other non-relative |
Revised to reduce burden |
5030402 |
HSLS:09 (Parent, First Follow up 09, Section D, Q 1) |
What is the highest level of education [you/parent 1] [have/has] completed?.0=No, [you/parent 1] [have/has] not completed any other degree.1=Less than high school completion.2=Completed a high school diploma, GED, or alternative high school credential.3=Completed a certificate or diploma from a school that provides occupational training.4=Completed an Associate's degree.5=Completed a Bachelor's degree.6=Completed a Master's degree.7=Completed a Ph.D., M.D., law degree, or other high level professional degree. |
Parent education and occupation |
Modified from source |
What is the highest level of education [CFNAME]'s father completed?.1. 8th grade or lower.2. 9th to 11th grade.3. 12th grade but no diploma.4. High school diploma or equivalent.5. Vocational/technical program after high school but no vocational/technical diploma.6. Vocational/technical diploma after high school.7. Some college but no degree.8. Associate's degree.9. Bachelor's degree.10. Graduate or professional school but no degree.11. Master's degree (MA, MS).12. Doctorate degree (Ph.D, Ed.D).13. Professional degree after bachelor's degree (medicine/MD; dentistry/DDS; law/JD/LLB; etc.).14. Do not know. |
|
Revised from OFT1 |
What is the highest level of education your spouse or partner has completed?
1- Less than high school 2- High school diploma or equivalent/GED 3-Vocational/technical diploma after high school 4- Associate’s degree (for example: AA, AS) 5- Bachelor’s degree (for example: BA, BS) 6- Master’s degree (for example: MA, MS, MBA) 7- Doctorate or other high level professional degree (for example: Ph.D, Ed.D, MD, DDS, DVM, JD) |
Revised to reduce burden but also add clairyt for ed level response options and for consistencywith the full version |
5071111 |
ECLS-K (Parent, K; EMQ.140) |
What kind of work {are/is/were/was} {you/{NAME}} doing?.___________Enter job title |
Parent education and occupation |
Modified from source |
What did/does [HH#FNAME] [HH#LNAME] do in that job?.Enter job duties |
Question text revised to capture job activities, which will be used to help determine industry and occupation for the parent. |
Revised from OFT1 |
What are the title and duties of your spouse or partner’s job? If your spouse/partner has more than one job, describe the job where he/she works the most hours. If your spouse/partner did not work for pay in the past week, answer for his/her most recent job.
Job
title: |
Revised to reduce burden |
5071300 |
ECLS-K (Parent, 8; PAQ. 100) |
What was the total income of all persons in your household over the past year, including salaries or other earnings, interest, retirement, and so on for all household members? ..1. $25,000 or less, or .2. More than $25,000? |
Family income and assets |
Modified from source |
In studies like this, households are sometimes grouped according to income..What was the total income of all persons in your household over the past year, including salaries .or other earnings, interest, retirement, and so on for all household members?..1 $5,000 or less.2 $5,001 to $10,000. 3 $10,001 to $15,000. 4 $15,001 to $20,000. 5 $20,001 to $25,000. 6 $25,001 to $30,000 . 7 $30,001 to $35,000. 8 $35,001 to $40,000. 9 $40,001 to $45,000 . 10 $45,001 to $50,000. 11 $50,001 to $55,000. 12 $55,001 to $60,000. 13 $60,001 to $ 65,000. 14 $65,001 to $70,000. 15 $70,001 to $75,000. 16 $75,001 to $80,000. 17 $80,001 to $85,000. 18 $85,001 to $90,000. 19 $90,001 to $95,000. 20 $95,001 to $100,000. 21 $100,001 to $110,000. 22 $110,001 t0 $120,000. 23 $120,001 to $130,000. 24 $130,001 to $140,000. 25 $140,001 to $150,000. 26 $150,001 to $160,000. 27 $160,001 to $170,000. 28 $170,001 to $180,000. 29 $180,001 to $190,000. 30 $190,001 to $200,000. 31 $200,001 to $225,000. 32 $225,001 to $250,000. 33 $250,001 to $275,000. 34 $275,001 to $300,000. 35 $300,001 to $325,000. 36 $325,001 to $350,000. 37 $350,001 to $375,000. 38 $375,001 to $400,000. 39 $400,001 to $425,000. 40 $425,001 to $450,000. 41 $450,001 to $475,000. 42 $475,001 to $500,000. 43 $500,001 or more |
|
Revised from OFT1 |
In studies like this, households are sometimes grouped according to income. What was the total income of all persons in your household over the past year, including salaries or other earnings, interest, retirement, and so on for all household members?
1- $15,000 or less 2- $15,001 - $30,000 3- $30,001 – $45,000 4- $45,001 – $60,000 5- $60,001 – $75,000 6- $75,001 – $90,000 7- $90,001 – $110,000 8- $110,001 – $140,000 9- $140,001 – $170,000 10- $170,001 – $200,000 11- $200,001 – $250,000 12- $250,001 – $300,000 13- More than $300,000 |
Revised to reduce burden |
5090200 |
ECLS-K (Parent, Grade 8; PIQ.070) |
How far in school do you expect {CFNAME} to go? Would you say you expect {he/she} ..1. Won't finish high school.2. Will graduate from high school, but won't go any further.3. Will go to a technical or trade school after high school.4. Will attend college.5. Will graduate from college.6. Will attend a higher level of school after graduating from college .7. Don't know. |
Academic expectations |
Unchanged from source |
How far in school do you expect {CFNAME} to go? Would you say you expect {he/she} ..1. Won't finish high school.2. Will graduate from high school, but won't go any further.3. Will go to a technical or trade school after high school.4. Will attend college.5. Will graduate from college.6. Will attend a higher level of school after graduating from college.7. Don't know. |
|
Revised from OFT1 |
How far in school do you expect your sixth grader to go? Would you expect your sixth grader…
1- Won’t finish high school? 2- Will graduate from high school, but won’t go any further? 3-Will go to a technical or trade school after high school? 4-Will attend college? 5-Will graduate from college? 6--Will attend a higher level of school after graduating from college? 7-You don’t know. |
Revised to reduce burden |
Note: *** in the MS1/OFT2 Status column indicates that the item is part of the Abbreviated Administrator Survey. A further reduced set of the abbreviated items is administered to MS1 schools who declined to participate, but will be surveyed to collect non-response bias analysis data. Items in the abbreviated set but not administered to MS1 non-responding schools are noted as “Dropped for MS1 non-responding schools” in the MS1/OFT2 status column.
MGLS Item ID (QID) |
Source |
Source Wording with Response Options |
Source Justification |
OFT1 Status |
OFT1 Wording with Response Options |
OFT1 Justification |
MS1 Status |
MS1 Wording with Response Options |
MS1 Justification |
9000102 |
Whole Building Design Guide, National Institute of Building Sciences |
Fundamental
space types for secondary schools include, but are not limited
to: |
School Structure |
New for OFT1/Modified from source |
The
following question is about the features at the school. Please
indicate all features you observed at this
school.
|
Added to characterize the features of the school and make the data more interpretable. Only some of the categories were kept; no variance anticipated for dropped categories. |
Unchanged from OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this
school.
|
|
9000103 |
Whole Building Design Guide, National Institute of Building Sciences |
Fundamental
space types for secondary schools include, but are not limited
to: |
School Structure |
New for OFT1/Modified from source |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Added to characterize the features of the school and make the data more interpretable. Only some of the categories were kept; no variance anticipated for dropped categories. |
Unchanged from OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
|
9000104 |
Whole Building Design Guide, National Institute of Building Sciences |
Fundamental
space types for secondary schools include, but are not limited
to: |
School Structure |
New for OFT1/Modified from source |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Added to characterize the features of the school and make the data more interpretable. Only some of the categories were kept; no variance anticipated for dropped categories. |
Unchanged from OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
|
9000106 |
Whole Building Design Guide, National Institute of Building Sciences |
Fundamental
space types for secondary schools include, but are not limited
to: |
School Structure |
New for OFT1/Modified from source |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Added to characterize the features of the school and make the data more interpretable. Only some of the categories were kept; no variance anticipated for dropped categories. |
Unchanged from OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
|
9000107 |
Condition of Public School Facilities |
Classroom |
School Structure |
New for OFT1/Modified from source |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Added to characterize the features of the school and make the data more interpretable. Only some of the categories were kept; no variance anticipated for dropped categories. |
Unchanged from OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
|
9000108 |
Whole Building Design Guide, National Institute of Building Sciences |
Fundamental
space types for secondary schools include, but are not limited
to: |
School Structure |
New for OFT1/Modified from source |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Added to characterize the features of the school and make the data more interpretable. Only some of the categories were kept; no variance anticipated for dropped categories. |
Unchanged from OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
|
9000109 |
Whole Building Design Guide, National Institute of Building Sciences |
Fundamental
space types for secondary schools include, but are not limited
to: |
School Structure |
New for OFT1/Modified from source |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Added to characterize the features of the school and make the data more interpretable. Only some of the categories were kept; no variance anticipated for dropped categories. |
Revised |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Revised to add examples |
9000110 |
Whole Building Design Guide, National Institute of Building Sciences |
Fundamental
space types for secondary schools include, but are not limited
to: |
School Structure |
New for OFT1/Modified from source |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Added to characterize the features of the school and make the data more interpretable. Only some of the categories were kept; no variance anticipated for dropped categories. |
Unchanged from OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
|
9000113 |
Whole Building Design Guide, National Institute of Building Sciences |
Fundamental
space types for secondary schools include, but are not limited
to: |
School Structure |
New for OFT1/Modified from source |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Added to characterize the features of the school and make the data more interpretable. Only some of the categories were kept; no variance anticipated for dropped categories. |
Revised |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Revised to add examples |
9000115 |
Whole Building Design Guide, National Institute of Building Sciences |
Fundamental
space types for secondary schools include, but are not limited
to: |
School Structure |
New for OFT1/Modified from source |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Added to characterize the features of the school and make the data more interpretable. Only some of the categories were kept; no variance anticipated for dropped categories. |
Unchanged from OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
|
9000117 |
New |
|
School Structure |
New for OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Added to characterize the features of the school and make the data more interpretable. |
Unchanged from OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
|
9000118 |
New |
|
School Structure |
New for OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Added to characterize the features of the school and make the data more interpretable. |
Unchanged from OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
|
9000119 |
New |
|
School Structure |
New for OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Added to characterize the features of the school and make the data more interpretable. |
Unchanged from OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
|
9000120 |
New |
|
School Structure |
New for OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Added to characterize the features of the school and make the data more interpretable. |
Unchanged from OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
|
9000121 |
Condition of Public School Facilities |
Indicate in Part 1 the overall condition of the original buildings, the attached and/or detached permanent additions, and the temporary buildings that are on site at this school. |
School Structure |
New for OFT1/Modified from source |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
Added to characterize the features of the school and make the data more interpretable. Only some of the categories were kept; no variance anticipated for dropped categories. |
Unchanged from OFT1 |
The
following question is about the features at the school. Please
indicate all features you observed at this school.
|
|
9010100 |
New |
|
General Condition of Neighborhood/Area Around School |
New for OFT1 |
Please note the time of day that you observed the items below:
|
Added
to determine time of day to get more context on the general
condition of the immediate neighborhood/area around the school. |
Unchanged from OFT1 |
Please note the time of day that you observed the items below:
|
|
9010101 |
ELS:2002 (Facilities Checklist, 9a) |
While
you are standing outside of the school (near the entrance where
most visitors arrive), look a the neighborhood/area surrounding
the school. Please indicate to what degree you notice the
following factors in the neighborhood/area surrounding this
school. a. Litter/trash |
General Condition of Neighborhood/Area Around School |
Modified from IVFT |
The
following questions are about the condition of the immediate
neighborhood/area around the school. While you are standing
outside of the school (near the entrance where most visitors
arrive), look at the neighborhood/area surrounding the school.
Please indicate the extent to which you notice the following
factors in the neighborhood/area surrounding this school.
|
Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Unchanged from OFT1 |
The
following questions are about the condition of the immediate
neighborhood/area around the school. While you are standing
outside of the school (near the entrance where most visitors
arrive), look at the neighborhood/area surrounding the school.
Please indicate the extent to which you notice the following
factors in the neighborhood/area surrounding this school.
|
|
9010102 |
ELS:2002 (Facilities Checklist, 9b) |
While
you are standing outside of the school (near the entrance where
most visitors arrive), look a the neighborhood/area surrounding
the school. Please indicate to what degree you notice the
following factors in the neighborhood/area surrounding this
school. b. Graffiti |
General Condition of Neighborhood/Area Around School |
Modified from IVFT |
The
following questions are about the condition of the immediate
neighborhood/area around the school. While you are standing
outside of the school (near the entrance where most visitors
arrive), look at the neighborhood/area surrounding the school.
Please indicate the extent to which you notice the following
factors in the neighborhood/area surrounding this
school.
|
Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Unchanged from OFT1 |
The
following questions are about the condition of the immediate
neighborhood/area around the school. While you are standing
outside of the school (near the entrance where most visitors
arrive), look at the neighborhood/area surrounding the school.
Please indicate the extent to which you notice the following
factors in the neighborhood/area surrounding this
school.
|
|
9010103 |
ELS:2002 (Facilities Checklist, 9c) |
While
you are standing outside of the school (near the entrance where
most visitors arrive), look a the neighborhood/area surrounding
the school. Please indicate to what degree you notice the
following factors in the neighborhood/area surrounding this
school. c. Boarded up buildings |
General Condition of Neighborhood/Area Around School |
Modified from IVFT |
The
following questions are about the condition of the immediate
neighborhood/area around the school. While you are standing
outside of the school (near the entrance where most visitors
arrive), look at the neighborhood/area surrounding the school.
Please indicate the extent to which you notice the following
factors in the neighborhood/area surrounding this school.
|
Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Unchanged from OFT1 |
The
following questions are about the condition of the immediate
neighborhood/area around the school. While you are standing
outside of the school (near the entrance where most visitors
arrive), look at the neighborhood/area surrounding the school.
Please indicate the extent to which you notice the following
factors in the neighborhood/area surrounding this school.
|
|
9010104 |
ELS:2002 (Facilities Checklist, 9d) |
While
you are standing outside of the school (near the entrance where
most visitors arrive), look a the neighborhood/area surrounding
the school. Please indicate to what degree you notice the
following factors in the neighborhood/area surrounding this
school. d. Persons congregated on streets |
General Condition of Neighborhood/Area Around School |
Modified from IVFT |
The
following questions are about the condition of the immediate
neighborhood/area around the school. While you are standing
outside of the school (near the entrance where most visitors
arrive), look at the neighborhood/area surrounding the school.
Please indicate the extent to which you notice the following
factors in the neighborhood/area surrounding this school.
|
Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Unchanged from OFT1 |
The
following questions are about the condition of the immediate
neighborhood/area around the school. While you are standing
outside of the school (near the entrance where most visitors
arrive), look at the neighborhood/area surrounding the school.
Please indicate the extent to which you notice the following
factors in the neighborhood/area surrounding this school.
|
|
9010105 |
ELS:2002 (Facilities Checklist, 9e) |
While
you are standing outside of the school (near the entrance where
most visitors arrive), look a the neighborhood/area surrounding
the school. Please indicate to what degree you notice the
following factors in the neighborhood/area surrounding this
school. e. Students loitering |
General Condition of Neighborhood/Area Around School |
Modified from IVFT |
The
following questions are about the condition of the immediate
neighborhood/area around the school. While you are standing
outside of the school (near the entrance where most visitors
arrive), look at the neighborhood/area surrounding the school.
Please indicate the extent to which you notice the following
factors in the neighborhood/area surrounding this
school.
|
Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Unchanged from OFT1 |
The
following questions are about the condition of the immediate
neighborhood/area around the school. While you are standing
outside of the school (near the entrance where most visitors
arrive), look at the neighborhood/area surrounding the school.
Please indicate the extent to which you notice the following
factors in the neighborhood/area surrounding this
school.
|
|
9020100 |
New |
|
General Upkeep-Main Entrance and Hallways |
New for OFT1 |
Please note the time of day that you observed the items below:
|
Added
to determine time of day to get more context on the general
upkeep of the entrance and hallways and displays at the school. |
Unchanged from OFT1 |
Please note the time of day that you observed the items below:
|
|
9020101 |
ELS:2002 (Facilities Checklist, 1a) |
Standing
at the main entrance into the school, observe the school's front
hallway(s) during a time when most students are in class (i.e. a
class period). Take as much time as necessary to observe the
hallway(s). For each item listed, indicate whether you observed
it or not. a. Trash on the floors |
General Upkeep-Main Entrance and Hallways |
Modified from IVFT |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Revised introductory text to specify front entrance hallway. Added a subheader: "General Upkeep" to distinguish from "Displays". Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. |
9020102 |
ELS:2002 (Facilities Checklist, 1b) |
Standing
at the main entrance into the school, observe the school's front
hallway(s) during a time when most students are in class (i.e. a
class period). Take as much time as necessary to observe the
hallway(s). For each item listed, indicate whether you observed
it or not. b. Trash overflowing from trashcans |
General Upkeep-Main Entrance and Hallways |
Modified from IVFT |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Added a subheader: "General Upkeep" to distinguish from "Displays". Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. |
9020103 |
ELS:2002 (Facilities Checklist, 1c) |
Standing
at the main entrance into the school, observe the school's front
hallway(s) during a time when most students are in class (i.e. a
class period). Take as much time as necessary to observe the
hallway(s). For each item listed, indicate whether you observed
it or not. c. Broken lights |
General Upkeep-Main Entrance and Hallways |
Modified from IVFT |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Added a subheader: "General Upkeep" to distinguish from "Displays". Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. |
9020104 |
ELS:2002 (Facilities Checklist, 1d) |
Standing
at the main entrance into the school, observe the school's front
hallway(s) during a time when most students are in class (i.e. a
class period). Take as much time as necessary to observe the
hallway(s). For each item listed, indicate whether you observed
it or not. d. Graffiti on the walls/doors/ceilings |
General Upkeep-Main Entrance and Hallways |
Modified from IVFT |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Added a subheader: "General Upkeep" to distinguish from "Displays". Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. |
9020106 |
ELS:2002 (Facilities Checklist, 1f) |
Standing
at the main entrance into the school, observe the school's front
hallway(s) during a time when most students are in class (i.e. a
class period). Take as much time as necessary to observe the
hallway(s). For each item listed, indicate whether you observed
it or not. f. Visible fire or emergency alarms |
General Upkeep-Main Entrance and Hallways |
Modified from IVFT |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Revised introductory text to specify front entrance hallway. Added a subheader: "General Upkeep" to distinguish from "Displays". Reordered response option. Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. |
9020107 |
ELS:2002 (Facilities Checklist, 1g) |
Standing
at the main entrance into the school, observe the school's front
hallway(s) during a time when most students are in class (i.e. a
class period). Take as much time as necessary to observe the
hallway(s). For each item listed, indicate whether you observed
it or not. g. Chipped paint on the walls/doors/ceilings |
General Upkeep-Main Entrance and Hallways |
Modified from IVFT |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Revised introductory text to specify front entrance hallway. Added a subheader: "General Upkeep" to distinguish from "Displays". Reordered response option. Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. |
9020108 |
ELS:2002 (Facilities Checklist, 1h) |
Standing
at the main entrance into the school, observe the school's front
hallway(s) during a time when most students are in class (i.e. a
class period). Take as much time as necessary to observe the
hallway(s). For each item listed, indicate whether you observed
it or not. h. Ceilings in disrepair (e.g. falling in, water
damage, missing tiles or plaster) |
General Upkeep-Main Entrance and Hallways |
Modified from IVFT |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Revised introductory text to specify front entrance hallway. Added a subheader: "General Upkeep" to distinguish from "Displays". Reordered response option. Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. |
9020109 |
ELS:2002 (Facilities Checklist, 1i) |
Standing
at the main entrance into the school, observe the school's front
hallway(s) during a time when most students are in class (i.e. a
class period). Take as much time as necessary to observe the
hallway(s). For each item listed, indicate whether you observed
it or not. i. Visible exit signs |
General Upkeep-Main Entrance and Hallways |
Modified from IVFT |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Revised introductory text to specify front entrance hallway. Added a subheader: "General Upkeep" to distinguish from "Displays". Reordered response option. Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. |
9030104 |
New |
|
School Displays |
New for OFT1 |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Revised introductory text to specify front entrance hallway. Combined items in section C to section B because the items has the same instructions and response scale as items in section B. Created a separate header for "Displays" to distinguish from "General Upkeep". Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. |
9030105 |
New |
|
School Displays |
New for OFT1 |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Revised introductory text to specify front entrance hallway. Combined items in section C to section B because the items has the same instructions and response scale as items in section B. Created a separate header for "Displays" to distinguish from "General Upkeep". Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. |
9030101 |
Modified Minnesota School Safety Center Self-Assessment Checklist |
Student work is displayed to show pride and ownership by students (needs to be less than 20% of corridor wall) |
School Displays |
Modified from IVFT |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Revised introductory text to specify front entrance hallway. Combined items in section C to section B because the items has the same instructions and response scale as items in section B. Created a separate header for "Displays" to distinguish from "General Upkeep". Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. |
9030106 |
New |
|
School Displays |
New for OFT1 |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Revised introductory text to specify front entrance hallway. Combined items in section C to section B because the items has the same instructions and response scale as items in section B. Created a separate header for "Displays" to distinguish from "General Upkeep". Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. |
9030107 |
New |
|
School Displays |
New for OFT1 |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Revised introductory text to specify front entrance hallway. Combined items in section C to section B because the items has the same instructions and response scale as items in section B. Created a separate header for "Displays" to distinguish from "General Upkeep". Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. |
9030103 |
Modified Minnesota School Safety Center Self-Assessment Checklist |
Posters are displayed encouraging positive behavior choices for well being. |
School Displays |
Modified from IVFT |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Revised introductory text to specify front entrance hallway. Combined items in section C to section B because the items has the same instructions and response scale as items in section B. Created a separate header for "Displays" to distinguish from "General Upkeep". Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building.Revised response option to align with the format used with other items that include a "for example" as "(e.g.)" |
9030102 |
Modified Minnesota School Safety Center Self-Assessment Checklist |
Environment displays student activities and opportunities for involvement. |
School Displays |
Modified from IVFT |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Revised introductory text to specify front entrance hallway. Combined items in section C to section B because the items has the same instructions and response scale as items in section B. Created a separate header for "Displays" to distinguish from "General Upkeep". Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. Revised response option to align with the format used with other items that include a "for example" as "(e.g.)" |
9030108 |
New |
|
School Displays |
New for OFT1 |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Revised introductory text to specify front entrance hallway. Combined items in section C to section B because the items has the same instructions and response scale as items in section B. Created a separate header for "Displays" to distinguish from "General Upkeep". Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Revised |
The
next questions are about the general upkeep of the entrance and
the hallways and displays in the school. While standing inside
the school, observe the school's main entrance (near the entrance
where most visitors arrive) and the hallway(s) and displays
during a time when most students are in class (i.e., a class
period). Take as much time as necessary to observe the
hallway(s). Please indicate to what degree you notice the
following factors about the general upkeep and displays at the
school.
|
Revised to make sure SFs knew to observe from inside the building. Revised response option to align with the format used with other items that include a "for example" as "(e.g.)" |
9030109 |
New |
|
School Displays |
New for OFT1 |
For
each item listed, please indicate the extent to which you notice
the following factors in school displays.
|
Measures presence of and identification with student teams within the school. |
Unchanged from OFT1 |
For
each item listed, please indicate the extent to which you notice
the following factors in school displays. .In the questions
below, by "team" we mean for example in some schools
students are put into separate groups with common teaching teams,
and these students share homeroom with their groups.
|
|
9030110 |
New |
|
School Displays |
New for OFT1 |
For
each item listed, please indicate the extent to which you notice
the following factors in school displays.
|
Measures presence of and identification with student teams within the school. |
Unchanged from OFT1 |
For
each item listed, please indicate the extent to which you notice
the following factors in school displays. .In the questions
below, by "team" we mean for example in some schools
students are put into separate groups with common teaching teams,
and these students share homeroom with their groups.
|
|
9030111 |
New |
|
School Displays |
New for OFT1 |
For
each item listed, please indicate the extent to which you notice
the following factors in school displays.
|
Measures presence of and identification with student teams within the school. |
Unchanged from OFT1 |
For
each item listed, please indicate the extent to which you notice
the following factors in school displays. .In the questions
below, by "team" we mean for example in some schools
students are put into separate groups with common teaching teams,
and these students share homeroom with their groups.
|
|
9030112 |
New |
|
School Displays |
New for OFT1 |
For
each item listed, please indicate the extent to which you notice
the following factors in school displays.
|
Measures presence of and identification with student teams within the school. |
Unchanged from OFT1 |
For
each item listed, please indicate the extent to which you notice
the following factors in school displays. .In the questions
below, by "team" we mean for example in some schools
students are put into separate groups with common teaching teams,
and these students share homeroom with their groups.
|
|
9030118 |
New |
|
School Displays |
New for OFT1 |
For
each item listed, indicate the extent to which you notice the
following.
|
Indicates supports for teaching teams - recommended by New. |
Unchanged from OFT1 |
For
each item listed, indicate the extent to which you notice the
following.
|
|
9030119 |
New |
|
School Displays |
New for OFT1 |
For
each item listed, indicate the extent to which you notice the
following.
|
School safety measures – recommended by New |
Unchanged from OFT1 |
For
each item listed, indicate the extent to which you notice the
following.
|
|
9030115 |
New |
|
School Displays |
New for OFT1 |
For
each item listed, indicate the extent to which you notice the
following.
|
Indicates supports for teaching teams - recommended by New. |
Unchanged from OFT1 |
For
each item listed, indicate the extent to which you notice the
following.
|
|
9040101 |
ELS:2002 (Facilities Checklist, 5a) |
During
a change in classes or other time when classrooms are not in
session, enter one classroom in which high school students are
taught. For each item listed, indicate whether you observed it in
the classroom. If the room has no windows, mark "Not
applicable" for items i, j, and k. a. Locks controlled form
inside of door. |
Classrooms |
Modified from IVFT |
During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following factors in the classroom.
|
Revised
introductory text to clarify entering at least one classroom.
Question text changed to "During a change in classes or
other time when classes are not in session, enter at least one
classroom in which students in grades 6-8 are taught. For each
item listed, indicate the extent to which you notice the
following factors in the classroom." |
Revised |
The
next questions are about the general upkeep of classrooms. During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following aspects of the classroom. Note: If no
windows available, mark as No opportunity to observe.
|
Revised to simplify wording |
9040102 |
ELS:2002 (Facilities Checklist, 5b) |
During
a change in classes or other time when classrooms are not in
session, enter one classroom in which high school students are
taught. For each item listed, indicate whether you observed it in
the classroom. If the room has no windows, mark "Not
applicable" for items i, j, and k. b. Ceiling in disrepair
(e.g., falling in, water damage, missing tiles or plaster) |
Classrooms |
Modified from IVFT |
During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following factors in the classroom.
|
Revised
introductory text to clarify entering at least one classroom.
Question text changed to "During a change in classes or
other time when classes are not in session, enter at least one
classroom in which students in grades 6-8 are taught. For each
item listed, indicate the extent to which you notice the
following factors in the classroom." |
Revised |
The
next questions are about the general upkeep of classrooms. During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following aspects of the classroom. Note: If no
windows available, mark as No opportunity to observe.
|
Revised to simplify wording |
9040103 |
ELS:2002 (Facilities Checklist, 5c) |
During
a change in classes or other time when classrooms are not in
session, enter one classroom in which high school students are
taught. For each item listed, indicate whether you observed it in
the classroom. If the room has no windows, mark "Not
applicable" for items i, j, and k. c. Broken lights |
Classrooms |
Modified from IVFT |
During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following factors in the classroom.
|
Revised
introductory text to clarify entering at least one classroom.
Question text changed to "During a change in classes or
other time when classes are not in session, enter at least one
classroom in which students in grades 6-8 are taught. For each
item listed, indicate the extent to which you notice the
following factors in the classroom." |
Revised |
The
next questions are about the general upkeep of classrooms. During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following aspects of the classroom. Note: If no
windows available, mark as No opportunity to observe.
|
Revised to simplify wording |
9040104 |
ELS:2002 (Facilities Checklist, 5d) |
During
a change in classes or other time when classrooms are not in
session, enter one classroom in which high school students are
taught. For each item listed, indicate whether you observed it in
the classroom. If the room has no windows, mark "Not
applicable" for items i, j, and k. d. Graffiti on walls,
ceilings, doors |
Classrooms |
Modified from IVFT |
During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following factors in the classroom.
|
Revised
introductory text to clarify entering at least one classroom.
Question text changed to "During a change in classes or
other time when classes are not in session, enter at least one
classroom in which students in grades 6-8 are taught. For each
item listed, indicate the extent to which you notice the
following factors in the classroom." |
Revised |
The
next questions are about the general upkeep of classrooms. During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following aspects of the classroom. Note: If no
windows available, mark as No opportunity to observe.
|
Combined response options from 9040105 and simplify wording |
9040106 |
ELS:2002 (Facilities Checklist, 5f) |
During
a change in classes or other time when classrooms are not in
session, enter one classroom in which high school students are
taught. For each item listed, indicate whether you observed it in
the classroom. If the room has no windows, mark "Not
applicable" for items i, j, and k. f. Trash on floors |
Classrooms |
Modified from IVFT |
During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following factors in the classroom.
|
Revised
introductory text to clarify entering at least one classroom.
Question text changed to "During a change in classes or
other time when classes are not in session, enter at least one
classroom in which students in grades 6-8 are taught. For each
item listed, indicate the extent to which you notice the
following factors in the classroom." |
Revised |
The
next questions are about the general upkeep of classrooms. During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following aspects of the classroom. Note: If no
windows available, mark as No opportunity to observe.
|
Revised to simplify wording |
9040107 |
ELS:2002 (Facilities Checklist, 5g) |
During
a change in classes or other time when classrooms are not in
session, enter one classroom in which high school students are
taught. For each item listed, indicate whether you observed it in
the classroom. If the room has no windows, mark "Not
applicable" for items i, j, and k. g. Trash overflowing from
trash cans |
Classrooms |
Modified from IVFT |
During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following factors in the classroom.
|
Revised
introductory text to clarify entering at least one classroom.
Question text changed to "During a change in classes or
other time when classes are not in session, enter at least one
classroom in which students in grades 6-8 are taught. For each
item listed, indicate the extent to which you notice the
following factors in the classroom." |
Revised |
The
next questions are about the general upkeep of classrooms. During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following aspects of the classroom. Note: If no
windows available, mark as No opportunity to observe.
|
Revised to simplify wording |
9040108 |
ELS:2002 (Facilities Checklist, 5h) |
During
a change in classes or other time when classrooms are not in
session, enter one classroom in which high school students are
taught. For each item listed, indicate whether you observed it in
the classroom. If the room has no windows, mark "Not
applicable" for items i, j, and k. h. Floors and walls
appear clean |
Classrooms |
Modified from IVFT |
During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following factors in the classroom.
|
Revised
introductory text to clarify entering at least one classroom.
Question text changed to "During a change in classes or
other time when classes are not in session, enter at least one
classroom in which students in grades 6-8 are taught. For each
item listed, indicate the extent to which you notice the
following factors in the classroom." |
Revised |
The
next questions are about the general upkeep of classrooms. During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following aspects of the classroom. Note: If no
windows available, mark as No opportunity to observe.
|
Revised to simplify wording |
9040109 |
ELS:2002 (Facilities Checklist, 5i) |
During
a change in classes or other time when classrooms are not in
session, enter one classroom in which high school students are
taught. For each item listed, indicate whether you observed it in
the classroom. If the room has no windows, mark "Not
applicable" for items i, j, and k. i. Posters or other
materials on glass windows. |
Classrooms |
Modified from IVFT |
During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following factors in the classroom.
|
Revised
introductory text to clarify entering at least one classroom.
Question text changed to "During a change in classes or
other time when classes are not in session, enter at least one
classroom in which students in grades 6-8 are taught. For each
item listed, indicate the extent to which you notice the
following factors in the classroom." |
Revised |
The
next questions are about the general upkeep of classrooms. During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following aspects of the classroom. Note: If no
windows available, mark as No opportunity to observe.
|
Revised to simplify wording |
9040110 |
ELS:2002 (Facilities Checklist, 5j) |
During
a change in classes or other time when classrooms are not in
session, enter one classroom in which high school students are
taught. For each item listed, indicate whether you observed it in
the classroom. If the room has no windows, mark "Not
applicable" for items i, j, and k. j. Bars on windows |
Classrooms |
Modified from IVFT |
During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following factors in the classroom.
|
Revised
introductory text to clarify entering at least one classroom.
Question text changed to "During a change in classes or
other time when classes are not in session, enter at least one
classroom in which students in grades 6-8 are taught. For each
item listed, indicate the extent to which you notice the
following factors in the classroom." |
Revised |
The
next questions are about the general upkeep of classrooms. During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following aspects of the classroom. Note: If no
windows available, mark as No opportunity to observe.
|
Revised to simplify wording |
9040111 |
ELS:2002 (Facilities Checklist, 5k) |
During
a change in classes or other time when classrooms are not in
session, enter one classroom in which high school students are
taught. For each item listed, indicate whether you observed it in
the classroom. If the room has no windows, mark "Not
applicable" for items i, j, and k. k. Broken windows |
Classrooms |
Modified from IVFT |
During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following factors in the classroom.
|
Revised
introductory text to clarify entering at least one classroom.
Question text changed to "During a change in classes or
other time when classes are not in session, enter at least one
classroom in which students in grades 6-8 are taught. For each
item listed, indicate the extent to which you notice the
following factors in the classroom." |
Revised |
The
next questions are about the general upkeep of classrooms. During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following aspects of the classroom. Note: If no
windows available, mark as No opportunity to observe.
|
Revised to simplify wording |
9040112 |
New |
|
Classroom set up |
New for OFT1 |
For
each item listed, indicate the extent to which you notice the
following factors in the classroom set up.
|
Describes
learning environment – recommended by New. |
Revised |
The
next questions are about the classroom set up. For each item
listed, indicate the extent to which you notice the following
features of the classroom set up.
|
Revised to simplify wording |
9040114 |
New |
|
Classroom set up |
New for OFT1 |
For
each item listed, indicate the extent to which you notice the
following factors in the classroom set up.
|
Describes
learning environment – recommended by New. |
Revised |
The
next questions are about the classroom set up. For each item
listed, indicate the extent to which you notice the following
features of the classroom set up.
|
Revised to simplify wording |
9040115 |
New |
|
Classroom set up |
New for OFT1 |
For
each item listed, indicate the extent to which you notice the
following factors in the classroom set up.
|
Describes
learning environment – recommended by New. |
Revised |
The
next questions are about the classroom set up. For each item
listed, indicate the extent to which you notice the following
features ofthe classroom set up.
|
Revised to simplify wording |
9040116 |
New |
|
Classroom set up |
New for OFT1 |
For
each item listed, indicate the extent to which you notice the
following factors in the classroom set up.
|
Describes
learning environment – recommended by New. |
Revised |
The
next questions are about the classroom set up. For each item
listed, indicate the extent to which you notice the following
features ofthe classroom set up.
|
Revised to simplify wording |
9040117 |
New |
|
Classroom set up |
New for OFT1 |
For
each item listed, indicate the extent to which you notice the
following factors in the classroom set up.
|
Describes
learning environment – recommended by New. |
Revised |
The
next questions are about the classroom set up. For each item
listed, indicate the extent to which you notice the following
features ofthe classroom set up.
|
Revised to simplify wording |
9040118 |
New |
|
Classroom set up |
New for OFT1 |
For
each item listed, indicate the extent to which you notice the
following factors in the classroom set up.
|
Describes
learning environment – recommended by New. |
Revised |
The
next questions are about the classroom set up. For each item
listed, indicate the extent to which you notice the following
features ofthe classroom set up.
|
Revised to align with the format used with items that include examples "(e.g.,)" and to simplify wording |
9040119 |
New |
|
Classroom set up |
New for OFT1 |
For
each item listed, indicate the extent to which you notice the
following factors in the classroom set up.
|
Describes
learning environment – recommended by New. |
Revised |
The
next questions are about the classroom set up. For each item
listed, indicate the extent to which you notice the following
features ofthe classroom set up.
|
Revised to simplify wording |
9040120 |
New |
|
Classroom set up |
New for OFT1 |
For
each item listed, indicate the extent to which you notice the
following factors in the classroom set up.
|
Describes
learning environment – recommended by New. |
Revised |
The
next questions are about the classroom set up. For each item
listed, indicate the extent to which you notice the following
features ofthe classroom set up.
|
Revised to simplify wording |
9050108 |
ELS:2002 (Facilities Checklist, 4a) |
During
a time when most students are in class (i.e., a class period),
enter any student bathroom appropriate to your sex. For each item
listed, indicate whether you observed it or not. a. Graffiti on
walls and ceilings. |
General Upkeep-Restrooms |
Modified from IVFT |
During
a time when most students are in class (i.e., a class period),
enter any student restroom appropriate for your sex. For each
item listed, please indicate to what degree you notice the
following factors in the general upkeep of the school
restrooms.
|
Revised
introductory text to specify factors in the general upkeep of the
school restrooms. Question text changed to "During a time
when most students are in class (i.e., a class period), enter any
student restroom appropriate to your sex. For each item listed,
please indicate to what degree you notice the following factors
in the general upkeep of the school restrooms." |
Added |
The
following questions are about the general upkeep of the school
restrooms. During a time when most students are in class (i.e., a
class period), enter any student restroom appropriate for your
sex. For each item listed, please indicate to what degree you
notice the following aspects of the general upkeep of the school
restrooms. Which restroom did you enter? 1.Boys 2. Girls 3. Unisex
|
Added to provide context for this set of items |
9050101 |
ELS:2002 (Facilities Checklist, 4a) |
During
a time when most students are in class (i.e., a class period),
enter any student bathroom appropriate to your sex. For each item
listed, indicate whether you observed it or not. a. Graffiti on
walls and ceilings. |
General Upkeep-Restrooms |
Modified from IVFT |
During
a time when most students are in class (i.e., a class period),
enter any student restroom appropriate for your sex. For each
item listed, please indicate to what degree you notice the
following factors in the general upkeep of the school
restrooms.
|
Revised
introductory text to specify factors in the general upkeep of the
school restrooms. Question text changed to "During a time
when most students are in class (i.e., a class period), enter any
student restroom appropriate to your sex. For each item listed,
please indicate to what degree you notice the following factors
in the general upkeep of the school restrooms." |
Revised |
The
following questions are about the general upkeep of the school
restrooms. During a time when most students are in class (i.e., a
class period), enter any student restroom appropriate for your
sex. For each item listed, please indicate to what degree you
notice the following aspects of the general upkeep of the school
restrooms.
|
Combined response options from 9050102 and to simplify wording |
9050103 |
ELS:2002 (Facilities Checklist, 4c) |
During
a time when most students are in class (i.e., a class period),
enter any student bathroom appropriate to your sex. For each item
listed, indicate whether you observed it or not. c. Trash on the
floors |
General Upkeep-Restrooms |
Modified from IVFT |
During
a time when most students are in class (i.e., a class period),
enter any student restroom appropriate for your sex. For each
item listed, please indicate to what degree you notice the
following factors in the general upkeep of the school
restrooms.
|
Revised
introductory text to specify factors in the general upkeep of the
school restrooms. Question text changed to "During a time
when most students are in class (i.e., a class period), enter any
student restroom appropriate to your sex. For each item listed,
please indicate to what degree you notice the following factors
in the general upkeep of the school restrooms." |
Revised |
The
following questions are about the general upkeep of the school
restrooms. During a time when most students are in class (i.e., a
class period), enter any student restroom appropriate for your
sex. For each item listed, please indicate to what degree you
notice the following aspects of the general upkeep of the school
restrooms.
|
Revised to simplify wording |
9050104 |
ELS:2002 (Facilities Checklist, 4d) |
During
a time when most students are in class (i.e., a class period),
enter any student bathroom appropriate to your sex. For each item
listed, indicate whether you observed it or not. d. Trash
overflowing from trash cans |
General Upkeep-Restrooms |
Modified from IVFT |
During
a time when most students are in class (i.e., a class period),
enter any student restroom appropriate for your sex. For each
item listed, please indicate to what degree you notice the
following factors in the general upkeep of the school
restrooms.
|
Revised
introductory text to specify factors in the general upkeep of the
school restrooms. Question text changed to "During a time
when most students are in class (i.e., a class period), enter any
student restroom appropriate to your sex. For each item listed,
please indicate to what degree you notice the following factors
in the general upkeep of the school restrooms." |
Revised |
The
following questions are about the general upkeep of the school
restrooms. During a time when most students are in class (i.e., a
class period), enter any student restroom appropriate for your
sex. For each item listed, please indicate to what degree you
notice the following aspects of the general upkeep of the school
restrooms.
|
Revised to simplify wording |
9050105 |
ELS:2002 (Facilities Checklist, 4e) |
During
a time when most students are in class (i.e., a class period),
enter any student bathroom appropriate to your sex. For each item
listed, indicate whether you observed it or not. e. Doors on all
stalls |
General Upkeep-Restrooms |
Modified from IVFT |
During
a time when most students are in class (i.e., a class period),
enter any student restroom appropriate for your sex. For each
item listed, please indicate to what degree you notice the
following factors in the general upkeep of the school
restrooms.
|
Revised
introductory text to specify factors in the general upkeep of the
school restrooms. Question text changed to "During a time
when most students are in class (i.e., a class period), enter any
student restroom appropriate to your sex. For each item listed,
please indicate to what degree you notice the following factors
in the general upkeep of the school restrooms." |
Revised |
The
following questions are about the general upkeep of the school
restrooms. During a time when most students are in class (i.e., a
class period), enter any student restroom appropriate for your
sex. For each item listed, please indicate to what degree you
notice the following aspects of the general upkeep of the school
restrooms.
|
Revised to simplify wording |
9050106 |
ELS:2002 (Facilities Checklist, 4f) |
During
a time when most students are in class (i.e., a class period),
enter any student bathroom appropriate to your sex. For each item
listed, indicate whether you observed it or not. f. Student(s)
loitering |
General Upkeep-Restrooms |
Modified from IVFT |
During
a time when most students are in class (i.e., a class period),
enter any student restroom appropriate for your sex. For each
item listed, please indicate to what degree you notice the
following factors in the general upkeep of the school
restrooms.
|
Revised
introductory text to specify factors in the general upkeep of the
school restrooms. Question text changed to "During a time
when most students are in class (i.e., a class period), enter any
student restroom appropriate to your sex. For each item listed,
please indicate to what degree you notice the following factors
in the general upkeep of the school restrooms." |
Revised |
The
following questions are about the general upkeep of the school
restrooms. During a time when most students are in class (i.e., a
class period), enter any student restroom appropriate for your
sex. For each item listed, please indicate to what degree you
notice the following aspects of the general upkeep of the school
restrooms.
|
Revised to simplify wording |
9050107 |
ELS:2002 (Facilities Checklist, 4g) |
During
a time when most students are in class (i.e., a class period),
enter any student bathroom appropriate to your sex. For each item
listed, indicate whether you observed it or not. g. Student(s)
smoking |
General Upkeep-Restrooms |
Modified from IVFT |
During
a time when most students are in class (i.e., a class period),
enter any student restroom appropriate for your sex. For each
item listed, please indicate to what degree you notice the
following factors in the general upkeep of the school
restrooms.
|
Revised
introductory text to specify factors in the general upkeep of the
school restrooms. Question text changed to "During a time
when most students are in class (i.e., a class period), enter any
student restroom appropriate to your sex. For each item listed,
please indicate to what degree you notice the following factors
in the general upkeep of the school restrooms." |
Revised |
The
following questions are about the general upkeep of the school
restrooms. During a time when most students are in class (i.e., a
class period), enter any student restroom appropriate for your
sex. For each item listed, please indicate to what degree you
notice the following aspects of the general upkeep of the school
restrooms.
|
Revised to simplify wording |
9060101 |
ELS:2002 (Facilities Checklist, 10a) |
For
each of the following security measures, indicate whether you
observed it today. a. Security guard |
General Upkeep-Restrooms |
Modified from IVFT |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
Revised
response option to be consistent with other items in the
checklist. |
Unchanged from OFT1 |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
|
9060102 |
ELS:2002 (Facilities Checklist, 10b) |
For
each of the following security measures, indicate whether you
observed it today. b. Metal detectors |
Security |
Modified from IVFT |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
Revised
response option to be consistent with other items in the
checklist. |
Unchanged from OFT1 |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
|
9060103 |
ELS:2002 (Facilities Checklist, 10c) |
For
each of the following security measures, indicate whether you
observed it today. c. Security cameras |
Security |
Modified from IVFT |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
Revised
response option to be consistent with other items in the
checklist. |
Unchanged from OFT1 |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
|
9060104 |
ELS:2002 (Facilities Checklist, 10d) |
For
each of the following security measures, indicate whether you
observed it today. d. Fencing around the entire school |
Security |
Modified from IVFT |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
Revised
response option to be consistent with other items in the
checklist. |
Unchanged from OFT1 |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
|
9060105 |
ELS:2002 (Facilities Checklist, 10e) |
For
each of the following security measures, indicate whether you
observed it today. e. Sign-in policies |
Security |
Modified from IVFT |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
Revised
response option to be consistent with other items in the
checklist. |
Unchanged from OFT1 |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
|
9060106 |
ELS:2002 (Facilities Checklist, 10f) |
For
each of the following security measures, indicate whether you
observed it today. f. Visitors are greeted and directed by an
adult to sign in at office |
Security |
Modified from IVFT |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
Revised
response option to be consistent with other items in the
checklist. |
Unchanged from OFT1 |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
|
9060107 |
ELS:2002 (Facilities Checklist, 10g) |
For
each of the following security measures, indicate whether you
observed it today. g. Fire alarms |
Security |
Modified from IVFT |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
Revised
response option to be consistent with other items in the
checklist. |
Unchanged from OFT1 |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
|
9060108 |
ELS:2002 (Facilities Checklist, 10h) |
For
each of the following security measures, indicate whether you
observed it today. h. Fire extinguishers |
Security |
Modified from IVFT |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
Revised
response option to be consistent with other items in the
checklist. |
Unchanged from OFT1 |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
|
9060109 |
ELS:2002 (Facilities Checklist, 10i) |
For
each of the following security measures, indicate whether you
observed it today. i. Fire sprinklers |
Security |
Modified from IVFT |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
Revised
response option to be consistent with other items in the
checklist. |
Unchanged from OFT1 |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
|
9060111 |
ELS:2002 (Facilities Checklist, 10l) |
For
each of the following security measures, indicate whether you
observed it today. l. Student uniforms |
Security |
Modified from IVFT |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
Revised
response option to be consistent with other items in the
checklist. |
Unchanged from OFT1 |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
|
9060112 |
ELS:2002 (Facilities Checklist, 10m) |
For
each of the following security measures, indicate whether you
observed it today. m. Signs at exterior doors stating alarm will
go off if door is opened |
Security |
Modified from IVFT |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
Revised
response option to be consistent with other items in the
checklist. |
Revised |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
Reworded question text to clarify these are exit doors |
9060201 |
ELS:2002 (Facilities Checklist, 3a) |
For
each item listed, indicate whether you see this sign inside and
outside the main entrance to the school. a. A sign providing
directions to the front office or stating that visitors must
proceed to the front office |
Security |
Modified from IVFT |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
Revised
response option to say "Signs" to reflect term used in
the question stem. |
Unchanged from OFT1 |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
|
9060202 |
ELS:2002 (Facilities Checklist, 3b) |
For
each item listed, indicate whether you see this sign inside and
outside the main entrance to the school. b. A sign conveying the
message "no drugs." |
Security |
Modified from IVFT |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
Revised
response option to say "Signs" to reflect term used in
the question stem. |
Unchanged from OFT1 |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
|
9060203 |
ELS:2002 (Facilities Checklist, 3c) |
For
each item listed, indicate whether you see this sign inside and
outside the main entrance to the school. a. A sign conveying the
message "no trespassing." |
Security |
Modified from IVFT |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
Revised
response option to say "Signs" to reflect term used in
the question stem. |
Unchanged from OFT1 |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
|
9060204 |
ELS:2002 (Facilities Checklist, 3d) |
For
each item listed, indicate whether you see this sign inside and
outside the main entrance to the school. d. A sign conveying the
message "no weapons." |
Security |
Modified from IVFT |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
Revised
response option to say "Signs" to reflect term used in
the question stem. |
Unchanged from OFT1 |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
|
9060205 |
New |
|
Signs |
New for OFT1 |
For
each item listed, indicate the extent to which you observe
displays and posters about different topics including:
|
Measures visibility of healthy behavior messages. |
Unchanged from OFT1 |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
|
9060206 |
New |
|
Signs |
New for OFT1 |
For
each item listed, indicate the extent to which you observe
displays and posters about different topics including:
|
Measures visibility of healthy behavior messages. |
Unchanged from OFT1 |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
|
9060207 |
New |
|
Signs |
New for OFT1 |
For
each item listed, indicate the extent to which you observe
displays and posters about different topics including:
|
Measures visibility of healthy behavior messages. |
Revised |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
Revised to add examples |
9060208 |
New |
|
Signs |
New for OFT1 |
For
each item listed, indicate the extent to which you observe
displays and posters about different topics including:
|
Measures visibility of healthy behavior messages. |
Unchanged from OFT1 |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
|
9060209 |
New |
|
Signs |
New for OFT1 |
For
each item listed, indicate the extent to which you observe
displays and posters about different topics
including:
|
Measures visibility of healthy behavior messages. |
Unchanged from OFT1 |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
|
9060210 |
New |
|
Signs |
New for OFT1 |
For
each item listed, indicate the extent to which you observe
displays and posters about different topics including:
|
Measures visibility of healthy behavior messages. |
Unchanged from OFT1 |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
|
9060211 |
New |
|
Signs |
New for OFT1 |
For
each item listed, indicate the extent to which you observe
displays and posters about different topics
including:
|
Measures visibility of healthy behavior messages. |
Unchanged from OFT1 |
The
next questions are about signs that may be posted at or near the
main entrance of the school (near the entrance where most
visitors arrive) and can be inside and/or outside the
building.
|
|
9060301 |
ELS:2002 (Facilities Checklist, 6a) |
Do
a majority of the following individuals wear identification
cards/badges? a. Students |
Security |
Modified from IVFT |
Do
a majority of the following individuals wear identification
cards/badges?
|
Revised
response option to be consistent with other items in the
checklist. |
Revised |
To
what extent do the following individuals wear identification
cards/badges?
|
Revised to clarify wording |
9060302 |
ELS:2002 (Facilities Checklist, 6b) |
Do
a majority of the following individuals wear identification
cards/badges? b. Teachers |
Security |
Modified from IVFT |
Do
a majority of the following individuals wear identification
cards/badges?
|
Revised
response option to be consistent with other items in the
checklist. |
Revised |
To
what extent do the following individuals wear identification
cards/badges?
|
Revised to clarify wording |
9060303 |
ELS:2002 (Facilities Checklist, 6c) |
Do
a majority of the following individuals wear identification
cards/badges? c. Other Personnel |
Security |
Modified from IVFT |
Do
a majority of the following individuals wear identification
cards/badges?
|
Revised
response option to be consistent with other items in the
checklist. |
Revised |
To
what extent do the following individuals wear identification
cards/badges?
|
Revised to clarify wording |
9060304 |
ELS:2002 (Facilities Checklist, 6d) |
Do
a majority of the following individuals wear identification
cards/badges? d. Visitors |
Security |
Modified from IVFT |
Do
a majority of the following individuals wear identification
cards/badges?
|
Revised
response option to be consistent with other items in the
checklist. |
Revised |
To
what extent do the following individuals wear identification
cards/badges?
|
Revised to clarify wording |
9070101 |
Adapted from ADA Checklist |
Are
all public spaces on at least one accessible route? |
Facilities for Students with Disabilities |
Modified from IVFT |
The
next set of questions is about accessibility inside the building.
For each of the following, please indicate if it is observed in
the building. |
Modified
question text to make it more specific. |
Revised |
The
next set of questions is about accessibility inside the building.
For each of the following, please indicate if it is observed in
the building. |
Revised to align with the format used with items that include examples "(e.g.,)" |
9070102 |
Adapted from ADA Checklist |
Are
accessible spaces identified with a sign that includes the
international Symbol of Accessibility? |
Facilities for Students with Disabilities |
Modified from IVFT |
The
next set of questions is about accessibility inside the building.
For each of the following, please indicate if it is observed in
the building.
|
Modified question to make it more generic, changing "available" to "observed". |
Revised |
The
next set of questions is about accessibility inside the building.
For each of the following, please indicate if it is observed in
the building.
|
Revised to align with the format used with items that include examples "(e.g.,)" |
9070103 |
Adapted from ADA Checklist 2.64 |
Are
at least 5%, but no fewer than one, of seating and standing
spaces accessible for people who use wheelchairs? |
Facilities for Students with Disabilities |
Modified from IVFT |
The
next set of questions is about accessibility inside the building.
For each of the following, please indicate if it is observed in
the building.
|
Modified question to make it more generic, changing "available" to "observed". |
Revised |
The
next set of questions is about accessibility inside the building.
For each of the following, please indicate if it is observed in
the building.
|
Revised to align with the format used with items that include examples "(e.g.,)" |
9070104 |
Adapted from ADA Checklist 2.64 |
Are
at least 5%, but no fewer than one, of seating and standing
spaces accessible for people who use wheelchairs? |
Facilities for Students with Disabilities |
Modified from IVFT |
The
next set of questions is about accessibility inside the building.
For each of the following, please indicate if it is observed in
the building.
|
Modified question to make it more generic, changing "available" to "observed". |
Revised |
The
next set of questions is about accessibility inside the building.
For each of the following, please indicate if it is observed in
the building.
|
Revised to align with the format used with items that include examples "(e.g.,)" |
9070105 |
Adapted from ADA Checklist 2.64 |
Are
at least 5%, but no fewer than one, of seating and standing
spaces accessible for people who use wheelchairs? |
Facilities for Students with Disabilities |
Modified from IVFT |
The
next set of questions is about accessibility inside the building.
For each of the following, please indicate if it is observed in
the building.
|
Modified question to make it more generic, changing "available" to "observed". |
Unchanged from OFT1 |
The
next set of questions is about accessibility inside the building.
For each of the following, please indicate if it is observed in
the building.
|
|
9070200 |
Adapted from ADA Checklist |
Are
at least 5%, but no fewer than one, of seating and standing
spaces accessible for people who use wheelchairs? |
Facilities for Students with Disabilities |
Modified from IVFT |
The
next set of questions is about accessibility inside the building.
For each of the following, please indicate if it is observed in
the building.
|
Modified
question to make it more generic, changing "available"
to "observed". |
Unchanged from OFT1 |
The
next set of questions is about accessibility inside the building.
For each of the following, please indicate if it is observed in
the building.
|
|
9080101 |
New |
|
School Structure |
New for OFT1 |
What percentage of the campus did you observe?
|
Adding this item to gain a sense of how much the campus the observer observed |
Unchanged from OFT1 |
What percentage of the campus did you observe?
|
|
9020105 |
ELS:2002 (Facilities Checklist, 1e) |
Standing
at the main entrance into the school, observe the school's front
hallway(s) during a time when most students are in class (i.e. a
class period). Take as much time as necessary to observe the
hallway(s). For each item listed, indicate whether you observed
it or not. e. Graffiti on the lockers |
General Upkeep-Main Entrance and Hallways |
Modified from IVFT |
Observe
the school's main entrance (the entrance where most visitors
arrive) and the hallway(s) during a time when most students are
in class (i.e., a class period). Take as much time as necessary
to observe the hallway(s). Please indicate to what degree you
notice the following factors about the general upkeep and
displays at the school.
|
Revised introductory text to specify front entrance hallway. Added a subheader: "General Upkeep" to distinguish from "Displays". Reordered response option. Item response changed to "Not at all," "A little," "Some," "A lot", "No opportunity to observe" to be consistent with other items in the checklist. |
Dropped |
|
Dropped to reduce burden. Item combined with QID 9020104. |
9040105 |
ELS:2002 (Facilities Checklist, 5e) |
During
a change in classes or other time when classrooms are not in
session, enter one classroom in which high school students are
taught. For each item listed, indicate whether you observed it in
the classroom. If the room has no windows, mark "Not
applicable" for items i, j, and k. e. Graffiti on desks |
Classrooms |
Modified from IVFT |
During
a change in classes or other time when classes are not in
session, enter at least one classroom in which students in grade
6 are taught. For each item listed, indicate the extent to which
you notice the following factors in the classroom. |
Revised
introductory text to clarify entering at least one classroom.
Question text changed to "During a change in classes or
other time when classes are not in session, enter at least one
classroom in which students in grades 6-8 are taught. For each
item listed, indicate the extent to which you notice the
following factors in the classroom." |
Dropped |
|
Dropped to reduce burden. Item combined with QID 9040104. |
9050102 |
ELS:2002 (Facilities Checklist, 4b) |
During
a time when most students are in class (i.e., a class period),
enter any student bathroom appropriate to your sex. For each item
listed, indicate whether you observed it or not. b. Graffiti on
bathroom stall doors or walls |
General Upkeep-Restrooms |
Modified from IVFT |
During
a time when most students are in class (i.e., a class period),
enter any student restroom appropriate for your sex. For each
item listed, please indicate to what degree you notice the
following factors in the general upkeep of the school
restrooms.
|
Revised
introductory text to specify factors in the general upkeep of the
school restrooms. Question text changed to "During a time
when most students are in class (i.e., a class period), enter any
student restroom appropriate to your sex. For each item listed,
please indicate to what degree you notice the following factors
in the general upkeep of the school restrooms." |
Dropped |
|
Dropped to reduce burden. Item combined with QID 9050101. |
9060110 |
ELS:2002 (Facilities Checklist, 10j) |
For
each of the following security measures, indicate whether you
observed it today. j. Exterior lights |
Security |
Modified from IVFT |
The
next questions are about security measures at the school.
Indicate the extent to which you observed the presence of the
following security measures today.
|
Revised
response option to be consistent with other items in the
checklist. |
Dropped |
|
Dropped to reduce burden. This item had more than 10 "no opportunity to observe" responses. Staff may be focused on the term "security" and/or not answering as observed if the exterior lights were not on at time of observation. |
MGLS Item ID (QID) |
Source |
Source Wording with Response Options |
Source Justification |
OFT1 Status |
OFT1 Wording with Response Options |
OFT1 Justification |
OFT2 Status |
OFT2 Wording with Response Options |
OFT2 Justification |
4110810 |
New Item |
|
Language |
New for OFT1 |
Is English your first language?
|
Question was added to assess Spanish language needs for MS1. |
Unchanged from OFT1 |
Is
English your first language? |
|
4110104 |
New Item |
|
Demographics |
New for OFT1 |
How old are you?
|
Added to supplement the existing birthdate item to obtain age of student. In the IVFT some students did not know their year of birth. We had an unexpectedly large range of age |
Unchanged from OFT1 |
How
old are you? 9 or younger, 10, 11, 12, 13, 14, 15 or older |
|
4110200 |
HSLS:09 (Student, Baseline; Sect. A) |
What
is your sex? |
Demographics |
Unchanged from IVFT |
What
is your sex? Select the one that best describes you. 1 = Male, 2 = Female |
|
Unchanged from OFT1 |
What
is your sex? Select the one that best describes you. 1 = Male, 2 = Female |
|
4110300 |
HSLS:09 (Student, Baseline; Sect. A) |
Are
you Hispanic or [Latino/Latina]? |
Demographics |
Modified from IVFT |
Are you Hispanic or Latino/Latina?
|
Removed the instruction because this is a yes/no question. |
Unchanged from OFT1 |
Are you Hispanic or Latino/Latina?
|
|
4110510 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following choices describe your race? You may choose more
than one. |
Demographics |
Unchanged from IVFT |
Which
of the following best describes your race? Select all that
apply.
|
|
Unchanged from OFT1 |
Which
of the following best describes your race? Select all that
apply.
|
|
4110520 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following choices describe your race? You may choose more
than one. |
Demographics |
Unchanged from IVFT |
Which
of the following best describes your race? Select all that
apply.
|
|
Unchanged from OFT1 |
Which
of the following best describes your race? Select all that
apply.
|
|
4110530 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following choices describe your race? You may choose more
than one. |
Demographics |
Unchanged from IVFT |
Which
of the following best describes your race? Select all that
apply.
|
|
Unchanged from OFT1 |
Which
of the following best describes your race? Select all that
apply.
|
|
4110540 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following choices describe your race? You may choose more
than one. |
Demographics |
Unchanged from IVFT |
Which
of the following best describes your race? Select all that
apply.
|
|
Unchanged from OFT1 |
Which
of the following best describes your race? Select all that
apply.
|
|
4110550 |
HSLS:09 (Student, Baseline; Sect. A) |
Which
of the following choices describe your race? You may choose more
than one. |
Demographics |
Unchanged from IVFT |
Which
of the following best describes your race? Select all that
apply.
|
|
Unchanged from OFT1 |
Which
of the following best describes your race? Select all that
apply.
|
|
1 The coefficient alphas in this section are based on the full set of items in these constructs in the SARA and GISA. The item numbers reported here are the actual number of items in the reading assessment router (stage 1).
2 Although some students attend school in a K–12 environment, most experience a transition during the middle grades or high school years.
3 The study used eight phonologically distinct letters as stimuli and randomly presented them in upper or lower case to prevent recognition based solely on perceptual features.
4 This teacher may be the student’s general classroom teacher for the full day as in a self-contained or centralized classroom or a specific mathematics teacher in departmentalized settings. For students who spend their entire school day in a special education classroom, their special education teacher would complete the instruments if they provide that student with mathematics instruction. Greenwood 1991; Hollowood et al. 1994; Latham and Stoddard 1986; Tindal and Parker 1987).
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