Part C - Content Justification

This section provides information about the general contents of the MGLS:2017 data collection instruments that will be used in the Main Study First Follow-up (MS2). 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.

MS2 data collection will include the same components as were fielded during the Main Study Base Year (MS1) and the Operational Field Test First Follow-up (OFT2) carried out January through May 2018. 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 remaining sections provide detail on the content of the respective MGLS:2017 instruments.

Student Assessments Content Justification

A key goal of the study is to understand the supports students need for academic success, high school readiness, and positive life development such as high school graduation, college and career readiness, and healthy lifestyles of all students. The study will track the progress students make in reading and mathematics and their developmental trajectories as they transition from elementary to high school.

In this section, detail is provided on the assessments that will be used to measure students’ mathematics achievement, reading achievement, and executive function.

Mathematics Assessment

The MGLS mathematics assessment is designed to measure growth toward algebra readiness in anticipation of the demands students will encounter in high school mathematics coursework. The MGLS:2017 mathematics assessment will provide valuable information about the development of middle grades students’ knowledge of mathematics and their ability to use that knowledge to solve problems, moving toward stronger reasoning, and understanding of more advanced mathematics. The longitudinal nature of the 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.

Domains of Mathematics

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 assessment framework aligned 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.

Depth of Knowledge

To ensure that the mathematics assessment is sensitive to the variation in students’ mathematics achievement, items were selected across a range of cognitive demand. The depth of knowledge (DOK) categories from the TIMSS 2011 Framework were adopted, with a distribution 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.

Reading Assessment

Domains of Reading Comprehension to be Assessed in MGLS

The MGLS:2017 reading assessment will provide valuable information about the reading achievement of students in grades 6-8 with a focus on reading comprehension. Reading comprehension involves two general classes of inter-dependent skills: foundational reading component skills and higher level comprehension skills. Foundational reading skills enable students to decode printed text, recognize words, and read fluently. It also involves having a command of general vocabulary and morphological variants. Higher level reading comprehension on the other hand is purpose driven and contextualized. Students form mental models that contain the local, global, and inferential information derived from text. In 21^st 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 less than 10 minutes. Student performance in the first-stage routing block will determine the second-stage skill-based block to be administered. 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, 38 items from the SARA battery and an additional 7 more challenging vocabulary items) 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, OFT1 in 2017, and OFT2 in 2018. 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 scenario-based reading comprehension blocks. Items in the routing block will be scored automatically in real-time.

Second-Stage Content

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. In the base-year, there was a single scenario-based comprehension block. The other blocks addressed reading component skills and basic reading comprehension. In MS2, based on their performance in the first stage, all students will be routed to one of three different scenario-based comprehension skill blocks that vary in difficulty. 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 Assessment

Executive function, a set of capacities and processes originating in the prefrontal cortex of the brain, permits individuals to self-regulate, engage in purposeful and goal-directed behaviors, and conduct themselves in a socially appropriate manner. Self-regulation is needed for social success, academic and career success, and 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 and OFT2 implementation of the Spatial 2-Back task and the Hearts and Flowers task was used to inform the implementation and scoring of these executive function measures for MS1 and MS2.

Working Memory

Working memory is considered a strong measure of reasoning ability, and is highly predictive of intelligence (Oberauer et al. 2008). It involves keeping information active in primary memory while acting on it in relation to other information, such as keeping a list of words in memory and then ordering the words alphabetically or by categories. Working memory tasks can involve verbal, visuo-spatial, or executive tasks. Development of working memory levels off across all working memory tasks between ages 14 and 15 without the addition of 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 were needed. The Spatial 2-Back task was tested again in OFT2, with revised instructions and two reduced sets of items to help identify the optimal length of the task. The revised instructions and some brief practice screens worked well during the OFT2 and will be implemented for the MS2. The statistical results from testing the reduced sets of items indicated that a reduced 90-item version of the Spatial 2-Back could be administered instead of the 120-item version, and thus the MS2 will use the shorter version.

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 7 minutes.

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].”

Shape3

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

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 MS1 and will be used again for MS2.

Survey Instruments Content Justification

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

Student Survey

The purpose of the student survey is to collect information on students’ attitudes and behaviors, out-of-school time use, 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. 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
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)
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., engaging in art activities, hobbies)
Technology activities (frequency for educational, social, and entertainment purposes)

Family and home life

Even though students begin to spend more time outside their households during this developmental period, the family and home environment continue to play an integral role in their development. In particular, 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 academic culture)
Problems at school (e.g., student misconduct and bullying)

Parent Survey

The purpose of the parent survey is to collect information about: 1) family involvement in their child’s education and 2) family characteristics that are key predictors of academic achievement and other student outcomes. Studies have shown that while the middle grades years may be a time of declining parental involvement (Hill and Tyson 2009), students with parents who are involved in their schooling earn higher grades, have better attendance, and are more likely to graduate from high school than those whose parents are uninvolved (Hill and Taylor 2004). Parents can support their children’s schooling and academic achievement in a number of ways, such as communicating with the school, monitoring, and setting expectations. Questions designed to gather information on these kinds of supports and involvement will be included on the parent survey.

The parent survey is expected to take 35 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. An abbreviated version of the parent survey, used for nonresponse followup, is expected to take 20 minutes.

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

Family and home life

To obtain the best understanding of children’s mathematics learning and socioemotional development within their greater environmental contexts, we will include items on the parent survey to capture family characteristics. The influence of the family and home life on academic and behavioral outcomes has been well documented, from the quality of parent-child relationships (Carlson and McLanahan 2006; Kitzmann 2000), to general parental involvement (Eccles and Harold 1993; Hoover-Dempsey and Sandler 2005; Dearing et al.

2006), to struggles of single parenting (Painter and Levine 1999), to the negative influences of poverty (Shonkoff and Phillips 2000; Duncan and Brooks-Gunn 1997; McLoyd 1998; Teachman 2008). The parent survey will thus include the following constructs in this area:

Household compositions (such as family members and nonrelatives in the household and parents’ marital status)
Family income and assets
Family financial preparation for postsecondary education
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, communication with school by means of technology)

Mathematics Teacher Survey

The purpose of the mathematics teacher survey is to gather information on the mathematics classroom context for use in understanding students’ development and mathematics learning during the middle grades. The respondent for these instruments will be identified based on the person who provides the student with mathematics instruction.⁴The 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 about 7 minutes for each student.

We will focus first on topics for which the teacher is the only or best person to provide the information. For example, in the mathematics teacher survey, the mathematics teacher is the best (and perhaps only) person to provide his or her own demographic and education information. In the Teacher Student Report (TSR), teachers provide information about the student’s classroom performance, behavior and conduct.

Mathematics Teacher Survey

The mathematics teacher survey will cover information at the teacher and classroom levels as well as the school levels in the key content areas discussed below.

Teachers, teaching, and classrooms. At the teacher level, we capture basic demographic and background information on teachers of sampled students, including education and qualifications (such as college coursework in mathematics) that have been shown to correlate strongly with students’ mathematics achievement in high school (Goldhaber and Brewer 1996, 2000).

At the classroom level, the survey focuses on curriculum and instructional practices. These items ask about students’ opportunities to learn, including emphasis on and exposure to covered course content (Schmidt 2009), as well as the pedagogy used to support student learning, which is related to instructional quality in mathematics (Hill et al. 2008). Time in class is another important aspect of the opportunity to learn construct, as teaching time is related to achievement outcomes for children (Allington 1983; Good and Brophy 2007;

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

Teacher Student Report

The mathematics teacher student report (TSR) will capture information specific to the sampled student and his or her mathematics class in the key content areas discussed below.

Student outcomes, characteristics, and experiences. The teacher will identify the course in which he or she teaches the student and answer questions about the student’s mathematics performance and ability. For example, teachers will report about whether and when students study algebra, as taking algebra by grade 8 or 9 is associated with increased likelihood of taking high school calculus and pursuing higher education (Cooney and Bottoms 2002; Riley 1997; Wheelock 1995). In addition to this enrollment information, teachers will report on students’ performance in class and mathematics achievement relative to the average student in their schools.

Socioemotional functioning in school is consistently predictive of students’ achievement (Teo et al. 1996) and might even factor into how teachers grade them (Austin and McCann 1992; Cross and Frary 1999). Teachers will provide indirect reports of students’ externalizing behaviors when in the classroom as a key socioemotional outcome. The teachers will also report on aspects of students’ approaches to learning and academic engagement and social skills. For example, we will want to know about their ability to stay on task, complete homework, interact with peers, attend and engage in class, and exercise self-control. Constructs for the TSR include the following:

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

Special Education Teacher Survey

The purpose of the special education teacher survey is to gather information on the teaching and classroom context for students’ with disabilities during the middle grades. The respondent for these instruments will be identified based on the person who provides the student with special education instruction or the person who knows the most about the student’s IEP. The special education teacher survey will collect data on teacher training and experience as well as the classroom curriculum and environment. Similar to the mathematics teacher survey, special education teachers will also provide information on individual 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.

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).

School Administrator Survey

The purpose of the school administrator survey is to provide context for school factors that influence student development, motivation, and mathematics learning. In particular, school climate has been found to relate to students’ school engagement (Eccles et al. 1993; McCollum and Yoder 2011; Thapa et al. 2013).

The school administrator survey will provide information about a school’s characteristics and staffing. It will also include items designed to capture a general description of the students and the services and programs available to them beyond those asked about in the Common Core of Data and Private School Universe Survey. The school administrator survey will be web-based and self-administered, with the possibility of a telephone survey follow up and/or a paper-and-pencil option available, and will take the administrator (generally, the principal or principal’s designee) approximately 40 minutes to complete. For non-participating school districts, an abbreviated survey of 15 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

Shape4

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 structure and climate

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

Safety
School-level security (presence of a police or security officer on site, metal detectors, teachers supervise hallways during transitions)
Problems at school (student absenteeism, tardiness, student misconduct, bullying)

Characteristics of school teachers

Experienced, qualified teachers can make an enormous difference in students’ academic development and success (Kain, Rivkin, and Hanushek 2004). Research by Sanders and Rivers (1996) found that having a 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

School services and supports

Students’ school experiences outside of regular class time through participation in school programming and structured extracurricular offerings can also have important implications for their academic achievement (Arbreton, Goldsmith, and Sheldon 2005; Granger 2008; Mahoney, Harris, and Eccles 2006; Vandell et al.

2005). Further, the middle grades can be a time when students engage in behaviors that can lead to unhealthy or risky habits. Providing students with activities and classes regarding their general health (including sex education) has been shown to prevent unhealthy and risky habits (U.S. Department of Health and Human Services 2013). The following constructs are included in this area:

Health services (e.g., sex education classes)
Courses offered and course availability
Providing additional support for struggling students (tutoring, extra assistance, pull-out, homework assistance)
Attendance at an alternative program at the school or off-site
Assistance with transitions from elementary to middle and middle to high school grades
Programs and practices for career exploration
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
Percent of time students with IEPs spend in general education classes

School characteristics

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

Type of school (public/charter/nonpublic), grade span, and average daily attendance
Regular instruction/special education
Tuition
Student population (including percentage English Language Learners)
Frequency and length of math classes offered

Community perspectives

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

Poverty in surrounding neighborhood
Crime, victimization

Information about the principal or school administrator

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

Facilities Checklist

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.

References

Adaptive Environments Center, Inc. and Barrier Free Environments, Inc. “The Americans with Disabilities Act Checklist for Readily Achievable Barrier Removal.” August 1995. Retrieved February 11, 2014 from http://www.ada.gov/racheck.pdf

Alderson, R. M., M. D. Rapport, and M. J. Kofler. "Attention-deficit/hyperactivity disorder and behavioral inhibition: a meta-analytic review of the stop-signal paradigm." Journal of Abnormal Child Psychology, vol.35, no. 5, 2007, p. 745-758.

Alexander, N.A. “Select Student Characteristics and Curriculum Standards.” Working paper. State University of New York–Albany, 1996.

Allington, R., “The Reading Instruction Provided Readers of Differing Reading Abilities.” Elementary School Journal, vol. 83, no. 5, 1983, pp. 548–559.

Alloway, T. S. “The Role of Sentence Recall in Reading and Language Skills of Children with Learning Difficulties.” Learning and Individual Differences, vol. 15, 2005, pp. 271-282.

Alloway, T., S. Gathercole, H. Kirkwood, and J. Elliott. “Evaluating the Validity of the Automated Working Memory Assessment.” Educational Psychology, vol. 28, 2008, pp. 725-734.

Alloway, T., S. Gathercole, H. Kirkwood, and J. Elliott. “The Cognitive and Behavioral Characteristics of Children with Low Working Memory.” Child Development, vol. 80, 2009, pp. 606-621.

Alloway, T., S. Gathercole, H. Kirkwood, and J. Elliott. “The Working Memory Rating Scale: A Classroom-Based Behavioral Assessment of Working Memory.” Learning and Individual Differences, vol. 19, 2009, pp. 242-245.

Alt, M.N., and K. Peter. “Findings from the Condition of Education 2002: Private Schools—A Brief Report.” NCES 2002-013. Washington, DC: U.S. Department of Education, National Center for Education Statistics, 2002.

Arbreton, A., J. Goldsmith, and J. Sheldon. “Launching Literacy in After-School Programs: Early Lessons from the Coral Initiative.” Philadelphia: Public/Private Ventures, 2005.

Ashcraft, M.H. and E.P. Kirk. “The Relationships among Working Memory, Math Anxiety, and Performance.” Journal of Experimental Psychology, General vol. 130, no. 2, 2001, pp. 224-237.

Ashcraft, M.H. and J.A. Krause. “Working Memory, Math Performance, and Math Anxiety.” Psychonomic Bulletin

& Review, vol. 14, no. 2, 2007, pp. 243-248.

Austin, S., and R. McCann. “Here’s Another Arbitrary Grade for Your Collection: A State-Wide Study of Grading Policies.” Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA, March 1992. ERIC Document Reproduction Service No. 343 944.

Bandura, A., C. Barbaranelli, G.V. Caprara, and C. Pastorelli. “Self-Efficacy Beliefs as Shapers of Children’s Aspirations and Career Trajectories.” Child Development, vol. 72, no. 1, 2001, pp. 187–206.

Best, J.R., P.H.Miller, and J.A. Naglieri. “Relations between Executive Function and Academic Achievement from Ages 5 to 17 in a Large, Representative National Sample.” Learning and Individual Differences, vol. 21, no. 4, 2011, pp. 327-336.

Blair, C. and R. Peters Razza. “Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten.” Child Development, vol. 78, no. 2, 2007, pp. 647- 663.

Bloom, B. Developing Talent in Young People. New York: Ballantine Books, 1985.

Bowen, N.K., and G.L. Bowen. “Effects of Crime and Violence in Neighborhoods and Schools on the School Behavior and Performance of Adolescents.” Journal of Adolescent Research, vol. 14, no. 3, 1999, pp. 319–342.

Bull, R., and G. Scerif. “Executive Functioning as a Predictor of Children’s Mathematics Ability: Inhibition, Switching, and Working Memory.” Developmental Neuropsychology, vol. 19, 2001, pp. 273-293.

Caldarella, P., R.H. Shatzer, K.M. Gray, K.R. Young, and E.L. Young. “The Effects of School-Wide Positive Behavior

Support on Middle School Climate and Student Outcomes.” Research in Middle Level Education, vol. 35, no. 4, 2011, pp. 1–14.

Carlson, M.J., and S. McLanahan. “Strengthening Unmarried Families: Could Enhancing Couple Relationship Also Improve Parenting?” Social Science Review, vol. 80, no. 2, 2006, pp. 297–321.

Chamberlain, S., N. Fineberg, A. Blackwell, T. Robbins, and B. Sahakian. "Motor inhibition and cognitive flexibility in obsessive-compulsive disorder and trichotillomania." American Journal of Psychiatry, vol. 163, no. 7, 2006, pp. 1282-1284.

Cogan, L., W. Schmidt, and R. Houang. “Implementing the Common Core State Standards for Mathematics: What We Know About Teachers of Mathematics in 41 States.” Working Paper No. 33. East Lansing, MI: Education Policy Center at Michigan State University, 2013.

Cohen, J., E.M. McCabe, N.M. Michelli, and T. Pickeral. “School Climate: Research, Policy, Teacher Education and Practice.” Teachers College Record, vol. 111, no. 1, 2009, 180–213.

Coleman, P.K. “Perceptions of Parent-Child Attachment, Social Self-Efficacy, and Peer Relationships in Middle Childhood.” Infant and Child Development, vol. 78, no. 1, 2003, pp. 132–147.

Common Core Standards Writing Team. “Progressions for the Common Core State Standards in Mathematics (draft). Grades 6–7, Ratios and proportional Relationships.” Tucson, AZ: Institute for Mathematics and Education, University of Arizona, 2011a.

Cooney, S., and G. Bottoms. “Middle Grades to High School: Mending a Weak Link.” Research brief. Atlanta, GA: Southern Regional Education Board, 2002.

Corcoran, S.P., and W.N. Evans. “Equity, Adequacy, and the Evolving State Role in Education Finance.” In Handbook of Research in Education Finance and Policy, ed. H.F. Ladd and E.B. Fiske, pp. 332–356. New York: Routledge, 2008.

Croninger, R.G., and V.E. Lee. “Social Capital and Dropping Out of High School: Benefits to At-Risk Students of Teachers’ Support and Guidance.” Teachers College Record, vol. 103, no. 4, 2001, pp. 548–581.

Cross, L.H., and R.B. Frary. “Hodgepodge Grading: Endorsed by Students and Teachers Alike.” Applied Measurement in Education, vol. 12, no. 11, 1999, pp. 53–72.

Davidson, M., D. Amso, L. Anderson, and A. Diamond. “Development of Cognitive Control and Executive Functions from 4 to 13 Years: Evidence from Manipulations of Memory, Inhibition, and Task Switching.” Neuropsychologia, vol. 44, 2006, pp. 2037-2078.

Dearing, E., H. Kreider, S. Simpkins, and H.B. Weiss. “Family Involvement in School and Low-Income Children’s Literacy: Longitudinal Associations Between and Within Families.” Journal of Educational Psychology, vol. 98, no. 4, 2006, pp. 653–664.

Diamond, A., L. Briand, J. Fossella, and L. Gehlbach. “Genetic and Neurochemical Modulation of Prefrontal Cognitive Functions in Children.” The American Journal of Psychiatry, vol. 16, 2004, pp. 125-132.

Dotterer, A.M., S. McHale, and A.C. Crouter. “Implications of Out-of-School Activities for School Engagement in African American Adolescents.” Journal of Youth and Adolescence, vol. 36, no. 4, 2007, pp. 391–401.

Duncan, G.J., and J. Brooks-Gunn. “Income Effects Across the Life Span: Integration and Interpretation.” In Consequences of Growing Up Poor, ed. G.J. Duncan and J. Brooks-Gunn, pp. 596–610. New York: Russell Sage, 1997.

Eccles, J.S., and B.L. Barber. “Student Council, Volunteering, Basketball, or Marching Band: What Kind of Extracurricular Involvement Matters?” Journal of Adolescent Research, vol. 14, no. 1, 1999, pp. 10–43.

Eccles, J.S., and R.D. Harold. “Parent School Involvement During the Early Adolescent Years.” Teachers College Record, vol. 94, no. 3, 1993, pp. 568–587.

Eccles, J.S., C. Midgley, A. Wigfield, C.M. Buchanan, D. Rueman, C. Flanagan, and D. Iver. “Development During Adolescence: The Impact of Stage-Environment Fit on Young Adolescents’ Experiences in Schools and in Families.” American Psychologist, vol. 48, no. 2, 1993, pp. 90–101.

Eccles, J.S., M.N. Vida, and B. Barber. “The Relation of Early Adolescents’ College Plans and Both Academic Ability and Task-Value Beliefs to Subsequent College Enrollment.” Journal of Early Adolescence, vol. 24,

2004, pp. 63-77.

Edgin, J., B. Pennington, and C. Mervis. “Neuropsychological Components of Intellectual Disability: The Contributions of Immediate, Working, and Associative Memory.” Journal of Intellectual Disability Research, vol. 54, no. 5, 2010, pp. 406-417.

Eisenberg, M., D. Neumark-Sztainer, and C. Perry. “Peer Harassment, School Connectedness and School Success.” Journal of School Health, vol. 73, no. 8, 2003, pp. 311–316.

Entwisle, D.R., K.L. Alexander, and L.S. Olson. “Educational Tracking Within and Between Schools: From First Grade Through Middle School and Beyond.” In Developmental Contexts in Middle Childhood: Bridges to Adolescence and Adulthood, ed. A.C. Huston and M.N. Ripke. New York: Cambridge University Press, 2006.

Evans, A., A. Strafella, D. Weintraub, and M. Stacy. “Impulsive and Compulsive Behaviors in Parkinson’s Disease.” Movement Disorders, vol. 24, no. 11, 2009, pp. 1561-1570.

Federal Register. (1999, March 12). Washington, DC: U.S. Government Printing

Fillmore, M. T., and C. R. Rush. “Impaired Inhibitory Control of Behavior in Chronic Cocaine Users.” Drug and Alcohol Dependence, vol. 66, no. 3, 2002, pp. 265-273.

Fortier, M.S., R.J. Vallerand, and F. Guay. “Academic Motivation and School Performance: Toward a Structural Model.” Contemporary Educational Psychology, vol. 20, no. 3, 1995, pp. 257–274.

Fredricks, J.A., P.C. Blumenfeld, and A.H. Paris. “School Engagement: Potential of the Concept, State of the Evidence.” Review of Educational Research, vol. 74, no. 1, 2004, pp. 59–109.

Fuchs, L., R. Schumacher, S. Sterba, J. Long, J. Namkung, A. Malone, C. Hamlett, N. Jordan, R. Gersten, R. Siegler, and P. Changas. “Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude- Treatment Interaction.” Journal of Educational Psychology, Online First Publication, 2013. Doi: 10.1037/a0034341.

Galambos, N.L., S.W.S. MacDonald, C. Naphtali, A.L. Cohen, and C.M. de Frias. “Cognitive Performance Differentiates Selected Aspects of Psychosocial Maturity in Adolescence.” Developmental Neuropsychology, vol. 28, 2005, pp. 473-492.

Gardner, T.W., T.J. Dishion, and A.M. Connell. “Adolescent Self-Regulation as Resilience: Resistance to Antisocial Behavior Within the Deviant Peer Context.” Journal of Abnormal Child Psychology, vol. 36, no. 2, 2008, pp. 273–284.

Gathercole, S.E., T.P. Alloway, C.S. Willis, and A.M. Adams. “Working Memory in Children with Reading Disabilities.” Journal of Experimental Child Psychology, vol. 93, 2006, pp. 265-281.

Goldhaber, D., and D. Brewer. “Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement.” Educational Evaluation and Policy Analysis, vol. 22, no. 2, 2000, pp. 129–145.

Goldhaber, D., and D. Brewer. “Evaluating the Effect of Teacher Degree Level on Educational Performance.” Paper presented at the NCES State Data Conference, 1996.

Good, T.L., and J.E. Brophy. Looking in Classrooms. 10th ed. Boston: Allyn and Bacon, 2007.

Gordon, N.E. “The Changing Federal Role of Education Finance and Governance.” In Handbook of Research in Education Finance and Policy, ed. H.F. Ladd and E.B. Fiske, pp. 295–313. New York: Routledge, 2008.

Granger, R.C. “After-School Programs and Academics: Implications for Policy, Practice, and Research.” Social Policy Report, vol. 22, no. 2, 2008, pp. 1–19.

Greenwood, C. R. “Longitudinal Analysis of Time, Engagement and Achievement in At-Risk Versus Non-Risk Students.” Exceptional Children, vol. 57, no. 6, 1991, pp. 521–535.

Halle, T.G., B. Kurtz-Costes, and J.L. Mahoney. “Family Influences on School Achievement in Low-Income African American Children.” Journal of Educational Psychology, vol. 89, no. 3, 1997, pp. 527–537.

Haynes, N.M., C. Emmons, and M. Ben-Avie. “School Climate as a Factor in Student Adjustment and Achievement.” Journal of Educational and Psychological Consultation, vol. 8, no. 3, 1997, pp. 321–329.

Hill, H.C., M.L. Blunk, C.Y. Charalambous, J.M. Lewis, G.C. Phelps, L. Sleep, and D.L. Ball. “Mathematical Knowledge for Teaching and the Mathematical Quality of Instruction: An Exploratory Study.” Cognition

and Instruction, vol. 26, no. 4, 2008, pp. 430–511.

Hill, N., and D. Tyson. “Parental Involvement in Middle School: A Meta-Analytic Assessment of the Strategies that Promote Achievement.” Developmental Psychology, vol. 45, no. 3, 2009, 740–763.

Hill, N., and L. Taylor. “Parental School Involvement and Children’s Academic Achievement.” Current Directions in Psychological Science, vol. 13, no. 4, 2004, pp. 161–164.

Hill, N., D. Castellino, J. Lansford, P. Nowlin, K. Dodge, J. Bates, and G.S. Pettit. “Parent Academic Involvement as Related to School Behavior, Achievement, and Aspirations: Demographic Variations Across Adolescence.” Child Development, vol. 75, no. 5, 2004, pp. 1491–1509.

Hollowood, T. M., C. L. Salisbury, B. Rainforth, and M. M. Palombaro. “Use of Instructional Time in Classrooms Serving Students With and Without Severe Disabilities.” Exceptional Children, vol. 61, no. 3, 1994, pp. 242–253.

Hoover-Dempsey, K.V., and Sandler, H.M. (2005). Final Performance Report for OERI Grant # R305T010673: The Social Context of Parental Involvement: A Path to Enhanced Achievement. Presented to Project Monitor, Institute of Education Sciences, U.S. Department of Education, March 22, 2005.

Horn, L.J., and L.K. Kojaku. “High School Curriculum and the Persistence Path Through College.” NCES 2001-

163. U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office, 2001.

Hoy, W.K., and J.W. Hannum. “Middle School Climate: An Empirical Assessment of Organizational Health and Student Achievement.” Educational Administration Quarterly, vol. 33, no. 3, 1997, pp. 290–311.

Hoang, A., and L. Fellows. “Neuropsychological Tests User Guide.” Montreal: McGill University, Montreal Neurological Institute, n.d.

Hoyle, R. H., and E. K. Davisson. “Assessment of Self-Regulation and Related Constructs: Prospects and Challenges.” Paper presented at the National Research Council Board on Testing and Assessment Workshop on Assessment of 21st Century Skills. Washington, DC: National Academies Press, 2011.

Huston, A.C., and M.N. Ripke, eds. Developmental Contexts in Middle Childhood: Bridges to Adolescence and Adulthood. New York: Cambridge University Press, 2006.

Jacobson, L.A., A.P. Williford, and R.C. Pianta. “The Role of Executive Function in Children’s Competent Adjustment to Middle School.” Child Neuropsychology, vol. 17, 2011, pp. 255-280.

Johnstone, T., C. M. van Reekum, H. L. Urry, N. H. Kalin, and R. J. Davidson. "Failure to regulate: counterproductive recruitment of top-down prefrontal-subcortical circuitry in major depression." The Journal of Neuroscience, vol. 27, no. 33, 2007, pp. 8877-8884.

Kain, J.F., S.G. Rivkin, and E.A. Hanushek. “The Revolving Door: A Path-Breaking Study of Teachers in Texas Reveals that Working Conditions Matter More than Salary.” Education Next, vol. 4, no. 1, Winter 2004 [http://educationnext.org/the-revolving-door]. Accessed May 10, 2013.

Kane, M., A. Conway, T. Miura, and G. Colflesh. “Working Memory, Attention Control, and the N-Back Task: A Question of Construct Validity.” Journal of Experimental Psychology, vol. 33, no. 3, 2007, pp. 615-622.

Kao, G., and M. Tienda. “Educational Aspirations of Minority Youth.” American Journal of Education, vol. 106, no. 3, 1998, pp. 349–384.

Kitzmann, K.M. “Effects of Marital Conflict on Subsequent Triadic Family Interactions and Parenting.” Developmental Psychology, vol. 36, no. 1, 2000, pp. 3–13.

Klem, A., and P. Connell. “Relationships Matter: Linking Teacher Support to Student Engagement and Achievement.” Journal of School Health, vol. 74, no. 7, 2004, pp. 262–273.

Knyazev, Gennady G. “Motivation, Emotion, and Their Inhibitory Control Mirrored in Brain Oscillations.” Neuroscience and Biobehavioral Reviews, vol. 31, no. 3, 2007, pp. 377-395.

Latham, G., and C.G. Stoddard. “Time on Task Analysis of Logan High School Wandah Project Final Report.” Logan, UT: Wasatch Institute for Research and Evaluation, 1986.

Leventhal, T., and J. Brooks-Gunn. “The Neighborhoods They Live In: The Effects of Neighborhood Residence on Child and Adolescent Outcomes.” Psychological Bulletin, vol. 126, no. 6, 2000, pp. 309–337.

Liew, Jeffrey. "Effortful control, executive functions, and education: Bringing self‐regulatory and social‐ emotional competencies to the table." Child Development Perspectives vol. 6, no. 2, 2012, pp 105-111.

Lloyd, Gwendolyn M., Beth Herbel-Eisenmann, Jon R. Star, and Rose Mary Zbick. “Developing Essential Understanding of Expressions, Equations, and Functions for Teaching Mathematics in Grades 6–8.” Reston, VA:

National Council of Teachers of Mathematics, 2011.

Lobato, Joanne, Amy B. Ellis, Randall I. Charles, and Rose Mary Zbiek. “Developing Essential Understanding of Ratios, Proportions, and Proportional Reasoning for Teaching Mathematics in Grades 6–8.” Reston, VA: National Council of Teachers of Mathematics, 2010.

Logan, Gordon D. "On the ability to inhibit thought and action: A users' guide to the stop signal paradigm." Dale Dagenbach and Thomas H. Carr, (Eds), Inhibitory processes in attention, memory, and language. (pp.

189-239). San Diego, CA, US: Academic Press, 1994.

Mahoney, J.L., A.L. Harris, and J.S. Eccles. “Organized Activity Participation, Positive Youth Development, and the Over-Scheduling Hypothesis.” Social Policy Report, vol. 20, no. 4, 2006, pp. 1–30.

Mahoney, J.L., B.D. Cairns, and T. Farmer. “Promoting Interpersonal Competence and Educational Success Through Extracurricular Activity Participation.” Journal of Educational Psychology, vol. 95, no. 2, 2003, pp. 409–418.

Marin, P., and B. Brown. “The School Environment and Adolescent Well-Being: Beyond Academics.” Child Trends Research Brief. Washington, DC: Child Trends, 2008.

Menzies, L., S. Achard, S.R. Chamberlain, N. Fineberg, C.H. Chen, N. Del Campo, B.J. Sahakian, T. W. Robbins, and

E. Bullmore. "Neurocognitive endophenotypes of obsessive-compulsive disorder." Brain vol. 130, no. 12, 2007, pp.: 3223-3236.

McClelland, M.M., C.E. Cameron, C.M. Connor, C.L. Farris, A.M. Jewkes, and F.J. Morrison. “Links between Behavioral Regulation and Preschoolers’ Literacy, Vocabulary, and Math Skills.” Developmental Psychology, vol. 43, no. 4, 2007, pp. 947-959.

McCollum, E., and N. Yoder. “School Culture, Teacher Regard, and Academic Aspirations Among Middle School Students.” Middle Grades Research Journal, vol. 6, no. 2, 2011, pp. 65–74.

McGuire, T.J., and L.E. Papke. “Local Funding of Schools: The Property Tax and Its Alternatives.” In Handbook of Research in Education Finance and Policy, ed. H.F. Ladd and E.B. Fiske, pp. 357–372. New York: Routledge, 2008.

McLoyd, V.C. “Socioeconomic Disadvantage and Child Development.” American Psychologist, vol. 53, no. 2, 1998, pp. 185–204.

Mirra, A. “Teaching with Focal Points in Grades 6–8: Teaching with Curriculum Focal Points.” Reston, VA: National Council of Teachers of Mathematics, 2009.

Miyake, A., N.P. Friedman, M.J. Emerson, A.H. Witzki, A. Howerter, and T.D. Wager. “The Unity and Diversity of Executive Functions and Their Contributions to Complex ‘Frontal Lobe’ Tasks: A Latent Variable Analysis.” Cognitive Psychology, vol. 41, 2000, pp. 49-100.

Monterosso, J.R., A.R. Aron, X. Cordova, J. Xu, and E. D. London. "Deficits in response inhibition associated with chronic methamphetamine abuse." Drug and alcohol dependence vol. 79, no. 2, 2005, pp. 273-277.

Nakamoto, J., and D. Schwartz. “Is Peer Victimization Associated with Academic Achievement? A Meta-Analytic Review.” Social Development, vol. 19, no. 2, 2010, pp. 221–242.

National Assessment Governing Board (NAGB). “Mathematics Framework for the 2009 National Assessment of Educational Progress.” Washington, DC: U.S. Department of Education, 2009.

National Assessment Governing Board (NAGB). “Mathematics Framework for the 2011 National Assessment of Educational Progress.” Washington, DC: U.S. Department of Education, 2011.

National Council of Teachers of Mathematics (NCTM). “Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence.” Reston, VA: NCTM, 2006.

National Governors Association Center for Best Practices, Council of Chief State School Officers. “Common Core State Standards Mathematics.” Washington D.C.: National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010.

National Institute of Child Health and Human Development (NICHD). “The Relations of Classroom Contexts in the Early Elementary Years to Children’s Classroom and Social Behavior.” In Developmental Contexts in Middle Childhood: Bridges to Adolescence and Adulthood, ed. A.C. Huston and M.N. Ripke. New York: Cambridge University Press, 2006.

Oakes, J., A. Gamoran, and R. Page. “Curriculum Differentiation: Opportunities, Outcomes, and Meanings.” In Handbook of Research on Curriculum, ed. P.W. Jackson, pp. 507–608. New York: Macmillan, 1992.

Oberauer, K., Heinz-Martin Süβ, Oliver Wilhelm, and W.W. Wittmann. "Which working memory functions predict intelligence?." Intelligence, vol. 36, no. 6, 2008, pp. 641-652.

Owen, A., K. McMillan, A. Laird, and E. Bullmore. “N-Back Working Memory Paradigm: A Meta-Analysis of Normative Functional Neuroimaging Studies.” Human Brain Mapping, vol. 25, 2005, pp. 46-59.

O'Reilly, T., and McNamara, D. S. (2007). Reversing the reverse cohesion effect: good texts can be better for strategic, high-knowledge readers. Discourse Processes 43(2), 121-152.

Painter, G., and D.I. Levine. “Daddies, Devotion, and Dollars: How Do They Matter for Youth?” Institute of Industrial Relations Working Paper Series. University of California, Berkeley, 1999.

Partnership for Assessment of Readiness for College and Careers (PARCC). “PARCC Model Content Frameworks, Version 3.0.” Washington, DC: PARCC, November 2012.

Pate, R. R., G. W. Heath, M. Dowda, and S. G. Trost (1996). “Associations between physical activity and other health behaviors in a representative sample of US adolescents.” American Journal of Public Health, vol. 86, no. (11), pp. 1577-1581.

Paterson, J., J. Pryor, and J. Field. “Adolescent Attachment to Parents and Friends in Relation to Aspects of Self- Esteem.” Journal of Youth and Adolescence, vol. 24, no. 3, 1995, pp. 365–376.

Phillips, M. “What Makes Schools Effective? A Comparison of the Relationships of Communitarian Climate and Academic Climate to Mathematics Achievement and Attendance During Middle School.” American Educational Research Journal, vol. 34, no. 4, 1997, pp. 633–662.

Redd, Z., J. Brooks, and A.M. McGarvey. Background for Community Level Work on Educational Adjustment in Adolescence: Reviewing the Literature on Contributing Factors. Washington, DC: Child Trends, 2001.

Reinke, W., and K.C. Herman. “Creating School Environments that Deter Antisocial Behaviors in Youth.” Psychology in the Schools, vol. 39, no. 5, 2002, pp. 549–559.

Ridderinkhof, K. R., M.M. Span, and M. W. Van Der Molen. “Perseverative Behavior and Adaptive Control in Older Adults: Performance Monitoring, Rule Induction, and Set Shifting.” Brain and Cognition, vol. 49, no. 3, 2002, pp. 382-401.

Riley, R.W. “Mathematics Equals Opportunity.” White paper prepared by the U.S. Secretary of Education.

Washington, DC: U.S. Department of Education, October 20, 1997.

Ripke, M.N., A.C. Huston, and D.M. Casey. “Low-Income Children’s Activity Participation as a Predictor of Psychosocial and Academic Outcomes in Middle Childhood and Adolescence.” In Developmental Contexts in Middle Childhood: Bridges to Adolescence and Adulthood, ed. A.C. Huston and M.N. Ripke. New York: Cambridge University Press, 2006.

Rock, M. L. (2000). Parents as equal partners: Balancing the scales in IEP development. TEACHING Exceptional Children,32(6), 30-37.

Romer, D., L. Betancourt, J. Giannetta, N. Brodsky, M. Farah, and H. Hurt. “Executive Cognitive Functions and Impulsivity as Correlates of Risk Taking and Problem Behavior in Preadolescents.” Neuropsychologia, vol. 47, no. 13, 2009, pp. 2916-2926.

Ryan, A. “The Peer Group as a Context for the Development of Young Adolescent Motivation and Achievement.” Child Development, vol. 72, no. 4, 2001, pp. 1135–1150.

Sabatini, J. P., K. Bruce, and Steinberg (2013). SARA Reading Components Tests, RISE form: Test Design & Technical Adequacy. Princeton, NJ: Educational Testing Service.

Sanders, W., and J. Rivers. “Cumulative and Residual Effects of Teachers on Future Student Academic Achievement.” Research Progress Report. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center, 1996.

Sanzo, K., W. Sherman, and J. Clayton. “Leadership Practices of Successful Middle School Principals.” Journal of Educational Administration, vol. 49, no. 1, 2011, pp. 31–45.

Schmidt, W. Exploring the Relationship Between Content Coverage and Achievement: Unpacking the Meaning of Tracking in Eighth Grade Mathematics. East Lansing, MI: Education Policy Center, Michigan State University, 2009.

Shonkoff, J.P., and D.A. Phillips. From Neurons to Neighborhoods: The Science of Early Childhood Development.

Washington, DC: National Academy Press, 2000.

Slavin, R.E. “Ability Grouping in Middle Grades: Achievement Effects and Alternatives.” Elementary School Journal, vol. 93, no. 5, 1993, pp. 535–552.

Smarter Balanced Assessment Consortium. “Preliminary Test Blueprints.” November 2012. Retrieved August 11, 2013 from http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/Smarter- Balanced-Preliminary-Test-Blueprints.pdf

Spera, C. “A Review of the Relationship Among Parenting Practices, Parenting Styles, and Adolescent School Achievement.” Educational Psychology Review, vol. 17, no. 2, 2005, pp. 125–145.

Srikanth, S., T. A. Petrie, C. Greenleaf, and S. B. Martin “The Relationship of Physical Fitness, Self-Beliefs, and Social Support to the Academic Performance of Middle School Boys and Girls.” The Journal of Early Adolescence, 2014. Retrieved July 1, 2014 http://jea.sagepub.com/content/early/2014/04/20/0272431614530807.abstract

St. Clair-Thompson, H.L., and S.E. Gathercole. “Executive Functions and Achievements in School: Shifting, Updating, Inhibition, and Working Memory.” Quarterly Journal of Experimental Psychology, vol. 59, no. 4, 2006, pp. 745-759.

Steinberg, L.T., and A.S. Morris. “Adolescent Development.” Annual Review of Psychology, vol. 52, no. 1, 2001, pp. 83–110.

Steinberg. L., B. Bradford, and S. Dornbusch. Beyond the Classroom: Why School Reform Failed and What Parents Need to Do. New York: Simon & Schuster, 1996.

Stevenson, K.R. School Size and Its Relationship to Student Outcomes and School Climate: A Review and Analysis of Eight South Carolina State-Wide Studies. Washington, DC: National Clearinghouse for Educational Facilities, 2006.

Teachman, J.D. “The Living Arrangements of Children and Their Educational Well Being.” Journal of Family Issues, vol. 29, no. 6, pp. 734–761.

Teo, A., E. Carlson, P.J. Mathieu, B. Egeland, and L.A. Sroufe. “A Prospective Longitudinal Study of Psychosocial Predictors of Achievement.” Journal of School Psychology, vol. 34, no. 3, 1996, pp. 285–306.

Thapa, A., J. Cohen, S. Guffey, and A. Higgins-D’Alessandro. “A Review of School Climate Research.” Review of Educational Research, first published on April 19, 2013 doi:10.3102/0034654313483907.

Tindal, G., and R. Parker. “Direct Observation in Special Education Classrooms: Concurrent Use of Two Instruments and Their Validation.” Journal of Special Education, vol. 21, no. 2, 1987, pp. 43–58.

Toll, S., and J. Van Luit. “Early Numeracy Intervention for Low-Performing Kindergartners.” Journal of Early Intervention, vol. 34, no. 4, 2012, pp. 243-264.

Trends in International Mathematics and Science Study (TIMSS). “TIMSS 2011 Assessment Frameworks.” Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, 2011.

Uline, C., and M. Tschannen-Moran. “The Walls Speak: Facilities and School Climate,” Journal of Educational Administration, vol. 46, no. 1, 2008, pp. 55–73.

U.S. Department of Health and Human Services Centers for Disease Control and Prevention. Results from the School Health Policies and Practices Study 2012. Washington, DC: Center for Disease Control; 2013. Available at: http://www.cdc.gov/healthyyouth/shpps/2012/pdf/shpps-results_2012.pdf.

Vandell, D.L., E.R. Reisner, B.B. Brown, K. Dadisman, K.M. Pierce, D. Lee, and E.M. Pechman. “The Study of Promising After-School Programs: Examination of Intermediate Outcomes in Year 2.” Washington, DC: Policy Studies Associates, 2005.

Verbruggen, F., and G.D. Logan. "Response inhibition in the stop-signal paradigm." Trends in Cognitive Sciences, vol. 12, no. 11, 2008, pp. 418-424.

Wadsworth, M. E., and Compas, B. E. “Coping with Family and Economic Strain: The Adolescent Perspective.” Journal of Research on Adolescence, vol. 12, 2002, pp. 243-274.

Wentzel, K.R. “Social Relationships and Motivation in Middle School: The Role of Parents, Teachers, and Peers.” Journal of Educational Psychology, vol. 90, no. 2, 1998, pp. 202–209.

Wentzel, K.R. “Student Motivation in Middle School: The Role of Perceived Pedagogical Caring.” Journal of Educational Psychology, vol. 89, no. 3, 1997, pp. 411–419.

Wentzel, K.R., and K. Caldwell. “Friendships, Peer Acceptance, and Group Membership: Relations to Academic Achievement in Middle School.” Child Development, vol. 68, no. 6, 1997, pp. 1198–1209.

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.

Zimmerman, B.J. “Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis.” In Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, ed. B.J. Zimmerman and D.H. Schunk. 2nd ed., pp. 1–37. Mahwah, NJ: Erlbaum, 2001.

Zimmerman, B.J. “Self-Efficacy: An Essential Motive to Learn.” Contemporary Educational Psychology, vol. 25, 2000, pp. 82-91.

Summary of Changes and Item-Level Justification

Summary of Changes

The following tables (C.4 Item-Level Justification) document item wording changes from MS1 to MS2. They detail decisions about item additions, revisions, and eliminations. They do not reflect item order within the survey. Please refer to Appendix MS2-T1 through Appendix MS2-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 2019 Technical Review Panel (TRP), other experts, or the MS1 data collection experience.

Additional substantial revisions since the last submission are as follows:

Student:

Addition of the Spatial 2-Back executive function assessment, using a shortened 90-item version.
Adjustments to some of the types of math items received in the math assessment to better measure students in advanced math classes and lower performers.
Items added to confirm the respondent’s identification, including student’s grade level and school name and city/state.
One item added to measure student hunger.
Items about academic culture were added to measure student perspective of teacher behavior.
Response scale at the student age item was increased as students will be older than they were in the prior round of data collection.
Instructions on the vision items were revised to add clarification.
Response options added based on high frequency responses to one other/specify item.
Other/specify response option to the student race/ethnicity and demographics items dropped to reduce burden.

Parent:

Items added to improve information on household composition and, if a parent has moved out, the reason for the move.
Items added to measure frequency of parent communication with school using technology.
Items added to collect information on changes in IEP status since MS1. If a student no longer has an IEP, items added to ask why, and how student is doing academically.
Revisions made to text to add fills based on responses from the prior survey and to expand grade levels as students will be older than they were in the prior round of data collection.
Response options added to existing questions to improve measure of parent-child relationship.
Added two screening questions to determine if parent employment status has changed since prior interview date. If no change, the parent will not receive the followup questions on employment, reducing burden.
Added response option to re-route respondents in the employment series of items, specifically for respondents indicating they had worked in the past week.
Item added to measure family financial preparation for post secondary education.
Items added to measure student hearing, including items on ear infections and additional items to assess the student’s level of hearing.
Added one item to measure the number of places a child has lived and added additional responses for reasons a student has moved.
Added one item to track homeschool students that expect to attend a school in the following year.

Mathematics Teacher:

Wording changes and response options were revised at multiple items to improve clarification and to adjust wording to make it appropriate for the second round of data collection, for example, changing the name of grade levels or years at multiple items.
New response options added based on information obtained in MS1, including adding a new response options at the item measuring teacher certifications and on curriculum/textbook used.
Eliminated the “other” response option at the item on teacher certification.

Special Education Teacher:

Revisions made to remove other/specify response options based on information obtained during MS1.
Wording changes and response options were revised to improve clarification and to adjust wording to make it appropriate for the second round of data collection, for example, changing the name of grade levels or years in multiple locations.
New item added to improve measurement of student grade and IEP status.
New items added to capture special education services and instruction and instructional environment.

School Administrator:

Wording changes and response options were revised at multiple items to improve clarification and to adjust wording to make it appropriate for the second round of data collection, for example, changing the name of grade levels or years.
Added a response category to the item on respondent’s title or position at their school.
New item added on whether any students attend an alternative program at the school or off-site, to better measure school enrollment.
New item added to better measure additional supports for struggling students.
New item added to collect how often students with IEPs spend more than 80 percent of their time in general education classes.
New item added to measure programs and practices at the school for career exploration.
Items added to measure courses offered and available for Trigonometry.
Revision made to remove an other/specify response option based on information obtained during MS1.

Facilities Checklist:

Wording changes were revised at multiple items to adjust wording to make it appropriate for the second round of data collection, by changing the name of the grade level. Instructions on how to use the response scale were clarified.

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.

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).

MS2 Status. Reflects whether the item will appear in MS2, has been deleted, or has been modified; and whether any changes from the source or MS1 wording were made.

MS2 Wording with Response Options. This is the MS2 item wording, including response options.

MS2 Justification. Provides reason(s) for MS2 item additions, deletions, and modifications (from the MS1 and/or the source wording).

Item-Level Justification

MS2 Student Survey Items

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Justification
4110700	New Item		Respondent identification				Added	Are you [CFNAME][CLNAME]? 1. Yes 2. No	Added to confirm student
4110750	New Item		Respondent identification				Added	What is the name of the school you attend? First type in your school name: Open response: School name	Added to confirm student's school
4110750	New Item		Respondent identification				Added	What is the name of the school you attend? Then choose a state: Dropdown list: States	Added to confirm student's school
4110750	New Item		Respondent identification				Added	What is the name of the school you attend? Next type in the city: Open response: City	Added to confirm student's school
4110750	New Item		Respondent identification				Added	What is the name of the school you attend? Don't know Don't know	Added to confirm student's school
4110800	New Item		Student grade level				Added	What grade are you in? 1. Sixth 2. Seventh 3. Eighth 4. Ninth 5. Ungraded	Added to confirm grade level
4110810	New Item		Language	Unchanged from OFT1	Is English your first language? 1. Yes 2. No		Unchanged from MS1	Is English your first language? 1. Yes 2. No
4110820	New Item		Language	Unchanged from OFT1	How well do you read English? 1. Very well 2. Well 3. Not well 4. Not at all		Unchanged from MS1	How well do you read English? 1. Very well 2. Well 3. Not well 4. Not at all
4110104	New Item		Student age	Unchanged from OFT1	How old are you? Dropdown list: 1. 9 or younger 2 .10 3. 11 4. 12 5. 13 6. 14 7. 15 or older		Revised	How old are you? Dropdown list: 1. 10 or younger 2 .11 3. 12 4. 13 5. 14 6. 15 7. 16 or older	Revised to allow for increased age of respondents since prior round
4110101	FACES (2003, Parent Interview; SC11)	What is [CHILD]'s birth date? _______/______ /19/20 _____ MONTH DAY YEAR	Student date of birth - Month	Unchanged from OFT1	What is your birth date? [MONTH] Dropdown list: 01. January, 02. February, 03. March, 04. April, 05. May, 06. June, 07. July, 08. August, 09. September, 10. October, 11. November, 12. December		Unchanged from MS1	What is your birth date? [MONTH] Dropdown list: 01. January, 02. February, 03. March, 04. April, 05. May, 06. June, 07. July, 08. August, 09. September, 10. October, 11. November, 12. December
4110102	FACES (2003, Parent Interview; SC11)	What is [CHILD]'s birth date? _______/______ /19/20 _____ MONTH DAY YEAR	Student date of birth - Day	Unchanged from OFT1	What is your birth date? [DAY] Dropdown list: 1-(29/30/31) depending on month chosen in 4110101		Unchanged from MS1	What is your birth date? [DAY] Dropdown list: 1-(29/30/31) depending on month chosen in 4110101
4110103	FACES (2003, Parent Interview; SC11)	What is [CHILD]'s birth date? _______/______ /19/20 _____ MONTH DAY YEAR	Student date of birth - Year	Unchanged from OFT1	What is your birth date? [YEAR] Dropdown list: 2001-2009		Unchanged from MS1	What is your birth date? [YEAR] Dropdown list: 2001-2009
4110200	HSLS:09 (Student, Baseline; Sect. A)	What is your sex? 1.Male 2. Female	Student's sex	Unchanged from OFT1	What is your sex? Select the one that best describes you. 1. Male 2. Female		Unchanged from MS1	What is your sex? Select the one that best describes you. 1. Male 2. Female
4050301	MSP-MAP: PALS- Student Personal Beliefs & Behaviors (Math Efficacy: General)	How certain are you that you can learn everything taught in math? 0. Not at all sure..1..2..3. Somewhat sure 4..5..6. Very sure	Math self-efficacy	Unchanged from OFT1	How true are the following statements for you? I am certain I can learn everything taught in math. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? I am certain I can learn everything taught in math. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
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? 0. Not at all sure..1..2..3. Somewhat sure 4..5..6. Very sure	Math self-efficacy	Unchanged from OFT1	How true are the following statements for you? I am sure I can do even the most difficult homework problems in math. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? I am sure I can do even the most difficult homework problems in math. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
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? 0. Not at all sure..1..2..3. Somewhat sure 4..5..6. Very sure	Math self-efficacy	Unchanged from OFT1	How true are the following statements for you? I am confident I can do all the work in math class if I don't give up. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? I am confident I can do all the work in math class if I don't give up. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
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? 0. Not at all sure..1..2..3. Somewhat sure 4..5..6. Very sure	Math self-efficacy	Unchanged from OFT1	How true are the following statements for you? I am confident I can do even the hardest work in my math class. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? I am confident I can do even the hardest work in my math class. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
4050401	modified MSP-MAP: Student Personal Beliefs & Behaviors- Subjective Task Value: Utility	Math will be useful for me later in life. 0. Not at all sure..1..2..3. Somewhat sure 4..5..6. Very sure	Math subjective task value	Unchanged from OFT1	How true are the following statements for you? Math will be useful for me later in life. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? Math will be useful for me later in life. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
4050402	modified MSP-MAP: Student Personal Beliefs & Behaviors- Subjective Task Value: Utility	Math helps me in my daily life outside of school. 0. Not at all sure..1..2..3. Somewhat sure 4..5..6. Very sure	Math subjective task value	Unchanged from OFT1	How true are the following statements for you? Math helps me in my daily life outside of school. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? Math helps me in my daily life outside of school. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
4050403	modified MSP-MAP: Student Personal Beliefs & Behaviors- Subjective Task Value: Attainment	Being someone who is good at math is important to me. 0. Not at all important.1..2..3. Somewhat important.4..5..6. Very important	Math subjective task value	Unchanged from OFT1	How true are the following statements for you? Being someone who is good at math is important to me. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? Being someone who is good at math is important to me. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
4050404	modified MSP-MAP: Student Personal Beliefs & Behaviors- Subjective Task Value: Interest	I enjoy doing math. 0. Not at all true for me.1..2..3. Somewhat true for me.4..5..6.Very true for me	Math subjective task value	Unchanged from OFT1	How true are the following statements for you? I enjoy doing math. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? I enjoy doing math. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
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...You have a certain amount of intelligence and you can't really do much to change it. 1. Strongly disagree.2. Disagree.3. Mostly disagree .4. Mostly agree .5. Agree.6. Strongly agree	Growth mindset	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? You have a certain amount of intelligence and you can't really do much to change it. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree		Unchanged from MS1	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? You have a certain amount of intelligence and you can't really do much to change it. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree
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...Your intelligence is something about you that you can't change very much. 1. Strongly disagree.2. Disagree.3. Mostly disagree .4. Mostly agree .5. Agree.6. Strongly agree	Growth mindset	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? Your intelligence is something about you that you can't change very much. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree		Unchanged from MS1	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? Your intelligence is something about you that you can't change very much. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree
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...No matter who you are, you can significantly change your intelligence. . 1. Strongly disagree.2. Disagree.3. Mostly disagree .4. Mostly agree .5. Agree.6. Strongly agree	Growth mindset	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? No matter who you are, you can change your intelligence. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree		Unchanged from MS1	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? No matter who you are, you can change your intelligence. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree
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...You can learn new things, but you can't really change your basic intelligence. 1. Strongly disagree.2. Disagree.3. Mostly disagree .4. Mostly agree .5. Agree.6. Strongly agree	Growth mindset	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? You can learn new things, but you can't really change your basic intelligence. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree		Unchanged from MS1	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? You can learn new things, but you can't really change your basic intelligence. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree
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...You can always substantially change your intelligence. . 1. Strongly disagree.2. Disagree.3. Mostly disagree .4. Mostly agree .5. Agree.6. Strongly agree	Growth mindset	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? You can always change your intelligence. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree		Unchanged from MS1	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? You can always change your intelligence. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree
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...No matter how much intelligence you have, you can always change it quite a bit. . 1. Strongly disagree.2. Disagree.3. Mostly disagree .4. Mostly agree .5. Agree.6. Strongly agree	Growth mindset	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? No matter how much intelligence you have, you can always change it quite a bit. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree		Unchanged from MS1	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? No matter how much intelligence you have, you can always change it quite a bit. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree
4030101	ECLS-K (Student, Grade 8; 9a)	How often are the following statements true?..My classmates think it is important to be my friend. 1. Never.2. Seldom.3. Sometimes.4. Often.5. Always	Peer social support	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? My classmates think it is important to be my friend. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	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? My classmates think it is important to be my friend. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4030102	ECLS-K (Student, Grade 8; 9b)	How often are the following statements true?..My classmates like me the way I am. 1. Never 1. Never.2. Seldom.3. Sometimes.4. Often.5. Always	Peer social support	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? My classmates like me the way I am. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	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? My classmates like me the way I am. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4030103	ECLS-K (Student, Grade 8; 9b)	How often are the following statements true?..My classmates care about my feelings. 1. Never.2. Seldom.3. Sometimes.4. Often.5. Always	Peer social support	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? My classmates care about my feelings. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	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? My classmates care about my feelings. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4030104	ECLS-K (Student, Grade 8; 9d)	How often are the following statements true?..My classmates like me as much as they like others. 1. Never.2. Seldom.3. Sometimes.4. Often.5. Always	Peer social support	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? My classmates like me as much as they like other classmates. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	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? My classmates like me as much as they like other classmates. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4030105	ECLS-K (Student, Grade 8; 9e)	How often are the following statements true?..My classmates really care about me. 1. Never.2. Seldom.3. Sometimes.4. Often.5. Always	Peer social support	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? My classmates really care about me. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	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? My classmates really care about me. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
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...Does things carefully and completely 1. Disagree strongly.2. Disagree a little.3. Neither agree Nor disagree.4. Agree a little.5. Agree strongly	Conscientiousness	Unchanged from OFT1	How often are the following statements true for you? I see myself as someone who… Does things carefully and completely. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often are the following statements true for you? I see myself as someone who… Does things carefully and completely. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
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...Can be somewhat careless 1. Disagree strongly.2. Disagree a little.3. Neither agree Nor disagree.4. Agree a little.5. Agree strongly	Conscientiousness	Unchanged from OFT1	How often are the following statements true for you? I see myself as someone who… Can be somewhat careless. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often are the following statements true for you? I see myself as someone who… Can be somewhat careless. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
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...Is a reliable worker 1. Disagree strongly.2. Disagree a little.3. Neither agree Nor disagree.4. Agree a little.5. Agree strongly	Conscientiousness	Unchanged from OFT1	How often are the following statements true for you? I see myself as someone who… Is a reliable worker. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often are the following statements true for you? I see myself as someone who… Is a reliable worker. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
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...Tends to be disorganized 1. Disagree strongly.2. Disagree a little.3. Neither agree Nor disagree.4. Agree a little.5. Agree strongly	Conscientiousness	Unchanged from OFT1	How often are the following statements true for you? I see myself as someone who… Tends to be disorganized. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often are the following statements true for you? I see myself as someone who… Tends to be disorganized. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
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...Tends to be lazy 1. Disagree strongly.2. Disagree a little.3. Neither agree Nor disagree.4. Agree a little.5. Agree strongly	Conscientiousness	Unchanged from OFT1	How often are the following statements true for you? I see myself as someone who… Tends to be lazy. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often are the following statements true for you? I see myself as someone who… Tends to be lazy. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
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...Keeps working until things are done 1. Disagree strongly.2. Disagree a little.3. Neither agree Nor disagree.4. Agree a little.5. Agree strongly	Conscientiousness	Unchanged from OFT1	How often are the following statements true for you? I see myself as someone who… Keeps working until things are done. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often are the following statements true for you? I see myself as someone who… Keeps working until things are done. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
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...Does things efficiently (quickly and correctly) 1. Disagree strongly.2. Disagree a little.3. Neither agree Nor disagree.4. Agree a little.5. Agree strongly	Conscientiousness	Unchanged from OFT1	How often are the following statements true for you? I see myself as someone who… Does things efficiently (quickly and correctly). 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often are the following statements true for you? I see myself as someone who… Does things efficiently (quickly and correctly). 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
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...Makes plans and sticks to them 1. Disagree strongly.2. Disagree a little.3. Neither agree Nor disagree.4. Agree a little.5. Agree strongly	Conscientiousness	Unchanged from OFT1	How often are the following statements true for you? I see myself as someone who… Makes plans and sticks to them. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often are the following statements true for you? I see myself as someone who… Makes plans and sticks to them. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
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...Is easily distracted; has trouble paying attention 1. Disagree strongly.2. Disagree a little.3. Neither agree Nor disagree.4. Agree a little.5. Agree strongly	Conscientiousness	Unchanged from OFT1	How often are the following statements true for you? I see myself as someone who… Is easily distracted. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often are the following statements true for you? I see myself as someone who… Is easily distracted. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
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...Is easily distracted; has trouble paying attention 1. Disagree strongly.2. Disagree a little.3. Neither agree Nor disagree.4. Agree a little.5. Agree strongly	Conscientiousness	Unchanged from OFT1	How often are the following statements true for you? I see myself as someone who… Has trouble paying attention. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often are the following statements true for you? I see myself as someone who… Has trouble paying attention. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4050901	Modified Brief Sensation Seeking Scale (Stephenson et al. 2003)	I would like to explore strange places. 1. Strongly disagree.2. .3..4..5. Strongly agree	Sensation seeking	Unchanged from OFT1	How true are the following statements for you? I like to explore strange places. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? I like to explore strange places. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
4050902	Modified Brief Sensation Seeking Scale (Stephenson et al. 2003)	I like to do frightening things. 1. Strongly disagree.2. .3..4..5. Strongly agree	Sensation seeking	Unchanged from OFT1	How true are the following statements for you? I like to do frightening things. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? I like to do frightening things. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
4050903	Modified Brief Sensation Seeking Scale (Stephenson et al. 2003)	I like new and exciting experiences, even if I have to break the rules. 1. Strongly disagree.2. .3..4..5. Strongly agree	Sensation seeking	Unchanged from OFT1	How true are the following statements for you? I like new and exciting experiences. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? I like new and exciting experiences. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
4050904	Modified Brief Sensation Seeking Scale (Stephenson et al. 2003)	I prefer friends who are exciting and unpredictable. 1. Strongly disagree.2. .3..4..5. Strongly agree	Sensation seeking	Unchanged from OFT1	How true are the following statements for you? I prefer friends who are exciting and unpredictable. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? I prefer friends who are exciting and unpredictable. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
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. 1. Not at all true of me.2. .3..4..5..6..7.Very true of me	Academic engagement	Unchanged from OFT1	How true are the following statements for you? When I become confused about something I'm learning at school, I try to figure it out. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? When I become confused about something I'm learning at school, I try to figure it out. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
4050702	Modified Persistence Scale Elliot, McGregor, & Gable (1999)	Regardless of whether or not I like the material, I work my hardest to learn it. 1. Not at all true of me.2. .3..4..5..6..7.Very true of me	Academic engagement	Unchanged from OFT1	How true are the following statements for you? I work my hardest to learn at school, even if I do not like the subject. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? I work my hardest to learn at school, even if I do not like the subject. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
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. 1. Not at all true of me.2. .3..4..5..6..7.Very true of me	Academic engagement	Unchanged from OFT1	How true are the following statements for you? When something I'm studying at school is difficult, I spend extra time and effort until I understand it. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? When something I'm studying at school is difficult, I spend extra time and effort until I understand it. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
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. 1. Not at all true of me.2. .3..4..5..6..7.Very true of me	Academic engagement	Unchanged from OFT1	How true are the following statements for you? Even if it is boring, I try to learn as much as I can about what I am studying. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	How true are the following statements for you? Even if it is boring, I try to learn as much as I can about what I am studying. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
4020902	New Item	How often do you use the internet outside of school to do homework or school assignments? 1. Never .2.Rarely .3.Sometimes .4.Often .5.Very often .6. Always	Technology activities (frequency for educational, social, and entertainment purposes)	Unchanged from OFT1	How often do you use the internet outside of school to do homework or school assignments? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do you use the internet outside of school to do homework or school assignments? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4020904	New Item	How often do you go somewhere other than home or school to access the internet when trying to do your homework or school assignments? 1. Never .2.Rarely .3.Sometimes .4.Often .5.Very often .6. Always	Technology activities (frequency for educational, social, and entertainment purposes)	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? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do you go somewhere other than home or school to access the internet when trying to do your homework or school assignments? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
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? 1. Never .2.Rarely .3.Sometimes .4.Often .5.Very often .6. Always	Technology activities (frequency for educational, social, and entertainment purposes)	Unchanged from OFT1	How often do you have a problem with your internet at home when trying to do your homework or school assignments? 0. Do Not have internet in the home, 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do you have a problem with your internet at home when trying to do your homework or school assignments? 0. Do Not have internet in the home, 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4021101	Modified Pew Research Center, 2010 and various others	Do you ever..Watch shorter video clips for fun on YouTube, Vine, or other sites 1.Yes.0.No	Technology activities (frequency for educational, social, and entertainment purposes)	Revised	How often do you… Watch video clips for fun on YouTube, Instagram, SnapChat, or other sites? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day	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.	Unchanged from MS1	How often do you… Watch video clips for fun on YouTube, Instagram, SnapChat, or other sites? 1. Never 2. Less than once a week 3. A few times a week 4.. About once a day 5. Many times a day
4021102	Modified Pew Research Center, 2010 and various others	Do you ever..Look up information online for your own interests (for example, using Google, Reddit, Tumblr, or other sites)? 1.Yes.0.No	Technology activities (frequency for educational, social, and entertainment purposes)	Revised	How often do you… Look up information online for your own interests (for example, using Google, Reddit, Tumblr, or other sites)? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day	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.	Unchanged from MS1	How often do you… Look up information online for your own interests (for example, using Google, Reddit, Tumblr, or other sites)? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day
4021103	Modified Pew Research Center, 2010 and various others	Do you ever..Play video games, computer games, or mobile games? 1.Yes.0.No	Technology activities (frequency for educational, social, and entertainment purposes)	Revised	How often do you… Play video games, computer games, or mobile games? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day	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.	Unchanged from MS1	How often do you… Play video games, computer games, or mobile games? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day
4021104	Modified Pew Research Center, 2010 and various others	Do you ever..Video chat through programs like Facetime, OoVoo, or Skype? 1.Yes.0.No	Technology activities (frequency for educational, social, and entertainment purposes)	Revised	How often do you… Video chat through programs like Facetime, OoVoo, or Skype? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day	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.	Revised	How often do you… Video chat through programs like Facetime, Skype, Google Duo, or WhatsApp? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day	Revised specific app names to remain current
4021105	Modified Pew Research Center, 2010 and various others	Do you ever..Message with friends using texting, KIK, iMessage, Snapchat, or some other app? 1.Yes.0.No	Technology activities (frequency for educational, social, and entertainment purposes)	Revised	How often do you… Message with friends using texting, KIK, iMessage, Snapchat, WhatsApp, or some other app? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day	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.	Unchanged from MS1	How often do you… Message with friends using texting, KIK, iMessage, Snapchat, WhatsApp, or some other app? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day
4021106	New Item	Do you ever..Post photos or updates on social media sites (such as Twitter, Instagram, Facebook, Snapchat, or Ask.fm)?. 1.Yes.0.No	Technology activities (frequency for educational, social, and entertainment purposes)	Revised	How often do you… Post photos, videos, or updates on social media sites (such as Twitter, Instagram, Facebook, Snapchat, or Ask.fm)? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day	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.	Revised	How often do you… Post photos, videos, or updates on social media sites (such as Instagram, Snapchat, Twitter, Facebook, or Ask.fm)? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day	Revised to change order of apps listed to keep most commonly used listed first
4021107	New Item	Do you ever..Send emails to friends, family members, teachers, or others? 1.Yes.0.No	Technology activities (frequency for educational, social, and entertainment purposes)	Revised	How often do you… Send emails to friends, family members, teachers, or others? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day	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.	Unchanged from MS1	How often do you… Send emails to friends, family members, teachers, or others? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day
4021108	National Endowment for the Arts	Do you ever..Make your own digital art or music (such as painting, graphics, video editing, making digital music)? 1.Yes.0.No	Technology activities (frequency for educational, social, and entertainment purposes)	Revised	How often do you… Make your own digital art or music (such as painting, graphics, videos, music)? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day	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.	Unchanged from MS1	How often do you… Make your own digital art or music (such as painting, graphics, videos, music)? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day
4021109	New Item	Do you ever..Write computer programs (code) or develop apps? 1.Yes.0.No	Technology activities (frequency for educational, social, and entertainment purposes)	Revised	How often do you… Write computer programs (code) or develop apps? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day	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.	Unchanged from MS1	How often do you… Write computer programs (code) or develop apps? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day
4021110	Modified Pew Research Center, 2010 and various others	Do you ever..Do some other activity using a computer, tablet, phone, or similar device? 1.Yes.0.No	Technology activities (frequency for educational, social, and entertainment purposes)	Revised	How often do you… Do some other activity using a computer, tablet, phone, or similar device? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day	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.	Unchanged from MS1	How often do you… Do some other activity using a computer, tablet, phone, or similar device? 1. Never 2. Less than once a week 3. A few times a week .4. About once a day 5. Many times a day
4021111	Modified Pew Research Center, 2010 and various others	Do you ever..Do some other activity using a computer, tablet, phone, or similar device?.Specify 1.Yes.0.No	Technology activities (frequency for educational, social, and entertainment purposes)	Unchanged from OFT1	What other activity do you do using a computer, tablet, phone, or similar device? Please type your answer. OS		Revised	What other activity do you do using a computer, tablet, phone, or similar device? Please type your answer. Do not include watching full-length television shows or movies, such as streaming via Netflix, Hulu, or YouTube. OS .	Added text to specify not including watching movies for clarity
4010201	ELS:2002 (Student, Baseline; 24b) Belongingness Scale (University of Chicago CCSR)	How much do you agree with the following statements about your school:..I feel like a real part of my school. 1. Strongly disagree.2. Disagree.3. Agree.4. Strongly agree	Belongingness	Unchanged from OFT1	Next are some questions about things that may happen at your school. How often does the following happen at school? I feel like a real part of my school. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	Next are some questions about things that may happen at your school. How often does the following happen at your school? I feel like a real part of my school. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4010202	ELS:2002 (Student, Baseline; 24b) Belongingness Scale (University of Chicago CCSR)	How much do you agree with the following statements about your school:..People here Notice when I'm good at something. 1. Strongly disagree.2. Disagree.3. Agree.4. Strongly agree	Belongingness	Unchanged from OFT1	Next are some questions about things that may happen at your school. How often does the following happen at school? People notice when I'm good at something. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	Next are some questions about things that may happen at your school. How often does the following happen at your school? People notice when I'm good at something. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4010203	ELS:2002 (Student, Baseline; 24b) Belongingness Scale (University of Chicago CCSR)	How much do you agree with the following statements about your school:..Other students in my school take my opinions seriously. 1. Strongly disagree.2. Disagree.3. Agree.4. Strongly agree	Belongingness	Unchanged from OFT1	Next are some questions about things that may happen at your school. How often does the following happen at school? Other students take my opinions seriously. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	Next are some questions about things that may happen at your school. How often does the following happen at your school? Other students take my opinions seriously. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4010204	ELS:2002 (Student, Baseline; 24b) Belongingness Scale (University of Chicago CCSR)	How much do you agree with the following statements about your school:..People at this school are friendly to me. 1. Strongly disagree.2. Disagree.3. Agree.4. Strongly agree	Belongingness	Unchanged from OFT1	Next are some questions about things that may happen at your school. How often does the following happen at school? People are friendly to me. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	Next are some questions about things that may happen at your school. How often does the following happen at your school? People are friendly to me. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4010205	ELS:2002 (Student, Baseline; 24b) Belongingness Scale (University of Chicago CCSR)	How much do you agree with the following statements about your school:..I'm included in lots of activities at school. 1. Strongly disagree.2. Disagree.3. Agree.4. Strongly agree	Belongingness	Unchanged from OFT1	Next are some questions about things that may happen at your school. How often does the following happen at school? I'm included in lots of activities. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	Next are some questions about things that may happen at your school. How often does the following happen at your school? I'm included in lots of activities. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
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?..I don't feel safe at this school 1. Strongly disagree.2. Disagree.3. Agree.4. Strongly agree	Belongingness	Unchanged from OFT1	Next are some questions about things that may happen at your school. How often does the following happen at school? I feel safe at this school. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	Next are some questions about things that may happen at your school. How often does the following happen at your school? I feel safe at this school. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4010601	Modified NELS:88 (Student, 8th, 58d)	Indicate the degree to which each of the following matters are a problem in your school...Physical conflicts among students 1. Serious.2. Moderate.3. MiNor.4. Not a problem	Problems at school	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? Physical conflicts (fights) among students. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	The next questions are about the students at your school. How often did the following happen at your school in the last month? Physical conflicts (fights) among students. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4010602	Modified NELS:88 (Student, 8th, 58j)	Indicate the degree to which each of the following matters are a problem in your school...Students bullying other students. 1. Serious.2. Moderate.3. MiNor.4. Not a problem	Problems at school	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? Students bullied other students. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	The next questions are about the students at your school. How often did the following happen at your school in the last month? Students bullied other students. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4010603	NELS:88 (Student, 8th, 58k)	Indicate the degree to which each of the following matters are a problem in your school...Verbal abuse of teachers 1. Serious.2. Moderate.3. MiNor.4. Not a problem	Problems at school	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? Students yelled and screamed at the teachers. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	The next questions are about the students at your school. How often did the following happen at your school in the last month? Students yelled and screamed at the teachers. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4010604	ECLS-K:2011 (Adapted from Teacher - child-level questionnaire, D25b)		Peer victimization	Added	The next questions are about the students at your school. During this school year, how often have other students… Teased you, made fun of you, or called you names? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	Added items related to peer victimization as per TRP 2017 recommendation	Revised	The next questions are about the students at your school. During this school year, how often have other students… Teased you, made fun of you, or called you names? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Eliminated “Always” as a response option for consistency with similar series of questions.
4010605	ECLS-K:2011 (Adapted from Teacher - child-level questionnaire, D25b)		Peer victimization	Added	The next questions are about the students at your school. During this school year, how often have other students… Told lies or untrue stories about you? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	Added items related to peer victimization as per TRP 2017 recommendation	Revised	The next questions are about the students at your school. During this school year, how often have other students… Told lies or untrue stories about you? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Eliminated “Always” as a response option for consistency with similar series of questions.
4010606	ECLS-K:2011 (Adapted from Teacher - child-level questionnaire, D25b)		Peer victimization	Added	The next questions are about the students at your school. During this school year, how often have other students… Pushed, shoved, slapped, hit, or kicked you? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	Added items related to peer victimization as per TRP 2017 recommendation	Revised	The next questions are about the students at your school. During this school year, how often have other students… Pushed, shoved, slapped, hit, or kicked you? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Eliminated “Always” as a response option for consistency with similar series of questions.
4010501	Modified PISA 2009 (Student; Q38a)	How much do you disagree or agree with each of the following statements about teachers at your school?..I get along well with most of my teachers. 1. Strongly disagree.2. Disagree.3. Agree.4. Strongly agree	Teacher support	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? I get along well with my teachers. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	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? I get along well with my teachers. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4010502	Modified PISA 2009 (Student; Q38c)	How much do you disagree or agree with each of the following statements about teachers at your school?..Most of my teachers really listen to what I have to say. 1. Strongly disagree.2. Disagree.3. Agree.4. Strongly agree	Teacher support	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? My teachers listen to what I have to say. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	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? My teachers listen to what I have to say. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4010503	Modified PISA 2009 (Student; Q38d)	How much do you disagree or agree with each of the following statements about teachers at your school?..If I need extra help, I will receive it from my teachers. 1. Strongly disagree.2. Disagree.3. Agree.4. Strongly agree	Teacher support	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? If I need extra help, I receive it from my teachers. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	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? If I need extra help, I receive it from my teachers. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4010504	Modified PISA 2009 (Student; Q38e)	How much do you disagree or agree with each of the following statements about teachers at your school?..Most of my teachers treat me fairly. 1. Strongly disagree.2. Disagree.3. Agree.4. Strongly agree	Teacher support	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? My teachers treat me fairly. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	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? My teachers treat me fairly. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4010505	Classroom Life Instrument (Johnson, Johnson, Buckman and Richards, 1985	My teacher cares about my feelings. 1. Never.2. Seldom.3. Sometimes.4. Often.5. Always	Teacher support	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? My teachers care about my feelings. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	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? My teachers care about my feelings. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4010401	Academic Press Scale (Lee and Smith, 1999)	Lee and Smith (1999) pg 939 noted: Example item presented as follows: Item asking students’ opinions about whether their math and English teachers… --Praise their efforts when they work hard The scale range was not specified	Teacher behavior				Added	Still thinking about the teachers you have class with this year, how often do the teachers at your school do the following? Teachers praise students' efforts when they work hard. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	Added to measure student perspective of teacher behavior
4010402	Academic Press Scale (Lee and Smith, 1999)	Lee and Smith (1999) pg 939 noted: Example item presented as follows: Item asking students’ opinions about whether their math and English teachers… -Care if they get bad grades in that class The scale range was not specified	Teacher behavior				Added	Still thinking about the teachers you have class with this year, how often do the teachers at your school do the following? Teachers want students to get good grades. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	Added to measure student perspective of teacher behavior
4010403	Academic Press Scale (Lee and Smith, 1999)	Lee and Smith (1999) pg 939 noted: Example item presented as follows: Item asking students’ opinions about whether their math and English teachers… - Often put them down in that class *The scale range was not specified	Teacher behavior				Added	Still thinking about the teachers you have class with this year, how often do the teachers at your school do the following? Teachers put down students in class. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	Added to measure student perspective of teacher behavior
4010404	Academic Press Scale (Allensworth and Easton, 2007)	Allensworth and Easton (2007) Appendix B pg 53 noted: Example item presented as follows: Academic Press measures whether teachers press all students toward academic achievement. Students were asked if their teacher… --expects them to do their best *The scale range was not specified	Teacher behavior				Added	Still thinking about the teachers you have class with this year, how often do the teachers at your school do the following? Teachers expect students to do their best. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	Added to measure student perspective of teacher behavior
4010405	Academic Press Scale (Allensworth and Easton, 2007)	Allensworth and Easton (2007) Appendix B pg 53 noted: Example item presented as follows: Academic Press measures whether teachers press all students toward academic achievement. Students were asked if their teacher… --expects everyone to work hard *The scale range was not specified	Teacher behavior				Added	Still thinking about the teachers you have class with this year, how often do the teachers at your school do the following? Teachers expect everyone to work hard. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	Added to measure student perspective of teacher behavior
4030201	ECLS-K (Student, Grade 8; 8a)	Among your close friends, how important is it to them that they...Attend classes regularly? 1. Not important.2. Somewhat important.3. Very important.4. Not applicable, I have No close friends	Perception of peer values	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… Attend classes regularly? 1. Not at all important 2. A little bit important 3. Somewhat important 4. Important 5. Very important		Unchanged from MS1	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… Attend classes regularly? 1. Not at all important 2. A little bit important 3. Somewhat important 4. Important 5. Very important
4030202	ECLS-K (Student, Grade 8; 8b)	Among your close friends, how important is it to them that they...Get good grades? 1. Not important.2. Somewhat important.3. Very important.4. Not applicable, I have No close friends	Perception of peer values	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… Get good grades? 1. Not at all important 2. A little bit important 3. Somewhat important 4. Important 5. Very important		Unchanged from MS1	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… Get good grades? 1. Not at all important 2. A little bit important 3. Somewhat important 4. Important 5. Very important
4030203	New item		Perception of peer values	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… Work hard in school? 1. Not at all important 2. A little bit important 3. Somewhat important 4. Important 5. Very important		Unchanged from MS1	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… Work hard in school? 1. Not at all important 2. A little bit important 3. Somewhat important 4. Important 5. Very important
4080101	Modified AddHealth (Student - In School; S60b)	In the last month, how often:..Did you wake up feeling tired? 1. Never.2.Rarely.3. Occasionally.4. Often.5. Everyday	Sleep quality	Unchanged from OFT1	The next questions are about sleeping and how you feel physically. In the last month, how often… Did you wake up feeling tired? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	The next questions are about sleeping and how you feel physically. In the last month, how often… Did you wake up feeling tired? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4080102	Modified AddHealth (Student - In School; S60j)	In the last month, how often:..Did you have trouble falling asleep or staying asleep? 1. Never.2.Rarely.3. Occasionally.4. Often.5. Everyday	Sleep quality	Unchanged from OFT1	The next questions are about sleeping and how you feel physically. In the last month, how often… Did you have trouble falling asleep? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	The next questions are about sleeping and how you feel physically. In the last month, how often… Did you have trouble falling asleep? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4080103	Modified AddHealth (Student - In School; S60j)	In the last month, how often:..Did you have trouble falling asleep or staying asleep? 1. Never.2.Rarely.3. Occasionally.4. Often.5. Everyday	Sleep quality	Unchanged from OFT1	The next questions are about sleeping and how you feel physically. In the last month, how often… Did you have trouble staying asleep? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	The next questions are about sleeping and how you feel physically. In the last month, how often… Did you have trouble staying asleep? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4080104	Modified AddHealth (Student - In School; S60j)	In the last month, how often...Did you have trouble falling asleep or staying asleep? 1. Never.2.Rarely.3. Occasionally.4. Often.5. Everyday	Sleep quality	Unchanged from OFT1	The next questions are about sleeping and how you feel physically. In the last month, how often… Did you move a lot when you slept / had restless sleep? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	The next questions are about sleeping and how you feel physically. In the last month, how often… Did you move a lot when you slept / had restless sleep? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4080105	Epworth Sleepiness Scale	In the last month, how often..Did you have trouble staying awake while sitting in class or watching TV? 1. Never.2.Rarely.3. Occasionally.4. Often.5. Everyday	Sleep quality	Unchanged from OFT1	The next questions are about sleeping and how you feel physically. In the last month, how often… Did you have trouble staying awake while sitting in class or watching TV? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	The next questions are about sleeping and how you feel physically. In the last month, how often… Did you have trouble staying awake while sitting in class or watching TV? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4040101	Modified AddHealth (Student - In School; S60f)	In the last month, how often:..Did you have a headache? 1. Never.2.Rarely.3. Occasionally.4. Often.5. Everyday	Health/Well-being	Unchanged from OFT1	In the last month, how often… Did you have a headache? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	In the last month, how often… Did you have a headache? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4040102	Modified AddHealth (Student - In School; S60g)	In the last month, how often:..Did you have aches, pains, or soreness in your muscles or joints? 1. Never.2.Rarely.3. Occasionally.4. Often.5. Everyday	Health/Well-being	Unchanged from OFT1	In the last month, how often… Did you have aches, pains, or soreness in your muscles or joints? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	In the last month, how often… Did you have aches, pains, or soreness in your muscles or joints? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4040103	Modified AddHealth (Student - In School; S60h)	In the last month, how often:..Did you have a stomachache? 1. Never.2.Rarely.3. Occasionally.4. Often.5. Everyday	Health/Well-being	Unchanged from OFT1	In the last month, how often… Did you have a stomachache? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often		Unchanged from MS1	In the last month, how often… Did you have a stomachache? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
4040104	New item		Student hunger				Added	When was the last time that you ate (a meal or a snack)? 1. In the last hour 2. One or two hours ago 3. Today but more than two hours ago 4. Yesterday, at 4 p.m or later 5. Yesterday, before 4 p.m	Added to measure student hunger
4040200	ECLS-K:2011 modified		Vision	Added	Do you… Have a hard time seeing things in the distance? 1. Yes 2. No	Added items related to vision as per NIH recommendation	Revised	The next questions are about your vision. Please answer thinking about your vision when you are not wearing glasses or contact lenses. Do you… Have a hard time seeing things in the distance? 1. Yes 2. No	Revised to clarify not including corrective lenses
4040201	ECLS-K:2011 modified		Vision	Added	Do you… Have a hard time seeing the board in your classroom? 1. Yes 2. No	Added items related to vision as per NIH recommendation	Revised	The next questions are about your vision. Please answer thinking about your vision when you are not wearing glasses or contact lenses. Do you… Have a hard time seeing the board in your classroom? 1. Yes 2. No	Revised to clarify not including corrective lenses
4040202	ECLS-K:2011 modified		Vision	Added	Do you… Have a hard time seeing things close-up (like letters on paper)? 1. Yes 2. No	Added items related to vision as per NIH recommendation	Revised	The next questions are about your vision. Please answer thinking about your vision when you are not wearing glasses or contact lenses. Do you… . Have a hard time seeing things close-up (like letters on paper)? 1. Yes 2. No	Revised to clarify not including corrective lenses
4040204	ECLS-K:2011 modified		Vision	Added	How often do you wear eyeglasses or contact lenses to help you see better? 1. Always/Most of the time 2. Often 3. Sometimes 4. Rarely 5. Never 6. I do not have glasses/contact lenses	Added items related to vision as per NIH recommendation	Unchanged from MS1	How often do you wear eyeglasses or contact lenses to help you see better? 1. Always/Most of the time 2. Often 3. Sometimes 4. Rarely 5. Never 6.. I do not have glasses/contact lenses
4040203	ECLS-K:2011 modified		Vision	Added	Have you been told by a professional like an eye doctor that you need glasses or contact lenses to help you see better? 1. Yes 2. No	Added items related to vision as per NIH recommendation	Unchanged from MS1	Have you been told by a professional like an eye doctor that you need glasses or contact lenses to help you see better? 1. Yes 2. No
4110300	HSLS:09 (Student, Baseline; Sect. A)	Are you Hispanic or [Latino/Latina]? 1.Yes 2.No	Student race/ethnicity	Unchanged from OFT1	The next questions are about you and your family. Are you Hispanic or Latino/Latina? 1. Yes 2. No		Unchanged from MS1	The next questions are about you and your family. Are you Hispanic or Latino/Latina? 1. Yes 2. No
4110410	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you? 1. Mexican, Mexican-American, or ChicaNo.2. Cuban .3. Dominican.4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American, such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino/Latina (specify):	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes you? Select all that apply. Mexican, Mexican-American, or Chicano/Chicana 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes you? Select all that apply. Mexican, Mexican-American, or Chicano/Chicana 1. Selected 2. Not selected
4110420	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you? 1. Mexican, Mexican-American, or ChicaNo.2. Cuban .3. Dominican.4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American, such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino/Latina (specify):	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes you? Select all that apply. Cuban 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes you? Select all that apply. Cuban 1. Selected 2. Not selected
4110430	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you? 1. Mexican, Mexican-American, or ChicaNo.2. Cuban .3. Dominican.4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American, such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino/Latina (specify):	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes you? Select all that apply. Dominican 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes you? Select all that apply. Dominican 1. Selected 2. Not selected
4110440	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you? 1. Mexican, Mexican-American, or ChicaNo.2. Cuban .3. Dominican.4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American, such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino/Latina (specify):	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes you? Select all that apply. Puerto Rican 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes you? Select all that apply. Puerto Rican 1. Selected 2. Not selected
4110450	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you? 1. Mexican, Mexican-American, or ChicaNo.2. Cuban .3. Dominican.4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American, such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino/Latina (specify):	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes you? Select all that apply. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes you? Select all that apply. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran 1. Selected 2. Not selected
4110460	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you? 1. Mexican, Mexican-American, or ChicaNo.2. Cuban .3. Dominican.4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American, such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino/Latina (specify):	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes you? Select all that apply. South American such as Colombian, Argentine, or Peruvian 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes you? Select all that apply. South American such as Colombian, Argentine, or Peruvian 1. Selected 2. Not selected
4110470	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you? 1. Mexican, Mexican-American, or ChicaNo.2. Cuban .3. Dominican.4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American, such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino/Latina (specify):	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes you? Select all that apply. Other Hispanic or Latino/Latina 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes you? Select all that apply. Other Hispanic or Latino/Latina 1. Selected 2. Not selected
4110510	HSLS:09 (Student, Baseline; Sect. A)	Which of the following choices describe your race? You may choose more than one. 1. White.2. Black or African American.3. Asian.4. Native Hawaiian or other Pacific Islander .5. American Indian or Alaska Native	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes your race? Select all that apply. White 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes your race? Select all that apply. White 1. Selected 2. Not selected
4110520	HSLS:09 (Student, Baseline; Sect. A)	Which of the following choices describe your race? You may choose more than one. 1. White.2. Black or African American.3. Asian.4. Native Hawaiian or other Pacific Islander .5. American Indian or Alaska Native	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes your race? Select all that apply. Black or African American 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes your race? Select all that apply. Black or African American 1. Selected 2. Not selected
4110530	HSLS:09 (Student, Baseline; Sect. A)	Which of the following choices describe your race? You may choose more than one. 1. White.2. Black or African American.3. Asian.4. Native Hawaiian or other Pacific Islander .5. American Indian or Alaska Native	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes your race? Select all that apply. Asian 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes your race? Select all that apply. Asian 1. Selected 2. Not selected
4110540	HSLS:09 (Student, Baseline; Sect. A)	Which of the following choices describe your race? You may choose more than one. 1. White.2. Black or African American.3. Asian.4. Native Hawaiian or other Pacific Islander .5. American Indian or Alaska Native	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes your race? Select all that apply. Native Hawaiian or other Pacific Islander 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes your race? Select all that apply. Native Hawaiian or other Pacific Islander 1. Selected 2. Not selected
4110550	HSLS:09 (Student, Baseline; Sect. A)	Which of the following choices describe your race? You may choose more than one. 1. White.2. Black or African American.3. Asian.4. Native Hawaiian or other Pacific Islander .5. American Indian or Alaska Native	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes your race? Select all that apply. American Indian or Alaska Native 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes your race? Select all that apply. American Indian or Alaska Native 1. Selected 2. Not selected
4110610	U.S. Census Bureau (2010 Census questionnaire, Q6)	What is this person's race? Mark one or more boxes. White.-Black, African American, or Negro.-American Indian or Alaska Native (print name of enrolled or principal tribe):.-Asian Indian.-Chinese.-Filipino.-Japanese.-Korean.-Vietnamese.-Other Asian (print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on):.-Native Hawaiian.-Guamanian or Chamorro.-Samoan.-Other Pacific Islander (print race, for example, Fijian, Tongan, and so on)..- Some other race (print race): .-White.-Black, African American, or Negro.-American Indian or Alaska Native (print name of enrolled or principal tribe):.-Asian Indian.-Chinese.-Filipino.-Japanese.-Korean.-Vietnamese.-Other Asian (print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on):.-Native Hawaiian.-Guamanian or Chamorro.-Samoan.-Other Pacific Islander (print race, for example, Fijian, Tongan, and so on)..- Some other race (print race):	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes you? Select all that apply. Asian Indian 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes you? Select all that apply. Asian Indian 1. Selected 2. Not selected
4110620	U.S. Census Bureau (2010 Census questionnaire, Q6)	What is this person's race? Mark one or more boxes. White.-Black, African American, or Negro.-American Indian or Alaska Native (print name of enrolled or principal tribe):.-Asian Indian.-Chinese.-Filipino.-Japanese.-Korean.-Vietnamese.-Other Asian (print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on):.-Native Hawaiian.-Guamanian or Chamorro.-Samoan.-Other Pacific Islander (print race, for example, Fijian, Tongan, and so on)..- Some other race (print race): .-White.-Black, African American, or Negro.-American Indian or Alaska Native (print name of enrolled or principal tribe):.-Asian Indian.-Chinese.-Filipino.-Japanese.-Korean.-Vietnamese.-Other Asian (print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on):.-Native Hawaiian.-Guamanian or Chamorro.-Samoan.-Other Pacific Islander (print race, for example, Fijian, Tongan, and so on)..- Some other race (print race):	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes you? Select all that apply. Chinese 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes you? Select all that apply. Chinese 1. Selected 2. Not selected
4110630	U.S. Census Bureau (2010 Census questionnaire, Q6)	What is this person's race? Mark one or more boxes. White.-Black, African American, or Negro.-American Indian or Alaska Native (print name of enrolled or principal tribe):.-Asian Indian.-Chinese.-Filipino.-Japanese.-Korean.-Vietnamese.-Other Asian (print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on):.-Native Hawaiian.-Guamanian or Chamorro.-Samoan.-Other Pacific Islander (print race, for example, Fijian, Tongan, and so on)..- Some other race (print race): .-White.-Black, African American, or Negro.-American Indian or Alaska Native (print name of enrolled or principal tribe):.-Asian Indian.-Chinese.-Filipino.-Japanese.-Korean.-Vietnamese.-Other Asian (print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on):.-Native Hawaiian.-Guamanian or Chamorro.-Samoan.-Other Pacific Islander (print race, for example, Fijian, Tongan, and so on)..- Some other race (print race):	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes you? Select all that apply. Filipino 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes you? Select all that apply. Filipino 1. Selected 2. Not selected

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Justification
4110640	U.S. Census Bureau (2010 Census questionnaire, Q6)	What is this person's race? Mark one or more boxes. White.-Black, African American, or Negro.-American Indian or Alaska Native (print name of enrolled or principal tribe):.-Asian Indian.-Chinese.-Filipino.-Japanese.-Korean.-Vietnamese.-Other Asian (print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on):.-Native Hawaiian.-Guamanian or Chamorro.-Samoan.-Other Pacific Islander (print race, for example, Fijian, Tongan, and so on)..- Some other race (print race): .-White.-Black, African American, or Negro.-American Indian or Alaska Native (print name of enrolled or principal tribe):.-Asian Indian.-Chinese.-Filipino.-Japanese.-Korean.-Vietnamese.-Other Asian (print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on):.-Native Hawaiian.-Guamanian or Chamorro.-Samoan.-Other Pacific Islander (print race, for example, Fijian, Tongan, and so on)..- Some other race (print race):	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes you? Select all that apply. Japanese 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes you? Select all that apply. Japanese 1. Selected 2. Not selected
4110650	U.S. Census Bureau (2010 Census questionnaire, Q6)	What is this person's race? Mark one or more boxes. White.-Black, African American, or Negro.-American Indian or Alaska Native (print name of enrolled or principal tribe):.-Asian Indian.-Chinese.-Filipino.-Japanese.-Korean.-Vietnamese.-Other Asian (print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on):.-Native Hawaiian.-Guamanian or Chamorro.-Samoan.-Other Pacific Islander (print race, for example, Fijian, Tongan, and so on)..- Some other race (print race): .-White.-Black, African American, or Negro.-American Indian or Alaska Native (print name of enrolled or principal tribe):.-Asian Indian.-Chinese.-Filipino.-Japanese.-Korean.-Vietnamese.-Other Asian (print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on):.-Native Hawaiian.-Guamanian or Chamorro.-Samoan.-Other Pacific Islander (print race, for example, Fijian, Tongan, and so on)..- Some other race (print race):	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes you? Select all that apply. Korean 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes you? Select all that apply. Korean 1. Selected 2. Not selected
4110660	U.S. Census Bureau (2010 Census questionnaire, Q6)	What is this person's race? Mark one or more boxes. White.-Black, African American, or Negro.-American Indian or Alaska Native (print name of enrolled or principal tribe):.-Asian Indian.-Chinese.-Filipino.-Japanese.-Korean.-Vietnamese.-Other Asian (print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on):.-Native Hawaiian.-Guamanian or Chamorro.-Samoan.-Other Pacific Islander (print race, for example, Fijian, Tongan, and so on)..- Some other race (print race): .-White.-Black, African American, or Negro.-American Indian or Alaska Native (print name of enrolled or principal tribe):.-Asian Indian.-Chinese.-Filipino.-Japanese.-Korean.-Vietnamese.-Other Asian (print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on):.-Native Hawaiian.-Guamanian or Chamorro.-Samoan.-Other Pacific Islander (print race, for example, Fijian, Tongan, and so on)..- Some other race (print race):	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes you? Select all that apply. Vietnamese 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes you? Select all that apply. Vietnamese 1. Selected 2. Not selected
4110670	U.S. Census Bureau (2010 Census questionnaire, Q6)	What is this person's race? Mark one or more boxes. White.-Black, African American, or Negro.-American Indian or Alaska Native (print name of enrolled or principal tribe):.-Asian Indian.-Chinese.-Filipino.-Japanese.-Korean.-Vietnamese.-Other Asian (print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on):.-Native Hawaiian.-Guamanian or Chamorro.-Samoan.-Other Pacific Islander (print race, for example, Fijian, Tongan, and so on)..- Some other race (print race): .-White.-Black, African American, or Negro.-American Indian or Alaska Native (print name of enrolled or principal tribe):.-Asian Indian.-Chinese.-Filipino.-Japanese.-Korean.-Vietnamese.-Other Asian (print race, for example, Hmong, Laotian, Thai, Pakistani, Cambodian, and so on):.-Native Hawaiian.-Guamanian or Chamorro.-Samoan.-Other Pacific Islander (print race, for example, Fijian, Tongan, and so on)..- Some other race (print race):	Student race/ethnicity	Unchanged from OFT1	Which of the following best describes you? Select all that apply. Other Asian 1. Selected 2. Not selected		Unchanged from MS1	Which of the following best describes you? Select all that apply. Other Asian 1. Selected 2. Not selected
4051101	In-Group Connectedness Scale (Oyserman, Bybee, and Terry, 2006)	Oyserman, Bybee, and Terry (2006) pg192 Noted:..Social identity was operationalized with a 4-item in-group connectedness scale. Students filled in their main racial-ethnic group and then responded. . For the group "African- American," example items are:.. --I feel close to African Americans 5-point Like response (1- strongly disagree, 5- strongly agree)	Ethnicity identity formation	Unchanged from OFT1	How much do you agree or disagree with the following statements? I feel close to others who share my race/ethnicity. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree		Unchanged from MS1	How much do you agree or disagree with the following statements? I feel close to others who share my race/ethnicity. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree
4051102	New item		Ethnicity identity formation	Unchanged from OFT1	How much do you agree or disagree with the following statements? Other people judge me based on my race/ethnicity. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree		Unchanged from MS1	How much do you agree or disagree with the following statements? Other people judge me based on my race/ethnicity. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree
4051103	MADICS (YouthSA, 9,202)	How often do you feel...that you get in fights with some kids because of your race? 1. Never.2. A couple times each year.3. A couple times each month.4. Once or twice each week.5. Every day.	Ethnicity identity formation	Unchanged from OFT1	How much do you agree or disagree with the following statements? I get in fights with other people because of my race/ethnicity. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree		Unchanged from MS1	How much do you agree or disagree with the following statements? I get in fights with other people because of my race/ethnicity. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree
4051104	MADICS (YouthSA, 9,2b)	How often do you feel...that kids do Not want to hang out with you because of your race? 1.. Never.2. A couple times each year.3. A couple times each month.4. Once or twice each week.5. Every day. 1. Never.2. A couple times each year.3. A couple times each month.4. Once or twice each week.5. Every day.	Ethnicity identity formation	Unchanged from OFT1	How much do you agree or disagree with the following statements? People do not want to hang out with me because of my race/ethnicity. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree		Unchanged from MS1	How much do you agree or disagree with the following statements? People do not want to hang out with me because of my race/ethnicity. 1. Strongly agree 2. Agree 3. Slightly agree 4. Slightly disagree 5. Disagree 6. Strongly disagree
4060302	PSI II: Autonomy-granting Subscale (Darling & Toyokawa, 1997)	How much do you agree or disagree with this sentence?..My mother respects my privacy. . 1. Strongly disagree.2. Disagree.3. I'm in between.4. Agree .5. Strongly agree	Parental autonomy support	Unchanged from OFT1	How often do your parents/guardians… Respect your privacy? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do your parents/guardians… Respect your privacy? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4060303	PSI II: Autonomy-granting Subscale (Darling & Toyokawa, 1997)	How much do you agree or disagree with this sentence?..My mother gives me a lot of freedom. . 1. Strongly disagree.2. Disagree.3. I'm in between.4. Agree .5. Strongly agree	Parental autonomy support	Unchanged from OFT1	How often do your parents/guardians… Give you a lot of freedom? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do your parents/guardians… Give you a lot of freedom? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4060304	PSI II: Autonomy-granting Subscale (Darling & Toyokawa, 1997)	How much do you agree or disagree with this sentence?..My mother makes most of the decisions about what I can do. . 1. Strongly disagree.2. Disagree.3. I'm in between.4. Agree .5. Strongly agree	Parental autonomy support	Unchanged from OFT1	How often do your parents/guardians… Make most of the decisions about what you can do? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do your parents/guardians… Make most of the decisions about what you can do? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4060305	PSI II: Autonomy-granting Subscale (Darling & Toyokawa, 1997)	How much do you agree or disagree with this sentence?..My mother believes I have a right to my own point of view. . 1. Strongly disagree.2. Disagree.3. I'm in between.4. Agree .5. Strongly agree	Parental autonomy support	Unchanged from OFT1	How often do your parents/guardians… Believe you have a right to your own point of view? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do your parents/guardians… Believe you have a right to your own point of view? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4060401	modified Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000)	Do your parents:..Know what you do during your free time? *response scale Not specified.	Parental monitoring	Unchanged from OFT1	How often do your parents/guardians… Know what you do during your free time? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do your parents/guardians… Know what you do during your free time? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4060402	modified Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000)	Do your parents:..Usually know what type of homework you have? *response scale Not specified.	Parental monitoring	Unchanged from OFT1	How often do your parents/guardians… Know how much homework you have? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do your parents/guardians… Know how much homework you have? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4060403	modified Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000)	Do your parents:..Know what you spend your money on? *response scale Not specified.	Parental monitoring	Unchanged from OFT1	How often do your parents/guardians… Know what you spend your money on? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do your parents/guardians… Know what you spend your money on? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4060404	modified Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000)	Do your parents:..Usually know when you have an exam or paper due at school? *response scale Not specified.	Parental monitoring	Unchanged from OFT1	How often do your parents/guardians… Know when you have an exam or paper due at school? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do your parents/guardians… Know when you have an exam or paper due at school? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4060405	modified Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000)	Do your parents:..Know how you do in different subjects at school? *response scale Not specified.	Parental monitoring	Unchanged from OFT1	How often do your parents/guardians… Know what your school grades are?		Unchanged from MS1	How often do your parents/guardians… Know what your school grades are? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
4060601	MADICS (YouthFFI, 7,2b)	Please tell me how much you agree or disagree with the following statements...There are a lot of adults in this neighborhood that you would like to be like when you grow up. . 1. Strongly agree.2. Agree.3. Neither agree Nor disagree.4. Disagree.5. Strongly disagree	Community perspectives	Unchanged from OFT1	Next are statements about you and where you live. How true are the following for you? There are a lot of adults in my neighborhood who I want to be like when I grow up. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	Next are statements about you and where you live. How true are the following statements for you? There are a lot of adults in my neighborhood who I want to be like when I grow up. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
4060602	MADICS (YouthFFI, 7,2e)	Please tell me how much you agree or disagree with the following statements...You want to get away from this neighborhood as soon as you can. . 1. Strongly agree.2. Agree.3. Neither agree Nor disagree.4. Disagree.5. Strongly disagree	Community perspectives	Unchanged from OFT1	Next are statements about you and where you live. How true are the following for you? I want to get away from my neighborhood as soon as I can. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	Next are statements about you and where you live. How true are the following statements for you? I want to get away from my neighborhood as soon as I can. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
4060603	MADICS (YouthFFI, 7,2f)	Please tell me how much you agree or disagree with the following statements...You can count on people in your neighborhood to help you if you need it. . 1. Strongly agree.2. Agree.3. Neither agree Nor disagree.4. Disagree.5. Strongly disagree	Community perspectives	Unchanged from OFT1	Next are statements about you and where you live. How true are the following for you? I can count on people in my neighborhood to help me if I need it. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	Next are statements about you and where you live. How true are the following statements for you? I can count on people in my neighborhood to help me if I need it. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
4060604	Modified NLSY:79 (1994, Child Self-Administered Supplement)	How safe child feels walking and playing in the neighborhood.. 1. Very safe.2. Reasonably safe.3. Somewhat safe.4. Very unsafe	Community perspectives	Unchanged from OFT1	Next are statements about you and where you live. How true are the following for you? I feel very safe walking and playing in my neighborhood. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	Next are statements about you and where you live. How true are the following statements for you? I feel very safe walking and playing in my neighborhood. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
4060605	State of Minnesota triennial student survey		Community perspectives	Unchanged from OFT1	Next are statements about you and where you live. How true are the following for you? I feel very safe participating in after school activities in my community. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	Next are statements about you and where you live. How true are the following statements for you? I feel very safe participating in after school activities in my community. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
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...I think I am doing pretty well. . 1. None of the time.2. A little of the time.3. Some of the time.4. A lot of the time.5. Most of the time.6. All of the time	Optimism	Unchanged from OFT1	How often are the following statements true for you? I think I am doing pretty well. 1. None of the time 2. A little of the time 3. Some of the time 4. A lot of the time 5. Most of the time 6. All of the time		Unchanged from MS1	How often are the following statements true for you? I think I am doing pretty well. 1. None of the time 2. A little of the time 3. Some of the time 4. A lot of the time 5. Most of the time 6. All of the time
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...I can think of many ways to get the things in life that are most important to me. 1. None of the time.2. A little of the time.3. Some of the time.4. A lot of the time.5. Most of the time.6. All of the time	Optimism	Unchanged from OFT1	How often are the following statements true for you? I can think of many ways to get the things in life that are most important to me. 2. None of the time 2. A little of the time 3. Some of the time 4. A lot of the time 5. Most of the time 6. All of the time		Unchanged from MS1	How often are the following statements true for you? I can think of many ways to get the things in life that are most important to me. 2. None of the time 2. A little of the time 3. Some of the time 4. A lot of the time 5. Most of the time 6. All of the time
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...I am doing just as well as other kids my age. 1. None of the time.2. A little of the time.3. Some of the time.4. A lot of the time.5. Most of the time.6. All of the time	Optimism	Unchanged from OFT1	How often are the following statements true for you? I am doing at least as well as other people my age. 1. None of the time 2. A little of the time 3. Some of the time 4. A lot of the time 5. Most of the time 6. All of the time		Unchanged from MS1	How often are the following statements true for you? I am doing at least as well as other people my age. 1. None of the time 2. A little of the time 3. Some of the time 4. A lot of the time 5. Most of the time 6. All of the time
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...When I have a problem, I can come up with lots of ways to solve it. . 1. None of the time.2. A little of the time.3. Some of the time.4. A lot of the time.5. Most of the time.6. All of the time	Optimism	Unchanged from OFT1	How often are the following statements true for you? When I have a problem, I can come up with lots of ways to solve it. 1. None of the time 2. A little of the time 3. Some of the time 4. A lot of the time 5. Most of the time 6. All of the time		Unchanged from MS1	How often are the following statements true for you? When I have a problem, I can come up with lots of ways to solve it. 1. None of the time 2. A little of the time 3. Some of the time 4. A lot of the time 5. Most of the time 6. All of the time
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...I think the things I have done in the past will help me in the future . 1. None of the time.2. A little of the time.3. Some of the time.4. A lot of the time.5. Most of the time.6. All of the time	Optimism	Unchanged from OFT1	How often are the following statements true for you? I think the things I have done in the past will help me in the future. 1. None of the time 2. A little of the time 3. Some of the time 4. A lot of the time 5. Most of the time 6. All of the time		Unchanged from MS1	How often are the following statements true for you? I think the things I have done in the past will help me in the future. 1. None of the time 2. A little of the time 3. Some of the time 4. A lot of the time 5. Most of the time 6. All of the time
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...Even when others want to quit, I know that I can find ways to solve the problem. . 1. None of the time.2. A little of the time.3. Some of the time.4. A lot of the time.5. Most of the time.6. All of the time	Optimism	Unchanged from OFT1	How often are the following statements true for you? Even when others want me to quit, I know that I can find ways to solve the problem. 1. None of the time 2. A little of the time 3. Some of the time 4. A lot of the time 5. Most of the time 6. All of the time		Unchanged from MS1	How often are the following statements true for you? Even when others want me to quit, I know that I can find ways to solve the problem. 1. None of the time 2. A little of the time 3. Some of the time 4. A lot of the time 5. Most of the time 6. All of the time
4070200	modified HSLS:09 (Student, Baseline; Sect. G)	As things stand now, how far in school do you think you will get? . 1.Less than high school.2.High school diploma or GED.3.Start but Not complete an Associate's degree.4.Complete an Associate's degree.5.Start but Not complete a Bachelor's degree.6.Complete a Bachelor's degree.7.Start but Not complete a Master's degree.8. Complete a Master's degree.9.Start but Not complete a Ph.D., M.D., law degree, or other high level professional degree.10.Complete a Ph.D., M.D., law degree, or other high level professional degree.11.Don't Know	Academic expectation	Unchanged from OFT1	As things stand now, how far in school do you think you will go? 1. I won't finish high school. 2. I will graduate from high school, but won't go any further. 3. I will go to a technical or trade school after high school. 4. I will attend college. 5. I will graduate from college. 6. I will attend a higher level of school after graduating from college. 7. Don't know.		Unchanged from MS1	As things stand now, how far in school do you think you will go? 1. I won't finish high school. 2. I will graduate from high school, but won't go any further. 3. I will go to a technical or trade school after high school. 4. I will attend college. 5. I will graduate from college. 6. I will attend a higher level of school after graduating from college. 7. Don't know.
4020101	ECLS-K (Student, Grade 8; 10a)	Have you participated in the following school-sponsored activities this school year?..School sports 1. Did Not participate .2. Participated.3. Participated as an officer, leader, or captain	Time use-structured activities: School-based	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? School sports 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain		Unchanged from 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? School sports 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain
4020102	ECLS-K (Student, Grade 8; 10c)	Have you participated in the following school-sponsored activities at any time during this school year? ..Math or science clubs 1. Did Not participate .2. Participated.3. Participated as an officer, leader, or captain	Time use-structured activities: School-based	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? Math or science clubs 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain		Unchanged from 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? Math or science clubs 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain
4020104	ELS:2002 (Student, Baseline; 41a and 41b)	Have you participated in the following school-sponsored activities this school year?..a. Band, orchestra, chorus, choir..b. School play or musical Yes.No	Time use-structured activities: School-based	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? Performing arts, such as music, dance, and/or theater 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain	Revised wording of question text per NEA recommendation	Unchanged from 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? Performing arts, such as music, dance, and/or theater 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain
4020105	ELS:2002 (Student, Baseline; 41c)	Have you participated in the following school-sponsored activities this school year?..c. Student government Yes.No	Time use-structured activities: School-based	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? Student government 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain		Unchanged from 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? Student government 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain
4020106	ELS:2002 (Student, Baseline; 41e)	Have you participated in the following school-sponsored activities this school year?..e. School yearbook, newspaper, literary magazine Yes.No	Time use-structured activities: School-based	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? School yearbook, newspaper, or literary magazine 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain		Unchanged from 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? School yearbook, newspaper, or literary magazine 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain
4020110	National Endowment for the Arts (NEA)		Time use-structured activities: School-based	Added	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? Media arts, such as animation, computer graphics, or video games 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain	Additional types of activities as per NEA recommendation	Unchanged from 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? Media arts, such as animation or computer graphics 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain
4020111	National Endowment for the Arts (NEA)		Time use-structured activities: School-based	Added	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? Visual arts, such as painting, sculpture, or pottery 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain	Additional types of activities as per NEA recommendation	Unchanged from 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? Visual arts, such as painting, sculpture, or pottery 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain
4020114	New Item		Time use-structured activities: School-based				Added	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? Video game clubs (e.g., Fortnite, Minecraft, etc.) 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain	Added to capture video game clubs based on MS1 other specify responses
4020103	ECLS-K (Student, Grade 8; 10c)	Have you participated in the following school-sponsored activities this school year?..School clubs (e.g., school yearbook, newspaper, hobby club, photography) 1. Did Not participate .2. Participated.3. Participated as an officer, leader, or captain	Time use-structured activities: School-based	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? Other school clubs 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain		Unchanged from 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? Other school clubs 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain
4020107	ELS:2002 (Student, Baseline; 41e)		Time use-structured activities: School-based	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? Other school-sponsored activities 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain		Unchanged from 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? Other school-sponsored activities 1. Did not participate 2. Participated 3. Participated as an officer, leader, or captain
4020210	ECLS-K (Student, Grade 8; 12e)	How often do you spend time...Working on hobbies, arts, crafts, or playing a musical instrument? 1. Rarely or never.2. Less than once a week .3. Once or twice a week .4. Every day or almost every day	Time use-structured activities: Non-school-based	Revised	These questions ask about activities you might do outside of school. How often do you spend time… Working on arts and/or crafts? 1. Never 2. Rarely 3. One to three times a month 4. Once or twice a week 5. Every day or almost every day	Revised and added at the request of the NEA.	Unchanged from MS1	These questions ask about activities you might do outside of school. How often do you spend time… Working on arts and/or crafts? 1. Never 2. Rarely 3. One to three times a month 4. Once or twice a week 5. Every day or almost every day
4020230	ECLS-K (Student, Grade 8; 12g)	How often do you spend time...Playing non-school sports? 1. Rarely or never.2. Less than once a week .3. Once or twice a week .4. Every day or almost every day	Time use-structured activities: Non-school-based	Unchanged from OFT1	These questions ask about activities you might do outside of school. How often do you spend time… Playing organized non-school sports? 1. Never 2. Rarely 3. One to three times a month 4. Once or twice a week 5. Every day or almost every day		Unchanged from MS1	These questions ask about activities you might do outside of school. How often do you spend time… Playing organized non-school sports? 1. Never 2. Rarely 3. One to three times a month 4. Once or twice a week 5. Every day or almost every day
4020250	ECLS-K (Student, Grade 8; 12h)	How often do you spend time...In an organized non-school activity (such as, scouts, 4-H, or youth groups)? 1. Rarely or never.2. Less than once a week .3. Once or twice a week .4. Every day or almost every day	Time use-structured activities: Non-school-based	Unchanged from OFT1	These questions ask about activities you might do outside of school. How often do you spend time… Participating in a non-school organized group activity, like 4-H, Scouts, or youth group? 1. Never 2. Rarely 3. One to three times a month 4. Once or twice a week 5. Every day or almost every day		Unchanged from MS1	These questions ask about activities you might do outside of school. How often do you spend time… Participating in a non-school organized group activity, like 4-H, Scouts, or youth group? 1. Never 2. Rarely 3. One to three times a month 4. Once or twice a week 5. Every day or almost every day
4020280	National Endowment for the Arts (NEA)		Time use-structured activities: Non-school-based	Added	These questions ask about activities you might do outside of school. How often do you spend time… Singing, playing a musical instrument, creating or performing music, dancing, or acting? 1. Never 2. Rarely 3. One to three times a month 4. Once or twice a week 5. Every day or almost every day	Additional types of activities added at the request of the NEA.	Unchanged from MS1	These questions ask about activities you might do outside of school. How often do you spend time… Singing, playing a musical instrument, creating or performing music, dancing, or acting? 1. Never 2. Rarely 3. One to three times a month 4. Once or twice a week 5. Every day or almost every day
4020290	National Endowment for the Arts (NEA)		Time use-structured activities: Non-school-based	Added	These questions ask about activities you might do outside of school. How often do you spend time… Journaling or on your own creative writing? 1. Never 2. Rarely 3. One to three times a month 4. Once or twice a week 5. Every day or almost every day	Additional types of activities added at the request of the NEA.	Unchanged from MS1	These questions ask about activities you might do outside of school. How often do you spend time… Journaling or on your own creative writing? 1. Never 2. Rarely 3. One to three times a month 4. Once or twice a week 5. Every day or almost every day
4020260	ECLS-K (Student, Grade 8; 12h)		Time use-structured activities: Non-school-based	Revised	These questions ask about activities you might do outside of school. How often do you spend time… Doing other activities or hobbies? 1. Never 2. Rarely 3. One to three times a month 4. Once or twice a week 5. Every day or almost every day	Revised and added at the request of the NEA.	Unchanged from MS1	These questions ask about activities you might do outside of school. How often do you spend time… Doing other activities or hobbies? 1. Never 2. Rarely 3. One to three times a month 4. Once or twice a week 5. Every day or almost every day
4024120	New item		Time use-structured activities: Employment	Unchanged from OFT1	Do you receive an allowance? 1. Yes 2. No		Unchanged from MS1	Do you receive an allowance? 1. Yes 2. No
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) 1. Have Not worked for pay.2. Lawn work.3. Waiter or waitress.4. Newspaper route.5. Babysitting or child care.6. Farm or agricultural work.7. Other manual labor.8. Store clerk, salesperson.9. Office or clerical .10. Odd jobs .11. Other	Time use-structured activities: Employment	Unchanged from OFT1	Some people your age get paid for work they do. Have you ever been paid to do work outside of the home? (Do not include chores, helping around the house, or an allowance you might receive.) 1. Yes 2. No		Unchanged from MS1	Some people your age get paid for work they do. Have you ever been paid to do work outside of the home? (Do not include chores, helping around the house, or an allowance you might receive.) 1. Yes 2. No

4021201	New item		Technology activities (frequency for educational, social, and entertainment purposes)	Added	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: 2 Dropdown boxes: (0-24) Hours, (00, 15 30 45) Minutes	Revised to match questions about the weekend days and clarify that we are Not looking for the sum of weekdays.	Unchanged from MS1	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: 2 Dropdown boxes: (0-24) Hours, (00, 15 30 45) Minutes
4021202	New item		Technology activities (frequency for educational, social, and entertainment purposes)	Added	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: 2 Dropdown boxes: (0-24) Hours, (00, 15 30 45) Minutes	Revised to match questions about the weekend days and clarify that we are Not looking for the sum of weekdays.	Unchanged from MS1	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: 2 Dropdown boxes: (0-24) Hours, (00, 15 30 45) Minutes
4021203	New item		Technology activities (frequency for educational, social, and entertainment purposes)	Added	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? 2 Dropdown boxes: (0-24) Hours, (00, 15 30 45) Minutes	Revised to use language more appropriate for students in middle grades.	Unchanged from MS1	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? 2 Dropdown boxes: (0-24) Hours, (00, 15 30 45) Minutes
4021204	New item		Technology activities (frequency for educational, social, and entertainment purposes)	Added	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: 2 Dropdown boxes: (0-24) Hours, (00, 15 30 45) Minutes	Revised to use language more appropriate for students in middle grades.	Unchanged from MS1	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: 2 Dropdown boxes: (0-24) Hours, (00, 15 30 45) Minutes
4021205	ECLS-K:2011 Grade 3 Student survey		Number of hours reading - weekday	Added	How much time do you spend reading, not counting school work or any school-assigned reading on the average weekday: 2 Dropdown boxes: (0-24) Hours, (00, 15 30 45) Minutes	Added item related to reading for pleasure as per TRP 2017 recommendation	Unchanged from MS1	How much time do you spend reading, not counting school work or any school-assigned reading on the average weekday: 2 Dropdown boxes: (0-24) Hours, (00, 15 30 45) Minutes
4021206	ECLS-K:2011 Grade 3 Student survey		Number of hours reading - weekend	Added	How much time do you spend reading, not counting school work or any school-assigned reading on the average weekend day: 2 Dropdown boxes: (0-24) Hours, (00, 15 30 45) Minutes	Added item related to reading for pleasure as per TRP 2017 recommendation	Unchanged from MS1	How much time do you spend reading, not counting school work or any school-assigned reading on the average weekend day: 2 Dropdown boxes: (0-24) Hours, (00, 15 30 45) Minutes
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...Where would you place yourself on this ladder?..Please place a large "X" on the rung where you think you stand at this time in your life, relative to other people in your community.	Identity formation (ethnic and gender identity; perceived social status)	Unchanged from OFT1	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. Select the place on the ladder where you see yourself. 1. 1 (top of the ladder) 2. 2 3. 3 4. 4 5. 5 6. 6 7. 7 8. 8 9. 9, 10. 10 (bottom of the ladder)		Unchanged from MS1	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. Select the place on the ladder where you see yourself. 1. 1 (top of the ladder) 2. 2 3. 3 4. 4 5. 5 6. 6 7. 7 8. 8 9. 9, 10. 10 (bottom of the ladder)
4080111	modified AddHealth (Student- In Home; S3; 50)		Number of hours of sleep on school nights	Unchanged from OFT1	What time do you usually wake up on school days? 3 Dropdown boxes: (1-12) Hour, (00-55) Minute, AM/PM		Unchanged from MS1	What time do you usually wake up on school days? 3 Dropdown boxes: (1-12) Hour, (00-55) Minute, AM/PM
4080112	modified AddHealth (Student- In Home; S3; 50)	What time do you usually go to bed on week nights?	Number of hours of sleep on school nights	Unchanged from OFT1	What time do you usually go to sleep on school nights? 3 Dropdown boxes: (1-12) Hour, (00-55) Minute, AM/PM		Unchanged from MS1	What time do you usually go to sleep on school nights? 3 Dropdown boxes: (1-12) Hour, (00-55) Minute, AM/PM
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? . 1. Never/Not at all.2..3..4..5. Always/Very much	Student disclosure	Unchanged from OFT1	How often does the following happen with your parents/guardians? I keep a lot of secrets from my parents/guardians about what I do during my free time. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	School has option of opting out of sensitive item	Dropped		Dropped to reduce burden
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..think and feel about various things)? . 1. No, Not at all/ never.2..3..4..5. Yes, fully/almost always	Student disclosure	Unchanged from OFT1	How often does the following happen with your parents/guardians? I tell my parents/guardians about my friends without them asking (for example, which friends I hang out with and how my friends feel about various things). 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	School has option of opting out of sensitive item	Dropped		Dropped to reduce burden
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)? . 1. Never/Not at all.2..3..4..5. Always/Very much	Student disclosure	Unchanged from OFT1	How often does the following happen with your parents/guardians? I tell my parents/guardians about school without them asking (for example, how each subject is going or my relationships with teachers). 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	School has option of opting out of sensitive item	Dropped		Dropped to reduce burden
4020109	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	Revised	In what other school clubs did you participate? Please type your answer.	Revised to remove fill and split into 4 individual questions	Dropped		Dropped to reduce burden
4020112	New Item		Time use-structured activities: School-based activities	Added	In what other school clubs did you participate as an officer, leader, or captain? Please type your answer.	Fill removed and split into 4 individual questions	Dropped		Dropped to reduce burden
4020108	ELS:2002 (Student, Baseline; 41e)	Have you participated in the following school-sponsored activities this school year?	Time use-structured activities: School-based activities	Revised	In what other school-sponsored activities did you participate? Please type your answer.	Revised to remove fill and split into 4 individual questions	Dropped		Dropped to reduce burden
4020113	New Item		Time use-structured activities: School-based activities	Added	In what other school-sponsored activities did you participate as an officer, leader, or captain? Please type your answer.	Fill removed and split into 4 individual questions	Dropped		Dropped to reduce burden
4020270	ECLS-K (Student, Grade 8; 12h)	How often do you spend time...In an organized non-school activity (such as, scouts, 4-H, or youth groups)?	Time use-structured activities: Non-school-based activities	Unchanged from OFT1	What other activities do you do outside of school? Please type your answer.		Dropped		Dropped to reduce burden

MS2 Full and Abbreviated Parent Survey Items

Notes: ** in the MS1 and MS2 Status columns indicate that the item is part of the Abbreviated Parent Survey. The Spanish version of the Parent Survey has identical items.

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Justification
5010200	New Item		Parent confirmation	**Unchanged from OFT1	Are you {T_RFNAME} {T_RMNAME} {T_RLNAME} {T_RSUFFIX}? 1. Yes 2. No		**Unchanged from MS1	Are you {FNAME} {MNAME} {LNAME} {SUFFIX}? 1. Yes 2. No
5010301	New Item		Parent confirmation	**Unchanged from OFT1	Does {CFNAME} {CLNAME} live with you? 1. Yes 2. No		**Unchanged from MS1	Does {CFNAME} {CLNAME} live with you? 1. Yes 2. No
5010302	HSLS:09 (P1 A09)	How much of the time does [your 9th grader] live with you? 1=All of the time 2=More than half of the time 3=Half of the time 4=Less than half of the time or 5=None of the time	Household compositions	Added	How much of the time does {CFNAME} live with you? 1. All of the time 2. More than half of the time. 3. Half of the time 4. Less than half of the time	Added to confirm collecting data from parent/guardian who knows most about child	Unchanged from MS1	How much of the time does {CFNAME} live with you? 1. All of the time 2. More than half of the time. 3. Half of the time 4. Less than half of the time
5010303	HSLS:09 (P1 A10)	With whom does [he/she/your 9th-grader] live most of the time when not living with you? 1=With another parent 2=With another adult relative 3=With a friend 4=At boarding school 5=With a nonrelated adult guardian(s) 6=By [himself/herself/himself or herself] 7=Other	Household compositions	Added	Who does {CFNAME} live with most of the time when not living with you? 1. With another parent 2. With another adult relative 3. With a friend 4. At boarding school 5. Other (Specify)	Added to gain information on where children spend their time	Unchanged from MS1	Who does {CFNAME} live with most of the time when not living with you? 1. With another parent 2. With another adult relative 3. With a friend 4. At boarding school 5. Other (Specify)
5010300	New Item		Parent confirmation	Unchanged from OFT1	Are you the parent, guardian, or person in this household who knows the most about {CFNAME}'s development, schooling, and home life? 1. Yes 2. No		Unchanged from MS1	Are you the parent, guardian, or person in this household who knows the most about {CFNAME}'s development, schooling, and home life? 1. Yes 2. No
5010411	ECLS-K:2011	Please check the spelling of your full name. First name:[RFNAME]. Middle name:[RMNAME]. Last name: [RLNAME]}. Suffix: [RSUFFIX]. If your name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Open response: First name	Parent confirmation	**Unchanged from OFT1	Please check the spelling of your full name. First name:[RFNAME]. Middle name:[RMNAME]. Last name: [RLNAME]}. Suffix: [RSUFFIX]. If your name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Open response: First name		**Unchanged from MS1	Please check the spelling of your full name. First name:[RFNAME]. Middle name:[RMNAME]. Last name: [RLNAME]}. Suffix: [RSUFFIX]. If your name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. First Name Open response: First name
5010412	ECLS-K:2011	Please check the spelling of your full name. First name:[RFNAME]. Middle name:[RMNAME]. Last name: [RLNAME]}. Suffix: [RSUFFIX]. If your name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Open response: Middle name	Parent confirmation	**Unchanged from OFT1	Please check the spelling of your full name. First name:[RFNAME]. Middle name:[RMNAME]. Last name: [RLNAME]}. Suffix: [RSUFFIX]. If your name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Open response: Middle name		**Unchanged from MS1	Please check the spelling of your full name. First name:[RFNAME]. Middle name:[RMNAME]. Last name: [RLNAME]}. Suffix: [RSUFFIX]. If your name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Middle name Open response: Middle name
5010413	ECLS-K:2011	Please check the spelling of your full name. First name:[RFNAME]. Middle name:[RMNAME]. Last name: [RLNAME]}. Suffix: [RSUFFIX]. If your name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Open response: Last name	Parent confirmation	**Unchanged from OFT1	Please check the spelling of your full name. First name:[RFNAME]. Middle name:[RMNAME]. Last name: [RLNAME]}. Suffix: [RSUFFIX]. If your name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Open response: Last name		**Unchanged from MS1	Please check the spelling of your full name. First name:[RFNAME]. Middle name:[RMNAME]. Last name: [RLNAME]}. Suffix: [RSUFFIX]. If your name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Last name Open response: Last name
5010414	ECLS-K:2011	Please check the spelling of your full name. First name:[RFNAME]. Middle name:[RMNAME]. Last name: [RLNAME]}. Suffix: [RSUFFIX]. If your name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Open response: Suffix	Parent confirmation	**Unchanged from OFT1	Please check the spelling of your full name. First name:[RFNAME]. Middle name:[RMNAME]. Last name: [RLNAME]}. Suffix: [RSUFFIX]. If your name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Open response: Suffix		**Unchanged from MS1	Please check the spelling of your full name. First name:[RFNAME]. Middle name:[RMNAME]. Last name: [RLNAME]}. Suffix: [RSUFFIX]. If your name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Suffix Open response: Suffix
5010421	New Item		Parent confirmation	**Unchanged from OFT1	Please enter your full name. Open response: First name		**Unchanged from MS1	Please enter your full name. First Name Open response: First name
5010422	New Item		Parent confirmation	**Unchanged from OFT1	Please enter your full name. Open response: Middle name		**Unchanged from MS1	Please enter your full name. Middle name Open response: Middle name
5010423	New Item		Parent confirmation	**Unchanged from OFT1	Please enter your full name. Open response: Last name		**Unchanged from MS1	Please enter your full name. Last name Open response: Last name
5010424	New Item		Parent confirmation	**Unchanged from OFT1	Please enter your full name. Open response: Suffix		**Unchanged from MS1	Please enter your full name. Suffix Open response: Suffix
5010501	ECLS-K:2011 .(Parent, K; INQ004)	Is the parent, guardian, or other person living in this household who knows the most about {CHILD}'s development, schooling, and home life available between now and the end of June 2018 to complete this questionnaire? 1. Yes 2. No	Parent availability	Unchanged from OFT1	Is the parent, guardian, or other person living in this household who knows the most about {CFNAME}'s development, schooling, and home life available between now and the end of June 2018 to complete this questionnaire? 1. Yes 2. No		Revised	Is the parent, guardian, or other person living in this household who knows the most about {CFNAME}'s development, schooling, and home life available between now and the end of July 2020 to complete this questionnaire? 1. Yes 2. No	Revised to July 2020 to account for year of survey
5010503	New Item		Parent availability	Revised	Great! Please provide the name and contact information of the person living in this household who knows the most about {CFNAME}'s development, schooling, and home life. Open response: First name	Revised wording to include contact information	Unchanged from MS1	Great! Please provide the name and contact information of the person living in this household who knows the most about {CFNAME}'s development, schooling, and home life. First Name Open response: First name
5010504	New Item		Parent availability	Revised	Great! Please provide the name and contact information of the person living in this household who knows the most about {CFNAME}'s development, schooling, and home life. Open response: Middle name	Revised wording to include contact information	Unchanged from MS1	Great! Please provide the name and contact information of the person living in this household who knows the most about {CFNAME}'s development, schooling, and home life. Middle name Open response: Middle name
5010505	New Item		Parent availability	Revised	Great! Please provide the name and contact information of the person living in this household who knows the most about {CFNAME}'s development, schooling, and home life. Open response: Last name	Revised wording to include contact information	Unchanged from MS1	Great! Please provide the name and contact information of the person living in this household who knows the most about {CFNAME}'s development, schooling, and home life. Last name Open response: Last name
5010506	New Item		Parent availability	Revised	Great! Please provide the name and contact information of the person living in this household who knows the most about {CFNAME}'s development, schooling, and home life. Open response: Suffix	Revised wording to include contact information	Unchanged from MS1	Great! Please provide the name and contact information of the person living in this household who knows the most about {CFNAME}'s development, schooling, and home life. Suffix Open response: Suffix
5010507	New Item		Parent availability	Added	Great! Please provide the name and contact information of the person living in this household who knows the most about {CFNAME}'s development, schooling, and home life. Open response: Phone number	Added fields for Email and Phone Number added to ensure we have correct contact information for new individual.	Unchanged from MS1	Great! Please provide the name and contact information of the person living in this household who knows the most about {CFNAME}'s development, schooling, and home life. Phone number Open response: Phone number
5010508	New Item		Parent availability	Added	Great! Please provide the name and contact information of the person living in this household who knows the most about {CFNAME}'s development, schooling, and home life. Open response: Email	Added fields for Email and Phone Number added to ensure we have correct contact information for new individual.	Unchanged from MS1	Great! Please provide the name and contact information of the person living in this household who knows the most about {CFNAME}'s development, schooling, and home life. Email Open response: Email
5010502	New Item		Parent availability	Unchanged from OFT1	If {NAME FROM A030A} is available now, please select "Next" to be taken back to the introductory page of this questionnaire and ask {NAME} to begin from there. If {NAME} cannot complete the questionnaire right now, please select "LOGOUT" in the top left area of the screen so {NAME} can log back in at a later time. Thank you very much! 1. Next 2. Log out		Unchanged from MS1	If {NAME FROM A030A} is available now, please select "Next" to be taken back to the introductory page of this questionnaire and ask {NAME} to begin from there. If {NAME} cannot complete the questionnaire right now, please select "LOGOUT" in the top left area of the screen so {NAME} can log back in at a later time. Thank you very much! 1. Next 2. Log out
5010601	New Item		Parent contact information	**Unchanged from OFT1	The MGLS:2017 team would like to contact a parent, guardian, or person who lives with {CFNAME} and knows about {CFNAME}'s development, schooling, and home life. Please enter the name and contact information for this person below and a team member will be in touch soon. Open response: First name		**Unchanged from MS1	The MGLS:2017 team would like to contact a parent, guardian, or person who lives with {CFNAME} and knows about {CFNAME}'s development, schooling, and home life. Please enter the name and contact information for this person below and a team member will be in touch soon. First name Open response: First name
5010602	New Item		Parent contact information	**Unchanged from OFT1	The MGLS:2017 team would like to contact a parent, guardian, or person who lives with {CFNAME} and knows about {CFNAME}'s development, schooling, and home life. Please enter the name and contact information for this person below and a team member will be in touch soon. Open response: Last name		**Unchanged from MS1	The MGLS:2017 team would like to contact a parent, guardian, or person who lives with {CFNAME} and knows about {CFNAME}'s development, schooling, and home life. Please enter the name and contact information for this person below and a team member will be in touch soon. Last name Open response: Last name
5010603	New Item		Parent contact information	**Unchanged from OFT1	The MGLS:2017 team would like to contact a parent, guardian, or person who lives with {CFNAME} and knows about {CFNAME}'s development, schooling, and home life. Please enter the name and contact information for this person below and a team member will be in touch soon. Open response: Phone number		**Unchanged from MS1	The MGLS:2017 team would like to contact a parent, guardian, or person who lives with {CFNAME} and knows about {CFNAME}'s development, schooling, and home life. Please enter the name and contact information for this person below and a team member will be in touch soon. Phone number Open response: Phone number
5010604	New Item		Parent contact information	**Unchanged from OFT1	The MGLS:2017 team would like to contact a parent, guardian, or person who lives with {CFNAME} and knows about {CFNAME}'s development, schooling, and home life. Please enter the name and contact information for this person below and a team member will be in touch soon. Open response: Email		**Unchanged from MS1	The MGLS:2017 team would like to contact a parent, guardian, or person who lives with {CFNAME} and knows about {CFNAME}'s development, schooling, and home life. Please enter the name and contact information for this person below and a team member will be in touch soon. Email Open response: Email
5010605	New Item		Parent contact information	**Unchanged from OFT1	The MGLS:2017 team would like to contact a parent, guardian, or person who lives with {CFNAME} and knows about {CFNAME}'s development, schooling, and home life. Please enter the name and contact information for this person below and a team member will be in touch soon. Open response: Middle name		**Unchanged from MS1	The MGLS:2017 team would like to contact a parent, guardian, or person who lives with {CFNAME} and knows about {CFNAME}'s development, schooling, and home life. Please enter the name and contact information for this person below and a team member will be in touch soon. Middle name Open response: Middle name
5010606	New Item		Parent contact information	**Unchanged from OFT1	The MGLS:2017 team would like to contact a parent, guardian, or person who lives with {CFNAME} and knows about {CFNAME}'s development, schooling, and home life. Please enter the name and contact information for this person below and a team member will be in touch soon. Open response: Suffix		**Unchanged from MS1	The MGLS:2017 team would like to contact a parent, guardian, or person who lives with {CFNAME} and knows about {CFNAME}'s development, schooling, and home life. Please enter the name and contact information for this person below and a team member will be in touch soon. Suffix Open response: Suffix
5010701	ECLS-K:2011	Is this spelling of {CHILD}'s full name correct? Make corrections to name below or press Next to accept {first/middle/last name}...Current Info: First name.	Student confirmation	**Unchanged from OFT1	Please check the spelling of {CFNAME}'s full name. First name:{CFNAME}. Middle name: [CMNAME]. Last name:[CLNAME]. Suffix: [CSUFFIX]. If {CFNAME}'s name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Open response: First name		**Unchanged from MS1	Please check the spelling of {CFNAME}'s full name. First name:{CFNAME}. Middle name: [CMNAME]. Last name:[CLNAME]. Suffix: [CSUFFIX]. If {CFNAME}'s name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. First Name Open response: First name
5010702	ECLS-K:2011	Is this spelling of {CHILD}'s full name correct? Make corrections to name below or press Next to accept {first/middle/last name}...Current Info: Middle name.	Student confirmation	**Unchanged from OFT1	Please check the spelling of {CFNAME}'s full name. First name:{CFNAME}. Middle name: [CMNAME]. Last name:[CLNAME]. Suffix: [CSUFFIX]. If {CFNAME}'s name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Open response: Middle name		**Unchanged from MS1	Please check the spelling of {CFNAME}'s full name. First name:{CFNAME}. Middle name: [CMNAME]. Last name:[CLNAME]. Suffix: [CSUFFIX]. If {CFNAME}'s name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Middle name Open response: Middle name
5010703	ECLS-K:2011	Is this spelling of {CHILD}'s full name correct? Make corrections to name below or press Next to accept {first/middle/last name}...Current Info: Last name.	Student confirmation	**Unchanged from OFT1	Please check the spelling of {CFNAME}'s full name. First name:{CFNAME}. Middle name: [CMNAME]. Last name:[CLNAME]. Suffix: [CSUFFIX]. If {CFNAME}'s name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Open response: Last name		**Unchanged from MS1	Please check the spelling of {CFNAME}'s full name. First name:{CFNAME}. Middle name: [CMNAME]. Last name:[CLNAME]. Suffix: [CSUFFIX]. If {CFNAME}'s name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Last name Open response: Last name
5010704	New Item		Student confirmation	**Unchanged from OFT1	Please check the spelling of {CFNAME}'s full name. First name:{CFNAME}. Middle name: [CMNAME]. Last name:[CLNAME]. Suffix: [CSUFFIX]. If {CFNAME}'s name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Open response: Suffix		**Unchanged from MS1	Please check the spelling of {CFNAME}'s full name. First name:{CFNAME}. Middle name: [CMNAME]. Last name:[CLNAME]. Suffix: [CSUFFIX]. If {CFNAME}'s name is not spelled right, please fix it below. If everything is spelled right, press Next to continue. Suffix Open response: Suffix
5010800	ECLS-K:2011 (Parent, K; INQ060a)	What is {CHILD}'s sex?.1. Male .2. Female	Student's sex	**Unchanged from OFT1	What is {CFNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	What is {CFNAME}'s sex? 1. Male 2. Female
5010901	FACES (2003, Parent Interview; SC11)	What is [CHILD]'s birth date?._______/______ /20 _____ .MONTH DAY YEAR	Student date of birth	**Unchanged from OFT1	What is {CFNAME}'s date of birth? Month 1. January 2. February 3. March 4. April 5. May 6. June 7. July 8. August 9. September 10. October 11. November 12. December		**Unchanged from MS1	What is {CFNAME}'s date of birth? Month 1. January 2. February 3. March 4. April 5. May 6. June 7. July 8. August 9. September 10. October 11. November 12. December
5010902	FACES (2003, Parent Interview; SC11)	What is [CHILD]'s birth date?._______/______ /20 _____ .MONTH DAY YEAR	Student date of birth	**Unchanged from OFT1	What is {CFNAME}'s date of birth? Day Dropdown list: 1-31		**Unchanged from MS1	What is {CFNAME}'s date of birth? Day Dropdown list: 1-31
5010903	FACES (2003, Parent Interview; SC11)	What is [CHILD]'s birth date?._______/______ /20 _____ .MONTH DAY YEAR	Student date of birth	**Revised	What is {CFNAME}'s date of birth? Year Dropdown list: 2000-2011	Response options (year range) expanded to include more students.	**Unchanged from MS1	What is {CFNAME}'s date of birth? Year Dropdown list: 2000-2011
5010905	New Item		Student age at time of assessment	**Unchanged from OFT1	Just to confirm, is {CFNAME} {AGE_IN_YEARS} years old? 1. Yes 2. No		**Unchanged from MS1	Just to confirm, is {CFNAME} {AGE_IN_YEARS} years old? 1. Yes 2. No
5010904	New Item		Student age at time of assessment	**Revised	How old is {CFNAME}? 7-18 years old	Response options (age range) expanded to include more students.	**Unchanged from MS1	How old is {CFNAME}? 7-18 years old
5080102	New Item		Student address				Added	Does [CFNAME] still live at this address? Street address 1: [CADDRESS1] Street address 2: [CADDRESS2] City: [CCITY] State: [CSTATE] Zip: [CZIP] 1. Yes 2. No, my child moved 3. No, the address is incorrect	Added to confirm if child's address is same as prior round
5011011	ECLS-K:2011 (Parent K; INQ100)	I have recorded that {CHILD}'s home address is:.. {STREET ADDRESS1}. {STREET ADDRESS2}. {CITY} {ST} {ZIP CODE}.. Is this correct? {STREET ADDRESS1}. {STREET ADDRESS2}. {CITY} {ST} {ZIP CODE}.	Student address	Revised	Please check that the current home address for {CFNAME} is right. Street address 1: [CADDRESS1]. Street address 2: [CADDRESS2]. City: [CCITY]. State: [CSTATE]. Zip: [CZIP] If the current home address is not right, please fix it below. If the current home address is right, press Next to continue. Open response: Street address 1	Phrase "press Next to continue" added to keep consistency with similar previous questions	Revised	Please update the current home address for {CFNAME}. Street address 1: [CADDRESS1]. Street address 2: [CADDRESS2]. City: [CCITY]. State: [CSTATE]. Zip: [CZIP] If the current home address is not right, please fix it below. If the current home address is right, press Next to continue. Street address 1 Open response: Street address 1	Revised wording because item only asked at MS2 if address is incorrect
5011012	ECLS-K:2011 (Parent K; INQ100)	I have recorded that {CHILD}'s home address is:.. {STREET ADDRESS1}. {STREET ADDRESS2}. {CITY} {ST} {ZIP CODE}.. Is this correct? {STREET ADDRESS1}. {STREET ADDRESS2}. {CITY} {ST} {ZIP CODE}.	Student address	Revised	Please check that the current home address for {CFNAME} is right. Street address 1: [CADDRESS1]. Street address 2: [CADDRESS2]. City: [CCITY]. State: [CSTATE]. Zip: [CZIP] If the current home address is not right, please fix it below. If the current home address is right, press Next to continue. Open response: Street address 2	Phrase "press Next to continue" added to keep consistency with similar previous questions	Revised	Please update the current home address for {CFNAME}. Street address 1: [CADDRESS1]. Street address 2: [CADDRESS2]. City: [CCITY]. State: [CSTATE]. Zip: [CZIP] If the current home address is not right, please fix it below. If the current home address is right, press Next to continue. Street address 2 Open response: Street address 2	Revised wording because item only asked at MS2 if address is incorrect
5011013	ECLS-K:2011 (Parent K; INQ100)	I have recorded that {CHILD}'s home address is:.. {STREET ADDRESS1}. {STREET ADDRESS2}. {CITY} {ST} {ZIP CODE}.. Is this correct? {STREET ADDRESS1}. {STREET ADDRESS2}. {CITY} {ST} {ZIP CODE}.	Student address	Revised	Please check that the current home address for {CFNAME} is right. Street address 1: [CADDRESS1]. Street address 2: [CADDRESS2]. City: [CCITY]. State: [CSTATE]. Zip: [CZIP] If the current home address is not right, please fix it below. If the current home address is right, press Next to continue. Open response: City	Phrase "press Next to continue" added to keep consistency with similar previous questions	Revised	Please update the current home address for {CFNAME}. Street address 1: [CADDRESS1]. Street address 2: [CADDRESS2]. City: [CCITY]. State: [CSTATE]. Zip: [CZIP] If the current home address is not right, please fix it below. If the current home address is right, press Next to continue. City Open response: City	Revised wording because item only asked at MS2 if address is incorrect
5011014	ECLS-K:2011 (Parent K; INQ100)	I have recorded that {CHILD}'s home address is:.. {STREET ADDRESS1}. {STREET ADDRESS2}. {CITY} {ST} {ZIP CODE}.. Is this correct? {STREET ADDRESS1}. {STREET ADDRESS2}. {CITY} {ST} {ZIP CODE}.	Student address	Revised	Please check that the current home address for {CFNAME} is right. Street address 1: [CADDRESS1]. Street address 2: [CADDRESS2]. City: [CCITY]. State: [CSTATE]. Zip: [CZIP] If the current home address is not right, please fix it below. If the current home address is right, press Next to continue. Open response: State	Phrase "press Next to continue" added to keep consistency with similar previous questions	Revised	Please update the current home address for {CFNAME}. Street address 1: [CADDRESS1]. Street address 2: [CADDRESS2]. City: [CCITY]. State: [CSTATE]. Zip: [CZIP] If the current home address is not right, please fix it below. If the current home address is right, press Next to continue. State Open response: State	Revised wording because item only asked at MS2 if address is incorrect
5011015	ECLS-K:2011 (Parent K; INQ100)	I have recorded that {CHILD}'s home address is:.. {STREET ADDRESS1}. {STREET ADDRESS2}. {CITY} {ST} {ZIP CODE}.. Is this correct? {STREET ADDRESS1}. {STREET ADDRESS2}. {CITY} {ST} {ZIP CODE}.	Student address	Revised	Please check that the current home address for {CFNAME} is right. Street address 1: [CADDRESS1]. Street address 2: [CADDRESS2]. City: [CCITY]. State: [CSTATE]. Zip: [CZIP] If the current home address is not right, please fix it below. If the current home address is right, press Next to continue. Open response: Zip code	Phrase "press Next to continue" added to keep consistency with similar previous questions	Revised	Please update the current home address for {CFNAME}. Street address 1: [CADDRESS1]. Street address 2: [CADDRESS2]. City: [CCITY]. State: [CSTATE]. Zip: [CZIP] If the current home address is not right, please fix it below. If the current home address is right, press Next to continue. Zip code Open response: Zip code	Revised wording because item only asked at MS2 if address is incorrect
5010011	HSLS:09 First Follow-up Parent Survey	Home phone: Cell phone: Primary email: Alternate email: Street address: Zip code: City: State:.Enter text	Tracking	Unchanged from OFT1	Please provide up-to-date contact information for yourself. Open response: Primary phone		Unchanged from MS1	Please provide up-to-date contact information for yourself. Primary phone Open response: Primary phone
5010012	HSLS:09 First Follow-up Parent Survey	Home phone: Cell phone: Primary email: Alternate email: Street address: Zip code: City: State:.Enter text	Tracking	Unchanged from OFT1	Please provide up-to-date contact information for yourself. Open response: Alternate phone		Unchanged from MS1	Please provide up-to-date contact information for yourself. Alternate phone Open response: Alternate phone
5010013	HSLS:09 First Follow-up Parent Survey	Home phone: Cell phone: Primary email: Alternate email: Street address: Zip code: City: State:.Enter text	Tracking	Unchanged from OFT1	Please provide up-to-date contact information for yourself. Open response: Primary email		Unchanged from MS1	Please provide up-to-date contact information for yourself. Primary email Open response: Primary email
5010014	HSLS:09 First Follow-up Parent Survey	Home phone: Cell phone: Primary email: Alternate email: Street address: Zip code: City: State:.Enter text	Tracking	Unchanged from OFT1	Please provide up-to-date contact information for yourself. Open response: Alternate email		Unchanged from MS1	Please provide up-to-date contact information for yourself. Alternate email Open response: Alternate email
5010015	HSLS:09 First Follow-up Parent Survey	Home phone: Cell phone: Primary email: Alternate email: Street address: Zip code: City: State:.Enter text	Tracking	Unchanged from OFT1	Please provide up-to-date contact information for yourself. Open response: Street address 1		Unchanged from MS1	Please provide up-to-date contact information for yourself. Street address 1 Open response: Street address 1
5010016	HSLS:09 First Follow-up Parent Survey	Home phone: Cell phone: Primary email: Alternate email: Street address: Zip code: City: State:.Enter text	Tracking	Unchanged from OFT1	Please provide up-to-date contact information for yourself. Open response: Street address 2		Unchanged from MS1	Please provide up-to-date contact information for yourself. Street address 2 Open response: Street address 2
5010017	HSLS:09 First Follow-up Parent Survey	Home phone: Cell phone: Primary email: Alternate email: Street address: Zip code: City: State:.Enter text	Tracking	Unchanged from OFT1	Please provide up-to-date contact information for yourself. Open response: Zip code		Unchanged from MS1	Please provide up-to-date contact information for yourself. Zip code Open response: Zip code
5010018	HSLS:09 First Follow-up Parent Survey	Home phone: Cell phone: Primary email: Alternate email: Street address: Zip code: City: State:.Enter text	Tracking	Unchanged from OFT1	Please provide up-to-date contact information for yourself. Open response: City		Unchanged from MS1	Please provide up-to-date contact information for yourself. City Open response: City
5010019	HSLS:09 First Follow-up Parent Survey	Home phone: Cell phone: Primary email: Alternate email: Street address: Zip code: City: State:.Enter text	Tracking	Unchanged from OFT1	Please provide up-to-date contact information for yourself. Open response: State		Unchanged from MS1	Please provide up-to-date contact information for yourself. State Open response: State
5010001	New Item		Household compositions				Added	Did you live with [CFNAME] [MONTH OF MS1 INTERVIEW] 2018? 1. Yes 2. No	Added to determine if MS1 HH roster should be displayed
N/A			Residence Confirmation				Added	The table below lists the names of the people who lived in this household as of [MONTH OF MS1 INTERVIEW] 2018. The current age displayed below was calculated using the age reported in [MONTH OF MS1 INTERVIEW] 2018. Please indicate if he or she still lives in this household. 1. Yes 2. No (repeated for each preloaded MS1 household member)	Added to build HH roster
5021100	ECLS-K:2011 (Parent; FSQ015)	Why is {HH#NAME IDP1} no longer living in this household? 1. Separation or Divorce 2. Living elsewhere for employment-related reasons 3. Deceased 4. Moved on/Moved elsewhere 5. Moved back with parent(s) 6. In jail or prison 7. Roster error (person should not be listed) 8. Some other reason (Specify) 9. Don't know	Parent moved				Added	Why is {HH#NAME IDP1} no longer living in this household? 1. Separation or Divorce 2. Living elsewhere for employment-related reasons 3. Deceased 4. Moved on/Moved elsewhere) 5. In jail or prison 6. Roster error (person should not be listed) 7. Some other reason (Specify) 8. Don't know	Added to capture reason parent left HH between rounds
5021200	ECLS-K:2011 (Parent; FSQ015)	Why is {HH#NAME IDP2} no longer living in this household? 1. Separation or Divorce 2. Living elsewhere for employment-related reasons 3. Deceased 4. Moved on/Moved elsewhere 5. Moved back with parent(s) 6. In jail or prison 7. Roster error (person should not be listed) 8. Some other reason (Specify) 9. Don't know	Parent moved				Added	Why is {HH#NAME IDP2} no longer living in this household? 1. Separation or Divorce 2. Living elsewhere for employment-related reasons 3. Deceased 4. Moved on/Moved elsewhere 5. In jail or prison 6. Roster error (person should not be listed) 7. Some other reason (Specify) 8. Don't know	Added to capture reason parent left HH between rounds
5021300	ECLS-K:2011 (Parent; FSQ015)	Why is {HH#NAME IDP1} no longer living in this household? Other specify OS	Parent moved				Added	Why is {HH#NAME IDP1} no longer living in this household? Other specify OS	Added OS response for reason parent left HH between rounds
5021400	ECLS-K:2011 (Parent; FSQ015)	Why is {HH#NAME IDP2} no longer living in this household? Other specify OS	Parent moved				Added	Why is {HH#NAME IDP2} no longer living in this household? Other specify OS	Added OS response for reason parent left HH between rounds
5021000	New Item		Household compositions	**Unchanged from OFT1	Now, we have a few questions about you and the other members of your household. We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. In addition to you and {CFNAME}, does anyone else live in the household? 1. Yes 2. No		**Revised	Now, we have a few questions about you and the other members of your household. We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. [In addition to you and {CFNAME}, does anyone else live in the household?/Did anyone new join the household?] 1. Yes 2. No	Revised wording to account for new scenario where MS1 respondent adding HH members
5020202	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH2FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH2FNAME	Revised to add "or Initial" for clarity
5020302	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH2LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH2LNAME	Revised to add "or Initial" for clarity
5020402	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH2SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH2SUFFIX
5020502	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household./For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {your/{HHNAME}’s age? Dropdown list: Age range: Less than 1-99 or older, Don't know		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {your/{HHNAME}’s age? Dropdown list: Age range: Less than 1-99 or older, Don't know
5020201	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. CFNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial CFNAME	Revised to add "or Initial" for clarity
5020301	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. CFLNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial CFLNAME	Revised to add "or Initial" for clarity
5020401	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. CSUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix CSUFFIX
5020203	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020303	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020403	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020503	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020204	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020304	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020404	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020504	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020205	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020305	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020405	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020505	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020206	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020306	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020406	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020506	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020207	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020307	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020407	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020507	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020208	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020308	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020408	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020508	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020209	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020309	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020409	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020509	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020210	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020310	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020410	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020510	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020211	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020311	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020411	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020511	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020212	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020312	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020412	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020512	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020213	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020313	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020413	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020513	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020214	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020314	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020414	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020514	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020215	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020315	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020415	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020515	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020216	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Justification
5020316	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020416	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020516	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020217	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020317	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020417	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020517	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020218	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020318	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020418	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020518	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020219	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020319	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020419	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020519	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020220	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020320	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020420	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020520	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020221	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020321	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020421	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020521	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020222	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020322	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020422	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020522	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020223	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020323	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020423	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020523	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020224	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020324	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020424	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020524	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
5020225	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#FNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. First Name or Initial HH#FNAME	Revised to add "or Initial" for clarity
5020325	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#LNAME		**Revised	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Last name or Initial HH#LNAME	Revised to add "or Initial" for clarity
5020425	New Item		Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. HH#SUFFIX		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. Suffix HH#SUFFIX
5020525	ECLS-K:2011 (Parent K; FSQ.020)	{How old {are you/is {NAME}}?} {ENTER ZERO IF PERSON'S AGE IS LESS THAN ONE YEAR.}.Enter Text	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know		**Unchanged from MS1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s age? Dropdown list: Less than 1, 1-89, 99 or older, Don't know
N/A	New Item		Household compositions	**Unchanged from OFT1	In addition to those shown above, does anyone else live in the household? Recall that we are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. 1. Yes 2. No		**Unchanged from MS1	In addition to those shown above, does anyone else live in the household? Recall that we are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. 1. Yes 2. No
5020602	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	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/{HHNAME}’s} sex? 1. Male 2. Female		**Unchanged from MS1	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/{HHNAME}’s} sex? 1. Male 2. Female
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. Grandfather	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {your/{HHNAME}’s} 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {your/{HHNAME}’s} 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.
5021032	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. Grandfather	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? Other specify OS		**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? Other specify OS
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 OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. 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 legal 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 legal 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)
5021132	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 OFT1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020601	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {CFNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {CFNAME}'s sex? 1. Male 2. Female
5020603	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021003	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {HHNAME}'s 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.
5021033	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021103	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 OFT1	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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. 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 legal 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 legal 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)
5021133	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020604	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. Who else lives in the household? We are only interested in knowing about people who normally live in your household. Please do not include anyone staying with you temporarily, such as someone visiting the household who usually lives somewhere else. What is {HHNAME}'s sex? 1. Male 2. Female
5021004	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {YOUR/HHFNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {YOUR/HHFNAME}'s 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.
5021034	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021104	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 OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. 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 legal 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 legal 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)
5021134	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020605	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021005	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {HHNAME}’s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {HHNAME}’s 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.
5021035	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021105	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 OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. 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 legal 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 legal 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)
5021135	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020606	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021006	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {HHNAME}’s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {HHNAME}’s 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.
5021036	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021106	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 OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. 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 legal 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 legal 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)
5021136	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020607	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021007	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {your/{HHNAME}’s} 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {your/{HHNAME}’s} 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.
5021037	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? Other specify OS
5021107	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 OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. 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 legal 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 legal 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)
5021137	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020608	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021008	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {your/{HHNAME}’s} 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {your/{HHNAME}’s} 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.
5021038	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? Other specify OS
5021108	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 OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. 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 legal 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 legal 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)
5021138	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020609	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021009	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {your/{HHNAME}’s} 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For the remaining household member(s), provide the relationship to {CFNAME} and sex. If you are not sure of something, your best guess is fine. What is {your/{HHNAME}’s} 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.
5021039	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? Other specify OS
5021109	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021139	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020610	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021010	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021040	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Other specify OS
5021110	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021140	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020611	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021011	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021041	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021111	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021141	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020612	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021012	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021042	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021112	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021142	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020613	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021013	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021043	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021113	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021143	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020614	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021014	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021044	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021114	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021144	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020615	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021015	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021045	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021115	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021145	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020616	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021016	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021046	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021116	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021146	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020617	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021017	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021047	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Justification
5021117	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021147	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020618	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021018	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021048	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021118	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021148	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020619	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021019	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021049	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021119	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021149	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020620	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021020	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021050	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021120	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021150	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020621	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female
5021021	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.
5021051	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021121	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021151	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020622	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021022	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021052	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021122	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021152	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020623	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021023	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021053	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021123	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021153	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020624	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021024	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021054	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021124	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021154	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020625	ECLS-K:2011 (Parent K; FSQ.020)	{CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME}} male or female?} PROBE: Anyone else (living in this household)?.	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s sex? 1. Male 2. Female		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s sex? 1. Male 2. Female
5021025	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. Grandfather.9. Aunt.10. Uncle.11. Cousin.12. Other relative.13. Other non-relative	Household compositions	**Unchanged from OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine.. What is {HHNAME}'s 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.		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. If you are not sure of something, your best guess is fine. What is {HHNAME}'s 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.
5021055	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	**Added	What is {your/{HHNAME}’s} relationship to {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. What is {your/{HHNAME}’s} relationship to {CFNAME}? OS
5021125	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 OFT1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)		**Unchanged from MS1	Please tell us a little bit about the members of your household. For each household member, tell the age, sex, and relationship to {CFNAME}. 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 legal 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 legal 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)
5021155	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	**Added	Which of the following best describes this relationship with {CFNAME}? OS	Added QID for other specify option	**Unchanged from MS1	Please tell us a little bit about the members of your household. Which of the following best describes this relationship with {CFNAME}? Other specify OS
5020102	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH2FNAME} {HH2LNAME} {HH2 SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH2FNAME} {HH2LNAME} {HH2SUFFIX} 1. Selected 2. Not selected
5020103	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020104	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020105	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020106	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020107	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020108	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020109	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020110	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020111	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020112	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020113	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020114	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020115	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020116	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020117	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020118	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020119	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020120	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020121	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020122	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020123	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020124	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020125	New Item		Primary Caregiver	**Revised	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH# SUFFIX} 1. Selected 2. Not selected	Revised question text to make it general and determine the primary caregiver. Created checkbox response options	**Unchanged from MS1	Who is the primary caregiver (provides the most care) for {CFNAME}? {HH#FNAME} {HH#LNAME} {HH#SUFFIX} 1. Selected 2. Not selected
5020011	New Item		Marital Status	**Unchanged from OFT1	{Are you/Is HH#FNAME HH#LNAME HH#SUFFIX} married to someone in the household? 1. Yes 2. No		**Unchanged from MS1	{Are you/Is HH#FNAME HH#LNAME HH#SUFFIX} married to someone in the household? 1. Yes 2. No
5020021	New Item		Marital Status	**Revised	Here is a list of household members who are 16 years old or older. From this list, please pick the person {you are/HH#FNAME HH#LNAME is} married to. List of household members 16 years or older by {HH#FNAME HH#LNAME HH#SUFFIX}	Revised question to acknowledge criteria by which list was created, and avoid any misunderstanding about who the government thinks can/should be married.	**Unchanged from MS1	Here is a list of household members who are 16 years old or older. From this list, please pick the person {you are/HH#FNAME HH#LNAME is} married to. List of household members 16 years or older by {HH#FNAME HH#LNAME HH#SUFFIX}, along with "None of the above" option
5020031	New Item		Domestic Partnership	**Unchanged from OFT1	{Is {HH#FNAME HH#LNAME HH#SUFFIX}} in a domestic partnership or civil union with someone in the household? 1. Yes 2. No		**Unchanged from MS1	{Are you/Is {HH#FNAME HH#LNAME HH#SUFFIX}} in a domestic partnership or civil union with someone in the household? 1. Yes 2. No
5020041	New Item		Domestic Partnership	**Revised	Here is a list of household members who are 16 years old or older. From this list, please pick the person {HH#FNAME HH#LNAME HH#SUFFIX} is in a domestic partnership or civil union with. List of household members 16 years or older by {HH#FNAME HH#LNAME HH#SUFFIX}	Revised question to acknowledge criteria by which list was created, and avoid any misunderstanding about who the government thinks can/should be married.	**Unchanged from MS1	Here is a list of household members who are 16 years old or older. From this list, please pick the person {you are/HH#FNAME HH#LNAME HH#SUFFIX} is in a domestic partnership or civil union with. List of household members 16 years or older by {HH#FNAME HH#LNAME HH#SUFFIX}, along with "None of the above" option
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.	Family education level-highest level - parent 1	**Unchanged from OFT1	Now we would like to know about the educational background of {CFNAME}'s family. What is the highest level of education {you have/HH#NAME IDP1 has} completed? 1. 8th grade or lower 2. 9th to 11th grade 3. 12th grade but no diploma 4. High school diploma or equivalent (for example: GED) 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 (for example: AA, AS) 9. Bachelor’s degree (for example: BA, BS) 10. Graduate or professional school but no degree 11. Master’s degree (for example: MA, MS, MEng, MEd, MSW, MBA) 12. Doctorate degree (for example: Ph.D, Ed.D) 13. Professional degree beyond a bachelor’s degree (for example: MD, DDS, DVM, JD) 14. Do not know		**Unchanged from MS1	Now we would like to know about the educational background of {CFNAME}'s family. What is the highest level of education {you have/HH#NAME IDP1 has} completed? 1. 8th grade or lower 2. 9th to 11th grade 3. 12th grade but no diploma 4. High school diploma or equivalent (for example: GED) 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 (for example: AA, AS) 9. Bachelor’s degree (for example: BA, BS) 10. Graduate or professional school but no degree 11. Master’s degree (for example: MA, MS, MEng, MEd, MSW, MBA) 12. Doctorate degree (for example: Ph.D, Ed.D) 13. Professional degree beyond a bachelor’s degree (for example: MD, DDS, DVM, JD) 14. Do not know
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.	Family education level-highest level - parent 2	**Unchanged from OFT1	What is the highest level of education {HH#NAME IDP1/HH#NAME IDP2} has completed 1. 8th grade or lower 2. 9th to 11th grade 3. 12th grade but no diploma 4. High school diploma or equivalent (for example: GED) 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 (for example: AA, AS) 9. Bachelor’s degree (for example: BA, BS) 10. Graduate or professional school but no degree 11. Master’s degree (for example: MA, MS, MEng, MEd, MSW, MBA) 12. Doctorate degree (for example: Ph.D, Ed.D) 13. Professional degree beyond a bachelor’s degree (for example: MD, DDS, DVM, JD) 14. Do not know		**Unchanged from MS1	What is the highest level of education {HH#NAME IDP1/HH#NAME IDP2} has completed 1. 8th grade or lower 2. 9th to 11th grade 3. 12th grade but no diploma 4. High school diploma or equivalent (for example: GED) 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 (for example: AA, AS) 9. Bachelor’s degree (for example: BA, BS) 10. Graduate or professional school but no degree 11. Master’s degree (for example: MA, MS, MEng, MEd, MSW, MBA) 12. Doctorate degree (for example: Ph.D, Ed.D) 13. Professional degree beyond a bachelor’s degree (for example: MD, DDS, DVM, JD) 14. Do not know
5030500	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.	Family education level-highest level - grandparent	**Unchanged from OFT1	What is the highest level of education your mother completed? 1. 8th grade or lower 2. 9th to 11th grade 3. 12th grade but no diploma 4. High school diploma or equivalent (for example: GED) 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 (for example: AA, AS) 9. Bachelor’s degree (for example: BA, BS) 10. Graduate or professional school but no degree 11. Master’s degree (for example: MA, MS, MEng, MEd, MSW, MBA) 12. Doctorate degree (for example: Ph.D, Ed.D) 13. Professional degree beyond a bachelor’s degree (for example: MD, DDS, DVM, JD) 14. Do not know 15. Did not live with mother growing up		**Unchanged from MS1	What is the highest level of education your mother completed? 1. 8th grade or lower 2. 9th to 11th grade 3. 12th grade but no diploma 4. High school diploma or equivalent (for example: GED) 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 (for example: AA, AS) 9. Bachelor’s degree (for example: BA, BS) 10. Graduate or professional school but no degree 11. Master’s degree (for example: MA, MS, MEng, MEd, MSW, MBA) 12. Doctorate degree (for example: Ph.D, Ed.D) 13. Professional degree beyond a bachelor’s degree (for example: MD, DDS, DVM, JD) 14. Do not know 15. Did not live with mother growing up
5030600	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.	Family education level-highest level - grandparent	**Unchanged from OFT1	What is the highest level of education your father completed? 1. 8th grade or lower 2. 9th to 11th grade 3. 12th grade but no diploma 4. High school diploma or equivalent (for example: GED) 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 (for example: AA, AS) 9. Bachelor’s degree (for example: BA, BS) 10. Graduate or professional school but no degree 11. Master’s degree (for example: MA, MS, MEng, MEd, MSW, MBA) 12. Doctorate degree (for example: Ph.D, Ed.D) 13. Professional degree beyond a bachelor’s degree (for example: MD, DDS, DVM, JD) 14. Do not know 15. Did not live with mother growing up		**Unchanged from MS1	What is the highest level of education your father completed? 1. 8th grade or lower 2. 9th to 11th grade 3. 12th grade but no diploma 4. High school diploma or equivalent (for example: GED) 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 (for example: AA, AS) 9. Bachelor’s degree (for example: BA, BS) 10. Graduate or professional school but no degree 11. Master’s degree (for example: MA, MS, MEng, MEd, MSW, MBA) 12. Doctorate degree (for example: Ph.D, Ed.D) 13. Professional degree beyond a bachelor’s degree (for example: MD, DDS, DVM, JD) 14. Do not know 15. Did not live with mother growing up
5021402	ECLS-K:2011 (Parent K; EMQ.020)	Please tell us a little bit about the members of your household. If you are not sure of something, your best guess is fine. .During the past week did this person work at a job for pay? 1. Yes 2. No..	Employment/work status parent 1	**Unchanged from OFT1	During the past week did {you/HH#FNAME IDP1} work at a job for pay? 1. Yes 2. No		**Revised	During the past week did {you/HH#FNAME IDP1} work at a job for pay? Include any work for pay, even for as little as one hour. Also include self-employment. Do not include looking after your own children or household unless it is for pay. 1. Yes 2. No	Revised to add help text on screen for clarity
5021403	ECLS-K:2011 (Parent K; EMQ.020)	Please tell us a little bit about the members of your household. If you are not sure of something, your best guess is fine. ..During the past week did this person work at a job for pay?.1. Yes 2. No	Employment/work status parent 2	**Unchanged from OFT1	During the past week did {you/HH#FNAME IDP2} work at a job for pay? 1. Yes 2. No		**Revised	During the past week did {HH#FNAME IDP1/HH#FNAME IDP2} work at a job for pay? Include any work for pay, even for as little as one hour. Also include self-employment. Do not include looking after your own children or household unless it is for pay. 1. Yes 2. No	Revised to add help text on screen for clarity
5020702	ECLS-K:2011 (Parent K; FSQ.190)	{Are you/Is {NAME}} Hispanic or Latino?}.1 YES.2 NO	Parent 1 race/ethnicity	**Revised	{Are you/Is HH#NAME IDP1} of Hispanic or Latino origin? 1. Yes 2. No	Revised to "Hispanic or Latino origin" to match other adult surveys	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. {Are you/Is HH#NAME IDP1} of Hispanic or Latino origin? 1. Yes 2. No
5020931	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 1 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. Mexican, Mexican-American, or Chicano 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. Mexican, Mexican-American, or Chicano 1. Selected 2. Not selected
5020932	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 1 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. Cuban 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. Cuban 1. Selected 2. Not selected
5020933	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 1 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. Dominican 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. Dominican 1. Selected 2. Not selected
5020934	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 1 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. Puerto Rican 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. Puerto Rican 1. Selected 2. Not selected
5020935	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 1 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. Central American 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. Central American 1. Selected 2. Not selected
5020936	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 1 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. South American 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. South American 1. Selected 2. Not selected
5020937	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 1 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. Other 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. Other 1. Selected 2. Not selected
5020831	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Parent 1 race/ethnicity	**Added	Now we want to learn about the race and ethnicity of your household members. Which of the following choices describes {your/HH#NAME IDP1’s} race? You may choose more than one. White 1. Selected 2. Not selected	Added QID for checkbox for multiple responses	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {your/HH#NAME IDP1’s} race? You may choose more than one. White 1. Selected 2. Not selected
5020832	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Parent 1 race/ethnicity	**Added	Now we want to learn about the race and ethnicity of your household members. Which of the following choices describes {your/HH#NAME IDP1’s} race? You may choose more than one. Black or African American 1. Selected 2. Not selected	Added QID for checkbox for multiple responses	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {your/HH#NAME IDP1’s} race? You may choose more than one. Black or African American 1. Selected 2. Not selected
5020833	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Parent 1 race/ethnicity	**Added	Now we want to learn about the race and ethnicity of your household members. Which of the following choices describes {your/HH#NAME IDP1’s} race? You may choose more than one. Asian 1. Selected 2. Not selected	Added QID for checkbox for multiple responses	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {your/HH#NAME IDP1’s} race? You may choose more than one. Asian 1. Selected 2. Not selected
5020834	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Parent 1 race/ethnicity	**Added	Now we want to learn about the race and ethnicity of your household members. Which of the following choices describes {your/HH#NAME IDP1’s} race? You may choose more than one. Native Hawaiian or other Pacific Islander 1. Selected 2. Not selected	Added QID for checkbox for multiple responses	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {your/HH#NAME IDP1’s} race? You may choose more than one. Native Hawaiian or other Pacific Islander 1. Selected 2. Not selected
5020835	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Parent 1 race/ethnicity	**Added	Now we want to learn about the race and ethnicity of your household members. Which of the following choices describes {your/HH#NAME IDP1’s} race? You may choose more than one. American Indian or Alaska Native 1. Selected 2. Not selected	Added QID for checkbox for multiple responses	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {your/HH#NAME IDP1’s} race? You may choose more than one. American Indian or Alaska Native 1. Selected 2. Not selected
5021731	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you? 1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentin..	Parent 1 race/ethnicity	Added	Which of the following best describes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Asian Indian 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Asian Indian 1. Selected 2. Not selected
5021732	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you? 1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentin..	Parent 1 race/ethnicity	Added	Which of the following best describes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Chinese 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Chinese 1. Selected 2. Not selected
5021733	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 1 race/ethnicity	Added	Which of the following best descirbes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Filipino 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best descirbes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Filipino 1. Selected 2. Not selected
5021734	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 1 race/ethnicity	Added	Which of the following best descirbes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Japanese 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best descirbes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Japanese 1. Selected 2. Not selected
5021735	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 1 race/ethnicity	Added	Which of the following best describes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Korean 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Korean 1. Selected 2. Not selected
5021736	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 1 race/ethnicity	Added	Which of the following best describes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Vietnamese 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Vietnamese 1. Selected 2. Not selected
5021737	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 1 race/ethnicity	Added	Which of the following best describes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Other 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Other 1. Selected 2. Not selected
5020703	ECLS-K:2011 (Parent K; FSQ.190)	{Are you/Is {NAME}} Hispanic or Latino?}.1 YES.2 NO	Parent 2 race/ethnicity	**Revised	{Are you/Is HH#NAME IDP2} of Hispanic or Latino origin? 1. Yes 2. No	Revised to "Hispanic or Latino origin" to match other adult surveys	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. {Are you/Is HH#NAME IDP2} of Hispanic or Latino origin? 1. Yes 2. No
5020941	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 2 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. Mexican, Mexican-American, or Chicano 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. Mexican, Mexican-American, or Chicano 1. Selected 2. Not selected
5020942	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 2 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. Cuban 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. Cuban 1. Selected 2. Not selected
5020943	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 2 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. Dominican 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. Dominican 1. Selected 2. Not selected
5020944	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 2 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. Puerto Rican 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. Puerto Rican 1. Selected 2. Not selected
5020945	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 2 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. Central American 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. Central American 1. Selected 2. Not selected
5020946	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 2 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. South American 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. South American 1. Selected 2. Not selected
5020947	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 2 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. Other 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. Other 1. Selected 2. Not selected
5020841	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Parent 2 race/ethnicity	**Added	Which of the following choices describes {YOUR/HH#NAME IDP2’s} race? You may choose more than one. White 1. Selected 2. Not selected	Added QID for checkbox response	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {YOUR/HH#NAME IDP2’s} race? You may choose more than one. White 1. Selected 2. Not selected
5020842	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Parent 2 race/ethnicity	**Added	Which of the following choices describes {YOUR/HH#NAME IDP2’s} race? You may choose more than one. Black or African American 1. Selected 2. Not selected	Added QID for checkbox response	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {YOUR/HH#NAME IDP2’s} race? You may choose more than one. Black or African American 1. Selected 2. Not selected
5020843	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Parent 2 race/ethnicity	**Added	Which of the following choices describes {YOUR/HH#NAME IDP2’s} race? You may choose more than one. Asian 1. Selected 2. Not selected	Added QID for checkbox response	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {YOUR/HH#NAME IDP2’s} race? You may choose more than one. Asian 1. Selected 2. Not selected
5020844	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Parent 2 race/ethnicity	**Added	Which of the following choices describes {YOUR/HH#NAME IDP2’s} race? You may choose more than one. Native Hawaiian or other Pacific Islander 1. Selected 2. Not selected	Added QID for checkbox response	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {YOUR/HH#NAME IDP2’s} race? You may choose more than one. Native Hawaiian or other Pacific Islander 1. Selected 2. Not selected
5020845	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Parent 2 race/ethnicity	**Added	Which of the following choices describes {YOUR/HH#NAME IDP2’s} race? You may choose more than one. American Indian or Alaska Native 1. Selected 2. Not selected	Added QID for checkbox response	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {YOUR/HH#NAME IDP2’s} race? You may choose more than one. American Indian or Alaska Native 1. Selected 2. Not selected
5021741	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 2 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Asian Indian 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Asian Indian 1. Selected 2. Not selected
5021742	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 2 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Chinese 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Chinese 1. Selected 2. Not selected
5021743	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 2 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Filipino 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Filipino 1. Selected 2. Not selected
5021744	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 2 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Japanese 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Japanese 1. Selected 2. Not selected
5021745	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 2 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Korean 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Korean 1. Selected 2. Not selected
5021746	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 2 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Vietnamese 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Vietnamese 1. Selected 2. Not selected
5021747	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Parent 2 race/ethnicity	Added	Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Other 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Other 1. Selected 2. Not selected
5020701	ECLS-K:2011 (Parent K; FSQ.190)	{Are you/Is {NAME}} Hispanic or Latino?}.1 YES.2 NO	Student race/ethnicity	**Revised	Is {CFNAME} of Hispanic or Latino origin? 1. Yes 2. No	Revised to "Hispanic or Latino origin" to match other adult surveys.	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Is {CFNAME} of Hispanic or Latino origin? 1. Yes 2. No
5020951	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Student race/ethnicity	Added	Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. Mexican, Mexican-American, or Chicano 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. Mexican, Mexican-American, or Chicano 1. Selected 2. Not selected
5020952	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Student race/ethnicity	Added	Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. Cuban 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. Cuban 1. Selected 2. Not selected
5020953	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Student race/ethnicity	Added	Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. Dominican 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. Dominican 1. Selected 2. Not selected

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Justification
5020954	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Student race/ethnicity	Added	Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. Puerto Rican 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. Puerto Rican 1. Selected 2. Not selected
5020955	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Student race/ethnicity	Added	Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. Central American 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. Central American 1. Selected 2. Not selected
5020956	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Student race/ethnicity	Added	Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. South American 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. South American 1. Selected 2. Not selected
5020957	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Student race/ethnicity	Added	Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. Other 1. Selected 2. Not selected	Added QID for checkbox response	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. Other 1. Selected 2. Not selected
5020851	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Student race/ethnicity	**Added	Which of the following choices describes {CFNAME}'s race? You may choose more than one. White 1. Selected 2. Not selected	Added QID for checkbox for multiple responses	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {CFNAME}'s race? You may choose more than one. White 1. Selected 2. Not selected
5020852	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Student race/ethnicity	**Added	Which of the following choices describes {CFNAME}'s race? You may choose more than one. Black or African American 1. Selected 2. Not selected	Added QID for checkbox for multiple responses	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {CFNAME}'s race? You may choose more than one. Black or African American 1. Selected 2. Not selected
5020853	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Student race/ethnicity	**Added	Which of the following choices describes {CFNAME}'s race? You may choose more than one. Asian 1. Selected 2. Not selected	Added QID for checkbox for multiple responses	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {CFNAME}'s race? You may choose more than one. Asian 1. Selected 2. Not selected
5020854	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Student race/ethnicity	**Added	Which of the following choices describes {CFNAME}'s race? You may choose more than one. Native Hawaiian or other Pacific Islander 1. Selected 2. Not selected	Added QID for checkbox for multiple responses	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {CFNAME}'s race? You may choose more than one. Native Hawaiian or other Pacific Islander 1. Selected 2. Not selected
5020855	ECLS-K:2011 (Parent K; FSQ.195)	{What is {your/{NAME} 's} race? You may name one or more races to indicate what {you/NAME} {consider/considers} {yourself/himself/herself} to be..1 AMERICAN INDIAN OR ALASKA NATIVE .2 ASIAN .3 BLACK OR AFRICAN AMERICAN .4 NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER .5 WHITE	Student race/ethnicity	**Added	Which of the following choices describes {CFNAME}'s race? You may choose more than one. American Indian or Alaska Native 1. Selected 2. Not selected	Added QID for checkbox for multiple responses	**Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following choices describes {CFNAME}'s race? You may choose more than one. American Indian or Alaska Native 1. Selected 2. Not selected
5021751	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Student race/ethnicity	Added	Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Asian Indian 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Asian Indian 1. Selected 2. Not selected
5021752	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Student race/ethnicity	Added	Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Chinese 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Chinese 1. Selected 2. Not selected
5021753	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Student race/ethnicity	Added	Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Filipino 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Filipino 1. Selected 2. Not selected
5021754	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Student race/ethnicity	Added	Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Japanese 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Japanese 1. Selected 2. Not selected
5021755	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Student race/ethnicity	Added	Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Korean 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Korean 1. Selected 2. Not selected
5021756	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Student race/ethnicity	Added	Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Vietnamese 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Vietnamese 1. Selected 2. Not selected
5021757	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Student race/ethnicity	Added	Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Other 1. Selected 2. Not selected	Added due to adjusting QIDs for 1 QID per checkbox	Unchanged from MS1	Now we would like to learn about the race and ethnicity of your household members. Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Other 1. Selected 2. Not selected
5030100	ECLS-K:2011 (Parent, K; PLQ.041)	Is any language other than English regularly spoken in your home? ..1. Yes 2. No.Refused.Dont Know	Primary home language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Is English the primary language used in your home? 1. Yes 2. No		**Unchanged from MS1	Next we would like to know about languages used in your home. Is English the primary language used in your home? 1. Yes 2. No
5030201	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Is any language other than English used in your home? 1. Yes 2. No		**Unchanged from MS1	Next we would like to know about languages used in your home. Is any language other than English used in your home? 1. Yes 2. No
5032201	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Arabic 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Arabic 1. Selected 2. Not selected
5032202	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Chinese language/dialect 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Chinese language/dialect 1. Selected 2. Not selected
5032203	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Farsi 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Farsi 1. Selected 2. Not selected
5032204	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Filipino language 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Filipino language 1. Selected 2. Not selected
5032205	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… French 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… French 1. Selected 2. Not selected
5032206	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… German 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… German 1. Selected 2. Not selected
5032207	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Greek 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Greek 1. Selected 2. Not selected
5032208	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Hmong 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Hmong 1. Selected 2. Not selected
5032209	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Italian 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Italian 1. Selected 2. Not selected
5032210	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Japanese 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Japanese 1. Selected 2. Not selected
5032211	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Korean 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Korean 1. Selected 2. Not selected
5032212	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Polish 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Polish 1. Selected 2. Not selected
5032213	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Portuguese 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Portuguese 1. Selected 2. Not selected
5032214	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Sign Language 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Sign Language 1. Selected 2. Not selected
5032215	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Spanish 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Spanish 1. Selected 2. Not selected
5032216	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Vietnamese 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Vietnamese 1. Selected 2. Not selected
5032217	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Some other language 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… Some other language 1. Selected 2. Not selected
5033301	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Arabic 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Arabic 1. Selected 2. Not selected
5033302	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Chinese language/dialect 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Chinese language/dialect 1. Selected 2. Not selected
5033303	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Farsi 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Farsi 1. Selected 2. Not selected
5033304	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Filipino language 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Filipino language 1. Selected 2. Not selected
5033305	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... French 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... French 1. Selected 2. Not selected
5033306	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... German 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... German 1. Selected 2. Not selected
5033307	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Greek 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Greek 1. Selected 2. Not selected
5033308	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Hmong 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Hmong 1. Selected 2. Not selected
5033309	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Italian 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Italian 1. Selected 2. Not selected
5033310	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Japanese 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Japanese 1. Selected 2. Not selected
5033311	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Korean 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Korean 1. Selected 2. Not selected
5033312	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Polish 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Polish 1. Selected 2. Not selected
5033313	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Portuguese 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Portuguese 1. Selected 2. Not selected
5033314	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Sign Language 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Sign Language 1. Selected 2. Not selected
5033315	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Spanish 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Spanish 1. Selected 2. Not selected
5033316	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Vietnamese 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Vietnamese 1. Selected 2. Not selected
5033317	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Some other language 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... Some other language 1. Selected 2. Not selected
5033318	New Item		Language	**Unchanged from OFT1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... English 1. Selected 2. Not selected		**Unchanged from MS1	Next we would like to know about languages used in your home. Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... English 1. Selected 2. Not selected
5033100	ECLS-K:2011 (Parent, K; PLQ.041)	What is the primary language that {you/NAME} {speak/speaks} in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Primary home language	Revised	What is the primary language used in your home? a. Arabic b. Chinese language/dialect c. English d. Farsi e. Filipino language f. French g. German h. Greek i. Hmong j. Italian k. Japanese l. Korean m. Polish n. Portuguese o. Sign Language p. Spanish q. Vietnamese r. Some other language s. More than one language used equally	Revised response options by adding English as an option in case respondents made a mistake in saying English is not their primary language.	Revised	What is the primary language used in your home? a. Arabic b. Chinese language/dialect c. English d. Farsi e. Filipino language f. French g. German h. Greek i. Hmong j. Italian k. Japanese l. Korean m. Polish n. Portuguese o. Sign Language p. Spanish q. Vietnamese r. Some other language s. More than one language used equally	Revised to remove specify option to reduce burden
5050101	Hoover- Dempsey (Parent, Parent- focused Role Construction Scale, Belief items 1c)	Indicate how much you AGREE or DISAGREE with each of the following statements. Please think about the current school year as you consider each statement.. .I make it my business to stay on top of things at school..1. Disagree very strongly.2.3.4.5.6. Agree very strongly	Parent involvement	Revised	Thinking about the current school year, how much do you agree or disagree with each of the following statements? In our household…We make it our business to stay on top of things at school. 1. Strongly Agree 2. Agree 3. Slightly Agree 4. Slightly Disagree 5. Disagree 6. Strongly disagree	Revised pronounes from "I" to "we" to ask about entire household.	Unchanged from MS1	Thinking about the current school year, how much do you agree or disagree with each of the following statements? In our household…We make it our business to stay on top of things at school. 1. Strongly Agree 2. Agree 3. Slightly Agree 4. Slightly Disagree 5. Disagree 6. Strongly disagree
5050102	Hoover- Dempsey (Parent, Partnership- focused Role Construction Scale, Belief items 3a)	Indicate how much you AGREE or DISAGREE with each of the following statements. Please think about the current school year as you consider each statement.. .I like to spend time at {CHILD}'s school when I can..1. Disagree very strongly.2.3.4.5.6. Agree very strongly	Parent involvement	Revised	Thinking about the current school year, how much do you agree or disagree with each of the following statements? In our household…We like to spend time at {CFNAME}'s school when we can. 1. Strongly Agree 2. Agree 3. Slightly Agree 4. Slightly Disagree 5. Disagree 6. Strongly disagree	Revised pronounes from "I" to "we" to ask about entire household.	Unchanged from MS1	Thinking about the current school year, how much do you agree or disagree with each of the following statements? In our household…We like to spend time at {CFNAME}'s school when we can. 1. Strongly Agree 2. Agree 3. Slightly Agree 4. Slightly Disagree 5. Disagree 6. Strongly disagree
5050103	Hoover- Dempsey (Parent, Partnership- focused Role Construction Scale, Belief items 3b)	Indicate how much you AGREE or DISAGREE with each of the following statements. Please think about the current school year as you consider each statement.. .It's important that I let the teacher know about things that concern {CHILD}..1. Disagree very strongly.2.3.4.5.6. Agree very strongly	Parent involvement	Revised	Thinking about the current school year, how much do you agree or disagree with each of the following statements? In our household…It's important to us that we let the teachers know about things that relate to {CFNAME}. 1. Strongly Agree 2. Agree 3. Slightly Agree 4. Slightly Disagree 5. Disagree 6. Strongly disagree	Revised pronounes from "I" to "we" to ask about entire household.	Unchanged from MS1	Thinking about the current school year, how much do you agree or disagree with each of the following statements? In our household…It's important to us that we let the teachers know about things that relate to {CFNAME}. 1. Strongly Agree 2. Agree 3. Slightly Agree 4. Slightly Disagree 5. Disagree 6. Strongly disagree
5050104	Hoover- Dempsey (Parent, Partnership- focused Role Construction Scale, Belief items 3c)	Indicate how much you AGREE or DISAGREE with each of the following statements. Please think about the current school year as you consider each statement.. .I find it helpful to talk with {CHILD}'s teacher. ..1. Disagree very strongly.2.3.4.5.6. Agree very strongly	Parent involvement	Revised	Thinking about the current school year, how much do you agree or disagree with each of the following statements? In our household…We find it helpful to talk with {CFNAME}'s teachers. 1. Strongly Agree 2. Agree 3. Slightly Agree 4. Slightly Disagree 5. Disagree 6. Strongly disagree	Revised pronounes from "I" to "we" to ask about entire household.	Unchanged from MS1	Thinking about the current school year, how much do you agree or disagree with each of the following statements? In our household…We find it helpful to talk with {CFNAME}'s teachers. 1. Strongly Agree 2. Agree 3. Slightly Agree 4. Slightly Disagree 5. Disagree 6. Strongly disagree
5050105	Hoover- Dempsey (Parent, Partnership- focused Role Construction Scale, Belief items 3d)	Indicate how much you AGREE or DISAGREE with each of the following statements. Please think about the current school year as you consider each statement.. .{CHILD}'s teacher(s) know(s) me. ..1. Disagree very strongly.2.3.4.5.6. Agree very strongly	Parent involvement	Revised	Thinking about the current school year, how much do you agree or disagree with each of the following statements? In our household…{CFNAME}'s teachers know us. 1. Strongly Agree 2. Agree 3. Slightly Agree 4. Slightly Disagree 5. Disagree 6. Strongly disagree	Revised pronounes from "I" to "we" to ask about entire household.	Revised	Thinking about the current school year, how much do you agree or disagree with each of the following statements? In our household…{CFNAME}'s current teachers know us. 1. Strongly Agree 2. Agree 3. Slightly Agree 4. Slightly Disagree 5. Disagree 6. Strongly disagree	Revised to add "current" before "teachers" for clarity
5050201	Hoover- Dempsey (Parent, Partnership- focused Role Construction Scale, Behavior items 3c)	Indicate HOW OFTEN you have engaged in the following behaviors so far in this school year.. .I contacted {CHILD}'s teacher with questions about schoolwork. ..1. Never.2. 1 or 2 times this year.3. 4 or 5 times this year.4. once a week.5. a few times a week.6. Daily	Parent involvement 2 - Parent contacts school	Revised	During this school year, how often have you or someone else in your household done the following? Contacted {CFNAME}'s teachers with questions about schoolwork. 1. Never 2. Once or twice 3. Once a month 4. Once every two weeks 5. Once a week 6. Daily	Revised pronounes from "I" to "we" to ask about entire household.	Unchanged from MS1	During this school year, how often have you or someone else in your household done the following? Contacted {CFNAME}'s teachers with questions about schoolwork. 1. Never 2. Once or twice 3. Once a month 4. Once every two weeks 5. Once a week 6. Daily
5050202	Hoover- Dempsey (Parent, Partnership- focused Role Construction Scale, Behavior items 3a)	Indicate HOW OFTEN you have engaged in the following behaviors so far in this school year.. .I exchanged phone calls or notes with {CHILD}'s teacher...1. Never.2. 1 or 2 times this year.3. 4 or 5 times this year.4. once a week.5. a few times a week.6. Daily	Parent involvement 2 - Parent contacts school	Revised	During this school year, how often have you or someone else in your household done the following? Exchanged phone calls or notes with {CFNAME}'s teachers for questions not related to schoolwork. 1. Never 2. Once or twice 3. Once a month 4. Once every two weeks 5. Once a week 6. Daily	Revised pronounes from "I" to "we" to ask about entire household.	Unchanged from MS1	During this school year, how often have you or someone else in your household done the following? Exchanged phone calls or notes with {CFNAME}'s teachers for questions not related to schoolwork. 1. Never 2. Once or twice 3. Once a month 4. Once every two weeks 5. Once a week 6. Daily
5050211	New Item		Parent communication with school using technology				Added	How often do you [or your spouse or partner] use a computer or any other electronic device in the following ways? To communicate with [CFNAME]’s teachers and administrative staff by email about {CFNAME}, for example, about how {he/she} is performing, or about absences or tardiness? 1. Never 2. Less than once a year 3. Once or twice a year 4. Several times a year 5. At least once a month 6. Weekly	Added to collect info on technology and learning management systems from TRP recomendation
5050212	New Item		Parent communication with school using technology				Added	How often do you [or your spouse or partner] use a computer or any other electronic device in the following ways? To find out about homework and other school assignments and projects? 1. Never 2. Less than once a year 3. Once or twice a year 4. Several times a year 5. At least once a month 6. Weekly	Added to collect info on technology and learning management systems based on TRP recommendation
5050213	New Item		Parent communication with school using technology				Added	How often do you [or your spouse or partner] use a computer or any other electronic device in the following ways? To find out about [CFNAME]’s grades? 1. Never 2. Less than once a year 3. Once or twice a year 4. Several times a year 5. At least once a month 6. Weekly	Added to collect info on technology and learning management systems based on TRP recommendation
5050301	ELS:2002 (Parent, Baseline, 53b)	Since your tenth grader's school opened last fall, how many times have you or your spouse/partner contacted the school about the following?..{CHILD}'s school schedule for this year?..1. None.2. once or twice.3. three or four times.4. more than four times	Parent communication with school	Revised	Now we would like to know how often you or someone in your household talked with any staff at {CFNAME}'s school. How many times this school year did you or someone in your household talk with any staff at school about {CFNAME}'s school schedule for this year? 1. Never 2. Once or twice 3. Three or four times 4. More than four times.	Telephone interviewers identified these items as difficult to understand. Question stem and question reworded for clarity. 'None' option changed to 'never'	Unchanged from MS1	Now we would like to know how often you or someone in your household talked with any staff at {CFNAME}'s school. How many times this school year did you or someone in your household talk with any staff at school about {CFNAME}'s school schedule for this year? 1. Never 2. Once or twice 3. Three or four times 4. More than four times.
5050302	ELS:2002 (Parent, Baseline, 53b)	Since your tenth grader's school opened last fall, how many times have you or your spouse/partner contacted the school about the following?. .{CHILD} having missed too many days of school?..1. None.2. once or twice.3. three or four times.4. more than four times	Parent communication with school	Revised	Now we would like to know how often you or someone in your household talked with any staff at {CFNAME}'s school. How many times this school year did you talk with any staff at school about {CFNAME} missing too many days of school? 1. Never 2. Once or twice 3. Three or four times 4. More than four times.	Telephone interviewers identified these items as difficult to understand. Question stem and question reworded for clarity. 'None' option changed to 'never'	Unchanged from MS1	Now we would like to know how often you or someone in your household talked with any staff at {CFNAME}'s school. How many times this school year did you talk with any staff at school about {CFNAME} missing too many days of school? 1. Never 2. Once or twice 3. Three or four times 4. More than four times.
5050303	ELS:2002 (Parent, Baseline, 53b)	Since your tenth grader's school opened last fall, how many times have you or your spouse/partner contacted the school about the following?. .{CHILD}'s positive or good behavior in school?..1. None.2. once or twice.3. three or four times.4. more than four times	Parent communication with school	Revised	Now we would like to know how often you or someone in your household talked with any staff at {CFNAME}'s school. How many times this school year did you talk with any staff at school about {CFNAME}'s positive or good behavior in school? 1. Never 2. Once or twice 3. Three or four times 4. More than four times.	Telephone interviewers identified these items as difficult to understand. Question stem and question reworded for clarity. 'None' option changed to 'never'	Unchanged from MS1	Now we would like to know how often you or someone in your household talked with any staff at {CFNAME}'s school. How many times this school year did you talk with any staff at school about {CFNAME}'s positive or good behavior in school? 1. Never 2. Once or twice 3. Three or four times 4. More than four times.
5050304	ELS:2002 (Parent, Baseline, 53b)	Since your tenth grader's school opened last fall, how many times have you or your spouse/partner contacted the school about the following?. .Information on how to help {CHILD} at home with specific skills or homework?..1. None.2. once or twice.3. three or four times.4. more than four times	Parent communication with school	Revised	Now we would like to know how often you or someone in your household talked with any staff at {CFNAME}'s school. How many times this school year did you talk with any staff at school about how to help {CFNAME} at home with specific skills or homework? 1. Never 2. Once or twice 3. Three or four times 4. More than four times.	Telephone interviewers identified these items as difficult to understand. Question stem and question reworded for clarity. 'None' option changed to 'never'	Unchanged from MS1	Now we would like to know how often you or someone in your household talked with any staff at {CFNAME}'s school. How many times this school year did you talk with any staff at school about how to help {CFNAME} at home with specific skills or homework? 1. Never 2. Once or twice 3. Three or four times 4. More than four times.
5050305	ELS:2002 (Parent, Baseline, 53c)	Since your tenth grader's school opened last fall, how many times have you or your spouse/partner contacted the school about the following?. .{CHILD}'s plans after leaving high school?..1. None.2. once or twice.3. three or four times.4. more than four times	Parent communication with school	Revised	Now we would like to know how often you or someone in your household talked with any staff at {CFNAME}'s school. How many times this school year did you talk with any staff at school about {CFNAME}'s plans after leaving high school? 1. Never 2. Once or twice 3. Three or four times 4. More than four times.	Telephone interviewers identified these items as difficult to understand. Question stem and question reworded for clarity. 'None' option changed to 'never'	Unchanged from MS1	Now we would like to know how often you or someone in your household talked with any staff at {CFNAME}'s school. How many times this school year did you talk with any staff at school about {CFNAME}'s plans after leaving high school? 1. Never 2. Once or twice 3. Three or four times 4. More than four times.
5050306	ELS:2002 (Parent, Baseline, 53d)	Since your tenth grader's school opened last fall, how many times have you or your spouse/partner contacted the school about the following?. .{CHILD}'s course selection for entry into college, vocational, or technical school after completing high school?..1. None.2. once or twice.3. three or four times.4. more than four times	Parent communication with school	Revised	Now we would like to know how often you or someone in your household talked with any staff at {CFNAME}'s school. How many times this school year did you talk with any staff at school about {CFNAME}'s course selection for entry into college, vocational, or technical school after completing high school? 1. Never 2. Once or twice 3. Three or four times 4. More than four times.	Telephone interviewers identified these items as difficult to understand. Question stem and question reworded for clarity. 'None' option changed to 'never'	Unchanged from MS1	Now we would like to know how often you or someone in your household talked with any staff at {CFNAME}'s school. How many times this school year did you talk with any staff at school about {CFNAME}'s course selection for entry into college, vocational, or technical school after completing high school? 1. Never 2. Once or twice 3. Three or four times 4. More than four times.
5050321	Adapted from ECLS-K:2011	For each of the following statements, please tell me how well {CHILD}'s school has done with each activity during this school year. The school lets you know between report cards how {CHILD} is doing in school..Would you say {CHILD}'s school...1 Does this very well.2 Just OK.3 Doesn't do this at all? .REFUSED .DON'T KNOW..	School communication with parent	Added	For each of the following statements, please tell me how well {CFNAME}'s school has done with each activity during this school year…The school lets you know between report cards how {CFNAME} is doing in school. 1. Does this very well 2. Does this OK 3. Doesn't do this at all	Added to capture school efforts to promote parent involvement	Unchanged from MS1	For each of the following statements, please tell me how well {CFNAME}'s school has done with each activity during this school year… The school lets you know between report cards how {CFNAME} is doing in school. 1. Does this very well 2. Does this OK 3. Doesn't do this at all
5050322	Adapted from ECLS-K:2011	[For each of the following statements, please tell me how well {CHILD}'s school has done with each activity during this school year.] The school helps you understand what children at {CHILD}'s age are like. .Would you say {CHILD}'s school...1 Does this very well.2 Just OK.3 Doesn't do this at all? .REFUSED .DON'T KNOW..	School communication with parent	Added	For each of the following statements, please tell me how well {CFNAME}'s school has done with each activity during this school year…The school helps you understand what children at {CFNAME}'s age are like. 1. Does this very well 2. Does this OK 3. Doesn't do this at all	Added to capture school efforts to promote parent involvement	Unchanged from MS1	For each of the following statements, please tell me how well {CFNAME}'s school has done with each activity during this school year… The school helps you understand what children at {CFNAME}'s age are like. 1. Does this very well 2. Does this OK 3. Doesn't do this at all
5050323	Adapted from ECLS-K:2011	[For each of the following statements, please tell me how well {CHILD}'s school has done with each activity during this school year.] The school provides workshops, materials, or advice about how to help {CHILD} learn.at home. .Would you say {CHILD}'s school...1 Does this very well.2 Just OK.3 Doesn't do this at all? .REFUSED .DON'T KNOW..	School communication with parent	Added	For each of the following statements, please tell me how well {CFNAME}'s school has done with each activity during this school year…The school provides workshops, materials, or advice about how to help {CFNAME} learn at home. 1. Does this very well 2. Does this OK 3. Doesn't do this at all	Added to capture school efforts to promote parent involvement	Unchanged from MS1	For each of the following statements, please tell me how well {CFNAME}'s school has done with each activity during this school year… The school provides workshops, materials, or advice about how to help {CFNAME} learn at home. 1. Does this very well 2. Does this OK 3. Doesn't do this at all
5050324	Adapted from ECLS-K:2011	[For each of the following statements, please tell me how well {CHILD}'s school has done with each activity during this school year.] The school provides information on community services to help {CHILD} or your family. .Would you say {CHILD}'s school...1 Does this very well.2 Just OK.3 Doesn't do this at all? .REFUSED .DON'T KNOW..	School communication with parent	Added	For each of the following statements, please tell me how well {CFNAME}'s school has done with each activity during this school year…The school provides information on community services to help {CFNAME} or your family. 1. Does this very well 2. Does this OK 3. Doesn't do this at all	Added to capture school efforts to promote parent involvement	Unchanged from MS1	For each of the following statements, please tell me how well {CFNAME}'s school has done with each activity during this school year… The school provides information on community services to help {CFNAME} or your family. 1. Does this very well 2. Does this OK 3. Doesn't do this at all
5050400	HSLS:09 (Parent, Baseline, Sect. D, Q 12)	Since starting kindergarten, has [he/she] ever been suspended or expelled from school? Do not count detentions. ..1. Yes 2. No	Number of suspension since starting school	Unchanged from OFT1	The next questions are about disciplinary actions {CFNAME}'s school may have taken. Since starting kindergarten, how many times has {CFNAME} ever been suspended or expelled from school? Do not count detentions. Dropdown list: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 or more, Don't know		Unchanged from MS1	The next questions are about disciplinary actions {CFNAME}'s school may have taken. Since starting kindergarten, how many times has {CFNAME} ever been suspended or expelled from school? Do not count detentions. Dropdown list: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 or more, Don't know
5050410	HSLS:09 (Parent, Baseline, Sect. D, Q 12)	Since starting kindergarten, has [he/she] ever been suspended or expelled from school? Do not count detentions. ..1. Yes 2. No	Number of suspension past two years				Added	The next questions are about disciplinary actions {CFNAME}'s school may have taken. Since starting sixth grade in the fall of 2017, how many times has {CFNAME} been suspended or expelled from school? Do not count detentions. Dropdown list: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 or more, Don't know	Added to collect information specifically pertaining to middle school years.
5050501	New Item		Parent involvement	Unchanged from OFT1	What was the reason for the {IF D020>1 INSERT “most recent”} suspension or expulsion? Repeated violation of the school rules. 1. Selected 2. Not selected		Unchanged from MS1	What was the reason for the {IF D020>1 OR D021>1 INSERT “most recent”} suspension or expulsion? Repeated violation of the school rules. 1. Selected 2. Not selected
5050502	New Item		Parent involvement	Unchanged from OFT1	What was the reason for the {IF D020>1 INSERT “most recent”} suspension or expulsion? Use of profanity (swearing). 1. Selected 2. Not selected		Unchanged from MS1	What was the reason for the {IF D020>1 OR D021>1 INSERT “most recent”} suspension or expulsion? Use of profanity (swearing). 1. Selected 2. Not selected
5050503	New Item		Parent involvement	Unchanged from OFT1	What was the reason for the {IF D020>1 INSERT “most recent”} suspension or expulsion? Threatening students or teachers. 1. Selected 2. Not selected		Unchanged from MS1	What was the reason for the {IF D020>1 OR D021>1 INSERT “most recent”} suspension or expulsion? Threatening students or teachers. 1. Selected 2. Not selected
5050504	New Item		Parent involvement	Unchanged from OFT1	What was the reason for the {{IF D020>1 INSERT “most recent”} suspension or expulsion? Defacing or destroying school property. 1. Selected 2. Not selected		Unchanged from MS1	What was the reason for the {IF D020>1 OR D021>1 INSERT “most recent”} suspension or expulsion? Defacing or destroying school property. 1. Selected 2. Not selected
5050505	New Item		Parent involvement	Unchanged from OFT1	What was the reason for the {IF D020>1 INSERT “most recent”} suspension or expulsion? Bringing a weapon to school. 1. Selected 2. Not selected		Unchanged from MS1	What was the reason for the {IF D020>1 OR D021>1 INSERT “most recent”} suspension or expulsion? Bringing a weapon to school. 1. Selected 2. Not selected
5050506	New Item		Parent involvement	Unchanged from OFT1	What was the reason for the {IF D020>1 INSERT “most recent”} suspension or expulsion? Fighting with another student. 1. Selected 2. Not selected		Unchanged from MS1	What was the reason for the {IF D020>1 OR D021>1 INSERT “most recent”} suspension or expulsion? Fighting with another student. 1. Selected 2. Not selected
5050507	New Item		Parent involvement	Unchanged from OFT1	What was the reason for the {IF D020>1 INSERT “most recent”} suspension or expulsion?.Ganging up (with one or more other students) on another student. 1. Selected 2. Not selected		Unchanged from MS1	What was the reason for the {IF D020>1 OR D021>1 INSERT “most recent”} suspension or expulsion? Ganging up (with one or more other students) on another student. 1. Selected 2. Not selected
5050508	New Item		Parent involvement	Unchanged from OFT1	What was the reason for the {IF D020>1 INSERT “most recent”} suspension or expulsion? Threatening to use or making a false report of the use of an explosive device at school. 1. Selected 2. Not selected		Unchanged from MS1	What was the reason for the {IF D020>1 OR D021>1 INSERT “most recent”} suspension or expulsion? Threatening to use or making a false report of the use of an explosive device at school. 1. Selected 2. Not selected
5050509	New Item		Parent involvement	Unchanged from OFT1	What was the reason for the {IF D020>1 INSERT “most recent”} suspension or expulsion?.Assaulting a teacher, principal, or other school personnel. 1. Selected 2. Not selected		Unchanged from MS1	What was the reason for the {IF D020>1 OR D021>1 INSERT “most recent”} suspension or expulsion? Assaulting a teacher, principal, or other school personnel. 1. Selected 2. Not selected
5050510	New Item		Parent involvement	Unchanged from OFT1	What was the reason for the {IF D020>1 INSERT “most recent”} suspension or expulsion? Other. 1. Selected 2. Not selected		Unchanged from MS1	What was the reason for the {IF D020>1 OR D021>1 INSERT “most recent”} suspension or expulsion? Other. 1. Selected 2. Not selected
5050511	New Item		Parent involvement	Unchanged from OFT1	What was the reason for the {IF D020>1 INSERT “most recent”} suspension or expulsion? Don't know. 1. Selected 2. Not selected		Unchanged from MS1	What was the reason for the {IF D020>1 OR D021>1 INSERT “most recent”} suspension or expulsion? Don't know. 1. Selected 2. Not selected
5050600	New Item		Parent involvement	Revised	How many days was the {IF D020>1 INSERT “most recent”} suspension or expulsion? Open response: Days	Revised wording to "or expulsions" to include expulsions	Unchanged from MS1	How many days was the {IF D020>1 OR D021>1 INSERT “most recent”} suspension or expulsion? Days Open response: Days
5050601	New Item		Parent involvement	Added	How many days was the {IF D020>1 INSERT “most recent”} suspension or expulsion? Check this box if {CFNAME} was expelled permanently. 1. Selected 2. Not selected	Added QID for additional checkbox	Unchanged from MS1	How many days was the {IF D020>1 OR D021>1 INSERT “most recent”} suspension or expulsion? Check this box if {CFNAME} was expelled permanently. 1. Selected 2. Not selected
5050701	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades repeated	Added	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Has not repeated any grade levels 1. Selected 2. Not selected	Added QIDs for checkbox options. Changed "grades" to "grade levels" for consistency with next question.	Unchanged from MS1	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Has not repeated any grade levels 1. Selected 2. Not selected
5050702	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades repeated	Added	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Kindergarten 1. Selected 2. Not selected	Added QIDs for checkbox options. Changed "grades" to "grade levels" for consistency with next question.	Unchanged from MS1	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Kindergarten 1. Selected 2. Not selected
5050703	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades repeated	Added	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Grade 1 1. Selected 2. Not selected	Added QIDs for checkbox options. Changed "grades" to "grade levels" for consistency with next question.	Unchanged from MS1	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Grade 1 1. Selected 2. Not selected
5050704	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades repeated	Added	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Grade 2 1. Selected 2. Not selected	Added QIDs for checkbox options. Changed "grades" to "grade levels" for consistency with next question.	Unchanged from MS1	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Grade 2 1. Selected 2. Not selected
5050705	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades repeated	Added	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school?Grade 3 1. Selected 2. Not selected	Added QIDs for checkbox options. Changed "grades" to "grade levels" for consistency with next question.	Unchanged from MS1	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Grade 3 1. Selected 2. Not selected
5050706	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades repeated	Added	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Grade 4 1. Selected 2. Not selected	Added QIDs for checkbox options. Changed "grades" to "grade levels" for consistency with next question.	Unchanged from MS1	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Grade 4 1. Selected 2. Not selected
5050707	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades repeated	Added	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Grade 5 1. Selected 2. Not selected	Added QIDs for checkbox options. Changed "grades" to "grade levels" for consistency with next question.	Unchanged from MS1	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Grade 5 1. Selected 2. Not selected
5050708	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades repeated	Added	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Grade 6 1. Selected 2. Not selected	Added QIDs for checkbox options. Changed "grades" to "grade levels" for consistency with next question.	Unchanged from MS1	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Grade 6 1. Selected 2. Not selected
5050709	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades repeated				Added	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Grade 7 1. Selected 2. Not selected	Added grade 7 option to account for all grade levels student could have repeated
5050718	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades repeated				Added	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since starting school? Grade 8 1. Selected 2. Not selected	Added grade 8 option to account for all grade levels student could have repeated
5050711	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades repeated				Added	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since [CFNAME] began sixth grade in the fall of 2017? Has not repeated any grade levels 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5050716	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades repeated				Added	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since [CFNAME] began sixth grade in the fall of 2017? Grade 6 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5050717	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades repeated				Added	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since [CFNAME] began sixth grade in the fall of 2017? Grade 7 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5050719	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades repeated				Added	The next questions are about grade levels {CFNAME} may have repeated or skipped. What grade levels, if any, has {CFNAME} repeated since [CFNAME] began sixth grade in the fall of 2017? Grade 8 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5050801	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped	Added	What grade levels, if any, has {CFNAME} skipped since starting school? Has not skipped any grade levels 1. Selected 2. Not selected	Added QID for checkbox options	Unchanged from MS1	What grade levels, if any, has {CFNAME} skipped since starting school? Has not skipped any grade levels 1. Selected 2. Not selected
5050802	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped	Added	What grade levels, if any, has {CFNAME} skipped since starting school? Kindergarte 1. Selected 2. Not selected	Added QID for checkbox options	Unchanged from MS1	What grade levels, if any, has {CFNAME} skipped since starting school? Kindergarten 1. Selected 2. Not selected
5050803	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped	Added	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 1 1. Selected 2. Not selected	Added QID for checkbox options	Unchanged from MS1	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 1 1. Selected 2. Not selected
5050804	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped	Added	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 2 1. Selected 2. Not selected	Added QID for checkbox options	Unchanged from MS1	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 2 1. Selected 2. Not selected
5050805	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped	Added	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 3 1. Selected 2. Not selected	Added QID for checkbox options	Unchanged from MS1	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 3 1. Selected 2. Not selected
5050806	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped	Added	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 4 1. Selected 2. Not selected	Added QID for checkbox options	Unchanged from MS1	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 4 1. Selected 2. Not selected
5050807	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped	Added	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 5 1. Selected 2. Not selected	Added QID for checkbox options	Unchanged from MS1	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 5 1. Selected 2. Not selected
5050808	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped	Added	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 6 1. Selected 2. Not selected	Added QID for checkbox options	Unchanged from MS1	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 6 1. Selected 2. Not selected
5050809	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped				Added	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 7 1. Selected 2. Not selected	Added grade 7 option to account for all grade levels student could have skipped
5050810	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped				Added	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 8 1. Selected 2. Not selected	Added grade 8 option to account for all grade levels student could have skipped
5050819	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped				Added	What grade levels, if any, has {CFNAME} skipped since starting school? Grade 9 or above 1. Selected 2. Not selected	Added grade 9 or above option to account for all grade levels student could have skipped
5050811	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped				Added	What grade levels, if any, has {CFNAME} skipped since [CFNAME] began sixth grade in the fall of 2017? Has not skipped any grade levels 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5050817	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped				Added	What grade levels, if any, has {CFNAME} skipped since [CFNAME] began sixth grade in the fall of 2017? Grade 7 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5050818	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped				Added	What grade levels, if any, has {CFNAME} skipped since [CFNAME] began sixth grade in the fall of 2017? Grade 8 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5050820	HSLS (Parent, First Follow Up 2012, Section B, Q1)	What [high school] grades, if any, has [teenager] repeated [since the fall of 2009]? Kindergarten ...1st grade .2nd grade .3rd grade .4th grade .5th grade .6th grade .7th grade .8th grade .10th grade .11th grade .None of these grades	Grades skipped				Added	What grade levels, if any, has {CFNAME} skipped since [CFNAME] began sixth grade in the fall of 2017? Grade 9 or above 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5050900	HSLS:09 (Parent, Baseline, Sect. B, Q 27)	Has {CHILD} ever been enrolled in a program for English language learners (ELLs) such as English as a Second Language (ESL), English immersion, or bilingual education? ..1. Yes 2. No	ESL	Unchanged from OFT1	The following questions are about programs {CFNAME} may participate in at school. Has {CFNAME} ever been enrolled in a program for English language learners (ELLs) such as English as a Second Language (ESL), English immersion, or bilingual education? 1. Yes 2. No		Unchanged from MS1	The following questions are about programs {CFNAME} may participate in at school. Has {CFNAME} ever been enrolled in a program for English language learners (ELLs) such as English as a Second Language (ESL), English immersion, or bilingual education? 1. Yes 2. No
5051000	HSLS:09 (Parent, Baseline, Sect. B, Q 29)	Is {he/she} currently enrolled in an English as a Second Language (ESL), English immersion, or bilingual education program? ..1. Yes 2. No	ESL	Unchanged from OFT1	Is {CFNAME} currently enrolled in a program for English language learners (ELLs) such as English as a Second Language (ESL), English immersion, or bilingual education? 1. Yes 2. No		Unchanged from MS1	Is {CFNAME} currently enrolled in a program for English language learners (ELLs) such as English as a Second Language (ESL), English immersion, or bilingual education? 1. Yes 2. No
5051100	ECLS-K (Parent, Grade 8, WPQ. 170)	Does {CHILD} receive free or reduced price lunches at school? ..1. Yes 2. No.3. Don't know	Student free- and reduced-price lunch eligibility	Revised	Does {CFNAME} receive free or reduced price meals at school? 1. Yes 2. No 3. Don't know	Don't know option added; text revised to eliminate hyphen per NCES style guide.	Unchanged from MS1	Does {CFNAME} receive free or reduced price meals at school? 1. Yes 2. No 3. Don't know
5051200	ECLS-K (Parent, Grade 8, WPQ. 170)	Are these lunches free or reduced price? ..1. Free.2. Reduced price	Student free- and reduced-price lunch eligibility	Revised	Are these meals free or reduced price? 1. Free 2. Reduced price	Text revised to eliminate hyphen per NCES style guide.	Unchanged from MS1	Are these meals free or reduced price? 1. Free 2. Reduced price

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Justification
5051301	ECLS-K Spring 2013 Parent Survey (HEQ14); HSLS:09 First follow-up parent survey section B	During the last 12 months, which of the following activities have you [or [your spouse/your partner/parent2]] done with [teenager]?.Visited a science-related destination, such as a zoo, planetarium, or natural history museum. Worked or played on a computer together. Built or fixed something such as a vehicle or appliance. Helped [teenager] with a school science fair project. Discussed a program or article about science, technology, engineering, or math. Visited a library. Gone to a play, concert, or other live show. Gone to an art museum or exhibit. Visited a national or state park.. [In the past month, that is, since {MONTH} {DAY}, has anyone in your family done the following things with.{CHILD}?].Visited an art gallery, museum, or historical site?.1=Yes.0=No.	Child's school experiences	Unchanged from OFT1	During the current school year, has {CFNAME} taken a field trip focused on science, for example to a science museum or center, a science lab, a planetarium, or a nature center? 1. Yes 2. No 3. Don't know		Unchanged from MS1	During the current school year, has {CFNAME} taken a field trip focused on science, for example to a science museum or center, a science lab, a planetarium, or a nature center? 1. Yes 2. No 3. Don't know
5051302	ECLS-K Spring 2013 Parent Survey (HEQ14); HSLS:09 First follow-up parent survey section B	During the last 12 months, which of the following activities have you [or [your spouse/your partner/parent2]] done with [teenager]?.Visited a science-related destination, such as a zoo, planetarium, or natural history museum. Worked or played on a computer together. Built or fixed something such as a vehicle or appliance. Helped [teenager] with a school science fair project. Discussed a program or article about science, technology, engineering, or math. Visited a library. Gone to a play, concert, or other live show. Gone to an art museum or exhibit. Visited a national or state park..In the past month, that is, since {MONTH} {DAY}, has anyone in your family done the following things with.{CHILD}?].Visited an art gallery, museum, or historical site?..1=Yes.0=No.	Child's school experiences	Revised	During the current school year, how many times did {CFNAME} take a field trip focused on science, for example to a science museum or center, a science lab, a planetarium, or a nature center? Dropdown list: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 or more, Don't know	Revised to avoid gender pronoun	Unchanged from MS1	During the current school year, how many times did {CFNAME} take a field trip focused on science, for example to a science museum or center, a science lab, a planetarium, or a nature center? Dropdown list: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 or more, Don't know
5051303	ECLS-K Spring 2013 Parent Survey (HEQ14); HSLS:09 First follow-up parent survey section B	During the last 12 months, which of the following activities have you [or [your spouse/your partner/parent2]] done with [teenager]?.Visited a science-related destination, such as a zoo, planetarium, or natural history museum.Worked or played on a computer together.Built or fixed something such as a vehicle or appliance.Helped [teenager] with a school science fair project.Discussed a program or article about science, technology, engineering, or math.Visited a library.Gone to a play, concert, or other live show.Gone to an art museum or exhibit.Visited a national or state park.. [In the past month, that is, since {MONTH} {DAY}, has anyone in your family done the following things with.{CHILD}?].Visited an art gallery, museum, or historical site?.1=Yes.0=No.	Child's school experiences	Unchanged from OFT1	Other than school field trips, how many times did {CFNAME} visit a science museum or center, a science lab, a planetarium, or a nature center during the current school year? Open Response: Number of times		Unchanged from MS1	Other than school field trips, how many times did {CFNAME} visit a science museum or center, a science lab, a planetarium, or a nature center during the current school year? Open Response: Number of times
5051304	New item - NEA		Child's school experiences	Added	During the current school year, has {CFNAME} taken a field trip focused on the arts, for example to visit an art museum or center, or to see a live music, dance, or theater performance? 1. Yes 2. No 3. Don't know	Added by recommendation of National Endowment for the Arts	Unchanged from MS1	During the current school year, has {CFNAME} taken a field trip focused on the arts, for example to visit an art museum or center, or to see a live music, dance, or theater performance? 1. Yes 2. No 3. Don't know
5051305	New item - NEA		Child's school experiences	Added	Other than field trips, have you or someone in your household taken {CFNAME} to visit an art museum or center, or to see a live music, dance, or theater performance during the current school year? 1. Yes 2. No 3. Don't know	Added by recommendation of National Endowment for the Arts	Unchanged from MS1	Other than field trips, have you or someone in your household taken {CFNAME} to visit an art museum or center, or to see a live music, dance, or theater performance during the current school year? 1. Yes 2. No 3. Don't know
5090101	HSLS:09 (Student, Baseline; Sect. E)	Since the beginning of the last school year (2008-2009), which of the following people have you talked with about which math courses to take this year? ..Your mother or female guardian.Your father or male guardian.Your friends.A favorite teacher.A school counselor.None of these people	Conversations about education	Revised	This section asks about your expectations for {CFNAME}'s future and conversations you may have had with {CFNAME} about school or {CFNAME}'s future plans. Since the start of this school year, how often have you discussed the following with {CFNAME}? Selecting a math course to take next school year 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Revised to avoid gender pronoun	Revised	This section asks about your expectations for [CFNAME]'s future and conversations you may have had with [CFNAME] about school or [his/her/his or her] future plans.. Since the start of this school year, how often have you discussed the following with {CFNAME}? Selecting a math course to take next school year 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Revised to include gender pronoun for better flow
5090102	HSLS:09 (Parent, First Follow Up 2012, Section B, Q14a)	Since the start of the 2011-2012 school year, about how often have you discussed the following with [teenager]? . .Selecting courses or programs at school..1=Never .2=Once or twice .3=Three or four times .4=More than four times.	Conversations about education	Revised	This section asks about your expectations for {CFNAME}'s future and conversations you may have had with {CFNAME} about school or {CFNAME}'s future plans. Since the start of this school year, how often have you discussed the following with {CFNAME}? Selecting courses other than math to take next school year 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Revised to avoid gender pronoun	Revised	This section asks about your expectations for [CFNAME]'s future and conversations you may have had with [CFNAME] about school or [his/her/his or her] future plans.Since the start of this school year, how often have you discussed the following with {CFNAME}? Selecting courses other than math to take next school year 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Revised to include gender pronoun for better flow
5090103	HSLS:09 (Parent, First Follow Up 2012, Section B, Q14b)	Since the start of the 2011-2012 school year, about how often have you discussed the following with [teenager]? . .Preparing for college entrance exams such as ACT, SAT, or ASVAB ...1=Never .2=Once or twice .3=Three or four times .4=More than four times	Conversations about education	Revised	This section asks about your expectations for {CFNAME}'s future and conversations you may have had with {CFNAME} about school or {CFNAME}'s future plans. Since the start of this school year, how often have you discussed the following with {CFNAME}? Preparing for college entrance exams such as ACT, SAT, or ASVAB 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Revised to avoid gender pronoun	Revised	This section asks about your expectations for [CFNAME]'s future and conversations you may have had with [CFNAME] about school or [his/her/his or her] future plans.Since the start of this school year, how often have you discussed the following with {CFNAME}? Preparing for college entrance exams such as ACT, SAT, or ASVAB 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Revised to include gender pronoun for better flow
5090104	HSLS:09 (Parent, First Follow Up 2012, Section B, Q14c)	Since the start of the 2011-2012 school year, about how often have you discussed the following with [teenager]? . .Applying to college or other schools after high school . 1=Never .2=Once or twice .3=Three or four times .4=More than four times..	Conversations about education	Revised	This section asks about your expectations for {CFNAME}'s future and conversations you may have had with {CFNAME} about school or {CFNAME}'s future plans. Since the start of this school year, how often have you discussed the following with {CFNAME}? Applying to college or other schools after high school 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Revised to avoid gender pronoun	Revised	This section asks about your expectations for [CFNAME]'s future and conversations you may have had with [CFNAME] about school or [his/her/his or her] future plans.Since the start of this school year, how often have you discussed the following with {CFNAME}? Applying to college or other schools after high school 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Revised to include gender pronoun for better flow
5090105	HSLS:09 (Parent, First Follow Up 2012, Section B, Q14d)	Since the start of the 2011-2012 school year, about how often have you discussed the following with [teenager]? . .Careers [he/she] might be interested in ...1=Never .2=Once or twice .3=Three or four times .4=More than four times	Conversations about education	Revised	This section asks about your expectations for {CFNAME}'s future and conversations you may have had with {CFNAME} about school or {CFNAME}'s future plans. Since the start of this school year, how often have you discussed the following with {CFNAME}? Careers {CFNAME} might be interested in 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Revised to avoid gender pronoun	Revised	This section asks about your expectations for [CFNAME]'s future and conversations you may have had with [CFNAME] about school or [his/her/his or her] future plans. Since the start of this school year, how often have you discussed the following with {CFNAME}? Careers {CFNAME} might be interested in 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Revised to include gender pronoun for better flow
5090200	ECLS-K (Parent, Grade 8; PIQ.070)	How far in school do you expect {CHILD} 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	**Revised	How far in school do you expect {CFNAME} to go? Would you say you expect {CFNAME} … 1. Won't finish high school? 2. Will graduate from high school, but won't go any further? 3. Will go to a technical or trade school after high school? 4. Will attend college? 5. Will graduate from college? 6. Will attend a higher level of school after graduating from college? 7. You don't know.	Revised to avoid gender pronoun	**Unchanged from MS1	How far in school do you expect {CFNAME} to go? Would you say you expect {CFNAME} … 1. Won't finish high school? 2. Will graduate from high school, but won't go any further? 3. Will go to a technical or trade school after high school? 4. Will attend college? 5. Will graduate from college? 6. Will attend a higher level of school after graduating from college? 7. You don't know.
5090300	New Item		Post Secondary Preparation				Added	If [CFNAME] continues [his/her/his or her] education after high school, will you or anyone in [CFNAME]’s family help [him/her/him or her] pay for it? 1. Yes 2. No 3. I have not thought about this yet	Added to gauge household financial college preparation
5060100	ECLS-K:2011 (Parent, K, CHQ.330)	In general, would you say that {CHILD}'s health is..1. Excellent.2. Very good.3. Good.4. Fair.5. Poor.	General health	**Unchanged from OFT1	Now, we would like to ask you about {CFNAME}'s health. In general, would you say that {CFNAME}'s health is… 1. Excellent 2. Very good 3. Good 4. Fair 5. Poor		**Unchanged from MS1	Now, we would like to ask you about {CFNAME}'s health. In general, would you say that {CFNAME}'s health is… 1. Excellent 2. Very good 3. Good 4. Fair 5. Poor
5060200	New Item from NIH	Does {CHILD} have difficulty seeing objects in the distance, letters on paper, or the board in the classroom? 1. Yes 2. No 3. Don't know	Vision and hearing	Added	Does {CFNAME} have difficulty seeing objects in the distance, letters on paper, or the board in the classroom? 1. Yes 2. No 3. Don't know	Added by request of NIH	Revised	Does {CFNAME} have difficulty seeing objects in the distance, letters on paper, or the board in the classroom? Please answer considering [CFNAME]'s vision without wearing glasses or contact lenses. 1. Yes 2. No 3. Don't know	Revised to add help text on screen for clarity
5060210	New Item from NIH	Has {CHILD}'s vision ever been evaluated by an eye care professional? 1. Yes 2. No 3. Don't know	Vision and hearing	Added	Has {CFNAME}'s vision ever been evaluated by an eye care professional? 1. Yes 2. No 3. Don't know	Added by request of NIH	Unchanged from MS1	Has {CFNAME}'s vision ever been evaluated by an eye care professional? 1. Yes 2. No 3. Don't know
5060211	New Item from NIH	Has {CHILD} been prescribed eyeglasses or contact lenses to improve {CHILD}'s vision? 1. Yes 2. No 3. Don't know	Vision and hearing	Added	Has {CFNAME} been prescribed eyeglasses or contact lenses to improve {CFNAME}'s vision? 1. Yes 2. No 3. Don't know	Added by request of NIH	Unchanged from MS1	Has {CFNAME} been prescribed eyeglasses or contact lenses to improve {CFNAME}'s vision? 1. Yes 2. No 3. Don't know
5060212	New Item from NIH	How often does {CHILD} wear eyeglasses or contact lenses to help {CHILD} see better? 1. Always 2. Most of the time 3. Often 4. Sometimes 5. Rarely 6. Never	Vision and hearing	Added	How often does {CFNAME} wear eyeglasses or contact lenses to help {CFNAME} see better? 1. Always 2. Most of the time 3. Often 4. Sometimes 5. Rarely 6. Never	Added by request of NIH	Unchanged from MS1	How often does {CFNAME} wear eyeglasses or contact lenses to help {CFNAME} see better? 1. Always 2. Most of the time 3. Often 4. Sometimes 5. Rarely 6. Never
5060260	New Item from NIH	Before 2 years, or 24 months of age, did {CHILD} ever have 3 or more ear infections in a 12-month time period? 1. Yes 2. No 3. Don't know	Vision and hearing				Added	Before 2 years, or 24 months of age, did {CFNAME} ever have 3 or more ear infections in a 12-month time period? 1. Yes 2. No 3. Don't know	Added item to measure hearing
5060261	New Item from NIH	After your child’s second birthday (24 months or older), did {CHILD} ever have 3 or more ear infections in a 12-month time period? 1. Yes 2. No 3. Don't know	Vision and hearing				Added	After your child’s second birthday (24 months or older), did {CFNAME} ever have 3 or more ear infections in a 12-month time period? 1. Yes 2. No 3. Don't know	Added item to measure hearing
5060262	New Item from NIH	When did {CHILD} have 3 or more ear infections in a 12-month time period? Check all that apply. Ages 2 through 4 1. Selected 2. Not selected	Vision and hearing				Added	When did {CFNAME} have 3 or more ear infections in a 12-month time period? Check all that apply. Ages 2 through 4 1. Selected 2. Not selected	Added item to measure hearing
5060263	New Item from NIH	When did {CHILD} have 3 or more ear infections in a 12-month time period? Check all that apply. Ages 5 through 7 1. Selected 2. Not selected	Vision and hearing				Added	When did {CFNAME} have 3 or more ear infections in a 12-month time period? Check all that apply. Ages 5 through 7 1. Selected 2. Not selected	Added item to measure hearing
5060264	New Item from NIH	When did {CHILD} have 3 or more ear infections in a 12-month time period? Check all that apply. 8 and older 1. Selected 2. Not selected	Vision and hearing				Added	When did {CFNAME} have 3 or more ear infections in a 12-month time period? Check all that apply. 8 and older 1. Selected 2. Not selected	Added item to measure hearing
5060270	New Item from NIH	Has {CHILD} ever had surgery to place ear tubes in {his/her} ears to treat ear infections? 1. Yes 2. No 3. Don't know	Vision and hearing				Added	Has {CFNAME} ever had surgery to place ear tubes in {his/her} ears to treat ear infections? 1. Yes 2. No 3. Don't know	Added item to measure hearing
5060280	New Item from NIH	Please indicate whether the following statement describes {CHILD}’s hearing. If {CHILD} has a hearing aid or other assistive device, please consider [his/her] hearing without the hearing aid or assistive device. {CHILD} can usually hear and understand what a person says without seeing his or her face if that person... Whispers to [him/her/him or her] from across a quiet room. 1. Yes 2. No	Vision and hearing				Added	Please indicate whether the following statement describes [CFNAME]’s hearing. If [CFNAME] has a hearing aid or other assistive device, please consider [his/her/his or her] hearing without the hearing aid or assistive device. [CFNAME] can usually hear and understand what a person says without seeing his or her face if that person...Whispers to [him/her/him or her] from across a quiet room. 1. Yes 2. No	Added item to measure hearing
5060281	New Item from NIH	Please indicate whether the following statement describes {CHILD}’s hearing. If {CHILD} has a hearing aid or other assistive device, please consider [his/her] hearing without the hearing aid or assistive device. {CHILD} can usually hear and understand what a person says without seeing his or her face if that person... Talks in a normal voice to [him/her/him or her] from across a quiet room. 1. Yes 2. No	Vision and hearing				Added	Please indicate whether the following statement describes [CFNAME]’s hearing. If [CFNAME] has a hearing aid or other assistive device, please consider [his/her/his or her] hearing without the hearing aid or assistive device. [CFNAME] can usually hear and understand what a person says without seeing his or her face if that person...Talks in a normal voice to [him/her/him or her] from across a quiet room. 1. Yes 2. No	Added item to measure hearing
5060282	New Item from NIH	Please indicate whether the following statement describes {CHILD}’s hearing. If {CHILD} has a hearing aid or other assistive device, please consider [his/her] hearing without the hearing aid or assistive device. {CHILD} can usually hear and understand what a person says without seeing his or her face if that person... Shouts to [him/her/him or her] from across a quiet room. 1. Yes 2. No	Vision and hearing				Added	Please indicate whether the following statement describes [CFNAME]’s hearing. If [CFNAME] has a hearing aid or other assistive device, please consider [his/her/his or her] hearing without the hearing aid or assistive device. [CFNAME] can usually hear and understand what a person says without seeing his or her face if that person...Shouts to [him/her/him or her] from across a quiet room. 1. Yes 2. No	Added item to measure hearing
5060283	New Item from NIH	Please indicate whether the following statement describes {CHILD}’s hearing. If {CHILD} has a hearing aid or other assistive device, please consider [his/her] hearing without the hearing aid or assistive device. {CHILD} can usually hear and understand what a person says without seeing his or her face if that person... Speaks loudly into [his/her/his or her] ears or better ear. 1. Yes 2. No	Vision and hearing				Added	Please indicate whether the following statement describes {CFNAME}’s hearing. If {CFNAME} has a hearing aid or other assistive device, please consider [his/her] hearing without the hearing aid or assistive device. {CFNAME} can usually hear and understand what a person says without seeing his or her face if that person... Speaks loudly into [his/her/his or her] ears or better ear. 1. Yes 2. No	Added item to measure hearing
5060250	New Item from NIH	Which best describes {CHILD}’s hearing? If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device. Would you say {CHILD} has… 1. Excellent hearing 2. Good hearing 3. A little trouble hearing 4. Moderate trouble hearing 6. A lot of trouble hearing 6. Is {CHILD} deaf?	Vision and hearing				Added	Which best describes [CFNAME]’s hearing? If [CFNAME] has a hearing aid or other assistive device, please consider [his/her/his or her] hearing without the hearing aid or assistive device. Would you say [CFNAME] has… 1. Excellent hearing 2. Good hearing 3. A little trouble hearing 4. Moderate trouble hearing 6. A lot of trouble hearing 6. Is {CFNAME} deaf?	Added item to measure hearing
5060300	New Item		General health	Unchanged from OFT1	Has a doctor, nurse, or other medical professional ever told you that {CFNAME} has had a concussion? 1. Yes 2. No		Unchanged from MS1	Has a doctor, nurse, or other medical professional ever told you that {CFNAME} has had a concussion? 1. Yes 2. No
5060310			General health				Added	Has a doctor, nurse, or other medical professional since [MONTH OF MS1 INTERVIEW] 2018 told you that {CFNAME} has had a concussion? 1. Yes 2. No	Added to collect data specific to period since MS1.
5060400	New Item		General health	Unchanged from OFT1	How many times has {CFNAME} been diagnosed by a doctor, nurse, or other medical professional as having had a concussion? Open Response: Number of times		Unchanged from MS1	How many times has {CFNAME} been diagnosed by a doctor, nurse, or other medical professional as having had a concussion? Open Response: Number of times
5060410	New Item		General health				Added	How many times since [MONTH OF MS1 INTERVIEW] 2018 has {CFNAME} been diagnosed by a doctor, nurse, or other medical professional as having had a concussion? Open Response: Number of times	Added to collect data specific to period since MS1.
5060500	ECLS-B (Parent, 9m, CH060a)	Has a doctor, nurse, or other medical professional ever told you that {CHILD} has asthma? ..1. Yes 2. No	General health	Unchanged from OFT1	Has a doctor, nurse, or other medical professional ever told you that {CFNAME} has asthma? 1. Yes 2. No		Unchanged from MS1	Has a doctor, nurse, or other medical professional ever told you that {CFNAME} has asthma? 1. Yes 2. No
5060510	ECLS-B (Parent, 9m, CH060a)	Has a doctor, nurse, or other medical professional ever told you that {CHILD} has asthma? ..1. Yes 2. No	General health				Added	Has a doctor, nurse, or other medical professional since [MONTH OF MS1 INTERVIEW] 2018 told you that {CFNAME} has asthma? 1. Yes 2. No	Added to collect data specific to period since MS1.
5060600	ECLS-B (Parent, 9m, CH075)	Has {CHILD} ever been taken to an emergency room or hospitalized for at least one night because of asthma? ..1. Yes 2. No	General health	Unchanged from OFT1	Has {CFNAME} ever been taken to an emergency room or hospitalized for at least one night because of asthma? 1. Yes 2. No		Unchanged from MS1	Has {CFNAME} ever been taken to an emergency room or hospitalized for at least one night because of asthma? 1. Yes 2. No
5060610	ECLS-B (Parent, 9m, CH075)	Has {CHILD} ever been taken to an emergency room or hospitalized for at least one night because of asthma? ..1. Yes 2. No	General health				Added	Has {CFNAME} since [MONTH OF MS1 INTERVIEW] 2018 been taken to an emergency room or hospitalized for at least one night because of asthma? 1. Yes 2. No	Added to collect data specific to period since MS1.
5060701	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....Independence and taking care of {himself/herself}?..1. Yes 2. No	Professional evaluation - Ever	**Unchanged from OFT1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with...Independently taking care of {himself/herself}? 1. Selected 2. Not selected		**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… Independently taking care of {himself/herself}? 1. Selected 2. Not selected
5060702	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....Paying attention?..1. Yes 2. No	Professional evaluation - Ever	**Unchanged from OFT1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with...Paying attention? 1. Selected 2. Not selected		**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… Paying attention? 1. Selected 2. Not selected
5060703	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....Learning, thinking, and solving problems?..1. Yes 2. No	Professional evaluation - Ever	**Revised	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with...Reading, learning, thinking, or solving problems? 1. Selected 2. Not selected	Revised wording to add reading. TRP members thought some parents would not recognize this item as including reading.	**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… Reading, learning, thinking, or solving problems? 1. Selected 2. Not selected
5060704	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....Coordination in moving {his/her} arms and legs?.1. Yes 2. No	Professional evaluation - Ever	**Revised	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with…Coordinating or moving {CFNAME}'s whole body, arms, or legs? 1. Selected 2. Not selected	Revised to remove "difficulty" in item stem	**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… Coordinating or moving {CFNAME}'s whole body, arms, or legs? 1. Selected 2. Not selected
5060705	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....Behaving and relating to other children?.1. Yes 2. No	Professional evaluation - Ever	**Unchanged from OFT1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with...Behaving or relating to other children? 1. Selected 2. Not selected		**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… Behaving or relating to other children? 1. Selected 2. Not selected
5060706	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....Behaving and relating to adults?.1. Yes 2. No	Professional evaluation - Ever	**Unchanged from OFT1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with...Behaving or relating to adults? 1. Selected 2. Not selected		**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… Behaving or relating to adults? 1. Selected 2. Not selected
5060707	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....{His/Her} overall activity level?..1. Yes 2. No	Professional evaluation - Ever	**Unchanged from OFT1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with...{CFNAME}'s activity level? 1. Selected 2. Not selected		**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… {CFNAME}'s activity level? 1. Selected 2. Not selected
5060708	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....{His/Her} emotional or psychological difficulties?..1. Yes 2. No	Professional evaluation - Ever	**Revised	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with...{CFNAME}'s emotional or mental health? 1. Selected 2. Not selected	Revised to avoid redundancy in wording.	**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… {CFNAME}'s emotional or mental health? 1. Selected 2. Not selected
5060710	New item		Professional evaluation - Ever	**Unchanged from OFT1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with...Anxiety or fear? 1. Selected 2. Not selected		**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… Anxiety or fear? 1. Selected 2. Not selected
5060709	New item		Professional evaluation - Ever	**Unchanged from OFT1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with...Harming {himself/herself}? 1. Selected 2. Not selected		**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… Harming {himself/herself}? 1. Selected 2. Not selected
5060711	New item		Professional evaluation - Ever	**Unchanged from OFT1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with...Over-sensitivity or under-sensitivity to touch, sound, or temperature? 1. Selected 2. Not selected		**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… Over-sensitivity or under-sensitivity to touch, sound, or temperature? 1. Selected 2. Not selected
5060712	New item		Professional evaluation - Ever	**Revised	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with...Communicating or understanding what is said in the primary language? 1. Selected 2. Not selected	Revised wording for clarity	**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… Communicating or understanding what is said in the primary language? 1. Selected 2. Not selected
5060714	New item		Professional evaluation - Ever	**Unchanged from OFT1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with...Eating too much or eating too little? 1. Selected 2. Not selected		**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… Eating too much or eating too little? 1. Selected 2. Not selected
5060715	New item		Professional evaluation - Ever	**Unchanged from OFT1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with...Sleeping too much or sleeping too little? 1. Selected 2. Not selected		**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… Sleeping too much or sleeping too little? 1. Selected 2. Not selected
5060713	New item		Professional evaluation - Ever	**Unchanged from OFT1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with...Chronic health problem (e.g., asthma, seizure, sickle cell anemia)? 1. Selected 2. Not selected		**Unchanged from MS1	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… Chronic health problem (e.g., asthma, seizure, sickle cell anemia)? 1. Selected 2. Not selected
5060716	New Item		Professional evaluation - Ever				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Has {CFNAME} ever been evaluated by a professional because of an issue with… No professional evaluations 1. Selected 2. Not selected	Added to distinguish "no professional evaluations" to identify when they’ve had no evaluations versus when respondent skips the item.
5061701	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....Independence and taking care of {himself/herself}?..1. Yes 2. No	Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… Independently taking care of {himself/herself}? 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5061702	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....Paying attention?..1. Yes 2. No	Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… Paying attention? 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5061703	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....Learning, thinking, and solving problems?..1. Yes 2. No	Professional evaluation - Past two years			.	** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… Reading, learning, thinking, or solving problems? 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5061704	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....Coordination in moving {his/her} arms and legs?.1. Yes 2. No	Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… Coordinating or moving {CFNAME}'s whole body, arms, or legs? 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5061705	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....Behaving and relating to other children?.1. Yes 2. No	Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… Behaving or relating to other children? 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5061706	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....Behaving and relating to adults?.1. Yes 2. No	Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… Behaving or relating to adults? 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5061707	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....{His/Her} overall activity level?..1. Yes 2. No	Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… {CFNAME}'s activity level? 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5061708	ECLS-K:2011 (Parent, 2nd Grade, Spring, CHQ115)	Has {CHILD} ever been evaluated by a professional because of an issue with.....{His/Her} emotional or psychological difficulties?..1. Yes 2. No	Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… {CFNAME}'s emotional or mental health? 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5061709	New item		Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… Anxiety or fear? 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5061710	New item		Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… Harming {himself/herself}? 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5061711	New item		Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… Over-sensitivity or under-sensitivity to touch, sound, or temperature? 1. Selected 2. Not selected	Added fill for returning respondents from MS1
5061712	New item		Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… Communicating or understanding what is said in the primary language? 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5061714	New item		Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… Eating too much or eating too little? 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5061715	New item		Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… Sleeping too much or sleeping too little? 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5061713	New item		Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… Chronic health problem (e.g., asthma, seizure, sickle cell anemia)? 1. Selected 2. Not selected	Added fill for returning MS1 respondents
5061716	New Item		Professional evaluation - Past two years				** Added	The next set of questions is about professional evaluations {CFNAME} may have had in the past. Since [MONTH OF MS1 INTERVIEW] 2018, has {CFNAME} been evaluated by a professional because of an issue with… No professional evaluations 1. Selected 2. Not selected	Added to allow for "no professional evaluations" to identify when they’ve had no evaluations versus when respondent skips the item.
5060800	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ120)	Have you obtained a diagnosis or diagnoses for {CHILD}'s issue with {TEXT FROM F07A-H} from a professional?.1. Yes 2. No	Disability status	**Revised	You said that {CFNAME} was evaluated by a professional for {TEXT FROM F045A-O}. Did a professional give you a diagnosis or diagnoses of a problem? 1. Yes 2. No	Item identified as difficult to understand. Revised wording for clarity to be asked once.	**Unchanged from MS1	You said that {CFNAME} was evaluated by a professional for {TEXT FROM F045A-O}. Did a professional give you a diagnosis or diagnoses of a problem? 1. Yes 2. No
5060902	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Learning disability (LD) - Reading disability (or dyslexia). 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Learning disability (LD) - Reading disability (or dyslexia). 1. Selected 2. Not selected
5060903	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Learning disability (LD) - other. 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Learning disability LD -- Math disability 1. Selected 2. Not selected
5060901	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Learning disability (LD) - other. 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Learning disability (LD) - other. 1. Selected 2. Not selected
5060904	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD). 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD). 1. Selected 2. Not selected
5060905	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Autism Spectrum Disorder (ASD); such as Autistic Disorder/Asperger's Disorder/Pervasive Developmental Disorder (PDD). 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Autism Spectrum Disorder (ASD); such as Autistic Disorder/Asperger's Disorder/Pervasive Developmental Disorder (PDD). 1. Selected 2. Not selected
5060906	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Speech or language disorder. 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Speech or language disorder. 1. Selected 2. Not selected
5060907	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Intellectual disability (or severe cognitive disability). 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Intellectual disability (or severe cognitive disability). 1. Selected 2. Not selected
5060908	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Health impairment (such as seizures, asthma, diabetes). 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Health impairment (such as seizures, asthma, diabetes). 1. Selected 2. Not selected
5060909	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Physical disability (such as cerebral palsy, spina bifida, amputee, contractures). 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Physical disability (such as cerebral palsy, spina bifida, amputee, contractures). 1. Selected 2. Not selected
5060910	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Sensory impairment (such as hypersensitivity; sensory processing problems; sensory integration problems; sensory deficit, or sensory organization problems). 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Sensory impairment (such as hypersensitivity; sensory processing problems; sensory integration problems; sensory deficit, or sensory organization problems). 1. Selected 2. Not selected
5060911	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Emotional disturbance. 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Emotional disturbance. 1. Selected 2. Not selected
5060912	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Conduct disorder or oppositional defiant disorder. 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Conduct disorder or oppositional defiant disorder. 1. Selected 2. Not selected
5060923	New Item		Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Post Traumatic Stress Disorder (PTSD). 1. Selected 2. Not selected	Added based on OFT1 responses to other/specify field	**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Post Traumatic Stress Disorder (PTSD). 1. Selected 2. Not selected
5060914	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Anxiety disorder or phobia. 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Anxiety disorder or phobia. 1. Selected 2. Not selected
5060915	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Obsessive compulsive disorder (OCD). 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Obsessive compulsive disorder (OCD). 1. Selected 2. Not selected
5060916	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Eating disorder. 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Eating disorder. 1. Selected 2. Not selected
5060917	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Depression. 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Depression. 1. Selected 2. Not selected
5060918	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Bipolar disorder. 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Bipolar disorder. 1. Selected 2. Not selected
5060919	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Tourette's syndrome. 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Tourette's syndrome. 1. Selected 2. Not selected
5060920	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Traumatic brain injury. 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Traumatic brain injury. 1. Selected 2. Not selected
5060921	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Diagnosis not yet determined. 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Diagnosis not yet determined. 1. Selected 2. Not selected
5060922	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Other. 1. Selected 2. Not selected		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Other. 1. Selected 2. Not selected
5060924	ECLS-K:2011 (Parent, 2nd grade, Spring, CHQ125)	What was the diagnosis or were the diagnoses? ..1LEARNING DISABILITY.2 ATTENTION DEFICIT DISORDER (ADD).3 ATTENTION DEFICIT HYPERACTIVE DISORDER.(ADHD).4 DEVELOPMENTAL DELAY.5 AUTISM.6 DYSLEXIA.7 DYSCALCULIA.8 INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.9 ORTHOPEDIC IMPAIRMENT.10 SERIOUS EMOTIONAL DISTURBANCE.11 TRAUMATIC BRAIN INJURY.12 PANIC DISORDER.13 SEPARATION ANXIETY DISORDER.14 OBSESSIVE COMPULSIVE DISORDER.15 GENERALIZED ANXIETY DISORDER.16 OTHER ANXIETY DISORDER.17 BIPOLAR DISORDER.18 DEPRESSION.91 OTHER (SPECIFY).REFUSED.DON'T KNOW	Disability status	**Unchanged from OFT1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Other Please Specify. OS		**Unchanged from MS1	What was the diagnosis or diagnoses? If you don't see {CFNAME}'s diagnosis or diagnoses in the list below, please select "Other" and type it in the "Please Specify" box. Other Please Specify. OS
5061304	New Item		Disability status	**Added	What was {CFNAME}'s first diagnosis? {Responses from F055}	Added to ask about the first diagnosis instead of each diagnosis to reduce burden.	**Revised	What was {CFNAME}'s first diagnosis? {Responses from F055, "More than one diagnosed at the same time"}	Revised to add “more than one diagnosed at the same time” response option based on MS1 other specify responses
5061305	New Item		Disability status	**Added	What was {CFNAME}'s first diagnosis? Other specify OS	Added to ask about the first diagnosis instead of each diagnosis to reduce burden.	**Unchanged from MS1	What was {CFNAME}'s first diagnosis? Other specify OS
5061303	New Item		Disability status	**Revised	How old was {CFNAME} when diagnosed with {DIAGNOSIS FROM F055}? Dropdown list: Less than 1, 1-{child's age-1}, Don't know	Revised to ask about the first diagnosis instead of each diagnosis to reduce burden. Retrospective memory is likely strongest for the time of the first diagnosis.	**Unchanged from MS1	How old was {CFNAME} when diagnosed with {DIAGNOSIS FROM F055}? Dropdown list: Less than 1, 1-{child's age-1}, Don't know
5061401	New Item		Support for students with disabilities	Revised	Is {CFNAME} taking any prescription medication for ADD or ADHD? 1. Yes 2. No	"Now" removed to reduce redundancy. Added "any".	Unchanged from MS1	Is {CFNAME} taking any prescription medication for ADD or ADHD? 1. Yes 2. No
5061500	ECLS_K:2011 (Parent, 2nd grade, Spring, CHQ155)	Is {CHILD} medicated for ADD or ADHD at school, at home, or both? ..1. At school.2. At home.3. Both at school and at home	Support for students with disabilities	Unchanged from OFT1	Is {CFNAME} medicated for ADD or ADHD at school, at home, or both? 1. At school 2. At home 3. Both at school and at home		Unchanged from MS1	Is {CFNAME} medicated for ADD or ADHD at school, at home, or both? 1. At school 2. At home 3. Both at school and at home
5061400	ECLS_K:2011 (Parent, 2nd grade, Spring, CHQ140)	Is {CHILD} now taking any prescription medicine for the condition related to {his/her} [CATI: IF F09=1-20 INSERT ITEM TEXT; IF F09 = 91 INSERT TEXT ENTERED AT F10]? ..1. Yes 2. No	Support for students with disabilities	Revised	Is {CFNAME} taking any prescription medication for any {other} {diagnosis/diagnoses}? 1. Yes 2. No	Revised to match with change to item 5061303	Unchanged from MS1	Is {CFNAME} taking any prescription medication for any {other} {diagnosis/diagnoses}? 1. Yes 2. No
5061600	New Item		Support for students with disabilities	**Unchanged from OFT1	Now we would like to ask about experiences {CFNAME} and your family may have had with special education services. Does {CFNAME} currently have a 504 plan based on section 504 of the Rehabilitation Act that describes accommodations to support {CFNAME}'s learning? 1. Yes 2. No 3. Don't know		**Unchanged from MS1	Now we would like to ask about experiences {CFNAME} and your family may have had with special education services. Does {CFNAME} currently have a 504 plan based on section 504 of the Rehabilitation Act that describes accommodations to support {CFNAME}'s learning? 1. Yes 2. No 3. Don't know
5061700	NLTS 2012 (Parent Baseline Questionnaire; D3)	Did [YOUTH] ever receive special education services or have an IEP (Individualized Education Program)? ..1. Yes 2. No	Support for students with disabilities	**Unchanged from OFT1	Has {CFNAME} ever had an Individualized Education Program (IEP)? 1. Yes 2. No 3. Don't know		**Unchanged from MS1	Has {CFNAME} ever had an Individualized Education Program (IEP)? 1. Yes 2. No 3. Don't know
5061800	NLTS 2012 (Parent Baseline Questionnaire; D5)	As of the beginning of the 2012-13 school year, did [YOUTH] still receive special education services and have an IEP? ..1. Yes 2. No	Support for students with disabilities	**Unchanged from OFT1	Does {CFNAME} still have an IEP? 1. Yes 2. No 3. Don't know		**Revised	[Our records indicate that [CFNAME] received special education services in sixth grade.] Does {CFNAME} still have an IEP? 1. Yes 2. No 3. Don't know	Revised to add fill for MS1 respondents who had an IEP.
5061801	New Item		Support for students with disabilities				** Added	When did [CFNAME] stop receiving special education services? 1. Between Kindergarten and grade 5 2. Grade 6 3. Between grade 6 and grade 7 4. Grade 7 5. Between grade 7 and grade 8 6. Grade 8 7. Don't know	Added to see timeframe student had IEP
5061901	NLTS 2012 (Parent Baseline Questionnaire; D5b)	Why is [he/she] no longer receiving special education services?.1 No longer needs special services.2 Met IEP goals .3 Youth was declassified, school says no longer needs services.4 No longer eligible, doesn't qualify.5 School doesn't have the programs [YOUTH] needs.6 Parent doesn't want youth in special education.7 Youth did not want to be in special education.8 Youth now has a 504 Plan.9 Youth was never was in special education.10 Youth home schooled by parent.11 Youth no longer in school.12 Other (SPECIFY).	Support for students with disabilities	**Unchanged from OFT1	Why does {CFNAME} no longer have an IEP? {CFNAME} no longer needs special education services. 1. Selected 2. Not selected		**Unchanged from MS1	Why does {CFNAME} no longer have an IEP? {CFNAME} no longer needs special education services. 1. Selected 2. Not selected
5061902	NLTS 2012 (Parent Baseline Questionnaire; D5b)	Why is [he/she] no longer receiving special education services?.1 No longer needs special services.2 Met IEP goals .3 Youth was declassified, school says no longer needs services.4 No longer eligible, doesn't qualify.5 School doesn't have the programs [YOUTH] needs.6 Parent doesn't want youth in special education.7 Youth did not want to be in special education.8 Youth now has a 504 Plan.9 Youth was never was in special education.10 Youth home schooled by parent.11 Youth no longer in school.12 Other (SPECIFY).	Support for students with disabilities	**Unchanged from OFT1	Why does {CFNAME} no longer have an IEP? {CFNAME} met IEP goals. 1. Selected 2. Not selected		**Unchanged from MS1	Why does {CFNAME} no longer have an IEP? {CFNAME} met IEP goals. 1. Selected 2. Not selected
5061903	NLTS 2012 (Parent Baseline Questionnaire; D5b)	Why is [he/she] no longer receiving special education services?.1 No longer needs special services.2 Met IEP goals .3 Youth was declassified, school says no longer needs services.4 No longer eligible, doesn't qualify.5 School doesn't have the programs [YOUTH] needs.6 Parent doesn't want youth in special education.7 Youth did not want to be in special education.8 Youth now has a 504 Plan.9 Youth was never was in special education.10 Youth home schooled by parent.11 Youth no longer in school.12 Other (SPECIFY).	Support for students with disabilities	**Revised	Why does {CFNAME} no longer have an IEP? School says {CFNAME} does not need services. 1. Selected 2. Not selected	Revised text for clarity	**Unchanged from MS1	Why does {CFNAME} no longer have an IEP? School says {CFNAME} does not need services. 1. Selected 2. Not selected
5061904	NLTS 2012 (Parent Baseline Questionnaire; D5b)	Why is [he/she] no longer receiving special education services?.1 No longer needs special services.2 Met IEP goals .3 Youth was declassified, school says no longer needs services.4 No longer eligible, doesn't qualify.5 School doesn't have the programs [YOUTH] needs.6 Parent doesn't want youth in special education.7 Youth did not want to be in special education.8 Youth now has a 504 Plan.9 Youth was never was in special education.10 Youth home schooled by parent.11 Youth no longer in school.12 Other (SPECIFY).	Support for students with disabilities	**Unchanged from OFT1	Why does {CFNAME} no longer have an IEP? {CFNAME} is no longer eligible, doesn't qualify. 1. Selected 2. Not selected		**Unchanged from MS1	Why does {CFNAME} no longer have an IEP? {CFNAME} is no longer eligible, doesn't qualify. 1. Selected 2. Not selected
5061905	NLTS 2012 (Parent Baseline Questionnaire; D5b)	Why is [he/she] no longer receiving special education services?.1 No longer needs special services.2 Met IEP goals .3 Youth was declassified, school says no longer needs services.4 No longer eligible, doesn't qualify.5 School doesn't have the programs [YOUTH] needs.6 Parent doesn't want youth in special education.7 Youth did not want to be in special education.8 Youth now has a 504 Plan.9 Youth was never was in special education.10 Youth home schooled by parent.11 Youth no longer in school.12 Other (SPECIFY).	Support for students with disabilities	**Unchanged from OFT1	Why does {CFNAME} no longer have an IEP? School doesn't have the programs {CFNAME} needs. 1. Selected 2. Not selected		**Unchanged from MS1	Why does {CFNAME} no longer have an IEP? School doesn't have the programs {CFNAME} needs. 1. Selected 2. Not selected
5061906	NLTS 2012 (Parent Baseline Questionnaire; D5b)	Why is [he/she] no longer receiving special education services?.1 No longer needs special services.2 Met IEP goals .3 Youth was declassified, school says no longer needs services.4 No longer eligible, doesn't qualify.5 School doesn't have the programs [YOUTH] needs.6 Parent doesn't want youth in special education.7 Youth did not want to be in special education.8 Youth now has a 504 Plan.9 Youth was never was in special education.10 Youth home schooled by parent.11 Youth no longer in school.12 Other (SPECIFY).	Support for students with disabilities	**Unchanged from OFT1	Why does {CFNAME} no longer have an IEP? I don't want {CFNAME} in special education. 1. Selected 2. Not selected		**Unchanged from MS1	Why does {CFNAME} no longer have an IEP? I don't want {CFNAME} in special education. 1. Selected 2. Not selected
5061907	NLTS 2012 (Parent Baseline Questionnaire; D5b)	Why is [he/she] no longer receiving special education services?.1 No longer needs special services.2 Met IEP goals .3 Youth was declassified, school says no longer needs services.4 No longer eligible, doesn't qualify.5 School doesn't have the programs [YOUTH] needs.6 Parent doesn't want youth in special education.7 Youth did not want to be in special education.8 Youth now has a 504 Plan.9 Youth was never was in special education.10 Youth home schooled by parent.11 Youth no longer in school.12 Other (SPECIFY).	Support for students with disabilities	**Unchanged from OFT1	Why does {CFNAME} no longer have an IEP? {CFNAME} did not want to be in special education. 1. Selected 2. Not selected		**Unchanged from MS1	Why does {CFNAME} no longer have an IEP? {CFNAME} did not want to be in special education. 1. Selected 2. Not selected
5061908	NLTS 2012 (Parent Baseline Questionnaire; D5b)	Why is [he/she] no longer receiving special education services?.1 No longer needs special services.2 Met IEP goals .3 Youth was declassified, school says no longer needs services.4 No longer eligible, doesn't qualify.5 School doesn't have the programs [YOUTH] needs.6 Parent doesn't want youth in special education.7 Youth did not want to be in special education.8 Youth now has a 504 Plan.9 Youth was never was in special education.10 Youth home schooled by parent.11 Youth no longer in school.12 Other (SPECIFY).	Support for students with disabilities	**Revised	Why does {CFNAME} no longer have an IEP? {CFNAME} has a 504 Plan. 1. Selected 2. Not selected	Revised text for clarity. Child may have always had 504 plan.	**Unchanged from MS1	Why does {CFNAME} no longer have an IEP? {CFNAME} has a 504 Plan. 1. Selected 2. Not selected
5061909	NLTS 2012 (Parent Baseline Questionnaire; D5b)	Why is [he/she] no longer receiving special education services?.1 No longer needs special services.2 Met IEP goals .3 Youth was declassified, school says no longer needs services.4 No longer eligible, doesn't qualify.5 School doesn't have the programs [YOUTH] needs.6 Parent doesn't want youth in special education.7 Youth did not want to be in special education.8 Youth now has a 504 Plan.9 Youth was never was in special education.10 Youth home schooled by parent.11 Youth no longer in school.12 Other (SPECIFY).	Support for students with disabilities	**Unchanged from OFT1	Why does {CFNAME} no longer have an IEP? Other 1. Selected 2. Not selected		**Unchanged from MS1	Why does {CFNAME} no longer have an IEP? Other 1. Selected 2. Not selected
5061911	New Item		Support for students with disabilities				** Added	Since leaving special education services, how is [CFNAME] doing in school in the following areas? Academics (reading, math, science) 1. Better 2. About the same 3. Worse 4. Don't know	Added to measure child success without special ed services
5061912	New Item		Support for students with disabilities				** Added	Since leaving special education services, how is [CFNAME] doing in school in the following areas? Behavior in school 1. Better 2. About the same 3. Worse 4. Don't know	Added to measure child success without special ed services
5062000	NLTS 2012 (Parent Baseline Questionnaire; E1b)	In the last 12 months, has there been an IEP meeting about {CHILD}'s special education program or services? ..1. Yes 2. No .3. Don't know	Support for students with disabilities	**Unchanged from OFT1	In the last 12 months, has there been an IEP meeting about {CFNAME}'s special education program or services? 1. Yes 2. No 3. Don't know		**Unchanged from MS1	In the last 12 months, has there been an IEP meeting about {CFNAME}'s special education program or services? 1. Yes 2. No 3. Don't know
5062100	NLTS 2012 (Parent Baseline Questionnaire; E1)	During this or last school year, did you or another adult in the household go to a meeting about an Individualized Education Program, or IEP, for [YOUTH'S] special education program or services? ..1. Yes 2. No	Support for students with disabilities	**Unchanged from OFT1	Did you or another adult in the household go to the meeting? 1. Yes 2. No 3. Don't know		**Unchanged from MS1	Did you or another adult in the household go to the meeting? 1. Yes 2. No 3. Don't know
5062200	NLTS 2012 (Parent Baseline Questionnaire; E1a)	During this or last school year, did [YOUTH] go to [that same/a] meeting about an Individualized Education Program, or IEP, for [his/her] special education program or services?.1. Yes 2. No	Support for students with disabilities	**Unchanged from OFT1	Did {CFNAME} go to the meeting? 1. Yes 2. No 3. Don't know		**Unchanged from MS1	Did {CFNAME} go to the meeting? 1. Yes 2. No 3. Don't know
5062500	NLTS 2012 (Parent Baseline Questionnaire; E5)	Which of the following best describes [YOUTH'S] role in [his/her] [IEP and transition planning/IEP planning]? ..1.[He/She] did not participate .2.[He/She] was present in discussions but participated very little or not at all .3. [He/She] provided some input .4.[He/She] took a leadership role (helping set the direction of the discussions, goals and plans) .5. Doesn't know about any goals	Support for students with disabilities	Unchanged from OFT1	How active was {CFNAME} in developing {CFNAME}'s IEP? For example, did {CFNAME} participate in discussions about {CFNAME}'s disability, strengths, needs, the accommodations that would help {CFNAME} achieve in class, goals for the future, and the goals {CFNAME} feels are most important to work on? 1. Very active; took a leadership role in IEP development. 2. Active; participated regularly in IEP development. 3. Somewhat active; participated occasionally in IEP development. 4. Not active; did not participate in IEP development. 5. Don't know		Unchanged from MS1	How active was {CFNAME} in developing {CFNAME}'s IEP? For example, did {CFNAME} participate in discussions about {CFNAME}'s disability, strengths, needs, the accommodations that would help {CFNAME} achieve in class, goals for the future, and the goals {CFNAME} feels are most important to work on? 1. Very active; took a leadership role in IEP development. 2. Active; participated regularly in IEP development. 3. Somewhat active; participated occasionally in IEP development. 4. Not active; did not participate in IEP development. 5. Don't know

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Justification
5062600	ECLS-K:2011 (Parent, K; CHQ430)	Overall, how satisfied are you with the special services or special education program this school year? ..1. Completely satisfied.2. Very satisfied.3. Fairly satisfied.4. Somewhat dissatisfied.5. Very dissatisfied	Support for students with disabilities	Revised	Overall, how satisfied are you with the progress {CFNAME} has made towards {CFNAME}'s IEP goals this year? Are you… 1. Very satisfied 2. Satisfied 3. Somewhat satisfied 4. Somewhat dissatisfied 5. Dissatisfied 6. Very dissatisfied	Response options revised for clarity	Unchanged from MS1	Overall, how satisfied are you with the progress {CFNAME} has made towards {CFNAME}'s IEP goals this year? Are you… 1. Very satisfied 2. Satisfied 3. Somewhat satisfied 4. Somewhat dissatisfied 5. Dissatisfied 6. Very dissatisfied
5062800	New item		Support for students with disabilities	**Revised	During the past 12 months, has {CFNAME} had any services to help {CFNAME} with academics (schoolwork), social and emotional skills, or behavior that are paid for by you or someone other than the school? 1. Yes 2. No 3. Don't know	Revised text for clarity	**Unchanged from MS1	During the past 12 months, has {CFNAME} had any services to help {CFNAME} with academics (schoolwork), social and emotional skills, or behavior that are paid for by you or someone other than the school? 1. Yes 2. No 3. Don't know
5062801	New Item		Child self-advocacy skills	Revised	The next questions ask how often you discussed with {CFNAME}'s school staff about developing {CFNAME}'s skills in different areas. How often did you talk with the school about how {CFNAME} can learn to advocate for {CFNAME} and decide about {CFNAME}'s own future goals? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Reword for clarity	Unchanged from MS1	The next questions ask how often you discussed with {CFNAME}'s school staff about developing {CFNAME}'s skills in different areas. How often did you talk with the school about how {CFNAME} can learn to advocate for {CFNAME} and decide about {CFNAME}'s own future goals? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
5062802	New Item		Child self-advocacy skills	Revised	The next questions ask how often you discussed with {CFNAME}'s school staff about developing {CFNAME}'s skills in different areas. How often did you talk about how {CFNAME} can increase social and community support networks? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Reword for clarity	Unchanged from MS1	The next questions ask how often you discussed with {CFNAME}'s school staff about developing {CFNAME}'s skills in different areas. How often did you talk about how {CFNAME} can increase social and community support networks? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
5062803	New Item		Child self-advocacy skills	Revised	The next questions ask how often you discussed with {CFNAME}'s school staff about developing {CFNAME}'s skills in different areas. How often did you talk about how {CFNAME} can learn "soft" skills for getting a job (such as appropriate dress, working well in a group, following instructions)? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Reword for clarity	Unchanged from MS1	The next questions ask how often you discussed with {CFNAME}'s school staff about developing {CFNAME}'s skills in different areas. How often did you talk about how {CFNAME} can learn "soft" skills for getting a job (such as appropriate dress, working well in a group, following instructions)? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
5062804	New Item		Child self-advocacy skills	Revised	The next questions ask how often you discussed with {CFNAME}'s school staff about developing {CFNAME}'s skills in different areas. How often did you talk about how {CFNAME} can practice skills in handling money such as counting money, making change, saving money for a desired object or event? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Reword for clarity	Unchanged from MS1	The next questions ask how often you discussed with {CFNAME}'s school staff about developing {CFNAME}'s skills in different areas. How often did you talk about how {CFNAME} can practice skills in handling money such as counting money, making change, saving money for a desired object or event? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
5062805	New Item		Child self-advocacy skills	Revised	The next questions ask how often you discussed with {CFNAME}'s school staff about developing {CFNAME}'s skills in different areas. How often did you talk about how {CFNAME} can prepare for change (for example, change in schools; graduating; and moving to adulthood)? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often	Reword for clarity	Unchanged from MS1	The next questions ask how often you discussed with {CFNAME}'s school staff about developing {CFNAME}'s skills in different areas. How often did you talk about how {CFNAME} can prepare for change (for example, change in schools; graduating; and moving to adulthood)? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
5040001	4-H Longitudinal Study of Positive Youth Development (Wave 8, Parent Questionnaire, 32.28)	I know most of my child's friends and playmates...Never.Sometimes.Usually.Always..	Parent-child relationship	Unchanged from OFT1	Now we have some questions about how much parents and guardians keep an eye on children around this age. How many of {CFNAME}'s friends do you know? 1. None 2. Some 3. About half 4. Most 5. All or almost all		Revised	Now we have some questions about how much parents and guardians keep an eye on children around this age. How many of {CFNAME}'s friends do you know? 1. None 2. Some 3. About half 4. Most 5. All or almost all 6. [CFNAME] does not have any friends	Revised to add response option for "[CFNAME] does not have any friends" based on MS1 telephone interviewer feedback
5040002	AddHealth (Wave 1, Parent Questionnaire, PC17)	Please think about all of {CNAME}'s friends. How many parents of {CHILD}'s friends have you talked to in the last four weeks ..___number of parents	Parent-child relationship	Revised	Please think about all of {CFNAME}'s friends. About how many parents of {CFNAME}'s friends do you talk or text with regularly, either in person, online, or on the phone? Open response: Number of parents	Text revised for consistency across questions and clarity	Unchanged from MS1	Please think about all of {CFNAME}'s friends. About how many parents of {CFNAME}'s friends do you talk or text with regularly, either in person, online, or on the phone? Open response: Number of parents
5040003	ECLS-K (Round 2, Parent Survey, PIQ300)	About how many parents of children in {CHILD}'s {or {TWIN}'s} class do you talk with regularly, either in person or on the phone?.Enter Text	Parent-child relationship	Revised	Now, please think about the children {CFNAME} goes to school with. About how many parents of children in {CFNAME}'s school do you talk or text with regularly, either in person, online, or on the phone? Open response: Number of parents	Text revised for consistency across questions and clarity	Unchanged from MS1	Now, please think about the children {CFNAME} goes to school with. About how many parents of children in {CFNAME}'s school do you talk or text with regularly, either in person, online, or on the phone? Open response: Number of parents
5040101	Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000)	Do your parents...Know what you do during your free time? *response scale not specified	Parental monitoring	Unchanged from OFT1	How often do you...Know what {CFNAME} does during {CFNAME} free time? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do you… Know what {CFNAME} does during {CFNAME} free time? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
5040102	Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000)	Do your parents...Usually know what type of homework you have? *response scale not specified	Parental monitoring	Unchanged from OFT1	How often do you...Know what type of homework {CFNAME} has? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do you… Know what type of homework {CFNAME} has? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
5040104	Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000)	Do your parents...Usually know when you have an exam or paper due at school? *response scale not specified	Parental monitoring	Unchanged from OFT1	How often do you...Know when {CFNAME} has an exam or paper due at school? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do you… Know when {CFNAME} has an exam or paper due at school? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
5040105	Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000)	Do your parents...Know how you do in different subjects at school? *response scale not specified	Parental monitoring	Unchanged from OFT1	How often do you...Know what {CFNAME}'s grades are in different subjects at school? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do you… Know what {CFNAME}'s grades are in different subjects at school? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
5040106	Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000)	Do your parents...Know where you go when you are out with friends at night? *response scale not specified	Parental monitoring	Unchanged from OFT1	How often do you...Know where {CFNAME} goes after school? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do you… Know where {CFNAME} goes after school? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
5040103	Self-Disclosure & Parental Monitoring/Knowledge (Kerr & Statin, 2000)	Do your parents...Know what you spend your money on? *response scale not specified	Parental monitoring	Unchanged from OFT1	How often do you...Know what {CFNAME} spends {CFNAME}'s money on? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often do you… Know what {CFNAME} spends {CFNAME}'s money on? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
5040107	Adapted from ECLS-K:2011 Parent Interview (PIQ 510)	How often does {CHILD} do homework at home? Would you say..PROBE: This refers to homework assigned by the school and not extra work provided by the parent...1 Never.2 Less than once a week.3 1 to 2 times a week.4 3 to 4 times a week, or.5 5 or more times a week?.REFUSED.DON'T KNOW..	Parent involvement - Homework	Added	During this school year, how often...Does {CFNAME} do homework at home? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	Added by recommendation of 2017 TRP to add item about parents helping children with their homework.	Unchanged from MS1	During this school year, how often… Does {CFNAME} do homework at home? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
5040108	Adapted from ECLS-K:2011 Parent Interview (PIQ 520)	During this school year, how often did you or someone else help {him/her} with {his/her} homework? Would you say...1 Never.2 Less than once a week.3 1 to 2 times a week.4 3 to 4 times a week, or.5 5 or more times a week?.REFUSED.DON'T KNOW.	Parent involvement - Homework	Added	During this school year, how often...Do you or someone else in your household help {CFNAME} with homework? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	Added by recommendation of 2017 TRP to add item about parents helping children with their homework.	Unchanged from MS1	During this school year, how often… Do you or someone else in your household help {CFNAME} with homework? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
5040109	Adapted from ECLS-K:2011 Parent Interview (PIQ 530)	How often do you check that {CHILD} has completed all homework? Would you say... .1 Never.2 Rarely.3 Sometimes.4 Always.REFUSED.DON'T KNOW.	Parent involvement - Homework	Added	During this school year, how often...Do you check that {CFNAME} completed all homework? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	Added by recommendation of 2017 TRP to add item about parents helping children with their homework.	Unchanged from MS1	During this school year, how often… Do you check that {CFNAME} completed all homework? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
5041101	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 think and feel about various things)? ..1. no, not at all/ never.2. yes	Child disclosure	Unchanged from OFT1	How often does {CFNAME} tell you about…His/her friends without you asking (for example, which friends {CFNAME} hangs out with and how these friends feel about things)? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often does {CFNAME} tell you about… His/her friends without you asking (for example, which friends {CFNAME} hangs out with and how these friends feel about things)? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
5041102	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)?..1. Never/not at all.2.3.4.5. Always/Very much	Child disclosure	Unchanged from OFT1	How often does {CFNAME} tell you about...School without you asking (for example, how each subject is going or {CFNAME}'s relationships with teachers)? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always		Unchanged from MS1	How often does {CFNAME} tell you about… School without you asking (for example, how each subject is going or {CFNAME}'s relationships with teachers)? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
5041201	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? ..1. Never/not at all.2.3.4.5. Always/Very much	Child disclosure	Unchanged from OFT1	How often does {CFNAME} keep secrets from you about what {CFNAME} does during {CFNAME}'s free time? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always 7. Don't know		Unchanged from MS1	How often does {CFNAME} keep secrets from you about what {CFNAME} does during {CFNAME}'s free time? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always 7. Don't know
5040111	ECLS-K:2011 (Round 9, Student Survey, CLQ820)	Does your family have rules about who you can send texts, messages, or emails to?..Yes. No.	Parent-child relationship	Unchanged from OFT1	Does your family have rules about...Who {CFNAME} can text, message, video chat, email, or play online games with? 1. Yes 2. No		Unchanged from MS1	Does your family have rules about… Who {CFNAME} can text, message, video chat, email, or play online games with? 1. Yes 2. No
5040112	ECLS-K:2011 (Round 9, Student Survey, CLQ825)	Does your family have rules about when you can send texts, messages, or emails?..	Parent-child relationship	Unchanged from OFT1	Does your family have rules about...When {CFNAME} can text, message, video chat, email, or play online games? 1. Yes 2. No		Unchanged from MS1	Does your family have rules about… When {CFNAME} can text, message, video chat, email, or play online games? 1. Yes 2. No
5040113	Common Sense Media, Media Use by Tweens and Teens (Q33b)	Have your parents ever talked to you about: ...How long you can use media for (such as no more than an hour a day)..	Parent-child relationship	Unchanged from OFT1	Does your family have rules about...How much time {CFNAME} can spend using technology (for example, a limit on "screen time" hours per day)? 1. Yes 2. No		Unchanged from MS1	Does your family have rules about… How much time {CFNAME} can spend using technology (for example, a limit on "screen time" hours per day)? 1. Yes 2. No
5040201	MADICS (Primary Caregiver Face- to-Face Interview, Wave 1, 23a)	Have any of the following things happened to (CHILD)?. .Gotten involved with the wrong kind of kids?.1. Yes 2. No	Child problem behaviors	Unchanged from OFT1	Next, we'd like to ask you some questions about things children sometimes do around this age. Have any of the following things happened to {CFNAME}? Has {CFNAME}...gotten involved with the wrong kinds of people around {CFNAME}'s age? 1. Selected 2. Not selected		Unchanged from MS1	Next, we'd like to ask you some questions about things children sometimes do around this age. Have any of the following things happened to {CFNAME}? Has {CFNAME}...gotten involved with the wrong kinds of people around {CFNAME}'s age? 1. Selected 2. Not selected
5040202	MADICS (Primary Caregiver Face- to-Face Interview, Wave 1, 23b)	Have any of the following things happened to (CHILD)?. .Gotten involved in drugs?.1. Yes 2. No	Child problem behaviors	Unchanged from OFT1	Next, we'd like to ask you some questions about things children sometimes do around this age. Have any of the following things happened to {CFNAME}? Has {CFNAME}...ever used drugs (for example, marijuana, cocaine, ecstasy, or 'bath salts')? 1. Selected 2. Not selected		Unchanged from MS1	Next, we'd like to ask you some questions about things children sometimes do around this age. Have any of the following things happened to {CFNAME}? Has {CFNAME}...ever used drugs (for example, marijuana, cocaine, ecstasy, or 'bath salts')? 1. Selected 2. Not selected
5040203	MADICS (Primary Caregiver Face- to-Face Interview, Wave 1, 23c)	Have any of the following things happened to (CHILD)?. .Gotten involved with alcohol?.1. Yes 2. No	Child problem behaviors	Unchanged from OFT1	Next, we'd like to ask you some questions about things children sometimes do around this age. Have any of the following things happened to {CFNAME}? Has {CFNAME}...ever used alcohol? 1. Selected 2. Not selected		Unchanged from MS1	Next, we'd like to ask you some questions about things children sometimes do around this age. Have any of the following things happened to {CFNAME}? Has {CFNAME}...ever used alcohol? 1. Selected 2. Not selected
5040204	MADICS (Primary Caregiver Face- to-Face Interview, Wave 1, 23d)	Have any of the following things happened to {CHILD}? Has {he/she}...gotten in trouble with the police?.1. Yes 2. No	Child problem behaviors	Unchanged from OFT1	Next, we'd like to ask you some questions about things children sometimes do around this age. Have any of the following things happened to {CFNAME}? Has {CFNAME}...gotten in trouble with the police? 1. Selected 2. Not selected		Unchanged from MS1	Next, we'd like to ask you some questions about things children sometimes do around this age. Have any of the following things happened to {CFNAME}? Has {CFNAME}...gotten in trouble with the police? 1. Selected 2. Not selected
5040207	MADICS (Primary Caregiver Face- to-Face Interview, Wave 1, 23f)	Have any of the following things happened to {CHILD}? Has {he/she}...run away?.1. Yes 2. No	Child problem behaviors	Unchanged from OFT1	Next, we'd like to ask you some questions about things children sometimes do around this age. Have any of the following things happened to {CFNAME}? Has {CFNAME}...run away? 1. Selected 2. Not selected		Unchanged from MS1	Next, we'd like to ask you some questions about things children sometimes do around this age. Have any of the following things happened to {CFNAME}? Has {CFNAME}...run away? 1. Selected 2. Not selected
5040211	MADICS (Primary Caregiver Face- to-Face Interview, Wave 1, 23a)	Have any of the following things happened to (CHILD)?. .Gotten involved with the wrong kind of kids?.1. Yes 2. No	Child problem behaviors - Past two years				Added	Next, we'd like to ask you some questions about things children sometimes do around this age. Since [MONTH OF MS1 INTERVIEW] 2018, have any of the following things happened to {CFNAME}? Has {CFNAME}...gotten involved with the wrong kinds of people around {CFNAME}'s age? 1. Selected 2. Not selected	Added to collect information specifically pertaining to middle school years.
5040212	MADICS (Primary Caregiver Face- to-Face Interview, Wave 1, 23b)	Have any of the following things happened to (CHILD)?. .Gotten involved in drugs?.1. Yes 2. No	Child problem behaviors - Past two years				Added	Next, we'd like to ask you some questions about things children sometimes do around this age. Since [MONTH OF MS1 INTERVIEW] 2018, have any of the following things happened to {CFNAME}? Has {CFNAME}...ever used drugs (for example, marijuana, cocaine, ecstasy, or 'bath salts')? 1. Selected 2. Not selected	Added to collect information specifically pertaining to middle school years.
5040213	MADICS (Primary Caregiver Face- to-Face Interview, Wave 1, 23c)	Have any of the following things happened to (CHILD)?. .Gotten involved with alcohol?.1. Yes 2. No	Child problem behaviors - Past two years				Added	Next, we'd like to ask you some questions about things children sometimes do around this age. Since [MONTH OF MS1 INTERVIEW] 2018, have any of the following things happened to {CFNAME}? Has {CFNAME}...ever used alcohol? 1. Selected 2. Not selected	Added to collect information specifically pertaining to middle school years.
5040214	MADICS (Primary Caregiver Face- to-Face Interview, Wave 1, 23d)	Have any of the following things happened to {CHILD}? Has {he/she}...gotten in trouble with the police?.1. Yes 2. No	Child problem behaviors - Past two years				Added	Next, we'd like to ask you some questions about things children sometimes do around this age. Since [MONTH OF MS1 INTERVIEW] 2018, have any of the following things happened to {CFNAME}? Has {CFNAME}...gotten in trouble with the police? 1. Selected 2. Not selected	Added to collect information specifically pertaining to middle school years.
5040217	MADICS (Primary Caregiver Face- to-Face Interview, Wave 1, 23f)	Have any of the following things happened to {CHILD}? Has {he/she}...run away?.1. Yes 2. No	Child problem behaviors - Past two years				Added	Next, we'd like to ask you some questions about things children sometimes do around this age. Since [MONTH OF MS1 INTERVIEW] 2018, have any of the following things happened to {CFNAME}? Has {CFNAME}...run away? 1. Selected 2. Not selected	Added to collect information specifically pertaining to middle school years.
5040205	Original item source: MADICS (Primary Caregiver Face- to-Face Interview, Wave 1, 23e)	Have any of the following things happened to (CHILD)?. .Been beaten up by other kids?.1. Yes 2. No	Peer victimization	Revised	During this school year, how often have other children...Teased, made fun of, or called {CFNAME} names? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	Revised peer victimization item to align with student questionnaire	Unchanged from MS1	During this school year, how often have other children… Teased, made fun of, or called {CFNAME} names? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
5040206	New item adapted from MGLS2017 Student Questionnaire	.	Peer victimization	Revised	During this school year, how often have other children...Told lies or untrue stories about {CFNAME}? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	Revised peer victimization item to align with student questionnaire	Unchanged from MS1	During this school year, how often have other children… Told lies or untrue stories about {CFNAME}? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
5040208	New Item adapted from ECLS-K:2011 Parent Questionnairem (VIQ030 and VIQ040)	VIQ030: During this school year have other children ever pushed, shoved, slapped, hit, or kicked {CHILD}? .1 YES.2 NO.REFUSED..VIQ040: How often has this happened? Would you say. .1 Rarely.2 Sometimes.3 Often.4 Very often.REFUSED.DON'T KNOW..	Peer victimization	Added	During this school year, how often have other children...Pushed, shoved, slapped, hit, or kicked {CFNAME}? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always	Added items related to peer victimization to align with student questionnaire.	Unchanged from MS1	During this school year, how often have other children… Pushed, shoved, slapped, hit, or kicked {CFNAME}? 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often 6. Always
5040301	NQES(Mother Report, Item Dangerous People, Q1)	I worry about people with guns and knives in my neighborhood. ..1. Strongly agree.2.3.4.5. Strongly disagree	Neighborhood safety	Unchanged from OFT1	The next set of questions is about the neighborhood in which you live. How true are the following statements about your neighborhood? I worry about people with guns and knives in this neighborhood. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	The next set of questions is about the neighborhood in which you live. How true are the following statements about your neighborhood? I worry about people with guns and knives in this neighborhood. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
5040302	NQES(Mother Report, Item Dangerous People, Q1)	People in this neighborhood do not get along with each other. ..1. Strongly agree.2.3.4.5. Strongly disagree	Neighborhood safety	Unchanged from OFT1	The next set of questions is about the neighborhood in which you live. How true are the following statements about your neighborhood? People in this neighborhood do not get along with each other. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	The next set of questions is about the neighborhood in which you live. How true are the following statements about your neighborhood? People in this neighborhood do not get along with each other. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
5040303	NQES(Mother Report, Item Dangerous People, Q1)	Drug dealers are a problem in my neighborhood. ..1. Strongly agree.2.3.4.5. Strongly disagree	Neighborhood safety	Unchanged from OFT1	The next set of questions is about the neighborhood in which you live. How true are the following statements about your neighborhood? Drug dealers are a problem in this neighborhood. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	The next set of questions is about the neighborhood in which you live. How true are the following statements about your neighborhood? Drug dealers are a problem in this neighborhood. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
5040304	NQES(Mother Report, Item Dangerous People, Q1)	I worry about the kind of people my children will meet in this neighborhood. ..1. Strongly agree.2.3.4.5. Strongly disagree	Neighborhood safety	Unchanged from OFT1	The next set of questions is about the neighborhood in which you live. How true are the following statements about your neighborhood? I worry about the kind of people my children will meet in this neighborhood. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	The next set of questions is about the neighborhood in which you live. How true are the following statements about your neighborhood? I worry about the kind of people my children will meet in this neighborhood. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
5040305	NQES(Mother Report, Item Sense of safety, Q1)	My neighborhood is safe for children during the daytime...1. Strongly agree.2.3.4.5. Strongly disagree	Neighborhood safety	Unchanged from OFT1	The next set of questions is about the neighborhood in which you live. How true are the following statements about your neighborhood? This neighborhood is safe for children during the daytime. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	The next set of questions is about the neighborhood in which you live. How true are the following statements about your neighborhood? This neighborhood is safe for children during the daytime. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
5040306	NQES(Mother Report, Item Sense of safety, Q1)	My neighborhood is safe for children during the nighttime. ..1. Strongly agree.2.3.4.5. Strongly disagree	Neighborhood safety	Unchanged from OFT1	The next set of questions is about the neighborhood in which you live. How true are the following statements about your neighborhood? This neighborhood is safe for children during the nighttime. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	The next set of questions is about the neighborhood in which you live. How true are the following statements about your neighborhood? This neighborhood is safe for children during the nighttime. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
5040307	NQES(Mother Report, Item Physical environment, Q1)	There are lots of run down homes in our neighborhood..1. Strongly agree.2.3.4.5. Strongly disagree	Neighborhood safety	Unchanged from OFT1	The next set of questions is about the neighborhood in which you live. How true are the following statements about your neighborhood? There are lots of run down homes in this neighborhood. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true		Unchanged from MS1	The next set of questions is about the neighborhood in which you live. How true are the following statements about your neighborhood? There are lots of run down homes in this neighborhood. 1. Not at all true 2. A little bit true 3. Somewhat true 4. True 5. Very true
5070200	ECLS-K:2011 (Parent, K: EMQ.030)	{Were you/Was {NAME}} on leave or vacation from a job?.1. Yes 2. No	Parent education and occupation	**Unchanged from OFT1	Now we have a few questions about jobs and work people in {CFNAME}'s household do for a living. During the past week, {were you/was [IDP1]/was [IDP2]} on leave or vacation from a job? 1. Yes 2. No		**Unchanged from MS1	Now we have a few questions about jobs and work people in {CFNAME}'s household do for a living. During the past week, {were you/was [IDP1]/was [IDP2]} on leave or vacation from a job? 1. Yes 2. No
5070300	ECLS-K:2011 (Parent, K: EMQ.040)	{Have you/Has {NAME}} been actively looking for work in the past 4 weeks?.1. Yes 2. No	Parent education and occupation	**Unchanged from OFT1	{Have you/Has [IDP1]/Has [IDP2]} been actively looking for work in the past 4 weeks? 1. Yes 2. No		**Unchanged from MS1	{Have you/Has [IDP1]/Has [IDP2]} been actively looking for work in the past 4 weeks? 1. Yes 2. No
5070510	ECLS-K (Parent, K; EMQ100)	Could [{you/NAME}] have taken a job last week if one had been offered?.1. Yes 2. No	Parent Employment	**Unchanged from OFT1	Could {you/[IDP1]/[IDP2]} have taken a job last week if one had been offered? 1. Yes 2. No		**Unchanged from MS1	Could {you/[IDP1]/[IDP2]} have taken a job last week if one had been offered? 1. Yes 2. No
5070500	ECLS-K (Parent, K; EMQ.080)	What {were you/was {NAME}} doing most of last week? Would you say . . 1 Keeping house or caring for children.2 Going to school . 3 Retired . 4 Unable to work, or . 91 Something else? What was that? (SPECIFY) REFUSED .DON'T KNOW..	Parent Employment	**Unchanged from OFT1	What {were you/was [IDP1]/was [IDP2]} doing most of last week? Would you say… 1. Keeping house or caring for children 2. Going to school 3. Retired 4. Unable to work 5. Something else?		**Unchanged from MS1	What {were you/was [IDP1]/was [IDP2]} doing most of last week? Would you say… 1. Keeping house or caring for children 2. Going to school 3. Retired 4. Unable to work 5. Something else?
5070700	ECLS-K (Parent, K; EMQ.040)	How many jobs {do you/does {NAME}} have now?.\|___\|___\| Enter number of jobs	Parent Employment	Unchanged from OFT1	How many jobs {do you/does [IDP1]/does [IDP2]} have now? Open response: Number of jobs		Unchanged from MS1	How many jobs {do you/does [IDP1]/does [IDP2]} have now? Open response: Number of jobs
5070800	ECLS-K (Parent, K; EMQ.050)	About how many total hours per week {do you/does {NAME}} usually work for pay? ..1. \|___\|___\| Enter number of weekly hours between 1 and 80 {Range 1-80} .2. More than 80 hours per week	Parent Employment	Unchanged from OFT1	About how many total hours per week {do you/does [IDP1]/does [IDP2]} usually work for pay {counting {all/both} {# of jobs from H025 IF MORE THAN TWO} jobs}? Open response: Weekly hours		Unchanged from MS1	About how many total hours per week {do you/does [IDP1]/does [IDP2]} usually work for pay {counting {all/both} {# of jobs from H025 IF MORE THAN TWO} jobs}? Open response: Weekly hours
5071102	New Item		Parent Employment				**Added	Since {DATE OF INTERVIEW/SURVEY}, has {your/{IDP1’s/IDP2’S}} job title, place of, or type of employment changed for [this/these] job[s]? [DISPLAY JOB TITLE AND JOB DUTIES] 1. Yes 2. No	Added as gate question to see if employment changed
5071101	ECLS-K (Parent, K; EMQ.140)	What kind of work {are/is/were/was} {you/{NAME}} doing?.___________Enter job title	Type of business or occupation of parent 1	**Unchanged from OFT1	What {are/were} the title and duties of {your/[IDP1]'s/[IDP2]'s} job? If {you have/[IDP1]/[IDP2] has} more than 1 job, please answer this question for the job where {you work/[IDP1]/[IDP2] works} the most hours. Open response: Job title		**Revised	[Please update the information/What {are/were} the title and duties of {your/[IDP1]'s/[IDP2]'s} job? If {you have/[IDP1]/[IDP2] has} more than 1 job, please answer this question for the job where {you work/[IDP1]/[IDP2] works} the most hours.] Job Title Open response: Job title	Revised to add fill in case MS1 job changed
5071111	ECLS-K (Parent, K; EMQ.140)	What kind of work {are/is/were/was} {you/{NAME}} doing?.___________Enter job title	Type of business or occupation of parent 1	**Unchanged from OFT1	What {are/were} the title and duties of {your/[IDP1]'s/[IDP]'s} job? If {you have/[IDP1] has/[IDP2] has} more than 1 job, please answer this question for the job where {you work/[IDP1] works/[IDP2] works} the most hours. Open response: Job duties		**Revised	[Please update the information/What {are/were} the title and duties of {your/[IDP1]'s/[IDP2]'s} job? If {you have/[IDP1]/[IDP2] has} more than 1 job, please answer this question for the job where {you work/[IDP1]/[IDP2] works} the most hours.] Job Duties Open response: Job duties	Revised to add fill in case MS1 job changed
5071203	ECLS-K (Parent, K; EMQ210)	Since last spring/Since the spring of 2014/Since {CHILD} was born}, {have you/has {NAME}} served on active.duty in the U.S. Armed Forces, military Reserves, or National Guard?.Active duty does not include training for the Reserves or National Guard, but does include activation, for.example, for the war in Afghanistan..1. Yes 2. No	Parent military	Revised	Since {CFNAME} was born, {have you/has [IDP1]/has [IDP2]} served on active duty in the U.S. Armed Forces, Reserves, or National Guard? 1. Yes 2. No	Word 'military' removed to reduce redundancy	Unchanged from MS1	Since {CFNAME} was born, {have you/has [IDP1]/has [IDP2]} served on active duty in the U.S. Armed Forces, Reserves, or National Guard? 1. Yes 2. No
5071204	ECLS-K (Parent, K; EMQ215)	Are you/Is {NAME}} currently on active duty in the U.S. Armed Forces, military Reserves, or National Guard? .HELP TEXT: Active duty does not include training for the Reserves or National Guard, but DOES include.activation, for example, for the war in Afghanistan...1. Yes 2. No	Parent military	Revised	{Are you/Is [IDP1]/Is [IDP2]} currently on active duty in the U.S. Armed Forces, Reserves, or National Guard? 1. Yes 2. No	Word 'military' removed to reduce redundancy	Unchanged from MS1	{Are you/Is [IDP1]/Is [IDP2]} currently on active duty in the U.S. Armed Forces, Reserves, or National Guard? 1. Yes 2. No
5070201	ECLS-K:2011 (Parent, K: EMQ.030)	{Were you/Was {NAME}} on leave or vacation from a job?.1. Yes 2. No	Parent education and occupation	Added	Now we have a few questions about jobs and work people in {CFNAME}'s household do for a living. During the past week, {were you/was [IDP1]/was [IDP2]} on leave or vacation from a job? 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	Now we have a few questions about jobs and work people in {CFNAME}'s household do for a living. During the past week, {were you/was [IDP1]/was [IDP2]} on leave or vacation from a job? 1. Yes 2. No
5070301	ECLS-K:2011 (Parent, K: EMQ.040)	{Have you/Has {NAME}} been actively looking for work in the past 4 weeks?.1. Yes 2. No	Parent education and occupation	Added	{Have you/Has [IDP1]/Has [IDP2]} been actively looking for work in the past 4 weeks? 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	{Have you/Has [IDP1]/Has [IDP2]} been actively looking for work in the past 4 weeks? 1. Yes 2. No
5070413	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work?.1. Checked with public employment agency.1. Yes 2. No	Parent education and occupation	Added	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked with public employment agency 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked with public employment agency 1. Yes 2. No
5070414	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .2. Checked with private employment agency.1. Yes 2. No	Parent education and occupation	Added	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked with private employment agency 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked with private employment agency 1. Yes 2. No
5070415	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .3. Checked with employer directly/sent resume.1. Yes 2. No	Parent education and occupation	Added	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked with employer directly/sent resume 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked with employer directly/sent resume 1. Yes 2. No
5070416	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .4. Checked with friends or relatives.1. Yes 2. No	Parent education and occupation	Added	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked with friends or relatives 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked with friends or relatives 1. Yes 2. No
5070417	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .5. Placed or answered ads/sent resume/applications.1. Yes 2. No	Parent education and occupation	Added	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Placed or answered ads/sent resume/applications 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Placed or answered ads/sent resume/applications 1. Yes 2. No
5070418	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .6. Contacted school/university employment center.1. Yes 2. No	Parent education and occupation	Added	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Contacted school/university employment center 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Contacted school/university employment center 1. Yes 2. No
5070419	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .7.Checked a union register or professional register.1. Yes 2. No	Parent education and occupation	Added	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked a union register or professional register 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked a union register or professional register 1. Yes 2. No
5070420	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .8. Attended job training.1. Yes 2. No	Parent education and occupation	Added	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Attended a job training 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Attended a job training 1. Yes 2. No
5070421	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .9. Read want-ads/internet search.1. Yes 2. No	Parent education and occupation	Added	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Read want-ads/internet search 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Read want-ads/internet search 1. Yes 2. No
5070422	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .10.Something else (specify).1. Yes 2. No	Parent education and occupation	Added	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Something else 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Something else 1. Yes 2. No
5070423	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .11. Don't know.1. Yes 2. No	Parent education and occupation	Added	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Don't know 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Don't know 1. Yes 2. No
5070511	ECLS-K (Parent, K; EMQ100)	Could [{you/NAME}] have taken a job last week if one had been offered?.1. Yes 2. No	Parent Employment	Added	Could {you/[IDP1]/[IDP2]} have taken a job last week if one had been offered? 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	Could {you/[IDP1]/[IDP2]} have taken a job last week if one had been offered? 1. Yes 2. No
5070501	ECLS-K (Parent, K; EMQ.080)	What {were you/was {NAME}} doing most of last week? Would you say . . 1 Keeping house or caring for children.2 Going to school . 3 Retired . 4 Unable to work, or . 91 Something else? What was that? (SPECIFY) REFUSED .DON'T KNOW..	Parent Employment	**Added	What {were you/was [IDP1]/was [IDP2]} doing most of last week? Would you say… 1. Keeping house or caring for children 2. Going to school 3. Retired 4. Unable to work 99. Something else?	Added QID for IDP2	**Unchanged from MS1	What {were you/was [IDP1]/was [IDP2]} doing most of last week? Would you say… 1. Keeping house or caring for children 2. Going to school 3. Retired 4. Unable to work 99. Something else?
5070701	ECLS-K (Parent, K; EMQ.040)	How many jobs {do you/does {NAME}} have now?.\|___\|___\| Enter number of jobs	Parent Employment	Added	How many jobs {do you/does [IDP1]/does [IDP2]} have now? Open response: Number of jobs	Added QID for IDP2	Unchanged from MS1	How many jobs {do you/does [IDP1]/does [IDP2]} have now? Open response: Number of jobs
5070801	ECLS-K (Parent, K; EMQ.050)	About how many total hours per week {do you/does {NAME}} usually work for pay? ..1. \|___\|___\| Enter number of weekly hours between 1 and 80 {Range 1-80} .2. More than 80 hours per week	Parent Employment	Added	About how many total hours per week {do you/does [IDP1]/does [IDP2]} usually work for pay {counting {all/both} {# of jobs from H025 IF MORE THAN TWO} jobs}? Open response: Weekly hours	Added QID for IDP2	Unchanged from MS1	About how many total hours per week {do you/does [IDP1]/does [IDP2]} usually work for pay {counting {all/both} {# of jobs from H025 IF MORE THAN TWO} jobs}? Open response: Weekly hours
5071103	New Item		Parent Employment				Added	Since {DATE OF INTERVIEW/SURVEY}, has {your/{IDP1’s/IDP2’S}} job title, place of, or type of employment changed for [this/these] job[s]? [DISPLAY JOB TITLE AND JOB DUTIES] 1. Yes 2. No	Added as gate question to see if employement changed
5071113	ECLS-K (Parent, K; EMQ.140)	What kind of work {are/is/were/was} {you/{NAME}} doing?.___________Enter job title	Type of business or occupation of parent 2	**Added	What {are/were} the title and duties of {your/[IDP1]'s/[IDP2]'s} job? If {you have/[IDP1]/[IDP2] has} more than 1 job, please answer this question for the job where {you work/[IDP1]/[IDP2] works} the most hours. Open response: Job title	Added QID for IDP2	**Revised	[Please update the information./What are the title and duties of {your/[IDP1]'s/[IDP2]'s} job? If {you have/[IDP1]/[IDP2] has} more than 1 job, please answer this question for the job where {you work/[IDP1]/[IDP2] works} the most hours. ] Job Title Open response: Job title	Revised to add fill in case MS1 job changed
5071112	ECLS-K (Parent, K; EMQ.140)	What kind of work {are/is/were/was} {you/{NAME}} doing?.___________Enter job title	Type of business or occupation of parent 2	**Added	What {are/were} the title and duties of {your/[IDP1]'s/[IDP]'s} job? If {you have/[IDP1] has/[IDP2] has} more than 1 job, please answer this question for the job where {you work/[IDP1] works/[IDP2] works} the most hours. Open response: Job duties	Added QID for IDP2	**Revised	[Please update the information./What are the title and duties of {your/[IDP1]'s/[IDP2]'s} job? If {you have/[IDP1]/[IDP2] has} more than 1 job, please answer this question for the job where {you work/[IDP1]/[IDP2] works} the most hours. ] Job Duties Open response: Job duties	Revised to add fill in case MS1 job changed
5071205	ECLS-K (Parent, K; EMQ210)	Since last spring/Since the spring of 2014/Since {CHILD} was born}, {have you/has {NAME}} served on active.duty in the U.S. Armed Forces, military Reserves, or National Guard?.Active duty does not include training for the Reserves or National Guard, but does include activation, for.example, for the war in Afghanistan..1. Yes 2. No	Parent education and occupation	Added	Since {CFNAME} was born, {have you/has [IDP1]/has [IDP2]} served on active duty in the U.S. Armed Forces, Reserves, or National Guard? 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	Since {CFNAME} was born, {have you/has [IDP1]/has [IDP2]} served on active duty in the U.S. Armed Forces, Reserves, or National Guard? 1. Yes 2. No
5071206	ECLS-K (Parent, K; EMQ215)	Are you/Is {NAME}} currently on active duty in the U.S. Armed Forces, military Reserves, or National Guard? .HELP TEXT: Active duty does not include training for the Reserves or National Guard, but DOES include.activation, for example, for the war in Afghanistan...1. Yes 2. No	Parent education and occupation	Added	{Are you/Is [IDP1]/Is [IDP2]} currently on active duty in the U.S. Armed Forces, Reserves, or National Guard? 1. Yes 2. No	Added QID for IDP2	Unchanged from MS1	{Are you/Is [IDP1]/Is [IDP2]} currently on active duty in the U.S. Armed Forces, Reserves, or National Guard? 1. Yes 2. No
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?	Household Income categories	**Unchanged 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. $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 $70,000 14. $70,001 to $80,000 15. $80,000 to $90,000 16. $90,001 to $100,000 17. $100,001 to $110,000 18. $110,001 to $120,000 19. $120,001 to $130,000 20. $130,001 to $140,000 21. $140,001 to $150,000 22. $150,001 to $160,000 23. $160,001 to $170,000 24. $170,001 to $180,000 25. $180,001 to $190,000 26. $190,001 to $200,000 27. $200,001 to $225,000 28. $225,001 to $250,000 29. $250,001 to $275,000 30. $275,001 to $300,000 31. $300,001 or more		**Unchanged from MS1	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 $70,000 14. $70,001 to $80,000 15. $80,000 to $90,000 16. $90,001 to $100,000 17. $100,001 to $110,000 18. $110,001 to $120,000 19. $120,001 to $130,000 20. $130,001 to $140,000 21. $140,001 to $150,000 22. $150,001 to $160,000 23. $160,001 to $170,000 24. $170,001 to $180,000 25. $180,001 to $190,000 26. $190,001 to $200,000 27. $200,001 to $225,000 28. $225,001 to $250,000 29. $250,001 to $275,000 30. $275,001 to $300,000 31. $300,001 or more
5021502	HSLS:09 (Parent Baseline, Sect B, 19)	In which country was {CHILD} born? DROP DOWN [a list will be available that can be searched by typing in the country name and having matching responses narrowed down until the correct country is identified. The United States of America will be item 1 in t.	Household compositions	Unchanged from OFT1	Now we have a few more questions about members of your household. In which country {were you/was HH#NAME IDP1} born? Dropdown list: Exhaustive list of countries and territories, Don't know, Other/specify		Unchanged from MS1	Now we have a few more questions about members of your household. In which country {were you/was HH#NAME IDP1} born? Dropdown list: Exhaustive list of countries and territories, Don't know, Other/specify
5021602	HSLS:09 (Parent Baseline, Sect B, 20)	In what year did {he/she} come to the United States to stay permanently? DROP DOWN [Include a list of years beginning with child's birth year leading up to the current year].	Household compositions	Unchanged from OFT1	In what year did {you/HH#NAME IDP1} move to the United States for the first time? Dropdown list: 1950-Current year, Don't know		Unchanged from MS1	In what year did {you/HH#NAME IDP1} move to the United States for the first time? Dropdown list: 1950-Current year, Don't know
5021503	HSLS:09 (Parent Baseline, Sect B, 19)	In which country was {CHILD} born?.DROP DOWN [a list will be available that can be searched by typing in the country name and having matching responses narrowed down until the correct country is identified. The United States of America will be item 1 in this list. One of the response options should be Country not in list, at which point, the individual will be given a text field where they can write in their response.]	Household compositions	Unchanged from OFT1	In which country {were you/was HH#NAME IDP1/was HH#NAME IDP2} born? Dropdown list: Exhaustive list of countries and territories, Don't know, Other/specify		Unchanged from MS1	In which country {were you/was HH#NAME IDP2} born? Dropdown list: Exhaustive list of countries and territories, Don't know, Other/specify
5021603	HSLS:09 (Parent Baseline, Sect B, 20)	In what year did {he/she} come to the United States to stay permanently?.DROP DOWN [Include a list of years beginning with child's birth year leading up to the current year]	Household compositions	Unchanged from OFT1	In what year did {you/HHNAME IDP2} move to the United States for the first time? Dropdown list: 1950-Current year, Don't know		Unchanged from MS1	In what year did {you/HHNAME IDP2} move to the United States for the first time? Dropdown list: 1950-Current year, Don't know
5021501	HSLS:09 (Parent Baseline, Sect B, 19)	In which country was {CHILD} born?.DROP DOWN [a list will be available that can be searched by typing in the country name and having matching responses narrowed down until the correct country is identified. The United States of America will be item 1 in this list. One of the response options should be Country not in list, at which point, the individual will be given a text field where they can write in their response.]	Household compositions	Unchanged from OFT1	In which country was {CFNAME} born? Dropdown list: Exhaustive list of countries and territories, Don't know, Other/specify		Unchanged from MS1	In which country was {CFNAME} born? Dropdown list: Exhaustive list of countries and territories, Don't know, Other/specify
5021601	HSLS:09 (Parent Baseline, Sect B, 20)	In what year did {he/she} come to the United States to stay permanently?.DROP DOWN [Include a list of years beginning with child's birth year leading up to the current year]	Household compositions	Unchanged from OFT1	In what year did {CFNAME} move to the United States for the first time? Dropdown list: 1950-Current year, Don't know		Unchanged from MS1	In what year did {CFNAME} move to the United States for the first time? Dropdown list: 1950-Current year, Don't know
5080215	New Item		Places child has lived				Added	Since [LAST INTERVIEW SURVEY DATE] how many different places has {CFNAME} lived? Dropdown list: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 OR MORE, DON’T KNOW	Added to measure number of places child has lived
5080201	ECLS-K:2011 (Parent; CMQ020)	Why did {CHILD} move? So {CHILD} could go to a better school 1. Selected 2. Not selected	Student Moved				Added	Why did {CFNAME} move? So {CFNAME} could go to a better school 1. Selected 2. Not selected	Added to collect why child moved
5080202	ECLS-K:2011 (Parent; CMQ020)	Why did {CHILD} move? Bought a house 1. Selected 2. Not selected	Student Moved				Added	Why did {CFNAME} move? Bought a house 1. Selected 2. Not selected	Added to collect why child moved
5080203	ECLS-K:2011 (Parent; CMQ020)	Why did {CHILD} move? Moved to be nearer job; job-related reasons 1. Selected 2. Not selected	Student Moved				Added	Why did {CFNAME} move? Moved to be nearer to job; job-related reasons 1. Selected 2. Not selected	Added to collect why child moved
5080204	ECLS-K:2011 (Parent; CMQ020)	Why did {CHILD} move? Moved to nicer apartment/house 1. Selected 2. Not selected	Student Moved				Added	Why did {CFNAME} move? Moved to nicer apartment/house 1. Selected 2. Not selected	Added to collect why child moved
5080205	ECLS-K:2011 (Parent; CMQ020)	Why did {CHILD} move? Moved to safer area; crime-related reasons 1. Selected 2. Not selected	Student Moved				Added	Why did {CFNAME} move? Moved to safer area; crime-related reasons 1. Selected 2. Not selected	Added to collect why child moved
5080206	ECLS-K:2011 (Parent; CMQ020)	Why did {CHILD} move? Moved to less expensive living quarters 1. Selected 2. Not selected	Student Moved				Added	Why did {CFNAME} move? Moved to less expensive living quarters 1. Selected 2. Not selected	Added to collect why child moved
5080207	ECLS-K:2011 (Parent; CMQ020)	Why did {CHILD} move? Bank had to buy back the home (foreclosed) 1. Selected 2. Not selected	Student Moved				Added	Why did {CFNAME} move? Bank had to buy back the home (foreclosed) 1. Selected 2. Not selected	Added to collect why child moved
5080208	ECLS-K:2011 (Parent; CMQ020)	Why did {CHILD} move? Was evicted, could not pay rent in previous residence 1. Selected 2. Not selected	Student Moved				Added	Why did {CFNAME} move? Was evicted, could not pay rent in previous residence 1. Selected 2. Not selected	Added to collect why child moved
5080209	ECLS-K:2011 (Parent; CMQ020)	Why did {CHILD} move? Old house/apartment was damaged 1. Selected 2. Not selected	Student Moved				Added	Why did {CFNAME} move? Old house/apartment was damaged 1. Selected 2. Not selected	Added to collect why child moved
5080210	ECLS-K:2011 (Parent; CMQ020)	Why did {CHILD} move? Moved due to change in marital (or partner) relationship; marriage, divorce, separation, death in family 1. Selected 2. Not selected	Student Moved				Added	Why did {CFNAME} move? Moved due to change in marital (or partner) relationship; marriage, divorce, separation, death in family 1. Selected 2. Not selected	Added to collect why child moved
5080211	ECLS-K:2011 (Parent; CMQ020)	Why did {CHILD} move? House was sold, no new house bought 1. Selected 2. Not selected	Student Moved				Added	Why did {CFNAME} move? House was sold, no new house bought 1. Selected 2. Not selected	Added to collect why child moved
5080212	ECLS-K:2011 (Parent; CMQ020)	Why did {CHILD} move? Lease ran out 1. Selected 2. Not selected	Student Moved				Added	Why did {CFNAME} move? Lease ran out 1. Selected 2. Not selected	Added to collect why child moved
5080213	ECLS-K:2011 (Parent; CMQ020)	Why did {CHILD} move? Moved out of relative’s home/on-own 1. Selected 2. Not selected	Student Moved				Added	Why did {CFNAME} move? Moved out of relative’s home/on-own 1. Selected 2. Not selected	Added to collect why child moved
5080214	ECLS-K:2011 (Parent; CMQ020)	Why did {CHILD} move? To be closer to family 1. Selected 2. Not selected	Student Moved				Added	Why did {CFNAME} move? To be closer to family 1. Selected 2. Not selected	Added to collect why child moved
5080100	ECLS-K (Parent, Grade K; CMQ.030)	How long has {CHILD} lived in {his/her} current residence? ..\|___\|___\| AND \|___\|___\|.ENTER YEARS ENTER MONTHS.or.REFUSED .DON'T KNOW	Mobility	Revised	The next questions ask about how often {CFNAME} has moved since starting kindergarten. How long has {CFNAME} lived at current residence? 0. Less than 1 year 1. 1 year 2. 2 years 3. 3 years 4. 4 years 5. 5 years 6. 6 years 7. 7 years 8. 8 years 9. 9 years 10. 10 years 11. 11 years 12. 12 years 13. 13 years 14. 14 years 15. 15 years 16. 16 years 17. 17 years 18. 18 years 19. Don't know	Edited to avoid gender pronouns and reduce redundancy	Unchanged from MS1	The next questions ask about how often {CFNAME} has moved since starting kindergarten. How long has {CFNAME} lived at current residence? 0. Less than 1 year 1. 1 year 2. 2 years 3. 3 years 4. 4 years 5. 5 years 6. 6 years 7. 7 years 8. 8 years 9. 9 years 10. 10 years 11. 11 years 12. 12 years 13. 13 years 14. 14 years 15. 15 years 16. 16 years 17. 17 years 18. 18 years 19. Don't know
5080200	ECLS-K (Parent, Grade K; CMQ.010)	Since {CHILD} was born, how many different places has {he/she} lived for four months or more?.\|___\|___\| Enter number of places	Mobility	Unchanged from OFT1	Since {CFNAME} started kindergarten, how many different places has {CFNAME} lived for four months or more? 1. 0 2. 1 3. 2 4. 3 5. 4 6. 5 7. 6 8. 7 9. 8 10. 9 11. 10 or more, Don't know		Unchanged from MS1	Since {CFNAME} started kindergarten, how many different places has {CFNAME} lived for four months or more? 1. 0 2. 1 3. 2 4. 3 5. 4 6. 5 7. 6 8. 7 9. 8 10. 9 11. 10 or more, Don't know
5080301	HSLS:09 (Parent, Baseline; Sect. D)	How many times has [your 9th grader] changed schools since [he/she] entered kindergarten? Do not count changes that occurred as a result of promotion to the next grade or level, for instance, a move from an elementary school to a middle school or from a middle school to a high school in the same district..\|___\|___\| Enter number of times	Mobility	Revised	How many times has {CFNAME} changed schools since starting kindergarten as a result of grade promotion? 1. 0 2. 1 3. 2 4. 3 5. 4 6. 5 7. 6 8. 7 9. 8 10. 9 11. 10 or more, Don't know	Edited to avoid gender pronouns and reduce redundancy	Unchanged from MS1	How many times has {CFNAME} changed schools since starting kindergarten as a result of grade promotion? 1. 0 2. 1 3. 2 4. 3 5. 4 6. 5 7. 6 8. 7 9. 8 10. 9 11. 10 or more, Don't know
5080302	HSLS:09 (Parent, Baseline; Sect. D)	How many times has [your 9th grader] changed schools since [he/she] entered kindergarten? Do not count changes that occurred as a result of promotion to the next grade or level, for instance, a move from an elementary school to a middle school or from a middle school to a high school in the same district..\|___\|___\| Enter number of times	Mobility	Revised	How many times has {CFNAME} changed schools since starting kindergarten for a reason other than grade promotion? 1. 0 2. 1 3. 2 4. 3 5. 4 6. 5 7. 6 8. 7 9. 8 10. 9 11. 10 or more, Don't know	Edited to avoid gender pronouns and reduce redundancy	Unchanged from MS1	How many times has {CFNAME} changed schools since starting kindergarten for a reason other than grade promotion? 1. 0 2. 1 3. 2 4. 3 5. 4 6. 5 7. 6 8. 7 9. 8 10. 9 11. 10 or more, Don't know
5080400	New Item		Mobility	**Revised	Is {CFNAME} attending a different school this year than the one attended last school year? 1. Yes 2. No	Edited to avoid gender pronouns and reduce redundancy	**Unchanged from MS1	{ABBREV_FILL: Now we have a few more questions about where {CFNAME} goes to school.} Is {CFNAME} attending a different school this year than the one attended last school year? 1. Yes 2. No
5010056	New Item		Tracking	**Unchanged from OFT1	Will {CFNAME} be attending {SCHNAME} next year? 1. Yes 2. No		**Unchanged from MS1	Will {CFNAME} be attending {SCHNAME} next year? 1. Yes 2. No
5010057	New Item		Tracking	**Unchanged from OFT1	What is the name of the school you expect (CFNAME) to be attending next year? Open response: School name		**Revised	What is the name of the school you expect (CFNAME) to be attending next year? If you are waiting to hear if your student has been accepted to a school, please provide the name of the school your child is most likely to attend based on what you know now. School name Open response: School name	Revised to add sentence about providing best guess for clarity
5010061	New Item		Tracking	**Unchanged from OFT1	What is the name of the school you expect (CFNAME) to be attending next year? Dropdown list: States		**Revised	What is the name of the school you expect (CFNAME) to be attending next year? If you are waiting to hear if your student has been accepted to a school, please provide the name of the school your child is most likely to attend based on what you know now. States Dropdown list: States	Revised to add sentence about providing best guess for clarity
5010060	New Item		Tracking	**Unchanged from OFT1	What is the name of the school you expect (CFNAME) to be attending next year? Open response: City		**Revised	What is the name of the school you expect (CFNAME) to be attending next year? If you are waiting to hear if your student has been accepted to a school, please provide the name of the school your child is most likely to attend based on what you know now. City Open response: City	Revised to add sentence about providing best guess for clarity
5010063	New Item		Tracking	**Unchanged from OFT1	What is the name of the school you expect (CFNAME) to be attending next year? Don't know		**Revised	What is the name of the school you expect (CFNAME) to be attending next year? If you are waiting to hear if your student has been accepted to a school, please provide the name of the school your child is most likely to attend based on what you know now. Don't Know Don't know	Revised to add sentence about providing best guess for clarity
5010069	New Item		Tracking				Added	What is the name of the school you expect (CFNAME) to be attending next year? If you are waiting to hear if your student has been accepted to a school, please provide the name of the school your child is most likely to attend based on what you know now. Homeschooled 1. Selected 2. Not selected	Added a homeschooled option based on telephone interviewer feedback
5010066	New Item		Tracking	**Added	Your school does not appear to be in our database. Please help us categorize by providing the information: 1. A public school operated by school/county district 2. A private catholic school 3. private- other religiously affiliated 4. private- not religiously affiliated 5. A public school operated by state/federal agency (ex: BIA, DOD, prison school) 6. Other (charter school, hospital school) 7. Don't know	Added QID for collected information if child's school did not appear as an option	**Unchanged from MS1	Your school does not appear to be in our database. Please help us categorize by providing the information: 1. A public school operated by school/county district 2. A private catholic school 3. private- other religiously affiliated 4. private- not religiously affiliated 5. A public school operated by state/federal agency (ex: BIA, DOD, prison school) 6. Other (charter school, hospital school) 7. Don't know
5010067	New Item		Tracking	**Added	Your school does not appear to be in our database. Please help us categorize by providing the information: Lowest grade level at school Dropdown: Grade levels	Added QID for collected information if child's school did not appear as an option	**Unchanged from MS1	Your school does not appear to be in our database. Please help us categorize by providing the information: Lowest grade level at school Dropdown: Grade levels
5010068	New Item		Tracking	**Added	Your school does not appear to be in our database. Please help us categorize by providing the information: Highest grade level at school Dropdown: Grade levels	Added QID for collected information if child's school did not appear as an option	**Unchanged from MS1	Your school does not appear to be in our database. Please help us categorize by providing the information: Highest grade level at school Dropdown: Grade levels
5010041	HSLS:09 First Follow-up Parent Survey	Please provide the name, address, and telephone number of a relative or close friend who does not live with you or [teenager], but will always know how to get in touch with you and [teenager]..First name. Last name. Relationship. Phone. Street 1.Street 2.Zip code. City. State...Enter Text	Tracking	**Unchanged from OFT1	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family next year. To help us be able to do that, please provide the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you. a. First name Open response: First name		**Revised	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family for any future follow ups. For example, we may contact you to request assistance to collect middle grades course and administrative information in the next few years. To help us reach you, please [confirm/provide] the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you.a. First name Open response: First name	Revised wording to serve as exit survey. Also revised to add fill for MS1 respondents
5010042	HSLS:09 First Follow-up Parent Survey	Please provide the name, address, and telephone number of a relative or close friend who does not live with you or [teenager], but will always know how to get in touch with you and [teenager]..First name. Last name. Relationship. Phone. Street 1.Street 2.Zip code. City. State...Enter Text	Tracking	**Unchanged from OFT1	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family next year. To help us be able to do that, please provide the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you. b. Last name Open response: Last name		**Revised	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family for any future follow ups. For example, we may contact you to request assistance to collect middle grades course and administrative information in the next few years. To help us reach you, please [confirm/provide] the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you.a. First name Open response: First name	Revised wording to serve as exit survey. Also revised to add fill for MS1 respondents
5010043	HSLS:09 First Follow-up Parent Survey	Please provide the name, address, and telephone number of a relative or close friend who does not live with you or [teenager], but will always know how to get in touch with you and [teenager]..First name. Last name. Relationship. Phone. Street 1.Street 2.Zip code. City. State...Enter Text	Tracking	**Unchanged from OFT1	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family next year. To help us be able to do that, please provide the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you. c.Primary email Open response: Primary email		**Revised	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family for any future follow ups. For example, we may contact you to request assistance to collect middle grades course and administrative information in the next few years. To help us reach you, please [confirm/provide] the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you.a. First name Open response: First name	Revised wording to serve as exit survey. Also revised to add fill for MS1 respondents
5010044	HSLS:09 First Follow-up Parent Survey	Please provide the name, address, and telephone number of a relative or close friend who does not live with you or [teenager], but will always know how to get in touch with you and [teenager]..First name. Last name. Relationship. Phone. Street 1.Street 2.Zip code. City. State...Enter Text	Tracking	**Unchanged from OFT1	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family next year. To help us be able to do that, please provide the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you. d. Primary phone Open response: Primary phone		**Revised	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family for any future follow ups. For example, we may contact you to request assistance to collect middle grades course and administrative information in the next few years. To help us reach you, please [confirm/provide] the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you.a. First name Open response: First name	Revised wording to serve as exit survey. Also revised to add fill for MS1 respondents

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Justification
5010045	HSLS:09 First Follow-up Parent Survey	Please provide the name, address, and telephone number of a relative or close friend who does not live with you or [teenager], but will always know how to get in touch with you and [teenager]..First name. Last name. Relationship. Phone. Street 1.Street 2.Zip code. City. State...Enter Text	Tracking	**Unchanged from OFT1	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family next year. To help us be able to do that, please provide the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you. e. Street 1 Open response: Street address 1		**Revised	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family for any future follow ups. For example, we may contact you to request assistance to collect middle grades course and administrative information in the next few years. To help us reach you, please [confirm/provide] the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you.a. First name Open response: First name	Revised wording to serve as exit survey. Also revised to add fill for MS1 respondents
5010046	HSLS:09 First Follow-up Parent Survey	Please provide the name, address, and telephone number of a relative or close friend who does not live with you or [teenager], but will always know how to get in touch with you and [teenager]..First name. Last name. Relationship. Phone. Street 1.Street 2.Zip code. City. State...Enter Text	Tracking	**Unchanged from OFT1	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family next year. To help us be able to do that, please provide the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you. f. Street 2 Open response: Street address 2		**Revised	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family for any future follow ups. For example, we may contact you to request assistance to collect middle grades course and administrative information in the next few years. To help us reach you, please [confirm/provide] the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you.a. First name Open response: First name	Revised wording to serve as exit survey. Also revised to add fill for MS1 respondents
5010047	HSLS:09 First Follow-up Parent Survey	Please provide the name, address, and telephone number of a relative or close friend who does not live with you or [teenager], but will always know how to get in touch with you and [teenager]..First name. Last name. Relationship. Phone. Street 1.Street 2.Zip code. City. State...Enter Text	Tracking	**Unchanged from OFT1	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family next year. To help us be able to do that, please provide the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you. g. City Open response: City		**Revised	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family for any future follow ups. For example, we may contact you to request assistance to collect middle grades course and administrative information in the next few years. To help us reach you, please [confirm/provide] the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you.a. First name Open response: First name	Revised wording to serve as exit survey. Also revised to add fill for MS1 respondents
5010048	HSLS:09 First Follow-up Parent Survey	Please provide the name, address, and telephone number of a relative or close friend who does not live with you or [teenager], but will always know how to get in touch with you and [teenager]..First name. Last name. Relationship. Phone. Street 1.Street 2.Zip code. City. State...Enter Text	Tracking	**Unchanged from OFT1	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family next year. To help us be able to do that, please provide the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you. h. State Open response: State		**Revised	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family for any future follow ups. For example, we may contact you to request assistance to collect middle grades course and administrative information in the next few years. To help us reach you, please [confirm/provide] the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you.a. First name Open response: First name	Revised wording to serve as exit survey. Also revised to add fill for MS1 respondents
5010049	HSLS:09 First Follow-up Parent Survey	Please provide the name, address, and telephone number of a relative or close friend who does not live with you or [teenager], but will always know how to get in touch with you and [teenager]..First name. Last name. Relationship. Phone. Street 1.Street 2.Zip code. City. State...Enter Text	Tracking	**Unchanged from OFT1	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family next year. To help us be able to do that, please provide the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you. i. Zip code Open response: Zip code		**Revised	Finally, a very important part of this study is learning about how students do over time, so we want to make sure we are able to get in touch with you and your family for any future follow ups. For example, we may contact you to request assistance to collect middle grades course and administrative information in the next few years. To help us reach you, please [confirm/provide] the name, email address, street address, and telephone number of a relative or close friend who does not live with you, but will know how to get in touch with you.a. First name Open response: First name	Revised wording to serve as exit survey. Also revised to add fill for MS1 respondents
5010050	New Item		Incentive	**Revised	You're finished! The last thing we need to know is where you want us to send the [$20/$30] check for completing the survey. If the address below is right, press Next. If this address below is not right, please fix it, and then press Next. If you do not want to receive this check, please click the box below, and then press Next. (Allow 4 weeks for delivery.) 1. Name Open response: Name	Option added to allow respondents to refuse the incentive.	**Unchanged from MS1	You're finished! The last thing we need to know is where you want us to send the [$20/$30] check for completing the survey. If the address below is right, press Next. If this address below is not right, please fix it, and then press Next. If you do not want to receive this check, please click the box below, and then press Next. (Allow 4 weeks for delivery.) 1. Name Open response: Name
5010051	New Item		Incentive	**Revised	You're finished! The last thing we need to know is where you want us to send the ${20-40} check for completing the survey. If the address below is right, press Next. If this address below is not right, please fix it, and then press Next. If you do not want to receive this check, please click the box below, and then press Next. (Allow 4 weeks for delivery.) 2. Street address 1 Open response: Street address 1	Option added to allow respondents to refuse the incentive.	**Unchanged from MS1	You're finished! The last thing we need to know is where you want us to send the [$20/$30] check for completing the survey. If the address below is right, press Next. If this address below is not right, please fix it, and then press Next. If you do not want to receive this check, please click the box below, and then press Next. (Allow 4 weeks for delivery.) 2. Street address 1 Open response: Street address 1
5010052	New Item		Incentive	**Revised	You're finished! The last thing we need to know is where you want us to send the ${20-40} check for completing the survey. If the address below is right, press Next. If this address below is not right, please fix it, and then press Next. If you do not want to receive this check, please click the box below, and then press Next. (Allow 4 weeks for delivery.) 3. Street address 2 Open response: Street address 2	Option added to allow respondents to refuse the incentive.	**Unchanged from MS1	You're finished! The last thing we need to know is where you want us to send the [$20/$30] check for completing the survey. If the address below is right, press Next. If this address below is not right, please fix it, and then press Next. If you do not want to receive this check, please click the box below, and then press Next. (Allow 4 weeks for delivery.) 3. Street address 2 Open response: Street address 2
5010053	New Item		Incentive	**Revised	You're finished! The last thing we need to know is where you want us to send the ${20-40} check for completing the survey. If the address below is right, press Next. If this address below is not right, please fix it, and then press Next. If you do not want to receive this check, please click the box below, and then press Next. (Allow 4 weeks for delivery.) 4. City Open response: City	Option added to allow respondents to refuse the incentive.	**Unchanged from MS1	You're finished! The last thing we need to know is where you want us to send the [$20/$30] check for completing the survey. If the address below is right, press Next. If this address below is not right, please fix it, and then press Next. If you do not want to receive this check, please click the box below, and then press Next. (Allow 4 weeks for delivery.) 4. City Open response: City
5010054	New Item		Incentive	**Revised	You're finished! The last thing we need to know is where you want us to send the ${20-40} check for completing the survey. If the address below is right, press Next. If this address below is not right, please fix it, and then press Next. If you do not want to receive this check, please click the box below, and then press Next. (Allow 4 weeks for delivery.) 5. State Open response: State	Option added to allow respondents to refuse the incentive.	**Unchanged from MS1	You're finished! The last thing we need to know is where you want us to send the [$20/$30] check for completing the survey. If the address below is right, press Next. If this address below is not right, please fix it, and then press Next. If you do not want to receive this check, please click the box below, and then press Next. (Allow 4 weeks for delivery.) 5. State Open response: State
5010055	New Item		Incentive	**Revised	You're finished! The last thing we need to know is where you want us to send the ${20-40} check for completing the survey. If the address below is right, press Next. If this address below is not right, please fix it, and then press Next. If you do not want to receive this check, please click the box below, and then press Next. (Allow 4 weeks for delivery.) 6. Zip code Open response: Zip code	Option added to allow respondents to refuse the incentive.	**Unchanged from MS1	You're finished! The last thing we need to know is where you want us to send the [$20/$30] check for completing the survey. If the address below is right, press Next. If this address below is not right, please fix it, and then press Next. If you do not want to receive this check, please click the box below, and then press Next. (Allow 4 weeks for delivery.) 6. Zip code Open response: Zip code
5010064	New Item		Incentive	**Added	You're finished! The last thing we need to know is where you want us to send the ${20-40} check for completing the survey. If the address below is right, press Next. If this address below is not right, please fix it, and then press Next. If you do not want to receive this check, please click the box below, and then press Next. (Allow 4 weeks for delivery.) 1. Selected 2. Not selected	Added option to allow respondents to refuse the incentive.	**Unchanged from MS1	You're finished! The last thing we need to know is where you want us to send the [$20/$30] check for completing the survey. If the address below is right, press Next. If this address below is not right, please fix it, and then press Next. If you do not want to receive this check, please click the box below, and then press Next. (Allow 4 weeks for delivery.) I do not want to receive any money for completing this survey. 1. Selected 2. Not selected
5070401	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work?.1. Checked with public employment agency.1. Yes 2. No	Parent education and occupation	Unchanged from OFT1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked with public employment agency 1. Selected 2. Not selected		Dropped		Dropped to reduce burden
5070402	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .2. Checked with private employment agency.1. Yes 2. No	Parent education and occupation	Unchanged from OFT1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked with private employment agency 1. Selected 2. Not selected		Dropped		Dropped to reduce burden
5070403	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .3. Checked with employer directly/sent resume.1. Yes 2. No	Parent education and occupation	Unchanged from OFT1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked with employer directly/sent resume 1. Selected 2. Not selected		Dropped		Dropped to reduce burden
5070404	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .4. Checked with friends or relatives.1. Yes 2. No	Parent education and occupation	Unchanged from OFT1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked with friends or relatives 1. Selected 2. Not selected		Dropped		Dropped to reduce burden
5070405	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .5. Placed or answered ads/sent resume/applications.1. Yes 2. No	Parent education and occupation	Unchanged from OFT1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Placed or answered ads/sent resume/applications 1. Selected 2. Not selected		Dropped		Dropped to reduce burden
5070406	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .6. Contacted school/university employment center.1. Yes 2. No	Parent education and occupation	Unchanged from OFT1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Contacted school/university employment center 1. Selected 2. Not selected		Dropped		Dropped to reduce burden
5070407	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .7.Checked a union register or professional register.1. Yes 2. No	Parent education and occupation	Unchanged from OFT1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Checked a union register or professional register 1. Selected 2. Not selected		Dropped		Dropped to reduce burden
5070408	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .8. Attended job training.1. Yes 2. No	Parent education and occupation	Unchanged from OFT1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Attended a job training 1. Selected 2. Not selected		Dropped		Dropped to reduce burden
5070409	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .9. Read want-ads/internet search.1. Yes 2. No	Parent education and occupation	Unchanged from OFT1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Read want-ads/internet search 1. Selected 2. Not selected		Dropped		Dropped to reduce burden
5070410	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .10.Something else (specify).1. Yes 2. No	Parent education and occupation	Unchanged from OFT1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Something else 1. Selected 2. Not selected		Dropped		Dropped to reduce burden
5070412	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .11. Don't know.1. Yes 2. No	Parent education and occupation	Added	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Something else specify OS	Added QID for IDP2	Dropped		Dropped to reduce burden
5070411	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .11. Don't know.1. Yes 2. No	Parent education and occupation	Unchanged from OFT1	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Don't know 1. Selected 2. Not selected		Dropped		Dropped to reduce burden
5061910	NLTS 2012 (Parent Baseline Questionnaire; D5b)	Why is [he/she] no longer receiving special education services?.1 No longer needs special services.2 Met IEP goals .3 Youth was declassified, school says no longer needs services.4 No longer eligible, doesn't qualify.5 School doesn't have the programs [YOUTH] needs.6 Parent doesn't want youth in special education.7 Youth did not want to be in special education.8 Youth now has a 504 Plan.9 Youth was never was in special education.10 Youth home schooled by parent.11 Youth no longer in school.12 Other (SPECIFY).	Support for students with disabilities	Unchanged from OFT1	Why does {CFNAME} no longer have an IEP? Other Specify OS		Dropped		Dropped to reduce burden
5010304	HSLS:09 (P1 A10)	With whom does [he/she/your 9th-grader] live most of the time when not living with you? 1=With another parent 2=With another adult relative 3=With a friend 4=At boarding school 5=With a nonrelated adult guardian(s) 6=By [himself/herself/himself or herself] 7=Other	Household compositions	Added	Who does {CFNAME} live with most of the time when not living with you? OS	Specify box added for respondent to provide more information	Dropped		Dropped to reduce burden
5020938	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Household compositions	Added	Which of the following best describes {your/HH#FNAME IDP1’s} Hispanic or Latino heritage? Select all that apply. Other specify OS	Added QID for checkbox response	Dropped		Dropped to reduce burden
5021738	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Household compositions	Added	Which of the following best describes {your/HH#NAME IDP1's} Asian heritage? Select all that apply. Other specify OS	Added due to adjusting QIDs for 1 QID per checkbox	Dropped		Dropped to reduce burden
5020948	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Household compositions	Added	Which of the following best describes {your/HH#FNAME IDP2’s} Hispanic or Latino heritage? Select all that apply. Other specify OS	Added QID for checkbox response	Dropped		Dropped to reduce burden
5021748	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Household compositions	Added	Which of the following best describes {your/HH#FNAME IDP2's} Asian heritage? Select all that apply. Other specify OS	Added due to adjusting QIDs for 1 QID per checkbox	Dropped		Dropped to reduce burden
5020958	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Household compositions	Added	Which of the following best describes {CFNAME}'s Hispanic or Latino heritage? Select all that apply. Other specify OS	Added QID for checkbox response	Dropped		Dropped to reduce burden
5021758	HSLS:09 (Student, Baseline; Sect. A)	Which of the following are you?.1. Mexican, Mexican-American, Chicano.2.Cuban .3. Dominican .4. Puerto Rican.5. Central American such as Guatemalan, Salvadoran, Nicaraguan, Costa Rican, Panamanian, or Honduran.6. South American such as Colombian, Argentine, or Peruvian.7. Other Hispanic or Latino or Latina	Household compositions	Added	Which of the following best describes {CFNAME}'s Asian heritage? Select all that apply. Other specify OS	Added due to adjusting QIDs for 1 QID per checkbox	Dropped		Dropped to reduce burden
5032218	ECLS-K:2011 (Parent, K; PLQ.040)	What languages other than English are spoken in your home? ..1 ARABIC . 2 CHINESE LANGUAGE/DIALECT . 3 FILIPINO LANGUAGE . 4 FRENCH . 5 GERMAN . 6 GREEK . 7 ITALIAN . 8 JAPANESE . 9 KOREAN . 10 POLISH . 11 PORTUGUESE . 12 SPANISH . 13 VIETNAMESE . 14 FARSI . 15 HMONG . 91 SOME OTHER LANGUAGE (SPECIFY) . REFUSED . DON'T KNOW	Language	Added	Please select the language(s) other than English that are used in your home from the alphabetical list below. You may select more than one… 1. Selected 2. Not selected	QID added for "other specify" box	Dropped		Dropped to reduce burden
5033319	New Item		Language	Added	Please select the language(s) that are used in your home from the alphabetical list below. You may select more than one... 1. Selected 2. Not selected	Added QID for other specify field	Dropped		Dropped to reduce burden
5050512	New Item		Parent involvement	Unchanged from OFT1	What was the reason for the {IF D020>1 INSERT “most recent”} suspension or expulsion? Other OS	Added QID for other specify option	Dropped		Dropped to reduce burden
5070600	ECLS-K:2011 (Parent K; EMQ.080S)	Please enter what {you were/{NAME} was} doing most of last week..______________ Enter description	Parent education and occupation	Unchanged from OFT1	Please enter what {you were/[IDP1] was/[IDP2] was} doing most of last week. Open response: Doing most of last week		Dropped		Dropped to reduce burden
5070424	ECLS-K (Parent, K; EMQ070)	What [have you/has [HH#FNAME] [HH#LNAME]] been doing in the past 4 weeks to find work? .11. Don't know.1. Yes 2. No	Parent education and occupation	Added	What {have you/has [IDP1]/has [IDP2]} been doing in the past 4 weeks to find work? Something else specify Open Response: Doing to find work	Added QID for IDP2	Dropped		Dropped to reduce burden
5070601	ECLS-K:2011 (Parent K; EMQ.080S)	Please enter what {you were/{NAME} was} doing most of last week..______________ Enter description	Parent education and occupation	Added	Please enter what {you were/[IDP1] was/[IDP2] was} doing most of last week. Open response: Doing most of last week	Added QID for IDP2	Dropped		Dropped to reduce burden
5021511	HSLS:09 (Parent Baseline, Sect B, 19)	In which country was {CHILD} born? DROP DOWN [a list will be available that can be searched by typing in the country name and having matching responses narrowed down until the correct country is identified. The United States of America will be item 1 in t.	Household compositions	Added	In which country {were you/was HH#NAME IDP1} born? OS	Added QID for other specify option	Dropped		Dropped to reduce burden
5021512	HSLS:09 (Parent Baseline, Sect B, 19)	In which country was {CHILD} born?.DROP DOWN [a list will be available that can be searched by typing in the country name and having matching responses narrowed down until the correct country is identified. The United States of America will be item 1 in this list. One of the response options should be Country not in list, at which point, the individual will be given a text field where they can write in their response.]	Household compositions	Added	In which country {were you/was HH#NAME IDP1/was HH#NAME IDP2} born? OS	Added QID for other specify option	Dropped		Dropped to reduce burden
5021513	HSLS:09 (Parent Baseline, Sect B, 19)	In which country was {CHILD} born?.DROP DOWN [a list will be available that can be searched by typing in the country name and having matching responses narrowed down until the correct country is identified. The United States of America will be item 1 in this list. One of the response options should be Country not in list, at which point, the individual will be given a text field where they can write in their response.]	Household compositions	Added	In which country was {CFNAME} born? OS	Added QID for other specify option	Dropped		Dropped to reduce burden

C.4.2.1 MS2 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	MSI Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Mini Justification
5021120	New		Screener	Added	Does your middle-schooler 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	Revised	Does your child who was in 6th grade two years ago 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	Revised to try to clarify the student to be reported on in the mini-survey.
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	Revised from OFT1	What is your relationship to you middle-schooler? 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 s’s parent/guardian 12. Boyfriend or partner of 6^th grader’s parent/guardian 13. Grandmother 14. Grandfather 15. Other female relative 16. Other male relative 17. Other non-relative	Revised to reduce burden	Revised	What is your relationship to your child who was in 6th grade two years ago? 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 6^th grader’s parent/guardian 12. Boyfriend or partner of 6^th grader’s parent/guardian 13. Grandmother 14. Grandfather 15. Other female relative 16. Other male relative 17. Other non-relative	Revised to try to clarify the student to be reported on in the mini-survey.
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	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	Unchanged from MS1	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)
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	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: Job Duties:	Revised to reduce burden	Revised	What are the title and duties of your current job? If you have more than one job, describe the job where you work the most hours. If you do not work for pay, check this box: Does not work for pay: __ Job Title: Job Duties:	Revised to more closely match full parent survey wording.
5020011	New Item		Household compositions	Revised from OFT1	Do you have a spouse or partner who lives in the same household as you and your middle-schooler? 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	Revised	Do you have a spouse or partner who lives in the same household as you and your child who was in 6th grade two years ago? 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 try to clarify the student to be reported on in the mini-survey.
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	Revised from OFT1	What is your spouse or partner’s relationship to your middle-schooler? 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 6^th grader’s parent/guardian 12. Boyfriend or partner of 6^th grader’s parent/guardian 13. Grandmother 14. Grandfather 15. Other female relative 16. Other male relative 17. Other non-relative	Revised to reduce burden	Revised	What is your spouse or partner’s relationship to yourchild who was in 6th grade two years ago? 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 6^th grader’s parent/guardian 12. Boyfriend or partner of 6^th grader’s parent/guardian 13. Grandmother 14. Grandfather 15. Other female relative 16. Other male relative 17. Other non-relative	Revised to try to clarify the student to be reported on in the mini-survey.
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	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	Unchanged from MS1	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)
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	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: Job Duties:	Revised to reduce burden	Revised	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 does not work for pay, check this box: Does not work for pay __ Job title: Job Duties:	Revised to more closely match full parent survey wording.
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	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	Unchanged from MS1	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
5090200	ECLS-K (Parent, Grade 8; PIQ.070)	How far in school do you expect {CHILD} 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	Revised from OFT1	How far in school do you expect your middle-schooler to go? Would you expect your middle-schooler… 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	Revised	How far in school do you expect your child who was in 6th grade two years agoto go? Would you expect your child who was in 6th grade two years ago… 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 try to clarify the student to be reported on in the mini-survey.

MS2 Math Teacher Survey Items

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Justification
6000100	New Item		Teacher confirmation	Revised	Do/did you teach math to [FILL PRELOADED STUDENT NAME] during this school year (2017-2018)? 1. Yes, and I am the current math teacher for [FILL PRELOADED STUDENT NAME] 2. Yes, although I am not the current math teacher for [FILL PRELOADED STUDENT NAME] 3. No.	Revised phrasing to clarify and added QID	Revised	Do/did you teach math to [FILL PRELOADED STUDENT NAME] during this school year (2019-2020)? 1. Yes, and I am the current math teacher for [FILL PRELOADED STUDENT NAME] 2. Yes, although I am not the current math teacher for [FILL PRELOADED STUDENT NAME] 3. No.	Revised year to "2019-2020" to update to current school year.
6000101	New Item		Teacher confirmation	Revised	In what month and year did you last teach math to [FILL PRELOADED STUDENT NAME]? Dropdown list: Month: 1. January 2. February 3. March 4. April 5. May 6. June 7. July 8. August 9. September 10. October 11. November 12. December; Year: 2017-2018	Revised to add QID	Revised	In what month and year did you last teach math to [FILL PRELOADED STUDENT NAME]? Dropdown list: Month: 1. January 2. February 3. March 4. April 5. May 6. June 7. July 8. August 9. September 10. October 11. November 12. December; Year: 2017-2020	Revised response options to add years "2019" and "2020" to account for the two years since MS1.
6000102	New Item		Teacher confirmation	Revised	Do/did you teach [FILL PRELOADED STUDENT NAME] in [FILL PRELOADED CLASS/PERIOD]? 1. Yes 2. No	Revised to add QID	Unchanged from MS1	Do/did you teach [FILL PRELOADED STUDENT NAME] in [FILL PRELOADED CLASS/PERIOD]? 1. Yes 2. No
6000103	New Item		Teacher confirmation	Revised	In which of the following classes do/did you teach [FILL PRELOADED STUDENT NAME]? First preloaded class/period. Second preloaded class/period. Third preloaded class/period. Etc., Etc. Other	Revised to add QID	Unchanged from MS1	In which of the following classes do/did you teach [FILL PRELOADED STUDENT NAME]? First preloaded class/period. Second preloaded class/period. Third preloaded class/period. Etc., Etc. Other
6000106	New Item		Teacher confirmation	Added	In which of the following classes do/did you teach [FILL PRELOADED STUDENT NAME]? OS	Added QID for open-ended response option	Unchanged from MS1	In which of the following classes do/did you teach [FILL PRELOADED STUDENT NAME]? OS
6000104	New Item		Teacher confirmation	Revised	Does/Did anyone else at your school teach math to [FILL PRELOADED STUDENT NAME] during this school year (2017-2018)? 1. Yes 2. No	Revised to add QID	Revised	Does/Did anyone else at your school teach math to [FILL PRELOADED STUDENT NAME] during this school year (2019-2020)? 1. Yes 2. No	Revised year to "20192020" to update to current school year.
6000105	New Item		Teacher confirmation	Revised	You indicated that [FILL PRELOADED STUDENT NAME] has a different math teacher. What is the name of this student's math teacher? OS	Revised to add QID	Unchanged from MS1	You indicated that [FILL PRELOADED STUDENT NAME] has a different math teacher. What is the name of this student's math teacher? OS
6040100	Modified ECLS-K:2011 (Teacher, Grade 2; H5)	What is the highest level of education you have completed?. Select one response. 1. Did not complete high school 2. High school diploma or equivalent/GED 3. Some college or technical or vocational school 4. Associate's degree 5. Bachelor's degree 6. Master's degree 7. Advanced professional degree beyond a master's degree (for example, Ph.D., M.D.).	Education and degree (courses in math and math education; year degree granted)	Revised	The next several questions ask about your educational background and teaching experience. What is the highest level of education you have completed? 1. Did not complete high school 2. High school diploma or equivalent/GED 3. Some college or technical or vocational school 4. Associate's degree 5. Bachelor's degree 6. Master's degree 7. Doctorate or an advanced professional degree beyond a master's degree (for example, PhD., Ed.D.MD, DDS, DVM, JD)	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	The next several questions ask about your educational background and teaching experience. What is the highest level of education you have completed? 1. Did not complete high school 2. High school diploma or equivalent/GED 3. Some college or technical or vocational school 4. Associate's degree 5. Bachelor's degree 6. Master's degree 7. Doctorate or an advanced professional degree beyond a master's degree (for example, PhD., Ed.D.MD, DDS, DVM, JD)
6040200	HSLS:09 (Teacher, Baseline; Section A)	In what year did you receive your [RESPONSE TO D01]? Year: _ _ _ _	Education and degree (courses in math and math education; year degree granted)	Revised	In what year did you receive your [FILL_WITH_HIGHEST_DEGREE_LISTED_IN_C001]? Dropdown list: 1940-2017	Revised to move teacher level questions to the beginning of the survey.	Revised	In what year did you receive your [FILL_WITH_HIGHEST_DEGREE_LISTED_IN_C001]? Dropdown list: 1940-2020	Revised response options to include years “2019” and“2020” to account for the two years since MS1.
6040301	Modified ECLS-K (Teacher, Grade 8; 10, d)	Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework? Select one per row. Elementary or secondary education. 1. Yes, a major 2. Yes, a minor or special emphasis 3. No.	Education and degree (courses in math and math education; year degree granted)	Revised	Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate or graduate coursework? Elementary education 1. Yes, a major 2. Yes, a minor or special emphasis 3. No	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate or graduate coursework? Elementary education 1. Yes, a major 2. Yes, a minor or special emphasis 3. No
6040303	Modified ECLS-K (Teacher, Grade 8; 10, d)	Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework? Select one per row. .Elementary or secondary education. 1. Yes, a major 2. Yes, a minor or special emphasis 3. No.	Education and degree (courses in math and math education; year degree granted)	Added	Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate or graduate coursework? Middle grades education 1. Yes, a major 2. Yes, a minor or special emphasis 3. No	Added to include all levels/grade programs	Unchanged from MS1	Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate or graduate coursework? Middle grades education 1. Yes, a major 2. Yes, a minor or special emphasis 3. No
6040302	Modified ECLS-K (Teacher, Grade 8; 10, d)	Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate coursework? Select one per row. Elementary or secondary education. 1. Yes, a major 2. Yes, a minor or special emphasis 3. No.	Education and degree (courses in math and math education; year degree granted)	Revised	Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate or graduate coursework? Secondary education 1. Yes, a major 2. Yes, a minor or special emphasis 3. No	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	Did you have a major, minor, or special emphasis in any of the following subjects as part of your undergraduate or graduate coursework? Secondary education 1. Yes, a major 2. Yes, a minor or special emphasis 3. No
6040401	Modified HSLS:09 (Teacher Baseline; Section A)	In which of the following branches of math have you taken one or more college-level courses? (Check all that apply.) Algebra such as abstract algebra, linear algebra, or groups, rings, and fields.	Education and degree (courses in math and math education; year degree granted)	Revised	How many college-level classes have you taken in the following branches of mathematics? Algebra such as abstract algebra, linear algebra, or groups, rings, and fields 0. None 1. One or two 2. Three or four 3. Five or more	Revised to include transition sentence.	Unchanged from MS1	How many college-level classes have you taken in the following branches of mathematics? Algebra such as abstract algebra, linear algebra, or groups, rings, and fields 0. None 1. One or two 2. Three or four 3. Five or more
6040402	Modified HSLS:09 (Teacher Baseline; Section A)	In which of the following branches of math have you taken one or more college-level courses? (Check all that apply.) Applied mathematics such as dynamical systems, game theory, information theory, mathematical modeling, or mathematical physics.	Education and degree (courses in math and math education; year degree granted)	Revised	How many college-level classes have you taken in the following branches of mathematics? Applied mathematics such as dynamical systems, game theory, information theory, mathematical modeling, or mathematical physics 0. None 1. One or two 2. Three or four 3. Five or more	Revised to include transition sentence.	Unchanged from MS1	How many college-level classes have you taken in the following branches of mathematics? Applied mathematics such as dynamical systems, game theory, information theory, mathematical modeling, or mathematical physics 0. None 1. One or two 2. Three or four 3. Five or more
6040403	Modified HSLS:09 (Teacher Baseline; Section A)	In which of the following branches of math have you taken one or more college-level courses? (Check all that apply.) Calculus, analysis, or differential equations.	Education and degree (courses in math and math education; year degree granted)	Revised	How many college-level classes have you taken in the following branches of mathematics? Calculus, analysis, or differential equations 0. None 1. One or two 2. Three or four 3. Five or more	Revised to include transition sentence.	Unchanged from MS1	How many college-level classes have you taken in the following branches of mathematics? Calculus, analysis, or differential equations 0. None 1. One or two 2. Three or four 3. Five or more
6040404	Modified HSLS:09 (Teacher Baseline; Section A)	In which of the following branches of math have you taken one or more college-level courses? (Check all that apply.) Discrete mathematics, combinatorics, or graph theory.	Education and degree (courses in math and math education; year degree granted)	Revised	How many college-level classes have you taken in the following branches of mathematics? Discrete mathematics, combinatorics, or graph theory 0. None 1. One or two 2. Three or four 3. Five or more	Revised to include transition sentence.	Unchanged from MS1	How many college-level classes have you taken in the following branches of mathematics? Discrete mathematics, combinatorics, or graph theory 0. None 1. One or two 2. Three or four 3. Five or more
6040405	Modified HSLS:09 (Teacher Baseline; Section A)	In which of the following branches of math have you taken one or more college-level courses? (Check all that apply.). Foundations, philosophy, history of mathematics, or logic.	Education and degree (courses in math and math education; year degree granted)	Revised	How many college-level classes have you taken in the following branches of mathematics? Foundations, philosophy, history of mathematics, or logic 0. None 1. One or two 2. Three or four 3. Five or more	Revised to include transition sentence.	Unchanged from MS1	How many college-level classes have you taken in the following branches of mathematics? Foundations, philosophy, history of mathematics, or logic 0. None 1. One or two 2. Three or four 3. Five or more
6040406	Modified HSLS:09 (Teacher Baseline; Section A)	In which of the following branches of math have you taken one or more college-level courses? (Check all that apply.) Geometry, trigonometry, or topology.	Education and degree (courses in math and math education; year degree granted)	Revised	How many college-level classes have you taken in the following branches of mathematics? Geometry, trigonometry, or topology 0. None 1. One or two 2. Three or four 3. Five or more	Revised to include transition sentence.	Unchanged from MS1	How many college-level classes have you taken in the following branches of mathematics? Geometry, trigonometry, or topology 0. None 1. One or two 2. Three or four 3. Five or more
6040407	Modified HSLS:09 (Teacher Baseline; Section A)	In which of the following branches of math have you taken one or more college-level courses? (Check all that apply.) Number theory.	Education and degree (courses in math and math education; year degree granted)	Revised	How many college-level classes have you taken in the following branches of mathematics? Number theory 0. None 1. One or two 2. Three or four 3. Five or more	Revised to include transition sentence.	Unchanged from MS1	How many college-level classes have you taken in the following branches of mathematics? Number theory 0. None 1. One or two 2. Three or four 3. Five or more
6040408	Modified HSLS:09 (Teacher Baseline; Section A)	In which of the following branches of math have you taken one or more college-level courses? (Check all that apply.) Probability or statistics.	Education and degree (courses in math and math education; year degree granted)	Revised	How many college-level classes have you taken in the following branches of mathematics? Probability or statistics 0. None 1. One or two 2. Three or four 3. Five or more	Revised to include transition sentence.	Unchanged from MS1	How many college-level classes have you taken in the following branches of mathematics? Probability or statistics 0. None 1. One or two 2. Three or four 3. Five or more
6040409	Modified HSLS:09 (Teacher Baseline; Section A)	In which of the following branches of math have you taken one or more college-level courses? (Check all that apply.)	Education and degree (courses in math and math education; year degree granted)	Revised	How many college-level classes have you taken in the following branches of mathematics? Teaching mathematics 0. None 1. One or two 2. Three or four 3. Five or more	Revised to include transition sentence.	Unchanged from MS1	How many college-level classes have you taken in the following branches of mathematics? Teaching mathematics 0. None 1. One or two 2. Three or four 3. Five or more
6040501	Modified HSLS:09 (Teacher Baseline; Section A, b)	Including this school year, how many years have you taught high school (grades 9-12) math at any school? Number of years:______	Teacher years of experience	Revised	Including this school year, how many years have you taught the following grades at any school. Please estimate to the nearest year. If you have been working for less than one year, enter 1. Grade K-12 in any subject? Open response: Number of years	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	Including this school year, how many years have you taught the following grades at any school. Please estimate to the nearest year. If you have been working for less than one year, enter 1. Grade K-12 in any subject? Open response: Number of years
6040502	Modified HSLS:09 (Teacher Baseline; Section A, b)	Including this school year, how many years have you taught grades K-5 math at any school? Number of years:______	Teacher years of experience	Revised	Including this school year, how many years have you taught the following grades at any school. Please estimate to the nearest year. If you have been working for less than one year, enter 1. Grade K-5 math? Open response: Number of years	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	Including this school year, how many years have you taught the following grades at any school. Please estimate to the nearest year. If you have been working for less than one year, enter 1. Grade K-5 math? Open response: Number of years
6040503	Modified HSLS:09 (Teacher Baseline; Section A, a)	Including this school year, how many years have you taught high school (grades 9-12) math at any school? Number of years:______	Teacher years of experience	Revised	Including this school year, how many years have you taught the following grades at any school. Please estimate to the nearest year. If you have been working for less than one year, enter 1. Grade 6-8 math? Open response: Number of years	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	Including this school year, how many years have you taught the following grades at any school. Please estimate to the nearest year. If you have been working for less than one year, enter 1. Grade 6-8 math? Open response: Number of years
6040504	Modified HSLS:09 (Teacher Baseline; Section A, c)	Including this school year, how many years have you taught grades 9-12 math at a given school? Number of years:______	Teacher years of experience	Revised	Including this school year, how many years have you taught the following grades at any school. Please estimate to the nearest year. If you have been working for less than one year, enter 1. Grade 9-12 math? Open response: Number of years	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	Including this school year, how many years have you taught the following grades at any school. Please estimate to the nearest year. If you have been working for less than one year, enter 1. Grade 9-12 math? Open response: Number of years
6040600	Modified HSLS:09 (Teacher Baseline; Section A)	Which of the following best describes the math teaching certificate you currently hold in {FILL STATE}? 1. Regular or standard state certificate or advanced professional certificate 2. Certificate issued after satisfying all requirements except the completion of a probationary teaching period 3. Certificate that requires some additional coursework or passing a test 4. Certificate issued to persons who must complete a certification program in order to continue teaching 5. I do not hold any of these certifications in this state.	Certification (type, grade, and content area)	Revised	Which of the following best describes the teaching certificate you currently hold? 1. Regular or standard state certificate or advanced professional certificate 2. Certificate issued after satisfying all requirements except the completion of a probationary teaching period 3. Certificate that requires some additional coursework or passing a test 4. Certificate issued to persons who must complete a certification program in order to continue teaching 5. I do not hold any of these certifications 99. Other	Revised to move teacher level questions to the beginning of the survey.	Revised	Which of the following best describes the teaching certificate you currently hold? 1. Regular or standard state certificate or advanced professional certificate 2. Certificate issued after satisfying all requirements except the completion of a probationary teaching period 3. Certificate that requires some additional coursework or passing a test 4. Certificate issued to persons who must complete a certification program in order to continue teaching 5. I do not hold any of these certifications	Revised to remove "other" to reduce burden
6040714	Modified HSLS:09 (Teacher Baseline; Section A)	In which grades does this certificate allow you to teach math in {FILL STATE}? Select all that apply. 1. Kindergarten through 5th grade (any or all grades) 2. 6th through 8th grade (any or all grades) 3. 9th through 12th grade (any or all grades).	Certification (type, grade, and content area)	Revised	In which grades does this certificate allow you to teach math? This certificate does not allow me to teach math 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In which grades does this certificate allow you to teach math? This certificate does not allow me to teach math 1. Selected 2. Not Selected
6040701	Modified HSLS:09 (Teacher Baseline; Section A)	In which grades does this certificate allow you to teach math in {FILL STATE}? Select all that apply. 1. Kindergarten through 5th grade (any or all grades) 2. 6th through 8th grade (any or all grades) 3. 9th through 12th grade (any or all grades).	Certification (type, grade, and content area)	Revised	In which grades does this certificate allow you to teach math? Kindergarten 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In which grades does this certificate allow you to teach math? Kindergarten 1. Selected 2. Not Selected
6040702	Modified HSLS:09 (Teacher Baseline; Section A)	In which grades does this certificate allow you to teach math in {FILL STATE}? Select all that apply. 1. Kindergarten through 5th grade (any or all grades) 2. 6th through 8th grade (any or all grades) 3. 9th through 12th grade (any or all grades).	Certification (type, grade, and content area)	Revised	In which grades does this certificate allow you to teach math? Grade 1 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In which grades does this certificate allow you to teach math? Grade 1 1. Selected 2. Not Selected
6040703	Modified HSLS:09 (Teacher Baseline; Section A)	In which grades does this certificate allow you to teach math in {FILL STATE}? Select all that apply. 1. Kindergarten through 5th grade (any or all grades) 2. 6th through 8th grade (any or all grades) 3. 9th through 12th grade (any or all grades).	Certification (type, grade, and content area)	Revised	In which grades does this certificate allow you to teach math? Grade 2 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In which grades does this certificate allow you to teach math? Grade 2 1. Selected 2. Not Selected
6040704	Modified HSLS:09 (Teacher Baseline; Section A)	In which grades does this certificate allow you to teach math in {FILL STATE}? Select all that apply. 1. Kindergarten through 5th grade (any or all grades) 2. 6th through 8th grade (any or all grades) 3. 9th through 12th grade (any or all grades).	Certification (type, grade, and content area)	Revised	In which grades does this certificate allow you to teach math? Grade 3 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In which grades does this certificate allow you to teach math? Grade 3 1. Selected 2. Not Selected
6040705	Modified HSLS:09 (Teacher Baseline; Section A)	In which grades does this certificate allow you to teach math in {FILL STATE}? Select all that apply. 1. Kindergarten through 5th grade (any or all grades) 2. 6th through 8th grade (any or all grades) 3. 9th through 12th grade (any or all grades).	Certification (type, grade, and content area)	Revised	In which grades does this certificate allow you to teach math? Grade 4 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In which grades does this certificate allow you to teach math? Grade 4 1. Selected 2. Not Selected
6040706	Modified HSLS:09 (Teacher Baseline; Section A)	In which grades does this certificate allow you to teach math in {FILL STATE}? Select all that apply. 1. Kindergarten through 5th grade (any or all grades) 2. 6th through 8th grade (any or all grades) 3. 9th through 12th grade (any or all grades).	Certification (type, grade, and content area)	Revised	In which grades does this certificate allow you to teach math? Grade 5 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In which grades does this certificate allow you to teach math? Grade 5 1. Selected 2. Not Selected
6040707	Modified HSLS:09 (Teacher Baseline; Section A)	In which grades does this certificate allow you to teach math in {FILL STATE}? Select all that apply. 1. Kindergarten through 5th grade (any or all grades) 2. 6th through 8th grade (any or all grades) 3. 9th through 12th grade (any or all grades).	Certification (type, grade, and content area)	Revised	In which grades does this certificate allow you to teach math? Grade 6 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In which grades does this certificate allow you to teach math? Grade 6 1. Selected 2. Not Selected
6040708	Modified HSLS:09 (Teacher Baseline; Section A)	In which grades does this certificate allow you to teach math in {FILL STATE}? Select all that apply. 1. Kindergarten through 5th grade (any or all grades) 2. 6th through 8th grade (any or all grades) 3. 9th through 12th grade (any or all grades).	Certification (type, grade, and content area)	Revised	In which grades does this certificate allow you to teach math? Grade 7 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In which grades does this certificate allow you to teach math? Grade 7 1. Selected 2. Not Selected
6040709	Modified HSLS:09 (Teacher Baseline; Section A)	In which grades does this certificate allow you to teach math in {FILL STATE}? Select all that apply. 1. Kindergarten through 5th grade (any or all grades) 2. 6th through 8th grade (any or all grades) 3. 9th through 12th grade (any or all grades).	Certification (type, grade, and content area)	Revised	In which grades does this certificate allow you to teach math? Grade 8 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In which grades does this certificate allow you to teach math? Grade 8 1. Selected 2. Not Selected
6040710	Modified HSLS:09 (Teacher Baseline; Section A)	In which grades does this certificate allow you to teach math in {FILL STATE}? Select all that apply. 1. Kindergarten through 5th grade (any or all grades) 2. 6th through 8th grade (any or all grades) 3. 9th through 12th grade (any or all grades).	Certification (type, grade, and content area)	Revised	In which grades does this certificate allow you to teach math? Grade 9 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In which grades does this certificate allow you to teach math? Grade 9 1. Selected 2. Not Selected
6040711	Modified HSLS:09 (Teacher Baseline; Section A)	In which grades does this certificate allow you to teach math in {FILL STATE}? Select all that apply. 1. Kindergarten through 5th grade (any or all grades) 2. 6th through 8th grade (any or all grades) 3. 9th through 12th grade (any or all grades).	Certification (type, grade, and content area)	Revised	In which grades does this certificate allow you to teach math? Grade 10 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In which grades does this certificate allow you to teach math? Grade 10 1. Selected 2. Not Selected
6040712	Modified HSLS:09 (Teacher Baseline; Section A)	In which grades does this certificate allow you to teach math in {FILL STATE}? Select all that apply. 1. Kindergarten through 5th grade (any or all grades) 2. 6th through 8th grade (any or all grades) 3. 9th through 12th grade (any or all grades).	Certification (type, grade, and content area)	Revised	In which grades does this certificate allow you to teach math? Grade 11 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In which grades does this certificate allow you to teach math? Grade 11 1. Selected 2. Not Selected
6040713	Modified HSLS:09 (Teacher Baseline; Section A)	In which grades does this certificate allow you to teach math in {FILL STATE}? Select all that apply. 1. Kindergarten through 5th grade (any or all grades) 2. 6th through 8th grade (any or all grades) 3. 9th through 12th grade (any or all grades).	Certification (type, grade, and content area)	Revised	In which grades does this certificate allow you to teach math? Grade 12 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In which grades does this certificate allow you to teach math? Grade 12 1. Selected 2. Not Selected
6040800	ECLS-K:2011 (Teacher, Grade 2; H10)	Have you taken the exam for National Board for Professional Teaching Standards certification? Not taken. Taken and passed. Taken and have not yet passed. Taken and awaiting test results	Certification (type, grade, and content area)	Revised	Have you taken the exam for National Board Certification? 1. Not taken 2. Taken and passed 3. Taken and awaiting results 4. Taken and have not yet passed	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	Have you taken the exam for National Board Certification? 1. Not taken 2. Taken and passed 3. Taken and awaiting results 4. Taken and have not yet passed
6040901	Modified SASS (Teacher Questionnaire)	In what content area(s) does the teaching certificate marked above allow you to teach in this state? (TABLE IN SURVEY)	Certification (type, grade, and content area)	Revised	In what content area(s) do you hold a National Board for Professional Teaching certificate? Generalist, Early Childhood 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In what content area(s) do you hold a National Board for Professional Teaching certificate? Generalist, Early Childhood 1. Selected 2. Not Selected
6040902	Modified SASS (Teacher Questionnaire)	In what content area(s) does the teaching certificate marked above allow you to teach in this state? (TABLE IN SURVEY)	Certification (type, grade, and content area)	Revised	In what content area(s) do you hold a National Board for Professional Teaching certificate? Generalist, Middle Childhood 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In what content area(s) do you hold a National Board for Professional Teaching certificate? Generalist, Middle Childhood 1. Selected 2. Not Selected
6040903	Modified SASS (Teacher Questionnaire)	In what content area(s) does the teaching certificate marked above allow you to teach in this state? (TABLE IN SURVEY)	Certification (type, grade, and content area)	Revised	In what content area(s) do you hold a National Board for Professional Teaching certificate? Mathematics, Early Adolescence 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In what content area(s) do you hold a National Board for Professional Teaching certificate? Mathematics, Early Adolescence 1. Selected 2. Not Selected
6040904	Modified SASS (Teacher Questionnaire)	In what content area(s) does the teaching certificate marked above allow you to teach in this state? (TABLE IN SURVEY)	Certification (type, grade, and content area)	Revised	In what content area(s) do you hold a National Board for Professional Teaching certificate? Mathematics, Adolescence and Young Adulthood 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In what content area(s) do you hold a National Board for Professional Teaching certificate? Mathematics, Adolescence and Young Adulthood 1. Selected 2. Not Selected
6040907	Modified SASS (Teacher Questionnaire)	In what content area(s) does the teaching certificate marked above allow you to teach in this state? (TABLE IN SURVEY)	Certification (type, grade, and content area)				Added	In what content area(s) do you hold a National Board for Professional Teaching certificate? Exceptional Needs Specialist 1. Selected 2. Not Selected	Added option for special ed certification
6040905	Modified SASS (Teacher Questionnaire)	In what content area(s) does the teaching certificate marked above allow you to teach in this state? (TABLE IN SURVEY)	Certification (type, grade, and content area)	Revised	In what content area(s) do you hold a National Board for Professional Teaching certificate? Other 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	In what content area(s) do you hold a National Board for Professional Teaching certificate? Other 1. Selected 2. Not Selected
6041000	SASS (Teacher Questionnaire)	Which of the following describes how you obtained the teaching methods or teaching strategies coursework? 1 Through an "alternative" program designed to expedite the transition of non-teachers to a teaching career (e.g., a state, district or university alternative program). 2 Through a bachelor's degree granting program (B.A. or B.S.). 3 Through a fifth year program (not leading to a master's degree). 4 Through a master's degree granting program (M.A., M.S., M.Ed., M.A.T.). 5 Through individual courses (not part of a program leading to a degree). 6 Other - Please specify	Certification (type, grade, and content area)	Revised	Did you enter teaching through an alternative certification program? An alternative certification program is a program that is designed to expedite the transition of non-teachers to a teaching career, for example, a state, district, or university alternative certification program. 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey. Revised to include explanatory text.	Unchanged from MS1	Did you enter teaching through an alternative certification program? An alternative certification program is a program that is designed to expedite the transition of non-teachers to a teaching career, for example, a state, district, or university alternative certification program. 1. Yes 2. No
6041100	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 2)	In what year were you born? YEAR BORN (e.g., 1987)	Teacher year of birth	Revised	This set of questions asks about you and your background. In what year were you born? Dropdown list: 1925-2000	Revised to move teacher level questions to the beginning of the survey.	Revised	This set of questions asks about you and your background. In what year were you born? Dropdown list: 1925-2003	Revised to add "2002” and “2003" as response options to account for the two years since MS1.
6041200	Modified ECLS-K (Teacher, Grade 5; 28)	What is your gender? 1. Male 2. Female	Teacher's sex	Revised	This set of questions asks about you and your background. What is your sex? 1. Male 2. Female	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	This set of questions asks about you and your background. What is your sex? 1. Male 2. Female
6041300	Modified ECLS-K 2011 (Teacher, Grade 2; H3)	Are you Hispanic or Latino? MARK ONE RESPONSE. Yes. No	Teacher race/ethnicity	Revised	This set of questions asks about you and your background. Are you of Hispanic or Latino origin? 1. Yes 2. No	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	This set of questions asks about you and your background. Are you of Hispanic or Latino origin? 1. Yes 2. No
6041401	Modified ECLS-K 2011 (Teacher, Grade 2; H4)	Which best describes your race? Mark one or more responses to indicate what you consider yourself to be. . 1. American Indian or Alaska Native 2. Asian 3. Black or African American 4. Native Hawaiian or Other Pacific Islander 5. White.	Teacher race/ethnicity	Revised	This set of questions asks about you and your background. Which of the following best describes your race? American Indian or Alaska Native 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	This set of questions asks about you and your background. Which of the following best describes your race? American Indian or Alaska Native 1. Selected 2. Not Selected
6041402	Modified ECLS-K 2011 (Teacher, Grade 2; H4)	Which best describes your race? Mark one or more responses to indicate what you consider yourself to be. 1. American Indian or Alaska Native 2. Asian 3. Black or African American 4. Native Hawaiian or Other Pacific Islander 5. White.	Teacher race/ethnicity	Revised	This set of questions asks about you and your background. Which of the following best describes your race? Asian 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	This set of questions asks about you and your background. Which of the following best describes your race? Asian 1. Selected 2. Not Selected
6041403	Modified ECLS-K 2011 (Teacher, Grade 2; H4)	Which best describes your race? Mark one or more responses to indicate what you consider yourself to be. . 1. American Indian or Alaska Native 2. Asian 3. Black or African American 4. Native Hawaiian or Other Pacific Islander 5. White.	Teacher race/ethnicity	Revised	This set of questions asks about you and your background. Which of the following best describes your race? Black or African American 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	This set of questions asks about you and your background. Which of the following best describes your race? Black or African American 1. Selected 2. Not Selected
6041404	Modified ECLS-K 2011 (Teacher, Grade 2; H4)	Which best describes your race? Mark one or more responses to indicate what you consider yourself to be. 1. American Indian or Alaska Native 2. Asian 3. Black or African American 4. Native Hawaiian or Other Pacific Islander 5. White.	Teacher race/ethnicity	Revised	This set of questions asks about you and your background. Which of the following best describes your race? Native Hawaiian or other Pacific Islander 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	This set of questions asks about you and your background. Which of the following best describes your race? Native Hawaiian or other Pacific Islander 1. Selected 2. Not Selected
6041405	Modified ECLS-K 2011 (Teacher, Grade 2; H4)	Which best describes your race? Mark one or more responses to indicate what you consider yourself to be. 1. American Indian or Alaska Native 2. Asian 3. Black or African American 4. Native Hawaiian or Other Pacific Islander 5. White.	Teacher race/ethnicity	Revised	This set of questions asks about you and your background. Which of the following best describes your race? White 1. Selected 2. Not Selected	Revised to move teacher level questions to the beginning of the survey.	Unchanged from MS1	This set of questions asks about you and your background. Which of the following best describes your race? White 1. Selected 2. Not Selected
6030310	New Item		Teaching climate	Unchanged from OFT1	The next questions ask about professional development and interactions with your colleagues. How many hours of professional development did you receive this year that was focused on math? Please enter whole numbers only Open response: Number of hours		Revised	The next questions ask about professional development and interactions with your colleagues. How many hours of professional development did you receive this school year that was focused on math? Please enter whole numbers only Open response: Number of hours	Revised "this year" to "this school year" for clarity
6030313	Study of Instructional Improvement Teacher Surveys	This school year, how often did the following things occur?.Another teacher observed me teach and gave me feedback.An instructional leader observed me teach and gave me.feedback about improving my teaching techniques.An instructional leader (e.g., coach, coordinator, or.facilitator) observed me teach and gave me feedback.about my use of curriculum materials Never. 1-2 times. 3-5 times. 6-10 times. More than 10 times	Teaching climate	Revised	The next questions ask about professional development and interactions with your colleagues. How many times this year were you observed as part of a teacher evaluation? 1. Never 2. Once 3. 2 times 4. 3 or 4 times 5. More than 4 times	Revised to move teacher level questions to the beginning of the survey.	Revised	The next questions ask about professional development and interactions with your colleagues. How many times this school year were you observed as part of a teacher evaluation? 1. Never 2. Once 3. 2 times 4. 3 or 4 times 5. More than 4 times	Revised "this year" to "this school year" for clarity
6030312	Study of Instructional Improvement Teacher Surveys	This school year, how often did the following things occur?.Another teacher observed me teach and gave me feedback .An instructional leader observed me teach and gave me.feedback about improving my teaching techniques.An instructional leader (e.g., coach, coordinator, or.facilitator) observed me teach and gave me feedback.about my use of curriculum materials Never. 1-2 times. 3-5 times. 6-10 times. More than 10 times	Teaching climate	Revised	The next questions ask about professional development and interactions with your colleagues. How many times this year were you observed by a coach, mentor, or peer? 1. Never 2. Once 3. 2 times 4. 3 or 4 times 5. More than 4 times	Revised to move teacher level questions to the beginning of the survey.	Revised	The next questions ask about professional development and interactions with your colleagues. How many times this school year were you observed by a coach, mentor, or peer? 1. Never 2. Once 3. 2 times 4. 3 or 4 times 5. More than 4 times	Revised "this year" to "this school year" for clarity
6030311	Study of Instructional Improvement Teacher Surveys	This school year, how often did the following things occur? I watched another teacher model instruction. I watched an instructional leader (e.g., coach, coordinator, or facilitator) model instruction. Never. 1-2 times. 3-5 times. 6-10 times. More than 10 times	Teaching climate	Revised	The next questions ask about professional development and interactions with your colleagues. As part of your professional development, how many times this year did you observe another teacher? 1. Never 2. Once 3. 2 times 4. 3 or 4 times 5. More than 4 times	Revised to move teacher level questions to the beginning of the survey.	Revised	The next questions ask about professional development and interactions with your colleagues. As part of your professional development, how many times this school year did you observe another teacher? 1. Never 2. Once 3. 2 times 4. 3 or 4 times 5. More than 4 times	Revised "this year" to "this school year" for clarity
6030331	New Item		Teaching climate	Unchanged from OFT1	The next questions ask about professional development and interactions with your colleagues. How often do you communicate with the special education provider about the students in your math classes? 1. Daily 2. Weekly 3. Monthly 4. Rarely 5. Never 6. Not applicable		Unchanged from MS1	The next questions ask about professional development and interactions with your colleagues. How often do you communicate with the special education provider about the students in your math classes? 1. Daily 2. Weekly 3. Monthly 4. Rarely 5. Never 6. Not applicable
6020101	New Item		Curriculum/textbook used	Revised	This section focuses on the content you cover in your math classes, as well as your teaching practices. The curriculum used for your math classes is… Locally or district-designed 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	This section focuses on the content you cover in your math classes, as well as your teaching practices this school year. The curriculum used for your math classes this school year is… Locally or district-designed 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6020102	New Item		Curriculum/textbook used	Revised	This section focuses on the content you cover in your math classes, as well as your teaching practices. The curriculum used for your math classes is… State-designed 1. Selected 2. Not Selected	Revised to school-level and reduced burden	Revised	This section focuses on the content you cover in your math classes, as well as your teaching practices this school year. The curriculum used for your math classes this school year is… State-designed 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6020103	New Item		Curriculum/textbook used	Revised	This section focuses on the content you cover in your math classes, as well as your teaching practices. The curriculum used for your math classes is… Nationally-designed 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	This section focuses on the content you cover in your math classes, as well as your teaching practices this school year. The curriculum used for your math classes this school year is… Nationally-designed 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021201	Modified NAEP (Teacher, 2013: II 13a)	In your eighth-grade mathematics class this year, how often do your students use a computer or other technological resources to do each of the following? Fill in one oval on each line.	Technology - classroom availability and uses	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes. Desktop or laptop 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes this school year. Desktop or laptop 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021202	New Item		Technology - classroom availability and uses	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes. Tablet 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes this school year. Tablet 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021203	New Item		Technology - classroom availability and uses	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes. Smartboard, or interactive whiteboard 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes this school year. Smartboard, or interactive whiteboard 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021204	New Item		Technology - classroom availability and uses	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes. Interactive TV monitor 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes this school year. Interactive TV monitor 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021205	New Item		Technology - classroom availability and uses	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes. LCD or DLP projector 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes this school year. LCD or DLP projector 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021206	New Item		Technology - classroom availability and uses	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes. Smartphone 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes this school year. Smartphone 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021207	New Item		Technology - classroom availability and uses	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes. Apps 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes this school year. Apps 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021208	New Item		Technology - classroom availability and uses	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes. Digital camera 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes this school year. Digital camera 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021209	New Item		Technology - classroom availability and uses	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes. Digital video recorder 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes this school year. Digital video recorder 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021210	New Item		Technology - classroom availability and uses	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes. Graphing calculators 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes this school year. Graphing calculators 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021211	New Item		Technology - classroom availability and uses	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes. Student or audience response system for polling 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes this school year. Student or audience response system for polling 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021217	New Item		Technology - classroom availability and uses	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes. No technology devices are available for teacher use in the classroom 1. Selected 2. Not Selected	Revised to school-level and reduce burden. Included "teacher" use for clarity.	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes this school year. No technology devices are available for teacher use in the classroom 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021301	New Item		Technology - classroom availability and uses	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes. Desktop or laptop 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes this school year. Desktop or laptop 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021302	New Item		Technology - classroom availability and uses	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes. Tablet 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes this school year. Tablet 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021303	New Item		Technology - classroom availability and uses	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes. Smartboard, or interactive whiteboard 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes this school year. Smartboard, or interactive whiteboard 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021304	New Item		Technology - classroom availability and uses	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes. Interactive TV monitor 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes this school year. Interactive TV monitor 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021305	New Item		Technology - classroom availability and uses	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes. LCD or DLP projector 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes this school year. LCD or DLP projector 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021306	New Item		Technology - classroom availability and uses	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes. Smartphone 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes this school year. Smartphone 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021307	New Item		Technology - classroom availability and uses	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes. Apps 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes this school year. Apps 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021308	New Item		Technology - classroom availability and uses	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes. Digital camera 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes this school year. Digital camera 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021309	New Item		Technology - classroom availability and uses	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes. Digital video recorder 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes this school year. Digital video recorder 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021310	New Item		Technology - classroom availability and uses	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes. Graphing calculators 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes this school year. Graphing calculators 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021311	New Item		Technology - classroom availability and uses	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes. Student or audience response system for polling 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes this school year. Student or audience response system for polling 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021317	New Item		Technology - classroom availability and uses	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes. No technology devices are available for student use in the classroom 1. Selected 2. Not Selected	Revised to school-level and reduce burden. Included "student" use for clarity.	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes this school year. No technology devices are available for student use in the classroom 1. Selected 2. Not Selected	Revised to add "this school year" for clarity
6021401	Modified NAEP (Teacher, 2013; II 13a)	In your eighth-grade mathematics class this year, how often do your students use a computer or other technological resources to do each of the following? Fill in one oval on each line. Practice or review mathematics topics on the computer 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Every day or almost every day .	Technology - classroom availability and uses	Revised	In your math classes this year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Practice or review mathematics topics. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduce burden	Revised	In your math classes this school year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Practice or review mathematics topics. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021402	New Item		Technology - classroom availability and uses	Revised	In your math classes this year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Show work to the class in real time. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduce burden	Revised	In your math classes this school year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Show work to the class in real time. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021403	Modified NAEP (Teacher, 2013; II 13c)	In your eighth-grade mathematics class this year, how often do your students use a computer or other technological resources to do each of the following? Fill in one oval on each line. Research a mathematics topic on the Internet or CD-ROM 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Every day or almost every day.	Technology - classroom availability and uses	Revised	In your math classes this year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Research a mathematics topic. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduce burden	Revised	In your math classes this school year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Research a mathematics topic. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021404	NAEP (Teacher, 2013; II 13f)	In your eighth-grade mathematics class this year, how often do your students use a computer or other technological resources to do each of the following? Fill in one oval on each line. Play mathematics computer games 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Every day or almost every day.	Technology - classroom availability and uses	Revised	In your math classes this year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Play games. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduce burden	Revised	In your math classes this school year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Play games. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021405	New Item		Technology - classroom availability and uses	Revised	In your math classes this year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Create projects. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduce burden	Revised	In your math classes this school year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Create projects. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021406	New Item		Technology - classroom availability and uses	Revised	In your math classes this year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Collect and analyze data. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduce burden	Revised	In your math classes this school year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Collect and analyze data. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021407	New Item		Technology - classroom availability and uses	Revised	In your math classes this year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Conduct or watch simulations. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduce burden	Revised	In your math classes this school year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Conduct or watch simulations. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021408	Pew Internet Survey (2013, Q16a)	Please tell us if you ever have your students to do any of the following. Submit assignments online? 1. Yes 2. No	Technology - classroom availability and uses	Revised	In your math classes this year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Submit assignments online. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduce burden	Revised	In your math classes this school year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Submit assignments online. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021410	Pew Internet Survey (2013, Q16h)	Please tell us if you ever have your students to do any of the following. Post their own work online where people other than their classmates or teachers can see it 1. Yes 2. No	Technology - classroom availability and uses	Revised	In your math classes this year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Share or post their work for others to view at any time. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduce burden	Revised	In your math classes this school year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Share or post their work for others to view at any time. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021411	Modified NAEP (Teacher, 2013; II 13b)	In your eighth-grade mathematics class this year, how often do your students use a computer or other technological resources to do each of the following? Fill in one oval on each line. Extend mathematics learning with enrichment activities on the computer 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Every day or almost every day .	Technology - classroom availability and uses	Revised	In your math classes this year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Extend mathematics learning with enrichment activities. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduce burden	Revised	In your math classes this school year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Extend mathematics learning with enrichment activities. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021412	Pew Internet Survey (2013, Q16f)	Please tell us if you ever have your students to do any of the following. Participate in online discussions 1. Yes 2. No	Technology - classroom availability and uses	Revised	In your math classes this year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Participate in online discussions. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduce burden	Revised	In your math classes this school year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Participate in online discussions. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021413	New Item		Technology - classroom availability and uses	Revised	In your math classes this year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Fill free time. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to clarify respondent should report average if frequency varies across classes.	Revised	In your math classes this school year, how often do your students use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Fill free time. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021510	New Item		Technology - classroom availability and uses	Revised	In what content area(s) do you hold a National Board for Professional Teaching certificate? In what content area(s) do you hold a National Board for Professional Teaching certificate? Collaborate with other teachers. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduced burden	Revised	In your math classes this school year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Collaborate with other teachers. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021520	New Item		Technology - classroom availability and uses	Revised	In what content area(s) do you hold a National Board for Professional Teaching certificate? Encourage student participation in class. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduced burden	Revised	In your math classes this school year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Encourage student participation in class. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021530	New Item		Technology - classroom availability and uses	Revised	In what content area(s) do you hold a National Board for Professional Teaching certificate? Collect and analyze data for classroom examples and activities. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduced burden	Revised	In your math classes this school year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Collect and analyze data for classroom examples and activities. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021540	New Item		Technology - classroom availability and uses	Revised	In your math classes this year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Collect and analyze assessment data for grading. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduced burden	Revised	In your math classes this school year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Collect and analyze assessment data for grading. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021541	New Item		Technology - classroom availability and uses	Revised	In your math classes this year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Other assessment activities such as formative assessments, documenting student work. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduce burden. Original QID duplicated with another item, so changed to 6021541	Revised	In your math classes this school year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Other assessment activities such as formative assessments, documenting student work. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021550	New Item		Technology - classroom availability and uses	Revised	In your math classes this year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Send reminders or class information to students. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduced burden	Revised	In your math classes this school year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Send reminders or class information to students. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021560	New Item		Technology - classroom availability and uses	Revised	In your math classes this year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Provide homework help or learning support outside of class. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduced burden	Revised	In your math classes this school year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Provide homework help or learning support outside of class. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021570	New Item		Technology - classroom availability and uses	Revised	In your math classes this year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Develop videos of classroom instruction. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduced burden	Revised	In your math classes this school year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Develop videos of classroom instruction. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021580	New Item		Technology - classroom availability and uses	Revised	In your math classes this year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Compile links to external resources. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduced burden	Revised	In your math classes this school year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Compile links to external resources. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021590	New Item		Technology - classroom availability and uses	Revised	In your math classes this year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Distribute study tools and self-assessments. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to school-level and reduced burden	Revised	In your math classes this school year, how often do you use technological resources to do each of the following? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Distribute study tools and self-assessments. 1. Never 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised "this year" to "this school year" for clarity
6021561	Digital Teachers, Digital Principals: Transforming the Ways We Engage Students (Project Tomorrow, 2014)	New for OFT/Modified from source New for OFT/Modified from source	Technology - classroom availability and uses	Revised	How easily can you access the internet in your math classes? 1. Cannot access 2. Inconsistently, often a poor connection 3. Easily, usually a good connection 4. Very easily, a strong and consistent connection	Revised to school-level and reduced burden	Revised	How easily can you access the internet in your math classes this school year? 1. Cannot access 2. Inconsistently, often a poor connection 3. Easily, usually a good connection 4. Very easily, a strong and consistent connection	Revised to add "this school year" for clarity
6021562	Digital Teachers, Digital Principals: Transforming the Ways We Engage Students (Project Tomorrow, 2014)	Not available in report Not available in report	Technology - classroom availability and uses	Revised	How easily can your students access the internet in your math classes? 1. Cannot access 2. Inconsistently, often a poor connection 3. Easily, usually a good connection 4. Very easily, a strong and consistent connection	Revised to school-level and reduced burden	Revised	How easily can your students access the internet in your math classes this school year? 1. Cannot access 2. Inconsistently, often a poor connection 3. Easily, usually a good connection 4. Very easily, a strong and consistent connection	Revised to add "this school year" for clarity
6021563	Digital Teachers, Digital Principals: Transforming the Ways We Engage Students (Project Tomorrow, 2014)	Not available in report Not available in report	Technology - classroom availability and uses	Revised	How often do you connect to the internet in your math classes? 1. Not at all 2. Rarely 3. Sometimes 4. Often	Revised to school-level and reduced burden	Revised	How often do you connect to the internet in your math classes this school year? 1. Not at all 2. Rarely 3. Sometimes 4. Often	Revised to add "this school year" for clarity
6021564	Digital Teachers, Digital Principals: Transforming the Ways We Engage Students (Project Tomorrow, 2014)	Not available in report Not available in report	Technology - classroom availability and uses	Revised	How often do your students connect to the internet in your math classes? 1. Not at all 2. Rarely 3. Sometimes 4. Often	Revised to school-level and reduced burden	Revised	How often do your students connect to the internet in your math classes this school year? 1. Not at all 2. Rarely 3. Sometimes 4. Often	Revised to add "this school year" for clarity
6021565	Digital Teachers, Digital Principals: Transforming the Ways We Engage Students (Project Tomorrow, 2014)	Not available in report Not available in report	Technology - classroom availability and uses	Revised	In your math classes, how often do you assign homework that requires your students to connect to the internet? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. 1. Not at all 2. Rarely 3. Sometimes 4. Often	Revised to school-level and reduced burden	Revised	In your math classes this school year, how often do you assign homework that requires your students to connect to the internet? If the frequency is different for different math classes that you teach, please respond with an average across all math classes. 1. Not at all 2. Rarely 3. Sometimes 4. Often	Revised to add "this school year" for clarity
6010101	Modified TIMSS (Teacher Grade 8, 2011; 12)	How many students are in this class?. ____ students (write in a number)	Class size	Unchanged from OFT1	{This section asks specific questions}/ {Now we would like to know} about your [CLASS NAME, PERIOD] class. How many students are enrolled in this class? Open response: Number of students		Unchanged from MS1	{This section asks specific questions}/ {Now we would like to know} about your [CLASS NAME, PERIOD] class. How many students are enrolled in this class? Open response: Number of students
6010102	Modified ECLS-K (Math Teacher, Grade 8; 14)	Which of the following best describes this student's mathematics course? MARK ONE RESPONSE ONLY - IF THE STUDENT IS ENROLLED IN MORE THAN ONE MATHEMATICS COURSE, PLEASE ANSWER FOR THE COURSE THAT YOU CONSIDER MOST ADVANCED. General mathematics .Introduction to Algebra/Pre-algebra .Algebra .Integrated or sequential mathematics .Algebra II .Geometry.	Coursework/academic track	Unchanged from OFT1	Please provide some information about your [CLASS NAME, PERIOD] class. Which of the following best describes this mathematics course? Which of the following best describes this mathematics course? 1. Grade 6 general mathematics 2. Grade 6 honors mathematics 3. Grade 6 basic/remedial mathematics 4. Grade 7 general mathematics 5. Grade 7 honors mathematics 6. Grade 7 basic/remedial mathematics 7. Grade 8 general mathematics 8. Grade 8 honors mathematics 9. Grade 8 basic/remedial mathematics 10. Introduction to algebra/ pre-algebra 11. Algebra 12. Algebra II 13. Geometry.99. Other		Revised	Please provide some information about your [CLASS NAME, PERIOD] class. Which of the following best describes this mathematics course? 1. Grade 6 general mathematics 2. Grade 7 general mathematics 3. Grade 7 honors mathematics 4. Grade 7 basic/remedial mathematics 5. Grade 8 general mathematics 6. Grade 8 honors mathematics 7. Grade 8 basic/remedial mathematics 8. Introduction to algebra/ pre-algebra 9. Algebra I, Ia or Ib 10. Algebra II 11. Geometry. 12. Trigonometry 13. Applied math 99. Other	Revised to remove "Grade 6 honors math," "Grade 6 remedial math," and "Calculus". Added "Applied math” and “Trigonometry.” Revised "Algebra" to "Algebra I, Ia or Ib" for clarity.

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Justification
6010103	Modified ECLS-K (Math Teacher, Grade 8; 14)	Which of the following best describes this student's mathematics course? MARK ONE RESPONSE ONLY - IF THE STUDENT IS ENROLLED IN MORE THAN ONE MATHEMATICS COURSE, PLEASE ANSWER FOR THE COURSE THAT YOU CONSIDER MOST ADVANCED. General	Coursework/academic track	Added	Please provide some information about your [CLASS NAME, PERIOD] class. Which of the following best describes this mathematics course? Please specify OS	Added QID for open-ended response option	Unchanged from MS1	Please provide some information about your [CLASS NAME, PERIOD] class. Which of the following best describes this mathematics course? Please specify OS
6010201	Modified ECLS-K (Teacher, Grade 5; A10f)	What percentage of students in this [CLASS NAME, PERIOD] class.Are below grade level in their mathematics skills? If none, enter "0."	Heterogeneity of student ability within the math class	Unchanged from OFT1	What percentage of students in this [CLASS_NAME, PERIOD] class…If none, enter "0." Are below grade level in their mathematics skills? Open response: Percentage		Unchanged from MS1	What percentage of students in this [CLASS_NAME, PERIOD] class…If none, enter "0." Are below grade level in their mathematics skills? Open response: Percentage
6010202	Modified ECLS-K (Teacher, Grade 5; A10g)	What percentage of students in this [CLASS NAME, PERIOD] class.Are about on grade level in their mathematics skills? If none, enter "0."	Heterogeneity of student ability within the math class	Unchanged from OFT1	What percentage of students in this [CLASS_NAME, PERIOD] class…If none, enter "0." Are about on grade level in their mathematics skills? Open response: Percentage		Unchanged from MS1	What percentage of students in this [CLASS_NAME, PERIOD] class…If none, enter "0." Are about on grade level in their mathematics skills? Open response: Percentage
6010203	Modified ECLS-K (Teacher, Grade 5; A10h)	What percentage of students in this [CLASS NAME, PERIOD] class.Are above grade level in their mathematics skills? If none, enter "0."	Heterogeneity of student ability within the math class	Unchanged from OFT1	What percentage of students in this [CLASS_NAME, PERIOD] class…If none, enter "0." Are above grade level in their mathematics skills? Open response: Percentage		Unchanged from MS1	What percentage of students in this [CLASS_NAME, PERIOD] class…If none, enter "0." Are above grade level in their mathematics skills? Open response: Percentage
6020200	New Item		Curriculum/textbook used	Unchanged from OFT1	What do you use as your primary basis for instruction for this [CLASS NAME, PERIOD] class? 1. Textbook (Print) 2. E-book 3. District or state educational content repository 4. Open educational resources 99. Other		Revised	What do you use as your primary basis for instruction for this [CLASS NAME, PERIOD] class? 1. Textbook (Print) 2. E-book 3. District or state educational content repository 4. Open educational resources 5. Online commercial curriculum 6. Both textbook and online resources equally 99. Other	Revised to add response options "Online commercial curriculum" and "Both textbook and online resourced equally" from MS1 O/S response data.
6020401	New Item		Curriculum/textbook used	Revised	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? Textbook (Print) 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Unchanged from MS1	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? Textbook (Print) 1. Selected 2. Not Selected
6020402	New Item		Curriculum/textbook used	Revised	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? E-book 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Unchanged from MS1	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? E-book 1. Selected 2. Not Selected
6020403	New Item		Curriculum/textbook used	Revised	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? District or state educational content repository 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Unchanged from MS1	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? District or state educational content repository 1. Selected 2. Not Selected
6020404	New Item		Curriculum/textbook used	Revised	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? Open educational resources 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Unchanged from MS1	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? Open educational resources 1. Selected 2. Not Selected
6020409	New Item		Curriculum/textbook used				Added	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? Online commercial curriculum 1. Selected 2. Not Selected	Added to expand response options from MS1 O/S response data
6020410	New Item		Curriculum/textbook used				Added	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? Both textbook and online resources equally 1. Selected 2. Not Selected	Added to expand response optionsfrom MS1 O/S response data
6020405	New Item		Curriculum/textbook used	Revised	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? Other (Please Specify) 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Unchanged from MS1	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? Other 1. Selected 2. Not Selected
6020406	New Item		Curriculum/textbook used	Revised	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? I do not use additional resources to supplement instruction 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Unchanged from MS1	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? I do not use additional resources to supplement instruction 1. Selected 2. Not Selected
6020302	Adapted from Teacher Content Goals (TCG; Schmidt)	Publication year: _ _ _ _ Publication year: _ _ _ _	Curriculum/textbook used	Revised	Please indicate the publication year of your primary textbook or e-book. 1. 2011 or earlier 2. 2012, 3. 2013, 4. 2014, 5. 2015, 6. 2016, 7. 2017, 8. 2018	Revised response options to create meaningful categories. Prior to 2012 is pre-Common Core adoption. Updated range for most recent publications.	Revised	Please indicate the publication year of your primary textbook or e-book. 1. 2011 or earlier 2. 2012, 3. 2013, 4. 2014, 5. 2015, 6. 2016, 7. 2017, 8. 2018 9. 2019 10. 2020	Revised to add "2019" and "2020" response options to account for the two years since MS1.
6020901	Adapted from Teacher Content Goals (TCG; Schmidt)	The purpose of this item is to obtain a description of the specific mathematic content areas you covered or plan to cover in your course this academic yea? .On the next few pages is a list of 40 content areas covering materials that may be taught in grades 7 & 8. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possibl? .Before marking, please read quickly through the entire list to obtain an idea of where various content areas you've taught may be found. (Note: not all areas are necessarily appropriate for your class? .For each listed content area, indicate the approximate number of lessons you taught the content area during this school year to your clas? .To what extent have you or will you teach each of the following topics in your course during the 2012-2013 school year? Indicate the number of class periods taught. Understand ratio concepts and use ratio reasoning to solve problems. 1. None 2. One or less 3. 2 - 5 4. 6 - 10 5. 11 - 15 6. > 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Understand ratio concepts and use ratio reasoning to solve problems. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Understand ratio concepts and use ratio reasoning to solve problems 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020902	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class period? .Analyze proportional relationships and use them to solve real-world and mathematical problems. None, One or less, 2 to 5, 6 to 10, 11 to 15, More than 15 None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Analyze proportional relationships and use them to solve real-world and mathematical problems. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Analyze proportional relationships and use them to solve real-world and mathematical problems 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020903	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class period? .Apply and extend previous understandings of multiplication and division to divide fractions by fractions. None, One or less, 2 to 5, 6 to 10, 11 to 15, More than 15 None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Apply and extend previous understandings of multiplication and division to divide fractions by fractions. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Apply and extend previous understandings of multiplication and division to divide fractions by fractions 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020904	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class periods. Compute fluently with multi-digit numbers and find common factors and multiples. None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Compute fluently with multi-digit numbers and find common factors and multiples. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Compute fluently with multi-digit numbers and find common factors and multiples 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020905	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class periods. Apply and extend previous understandings of numbers to the system of rational numbers. .None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Apply and extend previous understandings of numbers to the system of rational numbers. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Apply and extend previous understandings of numbers to the system of rational numbers 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020906	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class periods. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. .None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020907	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class periods. Know that there are numbers that are not rational and approximate them by rational numbers. .None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Know that there are numbers that are not rational and approximate them by rational numbers. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Know that there are numbers that are not rational and approximate them by rational numbers 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020908	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class periods. Define, evaluate and compare functions. .None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Define, evaluate and compare functions. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Define, evaluate and compare functions 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020909	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class periods. Use functions to model relationships between quantities. .None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Use functions to model relationships between quantities. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Use functions to model relationships between quantities 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020910	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class periods. Apply and extend previous understandings of arithmetic to algebraic expressions. .None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Apply and extend previous understandings of arithmetic to algebraic expressions. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Apply and extend previous understandings of arithmetic to algebraic expressions 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020911	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class periods. Reason about and solve one-variable equations and inequalities. .None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Reason about and solve one-variable equations and inequalities. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Reason about and solve one-variable equations and inequalities 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020912	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class periods. Represent and analyze quantitative relationships between dependent and independent variables. .None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Represent and analyze quantitative relationships between dependent and independent variables. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Represent and analyze quantitative relationships between dependent and independent variables 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020913	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class periods. Use properties of operations to generate equivalent expressions. .None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Use properties of operations to generate equivalent expressions. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Use properties of operations to generate equivalent expressions 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020914	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class periods. Solve real-life and mathematical problems using numerical and algebraic expressions and equations. None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods.Solve real-life and mathematical problems using numerical and algebraic expressions and equations. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Solve real-life and mathematical problems using numerical and algebraic expressions and equations 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020915	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class periods. Work with radicals and integer exponents. .None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Work with radicals and integer exponents. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Work with radicals and integer exponents 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020916	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class periods. Understand the connections between proportional relationships, lines, and linear equations. .None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Understand the connections between proportional relationships, lines, and linear equations. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Understand the connections between proportional relationships, lines, and linear equations 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6020917	Adapted from Teacher Content Goals (TCG; Schmidt)	To what extent have you or will you teach each of the following topics in this course during this school year? Indicate the number of class periods. Analyze and solve linear equations and pairs of simultaneous linear equations. .None.One or less.2 to 5.6 to 10.11 to 15.More than 15	Math topics covered and number of classes spent on each	Unchanged from OFT1	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this academic year. Following is a list of content areas covering materials that may be taught in grade 6. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Analyze and solve linear equations and pairs of simultaneous linear equations. 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15		Revised	The purpose of this item is to obtain a description of the specific mathematics content areas you covered or plan to cover in your course this school year. Following is a list of content areas covering materials that may be taught. Please respond to the entire list so that we may obtain an indication of the topics covered in your class that is as complete and accurate as possible. (Note: Not all areas are necessarily appropriate for your class). For each listed content area, indicate the approximate number of class periods during this school year when the content area was or will be a primary focus for your [CLASS NAME, PERIOD] class. How many full class periods have you or will you teach the following topics in this course during this school year? Indicate the number of class periods. Analyze and solve linear equations and pairs of simultaneous linear equations 0. None 1. One or less than one full class. 2. 2 to 5 3. 6 to 10 4. 11 to 15 5. More than 15	Revised to remove "in grade 6" to update to modal grade of respondents. Changed "academic year" to "school year" in intro text for clarity
6021001	Modified ECLS-K (Math Teacher, Grade 8; 20i)	How often do the students in this class engage in the following? Write about how to solve a mathematics problem .1. Almost every day 2. Once or twice a week 3. Once or twice a month 4. Never or hardly ever .	Instructional practice/pedagogy (including beliefs about importance of autonomous behavior and direct instruction)	Unchanged from OFT1	These next questions ask about the teaching practices you use in this classroom. How often do the students in this [CLASS NAME, PERIOD] class… Explain how to solve a mathematics problem (either verbally or in writing)? 1. Almost every day 2. Once or twice a week 3. Once or twice a month 4. Never or hardly ever		Unchanged from MS1	These next questions ask about the teaching practices you use in this classroom. How often do the students in this [CLASS NAME, PERIOD] class… Explain how to solve a mathematics problem (either verbally or in writing)? 1. Almost every day 2. Once or twice a week 3. Once or twice a month 4. Never or hardly ever
6021002	Modified ECLS-K (Math Teacher, Grade 8; 20k)	How often do the students in this class engage in the following?	Instructional practice/pedagogy (including beliefs about importance of autonomous behavior and direct instruction)	Unchanged from OFT1	These next questions ask about the teaching practices you use in this classroom. How often do the students in this [CLASS NAME, PERIOD] class… Work on problems for which there is no immediate solution? 1. Almost every day 2. Once or twice a week 3. Once or twice a month 4. Never or hardly ever		Unchanged from MS1	These next questions ask about the teaching practices you use in this classroom. How often do the students in this [CLASS NAME, PERIOD] class… Work on problems for which there is no immediate solution? 1. Almost every day 2. Once or twice a week 3. Once or twice a month 4. Never or hardly ever
6021003	New Item		Instructional practice/pedagogy (including beliefs about importance of autonomous behavior and direct instruction)	Unchanged from OFT1	These next questions ask about the teaching practices you use in this classroom. How often do the students in this [CLASS NAME, PERIOD] class… Practice solving routine items to develop or maintain fluency? 1. Almost every day 2. Once or twice a week 3. Once or twice a month 4. Never or hardly ever		Unchanged from MS1	These next questions ask about the teaching practices you use in this classroom. How often do the students in this [CLASS NAME, PERIOD] class… Practice solving routine items to develop or maintain fluency? 1. Almost every day 2. Once or twice a week 3. Once or twice a month 4. Never or hardly ever
6021101	Modified Teacher as Social Context (30)	I try to give this student a lot of choices about classroom assignments. 1. Not at all true 2. Not very true 3. Sort of true 4. Very true .	Teacher autonomy support	Unchanged from OFT1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. I try to give students a lot of choices about classroom assignments. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true		Unchanged from MS1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. I try to give students a lot of choices about classroom assignments. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true
6021102	Modified Teacher as Social Context (33)	I have to lead this student through his/her schoolwork step by step. 1. Not at all true 2. Not very true 3. Sort of true 4. Very true .	Teacher autonomy support	Unchanged from OFT1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. I have to lead students through their schoolwork step by step. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true		Unchanged from MS1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. I have to lead students through their schoolwork step by step. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true
6021103	Modified Teacher as Social Context (38)	I can't afford to let this student decide too many things about schoolwork for him/herself. 1. Not at all true 2. Not very true 3. Sort of true 4. Very true	Teacher autonomy support	Unchanged from OFT1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. I can't afford to let students decide too many things about schoolwork for themselves. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true		Unchanged from MS1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. I can't afford to let students decide too many things about schoolwork for themselves. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true
6021104	Modified Teacher as Social Context (36)	I let this student make a lot of his/her own decisions regarding schoolwork. 1. Not at all true 2. Not very true 3. Sort of true 4. Very true .	Teacher autonomy support	Unchanged from OFT1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. I let students make a lot of their own decisions regarding schoolwork. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true		Unchanged from MS1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. I let students make a lot of their own decisions regarding schoolwork. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true
6021105	Modified Teacher as Social Context (32)	It's better not to give too many choices to this student. 1. Not at all true 2. Not very true 3. Sort of true 4. Very true .	Teacher autonomy support	Unchanged from OFT1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. It's better not to give too many choices to students. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true		Unchanged from MS1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. It's better not to give too many choices to students. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true
6021106	Modified Teacher as Social Context (35)	I find myself telling this student every step to make when it comes to schoolwork. 1. Not at all true 2. Not very true 3. Sort of true 4. Very true	Teacher autonomy support	Unchanged from OFT1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. I find myself telling students every step to make when it comes to schoolwork. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true		Unchanged from MS1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. I find myself telling students every step to make when it comes to schoolwork. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true
6021107	Modified Teacher as Social Context (37)	I can't let this student do things his/her own way. 1. Not at all true 2. Not very true 3. Sort of true 4. Very true	Teacher autonomy support	Unchanged from OFT1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. I can't let students do things their own way. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true		Unchanged from MS1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. I can't let students do things their own way. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true
6021108	Modified Teacher as Social Context (34)	When it comes to assignments, I'm always having to tell this student what to do. 1. Not at all true 2. Not very true 3. Sort of true 4. Very true	Teacher autonomy support	Unchanged from OFT1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class.When it comes to assignments, I'm always having to tell students what to do. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true		Unchanged from MS1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. When it comes to assignments, I'm always having to tell students what to do. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true
6021109	Modified Teacher as Social Context (31)	My general approach with this student is to give him/her as few choices as possible. 1. Not at all true 2. Not very true 3. Sort of true 4. Very true	Teacher autonomy support	Unchanged from OFT1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class.My general approach with students is to give them as few choices as possible. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true		Unchanged from MS1	Please indicate the extent to which the following statements are true for students in this [CLASS NAME, PERIOD] class. My general approach with students is to give them as few choices as possible. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true
6110101	ECLS-K (Math Teacher, Grade 8; 11a)	Please rate this student's skills in the following areas, as exhibited in your class. Ability to apply mathematical concepts to "real world" problems Outstanding Very good Good Fair Poor Not applicable or not observed	Student math ability	Unchanged from OFT1	Now we have questions about [FILL PRELOADED STUDENT NAME]. The following questions ask about the skills and abilities [FILL PRELOADED STUDENT NAME] demonstrates in your [CLASS NAME, PERIOD] class. Please rate [FILL PRELOADED STUDENT NAME]'s skills in the following areas, as exhibited in your class. Ability to apply mathematical concepts to "real world" problems 1. Outstanding 2. Very good 3. Good 4. Fair 5. Poor 6. Not applicable or not observed		Unchanged from MS1	Now we have questions about [FILL PRELOADED STUDENT NAME]. The following questions ask about the skills and abilities [FILL PRELOADED STUDENT NAME] demonstrates in your [CLASS NAME, PERIOD] class. Please rate [FILL PRELOADED STUDENT NAME]'s skills in the following areas, as exhibited in your class. Ability to apply mathematical concepts to "real world" problems 1. Outstanding 2. Very good 3. Good 4. Fair 5. Poor 6. Not applicable or not observed
6110102	ECLS-K (Math Teacher, Grade 8; 11b)	Please rate this student's skills in the following areas, as exhibited in your class. Ability to complete or conduct proofs or demonstrations of [his/her] mathematical reasoning Outstanding Very good Good Fair Poor Not applicable or not observed	Student math ability	Unchanged from OFT1	Now we have questions about [FILL PRELOADED STUDENT NAME]. The following questions ask about the skills and abilities [FILL PRELOADED STUDENT NAME] demonstrates in your [CLASS NAME, PERIOD] class. Please rate [FILL PRELOADED STUDENT NAME]'s skills in the following areas, as exhibited in your class. Ability to complete or conduct proofs or demonstrations of [his/her] mathematical reasoning 1. Outstanding 2. Very good 3. Good 4. Fair 5. Poor 6. Not applicable or not observed		Unchanged from MS1	Now we have questions about [FILL PRELOADED STUDENT NAME]. The following questions ask about the skills and abilities [FILL PRELOADED STUDENT NAME] demonstrates in your [CLASS NAME, PERIOD] class. Please rate [FILL PRELOADED STUDENT NAME]'s skills in the following areas, as exhibited in your class. Ability to complete or conduct proofs or demonstrations of [his/her] mathematical reasoning 1. Outstanding 2. Very good 3. Good 4. Fair 5. Poor 6. Not applicable or not observed
6110103	ECLS-K (Math Teacher, Grade 8; 11c)	Please rate this student's skills in the following areas, as exhibited in your class. Ability to talk about [his/her] reasoning or thinking in solving a problem Outstanding Very good Good Fair Poor Not applicable or not observed	Student math ability	Unchanged from OFT1	Now we have questions about [FILL PRELOADED STUDENT NAME]. The following questions ask about the skills and abilities [FILL PRELOADED STUDENT NAME] demonstrates in your [CLASS NAME, PERIOD] class. Please rate [FILL PRELOADED STUDENT NAME]'s skills in the following areas, as exhibited in your class. Ability to talk about [his/her] reasoning or thinking in solving a problem 1. Outstanding 2. Very good 3. Good 4. Fair 5. Poor 6. Not applicable or not observed		Unchanged from MS1	Now we have questions about [FILL PRELOADED STUDENT NAME]. The following questions ask about the skills and abilities [FILL PRELOADED STUDENT NAME] demonstrates in your [CLASS NAME, PERIOD] class. Please rate [FILL PRELOADED STUDENT NAME]'s skills in the following areas, as exhibited in your class. Ability to talk about [his/her] reasoning or thinking in solving a problem 1. Outstanding 2. Very good 3. Good 4. Fair 5. Poor 6. Not applicable or not observed
6110104	ECLS-K (Math Teacher, Grade 8; 11d)	Please rate this student's skills in the following areas, as exhibited in your class. Ability to explain [his/her] reasoning in solving a problem in writing Outstanding Very good Good Fair Poor Not applicable or not observed	Student math ability	Unchanged from OFT1	Now we have questions about [FILL PRELOADED STUDENT NAME]. The following questions ask about the skills and abilities [FILL PRELOADED STUDENT NAME] demonstrates in your [CLASS NAME, PERIOD] class. Please rate [FILL PRELOADED STUDENT NAME]'s skills in the following areas, as exhibited in your class. Ability to explain [his/her] reasoning in solving a problem in writing 1. Outstanding 2. Very good 3. Good 4. Fair 5. Poor 6. Not applicable or not observed		Unchanged from MS1	Now we have questions about [FILL PRELOADED STUDENT NAME]. The following questions ask about the skills and abilities [FILL PRELOADED STUDENT NAME] demonstrates in your [CLASS NAME, PERIOD] class. Please rate [FILL PRELOADED STUDENT NAME]'s skills in the following areas, as exhibited in your class. Ability to explain [his/her] reasoning in solving a problem in writing 1. Outstanding 2. Very good 3. Good 4. Fair 5. Poor 6. Not applicable or not observed
6110105	ECLS-K (Math Teacher, Grade 8; 11e)	Please rate this student's skills in the following areas, as exhibited in your class. Ability to use representations to model mathematical ideas Outstanding Very good Good Fair Poor Not applicable or not observed	Student math ability	Unchanged from OFT1	Now we have questions about [FILL PRELOADED STUDENT NAME]. The following questions ask about the skills and abilities [FILL PRELOADED STUDENT NAME] demonstrates in your [CLASS NAME, PERIOD] class. Please rate [FILL PRELOADED STUDENT NAME]'s skills in the following areas, as exhibited in your class. Ability to use representations to model mathematical ideas 1. Outstanding 2. Very good 3. Good 4. Fair 5. Poor 6. Not applicable or not observed		Unchanged from MS1	Now we have questions about [FILL PRELOADED STUDENT NAME]. The following questions ask about the skills and abilities [FILL PRELOADED STUDENT NAME] demonstrates in your [CLASS NAME, PERIOD] class. Please rate [FILL PRELOADED STUDENT NAME]'s skills in the following areas, as exhibited in your class. Ability to use representations to model mathematical ideas 1. Outstanding 2. Very good 3. Good 4. Fair 5. Poor 6. Not applicable or not observed
6110106	ECLS-K (Math Teacher, Grade 8; 11f)	Please rate this student's skills in the following areas, as exhibited in your class. Ability to use a calculator to solve problems Outstanding Very good Good Fair Poor Not applicable or not observed	Student math ability	Unchanged from OFT1	Now we have questions about [FILL PRELOADED STUDENT NAME]. The following questions ask about the skills and abilities [FILL PRELOADED STUDENT NAME] demonstrates in your [CLASS NAME, PERIOD] class. Please rate [FILL PRELOADED STUDENT NAME]'s skills in the following areas, as exhibited in your class. Ability to use a calculator to solve problems 1. Outstanding 2. Very good 3. Good 4. Fair 5. Poor 6. Not applicable or not observed		Unchanged from MS1	Now we have questions about [FILL PRELOADED STUDENT NAME]. The following questions ask about the skills and abilities [FILL PRELOADED STUDENT NAME] demonstrates in your [CLASS NAME, PERIOD] class. Please rate [FILL PRELOADED STUDENT NAME]'s skills in the following areas, as exhibited in your class. Ability to use a calculator to solve problems 1. Outstanding 2. Very good 3. Good 4. Fair 5. Poor 6. Not applicable or not observed
6110107	Modified ECLS-K (Math Teacher, Grade 8; 11a)	Please rate this student's skills in the following areas, as exhibited in your class. Outstanding Very good Good Fair Poor Not applicable or not observed	Student math ability	Unchanged from OFT1	Now we have questions about [FILL PRELOADED STUDENT NAME]. The following questions ask about the skills and abilities [FILL PRELOADED STUDENT NAME] demonstrates in your [CLASS NAME, PERIOD] class. Please rate [FILL PRELOADED STUDENT NAME]'s skills in the following areas, as exhibited in your class. Ability to fluently apply math facts and procedures 1. Outstanding 2. Very good 3. Good 4. Fair 5. Poor 6. Not applicable or not observed		Unchanged from MS1	Now we have questions about [FILL PRELOADED STUDENT NAME]. The following questions ask about the skills and abilities [FILL PRELOADED STUDENT NAME] demonstrates in your [CLASS NAME, PERIOD] class. Please rate [FILL PRELOADED STUDENT NAME]'s skills in the following areas, as exhibited in your class. Ability to fluently apply math facts and procedures 1. Outstanding 2. Very good 3. Good 4. Fair 5. Poor 6. Not applicable or not observed
6110110	New Item		Student familiarity	Unchanged from OFT1	Have you taught [FILL PRELOADED STUDENT NAME] math before this year? 1. Yes 2. No		Revised	Have you taught [FILL PRELOADED STUDENT NAME] math before this school year? 1. Yes 2. No	Revised "this year" to "this school year" for clarity
6110111	New Item		Student familiarity	Unchanged from OFT1	Have you taught [FILL PRELOADED STUDENT NAME] in other academic areas before this year? 1. Yes 2. No		Revised	Have you taught [FILL PRELOADED STUDENT NAME] in other academic areas before this school year? 1. Yes 2. No	Revised "this year" to "this school year" for clarity
6110201	New Item		Student vision	Added	How often does [FILL PRELOADED STUDENT NAME] wear eyeglasses or contact lenses to improve [his/her] vision? 1. All/Most of the time. 2. Sometimes/Rarely. 3. Never/May not need correction.	Added per NCES and Department of Health; item also in Parent Survey	Revised	How often does [FILL PRELOADED STUDENT NAME] wear eyeglasses or contact lenses to improve [his/her] vision? 1. All/Most of the time. 2. Sometimes/Rarely. 3. Never/May not need correction. 4. Don't know	Revised to add "don't know" option since the teacher may not know this information
6120101	Modified ECLS-K (Math Teacher, Grade 5; B1 #11)	For each set of items below, please think about this student's behavior during the past month or two. Decide how often the student demonstrates the behavior described. Keeps belongings organized. 1. Never 2. Sometimes 3. Often 4. Very often 5. No opportunity to observe this behavior.	Student Approaches to learning	Unchanged from OFT1	For each item below, please think about [FILL PRELOADED STUDENT NAME]’s behavior during the past month. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Organizes work 1. Never 2. Sometimes 3. Often 4. Very often 5. Always 6. No opportunity to observe this behavior		Unchanged from MS1	For each item below, please think about [FILL PRELOADED STUDENT NAME]’s behavior during the past month. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Organizes work 1. Never 2. Sometimes 3. Often 4. Very often 5. Always 6. No opportunity to observe this behavior
6120102	Modified ECLS-K (Math Teacher, Grade 5; B1 #14)	For each set of items below, please think about this student's behavior during the past month or two. Decide how often the student demonstrates the behavior described. Shows eagerness to learn new things. 1. Never 2. Sometimes 3. Often 4. Very often 5. No opportunity to observe this behavior.	Student Approaches to learning	Unchanged from OFT1	For each item below, please think about [FILL PRELOADED STUDENT NAME]’s behavior during the past month. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Appears motivated to learn new things 1. Never 2. Sometimes 3. Often 4. Very often 5. Always 6. No opportunity to observe this behavior		Unchanged from MS1	For each item below, please think about [FILL PRELOADED STUDENT NAME]’s behavior during the past month. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Appears motivated to learn new things 1. Never 2. Sometimes 3. Often 4. Very often 5. Always 6. No opportunity to observe this behavior
6120103	Modified ECLS-K (Math Teacher, Grade 5; B1 #15)	For each set of items below, please think about this student's behavior during the past month or two. Decide how often the student demonstrates the behavior described. Works independently. 1. Never 2. Sometimes 3. Often 4. Very often 5. No opportunity to observe this behavior.	Student Approaches to learning	Unchanged from OFT1	For each item below, please think about [FILL PRELOADED STUDENT NAME]’s behavior during the past month. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Works well independently 1. Never 2. Sometimes 3. Often 4. Very often 5. Always 6. No opportunity to observe this behavior		Unchanged from MS1	For each item below, please think about [FILL PRELOADED STUDENT NAME]’s behavior during the past month. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Works well independently 1. Never 2. Sometimes 3. Often 4. Very often 5. Always 6. No opportunity to observe this behavior
6120104	Modified ECLS-K (Math Teacher, Grade 5; B1 #21)	For each set of items below, please think about this student's behavior during the past month or two. Decide how often the student demonstrates the behavior described. Easily adapts to changes in routine. 1. Never 2. Sometimes 3. Often 4. Very often 5. No opportunity to observe this behavior.	Student Approaches to learning	Unchanged from OFT1	For each item below, please think about [FILL PRELOADED STUDENT NAME]’s behavior during the past month. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Adapts to changes in plans, requirements or routines 1. Never 2. Sometimes 3. Often 4. Very often 5. Always 6. No opportunity to observe this behavior		Unchanged from MS1	For each item below, please think about [FILL PRELOADED STUDENT NAME]’s behavior during the past month. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Adapts to changes in plans, requirements or routines 1. Never 2. Sometimes 3. Often 4. Very often 5. Always 6. No opportunity to observe this behavior
6120105	Modified ECLS-K (Math Teacher, Grade 5; B1 #23)	For each set of items below, please think about this student's behavior during the past month or two. Decide how often the student demonstrates the behavior described. Persists in completing tasks. 1. Never 2. Sometimes 3. Often 4. Very often 5. No opportunity to observe this behavior.	Student Approaches to learning	Unchanged from OFT1	For each item below, please think about [FILL PRELOADED STUDENT NAME]’s behavior during the past month. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Persists in completing tasks 1. Never 2. Sometimes 3. Often 4. Very often 5. Always 6. No opportunity to observe this behavior		Unchanged from MS1	For each item below, please think about [FILL PRELOADED STUDENT NAME]’s behavior during the past month. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Persists in completing tasks 1. Never 2. Sometimes 3. Often 4. Very often 5. Always 6. No opportunity to observe this behavior
6120106	Modified ECLS-K (Math Teacher, Grade 5; B1 #24)	For each set of items below, please think about this student's behavior during the past month or two. Decide how often the student demonstrates the behavior described. Pays attention well. 1. Never 2. Sometimes 3. Often 4. Very often 5. No opportunity to observe this behavior.	Student Approaches to learning	Unchanged from OFT1	For each item below, please think about [FILL PRELOADED STUDENT NAME]’s behavior during the past month. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Pays attention well 1. Never 2. Sometimes 3. Often 4. Very often 5. Always 6. No opportunity to observe this behavior		Unchanged from MS1	For each item below, please think about [FILL PRELOADED STUDENT NAME]’s behavior during the past month. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Pays attention well 1. Never 2. Sometimes 3. Often 4. Very often 5. Always 6. No opportunity to observe this behavior
6120201	Modified Behavior Problems Index	Now I am going to read some statements that describe behavior problems many students have. Please tell me whether each statement has been often true, sometimes true, or never true of this student in the past 3 month? .Cheats or tells lies. 1. Often true 2. Sometimes true 3. Not true	Student behavior problems	Unchanged from OFT1	The following are some statements that describe behaviors many students exhibit. For each item below, please think about [FILL PRELOADED STUDENT]'s behavior during the past three months. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Manipulates others or lies 1. Never 2. Sometimes 3. Often 4. Very often 5. Always		Unchanged from MS1	The following are some statements that describe behaviors many students exhibit. For each item below, please think about [FILL PRELOADED STUDENT]'s behavior during the past three months. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Manipulates others or lies 1. Never 2. Sometimes 3. Often 4. Very often 5. Always
6120202	Modified Behavior Problems Index	Please tell me whether each statement has been often true, sometimes true, or never true of this student in the past 3 month? .Bullies or is cruel or mean to others. 1. Often true 2. Sometimes true 3. Not true	Student behavior problems	Unchanged from OFT1	The following are some statements that describe behaviors many students exhibit. For each item below, please think about [FILL PRELOADED STUDENT]'s behavior during the past three months. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Bullies or is cruel or mean to others 1. Never 2. Sometimes 3. Often 4. Very often 5. Always		Unchanged from MS1	The following are some statements that describe behaviors many students exhibit. For each item below, please think about [FILL PRELOADED STUDENT]'s behavior during the past three months. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Bullies or is cruel or mean to others 1. Never 2. Sometimes 3. Often 4. Very often 5. Always
6120203	Modified Behavior Problems Index	Please tell me whether each statement has been often true, sometimes true, or never true of this student in the past 3 month? .Is disobedient in class. 1. Often true 2. Sometimes true 3. Not true	Student behavior problems	Unchanged from OFT1	The following are some statements that describe behaviors many students exhibit. For each item below, please think about [FILL PRELOADED STUDENT]'s behavior during the past three months. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Disobeys rules 1. Never 2. Sometimes 3. Often 4. Very often 5. Always		Unchanged from MS1	The following are some statements that describe behaviors many students exhibit. For each item below, please think about [FILL PRELOADED STUDENT]'s behavior during the past three months. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Disobeys rules 1. Never 2. Sometimes 3. Often 4. Very often 5. Always
6120204	Modified Behavior Problems Index	Please tell me whether each statement has been often true, sometimes true, or never true of this student in the past 3 month? .Has sudden changes in mood or feeling. 1. Often true 2. Sometimes true 3. Not true	Student behavior problems	Unchanged from OFT1	The following are some statements that describe behaviors many students exhibit. For each item below, please think about [FILL PRELOADED STUDENT]'s behavior during the past three months. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Has sudden changes in mood or feeling 1. Never 2. Sometimes 3. Often 4. Very often 5. Always		Unchanged from MS1	The following are some statements that describe behaviors many students exhibit. For each item below, please think about [FILL PRELOADED STUDENT]'s behavior during the past three months. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Has sudden changes in mood or feeling 1. Never 2. Sometimes 3. Often 4. Very often 5. Always
6120205	Modified Behavior Problems Index	Please tell me whether each statement has been often true, sometimes true, or never true of this student in the past 3 month? .Argues too much. 1. Often true 2. Sometimes true 3. Not true	Student behavior problems	Unchanged from OFT1	The following are some statements that describe behaviors many students exhibit. For each item below, please think about [FILL PRELOADED STUDENT]'s behavior during the past three months. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Argues too much 1. Never 2. Sometimes 3. Often 4. Very often 5. Always		Unchanged from MS1	The following are some statements that describe behaviors many students exhibit. For each item below, please think about [FILL PRELOADED STUDENT]'s behavior during the past three months. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Argues too much 1. Never 2. Sometimes 3. Often 4. Very often 5. Always
6120206	Modified Behavior Problems Index	Please tell me whether each statement has been often true, sometimes true, or never true of this student in the past 3 month? .Is stubborn, sullen, or irritable. 1. Often true 2. Sometimes true 3. Not true	Student behavior problems	Unchanged from OFT1	The following are some statements that describe behaviors many students exhibit. For each item below, please think about [FILL PRELOADED STUDENT]'s behavior during the past three months. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Is stubborn, sullen, or irritable 1. Never 2. Sometimes 3. Often 4. Very often 5. Always		Unchanged from MS1	The following are some statements that describe behaviors many students exhibit. For each item below, please think about [FILL PRELOADED STUDENT]'s behavior during the past three months. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Is stubborn, sullen, or irritable 1. Never 2. Sometimes 3. Often 4. Very often 5. Always
6120207	Modified Behavior Problems Index	Please tell me whether each statement has been often true, sometimes true, or never true of this student in the past 3 month? .Has a strong temper or loses his or her temper easily. 1. Often true 2. Sometimes true 3. Not true	Student behavior problems	Unchanged from OFT1	The following are some statements that describe behaviors many students exhibit. For each item below, please think about [FILL PRELOADED STUDENT]'s behavior during the past three months. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Has a strong temper or loses [his/her] temper easily 1. Never 2. Sometimes 3. Often 4. Very often 5. Always		Unchanged from MS1	The following are some statements that describe behaviors many students exhibit. For each item below, please think about [FILL PRELOADED STUDENT]'s behavior during the past three months. Describe how often [FILL PRELOADED STUDENT NAME] demonstrates the behavior. Has a strong temper or loses [his/her] temper easily 1. Never 2. Sometimes 3. Often 4. Very often 5. Always
6120301	Modified ECLS-K:2011 (2nd grade teacher-child level questionnaire; D25a)	During this school year, how often have other student? .Teased, made fun of, or called this student names. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often.	Peer victimization	Unchanged from OFT1	Next are some questions about [FILL PRELOADED STUDENT NAME]'s interactions with other students. During this school year, how often have other students… Teased, made fun of, or called [STUDENT FIRST NAME] names 1. Never 2. Sometimes 3. Often 4. Very often 5. Always		Unchanged from MS1	Next are some questions about [FILL PRELOADED STUDENT NAME]'s interactions with other students. During this school year, how often have other students… Teased, made fun of, or called [STUDENT FIRST NAME] names 1. Never 2. Sometimes 3. Often 4. Very often 5. Always
6120302	Modified ECLS-K:2011 (2nd grade teacher-child level questionnaire; D25b)	During this school year, how often have other student? .Pushed, shoved, slapped, hit, or kicked this student. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often.	Peer victimization	Unchanged from OFT1	Next are some questions about [FILL PRELOADED STUDENT NAME]'s interactions with other students. During this school year, how often have other students… Pushed, shoved, slapped, hit, or kicked [STUDENT FIRST NAME] 1. Never 2. Sometimes 3. Often 4. Very often 5. Always		Unchanged from MS1	Next are some questions about [FILL PRELOADED STUDENT NAME]'s interactions with other students. During this school year, how often have other students… Pushed, shoved, slapped, hit, or kicked [STUDENT FIRST NAME] 1. Never 2. Sometimes 3. Often 4. Very often 5. Always
6120303	Modified ECLS-K:2011 (2nd grade teacher-child level questionnaire; D25c)	During this school year, how often have other student? .Told lies or untrue stories about this student. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often.	Peer victimization	Unchanged from OFT1	Next are some questions about [FILL PRELOADED STUDENT NAME]'s interactions with other students. During this school year, how often have other students… Told lies or untrue stories about [STUDENT FIRST NAME] 1. Never 2. Sometimes 3. Often 4. Very often 5. Always		Unchanged from MS1	Next are some questions about [FILL PRELOADED STUDENT NAME]'s interactions with other students. During this school year, how often have other students… Told lies or untrue stories about [STUDENT FIRST NAME] 1. Never 2. Sometimes 3. Often 4. Very often 5. Always
6120304	Modified ECLS-K:2011 (2nd grade teacher-child level questionnaire; D25d)	During this school year, how often have other student? .Intentionally excluded or left out this student from playing with them. 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often.	Peer victimization	Unchanged from OFT1	Next are some questions about [FILL PRELOADED STUDENT NAME]'s interactions with other students. During this school year, how often have other students… Intentionally excluded or left out [STUDENT FIRST NAME] from socializing with them 1. Never 2. Sometimes 3. Often 4. Very often 5. Always		Unchanged from MS1	Next are some questions about [FILL PRELOADED STUDENT NAME]'s interactions with other students. During this school year, how often have other students… Intentionally excluded or left out [STUDENT FIRST NAME] from socializing with them 1. Never 2. Sometimes 3. Often 4. Very often 5. Always
6120401	Fast Track Project Social Competence Scale - Teacher Version	Please rate each of the listed behaviors according to how well it describes this studen? .Resolves peer problems on [his/her] own Not at all.A little.Moderately well.Well.Very well	Student social skills	Revised	Please rate each of the listed behaviors according to how well it describes [FILL PRELOADED STUDENT NAME]. Resolves peer problems on [his/her] own 1. Not at all 2. A little 3. Moderately well 4. Well 5. Very well	Revised to add preloaded student's name.	Unchanged from MS1	Please rate each of the listed behaviors according to how well it describes [FILL PRELOADED STUDENT NAME]. Resolves peer problems on [his/her] own 1. Not at all 2. A little 3. Moderately well 4. Well 5. Very well
6120402	Fast Track Project Social Competence Scale - Teacher Version	Please rate each of the listed behaviors according to how well it describes this student. Is helpful to others Not at all.A little.Moderately well.Well.Very well	Student social skills	Revised	Please rate each of the listed behaviors according to how well it describes [FILL PRELOADED STUDENT NAME]. Is helpful to others 1. Not at all 2. A little 3. Moderately well 4. Well 5. Very well	Revised to add preloaded student's name.	Unchanged from MS1	Please rate each of the listed behaviors according to how well it describes [FILL PRELOADED STUDENT NAME]. Is helpful to others 1. Not at all 2. A little 3. Moderately well 4. Well 5. Very well
6120403	Fast Track Project Social Competence Scale - Teacher Version	Please rate each of the listed behaviors according to how well it describes this student. Can give suggestions and opinions without being bossy Not at all.A little.Moderately well.Well.Very well	Student social skills	Revised	Please rate each of the listed behaviors according to how well it describes [FILL PRELOADED STUDENT NAME]. Can give suggestions and opinions without being bossy 1. Not at all 2. A little 3. Moderately well 4. Well 5. Very well	Revised to add preloaded student's name.	Unchanged from MS1	Please rate each of the listed behaviors according to how well it describes [FILL PRELOADED STUDENT NAME]. Can give suggestions and opinions without being bossy 1. Not at all 2. A little 3. Moderately well 4. Well 5. Very well
6120404	Fast Track Project Social Competence Scale - Teacher Version	Please rate each of the listed behaviors according to how well it describes this student. Acts friendly toward others Not at all.A little.Moderately well.Well.Very well	Student social skills	Revised	Please rate each of the listed behaviors according to how well it describes [FILL PRELOADED STUDENT NAME]. Acts friendly toward others 1. Not at all 2. A little 3. Moderately well 4. Well 5. Very well	Revised to add preloaded student's name.	Unchanged from MS1	Please rate each of the listed behaviors according to how well it describes [FILL PRELOADED STUDENT NAME]. Acts friendly toward others 1. Not at all 2. A little 3. Moderately well 4. Well 5. Very well
6120405	Modified Fast Track Project Social Competence Scale - Teacher Version	Please rate each of the listed behaviors according to how well it describes this student. Very good at understanding other people's feelings Please rate each of the listed behaviors according to how well it describes this studen? .Very good at understanding other people's feelings	Student social skills	Revised	Please rate each of the listed behaviors according to how well it describes [FILL PRELOADED STUDENT NAME]. Understands others 1. Not at all 2. A little 3. Moderately well 4. Well 5. Very well	Revised to add preloaded student's name.	Unchanged from MS1	Please rate each of the listed behaviors according to how well it describes [FILL PRELOADED STUDENT NAME]. Understands others 1. Not at all 2. A little 3. Moderately well 4. Well 5. Very well
6130101	Modified Skinner et al. 2008 (Teacher Report)	In my class, this student works as hard as he or she can. 1. Not at all true 2. Not very true 3. Sort of true 4. Very true	Behavioral engagement	Revised	These questions ask about how [FILL PRELOADED STUDENT NAME] behaves in your classroom. Please indicate the extent to which each of the following statements is true for [FILL PRELOADED STUDENT NAME]. In my class, [STUDENT FIRST NAME] works as hard as [he/she] can. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true	Revised to add preloaded student's name.	Unchanged from MS1	These questions ask about how [FILL PRELOADED STUDENT NAME] behaves in your classroom. Please indicate the extent to which each of the following statements is true for [FILL PRELOADED STUDENT NAME]. In my class, [STUDENT FIRST NAME] works as hard as [he/she] can. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true
6130102	Modified Skinner et al. 2008 (Teacher Report)	When working on classwork in my class, this student appears involved. . 1. Not at all true 2. Not very true 3. Sort of true 4. Very true	Behavioral engagement	Revised	These questions ask about how [FILL PRELOADED STUDENT NAME] behaves in your classroom. Please indicate the extent to which each of the following statements is true for [FILL PRELOADED STUDENT NAME]. When working on classwork in my class, [STUDENT FIRST NAME] appears involved. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true	Revised to add preloaded student's name.	Unchanged from MS1	These questions ask about how [FILL PRELOADED STUDENT NAME] behaves in your classroom. Please indicate the extent to which each of the following statements is true for [FILL PRELOADED STUDENT NAME]. When working on classwork in my class, [STUDENT FIRST NAME] appears involved. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true
6130103	Modified Skinner et al. 2008 (Teacher Report)	When I explain new material, this student listens carefully. . 1. Not at all true 2. Not very true 3. Sort of true 4. Very true	Behavioral engagement	Revised	These questions ask about how [FILL PRELOADED STUDENT NAME] behaves in your classroom. Please indicate the extent to which each of the following statements is true for [FILL PRELOADED STUDENT NAME]. When I explain new material, [STUDENT FIRST NAME] listens carefully. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true	Revised to add preloaded student's name.	Unchanged from MS1	These questions ask about how [FILL PRELOADED STUDENT NAME] behaves in your classroom. Please indicate the extent to which each of the following statements is true for [FILL PRELOADED STUDENT NAME]. When I explain new material, [STUDENT FIRST NAME] listens carefully. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true
6130104	Modified Skinner et al. 2008 (Teacher Report)	In my class, this student does more than required. . 1. Not at all true 2. Not very true 3. Sort of true 4. Very true	Behavioral engagement	Revised	These questions ask about how [FILL PRELOADED STUDENT NAME] behaves in your classroom. Please indicate the extent to which each of the following statements is true for [FILL PRELOADED STUDENT NAME]. In my class, [STUDENT FIRST NAME] does more than required. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true	Revised to add preloaded student's name.	Unchanged from MS1	These questions ask about how [FILL PRELOADED STUDENT NAME] behaves in your classroom. Please indicate the extent to which each of the following statements is true for [FILL PRELOADED STUDENT NAME]. In my class, [STUDENT FIRST NAME] does more than required. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true
6130105	Modified Skinner et al. 2008 (Teacher Report)	When this student doesn't do well, he or she works harder. 1. Not at all true 2. Not very true 3. Sort of true 4. Very true	Behavioral engagement	Revised	These questions ask about how [FILL PRELOADED STUDENT NAME] behaves in your classroom. Please indicate the extent to which each of the following statements is true for [FILL PRELOADED STUDENT NAME]. When [STUDENT FIRST NAME] doesn't do well, [he/she] works harder. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true	Revised to add preloaded student's name.	Unchanged from MS1	These questions ask about how [FILL PRELOADED STUDENT NAME] behaves in your classroom. Please indicate the extent to which each of the following statements is true for [FILL PRELOADED STUDENT NAME]. When [STUDENT FIRST NAME] doesn't do well, [he/she] works harder. 1. Not at all true 2. A little bit true 3. Somewhat true 4. Mostly true 5. Very true
6130201	Modified HSLS:09 (Student baseline; Sect. E, d)	How often does this studen? Go to class late? 1. Never 2. Rarely 3. Sometimes 4. Often	School and class attendance	Revised	Next are some questions about [FILL PRELOADED STUDENT NAME]'s attendance. Over the last month, how often has [FILL PRELOADED STUDENT NAME] been… Late to your class? 1. 0 times 2. 1-2 times 3. 3-6 times 4. 7-9 times 5. 10-12 times 6. 13 or more times	Revised to add preloaded student's name.	Unchanged from MS1	Next are some questions about [FILL PRELOADED STUDENT NAME]'s attendance. Over the last month, how often has [FILL PRELOADED STUDENT NAME] been… Late to your class? 1. 0 times 2. 1-2 times 3. 3-6 times 4. 7-9 times 5. 10-12 times 6. 13 or more times
6130202	Modified ECLS-K (Math Teacher, Grade 8; 8c)	How often is this student. Absent from your class? 1. Never 2. Rarely 3. Some of the time 4. Most of the time 5. All of the time	School and class attendance	Revised	Next are some questions about [FILL PRELOADED STUDENT NAME]'s attendance. Over the last month, how often has [FILL PRELOADED STUDENT NAME] been… Absent from your class? 1. 0 times 2. 1-2 times 3. 3-6 times 4. 7-9 times 5. 10-12 times 6. 13 or more times	Revised to add preloaded student's name.	Unchanged from MS1	Next are some questions about [FILL PRELOADED STUDENT NAME]'s attendance. Over the last month, how often has [FILL PRELOADED STUDENT NAME] been… Absent from your class? 1. 0 times 2. 1-2 times 3. 3-6 times 4. 7-9 times 5. 10-12 times 6. 13 or more times
6130301	Modified HSLS:09 (Student baseline; Sect. E, a)	How often does this studen? Go to class without his or her homework done? 1. Never 2. Rarely 3. Sometimes 4. Often	Student engagement in math class	Revised	Over the last month, how often did [FILL PRELOADED STUDENT NAME]… Come to class without completing prior assignments or homework? 1. 0 times 2. 1-2 times 3. 3-6 times 4. 7-9 times 5. 10-12 times 6. 13 or more times	Revised to add preloaded student's name.	Unchanged from MS1	Over the last month, how often has [FILL PRELOADED STUDENT NAME] been… Come to class without completing prior assignments or homework? 1. 0 times 2. 1-2 times 3. 3-6 times 4. 7-9 times 5. 10-12 times 6. 13 or more times
6130302	Modified HSLS:09 (Student baseline; Sect. E, b)	How often does this student. Go to class without pencil or paper? 1. Never 2. Rarely 3. Sometimes 4. Often	Student engagement in math class	Revised	Over the last month, how often did [FILL PRELOADED STUDENT NAME]… Come to class without class materials (such as pencils, paper, tablet, books, or calculator)? 1. 0 times 2. 1-2 times 3. 3-6 times 4. 7-9 times 5. 10-12 times 6. 13 or more times	Revised to add preloaded student's name.	Unchanged from MS1	Over the last month, how often has [FILL PRELOADED STUDENT NAME] been… Come to class without class materials (such as pencils, paper, tablet, books, or calculator)? 1. 0 times 2. 1-2 times 3. 3-6 times 4. 7-9 times 5. 10-12 times 6. 13 or more times
6140101	Modified ECLS-K (Math Teacher, Grade 5; #1a)	Does this student receive instruction and/or related services in any of the following types of programs in your school during the day? Individual tutoring program in mathematics 1. Yes 2. No 3. Program Not Provided	Math support services student uses	Revised	This last section asks about any special supports or opportunities [FILL PRELOADED STUDENT NAME] receives at school. How often does [FILL PRELOADED STUDENT NAME] receive instruction and/or related services in any of the following types of programs in your school during the day? Individual tutoring in mathematics 1. Daily 2. 2-4 times per week 3. Weekly 4. Less than once a week 5. [FILL PRELOADED STUDENTS NAME] does not receive this service 6. Program or service not provided to students in this school	Revised to add preloaded student's name.	Unchanged from MS1	This last section asks about any special supports or opportunities [FILL PRELOADED STUDENT NAME] receives at school. How often does [FILL PRELOADED STUDENT NAME] receive instruction and/or related services in any of the following types of programs in your school during the day? Individual tutoring in mathematics 1. Daily 2. 2-4 times per week 3. Weekly 4. Less than once a week 5. [FILL PRELOADED STUDENTS NAME] does not receive this service 6. Program or service not provided to students in this school
6140102	Modified ECLS-K (Math Teacher, Grade 5; #1b)	Does this student receive instruction and/or related services in any of the following types of programs in your school during the day? Pull-out small group in mathematics 1. Yes 2. No 3. Program Not Provided	Math support services student uses	Revised	This last section asks about any special supports or opportunities [FILL PRELOADED STUDENT NAME] receives at school. How often does [FILL PRELOADED STUDENT NAME] receive instruction and/or related services in any of the following types of programs in your school during the day? Small group pull-out in mathematics 1. Daily 2. 2-4 times per week 3. Weekly 4. Less than once a week 5. [FILL PRELOADED STUDENTS NAME] does not receive this service 6. Program or service not provided to students in this school	Revised to add preloaded student's name.	Unchanged from MS1	This last section asks about any special supports or opportunities [FILL PRELOADED STUDENT NAME] receives at school. How often does [FILL PRELOADED STUDENT NAME] receive instruction and/or related services in any of the following types of programs in your school during the day? Small group pull-out in mathematics 1. Daily 2. 2-4 times per week 3. Weekly 4. Less than once a week 5. [FILL PRELOADED STUDENTS NAME] does not receive this service 6. Program or service not provided to students in this school
6140103	Modified ECLS-K (Math Teacher, Grade 5, #1c)	Does this student receive instruction and/or related services in any of the following types of programs in your school during the day? Gifted and talented program in mathematics . 1. Yes 2. No 3. Program Not Provided	Math support services student uses	Revised	This last section asks about any special supports or opportunities [FILL PRELOADED STUDENT NAME] receives at school. How often does [FILL PRELOADED STUDENT NAME] receive instruction and/or related services in any of the following types of programs in your school during the day? Gifted and talented program in mathematics 1. Daily 2. 2-4 times per week 3. Weekly 4. Less than once a week 5. [FILL PRELOADED STUDENTS NAME] does not receive this service 6. Program or service not provided to students in this school	Revised to add preloaded student's name.	Unchanged from MS1	This last section asks about any special supports or opportunities [FILL PRELOADED STUDENT NAME] receives at school. How often does [FILL PRELOADED STUDENT NAME] receive instruction and/or related services in any of the following types of programs in your school during the day? Gifted and talented program in mathematics 1. Daily 2. 2-4 times per week 3. Weekly 4. Less than once a week 5. [FILL PRELOADED STUDENTS NAME] does not receive this service 6. Program or service not provided to students in this school
6140200	ECLS-K (Math Teacher, Grade 8; 10)	Have you recommended this student for academic honors, advanced placement, or honors classes? ? Yes.No.Not applicable (no such honor available).	Recommendation for honors/AP	Revised	Have you recommended [FILL PRELOADED STUDENT NAME] for academic honors, advanced placement, or honors classes? 1. Yes 2. No 3. Not applicable (no such honor available)	Revised to add preloaded student's name.	Unchanged from MS1	Have you recommended [FILL PRELOADED STUDENT NAME] for academic honors, advanced placement, or honors classes? 1. Yes 2. No 3. Not applicable (no such honor available)
6030100	Modified SASS (Teacher, 2011-2012; 18)	Which statement best describes the way YOUR classes at THIS school are organized? 1. You instruct several classes of different students most or all of the day in one or more subjects (sometimes called Departmentalized Instruction? 2. You are an elementary school teacher who teaches only one subject to different classes of students (sometimes called an Elementary Subject Specialist? 3. You instruct the same group of students all or most of the day in multiple subjects (sometimes called a Self-Contained Class? 4. You are one of two or more teachers, in the same class, at the same time, and are jointly responsible for teaching the same group of students all or most of the day (sometimes called Team Teaching? 5. You instruct a small number of selected students released from or in their regular classes in specific skills or to address specific needs (sometimes called a "Pull-Out" Class or "Push-In" instruction).	Instruction in self-contained classrooms or departmentalized	Revised	This section asks questions about [FILL SCHOOL NAME] and your teaching. Which statement best describes the way your mathematics classes at [FILL SCHOOL NAME] are organized? 1. You instruct several classes of different students all or most of the day in one or more subjects (sometimes called departmentalized instruction). 2. You instruct the same group of students all or most of the day in multiple subjects (sometimes called a self-contained class). 3. You instruct a small number of selected students released from or in their regular classes in specific skills or to address specific needs (sometimes called a "pull-out" class or "push-in" instruction).	Revised to add preloaded school name.	Unchanged from MS1	This section asks questions about [FILL SCHOOL NAME] and your teaching. Which statement best describes the way your mathematics classes at [FILL SCHOOL NAME] are organized? 1. You instruct several classes of different students all or most of the day in one or more subjects (sometimes called departmentalized instruction). 2. You instruct the same group of students all or most of the day in multiple subjects (sometimes called a self-contained class). 3. You instruct a small number of selected students released from or in their regular classes in specific skills or to address specific needs (sometimes called a "pull-out" class or "push-in" instruction).
6030261	Modified HSLS:09 (Counselor Baseline; Section C)	How important is each of the following factors in placing a typical 9th grade student into a mathematics course? Middle school counselor recommendation 1. Not at all important 2. A little important 3. Somewhat important 4. Very important.	Factors for determining math course	Unchanged from OFT1	In this school, how important is each of the following factors in placing a typical sixth-grade student into a mathematics course? Counselor recommendation 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A		Revised	In this school, how important is each of the following factors in placing a typical eighth-grade student into a mathematics course? Counselor recommendation 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A	Revised "sixth-grade" to "eighth-grade" to update to modal grade of respondents.
6030262	Modified HSLS:09 (Counselor Baseline; Section C)	How important is each of the following factors in placing a typical 9th grade student into a mathematics course? Middle school teacher recommendation 1. Not at all important 2. A little important 3. Somewhat important 4. Very important.	Factors for determining math course	Unchanged from OFT1	In this school, how important is each of the following factors in placing a typical sixth-grade student into a mathematics course? Prior teacher recommendation 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A		Revised	In this school, how important is each of the following factors in placing a typical eighth-grade student into a mathematics course? Prior teacher recommendation 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A	Revised "sixth-grade" to "eighth-grade" to update to modal grade of respondents.
6030263	Modified HSLS:09 (Counselor Baseline; Section C)	How important is each of the following factors in placing a typical 9th grade student into a mathematics course? Courses taken in middle school 1. Not at all important 2. A little important 3. Somewhat important 4. Very important.	Factors for determining math course	Unchanged from OFT1	In this school, how important is each of the following factors in placing a typical sixth-grade student into a mathematics course? Courses taken previously 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A		Revised	In this school, how important is each of the following factors in placing a typical eighth-grade student into a mathematics course? Courses taken previously 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A	Revised "sixth-grade" to "eighth-grade" to update to modal grade of respondents.
6030264	Modified HSLS:09 (Counselor Baseline; Section C)	How important is each of the following factors in placing a typical 9th grade student into a mathematics course? Achievement in middle school courses 1. Not at all important 2. A little important 3. Somewhat important 4. Very important.	Factors for determining math course	Unchanged from OFT1	In this school, how important is each of the following factors in placing a typical sixth-grade student into a mathematics course? Achievement in previous courses 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A		Revised	In this school, how important is each of the following factors in placing a typical eighth-grade student into a mathematics course? Achievement in previous courses 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A	Revised "sixth-grade" to "eighth-grade" to update to modal grade of respondents.
6030265	Modified HSLS:09 (Counselor Baseline; Section C)	How important is each of the following factors in placing a typical 9th grade student into a mathematics course? Results of a district or state end-of-year or end-of-course exams 1. Not at all important 2. A little important 3. Somewhat important 4. Very important.	Factors for determining math course	Unchanged from OFT1	In this school, how important is each of the following factors in placing a typical sixth-grade student into a mathematics course? Results of district or state end-of-year or end-of-course exams 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A		Revised	In this school, how important is each of the following factors in placing a typical eighth-grade student into a mathematics course? Results of district or state end-of-year or end-of-course exams 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A	Revised "sixth-grade" to "eighth-grade" to update to modal grade of respondents.
6030266	Modified HSLS:09 (Counselor Baseline; Section C)	How important is each of the following factors in placing a typical 9th grade student into a mathematics course? Results of placement tests 1. Not at all important 2. A little important 3. Somewhat important 4. Very important.	Factors for determining math course	Unchanged from OFT1	In this school, how important is each of the following factors in placing a typical sixth-grade student into a mathematics course? Results of placement tests 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A		Revised	In this school, how important is each of the following factors in placing a typical eighth-grade student into a mathematics course? Results of placement tests 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A	Revised "sixth-grade" to "eighth-grade" to update to modal grade of respondents.
6030267	Modified HSLS:09 (Counselor Baseline; Section C)	How important is each of the following factors in placing a typical 9th grade student into a mathematics course? Results of standardized tests 1. Not at all important 2. A little important 3. Somewhat important 4. Very important.	Factors for determining math course	Unchanged from OFT1	In this school, how important is each of the following factors in placing a typical sixth-grade student into a mathematics course? Results of standardized tests 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A		Revised	In this school, how important is each of the following factors in placing a typical eighth-grade student into a mathematics course? Results of standardized tests 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A	Revised "sixth-grade" to "eighth-grade" to update to modal grade of respondents.
6030268	Modified HSLS:09 (Counselor Baseline; Section C)	How important is each of the following factors in placing a typical 9th grade student into a mathematics course? Student career or education plan 1. Not at all important 2. A little important 3. Somewhat important 4. Very important.	Factors for determining math course	Unchanged from OFT1	In this school, how important is each of the following factors in placing a typical sixth-grade student into a mathematics course? Student career or education plan 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A		Revised	In this school, how important is each of the following factors in placing a typical eighth-grade student into a mathematics course? Student career or education plan 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A	Revised "sixth-grade" to "eighth-grade" to update to modal grade of respondents.
6030269	Modified HSLS:09 (Counselor Baseline; Section C)	How important is each of the following factors in placing a typical 9th grade student into a mathematics course? Student and/or parent or guardian selection 1. Not at all important 2. A little important 3. Somewhat important 4. Very important.	Factors for determining math course	Unchanged from OFT1	In this school, how important is each of the following factors in placing a typical sixth-grade student into a mathematics course? Student and/or parent or guardian selection 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A		Revised	In this school, how important is each of the following factors in placing a typical eighth-grade student into a mathematics course? Student and/or parent or guardian selection 1. Not at all important 2. A little important 3. Somewhat important 4. Very important 5. N/A	Revised "sixth-grade" to "eighth-grade" to update to modal grade of respondents.
6030391	ECLS-K:2011 Spring Fifth Grade National Data Collection (Item D5a)	In this class, how often do you use a formal assessment in MATH for the following purposes? a. To evaluate how well each student is responding to the core curriculum provided in the general education classroom 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.	Teacher Use of Formal Math Assessment	Revised	The next set of questions is about use of assessment data in [FILL SCHOOL NAME]. In your math classes, how often do you use a formal assessment in MATH for the following purposes? To evaluate how well each student is responding to the core curriculum provided in the general education classroom 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.	Revised to capture more variance and align with ECLS-K	Unchanged from MS1	The next set of questions is about use of assessment data in [FILL SCHOOL NAME]. In your math classes, how often do you use a formal assessment in MATH for the following purposes? To evaluate how well each student is responding to the core curriculum provided in the general education classroom 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.
6030392	ECLS-K:2011 Spring Fifth Grade National Data Collection (Item D5b)	In this class, how often do you use a formal assessment in MATH for the following purposes? b. To monitor each student's progress on specific skills over the school year 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.	Teacher Use of Formal Math Assessment	Revised	The next set of questions is about use of assessment data in [FILL SCHOOL NAME]. In your math classes, how often do you use a formal assessment in MATH for the following purposes? To monitor each student's progress on specific skills over the school year 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.	Revised to capture more variance and align with ECLS-K	Unchanged from MS1	The next set of questions is about use of assessment data in [FILL SCHOOL NAME]. In your math classes, how often do you use a formal assessment in MATH for the following purposes? To monitor each student's progress on specific skills over the school year 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.
6030393	ECLS-K:2011 Spring Fifth Grade National Data Collection (Item D5c)	In this class, how often do you use a formal assessment in MATH for the following purposes? c. To identify the deficits in specific skills of struggling students 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.	Teacher Use of Formal Math Assessment	Revised	The next set of questions is about use of assessment data in [FILL SCHOOL NAME]. In your math classes, how often do you use a formal assessment in MATH for the following purposes? To identify the deficits in specific skills of struggling students 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.	Revised to capture more variance and align with ECLS-K	Unchanged from MS1	The next set of questions is about use of assessment data in [FILL SCHOOL NAME]. In your math classes, how often do you use a formal assessment in MATH for the following purposes? To identify the deficits in specific skills of struggling students 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.
6030394	ECLS-K:2011 Spring Fifth Grade National Data Collection (Item D5d)	In this class, how often do you use a formal assessment in MATH for the following purposes? d. To monitor the progress of students who fall below benchmark levels 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.	Teacher Use of Formal Math Assessment	Added	The next set of questions is about use of assessment data in [FILL SCHOOL NAME]. In your math classes, how often do you use a formal assessment in MATH for the following purposes? To monitor the progress of students who fall below benchmark levels 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.	Added to capture more variance and align with ECLS-K	Unchanged from MS1	The next set of questions is about use of assessment data in [FILL SCHOOL NAME]. In your math classes, how often do you use a formal assessment in MATH for the following purposes? To monitor the progress of students who fall below benchmark levels 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.
6030395	ECLS-K:2011 Spring Fifth Grade National Data Collection (Item D5e)	In this class, how often do you use a formal assessment in MATH for the following purposes? e. To determine whether students need placement in a more or less intensive level of instruction 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.	Teacher Use of Formal Math Assessment	Added	The next set of questions is about use of assessment data in [FILL SCHOOL NAME]. In your math classes, how often do you use a formal assessment in MATH for the following purposes? To determine whether students need placement in a more or less intensive level of instruction 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.	Added to capture more variance and align with ECLS-K	Unchanged from MS1	The next set of questions is about use of assessment data in [FILL SCHOOL NAME]. In your math classes, how often do you use a formal assessment in MATH for the following purposes? To determine whether students need placement in a more or less intensive level of instruction 1. Never. 2. Once per year. 3. Twice per year. 4. 3-4 times per year. 5. 5-8 times per year. 6. 1-2 times per month. 7. 3-4 times per month.
6030401	Modified Consortium on Chicago School Research (Principal Instructional Leadership)	Please mark the extent to which you agree or disagree with each of the following? The principal at this schoo? .Makes clear to the staff his or her expectations for meeting instructional goals. . 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	Principal leadership	Unchanged from OFT1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Makes clear to the staff his or her expectations for meeting instructional goals 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree		Unchanged from MS1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Makes clear to the staff his or her expectations for meeting instructional goals. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030402	Modified Consortium on Chicago School Research (Principal Instructional Leadership)	Please mark the extent to which you agree or disagree with each of the following? The principal at this schoo? .Communicates a clear vision for our school. . 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	Principal leadership	Unchanged from OFT1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Communicates a clear vision for our school 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree		Unchanged from MS1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Communicates a clear vision for our school. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030403	Modified Consortium on Chicago School Research (Principal Instructional Leadership)	Please mark the extent to which you agree or disagree with each of the following? The principal at this schoo? .Sets high standards for teachin? 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	Principal leadership	Unchanged from OFT1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Sets high standards for teaching 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree		Unchanged from MS1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Sets high standards for teaching. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030404	Modified Consortium on Chicago School Research (Principal Instructional Leadership)	Please mark the extent to which you agree or disagree with each of the following? The principal at this schoo? .Understands how students lear? 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	Principal leadership	Unchanged from OFT1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Understands how students learn 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree		Unchanged from MS1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Understands how students learn. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030405	Modified Consortium on Chicago School Research (Principal Instructional Leadership)	Please mark the extent to which you agree or disagree with each of the following? The principal at this schoo? .Sets high standards for student learnin? 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	Principal leadership	Unchanged from OFT1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Sets high standards for student learning 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree		Unchanged from MS1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Sets high standards for student learning. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030406	Modified Consortium on Chicago School Research (Principal Instructional Leadership)	Please mark the extent to which you agree or disagree with each of the following? The principal at this schoo? .Presses teachers to implement what they have learned in professional developmen? 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	Principal leadership	Unchanged from OFT1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Presses teachers to implement what they have learned in professional development 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree		Unchanged from MS1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Presses teachers to implement what they have learned in professional development. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030407	Modified Consortium on Chicago School Research (Principal Instructional Leadership)	Please mark the extent to which you agree or disagree with each of the following? The principal at this schoo? .Carefully tracks student academic progres? 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	Principal leadership	Unchanged from OFT1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Carefully tracks student academic progress 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree		Unchanged from MS1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Carefully tracks student academic progress. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030408	Modified Consortium on Chicago School Research (Principal Instructional Leadership)	Please mark the extent to which you agree or disagree with each of the following? The principal at this schoo? .Knows what's going on in my classroo? 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	Principal leadership	Unchanged from OFT1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Knows what's going on in my classroom 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree		Unchanged from MS1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Knows what's going on in my classroom. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030409	Modified Consortium on Chicago School Research (Principal Instructional Leadership)	Please mark the extent to which you agree or disagree with each of the following? The principal at this schoo? .Actively monitors the quality of teaching in this schoo? 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	Principal leadership	Unchanged from OFT1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Actively monitors the quality of teaching in this school 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree		Unchanged from MS1	Next, we would like to know more about your school's principal or administrator. How much do you disagree or agree with each of the following statements? The principal at this school… Actively monitors the quality of teaching in this school. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030501	Modified HSLS:09 (Teacher Baseline; Section B, c)	Indicate the extent to which you agree or disagree with each of the following statements about high school math teachers at your school. Math teachers at your schoo? .Believe all students can do well . 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	Math teachers' expectations	Revised	The next set of questions asks about the teaching climate at [FILL SCHOOL NAME]. How much do you disagree or agree with each of the following statements about math teachers at your school? Math teachers at your school… Believe all students can do well 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	The next set of questions asks about the teaching climate at [FILL SCHOOL NAME]. How much do you disagree or agree with each of the following statements about math teachers at your school? Math teachers at your school… Believe all students can do well. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030502	Modified HSLS:09 (Teacher Baseline; Section B, e)	Indicate the extent to which you agree or disagree with each of the following statements about high school math teachers at your school. Math teachers at your schoo? .Have given up on their students . 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	Math teachers' expectations	Revised	The next set of questions asks about the teaching climate at [FILL SCHOOL NAME]. How much do you disagree or agree with each of the following statements about math teachers at your school?Math teachers at your school… Have given up on their students 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	The next set of questions asks about the teaching climate at [FILL SCHOOL NAME]. How much do you disagree or agree with each of the following statements about math teachers at your school? Math teachers at your school… Have given up on their students. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030503	Modified HSLS:09 (Teacher Baseline; Section B, f)	Indicate the extent to which you agree or disagree with each of the following statements about high school math teachers at your school. Math teachers at your schoo? .Care only about the smart students. 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	Math teachers' expectations	Revised	The next set of questions asks about the teaching climate at [FILL SCHOOL NAME]. How much do you disagree or agree with each of the following statements about math teachers at your school?Math teachers at your school… Care only about the smart students 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	The next set of questions asks about the teaching climate at [FILL SCHOOL NAME]. How much do you disagree or agree with each of the following statements about math teachers at your school? Math teachers at your school… Care only about the smart students. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Justification
6030504	Modified HSLS:09 (Teacher Baseline; Section B, g)	Indicate the extent to which you agree or disagree with each of the following statements about high school math teachers at your school. Math teachers at your schoo? .Expect very little from students . 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	Math teachers' expectations	Revised	The next set of questions asks about the teaching climate at [FILL SCHOOL NAME]. How much do you disagree or agree with each of the following statements about math teachers at your school?Math teachers at your school… Expect very little from students 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	The next set of questions asks about the teaching climate at [FILL SCHOOL NAME]. How much do you disagree or agree with each of the following statements about math teachers at your school? Math teachers at your school… Expect very little from students. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030505	Modified HSLS:09 (Teacher Baseline; Section B, h)	Indicate the extent to which you agree or disagree with each of the following statements about high school math teachers at your school. Math teachers at your schoo? .Work hard to make sure all students are learning . 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	Math teachers' expectations	Revised	The next set of questions asks about the teaching climate at [FILL SCHOOL NAME]. How much do you disagree or agree with each of the following statements about math teachers at your school?Math teachers at your school… Work hard to make sure all students are learning 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	The next set of questions asks about the teaching climate at [FILL SCHOOL NAME]. How much do you disagree or agree with each of the following statements about math teachers at your school? Math teachers at your school… Work hard to make sure all students are learning. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030601	Modified CCSR Program Coherence Scale (Instructional Coherence)	To what extent do you disagree or agree with the following? ? Select one response per ro? .Curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school. . 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	School Teaching climate	Revised	To what extent do you disagree or agree with the following statements about teaching at [FILL SCHOOL NAME]? Curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	To what extent do you disagree or agree with the following statements about teaching at [FILL SCHOOL NAME]? Curriculum, instruction, and learning materials are well coordinated across the different grade levels at this school. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030602	Modified CCSR Program Coherence Scale (Instructional Coherence)	To what extent do you disagree or agree with the following? ? Select one response per ro? .There is consistency in curriculum, instruction, and learning materials among teachers in the same grade level at this schoo? 1. Strongly disagree 2. Disagree 3. Agree 4. Strongly agree.	School Teaching climate	Revised	To what extent do you disagree or agree with the following statements about teaching at [FILL SCHOOL NAME]? There is consistency in curriculum, instruction, and learning materials among teachers in the same grade level at this school. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	To what extent do you disagree or agree with the following statements about teaching at [FILL SCHOOL NAME]? There is consistency in curriculum, instruction, and learning materials among teachers in the same grade level at this school. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030701	Modified ECLS-K (Teacher, Grade 5; 22b)	Please indicate the extent to which you agree with each of the following statements about your school's climat? .The level of student misbehavior (for example, noise, horseplay, or fighting in the halls or cafeteria) in this school interferes with my teaching . 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree.	School Teaching climate	Revised	How much do you disagree or agree with each of the following statements about [FILL SCHOOL NAME]? The level of student misbehavior (for example, noise, horseplay, or fighting in the halls or cafeteria) in this school interferes with my teaching. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	How much do you disagree or agree with each of the following statements about [FILL SCHOOL NAME]? The level of student misbehavior (for example, noise, horseplay, or fighting in the halls or cafeteria) in this school interferes with my teaching. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030702	Modified ECLS-K (Teacher, Grade 5; 22c)	Please indicate the extent to which you agree with each of the following statements about your school's climat? .Many of the students I teach are not capable of learning the material I am supposed to teach them . 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree.	School Teaching climate	Revised	How much do you disagree or agree with each of the following statements about [FILL SCHOOL NAME]? Many of the students I teach are not capable of learning the material I am supposed to teach them. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	How much do you disagree or agree with each of the following statements about [FILL SCHOOL NAME]? Many of the students I teach are not capable of learning the material I am supposed to teach them. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030703	Modified ECLS-K (Teacher, Grade 5; 22d)	Please indicate the extent to which you agree with each of the following statements about your school's climat? .I feel accepted and respected as a colleague by most staff members . 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree.	School Teaching climate	Revised	How much do you disagree or agree with each of the following statements about [FILL SCHOOL NAME]? I feel accepted and respected as a colleague by most staff members. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	How much do you disagree or agree with each of the following statements about [FILL SCHOOL NAME]? I feel accepted and respected as a colleague by most staff members. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030704	Modified ECLS-K (Teacher, Grade 5; 22e)	Please indicate the extent to which you agree with each of the following statements about your school's climat? .Teachers in this school are continually learning and seeking new ideas . 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree.	School Teaching climate	Revised	How much do you disagree or agree with each of the following statements about [FILL SCHOOL NAME]? Teachers in this school are continually learning and seeking new ideas. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	How much do you disagree or agree with each of the following statements about [FILL SCHOOL NAME]? Teachers in this school are continually learning and seeking new ideas. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030705	Modified ECLS-K (Teacher, Grade 5; 22f)	Please indicate the extent to which you agree with each of the following statements about your school's climat? .Routine administrative duties and paperwork interfere with my job of teaching. 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree.	School Teaching climate	Revised	How much do you disagree or agree with each of the following statements about [FILL SCHOOL NAME]? Routine administrative duties and paperwork interfere with my job of teaching. Paperwork includes items associated with Response to Intervention, alignment with the Common Core State Standards, or other initiatives. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	How much do you disagree or agree with each of the following statements about [FILL SCHOOL NAME]? Routine administrative duties and paperwork interfere with my job of teaching. Paperwork includes items associated with Response to Intervention, alignment with the Common Core State Standards, or other initiatives. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030801	Modified TIMSS (Teacher Grade 8, 2011; 7b)	Thinking about your current school, indicate the extent to which you agree or disagree with the following statement? .I feel safe at this schoo? 1. Agree a lot 2. Agree a little 3. Disagree a little 4. Disagree a lot.	School safety climate	Revised	Indicate the extent to which you disagree or agree with each of the following statements about [FILL SCHOOL NAME].I feel safe at this school. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	Indicate the extent to which you disagree or agree with each of the following statements about [FILL SCHOOL NAME]. I feel safe at this school. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030802	Modified TIMSS (Teacher Grade 8, 2011; 7c)	Thinking about your current school, indicate the extent to which you agree or disagree with the following statement? .This school's security policies and practices are sufficien? 1. Agree a lot 2. Agree a little 3. Disagree a little 4. Disagree a lot.	School safety climate	Revised	Indicate the extent to which you disagree or agree with each of the following statements about [FILL SCHOOL NAME].This school's security policies and practices are sufficient. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	Indicate the extent to which you disagree or agree with each of the following statements about [FILL SCHOOL NAME]. This school's security policies and practices are sufficient. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6030803	Modified TIMSS (Teacher Grade 8, 2011; 7e)	Thinking about your current school, indicate the extent to which you agree or disagree with the following statement? .The students are respectful of the teacher? 1. Agree a lot 2. Agree a little 3. Disagree a little 4. Disagree a lot.	School safety climate	Revised	Indicate the extent to which you disagree or agree with each of the following statements about [FILL SCHOOL NAME].The students get along well with teachers. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree	Revised to add preloaded school name.	Unchanged from MS1	Indicate the extent to which you disagree or agree with each of the following statements about [FILL SCHOOL NAME]. The students get along well with teachers. 1. Strongly disagree 2. Disagree 3. Slightly disagree 4. Slightly agree 5. Agree 6. Strongly agree
6010300	Modified ECLS-K (Teacher, Grade 5; A11)	At this point in the school year how would you rate the behavior of the children in this mathematics class?. Group misbehaves very frequently and is almost always difficult to handle .Group misbehaves frequently and is often difficult to handle .Group misbehaves occasionally.Group behaves well.Group behaves exceptionally well. .	Student behavior	Revised	At this point in the school year, how would you rate the behavior of the students in your math classes? 1. Group misbehaves very frequently and is almost always difficult to handle. 2. Group misbehaves frequently and is often difficult to handle. 3. Group misbehaves occasionally. 4. Group behaves well. 5. Group behaves exceptionally well.	Revised to school-level and reduced burden	Unchanged from MS1	At this point in the school year, how would you rate the behavior of the students in your math classes? 1. Group misbehaves very frequently and is almost always difficult to handle. 2. Group misbehaves frequently and is often difficult to handle. 3. Group misbehaves occasionally. 4. Group behaves well. 5. Group behaves exceptionally well.
6030900	New Item		Technology - classroom availability and uses	Revised	The next two questions ask about your school's technology policies and practices. Does [FILL SCHOOL NAME] lend or provide computers, tablets, or similar devices to individual students? 1. Yes 2. No	Revised to add preloaded school name.	Unchanged from MS1	The next two questions ask about your school's technology policies and practices. Does [FILL SCHOOL NAME] lend or provide computers, tablets, or similar devices to individual students? 1. Yes 2. No
6031000	New Item		Technology - classroom availability and uses	Unchanged from OFT1	The next two questions ask about your school's technology policies and practices. Thinking about students, is this a bring your own device (BYOD) school? 1. Yes 2. No		Unchanged from MS1	The next two questions ask about your school's technology policies and practices. Thinking about students, is this a bring your own device (BYOD) school? 1. Yes 2. No
6020104	New Item		Curriculum/textbook used	Revised	This section focuses on the content you cover in your math classes, as well as your teaching practices. The curriculum used for your math classes is… Other (Please Specify) 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Dropped		Dropped to reduce burden
6020105	New Item		Curriculum/textbook used	Added	This section focuses on the content you cover in your math classes, as well as your teaching practices. The curriculum used for your math classes is… Please specify OS	Added QID for open-ended response option	Dropped		Dropped to reduce burden
6021212	New Item		Availability and use of classroom resources (calculators, computers)	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes. Other 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Dropped		Dropped to reduce burden
6021213	New Item		Availability and use of classroom resources (calculators, computers)	Revised	Next we would like to know about how you use technology in your teaching. Please indicate if the following technology devices are available for your use in one or more of your math classes. Please specify OS	Revised to school-level and reduce burden	Dropped		Dropped to reduce burden
6021312	New Item		Availability and use of classroom resources (calculators, computers)	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes. Other 1. Selected 2. Not Selected	Revised to school-level and reduce burden	Dropped		Dropped to reduce burden
6021313	New Item		Availability and use of classroom resources (calculators, computers)	Revised	Please indicate if the following technology devices are available for student use in one or more of your math classes. Please specify OS	Revised to school-level and reduce burden	Dropped		Dropped to reduce burden
6021521	New Item		Availability and use of classroom resources (calculators, computers	Revised	Please list any other ways you use technological resources in your math classes, and indicate how often you use them in these ways. If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Please specify OS	Revised to clarify respondent should report average if frequency varies across classes.	Dropped		Dropped to reduce burden
6021524	New Item		Availability and use of classroom resources (calculators, computers	Revised	Please list any other ways you use technological resources in your math classes, and indicate how often you use them in these ways. If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Other use 2 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to clarify respondent should report average if frequency varies across classes.	Dropped		Dropped to reduce burden
6021523	New Item		Availability and use of classroom resources (calculators, computers	Revised	Please list any other ways you use technological resources in your math classes, and indicate how often you use them in these ways. If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Please specify OS	Revised to clarify respondent should report average if frequency varies across classes.	Dropped		Dropped to reduce burden
6021526	New Item		Availability and use of classroom resources (calculators, computers	Added	Please list any other ways you use technological resources in your math classes, and indicate how often you use them in these ways. If the frequency is different for different math classes that you teach, please respond with an average across all math classes.Other use 3 2. Rarely 3. Monthly 4. Weekly 5. Daily	Added QID for open-ended response option	Dropped		Dropped to reduce burden
6021525	New Item		Availability and use of classroom resources (calculators, computers	Revised	Please list any other ways you use technological resources in your math classes, and indicate how often you use them in these ways. If the frequency is different for different math classes that you teach, please respond with an average across all math classes.Please specify OS	Revised to clarify respondent should report average if frequency varies across classes.	Dropped		Dropped to reduce burden
6020201	New Item		Curriculum/textbook used	Added	What do you use as your primary basis for instruction for this [CLASS NAME, PERIOD] class? Open educational resources OS	Added QID for open-ended response option	Dropped		Dropped to reduce burden
6020202	New Item		Curriculum/textbook used	Added	What do you use as your primary basis for instruction for this [CLASS NAME, PERIOD] class? Please specify OS	Added QID for open-ended response option	Dropped		Dropped to reduce burden
6040601	Modified HSLS:09 (Teacher Baseline; Section A)	Which of the following best describes the math teaching certificate you currently hold in {FILL STATE}? 1. Regular or standard state certificate or advanced professional certificate 2. Certificate issued after satisfying all requirements except the completion of a probationary teaching period 3. Certificate that requires some additional coursework or passing a test 4. Certificate issued to persons who must complete a certification program in order to continue teaching 5. I do not hold any of these certifications in this state.	Certification (national certification, alternative certification)	Added	Which of the following best describes the teaching certificate you currently hold? Other (Please specify) OS	Added QID for open-ended response option	Dropped		Dropped to reduce burden
6040906	Modified SASS (Teacher Questionnaire)	In what content area(s) does the teaching certificate marked above allow you to teach in this state? (TABLE IN SURVEY)	Certification (national certification, alternative certification)	Added	In what content area(s) do you hold a National Board for Professional Teaching certificate? Please specify OS	Added QID for open-ended response option	Dropped		Dropped to reduce burden
6021422	Modified NAEP (Teacher, 2013, II 13)	In your eighth-grade mathematics class this year, how often do your students use a computer or other technological resources to do each of the following?. Fill in one oval on each line.	Availability and use of classroom resources (calculators, computers	Revised	Please list any other ways students in your math classes use technological resources and indicate how often they use technological resources in these ways. If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Other use 1 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to clarify respondent should report average if frequency varies across classes.	Dropped		Dropped to reduce burden
6021421	Modified NAEP (Teacher, 2013, II 13)	In your eighth-grade mathematics class this year, how often do your students use a computer or other technological resources to do each of the following?. Fill in one oval on each line.	Availability and use of classroom resources (calculators, computers	Revised	Please list any other ways students in your math classes use technological resources and indicate how often they use technological resources in these ways. If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Please specify OS	Revised to clarify respondent should report average if frequency varies across classes.	Dropped		Dropped to reduce burden
6021424	Modified NAEP (Teacher, 2013, II 13)	In your eighth-grade mathematics class this year, how often do your students use a computer or other technological resources to do each of the following?. Fill in one oval on each line.	Availability and use of classroom resources (calculators, computers	Revised	Please list any other ways students in your math classes use technological resources and indicate how often they use technological resources in these ways. If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Other use 2 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to clarify respondent should report average if frequency varies across classes.	Dropped		Dropped to reduce burden
6021423	Modified NAEP (Teacher, 2013, II 13)	In your eighth-grade mathematics class this year, how often do your students use a computer or other technological resources to do each of the following?. Fill in one oval on each line.	Availability and use of classroom resources (calculators, computers	Revised	Please list any other ways students in your math classes use technological resources and indicate how often they use technological resources in these ways. If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Please specify OS	Revised to clarify respondent should report average if frequency varies across classes.	Dropped		Dropped to reduce burden
6021426	New Item		Availability and use of classroom resources (calculators, computers	Revised	Please list any other ways students in your math classes use technological resources and indicate how often they use technological resources in these ways. If the frequency is different for different math classes that you teach, please respond with an average across all math classes.Other use 3 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to clarify respondent should report average if frequency varies across classes.	Dropped		Dropped to reduce burden
6021425	Modified NAEP (Teacher, 2013, II 13)	In your eighth-grade mathematics class this year, how often do your students use a computer or other technological resources to do each of the following?. Fill in one oval on each line.	Availability and use of classroom resources (calculators, computers	Revised	Please list any other ways students in your math classes use technological resources and indicate how often they use technological resources in these ways. If the frequency is different for different math classes that you teach, please respond with an average across all math classes.Please specify OS	Revised to clarify respondent should report average if frequency varies across classes.	Dropped		Dropped to reduce burden
6020407	New Item		Curriculum/textbook used	Added	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? Please specify OS	Added QID for open-ended response option	Dropped		Dropped to reduce burden
6020408	New Item		Curriculum/textbook used	Added	In addition to your primary math curriculum, which of the following do you use as a supplement for this [CLASS NAME, PERIOD] classes? Please specify OS	Added QID for open-ended response option	Dropped		Dropped to reduce burden
6021522	New Item		Availability and use of classroom resources (calculators, computers	Revised	Please list any other ways you use technological resources in your math classes, and indicate how often you use them in these ways. If the frequency is different for different math classes that you teach, please respond with an average across all math classes. Other use 1 2. Rarely 3. Monthly 4. Weekly 5. Daily	Revised to clarify respondent should report average if frequency varies across classes.	Dropped		Dropped to reduce burden

MS2 Special Education Teacher Survey Items

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Justification
7010100	Modified ECLS- K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 14)	Which of the following best describes your current position in this school? .Select only one. 1. Special education teacher .2. Special education teacher consultant .3. General education teacher .4. Special education classroom aide.5. Speech - language pathologist .6. Physical therapist .7. Physical therapy assistant or aide .8. Occupational therapist .9. Occupational therapy assistant or aide .10. School psychologist .11. School counselor.12. School social worker.13. Other (please specify)..	Teacher confirmation	Unchanged from OFT1	First we would like to ask you some questions about your current position or assignment. Which of the following best describes your current position in this school? 1. Special education teacher. 2. Special education teacher consultant. 3. General education teacher. 4. Special education classroom aide/paraprofessional. 5. Speech - language pathologist. 6. Physical therapist. 7. Physical therapy assistant or aide. 8. Occupational therapist. 9. Occupational therapy assistant or aide. 10. School psychologist. 11. School counselor. 12. School social worker. 13. Other (please specify)		Revised	First we would like to ask you some questions about your current position or assignment. Which of the following best describes your current position in this school? 1. Special education teacher. 2. Special education teacher consultant. 3. General education teacher. 4. Special education classroom aide/paraprofessional. 5. Speech - language pathologist. 6. Physical therapist. 7. Physical therapy assistant or aide. 8. Occupational therapist. 9. Occupational therapy assistant or aide. 10. School psychologist. 11. School counselor. 12. School social worker. 13. Other	Revised to remove specify option and removed "(please specify)" from other option to reduce burden
7010201	Modified ECLS- K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 15)	How do you classify your main assignment at this school, that is, the activity at which you spend most of your time during this school year? .MARK ONLY ONE. 1. Regular full-time teacher/service provider.2. Regular part-time teacher/service provider.3. Itinerant teacher/service provider (i.e., your assignment requires you to provide.instruction/related services at more than one school).4. Long-term substitute (i.e., your assignment requires that you fill the role of a.teacher on a long-term basis, but you are still considered a substitute).5. Teacher aide.6. Other (PLEASE SPECIFY).	Teacher confirmation	Unchanged from OFT1	How do you classify your main assignment at this school, that is, the activity at which you spend most of your time during this school year? 1. Regular full-time teacher. 2.Regular full-time service provider. 3. Regular part-time teacher (at one school). 4. Regular part-time service provider (at one school). 5. Itinerant teacher (i.e., your assignment requires you to provide instruction/related services at more than one school). 6. Itinerant related services consultant (e.g., speech and language therapist, social worker, psychologist, behavior specialist. Your assignment requires you to provide instruction/related services at more than one school). 7. Long-term substitute teacher. 8. Teacher aide or paraprofessional. 9. Other (please specify)		Revised	How do you classify your main assignment at this school, that is, the activity at which you spend most of your time during this school year? 1. Regular full-time teacher. 2.Regular full-time service provider. 3. Regular part-time teacher (at one school). 4. Regular part-time service provider (at one school). 5. Itinerant teacher (i.e., your assignment requires you to provide instruction/related services at more than one school). 6. Itinerant related services consultant (e.g., speech and language therapist, social worker, psychologist, behavior specialist. Your assignment requires you to provide instruction/related services at more than one school). 7. Long-term substitute teacher. 8. Teacher aide or paraprofessional. 9. Other	Revised to remove specify option and removed "(please specify)" from other option to reduce burden
7010203	New Item		Teacher confirmation	Added	Now we would like to ask some questions about each of your students who are participating in MGLS:2017. This section includes questions about individual student’s IEP and primary disability, special education services received, and goals and expectations. First, however, we would like you to confirm whether you do in fact teach (or provide services to) student(s) at your school who were selected to participate in MGLS:2017. Have you served as the teacher or special education provider for [STUDENT NAME] at any point during this school year (2017-18)? 1. Yes, and I am the current teacher or special education provider for [STUDENT NAME]. 2. Yes, although I am not currently the teacher or special education provider for [STUDENT NAME]. 3. No	Added to confirm that information received from the school as still correct for this student	Revised	Now we would like to ask some questions about each of your students who are participating in MGLS:2017. This section includes questions about individual student’s IEP and primary disability, special education services received, and goals and expectations. First, however, we would like you to confirm whether you do in fact teach (or provide services to) student(s) at your school who were selected to participate in MGLS:2017. Have you served as the teacher or special education provider for [STUDENT NAME] at any point during this school year (2019-20)? 1. Yes, and I am the current teacher or special education provider for [STUDENT NAME]. 2. Yes, although I am not currently the teacher or special education provider for [STUDENT NAME]. 3. No	Revised year to 2019-2020 to update to current school year.
7010204	New Item		Teacher confirmation	Added	Now we would like to ask some questions about each of your students who are participating in MGLS:2017. This section includes questions about individual student’s IEP and primary disability, special education services received, and goals and expectations. First, however, we would like you to confirm whether you do in fact teach (or provide services to) student(s) at your school who were selected to participate in MGLS:2017. In what month and year did you last serve as the teacher or special education provider for [STUDENT NAME]? Month/Year	Added to confirm that information received from the school is still correct for this student..	Unchanged from MS1	Now we would like to ask some questions about each of your students who are participating in MGLS:2017. This section includes questions about individual student’s IEP and primary disability, special education services received, and goals and expectations. First, however, we would like you to confirm whether you do in fact teach (or provide services to) student(s) at your school who were selected to participate in MGLS:2017. In what month and year did you last serve as the teacher or special education provider for [STUDENT NAME]? Month/Year
7010205	New Item		Teacher confirmation	Added	Now we would like to ask some questions about each of your students who are participating in MGLS:2017. This section includes questions about individual student’s IEP and primary disability, special education services received, and goals and expectations. First, however, we would like you to confirm whether you do in fact teach (or provide services to) student(s) at your school who were selected to participate in MGLS:2017. Has anyone else at your school served as the teacher or special education provider for [STUDENT NAME] at any point during this school year (2017-18)? 1. Yes 2. No	Added to confirm that information received from the school is still correct for this student..	Revised	Now we would like to ask some questions about each of your students who are participating in MGLS:2017. This section includes questions about individual student’s IEP and primary disability, special education services received, and goals and expectations. First, however, we would like you to confirm whether you do in fact teach (or provide services to) student(s) at your school who were selected to participate in MGLS:2017. Has anyone else at your school served as the teacher or special education provider for [STUDENT NAME] at any point during this school year (2019-20)? 1. Yes 2. No	Revised year to 2019-2020 to update to current school year.
7010206	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 0)	What is the name of the special education teacher or special education provider for [STUDENT NAME]?	Teacher confirmation	Unchanged from OFT1	Now we would like to ask some questions about each of your students who are participating in MGLS:2017. This section includes questions about individual student’s IEP and primary disability, special education services received, and goals and expectations. First, however, we would like you to confirm whether you do in fact teach (or provide services to) student(s) at your school who were selected to participate in MGLS:2017. What is the name of the special education teacher or special education provider for [STUDENT NAME]? Open response: Teacher name		Unchanged from MS1	Now we would like to ask some questions about each of your students who are participating in MGLS:2017. This section includes questions about individual student’s IEP and primary disability, special education services received, and goals and expectations. First, however, we would like you to confirm whether you do in fact teach (or provide services to) student(s) at your school who were selected to participate in MGLS:2017. What is the name of the special education teacher or special education provider for [STUDENT NAME]? Open response: Teacher name
7040100	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 1)	Is this child currently receiving gifted/talented services through an IEP, or has the child received such services during this school year? 1. Yes.2. No.	Gifted/talented services student receives	Unchanged from OFT1	These first questions are about [STUDENT NAME]'s individualized services and grade. Is [STUDENT NAME] currently receiving gifted/talented services or has [STUDENT NAME] received such services during this school year? 1. Yes 2. No		Unchanged from MS1	These first questions are about [STUDENT NAME]'s individualized services and grade. Is [STUDENT NAME] currently receiving gifted/talented services or has [STUDENT NAME] received such services during this school year? 1. Yes 2. No
7040200	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 1)	Is {STUDENT NAME} currently receiving special education services through an IEP, due to a disability, or has {STUDENT NAME} received such services during this school year? 1. Yes.2. No.	Student grade and IEP status	Unchanged from OFT1	These first questions are about [STUDENT NAME]'s individualized services and grade. Is [STUDENT NAME] currently receiving special education services based on an IEP or has [STUDENT NAME] received such services during this school year? 1. Yes 2. No		Unchanged from MS1	Is [STUDENT NAME] currently receiving special education services based on an IEP or has [STUDENT NAME] received such services during this school year? 1. Yes 2. No
7040201	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 2)	Is {STUDENT NAME} currently receiving special education services through an IEP, due to a disability, or has {STUDENT NAME} received such services during this school year? 1. Yes.2. No.	Student grade and IEP status				Added	Did [STUDENT NAME] receive special education services based on an IEP last school year? 1. Yes 2. No	Added to capture data on experiences between MS1 and MS2
7040210	New Item		Individualized services, IEP team	Added	These first questions are about [STUDENT NAME]'s individualized services and grade. Are you a member of [STUDENT NAME]’s IEP team? 1. Yes 2. No	Added at request of NCSER. Teacher may not have been involved in the IEP.	Unchanged from MS1	These first questions are about [STUDENT NAME]'s individualized services and grade. Are you a member of [STUDENT NAME]’s IEP team? 1. Yes 2. No
7040301	Modified ECLS- K:2011 (Kindergarten Special Education Teacher B; Spring 2011; 3)	In what capacity or capacities do you teach or provide services to {STUDENT NAME}? Do you.....A03a. Provide instruction directly to the student.. Select yes or no on each row. 1. Yes.2. No.	IEP services provided	Unchanged from OFT1	These first questions are about [STUDENT NAME]'s individualized services and grade. In what capacity or capacities do you teach or provide services to [STUDENT NAME]? Do you...Provide instruction directly to the student? 1. Selected 2. Not Selected		Unchanged from MS1	These first questions are about [STUDENT NAME]'s individualized services and grade. In what capacity or capacities do you teach or provide services to [STUDENT NAME]? Do you...Provide instruction directly to the student? 1. Selected 2. Not Selected
7040302	Modified ECLS- K:2011 (Kindergarten Special Education Teacher B; Spring 2011; 3)	In what capacity or capacities do you teach or provide services to {STUDENT NAME}? Do you.....A03b. Provide related services directly to the student.. Select yes or no on each row. 1. Yes.2. No.	IEP services provided	Unchanged from OFT1	These first questions are about [STUDENT NAME]'s individualized services and grade. In what capacity or capacities do you teach or provide services to [STUDENT NAME]? Do you...Provide related services directly to the student? 1. Selected 2. Not Selected		Unchanged from MS1	These first questions are about [STUDENT NAME]'s individualized services and grade. In what capacity or capacities do you teach or provide services to [STUDENT NAME]? Do you...Provide related services directly to the student? 1. Selected 2. Not Selected
7040303	Modified ECLS- K:2011 (Kindergarten Special Education Teacher B; Spring 2011; 3)	In what capacity or capacities do you teach or provide services to {STUDENT NAME}? Do you.....A03c. Provide consultation services directly to the student.. Select yes or no on each row. 1. Yes.2. No.	IEP services provided	Unchanged from OFT1	These first questions are about [STUDENT NAME]'s individualized services and grade. In what capacity or capacities do you teach or provide services to [STUDENT NAME]? Do you...Provide consultation services directly to the student? 1. Selected 2. Not Selected		Unchanged from MS1	These first questions are about [STUDENT NAME]'s individualized services and grade. In what capacity or capacities do you teach or provide services to [STUDENT NAME]? Do you...Provide consultation services directly to the student? 1. Selected 2. Not Selected
7040304	Modified ECLS- K:2011 (Kindergarten Special Education Teacher B; Spring 2011; 3)	In what capacity or capacities do you teach or provide services to {STUDENT NAME}? Do you.....A03d. Provide indirect consultation services (e.g., consultation to the student's teacher).. Select yes or no on each row. 1. Yes.2. No.	IEP services provided	Unchanged from OFT1	These first questions are about [STUDENT NAME]'s individualized services and grade. In what capacity or capacities do you teach or provide services to [STUDENT NAME]? Do you...Provide indirect consultation services (e.g., consultation to the student's teacher)? 1. Selected 2. Not Selected		Unchanged from MS1	These first questions are about [STUDENT NAME]'s individualized services and grade. In what capacity or capacities do you teach or provide services to [STUDENT NAME]? Do you...Provide indirect consultation services (e.g., consultation to the student's teacher)? 1. Selected 2. Not Selected
7040305	Modified ECLS- K:2011 (Kindergarten Special Education Teacher B; Spring 2011; 3)	In what capacity or capacities do you teach or provide services to {STUDENT NAME}? Do you.....A03e. Provide case management.. Select yes or no on each row. 1. Yes.2. No.	IEP services provided	Unchanged from OFT1	These first questions are about [STUDENT NAME]'s individualized services and grade. In what capacity or capacities do you teach or provide services to [STUDENT NAME]? Do you...Provide case management? 1. Selected 2. Not Selected		Unchanged from MS1	These first questions are about [STUDENT NAME]'s individualized services and grade. In what capacity or capacities do you teach or provide services to [STUDENT NAME]? Do you...Provide case management? 1. Selected 2. Not Selected
7040400	Modified ECLS-K (Special Education Teacher B, 8th Grade; 2)	In which grade is this student enrolled? MARK ONE RESPONSE ONLY. 1. Fifth grade .2. Sixth grade .3. Seventh grade .4. Eighth grade .5. Ninth grade.6. Tenth grade.7. This is an ungraded classroom.	Student grade and IEP status	Unchanged from OFT1	These first questions are about [STUDENT NAME]'s individualized services and grade. In which grade is [STUDENT NAME] enrolled? 1. Sixth grade 2. This is an ungraded classroom		Revised	These first questions are about [STUDENT NAME]'s individualized services and grade. In which grade is [STUDENT NAME] enrolled? 1. Sixth grade 2. Seventh grade 3. Eighth grade 4. Ninth grade or higher 5. This is an ungraded classroom	Revised to add higher grade response options to account for the modal grade of respondents.
7040500	Modified ECLS-K (Special Education Teacher B, 8th Grade; 3)	When did this student first have an IEP?. . MARK ONE RESPONSE ONLY. 1. Before fifth grade .2. During sixth grade .3. During seventh grade .4. During eighth grade .5. Don't know.	Student grade and IEP status	Unchanged from OFT1	These first questions are about [STUDENT NAME]'s individualized services and grade. When did [STUDENT NAME] first have an IEP? 1. Before sixth grade .2. During sixth grade .3. Don't know		Revised	These first questions are about [STUDENT NAME]'s individualized services and grade. When did [STUDENT NAME] first have an IEP? 1. Before this school year .2. During this school year .3. Don't know	Revised response options from "sixth grade" to "this school year" to account for variability in current student grade.
7040600	New Item		Student grade and IEP status	Unchanged from OFT1	These first questions are about [STUDENT NAME]'s individualized services and grade. Is this [STUDENT NAME]'s first year enrolled at this school? 1. Yes. 2. No. 3. Don't know		Unchanged from MS1	These first questions are about [STUDENT NAME]'s individualized services and grade. Is this [STUDENT NAME]'s first year enrolled at this school? 1. Yes. 2. No. 3. Don't know
7040700	Modified ECLS- K:2011 (Kindergarten Special Education Teacher B; Spring 2011; 6)	To what extent were you involved in planning the transition from preschool special education for this child? MARK ONLY ONE. 1. Not at all.2. Somewhat.3. Extensively.	Student grade and IEP status	Unchanged from OFT1	These first questions are about [STUDENT NAME]'s individualized services and grade. To what extent were you involved in planning the transition from the previous school's special education program for [STUDENT NAME]? 1. Not at all. 2. Somewhat. 3. Extensively		Unchanged from MS1	These first questions are about [STUDENT NAME]'s individualized services and grade. To what extent were you involved in planning the transition from the previous school's special education program for [STUDENT NAME]? 1. Not at all. 2. Somewhat. 3. Extensively
7040800	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 25)	To what extent did you communicate with the person(s) who provided preschool special education for this child? MARK ONLY ONE. 1. Not at all.2. Somewhat.3. Extensively.	Student grade and IEP status	Unchanged from OFT1	These first questions are about [STUDENT NAME]'s individualized services and grade. To what extent did you communicate with the person who provided special education for [STUDENT NAME] at {HIS/HER} previous school? 1. Not at all. 2. Somewhat. 3. Extensively		Unchanged from MS1	These first questions are about [STUDENT NAME]'s individualized services and grade. To what extent did you communicate with the person who provided special education for [STUDENT NAME] at {HIS/HER} previous school? 1. Not at all. 2. Somewhat. 3. Extensively
7040900	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 8)	Have you reviewed {STUDENT NAME} 's records related to special education services provided before this school year? Select only one. 1. Yes .2. No, I don't have access to the records. .3. No, I have access to the records, but have not reviewed them..	Student grade and IEP status	Unchanged from OFT1	These first questions are about [STUDENT NAME]'s individualized services and grade. Have you reviewed [STUDENT NAME]'s records related to special education services provided before this school year? 1. Yes. 2. No, I do not have access to the records. 3. No, I have access to the records, but have not reviewed them		Unchanged from MS1	These first questions are about [STUDENT NAME]'s individualized services and grade. Have you reviewed [STUDENT NAME]'s records related to special education services provided before this school year? 1. Yes. 2. No, I do not have access to the records. 3. No, I have access to the records, but have not reviewed them
7080101	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 25)	During this school year, has this child received formal individual evaluations in any of the following areas for purposes of developing IEP goals? a. Psychological .. MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	IEP evaluation	Unchanged from OFT1	Next we would like to know about this student's disability and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Psychological 1. Selected 2. Not Selected		Unchanged from MS1	Next we would like to know about this student's disability or disabilities and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Psychological 1. Selected 2. Not Selected
7080102	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 25)	During this school year, has this child received formal individual evaluations in any of the following areas for purposes of developing IEP goals? b. Speech/language .. MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	IEP evaluation	Unchanged from OFT1	Next we would like to know about this student's disability and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Social work services 1. Selected 2. Not Selected		Unchanged from MS1	Next we would like to know about this student's disability or disabilities and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Social work services 1. Selected 2. Not Selected
7080103	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 25)	During this school year, has this child received formal individual evaluations in any of the following areas for purposes of developing IEP goals? c. Vision .. MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	IEP evaluation	Unchanged from OFT1	Next we would like to know about this student's disability and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Behavioral 1. Selected 2. Not Selected		Unchanged from MS1	Next we would like to know about this student's disability or disabilities and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Behavioral 1. Selected 2. Not Selected
7080104	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 25)	During this school year, has this child received formal individual evaluations in any of the following areas for purposes of developing IEP goals? d. Hearing .. MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	IEP evaluation	Unchanged from OFT1	Next we would like to know about this student's disability and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Speech/language 1. Selected 2. Not Selected		Unchanged from MS1	Next we would like to know about this student's disability or disabilities and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Speech/language 1. Selected 2. Not Selected
7080105	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 25)	During this school year, has this child received formal individual evaluations in any of the following areas for purposes of developing IEP goals? e. Learning style .. MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	IEP evaluation	Unchanged from OFT1	Next we would like to know about this student's disability and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Vision 1. Selected 2. Not Selected		Unchanged from MS1	Next we would like to know about this student's disability or disabilities and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Vision 1. Selected 2. Not Selected
7080106	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 25)	During this school year, has this child received formal individual evaluations in any of the following areas for purposes of developing IEP goals? f. Motor skills .. MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	IEP evaluation	Unchanged from OFT1	Next we would like to know about this student's disability and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Hearing 1. Selected 2. Not Selected		Unchanged from MS1	Next we would like to know about this student's disability or disabilities and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Hearing 1. Selected 2. Not Selected
7080107	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 25)	During this school year, has this child received formal individual evaluations in any of the following areas for purposes of developing IEP goals? g. Academics .. MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	IEP evaluation	Unchanged from OFT1	Next we would like to know about this student's disability and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Learning style 1. Selected 2. Not Selected		Unchanged from MS1	Next we would like to know about this student's disability or disabilities and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Learning style 1. Selected 2. Not Selected
7080108	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 25)	During this school year, has this child received formal individual evaluations in any of the following areas for purposes of developing IEP goals? h. Other (PLEASE SPECIFY). MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	IEP evaluation	Unchanged from OFT1	Next we would like to know about this student's disability and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Motor skills 1. Selected 2. Not Selected		Unchanged from MS1	Next we would like to know about this student's disability or disabilities and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Motor skills 1. Selected 2. Not Selected
7080109	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 25)	During this school year, has this child received formal individual evaluations in any of the following areas for purposes of developing IEP goals? g. Academics MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	IEP evaluation	Unchanged from OFT1	Next we would like to know about this student's disability and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Academics 1. Selected 2. Not Selected		Unchanged from MS1	Next we would like to know about this student's disability or disabilities and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Academics 1. Selected 2. Not Selected
7080112	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 25)	During this school year, has this child received formal individual evaluations in any of the following areas for purposes of developing IEP goals? MARK YES OR NO ON EACH ROW.	IEP evaluation	Added	Next we would like to know about this student's disability and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Don't Know 1. Selected 2. Not Selected	Added "don't know" option	Unchanged from MS1	Next we would like to know about this student's disability or disabilities and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Don't Know 1. Selected 2. Not Selected
7050101	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	For which of the following disabilities has this child received special education or related services this school year, whether for the child's primary disability or another of his/her disabilities? ..a. Speech or language impairments.. . MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	Student disability - services received	Unchanged from OFT1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Speech or language impairments 1. Selected 2. Not Selected		Unchanged from MS1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Speech or language impairments 1. Selected 2. Not Selected
7050102	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	For which of the following disabilities has this child received special education or related services this school year, whether for the child's primary disability or another of his/her disabilities? ..b. Specific learning disabilities. . MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	Student disability - services received	Unchanged from OFT1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Specific learning disabilities 1. Selected 2. Not Selected		Unchanged from MS1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Specific learning disabilities 1. Selected 2. Not Selected
7050103	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	For which of the following disabilities has this child received special education or related services this school year, whether for the child's primary disability or another of his/her disabilities? ..c. Emotional disturbance.. MARK YES OR NO ON EACH ROW.. 1. Yes.2. No.	Student disability - services received	Unchanged from OFT1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Emotional disturbance 1. Selected 2. Not Selected		Unchanged from MS1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Emotional disturbance 1. Selected 2. Not Selected
7050104	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	For which of the following disabilities has this child received special education or related services this school year, whether for the child's primary disability or another of his/her disabilities? ..d. Intellectual disability * .. MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	Student disability - services received	Unchanged from OFT1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Intellectual disability 1. Selected 2. Not Selected		Unchanged from MS1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Intellectual disability 1. Selected 2. Not Selected
7050105	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	For which of the following disabilities has this child received special education or related services this school year, whether for the child's primary disability or another of his/her disabilities? ..e. developmental delay... MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	Student disability - services received	Unchanged from OFT1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Visual impairments (including blindness) 1. Selected 2. Not Selected		Unchanged from MS1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Visual impairments (including blindness) 1. Selected 2. Not Selected
7050106	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	For which of the following disabilities has this child received special education or related services this school year, whether for the child's primary disability or another of his/her disabilities? ..f. Hearing impairments (including deafness).. MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	Student disability - services received	Unchanged from OFT1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Hearing impairments (including deafness) 1. Selected 2. Not Selected		Unchanged from MS1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Hearing impairments (including deafness) 1. Selected 2. Not Selected
7050107	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	For which of the following disabilities has this child received special education or related services this school year, whether for the child's primary disability or another of his/her disabilities? ..g. Orthopedic impairments.. MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	Student disability - services received	Unchanged from OFT1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Orthopedic impairments 1. Selected 2. Not Selected		Unchanged from MS1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Orthopedic impairments 1. Selected 2. Not Selected
7050112	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	For which of the following disabilities has this child received special education or related services this school year, whether for the child's primary disability or another of his/her disabilities? ..l. Other health impairments.. MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	Student disability - services received	Unchanged from OFT1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Other health impairment (specify: Please specify the other health impairment(s) for which the student receives services. ) 1. Selected 2. Not Selected		Unchanged from MS1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Other health impairment (specify: Please specify the other health impairment(s) for which the student receives services. ) 1. Selected 2. Not Selected
7050113	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	For which of the following disabilities has this child received special education or related services this school year, whether for the child's primary disability or another of his/her disabilities? ..l. Other health impairments.. MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	Student disability - services received	Added	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Other Specify OS	Added QID for other specify	Unchanged from MS1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Other Specify OS
7050108	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	For which of the following disabilities has this child received special education or related services this school year, whether for the child's primary disability or another of his/her disabilities? ..h. Autism. . MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	Student disability - services received	Unchanged from OFT1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Autism 1. Selected 2. Not Selected		Unchanged from MS1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Autism 1. Selected 2. Not Selected
7050109	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	For which of the following disabilities has this child received special education or related services this school year, whether for the child's primary disability or another of his/her disabilities? ..i. Traumatic brain injury. . MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	Student disability - services received	Unchanged from OFT1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Traumatic brain injury 1. Selected 2. Not Selected		Unchanged from MS1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Traumatic brain injury 1. Selected 2. Not Selected
7050110	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	For which of the following disabilities has this child received special education or related services this school year, whether for the child's primary disability or another of his/her disabilities? ..j. Deaf-blindness. . MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	Student disability - services received	Unchanged from OFT1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Deaf-blindness 1. Selected 2. Not Selected		Unchanged from MS1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Deaf-blindness 1. Selected 2. Not Selected
7050111	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	For which of the following disabilities has this child received special education or related services this school year, whether for the child's primary disability or another of his/her disabilities? ..m. Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deaf, blindness or developmental delay). . MARK YES OR NO ON EACH ROW. 1. Yes.2. No.	Student disability - services received	Unchanged from OFT1	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Multiple disabilities (students included in this category should be those who have more than one severe disability which does not include deaf-blindness) (specify: Please specify the other multiple disabilities for which the student receives services.) (SPECIFY) 1. Selected 2. Not Selected		Revised	For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Multiple disabilities (students included in this category should be those who have more than one severe disability which does not include deaf-blindness) 1. Selected 2. Not Selected	Revised to remove "(please specify)" wording to reduce burden
7050200	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 9)	What is this child's primary disability as identified on the child's IEP? PLEASE SELECT THE CATEGORY BELOW INTO WHICH THE CHILD'S PRIMARY DISABILITY FITS BEST. MARK ONLY ONE. 1. Speech or language impairments .2. Specific learning disabilities .3. Emotional disturbance .4.Intellectual disability* .5. Developmental delay .6. Visual impairments (including .blindness).7. Hearing impairments (including deafness).8. Orthopedic impairments.9. Other health impairments.10. Autism.11. Traumatic brain injury.12. Deaf-blindness.13. Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deaf, blindness or developmental delay).14. No classification is given .* Including the condition formerly classified as mental retardation.	Student disability - primary disability	Unchanged from OFT1	What is [STUDENT NAME]'s primary disability as identified on [HIS/HER] IEP? 1. Speech or language impairment . 2. Specific learning disability. 3. Emotional disturbance . 4. Intellectual disability . 5. Visual impairment (including blindness) . 6. Hearing impairment (including deafness) . 7. Orthopedic impairment . 8. Other health impairment (Specify) . 9. Autism . 10. Traumatic brain injury . 11. Deaf-blindness . 12. Multiple disabilities.		Revised	What is [STUDENT NAME]'s primary disability as identified on [HIS/HER] IEP? 1. Speech or language impairment . 2. Specific learning disability. 3. Emotional disturbance . 4. Intellectual disability . 5. Visual impairment (including blindness) . 6. Hearing impairment (including deafness) . 7. Orthopedic impairment . 8. Other health impairment [D005(E01)H_other] . 9. Autism . 10. Traumatic brain injury . 11. Deaf-blindness . 12. Multiple disabilities.	Revised to remove "Other health impairment (specify)" to reduce burden
7050300	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 11)	Has this child received any special education or related services because of a diagnosed Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD)? MARK ONLY ONE. 1. Yes .2. No.	Student disability - services received	Unchanged from OFT1	Has [STUDENT NAME] received any special education or related services because of Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD)? 1. Yes 2. No 3. Don't Know		Revised	Has [STUDENT NAME] received any special education or related services this school year because of Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD)? 1. Yes 2. No 3. Don't Know	Revised to add "this year" for clarity and consistency
7050419	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 1. Reading.	IEP goals - academics	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Academics. Reading 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Academics: Reading 1. Selected 2. Not Selected
7050402	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 2. Mathematics	IEP goals - academics	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Academics. Mathematics 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Academics: Mathematics 1. Selected 2. Not Selected
7050403	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 3. Language Arts.	IEP goals - academics	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Academics. Language Arts 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Academics: Language Arts 1. Selected 2. Not Selected
7050404	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 4. Science	IEP goals - academics	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Academics. Science 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Academics: Science 1. Selected 2. Not Selected
7050405	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 4. Science	IEP goals - academics	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Academics. Social Studies 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Academics: Social Studies 1. Selected 2. Not Selected
7050407	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 5. Auditory processing.	IEP goals - speech and language	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Speech and Language. Auditory processing 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Speech and Language: Auditory processing 1. Selected 2. Not Selected
7050408	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 6. Listening comprehension.	IEP goals - speech and language	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Speech and Language. Listening comprehension 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Speech and Language: Listening comprehension 1. Selected 2. Not Selected
7050409	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 7. Oral expression.	IEP goals - speech and language	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Speech and Language. Oral expression 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Speech and Language: Oral expression 1. Selected 2. Not Selected
7050410	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 8. Voice/speech articulation.	IEP goals - speech and language	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Speech and Language. Voice/speech articulation, quality, or fluency 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Speech and Language: Voice/speech articulation, quality, or fluency 1. Selected 2. Not Selected
7050411	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 9. Language pragmatics.	IEP goals - speech and language	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Speech and Language. Language pragmatics 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Speech and Language: Language pragmatics 1. Selected 2. Not Selected
7050413	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 10. Social skills.	IEP goals - social-emotional	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Social-Emotional. Social skills 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Social-Emotional: Social skills 1. Selected 2. Not Selected
7050414	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 11. General appropriateness of behavior.	IEP goals - social-emotional	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Social-Emotional. Behavior regulation 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Social-Emotional: Behavior regulation 1. Selected 2. Not Selected
7050415	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 11. General appropriateness of behavior.	IEP goals - social-emotional	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Social-Emotional. Emotional or mood regulation 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Social-Emotional: Emotional or mood regulation 1. Selected 2. Not Selected
7050417	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 12. Adaptive behavior or self-help skills.	IEP goals - life skills	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Life Skills. Adaptive behavior or self-help skills 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Life Skills: Adaptive behavior or self-help skills 1. Selected 2. Not Selected
7050418	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 12. Adaptive behavior or self-help skills.	IEP goals - life skills	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Life Skills. Transition and postsecondary goals 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Life Skills: Transition and postsecondary goals 1. Selected 2. Not Selected
7050420	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 12. Adaptive behavior or self-help skills.	IEP goals - life skills	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Life Skills. Organizational and planning skills 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Life Skills: Organizational and planning skills 1. Selected 2. Not Selected
7050422	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? . .MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 12. Fine motor skills.	IEP goals - physical/mobility	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Physical/Mobility. Fine motor skills 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Physical/Mobility: Fine motor skills 1. Selected 2. Not Selected
7050423	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? . .MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 13. Gross motor skills.	IEP goals - physical/mobility	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Physical/Mobility. Gross motor skills 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Physical/Mobility: Gross motor skills 1. Selected 2. Not Selected
7050424	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? . .MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS. 14. Orientation and mobility.	IEP goals - physical/mobility	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Physical/Mobility. Orientation and mobility 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Physical/Mobility: Orientation and mobility 1. Selected 2. Not Selected
7050425	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 12)	Which of the following describe(s) the IEP goals for this child during this school year? . .MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS.. .Other (PLEASE SPECIFY) 15. __________.	IEP goals - other	Unchanged from OFT1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Other. Other 1. Selected 2. Not Selected		Unchanged from MS1	Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Other 1. Selected 2. Not Selected
7050501	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 13)	Which of the following related services have been provided through the school to {STUDENT NAME} during this school year? B05a. Audiology.. Select one per row. 1. Yes .2. No.	Special education and related services	Unchanged from OFT1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Audiology 1. Selected 2. Not Selected		Unchanged from MS1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Audiology 1. Selected 2. Not Selected
7050502	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 13)	Which of the following related services have been provided through the school to {STUDENT NAME} during this school year? B05b. Counseling services.. Select one per row. 1. Yes .2. No.	Special education and related services	Unchanged from OFT1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Counseling services 1. Selected 2. Not Selected		Unchanged from MS1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Counseling services 1. Selected 2. Not Selected
7050503	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 13)	Which of the following related services have been provided through the school to {STUDENT NAME} during this school year? B05c. Occupational therapy.. Select one per row. 1. Yes .2. No.	Special education and related services	Unchanged from OFT1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Occupational therapy 1. Selected 2. Not Selected		Unchanged from MS1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Occupational therapy 1. Selected 2. Not Selected
7050504	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 13)	Which of the following related services have been provided through the school to {STUDENT NAME} during this school year? B05d. Physical therapy.. Select one per row. 1. Yes .2. No.	Special education and related services	Unchanged from OFT1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Physical therapy 1. Selected 2. Not Selected		Unchanged from MS1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Physical therapy 1. Selected 2. Not Selected
7050505	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 13)	Which of the following related services have been provided through the school to {STUDENT NAME} during this school year? B05e. Psychological services.. Select one per row. 1. Yes .2. No.	Special education and related services	Unchanged from OFT1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Psychological services 1. Selected 2. Not Selected		Unchanged from MS1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Psychological services 1. Selected 2. Not Selected
7050506	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 13)	Which of the following related services have been provided through the school to {STUDENT NAME} during this school year? B05f. Health services.. Select one per row. .1. Yes .2. No. 1. Yes .2. No.	Special education and related services	Unchanged from OFT1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Health services 1. Selected 2. Not Selected		Unchanged from MS1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Health services 1. Selected 2. Not Selected
7050507	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 13)	Which of the following related services have been provided through the school to {STUDENT NAME} during this school year? B05g. Social work services.. Select one per row. 1. Yes .2. No.	Special education and related services	Unchanged from OFT1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Social work services 1. Selected 2. Not Selected		Unchanged from MS1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Social work services 1. Selected 2. Not Selected
7050508	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 13)	Which of the following related services have been provided through the school to {STUDENT NAME} during this school year? B05h. Special transportation.. Select one per row. 1. Yes .2. No.	Special education and related services	Unchanged from OFT1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Special transportation 1. Selected 2. Not Selected		Unchanged from MS1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Special transportation 1. Selected 2. Not Selected
7050509	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 13)	Which of the following related services have been provided through the school to {STUDENT NAME} during this school year? B05i. Speech or language therapy. Select one per row. 1. Yes .2. No.	Special education and related services	Unchanged from OFT1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Speech or language therapy 1. Selected 2. Not Selected		Unchanged from MS1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Speech or language therapy 1. Selected 2. Not Selected
7050510	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 13)	Which of the following related services have been provided through the school to {STUDENT NAME} during this school year? B05j. Orientation services.. Select one per row. 1. Yes .2. No.	Special education and related services	Unchanged from OFT1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Orientation and mobility services 1. Selected 2. Not Selected		Unchanged from MS1	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Orientation and mobility services 1. Selected 2. Not Selected
7050515	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 13)	Which of the following related services have been provided through the school to {STUDENT NAME} during this school year? 1. Yes .2. No.	Special education and related services				Added	Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Behavior specialist or Applied Behavior Analysis (ABA) 1. Selected 2. Not Selected	Added based on upcoding from the other specify string of MS1 data
7050601	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? . .a. Adaptive physical education .. MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Adaptive physical education 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Adaptive physical education 1. Selected 2. Not Selected
7050602	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? . .b. Assistance from classroom aides (e.g., teacher aide, behavioral assistant, special education aide).. MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Assistance from classroom aides or paraprofessionals (e.g., teacher aide, behavioral assistant, special education aide) 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Assistance from classroom aides or paraprofessionals (e.g., teacher aide, behavioral assistant, special education aide) 1. Selected 2. Not Selected
7050603	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? . .c. Interpreter for the deaf or hard of hearing (oral or sign) .. MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Interpreter for the deaf or hard of hearing (oral or sign) 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Interpreter for the deaf or hard of hearing (oral or sign) 1. Selected 2. Not Selected
7050604	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? ..d. Teacher used Braille to provide instruction.. MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Materials provided in Braille or Nemeth code to support learning/instruction 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Materials provided in Braille or Nemeth code to support learning/instruction 1. Selected 2. Not Selected
7050605	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? ..e. Child was taught how to use Braille .. MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Student was taught how to use Braille and/or the Nemeth code 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Student was taught how to use Braille and/or the Nemeth code 1. Selected 2. Not Selected
7050606	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? . .f. Teacher used American Sign Language to provide instruction.. MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Instruction provided in American Sign Language 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Instruction provided in American Sign Language 1. Selected 2. Not Selected
7050607	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? . .g. Child was taught how to use American Sign Language .. MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Student was taught how to use American Sign Language 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Student was taught how to use American Sign Language 1. Selected 2. Not Selected
7050608	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? . .h. Teacher used Manual English to provide instruction.. MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Instruction provided in Manual English 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Instruction provided in Manual English 1. Selected 2. Not Selected
7050609	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? ..i. Child was taught how to use Manual English .. MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Student was taught how to use Manual English 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Student was taught how to use Manual English 1. Selected 2. Not Selected
7050610	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? ..j. Teacher used Cued Speech to provide instruction.. MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Instruction provided in Cued Speech 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Instruction provided in Cued Speech 1. Selected 2. Not Selected
7050611	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? . .k. Child was taught how to use Cued Speech .. MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Student was taught how to use Cued Speech 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Student was taught how to use Cued Speech 1. Selected 2. Not Selected
7050612	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? ..l. Mental health services, personal/group counseling, therapy, or psychiatric care provided to the child.. MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Mental health services, personal/group counseling, therapy, or psychiatric care provided to the student 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Mental health services, personal/group counseling, therapy, or psychiatric care provided to the student 1. Selected 2. Not Selected
7050613	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? . .m. Tutoring/remediation from special education teacher .. MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Tutoring/remediation from special education teacher 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Tutoring/remediation from special education teacher 1. Selected 2. Not Selected
7050614	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? . ..n. Training, counseling, and other supports/services provided to this child's family. MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Training, counseling, and other supports/services provided to this student's family 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Training, counseling, and other supports/services provided to this student's family 1. Selected 2. Not Selected
7050618	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments				Added	Has [STUDENT NAME] received any of the following during the school year? Student used picture exchange communication systems, and other visual communication devices 1. Selected 2. Not Selected	Added based on upcoding from the other specify string of MS1 data
7050615	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 14)	Has this child received any of the following? MARK YES OR NO ON EACH ROW. 1. Yes .2. No.	Services for sensory impairments	Unchanged from OFT1	Has [STUDENT NAME] received any of the following during the school year? Assistive technology 1. Selected 2. Not Selected		Unchanged from MS1	Has [STUDENT NAME] received any of the following during the school year? Assistive technology 1. Selected 2. Not Selected
7060100	Modified ECLS- K:2011 (Kindergarten Special Education Teacher B; Spring 2011; 15)	Has this child's primary placement during this school year been a general education classroom? MARK ONLY ONE.. 1. Yes .2. No.	Instruction and instructional environment	Unchanged from OFT1	Now we have a few questions about where and how this student receives instruction. Which of the following best describes [STUDENT NAME]'s classroom placement? 1. In general education classroom 80% of the time or more . 2. In general education classroom 40% to 79% of the time . 3. In general education classroom less than 40% of the time		Unchanged from MS1	Now we have a few questions about where and how this student receives instruction. Which of the following best describes [STUDENT NAME]'s classroom placement this school year? 1. In general education classroom 80% of the time or more . 2. In general education classroom 40% to 79% of the time . 3. In general education classroom less than 40% of the time
7060101	Modified ECLS- K:2011 (Kindergarten Special Education Teacher B; Spring 2011; 15)	Has this child's primary placement during this school year been a general education classroom? MARK ONLY ONE.. 1. Yes .2. No.	Instruction and instructional environment				Added	Which of the following best describes [STUDENT NAME]’s classroom placement last school year? 1. In general education classroom 80% of the time or more . 2. In general education classroom 40% to 79% of the time . 3. In general education classroom less than 40% of the time 4. Don't know	Added to capture data on experiences between MS1 and MS2
7060201	New Item		Instruction and instructional environment	Unchanged from OFT1	In what setting does [STUDENT NAME] primarily receive mathematics instruction? 1. General education classroom . 2. Special education classroom. 3. Resource room. 4. Some other setting (specify)		Revised	In what setting does [STUDENT NAME] primarily receive mathematics instruction? 1. General education classroom . 2. Special education classroom. 3. Resource room. 4. Some other setting	Revised to remove “(specify) wording since dropped O/S to reduce burden
7060202	New Item		Instruction and instructional environment	Unchanged from OFT1	Does [STUDENT NAME] receive mathematics instruction in any additional setting or settings? 1. Yes 2. No		Unchanged from MS1	Does [STUDENT NAME] receive mathematics instruction in any additional setting or settings? 1. Yes 2. No
7060203	New Item		Instruction and instructional environment	Unchanged from OFT1	In what additional setting or settings does [STUDENT NAME] receive mathematics instruction? General education classroom 1. Yes 2. No		Unchanged from MS1	In what additional setting or settings does [STUDENT NAME] receive mathematics instruction? General education classroom 1. Selected 2. Not Selected
7060204	New Item		Instruction and instructional environment	Unchanged from OFT1	In what additional setting or settings does [STUDENT NAME] receive mathematics instruction? Special education classroom 1. Yes 2. No		Unchanged from MS1	In what additional setting or settings does [STUDENT NAME] receive mathematics instruction? Special education classroom 1. Selected 2. Not Selected
7060205	New Item		Instruction and instructional environment	Unchanged from OFT1	In what additional setting or settings does [STUDENT NAME] receive mathematics instruction? Resource room 1. Yes 2. No		Unchanged from MS1	In what additional setting or settings does [STUDENT NAME] receive mathematics instruction? Resource room 1. Selected 2. Not Selected
7060206	New Item		Instruction and instructional environment	Unchanged from OFT1	In what additional setting or settings does [STUDENT NAME] receive mathematics instruction? Some other setting 1. Yes 2. No		Unchanged from MS1	In what additional setting or settings does [STUDENT NAME] receive mathematics instruction? Some other setting 1. Selected 2. Not Selected
7060300	Modified from ECLS-K:2011 (Spring 2011 Kindergarten Special Education Teacher B, Spring 2011, 16)	Approximately how many hours per week of direct special education and related services (that is, service provided directly to the child, from a teacher or another adult) has this child received this school year? WRITE NUMBER IN BOX. ___ Hours per week.	Services received - hours	Unchanged from OFT1	On average, how many hours per week of direct special education and related services has [STUDENT NAME] received this school year? Please include hours for any services in which you or another professional staff member at your school provided services directly to [STUDENT NAME], and also hours for any services provided to [STUDENT NAME] by the school through a referral to another professional. Do not include paraprofessional services. Open response: Hours per week		Unchanged from MS1	On average, how many hours per week of direct special education and related services has [STUDENT NAME] received this school year? Please include hours for any services in which you or another professional staff member at your school provided services directly to [STUDENT NAME], and also hours for any services provided to [STUDENT NAME] by the school through a referral to another professional. Do not include paraprofessional services. Open response: Hours per week
7060400	ECLS-K:2011 (Spring 2011 Kindergarten Special Education Teacher B, Spring 2011; 17)	Of the hours of direct special education and related services reported above, approximately how many of those hours per week were the instruction/services provided outside of a general education classroom but within the school setting? _____HOURS PER WEEK	Services received - hours	Unchanged from OFT1	Of the hours of direct special education and related services reported above, approximately how many of those hours per week were the instruction/services provided outside of a general education classroom but within the school setting? Open response: Hours per week		Unchanged from MS1	Of the hours of direct special education and related services reported above, approximately how many of those hours per week were the instruction/services provided outside of a general education classroom but within the school setting? Open response: Hours per week
7060410	New Item		Services received - hours	Added	How many hours per week does [STUDENT NAME] receive paraprofessional support services? Open response: Hours per week	Added to see hrs per week student gets support	Unchanged from MS1	How many hours per week does [STUDENT NAME] receive paraprofessional support services? Open response: Hours per week
7061501	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .a. One-on-one instruction .. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? One-on-one instruction 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? One-on-one instruction 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061502	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .b. Small-group instruction.. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Small-group instruction 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Small-group instruction 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061503	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? ..c. Large-group instruction .. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Large-group instruction 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Large-group instruction 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061504	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .d. Cooperative learning.. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Cooperative learning 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Cooperative learning 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061505	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .e. Peer tutoring .. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Peer tutoring 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Peer tutoring 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061506	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .f. Computer-based instruction.. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Computer-based instruction 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Computer-based instruction 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061507	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .g. Direct instruction .. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Direct instruction 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Direct instruction 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061508	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .h. Cognitive strategies.. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Cognitive strategies 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Cognitive strategies 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061509	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .i. Self-management .. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Self-management 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Self-management 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061510	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? ..j. Behavior management.. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Behavior management 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Behavior management 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061511	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? ..k. Instruction received through a sign interpreter .. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Instruction received through a sign interpreter 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Instruction received through a sign interpreter 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061512	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? ..k. Instruction received through a sign interpreter .. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Video-based instruction 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Video-based instruction 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061513	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? ..k. Instruction received through a sign interpreter .. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Audio-recorded texts or lessons 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Audio-recorded texts or lessons 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061514	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? ..k. Instruction received through a sign interpreter .. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Use of visual organizers or visual models 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Use of visual organizers or visual models 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061515	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? ..k. Instruction received through a sign interpreter .. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices	Revised	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Use of 3-dimensional materials and/or models (e.g., base ten blocks, fraction bars) 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Use of 3-dimensional materials and/or models (e.g., base ten blocks, fraction bars) 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7061517	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? ..k. Instruction received through a sign interpreter .. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.	Teaching practices				Added	What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Accommodations and other supports such as extended time for assignments, tests or note-taking assistance. 1. Selected 2. Not Selected	Added based on upcoding from the other specify string of MS1 data”

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)		MS1 Status		MS1 Wording with Response Options		MS1 Justification	MS2 Status	MS2 Wording with Response Options		MS2 Justification
7061516	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? ..l. Did not deliver instruction.. MARK ONE ON EACH ROW. 1. Yes .2. No.3. Don't know.		Teaching practices		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Student did not receive instruction from me and/or other special education service providers 1. Yes 2. No	Revised to add "to meet [his/her] special education needs?"	Added		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs this school year? Student did not receive instruction from me and/or other special education service providers 1. Selected 2. Not Selected	Added new QID from adding "this school year"
7060601	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 19)	Which of the following best describes the curriculum materials used with this child?. .a. General education curriculum materials were used without modification.. MARK ONE BOX IN THE GENERAL EDUCATION CLASSROOM COLUMN AND ONE BOX IN THE SPECIAL EDUCATION CLASSROOM COLUMN. 1. In the general education classroom .2. In the special education classroom/ program.		Curriculum - math		Unchanged from OFT1		Which of the following math curriculum materials were used with [STUDENT NAME] in the general education classroom? General education curriculum materials were used without modification 1. Yes. 2. No. 3. Don't know		Unchanged from MS1		Which of the following math curriculum materials were used with [STUDENT NAME] in the general education classroom? General education curriculum materials were used without modification 1. Yes. 2. No. 3. Don't know
7060602	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 19)	Which of the following best describes the curriculum materials used with this child?. .b. General education curriculum materials were used with some modifications.. MARK ONE BOX IN THE GENERAL EDUCATION CLASSROOM COLUMN AND ONE BOX IN THE SPECIAL EDUCATION CLASSROOM COLUMN. 1. In the general education classroom .2. In the special education classroom/ program.		Curriculum - math		Unchanged from OFT1		Which of the following math curriculum materials were used with [STUDENT NAME] in the general education classroom? General education curriculum materials were used with some modifications 1. Yes. 2. No. 3. Don't know		Unchanged from MS1		Which of the following math curriculum materials were used with [STUDENT NAME] in the general education classroom? General education curriculum materials were used with some modifications 1. Yes. 2. No. 3. Don't know
7060603	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 19)	Which of the following best describes the curriculum materials used with this child?. .c. General education curriculum materials were used with substantial modifications.. MARK ONE BOX IN THE GENERAL EDUCATION CLASSROOM COLUMN AND ONE BOX IN THE SPECIAL EDUCATION CLASSROOM COLUMN. 1. In the general education classroom .2. In the special education classroom/ program.		Curriculum - math		Unchanged from OFT1		Which of the following math curriculum materials were used with [STUDENT NAME] in the general education classroom? General education curriculum materials were used with substantial modifications 1. Yes. 2. No. 3. Don't know		Unchanged from MS1		Which of the following math curriculum materials were used with [STUDENT NAME] in the general education classroom? General education curriculum materials were used with substantial modifications 1. Yes. 2. No. 3. Don't know
7060604	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 19)	Which of the following best describes the curriculum materials used with this child?. .d. Specially-designed commercial materials were used.. MARK ONE BOX IN THE GENERAL EDUCATION CLASSROOM COLUMN AND ONE BOX IN THE SPECIAL EDUCATION CLASSROOM COLUMN. 1. In the general education classroom .2. In the special education classroom/ program.		Curriculum - math		Unchanged from OFT1		Which of the following math curriculum materials were used with [STUDENT NAME] in the general education classroom? Specially-designed commercial materials were used 1. Yes. 2. No. 3. Don't know		Unchanged from MS1		Which of the following math curriculum materials were used with [STUDENT NAME] in the general education classroom? Specially-designed commercial materials were used 1. Yes. 2. No. 3. Don't know
7060605	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 19)	Which of the following best describes the curriculum materials used with this child?. .e. Teacher-designed materials were used.. MARK ONE BOX IN THE GENERAL EDUCATION CLASSROOM COLUMN AND ONE BOX IN THE SPECIAL EDUCATION CLASSROOM COLUMN. 1. In the general education classroom .2. In the special education classroom/ program.		Curriculum - math		Unchanged from OFT1		Which of the following math curriculum materials were used with [STUDENT NAME] in the general education classroom? Teacher-designed materials were used 1. Yes. 2. No. 3. Don't know		Unchanged from MS1		Which of the following math curriculum materials were used with [STUDENT NAME] in the general education classroom? Teacher-designed materials were used 1. Yes. 2. No. 3. Don't know
7060701	ECLS-K:2011 (Spring 2011 Kindergarten Special Education Teacher B, Spring 2011, 19)	Which of the following best describes the curriculum materials used with this child?. .a. General education curriculum materials were used without modification.b. General education curriculum materials were used with some modifications.c. General education curriculum materials were used with substantial modifications.d. Specially-designed commercial materials were used.e. Teacher-designed materials were used.f. Child not in this setting.g. Don't know. . MARK ONE BOX IN THE GENERAL EDUCATION CLASSROOM COLUMN AND ONE BOX IN THE SPECIAL EDUCATION CLASSROOM COLUMN. 1. In the general education classroom .2. In the special education classroom/ program.		Curriculum - special ed		Unchanged from OFT1		Which of the following best describes the curriculum materials used with [STUDENT NAME] in the special education classroom/program? General education curriculum materials were used without modification 1. Yes. 2. No. 3. Don't know		Unchanged from MS1		Which of the following best describes the curriculum materials used with [STUDENT NAME] in the special education classroom/program? General education curriculum materials were used without modification 1. Yes. 2. No. 3. Don't know
7060702	ECLS-K:2011 (Spring 2011 Kindergarten Special Education Teacher B, Spring 2011, 19)	Which of the following best describes the curriculum materials used with this child?. .a. General education curriculum materials were used without modification.b. General education curriculum materials were used with some modifications.c. General education curriculum materials were used with substantial modifications.d. Specially-designed commercial materials were used.e. Teacher-designed materials were used.f. Child not in this setting.g. Don't know. . MARK ONE BOX IN THE GENERAL EDUCATION CLASSROOM COLUMN AND ONE BOX IN THE SPECIAL EDUCATION CLASSROOM COLUMN. 1. In the general education classroom .2. In the special education classroom/ program.		Curriculum - special ed		Unchanged from OFT1		Which of the following best describes the curriculum materials used with [STUDENT NAME] in the special education classroom/program? General education curriculum materials were used with some modifications 1. Yes. 2. No. 3. Don't know		Unchanged from MS1		Which of the following best describes the curriculum materials used with [STUDENT NAME] in the special education classroom/program? General education curriculum materials were used with some modifications 1. Yes. 2. No. 3. Don't know
7060703	ECLS-K:2011 (Spring 2011 Kindergarten Special Education Teacher B, Spring 2011, 19)	Which of the following best describes the curriculum materials used with this child?. .a. General education curriculum materials were used without modification.b. General education curriculum materials were used with some modifications.c. General education curriculum materials were used with substantial modifications.d. Specially-designed commercial materials were used.e. Teacher-designed materials were used.f. Child not in this setting.g. Don't know. . MARK ONE BOX IN THE GENERAL EDUCATION CLASSROOM COLUMN AND ONE BOX IN THE SPECIAL EDUCATION CLASSROOM COLUMN. 1. In the general education classroom .2. In the special education classroom/ program.		Curriculum - special ed		Unchanged from OFT1		Which of the following best describes the curriculum materials used with [STUDENT NAME] in the special education classroom/program? General education curriculum materials were used with substantial modifications 1. Yes. 2. No. 3. Don't know		Unchanged from MS1		Which of the following best describes the curriculum materials used with [STUDENT NAME] in the special education classroom/program? General education curriculum materials were used with substantial modifications 1. Yes. 2. No. 3. Don't know
7060704	ECLS-K:2011 (Spring 2011 Kindergarten Special Education Teacher B, Spring 2011, 19)	Which of the following best describes the curriculum materials used with this child?. .a. General education curriculum materials were used without modification.b. General education curriculum materials were used with some modifications.c. General education curriculum materials were used with substantial modifications.d. Specially-designed commercial materials were used.e. Teacher-designed materials were used.f. Child not in this setting.g. Don't know. . MARK ONE BOX IN THE GENERAL EDUCATION CLASSROOM COLUMN AND ONE BOX IN THE SPECIAL EDUCATION CLASSROOM COLUMN. 1. In the general education classroom .2. In the special education classroom/ program.		Curriculum - special ed		Unchanged from OFT1		Which of the following best describes the curriculum materials used with [STUDENT NAME] in the special education classroom/program? Specially-designed commercial materials were used 1. Yes. 2. No. 3. Don't know		Unchanged from MS1		Which of the following best describes the curriculum materials used with [STUDENT NAME] in the special education classroom/program? Specially-designed commercial materials were used 1. Yes. 2. No. 3. Don't know
7060705	ECLS-K:2011 (Spring 2011 Kindergarten Special Education Teacher B, Spring 2011, 19)	Which of the following best describes the curriculum materials used with this child?. .a. General education curriculum materials were used without modification.b. General education curriculum materials were used with some modifications.c. General education curriculum materials were used with substantial modifications.d. Specially-designed commercial materials were used.e. Teacher-designed materials were used.f. Child not in this setting.g. Don't know. . MARK ONE BOX IN THE GENERAL EDUCATION CLASSROOM COLUMN AND ONE BOX IN THE SPECIAL EDUCATION CLASSROOM COLUMN. 1. In the general education classroom .2. In the special education classroom/ program.		Curriculum - special ed		Unchanged from OFT1		Which of the following best describes the curriculum materials used with [STUDENT NAME] in the special education classroom/program? Teacher-designed materials were used 1. Yes. 2. No. 3. Don't know		Unchanged from MS1		Which of the following best describes the curriculum materials used with [STUDENT NAME] in the special education classroom/program? Teacher-designed materials were used 1. Yes. 2. No. 3. Don't know
7060801	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Mobility aids.1. Vans, vehicles .		Assistive technologies - Mobility		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Mobility aids. Vans, vehicles 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Mobility aids: Vans, vehicles 1. Selected 2. Not Selected
7060802	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Mobility aids.2. Wheelchair.		Assistive technologies - Mobility		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Mobility aids. Wheelchairs 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Mobility aids: Wheelchairs 1. Selected 2. Not Selected
7060803	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Mobility aids.3. White cane .		Assistive technologies - Mobility		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Mobility aids. White canes 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Mobility aids: White canes 1. Selected 2. Not Selected
7060804	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Communication aids.4. Electronic with voice output (e.g., Touch Talker)		Assistive technologies - Communication		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Communication aids. Electronic with voice output (e.g., Touch Talker) 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Communication aids: Electronic with voice output (e.g., Touch Talker) 1. Selected 2. Not Selected
7060805	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Communication aids.5. Nonelectronic (e.g., manual printing board). .		Assistive technologies - Communication		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Communication aids. Nonelectronic (e.g., manual printing board or picture exchange system) 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Communication aids: Nonelectronic (e.g., manual printing board or picture exchange system) 1. Selected 2. Not Selected
7060806	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Hearing assistance.6. Hearing aids .		Assistive technologies - Hearing		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Hearing assistance. Hearing aids 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Hearing assistance: Hearing aids 1. Selected 2. Not Selected
7060807	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Hearing assistance.7. FM loops .		Assistive technologies - Hearing		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Hearing assistance. FM loops 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Hearing assistance: FM loops 1. Selected 2. Not Selected
7060809	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED.		Instruction and instructional environment		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Hearing assistance. Cochlear implants 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Hearing assistance. Cochlear implants 1. Selected 2. Not Selected

7060810	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Hearing assistance.10. Real-time captioning .		Assistive technologies - Hearing		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Hearing assistance. Real time captioning 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Hearing assistance: Real time captioning 1. Selected 2. Not Selected
7060811	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Visual aids.11. Braille texts .		Assistive technologies - Visual		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids. Braille texts 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids: Braille texts 1. Selected 2. Not Selected
7060812	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Visual aids.12. Electronic Braille devices .		Assistive technologies - Visual		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids. Electronic Braille devices 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids: Electronic Braille devices 1. Selected 2. Not Selected
7060813	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Visual aids.13. Digital texts .		Assistive technologies - Visual		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids. Digital texts 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids: Digital texts 1. Selected 2. Not Selected
7060814	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Visual aids.14. Magnifying devices .		Assistive technologies - Visual		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids. Magnifying devices 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids: Magnifying devices 1. Selected 2. Not Selected
7060815	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Visual aids.15. Close captioned television (CCTV) .		Assistive technologies - Visual		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids. Closed Captioned Television (CCTV) 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids: Closed Captioned Television (CCTV) 1. Selected 2. Not Selected
7060816	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Visual aids.13. Digital texts .		Assistive technologies - Visual		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids. Screen readers 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids: Screen readers 1. Selected 2. Not Selected
7060817	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Visual aids.12. Electronic Braille devices .		Assistive technologies - Visual		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids. Talking calculators 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids: Talking calculators 1. Selected 2. Not Selected
7060818	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Visual aids.12. Electronic Braille devices .		Assistive technologies - Visual		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids. Abacus 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Visual aids: Abacus 1. Selected 2. Not Selected
7060819	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Learning aids (non-computer).16. Tape recorder .		Assistive technologies - Learning		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Learning aids. Tape recorder or digital recorder 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Learning aids: Tape recorder or digital recorder 1. Selected 2. Not Selected
7060820	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Learning aids (non-computer).17. Calculator .		Assistive technologies - Learning		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Learning aids. Calculators 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Learning aids: Calculators 1. Selected 2. Not Selected
7060821	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Learning aids (non-computer).18. Electronic spelling devices.		Assistive technologies - Learning		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Learning aids. Electronic spelling devices 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Learning aids: Electronic spelling devices 1. Selected 2. Not Selected
7060822	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Computer hardware designed or adapted for students with disabilities (e.g., alternate keyboards, switch interface).19. Used solely by individual student.		Assistive technologies - Learning		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Learning aids. Dictation software 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Learning aids: Dictation software 1. Selected 2. Not Selected
7060823	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Computer hardware designed or adapted for students with disabilities (e.g., alternate keyboards, switch interface).19. Used solely by individual student.		Assistive technologies - Computer hardware		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Computer hardware designed or adapted for students with disabilities (e.g., alternate keyboards, switch interface). Used solely by individual student 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Computer hardware designed or adapted for students with disabilities (e.g., alternate keyboards, switch interface): Used solely by individual student 1. Selected 2. Not Selected
7060824	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Computer hardware designed or adapted for students with disabilities (e.g., alternate keyboards, switch interface).20. Shared with other students. .		Assistive technologies - Computer hardware		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Computer hardware designed or adapted for students with disabilities (e.g., alternate keyboards, switch interface). Shared with other students 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Computer hardware designed or adapted for students with disabilities (e.g., alternate keyboards, switch interface): Shared with other students 1. Selected 2. Not Selected
7060825	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Computer software designed for students with disabilities.21. Reading.		Assistive technologies - Computer software		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Computer software designed for students with disabilities. Reading 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Computer software designed for students with disabilities: Reading 1. Selected 2. Not Selected
7060826	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Computer software designed for students with disabilities.22. Writing		Assistive technologies - Computer software		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Computer software designed for students with disabilities. Writing 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Computer software designed for students with disabilities: Writing 1. Selected 2. Not Selected
7060827	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Computer software designed for students with disabilities.23. Mathematics.		Assistive technologies - Computer software		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Computer software designed for students with disabilities. Mathematics 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Computer software designed for students with disabilities: Mathematics 1. Selected 2. Not Selected
7060829	ECLS-K:2011 (Spring 2011 Kindergarten Special Education Teacher B, Spring 2011, 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Child did not use any assistive technologies.		Assistive technologies - Did not use		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Student did not use any assistive technologies. Student did not use any assistive technologies. 1. Selected 2. Not selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Student did not use any assistive technologies 1. Selected 2. Not selected
7060830	ECLS-K:2011 (Spring 2011 Kindergarten Special Education Teacher B, Spring 2011, 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Computer hardware designed or adapted for students with disabilities (e.g., alternate keyboards, switch interface).19. Used solely by individual student.		Assistive technologies - Don't know		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Don't know. Don't know. 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Don't know 1. Selected 2. Not Selected
7060900	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 21)	Does this child have a computer, laptop, or word processing device assigned to him/her for use full time? MARK ONLY ONE. 1. Yes.2. No.		Assistive technologies - Computer hardware		Unchanged from OFT1		Does [STUDENT NAME] have a computer, laptop, tablet, or word processing device assigned to {him/her} for use full time? 1. Yes 2. No		Unchanged from MS1		Does [STUDENT NAME] have a computer, laptop, tablet, or word processing device assigned to {him/her} for use full time? 1. Yes 2. No
7070100	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 22)	On average, how often have you met with general education teacher(s) to discuss this child's program or progress during this school year? MARK ONLY ONE. 1. Every day or several times a week .2. Once a week or several times a month .3. Once a month .4. A few times over the school year .5. Once during this school year .6. Never during this school year .7. Not applicable to my work with this child.		Instruction coordination - with general ed teacher		Unchanged from OFT1		The following questions ask about your communications with others regarding this student. On average, how often have you met with general education teacher(s) to discuss [STUDENT NAME]'s IEP or progress during this school year? 1. Every day or several times a week 2. Once a week or several times a month 3. Once a month 4. A few times over the school year 5. Once during this school year 6. Never during this school year 7. Not applicable to my work with this student 8. Not applicable as student receives all instruction from me		Unchanged from MS1		The following questions ask about your communications with others regarding this student. On average, how often have you met with general education teacher(s) to discuss [STUDENT NAME]'s IEP or progress during this school year? 1. Every day or several times a week 2. Once a week or several times a month 3. Once a month 4. A few times over the school year 5. Once during this school year 6. Never during this school year 7. Not applicable to my work with this student 8. Not applicable as student receives all instruction from me
7070200	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 23)	On average, how long were the meetings with the general education teacher(s) to discuss [STUDENT NAME]'s program or progress? 1. 1 to 15 minutes .2. 16 to 30 minutes .3. 31 to 45 minutes .4. 46 to 60 minutes .5. More than 60 minutes.		Instruction coordination - with general ed teacher		Unchanged from OFT1		The following questions ask about your communications with others regarding this student. On average, how long were the meetings with the general education teacher(s) to discuss [STUDENT NAME]'s IEP or progress? 1. 1 to 15 minutes. 2. 16 to 30 minutes. 3. 31 to 45 minutes. 4. 46 to 60 minutes. 5. More than 60 minutes		Unchanged from MS1		The following questions ask about your communications with others regarding this student. On average, how long were the meetings with the general education teacher(s) to discuss [STUDENT NAME]'s IEP or progress? 1. 1 to 15 minutes. 2. 16 to 30 minutes. 3. 31 to 45 minutes. 4. 46 to 60 minutes. 5. More than 60 minutes
7070300	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 24)	Approximately how often have you communicated with [STUDENT NAME]'s parents during this school year about [STUDENT NAME]'s program or progress (by phone, in person, or in writing, including e-mail)? 1. Every day or several times a week .2. Once a week or several times a month .3. Once a month .4. A few times over the school year.5. Once during this school year .6. Never during this school year		Instruction coordination - with parents		Unchanged from OFT1		The following questions ask about your communications with others regarding this student. Approximately how often have you communicated with [STUDENT NAME]'s parents during this school year about [STUDENT NAME]'s IEP or progress (by phone, in person, or in writing, including e-mail)? 1. Every day or several times a week 2. Once a week or several times a month 3. Once a month 4. A few times over the school year 5. Once during this school year 6. Never during this school year		Unchanged from MS1		The following questions ask about your communications with others regarding this student. Approximately how often have you communicated with [STUDENT NAME]'s parents during this school year about [STUDENT NAME]'s IEP or progress (by phone, in person, or in writing, including e-mail)? 1. Every day or several times a week 2. Once a week or several times a month 3. Once a month 4. A few times over the school year 5. Once during this school year 6. Never during this school year
7080200	ECLS-K:2011 (Spring 2011 Kindergarten Special Education Teacher B, Spring 2011, 26)	To what extent is this child expected to achieve the same general education goals as other children at his/her grade level? MARK ONLY ONE. 1. Child is expected to attain grade level achievement for all of the academic content standards..2. Child is expected to attain grade level achievement for some of the academic content standards..3. Child is expected to attain grade level achievement for only a few of the academic content standards..4. Child is not expected to attain grade level achievement for any of the academic content standards..5. There are no academic content standards at this grade level..6. Don't know.		Special education teacher's expectations for student		Unchanged from OFT1		To what extent is [STUDENT NAME] expected to achieve the same general education goals as other students at {HIS/HER} grade level? 1. Student is expected to attain grade level achievement for all of the academic content standards. 2. Student is expected to attain grade level achievement for some of the academic content standards. 3. Student is expected to attain grade level achievement for only a few of the academic content standard. 4. Student is not expected to attain grade level achievement for any of the academic content standards. 5. Don't know		Unchanged from MS1		To what extent is [STUDENT NAME] expected to achieve the same general education goals as other students at {HIS/HER} grade level? 1. Student is expected to attain grade level achievement for all of the academic content standards. 2. Student is expected to attain grade level achievement for some of the academic content standards. 3. Student is expected to attain grade level achievement for only a few of the academic content standard. 4. Student is not expected to attain grade level achievement for any of the academic content standards. 5. Don't know
7080400	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 28)	Which of the following best expresses the likelihood that {STUDENT NAME} will continue to receive some level of special education services (through an IEP) in the next school year? 1. Definitely will continue in special education .2. Very likely to continue in special education .3. Rather likely to continue in special education .4. Rather unlikely to continue in special education .5. Very unlikely to continue in special education .6. Definitely will not continue in special education (will be dismissed from services)		Services received - expectations for next year		Unchanged from OFT1		Which of the following best expresses the likelihood that [STUDENT NAME] will continue to receive some level of special education services (through an IEP) in the next school year? 1. Definitely will continue in special education.2. Very likely to continue in special education.3. Rather likely to continue in special education.4. Rather unlikely to continue in special education.5. Very unlikely to continue in special education.6. Definitely will not continue in special education (will be dismissed from services)		Unchanged from MS1		Which of the following best expresses the likelihood that [STUDENT NAME] will continue to receive some level of special education services (through an IEP) in the next school year? 1. Definitely will continue in special education. 2. Very likely to continue in special education. 3. Rather likely to continue in special education. 4. Rather unlikely to continue in special education. 5. Very unlikely to continue in special education. 6. Definitely will not continue in special education (will be dismissed from services)
7080500	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 29)	To what extent has {STUDENT NAME} participated in any grade-level assessment administered as part of the school's testing program during the current school year? 1. Student did not participate in the school's testing or assessment program. .2. Student participated in alternate assessments and no regular assessments. .3. Student participated in some alternate assessments and some regular assessments. .4. Student participated fully in the school's regular testing or assessment program. .5. There is no testing or assessment program at this grade level..6. Don't know		Grade-level performance - participation in assessments		Unchanged from OFT1		To what extent has [STUDENT NAME] participated in any grade-level assessment administered as part of the school's testing program during the current school year? 1. Student did not participate in the school's testing or assessment program.. 2. Student participated in alternate assessments and no regular assessments.. 3. Student participated in some alternate assessments and some regular assessments.. 4. Student participated fully in the school's regular testing or assessment program.. 5. There is no testing or assessment program at this grade level.. 6. Don't know		Unchanged from MS1		To what extent has [STUDENT NAME] participated in any grade-level assessment administered as part of the school's testing program during the current school year? 1. Student did not participate in the school's testing or assessment program. 2. Student participated in alternate assessments and no regular assessments. 3. Student participated in some alternate assessments and some regular assessments. 4. Student participated fully in the school's regular testing or assessment program. 5. There is no testing or assessment program at this grade level. 6. Don't know
7080600	New Item	Overall, how would you rate this child's academic skills in each of the following areas, compared to other children of the same grade level? ...a. Language and literacy skills.. MARK ONE RESPONSE ON EACH ROW. 1. Far below average.2. Below average.3. Average.4. Above average.5. Far above average.		Grade level performance - Language and literacy		Unchanged from OFT1		Overall, at what grade level is [STUDENT NAME] performing in language and literacy skills? 1. Preschool to Grade 2. 2. Grade 3. 3. Grade 4. 4. Grade 5. 5. Grade 6. 6. Grade 7. 7. Grade 8. 8. Grade 9. 9. Grade 10 or higher		Unchanged from MS1		Overall, at what grade level is [STUDENT NAME] performing in language and literacy skills? 1. Preschool to Grade 2. 2. Grade 3. 3. Grade 4. 4. Grade 5. 5. Grade 6. 6. Grade 7. 7. Grade 8. 8. Grade 9. 9. Grade 10 or higher
7080601	New Item	Overall, how would you rate this child's academic skills in each of the following areas, compared to other children of the same grade level? ...b. Mathematical skills. MARK ONE RESPONSE ON EACH ROW. 1. Far below average.2. Below average.3. Average.4. Above average.5. Far above average.		Grade level performance - Math		Unchanged from OFT1		Overall, at what grade level is [STUDENT NAME] performing in mathematical skills? 1. Preschool to Grade 2. 2. Grade 3. 3. Grade 4. 4. Grade 5. 5. Grade 6. 6. Grade 7. 7. Grade 8. 8. Grade 9. 9. Grade 10 or higher		Unchanged from MS1		Overall, at what grade level is [STUDENT NAME] performing in mathematical skills? 1. Preschool to Grade 2. 2. Grade 3. 3. Grade 4. 4. Grade 5. 5. Grade 6. 6. Grade 7. 7. Grade 8. 8. Grade 9. 9. Grade 10 or higher
7090400	ECLS-K:2011 (Special Education Teacher, grade 2)	[STUDENT NAME] shows basic comprehension of a story or text read aloud to {him/her}. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Language & Literacy skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. {STUDENT NAME} shows basic comprehension of a story or text read aloud to [him/her]. For example, by retelling a story just read to the group, or telling about why a story ended as it did, or connecting part of the story to [his/her]own life. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. {STUDENT NAME} shows basic comprehension of a story or text read aloud to [him/her]. For example, by retelling a story just read to the group, or telling about why a story ended as it did, or connecting part of the story to [his/her]own life. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7090700	ECLS-K (Special Education Teacher, 1st Grade)	[STUDENT NAME] reads words with regular vowel sounds. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Language & Literacy skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] reads words with regular vowel sounds. For example, reads "coat," "junk," "lent," "chimp," "halt," or "bite." 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] reads words with regular vowel sounds. For example, reads "coat," "junk," "lent," "chimp," "halt," or "bite." 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7090800	ECLS-K (Special Education Teacher, 1st Grade)	[STUDENT NAME] reads words with irregular vowel sounds. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Language & Literacy skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. {STUDENT NAME} reads words with irregular vowel sounds. For example, reads "through," "point," "enough," or "shower." 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. {STUDENT NAME} reads words with irregular vowel sounds. For example, reads "through," "point," "enough," or "shower." 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7090500	ECLS-K (Special Education Teacher, 5th Grade)	[STUDENT NAME] shows advanced comprehension of text read aloud to {him/her}. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Language & Literacy skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. {STUDENT NAME} shows advanced comprehension of text read aloud to [him/her]. For example, identifies the author's purpose, or relates how the story would be different if told from another point of view, or identifies techniques of persuasion. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. {STUDENT NAME} shows advanced comprehension of text read aloud to [him/her]. For example, identifies the author's purpose, or relates how the story would be different if told from another point of view, or identifies techniques of persuasion. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7090300	ECLS-K (Special Education Teacher, 3rd Grade)	[STUDENT NAME] conveys ideas clearly when speaking. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Language & Literacy skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. {STUDENT NAME} conveys ideas clearly when speaking. For example, presents a well-organized oral report, or uses precise language to express opinions, feelings, and ideas, or provides relevant answers to questions that summarize classmates' concerns. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. {STUDENT NAME} conveys ideas clearly when speaking. For example, presents a well-organized oral report, or uses precise language to express opinions, feelings, and ideas, or provides relevant answers to questions that summarize classmates' concerns. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7090600	ECLS-K:2011 (Special Education Teacher, Kindergarten)	[STUDENT NAME] uses different strategies to read unfamiliar words. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Language & Literacy skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. {STUDENT NAME} uses different strategies to read unfamiliar words. For example, examines cues from pictures or context, or uses consonant sounds to read words, or uses prior knowledge in order to make predictions. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. {STUDENT NAME} uses different strategies to read unfamiliar words. For example, examines cues from pictures or context, or uses consonant sounds to read words, or uses prior knowledge in order to make predictions. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7091000	ECLS-K (Special Education Teacher, 3rd Grade)	[STUDENT NAME] reads grade {STUDENTGRADE} books independently with comprehension. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Language & Literacy skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] reads grade {STUDENTGRADE} books independently with comprehension. For example, reads most words correctly and answers questions about what was read, makes predictions while reading, and retells the story after reading. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] reads grade {STUDENTGRADE} books independently with comprehension. For example, reads most words correctly and answers questions about what was read, makes predictions while reading, and retells the story after reading. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7090900	ECLS-K (Special Education Teacher, 3rd Grade)	[STUDENT NAME] reads grade {STUDENTGRADE} books fluently. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Language & Literacy skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. {STUDENT NAME} reads grade {STUDENT GRADE FILL} books fluently. For example, easily reads words in meaningful phrases rather than reading word by word. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. {STUDENT NAME} reads grade {STUDENT GRADE FILL} books fluently. For example, easily reads words in meaningful phrases rather than reading word by word. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7091100	ECLS-K (Special Education Teacher, 3rd Grade)	[STUDENT NAME] reads and comprehends expository text. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Language & Literacy skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] reads and comprehends expository text. For example, after reading about how early colonists lived, creates a chart comparing life today with colonial life, or after reading a news story about pollution, [HE/SHE] identifies cause and effect relationships, or summarizes main ideas and the supporting details in a science or social studies selection. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] reads and comprehends expository text. For example, after reading about how early colonists lived, creates a chart comparing life today with colonial life, or after reading a news story about pollution, [HE/SHE] identifies cause and effect relationships, or summarizes main ideas and the supporting details in a science or social studies selection. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7090200	ECLS-K (Special Education Teacher, 1st Grade)	[STUDENT NAME] contributes relevant information to classroom discussions. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Language & Literacy skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] contributes relevant information to classroom discussions. For example, during a class discussion, can express an idea or a personal opinion on a topic and the reasons behind the opinion. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] contributes relevant information to classroom discussions. For example, during a class discussion, can express an idea or a personal opinion on a topic and the reasons behind the opinion. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7090100	ECLS-K:2011 (Special Education Teacher, grade 1)	[STUDENT NAME] uses complex sentence structures. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Language & Literacy skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] uses complex sentence structures. For example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip after we finish the assignment that you gave us last week?" 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] uses complex sentence structures. For example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip after we finish the assignment that you gave us last week?" 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7100300	ECLS-K:2011 (Special Education Teacher, Kindergarten)	[STUDENT NAME] shows an understanding of the relationship between quantities. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Math skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] shows an understanding of the relationship between quantities. For example, knows that a group of ten small stones is the same quantity as a group of ten larger blocks. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		Now we would like to know about this student's mathematics skills and abilities. [STUDENT NAME] shows an understanding of the relationship between quantities. For example, knows that a group of ten small stones is the same quantity as a group of ten larger blocks. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7100200	ECLS-K (Special Education Teacher, 3rd Grade)	[STUDENT NAME] creates and extends patterns. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Math skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] creates and extends patterns. For example, extends an alternating pattern involving addition and subtraction (+3, -1, +3, -1, +3... or +5, -3, +5, -3,... ) or creates a complex visual pattern (aabc). 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		Now we would like to know about this student's mathematics skills and abilities. [STUDENT NAME] creates and extends patterns. For example, extends an alternating pattern involving addition and subtraction (+3, -1, +3, -1, +3... or +5, -3, +5, -3,... ) or creates a complex visual pattern (aabc). 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7100100	ECLS-K:2011 (Special Education Teacher, Kindergarten)	[STUDENT NAME] sorts, classifies, and compares math materials by various rules and attributes. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Math skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] sorts, classifies, and compares math materials by various rules and attributes. For example, by creating a rule for sorting keys, such as "keys with numbers" in one pile and "keys without numbers" in another pile, or by sorting shapes by several attributes such as "large plastic shapes" and "small wooden shapes." 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		Now we would like to know about this student's mathematics skills and abilities. [STUDENT NAME] sorts, classifies, and compares math materials by various rules and attributes. For example, by creating a rule for sorting keys, such as "keys with numbers" in one pile and "keys without numbers" in another pile, or by sorting shapes by several attributes such as "large plastic shapes" and "small wooden shapes." 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7100900	ECLS-K:2011 (Special Education Teacher, Kindergarten	[STUDENT NAME] solves problems involving numbers using concrete objects. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Math skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] solves problems involving numbers using concrete objects. For example, "Vera has six blocks, George has three, how many blocks are there in all?" or "How many do I need to give George so he will have the same number of blocks as Vera?" 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		Now we would like to know about this student's mathematics skills and abilities. [STUDENT NAME] solves problems involving numbers using concrete objects. For example, "Vera has six blocks, George has three, how many blocks are there in all?" or "How many do I need to give George so he will have the same number of blocks as Vera?" 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7101100	ECLS-K (Special Education Teacher,5th Grade)	[STUDENT NAME] subtracts numbers that require regrouping. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Math skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] subtracts numbers that require regrouping. For example, 1300 - 579, or 2302 - 947, or 2603 - 1594. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		Now we would like to know about this student's mathematics skills and abilities. [STUDENT NAME] subtracts numbers that require regrouping. For example, 1300 - 579, or 2302 - 947, or 2603 - 1594. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7100500	ECLS-K (Special Education Teacher, 3rd Grade)	[STUDENT NAME] shows understanding of place value with whole numbers to 100,000. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Math skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] shows understanding of place value with whole numbers to 100,000. For example, correctly orders the numbers 19,321, 14,999, 9,900, and 20,101 from least to greatest, or correctly regroups when adding and subtracting. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		Now we would like to know about this student's mathematics skills and abilities. [STUDENT NAME] shows understanding of place value with whole numbers to 100,000. For example, correctly orders the numbers 19,321, 14,999, 9,900, and 20,101 from least to greatest, or correctly regroups when adding and subtracting. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7100700	ECLS-K:2011 (Special Education Teacher, Kindergarten)	[STUDENT NAME] models, reads, writes, and compares fractions. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Math skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] models, reads, writes, and compares fractions. For example, shows that ½ of the candy bar is ¼ + ¼, or shows that ¼ of 12 is 3. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		Now we would like to know about this student's mathematics skills and abilities. [STUDENT NAME] models, reads, writes, and compares fractions. For example, shows that ½ of the candy bar is ¼ + ¼, or shows that ¼ of 12 is 3. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7100800	ECLS-K (Special Education Teacher, 5th Grade)	[STUDENT NAME] reduces fractions to lowest denominator. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Math skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] reduces fractions to lowest denominator. For example, reduces 27/63 to 3/7, or 41/6 to 6 5/6. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		Now we would like to know about this student's mathematics skills and abilities. [STUDENT NAME] reduces fractions to lowest denominator. For example, reduces 27/63 to 3/7, or 41/6 to 6 5/6. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7101200	ECLS-K (Special Education Teacher, 3rd Grade)	[STUDENT NAME] divides a 3-digit number by a 1-digit number. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Math skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] divides a 3-digit number by a 1-digit number. For example, 348÷4 or 228÷6. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		Now we would like to know about this student's mathematics skills and abilities. [STUDENT NAME] divides a 3-digit number by a 1-digit number. For example, 348÷4 or 228÷6. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7100600	ECLS-K (Special Education Teacher, 5th Grade)	[STUDENT NAME] shows understanding of place values with decimals. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Math skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] shows understanding of place values with decimals. For example, compares decimals to the thousandths place (1.04 > 1.009). 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		Now we would like to know about this student's mathematics skills and abilities. [STUDENT NAME] shows understanding of place values with decimals. For example, compares decimals to the thousandths place (1.04 > 1.009). 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7101300	ECLS-K (Special Education Teacher, 5th Grade; 2)	[STUDENT NAME] divides multi-digit problems with remainders in the quotient. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Math skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] divides multi-digit problems with remainders in the quotient. For example, computes 536÷30 or 6,135÷7. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		Now we would like to know about this student's mathematics skills and abilities. [STUDENT NAME] divides multi-digit problems with remainders in the quotient. For example, computes 536÷30 or 6,135÷7. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7101000	ECLS-K (Special Education Teacher, 1st Grade)	[STUDENT NAME] uses a variety of strategies to solve math problems. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Math skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] uses a variety of strategies to solve math problems. For example, using manipulative materials, using trial and error, making an organized list or table, drawing a diagram, looking for a pattern, acting out a problem, or talking with others. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		Now we would like to know about this student's mathematics skills and abilities. [STUDENT NAME] uses a variety of strategies to solve math problems. For example, using manipulative materials, using trial and error, making an organized list or table, drawing a diagram, looking for a pattern, acting out a problem, or talking with others. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7101400	ECLS-K (Special Education Teacher, 5th Grade)	[STUDENT NAME] demonstrates algebraic thinking. Not yet .Beginning .In progress.Intermediate .Proficient.Not Applicable or Skill Not Yet Taught.		Student Math skills		Unchanged from OFT1		In this section, please rate [STUDENT NAME]’s reading-related abilities, including language, literacy, and listening comprehension skills. Let’s begin. [STUDENT NAME] demonstrates algebraic thinking. For example, solves for an unknown in an equation such as 16 x A = 48; or expresses a function as a general rule that enables him or her to determine any term in the sequence. 1. Not yet-Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning-Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress- Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate-Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient-Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.		Unchanged from MS1		Now we would like to know about this student's mathematics skills and abilities. [STUDENT NAME] demonstrates algebraic thinking. For example, solves for an unknown in an equation such as 16 x A = 48; or expresses a function as a general rule that enables him or her to determine any term in the sequence. 1. Not yet—Student has not yet demonstrated skill, knowledge, or behavior . 2. Beginning—Student is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. 3. In progress— Student demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence . 4. Intermediate—Student demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient . 5. Proficient—Student demonstrates skill, knowledge, or behavior competently and consistently . 6. I am unable to assess the student.
7110100	Learning Characteristics Inventory (Kearns et al, 2006)	Which of the following best describes [STUDENT NAME]'s expressive communication? 1 Uses symbolic language to communicate: Student uses verbal or written words, signs, Braille, or language-based augmentative systems to request, initiate, and respond to questions, describe things or events, and express refusal. .2 Uses intentional communication, but not at a symbolic language level: Student uses understandable communication through such modes as gestures, pictures, objects/textures, points, etc., to clearly express a variety of intentions. .3 Student communicates primarily through cries, facial expressions, change in muscle tone, etc., but no clear use of objects/textures, regularized gestures, pictures, signs, etc., to communicate. .		Functional skills and abilities		Unchanged from OFT1		Which of the following best describes [STUDENT NAME]'s expressive communication? 1. Uses symbolic language to communicate: Student uses verbal or written words, signs, Braille, or language-based augmentative systems to request, initiate, and respond to questions, describe things or events, and express refusal. . 2. Uses intentional communication, but not at a symbolic language level: Student uses understandable communication through such modes as gestures, pictures, objects/textures, points, etc., to clearly express a variety of intentions. . 3. Student communicates primarily through cries, facial expressions, change in muscle tone, etc., but no clear use of objects/textures, regularized gestures, pictures, signs, etc., to communicate. . 4. I am unable to assess the student		Unchanged from MS1		Which of the following best describes [STUDENT NAME]'s expressive communication? 1. Uses symbolic language to communicate: Student uses verbal or written words, signs, Braille, or language-based augmentative systems to request, initiate, and respond to questions, describe things or events, and express refusal. 2. Uses intentional communication, but not at a symbolic language level: Student uses understandable communication through such modes as gestures, pictures, objects/textures, points, etc., to clearly express a variety of intentions. 3. Student communicates primarily through cries, facial expressions, change in muscle tone, etc., but no clear use of objects/textures, regularized gestures, pictures, signs, etc., to communicate. 4. I am unable to assess the student
7110200	Learning Characteristics Inventory (Kearns et al, 2006)	Does [STUDENT NAME] use an augmentative communication system in addition to or in place of oral speech? 1 Yes .2 No.		Functional skills and abilities		Unchanged from OFT1		Does [STUDENT NAME] use an augmentative communication system in addition to or in place of oral speech? 1. Yes 2. No 3. I am unable to assess the student		Unchanged from MS1		Does [STUDENT NAME] use an augmentative communication system in addition to or in place of oral speech? 1. Yes 2. No 3. I am unable to assess the student
7110300	Learning Characteristics Inventory (Kearns et al, 2006)	Which of the following best describes [STUDENT NAME]'s vision? 1. Vision appears to be within normal limits.2. Corrected vision within normal limits.3. Low vision; uses vision for some activities of daily living.4. No functional use of vision for activities of daily living, or unable to determine functional use of.5. I am unable to assess the student		Functional skills and abilities		Unchanged from OFT1		Which of the following best describes [STUDENT NAME]'s vision? 1. Vision appears to be within normal limits. 2. Corrected vision within normal limits. 3. Low vision; uses vision for some activities of daily living. 4. No functional use of vision for activities of daily living, or unable to determine functional use of vision. 5. I am unable to assess the student		Unchanged from MS1		Which of the following best describes [STUDENT NAME]'s vision? 1. Vision appears to be within normal limits. 2. Corrected vision within normal limits. 3. Low vision; uses vision for some activities of daily living. 4. No functional use of vision for activities of daily living, or unable to determine functional use of vision. 5. I am unable to assess the student
7110400	Learning Characteristics Inventory (Kearns et al, 2006)	Which of the following best describes [STUDENT NAME]'s hearing? 1. Hearing appears to be within normal limits.2. Corrected hearing loss within normal limits.3. Hearing loss aided, but still with a significant loss.4. Profound loss, even with aids.5. Unable to determine functional use of hearing.6. I am unable to assess the student...		Functional skills and abilities		Unchanged from OFT1		Which of the following best describes [STUDENT NAME]'s hearing? 1. Hearing appears to be within normal limits. 2. Corrected hearing loss within normal limits. 3. Hearing loss aided, but still with a significant loss. 4. Profound loss, even with aids. 5. Unable to determine functional use of hearing. 6. I am unable to assess the student		Unchanged from MS1		Which of the following best describes [STUDENT NAME]'s hearing? 1. Hearing appears to be within normal limits. 2. Corrected hearing loss within normal limits. 3. Hearing loss aided, but still with a significant loss. 4. Profound loss, even with aids. 5. Unable to determine functional use of hearing. 6. I am unable to assess the student
7110500	Learning Characteristics Inventory (Kearns et al, 2006)	Which of the following best describes [STUDENT NAME]'s motor abilities? 1. No significant motor dysfunction that requires adaptations.2. Requires adaptations to support motor functioning (e.g., walker, adapted utensils, and/or keyboard).3. Uses wheelchair, positioning equipment, and/or assistive devices for most activities.4. Needs personal assistance for most/all motor activities.5. I am unable to assess the student		Functional skills and abilities		Unchanged from OFT1		Which of the following best describes [STUDENT NAME]'s motor abilities? 1. No significant motor dysfunction that requires adaptations. 2. Requires adaptations to support motor functioning (e.g., walker, adapted utensils, and/or keyboard). 3. Uses wheelchair, positioning equipment, and/or assistive devices for most activities. 4. Needs personal assistance for most/all motor activities. 5. I am unable to assess the student		Unchanged from MS1		Which of the following best describes [STUDENT NAME]'s motor abilities? 1. No significant motor dysfunction that requires adaptations. 2. Requires adaptations to support motor functioning (e.g., walker, adapted utensils, and/or keyboard). 3. Uses wheelchair, positioning equipment, and/or assistive devices for most activities. 4. Needs personal assistance for most/all motor activities. 5. I am unable to assess the student
7110600	Learning Characteristics Inventory (Kearns et al, 2006)	Which of the following best describes [STUDENT NAME]'s social interactions?		Functional skills and abilities		Unchanged from OFT1		Which of the following best describes [STUDENT NAME]'s social interactions? 1. Initiates and sustains social interactions. 2. Responds with social interaction, but does not initiate or sustain social interactions. 3. Alerts to others. 4. Does not alert to others. 5. I am unable to assess the student		Unchanged from MS1		Which of the following best describes [STUDENT NAME]'s social interactions? 1. Initiates and sustains social interactions. 2. Responds with social interaction, but does not initiate or sustain social interactions. 3. Alerts to others. 4. Does not alert to others. 5. I am unable to assess the student
7010300	New Item	Do you co-teach with another teacher or professional educator? 1. Yes.2. No		Instruction and instructional environment		Unchanged from OFT1		Do you coteach with another teacher or professional educator? 1. Yes 2. No		Unchanged from MS1		Do you coteach with another teacher or professional educator? 1. Yes 2. No
7010401	New Item	Which of the following models best describes your current co-teaching arrangement? 1. One teach, one drift (one teacher leads the class and the other moves throughout the classroom to make sure everyone is on track). .2. Station teaching (class divided into two or more stations; each teacher spends at least half of the period with one group, and then teachers switch). .3. Alternative teaching (one teacher teaches the large group and the other teacher works with a smaller group of students to re-teach any necessary information). .4. Parallel teaching (both teachers are teaching at the same time, and both lead discussion; class may be divided into groups). .5. Team teaching (both co-teachers balance the responsibilities of the class in such a way that both teach the same amount in front of the classroom). .6. Other (please specify)		Instruction and instructional environment		Unchanged from OFT1		Which of the following models best describes your current coteaching arrangement? 1. One teach, one drift (one teacher leads the class and the other moves throughout the classroom to make sure everyone is on track).. 2. Station teaching (class divided into two or more stations; each teacher spends at least half of the period with one group, and then teachers switch).. 3. Alternative teaching (one teacher teaches the large group and the other teacher works with a smaller group of students to re-teach any necessary information).. 4. Parallel teaching (both teachers are teaching at the same time, and both lead discussion; class may be divided into groups).. 5. Team teaching (both coteachers balance the responsibilities of the class in such a way that both teach the same amount in front of the classroom).. 6. Other (please specify)		Revised		Which of the following models best describes your current coteaching arrangement? 1. One teach, one drift (one teacher leads the class and the other moves throughout the classroom to make sure everyone is on track). 2. Station teaching (class divided into two or more stations; each teacher spends at least half of the period with one group, and then teachers switch). 3. Alternative teaching (one teacher teaches the large group and the other teacher works with a smaller group of students to re-teach any necessary information). 4. Parallel teaching (both teachers are teaching at the same time, and both lead discussion; class may be divided into groups). 5. Team teaching (both coteachers balance the responsibilities of the class in such a way that both teach the same amount in front of the classroom).	Revised to remove " other (please specify)" response option to reduce burden
7010501	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.16)	During this school year, where have you worked with students with IEPs? ..A05a. In a general education classroom 1. Yes .2. No		Instruction and instructional environment		Unchanged from OFT1		During this school year, where have you worked with students with IEPs? In a general education classroom 1. Selected 2. Not Selected		Unchanged from MS1		During this school year, where have you worked with students with IEPs? In a general education classroom 1. Selected 2. Not Selected
7010502	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.16)	During this school year, where have you worked with students with IEPs? ..A05b. In a special education classroom 1. Yes .2. No		Instruction and instructional environment		Unchanged from OFT1		During this school year, where have you worked with students with IEPs? In a special education classroom 1. Selected 2. Not Selected		Unchanged from MS1		During this school year, where have you worked with students with IEPs? In a special education classroom 1. Selected 2. Not Selected
7010503	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.16)	During this school year, where have you worked with students with IEPs? ..A05c. In a non-classroom space (e.g. office, therapy room, small work space, mobile van, etc.) 1. Yes .2. No		Instruction and instructional environment		Unchanged from OFT1		During this school year, where have you worked with students with IEPs? In a nonclassroom space (e.g., office, therapy room, small work space, mobile van, etc.) 1. Selected 2. Not Selected		Unchanged from MS1		During this school year, where have you worked with students with IEPs? In a nonclassroom space (e.g., office, therapy room, small work space, mobile van, etc.) 1. Selected 2. Not Selected
7010505	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.16)	During this school year, where have you worked with students with IEPs? ..A05e. I do not work directly with students who have IEPs . 1. Yes .2. No		Instruction and instructional environment		Unchanged from OFT1		During this school year, where have you worked with students with IEPs? I do not work directly with students who have IEPs 1. Selected 2. Not Selected		Unchanged from MS1		During this school year, where have you worked with students with IEPs? I do not work directly with students who have IEPs 1. Selected 2. Not Selected
7010700	New Item			Teaching practices - academic content		Unchanged from OFT1		Do you teach academic content to students who have IEPs? 1. Yes 2. No		Unchanged from MS1		Do you teach academic content to students who have IEPs? 1. Yes 2. No
7010710	New Item			Instructional strategies		Unchanged from OFT1		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Provide students with background knowledge and skills 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Provide students with background knowledge and skills 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010711	New Item			Instructional strategies		Unchanged from OFT1		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Provide practice for prescribed strategies 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Provide practice for prescribed strategies 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010712	New Item			Instructional strategies		Unchanged from OFT1		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Incorporate systematic cumulative reviews of skills and information 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Incorporate systematic cumulative reviews of skills and information 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010713	New Item			Instructional strategies		Unchanged from OFT1		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Include self-regulation strategies that promote on-task thinking and hard work 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Include self-regulation strategies that promote on-task thinking and hard work 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010714	New Item			Instructional strategies		Unchanged from OFT1		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Explicitly teach for transfer of skills and strategies 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Explicitly teach for transfer of skills and strategies 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010715	New Item			Instructional strategies		Unchanged from OFT1		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Use validated forms of progress monitoring of student responsiveness to the instruction or intervention 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Use validated forms of progress monitoring of student responsiveness to the instruction or intervention 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010716	New Item			Instructional strategies		Unchanged from OFT1		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Apply validated decision-making rules with progress monitoring tools to determine when to revise the program 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Apply validated decision-making rules with progress monitoring tools to determine when to revise the program 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010600	New Item			Teaching practices - math content		Unchanged from OFT1		Do you teach mathematics to students who have IEPs? 1. Yes 2. No		Unchanged from MS1		Do you teach mathematics to students who have IEPs? 1. Yes 2. No
7010701	New Item			Math instructional strategies		Unchanged from OFT1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Have students discuss different ways to solve a problem 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Have students discuss different ways to solve a problem 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010702	New Item			Math instructional strategies		Unchanged from OFT1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Have students generate new strategies 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Have students generate new strategies 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010703	New Item			Math instructional strategies		Unchanged from OFT1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Have students work on an investigation, problem or project over an extended period of time 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Have students work on an investigation, problem or project over an extended period of time 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010704	New Item			Math instructional strategies		Unchanged from OFT1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Have students solve problems using multiple methods 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Have students solve problems using multiple methods 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010705	New Item			Math instructional strategies		Unchanged from OFT1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Begin instructional units with worked examples (explaining how work is completed, step by step, and what you think as you complete each step) 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Begin instructional units with worked examples (explaining how work is completed, step by step, and what you think as you complete each step) 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010706	New Item			Math instructional strategies		Unchanged from OFT1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Teach the most efficient solution strategy using simple, direct language 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Teach the most efficient solution strategy using simple, direct language 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010707	New Item			Math instructional strategies		Unchanged from OFT1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Have students explain solutions in their own words 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Have students explain solutions in their own words 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010708	New Item			Math instructional strategies		Unchanged from OFT1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Have students practice solution strategies that you taught 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Have students practice solution strategies that you taught 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010709	New Item			Math instructional strategies		Unchanged from OFT1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Have students explain how taught strategies are efficient 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Unchanged from MS1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Have students explain how taught strategies are efficient 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010721	Mazzotti & Plotner	I use the following evidence-based practices (EBPSs) to provide [transition-related skill category] to secondary students with disabilities. Always.Often.Sometimes.Never		Life skills instructional strategies		Revised		When teaching life skills, how often do you use the following instructional strategies: Time delay (e.g., constant, progressive) 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday	Revised wording for clarity.	Unchanged from MS1		When teaching life skills, how often do you use the following instructional strategies: Time delay (e.g., constant, progressive) 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010722	Mazzotti & Plotner	I use the following evidence-based practices (EBPSs) to provide [transition-related skill category] to secondary students with disabilities. Always.Often.Sometimes.Never		Life skills instructional strategies		Revised		When teaching life skills, how often do you use the following instructional strategies: Computer assisted instruction 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday	Revised wording for clarity.	Unchanged from MS1		When teaching life skills, how often do you use the following instructional strategies: Computer assisted instruction 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010723	Mazzotti & Plotner	I use the following evidence-based practices (EBPSs) to provide [transition-related skill category] to secondary students with disabilities. Always.Often.Sometimes.Never		Life skills instructional strategies		Revised		When teaching life skills, how often do you use the following instructional strategies: Community-based instruction 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday	Revised wording for clarity.	Unchanged from MS1		When teaching life skills, how often do you use the following instructional strategies: Community-based instruction 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010724	Mazzotti & Plotner	I use the following evidence-based practices (EBPSs) to provide [transition-related skill category] to secondary students with disabilities. Always.Often.Sometimes.Never		Life skills instructional strategies		Revised		When teaching life skills, how often do you use the following instructional strategies: Video modeling 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday	Revised wording for clarity.	Unchanged from MS1		When teaching life skills, how often do you use the following instructional strategies: Video modeling 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010725	Mazzotti & Plotner	I use the following evidence-based practices (EBPSs) to provide [transition-related skill category] to secondary students with disabilities. Always.Often.Sometimes.Never		Life skills instructional strategies		Revised		When teaching life skills, how often do you use the following instructional strategies: Prompting strategies 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday	Revised wording for clarity.	Unchanged from MS1		When teaching life skills, how often do you use the following instructional strategies: Prompting strategies 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010726	Mazzotti & Plotner	I use the following evidence-based practices (EBPSs) to provide [transition-related skill category] to secondary students with disabilities. Always.Often.Sometimes.Never		Life skills instructional strategies		Revised		When teaching life skills, how often do you use the following instructional strategies: Mnemonic strategies 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday	Revised wording for clarity.	Unchanged from MS1		When teaching life skills, how often do you use the following instructional strategies: Mnemonic strategies 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010727	Mazzotti & Plotner	I use the following evidence-based practices (EBPSs) to provide [transition-related skill category] to secondary students with disabilities. Always.Often.Sometimes.Never		Life skills instructional strategies		Revised		When teaching life skills, how often do you use the following instructional strategies: One-more-than (next dollar strategy) 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday	Revised wording for clarity.	Unchanged from MS1		When teaching life skills, how often do you use the following instructional strategies: One-more-than (next dollar strategy) 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010728	Mazzotti & Plotner	I use the following evidence-based practices (EBPSs) to provide [transition-related skill category] to secondary students with disabilities. Always.Often.Sometimes.Never		Life skills instructional strategies		Revised		When teaching life skills, how often do you use the following instructional strategies: Peer mediated instruction 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday	Revised wording for clarity.	Unchanged from MS1		When teaching life skills, how often do you use the following instructional strategies: Peer-mediated instruction 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010729	Mazzotti & Plotner	I use the following evidence-based practices (EBPSs) to provide [transition-related skill category] to secondary students with disabilities. Always.Often.Sometimes.Never		Life skills instructional strategies		Revised		When teaching life skills, how often do you use the following instructional strategies: Visual displays 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday	Revised wording for clarity.	Unchanged from MS1		When teaching life skills, how often do you use the following instructional strategies: Visual displays 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010730	Mazzotti & Plotner	I use the following evidence-based practices (EBPSs) to provide [transition-related skill category] to secondary students with disabilities. Always.Often.Sometimes.Never		Life skills instructional strategies		Revised		When teaching life skills, how often do you use the following instructional strategies: Self-management (self-monitoring, self-instruction) 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday	Revised wording for clarity.	Unchanged from MS1		When teaching life skills, how often do you use the following instructional strategies: Self-management (self-monitoring, self-instruction) 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday
7010801	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.17)	Please indicate the extent to which you agree or disagree with each of the following statements on working with children...a. I really enjoy my present job...MARK ONE ON EACH ROW. 1. Strongly disagree.2. Disagree.3. Neither disagree nor agree.4. Agree.5. Strongly agree.		Job satisfaction		Revised		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I really enjoy my present job. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree	Revised wording for clarity.	Unchanged from MS1		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I really enjoy my present job. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree
7010802	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.17)	Please indicate the extent to which you agree or disagree with each of the following statements on working with children...b. I am certain I am making a difference in the lives of the children I work with...MARK ONE ON EACH ROW. 1. Strongly disagree.2. Disagree.3. Neither disagree nor agree.4. Agree.5. Strongly agree.		Job satisfaction		Revised		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I am certain I am making a difference in the lives of the students I work with 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree	Revised wording for clarity.	Unchanged from MS1		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I am certain I am making a difference in the lives of the students I work with 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree
7010803	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.17)	Please indicate the extent to which you agree or disagree with each of the following statements on working with children...c. If I could start over, I would choose this career again...MARK ONE ON EACH ROW. 1. Strongly disagree.2. Disagree.3. Neither disagree nor agree.4. Agree.5. Strongly agree.		Job satisfaction		Revised		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. If I could start over, I would choose this career again 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree	Revised wording for clarity.	Unchanged from MS1		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. If I could start over, I would choose this career again 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree
7010804	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.17)	Please indicate the extent to which you agree or disagree with each of the following statements on working with children...d. I am satisfied with my class size/caseload...MARK ONE ON EACH ROW. 1. Strongly disagree.2. Disagree.3. Neither disagree nor agree.4. Agree.5. Strongly agree.		Job satisfaction		Revised		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I am satisfied with my class size/caseload 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree	Revised wording for clarity.	Unchanged from MS1		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I am satisfied with my class size/caseload 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree
7010805	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.17)	Please indicate the extent to which you agree or disagree with each of the following statements on working with children...MARK ONE ON EACH ROW. 1. Strongly disagree.2. Disagree.3. Neither disagree nor agree.4. Agree.5. Strongly agree.		Job satisfaction		Revised		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I worry about the security of my job because of the performance of the students in my class(es) on state or local tests 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree	Revised wording for clarity.	Unchanged from MS1		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I worry about the security of my job because of the performance of the students in my class(es) on state or local tests 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree
7010806	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.17)	Please indicate the extent to which you agree or disagree with each of the following statements on working with children...MARK ONE ON EACH ROW. 1. Strongly disagree.2. Disagree.3. Neither disagree nor agree.4. Agree.5. Strongly agree.		Job satisfaction		Revised		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I get frustrated working with general education teachers 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree	Revised wording for clarity.	Unchanged from MS1		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I get frustrated working with general education teachers 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)		MS1 Status		MS1 Wording with Response Options		MS1 Justification	MS2 Status	MS2 Wording with Response Options		MS2 Justification
7010807	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.17)	Please indicate the extent to which you agree or disagree with each of the following statements on working with children...MARK ONE ON EACH ROW. 1. Strongly disagree.2. Disagree.3. Neither disagree nor agree.4. Agree.5. Strongly agree.		Job satisfaction		Revised		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I plan to continue to work special education for at least the next five years. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree	Revised wording for clarity.	Unchanged from MS1		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I plan to continue to work in special education for at least the next five years. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree
7010808	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.17)	Please indicate the extent to which you agree or disagree with each of the following statements on working with children...MARK ONE ON EACH ROW. 1. Strongly disagree.2. Disagree.3. Neither disagree nor agree.4. Agree.5. Strongly agree.		Job satisfaction		Revised		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. The amount of paperwork that I need to complete for my students takes away from my ability to deliver high quality instruction. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree	Revised wording for clarity.	Unchanged from MS1		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. The amount of paperwork that I need to complete for my students takes away from my ability to deliver high quality instruction. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree
7010821	New Item			Teaching support		Unchanged from OFT1		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I have a team of professionals who support my work with students 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree		Unchanged from MS1		Please indicate the extent to which you agree or disagree with each of the following statements: I have a team of professionals who support my work with students 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree 6.N/A
7010822	New Item			Teaching support		Unchanged from OFT1		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I have regular meetings with consultants 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree 6.N/A		Unchanged from MS1		Please indicate the extent to which you agree or disagree with each of the following statements: I have regular meetings with consultants 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree 6.N/A
7010823	New Item			Teaching support		Unchanged from OFT1		Please indicate the extent to which you agree or disagree with each of the following statements about work at this school. I often feel isolated in my school 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree		Revised		Please indicate the extent to which you agree or disagree with each of the following statements: I often feel isolated in my school 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree	Revised to remove "N/A" option for clarity
7010831	Project EVOLVE	Please indicate how strongly you agree with each of the following statements:.a. I have adequate planning time. 1. Strongly disagree .2. Disagree .3. Neither disagree nor agree .4. Agree.5. Strongly agree		Teaching support for special education		Unchanged from OFT1		Please indicate how strongly you agree or disagree with each of the following statements: I have adequate planning time. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree		Unchanged from MS1		Please indicate how strongly you agree or disagree with each of the following statements: I have adequate planning time. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree
7010832	Project EVOLVE	Please indicate how strongly you agree with each of the following statements:.b. I meet regularly with other special education professionals about how to meet the needs of the students that I serve. 1. Strongly disagree .2. Disagree .3. Neither disagree nor agree .4. Agree.5. Strongly agree		Teaching support for special education		Unchanged from OFT1		Please indicate how strongly you agree or disagree with each of the following statements: I meet regularly with other special education professionals about how to meet the needs of the students that I serve. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree		Unchanged from MS1		Please indicate how strongly you agree or disagree with each of the following statements: I meet regularly with other special education professionals about how to meet the needs of the students that I serve. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree
7010833	Project EVOLVE	Please indicate how strongly you agree with each of the following statements:.c. I have adequate support from my colleagues. 1. Strongly disagree .2. Disagree .3. Neither disagree nor agree .4. Agree.5. Strongly agree		Teaching support for special education		Unchanged from OFT1		Please indicate how strongly you agree or disagree with each of the following statements: I have adequate support from my colleagues. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree		Unchanged from MS1		Please indicate how strongly you agree or disagree with each of the following statements: I have adequate support from my colleagues. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree
7010835	Project EVOLVE	Please indicate how strongly you agree with each of the following statements:.e. I check in every week with the general education teachers who are teaching my students. 1. Strongly disagree .2. Disagree .3. Neither disagree nor agree .4. Agree.5. Strongly agree		Teaching support for special education		Unchanged from OFT1		Please indicate how strongly you agree or disagree with each of the following statements: I check in every week with the general education teachers who are teaching my students. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree		Revised		Please indicate how strongly you agree or disagree with each of the following statements: I check in every week with the general education teachers who are teaching my students. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree 6. N/A	Revised to add a “N/A” option for those in schools without general ed teachers.
7010836	Project EVOLVE	Please indicate how strongly you agree with each of the following statements:.f. The school supports inclusion in general education classrooms by accommodating the needs of special education students. 1. Strongly disagree .2. Disagree .3. Neither disagree nor agree .4. Agree.5. Strongly agree		Teaching support for special education		Unchanged from OFT1		Please indicate how strongly you agree or disagree with each of the following statements: The school supports inclusion in general education classrooms by accommodating the needs of special education students. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree		Revised		Please indicate how strongly you agree or disagree with each of the following statements: The school supports inclusion in general education classrooms by accommodating the needs of special education students. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree 6. N/A	Revised to add a “N/A” option for those in schools without general ed teachers.
7010837	New Item			Teaching support for special education		Added		Please indicate how strongly you agree or disagree with each of the following statements: General education teachers who are teaching my students regularly use Response to Intervention (RTI) for learning. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree	Added per special education experts on the technical review panel recommending we add items to determine whether RTI was used in the general ed classrooms.	Revised		Please indicate how strongly you agree or disagree with each of the following statements: General education teachers who are teaching my students regularly use Response to Intervention (RTI) for learning. 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree 6. N/A	Revised to add a “N/A” option for those in schools without general ed teachers.
7010838	New Item			Teaching support for special education		Added		Please indicate how strongly you agree or disagree with each of the following statements: General education teachers who are teaching my students regularly use universal design for learning 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree	Added per special education experts on the technical review panel recommending we add items to determine whether universal design for learning was used in the general ed classrooms.	Revised		Please indicate how strongly you agree or disagree with each of the following statements: General education teachers who are teaching my students regularly use universal design for learning 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree 6. N/A	Revised to add a “N/A” option for those in schools without general ed teachers.
7010900	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 18)	During this school year, how many students with IEPs have you worked with or provided services for, on average, each week? 1. 1-10 2. 11-20 3. 21-40 4. More than 40 5. Don't know		Teaching support for special education		Unchanged from OFT1		During this school year, how many students with IEPs have you worked with or provided services for, on average, each week? Include students you work with directly, as well as students for whom you consult with the general education teacher and/or another special education teacher/service provider. 1. 1-10. 2. 11-20. 3. 21-40. 4. More than 40. 5. Don't know		Unchanged from MS1		During this school year, how many students with IEPs have you worked with or provided services for, on average, each week? Include students you work with directly, as well as students for whom you consult with the general education teacher and/or another special education teacher/service provider. 1. 1-10. 2. 11-20. 3. 21-40. 4. More than 40. 5. Don't know
7020100	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 1)	What is your sex? 1. Male 2. Female		Teacher demographics - sex		Unchanged from OFT1		What is your sex? 1. Male 2. Female		Unchanged from MS1		What is your sex? 1. Male 2. Female
7020200	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 2)	In what year were you born?		Teacher demographics - year of birth		Unchanged from OFT1		In what year were you born? Dropdown list:: 1925-1997		Revised		In what year were you born? Dropdown list:: 1925-2003	Revised to extend span of response options to 2003 to account for the two years since MS1
7020300	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 3)	Are you Hispanic or Latino/Latina? 1. Yes 0. No		Teacher demographics - race/ethnicity		Unchanged from OFT1		Are you of Hispanic or Latino/Latina origin? 1. Yes 2. No		Unchanged from MS1		Are you of Hispanic or Latino/Latina origin? 1. Yes 2. No
7020401	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 4)	Which of the following best describes your race? White		Teacher demographics - race/ethnicity		Unchanged from OFT1		Which of the following best describes your race? White 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following best describes your race? White 1. Selected 2. Not Selected
7020402	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 4)	Which of the following best describes your race? Black or African American		Teacher demographics - race/ethnicity		Unchanged from OFT1		Which of the following best describes your race? Black or African American 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following best describes your race? Black or African American 1. Selected 2. Not Selected
7020403	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 4)	Which best describes your race? MARK ONE OR MORE TO INDICATE WHAT YOU CONSIDER YOURSELF TO BE. 4. Native Hawaiian or Other Pacific Islander..		Teacher demographics - race/ethnicity		Unchanged from OFT1		Which of the following best describes your race? Asian 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following best describes your race? Asian 1. Selected 2. Not Selected
7020404	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 4)	Which best describes your race? MARK ONE OR MORE TO INDICATE WHAT YOU CONSIDER YOURSELF TO BE. 4. Native Hawaiian or Other Pacific Islander..		Teacher demographics - race/ethnicity		Unchanged from OFT1		Which of the following best describes your race? Native Hawaiian or other Pacific Islander 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following best describes your race? Native Hawaiian or other Pacific Islander 1. Selected 2. Not Selected
7020405	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 4)	Which best describes your race? MARK ONE OR MORE TO INDICATE WHAT YOU CONSIDER YOURSELF TO BE... 5. White.		Teacher demographics - race/ethnicity		Unchanged from OFT1		Which of the following best describes your race? American Indian or Alaska Native 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following best describes your race? American Indian or Alaska Native 1. Selected 2. Not Selected
7020500	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 5)	What is the highest level of education you have completed? MARK ONLY ONE. 1. Did not complete high school .2. High school diploma or equivalent/GED .3. Some college or technical or vocational school .4. Associate's degree 5. Bachelor's degree 6. Master's degree .7. An advanced professional degree beyond a master's degree (e.g., PhD, MD) .8. Don't know.		Teacher qualifications - education completed		Unchanged from OFT1		What is the highest level of education you have completed? 1. Did not complete high school. 2. High school diploma or equivalent/GED. 3. Some college or technical or vocational school. 4. Associate's degree. 5. Bachelor's degree. 6. Master's degree. 7. An advanced professional degree beyond a master's degree (for example, Ph.D., Ed.D)		Unchanged from MS1		What is the highest level of education you have completed? 1. Did not complete high school. 2. High school diploma or equivalent/GED. 3. Some college or technical or vocational school. 4. Associate's degree. 5. Bachelor's degree. 6. Master's degree. 7. Doctorate or an advanced professional degree beyond a Master's degree (for example: Ph.D, Ed.D, MD, DDS, DVM, JD)
7020601	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.10)	Which of the following credentials, licenses, or certificates do you have for working with students with disabilities?..a. Emergency credential ..Select one per row 1. Yes .2. No.		Teacher qualifications - credentials		Unchanged from OFT1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Emergency credential 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Emergency credential 1. Selected 2. Not Selected
7020602	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.10)	Which of the following credentials, licenses, or certificates do you have for working with students with disabilities?..b. Provisional or temporary credential ..Select one per row 1. Yes .2. No.		Teacher qualifications - credentials		Unchanged from OFT1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Provisional or temporary credential 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Provisional or temporary credential 1. Selected 2. Not Selected
7020603	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.10)	Which of the following credentials, licenses, or certificates do you have for working with students with disabilities?..c. Disability-specific credential or endorsement ..Select one per row 1. Yes .2. No.		Teacher qualifications - credentials		Unchanged from OFT1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Disability-specific credential or endorsement 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Disability-specific credential or endorsement 1. Selected 2. Not Selected
7020604	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.10)	Which of the following credentials, licenses, or certificates do you have for working with students with disabilities?..d. Special education credential or endorsement (for more than one disability category) ..Select one per row 1. Yes .2. No.		Teacher qualifications - credentials		Unchanged from OFT1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Special education credential or endorsement (for more than one disability category) 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Special education credential or endorsement (for more than one disability category) 1. Selected 2. Not Selected
7020605	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.10)	Which of the following credentials, licenses, or certificates do you have for working with students with disabilities?..e. General education credential ..Select one per row 1. Yes .2. No.		Teacher qualifications - credentials		Unchanged from OFT1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? General education credential 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? General education credential 1. Selected 2. Not Selected
7020606	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.10)	Which of the following credentials, licenses, or certificates do you have for working with students with disabilities?. .f. Speech/language therapy state license or certification ..Select one per row 1. Yes .2. No.		Teacher qualifications - credentials		Unchanged from OFT1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Speech/language therapy state license or certification 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Speech/language therapy state license or certification 1. Selected 2. Not Selected
7020607	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.10)	Which of the following credentials, licenses, or certificates do you have for working with students with disabilities?..g. Physical therapy state license or certification ..Select one per row 1. Yes .2. No.		Teacher qualifications - credentials		Unchanged from OFT1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Physical therapy state license or certification 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Physical therapy state license or certification 1. Selected 2. Not Selected
7020608	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.10)	Which of the following credentials, licenses, or certificates do you have for working with students with disabilities?..h. Occupational therapy state license or certification ..Select one per row 1. Yes .2. No.		Teacher qualifications - credentials		Unchanged from OFT1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Occupational therapy state license or certification 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Occupational therapy state license or certification 1. Selected 2. Not Selected
7020609	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.10)	Which of the following credentials, licenses, or certificates do you have for working with students with disabilities?..i. Social work license or certification ..Select one per row 1. Yes .2. No.		Teacher qualifications - credentials		Unchanged from OFT1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Social work license or certification 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Social work license or certification 1. Selected 2. Not Selected
7020610	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.10)	Which of the following credentials, licenses, or certificates do you have for working with students with disabilities?..j. School psychology license or certification ..Select one per row 1. Yes .2. No.		Teacher qualifications - credentials		Unchanged from OFT1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? School psychology license or certification 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? School psychology license or certification 1. Selected 2. Not Selected
7020611	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.10)	Which of the following credentials, licenses, or certificates do you have for working with students with disabilities?..k. Clinical psychology license or certification ..Select one per row. 1. Yes .2. No.		Teacher qualifications - credentials		Unchanged from OFT1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Clinical psychology license or certification 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Clinical psychology license or certification 1. Selected 2. Not Selected
7020612	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.10)	Which of the following credentials, licenses, or certificates do you have for working with students with disabilities?..l. Certificate of Clinical Competence ..Select one per row 1. Yes .2. No.		Teacher qualifications - credentials		Unchanged from OFT1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Certificate of Clinical Competence 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Certificate of Clinical Competence 1. Selected 2. Not Selected
7020613	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011;.10)	Which of the following credentials, licenses, or certificates do you have for working with students with disabilities?..m. Other professional license, credential, or endorsement (please specify) ..Select one per row 1. Yes .2. No.		Teacher qualifications - credentials		Unchanged from OFT1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Other professional license, credential, or endorsement 1. Selected 2. Not Selected		Unchanged from MS1		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Other professional license, credential, or endorsement 1. Selected 2. Not Selected
7020700	HSLS:09 (Teacher, Baseline; Section A)	Which of the following describes the math teaching certificate you currently hold in [your state]? 1. Regular or standard state certificate or advanced professional certificate .2. Certificate issued after satisfying all requirements except the completion of a probationary .teaching period.3. Certificate that requires some additional coursework or passing a test .4. Certificate issued to persons who must complete a certification program in order to continue .teaching .5. You do not hold any of these certifications in this state.		Teacher qualifications - certifications		Unchanged from OFT1		Which of the following describes the teaching certificate you currently hold? 1. Regular or standard state certificate or advanced professional certificate. 2. Certificate issued after satisfying all requirements except the completion of a probationary teaching period. 3. Certificate that requires some additional coursework or passing a test. 4. Certificate issued to persons who must complete a certification program in order to continue teaching. 5. I do not hold any of these certifications.		Unchanged from MS1		Which of the following describes the teaching certificate you currently hold? 1. Regular or standard state certificate or advanced professional certificate. 2. Certificate issued after satisfying all requirements except the completion of a probationary teaching period. 3. Certificate that requires some additional coursework or passing a test. 4. Certificate issued to persons who must complete a certification program in order to continue teaching. 5. I do not hold any of these certifications.
7020801	New Item			Teacher qualifications - certifications		Revised		In what area(s) are you certified? Areas. Early childhood or Pre-k, general 1. Selected 2. Not Selected	Revised "subject(s)" to "area(s)" for clarity.	Unchanged from MS1		In what area(s) are you certified? Areas. Early childhood or Pre-k, general 1. Selected 2. Not Selected
7020802	New Item			Teacher qualifications - certifications		Revised		In what area(s) are you certified? Areas. Elementary grades, general 1. Selected 2. Not Selected	Revised "subject(s)" to "area(s)" for clarity.	Unchanged from MS1		In what area(s) are you certified? Areas. Elementary grades, general 1. Selected 2. Not Selected
7020803	New Item			Teacher qualifications - certifications		Revised		In what area(s) are you certified? Areas. Middle grades, general 1. Selected 2. Not Selected	Revised "subject(s)" to "area(s)" for clarity.	Unchanged from MS1		In what area(s) are you certified? Areas. Middle grades, general 1. Selected 2. Not Selected
7020804	New Item			Teacher qualifications - certifications		Revised		In what area(s) are you certified? Areas. Secondary grades, general 1. Selected 2. Not Selected	Revised "subject(s)" to "area(s)" for clarity.	Unchanged from MS1		In what area(s) are you certified? Areas. Secondary grades, general 1. Selected 2. Not Selected
7020805	New Item			Teacher qualifications - certifications		Revised		In what area(s) are you certified? Areas. Special education, general 1. Selected 2. Not Selected	Revised "subject(s)" to "area(s)" for clarity.	Unchanged from MS1		In what area(s) are you certified? Areas. Special education, general 1. Selected 2. Not Selected
7020806	New Item			Teacher qualifications - certifications		Revised		In what area(s) are you certified? Areas. Specific area of disability (for example, autism, learning disabilities, etc.) 1. Selected 2. Not Selected	Revised "subject(s)" to "area(s)" for clarity.	Unchanged from MS1		In what area(s) are you certified? Areas. Specific area of disability (for example, autism, learning disabilities, etc.) 1. Selected 2. Not Selected
7020807	New Item			Teacher qualifications - certifications		Revised		In what area(s) are you certified? Areas. Instruction for English Language Learners (e.g., English for Speakers of Other Languages or bilingual education) 1. Selected 2. Not Selected	Revised "subject(s)" to "area(s)" for clarity.	Unchanged from MS1		In what area(s) are you certified? Areas. Instruction for English Language Learners (e.g., English for Speakers of Other Languages or bilingual education) 1. Selected 2. Not Selected
7020810	New Item			Teacher qualifications - certifications		Unchanged from OFT1		In what subject(s) are you certified? Subjects. English/Language arts 1. Selected 2. Not Selected		Unchanged from MS1		In what subject(s) are you certified? Subjects. English/Language arts 1. Selected 2. Not Selected
7020811	New Item			Teacher qualifications - certifications		Unchanged from OFT1		In what subject(s) are you certified? Subjects. Reading 1. Selected 2. Not Selected		Unchanged from MS1		In what subject(s) are you certified? Subjects. Reading 1. Selected 2. Not Selected
7020813	New Item			Teacher qualifications - certifications		Unchanged from OFT1		In what subject(s) are you certified? Subjects. Science (including general science, biology or life sciences, earth science, and other natural sciences) 1. Selected 2. Not Selected		Unchanged from MS1		In what subject(s) are you certified? Subjects. Science (including general science, biology or life sciences, earth science, and other natural sciences) 1. Selected 2. Not Selected
7020814	New Item			Teacher qualifications - certifications		Unchanged from OFT1		In what subject(s) are you certified? Subjects. Mathematics 1. Selected 2. Not Selected		Unchanged from MS1		In what subject(s) are you certified? Subjects. Mathematics 1. Selected 2. Not Selected
7020815	New Item			Teacher qualifications - certifications		Unchanged from OFT1		In what subject(s) are you certified? Subjects. Social studies (including history, government or civics, geography) 1. Selected 2. Not Selected		Unchanged from MS1		In what subject(s) are you certified? Subjects. Social studies (including history, government or civics, geography) 1. Selected 2. Not Selected
7020816	New Item			Teacher qualifications - certifications		Unchanged from OFT1		In what subject(s) are you certified? Subjects. Social or behavioral science (including psychology, sociology, anthropology, and other social sciences) 1. Selected 2. Not Selected		Unchanged from MS1		In what subject(s) are you certified? Subjects. Social or behavioral science (including psychology, sociology, anthropology, and other social sciences) 1. Selected 2. Not Selected
7020817	New Item			Teacher qualifications - certifications		Unchanged from OFT1		In what subject(s) are you certified? Subjects. Other (please specify) 1. Selected 2. Not Selected		Revised		In what subject(s) are you certified? Subjects. Other 1. Selected 2. Not Selected	Revised to remove "(please specify)" wording to reduce burden
7020901	New Item			Teacher qualifications - RTI professional development		Unchanged from OFT1		Have you received any training related to Response to Intervention (RTI) from any of the following sources? College courses 1. Selected 2. Not Selected		Unchanged from MS1		Have you received any training related to Response to Intervention (RTI) from any of the following sources? College courses 1. Selected 2. Not Selected
7020902	New Item			Teacher qualifications - RTI professional development		Unchanged from OFT1		Have you received any training related to Response to Intervention (RTI) from any of the following sources? Professional development 1. Selected 2. Not Selected		Unchanged from MS1		Have you received any training related to Response to Intervention (RTI) from any of the following sources? Professional development 1. Selected 2. Not Selected
7020903	New Item			Teacher qualifications - RTI professional development		Unchanged from OFT1		Have you received any training related to Response to Intervention (RTI) from any of the following sources? Personal reading and study 1. Selected 2. Not Selected		Unchanged from MS1		Have you received any training related to Response to Intervention (RTI) from any of the following sources? Personal reading and study 1. Selected 2. Not Selected
7020904	New Item			Teacher qualifications - RTI professional development		Unchanged from OFT1		Have you received any training related to Response to Intervention (RTI) from any of the following sources? I have not received any training on issues related to Response to Intervention 1. Selected 2. Not Selected		Unchanged from MS1		Have you received any training related to Response to Intervention (RTI) from any of the following sources? I have not received any training on issues related to Response to Intervention 1. Selected 2. Not Selected
7030300	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 9)	Counting this school year, how many total years (including part-time) have you been working with children in any schools? This would include other assignments such as teaching in a regular classroom or otherwise providing services to children. .WRITE THE NUMBER OF YEARS TO THE NEAREST HALF YEAR (FOR EXAMPLE, 2.5, 3, 3.5). _____.___Years		Teacher qualifications - years experience		Unchanged from OFT1		Next, we would like to ask about your years of experience. Counting this school year, how many total years (including part-time) have you been working with any students in any school? This would include both providing special education services as well as teaching in a regular classroom. Open response: Years		Unchanged from MS1		Next, we would like to ask about your years of experience. Counting this school year, how many total years (including part-time) have you been working with any students in any school? This would include both providing special education services as well as teaching in a regular classroom. Open response: Years
7030200	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 8)	Counting this school year, how many total years (including part-time) have you been working with students receiving special education or related services?WRITE THE NUMBER OF YEARS TO THE NEAREST HALF YEAR (FOR EXAMPLE, 2.5, 3.5). ___.___ Years.		Teacher qualifications - years experience		Unchanged from OFT1		Next, we would like to ask about your years of experience. Counting this school year, how many total years (including part-time) have you been working with students receiving special education or related services in any school? Enter the number of years. Open response: Years		Unchanged from MS1		Next, we would like to ask about your years of experience. Counting this school year, how many total years (including part-time) have you been working with students receiving special education or related services in any school? Enter the number of years. Open response: Years
7030400	New Item			Teacher qualifications - years experience		Unchanged from OFT1		Next, we would like to ask about your years of experience. Counting this school year, how many years of experience do you have teaching general education math classes to students (in any grades 6-12)? Open response: Years		Unchanged from MS1		Next, we would like to ask about your years of experience. Counting this school year, how many years of experience do you have teaching general education math classes to students (in any grades 6-12)? Open response: Years
7030100	ECLS-K:2011 (Kindergarten Special Education Teacher A; Spring 2011; 7)	Counting this school year, how many years have you worked in your current school, including part time? WRITE THE NUMBER OF YEARS TO THE NEAREST HALF YEAR (FOR EXAMPLE, 2.5, 3.5). ___.___ Years.		Teacher qualifications - years experience		Unchanged from OFT1		Next, we would like to ask about your years of experience. Counting this school year, how many years have you worked in your current school, including part time? Enter the number of years. Open response: Years		Unchanged from MS1		Next, we would like to ask about your years of experience. Counting this school year, how many years have you worked in your current school, including part time? Enter the number of years. Open response: Years
7010101	Modified ECLS- K:2011.(Kindergarten Special Education Teacher A; Spring 2011;.14).	Which of the following best describes your current position in this school? .Select only one.		Teacher assignment and position for current school year		Added		First we would like to ask you some questions about your current position or assignment. Which of the following best describes your current position in this school? Open response: Current position	Added QID for other specify	Dropped			Dropped to reduce burden
7010202	Modified ECLS- K:2011.(Kindergarten Special Education Teacher A; Spring 2011;.15).	How do you classify your main assignment at this school, that is, the activity at which you spend most of your time during this school year? .MARK ONLY ONE.		Teacher assignment and position for current school year		Added		How do you classify your main assignment at this school, that is, the activity at which you spend most of your time during this school year? Open response: Main assignment	Added QID for other specify	Dropped			Dropped to reduce burden
7040306	Modified ECLS- K:2011.(Kindergarten Special Education Teacher B; Spring 2011;.3).	In what capacity or capacities do you teach or provide services to {STUDENT NAME}? Do you.....A03e. Provide case management.. Select yes or no on each row.		Student grade and IEP status		Unchanged from OFT1		These first questions are about [STUDENT NAME]'s individualized services and grade. In what capacity or capacities do you teach or provide services to [STUDENT NAME]? Do you...Other 1. Selected 2. Not Selected		Dropped			Dropped to reduce burden
7040307	Modified ECLS- K:2011.(Kindergarten Special Education Teacher B; Spring 2011;.3).	In what capacity or capacities do you teach or provide services to {STUDENT NAME}? Do you.....A03e. Provide case management.. Select yes or no on each row.		Student grade and IEP status		Added		These first questions are about [STUDENT NAME]'s individualized services and grade. In what capacity or capacities do you teach or provide services to [STUDENT NAME]? Do you...Other Specify OS	Added QID for other specify	Dropped			Dropped to reduce burden
7080110	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 25)	During this school year, has this child received formal individual evaluations in any of the following areas for purposes of developing IEP goals? . .h. Other (PLEASE SPECIFY). MARK YES NO ON EACH ROW. 1. Yes.2. No.		IEP goals and evaluation		Unchanged from OFT1		Next we would like to know about this student's disability and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Other (please specify) 1. Yes. 2. No		Dropped			Dropped to reduce burden
7080111	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 25)	During this school year, has this child received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Yes/No check boxes a. Psychological b. Speech/language c. Vision d. Hearing e. Learning style f. Motor skills g. Academics h. Other (PLEASE SPECIFY)		IEP goals and evaluation		Added		Next we would like to know about this student's disability and the services [STUDENT NAME] may receive. During this school year, has [STUDENT NAME] received formal individual evaluations in any of the following areas for purposes of developing IEP goals? Other Specify OS	Added QID for other specify	Dropped			Dropped to reduce burden
7050512	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 13)	Which of the following related services have been provided through the school to {STUDENT NAME} during this school year?..B05l. Rehabilitation services.. Select one per row. .1. Yes .2. No.		Special education and related services		Unchanged from OFT1		Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Rehabilitation services 1. Selected 2. Not Selected		Dropped			Dropped to reduce burden
7050513	ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 13)	Which of the following related services have been provided through the school to {STUDENT NAME} during this school year?..B05m. Other (please specify).. Select one per row.		Special education and related services		Unchanged from OFT1		Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Other 1. Selected 2. Not Selected		Dropped			Dropped to reduce burden
7050514	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	Which of the following related services have been provided through the school to {STUDENT NAME} during this school year?..B05m. Other (please specify)		Special education and related services		Added		Which of the following related services has the school provided to [STUDENT NAME] during this school year? Include all services paid for by the school, including contracted services, whether they are received in the school or at another location. Other Specify OS	Added other specify response option	Dropped			Dropped to reduce burden
7050616	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	Has this child received any of the following? . ..n. Training, counseling, and other supports/services provided to this child's family. MARK YES NO ON EACH ROW.		Special education and related services		Added		Has [STUDENT NAME] received any of the following during the school year? Other 1. Selected 2. Not Selected	Added other specify response option	Dropped			Dropped to reduce burden
7050617	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	Has this child received any of the following? . ..n. Training, counseling, and other supports/services provided to this child's family. MARK YES NO ON EACH ROW.		Special education and related services		Added		Has [STUDENT NAME] received any of the following during the school year? Other Specify OS	Added other specify field	Dropped			Dropped to reduce burden
7060210	New Item			Instruction and instructional environment		Added		In what setting does [STUDENT NAME] primarily receive mathematics instruction? Other Specify OS	Added QID for other specify	Dropped			Dropped to reduce burden
7060828	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED.		Instruction and instructional environment		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Other. Other (please specify) 1. Selected 2. Not Selected		Dropped			Dropped to reduce burden
7060831	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Child did not use any assistive technologies. .		Instruction and instructional environment		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Other Specify. Other Specify OS		Dropped			Dropped to reduce burden
7010504	ECLS-K:2011.(Kindergarten Special Education Teacher A; Spring 2011;.16).	During this school year, where have you worked with students with IEPs? ..A05d. Other (please specify)		Instruction and instructional environment		Unchanged from OFT1		During this school year, where have you worked with students with IEPs? Other (please specify) 1. Selected 2. Not Selected		Dropped			Dropped to reduce burden
7010506	ECLS-K:2011.(Kindergarten Special Education Teacher A; Spring 2011;.16).	During this school year, where have you worked with students with IEPs? ..A05d. Other (please specify) 1. Yes .2. No		Instruction and instructional environment		Added		During this school year, where have you worked with students with IEPs? Other Specify OS	Added QID for other specify	Dropped			Dropped to reduce burden
7010717	New Item			Instruction and instructional environment		Added		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Other 1. Yes 2. No	Added QID for other option	Dropped			Dropped to reduce burden
7010718	New Item			Instruction and instructional environment		Added		When teaching academic content to students who have IEPs, how often do you use each of the following instructional strategies? Other Specify OS	Added QID for other specify	Dropped			Dropped to reduce burden
7020905	New Item			Teacher experience and training		Unchanged from OFT1		Have you received any training related to Response to Intervention (RTI) from any of the following sources? Other training (please specify) 1. Selected 2. Not Selected		Dropped			Dropped to reduce burden
7020906	New Item			Teacher experience and training		Added		Have you received any training related to Response to Intervention (RTI) from any of the following sources? Other Specify OS	Added QID for other specify	Dropped			Dropped to reduce burden
7050114	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	For which of the following disabilities has this child received special education or related services this school year, whether for the child's primary disability or another of his/her disabilities? ..m. Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deaf-blindness or developmental delay).		Special education and related services		Added		For which of the following disabilities has [STUDENT NAME] received special education or related services this school year, whether for [HIS/HER] primary disability or another of [HIS/HER] disabilities? Other Specify OS	Added QID for other specify	Dropped			Dropped to reduce burden
7050201	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	What is this child's primary disability as identified on the child's IEP? PLEASE SELECT THE CATEGORY BELOW INTO WHICH THE CHILD'S PRIMARY DISABILITY FITS BEST. MARK ONLY ONE.		Student primary disability		Added		What is [STUDENT NAME]'s primary disability as identified on [HIS/HER] IEP? Other health impairment (please specify) OS	Added QID for other specify	Dropped			Dropped to reduce burden
7050202	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	What is this child's primary disability as identified on the child's IEP? PLEASE SELECT THE CATEGORY BELOW INTO WHICH THE CHILD'S PRIMARY DISABILITY FITS BEST. MARK ONLY ONE.		Student primary disability		Added		What is [STUDENT NAME]'s primary disability as identified on [HIS/HER] IEP? Multiple disabilities (please specify) OS	Added QID for other specify	Dropped			Dropped to reduce burden
7050426	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 10)	Which of the following describe(s) the IEP goals for this child during this school year? . .MARK ALL OF THE AREAS IN WHICH THIS CHILD HAS IEP GOALS.. .Other (PLEASE SPECIFY)		IEP goals and evaluation		Added		Consider the IEP goals for [STUDENT NAME] during this school year. Select all of the areas in which this student has IEP goals. Other. Other Specify OS	Added QID for other specify	Dropped			Dropped to reduce burden
7060207	New Item			Instruction and instructional environment		Added		In what additional setting or settings does [STUDENT NAME] receive mathematics instruction? Other Specify OS	Added other specify field	Dropped			Dropped to reduce burden
7060501	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .a. One-on-one instruction .. MARK ONE ON EACH ROW.		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? One-on-one instruction 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060502	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .b. Small-group instruction.. MARK ONE ON EACH ROW.		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Small-group instruction 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060503	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? ..c. Large-group instruction .. MARK ONE ON EACH ROW.		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Large-group instruction 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060504	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .d. Cooperative learning.. MARK ONE ON EACH ROW.		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Cooperative learning 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060505	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .e. Peer tutoring .. MARK ONE ON EACH ROW.		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Peer tutoring 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060506	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .f. Computer-based instruction.. MARK ONE ON EACH ROW.		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Computer-based instruction 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060507	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .g. Direct instruction .. MARK ONE ON EACH ROW.		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Direct instruction 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060508	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .h. Cognitive strategies.. MARK ONE ON EACH ROW.		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Cognitive strategies 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060509	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? . .i. Self-management .. MARK ONE ON EACH ROW.		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Self-management 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060510	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? ..j. Behavior management.. MARK ONE ON EACH ROW.		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Behavior management 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060511	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? ..k. Instruction received through a sign interpreter .. MARK ONE ON EACH ROW.		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Instruction received through a sign interpreter 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060512	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child?		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Video-based instruction 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060513	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child?		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Audio-recorded texts or lessons 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060514	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child?		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Use of visual organizers or visual models 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060515	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child?		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Use of 3-dimensional materials and/or models (e.g., base ten blocks, fraction bars) 1. Selected 2. Not Selected	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060517	Modified from ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child?		Instruction and instructional environment		Added		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Other 1. Selected 2. Not Selected	Added QID for other option	Dropped			Dropped and given new QID after adding "This year" to wording
7060518	Modified from ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child?		Instruction and instructional environment		Added		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Other Specify OS	Added QID for other specify	Dropped			Dropped to reduce burden
7060516	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 18)	What teaching practices and methods have you and/or other special education service providers used with this child? ..l. Did not deliver instruction.. MARK ONE ON EACH ROW.		Instruction and instructional environment		Revised		What teaching practices and methods have you and/or other special education service providers used with [STUDENT NAME] to meet [his/her] special education needs? Student did not receive instruction from me and/or other special education service providers 1. Yes 2. No	Revised to add "to meet [his/her] special education needs?"	Dropped			Dropped and given new QID after adding "This year" to wording
7060808	Modified ECLS-K:2011 (Kindergarten Special Education Teacher B, Spring 2011; 20)	Which of the following assistive technologies and devices has this child used this school year? . . MARK ALL OF THE ASSISTIVE TECHNOLOGIES THIS CHILD USED. Hearing assistance.8. TTYs/TDDs .		Assistive technologies - Hearing		Unchanged from OFT1		Which of the following assistive technologies and devices has [STUDENT NAME] used this school year? Hearing assistance. TTYs/TDDs 1. Selected 2. Not Selected		Dropped			Dropped to reduce burden
7010402	New Item			Instruction and instructional environment		Added		Which of the following models best describes your current coteaching arrangement? OS	Added QID for other specify	Dropped			Dropped to reduce burden
7010719	New Item			Instruction and instructional environment		Unchanged from OFT1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Other strategies (please specify) 1. Never 2. Once a month or less 3. Two to three times a month 4. Once or twice a week 5. Three or four times a week 6. Everyday		Dropped			Dropped to reduce burden
7010720	New Item			Instruction and instructional environment		Unchanged from OFT1		When teaching mathematics to students who have IEPs, how often do you use each of the following instructional strategies? Other Specify		Dropped			Dropped to reduce burden
7010731	Mazzotti & Plotner	I use the following evidence-based practices (EBPSs) to provide [transition-related skill category] to secondary students with disabilities.		Instruction and instructional environment		Added		When teaching life skills, how often do you use the following instructional strategies: Other 1. Yes 2. No	Added QID for other option	Dropped			Dropped to reduce burden
7010732	Mazzotti & Plotner	I use the following evidence-based practices (EBPSs) to provide [transition-related skill category] to secondary students with disabilities.		Instruction and instructional environment		Added		When teaching life skills, how often do you use the following instructional strategies: Other Specify OS	Added QID for other specify	Dropped			Dropped to reduce burden
7020614	ECLS-K:2011.(Kindergarten Special Education Teacher A; Spring 2011;.10).	Which of the following credentials, licenses, or certificates do you have for working with students with disabilities?..m. Other professional license, credential, or endorsement (please specify) ..Select one per row 1. Yes .2. No.		Teacher experience and training		Added		Which of the following credentials, licenses, or certificates do you have for working with students with disabilities? Other Specify OS	Added QID for other specify	Dropped			Dropped to reduce burden
7020818	New Item			Teacher experience and training		Added		In what area(s) are you certified? Areas. Other Specify OS	Added other specify field	Dropped			Dropped to reduce burden
7020819	New Item			Teacher experience and training		Added		In what area(s) are you certified? Subjects. Other Specify OS	Added other specify field	Dropped			Dropped to reduce burden

MS2 School Administrator Survey Items

Note: ** in the MS1 and MS2 Status columns indicates that the item is part of the Abbreviated Administrator Survey. A further reduced set of the abbreviated items is administered to MS1 and MS2 schools who declined to participate, but agree to respond to a shortened survey to collect non-response bias analysis data. Items in the abbreviated set but not administered to MS1 and MS2 non-responding schools are noted as “Dropped for [MS1/MS2] non-responding schools” in the MS1 and MS2 status columns, respectively.

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options		Justification for MS2
8010201	NLTS:2012 (School Characteristics, AA1.)	Before you start the survey, please confirm that you are the principal of this school.	School confirmation	**Unchanged from OFT1	Please confirm that you are a person at this school who is knowledgeable about sixth-grade students, teachers, programs, and services. 1. Yes 2. No		**Revised	Please confirm that you are a person at this school who is knowledgeable about eighth-grade students, teachers, programs, and services. 1. Yes 2. No		Revised to "eighth grade" to update to modal grade of respondents.
8010203	New Item		School confirmation	**Revised	Please provide the name and contact information for a person at your school who is knowledgeable about sixth-grade students, teachers, programs, and services. They will be notified to complete the survey. Open response: First Name	Revised to add QIDs for each field	**Revised	Please provide the name and contact information for a person at your school who is knowledgeable about eighth-grade students, teachers, programs, and services. They will be notified to complete the survey. First Name Open response: First Name		Revised to "eighth grade" to update to modal grade of respondents.
8010204	New Item		School confirmation	**Added	Please provide the name and contact information for a person at your school who is knowledgeable about sixth-grade students, teachers, programs, and services. They will be notified to complete the survey. Open response: Last Name	Added to add QID for each field	**Revised	Please provide the name and contact information for a person at your school who is knowledgeable about eighth-grade students, teachers, programs, and services. They will be notified to complete the survey. Last Name Open response: Last Name		Revised to "eighth grade" to update to modal grade of respondents.
8010205	New Item		School confirmation	**Added	Please provide the name and contact information for a person at your school who is knowledgeable about sixth-grade students, teachers, programs, and services. They will be notified to complete the survey. Open response: Title	Added to add QID for each field	**Revised	Please provide the name and contact information for a person at your school who is knowledgeable about eighth-grade students, teachers, programs, and services. They will be notified to complete the survey. Title Open response: Title		Revised to "eighth grade" to update to modal grade of respondents.
8010206	New Item		School confirmation	**Added	Please provide the name and contact information for a person at your school who is knowledgeable about sixth-grade students, teachers, programs, and services. They will be notified to complete the survey. Open response: Phone	Added to add QID for each field	**Revised	Please provide the name and contact information for a person at your school who is knowledgeable about eighth-grade students, teachers, programs, and services. They will be notified to complete the survey. Phone Open response: Phone		Revised to "eighth grade" to update to modal grade of respondents.
8010207	New Item		School confirmation	**Added	Please provide the name and contact information for a person at your school who is knowledgeable about sixth-grade students, teachers, programs, and services. They will be notified to complete the survey. Open response: Email	Added to add QID for each field	**Revised	Please provide the name and contact information for a person at your school who is knowledgeable about eighth-grade students, teachers, programs, and services. They will be notified to complete the survey. Email Open response: Email		Revised to "eighth grade" to update to modal grade of respondents.
8010300	New Item		School confirmation	**Unchanged from OFT1	What is your title or position at this school? Select the one that best describes you. 1. Principal/Administrator 2. Vice Principal 3. Counselor 4. School administrative personnel 99. Other (Please specify)		**Revised	What is your title or position at this school? Select the one that best describes you. 1. Principal/Administrator 2. Vice Principal 3. Counselor 4. School administrative personnel 5. District administrative personnel 99. Other		Revised to add response option based on upcoding from the other specify string of MS1 data.
8010400	New Item		School confirmation				Added Dropped for MS2 non-responding schools	Are you [PRE-FILL WITH FIRST_NAME AND LAST_NAME OF RESPONDENT FROM MS1]? 1. Yes 2. No		Added to confirm MS1 respondent. Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020100	SSOCS (Principal, 2009-.10, Q31)	Which of the following best describes your school? 1. Regular public school.2. Charter school.3. Has a magnet program for part of the school.4. Exclusively a magnet school.5. Other (Specify)	School type	**Unchanged from OFT1	The following questions ask about characteristics of your school. Which of the following best describes your school? 1. Regular public school 2. Public school that has a magnet program for some of the students 3.Public school that is exclusively a magnet school 4. Charter school 5. Private School 99. Other (Please specify)		**Revised	The following questions ask about characteristics of your school. Which of the following best describes your school? 1. Regular public school 2. Public school that has a magnet program for some of the students 3.Public school that is exclusively a magnet school 4. Charter school 5. Private School		Revised to remove "other" response option to reduce burden
8020300	ECLS-K (School Administrator, K, 2)		Daily attendance	**Unchanged from OFT1	What is the Average Daily Attendance (ADA) for your school this year? Please report as a number or a percent. Open response: number or percent		**Unchanged from MS1	What is the Average Daily Attendance (ADA) for your school this year? Please report as a number or a percent. Number or percent Open response: number or percent
8020301	ECLS-K (School Administrator, K, 2)		Daily attendance	**Added	What is the Average Daily Attendance (ADA) for your school this year? Please report as a number or a percent. 1. Number of students 2. Percent of students	Added QID to indicate whether participant entered number or percent of students	**Unchanged from MS1	What is the Average Daily Attendance (ADA) for your school this year? Please report as a number or a percent. Number or percent of students 1. Number of students 2. Percent of students
8020400	NELS:88 (Administrator, Base Year, Q31)		Tuition	Unchanged from OFT1 Dropped for MS1 non-responding schools	What is the maximum yearly tuition to attend your school? Enter "0" if school does not charge tuition. Open response: tuition	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	What is the maximum yearly tuition to attend your school? Enter "0" if school does not charge tuition. Open response: tuition		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020500	NELS:88 (Administrator, Base Year, Q32)		Tuition	Unchanged from OFT1 Dropped for MS1 non-responding schools	What percentage of your students pay the maximum yearly tuition? 1. 0-25 percent 2. 26-50 percent 3. 51-75 percent 4. 76-100 percent	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	What percentage of your students pay the maximum yearly tuition? 1. 0-25 percent 2. 26-50 percent 3. 51-75 percent 4. 76-100 percent		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020702	HSLS:09 (School Administrator, Base Year, Sect. B, Q3b)		Student population	**Unchanged from OFT1	The next set of questions is about your student population. What percentage of the total student body in your school are English language learners (ELLs)? Open response: percent		**Unchanged from MS1	The next set of questions is about your student population. What percentage of the total student body in your school are English language learners (ELLs)? Open response: percent
8020703	HSLS:09 (School Administrator, Base Year, Sect. B, Q3d)		School enrollment				Added Dropped for MS2 non-responding schools	Do any students enrolled in this school attend an alternative program either at your school or off-site? 1. Yes 2. No		Added to measure use of alternative programs Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020201	NELS:88 School Administrator Questionnaire, Survey of Middle Grades Practices, Q4	What is the MAJOR way that your school is organized for eighth-grade student instruction? 1. SELF-CONTAINED CLASS -- students are taught all of their academic subjects by one teacher.2. DEPARTMENTALIZED -- students are taught each of their academic subjects by a different teacher.3. SEMI-DEPARTMENTALIZED -- students are taught their academic subjects by only 2 or 3 different teachers	Daily schedule	**Unchanged from OFT1 Dropped for MS1 non-responding schools	These next questions only ask about sixth grade at your school. What type of daily schedule is typically used for the sixth-grade level at your school? 1. Self-contained classrooms 2. Daily periods uniform in length 3. Daily periods of varying length 4. Flexible schedule for teams 99. Other (Please specify)	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	These next questions only ask about eighth grade at your school. What type of daily schedule is typically used for the eighth-grade level at your school? 1. Self-contained classrooms 2. Daily periods uniform in length 3. Daily periods of varying length 4. Flexible schedule for teams 99. Other		Revised to eighth grade and to remove "(please specify)" wording from “other” response option. Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020801	HSLS:09 (Counselor, Baseline; Section B)	Which of the following steps does this school take for students in high school who need extra assistance? Select all that apply..1. Tutoring during the regular school day	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. Which of the following steps does this school take for sixth-grade students who need extra assistance? The school provides tutoring during the regular school day 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. Which of the following steps does this school take for eighth-grade students who need extra assistance? The school provides tutoring during the regular school day 1. Selected 2. Not Selected		Revised to "eighth grade" Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020802	HSLS:09 (Counselor, Baseline; Section B)	Which of the following steps does this school take for students in high school who need extra assistance? Select all that apply..2. School staff work with classroom teachers to provide extra assistance	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. Which of the following steps does this school take for sixth-grade students who need extra assistance? The school provides extra assistance to classroom teachers by school staff 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. Which of the following steps does this school take for eighth-grade students who need extra assistance? The school provides extra assistance to classroom teachers by school staff 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020803	HSLS:09 (Counselor, Baseline; Section B)	Which of the following steps does this school take for students in high school who need extra assistance? Select all that apply..3. Pull-out instruction during the regular school day	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. Which of the following steps does this school take for sixth-grade students who need extra assistance? The school provides pull-out instruction during the regular school day 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. Which of the following steps does this school take for eighth-grade students who need extra assistance? The school provides pull-out instruction during the regular school day 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020804	HSLS:09 (Counselor, Baseline; Section B)	Which of the following steps does this school take for students in high school who need extra assistance? Select all that apply..4. Homework assistance program	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. Which of the following steps does this school take for sixth-grade students who need extra assistance? The school provides a homework assistance program to students 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. Which of the following steps does this school take for eighth-grade students who need extra assistance? The school provides a homework assistance program to students 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020809	HSLS:09 (Counselor, Baseline; Section B)	Which of the following steps does this school take for students in high school who need extra assistance? Select all that apply.	Providing additional support for struggling students	Dropped for MS1 non-responding schools		Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Added Dropped for MS2 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. Which of the following steps does this school take for eighth-grade students who need extra assistance? The school provides multi-tiered systems of support (MTSS) or Response to Intervention (RTI) to students 1. Selected 2. Not Selected		Added to capture additional services Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020805	HSLS:09 (Counselor, Baseline; Section B)	Which of the following steps does this school take for students in high school who need extra assistance? Select all that apply..5.Additional support outside the	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. Which of the following steps does this school take for sixth-grade students who need extra assistance? The school provides additional support outside the regular school day 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. Which of the following steps does this school take for eighth-grade students who need extra assistance? The school provides additional support outside the regular school day 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020806	HSLS:09 (Counselor, Baseline; Section B)	Which of the following steps does this school take for students in high school who need extra assistance? Select all that apply..6. Your school takes other steps to assist struggling high school students	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. Which of the following steps does this school take for sixth-grade students who need extra assistance? The school takes other steps to assist struggling students 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. Which of the following steps does this school take for eighth-grade students who need extra assistance? The school takes other steps to assist struggling students 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020807	HSLS:09 (Counselor, Baseline; Section B)	Which of the following steps does this school take for students in high school who need extra assistance? Select all that apply..7. Your school does not have any program for students who need extra assistance	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. The school does not have any programs for students who need extra assistance 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	The next set of questions asks about additional supports your school provides for struggling students. Which of the following steps does this school take for eighth-grade students who need extra assistance? The school does not have any programs for students who need extra assistance 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020901	HSLS:09 (School Administrator, Base Year, Sect. A, Q 27)	Does your high school offer any of the following programs to assist 9th graders who are struggling academically? Select all that apply.1. Summer program prior to entry into high school that provides supplemental instruction in reading and math	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	Does your school offer any of the following programs to assist sixth-grade students who are struggling academically? Summer program prior to entry into the next grade that provides supplemental instruction in reading and math 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	Does your school offer any of the following programs to assist eighth-grade students who are struggling academically? Summer program prior to entry into the next grade that provides supplemental instruction in reading and math 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020902	HSLS:09 (School Administrator, Base Year, Sect. A, Q 27)	Does your high school offer any of the following programs to assist 9th graders who are struggling academically? Select all that apply..2. Small learning communities or Achievement Academies for over-aged students who have not met high school entry criteria .	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	Does your school offer any of the following programs to assist sixth-grade students who are struggling academically? Small learning communities for over-aged students who have not met promotion criteria 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	Does your school offer any of the following programs to assist eighth-grade students who are struggling academically? Small learning communities for over-aged students who have not met promotion criteria 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020903	HSLS:09 (School Administrator, Base Year, Sect. A, Q 27)	Does your high school offer any of the following programs to assist 9th graders who are struggling academically? Select all that apply..3. Small 9th grade learning communities or academies separate from the rest of the school .	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	Does your school offer any of the following programs to assist sixth-grade students who are struggling academically? Small sixth-grade learning communities separate from the rest of the school 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	Does your school offer any of the following programs to assist eighth-grade students who are struggling academically? Small eighth-grade learning communities separate from the rest of the school 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020904	HSLS:09 (School Administrator, Base Year, Sect. A, Q 27)	Does your high school offer any of the following programs to assist 9th graders who are struggling academically? Select all that apply..4. Block scheduling, also called double-block or extended-block scheduling .	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	Does your school offer any of the following programs to assist sixth-grade students who are struggling academically? Block scheduling, also called double-block or extended-block scheduling, for struggling sixth-graders 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	Does your school offer any of the following programs to assist eighth-grade students who are struggling academically? Block scheduling, also called double-block or extended-block scheduling, for struggling eighth-graders 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020905	HSLS:09 (School Administrator, Base Year, Sect. A, Q 27)	Does your high school offer any of the following programs to assist 9th graders who are struggling academically? Select all that apply..5. Catch-up courses or "double-dosing" of classes.	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	Does your school offer any of the following programs to assist sixth-grade students who are struggling academically? Catch-up courses or "double-dosing" of classes 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	Does your school offer any of the following programs to assist eighth-grade students who are struggling academically? Catch-up courses or "double-dosing" of classes 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020906	HSLS:09 (School Administrator, Base Year, Sect. A, Q 27)	Does your high school offer any of the following programs to assist 9th graders who are struggling academically? Select all that apply..6. Specific professional development, coaches, or technical assistance for teachers working with struggling 9th graders .	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	Does your school offer any of the following programs to assist sixth-grade students who are struggling academically? Specific professional development, coaches, or technical assistance for teachers working with struggling sixth-graders 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	Does your school offer any of the following programs to assist eighth-grade students who are struggling academically? Specific professional development, coaches, or technical assistance for teachers working with struggling eighth-graders 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020907	HSLS:09 (School Administrator, Base Year, Sect. A, Q 27)	Does your high school offer any of the following programs to assist 9th graders who are struggling academically? Select all that apply..7. Tutoring .	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	Does your school offer any of the following programs to assist sixth-grade students who are struggling academically? Tutoring 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	Does your school offer any of the following programs to assist eighth-grade students who are struggling academically? Tutoring 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020908	HSLS:09 (School Administrator, Base Year, Sect. A, Q 27)	Does your high school offer any of the following programs to assist 9th graders who are struggling academically? Select all that apply..8. Another program .	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	Does your school offer any of the following programs to assist sixth-grade students who are struggling academically? Another program 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	Does your school offer any of the following programs to assist eighth-grade students who are struggling academically? Another program 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8020909	HSLS:09 (School Administrator, Base Year, Sect. A, Q 27)	Does your high school offer any of the following programs to assist 9th graders who are struggling academically? Select all that apply..9. There are no programs to assist 9th graders who are struggling academically. .	Providing additional support for struggling students	Unchanged from OFT1 Dropped for MS1 non-responding schools	Does your school offer any of the following programs to assist sixth-grade students who are struggling academically? There are no programs to assist sixth-graders who are struggling academically 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	Does your school offer any of the following programs to assist eighth-grade students who are struggling academically? There are no programs to assist eighth-graders who are struggling academically 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8021301	ECLS-K (School Administrator, Grade 8, 24a,b,c)	Approximately what percentage of your 6th grade students is in each of the following instructional programs?..English as a second language 1. _______________ % of 6th Graders	Student Literacy	Revised Dropped for MS1 non-responding schools	The next set of questions is about instructional programs at your school. For each of the following programs, please indicate whether students in your school receive this program during the current school year. Programs that focus on developing students' literacy solely in English 1. Yes, the program is available for Grade 6 students. 2. No, the program is not available for Grade 6 students	Revised question stem and response option for clarity and reduce burden Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	The next set of questions is about instructional programs at your school. For each of the following programs, please indicate whether students in your school receive this program during the current school year. Programs that focus on developing students' literacy solely in English 1. Yes, the program is available for Grade 8 students. 2. No, the program is not available for Grade 8 students		Revised to "grade 8" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8021303	ECLS-K (School Administrator, Grade 8, 24a,b,c)	Approximately what percentage of your 6th grade students is in each of the following instructional programs?..Bilingual education (instruction in both English and another language) 1. _______________ % of 6th Graders	Student Literacy	Revised Dropped for MS1 non-responding schools	The next set of questions is about instructional programs at your school. For each of the following programs, please indicate whether students in your school receive this program during the current school year. Programs that focus on developing students' literacy in two languages 1. Yes, the program is available for Grade 6 students. 2. No, the program is not available for Grade 6 students	Revised question stem and response option for clarity and reduce burden Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	The next set of questions is about instructional programs at your school. For each of the following programs, please indicate whether students in your school receive this program during the current school year. Programs that focus on developing students' literacy in two languages 1. Yes, the program is available for Grade 8 students. 2. No, the program is not available for Grade 8 students		Revised to "grade 8" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8021320	ECLS-K (School Administrator, Grade 8, 24a,b,c)	Approximately what percentage of your fifth-graders are in each of the following instructional programs? WRITE PERCENTAGES IN BOXES. IF NONE, WRITE "0" AND INDICATE IF THE PROGRAM IS NOT OFFERED IN FIFTH GRADE OR IN ANY GRADE IN YOUR SCHOOL. a. Special education with an Individualized Education Program (IEP) b. Receive accommodations through a 504 plan c. Reading instruction for students performing below grade level in reading d. Math instruction for students performing below grade level in math e. A gifted and talented program 1. Percent. 2. Not offered in fifth grade. 3. Not offered in any grade	Student population - IEP	**Added	Approximately what percentage of your sixth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in sixth grade, or any grade. Special education with an Individualized Education Program (IEP) Open Response: percent	Added QID question changed to checkbox question	**Revised	Approximately what percentage of your eighth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in eighth grade, or any grade. Special education with an Individualized Education Program (IEP) Open Response: percent		Revised to "eighth grade" to update to modal grade of respondents
8021321	ECLS-K (School Administrator, Grade 8, 24a,b,c)	Approximately what percentage of your fifth-graders are in each of the following instructional programs? WRITE PERCENTAGES IN BOXES. IF NONE, WRITE "0" AND INDICATE IF THE PROGRAM IS NOT OFFERED IN FIFTH GRADE OR IN ANY GRADE IN YOUR SCHOOL. a. Special education with an Individualized Education Program (IEP) b. Receive accommodations through a 504 plan c. Reading instruction for students performing below grade level in reading d. Math instruction for students performing below grade level in math e. A gifted and talented program 1. Percent. 2. Not offered in fifth grade. 3. Not offered in any grade	Student population - IEP	**Added	Approximately what percentage of your sixth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in sixth grade, or any grade. Special education with an Individualized Education Program (IEP). Not offered in 6 grade 1. Selected 2. Not Selected	Added QID question changed to checkbox question	**Revised	Approximately what percentage of your eighth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in eighth grade, or any grade. Special education with an Individualized Education Program (IEP). Not offered in eighth grade 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents
8021322	ECLS-K (School Administrator, Grade 8, 24a,b,c)	Approximately what percentage of your fifth-graders are in each of the following instructional programs? WRITE PERCENTAGES IN BOXES. IF NONE, WRITE "0" AND INDICATE IF THE PROGRAM IS NOT OFFERED IN FIFTH GRADE OR IN ANY GRADE IN YOUR SCHOOL. a. Special education with an Individualized Education Program (IEP) b. Receive accommodations through a 504 plan c. Reading instruction for students performing below grade level in reading d. Math instruction for students performing below grade level in math e. A gifted and talented program 1. Percent. 2. Not offered in fifth grade. 3. Not offered in any grade	Student population - IEP	**Added	Approximately what percentage of your sixth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in sixth grade, or any grade. Special education with an Individualized Education Program (IEP). Not offered in any grade. 1. Selected 2. Not Selected	Added QID question changed to checkbox question	**Revised	Approximately what percentage of your eighth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in eighth grade, or any grade. Special education with an Individualized Education Program (IEP). Not offered in any grade. 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents
8021323	ECLS-K (School Administrator, Grade 8, 24a,b,c)	Approximately what percentage of your fifth-graders are in each of the following instructional programs? WRITE PERCENTAGES IN BOXES. IF NONE, WRITE "0" AND INDICATE IF THE PROGRAM IS NOT OFFERED IN FIFTH GRADE OR IN ANY GRADE IN YOUR SCHOOL. a. Special education with an Individualized Education Program (IEP) b. Receive accommodations through a 504 plan c. Reading instruction for students performing below grade level in reading d. Math instruction for students performing below grade level in math e. A gifted and talented program 1. Percent. 2. Not offered in fifth grade. 3. Not offered in any grade	Student population - 504	**Added	Approximately what percentage of your sixth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in sixth grade, or any grade. Receive accommodations through a 504 plan Open Response: percent	Added QID question changed to checkbox question	**Revised	Approximately what percentage of your eighth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in eighth grade, or any grade. Receive accommodations through a 504 plan Open Response: percent		Revised to "eighth grade" to update to modal grade of respondents
8021324	ECLS-K (School Administrator, Grade 8, 24a,b,c)	Approximately what percentage of your fifth-graders are in each of the following instructional programs? WRITE PERCENTAGES IN BOXES. IF NONE, WRITE "0" AND INDICATE IF THE PROGRAM IS NOT OFFERED IN FIFTH GRADE OR IN ANY GRADE IN YOUR SCHOOL. a. Special education with an Individualized Education Program (IEP) b. Receive accommodations through a 504 plan c. Reading instruction for students performing below grade level in reading d. Math instruction for students performing below grade level in math e. A gifted and talented program 1. Percent. 2. Not offered in fifth grade. 3. Not offered in any grade	Student population - 504	**Added	Approximately what percentage of your sixth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in sixth grade, or any grade. Receive accommodations through a 504 plan. Not offered in 6 grade 1. Selected 2. Not Selected	Added QID question changed to checkbox question	**Revised	Approximately what percentage of your eighth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in eighth grade, or any grade. Receive accommodations through a 504 plan. Not offered in eighth grade 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents
8021325	ECLS-K (School Administrator, Grade 8, 24a,b,c)	Approximately what percentage of your fifth-graders are in each of the following instructional programs? WRITE PERCENTAGES IN BOXES. IF NONE, WRITE "0" AND INDICATE IF THE PROGRAM IS NOT OFFERED IN FIFTH GRADE OR IN ANY GRADE IN YOUR SCHOOL. a. Special education with an Individualized Education Program (IEP) b. Receive accommodations through a 504 plan c. Reading instruction for students performing below grade level in reading d. Math instruction for students performing below grade level in math e. A gifted and talented program 1. Percent. 2. Not offered in fifth grade. 3. Not offered in any grade	Student population - 504	**Added	Approximately what percentage of your sixth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in sixth grade, or any grade. Receive accommodations through a 504 plan. Not offered in any grade. 1. Selected 2. Not Selected	Added QID question changed to checkbox question	**Revised	Approximately what percentage of your eighth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in eighth grade, or any grade. Receive accommodations through a 504 plan. Not offered in any grade. 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents
8021326	ECLS-K (School Administrator, Grade 8, 24a,b,c)	Approximately what percentage of your fifth-graders are in each of the following instructional programs? WRITE PERCENTAGES IN BOXES. IF NONE, WRITE "0" AND INDICATE IF THE PROGRAM IS NOT OFFERED IN FIFTH GRADE OR IN ANY GRADE IN YOUR SCHOOL. a. Special education with an Individualized Education Program (IEP) b. Receive accommodations through a 504 plan c. Reading instruction for students performing below grade level in reading d. Math instruction for students performing below grade level in math e. A gifted and talented program 1. Percent. 2. Not offered in fifth grade. 3. Not offered in any grade	Student population - Gifted and Talented	**Added	Approximately what percentage of your sixth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in sixth grade, or any grade. A gifted and talented program Open Response: percent	Added QID question changed to checkbox question	**Revised	Approximately what percentage of your eighth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in eighth grade, or any grade. A gifted and talented program Open Response: percent		Revised to "eighth grade" to update to modal grade of respondents
8021327	ECLS-K (School Administrator, Grade 8, 24a,b,c)	Approximately what percentage of your fifth-graders are in each of the following instructional programs? WRITE PERCENTAGES IN BOXES. IF NONE, WRITE "0" AND INDICATE IF THE PROGRAM IS NOT OFFERED IN FIFTH GRADE OR IN ANY GRADE IN YOUR SCHOOL. a. Special education with an Individualized Education Program (IEP) b. Receive accommodations through a 504 plan c. Reading instruction for students performing below grade level in reading d. Math instruction for students performing below grade level in math e. A gifted and talented program 1. Percent. 2. Not offered in fifth grade. 3. Not offered in any grade	Student population - Gifted and Talented	**Added	Approximately what percentage of your sixth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in sixth grade, or any grade. A gifted and talented program. Not offered in 6 grade 1. Selected 2. Not Selected	Added QID question changed to checkbox question	**Revised	Approximately what percentage of your eighth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in eighth grade, or any grade. A gifted and talented program. Not offered in eighth grade 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents
8021328	ECLS-K (School Administrator, Grade 8, 24a,b,c)	Approximately what percentage of your fifth-graders are in each of the following instructional programs? WRITE PERCENTAGES IN BOXES. IF NONE, WRITE "0" AND INDICATE IF THE PROGRAM IS NOT OFFERED IN FIFTH GRADE OR IN ANY GRADE IN YOUR SCHOOL. a. Special education with an Individualized Education Program (IEP) b. Receive accommodations through a 504 plan c. Reading instruction for students performing below grade level in reading d. Math instruction for students performing below grade level in math e. A gifted and talented program 1. Percent. 2. Not offered in fifth grade. 3. Not offered in any grade	Student population - Gifted and Talented	**Added	Approximately what percentage of your sixth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in sixth grade, or any grade. A gifted and talented program. Not offered in any grade. 1. Selected 2. Not Selected	Added QID question changed to checkbox question	**Revised	Approximately what percentage of your eighth-graders are in each of the following instructional programs? Enter a percentage in the boxes. If the program is offered but no students are in it, enter 0. Otherwise check if the program is not offered in eighth grade, or any grade. A gifted and talented program. Not offered in any grade. 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents
8021310	Modified from ECLS-K Spring School Administrator Questionnaire, D9	Where are children with Individualized Education Programs (IEPs) typically served in this school? MARK ONE RESPONSE. Children with IEPs are not served in this school. Children with IEPs typically spend most of their day in separate classes. Children with IEPs typically spend most of their day in the regular classroom	IEP Location	**Added Dropped for MS1 non-responding schools	Where are students with Individualized Education Programs (IEPs) typically served in this school? 1. Students with IEPs are not served in this school. 2. Students with IEPs typically spend most of their day in separate classes. 3. Students with IEPs typically spend most of their day in the regular classroom.	Added to determine student population receiving specific instructional programs. Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Unchanged from MS1 Dropped for MS2 non-responding schools	Where are students with Individualized Education Programs (IEPs) typically served in this school? 1. Students with IEPs are not served in this school. 2. Students with IEPs typically spend most of their day in separate classes. 3. Students with IEPs typically spend most of their day in the regular classroom.		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030101	NLTS 2012 (School Administrator; E1a)	Which of the following placement options are available for students with IEPs at this school?..General education with services or supports	Percent of students with IEPs receiving services	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." General education with services or supports Open response: percent	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." General education with services or supports Open response: percent		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030102	NLTS 2012 (School Administrator; E1a)	Which of the following placement options are available for students with IEPs at this school?..General education with services or supports	Percent of students with IEPs receiving services	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." General education with services or supports - Service not available 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." General education with services or supports - Service not available 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030103	NLTS 2012 (School Administrator; E1b)	Which of the following placement options are available for students with IEPs at this school?..Classes co-taught by general and special education teachers	Percent of students with IEPs receiving services	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Classes cotaught by general and special education teachers Open response: percent	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Classes cotaught by general and special education teachers Open response: percent		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030104	NLTS 2012 (School Administrator; E1b)	Which of the following placement options are available for students with IEPs at this school?..Classes co-taught by general and special education teachers	Percent of students with IEPs receiving services	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Classes cotaught by general and special education teachers - Service not available 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Classes cotaught by general and special education teachers - Service not available 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030105	NLTS 2012 (School Administrator; E1c)	Which of the following placement options are available for students with IEPs at this school?..Part-time resource room for special education students	Percent of students with IEPs receiving services	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Part-time resource room for special education students Open response: percent	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Part-time resource room for special education students Open response: percent		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030106	NLTS 2012 (School Administrator; E1c)	Which of the following placement options are available for students with IEPs at this school?..Part-time resource room for special education students	Percent of students with IEPs receiving services	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Part-time resource room for special education students - Service not available 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Part-time resource room for special education students - Service not available 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030107	NLTS 2012 (School Administrator; E1d)	Which of the following placement options are available for students with IEPs at this school?..Self-contained special education classrooms	Percent of students with IEPs receiving services	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Self-contained special education classrooms Open response: percent	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Self-contained special education classrooms Open response: percent		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030108	NLTS 2012 (School Administrator; E1d)	Which of the following placement options are available for students with IEPs at this school?..Self-contained special education classrooms	Percent of students with IEPs receiving services	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Self-contained special education classrooms - Service not available 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Self-contained special education classrooms - Service not available 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030109	NLTS 2012 (School Administrator; E1e)	Which of the following placement options are available for students with IEPs at this school?..Individual instruction such as home school or a residential, off site, incarceration or hospital program	Percent of students with IEPs receiving services	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Individual instruction such as home school or a residential, off site, incarceration or hospital program Open response: percent	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Individual instruction such as home school or a residential, off site, incarceration or hospital program Open response: percent		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030110	NLTS 2012 (School Administrator; E1e)	Which of the following placement options are available for students with IEPs at this school?..Individual instruction such as home school or a residential, off site, incarceration or hospital program	Percent of students with IEPs receiving services	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Individual instruction such as home school or a residential, off site, incarceration or hospital program - Service not available 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next set of questions asks about Individualized Education Program (IEP) placement options. What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Individual instruction such as home school or a residential, off site, incarceration or hospital program - Service not available 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030120	New Item		Percent of students with IEPs receiving services				Added Dropped for MS2 non-responding schools	You have reported that [C01a] percent of students with IEPs in your school are served in general education with services or supports. What percentage of these students with IEPs spend at least 80% of their time in general education? 1. Less than 25% 2. Between 25% and 75% 3. More than 75%		Added to see how often students spend more than 80% of their time in general education classes. Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030201	NLTS 2012 (School Administrator; E2)		Types of services available to general education teachers who teach students with IEPs in their classroom	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Check this box if students with IEPs are not included in general education classrooms at your school. 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Check this box if students with IEPs are not included in general education classrooms at your school. 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030202	NLTS 2012 (School Administrator; E2)	Which of the following are available to general education teachers in this school when students with IEPs are included in their classes?..Check this box if students with IEPs are not included in general education classrooms at your school..Consultation or technical assistance by special education or other staff with general special education training, not specific to child's disability	Types of services available to general education teachers who teach students with IEPs in their classroom	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Consultation with or technical assistance from special education or other staff with general special education training, not specific to child's disability 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Consultation with or technical assistance from special education or other staff with general special education training, not specific to child's disability 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030203	NLTS 2012 (School Administrator; E2)	Which of the following are available to general education teachers in this school when students with IEPs are included in their classes?..Special equipment or materials	Types of services available to general education teachers who teach students with IEPs in their classroom	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Special equipment or materials 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Special equipment or materials 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030204	NLTS 2012 (School Administrator; E2)	Which of the following are available to general education teachers in this school when students with IEPs are included in their classes?..Professional development	Types of services available to general education teachers who teach students with IEPs in their classroom	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Professional development 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Professional development 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030205	NLTS 2012 (School Administrator; E2)	Which of the following are available to general education teachers in this school when students with IEPs are included in their classes?..Teacher aides, instructional assistants, paraprofessionals, or aides for individual students	Types of services available to general education teachers who teach students with IEPs in their classroom	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Teacher aides, instructional assistants, paraprofessionals, or aides for individual students 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Teacher aides, instructional assistants, paraprofessionals, or aides for individual students 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030206	NLTS 2012 (School Administrator; E2)	Which of the following are available to general education teachers in this school when students with IEPs are included in their classes?..Smaller student load or class size	Types of services available to general education teachers who teach students with IEPs in their classroom	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Smaller student load or class size 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Smaller student load or class size 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030207	NLTS 2012 (School Administrator; E2)	Which of the following are available to general education teachers in this school when students with IEPs are included in their classes?..Co-teaching or team teaching with a special education teacher or related services provider	Types of services available to general education teachers who teach students with IEPs in their classroom	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Co-teaching with a special education teacher or related services provider 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Co-teaching with a special education teacher or related services provider 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030208	New Item		Types of services available to general education teachers who teach students with IEPs in their classroom	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Team teaching with a special education teacher or related services provider 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Team teaching with a special education teacher or related services provider 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030209	New Item		Types of services available to general education teachers who teach students with IEPs in their classroom	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Team planning 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about services and supports schools can offer to teachers of students with IEPs. Are the following available to general education teachers in this school when students with IEPs are included in their classes? Team planning 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030303	NLTS 2012 (School Administrator; E4)	Below is a list of programs and supports schools can offer to students with IEPs. For each, please indicate whether your school offers this program or support during the current school year...Help developing capability to dress, clean, care for self.. 1= Yes.2= No	Percent of students with IEPs who receive each type of service offered by the school	Revised Dropped for MS1 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Help developing capability to dress, clean, care for self 1. Selected 2. Not Selected	Revised question stem and response option for clarity. Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Help developing capability to dress, clean, care for self 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030305	NLTS 2012 (School Administrator; E4)	Below is a list of programs and supports schools can offer to students with IEPs. For each, please indicate whether your school offers this program or support during the current school year...Learning self-determination and self-advocacy skills.. 1= Yes.2= No	Percent of students with IEPs who receive each type of service offered by the school	Revised Dropped for MS1 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Learning self-determination and self-advocacy skills 1. Selected 2. Not Selected	Revised question stem and response option for clarity. Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Learning self-determination and self-advocacy skills 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030307	NLTS 2012 (School Administrator; E4)	Below is a list of programs and supports schools can offer to students with IEPs. For each, please indicate whether your school offers this program or support during the current school year...Peer buddy program.. 1= Yes.2= No	Percent of students with IEPs who receive each type of service offered by the school	Revised Dropped for MS1 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Peer buddy program 1. Selected 2. Not Selected	Revised question stem and response option for clarity. Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Peer buddy program 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030309	NLTS 2012 (School Administrator; E4)	Below is a list of programs and supports schools can offer to students with IEPs. For each, please indicate whether your school offers this program or support during the current school year...Alternative placements for students who are expelled and/or suspended.. 1= Yes.2= No	Percent of students with IEPs who receive each type of service offered by the school	Revised Dropped for MS1 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Alternative placements for students who are expelled and/or suspended 1. Selected 2. Not Selected	Revised question stem and response option for clarity. Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Alternative placements for students who are expelled and/or suspended 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030311	NLTS 2012 (School Administrator; E4)	Below is a list of programs and supports schools can offer to students with IEPs. For each, please indicate whether your school offers this program or support during the current school year...Helping students connect to outside transition services, supports, and activities (e.g., tutoring, mentoring, transportation, assistive technology, networking) 1= Yes.2= No	Percent of students with IEPs who receive each type of service offered by the school	Revised Dropped for MS1 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Helping students connect to outside transition services, supports, and activities 1. Selected 2. Not Selected	Revised question stem and response option for clarity. Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Helping students connect to outside transition services, supports, and activities 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030313	NLTS 2012 (School Administrator; E4)	Below is a list of programs and supports schools can offer to students with IEPs. For each, please indicate whether your school offers this program or support during the current school year...Helping students connect to adult residential providers and day services... 1= Yes.2= No	Percent of students with IEPs who receive each type of service offered by the school	Revised Dropped for MS1 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Helping students connect to adult residential providers and day services 1. Selected 2. Not Selected	Revised question stem and response option for clarity. Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Helping students connect to adult residential providers and day services 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030315	NLTS 2012 (School Administrator; E4)	Below is a list of programs and supports schools can offer to students with IEPs. For each, please indicate whether your school offers this program or support during the current school year...Information bank for parents or guardians with materials and resources relating to independent living.. 1= Yes.2= No	Percent of students with IEPs who receive each type of service offered by the school	Revised Dropped for MS1 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Information bank for parents or guardians with materials and resources relating to independent living 1. Selected 2. Not Selected	Revised question stem and response option for clarity. Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Information bank for parents or guardians with materials and resources relating to independent living 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8030317	NLTS 2012 (School Administrator; E4)	Below is a list of programs and supports schools can offer to students with IEPs. For each, please indicate whether your school offers this program or support during the current school year...Instruction for parents or guardians on youth's rights and responsibilities under disability-related laws.. 1= Yes.2= No	Percent of students with IEPs who receive each type of service offered by the school	Revised Dropped for MS1 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Instruction for parents or guardians on youth's rights and responsibilities under disability related laws 1. Selected 2. Not Selected	Revised question stem and response option for clarity. Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about programs and supports schools can offer to students with IEPs. For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Instruction for parents or guardians on youth's rights and responsibilities under disability related laws 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040101	NELS:88 School Administrator Questionnaire, Survey of Middle Grades Practices, Q28	Does your school use INTERDISCIPLINARY Team Teaching? Two or more teaches of DIFFERENT SUBJECTS share the same group of students and/or coordinate the instructional programs across subjects...Circle all grades in which you use INTERDISCIPLINARY teams: 6.7.8.9. DO NOT USE	Interdisciplinary teaching teams	**Unchanged from OFT1 Dropped for MS1 non-responding schools	The following questions ask about programs and practices aimed at serving sixth grade students at your school. Does your school use interdisciplinary team teaching in sixth grade? 1. Yes 2. No	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions ask about programs and practices aimed at serving eighth grade students at your school. Does your school use interdisciplinary team teaching in eighth grade? 1. Yes 2. No		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040102	New Item	Does your school use INTERDISCIPLINARY Team Teaching? Two or more teaches of DIFFERENT SUBJECTS share the same group of students and/or coordinate the instructional programs across subjects...Circle all grades in which you use INTERDISCIPLINARY teams: 6.7.8.9. DO NOT USE	Interdisciplinary teaching teams	Revised Dropped for MS1 non-responding schools	When did your school begin using interdisciplinary team teaching in sixth grade? 1. Less than 1 year ago 2. 1-5 years ago 3. More than 5 years ago 4. Don't know	Revised wording and response options for clarity. Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	When did your school begin using interdisciplinary team teaching in eighth grade? 1. Less than 1 year ago 2. 1-5 years ago 3. More than 5 years ago 4. Don't know		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040301	NELS:88 School Administrator Questionnaire, Survey of Middle Grades Practices, Q29	How many teachers are on a typical interdisciplinary team to teach eighth graders at your school?..Circle the NUMBER OF TEACHERS on a typical team: 2.3.4.5.6.7 or more	Interdisciplinary teaching teams	Unchanged from OFT1 Dropped for MS1 non-responding schools	For sixth grade, please indicate the number of interdisciplinary teams, average number of teachers per team, and average number of students per team. Your best estimate is fine. Number of interdisciplinary teams 1. 1 2. 2 3. 3 4. 4 5. 5 or more	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	For eighth grade, please indicate the number of interdisciplinary teams, average number of teachers per team, and average number of students per team. Your best estimate is fine. Number of interdisciplinary teams 1. 1 2. 2 3. 3 4. 4 5. 5 or more		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040302	NELS:88 School Administrator Questionnaire, Survey of Middle Grades Practices, Q29	How many teachers are on a typical interdisciplinary team to teach eighth graders at your school?..Circle the NUMBER OF TEACHERS on a typical team: 2.3.4.5.6.7 or more	Interdisciplinary teaching teams	Unchanged from OFT1 Dropped for MS1 non-responding schools	For sixth grade, please indicate the number of interdisciplinary teams, average number of teachers per team, and average number of students per team. Your best estimate is fine. Average number of teachers per team 1. 2 2. 3 3. 4 4. 5 5. 6 6. 7 or more	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	For eighth grade, please indicate the number of interdisciplinary teams, average number of teachers per team, and average number of students per team. Your best estimate is fine. Average number of teachers per team 1. 2 2. 3 3. 4 4. 5 5. 6 6. 7 or more		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040303	NELS:88 School Administrator Questionnaire, Survey of Middle Grades Practices, Q29	How many teachers are on a typical interdisciplinary team to teach eighth graders at your school?..Circle the NUMBER OF TEACHERS on a typical team: 2.3.4.5.6.7 or more	Interdisciplinary teaching teams	Unchanged from OFT1 Dropped for MS1 non-responding schools	For sixth grade, please indicate the number of interdisciplinary teams, average number of teachers per team, and average number of students per team. Your best estimate is fine. Average number of students per team 1. Less than 61 2. 61-90 3. 91-120 4. 121-150 5. 151-180 6. 181-210 7. 211 or more	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	For eighth grade, please indicate the number of interdisciplinary teams, average number of teachers per team, and average number of students per team. Your best estimate is fine. Average number of students per team 1. Less than 61 2. 61-90 3. 91-120 4. 121-150 5. 151-180 6. 181-210 7. 211 or more		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040501	NELS:88 School Administrator Questionnaire, Survey of Middle Grades Practices, Q31	How much COMMON planning time is OFFICIALLY SCHEDULED EACH WEEK for all members of an eighth-grade interdisciplinary team? 1. No official common planning time.2. Less than 30 minutes per week.3. Between one-half and 1 hour per week.4. Between 1 and 2 hours per week.5. Between 2 and 3 hours per week.6. More than 3 hours per week	Common planning time	Unchanged from OFT1 Dropped for MS1 non-responding schools	For sixth grade, on average, how much common planning time is regularly scheduled each week for interdisciplinary teaching teams? Your best estimate is fine. Average common planning time per week 1. None 2. Less than 30 minutes 3. 30-60 minutes 4. 61-120 minutes 5. 121-180 minutes 6. More than 180 minutes	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	For eighth grade, on average, how much common planning time is regularly scheduled each week for interdisciplinary teaching teams? Your best estimate is fine. Average common planning time per week 1. None 2. Less than 30 minutes 3. 30-60 minutes 4. 61-120 minutes 5. 121-180 minutes 6. More than 180 minutes		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040502	NELS:88 School Administrator Questionnaire, Survey of Middle Grades Practices, Q31	How much COMMON planning time is OFFICIALLY SCHEDULED EACH WEEK for all members of an eighth-grade interdisciplinary team? 1. No official common planning time.2. Less than 30 minutes per week.3. Between one-half and 1 hour per week.4. Between 1 and 2 hours per week.5. Between 2 and 3 hours per week.6. More than 3 hours per week	Common planning time	Unchanged from OFT1 Dropped for MS1 non-responding schools	For sixth grade, on average, how much common planning time is regularly scheduled each week for interdisciplinary teaching teams? Your best estimate is fine. Don’t know 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Revised Dropped for MS2 non-responding schools	For eighth grade, on average, how much common planning time is regularly scheduled each week for interdisciplinary teaching teams? Your best estimate is fine. Don’t know 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040701	New Item		Implementation of team teaching	Revised Dropped for MS1 non-responding schools	Please indicate the extent to which you agree or disagree with each of the following statements regarding the interdisciplinary teaching teams at your school. Teachers are sufficiently trained in the team approach 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree	Revised question text to be more general Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate the extent to which you agree or disagree with each of the following statements regarding the interdisciplinary teaching teams at your school. Teachers are sufficiently trained in the team approach 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040702	New Item		Implementation of team teaching	Revised Dropped for MS1 non-responding schools	Please indicate the extent to which you agree or disagree with each of the following statements regarding the interdisciplinary teaching teams at your school. Teachers identify with their interdisciplinary teaching team 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree	Revised question text to be more general Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate the extent to which you agree or disagree with each of the following statements regarding the interdisciplinary teaching teams at your school. Teachers identify with their interdisciplinary teaching team 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040703	New Item		Implementation of team teaching	Revised Dropped for MS1 non-responding schools	Please indicate the extent to which you agree or disagree with each of the following statements regarding the interdisciplinary teaching teams at your school. Teachers collaborate and provide professional support 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree	Revised question text to be more general Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate the extent to which you agree or disagree with each of the following statements regarding the interdisciplinary teaching teams at your school. Teachers collaborate and provide professional support 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040704	New Item		Implementation of team teaching	Revised Dropped for MS1 non-responding schools	Please indicate the extent to which you agree or disagree with each of the following statements regarding the interdisciplinary teaching teams at your school. Teachers use integrated curriculum across subjects 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree	Revised question text to be more general Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate the extent to which you agree or disagree with each of the following statements regarding the interdisciplinary teaching teams at your school. Teachers use integrated curriculum across subjects 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040705	New Item		Implementation of team teaching	Revised Dropped for MS1 non-responding schools	Please indicate the extent to which you agree or disagree with each of the following statements regarding the interdisciplinary teaching teams at your school. The school schedule has flexibility to regroup students or vary time for different subjects 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree	Revised question text to be more general Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate the extent to which you agree or disagree with each of the following statements regarding the interdisciplinary teaching teams at your school. The school schedule has flexibility to regroup students or vary time for different subjects 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040706	New Item		Implementation of team teaching	Revised Dropped for MS1 non-responding schools	Please indicate the extent to which you agree or disagree with each of the following statements regarding the interdisciplinary teaching teams at your school. Students identify with the interdisciplinary team 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree	Revised question text to be more general Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate the extent to which you agree or disagree with each of the following statements regarding the interdisciplinary teaching teams at your school. Students identify with the interdisciplinary team 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040707	New Item		Implementation of team teaching	Revised Dropped for MS1 non-responding schools	Please indicate the extent to which you agree or disagree with each of the following statements regarding the interdisciplinary teaching teams at your school. Individual student problems are recognized quickly 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree	Revised question text to be more general Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate the extent to which you agree or disagree with each of the following statements regarding the interdisciplinary teaching teams at your school. Individual student problems are recognized quickly 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040801	New Item		Programs and practices	Revised Dropped for MS1 non-responding schools	Please indicate which of the following programs or practices are used at your school. Minimum competency tests for promotion to next grade 1. Selected 2. Not Selected	Revised to simplify intro text Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate which of the following programs or practices are used at your school. Minimum competency tests for promotion to next grade 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040802	New Item		Programs and practices	Revised Dropped for MS1 non-responding schools	Please indicate which of the following programs or practices are used at your school. Common academic curriculum for all students in the same grade 1. Selected 2. Not Selected	Revised to simplify intro text Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate which of the following programs or practices are used at your school. Common academic curriculum for all students in the same grade 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040803	New Item		Programs and practices	Revised Dropped for MS1 non-responding schools	Please indicate which of the following programs or practices are used at your school. Classes organized for cooperative learning 1. Selected 2. Not Selected	Revised to simplify intro text Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate which of the following programs or practices are used at your school. Classes organized for cooperative learning 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040804	New Item		Programs and practices	Revised Dropped for MS1 non-responding schools	Please indicate which of the following programs or practices are used at your school. Exploratory mini courses for all students in all grades 1. Selected 2. Not Selected	Revised to simplify intro text Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate which of the following programs or practices are used at your school. Exploratory mini courses for all students in all grades 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040810	New Item		Programs and practices				Added from MS1 Dropped for MS2 non-responding schools	Please indicate which of the following programs or practices are used at your school. Opportunities for career exploration, for example, through project-based learning, visits to workplaces, interviews of different professionals 1. Selected 2. Not Selected		Added to measure career exploration Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040805	New Item		Programs and practices	Revised Dropped for MS1 non-responding schools	Please indicate which of the following programs or practices are used at your school. Students from more than one grade level assigned together to the same academic classes 1. Selected 2. Not Selected	Revised to simplify intro text Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate which of the following programs or practices are used at your school. Students from more than one grade level assigned together to the same academic classes 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040806	New Item		Programs and practices	Revised Dropped for MS1 non-responding schools	Please indicate which of the following programs or practices are used at your school. Information on how to help children with homework and skills provided to parents 1. Selected 2. Not Selected	Revised to simplify intro text Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate which of the following programs or practices are used at your school. Information on how to help children with homework and skills provided to parents 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040807	New Item		Programs and practices	Revised Dropped for MS1 non-responding schools	Please indicate which of the following programs or practices are used at your school. Extracurricular activities for all students 1. Selected 2. Not Selected	Revised to simplify intro text Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate which of the following programs or practices are used at your school. Extracurricular activities for all students 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040808	New Item		Programs and practices	Revised Dropped for MS1 non-responding schools	Please indicate which of the following programs or practices are used at your school. Schools-within-a-school with their own administrative staffs 1. Selected 2. Not Selected	Revised to simplify intro text Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate which of the following programs or practices are used at your school. Schools-within-a-school with their own administrative staffs 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040809	New Item		Programs and practices	Revised Dropped for MS1 non-responding schools	Please indicate which of the following programs or practices are used at your school. None of the above 1. Selected 2. Not Selected	Revised to simplify intro text Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	Unchanged from MS1 Dropped for MS2 non-responding schools	Please indicate which of the following programs or practices are used at your school. None of the above 1. Selected 2. Not Selected		Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040931	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and availability - Basic/Remedial Math	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Basic/Remedial math Traditional classroom	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Basic/Remedial math. Yes, offered in a traditional classroom setting 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040932	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and availability - Basic/Remedial Math	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Basic/Remedial math Neighboring school	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Basic/Remedial math. Yes, offered at a neighboring school 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040933	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and availability - Basic/Remedial Math	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Basic/Remedial math Virtually	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Basic/Remedial math. Yes, offered virtually 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040934	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and availability - Basic/Remedial Math	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Basic/Remedial math Not offered	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Basic/Remedial math. No, the course is not offered 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040941	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and availability - General Math	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? General math Traditional classroom	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? General math. Yes, offered in a traditional classroom setting 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040942	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and availability - General Math	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? General math Neighboring school	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? General math. Yes, offered at a neighboring school 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040943	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and availability - General Math	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? General math Virtually	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? General math. Yes, offered virtually 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040944	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and availability - General Math	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? General math Not offered	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? General math. No, the course is not offered 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040951	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and availability - Honors Math	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Honors math Traditional classroom	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Honors math. Yes, offered in a traditional classroom setting 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040952	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and availability - Honors Math	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Honors math Neighboring school	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Honors math. Yes, offered at a neighboring school 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040953	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and availability - Honors Math	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Honors math Virtually	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Honors math. Yes, offered virtually 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040954	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and availability - Honors Math	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Honors math Not offered	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Honors math. No, the course is not offered 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040961	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Introduction to Algebra/ Prealgebra	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Introduction to Algebra/ Prealgebra Traditional classroom	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Introduction to Algebra/ Prealgebra. Yes, offered in a traditional classroom setting 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040962	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Introduction to Algebra/ Prealgebra	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Introduction to Algebra/ Prealgebra Neighboring school	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Introduction to Algebra/ Prealgebra. Yes, offered at a neighboring school 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040963	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Introduction to Algebra/ Prealgebra	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Introduction to Algebra/ Prealgebra Virtually	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Introduction to Algebra/ Prealgebra. Yes, offered virtually 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040964	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Introduction to Algebra/ Prealgebra	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Introduction to Algebra/ Prealgebra Not offered	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Introduction to Algebra/ Prealgebra No, the course is not offered 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040971	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra I pt 1	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Algebra I pt 1 Traditional classroom	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Algebra I pt 1. Yes, offered in a traditional classroom setting 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040972	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra I pt 1	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Algebra I pt 1 Neighboring school	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Algebra I pt 1. Yes, offered at a neighboring school 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040973	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra I pt 1	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Algebra I pt 1 Virtually	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Algebra I pt 1. Yes, offered virtually 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040974	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra I pt 1	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Algebra I pt 1 Not offered	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Algebra I pt 1. No, the course is not offered 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040981	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra I pt 2	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Algebra I pt 2 Traditional classroom	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Algebra I pt 2. Yes, offered in a traditional classroom setting 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040982	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra I pt 2	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Alegbra I pt 2 Neighboring school	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Alegbra I pt 2. Yes, offered at a neighboring school 1. Selected 2. Not Selected		Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040983	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra I pt 2	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Algebra I pt 2 Virtually	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Algebra I pt 2. Yes, offered virtually 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040984	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra I pt 2	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Alegbra I pt 2 Not offered	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis	**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Alegbra I pt 2. No, the course is not offered 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options		MS1 Justification	MS2 Status	MS2 Wording with Response Options		Justification for MS2
8040991	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Algebra Traditional classroom	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Algebra. Yes, offered in a traditional classroom setting 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040992	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Algebra Neighboring school	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Algebra. Yes, offered at a neighboring school 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040993	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Algebra Virtually	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Algebra. Yes, offered virtually 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040994	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Algebra Not offered	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Algebra. No, the course is not offered 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040111	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra II	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Algebra II Traditional classroom	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Algebra II. Yes, offered in a traditional classroom setting 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040112	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra II	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Algebra II Neighboring school	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Algebra II. Yes, offered at a neighboring school 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040113	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra II	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Algebra II Virtually	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Algebra II. Yes, offered virtually 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040114	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Algebra II	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Algebra II Not offered	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Algebra II. No, the course is not offered 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040121	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Geometry	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Geometry Traditional classroom	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Geometry. Yes, offered in a traditional classroom setting 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040122	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Geometry	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Geometry Neighboring school	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Geometry. Yes, offered at a neighboring school 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040123	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Geometry	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Geometry Virtually	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Geometry. Yes, offered virtually 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040124	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Geometry	**Added Dropped for MS1 non-responding schools	The following questions are about math courses. Which of the following are available to your school's sixth-graders? Geometry Not offered	Added QID for check-box item Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		**Revised Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Geometry. No, the course is not offered 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040141	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Trigonometry					**Added Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Trigonometry. Yes, offered in a traditional classroom setting 1. Selected 2. Not Selected	Added to measure higher level math offered at grade 8 Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040142	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Trigonometry					**Added Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Trigonometry. Yes, offered at a neighboring school 1. Selected 2. Not Selected	Added to measure higher level math offered at grade 8 Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040143	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Trigonometry					Added Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Trigonometry. Yes, offered virtually 1. Selected 2. Not Selected	Added to measure higher level math offered at grade 8 Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8040144	HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Courses offered and course availability - Trigonometry					Added Dropped for MS2 non-responding schools	The following questions are about math courses. Which of the following are available to your school's eighth-graders? Trigonometry. No, the course is not offered 1. Selected 2. Not Selected	Added to measure higher level math offered at grade 8 Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041100	NAEP:2009 (School Background, Grade 8, Part III, 8)	8. Please estimate the percentage of students that is transferred to a higher ability/achievement-based placement in mathematics between eighth and ninth grade.... 1. Less than 1 percent.2. 1 to 5 percent.3. 6 to 10 percent.4. 11 to 25 percent.5. More than 25 percent.6. Students are not grouped by ability.	Percent Repeating Math	Unchanged from OFT1 Dropped for MS1 non-responding schools	Please estimate the percentage of sixth-grade students repeating the level of mathematics they took in fifth grade. If your school uses a semester or block course system, please indicate the percentage of sixth-grade students repeating the last course section they took in fifth grade. 1. Less than 1 percent 2. 1-5 percent 3. 6-10 percent 4. 11-25 percent 5. More than 25 percent 6. Students are not grouped by ability 7. Do not know	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	Please estimate the percentage of eighth-grade students repeating the level of mathematics they took in seventh grade. If your school uses a semester or block course system, please indicate the percentage of eighth-grade students repeating the last course section they took in seventh grade. 1. Less than 1 percent 2. 1-5 percent 3. 6-10 percent 4. 11-25 percent 5. More than 25 percent 6. Students are not grouped by ability 7. Do not know	Revised to "eighth grade" and "seventh grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041501	New Item		Performing below grade level - Math	Unchanged from OFT1 Dropped for MS1 non-responding schools	Thinking about students who are performing below grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 6 Dropdown list based on classes offered by school selected in D35 (8040902-8040904, 8040914-8040919, 8040923) plus "Not sure"	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	Thinking about students who are performing below grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 6 Dropdown list based on classes shown in D35 (8040931-8040141) plus "Grade 6: This school does not have a grade 6" and "Not sure"	Revised to add response option “school does not have a grade x” for clarity Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041502	New Item		Performing below grade level - Math	Unchanged from OFT1 Dropped for MS1 non-responding schools	Thinking about students who are performing below grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 7 Dropdown list based on classes offered by school selected in D35 (8040902-8040904, 8040914-8040919, 8040923) plus "Not sure"	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	Thinking about students who are performing below grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 7 Dropdown list based on shown in D35 (8040931-8040141 plus "Grade 7: This school does not have a grade 7" and "Not sure"	Revised to add response option “school does not have a grade x” for clarity Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041503	New Item		Performing below grade level - Math	Unchanged from OFT1 Dropped for MS1 non-responding schools	Thinking about students who are performing below grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 8 Dropdown list based on classes offered by school selected in D35 (8040902-8040904, 8040914-8040919, 8040923) plus "Not sure"	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	Thinking about students who are performing below grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 8 Dropdown list based on classes shown in D35 (8040931-8040141 plus "Not sure"	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041504	New Item		Performing below grade level - Math	Unchanged from OFT1 Dropped for MS1 non-responding schools	Thinking about students who are performing below grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 9 Dropdown list based on classes offered by school selected in D35 (8040902-8040904, 8040914-8040919, 8040923) plus "Not sure"	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	Thinking about students who are performing below grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 9 Dropdown list based on classes shown in D35 (8040931-8040141 plus "Grade 9: This school does not have a grade 9" and "Not sure"	Revised to add response option “school does not have a grade x” for clarity Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041505	New Item		Performing at grade level - Math	Unchanged from OFT1 Dropped for MS1 non-responding schools	Thinking about students who are performing at grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 6 Dropdown list based on classes offered by school selected in D35 (8040902-8040904, 8040914-8040919, 8040923) plus "Not sure"	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	Thinking about students who are performing at grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 6 Dropdown list based on classes shown in D35 (8040931-8040141 plus "Grade 6: This school does not have a grade 6" and "Not sure"	Revised to add response option “school does not have a grade x” for clarity Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041506	New Item		Performing at grade level - Math	Unchanged from OFT1 Dropped for MS1 non-responding schools	Thinking about students who are performing at grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 7 Dropdown list based on classes offered by school selected in D35 (8040902-8040904, 8040914-8040919, 8040923) plus "Not sure"	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	Thinking about students who are performing at grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 7 Dropdown list based on classes shown in D35 (8040931-8040141 plus "Grade 7: This school does not have a grade 7" and "Not sure"	Revised to add response option “school does not have a grade x” for clarity Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041507	New Item		Performing at grade level - Math	Unchanged from OFT1 Dropped for MS1 non-responding schools	Thinking about students who are performing at grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 8 Dropdown list based on classes offered by school selected in D35 (8040902-8040904, 8040914-8040919, 8040923) plus "Not sure"	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	Thinking about students who are performing at grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 8 Dropdown list based on classes shown in D35 (8040931-8040141 plus "Not sure"	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041508	New Item		Performing at grade level - Math	Unchanged from OFT1 Dropped for MS1 non-responding schools	Thinking about students who are performing at grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 9 Dropdown list based on classes offered by school selected in D35 (8040902-8040904, 8040914-8040919, 8040923) plus "Not sure"	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	Thinking about students who are performing at grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 9 Dropdown list based on classes shown in D35 (8040931-8040141 plus "Grade 9: This school does not have a grade 9" and "Not sure"	Revised to add response option “school does not have a grade x” for clarity Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041509	New Item		Performing above grade level - Math	Unchanged from OFT1 Dropped for MS1 non-responding schools	Thinking about students who are performing above grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 6 Dropdown list based on classes offered by school selected in D35 (8040902-8040904, 8040914-8040919, 8040923) plus "Not sure"	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	Thinking about students who are performing above grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 6 Dropdown list based on classes shown in D35 (8040931-8040141 plus "Grade 6: This school does not have a grade 6" and "Not sure"	Revised to add response option “school does not have a grade x” for clarity Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041510	New Item		Performing above grade level - Math	Unchanged from OFT1 Dropped for MS1 non-responding schools	Thinking about students who are performing above grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 7 Dropdown list based on classes offered by school selected in D35 (8040902-8040904, 8040914-8040919, 8040923) plus "Not sure"	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	Thinking about students who are performing above grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 7 Dropdown list based on classes shown in D35 (8040931-8040141 plus "Grade 7: This school does not have a grade 7" and "Not sure"	Revised to add response option “school does not have a grade x” for clarity Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041511	New Item		Performing above grade level - Math	Unchanged from OFT1 Dropped for MS1 non-responding schools	Thinking about students who are performing above grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 8 Dropdown list based on classes offered by school selected in D35 (8040902-8040904, 8040914-8040919, 8040923) plus "Not sure"	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	Thinking about students who are performing above grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 8 Dropdown list based on classes shown in D35 (8040931-8040141 plus "Not sure"	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041512	New Item		Performing above grade level - Math	Unchanged from OFT1 Dropped for MS1 non-responding schools	Thinking about students who are performing above grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 9 Dropdown list based on classes offered by school selected in D35 (8040902-8040904, 8040914-8040919, 8040923) plus "Not sure"	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	Thinking about students who are performing above grade level in math, what is the sequence of courses they would take starting in sixth grade and continuing through ninth grade? Grade 9 Dropdown list based on classes shown in D35 (8040931-8040141 plus "Grade 9: This school does not have a grade 9" and "Not sure"	Revised to add response option “school does not have a grade x” for clarity Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041701	ECLS-K (School Administrator, Grade 8, 24)		Providing additional support for students	Revised from OFT1 Dropped for MS1 non-responding schools	The next questions are about courses other than math at your school. Which of the following are available to your school's sixth-graders? Reading instruction for students performing below grade level in reading 1. Yes, program is offered to Grade 6 students. 2. No, program is not available at Grade 6	Revised introduction text to reflect changes in response options and to reduce burden Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about courses other than math at your school. Do you offer any of the following programs to your eighth-grade students? Reading instruction for students performing below grade level in reading 1. Yes, program is offered to Grade 8 students. 2. No, program is not available at Grade 8	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041703	ECLS-K (School Administrator, Grade 8, 24)	Approximately what percentage of your 6th grade students are in each of the following instructional programs?..a. Special education (with Individualized Education Plan (IEP)).b. Bilingual education (instruction in both English and students'.native language).c. English as a second language.d. Reading instruction for students performing below grade level.in reading.e. Math instruction for students performing below grade level in.math.f. After school/summer outreach program.g. Gifted and talented .. .______ Percent.	Providing additional support for students	Revised from OFT1 Dropped for MS1 non-responding schools	The next questions are about courses other than math at your school. Which of the following are available to your school's sixth-graders? Additional instruction for students performing below grade level in other areas of English language arts 1. Yes, program is offered to Grade 6 students 2. No, program is not available at Grade 6	Revised introduction text to reflect changes in response options and to reduce burden Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about courses other than math at your school. Do you offer any of the following programs to your eighth-grade students? Additional instruction for students performing below grade level in other areas of English language arts 1. Yes, program is offered to Grade 8 students 2. No, program is not available at Grade 8	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8041707	ECLS-K (School Administrator, Grade 8, 24)	Approximately what percentage of your 8th grade students is in each of the following instructional programs?..a. Special education (with Individualized Education Plan (IEP)).b. Bilingual education (instruction in both English and students'.native language).c. English as a second language.d. Reading instruction for students performing below grade level.in reading.e. Math instruction for students performing below grade level in.math.f. After school/summer outreach program.g. Gifted and talented..______ Percent	Providing additional support for students	Revised from OFT1 Dropped for MS1 non-responding schools	The next questions are about courses other than math at your school. Which of the following are available to your school's sixth-graders? Gifted and talented or International Baccalaureate® (IB) 1. Yes, program is offered to Grade 6 students. 2. No, program is not available at Grade 6	Revised introduction text to reflect changes in response options and to reduce burden Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about courses other than math at your school. Do you offer any of the following programs to your eighth-grade students? Gifted and talented or International Baccalaureate® (IB) 1. Yes, program is offered to Grade 8 students. 2. No, program is not available at Grade 8	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042018	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .1. No transition-high school grades continue in K-12, 7-12, or other program	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? No transition - sixth grade seamlessly continues directly from fifth grade 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? No transition - ninth grade seamlessly continues directly from eighth grade 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042002	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .4. Middle grades students visit the high school for assembly	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Fifth-grade students visit an assembly of sixth-grade students 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Eighth-grade students visit an assembly of ninth-grade students 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042003	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .5. Middle grades students attend regular classes at the high school	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Fifth-grade students attend regular sixth-grade courses 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Eighth-grade students attend regular ninth-grade courses 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042004	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .6. Buddy or big brother/big sister programs that pairs new students with an older student in the fall	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Buddy programs that pair new students with an older student in the fall 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Buddy programs that pair new students with an older student in the fall 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042005	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .7. Parents visit high school while students are still in middle grades	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Parents visit the school or sixth-grade section while students are still in fifth-grade 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Parents visit the school or ninth-grade section while students are still in eighth-grade 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042007	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .9. Summer meetings at the high school	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Meetings for fifth-grade students during the summer prior to beginning the sixth grade 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Meetings for eighth-grade students during the summer prior to beginning the ninth grade 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042010	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices...12. Middle grades and high school administrators meet together on articulation and programs.	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Fifth-grade counselors meet with sixth-grade counselors or staff 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Eighth-grade counselors meet with ninth-grade counselors or staff 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042013	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .1. No transition-high school grades continue in K-12, 7-12, or other program .2. No special activities until students enter high school.3. High school students present information at the middle grades school.4. Middle grades students visit the high school for assembly.5. Middle grades students attend regular classes at the high school.6. Buddy or big brother/big sister programs that pairs new students with an older student in the fall.7. Parents visit high school while students are still in middle grades.8. Parents visit high school for an orientation in the fall after children have entered.9. Summer meetings at the high school .10. High school counselors meet with students while they are still in middle grades.11. Middle grades and high school teachers meet together on courses and requirements.12. Middle grades and high school administrators meet together on articulation and programs.13. Middle grades counselors meet with high school grades counselors or staff.14. Other (describe).	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Fifth-grade counselors present information to fifth-grade students' parents or guardians about sixth-grade courses and registration 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Eighth-grade counselors present information to eighth-grade students' parents or guardians about ninth-grade courses and registration 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042014	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .1. No transition-high school grades continue in K-12, 7-12, or other program .2. No special activities until students enter high school.3. High school students present information at the middle grades school.4. Middle grades students visit the high school for assembly.5. Middle grades students attend regular classes at the high school.6. Buddy or big brother/big sister programs that pairs new students with an older student in the fall.7. Parents visit high school while students are still in middle grades.8. Parents visit high school for an orientation in the fall after children have entered.9. Summer meetings at the high school .10. High school counselors meet with students while they are still in middle grades.11. Middle grades and high school teachers meet together on courses and requirements.12. Middle grades and high school administrators meet together on articulation and programs.13. Middle grades counselors meet with high school grades counselors or staff.14. Other (describe).	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Fifth-grade counselors place fifth-grade students into sixth-grade courses based on school or district placement policies 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Eighth-grade counselors place eighth-grade students into ninth-grade courses based on school or district placement policies 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042015	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .1. No transition-high school grades continue in K-12, 7-12, or other program .2. No special activities until students enter high school.3. High school students present information at the middle grades school.4. Middle grades students visit the high school for assembly.5. Middle grades students attend regular classes at the high school.6. Buddy or big brother/big sister programs that pairs new students with an older student in the fall.7. Parents visit high school while students are still in middle grades.8. Parents visit high school for an orientation in the fall after children have entered.9. Summer meetings at the high school .10. High school counselors meet with students while they are still in middle grades.11. Middle grades and high school teachers meet together on courses and requirements.12. Middle grades and high school administrators meet together on articulation and programs.13. Middle grades counselors meet with high school grades counselors or staff.14. Other (describe).	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Fifth-grade counselors present information to fifth-grade students about sixth-grade courses and registration 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Eighth-grade counselors present information to eighth-grade students about ninth-grade courses and registration 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042001	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices...3. High school students present information at the middle grades school	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Sixth-grade students share information with the fifth-grade students 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Ninth-grade students share information with the eighth-grade students 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042006	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .8. Parents visit high school for an orientation in the fall after children have entered	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Parents can attend an orientation in the fall after students start sixth grade 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Parents can attend an orientation in the fall after students start ninth grade 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042008	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .10. High school counselors meet with students while they are still in middle grades.	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Sixth-grade and fifth-grade teachers meet together on courses and requirements 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Ninth-grade and eighth-grade teachers meet together on courses and requirements 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042009	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .11. Middle grades and high school teachers meet together on courses and requirements.	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Sixth-grade and fifth-grade administrators meet together on articulation and programs 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Ninth-grade and eighth-grade administrators meet together on articulation and programs 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042011	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .13. Middle grades counselors meet with high school grades counselors or staff.	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Sixth-grade counselors meet with students while they are still in fifth-grade 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Ninth-grade counselors meet with students while they are still in eighth-grade 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042012	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .1. No transition-high school grades continue in K-12, 7-12, or other program .2. No special activities until students enter high school.3. High school students present information at the middle grades school.4. Middle grades students visit the high school for assembly.5. Middle grades students attend regular classes at the high school.6. Buddy or big brother/big sister programs that pairs new students with an older student in the fall.7. Parents visit high school while students are still in middle grades.8. Parents visit high school for an orientation in the fall after children have entered.9. Summer meetings at the high school .10. High school counselors meet with students while they are still in middle grades.11. Middle grades and high school teachers meet together on courses and requirements.12. Middle grades and high school administrators meet together on articulation and programs.13. Middle grades counselors meet with high school grades counselors or staff.14. Other (describe).	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Sixth-grade counselors meet with individual fifth-grade students and assist them with selecting sixth-grade courses while they are still in fifth grade 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Ninth-grade counselors meet with individual eighth-grade students and assist them with selecting ninth-grade courses while they are still in eighth grade 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042016	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .2. No special activities until students enter high school	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? No special activities until students enter sixth grade 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? No special activities until students enter ninth grade 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042017	NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)	How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .14. Other (describe).	Assistance with transitions from elementary to middle and middle to high school grades	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Other 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	The next questions are about assisting students in the transition from one grade to the next. Does your school organize the transition from eighth grade to ninth grade in any of the following ways? Other 1. Selected 2. Not Selected	Revised to "ninth grade" and "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042100	New Item	Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics	Assistance with transitions from elementary to middle and middle to high school grades	**Unchanged from OFT1	Does your school provide additional assistance with the transition from fifth grade to sixth grade for students with disabilities? 1. Yes 2. No			**Revised	Does your school provide additional assistance with the transition from eighth grade to ninth grade for students with disabilities? 1. Yes 2. No	Revised to "eighth grade" and "ninth grade" to update to modal grade of respondents
8042101	New Item		Assistance with transitions from elementary to middle and middle to high school grades	**Added	Does your school provide additional assistance with the transition from fifth grade to sixth grade for students with disabilities? Specify Other Specify	Added QID for other specify		**Revised	Does your school provide additional assistance with the transition from eighth grade to ninth grade for students with disabilities? Other Specify Other Specify	Revised to "eighth grade" and "ninth grade" to update to modal grade of respondents
8050220	New Item		School dropout					Added	What percentage of your school's eighth grade students are on track for on-time high school graduation? (Please round to the nearest whole number, and enter '0' if none.) OR Percent	Added to measure how many students are on track for graduation
8042401	New Item		Student advising time	**Unchanged from OFT1	Does your school have an advisory program in the sixth grade? 1. Yes 2. No			**Revised	Does your school have an advisory program in the eighth grade? 1. Yes 2. No	Revised to "eighth grade" to update to modal grade of respondents
8042501	New Item		Student advising time	Unchanged from OFT1 Dropped for MS1 non-responding schools	Which of the following best describes the way your school schedules time for the advisory program in sixth grade? 1. We have a separate class period for advising. 2. Advising is part of our homeroom period. 3. We integrate advisory activities within our teams and/or classrooms. 4. Other (Please specify)	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	Which of the following best describes the way your school schedules time for the advisory program in eighth grade? 1. We have a separate class period for advising. 2. Advising is part of our homeroom period. 3. We integrate advisory activities within our teams and/or classrooms.	Revised to "eighth grade" to update to modal grade of respondents and removed "other" to reduce burden. Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042601	New Item		Student advising time	Revised Dropped for MS1 non-responding schools	When did your school begin using an advisory program in the sixth grade? School year started using advisory program 1. This year 2. 1-5 years ago 3. More than 5 years ago 4. Don't know	Revised response options for clarity Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Revised Dropped for MS2 non-responding schools	When did your school begin using an advisory program in the eighth grade? School year started using advisory program 1. This year 2. 1-5 years ago 3. More than 5 years ago 4. Don't know	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042701	New Item		Student advising time	**Unchanged from OFT1 Dropped for MS1 non-responding schools	On average, how much time do teachers regularly meet with sixth-grade students for advising? Your best estimate is fine. Average advising time per week. 1. None 2. Less than 30 minutes 3. 31-60 minutes 4. 61-120 minutes 5. 121-180 minutes 6. More than 180 minutes	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		**Revised Dropped for MS2 non-responding schools	On average, how much time do teachers regularly meet with eighth-grade students for advising? Your best estimate is fine. Average advising time per week. 1. None 2. Less than 30 minutes 3. 31-60 minutes 4. 61-120 minutes 5. 121-180 minutes 6. More than 180 minutes	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042702	New Item		Student advising time	**Unchanged from OFT1 Dropped for MS1 non-responding schools	On average, how much time do teachers regularly meet with sixth-grade students for advising? Your best estimate is fine. Don't know 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		**Revised Dropped for MS2 non-responding schools	On average, how much time do teachers regularly meet with eighth-grade students for advising? Your best estimate is fine. Don't know 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8042801	SHPPS (2006, School Level,7c)	Are students required to receive instruction on... ..Nutrition and dietary behavior? 1. Yes.2. No	Health services (e.g., sex education classes)	**Unchanged from OFT1	The next questions are about health instruction at your school. Are sixth-grade students offered instruction on…Nutrition and dietary behavior? 1. Selected 2. Not Selected			**Revised	The next questions are about health instruction at your school. Are eighth-grade students offered instruction on… Nutrition and dietary behavior? 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents
8042802	SHPPS (2006, School Level,7d)	Are students required to receive instruction on... ..Physical activity and fitness, that is classroom instruction, not a physical education period? 1. Yes.2. No	Health services (e.g., sex education classes)	**Unchanged from OFT1	The next questions are about health instruction at your school. Are sixth-grade students offered instruction on…Physical activity and fitness that is classroom instruction, not a physical education period? 1. Selected 2. Not Selected			**Revised	The next questions are about health instruction at your school. Are eighth-grade students offered instruction on… Physical activity and fitness that is classroom instruction, not a physical education period? 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents
8042803	SHPPS (2006, School Level,7a)	Are students required to receive instruction on... ..Alcohol or other drug use prevention? 1. Yes.2. No	Health services (e.g., sex education classes)	**Unchanged from OFT1	The next questions are about health instruction at your school. Are sixth-grade students offered instruction on…Alcohol or other drug use prevention? 1. Selected 2. Not Selected			**Revised	The next questions are about health instruction at your school. Are eighth-grade students offered instruction on… Alcohol or other drug use prevention? 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents
8042804	SHPPS (2006, School Level,7b)	Are students required to receive instruction on... ..Tobacco use prevention? 1. Yes.2. No	Health services (e.g., sex education classes)	**Unchanged from OFT1	The next questions are about health instruction at your school. Are sixth-grade students offered instruction on…Tobacco use prevention? 1. Selected 2. Not Selected			**Revised	The next questions are about health instruction at your school. Are eighth-grade students offered instruction on… Tobacco use prevention? 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents
8042805	SHPPS (2006, School Level,7e)	Are students required to receive instruction on... ..HIV (human immunodeficiency virus) prevention? 1. Yes.2. No	Health services (e.g., sex education classes)	**Unchanged from OFT1	The next questions are about health instruction at your school. Are sixth-grade students offered instruction on…HIV (human immunodeficiency virus) prevention? 1. Selected 2. Not Selected			**Revised	The next questions are about health instruction at your school. Are eighth-grade students offered instruction on… HIV (human immunodeficiency virus) prevention? 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents
8042806	SHPPS (2006, School Level,7e)	Are students required to receive instruction on... ..STD (sexually transmitted disease) prevention? 1. Yes.2. No	Health services (e.g., sex education classes)	**Unchanged from OFT1	The next questions are about health instruction at your school. Are sixth-grade students offered instruction on…STD (sexually transmitted disease) prevention? 1. Selected 2. Not Selected			**Revised	The next questions are about health instruction at your school. Are eighth-grade students offered instruction on… STD (sexually transmitted disease) prevention? 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents
8042807	SHPPS (2006, School Level,7f)	Are students required to receive instruction on... ..Sexual health education? 1. Yes.2. No	Health services (e.g., sex education classes)	**Unchanged from OFT1	The next questions are about health instruction at your school. Are sixth-grade students offered instruction on…Sexual health education? 1. Selected 2. Not Selected			**Revised	The next questions are about health instruction at your school. Are eighth-grade students offered instruction on… Sexual health education? 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents
8042808	New Item		Health services (e.g., sex education classes)	**Unchanged from OFT1	The next questions are about health instruction at your school. Are sixth-grade students offered instruction on…Instruction was not offered for any of the topics listed. 1. Selected 2. Not Selected			**Revised	The next questions are about health instruction at your school. Are eighth-grade students offered instruction on… Instruction was not offered for any of the topics listed. 1. Selected 2. Not Selected	Revised to "eighth grade" to update to modal grade of respondents
8050101	HSLS:09 (School Administrator, Base Year, Sect. E, Q 18a)	To what degree is each of the following matters a problem at your school? 1. Not a problem.2. Minor problem.3. Moderate problem.4. Serious problem	Problems at school	**Unchanged from OFT1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? School tardiness 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem			**Unchanged from MS1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? School tardiness 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem
8050102	HSLS:09 (School Administrator, Base Year, Sect. E, Q 18b)	To what degree is each of the following matters a problem at your school?..School absenteeism 1. Not a problem.2. Minor problem.3. Moderate problem.4. Serious problem	Problems at school	**Unchanged from OFT1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? School absenteeism 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem			**Unchanged from MS1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? School absenteeism 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem
8050103	HSLS:09 (School Administrator, Base Year, Sect. E, Q 18c)	To what degree is each of the following matters a problem at your school?..Student class cutting 1. Not a problem.2. Minor problem.3. Moderate problem.4. Serious problem	Problems at school	**Unchanged from OFT1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Student class cutting 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem			**Unchanged from MS1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Student class cutting 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem
8050104	HSLS:09 (School Administrator, Base Year, Sect. E, Q 18d)	To what degree is each of the following matters a problem at your school?..Teacher absenteeism 1. Not a problem.2. Minor problem.3. Moderate problem.4. Serious problem	Problems at school	**Unchanged from OFT1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Teacher absenteeism 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem			**Unchanged from MS1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Teacher absenteeism 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem
8050106	HSLS:09 (School Administrator, Base Year, Sect. E, Q 18f)	To what degree is each of the following matters a problem at your school?..Student apathy 1. Not a problem.2. Minor problem.3. Moderate problem.4. Serious problem	Problems at school	**Unchanged from OFT1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Student apathy 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem			**Unchanged from MS1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Student apathy 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem
8050107	HSLS:09 (School Administrator, Base Year, Sect. E, Q 18g)	To what degree is each of the following matters a problem at your school?..Lack of parental involvement 1. Not a problem.2. Minor problem.3. Moderate problem.4. Serious problem	Problems at school	**Unchanged from OFT1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Lack of parental involvement 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem			**Unchanged from MS1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Lack of parental involvement 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem
8050108	HSLS:09 (School Administrator, Base Year, Sect. E, Q 18h)	To what degree is each of the following matters a problem at your school?..Students coming to school unprepared to learn 1. Not a problem.2. Minor problem.3. Moderate problem.4. Serious problem	Problems at school	**Unchanged from OFT1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Students coming to school unprepared to learn 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem			**Unchanged from MS1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Students coming to school unprepared to learn 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem
8050109	HSLS:09 (School Administrator, Base Year, Sect. E, Q 18i)	To what degree is each of the following matters a problem at your school?..Poor student health 1. Not a problem.2. Minor problem.3. Moderate problem.4. Serious problem	Problems at school	**Unchanged from OFT1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Poor student health 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem			**Unchanged from MS1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Poor student health 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem
8050110	HSLS:09 (School Administrator, Base Year, Sect. E, Q 18j)	To what degree is each of the following matters a problem at your school?..Lack of resources and materials 1. Not a problem.2. Minor problem.3. Moderate problem.4. Serious problem	Problems at school	**Unchanged from OFT1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Lack of resources and materials 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem			**Unchanged from MS1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Lack of resources and materials 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem
8050111	New Item		Problems at school	**Unchanged from OFT1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Student mobility 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem			**Unchanged from MS1	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Student mobility 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem
8050105	HSLS:09 (School Administrator, Base Year, Sect. E, Q 18e)	To what degree is each of the following matters a problem at your school? Students dropping out... 1. Not a problem.2. Minor problem.3. Moderate problem.4. Serious problem	Problems at school					**Added	The following questions are about problems you may experience at your school. To what degree is each of the following a problem at your school? Students dropping out 1. Not a problem 2. Minor problem 3. Moderate problem 4. Serious problem	Added from being delayed till grade 8 when more appropriate than earlier grades
8050221	HS&B:2020 (School Administrator, Field Test)	In the 2019-2020 school year, does this school have an academic early warning system for students in any of the following grades? Percent	School dropout					**Added Dropped for MS2 non-responding schools	Does your school have an academic early warning? For the purposes of this survey, an academic early warning system is a system that uses student-level data to identify students who exhibit behavior or academic performance issues that put them at risk of educational failure. 1. Yes 2. No	Added to measure early warning systems used in schools Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050223	New Item		School dropout					**Added Dropped for MS2 non-responding schools	Which of the following programs does your school offer if a student is flagged by an academic early warning system? Service learning 1. Selected 2. Not Selected	Added to measure at -risk students Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8050225	New Item		School dropout					**Added Dropped for MS2 non-responding schools	Which of the following programs does your school offer if a student is flagged by an academic early warning system? Alternative schooling 1. Selected 2. Not Selected	Added to measure at -risk students Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050226	New Item		School dropout					**Added Dropped for MS2 non-responding schools	Which of the following programs does your school offer if a student is flagged by an academic early warning system? Programs to develop soft skills 1. Selected 2. Not Selected	Added to measure at -risk students Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050227	HS&B:2020 (School Administrator, Field Test)	What action is taken if a high school student is flagged by an academic early warning system? Assign an adult mentor	School dropout					**Added Dropped for MS2 non-responding schools	Which of the following programs does your school offer if a student is flagged by an academic early warning system? Mentoring 1. Selected 2. Not Selected	Added to measure at -risk students Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050228	HS&B:2020 (School Administrator, Field Test)	What action is taken if a high school student is flagged by an academic early warning system? Arrange access to social services	School dropout					**Added Dropped for MS2 non-responding schools	Which of the following programs does your school offer if a student is flagged by an academic early warning system? Arrange access to social services 1. Selected 2. Not Selected	Added to measure at -risk students Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050224	New Item		School dropout					**Added Dropped for MS2 non-responding schools	Which of the following programs does your school offer if a student is flagged by an academic early warning system? Individualized learning opportunities based on students’ goals and interests 1. Selected 2. Not Selected	Added to measure at -risk students Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050229	HS&B:2020 (School Administrator, Field Test)	What action is taken if a high school student is flagged by an academic early warning system? Assign to a dropout prevention program	School dropout					**Added Dropped for MS2 non-responding schools	Which of the following programs does your school offer if a student is flagged by an academic early warning system? Other dropout prevention programs 1. Selected 2. Not Selected	Added to measure at -risk students Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050201	SSOCS (Principal, 2009-10, Q20a)	To the best of your knowledge, how often do the following types of problems occur in your school?..Student racial/ethnic tensions 1. Happens daily.2. Happens at least once a week.3. Happens at least once a month.4. Happens on occasion.5. Never happens.	Frequency of problems at school	**Unchanged from OFT1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Conflicts resulting from student racial/ethnic tensions 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often			**Unchanged from MS1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Conflicts resulting from student racial/ethnic tensions 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
8050202	SSOCS (Principal, 2009-10, Q20b)	To the best of your knowledge, how often do the following types of problems occur in your school?..Student bullying 1. Happens daily.2. Happens at least once a week.3. Happens at least once a month.4. Happens on occasion.5. Never happens.	Frequency of problems at school	**Unchanged from OFT1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Student bullying 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often			**Unchanged from MS1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Student bullying 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
8050203	SSOCS (Principal, 2009-10, Q20c)	To the best of your knowledge, how often do the following types of problems occur in your school?..Student sexual harassment of other students 1. Happens daily.2. Happens at least once a week.3. Happens at least once a month.4. Happens on occasion.5. Never happens.	Frequency of problems at school	**Unchanged from OFT1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Student sexual harassment of other students 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often			**Unchanged from MS1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Student sexual harassment of other students 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
8050204	SSOCS (Principal, 2009-10, Q20d)	To the best of your knowledge, how often do the following types of problems occur in your school?..Student harassment of other students based on sexual orientation or gender identity (i.e., lesbian, gay, bisexual, transgender, questioning) 1. Happens daily.2. Happens at least once a week.3. Happens at least once a month.4. Happens on occasion.5. Never happens.	Frequency of problems at school	**Unchanged from OFT1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Student harassment of other students based on sexual orientation or gender identity 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often			**Unchanged from MS1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Student harassment of other students based on sexual orientation or gender identity 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
8050205	SSOCS (Principal, 2009-10, Q20e)	To the best of your knowledge, how often do the following types of problems occur in your school?..Widespread disorder in classrooms 1. Happens daily.2. Happens at least once a week.3. Happens at least once a month.4. Happens on occasion.5. Never happens.	Frequency of problems at school	**Unchanged from OFT1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Widespread disorder in classrooms 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often			**Unchanged from MS1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Widespread disorder in classrooms 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
8050206	SSOCS (Principal, 2009-10, Q20f)	To the best of your knowledge, how often do the following types of problems occur in your school?..Student verbal abuse of teachers 1. Happens daily.2. Happens at least once a week.3. Happens at least once a month.4. Happens on occasion.5. Never happens.	Frequency of problems at school	**Unchanged from OFT1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Students yelling and screaming at teachers 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often			**Unchanged from MS1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Students yelling and screaming at teachers 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
8050207	SSOCS (Principal, 2009-10, Q20f)	To the best of your knowledge, how often do the following types of problems occur in your school?..Student verbal abuse of teachers 1. Happens daily.2. Happens at least once a week.3. Happens at least once a month.4. Happens on occasion.5. Never happens.	Frequency of problems at school	**Unchanged from OFT1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Student acts of disrespect for teachers other than verbal abuse 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often			**Unchanged from MS1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Student acts of disrespect for teachers other than verbal abuse 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
8050208	SSOCS (Principal, 2009-10, Q20h)	To the best of your knowledge, how often do the following types of problems occur in your school?..Gang activities 1. Happens daily.2. Happens at least once a week.3. Happens at least once a month.4. Happens on occasion.5. Never happens.	Frequency of problems at school	**Unchanged from OFT1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Gang activities 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often			**Unchanged from MS1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Gang activities 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
8050209	SSOCS (Principal, 2009-10, Q20i)	To the best of your knowledge, how often do the following types of problems occur in your school?..Cult or extremist group activities 1. Happens daily.2. Happens at least once a week.3. Happens at least once a month.4. Happens on occasion.5. Never happens.	Frequency of problems at school	**Unchanged from OFT1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Cult or extremist group activities 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often			**Unchanged from MS1	To the best of your knowledge, how often did the following types of problems occur in your school in the last month? Cult or extremist group activities 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often
8050210	ECLS-K:2011 (School Administrator, 8th grade, Q28a)	Indicate how much you agree or disagree with the following statements. Parents are actively involved in this school's programs. 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Strongly agree	Problems at school					Added Dropped for MS2 non-responding schools	Please indicate how much you agree or disagree with the following statements. Parents are actively involved in this school’s programs. 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree	Added to measure additional school issues of interest Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050211	ECLS-K:2011 (School Administrator, 8th grade, Q28b)	Indicate how much you agree or disagree with the following statements. Teacher turnover is a problem at this school. 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Strongly agree	Problems at school					Added Dropped for MS2 non-responding schools	Please indicate how much you agree or disagree with the following statements. Teacher turnover is a problem at this school. 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree	Added to measure additional school issues of interest Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050212	ECLS-K:2011 (School Administrator, 8th grade, Q28e)	Indicate how much you agree or disagree with the following statements. Overcrowding is a problem at this school. 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Strongly agree	Problems at school					Added Dropped for MS2 non-responding schools	Please indicate how much you agree or disagree with the following statements. Overcrowding is a problem at this school. 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree	Added to measure additional school issues of interest Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050302	SSOCS (Principal, 2009- 10, Q1b)		School-level security	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice. Control access to school buildings during school hours 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice. Control access to school buildings during school hours 1. Selected 2. Not Selected	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050303	SSOCS (Principal, 2009- 10, Q1c)		School-level security	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice.Control access to school grounds during school hours 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice. Control access to school grounds during school hours 1. Selected 2. Not Selected	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050305	SSOCS (Principal, 2009- 10, Q1l)		School-level security	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice.Require students to wear uniforms 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice. Require students to wear uniforms 1. Selected 2. Not Selected	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050306	SSOCS (Principal, 2009- 10, Q1m)		School-level security	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice.Enforce a strict dress code 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice. Enforce a strict dress code 1. Selected 2. Not Selected	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050307	SSOCS (Principal, 2009- 10, Q1g and h)	During this school year, is it a practice of your school to do the following?.... g. Use one or more random dog sniffs to check for drugs..h. Perform one or more random sweeps for contraband (e.g., drugs or weapons*), but not including dog sniffs	School-level security	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice.Perform one or more random sweeps for contraband, including dog sniffs 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice. Perform one or more random sweeps for contraband, including dog sniffs 1. Selected 2. Not Selected	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050308	SSOCS (Principal, 2009- 10, Q1n)		School-level security	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice.Provide school lockers to students 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice. Provide school lockers to students 1. Selected 2. Not Selected	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050309	SSOCS (Principal, 2009- 10, Q1o)		School-level security	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice. Require clear book bags or ban book bags on school grounds 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice. Require clear book bags or ban book bags on school grounds 1. Selected 2. Not Selected	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050313	SSOCS (Principal, 2009- 10, Q1w)		School-level security	Revised Dropped for MS1 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice. Block access to social networking websites from school computers 1. Selected 2. Not Selected	Revised wording for clarity Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice. Block access to social networking websites from school computers 1. Selected 2. Not Selected	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050314	SSOCS (Principal, 2009- 10, Q1x)		School-level security	Unchanged from OFT1 Dropped for MS1 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice. Prohibit use of cell phones, smart phones, and text messaging devices during school hours 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	The next questions are about school-level security at your school. During this school year, is it a practice of your school to do the following? If your school changed its practices during the school year, please answer regarding your most recent practice. Prohibit use of cell phones, smart phones, and text messaging devices during school hours 1. Selected 2. Not Selected	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050400	SSOCS (Principal, 2009- 10,Q7)		School-level security	**Unchanged from OFT1	During this school year, have you had any security guards, security personnel, school resource officers or sworn law enforcement officers present at your school at least once a week? 1. Yes 2. No			**Unchanged from MS1	During this school year, have you had any security guards, security personnel, school resource officers or sworn law enforcement officers present at your school at least once a week? 1. Yes 2. No
8050501	SSOCS (Principal, 2009- 10,Q8)		School-level security	Unchanged from OFT1 Dropped for MS1 non-responding schools	Are these security guards, security personnel, school resource officers, or sworn law enforcement officers used at least once a week in or around your school at the following times? At any time during school hours 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	Are these security guards, security personnel, school resource officers, or sworn law enforcement officers used at least once a week in or around your school at the following times? At any time during school hours 1. Selected 2. Not Selected	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050502	SSOCS (Principal, 2009- 10,Q8)		School-level security	Unchanged from OFT1 Dropped for MS1 non-responding schools	Are these security guards, security personnel, school resource officers, or sworn law enforcement officers used at least once a week in or around your school at the following times? While students are arriving or leaving 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	Are these security guards, security personnel, school resource officers, or sworn law enforcement officers used at least once a week in or around your school at the following times? While students are arriving or leaving 1. Selected 2. Not Selected	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050503	SSOCS (Principal, 2009- 10,Q8)		School-level security	Unchanged from OFT1 Dropped for MS1 non-responding schools	Are these security guards, security personnel, school resource officers, or sworn law enforcement officers used at least once a week in or around your school at the following times? At selected school activities 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	Are these security guards, security personnel, school resource officers, or sworn law enforcement officers used at least once a week in or around your school at the following times? At selected school activities 1. Selected 2. Not Selected	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050504	SSOCS (Principal, 2009- 10,Q8)		School-level security	Unchanged from OFT1 Dropped for MS1 non-responding schools	Are these security guards, security personnel, school resource officers, or sworn law enforcement officers used at least once a week in or around your school at the following times? When school is out/school activities are not occurring 1. Selected 2. Not Selected	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	Are these security guards, security personnel, school resource officers, or sworn law enforcement officers used at least once a week in or around your school at the following times? When school is out/school activities are not occurring 1. Selected 2. Not Selected	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050601	SSOCS (Principal, 2009- 10,Q9)	How many of the following were present in your school at least once a week?.If an officer works full-time across various schools in the district, please count this officer as "part-time" for your school..If none, please place an "X" in the None box.. a. Security guards or security personnel (not law enforcement).i. Full-time.ii. Part-time. .b. School Resource Officers (Include all career law enforcement officers with arrest authority, who have specialized training and are assigned to work in collaboration with school organizations).i. Full-time.ii. Part-time. .c. Sworn law enforcement officers who are not School Resource Officers.i. Full-time.ii. Part-time.	School-level security	Revised Dropped for MS1 non-responding schools	How many full-time equivalent (FTE) security personnel (such as school resource officer, security guards, police officers) are present in your school during a typical week? Open response: Number of full-time equivalent (FTE)	Revised to combine three response options into one response option to reduce burden. Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	How many full-time equivalent (FTE) security personnel (such as school resource officer, security guards, police officers) are present in your school during a typical week? Open response: Number of full-time equivalent (FTE)	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8050902	SSOCS (Principal, 2009-10, Q30)		Crime, victimization	**Unchanged from OFT1	How would you describe the crime level in the area where your school is located? 1. High level of crime 2. Moderate level of crime 3. Low level of crime			**Unchanged from MS1	How would you describe the crime level in the area where your school is located? 1. High level of crime 2. Moderate level of crime 3. Low level of crime
8060102	HSLS:09 (School Administrator, Base Year, Sect. C, Q 3)	For each of the following subject areas, please indicate the number of full-time teachers and part-time teachers that instruct high school students in [your school]. Please give your best estimate...If a teacher works full-time in [your school], but divides his or her time between subject areas, consider that teacher as part-time in each subject area. Math (full-time) .Math (part-time) .Science (full-time) .Science (part-time) .All other subjects (full time) .All other subjects (part time	Number of teachers (full and part time)	**Unchanged from OFT1	The following questions are about teachers at your school. Please indicate the number of full-time equivalent (FTE) sixth-grade teachers by subject area. Please give your best estimate. Open response: Mathematics			**Revised	The following questions are about teachers at your school. Please indicate the number of full-time equivalent (FTE) eighth-grade teachers by subject area. Please give your best estimate. Mathematics Open response: Mathematics	Revised to "eighth grade" to update to modal grade of respondents
8060103	HSLS:09 (School Administrator, Base Year, Sect. C, Q 3)	For each of the following subject areas, please indicate the number of full-time teachers and part-time teachers that instruct high school students in [your school]. Please give your best estimate...If a teacher works full-time in [your school], but divides his or her time between subject areas, consider that teacher as part-time in each subject area. Math (full-time) .Math (part-time) .Science (full-time) .Science (part-time) .All other subjects (full time) .All other subjects (part time.	Number of teachers (full and part time)	**Unchanged from OFT1	The following questions are about teachers at your school. Please indicate the number of full-time equivalent (FTE) sixth-grade teachers by subject area. Please give your best estimate. Open response: English/Language arts			**Revised	The following questions are about teachers at your school. Please indicate the number of full-time equivalent (FTE) eighth-grade teachers by subject area. Please give your best estimate. English/Language arts Open response: English/Language arts	Revised to "eighth grade" to update to modal grade of respondents
8060104	HSLS:09 (School Administrator, Base Year, Sect. C, Q 3)	For each of the following subject areas, please indicate the number of full-time teachers and part-time teachers that instruct high school students in [your school]. Please give your best estimate...If a teacher works full-time in [your school], but divides his or her time between subject areas, consider that teacher as part-time in each subject area. Math (full-time) .Math (part-time) .Science (full-time) .Science (part-time) .All other subjects (full time) .All other subjects (part time	Number of teachers (full and part time)	**Unchanged from OFT1	The following questions are about teachers at your school. Please indicate the number of full-time equivalent (FTE) sixth-grade teachers by subject area. Please give your best estimate. Open response: Science			**Revised	The following questions are about teachers at your school. Please indicate the number of full-time equivalent (FTE) eighth-grade teachers by subject area. Please give your best estimate. Science Open response: Science	Revised to "eighth grade" to update to modal grade of respondents
8060200	NELS88, Base Year School Administrator Questionnaire, Q17	How many full-time regular teachers work in your school? ____ numbers	Number of teachers (full and part time)	**Unchanged from OFT1	Thinking of all the subjects offered in your school, how many classroom teachers are currently working at your school? Your best estimate is fine. Please include full-time and part-time teachers, and only include onsite teachers. Please exclude staff who work at the school but are not classroom teachers, or classroom teachers that do not teach onsite (e.g., online course instructors). Open response: Classroom teachers			**Unchanged from MS1	Thinking of all the subjects offered in your school, how many classroom teachers are currently working at your school? Your best estimate is fine. Please include full-time and part-time teachers, and only include onsite teachers. Please exclude staff who work at the school but are not classroom teachers, or classroom teachers that do not teach onsite (e.g., online course instructors). Open response: Classroom teachers
8060301	New Item		Preparedness of teachers to teach - Certification	Unchanged from OFT1 Dropped for MS1 non-responding schools	How many classroom teachers in your school have the following certifications? Your best estimate is fine. Open response: Elementary certification	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	How many classroom teachers in your school have the following certifications? Your best estimate is fine. Elementary certification Open response: Elementary certification	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8060302	New Item		Preparedness of teachers to teach - Certification	Unchanged from OFT1 Dropped for MS1 non-responding schools	How many classroom teachers in your school have the following certifications? Your best estimate is fine. Open response: Secondary subject matter certification	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	How many classroom teachers in your school have the following certifications? Your best estimate is fine. Secondary subject matter certification Open response: Secondary subject matter certification	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8060303	New Item		Preparedness of teachers to teach - Certification	Unchanged from OFT1 Dropped for MS1 non-responding schools	How many classroom teachers in your school have the following certifications? Your best estimate is fine. Open response: Middle grades endorsement	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	How many classroom teachers in your school have the following certifications? Your best estimate is fine. Middle grades endorsement Open response: Middle grades endorsement	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8060304	New Item		Preparedness of teachers to teach - Certification	Unchanged from OFT1 Dropped for MS1 non-responding schools	How many classroom teachers in your school have the following certifications? Your best estimate is fine. Open response: Specific middle grades certification	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	How many classroom teachers in your school have the following certifications? Your best estimate is fine. Specific middle grades certification Open response: Specific middle grades certification	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis
8060305	New Item		Preparedness of teachers to teach - Certification	Unchanged from OFT1 Dropped for MS1 non-responding schools	How many classroom teachers in your school have the following certifications? Your best estimate is fine. Open response: Special education certification	Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis		Unchanged from MS1 Dropped for MS2 non-responding schools	How many classroom teachers in your school have the following certifications? Your best estimate is fine. Special education Open response: Special education certification	Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

MGLS Item ID (QID)

Source

Source Wording with Response Options

Source Justification (Construct)

MS1 Status

MS1 Wording with Response Options

MS1 Justification

MS2 Status

MS2 Wording with Response Options

Justification for MS2

8060401

ECLS-K (Teacher, Grade 5; 27a)

To what extent do you agree with the following statement?..I am adequately prepared to assist children who are experiencing difficulties in reading 1. Strongly disagree.2. Disagree.3. Neither agree nor disagree.4. Agree.5. Strongly agree.99. Not Applicable.

Preparedness of teachers to teach particular subjects

Unchanged from OFT1 Dropped for MS1 non-responding schools

The following questions ask about teacher preparedness to teach specific subjects.
To what extent do you disagree or agree with the following statements? English/Language Arts teachers at your school are adequately prepared to teach English/Language Arts.
1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Subject not taught at this school

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

The following questions ask about teacher preparedness to teach specific subjects.
To what extent do you disagree or agree with the following statements?
English/Language Arts teachers at your school are adequately prepared to teach English/Language Arts.
1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Subject not taught at this school

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8060402

New Item

Preparedness of teachers to teach particular subjects

Unchanged from OFT1 Dropped for MS1 non-responding schools

The following questions ask about teacher preparedness to teach specific subjects.
To what extent do you disagree or agree with the following statements? General mathematics teachers at your school are adequately prepared to teach general mathematics.
1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Subject not taught at this school

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

The following questions ask about teacher preparedness to teach specific subjects.
To what extent do you disagree or agree with the following statements?
General mathematics teachers at your school are adequately prepared to teach general mathematics.
1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Subject not taught at this school

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8060403

New Item

Preparedness of teachers to teach particular subjects

Unchanged from OFT1 Dropped for MS1 non-responding schools

The following questions ask about teacher preparedness to teach specific subjects.
To what extent do you disagree or agree with the following statements? Algebra teachers at your school are adequately prepared to teach Algebra.
1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Subject not taught at this school

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

The following questions ask about teacher preparedness to teach specific subjects.
To what extent do you disagree or agree with the following statements?
Algebra teachers at your school are adequately prepared to teach Algebra.
1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Subject not taught at this school

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8060404

New Item

Preparedness of teachers to teach particular subjects

Added

The following questions ask about teacher preparedness to teach specific subjects.
To what extent do you disagree or agree with the following statements?
Algebra II teachers at your school are adequately prepared to teach Algebra II.
1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Subject not taught at this school

Added to measure higher level math offered at grade 8 Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8060601

Chicago Consortium School Surveys

Administrator Engagement

Unchanged from OFT1 Dropped for MS1 non-responding schools

How often do you do the following? Participate in meetings about challenges that students are having
1. Not at all 2. Once or twice a year 3. Once per reporting period 4. Monthly 5. Weekly 6. More than weekly

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

How often do you do the following?
Participate in meetings about challenges that students are having
1. Not at all 2. Once or twice a year 3. Once per reporting period 4. Monthly 5. Weekly 6. More than weekly

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8060602

Chicago Consortium School Surveys

Administrator Engagement

Unchanged from OFT1 Dropped for MS1 non-responding schools

How often do you do the following? Discuss instructional strategies with teachers
1. Not at all 2. Once or twice a year 3. Once per reporting period 4. Monthly 5. Weekly 6. More than weekly

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

How often do you do the following?
Discuss instructional strategies with teachers
1. Not at all 2. Once or twice a year 3. Once per reporting period 4. Monthly 5. Weekly 6. More than weekly

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8060603

Chicago Consortium School Surveys

Administrator Engagement

Unchanged from OFT1 Dropped for MS1 non-responding schools

How often do you do the following? Summarize and share data with teachers
1. Not at all 2. Once or twice a year 3. Once per reporting period 4. Monthly 5. Weekly 6. More than weekly

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

How often do you do the following?
Summarize and share data with teachers
1. Not at all 2. Once or twice a year 3. Once per reporting period 4. Monthly 5. Weekly 6. More than weekly

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8060604

Chicago Consortium School Surveys

Administrator Engagement

Unchanged from OFT1 Dropped for MS1 non-responding schools

How often do you do the following? Interpret data for or with teachers
1. Not at all 2. Once or twice a year 3. Once per reporting period 4. Monthly 5. Weekly 6. More than weekly

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

How often do you do the following?
Interpret data for or with teachers
1. Not at all 2. Once or twice a year 3. Once per reporting period 4. Monthly 5. Weekly 6. More than weekly

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8060605

Chicago Consortium School Surveys

Administrator Engagement

Unchanged from OFT1 Dropped for MS1 non-responding schools

How often do you do the following? Press teachers to raise learning standards
1. Not at all 2. Once or twice a year 3. Once per reporting period 4. Monthly 5. Weekly 6. More than weekly

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

How often do you do the following?
Press teachers to raise learning standards
1. Not at all 2. Once or twice a year 3. Once per reporting period 4. Monthly 5. Weekly 6. More than weekly

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8060501

New Item

Preparedness of teachers to assist particular courses/subjects - Math

Revised Dropped for MS1 non-responding schools

The following questions are about math teachers.
To what extent do you disagree or agree with the following statements? General mathematics teachers are adequately prepared to assist students who are experiencing difficulties in general mathematics.
1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Subject not taught at this school

Revised question text to be more general Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

The following questions are about math teachers.
To what extent do you disagree or agree with the following statements?
General mathematics teachers are adequately prepared to assist students who are experiencing difficulties in general mathematics.
1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Subject not taught at this school

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8060502

New Item

Preparedness of teachers to assist particular courses/subjects - Math

Revised Dropped for MS1 non-responding schools

The following questions are about math teachers.
To what extent do you disagree or agree with the following statements? Algebra I teachers are adequately prepared to assist students who are experiencing difficulties in Algebra I.
1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Subject not taught at this school

Revised question text to be more general Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

The following questions are about math teachers.
To what extent do you disagree or agree with the following statements?
Algebra I teachers are adequately prepared to assist students who are experiencing difficulties in Algebra I.
1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Subject not taught at this school

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8060503

New Item

Preparedness of teachers to assist particular courses/subjects - Math

Revised Dropped for MS1 non-responding schools

The following questions are about math teachers.
To what extent do you disagree or agree with the following statements? Algebra II teachers are adequately prepared to assist students who are experiencing difficulties in Algebra II.
1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Subject not taught at this school

Revised question text to be more general Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

The following questions are about math teachers.
To what extent do you disagree or agree with the following statements?
Algebra II teachers are adequately prepared to assist students who are experiencing difficulties in Algebra II.
1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Subject not taught at this school

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8060701

New-from math teacher survey - 6020600

Math Classes Held - Weeks

Added Dropped for MS1 non-responding schools

How many weeks per year are the grade 6 math classes typically held?
Open response: weeks

Added 3 items from Math teacher (multiple respondents per school) to administrator to reduce burden Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Revised Dropped for MS2 non-responding schools

How many weeks per year are the grade 8 math classes typically held?
Open response: weeks

Revised to "grade 8" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8060702

New-from math teacher survey - 6020700

Math Classes Held - Days

Added Dropped for MS1 non-responding schools

How many days per week are the grade 6 math classes typically held?
1. One day 2. Two days 3. Three days 4. Four days 5. Five days 6. Six days

Revised Dropped for MS2 non-responding schools

How many days per week are the grade 8 math classes typically held?
1. One day 2. Two days 3. Three days 4. Four days 5. Five days 6. Six days

Revised to "grade 8" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8060703

New-from math teacher survey - 6020800

Math Classes Held - Minutes

Added Dropped for MS1 non-responding schools

How many minutes is a typical grade 6 math class?
Open response: minutes

Revised Dropped for MS2 non-responding schools

How many minutes is a typical grade 8 math class?
Open response: minutes

Revised to "grade 8" to update to modal grade of respondents Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070100

HSLS:09 (School Administrator, Base Year, Sect. E, Q 1)

Admininstrator's sex

Unchanged from OFT1 Dropped for MS1 non-responding schools

The next set of questions are about your background and experience.
What is your sex?
1. Male 2. Female

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

The next set of questions are about your background and experience.
What is your sex?
1. Male 2. Female

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070200

HSLS:09 (School Administrator, Base Year, Sect. E, Q 2)

Race/ethnicity

Unchanged from OFT1 Dropped for MS1 non-responding schools

Are you Hispanic or Latino/Latina?
1. Yes 2. No

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Are you Hispanic or Latino/Latina?
1. Yes 2. No

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070301

HSLS:09 (School Administrator, Base Year, Sect. E, Q 3)

Which of the following choices describe your race? You may choose more than one. 1. White

Race/ethnicity

Unchanged from OFT1 Dropped for MS1 non-responding schools

Which of the following best describes your race? You may choose more than one. White
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Which of the following best describes your race? You may choose more than one.
White
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070302

HSLS:09 (School Administrator, Base Year, Sect. E, Q 3)

Which of the following choices describe your race? You may choose more than one. 2. Black or African American

Race/ethnicity

Unchanged from OFT1 Dropped for MS1 non-responding schools

Which of the following best describes your race? You may choose more than one. Black or African American
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Which of the following best describes your race? You may choose more than one.
Black or African American
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070303

HSLS:09 (School Administrator, Base Year, Sect. E, Q 3)

Which of the following choices describe your race? You may choose more than one. 3. Asian .

Race/ethnicity

Unchanged from OFT1 Dropped for MS1 non-responding schools

Which of the following best describes your race? You may choose more than one. Asian
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Which of the following best describes your race? You may choose more than one.
Asian
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070304

HSLS:09 (School Administrator, Base Year, Sect. E, Q 3)

Which of the following choices describe your race? You may choose more than one. 4. Native Hawaiian or other Pacific Islander .

Race/ethnicity

Unchanged from OFT1 Dropped for MS1 non-responding schools

Which of the following best describes your race? You may choose more than one. Native Hawaiian or other Pacific Islander
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Which of the following best describes your race? You may choose more than one.
Native Hawaiian or other Pacific Islander
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070305

HSLS:09 (School Administrator, Base Year, Sect. E, Q 3)

Which of the following choices describe your race? You may choose more than one. 5. American Indian or Alaska Native.

Race/ethnicity

Unchanged from OFT1 Dropped for MS1 non-responding schools

Which of the following best describes your race? You may choose more than one. American Indian or Alaska Native
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Which of the following best describes your race? You may choose more than one.
American Indian or Alaska Native
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070400

HSLS:09 (School Administrator, Base Year, Sect. E, Q 4)

What is the highest degree you have earned?

Educational background - Degree

Unchanged from OFT1 Dropped for MS1 non-responding schools

What is the highest degree you have earned?
1. Associate's degree 2. Bachelor's degree 3. Master's degree 4. Educational Specialist degree 5. Ph.D., Ed.D., M.D., law degree, or other high level professional degree 6. I do not have a degree

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070500

HSLS:09 (School Administrator, Base Year, Sect. E, Q 5)

Educational background - Degree

Unchanged from OFT1 Dropped for MS1 non-responding schools

What was your major(s) or field(s) of study for your [highest degree]?
Open response: major

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What was your major(s) or field(s) of study for your [highest degree]?
Open response: major

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070601

New Item

Educational background - Certification

Unchanged from OFT1 Dropped for MS1 non-responding schools

What teaching certification(s) have you ever held? Middle grades certification
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What teaching certification(s) have you ever held?
Middle grades certification
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070602

New Item

Educational background - Certification

Unchanged from OFT1 Dropped for MS1 non-responding schools

What teaching certification(s) have you ever held? Elementary certification
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What teaching certification(s) have you ever held?
Elementary certification
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070603

New Item

Educational background - Certification

Unchanged from OFT1 Dropped for MS1 non-responding schools

What teaching certification(s) have you ever held? Secondary subject matter certification
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What teaching certification(s) have you ever held?
Secondary subject matter certification
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070604

New Item

Educational background - Certification

Unchanged from OFT1 Dropped for MS1 non-responding schools

What teaching certification(s) have you ever held? Special education certification
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What teaching certification(s) have you ever held?
Special education certification
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070605

New Item

Educational background - Certification

Unchanged from OFT1 Dropped for MS1 non-responding schools

What teaching certification(s) have you ever held? Other
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What teaching certification(s) have you ever held?
Other
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070607

New Item

Educational background - Certification

Unchanged from OFT1 Dropped for MS1 non-responding schools

What teaching certification(s) have you ever held? None
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What teaching certification(s) have you ever held?
None
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070702

New Item

Specific training associated with middle grades

Unchanged from OFT1 Dropped for MS1 non-responding schools

Have you received any specialized training in the instructional and organizational needs of a middle school? Certification coursework
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Have you received any specialized training in the instructional and organizational needs of a middle school?
Certification coursework
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070703

New Item

Specific training associated with middle grades

Unchanged from OFT1 Dropped for MS1 non-responding schools

Have you received any specialized training in the instructional and organizational needs of a middle school? Professional development
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Have you received any specialized training in the instructional and organizational needs of a middle school?
Professional development
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070704

New Item

Specific training associated with middle grades

Unchanged from OFT1 Dropped for MS1 non-responding schools

Have you received any specialized training in the instructional and organizational needs of a middle school? Master's degree
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Have you received any specialized training in the instructional and organizational needs of a middle school?
Master's degree
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070705

New Item

Specific training associated with middle grades

Unchanged from OFT1 Dropped for MS1 non-responding schools

Have you received any specialized training in the instructional and organizational needs of a middle school? Doctoral degree
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Have you received any specialized training in the instructional and organizational needs of a middle school?
Doctoral degree
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070706

New Item

Specific training associated with middle grades

Unchanged from OFT1 Dropped for MS1 non-responding schools

Have you received any specialized training in the instructional and organizational needs of a middle school? Other
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Have you received any specialized training in the instructional and organizational needs of a middle school?
Other
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070707

New Item

Specific training associated with middle grades

Unchanged from OFT1 Dropped for MS1 non-responding schools

Have you received any specialized training in the instructional and organizational needs of a middle school? Never received any specialized training
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Have you received any specialized training in the instructional and organizational needs of a middle school?
Never received any specialized training
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070801

New Item

Educational background - Previous experience

Unchanged from OFT1 Dropped for MS1 non-responding schools

What other experiences in education have you had in the past? Principal/school administrator of another elementary school
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What other experiences in education have you had in the past?
Principal/school administrator of another elementary school
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070802

New Item

Educational background - Previous experience

Unchanged from OFT1 Dropped for MS1 non-responding schools

What other experiences in education have you had in the past? Principal/school administrator of another middle school or junior high school
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What other experiences in education have you had in the past?
Principal/school administrator of another middle school or junior high school
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070803

New Item

Educational background - Previous experience

Unchanged from OFT1 Dropped for MS1 non-responding schools

What other experiences in education have you had in the past? Principal/school administrator of another high school
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What other experiences in education have you had in the past?
Principal/school administrator of another high school
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070804

New Item

Educational background - Previous experience

Unchanged from OFT1 Dropped for MS1 non-responding schools

What other experiences in education have you had in the past? Assistant principal
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What other experiences in education have you had in the past?
Assistant principal
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070805

New Item

Educational background - Previous experience

Unchanged from OFT1 Dropped for MS1 non-responding schools

What other experiences in education have you had in the past? Elementary school teacher
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What other experiences in education have you had in the past?
Elementary school teacher
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070806

New Item

Educational background - Previous experience

Unchanged from OFT1 Dropped for MS1 non-responding schools

What other experiences in education have you had in the past? Middle school or junior high school teacher
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What other experiences in education have you had in the past?
Middle school or junior high school teacher
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070807

New Item

Educational background - Previous experience

Unchanged from OFT1 Dropped for MS1 non-responding schools

What other experiences in education have you had in the past? High school teacher
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What other experiences in education have you had in the past?
High school teacher
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070810

New Item

Educational background - Previous experience

Unchanged from OFT1 Dropped for MS1 non-responding schools

What other experiences in education have you had in the past? Other
1. Selected 2. Not Selected

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

What other experiences in education have you had in the past?
Other
1. Selected 2. Not Selected

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070901

New Item

Including this school year, how many years have you served as the principal of your school or any other school? ________Enter Number of Years

Years of experience

Unchanged from OFT1 Dropped for MS1 non-responding schools

Finally, we would like to ask you about your years of experience.
Including this school year...How many years have you served as the [A10 (A03)] at any school?
Open response: years

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Finally, we would like to ask you about your years of experience.
Including this school year…
How many years have you served as the [A10 (A03)] at any school?
Open response: years

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070902

New Item

Including this school year, how many years have you served as the principal of your school?.. ________Enter Number of Years

Years of experience

Unchanged from OFT1 Dropped for MS1 non-responding schools

Finally, we would like to ask you about your years of experience.
Including this school year...How many years have you served as the [A10 (A03)] at your current school?
Open response: years

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Finally, we would like to ask you about your years of experience.
Including this school year…
How many years have you served as the [A10 (A03)] at your current school?
Open response: years

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8070903

New Item

Including this school year, how many years of experience do you have teaching 6th, 7th, or 8th grade? ________Enter Number of Years

Years of experience

Unchanged from OFT1 Dropped for MS1 non-responding schools

Finally, we would like to ask you about your years of experience.
Including this school year...How many years have you taught sixth, seventh, or eighth grade?
Open response: years

Dropped for MS1 non-responding schools to reduce items to only those needed for non-response bias analysis

Unchanged from MS1 Dropped for MS2 non-responding schools

Finally, we would like to ask you about your years of experience.
Including this school year…
How many years have you taught sixth, seventh, or eighth grade?
Open response: years

Dropped for MS2 non-responding schools to reduce items to only those needed for non-response bias analysis

8010301

New Item

School confirmation

Added

What is your title or position at this school?

Other Specify

Added QID for other specify

Dropped

Dropped due to no responses in MS1

8020808

HSLS:09 (Counselor,.Baseline;.Section B)

Which of the following steps does this school take for students in high school who need extra assistance? Select all that apply..7. Your school does not have any program for students who need extra assistance

Providing additional support for struggling students

Added

Which of the following steps does this school take for sixth-grade students who need extra assistance? Other (Please specify)

Other Specify

Added QID for other specify

Dropped

Dropped to reduce burden

8020910

HSLS:09 (School Administrator, Base Year, Sect. A, Q 27)

Does your high school offer any of the following programs to assist 9th graders who are struggling academically? Select all that apply..8. Another program .

Providing additional support for struggling students

Added

Does your school offer any of the following programs to assist sixth-grade students who are struggling academically?

Other Specify

Added QID for other specify

Dropped

Dropped to reduce burden

8030111

NLTS 2012 (School Administrator; E1f)

Which of the following placement options are available for students with IEPs at this school?..Other (Please specify)

Percent of students with IEPs receiving services

Added

What percentage of students with IEPs at your school are served by each of the following placement options? If the service is available but no students currently receive it, enter 0 for that service. If the service is not available at your school, check the column labeled "Service not available." Other (Please specify)

Open response: percent

Added QID for other specify

Dropped

Dropped to reduce burden

8030112

NLTS 2012 (School Administrator; E1f)

Which of the following placement options are available for students with IEPs at this school?..Other (Please specify)

Percent of students with IEPs receiving services

Unchanged from OFT1

1. Selected 2. Not Selected

Dropped

Dropped due to lack of responses in MS1

8030113

NLTS 2012 (School Administrator; E1f)

Which of the following placement options are available for students with IEPs at this school?..Other (Please specify)

Percent of students with IEPs receiving services

Added

Other Specify

Added QID for other specify

Dropped

Dropped due to lack of responses in MS1

8030210

New Item

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

Unchanged from OFT1

Are the following available to general education teachers in this school when students with IEPs are included in their classes? Other (Please specify) 1. Selected 2. Not Selected

Dropped

Dropped to reduce burden

8030211

New Item

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

Added

Are the following available to general education teachers in this school when students with IEPs are included in their classes? Other Specify

Added QID for other specify

Dropped

Dropped to reduce burden

8030301

NLTS 2012 (School Administrator; E4)

Below is a list of programs and supports schools can offer to students with IEPs. For each, please indicate whether your school offers this program or support during the current school year...Referrals to Vocational Rehabilitation Services. 1= Yes.2= No

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

Revised

For each of the following programs and supports, please indicate whether students with IEPs in your school receive this program or support during the current school year. Please include programs provided by alternate service providers. Referrals to vocational rehabilitation services

1. Selected 2. Not Selected

Revised question stem and response option for clarity.

Dropped

Dropped to reduce burden

8030319

New Item

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

Revised

1. Selected 2. Not Selected

Revised for clarity

Dropped

Dropped to reduce burden

8030321

New Item

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

Added

Other Specify

Added QID for other specify

Dropped

Dropped to reduce burden

8040131

HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)

Which of the following math and computer sciences courses are offered onsite at your high school?. .(Check all that apply.). .. PreAlgebra.Review or Remedial Math.Integrated Math I.Integrated Math II or above.Algebra I, part 1 and part 2.Algebra I.Algebra II.Geometry.Trigonometry.Algebra III.Analytic Geometry.Calculus.AP Calculus, AB.AP Calculus, BC.Calculus IB.Computer Science.AP Computer Science, A.AP Computer Science, AB.Statistics or Probability.AP Statistics

Courses offered and course availability - Other Math

Added

Which of the following are available to your school's sixth-graders? Other Math

Traditional classroom1. Selected 2. Not Selected

Added QID for check-box item

Dropped

Dropped to reduce burden

8040132

HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)

Courses offered and course availability - Other Math

Added

Which of the following are available to your school's sixth-graders? Other Math

Neighboring school1. Selected 2. Not Selected

Added QID for check-box item

Dropped

Dropped to reduce burden

8040133

HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)

Courses offered and course availability - Other Math

Added

Which of the following are available to your school's sixth-graders? Other Math Virtually 1. Selected 2. Not Selected

Added QID for check-box item

Dropped

Dropped to reduce burden

8040134

HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)

Courses offered and course availability

Added

Which of the following are available to your school's sixth-graders? Other Math Not offered 1. Selected 2. Not Selected

Added QID for check-box item

Dropped

Dropped to reduce burden

8040024

HSLS:09 (School Administrator, Base Year, Sect. D, Q 1)

Courses offered and course availability

Added

Which of the following are available to your school's sixth-graders? Other Math

Other Specify

Added QID for other specify

Dropped

Dropped to reduce burden

8041601

New Item

Courses offered and course availability - Other

Unchanged from OFT1

Is there any other sequence of courses that is taken by sixth-graders? 1. Yes 2. No

Dropped

Dropped to reduce burden

8042019

NELS88 Enhancement Survey of Middle Grades Practices (School, Base Year, 21)

How do you organize the transition from the middle grades to the high school grades in the following ways? Select all that apply to your present practices.. .14. Other (describe).

Assistance with transitions from elementary to middle and middle to high school grades

Added

Does your school organize the transition from fifth grade to sixth grade in any of the following ways? Other Specify

Added QID for other specify

Dropped

Dropped to reduce burden

8042504

New Item

Student advising time

Added

Which of the following best describes the way your school schedules time for the advisory program in sixth grade? Other Specify

Added QID for other specify

Dropped

Dropped to reduce burden

8020101

SSOCS (Principal, 2009-.10, Q31)

Which of the following best describes your school? 1. Regular public school.2. Charter school.3. Has a magnet program for part of the school.4. Exclusively a magnet school.5. Other (Specify)

School Type

Added

Which of the following best describes your school? Other Specify

Added QID for other specify

Dropped

Dropped to reduce burden

8020202

NELS:88 School Administrator Questionnaire, Survey of Middle Grades Practices, Q4

What is the MAJOR way that your school is organized for eighth-grade student instruction? 1. SELF-CONTAINED CLASS -- students are taught all of their academic subjects by one teacher.2. DEPARTMENTALIZED -- students are taught each of their academic subjects by a different teacher.3. SEMI-DEPARTMENTALIZED -- students are taught their academic subjects by only 2 or 3 different teachers

School Type

Added

What type of daily schedule is typically used for the sixth-grade level at your school? Other (Please specify) Other Specify

Added QID for other specify

Dropped

Dropped due to no responses in MS1

8070606

New Item

Educational background - Certification

Added

What teaching certification(s) have you ever held? Other Specify

Added QID for other specify

Dropped

Dropped to reduce burden

8070706

New Item

Specific training associated with middle grades

Added

Have you received any specialized training in the instructional and organizational needs of a middle school? Other (Please specify)

Added QID for other specify

Dropped

Dropped to reduce burden

8070708

New Item

Specific training associated with middle grades

Added

Have you received any specialized training in the instructional and organizational needs of a middle school? Other (Please specify) Other Specify

Added QID for other specify

Dropped

Dropped to reduce burden

8070811

New Item

Educational background

Added

What other experiences in education have you had in the past? Other specify

Added QID for other specify

Dropped

Dropped to reduce burden

MS2 Facilities Checklist Items

MGLS Item ID (QID)	Source	Source Wording with Response Options	Source Justification (Construct)	MS1 Status	MS1 Wording with Response Options	MS1 Justification	MS2 Status	MS2 Wording with Response Options	MS2 Justification
9000102	Whole Building Design Guide, National Institute of Building Sciences	Fundamental space types for secondary schools include, but are not limited to: Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities	School structure	Unchanged from OFT1	The following question is about the features at the school. Please indicate all features you observed at this school. Auditorium/Performing arts 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Auditorium/Performing arts 1. Observed 2. Not Observed 3. No opportunity to observe
9000103	Whole Building Design Guide, National Institute of Building Sciences	Fundamental space types for secondary schools include, but are not limited to:.-Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities	School structure	Unchanged from OFT1	The following question is about the features at the school. Please indicate all features you observed at this school. Art facilities 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Art facilities 1. Observed 2. Not Observed 3. No opportunity to observe
9000117	New		School structure	Unchanged from OFT1	The following question is about the features at the school. Please indicate all features you observed at this school. Building(s) with more than one floor (multiple stories) 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Building(s) with more than one floor (multiple stories) 1. Observed 2. Not Observed 3. No opportunity to observe
9000104	Whole Building Design Guide, National Institute of Building Sciences	Fundamental space types for secondary schools include, but are not limited to:.-Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities	School structure	Unchanged from OFT1	The following question is about the features at the school. Please indicate all features you observed at this school. Cafeteria (separate from auditorium and gym) 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Cafeteria (separate from auditorium and gym) 1. Observed 2. Not Observed 3. No opportunity to observe
9000118	New		School structure	Unchanged from OFT1	The following question is about the features at the school. Please indicate all features you observed at this school. Campus with more than one building 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Campus with more than one building 1. Observed 2. Not Observed 3. No opportunity to observe
9000106	Whole Building Design Guide, National Institute of Building Sciences	Fundamental space types for secondary schools include, but are not limited to:.-Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities	School structure	Unchanged from OFT1	The following question is about the features at the school. Please indicate all features you observed at this school. Common areas/courtyards 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Common areas/courtyards 1. Observed 2. Not Observed 3. No opportunity to observe
9000107	Condition of Public School Facilities	Classroom	School structure	Unchanged from OFT1	The following question is about the features at the school. Please indicate all features you observed at this school. Computer lab 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Computer lab 1. Observed 2. Not Observed 3. No opportunity to observe
9000119	New		School structure	Unchanged from OFT1	The following question is about the features at the school. Please indicate all features you observed at this school. Each grade is housed in different areas of the school 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Each grade is housed in different areas of the school 1. Observed 2. Not Observed 3. No opportunity to observe
9000120	New		School structure	Unchanged from OFT1	The following question is about the features at the school. Please indicate all features you observed at this school. Elevators 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Elevators 1. Observed 2. Not Observed 3. No opportunity to observe
9000108	Whole Building Design Guide, National Institute of Building Sciences	Fundamental space types for secondary schools include, but are not limited to:.-Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities	School structure	Unchanged from OFT1	The following question is about the features at the school. Please indicate all features you observed at this school. Gymnasium 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Gymnasium 1. Observed 2. Not Observed 3. No opportunity to observe
9000109	Whole Building Design Guide, National Institute of Building Sciences	Fundamental space types for secondary schools include, but are not limited to:.-Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities	School structure	Unchanged from OFT1	The following question is about the features at the school. Please indicate all features you observed at this school. Health services room, such as a nurse's office 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Health services room, such as a nurse's office 1. Observed 2. Not Observed 3. No opportunity to observe
9000110	Whole Building Design Guide, National Institute of Building Sciences	Fundamental space types for secondary schools include, but are not limited to:.-Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities	School structure	Unchanged from OFT1	The following question is about the features at the school. Please indicate all features you observed at this school. Library or media center 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Library or media center 1. Observed 2. Not Observed 3. No opportunity to observe
9000113	Whole Building Design Guide, National Institute of Building Sciences	Fundamental space types for secondary schools include, but are not limited to:.-Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities	School structure	Unchanged from OFT1	The following question is about the features at the school. Please indicate all features you observed at this school. Music education room, such as a band or choir room 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Music education room, such as a band or choir room 1. Observed 2. Not Observed 3. No opportunity to observe
9000115	Whole Building Design Guide, National Institute of Building Sciences	Fundamental space types for secondary schools include, but are not limited to:.-Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities Administrative Offices.-Auditorium/Performing Arts.-Art Facilities.-Cafeteria.-Classroom.-Common areas/courtyards.-Gymnasium.-Health Services.-Lobby.-Media Center.-Multipurpose Rooms.-Music Education.-Restrooms.-Science Facilities.-Swimming Facilities	School structure	Unchanged from OFT2	The following question is about the features at the school. Please indicate all features you observed at this school. Science room, set-up as a lab space 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Science room, set up as a lab space 1. Observed 2. Not Observed 3. No opportunity to observe
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	Unchanged from OFT1	The following question is about the features at the school. Please indicate all features you observed at this school. Trailers (for classrooms or offices) 1. Observed 2. Not Observed 3. No opportunity to observe		Unchanged from MS1	The following question is about the features at the school. Please indicate all features you observed at this school. Trailers (for classrooms or offices) 1. Observed 2. Not Observed 3. No opportunity to observe
9010100	New		General condition - school exterior	Unchanged from OFT1	Please note the time of day that you observed the items below: Dropdown list: Time of day in hour increments starting with 6:00am-6:59am to 6:00pm-6:59pm		Unchanged from MS1	Please note the time of day that you observed the items below: Dropdown list: Time of day in hour increments starting with 6:00am-6:59am to 6:00pm-6:59pm
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 None, A little, Some, A lot	General condition - school exterior	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. Litter or trash 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Litter or trash 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 None, A little, Some, A lot	General condition - school exterior	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. Graffiti 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Graffiti 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 None, A little, Some, A lot	General condition - school exterior	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. Boarded up buildings 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Boarded up buildings 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 None, A little, Some, A lot	General condition - school exterior	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. People congregating on streets 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. People congregating on streets 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 None, A little, Some, A lot	General condition - school exterior	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. Student(s) loitering 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Student(s) loitering 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9020100	New		General condition - main entrance and hallways	Unchanged from OFT1	Please note the time of day that you observed the items below: Dropdown list: Time of day in hour increments starting with 6:00am-6:59am to 6:00pm-6:59pm		Unchanged from MS1	Please note the time of day that you observed the items below: Dropdown list: Time of day in hour increments starting with 6:00am-6:59am to 6:00pm-6:59pm
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 1. Yes, observed 2. No, did not observe	General condition - main entrance and hallways	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. Trash on the floors 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised to make sure SFs knew to observe from inside the building.	Unchanged from MS1	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. Trash on the floors 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed 2. No, did not observe	General condition - main entrance and hallways	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. Trash overflowing from trash cans 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised to make sure SFs knew to observe from inside the building.	Unchanged from MS1	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. Trash overflowing from trash cans 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed 2. No, did not observe	General condition - main entrance and hallways	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. Broken lights 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised to make sure SFs knew to observe from inside the building.	Unchanged from MS1	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. Broken lights 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed 2. No, did not observe	General condition - main entrance and hallways	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. Graffiti on the walls, doors, ceilings, or lockers 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised to make sure SFs knew to observe from inside the building.	Unchanged from MS1	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. Graffiti on the walls, doors, ceilings, or lockers 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed 2. No, did not observe	General condition - main entrance and hallways	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. Visible fire alarms or emergency alarms 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised to make sure SFs knew to observe from inside the building.	Unchanged from MS1	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. Visible fire alarms or emergency alarms 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed 2. No, did not observe	General condition - main entrance and hallways	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. Chipped paint on the walls, doors, or ceilings 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised to make sure SFs knew to observe from inside the building.	Unchanged from MS1	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. Chipped paint on the walls, doors, or ceilings 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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) 1. Yes, observed 2. No, did not observe	General condition - main entrance and hallways	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. Ceiling in disrepair (e.g., falling in, water damage, missing tiles, or plaster) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised to make sure SFs knew to observe from inside the building.	Unchanged from MS1	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. Ceiling in disrepair (e.g., falling in, water damage, missing tiles, or plaster) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed 2. No, did not observe	General condition - main entrance and hallways	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. Visible exit signs 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised to make sure SFs knew to observe from inside the building.	Unchanged from MS1	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. Visible exit signs 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9030104	New		Displays - school pride	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. School identity is visible (e.g., mascot, logo, colors, slogan) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised to make sure SFs knew to observe from inside the building.	Unchanged from MS1	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. School identity is visible (e.g., mascot, logo, colors, slogan) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9030105	New		Displays - school pride	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. Accomplishments of the school are noted 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised to make sure SFs knew to observe from inside the building.	Unchanged from MS1	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. Accomplishments of the school are noted 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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)	Displays - school pride	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. Displays of the works or accomplishments of students on walls or lockers 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised to make sure SFs knew to observe from inside the building.	Unchanged from MS1	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. Displays of the works or accomplishments of students on walls or lockers 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9030106	New		Displays - school pride	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. Student academic work displayed 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised to make sure SFs knew to observe from inside the building.	Unchanged from MS1	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. Student academic work displayed 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9030107	New		Displays - school rules	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. Expectations for student behavior displayed 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised to make sure SFs knew to observe from inside the building.	Unchanged from MS1	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. Expectations for student behavior displayed 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9030103	Modified Minnesota School Safety Center Self-Assessment Checklist	Posters are displayed encouraging positive behavior choices for well being.	Displays - school rules	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. Displays of posters encouraging positive behavior choices and well being (e.g. conflict resolution guidance or healthy food choices) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	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.)	Unchanged from MS1	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. Displays of posters encouraging positive behavior choices and well being (e.g. conflict resolution guidance or healthy food choices) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9030102	Modified Minnesota School Safety Center Self-Assessment Checklist	Environment displays student activities and opportunities for involvement.	Displays - resources	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. Displays of student activities and opportunities for involvement (e.g., student government, yearbook, or school event committees) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	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.)	Unchanged from MS1	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. Displays of student activities and opportunities for involvement (e.g., student government, yearbook, or school event committees) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9030108	New		Displays - resources	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. Learning resources for students are displayed (e.g., formulas, abbreviations, steps for reviewing) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	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.)	Unchanged from MS1	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. Learning resources for students are displayed (e.g., formulas, abbreviations, steps for reviewing) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9030109	New		Displays - school pride	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. Team identification is visible (e.g., team name, team mascots, team slogans) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Team identification is visible (e.g., team name, team mascots, team slogans) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9030110	New		Displays - school rules	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. Team expectations and team rules are posted 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Team expectations and team rules are posted 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9030111	New		Displays - school pride	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. Team calendars are displayed 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Team calendars are displayed 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9030112	New		Displays - school pride	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. Student recognition is noted with the team (e.g., student or team-centered celebrations, random acts of kindness, team most improved or student of the week) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Student recognition is noted with the team (e.g., student or team-centered celebrations, random acts of kindness, team most improved or student of the week) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9030118	New		School structure	Unchanged from OFT1	For each item listed, please indicate the extent to which you notice the following. Student social spaces (e.g., open space, outside of the classroom, teaching team pod areas) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	For each item listed, please indicate the extent to which you notice the following. Student social spaces (e.g., open space, outside of the classroom, teaching team pod areas) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9030119	New		Displays - school rules	Unchanged from OFT1	For each item listed, please indicate the extent to which you notice the following. Teachers are at classroom doors during passing periods 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	For each item listed, please indicate the extent to which you notice the following.. Teachers are at classroom doors during passing periods 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9030115	New		Displays - school pride	Unchanged from OFT1	For each item listed, please indicate the extent to which you notice the following.. Data walls are visible 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	For each item listed, please indicate the extent to which you notice the following. Data walls are visible 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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. 1. Yes, observed 2. No, did not observe	General condition - classroom	Unchanged from OFT1	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. Locks controlled from inside of door 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		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 8 are taught. For each item listed, indicate the extent to which you notice the following aspects of the classroom. Locks controlled from inside of door 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised wording to "grade 8" from "grade 6" to update to modal grade of respondents.
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) 1. Yes, observed 2. No, did not observe	General condition - classroom	Unchanged from OFT1	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. Ceiling in disrepair (e.g., falling in, water damage, missing tiles or plaster) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		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 8 are taught. For each item listed, indicate the extent to which you notice the following aspects of the classroom. Ceiling in disrepair (e.g., falling in, water damage, missing tiles or plaster) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised wording to "grade 8" from "grade 6" to update to modal grade of respondents.
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 1. Yes, observed 2. No, did not observe	General condition - classroom	Unchanged from OFT1	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. Broken lights 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		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 8 are taught. For each item listed, indicate the extent to which you notice the following aspects of the classroom. Locks controlled from inside of door Broken lights 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised wording to "grade 8" from "grade 6" to update to modal grade of respondents.
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 1. Yes, observed 2. No, did not observe	General condition - 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. Graffiti on the walls, doors, ceilings, or desks 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Combined response options from 9040105.	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 8 are taught. For each item listed, indicate the extent to which you notice the following aspects of the classroom. Graffiti on the walls, doors, ceilings, or desks 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised wording to "grade 8" from "grade 6" to update to modal grade of respondents.
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 1. Yes, observed 2. No, did not observe	General condition - classroom	Unchanged from OFT1	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. Trash on the floors 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		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 8 are taught. For each item listed, indicate the extent to which you notice the following aspects of the classroom. Trash on the floors 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised wording to "grade 8" from "grade 6" to update to modal grade of respondents.
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. 1. Yes, observed 2. No, did not observe	General condition - classroom	Unchanged from OFT1	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. Trash overflowing from trash cans 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		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 8 are taught. For each item listed, indicate the extent to which you notice the following aspects of the classroom. Trash overflowing from trash cans 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised wording to "grade 8" from "grade 6" to update to modal grade of respondents.
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 1. Yes, observed 2. No, did not observe	General condition - classroom	Unchanged from OFT1	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. Floors and walls appear clean 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		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 8 are taught. For each item listed, indicate the extent to which you notice the following aspects of the classroom. Floors and walls appear clean 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised wording to "grade 8" from "grade 6" to update to modal grade of respondents.
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. 1. Yes, observed 2. No, did not observe 3. Not applicable	General condition - classroom	Unchanged from OFT1	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. Posters or other materials on glass windows 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		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 8 are taught. For each item listed, indicate the extent to which you notice the following aspects of the classroom. Posters or other materials on glass windows 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised wording to "grade 8" from "grade 6" to update to modal grade of respondents.
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 1. Yes, observed 2. No, did not observe 3. Not applicable	General condition - classroom	Unchanged from OFT1	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. Bars on windows 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		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 8 are taught. For each item listed, indicate the extent to which you notice the following aspects of the classroom. Bars on windows 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised wording to "grade 8" from "grade 6" to update to modal grade of respondents.
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 1. Yes, observed 2. No, did not observe 3. Not applicable	General condition - classroom	Unchanged from OFT1	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. Broken windows 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		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 8 are taught. For each item listed, indicate the extent to which you notice the following aspects of the classroom. Broken windows 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised wording to "grade 8" from "grade 6" to update to modal grade of respondents.
9040112	New		Classroom set-up	Unchanged from OFT1	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. Desks are clustered or small tables available in classrooms so that they allow for small group work 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Desks are clustered or small tables available in classrooms so that they allow for small group work 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9040114	New		Classroom set-up	Unchanged from OFT1	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. Desks are set up in rows in classrooms 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Desks are set up in rows in classrooms 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9040115	New		Classroom set-up	Unchanged from OFT1	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. Class rules and responsibilities are displayed 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Class rules and responsibilities are displayed 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9040116	New		Classroom set-up	Unchanged from OFT1	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. Colorful and engaging materials support learning and/or character development are displayed 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Colorful and engaging materials support learning and/or character development are displayed 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9040117	New		Classroom set-up	Unchanged from OFT1	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. Standards and learning guides are posted 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Standards and learning guides are posted 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9040118	New		Classroom set-up	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. Multimedia is visible (e.g., smartboards, computers or tablets, calculators) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Revised to align with the format used with items that include examples "(e.g.,)"	Unchanged from MS1	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. Multimedia is visible (e.g., smartboards, computers or tablets, calculators) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9040119	New		Classroom set-up	Unchanged from OFT1	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. Weekly or daily assignments are posted 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Weekly or daily assignments are posted 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9040120	New		Classroom set-up	Unchanged from OFT1	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. Student work is displayed 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Student work is displayed 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9050108	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 1. Yes, observed 2. No, did not observe	General condition - restroom	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 factors in 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	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 factors in the general upkeep of the school restrooms. Which restroom did you enter? 1. Boys 2. Girls 3. Unisex 4. Unable to observe a restroom	Revised to include checkbox for “Unable to observe a restroom” based on feedback from field staff
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. 1. Yes, observed 2. No, did not observe	General condition - restroom	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 factors in the general upkeep of the school restrooms. Graffiti on walls, ceilings, or restroom stall doors or walls 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Combined response options from 9050102	Unchanged from MS1	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 factors in the general upkeep of the school restrooms. Graffiti on walls, ceilings, or restroom stall doors or walls 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed 2. No, did not observe	General condition - restroom	Unchanged from OFT1	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 factors in the general upkeep of the school restrooms. Trash on the floors 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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 factors in the general upkeep of the school restrooms. Trash on the floors 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed 2. No, did not observe	General condition - restroom	Unchanged from OFT1	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 factors in the general upkeep of the school restrooms. Trash overflowing from trash cans 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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 factors in the general upkeep of the school restrooms. Trash overflowing from trash cans 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed 2. No, did not observe	General condition - restroom	Unchanged from OFT1	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 factors in the general upkeep of the school restrooms. Doors on all stalls 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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 factors in the general upkeep of the school restrooms. Doors on all stalls 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed 2. No, did not observe	General condition - restroom	Unchanged from OFT1	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 factors in the general upkeep of the school restrooms. Student(s) loitering 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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 factors in the general upkeep of the school restrooms. Student(s) loitering 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed 2. No, did not observe	General condition - restroom	Unchanged from OFT1	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 factors in the general upkeep of the school restrooms. Student(s) smoking 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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 factors in the general upkeep of the school restrooms. Student(s) smoking 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060101	ELS:2002 (Facilities Checklist, 10a)	For each of the following security measures, indicate whether you observed it today. a. Security guard 1. Yes, observed 2. No, did not observe	General condition - restroom	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. Security guard 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Security guard 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060102	ELS:2002 (Facilities Checklist, 10b)	For each of the following security measures, indicate whether you observed it today. b. Metal detectors 1. Yes, observed 2. No, did not observe	Security measures	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. Metal detectors 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Metal detectors 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060103	ELS:2002 (Facilities Checklist, 10c)	For each of the following security measures, indicate whether you observed it today. c. Security cameras 1. Yes, observed 2. No, did not observe	Security measures	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. Security cameras 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Security cameras 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed 2. No, did not observe	Security measures	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. Fencing around the entire school 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Fencing around the entire school 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060105	ELS:2002 (Facilities Checklist, 10e)	For each of the following security measures, indicate whether you observed it today. e. Sign-in policies 1. Yes, observed 2. No, did not observe	Security measures	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. Sign-in policies being followed 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Sign-in policies being followed 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed 2. No, did not observe	Security measures	Unchanged from OFT1	The next questions are about security measures at the school. Visitors are greeted and directed by an adult to sign in at office 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Visitors are greeted and directed by an adult to sign in at office 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060107	ELS:2002 (Facilities Checklist, 10g)	For each of the following security measures, indicate whether you observed it today. g. Fire alarms 1. Yes, observed 2. No, did not observe	Security measures	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. Fire alarms 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Fire alarms 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060108	ELS:2002 (Facilities Checklist, 10h)	For each of the following security measures, indicate whether you observed it today. h. Fire extinguishers 1. Yes, observed 2. No, did not observe	Security measures	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. Fire extinguishers 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Fire extinguishers 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060109	ELS:2002 (Facilities Checklist, 10i)	For each of the following security measures, indicate whether you observed it today. i. Fire sprinklers 1. Yes, observed 2. No, did not observe	Security measures	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. Fire sprinklers 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Fire sprinklers 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060111	ELS:2002 (Facilities Checklist, 10l)	For each of the following security measures, indicate whether you observed it today. l. Student uniforms 1. Yes, observed 2. No, did not observe	Security measures	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. Student uniforms 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Student uniforms 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed 2. No, did not observe	Security measures	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. Signs at exit doors stating alarm will go off if door is opened 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe	Reworded question text to clarify these are exit doors	Unchanged from MS1	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. Signs at exit doors stating alarm will go off if door is opened 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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 1. Yes, observed inside 2. Yes, observed outside 3. No, did not observe	Displays - visitor directions	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. Signs providing directions to the front office or stating that visitors must proceed to the front office 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Signs providing directions to the front office or stating that visitors must proceed to the front office 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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." 1. Yes, observed inside 2. Yes, observed outside 3. No, did not observe	Displays - school rules	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. Signs conveying the message "no drugs" 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Signs conveying the message "no drugs" 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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." 1. Yes, observed inside 2. Yes, observed outside 3. No, did not observe	Displays - school rules	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. Signs conveying the message "no trespassing" 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Signs conveying the message "no trespassing" 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
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." 1. Yes, observed inside 2. Yes, observed outside 3. No, did not observe	Displays - school rules	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. Signs conveying the message "no weapons" 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Signs conveying the message "no weapons" 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060205	New		Displays - resources	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. Where to get assistance (e.g., school support services such as Counselor, Social Worker, Media Specialist, Nurse, or Health Care Assistant) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Where to get assistance (e.g., school support services such as Counselor, Social Worker, Media Specialist, Nurse, or Health Care Assistant) 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060206	New		Displays - resources	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. Conflict resolution and peer mediation 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Conflict resolution and peer mediation 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060207	New		Displays - resources	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. Healthy choices, such as diet or exercise 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Healthy choices, such as diet or exercise 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060208	New		Displays - school rules	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. Cell phone use 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Cell phone use 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060209	New		Displays - school rules	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. Anti-bullying messages 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Anti-bullying messages 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060210	New		Displays - school rules	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. Anti-drug messages 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Anti-drug messages 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060211	New		Displays - school rules	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. Anti-smoking messages 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe		Unchanged from MS1	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. Anti-smoking messages 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe
9060301	ELS:2002 (Facilities Checklist, 6a)	Do a majority of the following individuals wear identification cards/badges? a. Students 1. Yes 2. No	Security measures	Unchanged from OFT1	To what extent do the following individuals wear identification cards/badges? Students 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe 6. Not required		Unchanged from MS1	To what extent do the following individuals wear identification cards/badges? Students 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe 6. Not required
9060302	ELS:2002 (Facilities Checklist, 6b)	Do a majority of the following individuals wear identification cards/badges? b. Teachers 1. Yes 2. No	Security measures	Unchanged from OFT1	To what extent do the following individuals wear identification cards/badges? Teachers 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe 6. Not required		Unchanged from MS1	To what extent do the following individuals wear identification cards/badges? Teachers 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe 6. Not required
9060303	ELS:2002 (Facilities Checklist, 6c)	Do a majority of the following individuals wear identification cards/badges? c. Other Personnel 1. Yes 2. No	Security measures	Unchanged from OFT1	To what extent do the following individuals wear identification cards/badges? Other personnel 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe 6. Not required		Unchanged from MS1	To what extent do the following individuals wear identification cards/badges? Other personnel 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe 6. Not required
9060304	ELS:2002 (Facilities Checklist, 6d)	Do a majority of the following individuals wear identification cards/badges? d. Visitors 1. Yes 2. No	Security measures	Unchanged from OFT1	To what extent do the following individuals wear identification cards/badges? Visitors 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe 6. Not required		Unchanged from MS1	To what extent do the following individuals wear identification cards/badges? Visitors 1. Not at all 2. A little 3. Some 4. A lot 5. No opportunity to observe 6. Not required
9070101	Adapted from ADA Checklist	Are all public spaces on at least one accessible route? 1. Yes 2. No	School structure - accessibility	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. Are all areas of the school accessible to students with disabilities (e.g., are there routes that do not have stairs? If the building is multi-level, are there ramps, elevators, or lifts available?)? 1. Yes 2. No 3. No opportunity to observe	Revised to align with the format used with items that include examples "(e.g.,)"	Unchanged from MS1	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. Are all areas of the school accessible to students with disabilities (e.g., are there routes that do not have stairs? If the building is multi-level, are there ramps, elevators, or lifts available?)? 1. Yes 2. No 3. No opportunity to observe
9070102	Adapted from ADA Checklist	Are accessible spaces identified with a sign that includes the international Symbol of Accessibility? 1. Yes 2. No	School structure - accessibility	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. Inside the building, are signs posted to help people with disabilities navigate the building (e.g., directional and informational signs containing braille with raised characters, pictograms, arrows, etc.)? 1. Yes 2. No 3. No opportunity to observe	Revised to align with the format used with items that include examples "(e.g.,)"	Unchanged from MS1	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. Inside the building, are signs posted to help people with disabilities navigate the building (e.g., directional and informational signs containing braille with raised characters, pictograms, arrows, etc.)? 1. Yes 2. No 3. No opportunity to observe
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? 1. Yes 2. No	School structure - accessibility	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. In general, do students with mobility problems have access to social spaces within the school? 1. Yes 2. No 3. No opportunity to observe		Unchanged from MS1	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. In general, do students with mobility problems have access to social spaces within the school? 1. Yes 2. No 3. No opportunity to observe
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? 1. Yes 2. No	School structure - accessibility	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. Would students with mobility problems be able to sit with other students in the cafeteria (e.g., are they able to pull a wheelchair up to the table?)? 1. Yes 2. No 3. No opportunity to observe 4. Not applicable	Revised to align with the format used with items that include examples "(e.g.,)"	Unchanged from MS1	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. Would students with mobility problems be able to sit with other students in the cafeteria (e.g., are they able to pull a wheelchair up to the table?)? 1. Yes 2. No 3. No opportunity to observe 4. Not applicable
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? 1. Yes 2. No	School structure - accessibility	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. Would students with mobility problems be able to work with other students in the library (e.g., are group work areas accessible to students with disabilities)? 1. Yes 2. No 3. No opportunity to observe 4. Not applicable	Revised to align with the format used with items that include examples "(e.g.,)"	Unchanged from MS1	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. Would students with mobility problems be able to work with other students in the library (e.g., are group work areas accessible to students with disabilities)? 1. Yes 2. No 3. No opportunity to observe 4. Not applicable
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? 1. Yes 2. No	School structure - accessibility	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. If there is a resource room, is the resource room in a location accessible to all students? 1. Yes 2. No 3. No opportunity to observe 4. Not applicable		Unchanged from MS1	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. If there is a resource room, is the resource room in a location accessible to all students? 1. Yes 2. No 3. No opportunity to observe 4. Not applicable
9080101	New		School structure - portion observed	Unchanged from OFT1	What percentage of the campus did you observe? 1. Less than or equal to 25% 2. More than 25% but less than or equal to 50% 3. More than 50% but less than or equal to 75% 4. More than 75% but less than 100% 5. 100%		Unchanged from MS1	What percentage of the campus did you observe? 1. Less than or equal to 25% 2. More than 25% but less than or equal to 50% 3. More than 50% but less than or equal to 75% 4. More than 75% but less than 100% 5. 100%

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).

File Type	application/vnd.openxmlformats-officedocument.wordprocessingml.document
File Modified	0000-00-00
File Created	0000-00-00