NCVS SCS Attachments

Supporting Statement – 2022 National Crime Victimization Survey (NCVS) School Crime Supplement
(SCS)
C. List of attachments
1. BJS authorizing statute; Title 34, United States Code, Section 10132 of the Justice Systems
Improvement Act of 1979…………………………………………………………………………………………………2
2. 2022 SCS questionnaire……………………………………………………………………………………………………13
3. Selected nonfederal citations citing data from the NCVS SCS…………………………………………..45
4. 2022 SCS item justification and rationale…………………………………………………………………………54
5. 2019 SCS questionnaire……………………………………………………………………………………………………73
6. Incoming household letter from Census (NCVS-572(L))……………………………………………………95
7. Continuing household letter from Census (NCVS-573(L))…………………………………………………98
8. AIR cognitive testing materials for the 2021 NCVS SCS……………………………………………………101
9. 2022 NCVS SCS final CBSM cognitive testing report with attachments……………………………197

Attachment 1:
BJS authorizing statute; Title 34, United States Code, Section 10132 of the Justice Systems Improvement
Act of 1979

dJqsnf

:JdldBqJ

S~ql olllmnsmd

pdqddns

SJ!lS~lBlS

JO Al~pqBA pUB Alq~qBqd.1 dql llU~.InSU~.IOJ pUB SJ9S~lBlS dJ~lsnf .IOJ Sp.1BpUBlS IBU09BU PUdU.IU.IOJd.1(8)
:A.rlUnOJ

UB~PUI U~pUB SdlBlS SnO~.1BAdtll U~Sdlnds~p pA~J pUB 'SlUdnbu~ldP dpUdAnf 'S.1dPUdJJO IBU~U.I~JJ'AJUdnbu~ldP
dl~udAnf 'A[.IdPld d4llSU~BllB Sdlll~JJ llll~pnIJU! 'dUl!JJ 'dJ~lSl1f I!A!J JO spddsB pdlBld1 pUB dJqsnf IBU!UI!lJ
JO spddsB IJB llU!UJdJUOJ SJ9SqBlS IBuoqBU UllO.pUn dlBU!U.IdSS~PpUB 'qsllqnd 'dZAIBUB 'dlBlTOJ 'dpdU.IOJ (L)

pUB 'lBq!.ll 'dlB1S 'IBJdPd~ dllllB pUB U09BN ~nll U! 'AJUdnbu!ldp

dpUdAnf pUB

'dUl~lJ

JO sdlnq!JllB

:sldAdl IBJOI
pUB u09nq!.I1S!P

'lUdlXd d4l1110qB pUB 'SldAdl IBJOI pUB 'IBq!Jl 'dlBlS 'IBJdPd.:! d4llB SlUdlSAS dJ!lSnf I!A!J pUB IBU~UI~.IJ1110qB
'UOqBUllOJU! p~JqSqBlS JO dSn dlll Aq 'AJUdnbuqdp
dpUdAnf pUB Sdlnds~p PA!J 'dUl~.IJ JO SdlB[dliOJ dql dZAIBUB (9)

~SlJAJl PDol pm 'IUq!ll 'JlUlS 'lU1JpJd Jqllu 'A~uJnbu!lJP JpuJAnf puu 'JLUp~ JO SJlnq!lHU puu
'uoqnq!J1S!P

d4llB

'lUdlXd 'SdlBJ 'dJUdP!JU!

UldlSAS dJ9Snf

'dJUdlBAdld

dlll :aU!UJdJUOJ UO!lBUUOJU! IBJ!lsqB1S dZAIBUB pUB PdIJOJ

(~)

~SldAdJ JBJOJ pUB 'IBq!ll 'dlBlS '[BJdPd.:!
IBU!UI!JJ dlJUO SUO!lB.Iddo dlJl :aU!UJdJUOJ 'U09BUUOJU! IBJqS!lBlS dZAIBUB pUB PdlTOJ (v)

:lluqBWUO!S!JdP
pUB AJqod dJ9snf IBJO[ pUB 'IBq!ll
'd1B1S 'IBUOqBU JO l.loddns U! 'AJUdnbuqdp
dl!UdAnf pUB 'Sd1nds!p l!A~J 'dU.I!.IJ 01 pdlBldJ S.IOpBJ IBJqSqBls JdlpO
pUB 'Sdlnds!p I!A!J 'AJUdnbuqdp
dpUdAnf 'dlll!lJ JO sdlnq!.IHB plm 'uoqnq!llS~P
'lUdlXd 'SdlB1 'dJUdP!JU! 'dJUdJBAdld
dlJUO UOqBJ!PU! IB!JOS IBUO!lBU dlqB1BdU.IOJ pUB SnOnU!lUOJ B SB dAldS Jl!M lmp B1Bp dZAIBUB pUB PdIJOJ (£)

pUB 'A{JdPld dlJ11SU!B:aB SdU.I!JJ :au!pnpu!

:Sdll1ds!p I!A!J
'UOqBZ!U.I!PIA IBU!Ul!JJ :aU!UJdJUOJ UOqBUll0JU! dZAIBUB pUB PdIJOJ (Z)

:JOPdJ!G d41 Aq pd1BllJnUlO1d SUO!lBJl1lldJ
pUB SdllU U! 4110J 1dS SJ!lS!lB1S dJqsnf:aU!.IdlJlBll .10J sp.mpUB1S lP!M dJUBqdUlOJ :au!nuquoJ
01 pdfqns dpBUl
dq HB4s SlUB.1ll :ldldB4Jqns
S!lJl 01 PdlBJd.I sdsod.md .1oJ S[BllP!A!PU! dlBA!.Id .10 'SUO!lBZ!UBll10 dlBA!ld 'uoqBJnpd
.1dqll!lJ JO SUO!lTll!lSU! 'Sd!JUd:aB J!lqnd lJl~M SPB.IlUOJ .10 SlUdUldd1llB dA!lB.1ddoOJ OlU! .1dlUd .10 'Ol SlURIll d){BUl (I)

n~aJnR _Josuo!pun_J

PUg

sanna

(J)

'P\I S!LJl.IdpUll lUdUldllUBliB .1d4l0 10 pB11UOJ AUB Sd){BUI nBd1llg_ dl[lLJJ!l[M LJl!M uoqnl!lSll!
.10 'AJUdllB 'UO~lBZ~UB:a.lOAUB '.1OJAl!JBdBJ AUt? U! PB .10 'U! dJYJO AUB PlolJ .1OPd.1!G dql IJBqS .IOU :.lOPd.I!O
SB llU!A.1dSjO lBLJl UB4lludUIAOJdUld .1dlpO AUB U! dllBllUd lOU HBlIS 10Pd1!Q dlLL ·JB.IdUdO AdlUOn\llUBlS!SSY
dql qllnO.Iql IBJdUdO Adll.lOllY dlJl Ol POddJ HBqs .1Opdl!O dlJl ·d.InSOIJS!P .10 dsn IBlldll! .10 JddO.IdUl! lSU!BllB
PdlOJd IIBl[S pUB SJqsqB1S pUB BlBp jO A1!Jlld1U! dLJ110J dJq!SUOdSdl dq IIBl[S 10pdJ!O dl[l 'nBdll18_ dLJl Aq pdp.1BMB
SpmlllOJ pUB 'SlUdUlddJllB dAqBJddoOJ 'slumll liB 10j Al!IOlJ1llB JBUY dABq IIBqS JOpdl!O dql 'suml:a01d IBJqs9B1s
U! dJud!lddxd PBl[ dABLJHBLJS10Pdl!O dLJl 'ludP!SdJd dLJl Aq PdlU!oddB 10Pd1!Q B Aq pdpBdLJ dq [JBLJSllBdll18_ dLJl

B 'JB1dUdO AdlUOn\l

"(.,llBd.In8_1I SB Jd1dBqJqns Slln U! 01 pd.UdJd.1 JdUBU!dldq) SJ!lsqB1S dJ!lSnr JO nBd.Ina
dLJljO A1!10lPllB JBldUdll dLJ11dpUll 'dJqsnr jO lUdWl.lBddQ dLJl U!lll!M pdLJsqqBlSd S! d1dLJl.

6 ~OG/B ~/£

O~/l

s~~Jqod

uoqlmUOJU~ pUB Al~JnJ~S 'AJBA~ld JO UOqBlU~Ul~ldUl~ pUB lU~Uldol~MP

'AJ~lU~P! pUB ~llq S!ql JO

lU10J!UnJo

I £ZO I uoqJ~S JO lUdUldl!nbdl

~ql U~ dlBd~J~llBd pUB '~ZAIBUB

AJBA!ld pUB APJnJdS qpM dJUBUllOJUOJ dJnSUd (ll)

lUdWdO{dAdP dql U! SUO~lBZ~UB13lO
IBUO!lBUldlU! pUB IBUO!lBU qpM dlBd!J!llBd

:SJqsqBlS ~Jqsnf
pUB U! dlBlddoOJ (IZ)
:SJqsqBlS

dJqsn f

13U!Ul~JUOJ SUO!lBU l~qlO JO SlU~UlUl~A013 pUB SlU~UTUldA013IBJOI pUB 'IBq!ll '~lBlS ql!M UOS!B!l U!BlU!BW (Ol)
:SplOJdl

AlOlS~q IBU!Ul~lJ JO UO!lBzqqn

pUB lUdUldAOldUl! dql JO S!SAIBUBIBJ9!lJ JOJ qJ1BdSdJ

IBJqSqBlS lloddns pUB 'SUldlSAS UO!lBUUOJU! pUB SplOJ~l IBUOqBU U! uoqBd!J!llBd
IBq!ll pUB ~lBlS ~lBl!PJBJ 'l~lU~;)
UO~lBUUOJUI ~Ul!l;) IBuoqBN ~qlJO SplOJ~l ~ql pUB 'Ul~lSAS 13U~110d~1Ip~SBS:-lU~P~JUI IBuoqBN ~ql 'Ul~lSAS
)[Jdq;) pUnOl~)[JBS: IBU!lU!l;) lUBlSUI IBuoqBN dql ~U!pnpU! SplOJdl pdlBIdl pUB AlOlS!q IBU!Ul!.lJ JO SUldlSAS
IBuoqBU JO lU~UldJUBqu~ pUB lU~Uldol~A~P ~qll1oddns
'SplOJ~J P~lBI~l pUB AlOlS!q IBU!Ul!lJ IBq!ll pUB dlBlS
JO UO!lBl13dlU! pUB 'Al~pq~SS~JJB dlB!P~UlUl! 'SS~U!l~Ul!l 'Al!lBnb 'AJBJnJJB ~ql U! SlU~Ul~AOldUl! JOJ dP!AOJd (61)
:SJ~pU~JJO lU~pu~d~p 13rup 10 'S~SU~JJO P~lBI~l 13rup 'S~SU~JJO 13rup lnoqB SJqSqBlS
pUB BlBp JO UOqBU!UldSS!P 10 S!SA[BUB'UO!lJdIlOJ ~ql Ol13UqBldl13uqlOddl
BlBp JO UOqBZ!P1BPUBlS dql pUB 'SlUdlSAS
UOqBUUOJU~ ~J~lSn f IBU~lU~lJ IBJOI pUB 'IBq~ll '~lBlS JO lUdUl~JUBqU~ pUB lU~Uldo{dMP ~qllOJ ~p~A01d (81)
:Sd!l!A!lJB lUdUldJ10JU~ 13rup l!dql uo Sd!JUd13B dJ!lSnf IBU!Ul!lJ
IBJOI pUB 'IBq!ll '~lBlS 'IBl~Pdd Aq pdlBl~U~13 BlBP JO 13U!l~qlB13dqllOJ ~snoq13U!IB~P IBUOqBU B JO lU~UlqS!lqBlSd
dqllOJ dP!AOld Ol pUB A13dlBllS 13ruP-!lUB IBuoqBU IlBldAO dql U! dnlBAJO ~q Ol P~lBllSUOWdp SUOJJd UO!lUdAldlU!
pUB SUlBJ130Jd Ol UOqUdHB lBlnJqlBd ql!M S{dMI IBJOI pUB 'IBq!ll '~lBlS 'IBl~P~d ~qllB S~!l!A!lJB IOllUOJ 13rup JO
SSdl130ld pUB uoq!PUOJ dql uo SJqS!lBlS JO uoqBJqqnd
pUB UO!lBU!lUdSS!P 'S!SAIBUB 'UO!l::>dlI0::>dqllOJ dP!AOld (L I)
:UOqBUUOJU! q::>ns dlBU!UldSS!P
Ol pUB S!S!l::>13rup dql JO SlJ~dSB d::>9snf IBU!lU!l::>lIB uo dSBq BlBp A{dUl!l pUB dA!SUdqdldUlOJ B dlBpdn pUB
U!BlU!BUl Ol ~snoq13U!lBdP IBUO!lBU B]0 lUdUlqS!IqBlS~ ~ql 10J ~P!AOld J~qPtlJ pUB SJ~pU~JJO lUdPUdd~p 13rup pUB
S~SUdJJO pdlBJdl 13rup 'SdSUdJJO 13rup JO Sdlllq!lHB pUB uoqnq!llS!P
'lUdlXd 'SdlBl 'd::>U~P!::>U!'d::>UdIBMJd dqllnoqB
SJ!lS!lBlS pUB UOqBUlJOJU!JO UOqBU!Ul~SS!P pUB uoqB::>~lqnd 'S!SAIBUB 'uoqBEdUlOJ

'uoqJ~IIOJ

~qllOJ

dP!AOJd

(9 I)

:BlBP dJqsnf
PU:;)P:;)dJO A1ql'!nb PUl'! Almql'!El'!Al'! :;)lll :;)AOJdlll! 01 S:;)l::lU:;)~l'!
ll'!J:;)P:;)dJ:;)l110q11M Anu!of ){JOM PUl'! 01 d::lUB1STSSB
IBJ!uqJdl ~P!AOld Ol pUB (~UJ!l::l A13olouqJdl q13!q pUB pnB1J ::>qqnd SB q::>ns lS~l~lU! dJqsnf IBJdPdd JO s~nSS!
UO SJqsqBlS 13U!pnpU!) SJqsqBlS UO!lJBSUBJl ~Jqsnf IBJ~Pdd ~A!SUdq~JdUlO::> ~lBU!Ul~SS!P pUB ~zAIBUB 'P~II0::l (~I)
:UldlSAS d::>qsnf IBU!UJ!l::>dql JO UOqB1~do dql pUB ~Ul!lJ JO dJUdP!JU! ~ql uo UO!lBUUOJU! JO UOqBU!lUdSS!P
pUB S!SAIBUB'uOqB13~l1313B'UO!lJdIloJ ~ln 110ddns Ol Al!EqBdBJ ~U!ssd::>old BlBp B U!BlU!BUl pUB dOJdA~P (vI)
:SJqS!lBlS ~J!lsnf JO UO!lBU!Ul~SS!P 10 'S!SApmB 'UO!lJ~llOJ Ol13uqB[~llUdlUUldA01l
[B::>O[JO Sl!un pUB 's~q!ll
UB!PUI 'S~lBl S dql Ol ~JUBlS!SSB pUB SUlRI1lOld SUldlSAS UOqBUUOJU! dJ!lSnf JO lUdlUdo{dA~P ~qllOJ dP!AOld (£ I)

:P\f S!ql J~pun
SUlBJ1l01d JO UO!lBnIBAd pUB 'UO!lBlUdlUdldUl!

'1lU!UUBld dql U! ItlJdsn Sd::l1110S~1IBUOqBUllOJU! IBldP~d Ol SS~::>JB

ql!M SlU~UlUldAO~ IBJOI pUB 'IBq!ll '~lBlS ~P!AOld Ol UldlSAS B JO lU~UlqsnqBlSd

~q1 U! lS!SSB 10 qsnqBlSd

'S:)~lS~lUlS;):)~lsnf uo ::l!lqnd

pUB 'SlUdUlUldAO~ IB::lOIpUB 'IBq!Jl 'd1B1S 'AlB!::>!pnf

~Hn'SSdJ~UOJ

PU;)U;)'3

(II)
:;)ql

dql 'lU;}P!S~Jd ;}q1 Ol UO!lBllllOJU! dp!AOld (01)

:Sdq::>UBlq IB!::>!pnf pUB ~AqnJdXd dql JO SlUdlSAS IB::lqsqBlS U! dlq!SBdJ
SB Al!UUOJ!un qJnlll SB ~U!JnSSB U! q::lUBJq IB!::l!pnf ;}ql ql!M ;}lBlddoO::l pUB 'S::>qsqBlS d::lqsnf 01 ~uqBldJ SJ;:)llBlll
U! SlUdUlUl~A08 IBq!ll pUB dlBlS pUB lUdUlll1;:)AOD IB1;;)P~d dqlJO S;}q::lUBlq IB!::l!pnf dql ql!M 1l0S!B!I U!BlU!BW (6)
6 ~OG/g~/£

O~/£

lloda.l

13

°A"llunOJUB!PUIU! S~ll,!lJ 01 ~U!lBI~l UO!lJ~S S!l{ll~pun P~ZA"IBUB
pUB P~lJ~!l0J BlBp Jl{l ~U!q!lJS~p
SSa.l~uo:) oll~UIqns HBqS.lOpal~O al{l 'laUBalal{l A"HBnuuBpUB 'OIOZ '6Z A"lnfolaUB.lB~A"1 uBql.lalBIlON

°A.m~J~pnr
~l[l J-o saA9Bluas~ld~1 'alB!ldOlddB a1aLlM '311!pnpll! 'lll~wlllaA03 IBJOI pUB 'IBq!ll '~lB1SJ-OS~A!lBlll~Saldal
l{l!M nnsuoJ llBqS .IOpal!O al{l 'uopJas S!l{llaplln SJqS!lBlS aJ!lSnf 3U!.Ial{lB3.I0j Sp.IBpUB1S3U!pUaUIUIOJal UI

°llO!paS S!lllj.O sasorund a41lnO A"JJBJOl paJ!nbaJ S! SBnBalna a41 01 1l0!lBllJlOJ-ll!Lpns
ap!Ao.Id IIBqs (:)( I)(P) Uo!p~sqns OllUBnsmd S:POd~ol.10'BlBp 'UO!lBUI.IOJU!qS!U1l1JOl p~lS~nb~.1 S~!JU~~B IB.I~P~d

°UO!lJas S!l{lJO sasodmd ~ql aAa!qJB Ol hlBssaJ;;m aq 01
sau~uualap 10pa.I!0 aLp SBSUIalSAS1l0qJallOJ BWP IBq!.I1l{Jns luaUIaldUI~ pUB l{SnqBlsa 01 S~!Jua3B luaUIaJ.I0jUa
MBI IBq!ll pUB s~q!ll UB!PUI4l~M :>f.lOM
!lBl{S'UO!lB3qsaAUIJO nBams IB.lapa.:Ial{Uo .10P~1!O ~l{l pUB (S~J!A.I~S
~Jqsnf JO ~J!JJO ~l{l q3nO.Il{l 3uqJB) S.I!BJJVUB!PUI.10JA.ml~lJ~S lUBlS!SSVaLp l{l!M ApU!of 3uqJB 'lOP~.1!O ~l{l

°B1BPJ-o asn pUB ~msops!p ~l{l 01 ~lqBJnddB
SUO!lBln3a.lpUB 5MBl lIB l{l!M Al~llJlOJUOJU! SluaUI~~13B 3U!.lBl{SB1BpaA~lBJ~dooJ OlU~3U!J~lU~ Aq 3U!pnpU!
'l~ldBl{Jqns S!l{Uo s~sorund all1lno AJ.IBJ01 pap~~ll SBS~!JU~3B IBJqS!lB1SIB.Iapa.:Il{l!M alB.IadooJ pUB .IaJ-uoJ (d)
pUB ~BlBPpUB 'AJqod UOqBUUOjU!
'SUl~lSASUO!lBUUOjll!3U!p.lB3a.I S~!Jua3B aJqsnf 3uoum 3U!.IBl{SpUB UO!lBU!P.IOOJ'uopBJ!lda.I a3BmoJu~ (3)
~Sp.IOJal aJqsnf
IBll!lUUJ 1ll0.Ij BlBp 3u!.Iallll~3 U! luaUluldAOO IBJapad a4Uo llJUB.Iq IB!J!pnf a4lJo UO!lBJadooJ al{l ){aas (0)

d4llno

~.I'ndBlj;)S~ljUO sasorund
AJ.IBJ01 pa.I!nbal aq ABlUSBAJua3B IBJ~pad AUBUlO.IjSl.loda.I pUB 'B1Bp'UO!lBUl.IOjU!ll:ms lsanba.I (:)

~S!SAIBUB
pUB u09JalloJ BlBpJO sasorund .IOJ-sap!lB1uaunUlSU! pUB Sa!Jua3B l{Jns l{l!M slUaWaa.I3B OlU!.Ialua
01 pUB 'JOja.lal{lluaUIaSJnqUI!d.l 1nOl{l!M.10lf1!M Sa!l!IB1UdUInJ1SU!pUB Sd!Jua3B a1BA!.ldpUB 'IBJoI 'alBlS 'IB.lapa.:I
.1al{loJ-0 sa!l!l!JBj pUB 'UO!lBUUOJU!'puuosJad 'sp.1oJaJ 'lUallld!nba 'saJ!A.laS a41 'luasuOJ .I!al{l l{l!M 'aZ!Eln (V)
-Ol paZ!.lOl{lnBS! 10pa.1!O dlll
'.laUUBUlP~lBU!p.100J B U! 1no pa!.1.IBJS! UOpBU!UlaSS!ppUB 'S!SAIBUB'UO!PallOJ IBJ!lSPBlS aJqsnf lIB lBlil a.ll1su~ 0l
IIU;)U;)~

ul (1)

pUB :SdP!A!PB IBJ!lS!lB1SpalBJd.l pUB SUOPB.1ddoaJ!lsnf IBU!Ull.lJd1B1SpUB 'IBq!.ll 'IB.Idpad UOlJBdUl! llJ!l{M
6~OG/IH/£

o ~/j7

·lIl~1~p~dIl1~U~ ,.'l~q~ll 'II P~ll~SU~'(f)(1)(q)I~Z§
·1I~l~lSIljgUB lI'IBq~.q'II pgllgSU~ '(r)(I)(q)1

'lIZ-III

~Z§ 'l1Z-111

'lIZ-Ill

'(D)(1)(q)I~Z§

'lIZ-Ill

·Sg:)~ld OMl U! IIgl~lSIl 19U~ III~q!ll PU~IIpgllgSU! '(H)(1)(q)I~Z§
·1I1~:)01pu~ gl13lS11lOJ11113:)01
pU13'l13q~ll'gl~lSIl pglmqsqns

·'1·qnd

·(ZZ)(:)) ·:)~sqns

.'1 ·qnd ·(OZ)(:)) ·:)gsqns
.'1 ·qnd ·(61)(:)) ·:)gsqns
·'1·qnd

·(81)(:)) ·:)gsqns

·IIIB:)O[pUB 'gWlS '[B1dPdd
A:qpgl~ldUg~1I 10J 11113:)01
pU13'IBq~ll 'glBlS 'IB1dpgd A:qpglBlgUg~1I pU1311113:)01
pU13dl13lS 'ytUgpdd gl{ll13 Sgq!A!PBIi
10J 11113:)01
pU13'l13q~ll'gl~lS 'I131gpgd gl{llB Sd~l~A~P~1I
pglmqsqns '(d)( 1)( q) [~Z§ 'II Z-Ill .'1 ·qnd ·(L 1)(:)) ·Jdsqns
.IISdl13lSIIJdU13II'Sgq~ll U13~PUI'II pdlldSU~ '(3)(1)(q)I~Z§
·lIdl~lSlIldUB lI'lBq!ll 'II PdlldSU! '(a)(I)(q)I~Z§

'lIZ-III

'I [Z-Ill

.'1 ·qnd .(£1)(:)) ·:)dsqns

·'1·qnd

·(ll)

'(01)(:)) ·Jdsqns

·lIslUdlUWgAOD dlBlS pUB I131dPddil10J IISlUdlUWdAO~
IBq!ll pUB dlBlS pUB lUdUIUlgAODIBldpddll pdlnlqsqns '(;))( 1)( q) I ~Z§ 'lI Z-1I 1 .'1 ·qnd ·(6)(:)) ·Jdsqns
·IISdlBlSllldUB IIAllUno:) UB!PUIU! PUBIIPdl1dSU! '(H)(I)(q)I~Z§
·~U!lBddd131dAdldl{M lI'dlBlSlIldU13 lI'IBq!llll PdlldSU! '(V)(I)(q)I~Z§

d10pq IIdl13UdSdl{lJO

lUdSUO:)

'lIZ-Ill

·'1·qnd

'lIZ-Ill

·(L)(:)) ·:)gsqns

.'1 ·qnd ·(9) Ol (£)(:)) ·:)dsqnS-OIOZ

pUB dJ!APB dl{l ql~M pUB A:q'II lno :>y:)nllS99I-ZII

·d:)UdlUgS lSlg JO PUg l13pO~ldd
.'1 ·qnd .(q) ·:)dsqns-zlOZ

.L~ 1-96 .'1 ·qnd A:qIdldBl{:) s~l{lJo lUdlUpudum IBldUd~ gl{l OllO!ld
'sgsodmd d:)~lsnf I13U~lU~l:)
pU13lUdUld:)lOJUd MBI10J SlUB1~lOJ SU131ddlBlS dA~SUdl{dldlUO:)dOPAdP 0l Sd~:)Ud~13
~U!lIUB{ddl13lSJO lUgLUl{S!lqBlsd0l pglBPl 'z:y PZ ·lBlS 06 '9L61 '~l ·PO '011 § 'I gll~l '£O~-P6 .'1 ·qnd ~10Z ·lBlS
L8 '£L6I '9 ·~nv 'Z§ '£8-£6 .'1 ·qnd ~OOZ·lBlS Z8 '8961 '61 dunf 'I gml '1~£-06 .'1 ·qndJo GO£UO~PdS 10~ld V

[B!lOPpg

OllO~ld

'glBJPM. pUB l{l1BgH:)I1qnd gql 'ZP dll~lJo

·UO~PdSS!l{lS13~u~ldqlUnUgl pUB UO~l13:)g~SSBPgl
Z£L£ UOq:)dSOl pg!.psSBI:) A:[ldLUIOJSBMUO~pgs

·SgNBl pUB dIm s~l{lJO 10 10 I uoq:)gS IgpUn lno 19SglOU PV 8961 JO gll!llloqS
gdS 'gpO;) gql 0l PV S!l{lJo uOqB:)g~SSBp glgldUlo:) lad ·896 I JO PV SlddllS gJBS pUB 101lUO;) gLU~l;)snq~ulUO
dl{l SBUMOU:>y
'L6I ·lBlS Z8 '8961 '61 dunf 'I~£-06 .'1 ·qnd S! '(ll)(:)) pU13(q) ·s:)gsqns U! 0l pdlldpl
'PV S!l{.L

("~8Zl ·lBlS
·'1·qnd ~L6ZZ ·lBlS PZI 'OIOZ '6Z A:lnf '(q)I~Z§ 'II dP!l 'llZ-lll
·'1·qnd
'IX dU!l 'Z91-601 .'1 ·qnd ~6£1Z ·lBlS 801 'P661 '£1 ·lddS '(Z)(q)1000££§
·l13lSZOl '8861 '81 ·AoN '(B)Z609§ 'IA dIm '069-001 .'1 ·qnd ~6LOZ ·lBlS
-86 ·'1·qnd PdPUgLUB~9L II ·lBlS £6 '6L61 'LZ ·:)ga 'Z§ 'L~I-96 .'1 ·qnd

'noz

9Zl
'01 ·~nv '(l)(q)Z§ '991-Zll
~£OI£ ·lBlS 611 '900Z'~ ·UBf '(B)~III§
'IIIXXX gn!l 'ZZ£-£OI .'1 ·qnd ~6££P
86 'P861 'ZI ·PO '(q)~09§ 'II dP~l '£LP
pdppB SB'ZO£§ 'I dllq '1~£-06 .'1 ·qnd)
6 ~O(:/8~/£

o~/s

.(~) 'lBd p8ppB '(Q)-(9)(E)( q)~09§

'ELv-86 '1 'qnd '(~)(p)

':::J8SqnS

'"S!SAIBUB pUB U0!l::>dll0::>BlBp JO sdsodlnd 10J SdqqBludlllnJlSU!
pUB Sd~::>UdllBlpnS lP~M SllIdlllddl11U OlU~.IdlUd 0l pUU 'II Pdl.1dSU~ '(V)(£)(q)~09§
'£Lv-86 '1 'qnd '(I)(p) '::>8SqnS
'(61) SB (LI) 'JBd JdlllJOJ pdllmll!Sdpd.l

'(g)(Z)(q)~09§

'(81) 'JBd pdppB '(a)(z)(q)S09§

pdlUU~~SdPdJ (L 1) ·.Iud .ldUUOd '(L 1) su (~1) ',md PdlBU~~S8p8.1 '(g)(Z)(q)~09§

'Uv-86 '1 'qnd '(61)(:::J) '::>dSqnS
'Uv-86 ''1'qnd

'Uv-86

'(81)(::»

'::>dsqns

'(61)
''1 'qnd '(L 1)(::» '::>dSqnS

'dp9
S!lll JO 1 £ZO I UOq::>dS.ldpUn pdnSS! sU0!lBln~d.l A::>BA!.ldpUB Al!m::>dS lll!M d::>UBUUOJUO::>
llU!.mSU! 0l ~U!lBld.l (91)
'lBd JdlUlOJ lno )[::>l1.llSpUB (91) su (17[) 'lBd PdlUUll!SdpdJ '(a) '(v)(z)( q)~09§ 'uv-86 ''1 'qnd '(91)(:::J) ':::Jdsqns

(~l) pUU (pI) 'SJud ldLUlod ,(~ L) pUB (PI) 'SlBd PdPPU '(:J)(Z)( q)~09§

·AldA~PddSd.l '(L I) puu (9 1) pdlBUll~SdPd.1
'£Lv-86 '1 'qnd .(~ I) '(17r)(::» '::>dSqnS

'S::>qsqBlS d::>qsnf JO UOqUU!llldSS!P .10 'S!SAIBUB
'UO!l::>dll0:::JOl lluqBld.llUdlllUldAOll
IU::>0lJo Sl!Un pUU SdlUlS 0l d::>UUlS!SSBIB::>!Ull:::Jdl
pUB IU!:::JUBUY_
JO UO!S!Ao.ld
0l ~uqBld.l (£0 ·lud.ldUJ.lOJ lno )[::>l1.llSpUB (£1) ·.Iud PdPPU '(:J) '(v)(z)(q)~09§
'Uv-86 ''1'qnd '(£I)(::» '::>dsqns

AdU,lOHV

OlllOdd.l

Ol.lOpd.l!a

'IBJdUdD AdU10nv lUUlS!SSV qllnO.ll{l IBldUdD
llU~.I~llbdl UO!S!AO.1d pdlldSU~ '(I)(q)~09§
'£Lv-86 ''1 'qnd '(q) '::>dsqnS-P861

0l (91) 'S.1Bd .IdUUOJ pdlUUll~Sdpd.l pUU (61) Ol (91) 's,md pdppB 069-001

'AldAq:::JddSd.1 '(£Z) Ol (OZ) SB (6 I)
'1 'qlld '(£z) 0l (91)(::» '::>dsqnS-8861

I I § 'Z91-601

'(9) ',IUd PdPPU '(£)(B)~I

'1'qnd '(9)(P)

'::>dsqns

'" ~UO!lUlllJOJU~PJO:::JdJd::>qsnf IBU!U1!J::>
ldl(lO JO SSdudA~snl::lU~ pUB 'SS::lU::l)::llduro;) 'A;)BJn;);)B glll 'i3U!UI::l;)UO;)lpJBgS::lJ lJoddns pUB sur:J1SAS UOqBlU.lOJUT
pUB UOqBUIlOJU! PJO::>dJ dP!l[dA UdlOlS pUB 'lUBJ.lBM lS;;WB 'SUldlSAS UOqBllI.l0JU! 'UO!lBUUOJU! pJO::>::lJAJ01S!l[
Iuu~m~.l::>JO SSdUdA!SnpU! pUB 'SSdUdldldlllO::> 'A::>UJIl::>::>B
dlll U! SlUdllldAO.ldlU! pUB ll::>.lBdSd.l.1OJdP!AOld" :SMOIIOJ SB
PBdl (6 L) 'lBd 'lUdLUpudum OllO!Jd 'AIIUldUdB (61) 'JBd pdpUdum '(Z)(B)SIl T§ 'Z91-601
'1 'qlld '(61)(::» '::>dsqns
,,'d,mSOpS!p

.10 dsn IUBdlF
dq IIBl[S JOpdJ!a

.IddoldlU~ lSU!UBB pdloJd IIBl{S pUB S::>qSqBlS pUB BlUP JO Al!l~dlU! dl{l10J :_:}lq!suodSdJ
dl{l" d::>U:_:}lUdS
pJ!l{l JdUB PdlldSU! '( I )(u)s [ I [§ 'Z9 [-60 [ '1'qnd .( q) '::>dsqnS-900Z

10

'p:_:}!lddns AllUIJ01!Pd Uddq pBl{ ~U!PB:_:}l[dsnB::>dq IUU!~!.lO U! pdln:::JdXd dq lOU Plno::> 1nq AllB!J01!Pd
pdln::>dxd SBM 'llU!PBdll U! "dlBlS"ldlJB
,,'IBq!.Il '"Jo UO!lldSU! PdPd.l!P q::>!llM '(V)(17)(q)ISZ§
'IIZ-l [l ''1'qnd
'":_:}lBlS,,.Idl]B ,,'IBq!.Il 'II P:_:}lJ:_:}SU!
'(a)(17)(q)
',,(£)(p)

UO!l:):_:}sqns" JOJ ,,(:J)(I)(P)

uoq::>dsqns"

pdlnmsqns

[~Z§ '[ IZ-II

'(£)(q)I~Z§

'lIZ-III

I '1 'qnd '(j:) ':::J:_:}sqns
'l'qnd

'(d) '::>dsqns

,(Z) 'Jud pdppB pUB 'SU!llJUlU PJUll!IBdJ '( I) 'lBd JO
'A!dAq::>ddsd,1 '(d) 01 (V) 's.1Bdqns SB (9) 01 (I) ·s.lBd JdUJ.IOJ P::l1BUB!SdP::l.l',,::llnSU! alII .IoJ ,,::lmSUd alII p::llnlqsqns
'llU!PUdl{ (I) ·.IBd P::ll.ldSU! '( [) ·.lBd SB SUO!s!Ao.ld BU11S!X::lPdlBUB!S::lP '(Z)( q) I ~Z§ '[ I Z-11 r ''1 'qnd '(p) '::>JsqnS
6 ~OG/8 ~/£

O~/9

°lU~lliUOS~ldlli~JO UU~ll~~lP JO lU~lli~:)u~llilliO:) ~l{l OllO~.ld UOqlUlS~U~lliPVllrua pUB pOOd ~ql
Aq P~AOlddB uOqB::>~p~lUql~Mlu~llilB~ll P~lS!SSB-UOqB::>~p~lli
llU~A!~::>~l
~l~M OqM Sl~UOS~ldJo .l~qumu ~ql (9)"
°l~PlOS!P ~sn ~::>uBlsqnslB~.ll Oll~plO U! Apolsm U! ~l!qM uoqB.llS~U!lliPV llrua
pUB pOOd ~ql Aq p~AOlddB UO!lB:)~p~lliql~Mlu~UllB~ll P~lS~SSB-UO~lB::>~p~Ul
p~p~Ao.ld Sl~UOS!ldJO l~qumu ~ql (S')"
°UlB.lllO.ldU q::>nsu~ P~lud~:)qomd gAUq OqM S.l~uos!ld JO .lgqUlnu
~ql pUU 'UlUlllO.ld lUgUllB~.llgSnqB g:)uBlsqns U U! glud!:)!llUd Ol P~lg~lUnl OAOqM Sl~UOS!ldJO l~qumu ~ql (17)"
T[ll~q U11~l~ld pUB 'I[lB~P IBlBUO~U'qlB~p IBU.I~lBlU'k)uBUl}~ld ;)~dop~
'UO~110qB'gilB!llB:)S~lU'qll~qllqs 'ql1!q gAn U! llns~llBql S~!::>uBuilglduo UO!lBUllOJU!ilu!pnpu! 'S;)!::>uBuil;)ldq::>ns
JO S;)lliO::>lno;)ql su n;)M SU'lUuuil;)ld;)q 01 SUOS!ldJO nU;)1I18 ~ql Aq UMOID[Sl;)UOS!.ld;)IUlU;)JJOl;)qumu ;)ql (£)"

°S;)lB1Sp~l!Un ~qlJO s~::>lOdP;)UUV ~qlJO SUm;)l;)A~lU OqM (PV S!qlJO (U)IOI UO!P;)S Aq
P;)PPB su ';)POJ S~lUlS p~l~Un '81 ~IlqJo S'£9£ uoq:)~s U! p~ug~p S! UIl~l q:)ns SB) Sl~UOS!ldJo l~qumu ~ql (1)"
:ilU!MOnOJ~ql UIUlilo.ld S::>qsqulS .l~UOS~ldluuoquN ~ql U!
~pnpu! nuqs 'suos~ld JO nU~lI1H ~ql JO lOp~l!a ~ql Aq pgP!AOld ~q nuqs luql UOqBUUOJU~ql!M 'S:)!lsqulS ~:)!lsnf
JO nB~lI1H ~lnJO lOp~l!a ~lP '[Z£lOI
0Joson 17£MOU] (Z£L£ 0JoS-rr (17) 8961 JO PV Sl~~.llS ~JuS pUU 101lUOJ
snq~uUlO ~ql JO lO£ UO!P~S 19pUn Al~loqlnu ~ql olluunslI1d 'l~UB~l~ql AlIunuuB puu '[81 OZ '1 Z o:)~a] PV
S~lPJO lU~lliPUU~ JO ~lUp ~qll~UU lU~A 1 UUqll~lul10U ilu!uu!il~H_oUlB.lilo.ld S::>!lS!lU1S
l~UOS!.ld luuoquN (u)..
~lli!lJ

[oSUB!PUI'S'Z ;)1l~lJo 108Z UO!P~S .l~pun ~lOUB SBlno l~S 'IlZ-IlI
°'1°qnd
JO (u)£OZ UO!P~S ~~s '~AOqUlno l~S 'lIZ-III
°'1°qndJo (::»IS'Z uO~P~s U! p~sn su ,,~q~.11UU!puL.Jo UO!l~U!PP .l0d]

~q!ll UU!PUIp~z~uilo::>~.lAnU.1~p~JU 01 spullJJo

"oUl13.lilOld1UUlillUUA~I~.l~ql U! pgq!.1::>Sgps~sod.Ind ~ql .1oJ
lumil U AUgp 10 'plUMU '~z~loqlnu 01 UUq1lgqlo p~JP AUBsuq (Z)"

.10 :uuoJlgd 01 UO!p!ps!mf
S){:)UIA1qu~ gql1uq1 S~q~A!PU lU~llig:)lOJU~ MUI10J Al!lU~ uu 'Aq p~sn.lo '01 ~pUUl ~q OllUBlil gql SMolIu (I)"
-uoq::>~S S!ql Aq ~pBm lU~UIpUgUmAUB10 [~nq S!ql JO LOS' 117uoq:)~s pUB U0!l:)gS S!ql ilU!PUgWB]
uoq::>gSS!q1 U! 8U!qlON" :luql P~P!AOld '86ZZ °lU1S17Zl '0 IOZ '6Z Alnf '(::» 1S'Z§ 'II ~Il!l '11 Z-l 11 0'1 °qnd
lU;)WPU;)WV

UBsu lno l~S 'tLv-86

OIOZ

JO

u0!l~n.llsuo:J

o~lm s~q1JO 1010 1 uo~p~s .lgpun ~lOU ~lUa ~A!P~JJ3
0'1 °qndJo (B)VV609 UO!pgS ;)~S '17861 'll °pO ~A!P~JJ~ £Lv-86 0'1 °qnd Aq lU;)mpUgmv

°Al!m::>~s::>~lS~lUOa'9 ;)ll!l JO £: I I UO!P;)S l;)pUn glOU B SB1no l~S '991 -Z [I 0'1 °qnd
JO (u)9 uoq::>;)S;);)S';)lUP 1UlPuo ~lUU;)S~q1 U! 8u~pu~d UOqUU!UlOUAUU8u!pnpu~ ';)lUP gA~p~JP 1UlIl.l~UUpUU
UO:::lpBUISlU:::lUllU!oddBOl :::lIqB:)qddBpUB 'ZlOZ '01 °ilnv l;::JUBSABP09 ;::JA!P;::JJP
991-Zl I °'1°qnd Aq lU;)UlPU;::JUlV
6~OZ/8 ~/£

O~/L
S:J!lS!l1ns
pY

;:}:J!lSllr JO llB;:}ltlH ;:}lP JO 10l:J;:}1!0 ;:}lfl 'SlB;:}A

S!lfl JO lU;:}UlPBU;:} JO ;:}lBP ;:}lfl l;:}l]B lB;:}A

L JO

I UBllll;:}lBIlOU

pO!l;:}d B 10J l;:}l]B;:}l;:}lfl

AWmUUB pUB

~U!UU!~;:}H-'S;:};:}n!UIUIOJ

AlB!:J!pllr

'[81 OG '1 G
Ol uod;:}{l

':J;:}oJ
(q)"

'P;:}SOdUl! ;:}:JU;:}lU;:}S
;:}lflJO lfl~U;:}[ ;:}lfl pUB ';:}:JBl 'X;:}S
'J~B

~U!pnF'U!

'S:JqS!l;:}PB1Blf:J

:J!l[dB1~OUlJP

Aq PAJI

)[S!l l[:JBJ lB pJ!.PSSBP

·U1B.l~Old
PJIlO.lUJ

JSOlflJO

.lJqumu

If:JB;:}lB S;:}!l!A!PB ;:}A!PllPO.ld

Jlll pUB 'UlB1~OJd
pUB SlllB1~01d

SUOS!ldJo

JO UMOP)[BJlq

AllllJSS;:}:J:Jns
'Al!E:JBJ

JO AlO~JlB:J

Jl[l,

(9G)"

OlfM SlJUOS!ld

SUOS!.ldJO

ll! PJllO.lU;:} Sl;:}UOS!ld JO 1JqlllllU

'(n

SUOS!.ld JO nB;:}mH l[:JB;:} Aq pUB

PA;:}I pUB

nB;:}ltlH B U! l;:};:}lUllloA Ol p;:}g!u;:}:J ;:}lJM Ol[M s.l;:};:}lunloAJo

nBJ.lnH

;:}l{l, (~G)"

I I;:}A;:}l)PA;:}!

l;:}qumu

;:}lfl, (17G)"

SUOS!.1d JO llB;:}.1l1H l[:JB;:} lB S;:}lBUlU!

UlS!A!P!JJJ 4JBJ JO Al!JBdBJ J41

SUOS!.ld JO nB;:}.1l1H ~UqJnBSSB

(£Z)II

10J S.l;:}uOS!.1d

IBU!U1!l:J JO .1;:}qUlllU ;:}l{lpUB Sl;:}UOS!ld Aq JJBlS SUOS!ld JO llB;:}ltl8 UO SllllBSSB JO l;:}qnlllu

;:}l{l pUB 'uoqBIO!A

;:}l[l, (GG)"

l[:JllS P;:}A!;:}J;:}.1;:}ABl[ Ol[M S.1;:}uOS!ld ;:}l[lJO UMOP)[B;:}.1q

l{:JB;:) 10J SUO!lBIO!A l{:JllS JO l;:}qUlllU ;:}lfl 'Sl!P;:}l:J ;:}U1qlO 'S;:}A!lU;:}:JU!

U! p;:}lIns;:}1 lBl[l SUO!lBIO!A JO l;:}qUlllU IBNl

UO!p;:}s JO UO!lBlu;:}Ul;:}IdlU!

;:}P!lJo

S.lJUOS!ld

If:JB;:}P;:}lJldUlo:J

Aq pUB I;:}AJI )[S!.l Aq UMOP UJ)[Olq

1l0!l:Jnp;:}.l lllS!A!P!:J;:}l
'Al!P:JBJ

Aq UMOP u;:})[O.lq 'Al!P:JBJ

'Al!E:JBJ

Jlq!13qJ JlBpOUlUlOJJB Ol AlIA!PB JAqJnpOld pUB UlBJBOJduoqJnpJJ
JJBlS
JO SllOqll:J;:}SOld

·SUo!pnp;:}.1
:J!lfdB1~01ll;:}P

'SP1BM;:}.1 U! suoq:Jnp;:}.1

'PY
(1)(P )G£9£

'Al!l!JBJ

'8 I

S!l{l]O

~U!MOlloJ

(B)

101

;:}l[l 'Al!l!:JBJ

uoqJ;:}s

Aq PJPpB

SUOS!ld JO nB;:}.lllH lpB;:} .lOd

SB 'JP0;)

S;:}lBlS P;:}l!Ufl

'81

S!l[ljO

(B)GO

uO!pnp;:}l

I uoq:J;:}s

Aq p;:}ppB SB ';:}poJ

(1 G)..

;:}pq JO

Sl!S!A pUB SIlB:J ;:}UOlfd IB~;:}1 Ol P;:}lBl;:}l SlSOJ U! S;:}~UBlf:J AUY

tPB;:) Aq OlU! P;:}I;:}lU;:}'PY

(~)( l[) I Z9£ UO!p;:}s U! p;:}q!.lJs;:}p sd!lfS.l;:}ulIBd

(61)"

S;:}lBlS P;:}l!U[l

UlS!A!P!:J;:}1 JO ;:}di\l pUB l;:}qumu

;:}l[l

(91)..

'UOqB!:JOSSy
[UUO!l::l:;)JJO;) UU::l!J:;)U1Y :;)4l Aq P:;)l'P:;)J::l::lU :;)J:;)M JU:;)A snOIA:;)Jd

:;)lP 'i3U!Jl1P lUlP S:;)!l!l!::lUJ JO J:;)qumu

';:}l!S uo UB!:J!SAlfd
IB:J!uq::>

1 lSB;:}I

lB lllOlfl!M

'lB;:}A SnO!A;:}ld ;:}l{l ~U!lllP

dlBlUdJ

ldUOS!ld

B UO pdsn

UOqBUUOJU!

d1dM SlU!B1lSd1

SB lIdM SB 'Al;:}AO:Jdl umpBd!sod

l{:J!l{M U! 'lBdA SnO!Ad1d

:;)4~

(~O ••

p;:}su;:}:J!I .TO ':J!P;:}UlB1Bd p;:}g!ll;:}:J ';:}S.lllU

;:}Ulq AUB lB 'P;:}lBl;:}do lBl{l S;:}q!I!:JBJJO

·P;:}.lltl:J:JO lU;:}P!:JU! If:JBd If:J!lfM 1dpUll
'P;:}Sll SlU!BllS;:}l JO ddAl dlfl Ol ~uqBI;:}l

;:}l{l ~U!lllP

l;:}qumu

;:}l{l,

Sd:JuBlsnm:Jl!:J

;:}lH ~U!.mp

l;:}qnmu

'OllM Sl;:}uOS!.1d JO .1dqumu

(171)"

dlfl pUB

10 '.lOqBI 'A:JUBU~d.ld
'SlUdP!:JU!jO

~U!lnp

;:}l{l,

·PdlB1d:J.lB:JU!
;:}lB:Jg!ll;:}:J lU;:)IBA!nb;:} .l;:}l[lO .TO 03D .l!;:}lP P;:}A!;:}:J;:}.l'.m;:}A sno!Ad.ld

(n)..

;:}1!lIM

;:}lll,

(01) ••

·1I0Sl.ld :alll.l:;)lU~

Ol .lO!ld lU;:}IBA!nbJ

!OOll:JS 111l!1l '030 B P;:}A;:}!q:JB lOU JABl! ollM

.10 'BUlOId!p

'd!lfSUO!lBI;:}l

pdn!lUUlO:J

S.l;:}uos!.ld JO l;:}qumu

;:}lll,

B U! ;:}S!M.l;:}lflO 10 'P;:}!l.lBUI ';:}I~U!S d1B OlfM SldUOS!ld JO l;:}qumu

(6)••
(8) ••

dlll,

6 ~OG/8 ~/£

O~/l.l

SS;ma.lRM.V

pUB 'Al!;)!Uln~ 10 ~;)B1 'l~pU~~ '~~B ~u!pnpu!

samnQRS!O ql!M sm!P!A amp;::>

••·snll~lS :)!UlOUO;)~O!;)OS
'S10!U~S ~lB OqM S~Ul!l;) JO SUl!P!A ~ql]O S:)qS!1~PB1Bq;) ;)~t!;)~ds (£) ••

lSOUl ~lB S10!U~S ~U!Z!Ul!P!A S~Ul!l;) q;)!qM lB suoqB;)OI pUB S~Ul!l ~ql 'i3u!pnpu!

-Ol

pUB ~m;);)o Ol AI~){!I
'S10!U~S .10J S.1OPBJ){S!.1~Ul!.1;)(l) ••

~uqBp1

A~U10nv ~lP 'A~Ams UOqBZ!lU!P!A ~lU!lJ IBUO!lBN q;)B~ JO llBd SB '[OOOl'll
~ql.1~UB S.1B;:}A
l UB1nl;:}lBllOU ~U!UU!~;:}g•• :lBlll P;:}P!A01d 'U;C;l ·lBlS vll

S:)qsqBlS ~pnpu!

HBqS IB.1~U~D

·AoN] PV S!lll]O lU~lUPBU~ JO ~lBP

'OOOl'll

·AON '9§ 'v£C;-901

·1 ·qnd

pUB ~p;:}qS!lqBlS~u;:}~q SBl[ pnB1J l~UB S~~Bump .1~qlO pUB lU;:}Ul;:}smqlU!J1
;:}A!~;)~lS10!U~S l[;)!IIM Aq SUBJUl1JqlO pUB SUO!PB llnO;) U! Sp.1BMB~~BUlBP JO SS~U~A!P;:}JP ;:}l[l(C;)..
~S;:}Ul!1;)
Lpns JO ~U!llod;:}l pUB UOqB;)gqU;:}P! Ul10J!Un Jql JlOUl01d ll!M lBql S10!U:;)SlSIl!B~B S:;)Ul!l;)
JO ~;)U~P!;)U! ~ql UO ~SBqBlBp .1;:}lndUlO;)p:;)zqB.1lU~;)B 'i3U!U!BlU!BUlpUB 'i3U!qsqqBlS~ S~lBlS JO Appq!SB:;)J :;)ql (17) ••

·S;:}Ul!l;);:}soql]O ;:}:)U;:}P!;)U!
~ql ~;)np~.1 ~S!i\\.I~lnO pUB lU;:}AG1dOl S~!~~lRllS M~U ~u!dOI;:}AGPU!
lS!SSB Ol.1gplO U! 'SlO!UgS lSU!U~USglU!J;) Ol ~U!lUPl ApnlS U pnpUO;) nuqs IU1;:}U~DA:;)U10nv ~l[.L-·IB1~U;:}D UI (u) ••

·••~:)U~IO!A.1Ouoq Ol ~uqBp1

S:)qsquls ~pnpu!

nuqs IB1;:}U;:}D
A~U10nv ;:}ql'A;:}Alns UOqBZ!Ul!P!A ~Ul!lJ

luuoquN q;)U~JO llud su '[vIOl '91 ·;)ga 'C;£l-£I 1 ·1 ·qndJo g ·A!p] PV S!l[l]O lU~lUpUU~ JO JlUp ~qP~Uu SlU~A
l uBql.1~lUIlOU ~U!UU!~;:}qlBl[.L•• :l.1BdU! P~P!A01d '161l·lBlS
811 'vIOl '91 ·:)~a 'II ~nq'g ·A!P 'C;£l-£l1 ·1 ·qnd

••·S~Aqulms~ld~lI
JO ~snoH ~ln JO AlB!;)!pnf ~ql uo ~~mUllUOJ ;:}qlpUU ~lBU~S ~ql JO Alu!;)!pnf ;:}l[luo ;:}~mUlUlOJ
;:}qlOl (u) uoq;)~sqnsJo
(9l) l[~nolql (1) SqdUl'i3U1UdU! p~q!l;)S~P UOqUlU10JU! ~ql ~U!U!UlUO;)llod~l U l!Ulqns nuqs
6 ~OC/8 ~/£

O~/6

o[ZOO~ I O;)°SOn G17]OOOG]O P\f Sll[~!(f]O ll!8 pUU ~JmqS!Ss\f S~!l![!qUS!Q [Ulll~WdO[~A~Q
~HIlJO GOI UO~PdS u~ IlUdl dljl udA(a 15UIUBdUIdIp SBlj .Am~qBS~p IBlUdUIdoldAdP, llild+ dljl 'P\f

°A1J'lIHVSIU 'lV~N3:WdO'l3:A3:U.tIO NOI~INI.tI3:U

S!ljl UI"

o£ o=>3:SI1

°Sdqq!qUS!P IBlUdlUdoldAdP l[l!M. SIUnp!A!pU!
:.:llU0l[M. :.:lW!lJ]O SUl!lJ!A]O Sp:.:ldll:.:lJ!lSnf pUB Al:.:l]US~l[l SS:.:llPpU01 S:.:l!15~lUllS
M:.:lUpuy 01 S!SBq U dOldA:.:lP01 (£)"
pUB ~Sdqq~qBS!P
IU1U~UldOI~AdP l[l!M S[Unp!A!pU! lSU!U~US:.:lUl!lJ]O W:.:l[qold ~lll]O lUdlX~ :.:lllld111SUdlUOl U1UPpdllOJ Ol (G)"

[UlUgwdOlgAdP l[l!M Spmp!A!pU! glB ollM gW!lJ]O

SlU!P!A 10 ll[~qd gl[Uo SSgUglUMB Jqqnd
-dlB

l[sqqB1Sg 01 Sd!pn1S Aomuqd!Js!pmnUl

P\f

S!l[l]O sdsodlnd

:Sgq!EqBS!P
dSBdlJU! 01 (1)"

dl[l-oSdsodmd

(q)"

°AJ![od Jqqnd d){UW OllP!l[M WOl] dSBq l[JlBdSgl ~llOllS B
'IBU!WdS ~U!dOPAdP U! dJUd!.lddxd dnb!un l[l!M. uoqmqsU! l[J.lB:.:lSd.l.ld!wg.ld

B S! [!JUllO;) l[J.lBdSd(f [BuOqBN dlll]O gJqSll[ pUB MB'1l1O ddll!UlUlO;) dJUd!JSJO

AUldPBJ\f [BUOqBN dl[l (~)"

pUB :Sdqq!qBS!P IB1UgwdOldAdP l[l!M sIBnp!A!pu! lSU!B~B SdW!.IJ
01 dA!SuodSd.l d.lOW lUg1SASdJ!lsnf dl[l ~U!){BW.10] SgS!U[Old P[Ol[ lBlp 5MB[.I0 'sg!Jqod 'SUlul~o.ld AJ!lUdP! (;))"
pUB :Sd!lH!qBS!P
[BlU:.:lwdo[gAdP lP!M S[lmp!A!pU! lSU!B~B SdlU!.IJ Ol spuods:.:l.1 lUglSAS dJ!lsnf gl[l l[J!l[M U! .1gUUBlUdl[l gq!lJSdp (S)"

:S.10lUPd.ld IBU!Ul!.IJ 10] ld~.m1 B Sd!l![!qBS!P IB1U:.:lwdO[:.:lA:.:lp
l[l!M SIBnp!A!pu! ~U!){BUl'lunp!A!pu!
Pd[qBS!P B]O AUOW!lS:.:lldl[l UO A[d.l 01 sd~pnf pUB 'SIOlllJdSO.1d ':.:lJ![od Aq dJUBPll[dl B SdUl!l:.:lWOSS! d.l:.:ll[l':.:llBAdl[l
Udl[M UdA:.:lpUB 'pdpodd.l

dlB lUdl[llSU!B~B SdUl!D dl[l JO Md] OS ~SnBJdq UO!lBZ!Ul!P!A PdlBddg.l .lg]]ns Sd!l!EqBS!P

[B1UdlUdo[dA:.:lpl[l!M SUI!P!A lBl[l MOl[S APUdlS!SUOJ U!BPIS lBdl£) pUB 'BqBllsnv

'BPUUU;) U! Sd!pnlS

(£)"

:Sdq!l!qBS!P IU1UdwdO[dAdp
l[l!M S[Bnp!A!pU! lSU!B~U SdlU!lJ 01 ~U!lB[dl B1BppdllOJ AllBJY!Jdds lOU S:.:lOP'dJ!lSn[ JO lUdWl.1BddQ
dl[1]O sJ!lsqB1S dJqsn[ ]0 nUdlnH :.:ll[1Aq AllBnmlB PdpnpuoJ
'AdA111Ss,UlqJ!A :.:lUl!.I;)[tmoquN :.:ll[1'PU] U! (G)"
:S:.:llU1Sp:.:ll!Ufl :.:llllU! PdpnpuoJ
p:.:lfqns S!l[l uo S:.:l!PlllS
lUBJy!U~!S OU Ud:.:lq:.:lABl[~.l:.:ll[l'S:.:l!l!EqBS!Plnoql!M :.:lSoqluBql SW!P!A dUl!.lJ ~U!UlOJdqJO ){S!.l.ldl[~!q SdUl!l OI 01
17U lB :.:lIBS:.:lqq!qBS!P [B1U:.:llUdO[:.:lA:.:lp
l[l!M S[Unp!A!pU! lBl[l Sd1UI1SUOlU:.:lP
pBOlqU p:.:lpnpuoJ l[JlB:.:lS:.:lll[~nOl[l[B (I)"

°S3S0dl[[ld

~SDNI(lNB

°3'llIllHOHS

'0£ °lJO '(0 I)( q) I017§ 'AI :.:lll!1'ZOt-90

O[

°z 0;)3SI1

~OllJ3S ••

:lBtTl P:.:lp!AOJd'6£L I °lB1S 171I 'OOOG
I °1 °qnd Aq p:.:lpU:.:llllBSB '8 £8Z °lU1S Z I I '866 I 'LZ °pO 'I O£-~O T 0'1 °qnd

o ~/o~

-Ol ~uq~Fu S:Jqsq~ls ~pnpu! n~qs lRI~U~D A~UlOnv ~ql
'A~All1S S,UT~P~A~UT~lJ luuoquN IpU~ JO llud su 'PV s~qlJo lU~UlpUU~JO ~lUp ~qll~UU SlU~AZ uUqll~lullONu
°A3.AMilS S,WIJ.JIA

3.WIMJ '1VNOlLVN

oS °J3.Su

·UO~p~s S~qll~pun p~pnpuo:J ApnlS dql JO SHnS~l ~t[l ~U~q~l:JS~p
llod~l ~ s~Aq~lU~S~ld~lIJO ~snoH ~ql pu~ ~l~U~S dqlJO ,(lU!:J!pnf ~ql uo S~~WUlUlOJ
~ql oll~UTqns n~qs l~l~U~D
A~UlOnv ~tn '[8661 'LZ ·PO] PV s~quo lU~UTp~U~JO ~lUp ~qll~lJU sqluoUT81 u~qll~lullON-·llOd~lI
(p)u
·UO~p~s s~ql .l~pun p~pnpuo:J ApmS ~qllOJ q:J.lU~S~l~p~Ao.ld Ol S~:JUd~:JSJO
AUT~pU:JVluuoquN ~quo p:JunoJ q:Jlu~s~lI luuoquN ~quo ~:Jqsnf pu~ i\\.~1_uo ~~n~lliUlOJ ~ql tn~i\\.~u~P~.lluo:J
l~p~SUO:JIl~qs 1Ul~U~DAdUlOnv dql 'UO~PdS s~qllno 8u~AlJu:J UI-·Sd~Ud~:JSJO AUldPB~V IBUO~ll~N(~)u
·dl~lS U u~ql~i\\.S~~lq~q~s~plll~i\\.s1~np~A~pu~lSU!B8u SdUl~l:J
JO ~:Ju~p~:Ju~~ql uo ~sBq~l~p ldlndUlo:J PdZqU.llUdJ B U~BlU~~Ul
pUB qS~N~lSd AUUTSdl~lS tp~qi\\. Aq SU~dlUdql (17L
pu~ ~s~q!1!q~s~p
l~lU~lUdopA~p ql!i\\. Sl~np!A!pU~lSU!U~USdlU~.l:JOl spUOdS~J lU~lSASd:J~lSnfdql q:J!qi\\. U~ldUU~Ul dql (£)u

·slBnp~A~pu~dSOqllSU~U~~SdlU!J:)JO dJUdP!:JU~dql dJnpdJ
Ol S~~~dlUllSi\\.~U ~u~dOl~MP U! 111J~sn~q ll!i\\. lUql S~qq!qBS!P IUlU~llidol~MP lll~i\\.SlUnp!A!pU!lSU!U~US~Ul!lJ
lnoqu UO~lBUUOJU~
pUB ~8p~Ii\\.OU){~SBdDU~Ol ApnlS B pnpuo:J n~qs IUldUdD A~UJOnV ~ql-·IBJdU~O
UI (~)u
°Aail~S

°17°J3.Su

Attachment 2:
2022 SCS questionnaire

2022 SCHOOL CRIME SUPPLEMENT (SCS)
SCREEN QUESTIONS FOR SUPPLEMENT
INTRO_1
Now, I would like to ask some questions about your experiences at school. We estimate the survey
will take 3 to 15 minutes depending on your circumstances. The law authorizes the collection of these
data and requires us not to share your responses with your school or family.
1 = Enter 1 to continue
2 = Refused supplement
3 = Currently unable to complete the interview, but willing to complete at later date/time
4 = NCVS completed in a language other than English or Spanish

1a. E_ATTENDSCHOOL_INPERSON
At any time during this school year did you attend a public or private school in person?
1 = Yes
2 = No

1b. E_ATTENDSCHOOL_VIRTUAL
At any time during this school year did you receive any online schooling or virtual learning provided
by a public or private school?
1 = Yes
2 = No

1c. E_ATTENDSCHOOL_HOMESCHOOL
At any time during this school year did you receive homeschooling instead of being enrolled in a
public or private school?
1 = Yes – ASK E_HOMESCHOOL_COOP
2 = No – GOTO to CHECK ITEM A
CHECK ITEM A: If student answers “No,” “Don’t know,” or “Refused” to
E_ATTENDSCHOOL_HOMESCHOOL and “Yes” to E_ATTENDSCHOOL_VIRTUAL SKIP to
E_REMOTE_SCHOOLING_COVID.
If student answers “No,” “Don’t know,” or “Refused” to E_ATTENDSCHOOL_HOMESCHOOL AND
E_ATTENDSCHOOL_VIRTUAL, and “Yes” to E_ATTENDSCHOOL_INPERSON SKIP to
E_DIFFSCHOOL_ATTENDED.
If student answers “No,” “Don’t know,” or “Refused” for E_ATTENDSCHOOL_INPERSON,
E_ATTENDSCHOOL_VIRTUAL, and E_ATTENDSCHOOL_HOMESCHOOL SKIP to INTVIEWTYPE.

2022 SCS Questionnaire

1d. E_HOMESCHOOL_COOP
[IF E_ATTENDSCHOOL_HOMESCHOOL = “Yes”]
At any time during this school year did you attend a homeschool cooperative, or co-op, in person?
Homeschooling cooperatives (co-ops) are groups of homeschooling families who work together to
educate their children. They can range from informal groups to more formal programs that resemble
private schools. Some co-op students may report in-person attendance if they feel like that fits.
1 = Yes
2 = No

1e. E_REMOTE_SCHOOLING_COVID
[IF E_ATTENDSCHOOL_VIRTUAL = “Yes” and/or E_ATTENDSCHOOL_HOMESCHOOL = “Yes”]
Did you receive [online schooling or virtual learning/homeschooling instead of being enrolled in a
public or private school/online schooling or virtual learning or homeschooling instead of being
enrolled in a public or private school] because of the Coronavirus pandemic?
1= Yes
2= No

1f1.E_HOMESCHOOL_WHY_BULLY
[IF E_ATTENDSCHOOL_HOMESCHOOL = “Yes” ask questions 1f1 through 1f8]
For this next question, I’m going to read a list of 7 possible reasons that some families decided to
homeschool rather than enroll in public or private school. You can say yes to more than one reason
but please choose ones that best fit the reason or reasons your family decided to homeschool.
Because of your experiences with bullying?
1= Yes
2= No

1f2. E_HOMESCHOOL_WHY_ENVIROMENT
Because of concerns about the school environment, such as safety, drugs, or negative peer pressure?
1= Yes
2= No

1f3. E_HOMESCHOOL_WHY_QUALITY
Because you or your parents were not happy with the quality of the education you were receiving?
1= Yes
2= No

2

2022 SCS Questionnaire

1f4. E_HOMESCHOOL_WHY_RELIGIOUS
Because of religious reasons?
1= Yes
2= No

1f5. E_HOMESCHOOL_WHY_CONDITION
Because of a physical, mental, or developmental condition?
1= Yes
2= No

1f6. E_HOMESCHOOL_WHY_ILLNESS
Because of an illness that prevents you from attending school?
1= Yes
2= No

1f7. E_HOMESCHOOL_WHY_SCHCLOSED
Because of your county’s decision to close the schools?
1= Yes
2= No

1f8. E_HOMESCHOOL_WHY_OTHER
Because of a different reason?
1= Yes – ASK E_HOMESCHOOL_WHY_SPECIFY
2= No – SKIP to E_DIFFSCHOOL_ATTENDED

E_HOMESCHOOL_WHY_SPECIFY
What was the different reason?

Specify:

1g. E_DIFFSCHOOL_ATTENDED
How many different schools have you attended this school year?
[IF student answered E_ATTENDSCHOOL_HOMESCHOOL = “Yes,” include the text below.]
Include your homeschooling as one school.
1 = One school
2 = Two schools
3 = Three or more schools

3

2022 SCS Questionnaire

CHECK ITEM B: If student was not homeschooled (E_ATTENDSCHOOL_HOMESCHOOL = “No”) SKIP
to E_WHATGRADE. If student was fully or partially homeschooled
(E_ATTENDSCHOOL_HOMESCHOOL = “Yes”) CONTINUE with E_HOMESCHOOLGRADE.

2a. E_HOMESCHOOLGRADE
During the time you were homeschooled this school year, what grade would you have been enrolled
in if you were in a public or private school?
This question refers to the 2021-2022 school year.
0 = Fifth or under – SKIP to INTVIEWTYPE
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
SKIP to CHECK ITEM C
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to INTVIEWTYPE

E_HOMESCHOOLGRADE_OTHER
SKIP to CHECK ITEM C

Specify:

CHECK ITEM C: If student was only homeschooled (E_ATTENDSCHOOL_HOMESCHOOL = “Yes”,
E_ATTENDSCHOOL_INPERSON = “No” AND E_ATTENDSCHOOL_VIRTUAL = “No”) SKIP to
INTVIEWTYPE.
If student was partially homeschooled (E_ATTENDSCHOOL_HOMESCHOOL = “Yes” and either
(E_ATTENDSCHOOL_INPERSON = “Yes” AND/OR E_ATTENDSCHOOL_VIRTUAL = “Yes) SKIP to
SCS_INTRO_2.

4

2022 SCS Questionnaire

2b. E_WHATGRADE
What grade are you in?
This question refers to the 2021-2022 school year.
0 = Fifth or under – SKIP to INTVIEWTYPE
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
SKIP to E_WHATMONTH
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to INTVIEWTYPE

E_WHATGRADE_OTHER
SKIP to E_WHATMONTH

Specify:

SCS_INTRO_2
READ SCS_INTRO_2 only if E_ATTENDSCHOOL_HOMESCHOOL = “Yes” and either
(E_ATTENDSCHOOL_INPERSON = “Yes” AND/OR E_ATTENDSCHOOL_VIRTUAL = “Yes”)
The remaining questions pertain only to your attendance at a public or private school and not to being
homeschooled [IF E_HOMESCHOOL_COOP= “Yes”: or attending a homeschool cooperative].

3. E_WHATMONTH
In what month did your current school year begin?
1 = July
2 = August
SKIP to F_SCHOOLSTATE
3 = September
4 = Other – Go to E_WHATMONTHOTHER

E_WHATMONTHOTHER
Specify the other month that school year began.
1 = January
2 = February
3 = March
4 = April
5 = May

6 = June
7 = October
8 = November
9 = December

5

2022 SCS Questionnaire

ENVIROMENTAL QUESTIONS
SCS_INTRO_3
READ SCS_INTRO_3 only if E_ATTENDSCHOOL_VIRTUAL = “Yes”
For the next questions, please think about the school you would normally attend in person right now.

4a. F_SCHOOLSTATE
In what state is your school located?
State:

4b. F_SCHOOLCOUNTY
In what county is your school located?
County:

4c. F_SCHOOLCITY
In what city is your school located?
City:

4d. F_NAMEOFSCHOOL
What is the complete name of your school?
School name:

5a. F_PUBLICORPRIVATE
Is your school public or private?
1 = Public – ASK F_REGULARSCHOOL
2 = Private – SKIP to F_CHURCHRELATED

5b. REGULARSCHOOL
Is this the regular school that most of the students in your neighborhood attend?
1 = Yes – SKIP to F_GRADES_LOW
2 = No – SKIP to F_GRADES_LOW

5c. F_CHURCHRELATED
Is your school affiliated with a religion?
A ‘school affiliated with a religion’ is defined as an elementary or secondary school that is either partially
or fully supported/funded by a church, synagogue, or mosque.
1 = Yes
2 = No
3 = Don’t know

6

2022 SCS Questionnaire

6a. F_GRADES_LOW
What is the lowest grade taught in your school?
Enter the lowest grade mentioned
0 = Pre-Kindergarten or Kindergarten
1 = First
2 = Second
3 = Third
4 = Fourth
5 = Fifth
6 = Sixth
7 = Seventh

8 = Eighth
9 = Ninth
10 = Tenth
11 = Eleventh
12 = Twelfth
13 = Post-graduate
20 = All ungraded
30 = All special education

6b. F_GRADES_HIGH
What is the highest grade taught in your school?
Enter the highest grade mentioned
0 = Pre-Kindergarten or Kindergarten
1 = First
2 = Second
3 = Third
4 = Fourth
5 = Fifth
6 = Sixth
7 = Seventh

8 = Eighth
9 = Ninth
10 = Tenth
11 = Eleventh
12 = Twelfth
13 = Post-graduate
20 = All ungraded
30 = All special education

7. F_GETTOSCHOOL
When you attend school in person, how do you get to school most of the time this school year?
If multiple modes are used, code the mode in which the student spends the most time.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify

F_GETTOSCHOOL_SPECIFY
Specify:

7

2022 SCS Questionnaire

8. F_HOMEFROMSCHOOL
When you attend school in person, how do you get home from school most of the time this school
year?
If multiple modes are used, code the mode in which the student spends the most time.
If the student volunteers that he or she does not go directly home after school, record the mode that the
student uses to get to his or her first destination after school.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify

F_HOMEFROMSCHOOL_SPECIFY
Specify:

9a. F_ACTIVITY_SPIRIT
During this school year, have you participated in any of the following activities sponsored by your
school:
Spirit groups, for example, Cheerleading, Dance Team, or Pep Club?
1 = Yes
2 = No

9b. F_ACTIVITY_SPORTS
Athletic teams at school?
1 = Yes
2 = No

9c. F_ACTIVITY_ARTS
Performing arts, for example, Band, Choir, Orchestra, or Drama?
1 = Yes
2 = No

9d. F_ACTIVITY_ACADEMIC
Academic clubs, for example, Debate Team, Honor Society, Spanish Club, Math Club, or Computer
Club?
1 = Yes
2 = No

8

2022 SCS Questionnaire

9e. F_ACTIVITY_GOVT
Class council or student government, also known as SGA?
1 = Yes
2 = No

9f. F_ACTIVITY_SERVICE
[IF GRADES 6, 7, or 8 ASK] Volunteer or community service clubs sponsored by your school, for
example, Peer Mediators, Environmental Club, or Recycling Club?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or community service clubs sponsored by your school, for
example, Peer Mediators, Environmental Club, Key Club, or Interact? Do not include community
service hours required for graduation.
1 = Yes
2 = No

9g. F_ACTIVITY_OTHER
Other school clubs or school activities?
1 = Yes – ASK F_ACTIVITY_OTHER_SPECIFY
2 = No – SKIP to F_SAFETY_POLICE

9h. F_ACTIVITY_OTHER_SPECIFY
What are the other school clubs or school activities you participated in?
Specify:
CHECK ITEM D: If student did not attend school in person this school year
(E_ATTENDSCHOOL_INPERSON = “No”) SKIP to F_SAFETY_CODE_OF_CONDUCT.

10a. F_SAFETY_POLICE
The next questions are about security measures that some schools take.
Does your school have:
Security guards or assigned police officers?
1 = Yes
2 = No
3 = Don’t know

9

2022 SCS Questionnaire

10b. F_SAFETY_HALLSTAFF
Other adults supervising the hallway, such as teachers, administrators, or parent volunteers?
1 = Yes
2 = No
3 = Don’t know

10c. F_SAFETY_METAL_DETECTORS
Metal detectors, including wands?
A ‘metal detector’ is a device used to check for weapons students might be trying to bring onto school
property. The metal detector may be in a form of a doorframe, which you are asked to walk through. It
may also be in the form of a hand-held metal detector that looks like a wand or paddle, which is moved
around your body.
1 = Yes
2 = No
3 = Don’t know

10d. F_SAFETY_DOORS_LOCKED
Locked entrance or exit doors during the day?
1 = Yes
2 = No
3 = Don’t know

10e. F_SAFETY_SIGN_IN
A requirement that visitors sign in AND wear visitor badges or stickers?
1 = Yes
2 = No
3 = Don’t know

10f. F_SAFETY_LOCKER_CHECKS
Locker checks?
A ‘locker check’ is the act of school administrators or officials opening a locker and looking though its
contents. Depending on the circumstances, administration may choose to search one, several, or all
lockers.
1 = Yes
2 = No
3 = Don’t know
4 = Respondent’s school does not have lockers

10

2022 SCS Questionnaire

10g. F_SAFETY_STUDENT_ID
A requirement that students wear badges or picture identification?
1 = Yes
2 = No
3 = Don’t know

10h. F_SAFETY_CAMERAS
One or more security cameras to monitor the school?
1 = Yes
2 = No
3 = Don’t know

10i. F_SAFETY_CODE_OF_CONDUCT
Does your school have a code of student conduct, that is, a set of written rules or guidelines that the
school provides to you?
1 = Yes
2 = No
3 = Don’t know

11. F_REPORT
If you hear about a threat to school or student safety, do you have a way to report it without having
to give your name?
Probe: Do you have a way to report a threat, such as an anonymous drop box or hotline?
1 = Yes
2 = No
3 = Don’t know

12. F_DISTRACTED
In your classes, how often are you distracted from doing your schoolwork because other students are
misbehaving, for example, talking or fighting?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

11

2022 SCS Questionnaire

13a. F_RULES_FAIR
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with the
following...?
The school rules are fair.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13b. F_PUNISHMENT_SAME
The punishment for breaking school rules is the same no matter who you are.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13c. F_RULES_ENFORCED
The school rules are strictly enforced.
‘Strictly enforced rules’ means that the school consistently carries out disciplinary actions against any
students who break school rules.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13d. F_PUNISHMENT_KNOWN
If a school rule is broken, students know what kind of punishment will follow.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13e. F_TEACHERS_RESPECT
Teachers treat students with respect.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

12

2022 SCS Questionnaire

14a. F_ADULT_REALLYCARES
Thinking about the teachers and staff at your school, would you strongly agree, agree, disagree, or
strongly disagree with the following…?
There is a TEACHER or other ADULT at school who…
Really cares about you.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14b. F_ADULT_LISTENS
Listens to you when you have something to say.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14c. F_ADULT_GOOD_JOB
Tells you when you do a good job.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

15a. F_STUDENT_REALLYCARES
Thinking about the students at your school, would you strongly agree, agree, disagree, or strongly
disagree with the following…?
There is a STUDENT at school who…
Really cares about you.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13

2022 SCS Questionnaire

15b. F_STUDENT_LISTENS
Listens to you when you have something to say.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

15c. F_STUDENT_SUCCESS
Believes that you will be a success.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

16. F_CRIME_NEIGHBORHOOD
Thinking about the neighborhood where YOU LIVE, would you strongly agree, agree, disagree, or
strongly disagree with the following…?
There is a lot of crime in the neighborhood where YOU LIVE.
A ‘neighborhood’ is blocks of houses, apartments, and places you spend time at near your home.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

17. F_CRIME_NEIGHBORHOOD_SCHOOL
Thinking about the neighborhood where YOUR SCHOOL is located, would you strongly agree, agree,
disagree, or strongly disagree with the following...?
There is a lot of crime in the neighborhood where YOU go to SCHOOL.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14

2022 SCS Questionnaire

18. F_SAFE_IN_SCHOOL
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with the
following...?
You feel safe in your school.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
CHECK ITEM E: If student did not attend school in person this school year
(E_ATTENDSCHOOL_INPERSON = “No,” “Don’t know,” or “Refuse”) and
E_ATTENDSCHOOL_VIRTUAL = “Yes” GO TO SCS_INTRO_4_VIRTUAL
If student did attend school in person this school year E_ATTENDSCHOOL_INPERSON = “Yes” SKIP
to SCS_INTRO_4_INPERSON

SCS_INTRO_4_VIRTUAL
Now I have some questions about things that happen during school, which includes virtual classes and
other school sponsored activities. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3 AND
E_ATTENDSCHOOL_HOMESCHOOL = “No”: For the remainder of this survey, think about [both/all
schools] you attended this school year.] Your answers will not be shared with anyone at your school
or home.
The following questions are only about this school year.

20a. F_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL
During this school year, did you see another student who was under the influence of illegal drugs or
alcohol while they were attending virtual school?
1 = Yes
2 = No

SKIP to G_BULLY_MADE_FUN

SCS_INTRO_4_INPERSON
Now I have some questions about things that happen at school, which includes [IF
E_ATTENDSCHOOL_VIRTUAL = “Yes” FILL: virtual classes,] in the school building, on school property, on
a school bus, or going to and from school. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3 AND
E_ATTENDSCHOOL_HOMESCHOOL = “No”: For the remainder of this survey, think about [both/all
schools] you attended this school year.] Your answers will not be shared with anyone at your school
or home.
The following questions are only about this school year.

15

2022 SCS Questionnaire
The following questions pertain only to the student’s attendance at a public or private school and not to
being homeschooled or attending a homeschool cooperative.

19a. F2_ALCOHOL
Is it possible for students to get any of the following while at school…
Alcoholic beverages?
1 = Yes
2 = No

19b. F2_MARIJUANA
Marijuana, also known as pot or weed?
1 = Yes
2 = No

19c. F2_OPIOIDS
Heroin or prescription painkillers illegally obtained without a prescription, such as Codeine, Percocet,
or fentanyl? These are also known as opioids.
1 = Yes
2 = No

19d. F2_PRESCRIPTION_DRUGS
Other prescription drugs illegally obtained without a prescription, such as Xanax, Ritalin, or Adderall?
1 = Yes
2 = No

19e. F2_OTHER_ILLEGAL
Other illegal drugs, such as cocaine, uppers, or crystal meth?
Do not include tobacco or tobacco products.
1 = Yes
2 = No

20b. F_KNOW_DRUGS_OR_ALCOHOL
During this school year, did you see another student who was under the influence of illegal drugs or
alcohol while they were at school [IF E_ATTENDSCHOOL_VIRTUAL = “Yes” FILL: or during virtual
classes]?
1 = Yes
2 = No

16

2022 SCS Questionnaire

FIGHTING, BULLYING AND HATE BEHAVIORS
21a. G_FIGHT_AT_SCHOOL
During this school year, have you been in one or more physical fights at school?
1 = Yes
2 = No – SKIP to G_BULLY_MADE_FUN

21b. G_FIGHT_HOW_OFTEN
During this school year, how many times have you been in a physical fight at school?
Number of times:

22a. G_BULLY_MADE_FUN
Now I have some questions about what students do during school that make you feel bad or are
hurtful to you. These could occur in person or using technologies, such as a phone, the Internet, or
social media. We often refer to this as being bullied. During this school year, has any student bullied
you?
That is, has another student...
Made fun of you, called you names, or insulted you, in a hurtful way?
1 = Yes
2 = No

22b. G_BULLY_RUMOR
Spread rumors about you or tried to make others dislike you?
1 = Yes
2 = No

22c. G_SHARED
Purposely shared your private information, photos, or videos in a hurtful way?
1 = Yes
2 = No

22d. G_BULLY_THREAT
Threatened you with harm?
1 = Yes
2 = No

22e. G_BULLY_CONTACT
Pushed you, shoved you, tripped you, or spit on you?
1 = Yes
2 = No
17

2022 SCS Questionnaire

22f. G_BULLY_COERCED
Tried to make you do things you did not want to do, for example, give them money or other things?
1 = Yes
2 = No

22g. G_EXCLUDED
Excluded you from activities, social media, or other communications to hurt you?
1 = Yes
2 = No

22h. G_BULLY_DESTROYED_PROP
Destroyed your property on purpose?
1 = Yes
2 = No
CHECK ITEM F: If all items in 22a-22h (G_BULLY_MADE_FUN—G_BULLY_DESTROYED_PROP) are
marked “No” SKIP to G_HATE.

23a. G_BULLY_DAY_PLUS
During this school year, how many days were you bullied?
Read answer categories
1 = One day
2 = Two days
3 = Three to ten days
4 = More than ten days

SKIP to G_BULLY_HAPPEN_AGAIN

23b. G_BULLY_TIMES
In that one day, how many times would you say other students did those things that made you feel
bad or were hurtful to you?
Read answer categories 1—2
1 = Once
2 = Two or more times
3 = Too many times to count
4 = Don’t know

18

2022 SCS Questionnaire

24. G_BULLY_HAPPEN_AGAIN
Did you think the bullying would happen again?
1 = Yes
2 = No

25. G_BULLY_MULTI_PERS
Thinking about the [time/times] you were bullied this school year, did more than one person do
[this/these things] to you?
1 = Yes
2 = No – SKIP to G_BULLY_STRONGER

26. G_BULLY_HOW_ACT
Did these people act alone, together as a team, or both?
1 = Alone
2 = Together
3 = Both
4 = Don’t know

27a. G_BULLY_STRONGER
Now I have some additional questions about the time [another student/other students] {behavior1},
{behavior2}, and {behaviorx…}. Thinking about the [person/people] who did [this/these things] to you
this school year,
[Was this person/Were any of these people/Was anyone in the group] physically bigger or stronger
than you?
1 = Yes
2 = No

27b. G_BULLY_POPULAR
[Was this person/Were any of these people/Was anyone in the group] more popular than you?
1 = Yes
2 = No

27c. G_BULLY_MONEY
[Did this person/Did any of these people/Did anyone in the group] have more money than you?
1 = Yes
2 = No

19

2022 SCS Questionnaire

27d. G_BULLY_INFLUENCE
[Did this person/Did any of these people/Did anyone in the group] have the ability to influence what
other students think of you?
1 = Yes
2 = No

27e. G_BULLY_OTHER_POWER
[Did this person/Did any of these people/Did anyone in the group] have more power than you in
another way?
1 = Yes
2 = No – SKIP to CHECK ITEM G

27f. G_ OTHER_POWER_SPECIFY
In what other way [did that student/did any of those students] have more power than you?
Specify:
CHECK ITEM G: Did more than one student do those things? (G_BULLY_MULTI_PERS)
--Yes (R answered “Yes” to G_BULLY_MULTI_PERS, SKIP to G_BULLY_WHERE1)
--No (R answered “No,” “Don’t know,” or “Refuse” to G_BULLY_MULTI_PERS, ASK
G_RELAT_SIBLING — G_RELAT_OTH_STUDENT)

28a. G_RELAT_SIBLING
What was your relationship to the student when they bullied you? Were they…
Your brother or sister?
1 = Yes
2 = No

28b. G_RELAT_DATING
Your boyfriend or girlfriend at the time?
1 = Yes
2 = No

28c. G_RELAT_EX_DATING
Your ex-boyfriend or ex-girlfriend at the time?
1 = Yes
2 = No

20

2022 SCS Questionnaire

28d. G_RELAT_OTH_STUDENT
Another student from school?
1 = Yes
2 = No

29. G_BULLY_WHERE1 through G_BULLY_WHERE9
Still thinking about the [time/times] that you were bullied, where did the bullying occur? Did it
occur…
Read answer categories, mark all that apply
1 = In a classroom at school?
2 = In a hallway or stairwell at school?
3 = In a bathroom or locker room at school?
4 = In a gymnasium or weight room at school?
5 = In a cafeteria or lunchroom at school?
6 = Outside on school grounds?
7 = On the way to or from school such as on a school bus or at a bus stop?
8 = Online or by text?
9 = Somewhere else? – Specify

G_BULLY_WHERE_SPECIFY
Where is the other place where bullying occurred?

Specify:

30. G_BULLY_ADULT_TOLD
Did you tell a teacher or some other adult at school about being bullied?

1 = Yes
2 = No

31a. G_SCHOOL_WORK
This school year, how much has bullying had a NEGATIVE effect on:
Your school work?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

21

2022 SCS Questionnaire

31b. G_RELATION_FRIEND_FAMILY
Your relationships with friends or family?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31c. G_ABOUT_YOURSELF
How you feel about yourself?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31d. G_PHYSICAL_HEALTH
Your physical health for example, caused injuries, gave you headaches or stomachaches?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

32a. G_BULLY_RACE
When you were bullied in school this year, did you ever think it was related to:
Your race?
1 = Yes
2 = No

32b. G_BULLY_RELIGION
Your religion?
1 = Yes
2 = No

22

2022 SCS Questionnaire

32c. G_BULLY_ETHNIC_ORIGIN
Your ethnic background or national origin – for example, people of Hispanic origin?
1 = Yes
2 = No

32d. G_BULLYING_DISABILITY
Any condition you may have – such as a physical, mental, or developmental condition?
1 = Yes
2 = No

32e. G_BULLYING_GENDER
Your gender?
1 = Yes
2 = No

32f. G_BULLYING_ORIENTATION
Your sexual orientation – by this we mean gay, lesbian, bisexual, or straight?
1 = Yes
2 = No

32g. G_BULLYING_APPEARANCE
Your physical appearance?
1 = Yes
2 = No

33. G_HATE
During this school year, has anyone called you an insulting or bad name at school having to do with
your race, religion, ethnic background or national origin, disability, gender, or sexual orientation? We
call these hate-related words.
1 = Yes
2 = No – SKIP to CHECK ITEM H
CHECK ITEM H: If a student answered G_HATE = “No,” “Don’t know,” or “Refuse,” and
E_ATTENDSCHOOL_INPERSON = “Yes” SKIP to G_HATE_WORDS
If a student answered G_HATE = “No,” “Don’t know,” or “Refuse,” and
E_ATTENDSCHOOL_INPERSON = “No,” “Don’t know,” or “Refuse,” SKIP to
G_HATE_WORDS_VIRTUAL

23

2022 SCS Questionnaire

34a. G_HATE_RACE
Were any of the hate-related words related to...
Your race?
1 = Yes
2 = No
3 = Don’t know

34b. G_HATE_RELGION
Your religion?
1 = Yes
2 = No
3 = Don’t know

34c. G_HATE_ETHNICITY
Your ethnic background or national origin – for example, people of Hispanic origin?
1 = Yes
2 = No
3 = Don’t know

34d. G_HATE_DISABILITY
Any disability you may have – such as physical, mental, or developmental disabilities?
1 = Yes
2 = No
3 = Don’t know

34e. G_HATE_GENDER
Your gender?
1 = Yes
2 = No
3 = Don’t know

34f. G_HATE_SEXUAL_ORIENTATION
Your sexual orientation – by this we mean gay, lesbian, bisexual or straight?
1 = Yes
2 = No
3 = Don’t know

24

2022 SCS Questionnaire

35a. G_HATE_WORDS
[IF E_ATTENDSCHOOL_INPERSON = “Yes”]
During this school year, have you seen any hate-related words or symbols written in school
classrooms, school bathrooms, school hallways, or on the outside of your school building?
1 = Yes
2 = No

35b. G_HATE_WORDS_VIRTUAL
[IF E_ATTENDSCHOOL_VIRTUAL = “Yes”]
During this school year, have you seen any hate-related words, pictures, videos, or symbols posted on
school sponsored websites or applications? This could include any website or application the school
uses on a regular basis such as Google Classroom, Schoology, or Zoom.
1 = Yes
2 = No

AVOIDANCE
36a. H_AVOID_VIRTUAL
[IF E_ATTENDSCHOOL_VIRTUAL = “Yes”]
During this school year, did you ever skip any virtual classes because you were afraid other students
would do things that make you feel bad or are hurtful to you?
1 = Yes
2 = No
CHECK ITEM I: If student did not attend school in person this school year
(E_ATTENDSCHOOL_INPERSON = “No,” “Don’t know,” or “Refuse”) SKIP to L_GRADES

36b. H_AVOID_SHORTCUT
During this school year, did you ever STAY AWAY from any of the following places because you
thought someone might attack or harm you there?
For example, did you ever stay away from…
The shortest route to school because you thought someone might attack or harm you?
1 = Yes
2 = No

36c. H_AVOID_ENTRANCE
The entrance into the school?
1 = Yes
2 = No
25

2022 SCS Questionnaire

36d. H_AVOID_HALLWAYS
Any hallways or stairs in school?
1 = Yes
2 = No

36e. H_AVOID_CAFETERIA
Parts of the school cafeteria or lunchroom?
1 = Yes
2 = No

36f. H_AVOID_RESTROOMS
Any school restrooms?
1 = Yes
2 = No

36g. H_AVOID_OTHER_PLACES
Other places inside the school building?
1 = Yes
2 = No

36h. H_AVOID_PARKING_LOT
School parking lot?
1 = Yes
2 = No

36i. H_AVOID_OTHER_SCHOOL
Other places on school grounds?
1 = Yes
2 = No

36j. H_AVOID_BUS_STOP
School bus or bus stop?
1 = Yes
2 = No

37a. H_AVOID_ACTIVITIES
Did you AVOID any activities at your school because you thought someone might attack or harm you?
1 = Yes
2 = No
26

2022 SCS Questionnaire

37b. H_AVOID_CLASSES
Did you AVOID any classes because you thought someone might attack or harm you?
1 = Yes
2 = No

37c. H_STAY_HOME
Did you stay home from school because you thought someone might attack or harm you in the school
building, on school property, on a school bus, or going to or from school?
1 = Yes
2 = No

FEAR
I_INTRO_FEAR
Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.

38a. I_AFRAID
How often are you afraid that someone will attack or harm you in the school building or on school
property?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

38b. I_AFRAID_ON_BUS
How often are you afraid that someone will attack or harm you on a school bus or on the way to and
from school?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

27

2022 SCS Questionnaire

38c. I_AFRAID_NONSCHOOL
Besides the times you are in the school building, on school property, on a school bus, or going to or
from school, how often are you afraid that someone will attack or harm you?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

WEAPONS
J_INTRO_WEAPON
In the next series of questions, we are going to ask you about weapons at your school. Your answers
will not be shared with anyone at your school or home.

39a. J_WEAPONS_GUN
Some people bring guns, knives, or objects that can be used as weapons to school for protection.
During this school year, did you ever bring the following to school or onto school grounds?
A gun?
1 = Yes
2 = No

39b. J_WEAPONS_KNIFE
A knife brought as a weapon?
1 = Yes
2 = No

39c. J_WEAPONS_OTHER
Some other weapon?
1 = Yes
2 = No

40a. J_GUN_OTHERS
Do you know of any [other] students who have brought a gun to your school during this school year?
1 = Yes
2 = No – SKIP to J_GET_GUN

28

2022 SCS Questionnaire

40b. J_SEE_GUN
Have you actually seen another student with a gun at school during this school year?
1 = Yes
2 = No
3 = Don’t know

41. J_GET_GUN
During this school year, could you have gotten a loaded gun without adult permission, either at school
or away from school?
1 = Yes
2 = No

GANGS
K2_INTRO_GANG
Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting
gangs, or something else. Gangs may use common names, signs, symbols, or colors. Your answers will
not be shared with anyone at your school or home.

42a. K_GANGS
Are there any gangs at your school?
1 = Yes
2 = No – SKIP to L_GRADES
3 = Don’t know – SKIP to L_GRADES

42b. K_GANG_FIGHTS
During this school year, how often have gangs been involved in fights, attacks, or other violence at
your school?
Read answer categories 1 through 5
1 = Never
2 = Once or twice this school year
3 = Once or twice a month
4 = Once or twice a week
5 = Almost every day

42c. K_GANG_DRUGS
Have gangs been involved in the sale of drugs at your school during this school year?
1 = Yes
2 = No
3 = Don’t know

29

2022 SCS Questionnaire

STUDENT CHARACTERISTICS
43. L_GRADES
During this school year, across all subjects have you gotten mostly –
Read answer categories 1 through 5. If student says the school uses pass/fail grading, ask which they’ve
mostly gotten.
1 = A’s
2 = B’s
3 = C’s
4 = D’s
5 = F’s
6 = Mostly passes
7 = Mostly fails
8 = School does not give grades/no alphabetic grade equivalent

44a. L_SKIP_CLASSES
During the last 4 weeks of school, did you skip any classes? Again, we would like to remind you that
none of your responses will be shared with anyone at your school or home.
1 = Yes
2 = No – SKIP to L_SCHOOL_AFTER_SCHOOL
3 = Don’t know – SKIP to L_SCHOOL_AFTER_SCHOOL

44b. L_SKIP_CLASS_DAYS
During the last 4 weeks of school, on how many days did you skip at least one class?
Number of days:

45a. L_SCHOOL_AFTER_SCHOOL
Thinking about the future, do you think you will...
Attend school after high school, such as a college or technical school?
This could include:
-Automotive Mechanic Training
-Beauty School
-Computer Technical Programs (less than a two-year associate degree)
-Certificate Programs
1 = Yes
2 = No – SKIP to INTVIEWTYPE
3 = Don’t know

30

2022 SCS Questionnaire

45b. L_GRADUATE_4YR
Graduate from a 4-year college?
1 = Yes
2 = No
3 = Don’t know

END OF SCS INTERVIEW
46. INTVIEWTYPE
Were the supplement questions asked in private, or was an adult member of the household or family
present during at least part of the questions?
If not sure or if a telephone interview, ask—
Was an adult member of the household or family present during at least part of these questions?
1 = Personal interview – no adult present
2 = Personal interview – adult present
3 = Telephone interview – no adult present
4 = Telephone interview – adult present
5 = Telephone interview – don’t know

31

Attachment 3:
Selected nonfederal publications citing data from the NCVS SCS

Selected Nonfederal Publications Citing Data from the NCVS SCS
1991
Pearson, F.S., and Toby, J. (1991). Fear of School‐Related Predatory Crime. Sociology and Social
Research, 75(3): 117‐125.
1992
Collins, J.J., Messerschmidt, P.P., and Ringwalt, C.C. (1992). Relationship Between School Disruption and
School Social Control Activities: Summary of Findings. U.S. Department of Justice. Washington DC:
National Institute of Justice.
Lab, S.P., and Whitehead, J.T. (1992). School Environment and School Crime: Causes and Consequences;
Summary Report. U.S. Department of Justice. Washington DC: National Institute of Justice.
Pearson, F.S., Toby, J.J., and Rutgers, U. (1992). Perceived and Actual Risks or School‐Related
Victimization: Final Activities Report. U.S. Department of Justice. Washington DC: National Institute of
Justice.
Ringwalt, C., Messerschmidt, P., Graham, L., and Collins, J. (1992). Youth’s Victimization Experiences,
Fear of Attack or Harm, and School Avoidance Behaviors: Summary of Findings. U.S. Department of
Justice. Washington DC: National Institute of Justice.
1993
Smith, B.E., and Elstein, S.G. (1993). Effective Ways to Reduce School Victimization: Practical and Legal
Concerns. Children’s Legal Rights Journal, 14(1‐2): 22‐38.
1994
Furlong, M.M. (1994). Evaluating School Violence Trends. School Safety, 23‐27. Lab, S., and Whitehead, J.
(1994, December). Avoidance Behavior as a Response to In‐School Victimization. Journal of Security
Administration, 17(2): 32‐45.
1998
Kingery, P., Coggeshall, M., and Alford, A. (1998). Violence at School: Recent Evidence From Four
National Surveys. Psychology in the Schools, 35(3): 247‐258.
1999
Mayer, M.J., and Leone, P.E. (1999). A Structural Analysis of School Violence and Disruption: Implications
for Creating Safer Schools. Education & Treatment of Children, 22(3): 333‐56.
2002
Addington, L.A. (2002). The Columbine Effect: The Impact of Violent School Crime on Students’ Fear of
Victimization. Ph.D. dissertation, State University of New York at Albany, United States—New York.
Retrieved August 11, 2008, from Dissertations and Theses: Full Text database. (Publication No. AAT
3052923).

Van Dorn, R. (2002). Unrecognized Warning Signs. Education Week, 22(11): 41‐41.
2003
Addington, L.A. (2003). Fear After Columbine: Findings From a Randomized Experiment. Journal of
Quantitative Criminology, 19(4): 367‐387.
Planty, M. (2003, August). Telescoping Events in Student Surveys on Victimization. Paper presented at
the annual meeting of the American Association for Public Opinion Research, Sheraton Music City,
Nashville, Tennessee.
Scott, L., and Ruddy, S. (2003, August). How Students Identify Gangs at School: An Analysis of Multiple
Gang Identification Questions in the 1995 SCS/NCVS. Paper presented at the annual meeting of the
American Association for Public Opinion Research, Sheraton Music City, Nashville, Tennessee.
2004
Van Dorn, R.A. (2004). Correlates of Violent and Nonviolent Victimization in a Sample of Public High
School Students. Violence and Victims, 19(3): 303‐320.
2005
Addington, L.A. (2005). Disentangling the Effects of Bounding and Mobility on Reports of Criminal
Victimization. Journal of Quantitative Criminology, 21(3): 321‐343.
Addington, L.A. (2005). Following in Her Footsteps: Revisiting the Record on Adolescents’ College Plans.
Gender Issues, 22(2): 31‐44.
DeVoe, J. F., Peter, K., Kaufman, P., Miller, A., Noonan, M., Snyder, T. D. et al. (2005). Indicators of
school crime and safety: 2004. Education Statistics Quarterly, 6.
Greene, M.B. (2005). Reducing Violence and Aggression in Schools. Trauma, Violence, & Abuse, 6(3):
236‐253.
Kuck, D., and Popp, A. (2005). Characteristics of Students and Schools as Predictors of Being a Victim of
Bullying: An Opportunity Theory Analysis. Paper presented at the annual meeting of the American Society
of Criminology, Royal York, Toronto.
Noonan, M. (2005). Guns in Schools: Results From the 2003 School Crime Supplement. Paper presented at
the annual meeting of the American Society of Criminology, Royal York, Toronto.
2006
Adams, Jacqueline (2006). What makes a bully tick? Scientists search for answers. Science
World, 63, 10.
Amherst, P. W. (2006). School crime and safety. New York: Novinka Books.
Moore‐Polanco, R., and Raghavan, C. (2006). The Association of Social Development/Age on Juvenile
Fear of Crime Levels in New York City Public Schools. Paper presented at the annual meeting of the
American Society of Criminology (ASC), Los Angeles Convention Center, Los Angeles, California.

Myers, K. A. (2006). School violence and its effects on academic achievement among eighth graders
[Dissertation].
2007
Ades, L. (2007, August). Horror in the Halls: Examining Adolescent Fear, Avoidance, and Academic
Difficulty. Paper presented at the annual meeting of the American Sociological Association, TBA, New
York, New York City.
Randa, R. (2007, November). The Impact of Incivilities on Fear and Routine Activities in High Schools.
Paper presented at the annual meeting of the American society of Criminology, Atlanta Marriott
Marquis, Atlanta, Georgia.
Watkins, A., and Maume, M. (2007, November). We Don’t Need No Notification: The Underreporting of
Victimization by Students. Paper presented at the annual meeting of the American society of Criminology,
Atlanta Marriott Marquis, Atlanta, Georgia.
Wynne, S., and Joo, H. (2007, November). Predicting School Victimization: A Multi‐Level Approach.
Paper presented at the annual meeting of the American society of Criminology, Atlanta Marriott
Marquis, Atlanta, Georgia.
2008
Cao, L., Zhang, Y., and He, N. (2008). Carrying Weapons to School for Protection: An Analysis of the 2001
School Crime Supplement Data. Journal of Criminal Justice, 36(2): 154‐164.
Elliott, E., and Rayne, K. (2008, November). Victimization Rates and Drug Use Among High School and
College Students. Paper presented at the annual meeting of the ASC Annual Meeting, St. Louis Adam’s
Mark, St. Louis, Missouri.
Popp, A. (2008, November). The Importance of Confidentiality and Anonymity for Victimization Surveys of
Adolescents. Paper presented at the annual meeting of the ASC Annual Meeting, St. Louis Adam’s Mark,
St. Louis, Missouri.
Randa, R., Drayer, A., and Lytle, D. (2008). Routine Activities of School Children: How Fear and Disorder
Influence Avoidance of Specific Places. Paper presented at the annual meeting of the ASC Annual
Meeting, St. Louis Adam’s Mark, St. Louis, Missouri.
Toldson, I. A. (2008). Breaking barriers plotting the path to academic success for school‐age
African‐American males. Washington, D.C.: Congressional Black Caucus Foundation, Inc. Available
from http://www.cbcfinc.org/images/pdf/breaking_barriers.pdf.
Urbanski, J. (2008). The relationship between school connectedness and bullying victimization in
secondary students [Dissertation].
2009
Addington, L. A. (2009). Cops and cameras. Public school security as a policy response to Columbine.
American Behavioral Scientist, 52, 1426‐1446.

Clay‐Warner, J., Bunch, J., and James, K. (2009, November). Procedural Justice and School Crime. Paper
presented at the annual meeting of the ASC Annual Meeting, Philadelphia Marriott Downtown,
Philadelphia, Pennsylvania.
DeVoe, J. (2009, November). Social Bonding and School Victimization: The Ties That Bind. Paper
presented at the annual meeting of the ASC Annual Meeting, Philadelphia Marriott Downtown,
Philadelphia, Pennsylvania.
DeVoe, J. F. & Kaffenberger, S. (2009). Student reports of bullying: Results from the 2001 School
Crime Supplement to the National Crime Victimization Survey. In D.N.Rickler (Ed.), Bullying in
schools (pp. 43‐97). New York: Nova Science Publishers.
Hutzell, K. (2009). The Impact of Bullying Behaviors on School Avoidance. Paper presented at the annual
meeting of the ASC Annual Meeting, Philadelphia Marriott Downtown, Philadelphia, Pennsylvania.
Noe, K., and Petras, H. (2009). Peer Victimization in Middle and High School: An Application of Latent Class
Analysis. Paper presented at the annual meeting of the ASC Annual Meeting, Philadelphia Marriott
Downtown, Philadelphia, Pennsylvania.
Randa, R. W. (2009). The impact of disorder and fear on the routine activities of high school
students [Dissertation].
Toldson, I. A. (2009). Editor's comment: Improving security and creating a culture of learning in
schools. The Journal of Negro Education, 78, 365‐366.
2010
Cook, P. J., Gottfredson, D. C., & Na, C. (2010). School crime control and prevention. Crime and
Justice, 39, 313‐440.
Hutzell, K. L. (2010). The impact of bullying behaviors on social and situational avoidance in
schools [Dissertation].
Mayer, J.M. (2010). Structural Analysis of 1995‐2005 School Crime Supplement Datasets: Factors
Influencing Students’ Fear, Anxiety, and Avoidant Behaviors. Journal of School Violence, 9(1): 37‐55.
Mayer, M. J. & Furlong, M. J. (2010). How safe are our schools? Educational Researcher, 39, 16
26.
Randa, R. & Wilcox, P. (2010). School disorder, victimization, and general v. place‐specific
student avoidance. Journal of Criminal Justice, 38, 854‐861.
2011
Addington, L. A. & Yablon, Y. B. (2011). A cross‐national examination of fear in disadvantaged
schools: U.S. and Israeli‐Arab student experiences. Victims & Offenders, 6, 325‐340.
Addington, L. A. & Yablon, Y. B. (2011). How safe do students feel at school and while traveling to
school? A comparative look at Israel and the United States. American Journal of Education, 117,
465‐493.

Bachman, R., Randolph, A., and Brown, B.L. (2011). Predicting Perceptions of Fear at School and Going To
and From School for African American and White Students: The Effects of School Security Measures.
Youth & Society, 43(2): 705‐726.
Bagwell, K. (2011). Students Use Cellphones More Than Computers to Cyberbully. Education Daily,
44(189): 2.
Blosnich, J., and Bossarte, R. (2011). Low‐Level Violence in Schools: Is There an Association Between
School Safety Measures and Peer Victimization? Journal of School Health, 81(2): 107‐113.
Bohn, C. M. (2011). Predicting bullying among high school students using individual and school factors:
Analysis of a national survey [Dissertation].
Rivera, L. K. (2011). Bullying of sexual minorities: How does multiple minority status affect the likelihood of
being victimized [Dissertation].
Toldson, I. A. (2011). Breaking barriers 2: Plotting the path away from juvenile detention and toward
academic success for school‐age African American males. Washington, D.C.: Congressional Black Caucus
Foundation, Inc. Available from http://cbcfinc.org/oUploadedFiles/BreakingBarriers2.pdf.
Watkins, A.M., and Maume, M.O. (2011). School Victims and Crime Reporting. Youth Violence & Juvenile
Justice, 9(4): 333‐351.
Wynne, S.L., and Joo, H. (2011). Predictors of School Victimization: Individual, Familial, and School
Factors. Crime & Delinquency, 57(3): 458‐488.
2012
Barrett, K. L., Jennings, W. G., & Lynch, M. J. (2012). The Relation between Youth Fear and Avoidance of
Crime in School and Academic Experiences. Journal of School Violence, 11(1), 1‐20.
Bouchard, M., Wang, W., & Beauregard, E. (2012). Social capital, opportunity, and school‐based
victimization. Violence and Victims, 27(5), 656‐673.
Clark, S. L. (2012). Factors related to school violence victimization: The role of extracurricular activities
[Dissertation].
Hutzell, K.L., and Payne, A.A. (2012). The impact of bullying victimization on school avoidance. Youth
Violence & Juvenile Justice, 10(4), 370‐385.
Oblad, T. P. (2012). Understanding cyberbullying in the net generation: A meta‐analytic review
[Dissertation].
Popp, A. M. (2012). The difficulty in measuring suitable targets when modeling victimization. Violence
and Victims, 27, 689‐709.
Popp, A. M. (2012). The effects of exposure, proximity, and capable guardians on the risk of bullying
victimization. Youth Violence and Juvenile Justice, 10, 315‐332.

Randa, W. & Wilcox, P. (2012). Avoidance at school: Further specifying the influence of disorder,
victimization, and fear. Youth Violence and Juvenile Justice, 10, 190-204.
Voelkl, K. E. (2012). School identification. In S.L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of
Research on Student Engagement (pp. 193‐218). New York: Springer.
2013
Addington, L. (2013). Reporting and clearance of cyberbullying incidents: Applying ‘offline’ theories to
online victims. Journal of Contemporary Criminal Justice, 29(4), 454‐474.
Jeong, S., Kwak, D., Moon, B., & San Miguel, C. (2013). Predicting school bullying victimization: Focusing
on individual and school environmental/security factors. Journal of Criminology, vol. 2013, Article ID
401301, 13 pages.
2014
Cooc, N., & Gee, K. (2014). National trends in school victimization among Asian American adolescents.
Journal Of Adolescence, 37(6), 839-849.
Randa, R., & Reyns, B. W. (2014). Cyberbullying victimization and adaptive avoidance behaviors at school.
Victims and Offenders. 9, (3), 255-275.
2015
Barboza, G. E. (2015). The association between school exclusion, delinquency and subtypes of cyber- and
F2F-victimizations: Identifying and predicting risk profiles and subtypes using latent class analysis. Child
Abuse & Neglect, 39, 109-122.
Earl, Kevin J. (2015). Diagnosis of Cyber and Nonphysical Bullying Victimization: A Routine Activities
Approach to Constructing Effective Preventive Measures. Thesis, Bridgewater State University
James, K., Clay-Warner, J., & Bunch, J. (2015). Perceived injustice and school violence: An application of
General Strain Theory. Youth Violence and Juvenile Justice. 13, (2), 169-189.
PROFILES: Bully Prospects. (2015). American School & University, 87(10), 34.
Randa, R., Nobles, M.R., & Reyns, B.W. (2015). Is Cyberbullying a Stand Alone Construct? Using
Quantitative Analysis to Evaluate a 21st Century Social Question. Societies 5, 171-186.
Watkins, Nichole J. (2015). Situation Crime Prevention in Schools: Implications for Victimization,
Delinquency, and Avoidance Behaviors. Thesis, George Mason University.
2016
Fisher, B. W., & Tanner-Smith, E. E. (2016). Examining school security measures as moderators of the
association between homophobic victimization and school avoidance. Journal Of School Violence, 15(2),
234-257.
Greenwood, Ian D. (2016). Cyber-Victimization and Delinquency: A General Strain Perspective. Thesis,
University of Montana

Mindrila, D., Moore, L., & Davis, P. (2016) Cyber-victimization and Its Psychosocial Consequences:
Relationships with Behavior Management and Traditional Bullying. Journal of Research in Education, 25(2),
53-67.
Tanner-Smith, E., & Fisher, B. (2016). Visible school security measures and student academic performance,
attendance, and postsecondary aspirations. Journal Of Youth & Adolescence, 45(1), 195-210.
2017
Baek, H., Andreescu, V., & Rolfe, S.M. (2017).
Brewer, Jr. S.L., Meckley-Brewer, H., & Stinson, P.M. (2017). Fearful and distracted in school: predicting
bullying among youths. Children & Schools, 39(4): 219-226.
Hutzell, K.L., & Payne, A.A. (2017). The Relationship Between Bullying Victimization and School Avoidance:
An Examination of Direct Associations, Protective Influences, and Aggravating Factors. Journal of School
Violence, 17(2): 210-226.
Simckes, M.S., Simonetti, J.A., Moreno, M.A., Rivara, F.P., Oudekerk, B.A., & Rowhani-Rahbar, A. (2017).
Access to a loaded gun without adult permission and school-based bullying. Journal of Adolescent Health,
61(3): 329-334.
2018
Addington, L. (2018). What is the Effect of Being Bullied?: Comparing Direct Harms of Bullying Experienced
by LGB and Non-LGB Students. American University School of Public Affairs Research Paper No. 3151151.
Available at SSRN: https://ssrn.com/abstract=3151151 or http://dx.doi.org/10.2139/ssrn.3151151
Brewer, S.L., Brewer, H.J., & Kulik, K.S. Bullying victimization in schools: Why the whole school, whole
community, whole child model is essential. Journal of School Health, 88(11): 794-802.
Cho, S., & Wooldredge, J. (2018). Lifestyles, informal controls, and youth victimization risk in South Korea
and the United States. Journal of Child and Family Studies, 27(4): 1358-1371.
Choi, K-S., Earl, K., Lee, J.R., & Cho, S. Diagnosis of cyber and non-physical bullying victimization: a lifestyles
and routine activities theory approach to constructing effective preventative measures. Computers in
Human Behavior, 92: 11-19.
Hutzell, K.L. & Payne, A.A. The relationship between bullying victimization and school avoidance: an
examination of direct associations, protective influences, and aggravating factors. Journal of School
Violence, 17(2): 210-226.
Keith, S. (2018). How do traditional bullying and cyberbullying victimization affect fear and coping among
students? An application of general strain theory. American Journal of Criminal Justice, 43(1): 67-84.
Le Claire, M.M. School Bullying: Exploring Juvenile Victimization Trends with the NCVS School Crime
Supplement (NCVS-SCS). Dissertation, University of Nevada, Las Vegas.
Mulvey, K. L., Hoffman, A. J., Gönültaş, S., Hope, E. C., & Cooper, S. M. Understanding experiences with
bullying and bias-based bullying: What matters and for whom? Psychology of Violence, 8(6), 702–711.

Warner-Czyz, A.D., Loy, B., Pourchot, H., White, T., & Cokely, E. (2018). Effect of Hearing Loss on Peer
Victimization in School-Age Children. Exceptional Children, 84(3): 280-297.
2019
Baek, H., Andreescu, V., & Rolfe, S.M. Bullying and fear of victimization: do supportive adults in school
make a difference in adolescents’ perceptions of safety? Journal of School Violence, 18(1): 92-106.
Farina, K.A. Promoting a culture of bullying: understanding the role of school crime and school sector.
Journal of School Choice, 13(1): 94-120.
Fisher, B.W., Gardella, J.H., & Tanner-Smith, E.E. Social control in schools: the relationship between school
security measures and informal social control mechanisms. Journal of School Violence, 18(3): 347-361.
Planty, M., Langton, L., & Hendrix, J. The cost of school crime. RTI Research Brief. Available at:
https://www.rti.org/publication/cost-school-crime/fulltext.pdf.
2020
Betancourt, Anthony Understanding Gender Differences in Traditional and Cyberbullying: An Evaluation of
Construct Validity of the 2013 School Crime Supplement to the National Crime Victimization Survey.
Dissertation, City University of New York.
Bills, K.L. The direct relationship between bullying rates and extracurricular activities among adolescents
and teenagers with disabilities. Journal of Evidence-Based Social Work, 17(2): 191-202.

Attachment 4:
2022 SCS item justification and rationale

2022 SCS ITEM DESCRIPTION AND RATIONALE
Background
The School Crime Supplement (SCS), a supplement to the annual National Crime Victimization
Survey (NCVS), is designed to obtain additional information about school-related victimizations.
This information helps policymakers; academic researchers; practitioners at the federal, state, and
local levels; and special interest groups concerned with crime in schools to make informed decisions
about policies and programs. The Bureau of Justice Statistics (BJS), the National Center for
Education Statistics (NCES), and the U.S. Census Bureau (CB) jointly designed the survey
questionnaire. The first SCS was administered in 1989, and again in 1995, 1999, 2001, 2003, 2005,
2007, 2009, 2011, 2013, 2015, 2017, and 2019. The 2022 SCS will be the 14th implementation of an
occasional supplement to obtain specific information about school-related victimization and disorder
on a national level.
Accurate information regarding the incidence of victimization at school and the school environment
is needed to monitor changes in student experiences with victimization. The SCS presents questions
related to students’ experiences with, and perceptions of crime and safety at school. The question
topics include: awareness of preventive measures employed by schools; students’ participation in
school activities; students’ perception of school rules and enforcement of these rules; the presence
of weapons, drugs, alcohol, and gangs in school; student bullying; hate-related incidents; and
attitudinal questions relating to the fear of victimization at school. These responses supplement the
NCVS survey instrument responses for a more complete understanding of the individual student’s
circumstances.
The eight sections of the questionnaire and the specific items in each section are detailed below. For
the 2022 SCS, decisions were made to move forward with version 1 or version 2 of the 2019 splitsample questions. Other minor changes were made to items in different sections as a result of the
COVID-19 pandemic and its impact on schools. New and revised items for 2022 are highlighted in
red.

1

Section 1 – Screener Questions
1a.

Questions
At any time during this school year
did you attend a public or private
school in person?

1b.

At any time during this school year
did you receive any online schooling
or virtual learning provided by a
public or private school?

1c.

At any time during this school year
did you receive homeschooling
instead of being enrolled in a public
or private school?

1d.

At any time during this school year
did you attend a homeschool
cooperative, or co-op, in person?

1e.

Did you receive [online schooling or
virtual learning/homeschooling instead
of being enrolled in a public or private
school/online schooling or virtual
learning or homeschooling instead of
being enrolled in a public or private
school] because of the Coronavirus
pandemic?

1f. For this next question, I’m going to read a
list of 7 possible reasons that some
families decided to homeschool rather
than enroll in a public or private
school. You can say yes to more than
one reason but please choose ones that
best fit the reason or reasons your
family decided to homeschool.

Rationale
These questions establish the eligibility of the
individuals interviewed. The SCS sample universe
is youth in households participating in the NCVS.
However, the SCS is completed only by those youth
ages 12–18 who were in primary or secondary
education programs leading to a high school
diploma (elementary through high school) sometime
during the 6 months prior to the interview. Students
exclusively home-schooled during the current
school year are not included in the remainder of the
survey since many questions in the SCS are not
relevant to their situation. Students are eligible for
the SCS if they were homeschooled for part of the
school year and attended a public or private school
during the other part of the school year, or attended
a homeschool cooperative in person.
These questions were modified to include the
different learning environments as a result of the
impact of COVID-19 pandemic on traditional inperson schooling.
NCES and BJS were interested in knowing more
about the reason that parents of students or students
decided to be exclusively homeschooled. There was
specific interest in learning if the homeschooling
was a result of bullying in school or other aspects of
the school environment.

1f1. Because of your experiences with
bullying?
1f2. Because of concerns about the school
environment, such as safety, drugs, or
negative peer pressure?
1f3. Because you or your parents were not
happy with the quality of the education
you were receiving?
1f4. Because of religious reasons?
2

Questions

Rationale

1f5. Because of a physical, mental, or
developmental condition?
1f6. Because of an illness that prevents you
from attending school?
1f7. Because of your county’s decision to
close the schools?
1f8. Because of a different reason?
1f8. What was the different reason? [other
specify response]
1g. How many different schools have you
attended this school year?
2a. During the time you were homeschooled
this school year, what grade would you
have been enrolled in if you were in a
public or private school?
2b.

What grade are you in?

3.

In what month did your current school
year begin?

3

Section 2 – Environmental Questions
Questions
4. In what state is your school located?
County? City? Complete name of school?
5a.

Is your school public or private?

5b.

Is this the regular school that most of the
students in your neighborhood attend?

5c.

Is your school affiliated with a religion?

Rationale
These questions ask about school characteristics that
are used in analyzing levels of school violence.1,2,3

6a. What is the lowest grade taught in your
school?
6b. What is the highest grade taught in your
school?
7.
When you attend school in person,
how do you get to school most of the
time this school year?
8.

9.

a.
b.
c.
d.
e.
f.

When you attend school in person, how
do you get home from school most of
the time this school year?
During this school year, have you
participated in any of the following
activities sponsored by your
school:

These questions establish student exposure to school
bus stops and routes, and walking routes
immediately around schools, which are considered
part of the school environment.

This question asks about students’ participation in
various types of extra-curricular school activities.

Providing opportunities for extra-curricular
activities is a strategy associated with programs
designed to reduce incidents of crime and bullying.
Spirit groups, for example, Cheerleading,
Research shows that high levels of involvement
Dance Team, or Pep Club?
within a school are correlated with increased student
Athletic teams at school?
connectedness to the academic environment.4
Performing arts, for example, Band, Choir, However, some studies have shown the positive
Orchestra, or Drama?
effects of participation vary for different types of
Academic clubs, for example, Debate Team, activities and by different student characteristics5,6
Honor Society, Spanish Club, Math Club, or making this an area of interest for current research.
Computer Club?
Class council or student government, also
known as SGA?
[IF GRADES 6, 7, or 8 ASK] Volunteer or
community service clubs sponsored by your
school, for example, Peer Mediators,
Environmental Club, or Recycling Club
[IF GRADES 9, 10, 11, or 12 ASK]
Volunteer or community service clubs
sponsored by your school, for example, Peer
Mediation, Environmental Club, Key Club,
or Interact? Do not include community
service hours required for graduation.
4

Questions
g. Other school clubs or school activities?
h. What are the other school clubs or school
activities you participate in?
10.

The next questions are about security
measures that some schools take.
Does your school have:

a. Security guards or assigned
police officers?
b. Other adults supervising the
hallway, such as teachers,
administrators, or parent
volunteers?
c. Metal detectors, including
wands?
d. Locked entrance or exit doors
during the day?
e. A requirement that visitors sign
in AND wear visitor badges or
stickers?
f. Locker checks?
g. A requirement that students
wear badges or picture
identification?
h. One or more security cameras to
monitor the school?
i. A code of student conduct, that is, a set
of written rules or guidelines that the
school provides you?
11. If you hear about a threat to school or
student safety, do you have a way to
report it without having to give your
name?

Rationale

This series of questions establishes student
awareness of various security measures in their
school.
Between 2000 and 2010, public schools reported
increased use of various safety and security
measures and procedures.7 Question 10 differs from
similar questions about school procedures in other
school surveys such as School Survey on Crime and
Safety (SSOCS) because it focuses on student
awareness of these procedures. This awareness is
relevant to researchers investigating whether the
environment created by security measures in schools
increases students’ feelings of security and
decreases incidents of school crime, or creates an
atmosphere that is detrimental to learning and has
little effect on school crime.8,9,10

This question indicates if students know their
school has a secure procedure for reporting
potential school crime. Organizations such as
US Department of Health and Human
Services11 recommend establishing anonymous
hotlines or websites for students to
anonymously report.

5

12.

13.

Questions
In your classes, how often are you
distracted from doing your schoolwork
because other students are misbehaving,
for example, talking or fighting?
Thinking about your school, would you
strongly agree, agree, disagree, or
strongly disagree with the following:
a. The school rules are fair.
b. The punishment for breaking
school rules is the same no
matter who you are.
c. The school rules are strictly
enforced.
d. If a school rule is broken,
students know what kind of
punishment will follow.
e. Teachers treat students with
respect

14.

Thinking about your school, would you
strongly agree, agree, disagree, or
strongly disagree with the following…
There is a TEACHER or other ADULT
at school who…

Rationale
These questions help define the environment in
which crime and bullying incidents occur,12,13
including determining the general level of disruption
and the general level of crime students encounter in
their school and home neighborhoods.14,15
These questions ask about relationships in school.
The presence of caring relationships has been found
to be a key protective factor in multiple surveys of
student experiences. Asking these questions on the
SCS allows direct comparison of these factors with a
wide range of potential negative school experiences
such as crime, bullying, and drug availability.16

Question 14 is adapted from the California Healthy
Kids Survey—one of the most widely quoted
surveys measuring student protective factors. It
consolidates two series of questions on relationships
with adults and teachers from previous versions of
the SCS. The consolidated question is designed to
reduce burden without losing predictive validity.

a. Really cares about you.
b. Listens to you when you have
something to say.
c. Tells you when you do a good job.
15.

Thinking about your school, would you
strongly agree, agree, disagree, or
strongly disagree with the following…
There is a STUDENT at school who…

a. Really cares about you.
b. Listens to you when you have something
to say.

Question 15 asks about peer relationships in school.
Research indicates that the quality of friendship is
related to protective factors.17,18 This item was
developed and tested during the cognitive lab study
to be an indicator of reciprocal, supportive school
friendships.

c. Believes that you will be a success.
16.

Thinking about the neighborhood where
YOU LIVE, would you strongly agree,

These questions are designed to collect data for
analysis of the relationship between level of school
crime, presence of security measures in school, and
6

Questions
agree, disagree, or strongly disagree
with the following:

Rationale
student perceptions of safety.

There is a lot of crime in the
neighborhood where you live
17.

Thinking about the neighborhood
where YOUR SCHOOL IS
LOCATED, would you strongly
agree, agree, disagree, or strongly
disagree with the following:
There is a lot of crime in the
neighborhood where YOU go to
SCHOOL.

18.

Thinking about your school, would you
strongly agree, agree, disagree, or
strongly disagree with the following:
You feel safe at your school.

Is it possible for students to get any of the The availability of illegal substances is correlated
with the general level of school crime and the
following while at school…
likelihood that students who use these substances
may be involved in crimes.19
a. Alcoholic beverages?

19.

b. Marijuana, also known as pot or weed?
c. Heroin or prescription painkillers
illegally obtained without a prescription,
such as Codeine, Percocet, or fentanyl?
These are also known as opioids.
d. Other prescription drugs illegally
obtained without a prescription, such as
Xanax, Ritalin, or Adderall?
e. Other illegal drugs, such as cocaine,
uppers, or crystal meth?
20a. During this school year, did you see
another student who was under the
influence of illegal drugs or alcohol
while they were attending virtual school?
20b. During this school year, did you see
another student who was under the influence of
illegal drugs or alcohol while they were at
school?

7

Section 3 – Fighting, Bullying, and Hate Behavior Questions
Questions
21a. During this school year, have you been in
one or more physical fights at school?
21b. During this school year, how many
times have you been in a physical fight
at school?
22. Now I have some questions about what
students do at school that makes you feel bad or
is hurtful to you. These could occur in person or
using technologies, such as a phone, the
Internet, or social media. We often refer to this
as being bullied. During this school year, has
any student bullied you? That is, has another
student…
a. Made fun of you, called you names, or
insulted you in a hurtful way?
b. Spread rumors about you or tried to
make other dislike you?
c. Purposely shared your private
information, photos, or videos in a
hurtful way?
d. Threatened you with harm?
e. Pushed you, shoved you, tripped you,
or spit on you?
f.

Tried to make you do things you did
not want to do, for example, give them
money or other things?

Rationale
Determine exposure to physical violence in school
as separate from bullying.20

Question 22 has students identify ways in which
they perceive they have been bullied. A single
bullying construct is created from those answering
“yes” to any of these subquestions to indicate that
the student has been a victim of bullying. This
question has been in use since 2005 and is the basis
for the trend data NCES maintains on bullying in
schools.
For the 2022 SCS, the item now includes text
reminding the respondent to think of experiences
that occurred electronically. Research indicates
adolescents defining bullying differently than the
uniform definition21. Including the word in the
item stem is likely increasing measurement error.
Further, cognitive testing indicated respondents
were not thinking about bullying occurring
electronically, thus it is necessary to include a
reminder in the stem for them to think about
electronic means (phone, internet, social media)
when responding to the subquestions. An
additional subquestion was added (subitem c) to
capture online behaviors that may be bullying.

g. Excluded you from activities on
purpose?
h. Destroyed your property on purpose?
23a. During this school year, how many days
were you bullied?
23b. (If 23a is “one day”) In that one day,
how many times would you say other
students did those things that made you
feel bad or were hurtful to you?
24.

Did you think the bullying would happen
again?

25. Thinking about the [time/times] you were
bullied this school year, did more than
one person do these things to you?

Questions 23-24 identify whether any incidents
reported for question 22 include the element of
repetition. These questions are based on those that
have been used successfully to identify the
repetitive component of stalking as measured in the
NCVS Supplemental Victimization Survey. In this
version, multiple days or multiple incidents can be
used as indicators of repetition.
NCES, BJS, and Census have continued to fine-tune
the repetition and power imbalance items. For
2022, in addition to not using the word “bully,” a
new item asking whether one student did hurtful
8

Questions
26.

Did these people act alone, or together
as a team?

27.

Now I have some additional questions
about the time [another student/ other
students] {behavior1}, {behavior2}, and
{behaviorx…}. Thinking about the
[person/ people] who did these things
to you this school year,
a. [Was this person/ Were any of
these people/ Was anyone in the
group] physically bigger or
stronger than you?
b. [Was this person/ Were any of
these people/ Was anyone in the
group] more popular than you?

Rationale
things more than once was added to help determine
repetition. This is specifically for situations where a
student has experienced a hurtful situation one time
with one offender and another time with a different
offender, and the two different offenders are not
working together as a team.
Questions 25-27 identify whether any incidents
reported include the element of power imbalance.
Cognitive testing results indicated that the examples
provided in the original power imbalance question
were excluding two types of incidents: 1) those in
which power was expressed through influence; and
2) those in which no one person appeared to be
more powerful than the victim reporting the
incident, but multiple people working together
against one individual created a power imbalance.
Affirmative answers on question 25 and 26
(multiple people working together) or on one of the
items under question 27 (individuals with more
power in some area) will be used to indicate the
bullying reported includes a power imbalance.

c. [Did this person/ Did any of these
people/ Did anyone in the
group] have more money than
you?
d. [Did this person/ Did any of these
people/ Did anyone in the
group] have the ability to
influence what other students
think of you?
e. [Did this person/ Did any of these
people/ Did anyone in the group]
have more power than you in
another way?

An “other specify” subquestion has been added to
gather information on other forms of power
f. In what other way [did that student/
imbalance that respondents may be considering
did any of those students] have more when answering these questions. Common themes
power than you?
will be considered to be added to future data
collections.
28. What was your relationship to the student The uniform definition specifically excludes
when they did [that thing/those things] to victimization that involves siblings or a current
dating partner. The SCS items have never taken
you? Were they…
these two exclusions into consideration. Cognitive
testing for these items indicates some interviewees
a. Your brother or sister?
likely including sibling or dating partners in their
b. Your boyfriend or girlfriend at the
responses, thus the need to collect the victim9

Questions
time?
c. Your ex-boyfriend or ex-girlfriend at
the time?
d. Another student from school?
Still thinking about [the time/all of the
times] that [another student/other
students] did [something/those things] to
you, where did [it/they] occur? Did
[it/they] occur …

Rationale
offender relationship. Any respondents who
indicate multiple experiences by one person who is
a sibling or current dating partner will be excluded
from the estimate on the uniform definition.
29.
Noting where bullying occurs is important in
determining trends and to develop strategies to
monitor or prevent the incidences of bullying in
those environments.22 The 2011 and 2013 SCS
included separate questions about cyber-bullying.
Based on the uniform bullying definition, cybera. In a classroom at school?
bullying is a format for bullying, not a separate type
b. In a hallway or stairwell at school?
of incident. Cognitive testing results also indicated
c. In a bathroom or locker room at school? that students often experience cyber-bullying by
d. In a gymnasium or weight room at
classmates as a continuation or precursor of inschool?
person bullying and therefore include it with reports
of school-based bullying. Item H was added in 2015
e. In a cafeteria or lunch room at school?
to capture information on school-related cyberf. Outside on school grounds?
bullying23. No changes were made for the 2017
g. On the way to or from school such as on a instrument.
school bus or at a bus stop?
For the 2019 SCS, cognitive testing indicated the
h. Online or by text?
need to add “gymnasium or weight room” as these
i. Somewhere else at school?
are perceived to be different locations than a
Specify _____________________
“locker room.” Additionally, to improve the flow of
the items, the “somewhere else at school” and
“other-specify” subquestions have been moved to
the end of the list. Both of these items were
included in the 2022 SCS.
30. Did you tell a teacher or some other adult Research indicates that significant numbers of
at school about being bullied?
bullying incidents go unreported. Collecting this
information in a confidential interview format can
shed light on estimates of bullying in U.S.
schools. 24,25

31. This school year, how much has
bullying had a negative effect on…
a. Your school work?
b. Your relationships with friends or
family?
c. How you feel about yourself?
d. Your physical health – for
example, caused injuries, gave
you headaches or stomach
aches?

Additionally, collecting this information with
reports from the same students on school attachment
factors gathered in section 2 can be used to analyze
what factors may increase the likelihood of
reporting bullying.
These questions ask about the effects of bullying
experienced by students. Studies have detailed the
impacts of bullying on youth. 26,27 Bullying is
related to serious health concerns that must be
tracked and addressed by medical and mental
health providers.28

10

Questions
32. When you were bullied in school this
year, did you ever think it was related to:
a. Your race?
b. Your religion?
c. Your ethnic background or
national origin – for
example, people of Hispanic
origin?
d. Any condition you have –
such as a physical, mental or
developmental condition?
e. Your gender?
f. Your sexual orientation – by this
we mean gay, lesbian, bisexual
or straight?
g. Your physical appearance?

33. During this school year, has anyone
called you an insulting or bad name at
school having to do with your race,
religion, ethnic background or national
origin, disability, gender or sexual
orientation? We call these hate-related
words.
34. Were any of the hate related words
related to:
a. Your race?
b. Your religion?
c. Your ethnic background or
national origin – for
example, people of Hispanic
origin?
d. Any disability you may have –
such as physical, mental or
developmental disabilities?
e. Your gender?
f. Your sexual orientation – by this
we mean gay, lesbian, bisexual
or straight?

Rationale
Bullying disproportionately affects various
subgroups of students including students with
disabilities29 and students identifying with nonmajority racial, religious or sexual orientation
groups.30 The U.S. Department of Education’s
Office of Special Education and Rehabilitative
Services (OSERS) and Office of Civil Rights (OCR)
have both issued guidance on providing free and
appropriate education to all students that includes
identifying and addressing issues of harassment and
victimization for all students. The data from this
question can be used to generate national estimates
on bullying based on perceived subgroup
characteristics.
Subitem d was revised for the 2022 SCS and the term
“condition” was used instead of “disability.” During
cognitive testing it was determined that some youth
may not see particular ailments as a disability.
Hate-related speech is not reported by adolescents
as often as bullying because students are often
embarrassed about the message conveyed or not
sure where it falls with relation to various categories
of crime/bullying that should be reported. Collecting
specific information on use of hate-related words in
this anonymous survey will provide school
personnel and policymakers information about the
extent and seriousness of the crime31 and its
relationship to other forms of victimization.

35a. During this school year, have you seen
any hate-related words or symbols written
in school classrooms, school bathrooms,
school hallways, or on the outside of your
school building?
35b. During this school year, have you seen
any hate-related words, pictures, videos, or
symbols posted on school sponsored
websites or applications? This could include
any website or application the school uses
on a regular basis such as Google
11

Questions
Classroom, Schoology, or Zoom.

Rationale

Section 4 – Avoidance Questions
Questions
36a. During this school year, did you ever
skip any virtual classes because you were
afraid other students would do things that
make you feel bad or are hurtful to you?
36b. During this school year, did you ever
stay away from any of the following places
because you thought someone might attach
or harm you there?
a. For example, did you ever stay
away from the shortest route to
school because you thought
someone might attack or harm
you?
b. The entrance into the school?
c. Any hallways or stairs in school?
d. Parts of the school cafeteria?
e. Any school restrooms?
f. Other places inside the school
building?
g. School parking lot?
h. Other places on school grounds?
i. School bus or bus stop?

Rationale
This section asks about places and activities students
avoid because of the likelihood of bullying, cyberbullying, and physical attacks. Avoidance, where
warranted, reduces the actual number of such incidents
without reducing the risk that they will occur. Students
who avoid going to classes are negatively affected not
only by the experience of crime, but also by the loss of
instructional time32.
The information about avoidance collected here can
be used to (a) estimate overall actual crime in schools
in addition to that experienced by the absence of
direct reporting from the individuals interviewed, and
(b) analyze the impact it has on student behavior and
academic performance 33,34,35,36,37,38.

37a. Did you avoid any activities at your school
because you thought someone might
attack or harm you?
37b. Did you avoid any classes because you
thought someone might attack or harm
you?
37c. Did you stay home from school because
you thought someone might attack or
harm you in the school building, on school
property, on a school bus, or going to or
from school?

12

Section 5 – Fear Questions
Rationale
This section adds to the information in Section 4,
Avoidance, by asking how often students fear
attack or harm.

Questions
38a. How often are you afraid that someone will
attack or harm you in the school building
or on school property?
38b. How often are you afraid that someone will
attack or harm you on a school bus or on
the way to or from school?
38c. Besides the times you are in the school
building, on school property, on a school
bus, or going to or from school, how
often are you afraid that someone will
attack or harm you?

Students may not be able to avoid school activities
even though they may fear attending39. Fear, like
avoidance, harms adolescents beyond the harm
attributed to the actual crimes experienced40. Fear
results in stress, which negatively affects academic
performance, can lead to inappropriate psycho-social
outcomes such as acting out, and can impact future
orientation such as plans to complete
school.41,42

Section 6 – Weapons Questions
Questions
39. Some people bring guns, knives, or objects
that can be used as weapons to school for
protection. During this school year, did you
ever bring the following to school or onto
school grounds:
a.
b.
c.

Rationale
This section asks about experiences with weapons in
school. Bringing weapons to school for personal
protection is another indicator of the extent of the
perceived level of violence in the school. Although a
student may not be directly threatened or harmed by
a weapon, knowing that weapons are on campus can
also lead to fear and avoidance of school.43 Potential
for violence escalates when students carry weapons
in school.

A gun?
A knife brought as a weapon?
Some other weapon?

40a. Do you know of any other students who
have brought a gun to your school during
this school year?

Negative academic and psycho-social outcomes are
correlated with fear of weapons on campus. 44,45,46

40b. Have you actually seen another student
with a gun at school during this school
year?
41.

During this school year, could you have
gotten a loaded gun without adult
permission, either at school or away from
school?

13

Section 7 – Gangs Questions
Questions
Intro-Now, we'd like to know about gangs at your
school. You may know these as street gangs,
fighting gangs, or something else. Gangs may use
common names, signs, symbols, or colors. Your
answers will not be shared with anyone at your
school or home.

Rationale
This part of the survey examines the extent of
gang activity in schools. Gangs are an indicator of
increased crime in schools47 and require separate
types of interventions to address from specific
incidences of crime and bullying.48

Feedback from interviewers in the field and
cognitive interviews indicate confusion on part of
the definition of gangs that says “For this survey,
42b. During this school year, how often have gangs we are interested in all gangs, whether or not they
are involved in violent or illegal activity.” Due to
been involved in fights, attacks, or other violence
this, NCES, BJS, and Census want to remove this
at your school?
sentence to reduce confusion and improve the
42c. Have gangs been involved in the sale of drugs accuracy of this section.
at your school during this school year?
42a. Are there any gangs at your school?

Section 8 – Student Characteristics Questions
Questions
Rationale
During this school year, across all
These questions focus specifically on student
subjects, have you gotten mostly: A’s, B’s, academic characteristics. Information about
C’s D’s F’s or school does not give
demographic characteristics is included in the main
grades/no alphabetic grade equivalents.
NCVS survey. These are indicators of academic
behavior and planning, which may be analyzed with
44a. During the last 4 weeks of school, did
regard to the impact of student experiences with
you skip any classes?
school violence and bullying. 49,50,51,52
44b. During the last 4 weeks of school, on how
many days did you skip at least one class?
43.

45. Thinking about the future, do you think you
will:
a. Attend school after high school,
such as a college or technical
school?
b. Graduate from a 4-year college?

14

References
1

Van Dorn, R. A. (2004). Correlates of violent and nonviolent victimization in a sample of public high
school students. Violence & Victims, 19(3), 303-320.

2

Lab, S. P., & Whitehead, J. T. (1992). School Environment & School Crime: Causes & Consequences;
Summary Report.

3

Kuck, D., & Popp, A. (2005). Characteristics of students and schools as predictors of being a victim of
bullying: An Opportunity Theory Analysis. Conference Papers -- American Society of Criminology,
N.PAG.
4

DeVoe, J. (2009). Social bonding and school victimization: The ties that bind. Conference Papers.
American Society of Criminology, 1.

5

Peguero, A (2008). Bullying Victimization and Extracurricular Activity Journal of School Violence, 7(3),
71-85.

6

Jiang, X. & Peterson, R. (2012). Beyond Participation: The Association Between School Extracurricular
Activities and Involvement in Violence Across Generations of Immigration Journal of Youth &
Adolescence, 41(3), 362-378.

7

Robers, S., Kemp, J. & Truman, J. (2013). Indicators of School Crime and Safety:2012 (NCES 2013036/NCJ 241446) National Center for Education Statistics, U.S. Department of Education, and Bureau of
Justice Statistics, Office of Justice Programs, U.S. Department of Justice. Washingon, DC.

8

Blosnich, J., & Bossarte, R. (2011). Low-level violence in schools: Is there an association between
school safety measures and peer victimization? The Journal Of School Health, 81(2), 107-113.

9

For an extensive survey of current studies on this topic, see Nance, J. (2013) Students, Security and
Race. Emory Law Journal. 63(1), 1-57.

10

Addington, L., & Yablon, Y. (2011). How Safe Do Students Feel at School and While Travelling to
School? A Comparative Look at Israel and the United States. American Journal of Education, 117(4);
465-493.

11

http://www.stopbullying.gov/prevention/at-school/rules/index.html

12

Mayer, M. J., & Leone, P. E. (1999). A structural analysis of school violence and disruption:
Implications for creating safer schools. Education & Treatment Of Children, 22(3), 333.

13

Collins, J. J., Messerschmidt, P. P., Ringwalt, C. C., & Research Triangle, I. (1992). Relationship
Between School Disruption & School Social Control Activities: Summary Of Findings,

14

Smith, B. E., & Elstein, S. G. (1993). Effective ways to reduce school victimization: practical and legal
concerns. Children's Legal Rights Journal, 14(1-2), 22-38.
15

15

Clay-Warner, J., Bunch, J., & James, K. (2009). Procedural Justice and School Crime. Conference
Papers -- American Society of Criminology, 1.
16

DeVoe, J. (2009). Social bonding and school victimization: The ties that bind. Conference Papers.
American Society of Criminology, 1.
17

Espelage, D., Green Jr., H., & Wasserman, S. (2007). Statistical analysis of friendship patterns and
bullying behaviors among youth. New Directions for Child & Adolescent Development, 2007(118), 6175.

18

Boulton, M.J., Trueman, M., Chau, C., Whitehand, C., & Amatya, K. (1999). Concurrent and
longitudinal links between friendship and peer victimization: Implications for befriending interventions.
Journal of Adolescence, 22, 461–466.

19

Elliott, E., & Rayne, K. (2008). Victimization rates and drug use among high school and college
students. Conference Papers -- American Society of Criminology, 1.
20

Noe, K., & Petras, H. (2009). Peer victimization in middle and high school: An application of latent
class analysis. Conference Papers -- American Society of Criminology, 1.

Dooley, B., Byrne, H., Fitzgerald, A., & Dolphin, L. Adolescents’ definition of bullying: the
contribution of age, gender, and experience of bullying. European Journal of Psychological Education;
October, 2015.
https://www.researchgate.net/profile/Barbara_Dooley/publication/282974802_Adolescents%27_definitio
ns_of_bullying_the_contribution_of_age_gender_and_experience_of_bullying/links/56263eaa08aeabdda
c92b41d/Adolescents-definitions-of-bullying-the-contribution-of-age-gender-and-experience-ofbullying.pdf. Retrieved June 22, 2018.
21

22

Ringwalt, C. C., Messerschmidt, P. P., Graham, L. L., Collins, J. J., & Research Triangle, I. (1992).
Youths' Victimization Experiences, Fear of Attack Or Harm, & School Avoidance Behaviors: Summary Of
Findings

23

Bagwell, K. (2011). Students use cellphones more than computers to cyberbully. Education Daily,
44(189), 2.
24

Watkins, A. M., & Maume, M. O. (2011). School victims and crime reporting. Youth Violence &
Juvenile Justice, 9(4), 333-351.

25

Watkins, A., & Maume, M. (2007). We Don't Need No Notification: The Underreporting of
Victimization by Students. Conference Papers -- American Society of Criminology, 1.

26

Due P, Holstein BE, Lynch J, Diderichsen F, Gabhain SN, Scheidt P, et al. (2005) Bullying and
symptoms among school-aged children: international comparative cross sectional study in 28 countries.
European Journal of Public Health 15(2):128-132.

27

Beran TN, Hughes G, Lupart J. (2008) A model of achievement and bullying: Analyses of the Canadian
National Longitudinal Survey of Children and Youth data. Educational Research 50(1):25-39
16

28

Cf. National Children’s Medical Center’s statement on bullying health risks at
https://www.childrensnational.org/DepartmentsandPrograms/default.aspx?Id=6089&Type=Program&Name=Cl
inic%20for%20Health%20Proble ms%20Related%20to%20Bullying (accessed September 9, 2013).
29

Swearer, S. M., Wang, C., Maag, J. M., Siebecker, A., B., & Frerichs, L. J. (2012). Understanding the
bullying dynamic among students in special and general education. Journal of School Psychology, 50,
503-520.

30

Hightow-Weidman, L. B., Phillips, G., Jones, K. C., Outlaw, A. Y., Fields, S. D., & Smith, f. C. (2011).
Racial and Sexual Identity-Related Maltreatment Among Minority YMSM: Prevalence, Perceptions, and
the Association with Emotional Distress. AIDS Patient Care & Stds, 25S39-S45.
doi:10.1089/apc.2011.9877
Van Dorn, R. (2002). Unrecognized warning signs. Education Week, 22(11), 41.

31
32

Barrett, Kimberly L.; Jennings, Wesley G.; Lynch, Michael J. (2012). The relationship between youth
fear and avoidance of crime in school and academic experiences. Journal of School Violence. Vol. 11 (1),
1-20.

33

Pearson, F. S., Toby, J. J., & Rutgers, U. (1992). Perceived & Actual Risks Or School-Related
Victimization: Final Activities Report.

34

Randa, R. (2007). The impact of incivilities on fear and routine activities in high schools. Conference
Papers -- American Society Of Criminology, 1.

35

Lab, S. P., & Whitehead, J. T. (1994). Avoidance behavior as a response to in-school victimization.
Journal of Security Administration, 17(2), 32-45.
36

Ringwalt, C. C., Messerschmidt, P. P., Graham, L. L., Collins, J. J., pg. 5

37

Randa, R., Drayer, A., & Lytle, D. (2008). Routine Activities of School Children: How Fear and
Disorder Influence Avoidance of Specific Places. Conference Papers -- American Society Of
Criminology, 1.
Hutzell, K. (2009). The Impact of Bullying Behaviors on School Avoidance. Conference Papers -American Society of Criminology, 1.

38

39

Jenkins, Patricia H. (1997). School delinquency and the school social bond. Journal of Research in
Crime & Delinquency. Vol. 34 (3), 337- 367.

40

U.S. Department of Education. (2006). Indicators of School Crime & Safety: 2006.

41

Ades, L. (2007). Horror in the Halls: Examining Adolescent Fear, Avoidance, and Academic Difficulty.
Conference Papers -- American Sociological Association, 1.

17

42

Randa, R., Drayer, A., & Lytle, D. (2008). Routine Activities of School Children: How Fear and
Disorder Influence Avoidance of Specific Places. Conference Papers -- American Society Of
Criminology, 1.
43

Mooij, Ton; Smeets, Ed; de Wit, Wouter. (2011). multi-level aspects of social cohesion of secondary
schools and pupils' feelings of safety. British Journal of Educational Psychology. Vol. 81(3)3.
44

Cao, L., Zhang, Y., & He, N. (2008). Carrying weapons to school for protection: An analysis of the
2001 school crime supplement data. Journal Of Criminal Justice, 36(2), 154-164.

45

Noonan, M. (2005). Guns in schools: results from the 2003 School Crime Supplement. Conference
Papers -- American Society of Criminology.

46

Hong, Jun; Eamon, Mary. (2012). Students' perceptions of unsafe schools: An ecological systems
analysis. Journal of Child & Family Studies. Vol. 21(3), 428-438.

47

Bradshaw, C., Waasdorp, T., Goldweber, A., Johnson, S. (2013) Bullies, Gangs, Drugs and School:
Understanding the Overlap and the Role of Ethnicity and Urbanicity. Journal of Youth & Adolescence.
42(2), pp 220-234.

48

U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention (2010). Best
Practices to Address Community Gang Problems, OJJDP’s Comprehensive Gang Model, Second edition
(NCJ 231200) Washington, DC.

49

Wynne, S. L., & Hee-Jong, J. (2011). Predictors of school victimization: Individual, familial, and school
factors. Crime & Delinquency, 57(3), 458-488.
50

Wynne, S., & Joo, H. (2007). Predicting School Victimization: A Multi-level Approach. Conference
Papers -- American Society of Criminology, 1.

51

Kuck, D., & Popp, A. (2005). Characteristics of students and schools as predictors of being a victim of
bullying: An Opportunity Theory Analysis. Conference Papers -- American Society of Criminology,
N.PAG.
52

DeVoe, J. (2009). Social bonding and school victimization: The ties that bind. Conference Papers.
American Society of Criminology, 1.

18

Attachment 5:
2019 SCS questionnaire

2019 SCHOOL CRIME SUPPLEMENT
INTRO_1 -

Now, I would like to ask some questions about your experiences at school. We estimate the survey
will take 3 to 15 minutes depending on your circumstances. The law authorizes the collection of this
data and requires us not to share your responses with your school or family.
SCREEN QUESTIONS FOR SUPPLEMENT

E_ATTENDSCHOOL
1a.
Did you attend school at any time this school
year?
E_HOMESCHOOL
1b.
During that time, were you ever homeschooled?
That is, did you receive ANY of that schooling at
home, rather than in a public or private school?
E_ALLHOMESCHOOL
1c.
Was all of your schooling this school year
homeschooling?
E_DIFFSCHOOL_ATTENDED
1d.
How many different schools have you
attended this school year?

1  Yes
2  No - SKIP to END

1  Yes
2  No - SKIP to E_DIFFSCHOOL_ATTENDED

1  Yes - SKIP to END
2  No

1  One school
2  Two schools
3  Three or more schools

Include your homeschooling as one
school. (Only asked if student answered
“yes” to E_HOMESCHOOL.)
CHECK ITEM A: If student was not homeschooled (E_HOMESCHOOL = “No”) Skip to E_WHATGRADE. If student was
partially homeschooled (E_ALLHOMESCHOOL = “No”) continue with E_HOMESCHOOLGRADE.
E_HOMESCHOOLGRADE
2a.
During the time you were homeschooled this
school year, what grade would you have been in
if you were in a public or private school?

E_HOMESCHOOLGRADE_OTHER
E_WHATGRADE
2b.
What grade are you in?
This question refers to the 2018-2019 school year.

E_WHATGRADE_OTHER

Page 1

0  Fifth or under - SKIP to END
1  Sixth
2  Seventh
3  Eighth
4  Ninth
SKIP to INTRO_ 2
5  Tenth
6  Eleventh
7  Twelfth
8  Other - Specify
9  College/GED/Post-graduate/
Other noneligible – SKIP to END
Specify
0  Fifth or under - SKIP to END
1  Sixth
2  Seventh
3  Eighth
4  Ninth
SKIP to E_WHATMONTH
5  Tenth
6  Eleventh
7  Twelfth
8  Other - Specify
9  College/GED/Post-graduate/
Other noneligible - SKIP to END
Specify

11/25/2019

Read introduction only if any of the boxes 1-8 are marked in item E_HOMESCHOOLGRADE.
INTRO_2 -The following questions pertain only to your attendance at a public or private school and not to being
homeschooled.
E_WHATMONTH
3.
In what month did your current school year begin?

1  August
SKIP to F_SCHOOLSTATE
2  September
3  Other – ASK E_WHATMONTHOTHER

1
2
3
4
5
6
7
8
9
10 

E_WHATMONTHOTHER

January
February
March
April
May
June
July
October
November
December

ENVIRONMENTAL QUESTIONS
4b.
F_SCHOOLSTATE
In what state is your school located?
F_SCHOOLCOUNTY
In what county is your school located?
F_SCHOOLCITY
In what city is your school located?
F_NAMEOFSCHOOL
What is the complete name of your school?

State
County
City
School Name

F_PUBLICORPRIVATE
5a.
Is your school public or private?

1  Public – ASK F_REGULARSCHOOL
2  Private - SKIP to F_CHURCHRELATED

F_REGULARSCHOOL
5b.
Is this the regular school that most of the students
in your neighborhood attend?

1  Yes
2  No

F_CHURCHRELATED
5c.
Is your school affiliated with a religion?
A school affiliated with a religion is defined as an
elementary or secondary school that is either partially
or fully supported/funded by a church, synagogue, or
mosque.

Page 2

SKIP to F_GRADES_LOW

1  Yes
2  No
3  Don’t know

11/25/2019

F_GRADES_LOW
6a.
What is the lowest grade taught in your school?

F_GRADES_HIGH
6b.
What is the highest grade taught in your school?

F_GETTOSCHOOL
7.
How do you get to school most of the time this
school year?
If multiple modes are used, code the mode in which the
student spends the most time.
F_GETTOSCHOOL_SPECIFY

Page 3

0
1
2
3
4
5
6
7
8
9
10 
11 
12 
13 
20 
30 

Pre-Kindergarten or Kindergarten
1st grade
2nd grade
3rd grade
4th grade
5th grade
6th grade
7th grade
8th grade
9th grade
10th grade
11th grade
H.S. Senior
Post-graduate
All ungraded
All special education

0
1
2
3
4
5
6
7
8
9
10 
11 
12 
13 
20 
30 

Pre-Kindergarten or Kindergarten
1st grade
2nd grade
3rd grade
4th grade
5th grade
6th grade
7th grade
8th grade
9th grade
10th grade
11th grade
H.S. Senior
Post-graduate
All ungraded
All special education

1
2
3
4
5
6

Walk
School bus
Public bus, subway, train
Car
Bicycle, motorbike, or motorcycle
Some other way – Specify

Specify

11/25/2019

F_HOMEFROMSCHOOL
8.
How do you get home from school most of the time
this school year?
If multiple modes are used, code the mode in which the
student spends the most time.
If the student volunteers that he or she does not go
directly home after school, record the mode that the
student uses to get to his or her first destination after
school.

1
2
3
4
5
6

Walk
School bus
Public bus, subway, train
Car
Bicycle, motorbike, or motorcycle
Some other way –Specify

Specify

F_HOMEFROMSCHOOL_SPECIFY
BEGIN SPLIT – The questions about school sponsored activities have two alternate forms, designed for split-sample
administration. Version 1 (F_ACTIVITIES_SPORTS—F_ACTIVITIES_OTHER_SPECIFY) reflects the wording used in the 2017
SCS, and Version 2 (F_ACTIVITY_SPIRIT—F_ACTIVITY_OTHER_SPECIFY) reflects updated wording for the 2019 SCS.

VERSION 1
9v1. During this school year, have you participated in any of
the following activities sponsored by your school:

Yes

No

F_ACTIVITIES_ SPORTS
a. Athletic teams at school?

1

2

F_ACTIVITIES_ SPIRIT
b. Spirit groups, for example, Cheerleading, Dance
Team, or Pep Club?

1

2

F_ACTIVITIES_ ARTS
c. Performing arts, for example, Band, Choir,
Orchestra, or Drama?

1

2

F_ACTIVITIES_ ACADEMIC
d. Academic clubs, for example, Debate Team, Honor
Society, Spanish Club, or Math Club?

1

2

F_ACTIVITIES_ GOVT
e. Student government?

1

2

F_ACTIVITIES_ SERVICE
f. [IF GRADES 6, 7, or 8 ASK] Volunteer or community
service clubs sponsored by your school, for
example, Peer Mediators, Ecology Club, or
Recycling Club?

1

2

[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or
community service clubs sponsored by your school,
for example, Peer Mediators, Ecology Club, Key
Club, or Interact? Do not include community
service hours required for graduation.
F_ACTIVITIES_ OTHER
g. Other school clubs or school activities?
F_ACTIVITIES_OTHER_SPECIFY
What are the other school clubs or school activities
you participate in?

Page 4

1
Specify



2
SKIP to F_SAFETY_POLICE

11/25/2019

VERSION 2
9v2. During this school year, have you participated in any of
the following activities sponsored by your school:

Yes

No

F_ACTIVITY_ SPIRIT
a. Spirit groups, for example, Cheerleading, Dance
Team, or Pep Club?

1

2

F_ACTIVITY_ SPORTS
b. Athletic teams at school?

1

2

F_ACTIVITY_ ARTS
c. Performing arts, for example, Band, Choir,
Orchestra, or Drama?

1

2

F_ACTIVITY_ ACADEMIC
d. Academic clubs, for example, Debate Team, Honor
Society, Spanish Club, Math Club, or Computer
Club?

1

2

F_ACTIVITY_ GOVT
e. Class council or student government, also known
as SGA?

1

2

1

2

1


2

F_ACTIVITY_ SERVICE
f. [IF GRADES 6, 7, or 8 ASK] Volunteer or community
service clubs sponsored by your school, for
example, Peer Mediators, Environmental Club, or
Recycling Club?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or
community service clubs sponsored by your school,
for example, Peer Mediators, Environmental Club,
Key Club, or Interact? Do not include community
service hours required for graduation.
F_ACTIVITY_ OTHER
g. Other school clubs or school activities?
F_ACTIVITY_OTHER_SPECIFY
What are the other school clubs or school activities
you participate in?

Specify

SKIP to F_SAFETY_POLICE

END SPLIT – Both Version 1 and Version 2 respondents go to F_SAFETY_POLICE

Page 5

11/25/2019

10. The next questions are about security measures that
some schools take.
Does your school have:
F_SAFETY_POLICE
a. Security guards or assigned police officers?
F_SAFETY HALLSTAFF
b. Other adults supervising the hallway, such as
teachers, administrators, or parent volunteers?
F_SAFETY_ METAL_DETECTORS
c. Metal detectors, including wands?

Yes

No

Don’t know School does not
have lockers

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

Yes

No

Don’t know

1

2

3

The definition for the term ‘metal detector’ is a device
used to check for weapons students might be trying to
bring onto school property. The metal detector may be
in a form of a doorframe, which you are asked to walk
through. It may also be in the form of a hand-held
metal detector that looks like a wand or paddle, which
is moved around your body.
F_SAFETY_DOORS_LOCKED
d. Locked entrance or exit doors during the day?
F_SAFETY_SIGN_IN
e. A requirement that visitors sign in AND wear
visitor badges or stickers?
F_SAFETY_LOCKER_CHECKS
f. Locker checks?

4

A locker check is the act of school administrators or
officials opening a locker and looking though its
contents. Depending on the circumstances,
administration may choose to search one, several, or
all lockers.
F_SAFETY_STUDENT_ID
g. A requirement that students wear badges or
picture identification?
F_SAFETY_CAMERAS
h. One or more security cameras to monitor
the school?
F_SAFETY_CODE_OF_CONDUCT
i.
A code of student conduct, that is, a set of
written rules or guidelines that the school
provides to you?
F_REPORT
11.
If you hear about a threat to school or student safety,
do you have a way to report it without having to give
your name?
Probe: Do you have a way to report a threat, such as
an anonymous drop box or hotline?

Page 6

11/25/2019

F_DISTRACTED
12.
In your classes, how often are you distracted from
doing your schoolwork because other students are
misbehaving, for example, talking or fighting?
Read answer categories

13.

Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following...?

1
2
3
4

Never
Almost never
Sometimes
Most of the time

Strongly
Agree

Agree

Strongly
Disagree Disagree

1

2

3

4

F_PUNISHMENT_SAME
b. The punishment for breaking school rules is the
same no matter who you are.

1

2

3

4

F_RULES_ENFORCED
c. The school rules are strictly enforced.

1

2

3

4

1

2

3

4

1

2

3

4

Strongly
Agree

Agree

Disagree

1

2

3

4

1

2

3

4

1

2

3

4

F_RULES_FAIR
a. The school rules are fair.

Strictly enforced rules means that the school
consistently carries out disciplinary actions against
any students who break school rules.
F_PUNISHMENT_KNOWN
d. If a school rule is broken, students know what
kind of punishment will follow.
F_TEACHERS_RESPECT
e. Teachers treat students with respect.
14.

Still thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following…?

There is a TEACHER or other ADULT at school who…
F_ADULT_REALLYCARES
a.
Really cares about you.
F_ADULT_LISTENS
b. Listens to you when you have something to
say.
F_ADULT_GOOD_JOB
c. Tells you when you do a good job.
15.

Still thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following…?

There is a STUDENT at school who…
F_STUDENT_REALLYCARES
a. Really cares about you.
F_STUDENT_LISTENS
b. Listens to you when you have something to say.
F_STUDENT_SUCCESS
c. Believes that you will be a success.

Page 7

Strongly
Agree

Agree

Strongly
Disagree

Disagree

Strongly
Disagree

1

2

3

4

1

2

3

4

1

2

3

4

11/25/2019

16.

Thinking about the neighborhood where YOU LIVE,
would you strongly agree, agree, disagree, or
strongly disagree with the following…?

F_CRIME_NEIGHBORHOOD
There is a lot of crime in the neighborhood
where YOU LIVE.

Strongly
Agree

Agree

Disagree

Strongly
Disagree

1

2

3

4

Disagree

Strongly
Disagree

3

4

A neighborhood can be blocks of houses, apartments,
and places you spend time at near your home.
17.

Thinking about the neighborhood where YOUR
SCHOOL is located, would you strongly agree, agree,
disagree, or strongly disagree with the following...?

F_CRIME_NEIGHBORHOOD_SCHOOL
There is a lot of crime in the neighborhood
where YOU go to SCHOOL.

18.

Thinking about your school, would you strongly
agree, agree, disagree, or strongly disagree with the
following...?

F_SAFE_IN_SCHOOL
You feel safe in your school.

Strongly
Agree
1

Agree
2

Strongly
Agree

Agree

Disagree

Strongly
Disagree

1

2

3

4

SCS_INTRO_3 Now I have some questions about things that happen at school. For this survey, “at school” includes
the school building, on school property, on a school bus, or going to and from school. [IF
E_DIFFSCHOOL_ATTENDED= 2 or 3: For the remainder of this survey, think about both/all schools you attended
this school year]. Your answers will not be shared with anyone at your school or home.
BEGIN SPLIT – The questions about drug availability have two alternate forms, designed for split-sample administration.
Version 1 (F_ALCOHOL—F_OTHER_ILLEGAL) reflects the wording used in the 2017 SCS, and Version 2 (F2_ALCOHOL—
F2_OTHER_ILLEGAL) reflects updated wording for the 2019 SCS.

VERSION 1
19v1. The following question refers to the availability of
drugs and alcohol at your school.
Is it possible for students at your school to get…
F_ALCOHOL
a. Alcoholic beverages?
F_MARIJUANA
b. Marijuana, also known as pot, weed, or mary
jane?
F_PRESCRIPTION_DRUGS
c. Prescription drugs illegally obtained without a
prescription, such as Oxycontin, Ritalin, or
Adderall?
F_OTHER_ILLEGAL
d. Other illegal drugs, such as cocaine, uppers,
or heroin?

Yes

No

1

2

1

2

1

2

1

2

SKIP to F_KNOW_DRUGS_OR_ALCOHOL

Do not include tobacco or tobacco products.

Page 8

11/25/2019

VERSION 2
Yes

No

F2_ALCOHOL
a. Alcoholic beverages?

1

2

F2_MARIJUANA
c. Marijuana, also known as pot or weed?

1

2

1

2

F2_PRESCRIPTION_DRUGS
d. Other prescription drugs illegally obtained
without a prescription, such as Xanax, Ritalin, or
Adderall?

1

2

F2_OTHER_ILLEGAL
e. Other illegal drugs, such as cocaine, uppers,
or crystal meth?

1

2

19v2. Is it possible for students to get any of the following
while at school…

F2_OPIOIDS
d. Heroin or prescription painkillers illegally
obtained without a prescription, such as
Codeine, Percocet, or fentanyl? These are also
known as opioids.

ASK F_KNOW_DRUGS_OR_ALCOHOL

Do not include tobacco or tobacco products.
END SPLIT – Both Version 1 and Version 2 respondents go to F_KNOW_DRUGS_OR_ALCOHOL.
F_KNOW_DRUGS_OR_ALCOHOL
20.
During this school year, did you see another
student who was under the influence of illegal drugs
or alcohol while they were at school?

1  Yes
2  No

FIGHTING, BULLYING AND HATE BEHAVIORS
G_FIGHT_AT_SCHOOL
21a.
During this school year, have you been in one or
more physical fights at school?

G_FIGHT_HOW_OFTEN
21b.
During this school year, how many times have you
been in a physical fight at school?

1  Yes
2  No - SKIP to G_BULLY_MADE_FUN or
G_MADE_FUN

 (Number of times)

BEGIN SPLIT – The questions about bullying have two alternate forms, designed for split-sample administration. Version 1
(G_BULLY_MADE_FUN—G_BULLYING_APPEARANCE) reflects the wording used in the 2017 SCS, and Version 2
(G_MADE_FUN—G_BULLYING) reflects updated wording for the 2019 SCS.

Page 9

11/25/2019

VERSION 1
22v1.

Now I have some questions about what students do
at school that make you feel bad or are hurtful to
you. We often refer to this as being bullied. You
may include events you told me about already.
During this school year, has any student bullied
you?
That is, has another student...

G_BULLY_MADE_FUN
a. Made fun of you, called you names, or insulted
you, in a hurtful way?
G_BULLY_RUMOR
b. Spread rumors about you or tried to make others
dislike you?
G_BULLY_THREAT
c. Threatened you with harm?
G_BULLY_CONTACT
d. Pushed you, shoved you, tripped you, or spit on
you?
G_BULLY_COERCED
e. Tried to make you do things you did not want to
do, for example, give them money or other
things?
G_BULLY_EXCLUDED
f. Excluded you from activities on purpose?
G_BULLY_DESTROYED_PROP
g. Destroyed your property on purpose?

G_BULLY_DAY_PLUS
23av1. During this school year, how many days were you
bullied?
Read answer categories

G_BULLY_TIMES
23bv1. In that one day, how many times would you say
other students did those things that made you feel
bad or were hurtful to you?
Read answer categories 1-4

G_BULLY_HAPPEN_AGAIN
24v1.
Did you think the bullying would happen again?

Page 10

Yes

No

1

2

1

2

1

2

1

2

1

2

1

2

1

2  If all categories a-g are
marked “No” SKIP to
G_HATE

1
2
3
4

One day – ASK G_BULLY_TIMES
Two days
SKIP to G_BULLY_
Three to ten days
HAPPEN_AGAIN
More than ten days

1
2
3
4
5
6

Once
Two to ten times
Eleven to fifty times
More than fifty times
Too many times to count
Don’t know

1  Yes
2  No

11/25/2019

G_BULLY_MULTI_PERS
25v1.
Thinking about the [time/times] you were bullied
this school year, did more than one person do
[this/these things] to you?

G_BULLY_HOW_ACT
26v1.
Did these people act alone, together as a team, or
both?

27v1.

1  Yes
2  No - SKIP to G_BULLY_STRONGER

1  Alone
2  Together
3  Both
4  Don’t know

Now I have some additional questions about the
time [another student/ other students] {behavior1},
{behavior2}, and {behaviorx…}. Thinking about the
[person/ people] who did [this/these things] to you
this school year,

G_BULLY_STRONGER
a. [Was this person/ Were any of these people/ Was
anyone in the group] physically bigger or stronger
than you?

Yes

No

1

2

G_BULLY_POPULAR
b. [Was this person/ Were any of these people/ Was
anyone in the group] more popular than you?

1

2

G_BULLY_MONEY
c. [Did this person/ Did any of these people/ Did anyone
in the group] have more money than you?

1

2

1

2

1

2 

G_BULLY_INFLUENCE
d. [Did this person/ Did any of these people/ Did anyone
in the group] have the ability to influence what other
students think of you?
G_BULLY_OTHER_POWER
e. [Did this person/ Did any of these people/ Did anyone
in the group] have more power than you in another
way?
G_BULLY_WHERE1 through G_BULLY_WHERE8
28v1. Still thinking about all of the times that you were
bullied, where did the bullying occur? Did it occur …
Read answer categories, Mark all that apply

G_BULLY_WHERE_SPECIFY
Where is the other place where bullying occurred?

Page 11

1  In a classroom at school?
2  In a hallway or stairwell at school?
3  In a bathroom or locker room at school?
4  In a cafeteria or lunchroom at school?
5  Somewhere else inside the school
building? – Specify
6  Outside on school grounds?
7  On the way to or from school such as on a
school bus or at a bus stop?
8  Online or by text?
Specify

11/25/2019

G_BULLY_ADULT_TOLD
29v1.
Did you tell a teacher or some other adult at school
about being bullied?

30v1.

This school year, how much has bullying had a
NEGATIVE effect on:

1  Yes
2  No

Not
at all

Not very Somewhat
much

A lot

1

2

3

4

1

2

3

4

1

2

3

4

1

2

3

4

Read answer categories
G_SCHOOL_WORK
a.
YOUR school work?
G_RELATION_FRIEND_FAMILY
b.
YOUR relationships with friends or family?
G_ABOUT_YOURSELF
c.
How you feel about YOURSELF?
G_PHYSICAL_HEALTH
d.
YOUR physical health for example, caused
injuries, gave you headaches or stomach
aches?
31v1. When you were bullied in school this year, did you ever
think it was related to...
G_BULLY_RACE
a.
YOUR race?
G_BULLY_RELIGION
b.
YOUR religion?
G_BULLY_ETHNIC_ORIGIN
c.
Your ethnic background or national origin for example, people of Hispanic origin?
G_BULLYING_DISABILITY
d.
Any disability you may have – such as
physical, mental, or developmental
disabilities?
G_BULLYING_GENDER
e.
YOUR gender?
G_BULLYING_ORIENTATION
f.
YOUR sexual orientation - by this we mean gay,
lesbian, bisexual, or straight?
G_BULLYING_APPEARANCE
g.
YOUR physical appearance?
.

Page 12

Yes

No

1

2

1

2

1

2

1

2

1

2

1

2

1

2

SKIP to G_HATE

11/25/2019

VERSION 2
22v2.

Now I have some questions about what students do
at school that make you feel bad or are hurtful to
you. These could occur in person or using
technologies, such as a phone, the Internet, or
social media. During this school year, has any
student from your school…

G_MADE_FUN
a. Made fun of you, called you names, or insulted
you, in a hurtful way?
G_RUMOR
b. Spread rumors about you or tried to make others
dislike you?
G_SHARED
c. Purposely shared your private information,
photos, or videos in a hurtful way?
G_THREAT
d. Threatened you with harm?
Has any student from your school…
G_CONTACT
e. Pushed you, shoved you, tripped you, or spit on
you?
G_COERCED
f. Tried to make you do things you did not want to
do, for example, give them money or other
things?
G_EXCLUDED
g. Excluded you from activities, social media, or
other communications to hurt you?
G_DESTROYED_PROP
h.
Destroyed your property on purpose?

Yes

No

1

2

1

2

1

2

1

2

1

2

1

2

1

2

1

2  If all categories a-h are
marked “No” SKIP to
G_HATE

SCS_INTRO 4
[If R said yes to only one item from G_MADE_FUN — G_DESTROYED_PROP]: When I asked you that last series of
questions, you said yes to 1 of those items. Please think about that one thing you just told me about while answering
the next few questions.
[If R said yes to two or more items from G_MADE_FUN — G_DESTROYED_PROP]: When I asked you that last series of
questions, you said yes to __ of those items. Please think about those things you just told me about while answering
the next few questions.
G_MULTI_PERS
23v2.
Thinking about [that thing/those things] you said
you experienced this school year, did more than
one student do [this/these things] to you?

Page 13

1  Yes
2  No - SKIP to G_DAY_PLUS

11/25/2019

G_HOW_ACT
24v2. Did these students act alone, together as a team, or
both?

G_MULTI_TIMES
25v2.
You said that more than one student did [that
thing/those things] to you. Has any student done
[that thing/any of those things] to you more than
once during this school year?

G_DAY_PLUS
26av2. During this school year, how many days did you
experience [that thing/any of those things]?
Read answer categories

G_TIMES
26bv2. In that one day, how many times would you say
[another student/other students] did [that thing/any
of those things] to you?
Read answer categories 1-2

G_HAPPEN_AGAIN
27v2.
Did you think [that student/those students] would
do hurtful things to you again?

CHECK ITEM B:
1. Did more than one student do those things?
Yes (R answered “Yes” to G_MULTI_PERS)
No (R answered “No” to G_MULTI_PERS)

1  Alone
2  Together
3  Both
4  Don’t know

1  Yes
2  No
3  Don’t know

1
2
3
4

1
2
3
4

One day – ASK G_TIMES
Two to five days
SKIP to
Six to ten days
G_HAPPEN_AGAIN
More than ten days

One time
Two or more times
Too many times to count
Don’t know

1  Yes
2  No

Skip to CHECK ITEM B QUESTION 2 BELOW
Go to G_STRONGER

2. Did any of those students do any of those things more than once?
Yes (R answered “Yes” to G_MULTI_TIMES)
Go to G_STRONGER
No (R answered “No” to G_MULTI_TIMES)
Go to G_STRONGER

Page 14

11/25/2019

28v2.
[If R answered “Yes” to G_MULTI_TIMES] You reported
that at least one student did [that thing/those things] to
you more than once this school year. For the next
questions, ONLY think about those students who did
something more than once during this school year.
[If R answered “No” to G_MULTI_PERS or “No” to
G_MULTI_TIMES] Still thinking about [that thing/those
things] [another student/other students] did to you
during this school year…
Yes

No

1

2

G_POPULAR
b. [Was that student/ Were any of those students] more
popular than you?

1

2

G_MONEY
c. [Did that student/ Did any of those students] have
more money than you?

1

2

G_INFLUENCE
d. [Did that student/ Did any of those students] have the
ability to influence what other students think of you?

1

2

G_STRONGER
a. [Was that student/ Were any of those students]
physically bigger or stronger than you?

G_OTHER_POWER
e. [Did that student/ Did any of those students] have
more power than you in another way?
G_OTHER_POWER_SPECIFY
In what other way [did that student/ did any of those
students] have more power than you?

1


2 

Specify _______________

CHECK ITEM C:
1. Did more than one student do those things?
Yes (R answered “Yes” to G_MULTI_PERS SKIP to Items G_WHERE)
No (R answered “No,” “Don’t know,” or “Refuse” to G_MULTI_PERS ask Items G_RELAT_SIBLING —
G_RELAT_OTH_STUDENT)
29v2.
What was your relationship to the student when they
did [that thing/those things] to you? Were they…
G_RELAT_SIBLING
a. Your brother or sister?
G_RELAT_DATING
b. Your boyfriend or girlfriend at the time?
G_RELAT_EX_DATING
c. Your ex-boyfriend or ex-girlfriend at the time?
G_RELAT_OTH_STUDENT
d. Another student from school?

Page 15

Yes
1

No
2

1

2

1

2

1

2

11/25/2019

G_WHERE1 through G_WHERE9
30v2. Still thinking about [the time/all of the times] that
[another student/other students] did
[something/those things] to you, where did [it/they]
occur? Did [it/they] occur …
Read answer categories. Mark all that apply

G_WHERE_SPECIFY
Where is the other place [it/they] occurred?
G_ADULT_TOLD
31v2.
Did you tell a teacher or some other adult at school
about [this student/these students] doing [that
thing/those things] to you?

32v2.

This school year, how much [has that thing/have
those things] had a NEGATIVE effect on:

1  In a classroom at school?
2  In a hallway or stairwell at school?
3  In a bathroom or locker room at school?
4  In a gymnasium or weight room at school?
5  In a cafeteria or lunchroom at school?
6  Outside on school grounds?
7  On the way to or from school such as on a
school bus or at a bus stop?
8  Online or by text?
9  Somewhere else at school? – Specify
Specify _____________________

1  Yes
2  No

Not
at all

Not very Somewhat
much

A lot

1

2

3

4

1

2

3

4

1

2

3

4

1

2

3

4

Read answer categories
G2_SCHOOL_WORK
a.
YOUR school work?
G2_RELATION_FRIEND_FAMILY
b.
YOUR relationships with friends or family?
G2_ABOUT_YOURSELF
c.
How you feel about YOURSELF?
G2_PHYSICAL_HEALTH
d.
YOUR physical health for example, caused
injuries, gave you headaches or stomach
aches?
33v2. When [another student/other students] did [that
thing/those things] to you, did you ever think it was
related to...
G_RACE
a.
YOUR race?
G_RELIGION
b.
YOUR religion?
G_ETHNIC_ORIGIN
c.
Your ethnic background or national origin for example, people of Hispanic origin?
G_DISABILITY
d.
Any disability you may have – such as
physical, mental, or developmental
disabilities?
G_GENDER
e.
YOUR gender?
G_ORIENTATION
f.
YOUR sexual orientation - by this we mean gay,
lesbian, bisexual, or straight?
G_APPEARANCE
g.
YOUR physical appearance?

Page 16

Yes

No

1

2

1

2

1

2

1

2

1

2

1

2

1

2

11/25/2019

G_BULLYING
34v2 Do you consider [that thing/those things] that
[another student/other students] did to you to
be bullying?

1  Yes
2  No
3  Don’t know

ASK
G_HATE

END SPLIT – Both Version 1 and Version 2 respondents go to G_HATE.
G_HATE
35.
During this school year, has anyone called you an
insulting or bad name at school having to do with
your race, religion, ethnic background or national
origin, disability, gender, or sexual orientation? We
call these hate-related words.

1  Yes – ASK G_HATE_RACE
2  No - SKIP to G_HATE_WORDS

Yes

No

Don’t know

1

2

3

G_HATE_RELIGION
b. Your religion?

1

2

3

G_HATE_ETHNICITY
c. Your ethnic background or national origin – for
example, people of Hispanic origin?

1

2

3

G_HATE_DISABILITY
d. Any disability you may have – such as physical,
mental, or developmental disabilities?

1

2

3

G_HATE_GENDER
e. Your gender?

1

2

3

G_HATE_SEXUAL_ORIENTATION
f. Your sexual orientation – by this we mean gay,
lesbian, bisexual or straight?

1

2

3

36.
Were any of the hate-related words related to ...
G_HATE_RACE
a. Your race?

G_HATE_WORDS
37.
During this school year, have you seen any
hate-related words or symbols written in school
classrooms, school bathrooms, school hallways, or
on the outside of your school building?

Page 17

1  Yes
2  No

11/25/2019

AVOIDANCE
38.

During this school year, did you ever STAY AWAY
from any of the following places because you
thought someone might attack or harm you there?

For example, did you ever stay away from…
H_AVOID_SHORTCUT
a. The shortest route to school, because you
thought someone might attack or harm you?
H_AVOID_ENTRANCE
b. The entrance into the school?
H_AVOID_HALLWAYS
c. Any hallways or stairs in school?
H_AVOID_CAFETERIA
d. Parts of the school cafeteria or lunchroom?
H_AVOID_RESTROOMS
e. Any school restrooms?
H_AVOID_OTHER_PLACES
f. Other places inside the school building?
H_AVOID_PARKING_LOT
g. School parking lot?
H_AVOID_OTHER_SCHOOL
h. Other places on school grounds?
H_SCHOOL_BUS_STOP
i.
School bus or bus stop?

Yes

No

1

2

1

2

1

2

1

2

1

2

1

2

1

2

1

2

1

2

H_AVOID_ACTIVITIES
39a.
Did you AVOID any activities at your school because
you thought someone might attack or harm you?

1  Yes
2  No

H_AVOID_CLASSES
39b.
Did you AVOID any classes because you thought
someone might attack or harm you?

1  Yes
2  No

H_STAY_HOME
39c.
Did you stay home from school because you
thought someone might attack or harm you in the
school building, on school property, on a school
bus, or going to or from school?

1  Yes
2  No

FEAR
I_INTRO_FEAR: Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.
I_AFRAID
40a.
How often are you afraid that someone will attack or
harm you in the school building or on school
property?

1
2
3
4

Never
Almost never
Sometimes
Most of the time

1
2
3
4

Never
Almost never
Sometimes
Most of the time

Read answer categories
I_AFRAID_ON_BUS
40b. How often are you afraid that someone will attack or
harm you on a school bus or on the way to and from
school?
Read answer categories

Page 18

11/25/2019

I_AFRAID_NONSCHOOL
40c.
Besides the times you are in the school building, on
school property, on a school bus, or going to or from
school, how often are you afraid that someone will
attack or harm you?

1
2
3
4

Never
Almost never
Sometimes
Most of the time

Read answer categories
WEAPONS
J_INTRO_WEAPON
In the next series of questions we are going to ask you about weapons at your school. Your answers will not be
shared with anyone at your school or home.
41.

Some people bring guns, knives, or objects that can
be used as weapons to school for protection. During
this school year, did you ever bring the following to
school or onto school grounds?

J_WEAPONS_GUN
a. A gun?
J_WEAPONS_KNIFE
b. A knife brought as a weapon?
J_WEAPONS_OTHER
c. Some other weapon?

Yes

No

1

2

1

2

1

2

J_GUN_OTHERS
42a.
Do you know of any [other] students who have
brought a gun to your school during this school
year?

1  Yes
2  No - SKIP to J_GET_GUN

J_SEE_GUN
42b. Have you actually seen another student with a gun at
school during this school year?

1  Yes
2  No
3  Don’t know

J_GET_GUN
43.
During this school year, could you have gotten a
loaded gun without adult permission, either at school
or away from school?

1  Yes
2  No

GANGS
BEGIN SPLIT – The introduction to the questions about gangs has two alternate forms, designed for split-sample
administration. Version 1 (K_INTRO_GANG) reflects the wording used in the 2017 SCS, and Version 2 (K2_INTRO_GANG)
reflects updated wording for the 2019 SCS.

VERSION 1
K_INTRO_GANG
Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting gangs,
crews, or something else. Gangs may use common names, signs, symbols, or colors. For this survey, we are
interested in all gangs, whether or not they are involved in violent or illegal activity. Your answers will not be
shared with anyone at your school or home.
SKIP to K_GANGS

Page 19

11/25/2019

VERSION 2
K2_INTRO_GANG
Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting gangs, or
something else. Gangs may use common names, signs, symbols, or colors. Your answers will not be shared
with anyone at your school or home.
ASK K_GANGS
END SPLIT – Both Version 1 and Version 2 respondents go to K_GANGS.
K_GANGS
44a. Are there any gangs at your school?

1  Yes
2  No - SKIP to L_GRADES
3  Don't know - SKIP to L_GRADES

K_GANG_FIGHTS
44b. During this school year, how often have gangs been
involved in fights, attacks, or other violence at your
school?
Read answer categories 1 through 5
K_GANG_DRUGS
44c.
Have gangs been involved in the sale of drugs at your
school during this school year?

1
2
3
4
5

Never
Once or twice this school year
Once or twice a month
Once or twice a week
Almost every day

1  Yes
2  No
3  Don't know

STUDENT CHARACTERISTICS
L_GRADES
45.
During this school year, across all subjects have you
gotten mostly Read answer categories 1—5

L_SKIP_CLASSES
46a. During the last 4 weeks of school, did you skip any
classes? Again, we would like to remind you that
none of your responses will be shared with anyone at
your school or home.
L_SKIP_CLASS_DAYS
46b. During the last 4 weeks of school, on how many
days did you skip at least one class?
47.
Thinking about the future, do you think you will ...
L_SCHOOL_AFTER_SCHOOL
a. Attend school after high school, such as a college
or technical school?

1
2
3
4
5
6

A's
B's
C's
D's
F's
School does not give grades/no alphabetic
grade equivalent

1  Yes
2  No - SKIP to L_SCHOOL_AFTER_SCHOOL
3  Don't know - SKIP to
L_SCHOOL_AFTER_SCHOOL

 (Number of days)

Yes

No

Don't know

1

2  -- END

3

1

2

3

This could include:
-Automotive Mechanic Training
-Beauty School
-Computer Technical Programs (less than a two year
associate degree)
-Certificate Programs
L_GRADUATE_4YR
b. Graduate from a 4-year college?

Page 20

11/25/2019

INTVIEWTYPE
48.
Were the supplement questions asked in private, or was
an adult member of the household or family present
during at least part of the questions?
If not sure or if a telephone interview ask—

1
2
3
4
5

Personal interview - No adult present
Personal interview - Adult present
Telephone interview – No adult present
Telephone interview – Adult present
Telephone interview – Don’t know

Was an adult member of the household or family
present during at least part of these questions?

Page 21

11/25/2019

Attachment 6:
Incoming household letter from Census (NCVS-572(L))

NCVS-572(L)
(10-2019)

DC

UNITED STATES DEPARTMENT OF COMMERCE
U.S. Census Bureau
Office of the Director
Washington, DC 20233-0001

Dear Resident:
Your address has been selected to parcipate in the Naonal Crime Vicmizaon Survey. The
survey collects informaon about the type and amount of crime commied against people in
the United States. The U.S. Census Bureau conducts this survey on behalf of the U.S.
Department of Justice.
Since many crimes are never reported to the police, informaon from this survey is used to get
a more complete picture of crime occurring in our country. The informaon you provide will
give a better understanding of crime and its impact on victims. The survey results are used to
develop programs to aid crime victims and prevent crime.
The success of this survey depends on your parcipaon. We cannot substitute another
address for yours. Your address is part of a scienfically selected sample of addresses chosen
throughout the country. Your answers represent hundreds of other households like yours. Your
participation is important even if you have not experienced any crime. By law, the Census
Bureau can only use your responses to produce statistics. No informaon about you or your
household can be identified from these statistics.
Answers to frequently asked questions are on the back of this letter. If you would like further
information, visit our Web site at https://www.census.gov/programs-surveys/ncvs.html.
You do not need to take any action at this time. A Census Bureau representave will contact
you soon to ask your household to complete the survey.
Thank you for your participation.
Sincerely,

Steven D. Dillingham
Director

census.gov

What is the National Crime Victimization Survey?
This survey collects data about experiences with crime, both reported and not reported to the police.
Periodically, the survey includes additional topics such as crime in schools, contacts with law enforcement,
and identity theft.

How was I selected for this survey?
The U.S. Census Bureau chose your address, not you personally, to participate in this survey. We randomly
selected a sample of addresses across the country to represent the entire population. We need a response
from all persons 12 or older in sampled homes to get a complete picture of the types and amount of
crime happening in the United States.

Will information I provide be confidential? Is this survey required by law?
The Census Bureau is required by law to protect your information. The Census Bureau is not permied to
publicly release your responses in a way that could identify you or your household. We are conducng this
survey for the Bureau of Justice Statistics of the U.S. Department of Jusce under the authority of law
(Title 13, United States Code (U.S.C.), Section 8). The Bureau of Jusce Stascs is authorized to collect
this survey information by law (Title 34, U.S.C., Section 10132). Federal law protects your privacy and
keeps your answers confidential (Title 13, U.S.C., Section 9 and Title 34, U.S.C., Sections 10231 and 10134).
Per the Federal Cybersecurity Enhancement Act of 2015, your data are protected from cybersecurity risks
through screening of the systems that transmit your data. This collecon has been approved by the Office
of Management and Budget (OMB Number: 1121-0111; Expiration Date: 02/28/2022). If this number were
not displayed, we could not conduct this survey. Your voluntary participation in this survey is important;
however, you may decline to answer any or all questions.

How are the data used?
Data from this survey provide information on many topics related to crime and victimization, including
crime in schools, trends in violent crime, costs of crime, and the response of law enforcement to reports
of victimization. Examples of reports, tables, and charts that use data from the survey are on the Bureau
of Jusce Stascs’ Web site at https://www.bjs.gov.

How long will it take?
We expect the interview to take about 25 minutes. Your interview may be somewhat shorter or longer
than this depending on your circumstances. If you have any comments about this survey or have
recommendations for reducing its length, send them to the Chief, Victimization Statistics Unit, Bureau of
Justice Statistics, Washington, DC 20531.

I thought that the Census Bureau only counts people every 10 years.
What is the Census Bureau doing now?
Besides the decennial census, we collect many different kinds of informaon through other censuses and
surveys. These surveys provide current information on such topics as housing, crime, unemployment rates,
health, business, economics and education.

How can I find out more about this survey?
For more information, please visit our Web site at https://www.census.gov/programs-surveys/ncvs.html or
contact the Regional Office for your state at the number listed below:

State

Phone Number

Regional Office

AL, FL, GA, LA, MS, NC, SC
AR, IL, IN, IA, MI, MN, MO, WI
AZ, CO, KS, MT, NE, NM, ND, OK, SD, TX, UT, WY
AK, CA, HI, ID, NV, OR, WA
CT, ME, MA, NH, NJ, NY, RI, VT
DE, DC, KY, MD, OH, PA, TN, VA, WV

1–800–424–6974 EXT. 53943
1–800–865–6384
1–800–852–6159
1–800–992–3530
1–800–991–2520
1–800–262–4236

Atlanta
Chicago
Denver
Los Angeles
New York
Philadelphia

NCVS-572(L) (10-2019)

Attachment 7:
Continuing household letter from Census (NCVS-573(L))

NCVS-573(L)
(10-2019)

DC

UNITED STATES DEPARTMENT OF COMMERCE
U.S. Census Bureau
Office of the Director
Washington, DC 20233-0001

Dear Resident:
Several months ago, we contacted residents at your address to parcipate in the Naonal
Crime Vicmizaon Survey. The survey collects information about the type and amount of
crime committed against people in the United States. The U.S. Census Bureau conducts this
survey on behalf of the U.S. Department of Justice. We need to interview the current residents
of this address, whether we talked with you before or you recently moved to this address.
Since many crimes are never reported to the police, informaon from this survey is used to get
a more complete picture of crime occurring in our country. The informaon you provide will
give a better understanding of crime and its impact on victims. The survey results are used to
develop programs to aid crime victims and prevent crime.
The success of this survey depends on your parcipaon. We cannot substitute another
address for yours. Your address is part of a scienfically selected sample of addresses chosen
throughout the country. Your answers represent hundreds of other households like yours. Your
participation is important even if you have not experienced any crime. By law, the Census
Bureau can only use your responses to produce statistics. No informaon about you or your
household can be identified from these statistics.
Answers to frequently asked questions are on the back of this letter. If you would like further
information, visit our Web site at https://www.census.gov/programs-surveys/ncvs.html.
You do not need to take any action at this time. A Census Bureau representave will contact
you soon to ask your household to complete the survey.
Thank you for your participation.
Sincerely,

Steven D. Dillingham
Director

census.gov

What is the National Crime Victimization Survey?
This survey collects data about experiences with crime, both reported and not reported to the police.
Periodically, the survey includes additional topics such as crime in schools, contacts with law enforcement,
and identity theft.

How was I selected for this survey?
The U.S. Census Bureau chose your address, not you personally, to participate in this survey. We randomly
selected a sample of addresses across the country to represent the entire population. We need a response
from all persons 12 or older in sampled homes to get a complete picture of the types and amount of
crime happening in the United States.

Will information I provide be confidential? Is this survey required by law?
The Census Bureau is required by law to protect your information. The Census Bureau is not permied to
publicly release your responses in a way that could identify you or your household. We are conducng this
survey for the Bureau of Justice Statistics of the U.S. Department of Jusce under the authority of law
(Title 13, United States Code (U.S.C.), Section 8). The Bureau of Jusce Stascs is authorized to collect
this survey information by law (Title 34, U.S.C., Section 10132). Federal law protects your privacy and
keeps your answers confidential (Title 13, U.S.C., Section 9 and Title 34, U.S.C., Sections 10231 and 10134).
Per the Federal Cybersecurity Enhancement Act of 2015, your data are protected from cybersecurity risks
through screening of the systems that transmit your data. This collecon has been approved by the Office
of Management and Budget (OMB Number: 1121-0111; Expiration Date: 02/28/2022). If this number were
not displayed, we could not conduct this survey. Your voluntary participation in this survey is important;
however, you may decline to answer any or all questions.

How are the data used?
Data from this survey provide information on many topics related to crime and victimization, including
crime in schools, trends in violent crime, costs of crime, and the response of law enforcement to reports
of victimization. Examples of reports, tables, and charts that use data from the survey are on the Bureau
of Jusce Stascs’ Web site at https://www.bjs.gov.

How long will it take?
We expect the interview to take about 25 minutes. Your interview may be somewhat shorter or longer
than this depending on your circumstances. If you have any comments about this survey or have
recommendations for reducing its length, send them to the Chief, Victimization Statistics Unit, Bureau of
Justice Statistics, Washington, DC 20531.

I thought that the Census Bureau only counts people every 10 years.
What is the Census Bureau doing now?
Besides the decennial census, we collect many different kinds of informaon through other censuses and
surveys. These surveys provide current information on such topics as housing, crime, unemployment rates,
health, business, economics and education.

How can I find out more about this survey?
For more information, please visit our Web site at https://www.census.gov/programs-surveys/ncvs.html or
contact the Regional Office for your state at the number listed below:

State

Phone Number

Regional Office

AL, FL, GA, LA, MS, NC, SC
AR, IL, IN, IA, MI, MN, MO, WI
AZ, CO, KS, MT, NE, NM, ND, OK, SD, TX, UT, WY
AK, CA, HI, ID, NV, OR, WA
CT, ME, MA, NH, NJ, NY, RI, VT
DE, DC, KY, MD, OH, PA, TN, VA, WV

1–800–424–6974 EXT. 53943
1–800–865–6384
1–800–852–6159
1–800–992–3530
1–800–991–2520
1–800–262–4236

Atlanta
Chicago
Denver
Los Angeles
New York
Philadelphia

NCVS-573(L) (10-2019)

Attachment 8:
AIR cognitive testing materials for the 2021 NCVS SCS

SCS 2021 Bullying Cognitive Testing Plan

SCS:2021 Cognitive
Testing Plan
APRIL 2020 – UPDATED JUNE 2020
Sidney Wilkinson-Flicker | Jana Kemp

MAKING RESEARCH RELEVANT

AMERICAN
AMERICAN INSTITUTES
INSTITUTES FOR
FOR RESEARCH
RESEARCH || AIR.ORG
AIR.ORG

SCS:2021 Cognitive Testing Plan

Contents

......................................................................................................................................................... 1
SCS:2021 Cognitive Testing Plan .............................................................................................. 1
Background ................................................................................................................................. 3
Study Design, Context, and Respondent Burden ........................................................................ 4
Assurance of Confidentiality ...................................................................................................... 6
Estimate of Costs for Recruiting and Paying Respondents ........................................................ 6
Cost to the Federal Government ................................................................................................. 7
Project Schedule.......................................................................................................................... 7
Appendix A. Interview Protocol ................................................................................................. 8
SCS Cognitive Interview Protocol .......................................................................................... 9
Survey Questions PDF .......................................................................................................... 22
Appendix B. Recruitment Materials and Screener Questionnaire ............................................ 24
Appendix C. Consent Forms ..................................................................................................... 40

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

2

SCS:2021 Cognitive Testing Plan

Background
The School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) was
co-designed by the National Center for Education Statistics (NCES) and the Bureau of Justice
Statistics (BJS). The SCS collects data on school-related topics, including alcohol and drug
availability, fighting, bullying and hate related behaviors, and fear and avoidance behaviors from
students age 12 to 18 in U.S. public and private elementary, middle, and high schools. To date,
the SCS was conducted in 1989, 1995, 1999, 2001, 2003, 2005, 2007, 2009, 2011, 2013, 2015,
2017, and 2019.
In 2013, the NCES and BJS initiated revisions of the SCS, specifically adjustments to question
wording to be consistent with the Centers for Disease Control and Prevention’s (CDC) definition
of “bullying,” including “cyber-bullying,” as well as changes to wording based on other research.
The CDC modified its definition of bullying to include two additional components: repetition
and a power differential. A technical review panel was convened to recommend changes to the
SCS that could meet the CDC’s definitional requirements. The 2015 SCS questionnaire included
two versions of the question used to measure the prevalence of bullying. One version (V1)
maintained the original question on bullying (consistent with 2013 SCS question to help preserve
the time trend) and added two new follow-up questions to capture the two new components. In
the other version (V2), respondents were asked a single new question on bullying that included
the two new components. Initial analyses of the two versions of bullying questions used in the
2015 SCS produced differing estimates of bullying. In addition to the two estimates of bullying
differing from each other, the estimate produced by the new items (V2) were also significantly
lower than then 2013 estimate and the 2015 estimate using the original wording (V1). This
suggested that the new follow-up items were not performing well and should be revised to
improve performance. The Center for Survey Measurement (CSM) at the U.S. Census Bureau
revised and tested the questionnaire prior to the 2017 fielding of the survey. Analysis of the
results indicated that the 2017 version of the bullying questions perform well, producing
estimates of bullying closer to those produced from prior years’ collections.
Research has shown that including a term like “bullying,” which has a variety of colloquial
meanings, in the question wording has the potential to influence measurement error. After
fielding the 2017 SCS, the sponsors agreed to explore the possibility of removing the terms
“bullying” and “bullied” from the supplement, and instead use a set of behavior-specific
questions that measures the different components included in the bullying definition. Using the
2017 questions as a starting point, experts in CSM worked with the survey sponsors to revise the
bullying sections to remove the term and conducted cognitive testing to assess the performance
of the revised items in late 2017/early 2018. Overall, the findings from this study indicated that
removing “bullying” from the questions performed well. Results from the pretesting indicated
that questions worked well to accurately categorize students as victims or non-victims, even
when their self-identification did not match their bullying status. Two versions of the bullying
items – one set using 2017 SCS items (V1) and one set without the “bullying/bullied” terms (V2)
– were fielded in a split sample during the 2019 administration of SCS. Analysis of the results
indicated that there were no significant differences between V1 and V2 in the overall bullying
estimates. Given these results, the sponsors decided to retain the 2017 SCS items (V1) – with the
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

3

SCS:2021 Cognitive Testing Plan
“bullying/bullied” terms for future administrations, but also wanted to explore incorporating
some of the language used in the V2 questions.
Consultation between the sponsors and Census has resulted in the set of questions that will be
tested during spring 2020; NCES has contracted the American Institutes for Research (AIR) to
perform this cognitive testing. Cognitive interviews will be conducted to evaluate the revised
wording of bullying questions in the SCS. The cognitive interviews will enable the team to
understand the 1) extent to which the items are understood by respondents and how their answers
might be interpreted, and 2) validity of the items. It will focus on wording of items that have
been fielded before within the context of a larger questionnaire. This research will seek to
identify any areas of ambiguity or confusion on the part of respondents and suggest revisions to
problematic questions.

Study Design, Context, and Respondent Burden
Respondents will be asked to answer approximately 20 questions which will include some
bullying questions as well as a select number of complementary questions from the SCS. For the
complete set of questions that are provided in the protocols, see Appendix A.
To test these questions, we will recruit up to 9 students ages 12–18 who currently attend public
or private middle schools and high schools. We will strive to recruit a sample with diverse
demographic characteristics and school characteristics (control and level). In addition to
demographic and school characteristics, we will attempt to recruit a sample of students who have
experienced negative interactions with students from school that may count as bullying and
students who have not. Given the current educational environment during the COVID-19
pandemic, we will specify to respondents that when discussing the school year, we are interested
in their experiences prior to any distance learning, or eLearning, that they are currently
experiencing.
Cognitive interview participants will be recruited through professional and personal networks of
AIR staff. See Appendix B for the language to be used in recruitment advertisements and for the
eligibility screener. The respondents will receive materials by email to remind them of their
interview time as well as any other directions or information they need.
The interviews will be approximately 30–45 minutes in length and will allow time to complete
the selected SCS survey questions and administer a set of in-depth retrospective probes of the
questions in the bullying section. From prior experience, we anticipate needing to recruit
approximately 30 individuals to yield the 9 desired interviews to account for ineligible
respondents and cancellations and to meet target demographics.
The interviews will be conducted remotely via video conference (using the web conferencing
platform GoToMeeting). If a respondent would prefer that the interview be conducted over the
phone, that will be accommodated. Interviews will be conducted primarily during regular work
hours (9 am–6 pm EDT) but will be scheduled after work hours, as needed.

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

4

SCS:2021 Cognitive Testing Plan
Table 1. Desired minimum number of respondents, by student characteristics
Characteristics
Total

Desired number of respondents
9

School characteristics
Control
Public (including charter)

4-5

Private

4-5

Grade level
Middle school (6th to 8th grade)

4-5

High school (9th to 12th grade)

4-5

Student characteristics
Gender
Male

4-5

Female

4-5

Race/ethnicity
White, non-Hispanic

2-3

Black, non-Hispanic

2-3

Hispanic

2-3

Other, non-Hispanic

2-3

Household’s annual income
Less than $25,000

2-3

$25,000-$50,000

2-3

$50,000-$100,000

2-3

More than $100,000

2-3

Researchers from AIR will conduct the cognitive interviews. Staff members will be trained to
conduct the interviews to allow the greatest flexibility in interview scheduling. All interviewers
will be required to demonstrate a strong understanding of the interview protocol before
beginning interviews. With respondent permission, the interviews will be recorded so that the
responses may be reviewed as needed during analysis. The AIR project leader will conduct
interviewer training, supervise staff, and monitor data quality throughout the data collection
period.
In order to mimic what occurs in the field, the interviewer will read the survey questions and,
when indicated, the answer options to the respondent. Additionally, the interviewer will observe
the respondent as they answer the survey questions, noting any questions or problems that the
respondent has with items. After completing the selected SCS questions, interviewers will ask
respondents a set of pre-determined probing questions about selected questions. However,
interviewers will also probe on any questions or problems the respondent had when answering
the survey questions.

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

5

SCS:2021 Cognitive Testing Plan
Cognitive interviewing techniques allow researchers to evaluate potential response error and to
assure that the survey provides valid data. In general, the goal of cognitive testing is to assess the
respondents’ comprehension of the questionnaire items, including question intent and the
meaning of specific words and phrases in the item. Data from cognitive interviews can identify
potentially problematic questions that are not understood as intended. This testing can also
examine the respondents’ retrieval of relevant information from memory, decision processes
involved with answering a question, and questions that are difficult to answer due to cognitive
burden. The cognitive interviews will assess issues such as:
•
•
•
•
•
•
•

The subject’s understanding of terms in the survey
How confident the subject is in their response
How they remembered the information they provided in factual questions
Whether they found a response choice that fit their answer
How easy or difficult it is to answer a question
Issues with sensitive questions
Consistency of answers within the questionnaire and in comparison, to the expected
range of answers

Assurance of Confidentiality
Cognitive interview participants will be informed that their participation is voluntary, and their
responses may be used only for statistical purposes and may not be disclosed, or used, in
identifiable form for any other purpose except as required by law (20 U.S.C. §9573 and 6 U.S.C.
§151). Participants will also be advised that the interview will be recorded and that the recording
will only be reviewed for the purposes of this study. Lastly, participants will be advised that
direct quotes may be used in research papers and professional presentations, but names will
never be attributed to anything a respondent says. Participants will be assigned a unique
identifier (respondent ID), which will be created solely for data file management and used to
keep all materials together. The respondent ID will not be linked to the respondent in any way or
form.
A consent form that explains the purpose and duration of the interview will be sent via e-mail to
participants, to be signed and returned prior to their interview. If respondents are under the age of
18, their parents will be provided with a parental consent form; respondents who are 18 will be
provided with the standard consent form used for adults (see Appendix C). Any signed consent
forms will be kept separately from the interview files in a locked cabinet for the duration of the
study. The participant will also be asked to provide verbal consent to participate during the
interview itself.

Estimate of Costs for Recruiting and Paying
Respondents
To encourage participation and thank them for their time and effort, a $25 gift card will be
offered to each participating student.

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

6

SCS:2021 Cognitive Testing Plan

Cost to the Federal Government
The estimated cost to prepare for, administer, and report the results of these cognitive interviews
is approximately $23,888.

Project Schedule
Recruitment for the cognitive interview study is scheduled to begin in May 2020. Table 2
provides the overall schedule.
Table 2. Initial proposed schedule of high-level activities for cognitive interviews
Activity

Date range

Recruit participants and conduct cognitive interviews

May 19 – June 12

Draft report of findings and recommendations

June 15 – June 19

Review and revise recommendations

June 22 – June 26

Final report to NCES

June 30

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

7

SCS 2021 Bullying Cognitive Testing Plan

Appendix A. Interview Protocol

MAKING RESEARCH RELEVANT

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

SCS:2021 Cognitive Testing Plan

SCS Cognitive Interview Protocol
Respondent’s ID:
Date and Time:
Interviewers:
Materials to have open on your screen:
• Protocol
• Survey Questions PDF
PRE-INTERVIEW
Before beginning the interview confirm that AIR has received the consent form from either the respondent’s
parent (if under 18) or the respondent (if 18). If they have not sent the form, you must reschedule the interview.
Consent Form:

☐ Signed copy received

☐ Waiting on signed copy

WELCOME AND INTRODUCTION SCRIPT
Interviewer Instructions: The following scripts should NOT be read verbatim, instead the interviewer should
be thoroughly familiar with the content in advance. However, highlighted text MUST be said. [Italicized text in
brackets are instructions for the interviewer].
Hello, my name is and I work for American Institutes for Research. It’s nice to meet you, and
thanks for talking to us today. [Introduce anyone else that is on the call.]
• [Create small talk to build a rapport. For example, ask a question such as, “What is your favorite subject in
school?” Respond accordingly (e.g., if the student responds with “science,” ask them what they are
studying in their science class).]
Step 1: Technology Set-Up [Skip if respondent has automatically turned on their webcam]
[If respondent hasn’t turned out their camera, here are instructions on how to them do it. Also, take this time to
turn on your camera if you haven’t yet.]
Do you have a video camera that we could use? [If no, move on to Step 2. If yes…]
Could you turn that on for me? I’ve found that having the video on and the ability to see each other is helpful
during interviews.
• Make sure respondent is completely signed into GTM and not just on the phone. (You can tell if
respondent has both a phone and camera icon next to their name. If there is only a phone, have them
click on the GTM link that was provided to fully sign in).
• Turning on the webcam:
1. Respondent needs to click the “camera” button in the top right corner. It will be the last in a
series of three buttons – a phone, a television/screen, and a camera recorder.
2. They need to click on that last button.
3. Camera should automatically turn on.
• If they can’t see you, have them click on the right click on the tab below the camera button > the three
dots below that > click on “Show all webcams”
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

9

SCS:2021 Cognitive Testing Plan
Step 2: Interview Introduction
Let me start by telling you a little bit about what we're doing here. My organization supports the National
Center for Education Statistics, which is part of the U.S. Department of Education, in administering surveys to
students across the US. In order to help improve these surveys, we turn to students like you to find out if our
questions make sense and are easy to understand and answer. The research we’re doing today will help us figure
out if changes we have made to the questionnaire are working for students like you, and it will help us improve
the accuracy of the data being collected.
I'm going to read the questions to you aloud, just like we would if this were an interview for the real survey,
however, I'm mainly interested in your reactions to the questions. After we go through some of the questions,
I'll stop and ask you some follow up questions about the survey questions you answered. For example, I might
reread a question from the survey, and ask you what certain words or phrases in the question mean to you, or
what you were thinking about when you were answering. There are no right or wrong answers, we just want to
know your honest thoughts and reactions to the questions to help us make them better so that other students like
you can easily understand them. The things we will talk about in the interview today will only be used in our
research to help us improve the survey. Your name will not be attached to anything you say. Direct quotes may
be used in research papers and professional presentations, but your name and any names you might mention
today will never be used in these. We want you to feel like you can speak freely, and what you say here will not
be repeated outside of this project.
Step 3: Recording
The interview should take less than an hour. I would like to record our conversation to make sure I catch all the
important information you share today and don’t have to rely just on my notes. This allows me to concentrate
more on what you're saying during the interview. This recording will only be used for note-taking purposes, will
be stored securely, and will be destroyed after the project is over. Do you have any questions about the
recording?
[Answer any questions and give further explanation. Continue.
If the participant is no longer interested in participating for his/her time and end the interview.]
Are you comfortable with me recording this interview?
[If no, DO NOT RECORD, you will need to rely on notetaking] Ok, I will not record our interview.
[If yes] Okay, I’m going to start the recording now, and once it is on, I’m going to ask for your permission to
record today so that we have it on the recording. [Turn on the GTM recording, which is at the bottom of the
GTM window, ask for permission to record on the tape, and continue.]
Step 4: Informed Consent
The following is a reminder of what the consent form says.
[If student is under 18]: Your parent signed a form giving you permission to participate today. I am going to
tell you about what was in that document. The document that your parent signed explains the purpose of the
study and how we will protect your information. In addition to what I have mentioned before about never
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

10

SCS:2021 Cognitive Testing Plan
sharing your name or any names you say during the interview and recording the interview, I would like to draw
your attention to the fact that:
• Your participation is voluntary
• You do not have to answer any question that you do not want to.
• You can take a break at any time or stop the interview completely.
• Your responses in this study may be used only for statistical purposes and will not be disclosed, or
used, in identifiable form for any other purpose, except as required by law. [if requested: 20 U.S.C.
§9573 and 6 U.S.C. §151]
[If student is 18]: You signed a form earlier to give your consent to participate today. I am going to remind you
about what was in that document. First, it explained the purpose of the study and how we will protect your
information. In addition to what I have just mentioned about never sharing your name or any names you say
during the interview and recording the interview, it also said that:
• Your participation is voluntary
• You do not have to answer any question that you do not want to.
• You can take a break at any time or stop the interview completely.
• Your responses in this study may be used only for statistical purposes and will not be disclosed, or
used, in identifiable form for any other purpose, except as required by law. [if requested: 20 U.S.C.
§9573 and 6 U.S.C. §151]
Do you have any questions about this? Are you still willing to participate in the interview?
Step 5: Think-aloud practice
In this interview, we ask that you “think aloud” as you answer each question. This means, as you are answering
each question, you can say out loud what you are thinking. Let’s practice.
• If the question is: How many windows are there in the house or apartment where you live? [model the
think aloud process for R, how would you answer this question?]
• Now it’s your turn: How many windows are there in the house or apartment where you live? Please tell
me what you are thinking while you are figuring out your answer.
Probes that could be helpful in prompting respondent to elaborate:
• What are you thinking about?
• Please tell me what you are thinking.
• Can you tell me more about that?
• What are you planning to do next?
• Is there anything else you can do?
If at any time you want to skip a question or stop, just let me know. Any additional questions before we start?

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

11

SCS:2021 Cognitive Testing Plan
INTERVIEW
Interviewer instructions: Read the survey questions to the respondent, including the answer categories that
are bolded. Note any confusion or difficulties respondents have with the questions.
In the first read through, DO NOT READ THE PROBES. Only after you have read through all the
questions will you go back and read the probes to the respondent.
Now, I would like to ask some questions about your experiences at school. Remember, the law authorizes the
collection of this data and requires us to keep all information about you and your household confidential.
Additionally, some questions may ask you to respond based on this school year, which means the 2019–2020
school year; for these questions, we want you to think about before you started school at home because of
COVID-19.
1. Did you attend school at any time this school year?
☐ Yes
☐ No (INTERVIEW IS OVER; GO TO END)
2. How many different schools have you attended this school year?
[If student mentions that they were partly homeschooled (in the traditional sense) have them count it as one
school.]
☐ One school
☐ Two schools
☐ Three or more schools
3. What grade are you in?
[This question refers to the 2019–2020 school year.]
☐ Fifth or under (INTERVIEW IS OVER; GO TO END)
☐ Sixth
☐ Seventh
☐ Eighth
☐ Ninth
☐ Tenth
☐ Eleventh
☐ Twelfth
☐ Other – Specify: __________________________
☐ College/GED/Post-graduate/Other noneligible (INTERVIEW IS OVER; GO TO END)
4. In what state is your school located? ___________________
In what county is your school located? ____________________
In what city is your school located? _____________________
What is the complete name of your school? _________________________
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

12

SCS:2021 Cognitive Testing Plan
5. Is your school public or private?
☐ Public
☐ Private
6. What is the lowest grade taught in your school?
☐ Pre-Kindergarten or Kindergarten
☐ First
☐ Second
☐ Third
☐ Fourth
☐ Fifth
☐ Sixth
☐ Seventh

☐ Eighth
☐ Ninth
☐ Tenth
☐ Eleventh
☐ Twelfth
☐ Post-graduate
☐ All ungraded
☐ All special education

7. What is the highest grade taught in your school?
☐ Pre-Kindergarten or Kindergarten
☐ First
☐ Second
☐ Third
☐ Fourth
☐ Fifth
☐ Sixth
☐ Seventh

☐ Eighth
☐ Ninth
☐ Tenth
☐ Eleventh
☐ Twelfth
☐ Post-graduate
☐ All ungraded
☐ All special education

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

13

SCS:2021 Cognitive Testing Plan
8. The next questions are about security measures that some schools take. Does your school have:
a. Security guards or assigned police officers?
b. Other adults supervising the hallway, such as teachers,
administrators, or parent volunteers?
c. Metal detectors, including wands?
(The definition for the term ‘metal detector’ is a device used to
check for weapons students might be trying to bring onto
school property. The metal detector may be in a form of a
doorframe, which you are asked to walk through. It may also
be in the form of a hand-held metal detector that looks like a
wand or paddle, which is moved around your body.)
d. Locked entrance or exit doors during the day?
e. A requirement that visitors sign in AND wear visitor badges or
stickers?
f. Locker checks?
g. A requirement that students wear badges or picture
identification?
h. One or more security cameras to monitor the school?
i. A code of student conduct, that is, a set of written rules
or guidelines that the school provides you?

Yes

No

Don’t
know

☐

☐

☐

☐
☐

☐
☐

☐
☐

☐

☐

☐

☐

☐

☐

☐
☐
☐
☐

☐
☐
☐
☐

School doesn’t
have lockers

☐
☐

☐

☐
☐

Now I have some questions about things that happen at school. For this survey, “at school” includes the school
building, on school property, on a school bus, or going to and from school. [If the respondent indicated in
question 2 that they attended more than one school: For the remainder of this survey, think about both/all
schools you attended this school year]. Your answers will not be shared with anyone at your school or home.
9. During this school year, have you been in one or more physical fights at school?
☐ Yes
☐ No (SKIP TO Q11)
10. During this school year, how many times have you been in a physical fight at school?
_____ Number of times

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

14

SCS:2021 Cognitive Testing Plan
11. Now I have some questions about what students do at school that make you feel bad or are hurtful to you.
These could occur in person or using technologies, such as a phone, the Internet, or social media. We often
refer to this as being bullied. During this school year, has any student from your school bullied you?
That is, has another student…
a.
b.
c.
d.
e.
f.

Made fun of you, called you names, or insulted you, in a hurtful way?
Spread rumors about you or tried to make others dislike you?
Purposely shared your private information, photos, or videos in a hurtful way?
Threatened you with harm?
Pushed you, shoved you, tripped you, or spit on you?
Tried to make you do things you did not want to do, for example, give them
money or other things?
g. Excluded you from activities, social media, or other communications to hurt
you?
h. Destroyed your property on purpose?

Yes

No

☐

☐

☐

☐

☐
☐
☐
☐
☐
☐

☐
☐
☐
☐
☐
☐

If all categories a-h are marked “No” go directly to PROBE Q11 below.
PROBE Q11
Now I have a few questions about the items you just answered. I’m going to share my screen so you can
see and read the questions that I’m going to ask you about.
[Open the Survey Questions PDF. Share your screen and the PDF with the respondent. When choosing
what to share, make sure you select to only share the Adobe PDF application so that they do not see any
other documents on your screen – including the Word protocol document.]
[Show R the single page of Q11 to reference]
First, we’ll start with the question where I asked you if any student from school bullied you.
If “No” to all:
When I asked you if any student from your school had bullied you, you said no to all items.
a. Did any of those things happen to you but you didn’t think they would count for this question?
Can you tell me more about why you didn’t include them here?
b. Did other students do any other things not included in this list that made you feel bullied? Can you
tell me more about that?
All respondents:
c. What kinds of places were you thinking about where those things could have happened?
d. Please tell me, in your own words, what it means to be bullied?
If “No” to all: After completing probes above, SKIP to Debriefing Questions.

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

15

SCS:2021 Cognitive Testing Plan
12. During this school year, how many days were you bullied? [Read bolded answer categories]
☐ One day
☐ Two days [GO TO Q14]
☐ Three to ten days [GO TO Q14]
☐ More than ten days [GO TO Q14]
PROBE Q12
[Show R the single page of Q12 to reference]
Another question I asked was, “During this school year, how many days did you experience (that
thing/any of those things)?” The response options were, “One day,” “Two to five days,” “Six to ten
days,” and “More than 10 days.” You answered _____.
All respondents:
a. How did you come up with your answer to that question?
b. [If necessary] Was it easy or difficult for you to answer? [If necessary] What made it
[easy/difficult]?
IF R’S answer is “More than one day”, skip to probe for Q14.
13. In that one day, how many times would you say other students did those things that made you feel bad or
were hurtful to you? [Read bolded answer categories]
☐ Once
☐ Two to ten times
☐ Eleven to fifty times
☐ More than fifty times
☐ Too many times to count
☐ Don’t know
PROBE Q13
[Show R the single page of Q13 to reference]
The follow up question I asked was, “In that one day, how many times would you say [another
student/other students] did [that thing/any of those things] to you?” The response options were, “One
time,” and “Two or more times.” You answered _____.
All respondents:
a. How did you come up with your answer to that question?
b. [If necessary] Was it easy or difficult for you to answer? [If necessary] What made it
[easy/difficult]?

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

16

SCS:2021 Cognitive Testing Plan
14. Did you think the bullying would happen again?
☐ Yes
☐ No
PROBE Q14
[Show R the single page of Q14 to reference]
The next question I asked was, “Did you think [that student/those students] would do hurtful things to you
again?”
If R answered “Yes”:
a. When I first asked this question, you answered “yes.” Why did you answer the way you did?
All respondents:
b. What types of bullying were you thinking of when answering this question?
15. Thinking about the [time/times] you were bullied this school year, did more than one person do [this/these
things] to you?
☐ Yes
☐ No [GO TO Q17]
PROBE Q15

IF R said “No” to Q15, skip to next probe

[Show R the single page of Q15 to reference]
The next question I asked was, “Thinking about [that thing/those things] you said you experienced this
school year, did more than one student do [this/these things] to you?” You answered ____.
If R answered “Yes”:
a. How many students did those things to you at school this year? [Scroll back to Q11 in PDF for
reference]
b. What incidents were you thinking of when you were answering this question?
16. Did these people act along, together as a team, or both?
☐ Alone
☐ Together
☐ Both
☐ Don’t know
PROBE Q16
[Show R the single page of Q16 to reference]
I then asked: “Did these people act alone, together as a team, or both?” You answered ____.
All respondents:
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

17

SCS:2021 Cognitive Testing Plan
a. Can you tell me why you answered the way you did?
b. [If necessary] How many different people did those things to you?
c. What does the phrase “together as a team” mean to you in this question?
If Q16 = Alone or Both:
d. Even though [some of] these people acted alone, do you think that some of the things that different
people did to you were related in some way? Can you tell me more about that?
17. Now I have some additional questions about the time [another student/other students] {behavior1},
{behavior2}, and {behaviorx…}. Thinking about the [person/ people] who did [this/these things] to you
this school year,
a. [Was this person/Were any of these people/Was anyone in the group]
physically bigger or stronger than you?
b. [Was this person/Were any of these people/Was anyone in the group] more
popular than you?
c. [Did this person/Did any of these people/Did anyone in the group] have more
money than you?
d. [Did this person/Did any of these people/Did anyone in the group] have the
ability to influence what other students think of you?
e. [Did this person/Did any of these people/Did anyone in the group] have more
power than you in another way?

Yes

No

☐

☐

☐

☐

☐

☐

☐

☐

☐

☐

PROBE Q17
I then asked about the person/people who did this/these things to you this school year.
[Show R the single page of Q17 to reference]
If R said more than one student did things and someone did things more than once
(Q12= Yes & Q15 = Yes)
a. Which students were you thinking about when answering these questions?
b. [If necessary] Were you thinking about the same student(s) when answering each of the individual
items A through E?
o[If “No” and if necessary] Can you tell me more about that?
All respondents:

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

18

SCS:2021 Cognitive Testing Plan
Question D asks, “[Did that student/did any of those students] have the ability to influence what other
students think of you?
c. Please tell me, in your own words, what that question is asking?
If R said “Yes” to Item E (more power in some other way)
d. When I first asked you these questions, you said yes to item e, more power than you in some other
way. What other way were you thinking of when you said yes? [IF NECESSARY] Can you tell me
more about that?
18. What was your relationship to the student when they bullied you? Were they…
a.
b.
c.
d.

Your brother or sister?
Your boyfriend or girlfriend at the time?
Your ex-boyfriend or ex-girlfriend at the time?
Another student from school?

Yes
☐
☐
☐
☐

No
☐
☐
☐
☐

19. Still thinking about all of the times that you were bullied, where did the bullying occur? Did it occur…
[Read bolded answer categories; Mark all that apply]
☐ In a classroom at school?
☐ In a hallway or stairwell at school?
☐ In a bathroom or locker room at school?
☐ In a cafeteria or lunch room at school?
☐ Somewhere else inside the school building? – Where was the other place where bullying
occurred? __________________________
☐ Outside on school grounds?
☐ On the way to or from school such as on a school bus or at a bus stop?
☐ Online or by text?
PROBE Q19
I then asked where the bullying occurred.
[Show R the single page of Q19 to reference]
All respondents:
a. Does this list include all the places where other students have bullied you?
a. [If “No”] Where else did the bullying occur?
20. Did you tell a teacher or some other adult at school about being bullied?
☐ Yes
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

19

SCS:2021 Cognitive Testing Plan
☐ No
21. This school year, how much has bullying had a NEGATIVE effect on: [Read bolded answer categories]
a. YOUR schoolwork
b. YOUR relationship with friends or
family
c. How you feel about YOURSELF
d. YOUR physical health, for example:
caused injuries, gave you headaches or
stomach aches

Not at all
☐

Not very much
☐
☐

Somewhat
☐
☐

A lot
☐
☐

☐

☐

☐

☐

☐

☐

☐

☐

☐

PROBE Q21
Another question I asked was “How much as bullying had a NEGATIVE effect on…” a variety of things.
[Show R the single page of Q21 to reference]
All respondents:
a. What does the phrase “had a negative effect on” mean to you in this question?
b. Please tell me what “Your physical health” is asking, in your own words.
22. When you were bullied in school this year, did you ever think it was related to…
a. YOUR race?
b. YOUR religion?
c. Your ethnic background or national origin – for example, people of Hispanic
origin?
d. Any disability you may have – such as physical, mental, or developmental
disabilities?
e. YOUR gender?
f. YOUR sexual orientation, by this we mean gay, lesbian, bisexual, or straight?
g. YOUR physical appearance?

Yes
☐
☐
☐

No
☐
☐
☐

☐

☐

☐
☐
☐

☐
☐
☐

AFTER R RESPONDS TO ALL SURVEY QUESTIONS:
Interviewer instructions: At this time, you will go back through the questions and ask the retrospective probes
for the necessary questions. Start with the probes following Q11 above. Additionally, if the respondent had
unanticipated confusion or difficulty with a question, ask respondents about these as well.
AFTER RETROSPECTIVE PROBING IS COMPLETE:
Interviewer instructions: Proceed to the Debriefing Questions.
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

20

SCS:2021 Cognitive Testing Plan
Debriefing Questions
We’re almost at the end of our interview and only have a few more questions.
1. Overall, what did you think of this interview? Was it easy or difficult?
2. Is it easy to know when something someone does is bullying? Can you tell me more about that?
3. What is the difference between someone being mean and someone being a bully?
4. Does your school have a specific definition of bullying?
a. [If “Yes”] How does your school define it?
i. Do you think of bullying the same way the school talks about it? [If necessary]
Can you tell me more about that?
5. Did you have any other thoughts about the topics we discussed today, or the questions on this
survey?
Okay, we are all finished. Thank you for your participation today. The information you’ve provided will be very
helpful for making this survey better.
We will be sending you a $25 gift card to thank you for helping with this important study; could you please
provide me with the best mailing address to send the gift card to?
Street:
City:
State:
Zip:

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

21

SCS 2021 Bullying Cognitive Testing Plan

Survey Questions PDF
NOTE: Each question will be on its own page and displayed one at a time to the respondent.
11. Now I have some questions about what students do at school that make you feel bad or are hurtful to you.
These could occur in person or using technologies, such as a phone, the Internet, or social media. We often
refer to this as being bullied. During this school year, has any student from your school bullied you?
That is, has another student…
a.
b.
c.
d.
e.
f.

Made fun of you, called you names, or insulted you, in a hurtful way?
Spread rumors about you or tried to make others dislike you?
Purposely shared your private information, photos, or videos in a hurtful way?
Threatened you with harm?
Pushed you, shoved you, tripped you, or spit on you?
Tried to make you do things you did not want to do, for example, give them
money or other things?
g. Excluded you from activities, social media, or other communications to hurt
you?
h. Destroyed your property on purpose?

Yes

No

☐

☐

☐

☐

☐
☐
☐
☐
☐
☐

☐
☐
☐
☐
☐
☐

12. During this school year, how many days were you bullied?
☐ One day
☐ Two days
☐ Three to ten days
☐ More than ten days

MAKING RESEARCH RELEVANT

13. In that one day, how many times would you say other students did those things that made you feel bad or
were hurtful to you?
☐ Once
☐ Two to ten times
☐ Eleven to fifty times
☐ More than fifty times
☐ Too many times to count
☐ Don’t know
14. Did you think the bullying would happen again?
☐ Yes
☐ No
15. Thinking about the [time/times] you were bullied this school year, did more than one person do [this/these
things] to you?
☐ Yes
☐ No
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

SCS:2021 Cognitive Testing Plan
16. Did these people act along, together as a team, or both?
☐ Alone
☐ Together
☐ Both
☐ Don’t know
17. Now I have some additional questions about the time [another student/other students] {behavior1},
{behavior2}, and {behaviorx…}. Thinking about the [person/ people] who did [this/these things] to you this
school year,
a. [Was this person/Were any of these people/Was anyone in the group] physically
bigger or stronger than you?
b. [Was this person/Were any of these people/Was anyone in the group] more
popular than you?
c. [Did this person/Did any of these people/Did anyone in the group] have more
money than you?
d. [Did this person/Did any of these people/Did anyone in the group] have the ability
to influence what other students think of you?
e. [Did this person/Did any of these people/Did anyone in the group] have more
power than you in another way?

Yes

No

☐

☐

☐

☐

☐

☐

☐

☐

☐

☐

19. Still thinking about all of the times that you were bullied, where did the bullying occur? Did it occur…
☐ In a classroom at school?
☐ In a hallway or stairwell at school?
☐ In a bathroom or locker room at school?
☐ In a cafeteria or lunch room at school?
☐ Somewhere else inside the school building? – Where was the other place where bullying occurred?
__________________________
☐ Outside on school grounds?
☐ On the way to or from school such as on a school bus or at a bus stop?
☐ Online or by text?
21. This school year, how much has bullying had a NEGATIVE effect on:
a.
b.
c.
d.

YOUR schoolwork
YOUR relationship with friends or family
How you feel about YOURSELF
YOUR physical health, for example: caused
injuries, gave you headaches or stomach
aches
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

Not at all

☐
☐
☐
☐

Not very much

☐
☐
☐
☐

Somewhat

☐
☐
☐
☐

A lot

☐
☐
☐
☐

23

SCS:2021 Cognitive Testing Plan

Appendix B. Recruitment Materials and Screener
Questionnaire

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

24

SCS:2021 Cognitive Testing Plan

Recruitment email to send to network
Subject: Know a student 12–18 years old? Help us recruit students to test survey items!
Good afternoon!
AIR is recruiting students age 12–18 who are enrolled in either middle or high school to answer questions about
their experiences in school (that is prior to any online or distance learning due to CoVID-19). Students can
attend either public or private schools.
Interviews will be conducted remotely (via GoToMeeting web conference software) and will be less than an
hour long. Students will be compensated with a $25 gift card for their time. The interviews are scheduled to
occur between May 11th and May 29th.
If a student you know is interested, they or their parent can fill out this online form. Students under age 18 must
have a parent’s permission to participate. Additional details on the study and contact information for our team is
listed below for any interested students. Please let us know if someone would like us to reach out to them
directly to provide more information or schedule an interview.
If you have any questions, please don’t hesitate to reach out to me ([email protected]), or the project
director, Jana Kemp ([email protected]). If you know someone who is eligible to participate, please encourage
them to fill out the online form or contact me at the email above or by phone at 202-403-6385.
Thank you for taking the time to consider this request.
Best,
Sidney
Attachment: Study FAQ document

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

25

SCS:2021 Cognitive Testing Plan

Advertisement text for students
Students Needed for Testing a National Survey

The National Center for Education Statistics and the American Institutes for Research are looking for students
ages 12-18 to help test question wording on a national survey about school-related topics. Interviews will be
less than one hour and will take place online through Go-To-Meeting, an easy-to-use web conferencing
software. Students under age 18 must have a parent’s permission to participate. We will provide a $25 gift
card to each student who participates in the study. We need students ages 12-18 who attend a public or
private middle or high school and meet any of the following criteria:
•
•
•
•
•

Participate in a school club
Participate in a school sport
Had an experience in school they consider to be bullying this school year
Ride a public school bus to/from school
Walk to/from school

If your child is interested in participating, please fill out this online form. You can call (202) 403-6385 or email
[email protected] for further information.

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

26

SCS:2021 Cognitive Testing Plan

Screening questionnaire for study

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

27

SCS:2021 Cognitive Testing Plan

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

28

SCS:2021 Cognitive Testing Plan

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

29

SCS:2021 Cognitive Testing Plan

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

30

SCS:2021 Cognitive Testing Plan

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

31

SCS:2021 Cognitive Testing Plan

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

32

SCS:2021 Cognitive Testing Plan

Screening phone script for study
RECRUITER INSTRUCTIONS: Full out the online form while completing the call.
Introduction
Hello, I'm _____________________ from the American Institutes for Research.
•

If outbound call: I’m calling about [an email you sent/a voicemail you left] about testing a survey for
students ages 12-18. Any student who participates will receive $25 to thank them for their time.

•

If inbound call: Thanks for calling us about the test of a survey for students.

Online form
1. What is your name?
2. Are you a parent or a student?
[If parent] I just need to get a little bit of background information to find out if your student is eligible to
participate.
[If student] I just need to get a little bit of background information to find out if you are eligible to
participate.
3. What is the best number to contact you at?
4. What is the best email address to contact you at?
5. How many children between the ages of 12 to 18 live in your household?
If no children within the age range: I'm sorry. Right now, we are only testing the survey with students
ages 12-18. Thank you for your time.
If more than one child: Let’s start with the oldest child first.
6. How old is that child? (Verify child is 12-18)

7. What is that child’s name?
8.

Is _____ male or female?

9.

What grade is _____ in?

10. Is _____ Hispanic?

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

33

SCS:2021 Cognitive Testing Plan
11. Please choose one or more race/ethnicity that _____considers him/herself to be.
• White
• Black or African American
• Other (includes Asian, American Indian or Alaska Native, Native Hawaiian or other Pacific Islander) or
Two or more races)
12. Does _____ speak English fluently?
13. Does _____ attend public school, attend private school, or is [he/she] homeschooled?
14. Does ___ participate in a school club?
15. Does ___ participate in a school sport?
16. Has _____ ever had an experience they consider to be bullying by students from school?
17. . [If “Yes” to Q14] When did the most recent bullying incident occur? Your best guess is fine.
18. Does _____ have access to a computer, laptop, or tablet with internet access and a camera?
If more than one child: Now let’s talk about the [second/third/fourth] oldest child.
Fill out a new online screener form for each child.
17. In order to make sure that we recruit students from a variety of backgrounds, my last question is about your
household’s annual income. Is your household's annual income....
a. above $25,000?
1 [ ] Yes
2 [ ] No - skip to conclusion
b. Is it above $50,000?
1 [ ] Yes
2 [ ] No - skip to conclusion
c. Is it above $100,000?
1 [ ] Yes
2 [ ] No
Conclusion:
Thank you for answering these questions about your family. Over the next few days, we will be selecting the
students to test the survey. If your child is selected, we will be calling you to set up a time to test the survey.
Do you have any questions for me? IF NO QUESTIONS: Thank you for your time!

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

34

SCS:2021 Cognitive Testing Plan

Eligible/scheduling email
Dear ,
Thank you for your interest in our study. We have determined that is eligible to
participate. Please let me know if available to participate in an
interview on [Insert day] at [Insert time and time zone]? If this day and/or time does not work, please provide
a day and/or time that will work between March 11th and 29th.
As a reminder the interview will take less than one hour and will take place through a web-conferencing
software. will receive a $25 gift card for as a thank you for participating in the
interview.
We have attached a consent form that will need to sign for to participate. We must receive this consent form before the interview occurs.
We look forward to hearing back regarding availability to participate in an
interview.
Sincerely,

American Institutes for Research
(202) 403-6566

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

35

SCS:2021 Cognitive Testing Plan

Interview confirmation/outlook meeting invite/consent form
Dear ,
Thank you again for agreeing to participate in an interview about experiences
at school. I look forward to speaking with < RESPONDENT NAME/you> on at .
[If necessary]
Please review, sign, and return the attached consent form to me via email at will need to join the meeting by
clicking the link below; with the option to use computer audio or dial in using a phone:
https://global.gotomeeting.com/join/XXXXXXXXX
You can use computer audio or dial in using your phone.
United States: +1 (XXX) XXX-XXX
Access Code: XXX-XXX-XXX
New to GoToMeeting? Get the app now and be ready when your first
meeting starts: https://global.gotomeeting.com/install/XXXXXXXXX
< RESPONDENT NAME/You> will receive a $25 gift card as a thank-you for time and
participation. The gift card will be mailed to your address within two business days after the completed
interview.
Should a conflict arise with the above interview date and time, please let me know as soon as possible so that
we can reschedule the interview at your earliest convenience. I can be reached at (weekdays from 9 am to 5 pm EST) or via email at .
Thank you again for your help!

American Institutes for Research
(202) 403-6566

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

36

SCS:2021 Cognitive Testing Plan

Reminder email (to be sent out AM the day before interview scheduled)
Dear ,
This is a reminder that been scheduled for a remote interview session
tomorrow for <1:30 p.m. to 2:30 p.m. EST>.
[If necessary]
We have not received your signed consent form. Please review, sign, and return the attached consent form to
me via email at . If you are unable to print/sign/scan or electronically sign the
form, please let me know as soon as possible. If we do not receive this form by 5 pm today, we will have to
reschedule your interview.
< RESPONDENT NAME/You> will need to join the meeting by clicking the link below; with the option to use
computer audio or dial in using a phone:
https://global.gotomeeting.com/join/XXXXXXXXX
You can use computer audio or dial in using your phone.
United States: +1 (XXX) XXX-XXX
Access Code: XXX-XXX-XXX
New to GoToMeeting? Get the app now and be ready when your first
meeting starts: https://global.gotomeeting.com/install/XXXXXXXXX
Please let us know if you have any questions.
Thank you,

American Institutes for Research
(202) 403-6566

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

37

SCS:2021 Cognitive Testing Plan

STUDY FREQUENTLY ASKED QUESTIONS
What is this study about?
For this particular study, we will ask students to answer a series of questions related to their experiences at
school. We will discuss how they arrived at their answers and how they interpreted the questions.
What will students be doing in the study?
Students will be asked to answer a series of questions related to their experiences at school. We will discuss
how they arrived at their answers and how they interpreted the questions. In order to participate in this study,
students will need to be able to connect to Go-To-Meeting through a laptop, desktop, or tablet. AIR will record
the interview and take other notes as necessary so researchers may review these later. Any identifiable
information that refers to students will not be included in the study report; student names will not be attached to
the answers they provide. Students 18 years old and parents of students less than 18 years old will be asked to
sign a consent form agreeing to participate.
When and where?
Interview sessions can be scheduled at the student’s convenience from Monday, May 11th through Friday, May
29th. The session will be conducted remotely using a simple-to-use web conferencing software. It is preferred that
the device have a working camera that can be turned on.
What will AIR do with the data?
The data will be used to improve the questionnaire. Students’ participation is voluntary, and their responses may
be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other
purpose except as required by law (ESRA 2002, U.S.C. 20 §9573). Direct quotes may be used in reports or in
research presentations, but their name will never be used in any reports or presentations. Students’ participation
and interest is very important to this study.
What is the School Crime Supplement?
The School Crime Supplement to the National Crime Victimization Survey (SCS/NCVS) collects information
about school-related victimizations on a national level. This information will assist policymakers as well as
academic researchers and practitioners at the federal, state, and local levels in making informed decisions
concerning crime in schools.
Who is the National Center for Education Statistics?
The National Center for Education Statistics (NCES), http://nces.ed.gov/, is the primary federal statistical entity
for collecting and analyzing data on topics related to education in the United States and as compared to other
nations. NCES is part of the Institute of Education Sciences, within the U.S. Department of Education. The
education statistics that NCES produces are used by Congress, federal and state agencies, educational
organizations, researchers, the general public, and others.

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

38

SCS:2021 Cognitive Testing Plan
Do students have to participate?
Participation is voluntary. If students are under the age of 18, their parents will be provided with a parental
consent form; students who are 18 will be provided with the standard consent form used for adults. However,
students may refuse to answer any question they do not want to answer or stop participating at any time.
How much will students be paid?
All students will be mailed a $25.00 gift card after completing the interview.
How long will the interview take?
The interview will take approximately 30-45 minutes.
Why should students participate?
We are testing new questions that will be added to the next administration of the survey. Your child’s input on
how the new questions are working will help improve the study and the data we collect. By participating in this
study, your child can help make sure that the SCS collects the most complete and accurate data possible.
How is my child’s privacy protected?
Student’s participation is voluntary, and their responses may be used only for statistical purposes and may not
be disclosed, or used, in identifiable form for any other purpose except as required by law (ESRA 2002, U.S.C.
20 § 9573). Student’s name will not be attached to the answers they provide.
What information will be shared with NCES?
Students’ name will not be associated with any of the responses they give to the survey questions, and AIR will
not provide the names of any participants to NCES. NCES will receive information about this study in a form
that will not lead to the identification of any participants.
Interested in participating?
If interested, please fill out this online form. If you have any questions, call Sidney Wilkinson-Flicker at (202)
403-385 or e-mail [email protected].

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

39

SCS 2021 Bullying Cognitive Testing Plan

Appendix C. Consent Forms

MAKING RESEARCH RELEVANT

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

SCS:2021 Cognitive Testing Plan

School Crime Supplement to the National Crime Victimization Survey
Student Consent to Participate in Research
[for students 18-year-old or older]

Purpose. The School Crime Supplement to the National Crime Victimization Survey (SCS/NCVS) is
conducted by the National Center for Education Statistics (NCES) of the U.S. Department of Education. NCES
is authorized to conduct this study by the Education Sciences Reform Act of 2002 (ESRA 2002, U.S.C. 20
§9543). The American Institutes for Research (AIR) is under contract with NCES to test the questionnaire. The
purpose of this study is to evaluate the SCS/NCVS questionnaire items.
Procedures. If you agree to participate, the AIR will ask you to complete select questionnaire items from the
SCS/NCVS. AIR also will ask a series of debriefing questions that will help us revise the current questionnaire.
The interview should take approximately 30 to 45 minutes.
Confidentiality. Your participation is voluntary and your responses may be used only for research purposes, to
help improve the questionnaires, and may not be disclosed, or used, in identifiable form for any other purpose
except as required by law (ESRA 2002, U.S.C. 20 §9573). Your name will not be attached to the answers you
provide.
Possible Risks and Discomforts. We do not anticipate any risks or discomforts for respondents. However,
should you feel uncomfortable with any question asked you may skip the question or stop the interview at any
time.
Voluntary Participation. Your participation is completely voluntary. A decision to not participate will not be
held against you. If you agree to participate, you will receive a $25 gift card as a thank you for your time and
input in the study.
Further Questions. If you have questions, please contact Jana Kemp, American Institutes for Research, at 202403-6566. If you would like to contact NCES directly, please contact Deanne Swan at [email protected].
With your permission, we would like to record this interview. The interview will be recorded to make sure we
don’t miss anything that you say and to help us write a report summarizing the results of the interviews. Direct
quotes may be used in reports or in research presentations, but your name will never be used in any reports or
presentations. If you do not wish to be recorded, you may still participate in the interview and will still receive
$25 for your participation.
I have read and understand the statements above. I consent to participate in this study.
___________________________________
Participant's signature
___________________________________
Participant's printed name
________________________________
Researcher's signature

___________________________
Date

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

41

SCS:2021 Cognitive Testing Plan

School Crime Supplement to the National Crime Victimization Survey Parental Consent
to Participate in Research
Purpose. The School Crime Supplement to the National Crime Victimization Survey (SCS/NCVS) is
conducted by the National Center for Education Statistics (NCES) of the U.S. Department of Education. NCES
is authorized to conduct this study by the Education Sciences Reform Act of 2002 (ESRA 2002, U.S.C. 20
§9543). The American Institutes for Research (AIR) is under contract with NCES to test the questionnaire. The
purpose of this study is to evaluate the SCS/NCVS questionnaire items.
Procedures. If you agree to allow your child to participate, AIR will ask your child to complete select
questionnaire items from the SCS/NCVS. AIR will also ask a series of debriefing questions that will help us
revise the current questionnaire. The interview should take approximately 30 to 45 60 minutes.
Confidentiality. Your child’s participation is voluntary and your child’s responses may be used only for
research purposes, to help improve the questionnaires, and may not be disclosed, or used, in identifiable form
for any other purpose except as required by law (ESRA 2002, U.S.C. 20 §9573). Your child’s name will not be
attached to the answers they provide.
Possible Risks and Discomforts. We do not anticipate any risks or discomforts for respondents. However,
should your child feel uncomfortable with any question asked, your child may skip the question or stop the
interview at any time.
Voluntary Participation. Your child’s participation is completely voluntary. A decision to not participate will
not be held against your child. If you agree to allow your child to participate, your child will receive a $25 gift
card as a thank you for their time and input in the study.
Further Questions. If you have questions, please contact Jana Kemp, American Institutes for Research, at 202403-6566. If you would like to contact NCES directly, please contact Deanne Swan at [email protected].
With your permission, we would like to record this interview. The interview will be recorded to make sure we
don’t miss anything that your child says and to help us write a report summarizing the results of the interviews.
Direct quotes may be used in reports or in research presentations, but your child’s name will never be used in
any reports or presentations. If you do not wish to allow your child to be recorded, your child may still
participate in the interview and will still receive $25 for their participation.
By signing below, you agree that your child, _______________________________, may participate in this
study. Your signature below will indicate that your questions have been answered satisfactorily, and that you
have read and understood the information provided above.
___________________________________
Parent’s signature
___________________________________
Parent’s printed name
________________________________
Researcher's signature

___________________________
Date

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

42

SCS 2021 Bullying Cognitive Testing Plan

SCS:2021 Cognitive
Testing Report
JUNE 2020
Sidney Wilkinson-Flicker | Jana Kemp

MAKING RESEARCH RELEVANT
MAKING RESEARCH RELEVANT

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

SCS:2021 Cognitive Testing Report

Contents
Introduction ................................................................................................................................. 3
Data Collection ........................................................................................................................... 4
Recruitment ............................................................................................................................. 4
Cognitive Interviews ............................................................................................................... 5
Key Findings and Recommendations ......................................................................................... 6
Conclusions ............................................................................................................................... 19
Appendix A. Recruitment Materials and Screener Questionnaire ............................................ 20
Appendix B. Interview Protocol ............................................................................................... 36
SCS Cognitive Interview Protocol ........................................................................................ 37
Survey Questions PDF .......................................................................................................... 51

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

2

SCS:2021 Cognitive Testing Report

Introduction
The American Institutes for Research (AIR) was contracted by the National Center for Education
Statistics (NCES) to conduct cognitive testing of the School Crime Supplement (SCS) to the National
Crime Victimization Survey (NCVS) in Spring 2020.
The SCS was first collected in 1989. It was collected again in 1995 and 1999, and has been collected
every two years since 1999. The SCS collects data on school-related topics, including alcohol and
drug availability, fighting, bullying and hate related behaviors, and fear and avoidance behaviors
from students age 12 to 18 in U.S. public and private elementary, middle, and high schools.
The SCS is one of the primary federal surveys that collects data on bullying from the student
perspective. Items about bullying in the SCS align with the bullying definition set by the Centers
for Disease Control and Prevention (CDC), which includes repetition and a power differential as
components. Research has shown that including a term like “bullying,” which has a variety of
colloquial meanings, in the item wording has the potential to influence measurement error. After
fielding the 2017 SCS, the sponsors agreed to explore the possibility of removing the terms
“bullying” and “bullied” from the supplement, and instead use a set of behavior-specific items
that measures the different components included in the bullying definition. Using the 2017
questions as a starting point, experts in CSM worked with the survey sponsors to revise the
bullying sections to remove the term and conducted cognitive testing to assess the performance
of the revised items in late 2017/early 2018. Overall, the findings from this study indicated that
removing “bullying” from the items performed well. Results from the pretesting indicated that
items worked well to accurately categorize students as victims or non-victims, even when their
self-identification did not match their bullying status. Two versions of the bullying items – one
set using 2017 SCS items (V1) and one set without the “bullying/bullied” terms (V2) – were
fielded in a split sample during the 2019 administration of SCS. Analysis of the results indicated
that there were no significant differences between V1 and V2 in the overall bullying estimates.
Given these results, the sponsors decided to retain the 2017 SCS items (V1)—with the
“bullying/bullied” terms—for future administrations, but also wanted to explore incorporating
some of the language used in the V2 questions.
Consultation between the sponsors and Census resulted in the set of items that were tested by
AIR in May and June 2020. Nine cognitive interviews were conducted with students ages 12–18
to evaluate the revised wording of bullying items in the SCS. Objectives of the cognitive
interviews were to understand the 1) extent to which the items are understood by respondents
and how their answers might be interpreted, and 2) validity of the items. The testing aimed to
identify any areas of ambiguity or confusion on the part of respondents and suggest revisions to
problematic items.

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

3

SCS:2021 Cognitive Testing Report

Data Collection
Recruitment
AIR sought to recruit a diverse group of students based on school level, sex, race/ethnicity, and
socioeconomic status. In addition to demographic and school characteristics, students were
recruited who had experienced bullying at school as well as students who had not.
Given the small number of interviews and the short timeline for testing, cognitive interview
participants were recruited through professional and personal networks of AIR staff. Recruitment
efforts consisted of direct outreach to AIR colleagues through emails and posts on internal
message boards as well as posts to study staff members’ Facebook and LinkedIn pages and their
neighborhood listservs. Language was included in these outreach efforts to encourage others to
share the study information with members of their own personal and professional networks who
may be eligible to participate.
Interested parents or students were directed to fill in an online screener survey. This screener
collected information about the students’ demographics, as well as information about whether
the student, or parent believed the student, was bullied, and if so, when the most recent
experience they considered to be bullying occurred (see Appendix A for the screener
questionnaire). This information was used to determine if the student was eligible to participate
in the study. AIR staff followed up with eligible students or their parents via phone and email to
schedule an interview session.
In following with the prior cognitive testing study conducted by CSM, initial recruitment
materials did not place an emphasis on the word “bullying” and instead listed experiences with
bullying among a larger set of eligibility criteria (such as participation in a school club or school
sports) so that it did not appear that the only criteria of interest was related to personal
experiences with bullying. However, after a week of recruitment, the majority of students or
parents who had responded to the screener indicated that the student had not experienced
bullying during this school year. Given that the focus of the cognitive interviews was to test the
revised items in the bullying section of the SCS, minor revisions were made to the recruitment
text to place more emphasis on the eligibility criteria of having experienced bullying (see
Appendix A). After the revised text was disseminated, the number of responses to the screener
for students that had experienced bullying increased.
Since initial recruitment of students who experienced bullying was slower than expected, AIR
extended the recruitment window in order to allow outreach efforts to reach more students and to
be able to achieve the target of nine interviews.

Respondent Characteristics
AIR staff recruited and conducted interviews with nine students between May 19 and June 15.
Respondents included five students in middle school and four students in high school and
spanned the age range of 12 to 17. Four male students and five female students were interviewed.
By race/ethnicity: five students identified as White, one student identified as Blank, one student
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

4

SCS:2021 Cognitive Testing Report
identified as Hispanic, and two students identified as Two or more races (included in “Other” in
Table 1). The socioeconomic status of respondents skewed towards higher incomes with four
respondents indicating a total family income of $50,000–$100,000 and five respondents
indicating their total family income exceeded $100,000; this may be a result of the personal and
professional networks from which participants were recruited. See Table 1 for a more detailed
breakdown of respondent characteristics.
Table 1. Targeted and actual number of respondents, by selected characteristics
Targeted number of
respondents

Actual number of
respondents

9

9

Public (including charter)

4-5

8

Private

4-5

1

Middle school (6th to 8th grade)

4-5

5

High school (9th to 12th grade)

4-5

4

Male

4-5

4

Female

4-5

5

White, non-Hispanic

2-3

5

Black, non-Hispanic

2-3

1

Hispanic

2-3

1

Other, non-Hispanic1

2-3

2

Less than $25,000

2-3

0

$25,000–$50,000

2-3

0

$50,000–$100,000

2-3

4

More than $100,000

2-3

5

Characteristics
Total
School characteristics
Control

Grade level

Student characteristics
Gender

Race/ethnicity

Household’s annual income

1Includes

Asian, American Indian or Alaska Native, Native Hawaiian or other Pacific Islander, and Two or more races.
SOURCE: SCS:21 cognitive interviews screener questionnaire, Spring 2020.

Cognitive Interviews
The nine cognitive interviews were conducted remotely via video conference (using the web
conferencing platform GoToMeeting) by two AIR staff members. Interviewers had prior
experience conducting cognitive interviews and were trained on the SCS protocol prior to the
interviews. Since all nine respondents were under the age of 18, parents provided consent for
their children to participate in the interviews. Respondents answered up to 22 items (depending
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

5

SCS:2021 Cognitive Testing Report
on skip patterns) from the SCS questionnaire and 5 debriefing questions. Students who
completed an interview were sent a $25 gift card as a thank you for their time and effort.
The protocol used in this study focused on the respondents’ reactions to the questions about
bullying (see Appendix B). In order to mimic what occurs in the field, the interviewer read the
survey items and, when indicated, answer options to the respondent. Simultaneously, the
interviewer observed the respondent as they answer the survey items, noting any questions or
problems that the respondent has with items. After completing the selected SCS items,
interviewers ask respondents a set of pre-determined probing questions about selected items and
probed on any questions or problems the respondent had when answering the survey items.
During the interview session, the interviewer took notes summarizing the responses.
In order to ease the respondent into the interview and get them familiar with the style of the
survey, the first seven items (Q1 to Q7) were basic questions about the student (ex. gender, age,
location) and their school (ex. name, lowest and highest grade). The student was then asked
additional items on security measures at their school (Q8) and on their personal involvement in
any physical fights at school (Q9 and Q10), before transitioning to items in the bullying section.
The items about experiences with bullying begin with Q11 which asks the student if they had
experienced a situation when students at school made them “feel bad or were hurtful” to them,
i.e., were they bullied. Q11 includes eight different ways that the student may have experienced
bullying, ranging from cyberbullying to destruction of property. If a student answered “yes” to
any of these items, they proceeded with Q12 through Q22, which ask for additional information
about their experiences with bullying. However, if a student answered “no” to all answer options
in Q11, they skipped the rest of the bullying items and proceeded to the five debriefing questions
before the interview was concluded.
Of the nine students who participated in a cognitive interview, four indicated in Q11 that they
had been bullied in at least one way and responded to the rest of the bullying items in the
questionnaire. The remaining five respondents answered “no” to all answer options in Q11. Of
these, two had selected “no” to the bullying item on the screener questionnaire. However, three
of these respondents (or their parents) answered “yes” to experiencing bullying on the screener
but the student then answered “no” to all the bullying experiences listed in Q11 during the
interview.

Key Findings and Recommendations
AIR researchers reviewed the notes from the nine cognitive interviews to identify themes and
patterns across the responses. Key findings include insights into respondents’ understanding of
what constitutes bullying and areas of potential confusion in the questionnaire items. However,
caution should be taken in interpreting the results, as these may not necessarily be generalizable
to the national population of students due to the small number of students interviewed and that
less than half responded to all the items in the bullying section.
Results related to each survey items are presented below and include three sections of
information:
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

6

SCS:2021 Cognitive Testing Report
-

Summary of responses: Breakdown of how respondents answered the item.
Key findings: Description of results from respondents’ think-aloud or responses to
probes. Includes difficulties or concerns that respondents had while answering the item.
Recommendations: Revisions to be considered based on respondent feedback.
o Recommendations have been categorized as low or high difficulty based on ease
of implementation. Low difficulty refers to changes that can be implemented
without additional testing and high difficulty refers to those that may require
additional testing. These categorizations are included in parentheses at the end of
each recommendation.

As described above, the first 10 items of the questionnaire were mainly in place to introduce the
respondents to the structure of the interview and the think-aloud process. None of the
respondents had any difficulty or problems with these items. As a result, the overview of key
findings begins with Q11, the item that asks the respondent about their experiences with bullying
and serves as a gate item to the other items in the bullying section. Responses from the five
debriefing questions have been incorporated as appropriate within discussions for individual
survey items.
Q11. Now I have some questions about what students do at school that make you feel bad or
are hurtful to you. These could occur in person or using technologies, such as a phone, the
Internet, or social media. We often refer to this as being bullied. During this school year,
has any student from your school bullied you?
That is, has another student…
a. Made fun of you, called you names, or insulted you, in a hurtful
way?
b. Spread rumors about you or tried to make others dislike you?
c. Purposely shared your private information, photos, or videos in a
hurtful way?
d. Threatened you with harm?
e. Pushed you, shoved you, tripped you, or spit on you?
f. Tried to make you do things you did not want to do, for example,
give them money or other things?
g. Excluded you from activities, social media, or other
communications to hurt you?
h. Destroyed your property on purpose?

Yes

No

☐
☐

☐
☐

☐
☐
☐

☐
☐
☐

☐

☐

☐

☐

☐

☐

Summary of responses for Q11:
Of the 9 respondents who answered this item, 5 respondents answered “no” to all answer
categories and:
- 3 respondents answered “yes” to A
- 4 respondents answered “yes” to B
- 0 respondents answered “yes” to C
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

7

SCS:2021 Cognitive Testing Report
-

1 respondent answered “yes” to D
1 respondent answered “yes” to E
0 respondents answered “yes” to F
1 respondent answered “yes” to G
1 respondent answered “yes” to H

Key findings for Q11:
Responses to this item and following survey items, as well as in the debriefing questions,
indicated that the respondents had difficulty identifying if they had experienced bullying. As
previously noted, three respondents (or their parents) indicated they had been bullied on the
screener but then answered “no” to all the bullying experiences in Q11.
Interviewers probed these students about whether any of the things listed in Q11 had happened to
them, but they did not think it would count for this item. Students were also asked if they had
experiences that were not included on the list in Q11. Multiple respondents indicated some of
these things had happened to them, but dismissed those experiences as not qualifying as bullying.
For example, one respondent said, “No, not really. I think it’s just my friends goofing off, being
weird.” Another respondent noted that another student at her school had posted a derogatory
word on social media that she found hurtful but since it wasn’t directed at her, she didn’t
consider it bullying.
Interviewers asked respondents to define what it means to be bullied as a probe to Q11 and asked
whether it was easy to identify bullying as a debrief question. In both places, one respondent
said, “I don’t think I’ve been bullied but maybe I have and just haven’t realized. I don’t know.”
This sentiment of uncertainty was repeated by many of the respondents during the debriefing
questions. For example, one respondent noted that people categorize bullying differently and that
some people might categorize something as bullying where others may think it is just making
fun. Another respondent said, “For me personally, a lot of it is I don’t want to whine and cry and
go run and find someone take care of the problem for me. So, it’s just like, alright, I’m just going
to suck it up and deal with it. It’s not the end of the world.”
Additionally, a respondent who answered “yes” to an answer option in Q11 answered “none” to
Q12 (“During this school year, how many days were you bullied?”) because she did not consider
what the person did (spreading rumors/talking negatively about her) to be bullying. It should be
considered that the stem Q11 describes things that people do that are hurtful or make you feel
bad then defines that description as bullying while Q12 uses the term “bullied” without any
further description.
A probe in Q11 asked respondents to define bullying in their own words and a debriefing
question asked them to distinguish between someone being mean and bullying. In their
responses, many identified elements of bullying such as needing to be intentional, repeated
actions with physical and/or mental detriment. For example, in response to the Q11 probe, one
respondent said, “When someone repeatedly does something hurtful and will continue being
hurtful even after you asked them to stop.” In the debriefing questions, one respondent said,
“Someone being mean is when someone says something hurtful once or twice, like during an
argument. Bullying is when someone does something hurtful repetitively.”
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

8

SCS:2021 Cognitive Testing Report

Recommendations for Q11:
Given the difficulty that respondents had in identifying their personal experiences with bullying,
NCES may want to consider continuing to move away from the use of the term “bullying” either
entirely or in the stem of the items that follow the Q11 gate item – similar to the approach taken
with items in SCS:2019 V2.
• Option 1: Revert back to V2 from SCS:2019 which does not use the term bullying in
Q11 or throughout the bullying section. (LOW)
• Option 2: Add an instruction after Q11 that reminds the respondent to refer to their
answers in Q11 for the remaining portion of the bullying section. This approach was used
in the SCS:19 V2: “When I asked you that last series of questions, you said yes to [1/x]
of those items. Please think about [that one thing/those things] you just told me about
while answering the next few questions.” Then, as done in SCS:2019 V2, refer to “your
[experience/experiences]” or “[that/those experience/experiences]” or “[that/those
things]” in the item stems rather than “bullied” or “bullying.” (LOW)
• Option 3: Replace references to “bullying” in item stems with the specific behavior(s)
the respondent indicated they had experienced in Q11. This method is already in use in
Q17. For example, Q12 would be re-written to be as, “During this school year, how many
days did you experience {behavior1}, {behavior2}, {behaviorx}?” (HIGH)
Q12. During this school year, how many days were you bullied? [Read bolded answer
categories]
☐ One day
☐ Two days [GO TO Q14]
☐ Three to ten days [GO TO Q14]
☐ More than ten days [GO TO Q14]
Summary of responses for Q12:
Of the 4 respondents that answered this item:
- 0 respondents answered “One day”
- 1 respondent answered “Two days”
- 1 respondent answered “Three to ten days”
- 1 respondent answered “More than ten days”
- 1 respondent answered “None” (which is not an answer category; see details above)
Q13. In that one day, how many times would you say other students did those things that made
you feel bad or were hurtful to you? [Read bolded answer categories]
☐ Once
☐ Two to ten times
☐ Eleven to fifty times
☐ More than fifty times
☐ Too many times to count
☐ Don’t know
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

9

SCS:2021 Cognitive Testing Report
Summary of responses for Q13:
Of the 3 respondents 1 that answered this item:
- 1 respondent answered “Once”
- 1 respondent answered “Two to ten times”
- 0 respondents answered “Eleven to fifty times”
- 0 respondents answered “More than fifty times”
- 0 respondents answered “Too many times to count”
- 1 respondent answered “Don’t know”
Key findings for Q12 and Q13:
Q12 and Q13 require students to recall the number of days or times they were bullied, and for
both questions interviewers probed the respondents about how they came up with their answers.
In a response to the probe for Q12, one respondent noted that she did not keep track, so she had
to estimate and had to think about what she remembered and go from there. Another respondent
noted that he will usually think about being bullied and then forget it. The respondent could
recall three or four incidents but could not recall if there were more.
In response to the probe on Q13, a respondent noted that he does not remember how many times
in a day the bullying occurred, just that he was bullied.
In the debriefing questions, all respondents said that the interview was generally easy to answer
with a few respondents noting that they experienced some difficulty due to the content; two of
those specifically noted difficulty with recall. For example, one respondent said it was in the
“middle” of the difficulty range because while the questions may not have always been difficult,
it required you to recall a lot of incidents and details.
Recommendations for Q12 and Q13:
No recommendations.
Q14. Did you think the bullying would happen again?
☐ Yes
☐ No
Summary of responses for Q14:
Of the 4 respondents who answered this item:
- 2 respondents answered “yes”
- 2 respondents answered “no”
Key findings for Q14:
Respondents did not experience any significant difficulties with this item. Of the two
respondents that answered “yes” to thinking that the bullying they experienced was likely to
occur again, one said it probably would, but she could not be sure because it is dependent on how
the other student feels since the respondent does nothing to provoke the bullying. One
These three respondents received this item due to interviewer error; they should have skipped Q13 based on their
response to Q12.

1

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

10

SCS:2021 Cognitive Testing Report
respondent said she has gone to school with the bully for a long time and knows the other student
does not give up until someone “literally puts an end to it.”
Respondents were also asked about the type of bullying they were thinking of when answering
this question. Respondents all noted the types of bullying that they had indicated in Q11.
Recommendations for Q14:
No recommendations.
Q15. Thinking about the [time/times] you were bullied this school year, did more than one
person do [this/these things] to you?
☐ Yes
☐ No [GO TO Q17]
Summary of responses for Q15:
Of the 4 respondents who answered this item:
- 2 respondents answered “yes”
- 2 respondents answered “no”
Key findings for Q15:
Respondents did not have any significant difficulties with this item. The respondents who
answered “yes” were asked how many students were involved in the bullying and what type of
incident they were thinking of. Both respondents referenced the same behaviors from their
answers to Q11; one respondent was able to state that three students in particular bullied them,
while the other student said they would likely not be able to count how many people engaged in
rumor spreading because usually a lot of people are involved, but that name calling is usually
done by one person, maybe 2.
Recommendations for Q15:
No recommendations.
Q16. Did these people act alone, together as a team, or both?
☐ Alone
☐ Together
☐ Both
☐ Don’t know
Summary of responses for Q16:
Of the 3 respondents 2 that answered this item:
- 2 respondents answered “Alone”
- 1 respondent answered “Together”
- 0 respondents answered “Both”
- 0 respondents answered “Don’t know”
One respondent received this item due to interviewer error; they should have skipped Q16 based on their response
to Q15.

2

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

11

SCS:2021 Cognitive Testing Report

Key findings for Q15 and Q16:
Q15 asks respondents if more than one person did this/these things to them; if a respondent says
“yes”, Q16 follows up to ask if it was coordinated.
One respondent indicated in Q15 that only one person spread rumors about her; however, during
a think-aloud to a later item, this respondent indicated that the person she considered to be
spreading the rumors would tell multiple people something negative about her and that those
people would spread the comments to others. The fact that the respondent only answered “one”
to Q15 indicates that she did not believe the other people spreading the rumors were bullying
her, only the person who initiated the rumors.
Of the two respondents who indicated multiple people were involved in bullying them, one
indicated that these people worked alone while one indicated that they worked together.
However, while sharing additional information in the think-aloud or probing, both respondents
noted instances where these people had worked together as well as alone. For example, one
respondent said, “it depends, but they usually act alone.” When probed on what he meant by
“depends,” the respondent said whether or not they act together or alone usually depended on the
type of bullying and the situation. The other respondent said, “usually they act together,” but
noted that some of those people will act alone if the others in the group are not there.
Recommendations for Q15 and Q16:
Because Q15 and Q16 ask the respondent to answer based on all the things they experienced
(i.e., all the types of bullying they said “yes” to in Q11), students may have trouble selecting one
answer that fits all these experiences. Respondents may focus on only one type of bullying that
occurred and answer based on that, or they may have difficulty in selecting an answer if that
answer varies depending on the type of bullying. For example, they may experience regular
name calling from a group of students, but also have had one student destroy their property. In
this example, the student may be inclined to respond based on what they experienced most often.
Neither of the respondents who were bullied by multiple people answered “both” to Q16 but did
indicate that both occurred while sharing more details on their experiences. The respondents
seemed to answer based on what “usually” occurred rather than all instances. Therefore, NCES
may want to consider making adjustments to the question wording to ensure it is gathering the
intended information.
• Option 1: As suggested under the recommendations for Q11, repeat instructions that remind
the respondent to refer to their answers in Q11 for the remaining portion of the bullying
section and then referring to “your [experience/experiences]” or “[that/those
experience/experiences]” or “[that/those things]” in the question stems rather than “bullied”
or “bullying” may also help respondents recall all their experiences when answering items
Q15 and Q16. (LOW)
• Option 2: Move Q15 and Q16 to directly follow Q11, as they were ordered in SCS:2019 V2.
By directly following the item asking about all the types of bullying experienced,
respondents may be more likely to consider all instances of these things in responding to the
items on the number of students involved and whether they were acting alone, together, or
both. (LOW)
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

12

SCS:2021 Cognitive Testing Report
•

•

Option 3: Specify in Q16 that students should consider all instances of these things
happening, not just typical instances. A revised stem could read: Did these people act alone,
together as a team, or both? When answering this question, think about how [that
person/these people] acted for all the times [this/these things] occurred rather than how
[that person/these people] acted most often. (HIGH)
Option 4: Another approach would be to ask this question for each specific behavior(s) the
respondent indicated they had experienced in Q11. (HIGH)
Q17. Now I have some additional questions about the time [another student/other students]
{behavior1}, {behavior2}, and {behaviorx…}. Thinking about the [person/people] who
did [this/these things] to you this school year,
a. [Was this person/Were any of these people/Was anyone in the
group] physically bigger or stronger than you?
b. [Was this person/Were any of these people/Was anyone in the
group] more popular than you?
c. [Did this person/Did any of these people/Did anyone in the
group] have more money than you?
d. [Did this person/Did any of these people/Did anyone in the
group] have the ability to influence what other students think of
you?
e. [Did this person/Did any of these people/Did anyone in the
group] have more power than you in another way?

Yes

No

☐

☐

☐

☐

☐

☐

☐

☐

☐

☐

Summary of responses for Q17:
Of the 4 respondents that answered this item:
- 1 respondent answered “yes” to A
- 2 respondents answered “yes” to B
- 1 respondent answered “yes” to C
- 4 respondents answered “yes” to D
- 0 respondent answered “yes” to E
Key findings for Q17:
Two respondents expressed uncertainty about whether the other student(s) had more money than
they do while answering the question (Q17c). During one respondent’s think-aloud, she said her
family and this person’s family likely have the same amount of money, but she was not sure if
she individually has more money than this person.
Additionally, while answering the question, three respondents expressed confusion about Q17e,
which asked about “more power than you in another way.” None of the respondents were sure
what this question was referring to. One respondent thought it may be referring to age but that
they did not equate age with power while another respondent said the first thing that came to her
mind was physical power but since physical strength/power was already mentioned, she said she
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

13

SCS:2021 Cognitive Testing Report
interpreted it as mental power. When the third respondent was asked what she thought it meant,
she said nothing came to mind. None of these respondents selected “yes” to this answer option.
For the respondents who had noted earlier that more than one student was responsible for
bullying them (Q15), one respondent noted that he was thinking about the ringleader in particular
when answering Q17c because the others in the group are not as well off. The other respondent
noted that they were still thinking of the same group of students.
Recommendations for Q17:
Recommendations for Q17c:
Option 1: NCES may want to consider adding language to Q17c to specify that this item is
asking about family wealth rather than individual wealth; if that is what the question intends to
capture. Given that these respondents are ages 12–18, differences in family wealth are likely
more relevant in the context of this question. (LOW)
Option 2: If the question on money was designed to capture both family and individual wealth
or to be open to the respondent’s interpretation, no change is recommended.
Recommendations for Q17e
Since several respondents indicated difficult with the phrase “more power than you in another
way”, NCES may want to consider replacing the term “power” with “advantage” in Q17e. While
the term “power” may have been chosen to refer to “power dynamics”—which is a critical
portion of the concept of bullying—this wording choice may not be as clear to students ages 12–
18. A term like “advantage” may be more accessible to the respondents. The revised Q17e could
read:
e. [Did this person/Did any of these people/Did anyone in the group] have an advantage
over you in another way? (HIGH)
Q18. What was your relationship to the student when they bullied you? Were they…
Yes
No
a. Your brother or sister?
☐
☐
b. Your boyfriend or girlfriend at the time?
☐
☐
c. Your ex-boyfriend or ex-girlfriend at the time?
☐
☐
d. Another student from school?
☐
☐
Summary of responses for Q18:
Of the 4 respondents who answered this item:
- 0 respondents answered “yes” to A
- 0 respondents answered “yes” to B
- 0 respondents answered “yes” to C
- 4 respondents answered “yes” to D
Key findings for Q18:

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

14

SCS:2021 Cognitive Testing Report
Respondents did not experience any difficulties with this item. One respondent noted during the
think-aloud that the student who bullies her is another student from school as well as her nextdoor neighbor.
Recommendations for Q18:
No recommendations.
Q19. Still thinking about all of the times that you were bullied, where did the bullying occur?
Did it occur… [Read bolded answer categories; Mark all that apply]
☐ In a classroom at school?
☐ In a hallway or stairwell at school?
☐ In a bathroom or locker room at school?
☐ In a cafeteria or lunch room at school?
☐ Somewhere else inside the school building? – Where was the other place where
bullying occurred? __________________________
☐ Outside on school grounds?
☐ On the way to or from school such as on a school bus or at a bus stop?
☐ Online or by text?
Summary of responses for Q19:
Of the 4 respondents that answered this item:
- 1 respondent answered “In a classroom at school”
- 3 respondents answered “In a hallway or stairwell at school”
- 1 respondent answered “In a bathroom or locker room at school”
- 4 respondents answered “In a cafeteria or lunch room at school”
- 1 respondent answered “Somewhere else inside the school building”
o Respondent specified at gym and recess.
- 3 respondents answered ‘Outside on school grounds”
- 2 respondents answered “On the way to or from school such as on a school bus or at a
bus stop”
- 2 respondents answered “Online or by text”
Key findings for Q19:
Respondents were probed on whether this list of locations was comprehensive. Two respondents
said yes, while two respondents disagreed. One respondent who disagreed did not elaborate
while the other respondent noted that the list does not include places outside of school – such as
at a restaurant or store. Additionally, during think-aloud, another respondent noted that bullying
“online or by text” occurs outside of school but not in person.
Recommendations:
Earlier in the questionnaire, interviewers instruct students to answer the following items about
things that happen at school and they provide a definition of at school to the respondent. The gate
item to the bullying section (Q11) also includes the phrase “what students do at school” within
the item stem. However, “at school” is not repeated in item stems elsewhere in the bullying
section. It is likely that by Q19 some respondents may have forgotten that, or may be unsure if,
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

15

SCS:2021 Cognitive Testing Report
their responses should refer only to bullying incidents that occur at school. Further, students
interact both in person and over social media outside of school, so bullying activities often span
both areas. It may be difficult for a student to separate out only experiences at school when
answering the bullying item, in particular for those incidents that occur “online or by text.”.
Option 1: If NCES wishes to continue to collect data on only bullying experiences that happen
at school, consider adding in additional references to “at school” throughout the bullying section,
and specifically in Q19 which asks about locations of bullying. Without this context, respondents
may feel like this list does not capture their experiences with bullying for incidents that occurred
outside of school, and it may be easy for a respondent to select “online or by text” even if
bullying through this medium did not occur at school. (LOW)
Option 2: Consider placing “Online or by text” as a separate yes/no item after Q19. While the
other answer options reflect physical locations, this answer option is different in that it reflects a
medium through which bullying can occur across various physical locations.
Option 2a: It may be helpful to separate out “online or by text” and include it as a followup to the item asking about physical locations. In this scenario, respondents would first be
asked to indicate a physical location, and then be asked if any of the bullying experiences
occurred online or by text from those school locations. (HIGH)
Option 2b: If “Online or by text” is intended to capture these incidents regardless of
whether they occur while students are at school or not, then it may add clarity to separate
this from the other items that all refer to physical school locations. It may be difficult for
students to ascertain where the online bullying is occurring since it could occur
anywhere. (HIGH)
Option 3: NCES may want to consider expanding the scope of the bullying section overall to
include experiences both at school and away from school, if another student from the school is
doing these things. This may better reflect and capture the experiences of students, especially
with the growing use of social media among students in this age group. If this approach is taken,
adjust instructions provided to students and consider adding a “Somewhere else outside of
school” answer option to Q19. (HIGH)
Q20. Did you tell a teacher or some other adult at school about being bullied?
☐ Yes
☐ No
Summary of responses for Q20:
Of the 4 respondents who answered this item:
- 3 respondents answered “yes”
- 1 respondents answered “no”
Key findings for Q20:
Respondents did not experience any difficulties with this item. All respondents noted that they
would tell either a teacher, lunch aide, or principal. One respondent noted that other students
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

16

SCS:2021 Cognitive Testing Report
would deny these incidents had happened and that whether or not disciplinary actions were taken
against the other students would vary. The respondent who answered “no” noted that while they
did not report bullying to a teacher or other adult this year, they did report bullying to the
principal last year because someone was bullying him as well as his friends.
Recommendations for Q20:
No recommendations.
Q21. This school year, how much has bullying had a NEGATIVE effect on: [Read bolded
answer categories]
Not at all
a. YOUR schoolwork
b. YOUR relationship with friends
or family
c. How you feel about
YOURSELF
d. YOUR physical health, for
example: caused injuries, gave
you headaches or stomach
aches

☐
☐

Not very
much
☐
☐

Somewhat

A lot

☐

☐

☐

☐

☐

☐

☐

☐

☐

☐

☐

☐

Summary of responses for Q21:
Of the 4 respondents who answered this item:
- For A:
o 4 respondents answered “not at all”
- For B:
o 1 respondent answered “a lot”
o 1 respondent answered “somewhat”
o 2 respondents answered “not at all”
- For C:
o 2 respondents answered “somewhat”
o 2 respondents answered “not at all”
- For D:
o 1 respondent answered “somewhat”
o 3 respondents answered “not at all”
Key findings for Q21:
Respondents did not have any significant difficulties with this item.
All respondents were asked what the phrase “had a negative effect on” meant to them and
respondents noted that this could mean grades dropping, decreased self-worth, and bad feelings.
One respondent noted that “had a negative effect on” means the person is not doing as well and
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

17

SCS:2021 Cognitive Testing Report
gave the example that a person may be getting grades in the 80s or 90s when they are not being
bullied, but may be getting grades in the 70s or lower if they are getting bullied.
Respondents were also asked what “your physical health” means in their own words and
respondents noted the impact that bullying has on physical health includes hurting oneself, being
less healthy, stomach aches, and headaches.
Recommendations for Q21:
No recommendations.
Q22. When you were bullied in school this year, did you ever think it was related to…
Yes
a. YOUR race?
☐
b. YOUR religion?
☐
c. Your ethnic background or national origin – for example, people of
☐
Hispanic origin?
d. Any disability you may have – such as physical, mental, or
☐
developmental disabilities?
e. YOUR gender?
☐
f. YOUR sexual orientation, by this we mean gay, lesbian, bisexual,
☐
or straight?
g. YOUR physical appearance?
☐

No
☐
☐
☐
☐
☐
☐
☐

Summary of responses for Q22:
Of the 4 respondents who answered this item:
- 0 respondents answered “yes” to A
- 0 respondents answered “yes” to B
- 0 respondents answered “yes” to C
- 0 respondents answered “yes” to D
- 0 respondents answered “yes” to E
- 1 respondent answered “yes” to F
- 1 respondent answered “yes” to G
Key findings for Q22:
Respondents did not experience any difficulties with this item. During think-aloud, the
respondent who answered “yes” to Q22f (“YOUR sexual orientation…”) noted that sexual
orientation could have played a role but was not the leading cause. Another respondent noted that
he was not bullied for any of these reasons, but that he thought the students that were bullying
him also bullied another student because of his disabilities.
Recommendations for Q22:
No recommendations.

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

18

SCS:2021 Cognitive Testing Report

Conclusions
During the debriefing questions, respondents noted the importance of the research into bullying
and appreciated the opportunity to discuss their experiences. Overall, results from the cognitive
interviews indicated that respondents seemed to understand the items and the concepts they were
asked about. Respondents said that the interview was generally easy to answer with a few respondents
noting that there was a moderate level of difficulty in answering some items due to the personal
content and that they had to recall past experiences.
Based on the cognitive interviews and the respondents’ feedback, there are some areas where
revisions could be made to further improve the SCS bullying items. Generally, the areas where
respondents experienced difficulties were in categorizing their own experiences as bullying,
including all instances of bullying rather than only typical scenarios, and separating out bullying
that happened at school with that that which happened outside of school. Recommendations for
fixing problematic items include: using language other than “bullying;” adding or repeating
instructions to remind respondents which experiences to consider in their responses; and
clarifying the scope of bullying in school versus outside of school.
NCES should consider implementing changes to SCS:2021 where suggested revisions would not
need to be tested further – such as recommendations to use instructions or item language that has
previously been fielded, or very minor wording adjustments. Some recommendations are more
complex and NCES should consider conducting additional testing on these items before deciding
whether to implement revisions in future administrations.

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

19

SCS 2021 Bullying Cognitive Testing Plan

Appendix A. Recruitment Materials and Screener
Questionnaire

MAKING RESEARCH RELEVANT

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

SCS:2021 Cognitive Testing Report

Recruitment email to send to network
Subject: Know a student 12–18 years old? Help us recruit students to test survey items!
Good afternoon!
AIR is recruiting students age 12–18 who are enrolled in either middle or high school to answer questions about
their experiences in school (that is prior to any online or distance learning due to CoVID-19). Students can
attend either public or private schools.
Interviews will be conducted remotely (via GoToMeeting web conference software) and will be less than an
hour long. Students will be compensated with a $25 gift card for their time. The interviews are scheduled to
occur between May 11th and May 29th.
If a student you know is interested, they or their parent can fill out this online form. Students under age 18 must
have a parent’s permission to participate. Additional details on the study and contact information for our team is
listed below for any interested students. Please let us know if someone would like us to reach out to them
directly to provide more information or schedule an interview.
If you have any questions, please don’t hesitate to reach out to me ([email protected]), or the project
director, Jana Kemp ([email protected]). If you know someone who is eligible to participate, please encourage
them to fill out the online form or contact me at the email above or by phone at 202-403-6385.
Thank you for taking the time to consider this request.
Best,
Sidney
Attachment: Study FAQ document

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

21

SCS:2021 Cognitive Testing Report

Advertisement text for students
Students Needed for Testing a National Survey (INITIAL)

The National Center for Education Statistics and the American Institutes for Research are looking for students
ages 12-18 to help test question wording on a national survey about school-related topics. Interviews will be
less than one hour and will take place online through Go-To-Meeting, an easy-to-use web conferencing
software. Students under age 18 must have a parent’s permission to participate. We will provide a $25 gift
card to each student who participates in the study. We need students ages 12-18 who attend a public or
private middle or high school and meet any of the following criteria:
•
•
•

Participate in a school club
Participate in a school sport
Had an experience in school they consider to be bullying this school year

If your child is interested in participating, please fill out this online form. You can call (202) 403-6385 or email
[email protected] for further information.
Students Needed for Testing a National Survey (REVISED)

The National Center for Education Statistics and the American Institutes for Research are looking for public or
private school students ages 12-18 to help test question wording on a national survey about school-related
topics, including experiences with bullying (such as being made fun or called names, being threatened, having
your photos or videos shared without your permission, or being excluded from social activities or media).
Interviews will be less than one hour and will take place online through Go-To-Meeting, an easy-to-use web
conferencing software. Students under age 18 must have a parent’s permission to participate. Each student
who participates in the study will receive a $25 gift card.
If your child is interested in participating, please fill out this online form. You can contact Sidney WilkinsonFlicker at (202) 403-6385 between the hours of 9 am to 5 pm EDT or by email at [email protected] for
further information. Interviews can be scheduled through June 12. Additionally, this can be shared within your
own personal network.

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

22

SCS:2021 Cognitive Testing Report

Screening questionnaire for study

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

23

SCS:2021 Cognitive Testing Report

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

24

SCS:2021 Cognitive Testing Report

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

25

SCS:2021 Cognitive Testing Report

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

26

SCS:2021 Cognitive Testing Report

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

27

SCS:2021 Cognitive Testing Report

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

28

SCS:2021 Cognitive Testing Report

Screening phone script for study
RECRUITER INSTRUCTIONS: Full out the online form while completing the call.
Introduction
Hello, I'm _____________________ from the American Institutes for Research.
•

If outbound call: I’m calling about [an email you sent/a voicemail you left] about testing a survey for
students ages 12-18. Any student who participates will receive $25 to thank them for their time.

•

If inbound call: Thanks for calling us about the test of a survey for students.

Online form
1. What is your name?
2. Are you a parent or a student?
[If parent] I just need to get a little bit of background information to find out if your student is eligible to
participate.
[If student] I just need to get a little bit of background information to find out if you are eligible to
participate.
3. What is the best number to contact you at?
4. What is the best email address to contact you at?
5. How many children between the ages of 12 to 18 live in your household?
If no children within the age range: I'm sorry. Right now, we are only testing the survey with students
ages 12-18. Thank you for your time.
If more than one child: Let’s start with the oldest child first.
6. How old is that child? (Verify child is 12-18)

7. What is that child’s name?
8.

Is _____ male or female?

9.

What grade is _____ in?

10. Is _____ Hispanic?

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

29

SCS:2021 Cognitive Testing Report
11. Please choose one or more race/ethnicity that _____considers him/herself to be.
• White
• Black or African American
• Other (includes Asian, American Indian or Alaska Native, Native Hawaiian or other Pacific Islander) or
Two or more races)
12. Does _____ speak English fluently?
13. Does _____ attend public school, attend private school, or is [he/she] homeschooled?
14. Does ___ participate in a school club?
15. Does ___ participate in a school sport?
16. Has _____ ever had an experience they consider to be bullying by students from school?
17. . [If “Yes” to Q14] When did the most recent bullying incident occur? Your best guess is fine.
18. Does _____ have access to a computer, laptop, or tablet with internet access and a camera?
If more than one child: Now let’s talk about the [second/third/fourth] oldest child.
Fill out a new online screener form for each child.
17. In order to make sure that we recruit students from a variety of backgrounds, my last question is about your
household’s annual income. Is your household's annual income....
a. above $25,000?
1 [ ] Yes
2 [ ] No - skip to conclusion
b. Is it above $50,000?
1 [ ] Yes
2 [ ] No - skip to conclusion
c. Is it above $100,000?
1 [ ] Yes
2 [ ] No
Conclusion:
Thank you for answering these questions about your family. Over the next few days, we will be selecting the
students to test the survey. If your child is selected, we will be calling you to set up a time to test the survey.
Do you have any questions for me? IF NO QUESTIONS: Thank you for your time!

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

30

SCS:2021 Cognitive Testing Report

Eligible/scheduling email
Dear ,
Thank you for your interest in our study. We have determined that is eligible to
participate. Please let me know if available to participate in an
interview on [Insert day] at [Insert time and time zone]? If this day and/or time does not work, please provide
a day and/or time that will work between March 11th and 29th.
As a reminder the interview will take less than one hour and will take place through a web-conferencing
software. will receive a $25 gift card for as a thank you for participating in the
interview.
We have attached a consent form that will need to sign for to participate. We must receive this consent form before the interview occurs.
We look forward to hearing back regarding availability to participate in an
interview.
Sincerely,

American Institutes for Research
(202) 403-6566

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

31

SCS:2021 Cognitive Testing Report

Interview confirmation/outlook meeting invite/consent form
Dear ,
Thank you again for agreeing to participate in an interview about experiences
at school. I look forward to speaking with < RESPONDENT NAME/you> on at .
[If necessary]
Please review, sign, and return the attached consent form to me via email at will need to join the meeting by
clicking the link below; with the option to use computer audio or dial in using a phone:
https://global.gotomeeting.com/join/XXXXXXXXX
You can use computer audio or dial in using your phone.
United States: +1 (XXX) XXX-XXX
Access Code: XXX-XXX-XXX
New to GoToMeeting? Get the app now and be ready when your first
meeting starts: https://global.gotomeeting.com/install/XXXXXXXXX
< RESPONDENT NAME/You> will receive a $25 gift card as a thank-you for time and
participation. The gift card will be mailed to your address within two business days after the completed
interview.
Should a conflict arise with the above interview date and time, please let me know as soon as possible so that
we can reschedule the interview at your earliest convenience. I can be reached at (weekdays from 9 am to 5 pm EST) or via email at .
Thank you again for your help!

American Institutes for Research
(202) 403-6566

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

32

SCS:2021 Cognitive Testing Report

Reminder email (to be sent out AM the day before interview scheduled)
Dear ,
This is a reminder that been scheduled for a remote interview session
tomorrow for <1:30 p.m. to 2:30 p.m. EST>.
[If necessary]
We have not received your signed consent form. Please review, sign, and return the attached consent form to
me via email at . If you are unable to print/sign/scan or electronically sign the
form, please let me know as soon as possible. If we do not receive this form by 5 pm today, we will have to
reschedule your interview.
< RESPONDENT NAME/You> will need to join the meeting by clicking the link below; with the option to use
computer audio or dial in using a phone:
https://global.gotomeeting.com/join/XXXXXXXXX
You can use computer audio or dial in using your phone.
United States: +1 (XXX) XXX-XXX
Access Code: XXX-XXX-XXX
New to GoToMeeting? Get the app now and be ready when your first
meeting starts: https://global.gotomeeting.com/install/XXXXXXXXX
Please let us know if you have any questions.
Thank you,

American Institutes for Research
(202) 403-6566

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

33

SCS:2021 Cognitive Testing Report

STUDY FREQUENTLY ASKED QUESTIONS
What is this study about?
For this particular study, we will ask students to answer a series of questions related to their experiences at
school. We will discuss how they arrived at their answers and how they interpreted the questions.
What will students be doing in the study?
Students will be asked to answer a series of questions related to their experiences at school. We will discuss
how they arrived at their answers and how they interpreted the questions. In order to participate in this study,
students will need to be able to connect to Go-To-Meeting through a laptop, desktop, or tablet. AIR will record
the interview and take other notes as necessary so researchers may review these later. Any identifiable
information that refers to students will not be included in the study report; student names will not be attached to
the answers they provide. Students 18 years old and parents of students less than 18 years old will be asked to
sign a consent form agreeing to participate.
When and where?
Interview sessions can be scheduled at the student’s convenience from Monday, May 11th through Friday, May
29th. The session will be conducted remotely using a simple-to-use web conferencing software. It is preferred that
the device have a working camera that can be turned on.
What will AIR do with the data?
The data will be used to improve the questionnaire. Students’ participation is voluntary, and their responses may
be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other
purpose except as required by law (ESRA 2002, U.S.C. 20 §9573). Direct quotes may be used in reports or in
research presentations, but their name will never be used in any reports or presentations. Students’ participation
and interest is very important to this study.
What is the School Crime Supplement?
The School Crime Supplement to the National Crime Victimization Survey (SCS/NCVS) collects information
about school-related victimizations on a national level. This information will assist policymakers as well as
academic researchers and practitioners at the federal, state, and local levels in making informed decisions
concerning crime in schools.
Who is the National Center for Education Statistics?
The National Center for Education Statistics (NCES), http://nces.ed.gov/, is the primary federal statistical entity
for collecting and analyzing data on topics related to education in the United States and as compared to other
nations. NCES is part of the Institute of Education Sciences, within the U.S. Department of Education. The
education statistics that NCES produces are used by Congress, federal and state agencies, educational
organizations, researchers, the general public, and others.

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

34

SCS:2021 Cognitive Testing Report
Do students have to participate?
Participation is voluntary. If students are under the age of 18, their parents will be provided with a parental
consent form; students who are 18 will be provided with the standard consent form used for adults. However,
students may refuse to answer any question they do not want to answer or stop participating at any time.
How much will students be paid?
All students will be mailed a $25.00 gift card after completing the interview.
How long will the interview take?
The interview will take approximately 30-45 minutes.
Why should students participate?
We are testing new questions that will be added to the next administration of the survey. Your child’s input on
how the new questions are working will help improve the study and the data we collect. By participating in this
study, your child can help make sure that the SCS collects the most complete and accurate data possible.
How is my child’s privacy protected?
Student’s participation is voluntary, and their responses may be used only for statistical purposes and may not
be disclosed, or used, in identifiable form for any other purpose except as required by law (ESRA 2002, U.S.C.
20 § 9573). Student’s name will not be attached to the answers they provide.
What information will be shared with NCES?
Students’ name will not be associated with any of the responses they give to the survey questions, and AIR will
not provide the names of any participants to NCES. NCES will receive information about this study in a form
that will not lead to the identification of any participants.
Interested in participating?
If interested, please fill out this online form. If you have any questions, call Sidney Wilkinson-Flicker at (202)
403-385 or e-mail [email protected].

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

35

SCS:2021 Cognitive Testing Report

Appendix B. Interview Protocol

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

36

SCS:2021 Cognitive Testing Report

SCS Cognitive Interview Protocol
Respondent’s ID:
Date and Time:
Interviewers:
Materials to have open on your screen:
• Protocol
• Survey Questions PDF
PRE-INTERVIEW
Before beginning the interview confirm that AIR has received the consent form from either the respondent’s
parent (if under 18) or the respondent (if 18). If they have not sent the form, you must reschedule the interview.
Consent Form:

☐ Signed copy received

☐ Waiting on signed copy

WELCOME AND INTRODUCTION SCRIPT
Interviewer Instructions: The following scripts should NOT be read verbatim, instead the interviewer should
be thoroughly familiar with the content in advance. However, highlighted text MUST be said. [Italicized text in
brackets are instructions for the interviewer].
Hello, my name is and I work for American Institutes for Research. It’s nice to meet you, and
thanks for talking to us today. [Introduce anyone else that is on the call.]
• [Create small talk to build a rapport. For example, ask a question such as, “What is your favorite subject in
school?” Respond accordingly (e.g., if the student responds with “science,” ask them what they are
studying in their science class).]
Step 1: Technology Set-Up [Skip if respondent has automatically turned on their webcam]
[If respondent hasn’t turned out their camera, here are instructions on how to them do it. Also, take this time to
turn on your camera if you haven’t yet.]
Do you have a video camera that we could use? [If no, move on to Step 2. If yes…]
Could you turn that on for me? I’ve found that having the video on and the ability to see each other is helpful
during interviews.
• Make sure respondent is completely signed into GTM and not just on the phone. (You can tell if
respondent has both a phone and camera icon next to their name. If there is only a phone, have them
click on the GTM link that was provided to fully sign in).
• Turning on the webcam:
1. Respondent needs to click the “camera” button in the top right corner. It will be the last in a
series of three buttons – a phone, a television/screen, and a camera recorder.
2. They need to click on that last button.
3. Camera should automatically turn on.
• If they can’t see you, have them click on the right click on the tab below the camera button > the three
dots below that > click on “Show all webcams”
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

37

SCS:2021 Cognitive Testing Report
Step 2: Interview Introduction
Let me start by telling you a little bit about what we're doing here. My organization supports the National
Center for Education Statistics, which is part of the U.S. Department of Education, in administering surveys to
students across the US. In order to help improve these surveys, we turn to students like you to find out if our
questions make sense and are easy to understand and answer. The research we’re doing today will help us figure
out if changes we have made to the questionnaire are working for students like you, and it will help us improve
the accuracy of the data being collected.
I'm going to read the questions to you aloud, just like we would if this were an interview for the real survey,
however, I'm mainly interested in your reactions to the questions. After we go through some of the questions,
I'll stop and ask you some follow up questions about the survey questions you answered. For example, I might
reread a question from the survey, and ask you what certain words or phrases in the question mean to you, or
what you were thinking about when you were answering. There are no right or wrong answers, we just want to
know your honest thoughts and reactions to the questions to help us make them better so that other students like
you can easily understand them. The things we will talk about in the interview today will only be used in our
research to help us improve the survey. Your name will not be attached to anything you say. Direct quotes may
be used in research papers and professional presentations, but your name and any names you might mention
today will never be used in these. We want you to feel like you can speak freely, and what you say here will not
be repeated outside of this project.
Step 3: Recording
The interview should take less than an hour. I would like to record our conversation to make sure I catch all the
important information you share today and don’t have to rely just on my notes. This allows me to concentrate
more on what you're saying during the interview. This recording will only be used for note-taking purposes, will
be stored securely, and will be destroyed after the project is over. Do you have any questions about the
recording?
[Answer any questions and give further explanation. Continue.
If the participant is no longer interested in participating for his/her time and end the interview.]
Are you comfortable with me recording this interview?
[If no, DO NOT RECORD, you will need to rely on notetaking] Ok, I will not record our interview.
[If yes] Okay, I’m going to start the recording now, and once it is on, I’m going to ask for your permission to
record today so that we have it on the recording. [Turn on the GTM recording, which is at the bottom of the
GTM window, ask for permission to record on the tape, and continue.]
Step 4: Informed Consent
The following is a reminder of what the consent form says.
[If student is under 18]: Your parent signed a form giving you permission to participate today. I am going to
tell you about what was in that document. The document that your parent signed explains the purpose of the
study and how we will protect your information. In addition to what I have mentioned before about never
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

38

SCS:2021 Cognitive Testing Report
sharing your name or any names you say during the interview and recording the interview, I would like to draw
your attention to the fact that:
• Your participation is voluntary
• You do not have to answer any question that you do not want to.
• You can take a break at any time or stop the interview completely.
• Your responses in this study may be used only for statistical purposes and will not be disclosed, or
used, in identifiable form for any other purpose, except as required by law. [if requested: 20 U.S.C.
§9573 and 6 U.S.C. §151]
[If student is 18]: You signed a form earlier to give your consent to participate today. I am going to remind you
about what was in that document. First, it explained the purpose of the study and how we will protect your
information. In addition to what I have just mentioned about never sharing your name or any names you say
during the interview and recording the interview, it also said that:
• Your participation is voluntary
• You do not have to answer any question that you do not want to.
• You can take a break at any time or stop the interview completely.
• Your responses in this study may be used only for statistical purposes and will not be disclosed, or
used, in identifiable form for any other purpose, except as required by law. [if requested: 20 U.S.C.
§9573 and 6 U.S.C. §151]
Do you have any questions about this? Are you still willing to participate in the interview?
Step 5: Think-aloud practice
In this interview, we ask that you “think aloud” as you answer each question. This means, as you are answering
each question, you can say out loud what you are thinking. Let’s practice.
• If the question is: How many windows are there in the house or apartment where you live? [model the
think aloud process for R, how would you answer this question?]
• Now it’s your turn: How many windows are there in the house or apartment where you live? Please tell
me what you are thinking while you are figuring out your answer.
Probes that could be helpful in prompting respondent to elaborate:
• What are you thinking about?
• Please tell me what you are thinking.
• Can you tell me more about that?
• What are you planning to do next?
• Is there anything else you can do?
If at any time you want to skip a question or stop, just let me know. Any additional questions before we start?
INTERVIEW
Interviewer instructions: Read the survey questions to the respondent, including the answer categories that
are bolded. Note any confusion or difficulties respondents have with the questions.
In the first read through, DO NOT READ THE PROBES. Only after you have read through all the
questions will you go back and read the probes to the respondent.
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

39

SCS:2021 Cognitive Testing Report
Now, I would like to ask some questions about your experiences at school. Remember, the law authorizes the
collection of this data and requires us to keep all information about you and your household confidential.
Additionally, some questions may ask you to respond based on this school year, which means the 2019–2020
school year; for these questions, we want you to think about before you started school at home because of
COVID-19.
1. Did you attend school at any time this school year?
☐ Yes
☐ No (INTERVIEW IS OVER; GO TO END)
Q1 Think-Aloud Notes
2. How many different schools have you attended this school year?
[If student mentions that they were partly homeschooled (in the traditional sense) have them count it as one
school.]
☐ One school
☐ Two schools
☐ Three or more schools
Q2 Think-Aloud Notes
3. What grade are you in?
[This question refers to the 2019–2020 school year.]
☐ Fifth or under (INTERVIEW IS OVER; GO TO END)
☐ Sixth
☐ Seventh
☐ Eighth
☐ Ninth
☐ Tenth
☐ Eleventh
☐ Twelfth
☐ Other – Specify: __________________________
☐ College/GED/Post-graduate/Other noneligible (INTERVIEW IS OVER; GO TO END)
Q3 Think-Aloud Notes
4. In what state is your school located? ___________________
In what county is your school located? ____________________
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

40

SCS:2021 Cognitive Testing Report
In what city is your school located? _____________________
What is the complete name of your school? _________________________
Q4 Think-Aloud Notes
5. Is your school public or private?
☐ Public
☐ Private
Q5 Think-Aloud Notes
6. What is the lowest grade taught in your school?
☐ Pre-Kindergarten or Kindergarten
☐ First
☐ Second
☐ Third
☐ Fourth
☐ Fifth
☐ Sixth
☐ Seventh

☐ Eighth
☐ Ninth
☐ Tenth
☐ Eleventh
☐ Twelfth
☐ Post-graduate
☐ All ungraded
☐ All special education

Q6 Think-Aloud Notes
7. What is the highest grade taught in your school?
☐ Pre-Kindergarten or Kindergarten
☐ First
☐ Second
☐ Third
☐ Fourth
☐ Fifth
☐ Sixth
☐ Seventh
☐ Eighth
☐ Ninth
☐ Tenth
☐ Eleventh
☐ Twelfth
☐ Post-graduate
☐ All ungraded
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

41

SCS:2021 Cognitive Testing Report
☐ All special education
Q7 Think-Aloud Notes
8. The next questions are about security measures that some schools take. Does your school have:
a. Security guards or assigned police officers?
b. Other adults supervising the hallway, such as teachers,
administrators, or parent volunteers?
c. Metal detectors, including wands?
(The definition for the term ‘metal detector’ is a device used to
check for weapons students might be trying to bring onto
school property. The metal detector may be in a form of a
doorframe, which you are asked to walk through. It may also
be in the form of a hand-held metal detector that looks like a
wand or paddle, which is moved around your body.)
d. Locked entrance or exit doors during the day?
e. A requirement that visitors sign in AND wear visitor badges or
stickers?
f. Locker checks?
g. A requirement that students wear badges or picture
identification?
h. One or more security cameras to monitor the school?
i. A code of student conduct, that is, a set of written rules
or guidelines that the school provides you?

Yes

No

Don’t
know

☐

☐

☐

☐
☐

☐
☐

☐
☐

☐

☐

☐

☐

☐

☐

☐
☐
☐
☐

☐
☐
☐
☐

School doesn’t
have lockers

☐
☐

☐

☐
☐

Q8 Think-Aloud Notes
Now I have some questions about things that happen at school. For this survey, “at school” includes the school
building, on school property, on a school bus, or going to and from school. [If the respondent indicated in
question 2 that they attended more than one school: For the remainder of this survey, think about both/all
schools you attended this school year]. Your answers will not be shared with anyone at your school or home.
9. During this school year, have you been in one or more physical fights at school?
☐ Yes
☐ No (SKIP TO Q11)
Q9 Think-Aloud Notes
10. During this school year, how many times have you been in a physical fight at school?

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

42

SCS:2021 Cognitive Testing Report
_____ Number of times
Q10 Think-Aloud Notes

11. Now I have some questions about what students do at school that make you feel bad or are hurtful to you.
These could occur in person or using technologies, such as a phone, the Internet, or social media. We often
refer to this as being bullied. During this school year, has any student from your school bullied you?
That is, has another student…
a.
b.
c.
d.
e.
f.

Made fun of you, called you names, or insulted you, in a hurtful way?
Spread rumors about you or tried to make others dislike you?
Purposely shared your private information, photos, or videos in a hurtful way?
Threatened you with harm?
Pushed you, shoved you, tripped you, or spit on you?
Tried to make you do things you did not want to do, for example, give them
money or other things?
g. Excluded you from activities, social media, or other communications to hurt
you?
h. Destroyed your property on purpose?

Yes

No

☐

☐

☐

☐

☐
☐
☐
☐
☐
☐

☐
☐
☐
☐
☐
☐

If all categories a-h are marked “No” go directly to PROBE Q11 below.
Q11 Think-Aloud Notes
PROBE Q11
Now I have a few questions about the items you just answered. I’m going to share my screen so you can
see and read the questions that I’m going to ask you about.
[Open the Survey Questions PDF. Share your screen and the PDF with the respondent. When choosing
what to share, make sure you select to only share the Adobe PDF application so that they do not see any
other documents on your screen – including the Word protocol document.]
[Show R the single page of Q11 to reference]
First, we’ll start with the question where I asked you if any student from school bullied you.
If “No” to all:
When I asked you if any student from your school had bullied you, you said no to all items.
a. Did any of those things happen to you but you didn’t think they would count for this question?
Can you tell me more about why you didn’t include them here?
b. Did other students do any other things not included in this list that made you feel bullied? Can you
tell me more about that?
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

43

SCS:2021 Cognitive Testing Report
All respondents:
c. What kinds of places were you thinking about where those things could have happened?
d. Please tell me, in your own words, what it means to be bullied?
If “No” to all: After completing probes above, SKIP to Debriefing Questions.
12. During this school year, how many days were you bullied? [Read bolded answer categories]
☐ One day
☐ Two days [GO TO Q14]
☐ Three to ten days [GO TO Q14]
☐ More than ten days [GO TO Q14]
Q12 Think-Aloud Notes
PROBE Q12
[Show R the single page of Q12 to reference]
Another question I asked was, “During this school year, how many days did you experience (that
thing/any of those things)?” The response options were, “One day,” “Two to five days,” “Six to ten
days,” and “More than 10 days.” You answered _____.
All respondents:
a. How did you come up with your answer to that question?
b. [If necessary] Was it easy or difficult for you to answer? [If necessary] What made it
[easy/difficult]?
IF R’S answer is “More than one day”, skip to probe for Q14.
13. In that one day, how many times would you say other students did those things that made you feel bad or
were hurtful to you? [Read bolded answer categories]
☐ Once
☐ Two to ten times
☐ Eleven to fifty times
☐ More than fifty times
☐ Too many times to count
☐ Don’t know
Q13 Think-Aloud Notes
PROBE Q13
[Show R the single page of Q13 to reference]
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

44

SCS:2021 Cognitive Testing Report
The follow up question I asked was, “In that one day, how many times would you say [another
student/other students] did [that thing/any of those things] to you?” The response options were, “One
time,” and “Two or more times.” You answered _____.
All respondents:
a. How did you come up with your answer to that question?
b. [If necessary] Was it easy or difficult for you to answer? [If necessary] What made it
[easy/difficult]?
14. Did you think the bullying would happen again?
☐ Yes
☐ No
Q14 Think-Aloud Notes
PROBE Q14
[Show R the single page of Q14 to reference]
The next question I asked was, “Did you think [that student/those students] would do hurtful things to you
again?”
If R answered “Yes”:
a. When I first asked this question, you answered “yes.” Why did you answer the way you did?
All respondents:
b. What types of bullying were you thinking of when answering this question?
15. Thinking about the [time/times] you were bullied this school year, did more than one person do [this/these
things] to you?
☐ Yes
☐ No [GO TO Q17]
Q15 Think-Aloud Notes
PROBE Q15

IF R said “No” to Q15, skip to next probe

[Show R the single page of Q15 to reference]
The next question I asked was, “Thinking about [that thing/those things] you said you experienced this
school year, did more than one student do [this/these things] to you?” You answered ____.
If R answered “Yes”:
a. How many students did those things to you at school this year? [Scroll back to Q11 in PDF for
reference]
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

45

SCS:2021 Cognitive Testing Report
b. What incidents were you thinking of when you were answering this question?
16. Did these people act along, together as a team, or both?
☐ Alone
☐ Together
☐ Both
☐ Don’t know
Q16 Think-Aloud Notes
PROBE Q16
[Show R the single page of Q16 to reference]
I then asked: “Did these people act alone, together as a team, or both?” You answered ____.
All respondents:
a. Can you tell me why you answered the way you did?
b. [If necessary] How many different people did those things to you?
c. What does the phrase “together as a team” mean to you in this question?
If Q16 = Alone or Both:
d. Even though [some of] these people acted alone, do you think that some of the things that different
people did to you were related in some way? Can you tell me more about that?
17. Now I have some additional questions about the time [another student/other students] {behavior1},
{behavior2}, and {behaviorx…}. Thinking about the [person/ people] who did [this/these things] to you
this school year,
a. [Was this person/Were any of these people/Was anyone in the group]
physically bigger or stronger than you?
b. [Was this person/Were any of these people/Was anyone in the group] more
popular than you?
c. [Did this person/Did any of these people/Did anyone in the group] have more
money than you?
d. [Did this person/Did any of these people/Did anyone in the group] have the
ability to influence what other students think of you?
e. [Did this person/Did any of these people/Did anyone in the group] have more
power than you in another way?
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

Yes

No

☐

☐

☐

☐

☐

☐

☐

☐

☐

☐
46

SCS:2021 Cognitive Testing Report
Q17 Think-Aloud Notes
PROBE Q17
I then asked about the person/people who did this/these things to you this school year.
[Show R the single page of Q17 to reference]
If R said more than one student did things and someone did things more than once
(Q12= Yes & Q15 = Yes)
a. Which students were you thinking about when answering these questions?
b. [If necessary] Were you thinking about the same student(s) when answering each of the individual
items A through E?
o[If “No” and if necessary] Can you tell me more about that?
All respondents:
Question D asks, “[Did that student/did any of those students] have the ability to influence what other
students think of you?
c. Please tell me, in your own words, what that question is asking?
If R said “Yes” to Item E (more power in some other way)
d. When I first asked you these questions, you said yes to item e, more power than you in some other
way. What other way were you thinking of when you said yes? [IF NECESSARY] Can you tell me
more about that?
18. What was your relationship to the student when they bullied you? Were they…
Yes
No
e. Your brother or sister?
☐
☐
f. Your boyfriend or girlfriend at the time?
☐
☐
g. Your ex-boyfriend or ex-girlfriend at the time?
☐
☐
h. Another student from school?
☐
☐
Q18 Think-Aloud Notes
19. Still thinking about all of the times that you were bullied, where did the bullying occur? Did it occur…
[Read bolded answer categories; Mark all that apply]
☐ In a classroom at school?
☐ In a hallway or stairwell at school?
☐ In a bathroom or locker room at school?
☐ In a cafeteria or lunch room at school?
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

47

SCS:2021 Cognitive Testing Report
☐ Somewhere else inside the school building? – Where was the other place where bullying
occurred? __________________________
☐ Outside on school grounds?
☐ On the way to or from school such as on a school bus or at a bus stop?
☐ Online or by text?
Q19 Think-Aloud Notes
PROBE Q19
I then asked where the bullying occurred.
[Show R the single page of Q19 to reference]
All respondents:
a. Does this list include all the places where other students have bullied you?
a. [If “No”] Where else did the bullying occur?
20. Did you tell a teacher or some other adult at school about being bullied?
☐ Yes
☐ No
Q20 Think-Aloud Notes
21. This school year, how much has bullying had a NEGATIVE effect on: [Read bolded answer categories]
e. YOUR schoolwork
f. YOUR relationship with friends or
family
g. How you feel about YOURSELF
h. YOUR physical health, for example:
caused injuries, gave you headaches or
stomach aches

Not at all
☐

Not very much
☐
☐

Somewhat
☐
☐

A lot
☐
☐

☐

☐

☐

☐

☐

☐

☐

☐

☐

Q21 Think-Aloud Notes
PROBE Q21
Another question I asked was “How much as bullying had a NEGATIVE effect on…” a variety of things.
[Show R the single page of Q21 to reference]
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

48

SCS:2021 Cognitive Testing Report
All respondents:
a. What does the phrase “had a negative effect on” mean to you in this question?
b. Please tell me what “Your physical health” is asking, in your own words.
22. When you were bullied in school this year, did you ever think it was related to…
h. YOUR race?
i. YOUR religion?
j. Your ethnic background or national origin – for example, people of Hispanic
origin?
k. Any disability you may have – such as physical, mental, or developmental
disabilities?
l. YOUR gender?
m. YOUR sexual orientation, by this we mean gay, lesbian, bisexual, or straight?
n. YOUR physical appearance?

Yes
☐
☐
☐

No
☐
☐
☐

☐

☐

☐
☐
☐

☐
☐
☐

Q22 Think-Aloud Notes
AFTER R RESPONDS TO ALL SURVEY QUESTIONS:
Interviewer instructions: At this time, you will go back through the questions and ask the retrospective probes
for the necessary questions. Start with the probes following Q11 above. Additionally, if the respondent had
unanticipated confusion or difficulty with a question, ask respondents about these as well.
AFTER RETROSPECTIVE PROBING IS COMPLETE:
Interviewer instructions: Proceed to the Debriefing Questions.
Debriefing Questions
We’re almost at the end of our interview and only have a few more questions.
1. Overall, what did you think of this interview? Was it easy or difficult?
2. Is it easy to know when something someone does is bullying? Can you tell me more about that?
3. What is the difference between someone being mean and someone being a bully?
4. Does your school have a specific definition of bullying?
a. [If “Yes”] How does your school define it?
i. Do you think of bullying the same way the school talks about it? [If necessary]
Can you tell me more about that?
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

49

SCS:2021 Cognitive Testing Report

5. Did you have any other thoughts about the topics we discussed today, or the questions on this
survey?
Okay, we are all finished. Thank you for your participation today. The information you’ve provided will be very
helpful for making this survey better.
We will be sending you a $25 gift card to thank you for helping with this important study; could you please
provide me with the best mailing address to send the gift card to?
Street:
City:
State:
Zip:

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

50

SCS 2021 Bullying Cognitive Testing Plan

Survey Questions PDF
NOTE: Each question will be on its own page and displayed one at a time to the respondent.
11. Now I have some questions about what students do at school that make you feel bad or are hurtful to you.
These could occur in person or using technologies, such as a phone, the Internet, or social media. We often
refer to this as being bullied. During this school year, has any student from your school bullied you?
That is, has another student…
a.
b.
c.
d.
e.
f.

Made fun of you, called you names, or insulted you, in a hurtful way?
Spread rumors about you or tried to make others dislike you?
Purposely shared your private information, photos, or videos in a hurtful way?
Threatened you with harm?
Pushed you, shoved you, tripped you, or spit on you?
Tried to make you do things you did not want to do, for example, give them
money or other things?
g. Excluded you from activities, social media, or other communications to hurt
you?
h. Destroyed your property on purpose?

Yes

No

☐

☐

☐

☐

☐
☐
☐
☐
☐
☐

☐
☐
☐
☐
☐
☐

12. During this school year, how many days were you bullied?
☐ One day
☐ Two days
☐ Three to ten days
☐ More than ten days

MAKING RESEARCH RELEVANT

13. In that one day, how many times would you say other students did those things that made you feel bad or
were hurtful to you?
☐ Once
☐ Two to ten times
☐ Eleven to fifty times
☐ More than fifty times
☐ Too many times to count
☐ Don’t know
14. Did you think the bullying would happen again?
☐ Yes
☐ No
15. Thinking about the [time/times] you were bullied this school year, did more than one person do [this/these
things] to you?
☐ Yes
☐ No
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

SCS:2021 Cognitive Testing Report
16. Did these people act along, together as a team, or both?
☐ Alone
☐ Together
☐ Both
☐ Don’t know
17. Now I have some additional questions about the time [another student/other students] {behavior1},
{behavior2}, and {behaviorx…}. Thinking about the [person/ people] who did [this/these things] to you this
school year,
a. [Was this person/Were any of these people/Was anyone in the group] physically
bigger or stronger than you?
b. [Was this person/Were any of these people/Was anyone in the group] more
popular than you?
c. [Did this person/Did any of these people/Did anyone in the group] have more
money than you?
d. [Did this person/Did any of these people/Did anyone in the group] have the ability
to influence what other students think of you?
e. [Did this person/Did any of these people/Did anyone in the group] have more
power than you in another way?

Yes

No

☐

☐

☐

☐

☐

☐

☐

☐

☐

☐

19. Still thinking about all of the times that you were bullied, where did the bullying occur? Did it occur…
☐ In a classroom at school?
☐ In a hallway or stairwell at school?
☐ In a bathroom or locker room at school?
☐ In a cafeteria or lunch room at school?
☐ Somewhere else inside the school building? – Where was the other place where bullying occurred?
__________________________
☐ Outside on school grounds?
☐ On the way to or from school such as on a school bus or at a bus stop?
☐ Online or by text?
21. This school year, how much has bullying had a NEGATIVE effect on:
a.
b.
c.
d.

YOUR schoolwork
YOUR relationship with friends or family
How you feel about YOURSELF
YOUR physical health, for example: caused
injuries, gave you headaches or stomach
aches
AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

Not at all

☐
☐
☐
☐

Not very much

☐
☐
☐
☐

Somewhat

☐
☐
☐
☐

A lot

☐
☐
☐
☐

52

SCS:2021 Cognitive Testing Report

AMERICAN INSTITUTES FOR RESEARCH | AIR.ORG

53

Attachment 9:
2022 NCVS SCS final CBSM cognitive testing report with attachments

COGNITIVE PRETESTING OF THE
2022 SCHOOL CRIME SUPPLEMENT TO THE
NATIONAL CRIME VICTIMIZATION SURVEY

Mandi Martinez
Jasmine Luck
Kathleen Kephart
Jessica Holzberg

Final Report

Center for Behavioral Science Methods
U.S. Census Bureau
Washington, D.C. 20233

Disclaimer: This report is released to inform interested parties of research and to encourage discussion. The views expressed
are those of the authors and not necessarily those of the U.S. Census Bureau.

Contents
1

EXECUTIVE SUMMARY ......................................................................................................................... 1

2

INTRODUCTION .................................................................................................................................... 2

3

BACKGROUND ...................................................................................................................................... 2

4

5

3.1

History of the School Crime Supplement ...................................................................................... 2

3.2

Impact of the Coronavirus Pandemic on Schooling ...................................................................... 3

Expert Review of the School Crime Supplement.................................................................................. 4
4.1

English Expert Review ................................................................................................................... 4

4.2

Spanish Expert Review .................................................................................................................. 4

STUDY METHODOLOGY ........................................................................................................................ 4
5.1

6

Data Collection .............................................................................................................................. 4

5.1.1

Participant Selection ............................................................................................................. 5

5.1.2

Participant Characteristics .................................................................................................... 5

5.1.3

The Cognitive Interview Protocol.......................................................................................... 8

5.1.4

Interviewer Staffing and Training ......................................................................................... 9

5.1.5

Interview Consent ................................................................................................................. 9

5.1.6

Virtual Interviews .................................................................................................................. 9

COGNITIVE INTERVIEW FINDINGS ........................................................................................................ 9
6.1

Attend School ................................................................................................................................ 9

6.1.1
6.2

Homeschool Cooperatives (Co-ops).................................................................................... 14

New Homeschooling questions .................................................................................................. 17

6.2.1

Homeschooling due to COVID-19 ....................................................................................... 17

6.2.2

Reasons for Homeschooling................................................................................................ 20

6.3

New Intro Text: Intro_3 .............................................................................................................. 24

6.4

Getting to and from School......................................................................................................... 25

6.5

Defining the scope of “at school” (Intro_4, formerly Intro_3) ................................................... 26

6.6

Virtual schooling and traditional “in person” items ................................................................... 29

6.6.1

New Path for Fully Virtual Students .................................................................................... 29

6.6.2

School Sponsored Activities ................................................................................................ 30

6.6.3

Drugs and Alcohol ............................................................................................................... 31

6.6.4

Bullying Items ...................................................................................................................... 32

7

CONCLUSIONS .................................................................................................................................... 34

8

REFERENCES ....................................................................................................................................... 35
i

1 EXECUTIVE SUMMARY
This report presents findings from the cognitive testing of the 2022 School Crime Supplement (SCS) to
the National Crime Victimization Survey (NCVS). Researchers conducted 30 cognitive interviews over
three iterative rounds of testing between December 2020 and March 2021. In 2020, the coronavirus
(COVID-19) pandemic impacted schooling in the United States. As the type of schooling students
received changed as a result of the pandemic, it became clear that the 2022 School Crime Supplement
needed new and revised questions to accurately capture the type(s) of schooling a student receives, and
phrasing throughout the survey needed to be adjusted so that references to their schooling aligned with
their experiences. The cognitive testing discussed in this report focused on the new questions in the
instrument designed to capture the type(s) of schooling received, as well as any phrases throughout the
survey that needed to be adapted to work for students who are fully in-person, fully virtual, or hybrid.
Overall, the findings from this study indicate that the new and revised questions performed well by the
confirmation round.
The first questions in the supplement now asked if the student had attended school in person this
school year (Q1a), if they attended school virtually (Q1b), and if they received homeschooling instead of
being enrolled in a public or private school (Q1c). Those that said they attended school virtually were
asked a follow-up question about whether they attended virtually due to the coronavirus pandemic
(Q1e). Students who reported being homeschooled were asked a follow-up question about the reason
or reasons why their family decided to homeschool instead of enrolling them in a public or private
school (Q1f).
In Round 1, some students forgot the reference to the time frame and answered Q1a-Q1c about both
the previous and current school year. This may have been partially due to the fact that time was less
clearly delineated during the pandemic than in normal years. Revising Q1a-Q1c to repeat the timeframe
in each item, as well as adding a reminder of the time frame in what is now INTRO_4 appeared to
decrease the issue in Rounds 2 and 3.
Students in Rounds 1 and 2 noted some confusion about the phrase “remote instruction” that was
initially used in Q1b and Q1e. Although most students recognized the other term (“virtual” in Round 1
and “virtual learning” in Round 2) and were able to answer the questions without issue, a few students
did answer Q1b and Q1e incorrectly due to the term. Replacing the entire phrase with “online schooling
or virtual learning” effectively addressed the issue and prevented confusion in Round 3.
Despite concerns that fully virtual students would find questions about in-person activities problematic,
that did not appear to be the case. Many of the questions that were only applicable to in-person
students were skipped in the new path for fully virtual students. Those traditionally in-person questions
that were still asked of fully virtual students (extracurricular activities, seeing others under the influence
of drugs and alcohol, and bullying items) still worked well for fully virtual students. Many of the items
still applied. Schools still offered activities to fully virtual students, whether they hosted them in-person
(sports), or switched them to virtual meetings. Most of the bullying behaviors were still possible during
virtual school, and those that were not did not seem to faze the students. Although schooling was
classified into three types during cognitive testing (fully virtual, fully in-person, and hybrid), based on
participants’ explanations of what school has looked like in the 2020-2021 school year, there is a large
variety in schooling situations across the country. While there is still uncertainty about what schooling
will look like in future school years, the final recommendations for the 2022 School Crime Supplement
are designed to adapt to each student’s situation.
1

2 INTRODUCTION
At the request of the National Center for Education Statistics (NCES) and the Bureau of Justice Statistics
(BJS), the Center for Behavioral Science Methods (CBSM) conducted cognitive testing of the School
Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) between December 2020
and March 2021. The SCS was first collected in 1989. It was collected again in 1995 and 1999 and has
been collected every two years since 1999.
The supplement is used to collect data on students’ perspectives on school climate on a variety of topics
such as the availability of drugs and alcohol, fighting, bullying and hate related behaviors, and students’
perception of how safe they feel in their school. In 2020, the coronavirus (COVID-19) pandemic
impacted schooling in the United States. As the type of schooling students received changed as a result
of the pandemic, it became clear that the 2022 School Crime Supplement needed new and revised
questions to accurately capture the type(s) of schooling a student receives. Phrasing throughout the
survey also needed to be adjusted so that references to their schooling aligned with their experiences.
The cognitive testing discussed in this report focused on the initial questions in the instrument designed
to capture the type(s) of schooling received, as well as any phrases throughout the survey that needed
to be adapted to work for students who are fully in-person, fully virtual, or hybrid.
Researchers conducted three iterative rounds of cognitive testing between December 2020 and March
2021. The purpose of this cognitive research was to test new and revised questions for the 2022 SCS.
The results of these cognitive interviews will help inform the final version of the SCS questionnaire,
which will be administered from January through June 2022. This report presents the findings from the
30 cognitive interviews.

3 BACKGROUND
The National Crime Victimization Survey (NCVS) is a self-report survey collected by the Census Bureau
on behalf of the Bureau of Justice Statistics (BJS). Approximately 254,000 households in the United
States are sampled annually and asked about their experiences with victimization over the past six
months. The survey is completed by all persons in the sampled households age 12 or older, and provides
data on the characteristics of crime, the offender, and the victim's experience with the criminal justice
system after a crime occurs. Eligible participants are interviewed every six months, and generally remain
in the sample for three years.

3.1 History of the School Crime Supplement
The School Crime Supplement (SCS) is administered every two years between January and June as a
supplement to the NCVS to respondents ages 12 through 18 who are not exclusively homeschooled and
who had attended school at some point during the school year. The SCS is co-sponsored by the BJS and
the National Center for Education Statistics (NCES). The first data collection for the SCS was in 1989,
providing student level data on alcohol and drug availability, victimization, school rules and punishment,
gun and weapon carrying, as well as other topics. Although the 1989 and 1995 instruments did not
include items on bullying, they did include victimization items that could indirectly measure bullying
experiences. It was not until 1999 that the first item was added to the questionnaire to specifically
measure the prevalence of bullying in schools. In 2005, an entire section consisting of several items
devoted to questions on bullying were added to the questionnaire for the first time. The questions in
this section had a reference period of the "last 6 months" to examine if students have been recently
2

bullied. However, in 2007, the reference period was changed to "this school year" to stay consistent
with the rest of the items in the supplement.
In 2014, the Centers for Disease Control and Prevention (CDC) created the uniform definition of bullying,
shedding light on the components of repetition and power imbalance. Taking this definition into
consideration, it was clear the SCS bullying items were out of alignment and need to be updated. For the
2015 SCS, extensive work was completed to evaluate the information collected on bullying during past
SCS administrations and modify the items to better align with the CDC definition of what constitutes
bullying. Cognitive testing of these new items was conducted by researchers in CBSM (Pascale et al.,
2014). In 2016, CBSM conducted additional cognitive testing in order to fine-tune the power imbalance
and repetition follow-up questions in the version of the supplement that performed better in the 2015
split ballot experiment (Martinez et al., 2015). In 2018, CBSM conducted cognitive testing to fine-tune
the existing supplement and develop a version of the supplement that removed the word “bullying” for
a split-ballot experiment (Martinez et al., 2017). Results from the split-ballot experiment showed that
both versions of the supplement produced similar rates of bullying. Sponsors decided to proceed with
the version that used the word “bullying” to preserve the time trend.

3.2 Impact of the Coronavirus Pandemic on Schooling
In the spring of 2020, the coronavirus pandemic forced school buildings across the country to shut down
to prevent the spread of COVID-19. School districts across the country took different approaches to
providing education in the middle of a pandemic. Some schools decided to end the 2019-2020 school
year early, while others adapted to the situation by shifting to remote instruction. Some of those that
were able to do so began providing virtual instruction using online platforms such as Google Classroom,
Zoom, and Schoology. Others provided take-home packets of instruction and classwork for students to
work through on their own.
As the 2020-2021 school year approached, COVID-19 cases remained high across the country. School
districts had to decide whether to re-open buildings for in-person instruction, shift to fully virtual
instruction for all students, or use a hybrid of the two options. Schools that decided to re-open in person
typically implemented new safety measures to prevent the spread of COVID-19. Virtual and hybrid
approaches varied, with some districts offering families a choice in the mode of instruction their
students received. Some schools had students attend in-person part of the time and virtually part of the
time. Many school districts also reevaluated their approach throughout the year. Some schools that
started with fully virtual instruction monitored COVID-19 rates in their area and decided to re-open the
school buildings when they felt it was safe to do so. Some fully in-person schools decided to close school
buildings to quarantine when staff and students began testing positive. Many schools seemed to have
infrastructure in place to allow individual students to join the classes virtually in the event that the
student was exposed to COVID-19 and needed to quarantine. Even though many schools had the
infrastructure in place to continue to educate students, the survey sponsors decided to postpone the
SCS administration from January 2021 to January 2022. Given the evolving nature of education in the
United States as a result of COVID-19, revisions to the survey instrument were needed in order to fully
capture the educational experiences of students. Prior to the postponement, in summer 2020, NCES
contracted with the American Institutes for Research (AIR) to cognitively test changes to the 2019 SCS
instrument. CBSM was not involved in this cognitive testing. Changes were made to the SCS instrument
and that version was the starting point for CBSM’s work that is discussed in this report.
Decisions needed to be made about the 2022 SCS content against this complicated backdrop. It was
unclear whether the COVID-19 pandemic would continue to impact the types of instruction that schools
offer in the 2021-2022 school year, and therefore the experiences students would have at school.
3

Furthermore, it also seemed possible that some schools might choose to retain hybrid or virtual
instructional offerings even if the public health situation were improved to better serve their students.
In order to ensure that the 2022 SCS was able to fully capture student experiences during the 2021-2022
school year, revisions to and cognitive testing of the questionnaire were necessary. In the following
sections, we describe the methodology of and findings from this testing.

4 Expert Review of the School Crime Supplement
4.1 English Expert Review
Prior to the start of cognitive interviews, survey sponsors made initial revisions to the most recent
version of the School Crime Supplement. Revisions focused on adding new questions to capture new
types of schooling due to COVID-19 and noting intros and questions throughout the survey that may
need to be adapted to work for new schooling situations.
An expert review panel of three CBSM researchers completed a review of the proposed revisions to the
2022 School Crime Supplement to the National Crime Victimization Survey. Each researcher conducted
an independent review before holding a consensus meeting to agree upon a set of recommendations for
the sponsors. The changes suggested by CBSM were discussed with the sponsors and then incorporated
into the survey for cognitive testing (See Attachment 1. 2022 SCS: English Expert Review
Recommendations).

4.2 Spanish Expert Review
After the English expert review, three researchers from CBSM’s Language and Cross-Cultural Research
(LCCR) team conducted an expert review on the Spanish translations of the proposed revisions to the
supplement. As with the English expert review, each researcher conducted an independent review
before participating in a consensus meeting to agree upon final recommendations. The expert review
was presented in a meeting, and recommendations were incorporated into the Spanish translation of
the supplement after discussions with sponsors (See Attachment 2. 2022 SCS: Spanish Expert Review
Recommendations).
Between rounds of cognitive interviews, the LCCR team reviewed the recommended revisions in English.
Since there was not enough time between rounds to have all revisions translated for review, the team
reviewed the revisions in English to ensure that proposed phrases could be translated into Spanish
without needing to deviate from the English phrasing. The team confirmed that all proposed revisions
could be translated without issue. After cognitive testing, the LCCR team translated the final
recommendations for all questions that were revised throughout testing (See Attachment 5. 2022 SCS:
Spanish Final Recommendations).

5 STUDY METHODOLOGY
5.1 Data Collection
From December 2020 to March 2021, 30 virtual cognitive interviews were conducted using Skype for
Business and Microsoft Teams across three iterative rounds of cognitive testing. The cognitive
interviewing team consisted of three CBSM staff members. Results from each round informed any
changes made to questions tested in the subsequent round. The third and final round of testing was
then conducted to assess whether all revised questions performed as expected.
4

5.1.1

Participant Selection

Recruitment efforts concentrated on finding individuals who had the following types of schooling during
the 2020-2021 school year: fully in-person, fully virtual, hybrid (mix of in-person and virtual), and
traditional homeschooling. We aimed for an even split of students who had experienced bullying this
school year and those that had not. We also targeted participants who represented a variety of
demographic characteristics.
Recruitment methods consisted of advertisements through Craigslist.com and a broadcast message sent
to all U.S. Census Bureau employees including those who work at the Suitland headquarters building and
in field offices across the country. Many participants were told about the study by individuals who saw
the advertisements and knew the student would qualify.
Parents of interested students, as well as some older teenage students, responded to the advertisement
to answer a set of screening questions (See Appendix A for recruitment screeners). The screening
questions were programmed into Qualtrics as a self-administered web survey. A link to the screener was
included in all advertisements. Advertisements also included a telephone number if individuals
preferred to speak to the CBSM recruiter to answer the screening questions. We received about 30 calls
to the recruiter, and about 700 responses to the Qualtrics screener.
The screener collected information about the students’ demographics and how the student attended
school this school year, as well as information about whether or not the student or parent believed the
student was bullied, and if so, when the most recent experience they considered to be bullying
occurred. All interviews were conducted virtually using Skype for Business or Microsoft teams. Each
participant received $25 cash, and parents who helped schedule the interview received $25 cash to
thank them for their time. Parents and students signed an electronic voucher prior to the interview.
After the interview, money was mailed to their household in a USPS flat-rate envelope that included
tracking. The tracking number was emailed to the parent or guardian when the envelope was placed in
the mail.
5.1.2

Participant Characteristics

Our goal was to recruit a diverse group of students based on school level, sex, race and ethnicity, and
socioeconomic status. The sample included 16 students in middle school and 14 students in high school.
We interviewed 16 males and 14 females. For race, most of the participants were either black or white,
with a handful of participants identifying as Asian or multi-racial. Five of the participants were Hispanic.
Two of the five identified as Hispanic and White, one identified as Hispanic and Black, one identified as
Hispanic and two or more races, and the fifth identified as Hispanic with no other race. The
socioeconomic status of participants skewed slightly toward higher income, with ten participants’
household incomes under $50,000, 10 household incomes between $50,000 and $100,000, and 10
household incomes over $100,000. See Table 1 for a more detailed breakdown.

5

Table 1. Participant Characteristics by Round
2022 SCS Cognitive Testing: Participant Characteristics by Round

Ethnicity

Race

Sex
Family Income

Age

Grade

School Type

Protocol Goals

5.1.2.1

Hispanic
Non-Hispanic
White (non-Hispanic)
White (Hispanic)
Black or African American (non-Hispanic)
Black or African American (Hispanic)
Asian
American Indian or Alaska Native
Other
Blank
Two or More Races
Male
Female
Less than $25,000
$25,000 to $50,000
$50,000 to $100,000
More than $100,000
12
13
14
15
16
17
18
6th grade
7th grade
8th grade
9th grade
10th grade
11th grade
12th grade
Middle School
High School
In-person only
Virtual only
Hybrid
Homeschooled
Bullied
Not Bullied

Round 1
1
9
5
1
3
0
0
0
0
0
1
5
5
1
3
4
2
3
1
1
3
0
2
0
2
2
1
2
1
1
1
5
5
2
4
2
2
4
6

Round 2
2
10
8
0
1
0
1
0
0
1
1
6
6
2
2
5
3
3
2
1
1
5
0
0
2
1
3
0
2
4
0
6
6
1
2
7
2
2
10

Round 3
2
6
1
1
2
1
2
0
1
0
0
5
3
0
2
1
5
2
1
3
1
1
0
0
1
1
3
1
1
1
0
5
3
0
5
2
1
0
8

Total
5
25
14
2
6
1
3
0
1
1
2
16
14
3
7
10
10
8
4
5
5
6
2
0
5
4
7
3
4
6
1
16
14
3
11
11
5
6
24

Protocol Goals - Schooling Type

Prior to starting cognitive testing, we developed goals for the number of interviews with students across
schooling types. Though we sought to recruit an about even mix, those numbers were just chosen to
make sure we recruited students with all different schooling situations (see Table 2). Comparing the
actual schooling types in Table 1 with the goals in Table 2 is a bit misleading. Across all rounds, six of the
eleven hybrid students had unique situations. They are technically hybrid, as they did attend both in6

person and virtually at some point during the school year, but most of their schooling was either all
virtual (n=2) or all in-person (n=4) with a few days of the opposite schooling type for various reasons.
These students are indicated by R# (Technically Hybrid) when being quoted. Overall, we still succeeded
in recruiting participants with a mix of different schooling types. Below we provide some additional
context to each of these student’s unique situations.
Table 2. Protocol Goals for Schooling Types
All Virtual
All in person
Hybrid
Homeschooled
Total

Round 1
3
3
2
2
10

Round 2
3
3
4
2
12

Round 3
2
2
2
2
8

Total
8
8
8
6
30

R109 (Technically Hybrid): Mostly in-person
This student attended in person for most of the school year. The exception was when the
school building had to close for quarantine for a few days. During this time, students
received virtual instruction where they were given assignments online. They did not have
actual virtual classes during that time.
R110 (Technically Hybrid): Mostly in-person
This student attended in person for most of the school year. While most weeks were fully inperson, the school built in one or two eLearning days each month. On these days, students
attended virtually using Google Meet and Google Classroom.
R201 (Technically Hybrid): Mostly virtual
R201: "It's been primarily virtual, like remote. But I have been going in a lot on Wednesdays
to go and catch up on things."
Interviewer: "Do students have the option to do virtual or in-person?"
R201: "Yes. Other kids go in every day but Wednesday. Wednesday is the day for virtual kids
to go in."
R204 (Technically Hybrid): Mostly in-person
R204: "My brother had a sick stomach, had to stay quarantined until we had his test
results… [Teachers] sent me assignments and they had the camera so I could watch the
class."
Interviewer: "Do they have that set up all the time now for when students have to
quarantine?"
R204: "Yeah, most classes they do."
R210 (Technically Hybrid): Mostly in-person
The participant said every 9 weeks she has 1-2 days of virtual schooling while the virtual
students are in school for state testing.

7

R211 (Technically Hybrid): Mostly in-person
The participant was in-person for most of the school year but was quarantined twice. During
that time, he attended classes through Zoom and got assignments through Canvas. When
quarantining, students switched from their regular class to a virtual class taught by a
different teacher. When they returned, they switched back to their regular class.
5.1.2.2

Protocol Goals – Experiences with Bullying

Though we aimed to recruit about 15 students who had experienced bullying, only six of the 30
participants met the criteria for bullying. Ten of the 30 participants were expected to meet the bullying
criteria based on responses to the screener. In most cases, parents responded to the screener questions
for their children. The discrepancy between expected and actual bullying status may be the result of
parents making incorrect assumptions, mixing up the school year in which their child experienced
bullying, or their definition of bullying not aligning with the CDC criteria.
We did see fewer parents reporting that their child was bullied this school year than we were expecting
based on established rates of bullying. Based on comments from participants throughout the interviews,
it’s possible that bullying is less prevalent this year as a result of an increase in virtual classes and social
distancing efforts during in-person schooling.
R307 (Virtual): “I haven't had anything bad happen to me this year because [with] virtual it is
harder to upset someone.”
R301 (Hybrid): “I was just thinking of this school year - virtual learning and... I have a group of
friends but only one that goes to this school, so I only counted him. But nothing happened with
any of them so it'd still be no. In-person we don't really get to socialize.”
5.1.3

The Cognitive Interview Protocol

The protocols used in this study focused on participants’ reactions to new and revised questions related
to how they have attended school this school year (see Attachment 3 for all protocols). At the start of
the interview, participants were told that the purpose of the study was to see if the changes made to
questions made sense and were easy to answer. Participants were also told that information they
provided would be confidential and their anonymity would be protected. Interviewers then asked
participants to respond to the interview as if an interviewer had come to their home.
After administering the survey questions, interviewers asked participants probing questions designed to
address specific concerns for particular questions. The specific type of cognitive interview consisted of
retrospective probing (Willis, 2015). Retrospective probes were asked after the full survey was
administered rather than asking probes immediately after each survey question (concurrent probing).
Retrospective probing was used because concurrent probing would disrupt the flow and could lead to
bias in later questions since probing questions are asked to have a participant elaborate on things not
included in the question text.
Interviewers made notes of any response difficulty experienced by participants, including question
incomprehension and the inability to decide on a response. Interviewers also noted questions that were
difficult to administer, which can stem from multiple factors, including question length and unnatural
phrasing.

8

At the end of each interview, interviewers asked participants a set of debriefing questions about the
participant’s overall impressions of the interview and whether they found it easy or difficult. Participants
were given a chance to make any other final comments about the survey, not limited to a specific topic.
5.1.4

Interviewer Staffing and Training

All interviews were conducted by a team of three experienced interviewers from the U.S. Census
Bureau’s CBSM. Interviewers were trained on the SCS protocol prior to the first round of interviews. The
team went through the protocol question by question to discuss the purpose of the questions and
probes. All interviewers conducted a practice interview to ensure interviewer preparedness before
conducting their first interview with a participant. After changes were made to the protocol between
each round, the project lead met with interviewers to discuss all revisions and confirm that the
interviewers were prepared to administer the new version of the protocol.
5.1.5

Interview Consent

Parents of all participants under the age of 18 were required to sign an electronic consent form to allow
their child to be interviewed. The consent form provides the rights of the student as a participant in the
study and provides authorization for interviewers to record the interview. The form explains that the
purpose of the recording is to have a complete record of all comments, that it will be used to improve
the questionnaire, and that only the staff directly involved in the project will have access to the
recording.
Before starting the interview, students under the age of 18 were told that their parents had signed a
consent form giving them permission to participate. We explained their rights as a participant using
language geared towards 12- to 17-year-olds. Interviewers made sure the students understood their
rights and asked if they were comfortable with the interview being recorded before turning on the
recorder and beginning the interview. All participants who participated in the cognitive interviews
consented to be recorded.
5.1.6

Virtual Interviews

Since the cognitive testing took place in the middle of the coronavirus pandemic, all interviews were
conducted virtually using a secure video conferencing platform. During Round 1, interviews were
conducted using Skype for Business. Before Round 2, CBSM began using Microsoft Teams in place of
Skype for Business, so all subsequent interviews were conducted using Microsoft Teams. Once an
interview was scheduled, interviewers sent parents a confirmation email that included a link to use to
join the Skype or Teams meeting at the scheduled time.
Interviewers joined the meeting with their cameras on, but left it up to the students’ discretion whether
they wanted to turn theirs on as well. About half of the participants chose to turn their camera on
without prompting. All survey and probing questions were read aloud to participants. During probing,
whenever interviewers were asking about a specific survey question, they pasted the survey text into
the Skype or Teams chat for the student to reference while responding.

6 COGNITIVE INTERVIEW FINDINGS
6.1 Attend School
In previous versions of the School Crime Supplement, the type of schooling a student received was
captured using three items. The first asks whether they have attended school any time this school year
9

(whether at home or in a classroom). The second question asks if they received any of the schooling at
home rather than in a public or private school. If a student reports that any of the schooling was done at
home, a follow-up question asks if all of their schooling this school year was homeschooling.
During the coronavirus pandemic, many students attended school virtually from home at some point,
whether it was for the entire school year, or just a few days while awaiting results from a COVID-19 test.
Because of this, it became important to be able to distinguish between traditional homeschooling and
instruction provided by a public or private school that the student received while at home. The three
existing questions about school attendance were replaced with three new questions. These questions
ask whether students (a) attended a public or private school in person, (b) attended a public or private
school virtually, and (c) received homeschooling instead of being enrolled in a public or private school.
Since these are not mutually exclusive, all three questions are asked of all students.
E_ATTENDSCHOOL: Starting point for CBSM’s pretesting
1a. E_ATTENDSCHOOL
Did you attend school at any time this school year?
1 = Yes
2 = No – SKIP to END
1b. E_HOMESCHOOL
During that time, were you ever homeschooled? That is, did you receive ANY of that schooling at home,
rather than in a public or private school?
1 = Yes
2 = No – SKIP to E_DIFFSCHOOL_ATTENDED
1c. E_ALLHOMESCHOOL
Was all of your schooling this school year homeschooling?
1 = Yes – SKIP to END
2 = No

E_ATTENDSCHOOL: (new wording): Round 1
1. E_ATTENDSCHOOL
At any time this school year did you…
E_ATTENDSCHOOL_A (IN PERSON)
1a. Attend a public or private school in person? (Y/N)
E_ATTENDSCHOOL_B (VIRTUAL)
1b. Receive any virtual or remote instruction provided by a public or private school? (Y/N)
E_ATTENDSCHOOL_C (HOMESCHOOL)
1c. Receive homeschooling instead of being enrolled in a public or private school? (Y/N)

10

Round 1 Findings:
Although students understood the intention of each item, multiple students answered incorrectly. These
incorrect answers were not due to confusion about what each item is asking about in terms of types of
schooling. The issue with Q1a-Q1c in Round 1 was with students forgetting or not picking up on the
timeframe we were asking about. Three of the 10 students were thinking of last spring when answering
one or more questions. Despite additional probing, it was not entirely clear why they were thinking of
last spring.
One virtual student said he was thinking of last spring, but there was no indication of why. Another said
she “forgot she wasn’t a freshman anymore” when she first answered Q1a. She changed her answer
before proceeding, but also thought of last spring for the bullying questions.
The third virtual student came into the interview under the impression that he was there to talk about
bullying, which occurred the previous year. He said yes to in-person, despite being fully virtual. He was
asked all of the in-person questions. During probing, he said the in-person questions don’t apply when
you’re all virtual, so he thought of the year before instead. He received many questions that he
shouldn’t have, but he specifically mentioned the bullying questions not applying if you’re virtual, which
he would have received anyway. His explanation that he answered about last year because the
questions don’t apply to virtual still does not explain why he said yes to Q1a. He also kept saying that
the school year just started, but his explanation confirmed that he is halfway through the year. It does
seem like things are blurring together for students a bit more than they might in “normal” times.
One additional student almost answered Q1a incorrectly but asked if she could skip it. The interviewer
re-asked the question after asking Q1c and the student provided the correct answer instantly.
Recommendation for change:
After Round 1, we recommended repeating the stem for items Q1a-Q1c. This is intended to emphasize
the scope to reduce the likelihood of students forgetting the reference period. We also recommended
adding the word “learning” to item Q1b since the phrase “virtual learning” was mentioned by multiple
students.
E_ATTENDSCHOOL: Round 2
1. E_ATTENDSCHOOL
E_ATTENDSCHOOL_A (IN PERSON)
1a. At any time during this school year did you attend a public or private school in person? (Y/N)
E_ATTENDSCHOOL_B (VIRTUAL)
1b. At any time during this school year did receive any virtual learning or remote instruction provided by a
public or private school? (Y/N)
E_ATTENDSCHOOL_C (HOMESCHOOL)
1c. At any time during this school year did receive homeschooling instead of being enrolled in a public or
private school? (Y/N)

11

Round 2 Findings:
The changes made after Round 1 to emphasize the timeframe appeared to perform as intended. When
asked what time frame they were thinking of when answering Q1a-Q1c, all but one student said some
version of “this school year.” The student who has been homeschooled since kindergarten said she was
thinking of last year too, but this didn’t cause her to answer anything incorrectly.
R209 (Homeschooled): "Since time has been wibbly wobbly during the pandemic, I was still kind
of thinking of last year."
This quote captures the pandemic experience, but will likely be less of an issue in the 2021-2022 school
year as schooling starts to stabilize.
In Round 2, we saw a different issue emerge. Two participants answered questions incorrectly due to
not knowing the phrase “remote instruction” (one will be discussed here, and one in Section 6.2.1
Homeschooling due to COVID-19 (Round 2 findings)). One student answered both Q1b and Q1e
incorrectly. When asked Q1c she said, "No I haven't, I've just done virtual." During probing she was
asked what the phrase “virtual learning or remote instruction” meant to her in Q1b. She said,
"Instruction for virtual learning."
Aside from the student just discussed, all other participants correctly interpreted what question Q1b is
asking.
R202 (Homeschooled): "Not at school and going on a device and learning.”
R205 (In person): “To be at home but still do work at home or like on computers or with
supplies you have there.”
R201 (Technically Hybrid): “Going, attending online classes through my normal school.”
R210 (Technically Hybrid): “Just sort of doing your classes online maybe have a google meet
with teachers, having them post things and working on them at home instead of at school.”
R204 (Technically Hybrid): "Pretty much nothing, because I don't know what [remote
instruction] means. But I know virtual learning is like on computer. Just the remote instruction
confuses me.”
Recommended changes:
After Round 2, we recommended replacing the phrase “virtual learning or remote instruction” with
“online schooling or virtual learning” in item Q1b. Based on responses to probes, none of the students
have heard their teachers or administrators refer to virtual learning as “remote instruction.”

12

E_ATTENDSCHOOL: Round 3 and final recommendation
1. E_ATTENDSCHOOL
E_ATTENDSCHOOL_A (IN PERSON)
1a. At any time during this school year did you attend a public or private school in person? (Y/N)
E_ATTENDSCHOOL_B (VIRTUAL)
1b. At any time during this school year did you receive any online schooling or virtual learning provided by a
public or private school? (Y/N)
E_ATTENDSCHOOL_C (HOMESCHOOL)
1c. At any time during this school year did receive homeschooling instead of being enrolled in a public or
private school? (Y/N)
Round 3 Findings:
Round 3 interviews confirmed that the changes made after Rounds 1 & 2 worked as intended without
causing confusion. Most students in Round 3 were able to easily answer Q1a-Q1c. One student was
unsure of how to answer Q1a due to a unique situation. This student attended school virtually full time
but went to the building to take a standardized state test and the SATs. They answered “no” for Q1a.
Another student answered Q1b incorrectly, but it did not appear to be due to the question wording. The
interviewer administered Q1a-Q1c and the student said no to all three. The interviewer paused and
asked how he attends school; he responded that he attends virtually. The interviewer continued to Q1e,
a follow-up question asking if he attends virtually due to COVID-19. He answered yes to Q1e without
hesitation.
During probing, when asked if Q1a-Q1c were easy or difficult to answer, he said easy. The interviewer
reminded him that he initially said no to Q1b and asked if he remembers why. He said he wasn’t sure
why he said no. It seems likely that his incorrect answer for Q1b was not due to a problematic question.
He correctly interpreted Q1e during probing, which had the same key phrase as Q1b. This student asked
the interviewer to repeat many questions and probes throughout the interview. It is possible that he
was not able to hear the interviewer clearly, or that he was distracted during the interview.
When asked what time frame they were thinking of when answering Q1a-Q1c, all but one student said
some version of “this school year.” The last student said that he was thinking about “all of middle
school” what explicitly asked, but his answers and other comments throughout the interview showed
that he limited his answers to the current school year. In response to a probe he said, “Like if it’s virtual
or in person I know that because I have been virtual all year.” Had he been thinking about the year
before, he would have answered “yes” to in-person and would have gone through the hybrid path.
Responses to the probe asking what “online schooling or virtual learning” mean to them in Q1b show
that students are familiar with both terms and they do not cause any confusion.
R302(Hybrid): "In my words virtual learning would have to mean learning while you are at home
or just learning through computers with your teachers while the class meets.”
R306 (Virtual): “It means like learning everything you would be in person except online.”
R308(Homeschooled): “Means learning online with a school teacher or professor or someone.”
13

All participants who attended public or private school were asked how their school refers to virtual
instruction. Terms varied across schools, but most used the words online or virtual in their chosen
phrase. For the Round 3 results meeting, we presented a chart of the responses across all rounds (see
Figure 1 below). The two most frequent phrases were the ones we ended up with in the question –
“online schooling” and “virtual learning”. Most of the categories are variations of those phrases, so the
phrases used in Q1b should be recognizable to students even if their school refers to it by a different
name.
Final Recommendation:
Proceed with the Round 3 wording.

Figure 1. Responses to probe “How does your school refer to virtual instruction?” across all rounds

6.1.1

Homeschool Cooperatives (Co-ops)

In Round 1, one homeschooled student said yes to in-person and virtual. He explained that he attends
[NAME] Study Center two days a week. He referred to it as support for homeschooling. His description
sounded very similar to a private school. When the student attends 2 days a week, he is in a 6th and 7th
grade class. The group has classes together throughout the day similar to different periods in public
school, with the exception of math, where they split up into different classes depending on their level.
14

The teacher teaches lessons and assigns them work to do the other 3 days of the week when they are at
home. They turn work into her and she grades it, but they don’t receive report cards. When probed, the
only extracurricular activity he knew about was a yearbook club for older students.
At the beginning of the supplement, the student explained his uncertainty about how to answer Q1aQ1c for his situation. This would likely be clarified by an interviewer in the field.
R105: [After Interviewer asked Q1b:] "I think, yes. Well…. I'm not sure if my school is in the
category of public or private. It's sort of like support for homeschooling. It's like my mom does
half the homeschooling, and the place I go to does the other half. But yes, I have received online
instruction.”
R105: [When probed on if he was unsure how to answer any in Q1a-Q1c:] "Most of them are
yes, I said yes to those three questions, but it was kind of difficult to answer them."
Interviewer: “You said you were unsure whether or not you attend a public or private school.
How did you decide to say yes in the end?”
R105: "Because I figured if I said no to A, it would be easy to assume that no, I didn't attend in
person, I never attended anything in person. But what I really meant was that no, I don't attend
a public or private school."
Due to how he answered Q1a-Q1c, he was asked all of the questions a hybrid student would receive.
Although the homeschool cooperative might not technically count as public or private school, he was
able to answer all of the questions without issue. This unique situation was helpful in seeing if Q1b for
virtual or remote instruction confuses homeschoolers – he answered yes but explained that he was
thinking of a few days where the center was shut down due to COVID-19 so teachers used Google Meet
to teach, share YouTube videos, and assign work.
The topic of homeschool cooperatives was discussed at the Round 1 results meeting. Sponsors were
unsure of whether or not students who attend homeschool cooperatives should proceed through the
full instrument.
In Round 2, we interviewed another student who attended a homeschool cooperative. This student
attends the co-op one day a week. The interviewer probed on what a typical day at the co-op looks like.
The interviewer and sponsor observing the interview were able to ask the student’s mother additional
questions about the co-op after the interview. This co-op seemed less like a public or private school than
the co-op from Round 1 did. While they see the same students and cover the same subjects each week,
it is semi-structured and there is no set class schedule. Families pay tuition to attend, but one parent
must attend with them and stay all day.
Unlike the student in Round 1, this student decided not to count her co-op attendance as in-person
school attendance. When asked question Q1a (“At any time during this school year did you attend a
public or private school in person?”) she said, "Not public or private, but I've gone to a co-op.” The
interviewer asked her how she would answer if she couldn’t discuss it with the interviewer and she said
she’d answer “no.”

15

During probing, the interviewer asked some unscripted probes:
Interviewer: "When I asked you the first one, 1a, you said that it's not public or private, it's a coop. Were you confused at all as to whether the co-op might count there?"
R202 (Homeschooled): "Not really."
Interviewer: "What made you think that the co-op wouldn't count there?"
R202 (Homeschooled): "You just said public or private.”
After the confirmation round results meeting, the sponsors revisited the topic of whether or not
students who attend co-ops should continue on through the full instrument. Since co-ops vary widely
and some do resemble the private school experience, the decision was made to allow homeschool
students who attend co-ops to continue through the instrument if they report that they attended school
in person. Rather than push co-op students one way or the other, it is left up to their discretion whether
they feel like their experience fits. Some students in more structured co-ops may choose to report their
attendance like we saw in Round 1. To account for this possibility, a new question was added as a
follow-up to Q1c E_ATTENDSCHOOL_C (HOMESCHOOL).
E_REMOTE_SCHOOLING_COVID: Added after confirmation round
(Asked if E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”)
E_HOMESCHOOL_COOP
1d. At any time during this school year did you attend a homeschooling cooperative, or co-op, in person?
Homeschooling cooperatives (co-ops) are groups of homeschooling families who work together to educate
their children. They can range from informal groups to more formal programs that resemble private schools.
Some co-op students may report in-person attendance if they feel like that fits.
1 = Yes
2 = No

16

6.2 New Homeschooling questions
6.2.1

Homeschooling due to COVID-19

E_REMOTE_SCHOOLING_COVID: Round 1
1e. E_REMOTE_SCHOOLING_COVID
[Q1e ASKED IF E_ATTENDSCHOOL_B = “Yes” or E_ATTENDSCHOOL_C = “Yes” (PHRASING RELATED TO
SCHOOLING TYPE WILL BE PROGRAMMED AS FILLS. EACH VERSION IS WRITTEN AS A SEPARATE QUESTION
DURING COGNITIVE TESTING FOR CLARITY)]
[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “No”]
Did [you/^Name] receive [virtual or remote instruction] due to the Coronavirus pandemic?
[IF E_ATTENDSCHOOL_B = “No” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [homeschooling instead of being enrolled in a public or private school] due to the
Coronavirus pandemic?
[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [virtual or remote instruction or homeschooling instead of being enrolled in a
public or private school] due to the Coronavirus pandemic?
1= Yes
2= No
Round 1 Findings:
During probing, all students were asked what question Q1e was asking in their own words. In Round 1,
one student misinterpreted what question Q1e was asking when responding to the probe, but it seems
like she had the correct interpretation at first. It was not clear if she misinterpreted when answering or
just when we asked her to stop and think about it and say it in her own words. She answered the survey
question correctly.
R102 (Virtual): "Did you get virtual school or any like… hmmm… wait - did you get any
information on the coronavirus pandemic and how it should be going at school, like how school
will be changing due to coronavirus?"
It’s possible that she had the correct interpretation but then started to overthink it. She also mentioned
that they’d had a meeting the day of the cognitive interview to discuss new changes due to the increase
in COVID-19 in her area, which may have influenced her response to the probe.
All other students provided interpretations that showed they understood the question as intended.
R101 (Homeschooled): "It's asking if our family thought that going to school in person would
have been unsafe or that virtual learning wouldn't have been enough so decided to take their
children out of the school and start homeschooling them.”
R103 (Virtual): "Are you in online school because of the pandemic. Like would you be in online
school if there wasn't a pandemic.”
R105 (Homeschooled): “It's asking… were you removed from an actual school because of the
pandemic and how it's been going.”
17

Recommended changes:
After Round 1, we recommend adding the word “learning” to the question since multiple students used
the term “virtual learning” to refer to their virtual schooling.
E_REMOTE_SCHOOLING_COVID: Round 2
1e. E_REMOTE_SCHOOLING_COVID
[Q1e ASKED IF E_ATTENDSCHOOL_B = “Yes” or E_ATTENDSCHOOL_C = “Yes” (PHRASING RELATED TO
SCHOOLING TYPE WILL BE PROGRAMMED AS FILLS. EACH VERSION IS WRITTEN AS A SEPARATE QUESTION
DURING COGNITIVE TESTING FOR CLARITY)]
[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “No”]
Did [you/^Name] receive [virtual learning or remote instruction] due to the Coronavirus pandemic?
[IF E_ATTENDSCHOOL_B = “No” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [homeschooling instead of being enrolled in a public or private school] due to the
Coronavirus pandemic?
[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [virtual learning or remote instruction or homeschooling instead of being enrolled
in a public or private school] due to the Coronavirus pandemic?
1= Yes
2= No
Round 2 Findings:
As with Q1b, in Round 2 the phrase “virtual learning or remote instruction” caused confusion with two
students. One technically hybrid student answered Q1b correctly, but answered Q1e incorrectly. During
probing he said that for Q1b the term “remote instruction” confused him, but he was able to answer
correctly because the phrase “virtual learning” clued him in. When asked why he said no to Q1e he said,
"I meant yes on that one, I just got confused on what the remote instruction was again probably. I
probably didn't hear the virtual learning so it didn't register in my brain."
The second student answered Q1e incorrectly, but she did interpret Q1e correctly during probing. When
asked what Q1e is asking in her own words she said, "If I’m doing virtual learning due to COVID" When
the interviewer asked if she was unsure of how to answer Q1e, she said, "Yeah - because of the remote
instruction." This student may have interpreted Q1e correctly during probing because she had been
talking about the items for a few minutes and was able to read the question before answering the
probe.
Although the phrase “remote instruction” caused some confusion, students in Round 2 did understand
the intent of the question.
R209 (Homeschooled): "Have you switched to homeschooling due to the pandemic because of
the school not being able to either do proper precautions or be open.”

18

R201 (Technically Hybrid): "It's asking if some of the remote learning I experienced was directly
because the schools were shut down due to coronavirus, which yes.”
R206 (Hybrid): "Were you virtual learning… so like you haven't been virtual learning all your life
but just because of COVID you've been virtual learning.”
R203 (Virtual): "If I'm doing virtual learning due to COVID.” [Student who answered 1b and 1e
incorrectly]
Recommended changes:
After Round 2, we recommended replacing the phrase “virtual learning or remote instruction” with
“online schooling or virtual learning” in the applicable fills for item Q1e.
E_REMOTE_SCHOOLING_COVID: Round 3 and Final Recommendation
1e. E_REMOTE_SCHOOLING_COVID
[Q1e ASKED IF E_ATTENDSCHOOL_B = “Yes” or E_ATTENDSCHOOL_C = “Yes” (PHRASING RELATED TO
SCHOOLING TYPE WILL BE PROGRAMMED AS FILLS. EACH VERSION IS WRITTEN AS A SEPARATE QUESTION
DURING COGNITIVE TESTING FOR CLARITY)]
[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “No”]
Did [you/^Name] receive [online schooling or virtual learning] due to the Coronavirus pandemic?
[IF E_ATTENDSCHOOL_B = “No” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [homeschooling instead of being enrolled in a public or private school] due to the
Coronavirus pandemic?
[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [online schooling or virtual learning or homeschooling instead of being enrolled in
a public or private school] due to the Coronavirus pandemic?
1= Yes
2= No
Round 3 Findings:
In Round 3, all students were able to correctly answer the survey question. Responses to the survey
question and related probes showed that all students understood what the question was asking. During
probing, students were asked, “Can you tell me what this question is asking in your own words?” Seven
of eight provided correct interpretations.
R301 (Hybrid): “It means that the public school was forced to do online because of safety
reasons because of COVID. It wasn't anything like because my parents wanted me to, it was
more like we had to.”
R306 (Virtual): “It’s asking like if I received online schooling before COVID, this question is asking
if I was doing online the whole time or because of coronavirus.”

19

R307 (Virtual): “Did you start learning online because of the coronavirus?”
R308 (Homeschooled): “Was I homeschooled because of the virus - the coronavirus.”
The eighth student struggled to rephrase questions throughout the interview. This student seemed to
understand the questions as intended throughout the interview based on her answers and what she
said during probing. She just struggled with paraphrasing as a skill. Before answering this probe, she
said, “I am sorry I have a hard time putting a lot of things into my own words." The interviewer probed
on why she thought we asked question Q1e, “To just see if I was learning any time during the
pandemic.”
Final Recommendations:
Proceed with the Round 3 wording.
6.2.2

Reasons for Homeschooling

E_HOMESCHOOL_WHY: Round 1
[IF E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”]
1f. E_HOMESCHOOL_WHY
Was the decision to homeschool rather than enroll in public or private school related to any of the
following:
Read answer categories, mark all that apply
1= Due to your experiences with bullying?
2= Due to concerns about the school environment, such as safety, drugs, or negative peer pressure?
3= Due to dissatisfaction with the academic instruction offered at the school?
4= Due to religious reasons?
5= Due to a physical disability or mental health problem?
6= Due to an illness that prevents you from attending school?
7= Due to your county’s decision to close the schools?
8= A different reason? – Specify
E_HOMESCHOOL_WHY_SPECIFY
What was the different reason? Specify: _________________________

Round 1 Findings:
In Round 1, two homeschooled students were asked E_HOMESCHOOL_WHY. Both students understood
the different reasons listed in Q1f. In addition to assessing comprehension, we were also interested in
whether or not homeschooled students were aware of the reasons their family decided to homeschool.
In Round 1 both students were fully aware of the reasons they were homeschooled. Both reported that
they were involved in the discussion when their parents were making the decision to homeschool
instead of enrolling them in public or private school.
One concern prior to testing was students including bullying in category 2 (concerns about the school
environment). This was not an issue in Round 1. The students seemed to distinguish between bullying
and concerns about the school environment. When asked what comes to mind when they hear category
20

2, one said "If the school is safe for the students and safe for the teachers to teach." The other talked
about how there weren’t really safety concerns in his old school and mentioned how a kid at a nearby
school brought a gun to school, but that his parents didn’t make a big deal about that since it wasn’t his
school.
One student only said yes to one reason in E_HOMESCHOOL_WHY (quality of instruction). However,
when describing the decision during probing, he mentioned religious reasons being a contributing
factor. When explicitly asked if he thought he could only choose one reason, he initially said he did not
think that. A few minutes later, when asked if he thought about including religious reasons when
answering Q1f, he said he felt like the question wanted him to say the one main reason for
homeschooling.
R105: “We didn't like some of the stuff they were teaching us because it went against our religion
and we didn't like how they were teaching it because it was saying that something happened
when we believed that this didn't happen."
Interviewer: “How much did that part play a role in the decision to switch?”
R105: "Well, [the study center] supports our religion, so that was a big part of it. And since the
other school doesn't necessarily support any religion, it's just kind of... it's all based off of science.
Everything that they teach there is based off science and provable facts and not any religion...
Partially they switched me because of that. But that wasn't huge, it was just another one on the
list of reasons. It certainly pushed us towards it, but it didn't push us over the top."
Interviewer: “Did you feel like you could only choose one of the reasons?”
R105: "Honestly, the other ones.... no. I felt like the other ones... there was really only one main
reason. One or two. But none of those were mentioned in 1-7."
Interviewer: “Did you think about saying yes to number 4 [religious reasons]?”
R105: "Yeah, I did. But like I said, it wasn't a major role. But that's why I said no, because it
sounded like you wanted me to say the main reason."
Recommended changes:
After Round 1, we recommended revising the stem of the question and changing from mark all that
apply to a series of yes/no forced responses. These changes were intended to make it clear that
participants could report more than one reason for homeschooling. The revised phrasing in the stem
was modeled after language used for a similar type of question in the NCVS Police Public Contact Survey
that was cognitively tested by CBSM in 2018 (Henderson, Martinez, Katz, & Davis 2019).

21

E_HOMESCHOOL_WHY: Round 2
[IF E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”]
1f. E_HOMESCHOOL_WHY
With this next question, I’m going to read a list of 7 possible reasons that some families decided to
homeschool rather than enroll in public or private school. You can say yes to more than one reason but
please choose ones that best fit the reason or reasons your family decided to homeschool.
1. Due to your experiences with bullying? (Y/N)
2. Due to concerns about the school environment, such as safety, drugs, or negative peer pressure?
(Y/N)
3. Due to dissatisfaction with the academic instruction offered at the school? (Y/N)
4. Due to religious reasons? (Y/N)
5. Due to a physical disability or mental health problem? (Y/N)
6. Due to an illness that prevents you from attending school? (Y/N)
7. Due to your county’s decision to close the schools? (Y/N)
8. A different reason? – Specify
E_HOMESCHOOL_WHY_SPECIFY
What was the different reason?

Specify:
Round 2 Findings:
The changes to Q1f to clarify that students could choose more than one reason performed well in Round
2. Both homeschooled students said they knew that they could say yes to more than one reason,
however, neither had two reasons from the list.
When answering items in Q1f, one student paused at option 3 and eventually said she’s “not quite sure
about that one.” At the end of the list she said yes to “a different reason.” Her explanation included
dissatisfaction with instruction at her last school (in addition to high tuition at her private school).
Both students in Round 2 were fully aware of the reasons they were homeschooled. One was involved in
the discussion when their parents were making the decision, the other has been homeschooled since
kindergarten.
Recommended changes:
After Round 2, we recommended replacing “due to” with “because of” in all items to use plain language.
We also recommended revising item 3 to use plain language geared towards middle and high schoolers
to increase comprehension.

22

E_HOMESCHOOL_WHY: Round 3
[IF E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”]
1f. E_HOMESCHOOL_WHY
With this next question, I’m going to read a list of 7 possible reasons that some families decided to
homeschool rather than enroll in public or private school. You can say yes to more than one reason but
please choose ones that best fit the reason or reasons your family decided to homeschool.
1. Because of your experiences with bullying? (Y/N)
2. Because of concerns about the school environment, such as safety, drugs, or negative peer pressure?
(Y/N)
3. Because you or your parents were not happy with the quality of the education you were receiving?
(Y/N)
4. Because of religious reasons? (Y/N)
5. Because of a physical disability or mental health problem? (Y/N)
6. Because of an illness that prevents you from attending school? (Y/N)
7. Because of your county’s decision to close the schools? (Y/N)
8. Because of a different reason? – Specify
E_HOMESCHOOL_WHY_SPECIFY
What was the different reason?

Specify:
Round 3 Findings:
In Round 3, changes to Q1f appear to be working, but we only interviewed one homeschooled student
in that round. This student said yes to four reasons (1, 2, 3, and 5). Although he has been homeschooled
since 1st grade, he seemed very aware of the reasons his parents decided to start homeschooling. His
mother was in the room during the interview and chimed in often, but she did not correct his responses
to Q1f, which suggests they were accurate reasons.
During probing, after answering the scripted probes on Q1f, he circled back to ask for clarification on
what was meant by “mental health problems.”
R308: "Actually, for number 5 - I'm not really sure what you would classify as a mental health
problem."
Interviewer: "So one thing we do in interviews like this is we just kind of ask, 'What would you
classify as one?’”
R308: "Okay, I was just wondering."
Interviewer: "Were you confused about that one?"
R308: "I mean... I have autism, I wasn't sure if it applied or not. Kids I think were picking on me
because of that, I do remember not doing so well.“ [Mom jumps in]
23

Mom: Do you think it would be helpful if she said, 'if you felt different from other kids?’
R308: "mmmm I don't think that. Because I think it was because of a disability, not necessarily
being-" [mom interrupts]
Mom: "Do you think that your autism is a disability for you?"
R308: "Not really a disability, I mean-" [mom interrupts]
Mom: "Do you feel like it might be for some people?"
R308: "Potentially, yes."
The discussion above shed light on the fact that version of Q1f administered in Round 3 did not have a
good category to capture reasons for homeschooling related to some conditions such as Autism
Spectrum Disorder, ADHD, dyslexia, etc.
Final recommendation:
After Round 3, we recommended revising item 5 to make it less restrictive.
5. Because of a physical, mental, or developmental condition?
For consistency, item 32d. G_BULLYING_DISABILITY was also revised as follows:
Original: Any disability you may have – such as a physical, mental, or developmental disability?
Revised: Any condition you may have – such as a physical, mental, or developmental condition?

6.3 New Intro Text: Intro_3
Since some students attended school virtually for some or all of their schooling, intro text was added
preceding questions about the school’s location. This was done to ensure that all students provide
responses about the public or private school they would attend if they were attending in-person.
INTRO 3: Round 1 – Final Recommendation (no changes made)
SCS_INTRO_3
READ SCS_INTRO_3 only if E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”
For the next questions, please think about the school you would normally attend in person right now.
Round 1 through Round 3 Findings:
This intro text appeared to perform well for all students. Participants did not experience any confusion
about which school they should think about when answering the subsequent questions. Fully virtual
students were able to easily answer questions about their school even though they had not attended in
person during the current school year. Since the text worked well and did not create any confusion, it
was not revised throughout pretesting.
Final Recommendation:
Proceed with the wording used in Rounds 1 through 3.

24

6.4 Getting to and from School
F_GETTOSCHOOL & F_HOMEFROMSCHOOL: Starting point for CBSM’s pretesting
7. F_GETTOSCHOOL
How do you get to school most of the time this school year?
If multiple modes are used, code the mode in which the student spends the most time.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify
F_GETTOSCHOOL_SPECIFY
Specify:
8. F_HOMEFROMSCHOOL
How do you get home from school most of the time this school year?
If multiple modes are used, code the mode in which the student spends the most time.
If the student volunteers that he or she does not go directly home after school, record the mode that the
student uses to get to his or her first destination after school.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify
F_HOMEFROMSCHOOL_SPECIFY
Specify:

F_GETTOSCHOOL: Round 1 – Final Recommendation (no changes made)
7. F_GETTOSCHOOL
When you attend school in person, how do you get to school most of the time this school year?
(Response options and specify were not changed)
8. F_HOMEFROMSCHOOL
When you attend school in person, how do you get home from school most of the time this school year?
(Response options and specify were not changed)

25

Round 1 through Round 3 Findings:
The revised questions performed well for all students. Participants did not experience any confusion
when answering. Fully virtual students were able to easily answer questions, reporting their typical
mode of transportation that they would use if they were attending in person. Since the questions
worked well and did not create any confusion, it was not revised throughout pretesting.
Final Recommendation:
Proceed with the wording used in Rounds 1 through 3.

6.5 Defining the scope of “at school” (Intro_4, formerly Intro_3)
In the previous version of the supplement, SCS_INTRO_3 defines the scope of “at school” before the
series of drugs and alcohol questions. The intro specifies that the scope is for the remainder of the
survey. The scope defined is limited to physical locations in and around the school building, as well as
the commute to and from school. With the introduction of virtual schooling, the intro text required
revisions to make it applicable to fully virtual and hybrid situations. In addition to using “virtual classes”
when applicable, the phrase “at school” was replaced with “during school” for fully virtual students
before cognitive testing began. Scripted probes were included in the protocol to ask about what
students considered to be “at school” or “during school.”
SCS_INTRO 3: Starting point for CBSM’s pretesting
SCS_INTRO_3
Now I have some questions about things that happen at school. For this survey, “at school” includes the
school building, on school property, on a school bus, or going to and from school. [IF
E_DIFFSCHOOL_ATTENDED = 2 or 3: For the remainder of this survey, think about both/all schools you
attended this school year.] Your answers will not be shared with anyone at your school or home.
SCS_INTRO 4: Round 1
(If E_ATTENDSCHOOL_A (IN PERSON) = “No”)
SCS_INTRO_4_VIRTUAL
Now I have some questions about things that happen during school, which includes virtual classes and
other school sponsored activities. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3: For the remainder of this survey,
think about both/all schools you attended this school year.] Your answers will not be shared with anyone at
your school or home.
(If E_ATTENDSCHOOL_A (IN PERSON) = “Yes”)
SCS_INTRO_4_INPERSON
Now I have some questions about things that happen at school, which includes [IF E_ATTENDSCHOOL_B
(VIRTUAL) = “Yes” FILL: virtual classes,] in the school building, on school property, on a school bus, or going
to and from school. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3: For the remainder of this survey, think about
both/all schools you attended this school year.] Your answers will not be shared with anyone at your school
or home.

26

Round 1 Findings:
When comparing the scope considered by schooling type, we saw noticeable differences between fully
virtual students who heard the phrase “during school” and fully in-person and hybrid students who
heard the phrase “at school.” Fully virtual students emphasized school hours and instructional time,
while fully in-person and mostly in-person (technically hybrid) students emphasized physical locations in
and around the school.
Fully virtual
R102 (Virtual): "In a class, learning something in class. We sign on at 8:20 until lunch break, then
we sign back on until 12:30. We only have four classes a day."
R103 (Virtual): “During the school day, whether online or in person. Something that is for
school. Like online classes or after school clubs.”
R107 (Virtual): “During classes and instructional time.”
In-person & mostly in-person
R106 (In-person): “Onsite in the building. Or on the field.”
R108 (In-person): “To be there in person. Not over a screen.”
R109 (Technically Hybrid): “Classrooms that I attend.”
R110 (Technically Hybrid): “Like in person, at the physical school.”
One fully virtual student was a false positive for a hybrid situation. This was due to him thinking about
the previous spring when answering Q1a (E_ATTENDSCHOOL_A (IN PERSON)). Because of this, he went
through the hybrid path and heard the phrase “at school” in Intro_4. When asked what he considered to
be “at school,” he specified being at school in-person. Further probing revealed that he was not thinking
about virtual schooling when answering questions about experiences that school year. This was
concerning as he did not attend school in person this school year, so he incorrectly limited the scope to
in-person experiences the previous year.
R104: “At school was going to school, like being in school in-person.”
Interviewer: “Were you thinking about virtual at all?”
R104: “No, not for the most part.”
Recommended Changes:
After Round 1, we recommended changing “at” to “during” for in-person version to simplify fills and to
make sure it doesn’t limit scope for hybrid students.
We also recommended adding a sentence to reiterate timeframe. This recommendation is not limited to
findings specific to Intro_4, rather the overall finding that some students forgot the reference to the
timeframe as they went through the survey. Since this intro marks the transition from more general
questions about their school to more specific questions about experiences this school year, it is an
appropriate place to remind students of the timeframe they should be thinking of.

27

SCS_INTRO 4: Round 2 – Final Recommendation
(If E_ATTENDSCHOOL_A (IN PERSON) = “No”)
SCS_INTRO_4_VIRTUAL
Now I have some questions about things that happen during school, which includes virtual classes and
other school sponsored activities. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3: For the remainder of this survey,
think about both/all schools you attended this school year.] Your answers will not be shared with anyone at
your school or home.
The following questions are only about this school year.
(If E_ATTENDSCHOOL_A (IN PERSON) = “Yes”)
SCS_INTRO_4_INPERSON
Now I have some questions about things that happen during school, which includes [IF E_ATTENDSCHOOL_B
(VIRTUAL) = “Yes” FILL: virtual classes,] in the school building, on school property, on a school bus, or going
to and from school. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3: For the remainder of this survey, think about
both/all schools you attended this school year.] Your answers will not be shared with anyone at your school
or home.
The following questions are only about this school year.
Rounds 2 & 3 Findings:
The change to use the phrase “during school” for all students worked well throughout Rounds 2 and 3 of
cognitive testing. The change did not cause any issues for hybrid and in-person students. It also
prevented hybrid students from defining too narrow a scope. As in Round 1, when asked what they
consider to be “during school,” students placed an emphasis on school hours and class time. Although
they heard the same phrase, there were differences between virtual students and hybrid and in-person
students.
Fully virtual and mostly virtual technically hybrid students defined their scope by school start and end
times.
R203 (Virtual): When they’re doing virtual - from the start time while they’re on all day.
R201 (Technically Hybrid): “At the beginning of school, like 7:40 something to really after any
school activities, like 4:30."
R305 (Virtual): “I think… I do online school, so during... when I'm inside the meet of my
classroom, I just stay in there. During school would be during my classes, get everyone inside the
google meet and then start the lesson.”
While fully in-person, true hybrid, and mostly in-person (technically hybrid) students still mainly relied
on school hours to define the scope, they were also more likely to mention aspects of school that are
only applicable in person, such as ringing bells and leaving the building.
R205 (In-person): “During school would be like school hours from when we start to when we
end. A little bit afterwards when we are leaving until everyone is gone. I would count that is
school hours too.”
28

R211 (Technically Hybrid): “In school hours. After the bell rings I'm not in school anymore, I'm
going home.”
R206 (Hybrid): "During school hours any time I was on the way to school, coming home from
school, or in school. Anything that was during my virtual lessons but I wasn't thinking of like in
between virtual lessons at home."
R301 (Hybrid): "During school… like anything between 8:30 when I log on or get to school and
3:30 when we leave."
These differences by schooling type highlighted that the phrase “during school” works well for all
students regardless of their schooling situation.
Final Recommendation:
Proceed with the wording used in Rounds 2 and 3.

6.6 Virtual schooling and traditional “in person” items
6.6.1

New Path for Fully Virtual Students

A subset of the survey questions deal with topics that are only applicable if the student has attended
school in person. These include physical security measures that some schools take, availability of drugs
and alcohol while at school, physical fights at school, avoiding locations at school, the presence of
weapons at school, and gangs at school. Responses to E_ATTENDSCHOOL_A - C are used to create
appropriate skip patterns throughout the survey. Students who report that they did not attend school in
person (E_ATTENDSCHOOL_A (IN PERSON) = “No”) are not asked questions specific to in-person topics
mentioned above.
Some survey questions that seem like they are focused on in person experiences were not as clear cut.
While school sponsored extracurricular activities would normally occur in person, many schools were
able to host meetings virtually during the pandemic. Other activities like sports were still held in-person
outside while school buildings were closed. The series of bullying questions was also potentially
complicated for fully virtual students. Many of the bullying behaviors asked about in Q22 could still
occur during virtual school, such as name calling and excluding students on social media. The fact that
some fully virtual students still went to the school for extracurricular activities meant that the physical
bullying behaviors may still occur. For these reasons, the decision was made to still ask the complete
series of questions about school-sponsored activities and experiences with bullying, even if some items
may not apply to some fully virtual students.
Sponsors were concerned about the possibility of fully virtual students finding it weird to be asked these
inapplicable questions. To address this, interviewers were instructed to note any comments made by
fully virtual participants indicating that they felt the in-person questions were weird or inappropriate.
Scripted probes were asked to assess whether fully virtual students ever went to the school or
interacted with other students in person during school hours.

29

6.6.2

School Sponsored Activities

Q9: Starting point for CBSM’s pretesting – Final Recommendation
9a. F_ACTIVITY_SPIRIT
During this school year, have you participated in any of the following activities sponsored by your school:
Spirit groups, for example, Cheerleading, Dance Team, or Pep Club? (Y/N)
9b. F_ACTIVITY_SPORTS
Athletic teams at school? (Y/N)
9c. F_ACTIVITY_ARTS
Performing arts, for example, Band, Choir, Orchestra, or Drama? (Y/N)
9d. F_ACTIVITY_ACADEMIC
Academic clubs, for example, Debate Team, Honor Society, Spanish Club, Math Club, or Computer Club?
(Y/N)
9e. F_ACTIVITY_GOVT
Class council or student government, also known as SGA? (Y/N)
9f. F_ACTIVITY_SERVICE
[IF GRADES 6, 7, or 8 ASK] Volunteer or community service clubs sponsored by your school, for example,
Peer Mediators, Environmental Club, or Recycling Club? (Y/N)
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or community service clubs sponsored by your school, for
example, Peer Mediators, Environmental Club, Key Club, or Interact? Do not include community service
hours required for graduation. (Y/N)
9g. F_ACTIVITY_OTHER
Other school clubs or school activities? (Y/N)
9h. F_ACTIVITY_OTHER_SPECIFY
What are the other school clubs or school activities you participate in?
Specify:
Round 1 – Round 3 Findings:
All students were able to answer the series of questions about school sponsored activities without issue.
No fully virtual students commented on any of the activities being inapplicable. In fact, many of the fully
or mostly virtual students participated in sports and clubs in person this school year. Virtual students
who went to the building for in-person extracurricular activities often added the caveat that their school
only offered those activities when it was safe to do so. Some schools adapted by offering in-person
activities when COVID-19 cases in their area were low and pausing or ending the activities when cases
began to rise. In addition to the in-person activities, many schools began offering virtual extracurricular
activities. Among those mentioned in interviews were Art Club, Band, Choir, Student Council, and
Debate Club.
Final Recommendations:
Proceed with original wording.
30

6.6.3

Drugs and Alcohol

The question about seeing another student under the influence of illegal drugs or alcohol
(F_KNOW_DRUGS_OR_ALCOHOL) was revised to account for virtual and hybrid situations. For fully
virtual students, the phrase “while they were at school” was replaced with “while they were attending
virtual school.” For hybrid students, a fill was added to the original wording from the 2019 SCS to change
the phrase to “while they were at school or attending virtual classes.”
F_KNOW_DRUGS_OR_ALCOHOL: Starting point for CBSM’s pretesting

F_KNOW_DRUGS_OR_ALCOHOL
20b. During this school year, did you see another student who was under the influence of illegal drugs or
alcohol while they were at school?
F_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL and F_KNOW_DRUGS_OR_ALCOHOL: Round 1 – Final Recommendation

(no changes made)
(If E_ATTENDSCHOOL_A (IN PERSON) = “No”)
F_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL
20a. During this school year, did you see another student who was under the influence of illegal drugs or
alcohol while they were attending virtual school?

(If E_ATTENDSCHOOL_A (IN PERSON) = “Yes”)
F_KNOW_DRUGS_OR_ALCOHOL
20b. During this school year, did you see another student who was under the influence of illegal drugs or
alcohol while they were at school [IF E_ATTENDSCHOOL_B (VIRTUAL) = “Yes” FILL: or during virtual classes]?
Rounds 1-3 Findings:
The revised questions performed well for all students. There were no comments about the question not
applying to virtual school. Some fully virtual students reported that they did see others under the
influence during virtual classes. Others commented that other students probably were under the
influence at some point, but that they would not have been able to tell through the virtual platform.
Since the questions worked well and did not create any confusion, they were not revised throughout
pretesting.
Final Recommendation:
Proceed with the wording used in Rounds 1 through 3.

31

6.6.4

Bullying Items

G_BULLY_X (Q22a-Q22h): Starting point for CBSM’s pretesting

22a. G_BULLY_MADE_FUN
Now I have some questions about what students do at school that make you feel bad or are hurtful to you.
These could occur in person or using technologies, such as a phone, the Internet, or social media. We often
refer to this as being bullied. During this school year, has any student bullied you?
That is, has another student...?
Made fun of you, called you names, or insulted you, in a hurtful way? (Y/N)
22b. G_BULLY_RUMOR
Spread rumors about you or tried to make others dislike you? (Y/N)
22c. G_SHARED
Purposely shared your private information, photos, or videos in a hurtful way? (Y/N)
22d. G_BULLY_THREAT
Threatened you with harm? (Y/N)
22e. G_BULLY_CONTACT
Pushed you, shoved you, tripped you, or spit on you? (Y/N)
22f. G_BULLY_COERCED
Tried to make you do things you did not want to do, for example, give them money or other things? (Y/N)
22g. G_EXCLUDED
Excluded you from activities, social media, or other communications to hurt you? (Y/N)
22h. G_BULLY_DESTROYED_PROP
Destroyed your property on purpose? (Y/N)

G_BULLY_X (Q22a-Q22h): Round 1 – Final Recommendation (no changes made throughout testing)

22a. G_BULLY_MADE_FUN
Now I have some questions about what students do during school that make you feel bad or are hurtful to
you. These could occur in person or using technologies, such as a phone, the Internet, or social media. We
often refer to this as being bullied. During this school year, has any student bullied you?
That is, has another student...?
(no changes made to behaviors above)
Rounds 1-3 Findings:
Across all rounds, the bullying questions performed well for all students. There was some concern that
fully virtual students would question why they were being asked about physical behaviors when they
have not seen other students in person. Only one student made such comments. During probing, this
student said that “you can’t really be bullied with virtual school.” He said that everything virtual is
32

monitored, so kids would not try to bully you on those virtual platforms. This student answered Q1a
(E_ATTENDSCHOOL_A (IN PERSON)) incorrectly and received questions on the hybrid path despite being
fully virtual. He said that other in-person questions aside from the bullying items do not apply to virtual
school. During probing, it became clear that whenever he felt a question did not apply to virtual school,
he answered about the previous year. This does not explain why he answered Q1a incorrectly.
Other fully virtual and hybrid students acknowledged that bullying is possible during virtual school. One
fully virtual student actually included an incident where a group of girls went to her house and tried to
fight her during their lunch break. For the most part, students discussed bullying that could happen
using social media during class time or sending messages through the virtual platform being used by the
school.
When asked during probing, some fully and mostly virtual students did say that they were thinking more
of in-person places at school when responding to some of the bullying items. However, this did not
mean the questions were problematic for these students. It is natural for applicable situations to pop
into their minds as they are forming a response, but the students then applied the scope to determine
whether or not to include it.
R305 (Virtual): “Not in this school year. I think only like once or twice last school year when I
was in 5th grade. But out of all the bullying questions, none of these have happened this
school year at all.”
Interviewer: "So when I was asking you the whole list did the stuff from 5th grade pop into
your mind?"
R305 (Virtual): "Like once. But then you were referring to this school year, then no. But
when I was thinking about it? Yeah, like once."
Interviewer: "But you decided not to include it because..."
R305 (Virtual): "Because it wouldn't have been this school year."
Other students noted that incidents from the previous year came to mind, but they did not include them
because the question specified this school year.
R307 (Virtual): [When asked if anyone did anything not in Q22 that made them feel bad] “I think
they did do something that was included on this but I didn't say because it wasn't this year. But
they did exclude me from activities [implied last year].”
Final Recommendation:
Proceed with the original wording; ask the full item for all students attending a public or private school.

33

7 CONCLUSIONS
The primary focus of this testing was to test the newly added questions designed to capture the type(s)
of schooling a student received, as well as any phrases throughout the survey that needed to be
adapted to work for students who are fully in-person, fully virtual, or hybrid. Overall, the findings from
this study indicate that the new and revised questions performed well by the confirmation round.
In Round 1, some students forgot the reference to the time frame and answered Q1a-Q1c about both
the previous and current school year. This may have been partially due to the fact that time was less
clearly delineated during the pandemic than in normal years. Revising Q1a-Q1c to repeat the timeframe
in each item, as well as adding a reminder of the time frame in what is now INTRO_4 appeared to
decrease the issue in Rounds 2 and 3.
Students in Rounds 1 and 2 noted some confusion about the phrase “remote instruction” that was
initially used in Q1b and Q1e. Although most students recognized the other term (“virtual” in Round 1
and “virtual learning” in Round 2) and were able to answer the questions without issue, a few students
did answer Q1b and Q1e incorrectly due to the term. Replacing the entire phrase with “online schooling
or virtual learning” effectively addressed the issue and prevented confusion in Round 3.
Despite concerns that fully virtual students would find questions about in-person activities problematic,
that did not appear to be the case. Many of the questions that were only applicable to in-person
students were skipped in the new path for fully virtual students. Those traditionally in-person questions
that were still asked of fully virtual students (extracurricular activities, seeing others under the influence
of drugs and alcohol, and bullying items) still worked well for fully virtual students. Many of the items
still applied. Schools still offered activities to fully virtual students, whether they hosted them in-person
(sports) or switched them to virtual meetings. Most of the bullying behaviors were still possible during
virtual school, and those that were not did not seem to faze the students. Although schooling was
classified into three types during cognitive testing (fully virtual, fully in-person, and hybrid), based on
participants’ explanations of what school has looked like in the 2020-2021 school year, there is a large
variety in schooling situations across the country. While there is still uncertainty about what schooling
will look like in future school years, the final recommendations for the 2022 School Crime Supplement
are designed to adapt to each student’s situation. See Attachments 4 and 5 for final recommendations
in English and Spanish.

34

8 REFERENCES
Henderson, Amber, Mandi Martinez, Jonathan Katz, and Mary Davis. 2019. “Cognitive Pretesting of the
2018 Police-Public Contact Survey.” Available at:
https://www.census.gov/content/dam/Census/library/working-papers/2019/adrm/rsm201909.pdf.
Martinez, Mandi, Jasmine Luck, Mary Davis, and Amber Henderson. 2016. “Cognitive Pretesting of the
2017 School Crime Supplement to the National Crime Victimization Survey.” Available at:
https://www.census.gov/library/working-papers/2020/adrm/rsm2020-07.html
Martinez, Mandi, Jasmine Luck, and Mary Davis. 2018. “Cognitive Pretesting of the 2019 School Crime
Supplement to the National Crime Victimization Survey.” Forthcoming.
Pascale, Joanne, Mikelyn Meyers, Mandi Martinez, and Marissa Fond. 2014. “National Crime
Victimization Survey School Crime Supplement: Cognitive Testing of Questions on Bullying.”
Available at: https://www.census.gov/library/working-papers/2014/adrm/rsm2014-03.html
Willis, Gordon. 2015. “Analysis of the Cognitive Interview in Questionnaire
Design: Understanding Qualitative Research”. New York, NY: Oxford University Press.

35

Appendix A: 2022 SCS/NCVS Cognitive Interview Recruitment
Screeners
RECRUITER-ADMINISTERED SCREENING QUESTIONNAIRE FOR SCHOOL CRIME SUPPLEMENT
[Note to interviewer: If a student under 18 calls to answer the screener questions for themselves, tell
them that we have to briefly talk with their parents to get permission to screen them. If the parent is a
monolingual Spanish speaker, let them know that we have staff who can call and ask for permission in
Spanish.]
Introduction: Hello, I'm _____________________ from the Census Bureau.
IF OUTBOUND CALL: I’m calling about [an email you sent/a voicemail you left] about testing a survey
for students ages 12-18. Any student who participates will receive $25 to thank them for their time.
The parent or guardian who helps their child set up the 60-minute interview will also receive $25.
IF INBOUND CALL: Thanks for calling us about the test of a survey for students.
I just need to get a little bit of background information to find out if your child is eligible to
participate.
1. What is your name? ___________________________________________
2. (ASK IF YOU DON’T HAVE THIS INFORMATION) What is your daytime phone number? (___)_____________
3. How many children between the ages of 12 and 18 live in your household? _______
IF NO CHILDREN 12-18 I'm sorry. Right now we are only testing the survey with students ages 12-18.
Thank you for your time.
IF MORE THAN ONE CHILD: Let’s start with the oldest child first.
Child 1
Child 2
Child 3
Child 4
4. How old is that child? (Verify child is 12 -18)
5. What is that child’s name?
6. Is _____ male or female?
7. What grade is _____ in?
8. Is _____ of Hispanic, Latino, or Spanish
origin?
9. Please choose one or more races that
_____considers him/herself to be.
White
Black or African American
Asian
American Indian or Alaska Native
Native Hawaiian or other Pacific Islander
10. Does _____ speak English fluently?
11. What city and state does _____ live in?
12. Is _____ enrolled in a public school, a
private school, or is [he/she] homeschooled?
13. Has ___ attended school in person this
school year?
14. Has___ attended school virtually this
school year?

36

15a. Has _____ ever had an experience they
consider to be bullying by students from
school?
15b. [IF YES TO 155a] When did the most
recent bullying incident occur? Your best
guess is fine.
16. Do you think ____ would be interested in
participating in the study if they are selected?
IF MORE THAN ONE CHILD: Now let’s talk about the [second/third/fourth] oldest child.
17. Do you have access to a laptop or desktop computer that the child could use for the interview if
they are selected?
18. Do you have high speed internet access?
19. If necessary, would you be able to download a free software called Skype for Business to facilitate
testing that you could remove immediately after the session?
20. What is the email address we should use to contact you, should your child qualify for a study?
(write in) ____________
21. In order to make sure that we recruit students from a variety of backgrounds, my last question is
about your household’s annual income. Is your household's annual income....
a. above $25,000?
1 [ ] Yes
2 [ ] No - skip to conclusion
b. Is it above $50,000?
1 [ ] Yes
2 [ ] No - skip to conclusion
c. Is it above $100,000?
1 [ ] Yes
2 [ ] No
Conclusion:
IF THEY HAVE AN EMAIL ADDRESS:
Thanks for taking some time to answer my questions today. Whether or not you are selected I am
going to email you some more information about how we protect the privacy of your data and your
rights. [SKIP TO WRAP UP TEXT FOR ALL BELOW]
IF THEY DO NOT HAVE AN EMAIL ADDRESS:
Thanks for taking some time to answer my questions today. If you qualify, someone will be back in
touch with you soon to schedule an interview.
The U.S. Census Bureau is required by law to protect your information. We are conducting this
voluntary survey on behalf of the National Center for Education Statistics under the Education
Sciences Reform Act of 2002 (ESRA 2002, 20 U.S.C., § 9543). All of the information you provide may
be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any
other purpose except as required by law (20 U.S.C. §9573 and 6 U.S.C. §151).
Your privacy is also protected by the Privacy Act, Title 5 U.S. Code. Routine uses of these data are
limited to those identified in the Privacy Act System of Record Notice titled, “SORN
COMMERCE/CENSUS-3, Demographic Survey Collection (Census Bureau Sampling Frame).”
WRAP-UP TEXT FOR ALL:
Over the next few weeks, we will be selecting the students to test the survey. If your child is selected,
we will be calling you to set up a time for the interview. Do you have any questions for me? IF NO
QUESTIONS: Thank you for your time!
[END SCREENING PHONE CALL]

37

SELF ADMINISTERED SCREENING QUESTIONNAIRE FOR SCHOOL CRIME SUPPLEMENT
Available at www.XXXXXXXX.com
The U.S. Census Bureau is conducting research to improve questions in a national survey about school
related topics. The purpose of this research is to get feedback on how easy or difficult the survey
questions are to answer. Selected participants will be asked for their thoughts and opinions about some
survey questions. If your child is eligible, we will invite them to a 60-minute interview which will be
conducted via a secure video conferencing app. Your child will receive $25 for participating in the
interview, and you will receive $25 for helping them schedule the interview and set up the video
conferencing app.
To determine if they are eligible for the interview, we must ask you a few screening questions about
their background and experiences at school. Your participation in the eligibility screening is completely
voluntary. You may stop at any time or skip questions that you do not want to answer.
The U.S. Census Bureau is required by law to protect your information. We are conducting this voluntary
survey on behalf of the National Center for Education Statistics under the Education Sciences Reform Act
of 2002 (ESRA 2002, 20 U.S.C., § 9543). All of the information you provide may be used only for
statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except
as required by law (20 U.S.C. §9573 and 6 U.S.C. §151).
Your privacy is also protected by the Privacy Act, Title 5 U.S. Code. Routine uses of these data are limited
to those identified in the Privacy Act System of Record Notice titled, “SORN COMMERCE/CENSUS-3,
Demographic Survey Collection (Census Bureau Sampling Frame) (name change from
COMMERCE/CENSUS-3, Special Censuses, Surveys, and Other Studies pending publication in the Federal
Register).”
We estimated that completing the screening questions will take 10 minutes on average. This
information collection has been approved by the Office of Management and Budget (OMB). You can
validate that this survey is a legitimate federally-approved information collection using the Office of
Management and Budget's approval number 1850-0803, which expires June 30, 2022. We are required
to tell you this number to conduct this survey. Send comments regarding this estimate or any other
aspect of this survey, including suggestions for reducing the time it takes to complete this survey to
[email protected].
If you have questions, please contact Jessica Holzberg, U.S. Census Bureau, Center for Behavioral
Science Methods, 301-763-2298. If you would like to contact NCES directly, please contact Rachel
Hansen at 202-245-7082.
If you are eligible for the study, we will call or email you to schedule a time for the interview.
1. What is your name? ___________________________________________
2. What is your daytime phone number? (___)_____-________
3. How many children between the ages of 12 and 18 live in your household? _______
IF NO CHILDREN 12-18, SKIP OUT OF QUESTIONNAIRE: Thank you for taking the time to answer our
questions today. We will get back to you soon if you are eligible for an interview.
IF MORE THAN ONE CHILD: Please start with the oldest child first.
4. How old is that child? (Only allow responses between 12 -18): ____
5. What is that child’s name? ___________
6. Is _____ male or female? Male / Female
38

7. What grade is _____ in? 5th/6th/7th/8th/9th/10th/11th/12th/Other
Other Specify _______
8. Is _____ of Hispanic, Latino, or Spanish origin? Yes/No
9. Please choose one or more races that _____considers him/herself to be. Mark all that apply.
White
Black or African American
Asian
American Indian or Alaska Native
Native Hawaiian or other Pacific Islander
10. Does _____ speak English fluently? Yes / No
11. What city and state does _____ live in? __________
12. Is _____ enrolled in a public school, a private school, or is [he/she] homeschooled?
Public school / Private school/ Homeschooled
13. Has ___ attended school in person this school year? Yes / No
14. Has___ attended school virtually this school year? Yes / No
15a. Has _____ ever had an experience they consider to be bullying by students from school?
Yes / No
15b. [IF YES TO 155a] When did the most recent bullying incident occur? Your best guess is
fine. ___________
16. Do you think ____ would be interested in participating in the study if they are selected?
Yes / No
IF MORE THAN ONE CHILD: Please answer the questions about the [second/third/fourth] oldest child.
[PAGE WILL REPEAT 4-16 FOR AS MANY CHILDREN AS WERE INDICATED IN Q3]
17. Do you have access to a laptop or desktop computer that the child could use for the interview if
they are selected? Yes / No
18. Do you have high speed internet access? Yes / No
19. If necessary, would you be able to download a free software called Skype for Business to facilitate
testing that you could remove immediately after the session? Yes / No
20. What is the email address we should use to contact you, should your child qualify for a study?
_____________
21. In order to make sure that we recruit students from a variety of backgrounds, my last question is
about your household’s annual income. Is your household's annual income....
a. above $25,000?
1 [ ] Yes
2 [ ] No - skip to conclusion
b. Is it above $50,000?
1 [ ] Yes
2 [ ] No - skip to conclusion
c. Is it above $100,000?
1 [ ] Yes
2 [ ] No
Thank you for taking the time to answer our questions today. We will get back to you soon if you are
eligible for an interview.
[END OF SELF-ADMINISTERED SCREENER]
If they are selected for interview they will receive a follow-up phone call. This will be read to them when
scheduling:
The session will be conducted using an application called Skype for Business. Your child will use your
computer at home and the researcher will conduct the interview using the Skype for Business video
conferencing software. A researcher will send you an email with a link to download Skype for
39

Business, a form explaining your child’s rights as a participant, and a place for you to indicate the
address you would like to receive the payment at. Then they will set up a time to test the software
with you before the session if you would like. Is this okay?

40

COGNITIVE PRETESTING OF THE
2022 SCHOOL CRIME SUPPLEMENT TO THE
NATIONAL CRIME VICTIMIZATION SURVEY

ATTACHMENT 1: ENGLISH EXPERT REVIEW
RECOMMENDATIONS

October 27, 2020
MEMORANDUM FOR

Meagan Meuchel
Survey Director, National Crime Victimization Survey
Associate Director for Demographic Programs – Survey
Operations

From:

Mandi Martinez, Kathleen Kephart, and Jasmine Luck
Center for Behavioral Science Methods
U.S. Census Bureau

Subject:

Expert Review for the 2022 School Crime Supplement (SCS) to the
National Crime Victimization Survey (NCVS)

An expert review panel of three researchers in the Center for Behavioral Science Methods
(CBSM) has completed a review of the proposed revisions to the 2022 School Crime Supplement
to the National Crime Victimization Survey. Each researcher conducted an independent review
before holding a consensus meeting to agree upon final recommendations. This memorandum
presents the results of the panel’s expert review. The attached questionnaire contains comments
in response to all revisions proposed by the survey sponsors, as well as a few additional revisions
suggested by the panel in track changes. Explanations for the panel’s suggested revisions are
included in comments.
Attachment
cc:
Meagan Ruhnke (ADDP)
Edward Madrid
Andrew Zuckerberg (NCES)
Rachel Hansen
Rachel Morgan (BJS)
Heather Brotsos
Alexandra Thompson

2

2022 SCS Questionnaire

2022 SCHOOL CRIME SUPPLEMENT (SCS)
SCREEN QUESTIONS FOR SUPPLEMENT
INTRO_1
Now, I would like to ask some questions about your experiences at school. We estimate the survey
will take 3 to 15 minutes depending on your circumstances. The law authorizes the collection of this
data and requires us not to share your responses with your school or family.
1 = Enter 1 to continue
2 = Refused supplement
3 = Currently unable to complete the interview, but willing to complete at later date/time
4 = NCVS completed in a language other than English or Spanish

1a. E_ATTENDSCHOOL
At any time this school year did you…
a. Attend a public or private middle or high school in person?
1 = Yes
2 = No
b. Receive any virtual or remote instruction provided by a middle or high school?
1 = Yes
2 = No
c. Receive homeschooling instead of being enrolled in a public or private school?
1 = Yes
2 = No

1b. E_HOMESCHOOL_COVID
[IF E_ATTENDSCHOOL = “Yes” for B (VIRTUAL) or C (HOMESCHOOL)]
Did you receive schooling at home due to the Coronavirus pandemic?
1= Yes
2= No
[IF E_ATTENDSCHOOL = “Yes” for C (HOMESCHOOL)]
E_HOMESCHOOL_WHY
Was the decision for you to receive school only at home related to any of the following:
1= Due to concerns about the school environment, such as safety, drugs, or negative peer pressure?
2= Due to bullying?
3

2022 SCS Questionnaire
3= Due to dissatisfaction with the academic instruction offered at the school?
4= Due to religious reasons?
5= Due to a physical disability or mental health problem?
6= Due to an illness that prevents you from attending school?
7= A different reason?

1d. E_DIFFSCHOOL_ATTENDED
How many different schools have you attended this school year?
[Only include if student answered E_ATTENDSCHOOL C (HOMESCHOOL) = “Yes”] Include your
homeschooling as one school.
1 = One school
2 = Two schools
3 = Three or more schools
CHECK ITEM A: If student was not homeschooled (E_ATTENDSCHOOL C (HOMESCHOOL) = “No”)
SKIP to E_WHATGRADE. If student was fully or partially homeschooled (E_ATTENDSCHOOL C
(HOMESCHOOL) = “Yes”) with E_HOMESCHOOLGRADE.

2a. E_HOMESCHOOLGRADE
During the time you were homeschooled this school year, what grade would you have been in if you
were in a public or private school?
This question refers to the 2021-2022 school year.
0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to END

E_HOMESCHOOLGRADE_OTHER
Specify:

4

2022 SCS Questionnaire
E_HOMESCHOOLWHEN
In what grade did you start receiving schooling only at home?
0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
SKIP to INTRO_2
5 = Tenth
6 = Eleventh
7 = Twelfth

5

2022 SCS Questionnaire

CHECK ITEM X: If student was only homeschooled (E_ATTENDSCHOOL C (HOMESCHOOL) = “Yes”,
E_ATTENDSCHOOL A (IN PERSON) = “No” AND E_ATTENDSCHOOL B (VIRTUAL) = “No”) AND
student was homeschooled due to bullying (E_HOMESCHOOL_WHY = “3. Due to bullying”) SKIP to
G_BULLY_MADE_FUN.
If student was partially homeschooled (E_ATTENDSCHOOL C (HOMESCHOOL) = “Yes”,
E_ATTENDSCHOOL A (IN PERSON) = “Yes” OR E_ATTENDSCHOOL B (VIRTUAL) = “Yes”) SKIP to
INTRO_2

2b. WHATGRADE
What grade are you in?
This question refers to the 2021-2022 school year.
0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
SKIP to E_WHATMONTH
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to END

E_WHATGRADE_OTHER
SKIP to E_WHATMONTH

Specify:

INTRO_2
READ INTRO_2 only if E_ATTENDSCHOOL C (HOMESCHOOL) = “Yes” and either (E_ATTENDSCHOOL A (IN
PERSON) = “Yes” OR E_ATTENDSCHOOL B (VIRTUAL) = “Yes”)
The following questions pertain only to your attendance at a public or private school and not to being
homeschooled.

3. E_WHATMONTH
In what month did your current school year begin?
1 = July
2 = August

SKIP to F_SCHOOLSTATE
6

2022 SCS Questionnaire
3 = September
4 = Other – ASK E_WHATMONTHOTHER

E_WHATMONTHOTHER
Specify the other month that school year began.
1 = January
2 = February
3 = March
4 = April
5 = May
6 = June
7 = October
8 = November
9 = December

ENVIROMENTAL QUESTIONS
READ INTRO_X only if E_ATTENDSCHOOL B (VIRTUAL) = YES
For the next items, please think about the school you would normally attend in person right now.

4a. F_SCHOOLSTATE
In what state is your school located?
State:

4b. F_SCHOOLCOUNY
In what county is your school located?
County:

4c. F_SCHOOLCITY
In what city is your school located?
City:

4d. F_NAMEOFSCHOOL
What is the complete name of your school?
School name:
5a. F_PUBLICORPRIVATE
Is your school public or private?
1 = Public – ASK F_REGULARSCHOOL
2 = Private – SKIP to F_CHURCHRELATED
7

2022 SCS Questionnaire

5b. REGULARSCHOOL
Is this the regular school that most of the students in your neighborhood attend?
1 = Yes – SKIP to F_GRADES_LOW
2 = No – SKIP to F_GRADES_LOW

5c. F_CHURCHRELATED
Is your school affiliated with a religion?
A school affiliated with a religion is defined as an elementary or secondary school that is either partially
or fully supported/funded by a church, synagogue, or mosque.
1 = Yes
2 = No
3 = Don’t know

6a. F_GRADES_LOW
What is the lowest grade taught in your school?
Enter the lowest grade mentioned
0 = Pre-Kindergarten or Kindergarten
1 = 1st grade
2 = 2nd grade
3 = 3rd grade
4 = 4th grade
5 = 5th grade
6 = 6th grade
7 = 7th grade
8 = 8th grade
9 = 9th grade
10 = 10th grade
11 = 11th grade
12 = H.S. Senior
13 = Post-graduate
20 = All ungraded
30 = All special education

6b. F_GRADES_HIGH
What is the highest grade taught in your school?
Enter the highest grade mentioned
0 = Pre-Kindergarten or Kindergarten
1 = 1st grade
2 = 2nd grade
8

2022 SCS Questionnaire
3 = 3rd grade
4 = 4th grade
5 = 5th grade
6 = 6th grade
7 = 7th grade
8 = 8th grade
9 = 9th grade
10 = 10th grade
11 = 11th grade
12 = H.S. Senior
13 = Post-graduate
20 = All ungraded
30 = All special education

7. F_GETTOSCHOOL
When you attend school in person, how do you get to school most of the time this school year?
If multiple modes are used, code the mode in which the student spends the most time.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify

F_GETTOSCHOOL_SPECIFY
Specify:

9

2022 SCS Questionnaire

8. F_HOMEFROMSCHOOL
When you attend school in person, how do you get home from school most of the time this school
year?
If multiple modes are used, code the mode in which the student spends the most time.
If the student volunteers that he or she does not go directly home after school, record the mode that the
student uses to get to his or her first destination after school.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify

F_HOMEFROMSCHOOL_SPECIFY
Specify:

9a. F_ACTIVITY_SPIRIT
During this school year, have you participated in any of the following activities sponsored by your
school:
Spirit groups, for example, Cheerleading, Dance Team, or Pep Club?
1 = Yes
2 = No

9b. F_ACTIVITY_SPORTS
Athletic teams at school?
1 = Yes
2 = No

9c. F_ACTIVITY_ARTS
Performing arts, for example, Band, Choir, Orchestra, or Drama?
1 = Yes
2 = No

9d. F_ACTIVITY_ACADEMIC
Academic clubs, for example, Debate Team, Honor Society, Spanish Club, Math Club, or Computer
Club?
1 = Yes
2 = No

10

2022 SCS Questionnaire

9e. F_ACTIVITY_GOVT
Class council or student government, also known as SGA?
1 = Yes
2 = No

9f. F_ACTIVITY_SERVICE
[IF GRADES 6, 7, or 8 ASK] Volunteer or community service clubs sponsored by your school, for
example, Peer Mediators, Environmental Club, or Recycling Club?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or community service clubs sponsored by your school, for
example, Peer Mediators, Environmental Club, Key Club, or Interact? Do not include community
service hours required for graduation.
1 = Yes
2 = No

9g. F_ACTIVITY_OTHER
Other school clubs or school activities?
1 = Yes – ASK F_ACTIVITY_OTHER_SPECIFY
2 = No – SKIP to F_SAFETY_POLICE

9h. F_ACTIVITY_OTHER_SPECIFY
What are the other school clubs or school activities you participate in?
Specify:

10a. F_SAFETY_POLICE
The next questions are about security measures that some schools take.
Does your school have:
Security guards or assigned police officers?
1 = Yes
2 = No
3 = Don’t know

10b. F_SAFETY_HALLSTAFF
Other adults supervising the hallway, such as teachers, administrators, or parent volunteers?
1 = Yes
2 = No
3 = Don’t know

11

2022 SCS Questionnaire

10c. F_SAFETY_METAL_DETECTORS
Metal detectors, including wands?
The definition for the term ‘metal detector’ is a device used to check for weapons students might be
trying to bring onto school property. The metal detector may be in a form of a doorframe, which you are
asked to walk through. It may also be in the form of a hand-held metal detector that looks like a wand or
paddle, which is moved around your body.
1 = Yes
2 = No
3 = Don’t know

10d. F_SAFETY_DOORS_LOCKED
Locked entrance or exit doors during the day?
1 = Yes
2 = No
3 = Don’t know

10e. F_SAFETY_SIGN_IN
A requirement that visitors sign in AND wear visitor badges or stickers?
1 = Yes
2 = No
3 = Don’t know

10f. F_SAFETY_LOCKER_CHECKS
Locker checks?
A locker check is the act of school administrators or officials opening a locker and looking though its
contents. Depending on the circumstances, administration may choose to search one, several, or all
lockers.
1 = Yes
2 = No
3 = Don’t know
4 = School does not have lockers

10g. F_SAFETY_STUDENT_ID
A requirement that students wear badges or picture identification?
1 = Yes
2 = No
3 = Don’t know

12

2022 SCS Questionnaire

10h. F_SAFETY_CAMERAS
One or more security cameras to monitor the school?
1 = Yes
2 = No
3 = Don’t know

10i. F_SAFETY_CODE_OF_CONDUCT
A code of student conduct, that is, a set of written rules or guidelines that the school provides to you?
1 = Yes
2 = No
3 = Don’t know

11. F_REPORT
If you hear about a threat to school or student safety, do you have a way to report it without having
to give your name?
Probe: Do you have a way to report a threat, such as an anonymous drop box or hotline?
1 = Yes
2 = No
3 = Don’t know

12. F_DISTRACTED
In your classes, how often are you distracted from doing your schoolwork because other students are
misbehaving, for example, talking or fighting?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

13a. F_RULES_FAIR
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with the
following...?
The school rules are fair.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13

2022 SCS Questionnaire

13b. F_PUNISHMENT_SAME
The punishment for breaking school rules is the same no matter who you are.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13c. F_RULES_ENFORCED
The school rules are strictly enforced.
Strictly enforced rules means that the school consistently carries out disciplinary actions against any
students who break school rules.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13d. F_PUNISHMENT_KNOWN
If a school rule is broken, students know what kind of punishment will follow.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13e. F_TEACHERS_RESPECT
Teachers treat students with respect.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14

2022 SCS Questionnaire

14a. F_ADULT_REALLYCARES
Thinking about the teachers, staff, and other students at your school, would you strongly agree, agree,
disagree, or strongly disagree with the following…?
There is a TEACHER or other ADULT at school who…
Really cares about you.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14b. F_ADULT_LISTENS
Listens to you when you have something to say.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14c. F_ADULT_GOOD_JOB
Tells you when you do a good job.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

15a. F_STUDENT_REALLYCARES
Still thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with
the following…?
There is a STUDENT at school who…
Really cares about you.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

15

2022 SCS Questionnaire

15b. F_STUDENT_LISTENS
Listens to you when you have something to say.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

15c. F_STUDENT_SUCCESS
Believes that you will be a success.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

16. F_CRIME_NEIGHBORHOOD
Thinking about the neighborhood where YOU LIVE, would you strongly agree, agree, disagree, or
strongly disagree with the following…?
There is a lot of crime in the neighborhood where YOU LIVE.
A neighborhood can be blocks of houses, apartments, and places you spend time at near your home.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

17. F_CRIME_NEIGHBORHOOD_SCHOOL
Thinking about the neighborhood where YOUR SCHOOL is located, would you strongly agree, agree,
disagree, or strongly disagree with the following...?
There is a lot of crime in the neighborhood where YOU go to SCHOOL.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

16

2022 SCS Questionnaire

18. F_SAFE_IN_SCHOOL
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with the
following...?
You feel safe in your school.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

SCS_INTRO_3
Now I have some questions about things that happen at school. For this survey, “at school” includes
the school building, on school property, on a school bus, or going to and from school. [IF
E_DIFFSCHOOL_ATTENDED = 2 or 3: For the remainder of this survey, think about both/all schools you
attended this school year.] Your answers will not be shared with anyone at your school or home.

19a. F2_ALCOHOL
Is it possible for students to get any of the following while at school…
Alcoholic beverages?
1 = Yes
2 = No

19b. F2_MARIJUANA
Marijuana, also known as pot or weed?
1 = Yes
2 = No

19c. F2_OPIOIDS
Heroin or prescription painkillers illegally obtained without a prescription, such as Codeine, Percocet,
or fentanyl? These are also known as opioids.
1 = Yes
2 = No

19d. F2_PRESCRIPTION_DRUGS
Other prescription drugs illegally obtained without a prescription, such as Xanax, Ritalin, or Adderall?
1 = Yes
2 = No

17

2022 SCS Questionnaire

19e. F2_OTHER_ILEGAL
Other illegal drugs, such as cocaine, uppers, or crystal meth?
Do not include tobacco or tobacco products.
1 = Yes
2 = No

20. F_KNOW_DRUGS_OR_ALCOHOL
During this school year, did you see another student who was under the influence of illegal drugs or
alcohol while they were at school?
1 = Yes
2 = No

FIGHTING, BULLYING AND HATE BEHAVIORS
21a. G_FIGHT_AT_SCHOOL
During this school year, have you been in one or more physical fights at school?
1 = Yes
2 = No – SKIP to G_BULLY_MADE_FUN

21b. G_FIGHT_HOW_OFTEN
During this school year, how many times have you been in a physical fight at school?
Number of times:

22a. G_BULLY_MADE_FUN
Now I have some questions about what students do at school that make you feel bad or are hurtful to
you. These could occur in person or using technologies, such as a phone, the Internet, or social media.
We often refer to this as being bullied. During this school year, has any student bullied you?
That is, has another student...?
Made fun of you, called you names, or insulted you, in a hurtful way?
1 = Yes
2 = No

22b. G_BULLY_RUMOR
Spread rumors about you or tried to make others dislike you?
1 = Yes
2 = No

18

2022 SCS Questionnaire

22c. G_SHARED
Purposely shared your private information, photos, or videos in a hurtful way?
1 = Yes
2 = No

22d. G_BULLY_THREAT
Threatened you with harm?
1 = Yes
2 = No

22e. G_BULLY_CONTACT
Pushed you, shoved you, tripped you, or spit on you?
1 = Yes
2 = No

22f. G_BULLY_COERCED
Tried to make you do things you did not want to do, for example, give them money or other things?
1 = Yes
2 = No

22g. G_EXCLUDED
Excluded you from activities, social media, or other communications to hurt you?
1 = Yes
2 = No

22h. G_BULLY_DESTROYED_PROP
Destroyed your property on purpose?
1 = Yes
2 = No
If all items in 22a-22h (G_BULLY_RUMOR—G_BULLY_DESTROYED_PROP) are marked “No” SKIP to
G_HATE.

19

2022 SCS Questionnaire

23a. G_BULLY_DAY_PLUS
During this school year, how many days were you bullied?
Read answer categories
1 = One day
2 = Two days
3 = Three to ten days
4 = More than ten days

SKIP to G_BULLY_HAPPEN_AGAIN

23b. G_BULLY_TIMES
In that one day, how many times would you say other students did those things that made you feel
bad or were hurtful to you?
Read answer categories 1—2
1 = Once
2 = Two or more times
3 = Too many times to count
4 = Don’t know

24. G_BULLY_HAPPEN_AGAIN
Did you think the bullying would happen again?
1 = Yes
2 = No

25. G_BULLY_MULTI_PERS
Thinking about the [time/times] you were bullied this school year, did more than one person do
[this/these things] to you?
1 = Yes
2 = No – SKIP to G_BULLY_STRONGER

26. G_BULLY_HOW_ACT
Did these people act alone, together as a team, or both?
1 = Alone
2 = Together
3 = Both
4 = Don’t know

20

2022 SCS Questionnaire

27a. G_BULLY_STRONGER
Now I have some additional questions about the time [another student/ other students] {behavior1},
{behavior2}, and {behaviorx…}. Thinking about the [person/ people] who did [this/these things] to
you this school year,
[Was this person/ Were any of these people/ Was anyone in the group] physically bigger or stronger
than you?
1 = Yes
2 = No

27b. G_BULLY_POPULAR
[Was this person/ Were any of these people/ Was anyone in the group] more popular than you?
1 = Yes
2 = No

27c. G_BULLY_MONEY
[Did this person/ Did any of these people/ Did anyone in the group] have more money than you?
1 = Yes
2 = No

27d. G_BULLY_INFLUENCE
[Did this person/ Did any of these people/ Did anyone in the group] have the ability to influence what
other students think of you?
1 = Yes
2 = No

27e. G_BULLY_OTHER_POWER
[Did this person/ Did any of these people/ Did anyone in the group] have more power than you in
another way?
1 = Yes
2 = No – SKIP to CHECK ITEM B

27f. G_ OTHER_POWER_SPECIFY
In what other way [did that student/ did any of those students] have more power than you?
Specify:

21

2022 SCS Questionnaire

CHECK ITEM B: Did more than one student do those things? (G_BULLY_MULTI_PERS)
--Yes (R answered “Yes” to G_BULLY_MULTI_PERS, SKIP to G_WHERE1)
--No (R answered “No,” “Don’t know,” or “Refuse” to G_BULLY_MULTI_PERS, ASK
G_RELAT_SIBLING — G_RELAT_OTH_STUDENT)

28a. G_RELAT_SIBLING
What was your relationship to the student when they bullied you? Were they…
Your brother or sister?
1 = Yes
2 = No

28b. G_RELAT_DATING
Your boyfriend or girlfriend at the time?
1 = Yes
2 = No

28c. G_RELAT_EX_DATING
Your ex-boyfriend or ex-girlfriend at the time?
1 = Yes
2 = No

28d. G_RELAT_OTH_STUDENT
Another student from school?
1 = Yes
2 = No

22

2022 SCS Questionnaire

29. G_BULLY_WHERE1 through G_BULLY_WHERE9
Still thinking about all of the times that you were bullied at school, where did the bullying occur? Did
it occur…
Read answer categories, mark all that apply
1 = In a classroom at school?
2 = In a hallway or stairwell at school?
3 = In a bathroom or locker room at school?
4 = In a gymnasium or weight room at school?
5 = In a cafeteria or lunchroom at school?
6 = Outside on school grounds?
7 = On the way to or from school such as on a school bus or at a bus stop?
8 = Online or by text?
9 = Somewhere else at school? – Specify
10 = Somewhere in the neighborhood?

G_BULLY_WHERE_SPECIFY
Where is the other place where bullying occurred at school?

Specify:

30. G_BULLY_ADULT_TOLD
Did you tell a teacher or some other adult at school about being bullied?

1 = Yes
2 = No

31a. G_SCHOOL_WORK
This school year, how much has bullying had a NEGATIVE effect on:
Your school work?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

23

2022 SCS Questionnaire

31b. G_RELATION_FRIEND_FAMILY
Your relationships with friends or family?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31c. G_ABOUT_YOURSELF
How you feel about yourself?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31d. G_PHYSICAL_HEALTH
Your physical health for example, caused injuries, gave you headaches or stomachaches?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

32a. G_BULLY_RACE
When you were bullied in school this year, did you ever think it was related to...
Your race?
1 = Yes
2 = No

32b. G_BULLY_RELIGION
Your religion?
1 = Yes
2 = No

24

2022 SCS Questionnaire

32c. G_BULLY_ETHNIC_ORIGIN
Your ethnic background or national origin – for example, people of Hispanic origin?
1 = Yes
2 = No

32d. G_BULLYING_DISABILITY
Any disability you may have – such as physical, mental, or developmental disabilities?
1 = Yes
2 = No

32e. G_BULLYING_GENDER
Your gender?
1 = Yes
2 = No

32f. G_BULLYING_ORIENTATION
Your sexual orientation – by this we mean gay, lesbian, bisexual, or straight?
1 = Yes
2 = No

32g. G_BULLYING_APPEARANCE
Your physical appearance?
1 = Yes
2 = No

33. G_HATE
During this school year, has anyone called you an insulting or bad name at school having to do with
your race, religion, ethnic background or national origin, disability, gender, or sexual orientation? We
call these hate-related words.
1 = Yes
2 = No – SKIP to G_HATE_WORDS

34a. G_HATE_RACE
Were any of the hate-related words related to...
Your race?
1 = Yes
2 = No
3 = Don’t know

25

2022 SCS Questionnaire

34b. G_HATE_RELGION
Your religion?
1 = Yes
2 = No
3 = Don’t know

34c. G_HATE_ETHNICITY
Your ethnic background or national origin – for example, people of Hispanic origin?
1 = Yes
2 = No
3 = Don’t know

34d. G_HATE_DISABILITY
Any disability you may have – such as physical, mental, or developmental disabilities?
1 = Yes
2 = No
3 = Don’t know

34e. G_HATE_GENDER
Your gender?
1 = Yes
2 = No
3 = Don’t know

34f. G_HATE_SEXUAL_ORIENTATION
Your sexual orientation – by this we mean gay, lesbian, bisexual or straight?
1 = Yes
2 = No
3 = Don’t know

35. G_HATE_WORDS
During this school year, have you seen any hate-related words or symbols written in school
classrooms, school bathrooms, school hallways, or on the outside of your school building?
1 = Yes
2 = No

26

2022 SCS Questionnaire

AVOIDANCE
36a. H_AVOID_SHORTCUT
During this school year, did you ever STAY AWAY from any of the following places because you
thought someone might attack or harm you there?
For example, did you ever stay away from…
The shortest route to school, because you thought someone might attack or harm you?
1 = Yes
2 = No

36b. H_AVOID_ENTRANCE
The entrance into the school?
1 = Yes
2 = No

36c. H_AVOID_HALLWAYS
Any hallways or stairs in school?
1 = Yes
2 = No

36d. H_AVOID_CAFETERIA
Parts of the school cafeteria or lunchroom?
1 = Yes
2 = No

36e. H_AVOID_RESTROOMS
Any school restrooms?
1 = Yes
2 = No

36f. H_AVOID_OTHER_PLACES
Other places inside the school building?
1 = Yes
2 = No

36g. H_AVOID_PARKING_LOT
School parking lot?
1 = Yes
2 = No
27

2022 SCS Questionnaire

36h. H_AVOID_OTHER_SCHOOL
Other places on school grounds?
1 = Yes
2 = No

36i. H_AVOID_BUS_STOP
School bus or bus stop?
1 = Yes
2 = No

37a. H_AVOID_ACTIVITIES
Did you AVOID any activities at your school because you thought someone might attack or harm you?
1 = Yes
2 = No

37b. H_AVOID_CLASSES
Did you AVOID any classes because you thought someone might attack or harm you?
1 = Yes
2 = No

37c. H_STAY_HOME
Did you stay home from school because you thought someone might attack or harm you in the school
building, on school property, on a school bus, or going to or from school?
1 = Yes
2 = No

FEAR
I_INTRO_FEAR
Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.

28

2022 SCS Questionnaire

38a. I_AFRAID
How often are you afraid that someone will attack or harm you in the school building or on school
property?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

38b. I_AFRAID_ON_BUS
How often are you afraid that someone will attack or harm you on a school bus or on the way to and
from school?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

38c. I_AFRAID_NONSCHOOL
Besides the times you are in the school building, on school property, on a school bus, or going to or
from school, how often are you afraid that someone will attack or harm you?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

WEAPONS
J_INTRO_WEAPON
In the next series of questions we are going to ask you about weapons at your school. Your answers
will not be shared with anyone at your school or home.

39a. J_WEAPONS_GUN
Some people bring guns, knives, or objects that can be used as weapons to school for protection.
During this school year, did you ever bring the following to school or onto school grounds?
A gun?
1 = Yes
2 = No

29

2022 SCS Questionnaire

39b. J_WEAPONS_KNIFE
A knife brought as a weapon?
1 = Yes
2 = No

39c. J_WEAPONS_OTHER
Some other weapon?
1 = Yes
2 = No

40a. J_GUN_OTHERS
Do you know of any [other] students who have brought a gun to your school during this school year?
1 = Yes
2 = No – SKIP to J_GET_GUN

40b. J_SEE_GUN
Have you actually seen another student with a gun at school during this school year?
1 = Yes
2 = No
3 = Don’t know

41. J_GET_GUN
During this school year, could you have gotten a loaded gun without adult permission, either at school
or away from school?
1 = Yes
2 = No

GANGS
K2_INTRO_GANG
Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting
gangs, or something else. Gangs may use common names, signs, symbols, or colors. Your answers will
not be shared with anyone at your school or home.

42a. K_GANGS
Are there any gangs at your school?
1 = Yes
2 = No – SKIP to L_GRADES
3 = Don’t know – SKIP to L_GRADES

30

2022 SCS Questionnaire

42b. K_GANG_FIGHTS
During this school year, how often have gangs been involved in fights, attacks, or other violence at
your school?
Read answer categories 1 through 5
1 = Never
2 = Once or twice this school year
3 = Once or twice a month
4 = Once or twice a week
5 = Almost every day

42c. K_GANG_DRUGS
Have gangs been involved in the sale of drugs at your school during this school year?
1 = Yes
2 = No
3 = Don’t know

STUDENT CHARACTERISTICS
43. L_GRADES
During this school year, across all subjects have you gotten mostly –
Read answer categories 1 through 5
1 = A’s
2 = B’s
3 = C’s
4 = D’s
5 = F’s
6 = School uses pass/fail grading
7 = School does not give grades/no alphabetic grade equivalent

44a. L_SKIP_CLASSES
During the last 4 weeks of school, did you skip any classes? Again, we would like to remind you that
none of your responses will be shared with anyone at your school or home.
1 = Yes
2 = No – SKIP to L_SCHOOL_AFTER_SCHOOL
3 = Don’t know – SKIP to L_SCHOOL_AFTER_SCHOOL

44b. L_SKIP_CLASS_DAYS
During the last 4 weeks of school, on how many days did you skip at least one class?
Number of days:

31

2022 SCS Questionnaire

45a. L_SCHOOL_AFTER_SCHOOL
Thinking about the future, do you think you will...
Attend school after high school, such as a college or technical school?
This could include:
-Automotive Mechanic Training
-Beauty School
-Computer Technical Programs (less than a two-year associate degree)
-Certificate Programs
1 = Yes
2 = No – SKIP to END
3 = Don’t know

45b. L_GRADUATE_4YR
Graduate from a 4-year college?
1 = Yes
2 = No
3 = Don’t know

END OF SCS INTERVIEW
46. INTERVIEWTYPE
Were the supplement questions asked in private, or was an adult member of the household or family
present during at least part of the questions?
If not sure or if a telephone interview ask—
Was an adult member of the household or family present during at least part of these questions?
1 = Personal interview – no adult present
2 = Personal interview – adult present
3 = Telephone interview – no adult present
4 = Telephone interview – adult present
5 = Telephone interview – don’t know

32

COGNITIVE PRETESTING OF THE
2022 SCHOOL CRIME SUPPLEMENT TO THE
NATIONAL CRIME VICTIMIZATION SURVEY

ATTACHMENT 2: SPANISH EXPERT REVIEW
RECOMMENDATIONS

1

December 22, 2020
MEMORANDUM FOR

Meagan Meuchel
Survey Director, National Crime Victimization Survey
Associate Director for Demographic Programs – Survey
Operations

From:

Betsarí Otero Class, Yazmín García Trejo, and Mikelyn Meyers
Center for Behavioral Science Methods
U.S. Census Bureau

Subject:

Expert Review for the 2022 School Crime Supplement (SCS) to the
National Crime Victimization Survey (NCVS)

An expert review panel of 3 researchers in the Center for Behavioral Science Methods (CBSM)
has completed a review of the proposed revisions to the 2022 School Crime Supplement to the
National Crime Victimization Survey. Each researcher conducted an independent review before
participating in a consensus meeting to agree upon final recommendations. This memorandum
presents the results of the panel’s expert review. The attached questionnaire contains comments
in response to all revisions proposed by the survey sponsors, as well as additional revisions
suggested by the panel in track changes. Explanations for the panel’s suggested revisions are
included in comments. In a handful of questions, the review team provided proposed revisions to
the English source text.
Please note that the CBSM review team received an updated English source document with
English fills after we had already completed our initial expert review. We merged these
documents together, and then reviewed the documents side by side to capture any instances of
revisions that were not displayed as track changes due to the merging process. While we were
methodical in completing this quality control procedure, we recommend copying the Spanish
translation directly from this document rather than relying on track changes to highlight all
revisions.
After meeting with the sponsor, it is our understanding that a one-to-one correlation between the
fills in English and the fills in Spanish is not necessary. That is, sometimes a fill may be present
in English but not present in Spanish due to grammatical differences (see example from Q1a
below). Conversely, sometimes a fill may be present in Spanish that is not present in English
due to grammatical differences between the languages (see example from Q36b below). In both
cases, the sponsor confirmed that these discrepancies are not problematic for programmers.
Example of a fill in English that is unnecessary in Spanish from Q1a (see highlighting)
• English source text: During the time ^You_NAME ^WERE_WAS homeschooled….

2022 SCS Questionnaire

•
•
•

Spanish translation: Durante el tiempo que [usted/^Name] recibió educación en el hogar
(homeschool)….
Back translation of Spanish into English: During the time that [you/^NAME] received
education in the home (homeschool)….
Explanation: Unlike the verb “do” or “does” in English, the Spanish verb “recibió”
[received] in Spanish is written the same regardless of whether the subject is “you” or
“NAME.” Therefore, a fill in Spanish is unnecessary here even though a fill is needed in
English. An alternative method for programming this translation so that the fills remain
consistent between languages would have been to add an unnecessary fill in Spanish:
Durante el tiempo que [usted/^Name] [recibió/recibió] educación en el hogar
(homeschool)….

Example of a fill in Spanish that is unnecessary in English from Q36b (see highlighting)
• English source text: ….might attack or harm ^you_him_her there?
• Spanish translation:….podría [atacarlo/atacarla] o hacerle daño a [usted/él/ella] allí?
• Back translation of Spanish into English: could [attack {masculine pronoun for you or
he}/ attack {feminine pronoun for you or she}] or harm [you/him/her] there?
• Explanation: Spanish grammar requires a direct object pronoun to follow the word
“attack” that is different from the indirect object pronoun that follows “harm.” In
contrast, in English, only one pronoun is required for both “attack” and “harm.” The
Spanish pronoun that follows “attack” is either masculine or feminine, depending on the
gender of the person being attacked. Therefore, a fill in Spanish is helpful to reduce
interviewer burden, even though no fill is needed in English. An alternative method for
programming this translation so that the fills remain consistent between languages would
have been to expand the existing fill in Spanish that appears later in the sentence after
“harm”: podría [atacarlo(a) o hacerle daño a usted/atacarlo o hacerle daño a él/atacarla o
hacerle daño a ella] allí?
Our past experiences with instrument specifications has required a one-to-one correlation
between languages to allow the Spanish text to be overlaid onto existing English programming.
We suspect that not requiring such a one-to-one correlation may make it easier for a programmer
who does not speak Spanish to accidentally set up a fill incorrectly in the Spanish version of the
instrument. We recommend that a Spanish-speaker conduct a careful quality control test of the
Spanish instrument once it is programmed to ensure that all Spanish fills were set up correctly.
The review team proposed revising some Spanish fills to make the subject of the sentence
unambiguous. We understand that the same fill may be re-used in multiple locations in the
instrument in the programming process. If any of the revisions our team proposed to fills are
problematic for the programmers, please reach out to us and we will work with your team on the
fills as needed.
Attachment
3

2022 SCS Questionnaire

cc:
Meagan Ruhnke (ADDP)
Edward Madrid
Katherine Mark
Andrew Zuckerberg (NCES)
Rachel Hansen
Rachel Morgan (BJS)
Heather Brotsos
Alexandra Thompson

4

2022 SCS Questionnaire

2022 SCHOOL CRIME SUPPLEMENT (SCS) SPANISH
SCREEN QUESTIONS FOR SUPPLEMENT
INTRO_1
Now, I would like to ask some questions about your experiences at school. We estimate the survey
will take 3 to 15 minutes depending on your circumstances. The law authorizes the collection of this
data and requires us not to share your responses with your school or family.
Ahora, me gustaría hacerle algunas preguntas sobre [sus/las] experiencias [empty/de ^Name] en la
escuela. Responder la encuesta le podría tomar de 3 a 15 minutos, dependiendo de [sus/las]
circunstancias. La ley autoriza la recopilación de estos datos y nos obliga a no compartir [sus/las]
respuestas [empty/de ^Name] con [su/la] escuela o familia [empty/de ^Name].
1 = Enter 1 to continue
2 = Refused supplement
3 = Currently unable to complete the interview, but willing to complete at later date/time
4 = NCVS completed in a language other than English or Spanish

1a. E_ATTENDSCHOOL_A
At any time this school year did ^YOU_NAME…
Attend a public or private school in person?
En algún momento durante este año escolar…
¿Asistió [usted/^Name] a una escuela pública o privada presencial?
1 = Yes
2 = No
1= Sí
2= No

1b. E_ATTENDSCHOOL_B
Receive any virtual or remote instruction provided by a school?
¿Recibió usted clases virtuales o remotas proporcionadas por una escuela?
1 = Yes
2 = No
1= Sí
2= No

1c. E_ATTENDSCHOOL_C
Receive homeschooling instead of being enrolled in a public or private school?
¿Recibió usted educación en el hogar (homeschooling) en vez de estar inscrito en una escuela pública
o privada?
5

2022 SCS Questionnaire
1 = Yes
2 = No
1= Sí
2= No
CHECK ITEM A: If student answers “No” for E_ATTENDSCHOOL_A, E_ATTENDSCHOOL_B, or
E_ATTENDSCHOOL_C SKIP to END

1d. E_HOMESCHOOL_COVID
[IF E_ATTENDSCHOOL_B = “Yes” or E_ATTENDSCHOOL_C = “Yes”]
Did ^YOU_NAME receive schooling at home due to the Coronavirus pandemic?
¿Recibió [usted/^Name] educación a distancia desde el hogar debido a la pandemia del coronavirus?
1 = Yes
2 = No – SKIP to E_DIFFSCHOOL_ATTENDED
1= Sí
2= No – SKIP to E_DIFFSCHOOL_ATTENDED

1e. E_HOMESCHOOL_WHY
[IF E_ATTENDSCHOOL_C = “Yes”]
Was the decision for ^YOU_NAME to receive school only at home related to any of the following:
¿La decisión de [usted/^Name] de recibir las clases solo en el hogar estuvo relacionada con algunos de
las siguientes razones?
1= Due to your experiences with bullying?
2= Due to concerns about the school environment, such as safety, drugs, or negative peer
pressure?
3= Due to dissatisfaction with the academic instruction offered at the school?
4= Due to religious reasons?
5= Due to a physical disability or mental health problem?
6= Due to an illness that prevents you from attending school?
7= A different reason? – Specify
1= Debido a sus experiencias con acoso (bullying)?
2= Debido a preocupaciones sobre el entorno escolar, como la seguridad, las drogas o la presión
negativa de los compañeros?
3= Debido a la insatisfacción con la instrucción académica ofrecida en la escuela?
4= Debido a motivos religiosos?
5= Debido a una discapacidad física o problema de salud mental?
6= Debido a una enfermedad que le impide que usted/^name asista a la escuela?
7= Debido a otro motivo? -- Especifique
6

2022 SCS Questionnaire

E_HOMESCHOOL_WHY_SPECIFY
What was the different reason?
¿Cuál fue el otro motivo?
Specify/Especifique:

1f. E_DIFFSCHOOL_ATTENDED
How many different schools have ^YOU_NAME attended this school year?
¿A cuántas escuelas distintas asistió [usted/^Name] durante este año escolar?
[If student answered E_HOMESCHOOL = “Yes,” include the text below.]
Include ^YOUR_HIS_HER homeschooling as one school.
Cuente [su/la] educación [empty/de él/de ella] en el hogar (homeschooling) como una escuela.
1 = One school
2 = Two schools
3 = Three or more schools

1 = Una escuela
2 = Dos escuelas
3 = Tres escuelas o más

CHECK ITEM B: If student was not homeschooled (E_ATTENDSCHOOL_C = “No”) SKIP to
E_WHATGRADE. If student was fully or partially homeschooled (E_ATTENDSCHOOL_C = “Yes”)
CONTINUE with E_HOMESCHOOLGRADE.

2a. E_HOMESCHOOLGRADE
During the time ^YOU_NAME ^WERE_WAS homeschooled this school year, what grade would
^YOU_HE_SHE have been in if ^YOU_HE_SHE were in a public or private school?
Durante el tiempo que [usted/^Name] recibió educación en el hogar (homeschooling) este año
escolar, ¿en qué grado estaría [usted/él/ella] si estuviera inscrito en una escuela pública o privada?
This question refers to the 2021-2022 school year.
0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other
noneligible – SKIP to END

0 = Quinto o menor de quinto grado– SKIP
to END
1 = Sexto
2 = Séptimo
3 = Octavo
4 = Noveno
5 = Décimo
6 = Undécimo
7 = Duodécimo
8 = Otro – Especifique
9 = Universidad/GED/Postgrado/Otro no
elegible – SKIP to END
7

E_HOMESCHOOLGRADE_OTHER
Specify/Especifique:
CHECK ITEM C: If student was only homeschooled (E_ATTENDSCHOOL_C = “Yes”,
E_ATTENDSCHOOL_A = “No” AND E_ATTENDSCHOOL_B = “No”) SKIP to END.
If student was partially homeschooled (E_ATTENDSCHOOL_C = “Yes” and either
(E_ATTENDSCHOOL_A = “Yes” AND/OR E_ATTENDSCHOOL_B = “Yes) SKIP to INTRO_2

2b. E_WHATGRADE
What grade ^IS_ARE ^YOU_NAME in?
¿En qué grado está [usted/^Name]?
This question refers to the 2021-2022 school year.
0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other
noneligible – SKIP to END

0 = Quinto o menor de quinto grado – SKIP
to END
1 = Sexto
2 = Séptimo
3 = Octavo
4 = Noveno
5 = Décimo
6 = Undécimo
7 = Duodécimo
8 = Otro – Especifique
9 = Universidad/GED/Postgrado/Otro no
elegible – SKIP to END

E_WHATGRADE_OTHER
Specify/Especifique:

SKIP to E_WHATMONTH

INTRO_2
READ INTRO_2 only if E_ATTENDSCHOOL_C = “Yes” and either (E_ATTENDSCHOOL_A = “Yes” AND/OR
E_ATTENDSCHOOL_B = “Yes”).
The following questions pertain only to ^YOUR_NAME’S attendance at a public or private school and
not to being homeschooled.
Las siguientes preguntas se refieren solamente a [su/la] asistencia [empty/de ^Name] a una escuela
pública o privada, y no a la enseñanza en el hogar (homeschooling).
3. E_WHATMONTH
In what month did ^YOUR_HIS_HER^NAME current school year begin?

2022 SCS Questionnaire
¿En qué mes comenzó [su/su/su/^Name] año escolar actual?
1 = July – SKIP to F_SCHOOLSTATE
2 = August – SKIP to F_SCHOOLSTATE
3 = September – SKIP to F_SCHOOLSTATE
4 = Other – Go to E_WHATMONTHOTHER

1 = Julio – SKIP to F_SCHOOLSTATE
2 = Agosto – SKIP to F_SCHOOLSTATE
3 = Septiembre – SKIP to F_SCHOOLSTATE
4 = Otro – Go to E_WHATMONTHOTHER

E_WHATMONTHOTHER
Specify the other month that school year began.
1 = January
2 = February
3 = March
4 = April
5 = May
6 = June
7 = October
8 = November
9 = December

1 = Enero
2 = Febrero
3 = Marzo
4 = Abril
5 = Mayo
6 = Junio
7 = Octubre
8 = Noviembre
9 = Diciembre

ENVIROMENTAL QUESTIONS
INTRO_3
READ INTRO_3 only if E_ATTENDSCHOOL_B = “Yes.”
For the next items, please think about the school ^YOU_NAME would normally attend in person right
now.
Para los siguientes elementos, por favor, piense en la escuela a la que [empty/^NAME] normalmente
asistiría en persona en este momento.

4b. F_SCHOOLSTATE
In what state is ^YOUR_NAME’S school located?
¿En qué estado está [su/la] escuela [empty/de ^Name]
State:

F_SCHOOLCOUNTY
In what county is ^YOUR_NAME’S school located?
¿En qué condado está [su/la] escuela [empty/de ^Name]?
County:

F_SCHOOLCITY
In what city is ^YOUR_NAME’S school located?
9

2022 SCS Questionnaire
¿En qué ciudad está [su/la] escuela [empty/de ^Name]?
City:

F_NAMEOFSCHOOL
What is the complete name of ^YOUR_NAME’S school?
¿Cuál es el nombre completo de [su/la] escuela [empty/de ^Name]?
School name:

5a. F_PUBLICORPRIVATE
Is ^YOUR_NAME’S school public or private?
¿Es [su/la] escuela [empty/de ^Name] pública o privada?
1 = Public – ASK F_REGULARSCHOOL
2 = Private – SKIP to F_CHURCHRELATED

1 = Pública - ASK F_REGULARSCHOOL
2 = Privada - SKIP to F_CHURCHRELATED

5b. REGULARSCHOOL
Is this the regular school that most of the students in ^YOUR_NAME’S neighborhood attend?
¿Es esta la escuela asignada a la que asiste la mayoría de los estudiantes [de su/del] vecindario
[empty/de ^Name]?
1 = Yes – SKIP to F_GRADES_LOW
2 = No – SKIP to F_GRADES_LOW
1 = Sí – SKIP to F_GRADES_LOW
2 = No – SKIP to F_GRADES_LOW

5c. F_CHURCHRELATED
Is ^YOUR_NAME’S school affiliated with a religion?
¿Está [su/la] escuela [empty/de ^Name] afiliada a una religión?
The definition for the term ‘school affiliated with a religion’ is an elementary or secondary school that is
either partially or fully supported/funded by a church, synagogue, or mosque.
La definición del término “escuela afiliada a una religión” se refierea una escuela primaria o secundaria
que cuenta con fondos o apoyo parcial o total de una organización religiosa, como por ejemplo, una
iglesia, sinagoga o mezquita.
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé
10

2022 SCS Questionnaire

6a. F_GRADES_LOW
What is the lowest grade taught in ^YOUR_NAME’S school?
¿Cuál es el grado más bajo que se enseña en [su/la] escuela [empty/de ^Name]?
Enter the lowest grade mentioned

0 = Pre-Kindergarten or Kindergarten
1 = 1st grade
2 = 2nd grade
3 = 3rd grade
4 = 4th grade
5 = 5th grade
6 = 6th grade
7 = 7th grade
8 = 8th grade
9 = 9th grade
10 = 10th grade
11 = 11th grade
12 = H.S. Senior
13 = Post-graduate
20 = All ungraded
30 = All special education

0 = Pre-Kindergarten o Kindergarten
1 = 1er grado
2 = 2do grado
3 = 3er grado
4 = 4to grado
5 = 5to grado
6 = 6to grado
7 = 7mo grado
8 = 8vo grado
9 = 9no grado
10 = 10mo grado
11 = 11mo grado
12 = 12mo (high school senior)
13 = Post-graduado
20 = Todos sin grados
30 = Todos de educación especial

6b. F_GRADES_HIGH
What is the highest grade taught in ^YOUR_NAME’S school?
¿Cuál es el grado más alto que se enseña en [su/la] escuela [empty/de ^Name]?
Enter the highest grade mentioned
12 = H.S. Senior
13 = Post-graduate
20 = All ungraded
30 = All special education
0 = Pre-Kindergarten o Kindergarten
1 = 1er grado
2 = 2do grado
3 = 3er grado
4 = 4to grado
5 = 5to grado
6 = 6to grado
7 = 7mo grado

0 = Pre-Kindergarten or Kindergarten
1 = 1st grade
2 = 2nd grade
3 = 3rd grade
4 = 4th grade
5 = 5th grade
6 = 6th grade
7 = 7th grade
8 = 8th grade
9 = 9th grade
10 = 10th grade
11 = 11th grade
11

2022 SCS Questionnaire
12 = 12mo (high school senior)
13 = Post-graduado
20 = Todos sin grados
30 = Todos de educación especial

8 = 8vo grado
9 = 9no grado
10 = 10mo grado
11 = 11no grado

7. F_GETTOSCHOOL
When ^YOU_NAME attend school in person, how ^DO_DOES ^YOU_NAME get to school most of the
time this school year?
Cuando [usted/^Name] asiste a la escuela en persona, ¿cómo llega [usted/^Name] a la escuela la
mayor parte del tiempo este año escolar?
If multiple modes are used, code the mode in which the student spends the most time.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify
1 = Caminando

2 = Autobús escolar
3 = publicoAutobús público, tren
subterráneo, tren
4 = Automóvil
5 = Bicicleta, bicicleta de motor o motocicleta
6 = Algún otro medio – Especifique

F_GETTOSCHOOL_SPECIFY
Specify/Especifique:

8. F_HOMEFROMSCHOOL
When ^YOUR_NAME attend school in person, how ^DO_DOES ^YOU_NAME get home from school
most of the time this school year?
Cuando [usted/^Name] asiste a la escuela en persona, ¿cómo va de la escuela a la casa la mayor parte
del tiempo este año escolar?
If multiple modes are used, code the mode in which the student spends the most time.
If the student volunteers that he or she does not go directly home after school, record the mode that the
student uses to get to his or her first destination after school.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify

1 = Caminando
2 = Autobús escolar
3 = Autobús público, metro, tren
4 = Automóvil
5 = Bicicleta, bicicleta de motor o motocicleta
6 = Algún otro medio – Especifique

12

F_HOMEFROMSCHOOL_SPECIFY
Specify/Especifique:

9a. F_ACTIVITY_SPIRIT
During this school year, ^HAVE_HAS ^YOU_NAME participated in any of the following activities
sponsored by ^YOUR_HIS_HER^NAMES school…
Durante este año escolar, ¿ha participado [usted/^Name] en alguna de las siguientes actividades
patrocinadas por [su/la] escuela [empty/de ^Name]:
Spirit groups, for example, Cheerleading, Dance Team, or Pep Club?
¿Grupos animadores (grupos spirit), por ejemplo, cheerleading, Equipo de baile o Pep Club?
1 = Yes
2 = No
1= Sí
2= No

9b. F_ACTIVITY_SPORTS
Athletic teams at school?
¿Equipos de atletismo en la escuela?
1 = Yes
2 = No
1= Sí
2= No

9c. F_ACTIVITY_ARTS
Performing arts, for example, Band, Choir, Orchestra, or Drama?
¿Artes escénicas, por ejemplo, banda, coro, orquestra o teatro?
1 = Yes
2 = No
1= Sí
2= No

9d. F_ACTIVITY_ACADEMIC
Academic clubs, for example, Debate Team, Honor Society, Spanish Club, Math Club, or Computer
Club?
¿Clubes académicos, por ejemplo, equipo de debate, sociedades de honor, club de español, club de
matemáticas o club de computadoras?
1 = Yes
2 = No

2022 SCS Questionnaire
1= Sí
2= No

9e. F_ACTIVITY_GOVT
Class council or student government, also known as SGA?
¿Consejo estudiantil o gobierno estudiantil, también conocido por sus siglas en inglés, SGA?
1 = Yes
2 = No
1= Sí
2= No

9f. F_ACTIVITY_SERVICE
[IF GRADES 6, 7, or 8 ASK] Volunteer or community service clubs sponsored by ^YOUR_HIS_HER
school, for example, Peer Mediators, Environmental Club, or Recycling Club?
¿Clubes de voluntarios o servicio comunitario patrocinados por [su/la] escuela [empty/de ^Name],
por ejemplo, Compañeros Mediadores (Peer Mediators), Club del medio ambiente de ecología o Club
de reciclaje?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or community service clubs sponsored by ^YOUR_HIS_HER
school, for example, Peer Mediators, Environmental Club, Key Club, or Interact? Do not include
community service hours required for graduation.
¿Clubes de voluntarios o servicio comunitario patrocinados por [su/la] escuela [empty/de ^Name],
por ejemplo, Compañeros Mediadores (Peer Mediators), Club del medio ambiente, Key Club o
Interact? No incluya horas de servicio comunitario requeridas para la graduación.
1 = Yes
2 = No
1= Sí
2= No

9g. F_ACTIVITY_OTHER
Other school clubs or school activities?
¿Otros clubes escolares o actividades escolares?
1 = Yes – ASK to F_ACTIVITY_OTHER_SPECIFY
2 = No – SKIP to F_SAFETY_POLICE
1= Sí
2= No

F_ACTIVITY_OTHER_SPECIFY
What are the other school clubs or school activities ^YOU_NAME participated in?

14

2022 SCS Questionnaire
¿Cuáles son los otros clubes escolares o actividades escolares en los cuales [usted/^Name] ha
participado?
Specify/Especifique:
CHECK ITEM D: If student did not attend school in person this school year (E_ATTENDSCHOOL_A =
“No”) SKIP to F_SAFETY_CODE_OF_CONDUCT.

10a. F_SAFETY_POLICE
The next questions are about security measures that some schools take.
Las siguientes preguntas son sobre las medidas de seguridad que toman algunas escuelas.
Does ^YOUR_HIS_HER school have:
¿Tiene [su/la] escuela [empty/de ^Name]:
Security guards or assigned police officers?
¿Guardias de vigilancia o agentes de la policía asignados a la escuela?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

10b. F_SAFETY_HALLSTAFF
Other adults supervising the hallway, such as teachers, administrators, or parent volunteers?
¿Otros adultos que supervisan los pasillos, por ejemplo, maestros, administradores o padres
voluntarios?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

10c. F_METAL_DETECTORS
Metal detectors, including wands?
¿Detectores de metal, incluyendo detectores de mano?

15

2022 SCS Questionnaire
The definition for the term ‘metal detector’ is a device used to check for weapons students might be
trying to bring onto school property. The metal detector may be in a form of a doorframe, which you are
asked to walk through. It may also be in the form of a hand-held metal detector that looks like a wand or
paddle, which is moved around your body.
La definición del término "detector de metales" es: un dispositivo que se usa para revisar las armas que
los estudiantes podrían tratar de traer consigo a la escuela. El detector de metales puede tener la forma
de un marco de puerta, por el cual se le pide que pase. También puede tener la forma de un detector de
metales de mano que se parece a una varita o paleta, que se pasa alrededor de su cuerpo.
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No

3= No sé10d. F_DOORS_LOCKED
Locked entrance or exit doors during the day?
¿La entrada o las puertas de salida cerradas con llave durante el día?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No

3= No sé10e. F_SAFETY_SIGN_IN
A requirement that visitors sign in AND wear visitor badges or stickers?
¿El requisito de que los visitantes tengan que inscribirse Y llevar puesto un carnet, una identificación
de visitante o una etiqueta con su identificación impresa (sticker)?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

10f. F_SAFETY_LOCKER_CHECKS
Locker checks?
¿Inspecciones de los casilleros personales, también conocidos como lockers en inglés?

16

2022 SCS Questionnaire
The definition for the term ‘locker check’ is the act of school administrators or officials opening a locker
and looking though its contents. Depending on the circumstances, administration may choose to search
one, several, or all lockers.
La definición del término “inspección de casillero (locker)”: es cuando los administradores escolares o
funcionarios abren un casillero y revisan su contenido. Dependiendo de las circunstancias, la
administración puede elegir inspeccionar uno, varios o todos los casilleros.
1 = Yes
2 = No
3 = Don’t know
4 = Respondent’s school does not have lockers
1= Sí
2= No
3= No sé
4= La escuela del encuestado no tiene casillero

10g. F_SAFETY_STUDENT_ID
A requirement that students wear badges or picture identification?
¿El requisito de que los estudiantes lleven puesto carnet o identificación con foto?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No

3= No sé10h. F_SAFETY_CAMERAS
One or more security cameras to monitor the school?
¿Una o más cámaras de seguridad para vigilar la escuela?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

10i. F_SAFETY_CODE_OF_CONDUCT
Does ^YOUR_HIS_HER school have a code of student conduct, that is, a set of written rules or
guidelines that the school provides to ^YOU_HIM_HER?
¿Tiene [su/la] escuela [empty/de ^Name] un código de conducta estudiantil, es decir, una lista de
reglas o normas escritas que la escuela le proporciona a [usted/él/ella]?
17

2022 SCS Questionnaire
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

11. F_REPORT
If ^YOU_NAME hear(s) about a threat to school or student safety, ^DO_DOES ^YOU_HE_SHE have a
way to report it without having to give ^YOUR_HIS_HER name?
Si [usted/^Name] escucha acerca de una amenaza a la seguridad de la escuela o de un estudiante,
¿tiene [usted/^Name] una manera de reportarla sin tener que dar su nombre?
Probe: Do you have a way to report a threat, such as an anonymous drop box or hotline?
Probe: ¿Tiene alguna forma de reportar amenazas, como un buzón anónimo o una línea telefónica
directa?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

12. F_DISTRACTED
In ^YOUR_NAME’S classes, how often ^ARE_IS ^YOU_HE_SHE distracted from doing ^YOUR_HIS_HER
schoolwork because other students are misbehaving, for example, talking or fighting?
En [sus/las] clases [empty/de ^Name], ¿con qué frecuencia [usted/él/ella] se distrae de sus estudios
porque otros estudiantes se están comportando mal, por ejemplo, hablando o peleando?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

1 = Nunca
2 = Casi nunca
3 = A veces
4 = La mayoría del tiempo

13a. F_RULES_FAIR
Thinking about ^YOUR_NAME’S school, would ^YOU_HE_SHE strongly agree, agree, disagree, or
strongly disagree with the following...?
Pensando en [su/la] escuela [empty/de ^Name], ¿está [usted/él/ella] muy de acuerdo, de acuerdo, en
desacuerdo o muy en desacuerdo con lo siguiente...?
18

2022 SCS Questionnaire
The school rules are fair.
Las reglas de la escuela son justas.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

13b. F_PUNISHMENT_SAME
The punishment for breaking school rules is the same no matter who you are.
El castigo por no cumplir con las reglas de la escuela es el mismo sin importar quién sea.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

13c. F_RULES_ENFORCED
The school rules are strictly enforced.
Se aplican estrictamente las reglas de la escuela.
The definition for the term ‘strictly enforced rules’ means that the school consistently carries out
disciplinary actions against any students who break school rules.
La definición del término ”reglas estrictamente aplicadas” se refiere a que la escuela lleva a cabo
consistentemente acciones disciplinarias contra cualquier estudiante que rompe las reglas escolares.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo
19

2022 SCS Questionnaire

13d. F_PUNISHMENT_KNOWN
If a school rule is broken, students know what kind of punishment will follow.
Si se rompe alguna regla de la escuela, los estudiantes saben cuál será el tipo de castigo que les
corresponde.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

13e. F_TEACHERS_RESPECT
Teachers treat students with respect.
Los maestros tratan a los estudiantes con respeto.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

14a. F_ADULT_REALLYCARES
Thinking about the teachers and staff at ^YOUR_NAME’S school, would ^YOU_HE_SHE strongly agree,
agree, disagree, or strongly disagree with the following…?
Pensando en los maestros y el personal de [su/la] escuela [empty/^Name], ¿está [usted/él/ella] muy
de acuerdo, de acuerdo, en desacuerdo o muy en desacuerdo con lo siguiente…?
There is a TEACHER or other ADULT at school who…
Hay un MAESTRO u otro ADULTO en la escuela que...
Really cares about ^YOU_NAME.
Realmente se preocupa por [usted/^Name].
1 = Strongly agree
2 = Agree
3 = Disagree
20

2022 SCS Questionnaire
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

14b. F_ADULT_LISTENS
Listens to ^YOU_NAME when ^YOU_HE_SHE ^HAVE_HAS something to say.
Le escucha con atención cuando [usted/^Name] tiene algo que decir.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

14c. F_ADULT_GOOD_JOB
Tells ^YOU_NAME when ^YOU_HE_SHE ^DO_DOES a good job.
Le dice a [usted/^Name] cuando [usted/él/ella/] hace un buen trabajo.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

15a. F_STUDENT_REALLYCARES
Thinking about the students at ^YOUR_NAME’S school, would ^YOU_HE_SHE strongly agree, agree,
disagree, or strongly disagree with the following…?
Pensando en los estudiantes en su escuela, ¿está usted muy de acuerdo, de acuerdo, en desacuerdo o
muy en desacuerdo con lo siguiente...?
There is a STUDENT at school who…
Hay un ESTUDIANTE en la escuela que…
Really cares about ^YOU_NAME.
21

2022 SCS Questionnaire
Realmente se preocupa por [usted/^Name].
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

15b. F_STUDENT_LISTENS
Listens to ^YOU_NAME when ^YOU_HE_SHE ^HAVE_HAS something to say.
Le escucha con atención cuando [usted/él/ella] tiene algo que decir.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

15c. F_STUDENT_SUCCESS
Believes that ^YOU_NAME will be a success.
Cree que [usted/^Name] va a tener éxito.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

16. F_CRIME_NEIGHBORHOOD
Thinking about the neighborhood where ^YOU_NAMECAP ^LIVE_LIVESCAP, would ^YOU_HE_SHE
strongly agree, agree, disagree, or strongly disagree with the following…?
Pensando en el vecindario donde [USTED/^NAME] VIVE, ¿está [usted/él/ella] totalmente de acuerdo,
de acuerdo, en desacuerdo o totalmente en desacuerdo con lo siguiente...?
22

2022 SCS Questionnaire
There is a lot of crime in the neighborhood where ^YOU_NAMECAP ^LIVE_LIVESCAP.
Hay mucho crimen en el vecindario donde [USTED/^NAME] VIVE.
The definition for the term ‘neighborhood’ is blocks of houses, apartments, and places you spend time at
near your home.
La definición del término ”vecindario” se refiere a un conjunto de casas, apartamentos y lugares donde
usted pasa tiempo cerca de su hogar.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

17. F_CRIME_NEIGHBORHOOD_SCHOOL
Thinking about the neighborhood where ^YOUR_NAME’SCAP SCHOOL is located, would
^YOU_HE_SHE strongly agree, agree, disagree, or strongly disagree with the following...?
Pensando en el vecindario donde está [SU/la] ESCUELA [empty/DE ^NAME] , ¿está [usted/él/ella] muy
de acuerdo, de acuerdo, en desacuerdo o muy en desacuerdo con lo siguiente...?
There is a lot of crime in the neighborhood where ^YOU_NAMECAP ^GO_GOES to SCHOOL.
Hay mucho crimen en el vecindario donde [USTED/^NAME] asiste a la ESCUELA.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

18. F_SAFE_IN_SCHOOL
Thinking about ^YOUR_NAME’s school, would ^YOU_HE_SHE strongly agree, agree, disagree, or
strongly disagree with the following...?
Pensando en [su/la] escuela [empty/de ^Name], ¿estaría [usted/él/ella] muy de acuerdo, de acuerdo,
en desacuerdo o muy en desacuerdo con lo siguiente…?
^YOU_NAME ^FEEL_FEELS safe in ^YOUR_HIS_HER school.
23

2022 SCS Questionnaire
[Usted/^Name] se siente [seguro/segura] en [su/la] escuela [empty/de ^Name].
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo
CHECK ITEM E: If student did not attend school in person this school year (E_ATTENDSCHOOL_A =
“No”) GO TO SCS_INTRO_4_VIRTUAL
If student did attend school in person this school year (E_ATTENDSCHOOL_A = “Yes”) SKIP to
SCS_INTRO_4_INPERSON

SCS_INTRO_4_VIRTUAL
Now I have some questions about things that happen during school.
The definition for the term “during school” includes virtual classes and other school sponsored
activities. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3: For the remainder of this survey, think about both/all
schools ^YOU_NAME attended this school year.] Your answers will not be shared with anyone at your
school or home.
Ahora tengo algunas preguntas sobre las cosas que suceden durante el horario de la escuela.
La definición del término “durante el horario de la escuela” incluye clases virtuales y otras actividades
relacionadas con la escuela durante el día escolar. [IF E_DIFFSCHOOL_ATTENDED = 2 o 3: Para el resto
de esta encuesta, piense en las dos / todas las escuelas a las que usted asistió este año escolar]. Sus
respuestas no serán compartidas con nadie en la escuela ni el hogar.

20. IF_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL
During this school year, did ^YOU_NAME see another student who was under the influence of illegal
drugs or alcohol while they were attending virtual school?
Durante este año escolar, ¿vio usted a otro estudiante que estuviera bajo la influencia de drogas
ilegales o de alcohol mientras esa persona asistía a la escuela virtual?
1 = Yes
2 = No
1= Sí
2= No

SKIP to G_BULLY_MADE_FUN

24

2022 SCS Questionnaire

SCS_INTRO_4_INPERSON
Now I have some questions about things that happen at school.
The definition for the term “at school” includes [IF E_ATTENDSCHOOL_B = “Yes” FILL: virtual classes,] in
the school building, on school property, on a school bus, or going to and from school. [IF
E_DIFFSCHOOL_ATTENDED = 2 or 3: For the remainder of this survey, think about both/all schools
^YOU_NAME attended this school year.] Your answers will not be shared with anyone at your school
or home.
Ahora tengo algunas preguntas sobre las cosas que suceden en la escuela.
La definición del término "en la escuela" incluye [IF E_ATTENDSCHOOL_B = “Yes” FILL: ^clases
virtuales,] en el edificio de la escuela, en la propiedad de la escuela, en el autobús escolar o cuando va
a o viene de la escuela. [IF E_DIFFSCHOOL_ATTENDED= 2 o 3: Para el resto de esta encuesta, piense en
las dos/todas las escuelas a las que usted asistió este año escolar]. Sus respuestas no serán
compartidas con nadie en la escuela ni el hogar.

19a. F2_ALCOHOL
Is it possible for students to get any of the following while at school…
¿Es posible que los estudiantes obtengan alguna de las siguientes cosas mientras están en la escuela…
Alcoholic beverages?
¿Bebidas alcohólicas?
1 = Yes
2 = No
1= Sí
2= No

19b. F2_MARIJUANA
Marijuana, also known as pot or weed?
¿Marihuana, también conocida como mota o hierba?
1 = Yes
2 = No
1= Sí
2= No

19c. F2_OPIOIDS
Heroin or prescription painkillers illegally obtained without a prescription, such as Codeine, Percocet,
or fentanyl? These are also known as opioids.
¿La heroína o medicamentos para el dolor obtenidos ilegalmente sin receta médica, como Codeína,
Percocet o fentanilo? Estos también se conocen como opioides.
1 = Yes
25

2022 SCS Questionnaire
2 = No
1= Sí
2= No

19d. F2_PRESCRIPTION_DRUGS
Other prescription drugs illegally obtained without a prescription, such as Xanax, Ritalin, or Adderall?
¿Otros medicamentos por receta obtenidos ilegalmente sin receta, como Xanax, Ritalin o Adderall?
1 = Yes
2 = No
1= Sí
2= No

19e. F2_OTHER_ILEGAL
Other illegal drugs, such as cocaine, uppers, or crystal meth?
¿Otras drogas ilegales, tales como cocaína, estimulantes o metanfetaminas (meth, hielo o cristal)?
Do not include tobacco or tobacco products.
No incluya tabaco o productos derivados del tabaco.
1 = Yes
2 = No
1= Sí
2= No

20. F_KNOW_DRUGS_OR_ALCOHOL
During this school year, did ^YOU_NAME see another student who was under the influence of illegal
drugs or alcohol while they were at school? [IF E_ATTENDSCHOOL_B = “Yes” FILL: or during virtual
classes]?
Durante este año escolar, ¿vio [usted/^Name] a otro estudiante que estuviera bajo la influencia de
drogas ilegales o de alcohol mientras estaban en la escuela [IF E_ATTENDSCHOOL_B = “Yes” FILL: o
durante clases virtuales]?
1 = Yes
2 = No
1= Sí
2= No

FIGHTING, BULLYING AND HATE BEHAVIORS
21a. G_FIGHT_AT_SCHOOL
During this school year, ^HAVE_HAS ^YOU_NAME been in one or more physical fights at school?
Durante este año escolar, ¿ha tenido [usted/^Name] una o más peleas físicas en la escuela?
26

2022 SCS Questionnaire
1 = Yes
2 = No – SKIP to G_BULLY_MADE_FUN
1= Sí
2= No – SKIP to G_BULLY_MADE_FUN

21b. G_FIGHT_HOW_OFTEN
During this school year, how many times ^HAVE_HAS ^YOU_NAME been in a physical fight at school?
Durante este año escolar, ¿cuántas veces ha tenido [usted/^Name] peleas físicas en la escuela?
Number of times:

22a. G_BULLY_MADE_FUN
Now I have some questions about what students do [at/during] school that ^MAKE_MAKES
^YOU_NAME feel bad or are hurtful to ^YOU_HIM. These could occur in person or using technologies,
such as a phone, the Internet, or social media. We often refer to this as being bullied. You may include
events you told me about already. During this school year, has any student bullied ^YOU_NAME?
Ahora tengo algunas preguntas acerca de lo que otros estudiantes hacen [en/durante] la escuela para
que [usted/^NAME] se sienta mal o para hacerle daño a [usted/^NAME]. Esto podría ocurrir en
persona o usando tecnologías, tales como un teléfono, internet o redes sociales. Con frecuencia nos
referimos a esto como sufrir de acoso (bullying). Esto puede incluir sucesos de los que usted ya me
haya hablado antes. En algún momento durante este año escolar, ¿algún estudiante [lo/la] ha
acosado (bullying) a [usted/^NAME]?
That is, has another student...?
Es decir, ¿otro estudiante...
Made fun of ^YOU_NAME, called ^YOU_HIM_HER names, or insulted ^YOU_HIM_HER, in a hurtful
way?
¿Se ha burlado de [usted/^Name], le ha dicho apodos o [lo/la] ha insultado de manera hiriente?
1 = Yes
2 = No
1= Sí
2= No

22b. G_BULLY_RUMOR
Spread rumors about ^YOU_NAME or tried to make others dislike ^YOU_HIM_HER?
¿Ha difundido rumores acerca de [usted/^Name] o tratado de que no les agrade a otras personas?
1 = Yes
2 = No
1= Sí
2= No
27

2022 SCS Questionnaire

22c. G_SHARED
Purposely shared ^YOUR_NAME’S private information, photos, or videos in a hurtful way?
¿Ha compartido deliberadamente [su/la] información privada [empty/de ^Name], fotos o videos de
una manera hiriente?
1 = Yes
2 = No
1= Sí
2= No

22d. G_BULLY_THREAT
Threatened ^YOU_NAME with harm?
¿[Lo/La] ha amenazado [empty/a ^Name] con hacerle daño?
1 = Yes
2 = No
1= Sí
2= No

22e. G_BULLY_CONTACT
Pushed ^YOU_NAME, shoved ^YOU_HIM_HER, tripped ^YOU_HIM_HER, or spit on ^YOU_HIM_HER?
¿[Lo/La] ha empujado [empty/a ^Name], le ha puesto traspiés o le ha escupido?
1 = Yes
2 = No
1= Sí
2= No

22f. G_BULLY_COERCED
Tried to make ^YOU_NAME do things ^YOU_HE_SHE did not want to do, for example, give them
money or other things?
¿Ha tratado de obligarlo(a) [empty/a ^Name] a hacer cosas que [usted/^Name] no quería hacer, por
ejemplo, darle dinero o alguna otra cosa?
1 = Yes
2 = No
1= Sí
2= No

22g. G_BULLY_EXCLUDED
Excluded ^YOU_NAME from activities, social media, or other communications to hurt
^YOU_HIM_HER?

28

2022 SCS Questionnaire
¿Le ha excluido de actividades, redes sociales u otras comunicaciones para hacerle daño?
1 = Yes
2 = No
1= Sí
2= No

22h. G_BULLY_DESTROYED_PROP
Destroyed ^YOUR_NAME’S property on purpose?
¿Ha destruido [sus/las] propiedades [empty/de ^Name] a propósito?
1 = Yes
2 = No
1= Sí
2= No
If all items in 22a-22h (G_BULLY_RUMOR—G_BULLY_DESROYED_PROP) are marked “No” SKIP to
G_HATE.

23a. G_BULLY_DAY_PLUS
During this school year, how many days ^WERE_WAS ^YOU_NAME bullied?
Durante este año escolar, ¿por cuántos días fue acosado(a) (bullied) [usted/^NAME]?
Read answer categories
1 = One day
2 = Two days – SKIP to G_BULLY_HAPPEN_AGAIN
3 = Three to ten days – SKIP to G_BULLY_HAPPEN_AGAIN
4 = More than ten days – SKIP to G_BULLY_HAPPEN_AGAIN
1 = Un día
2 = Dos días – SKIP to G_BULLY_HAPPEN_AGAIN
3 = Tres a diez días – SKIP to G_BULLY_HAPPEN_AGAIN
4 = Más de diez días – SKIP to G_BULLY_HAPPEN_AGAIN

23b. G_BULLY_TIMES
In that one day, how many times would ^YOU_NAME say [another student/other students] did [that
thing/any of those things] to ^YOU_HIM_HER?
Ese día en particular, ¿cuántas veces diría [usted/^Name] que [otro estudiante le hizo/otros
estudiantes le hicieron] [esa cosa/alguna de esas cosas]?
Read answer categories 1—2
1 = Once

2 = Two or more times
29

2022 SCS Questionnaire
2 = Dos o más veces
3 = Demasidas veces para contar
4 = No sé

3 = Too many times to count
4 = Don’t know
1 = Una vez

24. G_BULLY_HAPPEN_AGAIN
Did ^YOU_NAME think the bullying would happen again?
¿Pensó [usted/^Name] que el acoso (bullying) volvería a ocurrir?
1 = Yes
2 = No
1= Sí
2= No

25. G_BULLY_MULTI_PERS
Thinking about the [time/times] ^YOU_NAME ^WERE_WAS bullied this school year, did more than
one person do [this/these things] to ^YOU_HIM_HER?
Pensando acerca de [la vez/las veces] que [usted/^NAME] fue acosado(a) (bullied) durante este año
escolar, ¿le hizo [esto/estas cosas] más de una persona?
1 = Yes
2 = No – SKIP to G_BULLY_STRONGER
1= Sí
2= No – SKIP to G_BULLY_STRONGER

26. G_BULLY_HOW_ACT
Did these people act alone, together as a team, or both?
¿Estas personas actuaron solas, en grupo o ambas cosas?
1 = Alone
2 = Together
3 = Both
4 = Don’t know

1 = Solo
2 = En grupo
3 = Ambos
4 = No sé

27a. G_BULLY_STRONGER
Now I have some additional questions about the time [another student/ other students] {behavior1},
{behavior2}, and {behaviorx…}. Thinking about the [person/ people] who did [this/these things] to
^YOU_NAME this school year,
Ahora tengo preguntas adicionales sobre la vez en que [otro estudiante/otros estudiantes]
{behavior1}, {behavior2}, y {behaviorx…}. Pensando acerca de [la persona/las personas] que [le
hizo/le hicieron] [esto/estas cosas] a [usted/^Name] durante este año escolar…

30

2022 SCS Questionnaire
[Was this person/ Were any of these people/ Was anyone in the group] physically bigger or stronger
than ^YOU_NAME?
¿[Era esta persona más grande o más fuerte/Eran algunas de estas personas más grandes o más
fuertes/Era alguien del grupo más grande o más fuerte] que [usted /^Name]?
1 = Yes
2 = No
1= Sí
2= No

27b. G_BULLY_POPULAR
[Was this person/ Were any of these people/ Was anyone in the group] more popular than
^YOU_NAME?
¿[Era esta persona más popular/Eran algunas de estas personas más populares/Era alguien del grupo
más popular que [usted/ ^Name]?
1 = Yes
2 = No
1= Sí
2= No

27c G_BULLY_MONEY
[Did this person/ Did any of these people/ Did anyone in the group] have more money than
^YOU_NAME?
¿[Tenía esta persona/Tenían algunas de estas personas/Tenía alguien del grupo] más dinero que
[usted/^Name]?
1 = Yes
2 = No
1= Sí
2= No

27d. G_BULLY_INFLUENCE
[Did this person/ Did any of these people/ Did anyone in the group] have the ability to influence what
other students think of ^YOU_NAME?
¿[Tenía esta persona/Tenían algunas de estas personas/Tenía alguien del grupo] la capacidad de
influir en lo que otros estudiantes pensaban de [usted/^Name]?
1 = Yes
2 = No
1= Sí
2= No
31

2022 SCS Questionnaire

27e. G_BULLY_OTHER_POWER
[Did this person/ Did any of these people/ Did anyone in the group] have more power than
^YOU_NAME in another way?
¿[Tenía esta persona/Tenían algunas de estas personas/Tenía alguien del grupo] más poder que
[usted/^Name] de alguna otra forma?
1 = Yes
2 = No – SKIP to CHECK ITEM G
1= Sí
2= No – SKIP to CHECK ITEM G

27f. G_BULLY_OTHER_POWER_SPECIFY
In what other way [did that student/ did any of those students] have more power than ^YOU_NAME?
¿De qué otra manera [tenía ese estudiante/tenía alguno de esos estudiantes] más poder que [usted/
^Name]?
Specify/Especifique:
CHECK ITEM G: Did more than one student do those things? (G_BULLY_MULTI_PERS)
--Yes (R answered “Yes” to G_BULLY_MULTI_PERS, SKIP to G_BULLY_WHERE1)
--No (R answered “No,” “Don’t know,” or “Refuse” to G_BULLY_MULTI_PERS, ASK
G_RELAT_SIBLING — G_RELAT_OTH_STUDENT)

28a. G_RELAT_SIBLING
What was ^YOUR_NAME’S relationship to the student when they bullied ^YOU_HIM_HER? Were
they…
¿Cuál era [su/la] relación [empty/de ^NAME] con el estudiante cuando le acosó [a usted/a ^NAME]
(bullying)? ¿Era…
^YOUR_NAME’S brother or sister?
¿[su hermano o hermana/el hermano o la hermana] [empty/de ^Name]?
1 = Yes
2 = No
1= Sí
2= No

28b. G_RELAT_DATING
^YOUR_NAME’S boyfriend or girlfriend at the time?
¿[su novio o novia/el novio o la novia] [empty/de ^Name] en el momento?
32

2022 SCS Questionnaire
1 = Yes
2 = No
1= Sí
2= No

28c. G_RELAT_EX_DATING
^YOUR_NAME’s ex-boyfriend or ex-girlfriend at the time?
¿[su ex novio o ex novia/el ex novio o la ex novia] [empty/de ^Name] en el momento?
1 = Yes
2 = No
1= Sí
2= No

28d. G_RELAT_OTH_STUDENT
Another student from school?
¿otro estudiante de la escuela?
1 = Yes
2 = No
1= Sí
2= No

29. G_BULLY_WHERE1 through G_BULLY_WHERE9
Still thinking about all of the times that^YOU_NAME ^WERE_WAS bullied, where did the bullying
occur? Did it occur…
Pensando todavía en todas esas veces que [usted/^Name] fue víctima de acoso (bullying), ¿dónde
ocurrió el acoso (bullying)? ¿Ocurrió...
Read answer categories, mark all that apply
1 = In a classroom at school?
2 = In a hallway or stairwell at school?
3 = In a bathroom or locker room at school?
4 = In a gymnasium or weight room at school?
5 = In a cafeteria or lunchroom at school?
6 = Outside on school grounds?
7 = On the way to or from school such as on a school bus or at a bus stop?
8 = Online or by text?
9 = Somewhere else inside the school building? – Specify
1 = ¿En un salón de clases en la escuela?
2 = ¿En un pasillo o una escalera en la escuela?
3 = ¿En un baño o vestuario (locker room) en la escuela?
33

2022 SCS Questionnaire
4 = ¿En el gimnasio o área donde se levanta pesas en la escuela?
5 = ¿En la cafetería o en el comedor de la escuela?
6 = ¿Afuera de la escuela?
7 = ¿En el camino a la escuela o de regreso de la escuela, como en el autobús o en una parada de
autobús?
8 = ¿Por Internet o por mensaje de texto?
9 ¿En algún otro lugar adentro de la escuela? – Specify

G_BULLY_WHERE_SPECIFY
Where is the other place where bullying occurred?

¿Dónde está el otro lugar en que ocurrió el acoso (bullying)?
Specify/Especifique:

30. G_BULLY_ADULT_TOLD
Did ^YOU_NAME tell a teacher or some other adult at school about being bullied?

¿Le dijo usted a un maestro o algún otro adulto en la escuela que sufrió acoso (bullying)?
1 = Yes
2 = No
1= Sí
2= No

31a. G_SCHOOL_WORK
This school year, how much has bullying had a NEGATIVE effect on:
Durante este año escolar, ¿cuánto efecto NEGATIVO ha tenido el acoso (bullying) en:
^YOUR_NAME’S school work?
¿[sus/los] estudios [empty/de ^Name]?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

1 = Ninguno
2 = No mucho
3 = Algo
4 = Mucho

31b. G_RELATION_FRIEND_FAMILY
^YOUR_NAME’S relationships with friends or family?
¿[Sus/Las] relaciones [empty/de ^Name] con los amigos o la familia?
Read answer categories
1 = Not at all

2 = Not very much
34

2022 SCS Questionnaire
3 = Somewhat
4 = A lot
1 = Ninguno

2 = No mucho
3 = Algo
4 = Mucho

31c. G_ABOUT_YOURSELF
How ^YOU_NAME ^FEEL_FEELS about ^YOURSELF_HIMSELF_HERSELF?
¿Como se siente [empty/^Name] sobre [SI MISMO/EL MISMO/ELLA MISMA/^NAME]?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

1 = Ninguno
2 = No mucho
3 = Algo
4 = Mucho

31d. G_PHYSICAL_HEALTH
^YOUR_NAME’S physical health, for example, caused injuries, gave ^YOU_HIM_HER headaches or
stomach aches?
¿[su/la] salud física [empty/de ^Name], por ejemplo, le provocó lesiones, le dio dolores de cabeza o
de estómago?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

1 = Ninguno
2 = No mucho
3 = Algo
4 = Mucho

32a. G_BULLY_RACE
When ^YOU_NAME ^WERE_WAS bullied in school this year, did ^YOU_HE_SHE ever think it was
related to...
Cuando [usted/^NAME] fue víctima de acoso (bullying) en la escuela durante este año escolar, ¿pensó
alguna vez que estaba relacionado con...
^YOUR_NAME’S race?
¿[su/la] raza [empty/de ^Name]?
1 = Yes
2 = No
1= Sí
2= No
35

2022 SCS Questionnaire

32b. G_BULLY_RELIGION
^YOUR_NAME’S religion?
¿[su/la] religión [empty/de ^Name]?
1 = Yes
2 = No
1= Sí
2= No

32c. G_BULLY_ETHNIC_ORIGIN
^YOUR_NAME’S ethnic background or national origin - for example, people of Hispanic origin?
¿[su/el] origen étnico o nacional [empty/de ^Name], por ejemplo, personas de origen hispano?
1 = Yes
2 = No
1= Sí
2= No

32d. G_BULLYING_DISABILITY
Any disability ^YOU_NAME may have – such as physical, mental, or developmental disabilities?
¿alguna discapacidad que [usted/^Name] pueda tener, tales como discapacidades físicas, mentales o
de desarrollo?
1 = Yes
2 = No
1= Sí
2= No

32e. G_BULLYING_GENDER
^YOUR_NAME’S gender?
¿[su/el] género [empty/de ^Name]?
1 = Yes
2 = No
1= Sí
2= No

32f. G_BULLYING_ORIENTATION
^YOUR_NAME’S sexual orientation - by this we mean gay, lesbian, bisexual, or straight?
¿[su/la] orientación sexual [empty/de ^Name], con esto queremos decir gay, lesbiana, bisexual o
heterosexual?
1 = Yes
36

2022 SCS Questionnaire
2 = No
1= Sí
2= No

32g. G_BULLYING_APPEARANCE
^YOUR_NAME’S physical appearance?
¿[su/la] apariencia física [empty/de ^Name]?
1 = Yes
2 = No
1= Sí
2= No

33. G_HATE
During this school year, has anyone called ^YOU_NAME an insulting or bad name at school having to
do with ^YOUR_HIS_HER race, religion, ethnic background or national origin, disability, gender, or
sexual orientation? We call these hate-related words.
Durante este año escolar, ¿alguien en la escuela le ha dicho un insulto o un apodo ofensivo [empty/a
^Name] relacionado con su raza, origen étnico o nacionalidad, discapacidad, género u orientación
sexual [empty/de ^Name]? A estos tipos de palabras les llamamos "palabras relacionadas con
expresiones de odio".
1 = Yes – ASK to G_HATE_RACE
2 = No – SKIP to G_HATE_WORDS
1= Sí – ASK to G_HATE_RACE
2= No – SKIP to G_HATE_WORDS

34a. G_HATE_RACE
Were any of the hate-related words related to...
¿Alguna de las palabras relacionadas con expresiones de odio tenía que ver con...
^YOUR_NAME’S race?
¿[su/la] raza [empty/de ^Name]?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

34b. G_HATE_RELGION
^YOUR_NAME’s religion?
37

2022 SCS Questionnaire
¿[su/la] religión [empty/de ^Name]?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

34c. G_HATE_ETHNICITY
^YOUR_NAME’S ethnic background or national origin – for example, people of Hispanic origin?
¿[su/el] origen étnico o nacional [empty/de ^Name] – por ejemplo, las personas de origen hispano?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No

3= No sé34d. G_HATE_DISABILITY
Any disability ^YOU_NAME may have – such as physical, mental, or developmental disabilities?
¿Alguna discapacidad que [usted/^Name] pueda tener, tales como discapacidades físicas, mentales o
de desarrollo?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

34e. G_HATE_GENDER
^YOUR_NAME’S gender?
¿[su/el] género [empty/de ^Name]?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No

3= No sé34f. G_HATE_SEXUAL_ORIENTATION
^YOUR_NAME’S sexual orientation – by this we mean gay, lesbian, bisexual or straight?
38

2022 SCS Questionnaire
¿[su/la] orientación sexual [empty/de ^Name]? Con esto queremos decir gay, lesbiana, bisexual o
heterosexual.
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3 = No sé

35a. G_HATE_WORDS
During this school year, ^HAVE_HAS ^YOU_NAME seen any hate-related words or symbols written in
school classrooms, school bathrooms, school hallways, or on the outside of ^YOUR_HIS_HER school
building?
Durante este año escolar, ¿ha visto [usted/^Name] palabras o símbolos relacionados con expresiones
de odio escritos en las aulas de su escuela, los baños, los pasillos o en el exterior del edificio de su
escuela?
1 = Yes
2 = No
1= Sí
2= No

35b. G_HATE_WORDS_VIRTUAL
During this school year, ^HAVE_HAS ^YOU_NAME seen any hate-related words, pictures, videos, or
symbols posted on school sponsored websites or applications? This could include any website or
application the school uses on a regular basis such as Google Classroom, Schoology, or Zoom.
Durante este año escolar, ¿ha visto [usted/^NAME] palabras, imágenes, videos o símbolos
relacionados con el odio publicados en sitios web o aplicaciones patrocinados por la escuela? Esto
podría incluir cualquier sitio web o aplicación que utilice la escuela regularmente, tales como Google
Classroom, Schoology o Zoom.
1 = Yes
2 = No
1= Sí
2= No

AVOIDANCE
36a. H_AVOID_VIRTUAL
[IF E_ATTENDSCHOOL_B = “Yes”]

39

2022 SCS Questionnaire
During this school year, did ^YOU_NAME ever skip any virtual classes because ^YOU_HE_SHE
^WERE_WAS afraid other students would do things that make ^YOU_HIM_HER feel bad or are hurtful
to ^YOU_NAME?
Durante este año escolar, ¿se ausentó sin permiso [usted/^Name] de algunas clases virtuales porque
[empty/él/ella] temía que otros estudiantes harían cosas que [lo/la] harían sentir mal o [lo/la]
hiererían?
1 = Yes
2 = No
1= Sí
2= No
CHECK ITEM H: If student did not attend school in person this school year (E_ATTENDSCHOOL_A =
“No”) SKIP to L_GRADES

36b. H_AVOID_SHORTCUT
During this school year, did ^YOU_NAME ever STAY AWAY from any of the following places because
^YOU_HE_SHE thought someone might attack or harm ^YOU_HIM_HER there?
Durante este año escolar, ¿alguna vez [usted/^Name] SE MANTUVO [alejado/alejada] de alguno de
los siguientes lugares porque pensaba que alguien podría [atacarlo/atacarla] o hacerle daño a
[usted/él/ella/] allí.
For example, did ^YOU_NAME ever stay away from…
Por ejemplo, ¿se mantuvo [usted/^Name] [alejado/alejada] de...
The shortest route to school, because ^YOU_NAME thought someone might attack or harm
^YOU_HIM_HER?
¿La ruta más corta para llegar a la escuela porque [usted/^Name] pensó que alguien podría
[atacarlo/atacarla] o hacerle daño a [usted/él/ella]?
1 = Yes
2 = No
1= Sí
2= No

36c. H_AVOID_ENTRANCE
The entrance into the school?
¿La entrada de la escuela?
1 = Yes
2 = No
1= Sí
40

2022 SCS Questionnaire
2= No

36d. H_AVOID_HALLWAYS
Any hallways or stairs in school?
¿Algún pasillo o escalera en la escuela?
1 = Yes
2 = No
1= Sí
2= No

36e. H_AVOID_CAFETERIA
Parts of the school cafeteria or lunchroom?
¿Partes de la cafetería o el comedor de la escuela?
1 = Yes
2 = No
1= Sí
2= No

36f. H_AVOID_RESTROOMS
Any school restrooms?
¿Cualquier baño en la escuela?
1 = Yes
2 = No
1= Sí
2= No

36g. H_AVOID_OTHER_PLACES
Other places inside the school building?
¿Otros lugares dentro del edificio de la escuela?
1 = Yes
2 = No
1= Sí
2= No

36h. H_AVOID_PARKING_LOT
School parking lot?
¿El estacionamiento de la escuela?
1 = Yes
41

2022 SCS Questionnaire
2 = No
1= Sí
2= No

36h. H_AVOID_OTHER_SCHOOL
Other places on school grounds?
¿Otros lugares en la propiedad de la escuela?
1 = Yes
2 = No
1= Sí
2= No

36i. H_AVOID_BUS_STOP
School bus or bus stop?
¿El autobús escolar o la parada del autobús?
1 = Yes
2 = No
1= Sí
2= No

37a. H_AVOID_ACTIVITIES
Did ^YOU_NAME AVOID any activities at ^YOUR_NAME’S school because ^YOU_HE_SHE thought
someone might attack or harm ^YOU_HIM_HER?
¿EVITÓ [usted/^Name] alguna actividad en [su/la] escuela [empty/de ^Name] porque pensó que
alguien podría atacarlo(a) o hacerle daño [a él/a ella/a ^Name]?
1 = Yes
2 = No
1= Sí
2= No

37b. H_AVOID_CLASSES
Did ^YOU_NAME AVOID any classes because ^YOU_HE_SHE thought someone might attack or harm
^YOU_HIM_HER?
¿EVITÓ [usted/^Name] alguna clase porque pensó [empty/él/ella] que alguien podría atacarlo(a) o
hacerle daño [a él /a ella/a ^Name]?
1 = Yes
2 = No
1= Sí
2= No
42

2022 SCS Questionnaire

37c. H_STAY_HOME
Did ^YOU_NAME stay home from school because ^YOU_HE_SHE thought someone might attack or
harm ^YOU_HIM_HER in the school building, on school property, on a school bus, or going to or from
school?
¿Se quedó [usted/^Name] en su casa y no fue a la escuela porque [usted/él/ella] pensó que alguien
podía atacarlo(a) o hacerle daño [a él/a ella/a ^Name] en el edificio de la escuela, en la propiedad de
la escuela, en el autobús escolar o yendo o viniendo de la escuela?
1 = Yes
2 = No
1= Sí
2= No

FEAR
I_INTRO_FEAR
Sometimes, even if ^YOU_NAME can’t avoid a place, ^YOU_HE_SHE may still be afraid of what might
happen there.
A veces, si [usted/^Name] no puede evitar un lugar, puede ser que [empty/él/ella] tenga miedo de lo
que podría suceder allí.

38a. I_AFRAID
How often ^IS_ARE ^YOU_NAME afraid that someone will attack or harm ^YOU_HIM_HER in the
school building or on school property?
¿Con qué frecuencia teme [usted/^Name] que alguien [lo/la] va a atacar o hacerle daño en el edificio
de la escuela o en la propiedad de la escuela?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

1 = Nunca
2 = Casi nunca
3 = A veces
4 = La mayoría del tiempo

38b. I_AFRAID_ON_BUS
How often ^IS_ARE ^YOU_NAME afraid that someone will attack or harm ^YOU_HIM_HER on a school
bus or on the way to and from school?
¿Con qué frecuencia teme [usted/^Name] que alguien [lo/la] va a atacar o hacerle daño en el autobús
escolar o yendo a y viniendo de la escuela?
Read answer categories
1 = Never
2 = Almost never

3 = Sometimes
4 = Most of the time
43

2022 SCS Questionnaire
1 = Nunca
2 = Casi nunca

3 = A veces
4 = La mayoría del tiempo

38c. I_AFRAID_NONSCHOOL
Besides the times ^YOU_NAME ^IS_ARE in the school building, on school property, on a school bus, or
going to or from school, how often ^IS_ARE ^YOU_HE_SHE afraid that someone will attack or harm
^YOU_HIM_HER?
Además de las veces cuando [usted/^Name] está en el edificio de la escuela, en la propiedad de la
escuela, en el autobús escolar o yendo a y viniendo de la escuela, ¿con qué frecuencia teme
[usted/él/ella] que alguien [lo/la] va a atacar o hacerle daño?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

1 = Nunca
2 = Casi nunca
3 = A veces
4 = La mayoría del tiempo

WEAPONS
J_INTRO_WEAPON
In the next series of questions we are going to ask you about weapons at ^YOUR_NAME’S school.
Your answers will not be shared with anyone at ^YOUR_NAME’S school or home.
En la próxima serie de preguntas le vamos a preguntar acerca de las armas en [su/la] escuela
[empty/de ^Name]. Ninguna de sus respuestas será compartida con nadie en [su/la] escuela
[empty/de ^Name] ni en [su/el] hogar [empty/de ^Name].

39a. J_WEAPONS_GUN
Some people bring guns, knives, or objects that can be used as weapons to school for protection.
During this school year, did ^YOU_NAME ever bring the following to school or onto school grounds?
Algunas personas llevan a la escuela pistolas, cuchillos u objetos que se pueden usar como armas para
su protección. Durante este año escolar, ¿alguna vez ha llevado [usted/^Name] a la escuela o a la
propiedad de la escuela uno de los siguientes objetos?
A gun?
¿Una pistola?
1 = Yes
2 = No
1= Sí
2= No

44

2022 SCS Questionnaire

39b. J_WEAPONS_KNIFE
A knife brought as a weapon?
¿Un cuchillo para usarlo como arma?
1 = Yes
2 = No
1= Sí
2= No

39c. J_WEAPONS_OTHER
Some other weapon?
¿Alguna otra arma?
1 = Yes
2 = No
1= Sí
2= No

40a. J_GUN_OTHERS
^DO_DOES_CAP ^YOU_NAME know of any [other] students who have brought a gun to
^YOUR_HIS_HER school during this school year?
¿Conoce [usted/^Name] a algún [otro] estudiante que haya llevado una pistola a [la escuela de
usted/la escuela de él/la escuela de ella] durante este año escolar?
1 = Yes
2 = No – SKIP to J_GET_GUN
1= Sí
2= No – SKIP to J_GET_GUN

40b. J_SEE_GUN
^HAVE_HAS ^YOU_NAME actually seen another student with a gun at school during this school year?
Ha visto [usted /^Name] mismo a otro estudiante con una pistola en la escuela durante este año
escolar?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No

3= No sé41. J_GET_GUN
During this school year, could ^YOU_NAME have gotten a loaded gun without adult permission, either
at school or away from school?
45

2022 SCS Questionnaire
Durante este año escolar, ¿podría [usted/^Name] haber conseguido una pistola cargada con balas sin
permiso de un adulto, ya sea en la escuela o fuera de la escuela?
1 = Yes
2 = No
1= Sí
2= No

GANGS
K2_INTRO_GANG
Now, we'd like to know about gangs at ^YOUR_NAME’S school. ^YOU_NAME_CAP may know these as
street gangs, fighting gangs, or something else. Gangs may use common names, signs, symbols, or
colors. ^YOUR_NAME’S answers will not be shared with anyone at ^YOUR_NAME’S your school or
home.
Ahora queremos saber sobre las pandillas en [su/la] escuela [empty/de ^Name]. Puede ser que
[usted/^Name] las conozca como gangs, gangas maras o algún otro nombre. Las pandillas pueden
usar nombres comunes, señales, símbolos o colores. Ninguna de [sus/las] respuestas [empty/de
^Name] será compartida con nadie en [su/la] escuela [empty/de ^Name] ni en [su/el] hogar
[empty/de ^Name].

42a. K_GANGS
Are there any gangs at ^YOUR_NAME’S school?
¿Hay pandillas en [su/la] escuela [empty/de ^Name]?
1 = Yes
2 = No – SKIP to L_GRADES
3 = Don’t know – SKIP to L_GRADES
1= Sí
2= No – SKIP to L_GRADES
3= No sé – SKIP to L_GRADES

42b. K_GANG_FIGHTS
During this school year, how often have gangs been involved in fights, attacks, or other violence at
^YOUR_NAME’S school?
Durante este año escolar, ¿con qué frecuencia estuvieron involucradas las pandillas en peleas,
agresiones u otro tipo de violencia en [su/la] escuela [empty/de ^Name]?
Read answer categories 1 through 5
1 = Never
2 = Once or twice this school year
3 = Once or twice a month
4 = Once or twice a week

5 = Almost every day
1 = Nunca
2 = Una o dos veces duranteeste año
escolar
46

2022 SCS Questionnaire
3 = Una o dos veces al mes
4 = Una o dos veces a la semana

5 = Casi todos los días

42c. K_GANG_DRUGS
Have gangs been involved in the sale of drugs at ^YOUR_NAME’S school during this school year?
¿Han participado las pandillas en la venta de drogas en [su/la] escuela [empty/de ^Name] durante
este año escolar?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No

3= No séSTUDENT CHARACTERISTICS
43. L_GRADES
During this school year, across all subjects ^HAVE_HAS ^YOU_NAME gotten mostly –
¿En todas las clases durante este año escolar, ha recibido [usted/^Name] mayormente –
Read answer categories 1 through 5
1 = A’s
2 = B’s
3 = C’s
4 = D’s
5 = F’s
6 = Mostly passes
7 = Mostly fails
8 = School does not give grades/no
alphabetic grade equivalent

1=A
2=B
3=C
4=D
5=F
6 = Mayormente notas de aprobado
7 = Mayormente notas reprobadas
8 = La escuela no otorga notas/no hay
equivalente de notas con letras

44a. L_SKIP_CLASSES
During the last 4 weeks of school, did ^YOU_NAME skip any classes? Again, we would like to remind
you that none of your responses will be shared with anyone at ^YOUR_NAME’S school or home.
Durante las últimas 4 semanas del año escolar, ¿ha faltado [usted/^Name] a alguna clase sin permiso?
Nuevamente, ninguna de sus respuestas será compartida con nadie en [su/la] escuela [empty/de
^Name] ni en [su/el] hogar [empty/de ^Name].
1 = Yes
2 = No – SKIP to L_SCHOOL_AFTER_SCHOOL
3 = Don’t know – SKIP to L_SCHOOL_AFTER_SCHOOL
1= Sí
47

2022 SCS Questionnaire
2= No – SKIP to L_SCHOOL_AFTER_SCHOOL
3= No sé – SKIP to L_SCHOOL_AFTER_SCHOOL

44b. L_SKIP_CLASS_DAYS
During the last 4 weeks of school, on how many days did ^YOU_NAME skip at least one class?
Durante las últimas 4 semanas del año escolar, ¿cuántos días faltó [usted/^Name] al menos a una
clase?
Number of days:

45a. L_SCHOOL_AFTER_SCHOOL
Thinking about the future, ^DO_DOES ^YOU_NAME think ^YOU_HE_SHE will...
Pensando en el futuro, ¿cree [usted/^Name] que [empty/él/ella] va a...
Attend school after high school, such as a college or technical school?
¿Seguir estudiando después de terminar la escuela secundaria (high school), por ejemplo, en una
universidad o una escuela técnica?
This could include:

Esto podría incluir:

-Automotive Mechanic Training

-Capacitación de mecánica automotriz

-Beauty School

-Escuela de belleza/cosmetología

-Computer Technical Programs (less than a twoyear associate degree)

-Programas técnicos de computación (carrera
técnica de menos de dos años)

-Certificate Programs

-Programas de certificación

1 = Yes
2 = No – SKIP to END
3 = Don’t know
1= Sí
2= No – SKIP to END
3= No sé

45b. L_GRADUATE_4YR
Graduate from a 4-year college?
Graduarse de un programa universitario de 4 años ?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
48

2022 SCS Questionnaire

3= No séEND OF SCS INTERVIEW
46. INTERVIEWTYPE
Were the supplement questions asked in private, or was an adult member of the household or family
present during at least part of the questions?
If not sure or if a telephone interview ask—
Was an adult member of the household or family present during at least part of these questions?
¿Estuvo presente un miembro del hogar o de la familia que es adulto durante al menos parte de estas
preguntas?
1 = Personal interview – no adult present
2 = Personal interview – adult present
3 = Telephone interview – no adult present
4 = Telephone interview – adult present
5 = Telephone interview – don’t know
1= Entrevista personal – no adulto presente
2= Entrevista personal – adulto presente
3= Entrevista por teléfono – no adulto presente
4= Entrevista por teléfono – adulto presente
5= Entrevista por teléfono – no sé

49

COGNITIVE PRETESTING OF THE
2022 SCHOOL CRIME SUPPLEMENT TO THE
NATIONAL CRIME VICTIMIZATION SURVEY

ATTACHMENT 3: PROTOCOLS

Contents
2022 SCS to the NCVS Cognitive Interview Protocol - Round 1 ...................................................... 2
2022 SCS to the NCVS Cognitive Interview Protocol - Round 2 .................................................... 44
2022 SCS to the NCVS Cognitive Interview Protocol - Round 3 .................................................... 86

2022 SCS to the NCVS Cognitive Interview
Protocol - Round 1

2

Cognitive Testing of NCVS SCS

PARTICIPANT ID #: _________________________

DATE: ____ / ____ / ___

INTERVIEWER’S NAME:_________________________________________________
START TIME: ______: ______

AM / PM

Hello, my name is ______ and I work for the Census Bureau. It’s nice to meet you and thank you very
much for helping us out today.
IF NECESSARY, CREATE SMALL TALK TO BUILD RAPPORT WITH THE STUDENT BY ASKING A
QUESTION, SUCH AS:
•

What is your favorite subject in school? RESPOND ACCORDINGLY (e.g., if the student responds
with “science,” ask them what they are studying in their science class).

Section 1: Information about today’s survey
Let me start by telling you a little bit about what we're doing here. The Census Bureau administers many
surveys in addition to counting people in the US every 10 years. Since so many agencies rely on data
from the Census Bureau, it is extremely important that this information be as accurate as possible.
In order to help us improve our surveys, we turn to students like you to find out if our questions make
sense and are easy to understand and answer. The survey we'll talk about today is conducted by the
National Center for Education Statistics, which is part of the U.S. Department of Education. The research
we’re doing today will help us figure out if changes we have made to the questionnaire are working for
students like you, and it will help us improve the accuracy of data.
I'm going to go through the questionnaire like a real interview, but I'm mainly interested in your reactions
to the questions. So after we go through the survey questions, I’m going to ask you some follow up
questions about the survey questions you answered. For example, I might reread a question from the
survey, and ask you what certain words or phrases in the question mean to you, or what you were
thinking about when you were answering. Whenever I reread a question from the survey, I will show the
question wording on the screen for you to reference. There are no right or wrong answers, we just want to
know your thoughts and reactions to the questions to help us make them better so that other students like
you can easily understand them. The things we will talk about in the interview today will only be used in
our research to help us improve the survey. Your name will not be attached to anything you say. Direct
quotes may be used in research papers and professional presentations, but your name and any names
you might mention today will never be used in our reports and presentations.

3

Section 2: Taping:
I'd like to ask for your permission to audio tape the session today. The main reason we tape these
interviews is so that we don't have to rely on notes or our memories later. This allows me to concentrate
on what you're saying during the interview. All of the information you provide may be used only for
statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except
as required by law (20 U.S.C. §9573 and 6 U.S.C. §151).
Do you have any questions about the recording?
AFTER ANSWERING QUESTIONS AND GIVING FURTHER EXPLANATION, CONTINUE. IF THE
PARTICIPANT IS NO LONGER INTERESTED IN PARTICIPATING, THANK THE PARTICIPANT FOR
HIS/HER TIME AND END THE INTERVIEW.

Section 3: Informed Consent
[If student is under 18]:
Your parent signed a form giving you permission to participate today. I am going to tell you about what
was in that document. The document that your parent signed explains the purpose of the study and how
we will protect your information. In addition to what I have just mentioned about never sharing your name
or any names you say during the interview, I would like to draw your attention to the fact that:
•
•
•
•

Your participation is voluntary and you may stop the interview at any time
You can refuse to answer any of the questions asked or take a break at any time
All of the information you provide may be used only for statistical purposes and may not be
disclosed, or used, in identifiable form for any other purpose except as required by law (20 U.S.C.
§9573 and 6 U.S.C. §151).
As stated in the form, we would like to record this interview to assist in our ability to write a report
summarizing the interview.

[If student is 18]:
Before we start, I want to remind you of the consent form you signed electronically.
That document explained the purpose of the study and how we will protect your information. In addition to
what I have just mentioned about never sharing your name or any names you say during the interview, I
would like to draw your attention to the fact that:
•
•
•
•

Your participation is voluntary and you may stop the interview at any time
You can refuse to answer any of the questions asked or take a break at any time
Your responses in this study may be used only for statistical purposes and will not be disclosed,
or used, in identifiable form for any other purpose, except as required by law. (ESRA 2002,
U.S.C. 20 § 9573)
As stated in the form, we would like to record this interview to assist in our ability to write a report
summarizing the interview.

Thank you for signing the consent form.

4

ASK PARTICIPANT IF (S)HE HAD ANY QUESTIONS ABOUT THE CONSENT FORM.
[All students]:
Are you comfortable with me recording this interview?
IF PARTICIPANT PROVIDES CONSENT TO HAVE THE SESSION AUDIO-TAPED:
I’m going to turn on the recorder now, and once it is on, I’m going to ask for your permission to record
today, and then we will get started.
TURN ON TAPE RECORDER, ASK FOR PERMISSION TO RECORD ON THE TAPE, AND BEGIN THE
INTERVIEW.
OK, let’s begin.
INTERVIEWER INSTRUCTIONS:
NOTE ANY CONFUSION OR DIFFICULTIES RESPONDENTS HAVE WITH THE QUESTIONS.
POTENTIAL DISCOMFORT OR DISTRESS:
SOME RESPONDENTS MAY EXPERIENCE DISCOMFORT OR DISTRESS WHEN BEING ASKED TO
TALK ABOUT THEIR EXPERIENCES WITH BULLYING. BE ON THE LOOKOUT FOR SIGNS OF
DISCOMFORT OR DISTRESS THROUGHOUT THE INTERVIEW, BUT ESPECIALLY WHEN ON THE
TOPIC OF BULLYING. IF YOU FEEL LIKE IT MIGHT BE NECESSARY AT ANY POINT IN THE
INTERVIEW, REMIND THE RESPONDENTS THAT THEY DO NOT HAVE TO ANSWER ANY
QUESTIONS IF THEY DO NOT WANT TO.
IF THE RESPONDENT SEEMS TO BE UPSET OR HAVING DIFFICULTY TALKING ABOUT THEIR
EXPERIENCES, ASK THEM IF THEY WOULD LIKE TO TAKE A BREAK. IF THEY WOULD LIKE TO
TAKE A BREAK, PATIENTLY WAIT FOR THEM TO GIVE AN INDICATION THAT THEY MIGHT BE
READY TO PROCEED. AT THAT POINT, ASK IF THEY WOULD LIKE TO CONTINUE THE
INTERVIEW. IF THEY STILL SEEM UPSET, YOU CAN ASK IF THEY WOULD LIKE TO SKIP THE
REST OF THE QUESTIONS ABOUT THAT TOPIC. IF THEY CHOOSE TO CONTINUE THE
INTERVIEW AND PROCEED WITH QUESTIONS ON THE TOPIC THAT UPSET THEM, CONTINUE TO
BE AWARE OF THEIR EMOTIONAL STATE. IF THEY SEEM TO BE STRUGGLING AGAIN, ASK IF
THEY WOULD LIKE TO END THE INTERVIEW. REMIND THEM THAT THEY WILL STILL RECEIVE
$25 EVEN IF THEY CHOOSE TO END THE INTERVIEW.
RETROSPECTIVE PROBING (R=respondent):
IF YOU NOTICED R HAVING COGNITIVE DIFFICULTY ANSWERING ANY OF THE SURVEY
QUESTIONS THAT HAVE PROBES, MAKE SURE TO MAKE A NOTE OF R’S DIFFICULTY FOR
LATER FOLLOW UP. WHEN ASKING THE SCRIPTED RETROSPECTIVE PROBES, BE SURE TO
PROBE ON ANY OF THE RESPONDENT’S APPARENT DIFFICULTY OR HESITATION THAT YOU
NOTICED.

5

Section 4: Survey Questions
2022 SCHOOL CRIME SUPPLEMENT (SCS)
SCREEN QUESTIONS FOR SUPPLEMENT

INTRO_1
Now, I would like to ask some questions about your experiences at school. We estimate the survey
will take 3 to 15 minutes depending on your circumstances. The law authorizes the collection of this
data and requires us not to share your responses with your school or family.
1 = Enter 1 to continue
2 = Refused supplement
3 = Currently unable to complete the interview, but willing to complete at later date/time
4 = NCVS completed in a language other than English or Spanish

1. E_ATTENDSCHOOL
At any time this school year did you…
E_ATTENDSCHOOL_A (IN PERSON)
1a. Attend a public or private school in person?
1 = Yes
2 = No
E_ATTENDSCHOOL_B (VIRTUAL)
1b. Receive any virtual or remote instruction provided by a public or private school?
1 = Yes
2 = No
E_ATTENDSCHOOL_C (HOMESCHOOL)
1c. Receive homeschooling instead of being enrolled in a public or private school?
1 = Yes
2 = No

CHECK ITEM A: If student answers “No” for E_ATTENDSCHOOL_A, B, & C SKIP to END

6

1d. E_REMOTE_SCHOOLING_COVID
[Q1D ASKED IF E_ATTENDSCHOOL_B = “Yes” or E_ATTENDSCHOOL_C = “Yes” (PHRASING RELATED TO
SCHOOLING TYPE WILL BE PROGRAMMED AS FILLS. EACH VERSION IS WRITTEN AS A SEPARATE
QUESTION DURING COGNITIVE TESTING FOR CLARITY)]
[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “No”]
Did [you/^Name] receive [virtual or remote instruction] due to the Coronavirus pandemic?
[IF E_ATTENDSCHOOL_B = “No” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [homeschooling instead of being enrolled in a public or private school] due
to the Coronavirus pandemic?

[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [virtual or remote instruction or homeschooling instead of being enrolled in
a public or private school] due to the Coronavirus pandemic?
1= Yes
2= No
[IF E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”]
1e. E_HOMESCHOOL_WHY
Was the decision to homeschool rather than enroll in public or private school related to any of the
following:
Read answer categories, mark all that apply
1= Due to your experiences with bullying?
2= Due to concerns about the school environment, such as safety, drugs, or negative peer
pressure?
3= Due to dissatisfaction with the academic instruction offered at the school?
4= Due to religious reasons?
5= Due to a physical disability or mental health problem?
6= Due to an illness that prevents you from attending school?
7= Due to your county’s decision to close the schools?
8= A different reason? - Specify

E_HOMESCHOOL_WHY_SPECIFY
What was the different reason?

Specify:

7

1f. E_DIFFSCHOOL_ATTENDED
How many different schools have you attended this school year?
[Only include if student answered E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”] Include your
homeschooling as one school.
1 = One school
2 = Two schools
3 = Three or more schools
CHECK ITEM B: If student was not homeschooled (E_ATTENDSCHOOL_C (HOMESCHOOL) = “No”)
SKIP to E_WHATGRADE. If student was fully or partially homeschooled (E_ATTENDSCHOOL_C
(HOMESCHOOL) = “Yes”) continue with E_HOMESCHOOLGRADE.

2a. E_HOMESCHOOLGRADE
During the time you were homeschooled this school year, what grade would you have been enrolled
in if you were in a public or private school?
This question refers to the 2021-2022 school year.
0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to END

E_HOMESCHOOLGRADE_OTHER
Specify:

CHECK ITEM C: If student was only homeschooled (E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”,
E_ATTENDSCHOOL_A (IN PERSON) = “No” AND E_ATTENDSCHOOL_B (VIRTUAL) = “No”) SKIP to
END.
If student was partially homeschooled (E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes” and either
(E_ATTENDSCHOOL_A (IN PERSON) = “Yes” AND/OR E_ATTENDSCHOOL_B (VIRTUAL) = “Yes) SKIP
to INTRO_2
8

2b. WHATGRADE
What grade are you in?
This question refers to the 2021-2022 school year.
0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
SKIP to E_WHATMONTH
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to END

E_WHATGRADE_OTHER
SKIP to E_WHATMONTH

Specify:

INTRO_2
READ INTRO_2 only if E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes” and either (E_ATTENDSCHOOL_A
(IN PERSON) = “Yes” AND/OR E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”)
The following questions pertain only to your attendance at a public or private school and not to being
homeschooled.

3. E_WHATMONTH
In what month did your current school year begin?
1 = July
2 = August
SKIP to F_SCHOOLSTATE
3 = September
4 = Other – ASK E_WHATMONTHOTHER

E_WHATMONTHOTHER
Specify the other month that school year began.
1 = January
2 = February
3 = March
4 = April
5 = May
6 = June
9

7 = October
8 = November
9 = December
ENVIROMENTAL QUESTIONS

INTRO_3
READ INTRO_3 only if E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”
For the next questions, please think about the school you would normally attend in person right now.

4a. F_SCHOOLSTATE
In what state is your school located?
State:

4b. F_SCHOOLCOUNY
In what county is your school located?
County:

4c. F_SCHOOLCITY
In what city is your school located?
City:

4d. F_NAMEOFSCHOOL
What is the complete name of your school?
School name:

5a. F_PUBLICORPRIVATE
Is your school public or private?
1 = Public – ASK F_REGULARSCHOOL
2 = Private – SKIP to F_CHURCHRELATED

5b. REGULARSCHOOL
Is this the regular school that most of the students in your neighborhood attend?
1 = Yes – SKIP to F_GRADES_LOW
2 = No – SKIP to F_GRADES_LOW

5c. F_CHURCHRELATED
Is your school affiliated with a religion?
A school affiliated with a religion is defined as an elementary or secondary school that is either partially
or fully supported/funded by a church, synagogue, or mosque.
10

1 = Yes
2 = No
3 = Don’t know

6a. F_GRADES_LOW
What is the lowest grade taught in your school?
Enter the lowest grade mentioned
0 = Pre-Kindergarten or Kindergarten
1 = 1st grade
2 = 2nd grade
3 = 3rd grade
4 = 4th grade
5 = 5th grade
6 = 6th grade
7 = 7th grade
8 = 8th grade
9 = 9th grade
10 = 10th grade
11 = 11th grade
12 = H.S. Senior
13 = Post-graduate
20 = All ungraded
30 = All special education

6b. F_GRADES_HIGH
What is the highest grade taught in your school?
Enter the highest grade mentioned
0 = Pre-Kindergarten or Kindergarten
1 = 1st grade
2 = 2nd grade
3 = 3rd grade
4 = 4th grade
5 = 5th grade
6 = 6th grade
7 = 7th grade
8 = 8th grade
9 = 9th grade
10 = 10th grade
11 = 11th grade
11

12 = H.S. Senior
13 = Graduated from High School
20 = All ungraded
30 = All special education

7. F_GETTOSCHOOL
When you attend school in person, how do you get to school most of the time this school year?
If multiple modes are used, code the mode in which the student spends the most time.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify

F_GETTOSCHOOL_SPECIFY
Specify:

8. F_HOMEFROMSCHOOL
When you attend school in person, how do you get home from school most of the time this school
year?
If multiple modes are used, code the mode in which the student spends the most time.
If the student volunteers that he or she does not go directly home after school, record the mode that the
student uses to get to his or her first destination after school.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify

F_HOMEFROMSCHOOL_SPECIFY
Specify:

9a. F_ACTIVITY_SPIRIT
During this school year, have you participated in any of the following activities sponsored by your
school:
Spirit groups, for example, Cheerleading, Dance Team, or Pep Club?
1 = Yes
12

2 = No

9b. F_ACTIVITY_SPORTS
Athletic teams at school?
1 = Yes
2 = No

9c. F_ACTIVITY_ARTS
Performing arts, for example, Band, Choir, Orchestra, or Drama?
1 = Yes
2 = No

9d. F_ACTIVITY_ACADEMIC
Academic clubs, for example, Debate Team, Honor Society, Spanish Club, Math Club, or Computer
Club?
1 = Yes
2 = No

9e. F_ACTIVITY_GOVT
Class council or student government, also known as SGA?
1 = Yes
2 = No

9f. F_ACTIVITY_SERVICE
[IF GRADES 6, 7, or 8 ASK] Volunteer or community service clubs sponsored by your school, for
example, Peer Mediators, Environmental Club, or Recycling Club?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or community service clubs sponsored by your school, for
example, Peer Mediators, Environmental Club, Key Club, or Interact? Do not include community
service hours required for graduation.
1 = Yes
2 = No

9g. F_ACTIVITY_OTHER
Other school clubs or school activities?
1 = Yes – ASK F_ACTIVITY_OTHER_SPECIFY
2 = No – SKIP to F_SAFETY_POLICE

9h. F_ACTIVITY_OTHER_SPECIFY
What are the other school clubs or school activities you participate in?
Specify:
13

CHECK ITEM D: If student did not attend school in person this school year (E_ATTENDSCHOOL_A =
“No”) SKIP to F_SAFETY_CODE_OF_CONDUCT

14

10a. F_SAFETY_POLICE
The next questions are about security measures that some schools take.
Does your school have:
Security guards or assigned police officers?
1 = Yes
2 = No
3 = Don’t know

10b. F_SAFETY_HALLSTAFF
Other adults supervising the hallway, such as teachers, administrators, or parent volunteers?
1 = Yes
2 = No
3 = Don’t know

10c. F_SAFETY_METAL_DETECTORS
Metal detectors, including wands?
The definition for the term ‘metal detector’ is a device used to check for weapons students might be
trying to bring onto school property. The metal detector may be in a form of a doorframe, which you are
asked to walk through. It may also be in the form of a hand-held metal detector that looks like a wand or
paddle, which is moved around your body.
1 = Yes
2 = No
3 = Don’t know

10d. F_SAFETY_DOORS_LOCKED
Locked entrance or exit doors during the day?
1 = Yes
2 = No
3 = Don’t know

10e. F_SAFETY_SIGN_IN
A requirement that visitors sign in AND wear visitor badges or stickers?
1 = Yes
2 = No
3 = Don’t know

15

10f. F_SAFETY_LOCKER_CHECKS
Locker checks?
A locker check is the act of school administrators or officials opening a locker and looking though its
contents. Depending on the circumstances, administration may choose to search one, several, or all
lockers.
1 = Yes
2 = No
3 = Don’t know
4 = School does not have lockers

10g. F_SAFETY_STUDENT_ID
A requirement that students wear badges or picture identification?
1 = Yes
2 = No
3 = Don’t know

10h. F_SAFETY_CAMERAS
One or more security cameras to monitor the school?
1 = Yes
2 = No
3 = Don’t know

10i. F_SAFETY_CODE_OF_CONDUCT
Does your school have a code of student conduct, that is, a set of written rules or guidelines that the
school provides to you?
1 = Yes
2 = No
3 = Don’t know

11. F_REPORT
If you hear about a threat to school or student safety, do you have a way to report it without having
to give your name?
Probe: Do you have a way to report a threat, such as an anonymous drop box or hotline?
1 = Yes
2 = No
3 = Don’t know

16

12. F_DISTRACTED
In your classes, how often are you distracted from doing your schoolwork because other students are
misbehaving, for example, talking or fighting?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

13a. F_RULES_FAIR
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with the
following...?
The school rules are fair.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13b. F_PUNISHMENT_SAME
The punishment for breaking school rules is the same no matter who you are.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13c. F_RULES_ENFORCED
The school rules are strictly enforced.
Strictly enforced rules means that the school consistently carries out disciplinary actions against any
students who break school rules.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

17

13d. F_PUNISHMENT_KNOWN
If a school rule is broken, students know what kind of punishment will follow.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13e. F_TEACHERS_RESPECT
Teachers treat students with respect.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14a. F_ADULT_REALLYCARES
Thinking about the teachers and staff at your school, would you strongly agree, agree, disagree, or
strongly disagree with the following…?
There is a TEACHER or other ADULT at school who…
Really cares about you.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14b. F_ADULT_LISTENS
Listens to you when you have something to say.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14c. F_ADULT_GOOD_JOB
Tells you when you do a good job.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

18

15a. F_STUDENT_REALLYCARES
Thinking about the students at your school, would you strongly agree, agree, disagree, or strongly
disagree with the following…?
There is a STUDENT at school who…
Really cares about you.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

15b. F_STUDENT_LISTENS
Listens to you when you have something to say.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

15c. F_STUDENT_SUCCESS
Believes that you will be a success.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

16. F_CRIME_NEIGHBORHOOD
Thinking about the neighborhood where YOU LIVE, would you strongly agree, agree, disagree, or
strongly disagree with the following…?
There is a lot of crime in the neighborhood where YOU LIVE.
A neighborhood can be blocks of houses, apartments, and places you spend time at near your home.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

19

17. F_CRIME_NEIGHBORHOOD_SCHOOL
Thinking about the neighborhood where YOUR SCHOOL is located, would you strongly agree, agree,
disagree, or strongly disagree with the following...?
There is a lot of crime in the neighborhood where YOU go to SCHOOL.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

18. F_SAFE_IN_SCHOOL
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with the
following...?
You feel safe in your school.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

CHECK ITEM E: If student did not attend school in person this school year (E_ATTENDSCHOOL_A
(IN PERSON) = “No”) GO TO SCS_INTRO_4_VIRTUAL
If student did attend school in person this school year (E_ATTENDSCHOOL_A (IN PERSON)= “Yes”)
SKIP to SCS_INTRO_4_INPERSON

SCS_INTRO_4_VIRTUAL
Now I have some questions about things that happen during school, which includes virtual classes and
other school sponsored activities. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3: For the remainder of this
survey, think about both/all schools you attended this school year.] Your answers will not be shared
with anyone at your school or home.

IF_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL
20a. During this school year, did you see another student who was under the influence of illegal drugs
or alcohol while they were attending virtual school?
1 = Yes
2 = No

SKIP to G_BULLY_MADE_FUN

20

SCS_INTRO_4_INPERSON
Now I have some questions about things that happen at school, which includes [IF
E_ATTENDSCHOOL_B (VIRTUAL) = “Yes” FILL: virtual classes,] in the school building, on school property,
on a school bus, or going to and from school. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3: For the remainder
of this survey, think about both/all schools you attended this school year.] Your answers will not be
shared with anyone at your school or home.

19a. F2_ALCOHOL
Is it possible for students to get any of the following while at school…
Alcoholic beverages?
1 = Yes
2 = No

19b. F2_MARIJUANA
Marijuana, also known as pot or weed?
1 = Yes
2 = No

19c. F2_OPIOIDS
Heroin or prescription painkillers illegally obtained without a prescription, such as Codeine, Percocet,
or fentanyl? These are also known as opioids.
1 = Yes
2 = No

19d. F2_PRESCRIPTION_DRUGS
Other prescription drugs illegally obtained without a prescription, such as Xanax, Ritalin, or Adderall?
1 = Yes
2 = No

19e. F2_OTHER_ILEGAL
Other illegal drugs, such as cocaine, uppers, or crystal meth?
Do not include tobacco or tobacco products.
1 = Yes
2 = No

21

20b. F_KNOW_DRUGS_OR_ALCOHOL
During this school year, did you see another student who was under the influence of illegal drugs or
alcohol while they were at school [IF E_ATTENDSCHOOL_B (VIRTUAL) = “Yes” FILL: or during virtual
classes]?
1 = Yes
2 = No
FIGHTING, BULLYING AND HATE BEHAVIORS

21a. G_FIGHT_AT_SCHOOL
During this school year, have you been in one or more physical fights at school?
1 = Yes
2 = No – SKIP to G_BULLY_MADE_FUN

21b. G_FIGHT_HOW_OFTEN
During this school year, how many times have you been in a physical fight at school?
Number of times: __________

22a. G_BULLY_MADE_FUN
Now I have some questions about what students do during school that make you feel bad or are
hurtful to you. These could occur in person or using technologies, such as a phone, the Internet, or
social media. We often refer to this as being bullied. During this school year, has any student bullied
you?
That is, has another student...?
Made fun of you, called you names, or insulted you, in a hurtful way?
1 = Yes
2 = No

22b. G_BULLY_RUMOR
Spread rumors about you or tried to make others dislike you?
1 = Yes
2 = No

22c. G_SHARED
Purposely shared your private information, photos, or videos in a hurtful way?
1 = Yes
2 = No

22d. G_BULLY_THREAT
Threatened you with harm?
22

1 = Yes
2 = No

22e. G_BULLY_CONTACT
Pushed you, shoved you, tripped you, or spit on you?
1 = Yes
2 = No

22f. G_BULLY_COERCED
Tried to make you do things you did not want to do, for example, give them money or other things?
1 = Yes
2 = No

22g. G_EXCLUDED
Excluded you from activities, social media, or other communications to hurt you?
1 = Yes
2 = No

22h. G_BULLY_DESTROYED_PROP
Destroyed your property on purpose?
1 = Yes
2 = No
CHECK ITEM F: If all items in 22a-22h (G_BULLY_RUMOR—G_BULLY_DESTROYED_PROP) are
marked “No” SKIP to G_HATE.

23a. G_BULLY_DAY_PLUS
During this school year, how many days were you bullied?
Read answer categories
1 = One day
2 = Two days
3 = Three to ten days
4 = More than ten days

SKIP to G_BULLY_HAPPEN_AGAIN

23b. G_BULLY_TIMES
In that one day, how many times would you say other students did those things that made you feel
bad or were hurtful to you?
Read answer categories 1—2
23

1 = Once
2 = Two or more times
3 = Too many times to count
4 = Don’t know

24. G_BULLY_HAPPEN_AGAIN
Did you think the bullying would happen again?
1 = Yes
2 = No

25. G_BULLY_MULTI_PERS
Thinking about the [time/times] you were bullied this school year, did more than one person do
[this/these things] to you?
1 = Yes
2 = No – SKIP to G_BULLY_STRONGER

26. G_BULLY_HOW_ACT
Did these people act alone, together as a team, or both?
1 = Alone
2 = Together
3 = Both
4 = Don’t know

27a. G_BULLY_STRONGER
Now I have some additional questions about the [time/times] [another student/ other students]
{behavior1}, {behavior2}, and {behaviorx…}. Thinking about the [person/ people] who did [this/these
things] to you this school year,
[Was this person/ Were any of these people/ Was anyone in the group] physically bigger or stronger
than you?
1 = Yes
2 = No

24

27b. G_BULLY_POPULAR
[Was this person/ Were any of these people/ Was anyone in the group] more popular than you?
1 = Yes
2 = No

27c. G_BULLY_MONEY
[Did this person/ Did any of these people/ Did anyone in the group] have more money than you?
1 = Yes
2 = No

27d. G_BULLY_INFLUENCE
[Did this person/ Did any of these people/ Did anyone in the group] have the ability to influence what
other students think of you?
1 = Yes
2 = No

27e. G_BULLY_OTHER_POWER
[Did this person/ Did any of these people/ Did anyone in the group] have more power than you in
another way?
1 = Yes
2 = No – SKIP to CHECK ITEM B

27f. G_ OTHER_POWER_SPECIFY
In what other way [did that student/ did any of those students] have more power than you?
Specify:
CHECK ITEM G: Did more than one student do those things? (G_BULLY_MULTI_PERS)
--Yes (R answered “Yes” to G_BULLY_MULTI_PERS, SKIP to G_WHERE1)
--No (R answered “No,” “Don’t know,” or “Refuse” to G_BULLY_MULTI_PERS, ASK
G_RELAT_SIBLING — G_RELAT_OTH_STUDENT)

28a. G_RELAT_SIBLING
What was your relationship to the student when they bullied you? Were they…
Your brother or sister?
1 = Yes
2 = No

25

28b. G_RELAT_DATING
Your boyfriend or girlfriend at the time?
1 = Yes
2 = No

28c. G_RELAT_EX_DATING
Your ex-boyfriend or ex-girlfriend at the time?
1 = Yes
2 = No

28d. G_RELAT_OTH_STUDENT
Another student from school?
1 = Yes
2 = No

29. G_BULLY_WHERE1 through G_BULLY_WHERE9
Still thinking about the [time/times] that you were bullied, where did the bullying occur? Did it
occur…
Read answer categories, mark all that apply
1 = In a classroom at school?
2 = In a hallway or stairwell at school?
3 = In a bathroom or locker room at school?
4 = In a gymnasium or weight room at school?
5 = In a cafeteria or lunchroom at school?
6 = Outside on school grounds?
7 = On the way to or from school such as on a school bus or at a bus stop?
8 = Online or by text?
9 = Somewhere else? – Specify

G_BULLY_WHERE_SPECIFY
Where is the other place where bullying occurred?

Specify:

30. G_BULLY_ADULT_TOLD
Did you tell a teacher or some other adult at school about being bullied?

1 = Yes
2 = No

26

31a. G_SCHOOL_WORK
This school year, how much has bullying had a NEGATIVE effect on:
Your school work?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31b. G_RELATION_FRIEND_FAMILY
Your relationships with friends or family?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31c. G_ABOUT_YOURSELF
How you feel about yourself?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31d. G_PHYSICAL_HEALTH
Your physical health for example, caused injuries, gave you headaches or stomachaches?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

32a. G_BULLY_RACE
When you were bullied in school this year, did you ever think it was related to...
Your race?
1 = Yes
2 = No
27

32b. G_BULLY_RELIGION
Your religion?
1 = Yes
2 = No

32c. G_BULLY_ETHNIC_ORIGIN
Your ethnic background or national origin – for example, people of Hispanic origin?
1 = Yes
2 = No

32d. G_BULLYING_DISABILITY
Any disability you may have – such as physical, mental, or developmental disabilities?
1 = Yes
2 = No

32e. G_BULLYING_GENDER
Your gender?
1 = Yes
2 = No

32f. G_BULLYING_ORIENTATION
Your sexual orientation – by this we mean gay, lesbian, bisexual, or straight?
1 = Yes
2 = No

32g. G_BULLYING_APPEARANCE
Your physical appearance?
1 = Yes
2 = No

33. G_HATE
During this school year, has anyone called you an insulting or bad name at school having to do with
your race, religion, ethnic background or national origin, disability, gender, or sexual orientation? We
call these hate-related words.
1 = Yes
2 = No – SKIP to G_HATE_WORDS

28

34a. G_HATE_RACE
Were any of the hate-related words related to...
Your race?
1 = Yes
2 = No
3 = Don’t know

34b. G_HATE_RELGION
Your religion?
1 = Yes
2 = No
3 = Don’t know

34c. G_HATE_ETHNICITY
Your ethnic background or national origin – for example, people of Hispanic origin?
1 = Yes
2 = No
3 = Don’t know

34d. G_HATE_DISABILITY
Any disability you may have – such as physical, mental, or developmental disabilities?
1 = Yes
2 = No
3 = Don’t know

34e. G_HATE_GENDER
Your gender?
1 = Yes
2 = No
3 = Don’t know

34f. G_HATE_SEXUAL_ORIENTATION
Your sexual orientation – by this we mean gay, lesbian, bisexual or straight?
1 = Yes
2 = No
3 = Don’t know

29

35a. G_HATE_WORDS
During this school year, have you seen any hate-related words or symbols written in school
classrooms, school bathrooms, school hallways, or on the outside of your school building?
1 = Yes
2 = No

35b. G_HATE_WORDS_VIRTUAL
During this school year, have you seen any hate-related words, pictures, videos, or symbols posted on
school sponsored websites or applications? This could include any website or application the school
uses on a regular basis such as Google Classroom, Schoology, or Zoom.
1 = Yes
2 = No
AVOIDANCE

36a. H_AVOID_VIRTUAL
[IF E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”]
During this school year, did you ever skip any virtual classes because you were afraid other students
would do things that make you feel bad or are hurtful to you?
1 = Yes
2 = No
CHECK ITEM H: If student did not attend school in person this school year (E_ATTENDSCHOOL_A
(IN PERSON) = “No”) SKIP to L_GRADES

36b. H_AVOID_SHORTCUT
During this school year, did you ever STAY AWAY from any of the following places because you
thought someone might attack or harm you there?
For example, did you ever stay away from…
The shortest route to school, because you thought someone might attack or harm you?
1 = Yes
2 = No

36c. H_AVOID_ENTRANCE
The entrance into the school?
1 = Yes
2 = No

30

36d. H_AVOID_HALLWAYS
Any hallways or stairs in school?
1 = Yes
2 = No

36e. H_AVOID_CAFETERIA
Parts of the school cafeteria or lunchroom?
1 = Yes
2 = No

36f. H_AVOID_RESTROOMS
Any school restrooms?
1 = Yes
2 = No

36g. H_AVOID_OTHER_PLACES
Other places inside the school building?
1 = Yes
2 = No

36h. H_AVOID_PARKING_LOT
School parking lot?
1 = Yes
2 = No

36i. H_AVOID_OTHER_SCHOOL
Other places on school grounds?
1 = Yes
2 = No

36j. H_AVOID_BUS_STOP
School bus or bus stop?
1 = Yes
2 = No

37a. H_AVOID_ACTIVITIES
Did you AVOID any activities at your school because you thought someone might attack or harm you?
1 = Yes
2 = No
31

37b. H_AVOID_CLASSES
Did you AVOID any classes because you thought someone might attack or harm you?
1 = Yes
2 = No

37c. H_STAY_HOME
Did you stay home from school because you thought someone might attack or harm you in the school
building, on school property, on a school bus, or going to or from school?
1 = Yes
2 = No
FEAR

I_INTRO_FEAR
Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.

38a. I_AFRAID
How often are you afraid that someone will attack or harm you in the school building or on school
property?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

38b. I_AFRAID_ON_BUS
How often are you afraid that someone will attack or harm you on a school bus or on the way to and
from school?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

32

38c. I_AFRAID_NONSCHOOL
Besides the times you are in the school building, on school property, on a school bus, or going to or
from school, how often are you afraid that someone will attack or harm you?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time
WEAPONS

J_INTRO_WEAPON
In the next series of questions we are going to ask you about weapons at your school. Your answers
will not be shared with anyone at your school or home.

39a. J_WEAPONS_GUN
Some people bring guns, knives, or objects that can be used as weapons to school for protection.
During this school year, did you ever bring the following to school or onto school grounds?
A gun?
1 = Yes
2 = No

39b. J_WEAPONS_KNIFE
A knife brought as a weapon?
1 = Yes
2 = No

39c. J_WEAPONS_OTHER
Some other weapon?
1 = Yes
2 = No

40a. J_GUN_OTHERS
Do you know of any [other] students who have brought a gun to your school during this school year?
1 = Yes
2 = No – SKIP to J_GET_GUN

33

40b. J_SEE_GUN
Have you actually seen another student with a gun at school during this school year?
1 = Yes
2 = No
3 = Don’t know

41. J_GET_GUN
During this school year, could you have gotten a loaded gun without adult permission, either at school
or away from school?
1 = Yes
2 = No
GANGS

K2_INTRO_GANG
Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting
gangs, or something else. Gangs may use common names, signs, symbols, or colors. Your answers will
not be shared with anyone at your school or home.

42a. K_GANGS
Are there any gangs at your school?
1 = Yes
2 = No – SKIP to L_GRADES
3 = Don’t know – SKIP to L_GRADES

42b. K_GANG_FIGHTS
During this school year, how often have gangs been involved in fights, attacks, or other violence at
your school?
Read answer categories 1 through 5
1 = Never
2 = Once or twice this school year
3 = Once or twice a month
4 = Once or twice a week
5 = Almost every day

42c. K_GANG_DRUGS
Have gangs been involved in the sale of drugs at your school during this school year?
1 = Yes
2 = No
3 = Don’t know
34

STUDENT CHARACTERISTICS

43. L_GRADES
During this school year, across all subjects have you gotten mostly –
Read answer categories 1 through 5. If student says the school uses pass/fail grading, ask which they’ve
mostly gotten.
1 = A’s
2 = B’s
3 = C’s
4 = D’s
5 = F’s
6 = Mostly passes
7 = Mostly fails
8 = School does not give grades/no alphabetic grade equivalent

44a. L_SKIP_CLASSES
During the last 4 weeks of school, did you skip any classes? Again, we would like to remind you that
none of your responses will be shared with anyone at your school or home.
1 = Yes
2 = No – SKIP to L_SCHOOL_AFTER_SCHOOL
3 = Don’t know – SKIP to L_SCHOOL_AFTER_SCHOOL

44b. L_SKIP_CLASS_DAYS
During the last 4 weeks of school, on how many days did you skip at least one class?
Number of days:

45a. L_SCHOOL_AFTER_SCHOOL
Thinking about the future, do you think you will...
Attend school after high school, such as a college or technical school?
This could include:
-Automotive Mechanic Training
-Beauty School
-Computer Technical Programs (less than a two-year associate degree)
-Certificate Programs
1 = Yes
2 = No – SKIP to END
3 = Don’t know

35

45b. L_GRADUATE_4YR
Graduate from a 4-year college?
1 = Yes
2 = No
3 = Don’t know
END OF SCS INTERVIEW

46. INTERVIEWTYPE
Were the supplement questions asked in private, or was an adult member of the household or family
present during at least part of the questions?
If not sure or if a telephone interview ask—
Was an adult member of the household or family present during at least part of these questions?
1 = Personal interview – no adult present
2 = Personal interview – adult present
3 = Telephone interview – no adult present
4 = Telephone interview – adult present
5 = Telephone interview – don’t know

36

Section 5: Probing Questions

[Note: Interviewers will be trained to use the scripted probes as necessary to elicit the desired information. If a
student’s responses to scripted probes are not sufficient to answer the research questions, interviewers will ask
additional unscripted probes in an attempt to gather more information. Similarly, if students provide ample
information in response to an earlier probe, interviewers may skip subsequent probes that are asking for
redundant information. When necessary, interviewers may ask a redundant probe to confirm that they correctly
understood what the student previously explained.]
Probing Section 1: General Schooling
Research Questions:

1. Do the new and revised questions accurately capture the different types of schooling children
are receiving?
2. Are all virtual students visiting the school buildings for extra-curricular activities or non-class
related reasons?
3. Are students “virtually” learning in pods? If so, how do they answer the questions?
Probes (GENERAL SCHOOLING): [ALL RESPONDENTS]
Thank you! Now I have a few questions about some of the items you just answered.
All respondents:

1a. First, can you tell me a little bit about how you have attended school so far this school year?
1b. [If R doesn’t mention in person versus virtual] Did you attend classes in the school building, online,
both, or somewhere else? [If needed] Can you tell me a little bit more about that?
Probes (E_ATTENDSCHOOL A-C): [ALL RESPONDENTS]
Earlier, when I asked you these questions, you said yes to ____. [SCREEN SHARE POWERPOINT SLIDE WITH
E_ATTENDSCHOOL A-C TEXT (1-2)]
All respondents:
2a. How easy or difficult was it to answer these questions? [If needed] Can you tell me more about

that?
2b. Were you unsure of how to answer any of those questions? [If needed] What made you unsure?

How did you decide how to answer?
2c. [If R’s explanation of schooling in so far suggests that they answered one or more items

incorrectly, probe to find out why] How did you come up with your answer to question [A/B/C]?
2d. [If needed] Did the type of school you receive this year change?
2e. What does the phrase “virtual or remote instruction” mean to you in question B?
Virtual respondents:
2f. [If R said yes to E_ATTENDSCHOOL_B] How does your school refer to virtual instruction?

37

Probing Section 2: Homeschooling/Remote Instruction
Research Question (Homeschooling)

1. Are the new follow-up questions for fully homeschooled students performing without issues?
2. Are students aware of the decision making process their parents/guardians went through when
deciding to homeschool?
Probes (E_HOMESCHOOL_COVID): [HOMESCHOOLED & VIRTUAL RESPONDENTS]
This was another question I asked: [SCREEN SHARE POWERPOINT SLIDE WITH E_HOMESCHOOL_COVID TEXT (34)]. Earlier, when I asked you these questions, you said ____.
3a. Can you tell me what this question is asking in your own words?
3b. How did you come up with your answer to this question?
3c. [If needed] Were you unsure of how to answer this question?
3d. [If R said yes to E_HOMESCHOOL_COVID] Did your school give you and your parents/guardians the
option to choose between virtual instruction and attending classes in-person?

Probes (E_HOMESCHOOL_WHY): [HOMESCHOOLED RESPONDENTS]
This was the next question I asked: [SCREEN SHARE POWERPOINT SLIDE WITH E_HOMESCHOOL_WHY TEXT (5-6)].
Earlier, when I asked you these questions, you said yes to ____.
4a. How did you come up with your answer to this question?
4b. Were there any that you thought about saying yes to but didn’t? [If yes and if needed] How did you
decide how to answer for [that category/those categories]?
4c. [If needed] Did you feel like you could only choose one of the reasons?
4d. What comes to mind when you hear category 2, “Due to concerns about the school environment, such
as safety, drugs, or negative peer pressure?”
4e. [If R hasn’t mentioned this yet] When did you start homeschooling?
4f. [If R has not always been homeschooled and hasn’t mentioned yet] Can you tell me a bit about
how the decision to start homeschooling was made?
4g. [If needed] Whose idea was it for you to start homeschooling? [If needed] Was it your idea, or was it
your parent or guardian’s idea? Someone else’s?
4h. [If R said parents made the decision and R hasn’t mentioned yet] Do you know the reason your
parents/guardians decided to start homeschooling?

38

IF R WAS FULLY HOMESCHOOLED THIS SCHOOL YEAR, SKIP TO DEBRIEFING
Probing Section 3: Scope for different scenarios
Research Questions:
1.

What “scope” are students in different scenarios (in person, virtual, hybrid, homeschool) thinking of as
they answer various questions?

2.

Do minor revisions intended to adapt wording for different scenarios perform as intended?

3.

Do all-virtual students comment on it being weird to be asked about things that can only happen in
person?

Probes (E_DIFFSCHOOL_ATTENDED): [ALL RESPONDENTS]
This was another question I asked: [SCREEN SHARE POWERPOINT SLIDE WITH E_DIFFSCHOOL_ATTENDED TEXT (710)]. Earlier, when I asked you these questions, you said ____.
5a. Can you tell me what this question is asking in your own words?
5b. How easy or difficult was it to answer this questions? [If needed] Can you tell me more about that?
5c. [If R’s response to the Q seems incorrect based on their explanation of school this year] How did you
come up with your answer to this question?
Virtual and hybrid respondents:
5d. Were you unsure of how to count your virtual instruction when answering this question?

Probes (ENVIROMENTAL QUESTIONS): [VIRTUAL AND HYBRID RESPONDENTS]
This was another series of questions I asked: [SCREEN SHARE POWERPOINT SLIDE WITH INTRO_3 AND QS 4A4D(11-12)].
6a. How easy or difficult was it to answer these questions? [If needed] Can you tell me more about that?
Probes (Q9): [ALL RESPONDENTS]
This is another set of questions I asked: [SCREEN SHARE POWERPOINT SLIDE WITH Qs 9a-9h (13-16)].
If yes to any:
Earlier, when I asked you these questions, you said yes to ____.
7a. Can you tell me about the different activities you’ve participated in this school year?
7b. [If needed] Are these activities organized by your school? [If no] Who organizes them?

39

7c. Are these activities in person, virtual, or both?
7d. [If R if fully virtual but participates in person, and if needed] Can you tell me more about the in-

person activities the school offers for students who do all of their schooling virtually?
If no to all:
7e. Is your school offering any in-person activities this school year? What about virtual activities?
All respondents:
7f. [If school is offering virtual activities] Have you participated in any virtual school sponsored

activities that you didn’t include here?
7g. [If yes] How did you decide whether or not to include the different activities when answering

these questions?

Probes (SCS_INTRO_4_VIRTUAL): [FULLY VIRTUAL RESPONDENTS]
This is an introduction I read you: [SCREEN SHARE POWERPOINT SLIDE WITH SCS_INTRO_4_VIRTUAL (17-20)].
8a. Can you tell me in your own words what you considered to be “during school”?
8b. Was there anything you were unsure about whether it counted as “during school”?
8c. [If yes] How did you decide whether or not things counted as “during school”?
8d. Are there other parts of virtual school that we should include here?
Probes (SCS_INTRO_4_INPERSON): [IN PERSON AND HYBRID RESPONDENTS]
This is an introduction I read you: [SCREEN SHARE POWERPOINT SLIDE WITH SCS_INTRO_4_INPERSON (21-28) –
USE HYBRID SLIDES 25-28 IF APPLICABLE ].
9a. Can you tell me in your own words what you considered to be “at school”?
9b. Was there anything you were unsure about whether it counted as “at school”?
9c. [If yes] How did you decide whether or not something counted as “at school”?
Probes (F_KNOW_DRUGS_OR_ALCOHOL): [ALL RESPONDENTS RECEIVE PROBES, ARE SHOWN APPROPRIATE

VERSION OF QUESTION TEXT]
This was another question I asked:

[FULLY VIRTUAL RESPONDENTS]: [SCREEN SHARE POWERPOINT SLIDE WITH
F_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL TEXT(29-30)].

40

[IN PERSON AND HYBRID RESPONDENTS]: [SCREEN SHARE POWERPOINT SLIDE WITH
F_KNOW_DRUGS_OR_ALCOHOL_INPERSON TEXT (31-34)].
Earlier, when I asked you these questions, you said ____.
10a. Can you tell me in your own words what this question is asking?
If R answered yes:
10b. Where did you see another student under the influence of drugs or alcohol?
All respondents:
10c. Were there any times you saw another student under the influence of drugs or alcohol but weren’t sure
if it counted for this question? What made you unsure if it counted?

Probes (Q22a-Q22h): [ALL RESPONDENTS]
Earlier I asked you these questions: [SCREEN SHARE POWERPOINT SLIDE WITH Q22A-Q22H TEXT (35-38)].
If any Q22 a – h= yes:
When I asked you if any student from your school had done any of those things that might make you feel bad or
are hurtful to you, you said yes to items _______ [SAY WHICH LETTERS R SAID YES TO, DO NOT READ BEHAVIORS.
Ex – “you said yes to items b and d”].
11a. Can you tell me about what happened? As much as you feel comfortable talking about.
11b. [If R did not specify] Where did [this/these things] happen?
11c. [If R did not mention cyberbullying] Did anything happen online or by text that you didn’t think of when
you were first answering that question? [IF YES] Can you tell me more about that?

If Q22 = no to all:
When I asked you if any student from your school had done any of those things that might make you feel bad or
are hurtful to you, you said no to all items.
11d. Did any students from school do anything that made you feel bad or was hurtful to you online or by
text that you didn’t think of when answering the question? [If yes] Can you tell me more about that?
11e. Did other students do any other things not included in this list that made you feel bad or were hurtful
to you? Can you tell me more about that?
Fully virtual respondents:
11f. What places were you thinking about when you were answering these questions?

41

11g. [If needed] Do you ever see any students from your school in-person during the school day? [If needed]
Can you tell me more about that?
Hybrid respondents:
11h. What places were you thinking about when you were answering these questions?
11i. [If no mention of virtual classes] Did any students from school do anything that made you feel bad or
was hurtful to you during virtual classes that you didn’t think of when answering the question?
Probes (G_BULLY_WHERE1 through G_BULLY_WHERE9): [ALL RESPONDENTS]
Next I asked you these questions: [SHOW SLIDE WITH G_BULLY_WHERE1 through G_BULLY_WHERE9 (39-40)]
All respondents:
12a. Does this list include all the places where other students have done hurtful things to you? [If no] Where
else did they occur?
Probes G_HATE_WORDS_VIRTUAL: [ALL RESPONDENTS]
This was another question I asked: [SCREEN SHARE POWERPOINT SLIDE WITH G_HATE_WORDSVIRTUAL TEXT(4142
13a. Can you tell me what this question is asking in your own words?
13b. What types of school sponsored websites or applications could someone post hate-related words,
pictures, videos, or symbols on?
If R answered yes:
13c. When I asked you this question, you answered yes. Where did you see the hate-related post?
All respondents:
13d. Was there anything you thought about including here but didn’t? [If needed] Can you tell me more
about that?

42

Probes (L_SKIP_CLASSES): [VIRTUAL AND HYBRID RESPONDENTS]
Research Question:
1. How do schools determine attendance for virtual learning? Does skipping one zoom call
constitute skipping a class in the traditional sense?
This was another question I asked: [SCREEN SHARE POWERPOINT SLIDE WITH L_SKIP_CLASSES TEXT (41-42)].
14a. How easy or difficult was it to answer this question? [If needed] Can you tell me more about that?
14b. [If needed] Were you unsure of how to answer for your virtual classes?
14c. How does your school count attendance for virtual learning?
14d. [If needed] If you don’t sign in to one virtual class, does your school consider it skipping a class the
same way they would if it was an in-person class?

Debriefing Questions: [ALL RESPONDENTS]
Now I just have a few more wrap up questions.
15a. Overall, what did you think of this survey? Was it easy or difficult?
15b. Is there anything you wanted to say about the survey questions that you haven’t had a
chance to talk about yet?
Those are all of the questions that I had for you today. Thank you very much for your participation. We will be
mailing out $25 for you and $25 for the adult who helped you set up the interview in the next few days.

TURN OFF THE TAPE RECORDER.

43

2022 SCS to the NCVS Cognitive Interview
Protocol - Round 2

44

Cognitive Testing of NCVS SCS

PARTICIPANT ID #: _________________________

DATE: ____ / ____ / ___

INTERVIEWER’S NAME:_________________________________________________
START TIME: ______: ______

AM / PM

QUALTRICS PROTOCOL FOUND AT https://research.rm.census.gov/jfe/form/SV_9Su0vxCocgZjwyi
Hello, my name is ______ and I work for the Census Bureau. It’s nice to meet you and thank you very
much for helping us out today.
IF NECESSARY, CREATE SMALL TALK TO BUILD RAPPORT WITH THE STUDENT BY ASKING A
QUESTION, SUCH AS:
•

What is your favorite subject in school? RESPOND ACCORDINGLY (e.g., if the student responds
with “science,” ask them what they are studying in their science class).

Section 1: Information about today’s survey
Let me start by telling you a little bit about what we're doing here. The Census Bureau administers many
surveys in addition to counting people in the US every 10 years. Since so many agencies rely on data
from the Census Bureau, it is extremely important that this information be as accurate as possible.
In order to help us improve our surveys, we turn to students like you to find out if our questions make
sense and are easy to understand and answer. The survey we'll talk about today is conducted by the
National Center for Education Statistics, which is part of the U.S. Department of Education. The research
we’re doing today will help us figure out if changes we have made to the questionnaire are working for
students like you, and it will help us improve the accuracy of data.
I'm going to go through the questionnaire like a real interview, but I'm mainly interested in your reactions
to the questions. So after we go through the survey questions, I’m going to ask you some follow up
questions about the survey questions you answered. For example, I might reread a question from the
survey, and ask you what certain words or phrases in the question mean to you, or what you were
thinking about when you were answering. Whenever I reread a question from the survey, I will show the
question wording on the screen for you to reference. There are no right or wrong answers, we just want to
know your thoughts and reactions to the questions to help us make them better so that other students like
you can easily understand them. The things we will talk about in the interview today will only be used in
our research to help us improve the survey. Your name will not be attached to anything you say. Direct
quotes may be used in research papers and professional presentations, but your name and any names
you might mention today will never be used in our reports and presentations.

45

Section 2: Taping:
I'd like to ask for your permission to audio tape the session today. The main reason we tape these
interviews is so that we don't have to rely on notes or our memories later. This allows me to concentrate
on what you're saying during the interview. All of the information you provide may be used only for
statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except
as required by law (20 U.S.C. §9573 and 6 U.S.C. §151).
Do you have any questions about the recording?
AFTER ANSWERING QUESTIONS AND GIVING FURTHER EXPLANATION, CONTINUE. IF THE
PARTICIPANT IS NO LONGER INTERESTED IN PARTICIPATING, THANK THE PARTICIPANT FOR
HIS/HER TIME AND END THE INTERVIEW.

Section 3: Informed Consent
[If student is under 18]:
Your parent signed a form giving you permission to participate today. I am going to tell you about what
was in that document. The document that your parent signed explains the purpose of the study and how
we will protect your information. In addition to what I have just mentioned about never sharing your name
or any names you say during the interview, I would like to draw your attention to the fact that:
•
•
•
•

Your participation is voluntary and you may stop the interview at any time
You can refuse to answer any of the questions asked or take a break at any time
All of the information you provide may be used only for statistical purposes and may not be
disclosed, or used, in identifiable form for any other purpose except as required by law (20 U.S.C.
§9573 and 6 U.S.C. §151).
As stated in the form, we would like to record this interview to assist in our ability to write a report
summarizing the interview.

[If student is 18]:
Before we start, I want to remind you of the consent form you signed electronically.
That document explained the purpose of the study and how we will protect your information. In addition to
what I have just mentioned about never sharing your name or any names you say during the interview, I
would like to draw your attention to the fact that:
•
•
•
•

Your participation is voluntary and you may stop the interview at any time
You can refuse to answer any of the questions asked or take a break at any time
Your responses in this study may be used only for statistical purposes and will not be disclosed,
or used, in identifiable form for any other purpose, except as required by law. (ESRA 2002,
U.S.C. 20 § 9573)
As stated in the form, we would like to record this interview to assist in our ability to write a report
summarizing the interview.

46

Thank you for signing the consent form.
ASK PARTICIPANT IF (S)HE HAD ANY QUESTIONS ABOUT THE CONSENT FORM.
[All students]:
Are you comfortable with me recording this interview?
IF PARTICIPANT PROVIDES CONSENT TO HAVE THE SESSION AUDIO-TAPED:
I’m going to turn on the recorder now, and once it is on, I’m going to ask for your permission to record
today, and then we will get started.
TURN ON TAPE RECORDER, ASK FOR PERMISSION TO RECORD ON THE TAPE, AND BEGIN THE
INTERVIEW.
OK, let’s begin.
INTERVIEWER INSTRUCTIONS:
NOTE ANY CONFUSION OR DIFFICULTIES RESPONDENTS HAVE WITH THE QUESTIONS.
POTENTIAL DISCOMFORT OR DISTRESS:
SOME RESPONDENTS MAY EXPERIENCE DISCOMFORT OR DISTRESS WHEN BEING ASKED TO
TALK ABOUT THEIR EXPERIENCES WITH BULLYING. BE ON THE LOOKOUT FOR SIGNS OF
DISCOMFORT OR DISTRESS THROUGHOUT THE INTERVIEW, BUT ESPECIALLY WHEN ON THE
TOPIC OF BULLYING. IF YOU FEEL LIKE IT MIGHT BE NECESSARY AT ANY POINT IN THE
INTERVIEW, REMIND THE RESPONDENTS THAT THEY DO NOT HAVE TO ANSWER ANY
QUESTIONS IF THEY DO NOT WANT TO.
IF THE RESPONDENT SEEMS TO BE UPSET OR HAVING DIFFICULTY TALKING ABOUT THEIR
EXPERIENCES, ASK THEM IF THEY WOULD LIKE TO TAKE A BREAK. IF THEY WOULD LIKE TO
TAKE A BREAK, PATIENTLY WAIT FOR THEM TO GIVE AN INDICATION THAT THEY MIGHT BE
READY TO PROCEED. AT THAT POINT, ASK IF THEY WOULD LIKE TO CONTINUE THE
INTERVIEW. IF THEY STILL SEEM UPSET, YOU CAN ASK IF THEY WOULD LIKE TO SKIP THE
REST OF THE QUESTIONS ABOUT THAT TOPIC. IF THEY CHOOSE TO CONTINUE THE
INTERVIEW AND PROCEED WITH QUESTIONS ON THE TOPIC THAT UPSET THEM, CONTINUE TO
BE AWARE OF THEIR EMOTIONAL STATE. IF THEY SEEM TO BE STRUGGLING AGAIN, ASK IF
THEY WOULD LIKE TO END THE INTERVIEW. REMIND THEM THAT THEY WILL STILL RECEIVE
$25 EVEN IF THEY CHOOSE TO END THE INTERVIEW.
RETROSPECTIVE PROBING (R=respondent):
IF YOU NOTICED R HAVING COGNITIVE DIFFICULTY ANSWERING ANY OF THE SURVEY
QUESTIONS THAT HAVE PROBES, MAKE SURE TO MAKE A NOTE OF R’S DIFFICULTY FOR
LATER FOLLOW UP. WHEN ASKING THE SCRIPTED RETROSPECTIVE PROBES, BE SURE TO
PROBE ON ANY OF THE RESPONDENT’S APPARENT DIFFICULTY OR HESITATION THAT YOU
NOTICED.

47

Section 4: Survey Questions
2022 SCHOOL CRIME SUPPLEMENT (SCS)
SCREEN QUESTIONS FOR SUPPLEMENT

INTRO_1
Now, I would like to ask some questions about your experiences at school. We estimate the survey
will take 3 to 15 minutes depending on your circumstances. The law authorizes the collection of this
data and requires us not to share your responses with your school or family.
1 = Enter 1 to continue
2 = Refused supplement
3 = Currently unable to complete the interview, but willing to complete at later date/time
4 = NCVS completed in a language other than English or Spanish

1. E_ATTENDSCHOOL
E_ATTENDSCHOOL_A (IN PERSON)
1a. At any time during this school year did you attend a public or private school in person?
1 = Yes
2 = No
E_ATTENDSCHOOL_B (VIRTUAL)
1b. At any time during this school year did receive any virtual learning or remote instruction provided
by a public or private school?
1 = Yes
2 = No
E_ATTENDSCHOOL_C (HOMESCHOOL)
1c. At any time during this school year did receive homeschooling instead of being enrolled in a public
or private school?
1 = Yes
2 = No

CHECK ITEM A: If student answers “No” for E_ATTENDSCHOOL_A, B, & C SKIP to END

48

1d. E_REMOTE_SCHOOLING_COVID
[Q1D ASKED IF E_ATTENDSCHOOL_B = “Yes” or E_ATTENDSCHOOL_C = “Yes” (PHRASING RELATED TO
SCHOOLING TYPE WILL BE PROGRAMMED AS FILLS. EACH VERSION IS WRITTEN AS A SEPARATE
QUESTION DURING COGNITIVE TESTING FOR CLARITY)]
[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “No”]
Did [you/^Name] receive [virtual learning or remote instruction] due to the Coronavirus pandemic?
[IF E_ATTENDSCHOOL_B = “No” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [homeschooling instead of being enrolled in a public or private school] due
to the Coronavirus pandemic?

[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [virtual learning or remote instruction or homeschooling instead of being
enrolled in a public or private school] due to the Coronavirus pandemic?
1= Yes
2= No
[IF E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”]
1e. E_HOMESCHOOL_WHY
With this next question, I’m going to read a list of 7 possible reasons that some families decided to
homeschool rather than enroll in public or private school. You can say yes to more than one reason
but please choose ones that best fit the reason or reasons your family decided to homeschool.
1. Due to your experiences with bullying?
1= Yes
2= No
2. Due to concerns about the school environment, such as safety, drugs, or negative peer
pressure?
1= Yes
2= No
3. Due to dissatisfaction with the academic instruction offered at the school?
1= Yes
2= No
4. Due to religious reasons?
1= Yes
2= No
49

5. Due to a physical disability or mental health problem?
1= Yes
2= No
6. Due to an illness that prevents you from attending school?
1= Yes
2= No
7. Due to your county’s decision to close the schools?
1= Yes
2= No
8. A different reason? – Specify
1= Yes
2= No

E_HOMESCHOOL_WHY_SPECIFY
What was the different reason?

Specify:

1f. E_DIFFSCHOOL_ATTENDED
How many different schools have you attended this school year?
[Only include if student answered E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”] Include your
homeschooling as one school.
1 = One school
2 = Two schools
3 = Three or more schools
CHECK ITEM B: If student was not homeschooled (E_ATTENDSCHOOL_C (HOMESCHOOL) = “No”)
SKIP to E_WHATGRADE. If student was fully or partially homeschooled (E_ATTENDSCHOOL_C
(HOMESCHOOL) = “Yes”) continue with E_HOMESCHOOLGRADE.

2a. E_HOMESCHOOLGRADE
During the time you were homeschooled this school year, what grade would you have been enrolled
in if you were in a public or private school?
This question refers to the 2021-2022 school year.
50

0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to END

E_HOMESCHOOLGRADE_OTHER
Specify:

CHECK ITEM C: If student was only homeschooled (E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”,
E_ATTENDSCHOOL_A (IN PERSON) = “No” AND E_ATTENDSCHOOL_B (VIRTUAL) = “No”) SKIP to
END.
If student was partially homeschooled (E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes” and either
(E_ATTENDSCHOOL_A (IN PERSON) = “Yes” AND/OR E_ATTENDSCHOOL_B (VIRTUAL) = “Yes) SKIP
to INTRO_2

2b. WHATGRADE
What grade are you in?
This question refers to the 2021-2022 school year.
0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
SKIP to E_WHATMONTH
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to END

51

E_WHATGRADE_OTHER
SKIP to E_WHATMONTH

Specify:

INTRO_2
READ INTRO_2 only if E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes” and either (E_ATTENDSCHOOL_A
(IN PERSON) = “Yes” AND/OR E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”)
The following questions pertain only to your attendance at a public or private school and not to being
homeschooled.

3. E_WHATMONTH
In what month did your current school year begin?
1 = July
2 = August
SKIP to F_SCHOOLSTATE
3 = September
4 = Other – ASK E_WHATMONTHOTHER

E_WHATMONTHOTHER
Specify the other month that school year began.
1 = January
2 = February
3 = March
4 = April
5 = May
6 = June
7 = October
8 = November
9 = December
ENVIROMENTAL QUESTIONS

INTRO_3
READ INTRO_3 only if E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”
For the next questions, please think about the school you would normally attend in person right now.

4a. F_SCHOOLSTATE
In what state is your school located?
State:

4b. F_SCHOOLCOUNY
In what county is your school located?
County:
52

4c. F_SCHOOLCITY
In what city is your school located?
City:

4d. F_NAMEOFSCHOOL
What is the complete name of your school?
School name:

5a. F_PUBLICORPRIVATE
Is your school public or private?
1 = Public – ASK F_REGULARSCHOOL
2 = Private – SKIP to F_CHURCHRELATED

5b. REGULARSCHOOL
Is this the regular school that most of the students in your neighborhood attend?
1 = Yes – SKIP to F_GRADES_LOW
2 = No – SKIP to F_GRADES_LOW

5c. F_CHURCHRELATED
Is your school affiliated with a religion?
A school affiliated with a religion is defined as an elementary or secondary school that is either partially
or fully supported/funded by a church, synagogue, or mosque.
1 = Yes
2 = No
3 = Don’t know

6a. F_GRADES_LOW
What is the lowest grade taught in your school?
Enter the lowest grade mentioned
0 = Pre-Kindergarten or Kindergarten
1 = 1st grade
2 = 2nd grade
3 = 3rd grade
4 = 4th grade
5 = 5th grade
6 = 6th grade
7 = 7th grade
8 = 8th grade
9 = 9th grade
53

10 = 10th grade
11 = 11th grade
12 = H.S. Senior
13 = Post-graduate
20 = All ungraded
30 = All special education

6b. F_GRADES_HIGH
What is the highest grade taught in your school?
Enter the highest grade mentioned
0 = Pre-Kindergarten or Kindergarten
1 = 1st grade
2 = 2nd grade
3 = 3rd grade
4 = 4th grade
5 = 5th grade
6 = 6th grade
7 = 7th grade
8 = 8th grade
9 = 9th grade
10 = 10th grade
11 = 11th grade
12 = H.S. Senior
13 = Graduated from High School
20 = All ungraded
30 = All special education

7. F_GETTOSCHOOL
When you attend school in person, how do you get to school most of the time this school year?
If multiple modes are used, code the mode in which the student spends the most time.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify

F_GETTOSCHOOL_SPECIFY
Specify:

54

8. F_HOMEFROMSCHOOL
When you attend school in person, how do you get home from school most of the time this school
year?
If multiple modes are used, code the mode in which the student spends the most time.
If the student volunteers that he or she does not go directly home after school, record the mode that the
student uses to get to his or her first destination after school.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify

F_HOMEFROMSCHOOL_SPECIFY
Specify:

9a. F_ACTIVITY_SPIRIT
During this school year, have you participated in any of the following activities sponsored by your
school:
Spirit groups, for example, Cheerleading, Dance Team, or Pep Club?
1 = Yes
2 = No

9b. F_ACTIVITY_SPORTS
Athletic teams at school?
1 = Yes
2 = No

9c. F_ACTIVITY_ARTS
Performing arts, for example, Band, Choir, Orchestra, or Drama?
1 = Yes
2 = No

9d. F_ACTIVITY_ACADEMIC
Academic clubs, for example, Debate Team, Honor Society, Spanish Club, Math Club, or Computer
Club?
1 = Yes
2 = No

55

9e. F_ACTIVITY_GOVT
Class council or student government, also known as SGA?
1 = Yes
2 = No

9f. F_ACTIVITY_SERVICE
[IF GRADES 6, 7, or 8 ASK] Volunteer or community service clubs sponsored by your school, for
example, Peer Mediators, Environmental Club, or Recycling Club?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or community service clubs sponsored by your school, for
example, Peer Mediators, Environmental Club, Key Club, or Interact? Do not include community
service hours required for graduation.
1 = Yes
2 = No

9g. F_ACTIVITY_OTHER
Other school clubs or school activities?
1 = Yes – ASK F_ACTIVITY_OTHER_SPECIFY
2 = No – SKIP to F_SAFETY_POLICE

9h. F_ACTIVITY_OTHER_SPECIFY
What are the other school clubs or school activities you participate in?
Specify:
CHECK ITEM D: If student did not attend school in person this school year (E_ATTENDSCHOOL_A =
“No”) SKIP to F_SAFETY_CODE_OF_CONDUCT

56

10a. F_SAFETY_POLICE
The next questions are about security measures that some schools take.
Does your school have:
Security guards or assigned police officers?
1 = Yes
2 = No
3 = Don’t know

10b. F_SAFETY_HALLSTAFF
Other adults supervising the hallway, such as teachers, administrators, or parent volunteers?
1 = Yes
2 = No
3 = Don’t know

10c. F_SAFETY_METAL_DETECTORS
Metal detectors, including wands?
The definition for the term ‘metal detector’ is a device used to check for weapons students might be
trying to bring onto school property. The metal detector may be in a form of a doorframe, which you are
asked to walk through. It may also be in the form of a hand-held metal detector that looks like a wand or
paddle, which is moved around your body.
1 = Yes
2 = No
3 = Don’t know

10d. F_SAFETY_DOORS_LOCKED
Locked entrance or exit doors during the day?
1 = Yes
2 = No
3 = Don’t know

10e. F_SAFETY_SIGN_IN
A requirement that visitors sign in AND wear visitor badges or stickers?
1 = Yes
2 = No
3 = Don’t know

57

10f. F_SAFETY_LOCKER_CHECKS
Locker checks?
A locker check is the act of school administrators or officials opening a locker and looking though its
contents. Depending on the circumstances, administration may choose to search one, several, or all
lockers.
1 = Yes
2 = No
3 = Don’t know
4 = School does not have lockers

10g. F_SAFETY_STUDENT_ID
A requirement that students wear badges or picture identification?
1 = Yes
2 = No
3 = Don’t know

10h. F_SAFETY_CAMERAS
One or more security cameras to monitor the school?
1 = Yes
2 = No
3 = Don’t know

10i. F_SAFETY_CODE_OF_CONDUCT
Does your school have a code of student conduct, that is, a set of written rules or guidelines that the
school provides to you?
1 = Yes
2 = No
3 = Don’t know

11. F_REPORT
If you hear about a threat to school or student safety, do you have a way to report it without having
to give your name?
Probe: Do you have a way to report a threat, such as an anonymous drop box or hotline?
1 = Yes
2 = No
3 = Don’t know

58

12. F_DISTRACTED
In your classes, how often are you distracted from doing your schoolwork because other students are
misbehaving, for example, talking or fighting?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

13a. F_RULES_FAIR
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with the
following...?
The school rules are fair.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13b. F_PUNISHMENT_SAME
The punishment for breaking school rules is the same no matter who you are.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13c. F_RULES_ENFORCED
The school rules are strictly enforced.
Strictly enforced rules means that the school consistently carries out disciplinary actions against any
students who break school rules.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

59

13d. F_PUNISHMENT_KNOWN
If a school rule is broken, students know what kind of punishment will follow.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13e. F_TEACHERS_RESPECT
Teachers treat students with respect.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14a. F_ADULT_REALLYCARES
Thinking about the teachers and staff at your school, would you strongly agree, agree, disagree, or
strongly disagree with the following…?
There is a TEACHER or other ADULT at school who…
Really cares about you.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14b. F_ADULT_LISTENS
Listens to you when you have something to say.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14c. F_ADULT_GOOD_JOB
Tells you when you do a good job.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

60

15a. F_STUDENT_REALLYCARES
Thinking about the students at your school, would you strongly agree, agree, disagree, or strongly
disagree with the following…?
There is a STUDENT at school who…
Really cares about you.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

15b. F_STUDENT_LISTENS
Listens to you when you have something to say.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

15c. F_STUDENT_SUCCESS
Believes that you will be a success.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

16. F_CRIME_NEIGHBORHOOD
Thinking about the neighborhood where YOU LIVE, would you strongly agree, agree, disagree, or
strongly disagree with the following…?
There is a lot of crime in the neighborhood where YOU LIVE.
A neighborhood can be blocks of houses, apartments, and places you spend time at near your home.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

61

17. F_CRIME_NEIGHBORHOOD_SCHOOL
Thinking about the neighborhood where YOUR SCHOOL is located, would you strongly agree, agree,
disagree, or strongly disagree with the following...?
There is a lot of crime in the neighborhood where YOU go to SCHOOL.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

18. F_SAFE_IN_SCHOOL
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with the
following...?
You feel safe in your school.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

CHECK ITEM E: If student did not attend school in person this school year (E_ATTENDSCHOOL_A
(IN PERSON) = “No”) GO TO SCS_INTRO_4_VIRTUAL
If student did attend school in person this school year (E_ATTENDSCHOOL_A (IN PERSON)= “Yes”)
SKIP to SCS_INTRO_4_INPERSON

SCS_INTRO_4_VIRTUAL
Now I have some questions about things that happen during school, which includes virtual classes and
other school sponsored activities. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3: For the remainder of this
survey, think about both/all schools you attended this school year.] Your answers will not be shared
with anyone at your school or home.
The following questions are only about this school year.

IF_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL
20a. During this school year, did you see another student who was under the influence of illegal drugs
or alcohol while they were attending virtual school?
1 = Yes
2 = No

SKIP to G_BULLY_MADE_FUN

62

SCS_INTRO_4_INPERSON
Now I have some questions about things that happen during school, which includes [IF
E_ATTENDSCHOOL_B (VIRTUAL) = “Yes” FILL: virtual classes,] in the school building, on school property,
on a school bus, or going to and from school. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3: For the remainder
of this survey, think about both/all schools you attended this school year.] Your answers will not be
shared with anyone at your school or home.
The following questions are only about this school year.

19a. F2_ALCOHOL
Is it possible for students to get any of the following while at school…
Alcoholic beverages?
1 = Yes
2 = No

19b. F2_MARIJUANA
Marijuana, also known as pot or weed?
1 = Yes
2 = No

19c. F2_OPIOIDS
Heroin or prescription painkillers illegally obtained without a prescription, such as Codeine, Percocet,
or fentanyl? These are also known as opioids.
1 = Yes
2 = No

19d. F2_PRESCRIPTION_DRUGS
Other prescription drugs illegally obtained without a prescription, such as Xanax, Ritalin, or Adderall?
1 = Yes
2 = No

19e. F2_OTHER_ILEGAL
Other illegal drugs, such as cocaine, uppers, or crystal meth?
Do not include tobacco or tobacco products.
1 = Yes
2 = No

63

20b. F_KNOW_DRUGS_OR_ALCOHOL
During this school year, did you see another student who was under the influence of illegal drugs or
alcohol while they were at school [IF E_ATTENDSCHOOL_B (VIRTUAL) = “Yes” FILL: or during virtual
classes]?
1 = Yes
2 = No
FIGHTING, BULLYING AND HATE BEHAVIORS

21a. G_FIGHT_AT_SCHOOL
During this school year, have you been in one or more physical fights at school?
1 = Yes
2 = No – SKIP to G_BULLY_MADE_FUN

21b. G_FIGHT_HOW_OFTEN
During this school year, how many times have you been in a physical fight at school?
Number of times: __________

22a. G_BULLY_MADE_FUN
Now I have some questions about what students do during school that make you feel bad or are
hurtful to you. These could occur in person or using technologies, such as a phone, the Internet, or
social media. We often refer to this as being bullied. During this school year, has any student bullied
you?
That is, has another student...?
Made fun of you, called you names, or insulted you, in a hurtful way?
1 = Yes
2 = No

22b. G_BULLY_RUMOR
Spread rumors about you or tried to make others dislike you?
1 = Yes
2 = No

22c. G_SHARED
Purposely shared your private information, photos, or videos in a hurtful way?
1 = Yes
2 = No

22d. G_BULLY_THREAT
Threatened you with harm?
64

1 = Yes
2 = No

22e. G_BULLY_CONTACT
Pushed you, shoved you, tripped you, or spit on you?
1 = Yes
2 = No

22f. G_BULLY_COERCED
Tried to make you do things you did not want to do, for example, give them money or other things?
1 = Yes
2 = No

22g. G_EXCLUDED
Excluded you from activities, social media, or other communications to hurt you?
1 = Yes
2 = No

22h. G_BULLY_DESTROYED_PROP
Destroyed your property on purpose?
1 = Yes
2 = No
CHECK ITEM F: If all items in 22a-22h (G_BULLY_RUMOR—G_BULLY_DESTROYED_PROP) are
marked “No” SKIP to G_HATE.

23a. G_BULLY_DAY_PLUS
During this school year, how many days were you bullied?
Read answer categories
1 = One day
2 = Two days
3 = Three to ten days
4 = More than ten days

SKIP to G_BULLY_HAPPEN_AGAIN

23b. G_BULLY_TIMES
In that one day, how many times would you say other students did those things that made you feel
bad or were hurtful to you?
Read answer categories 1—2
65

1 = Once
2 = Two or more times
3 = Too many times to count
4 = Don’t know

24. G_BULLY_HAPPEN_AGAIN
Did you think the bullying would happen again?
1 = Yes
2 = No

25. G_BULLY_MULTI_PERS
Thinking about the [time/times] you were bullied this school year, did more than one person do
[this/these things] to you?
1 = Yes
2 = No – SKIP to G_BULLY_STRONGER

26. G_BULLY_HOW_ACT
Did these people act alone, together as a team, or both?
1 = Alone
2 = Together
3 = Both
4 = Don’t know

27a. G_BULLY_STRONGER
Now I have some additional questions about the [time/times] [another student/ other students]
{behavior1}, {behavior2}, and {behaviorx…}. Thinking about the [person/ people] who did [this/these
things] to you this school year,
[Was this person/ Were any of these people/ Was anyone in the group] physically bigger or stronger
than you?
1 = Yes
2 = No

66

27b. G_BULLY_POPULAR
[Was this person/ Were any of these people/ Was anyone in the group] more popular than you?
1 = Yes
2 = No

27c. G_BULLY_MONEY
[Did this person/ Did any of these people/ Did anyone in the group] have more money than you?
1 = Yes
2 = No

27d. G_BULLY_INFLUENCE
[Did this person/ Did any of these people/ Did anyone in the group] have the ability to influence what
other students think of you?
1 = Yes
2 = No

27e. G_BULLY_OTHER_POWER
[Did this person/ Did any of these people/ Did anyone in the group] have more power than you in
another way?
1 = Yes
2 = No – SKIP to CHECK ITEM B

27f. G_ OTHER_POWER_SPECIFY
In what other way [did that student/ did any of those students] have more power than you?
Specify:
CHECK ITEM G: Did more than one student do those things? (G_BULLY_MULTI_PERS)
--Yes (R answered “Yes” to G_BULLY_MULTI_PERS, SKIP to G_WHERE1)
--No (R answered “No,” “Don’t know,” or “Refuse” to G_BULLY_MULTI_PERS, ASK
G_RELAT_SIBLING — G_RELAT_OTH_STUDENT)

28a. G_RELAT_SIBLING
What was your relationship to the student when they bullied you? Were they…
Your brother or sister?
1 = Yes
2 = No

67

28b. G_RELAT_DATING
Your boyfriend or girlfriend at the time?
1 = Yes
2 = No

28c. G_RELAT_EX_DATING
Your ex-boyfriend or ex-girlfriend at the time?
1 = Yes
2 = No

28d. G_RELAT_OTH_STUDENT
Another student from school?
1 = Yes
2 = No

29. G_BULLY_WHERE1 through G_BULLY_WHERE9
Still thinking about the [time/times] that you were bullied, where did the bullying occur? Did it
occur…
Read answer categories, mark all that apply
1 = In a classroom at school?
2 = In a hallway or stairwell at school?
3 = In a bathroom or locker room at school?
4 = In a gymnasium or weight room at school?
5 = In a cafeteria or lunchroom at school?
6 = Outside on school grounds?
7 = On the way to or from school such as on a school bus or at a bus stop?
8 = Online or by text?
9 = Somewhere else? – Specify

G_BULLY_WHERE_SPECIFY
Where is the other place where bullying occurred?

Specify:

30. G_BULLY_ADULT_TOLD
Did you tell a teacher or some other adult at school about being bullied?

1 = Yes
2 = No

68

31a. G_SCHOOL_WORK
This school year, how much has bullying had a NEGATIVE effect on:
Your school work?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31b. G_RELATION_FRIEND_FAMILY
Your relationships with friends or family?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31c. G_ABOUT_YOURSELF
How you feel about yourself?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31d. G_PHYSICAL_HEALTH
Your physical health for example, caused injuries, gave you headaches or stomachaches?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

32a. G_BULLY_RACE
When you were bullied in school this year, did you ever think it was related to...
Your race?
1 = Yes
2 = No
69

32b. G_BULLY_RELIGION
Your religion?
1 = Yes
2 = No

32c. G_BULLY_ETHNIC_ORIGIN
Your ethnic background or national origin – for example, people of Hispanic origin?
1 = Yes
2 = No

32d. G_BULLYING_DISABILITY
Any disability you may have – such as physical, mental, or developmental disabilities?
1 = Yes
2 = No

32e. G_BULLYING_GENDER
Your gender?
1 = Yes
2 = No

32f. G_BULLYING_ORIENTATION
Your sexual orientation – by this we mean gay, lesbian, bisexual, or straight?
1 = Yes
2 = No

32g. G_BULLYING_APPEARANCE
Your physical appearance?
1 = Yes
2 = No

33. G_HATE
During this school year, has anyone called you an insulting or bad name at school having to do with
your race, religion, ethnic background or national origin, disability, gender, or sexual orientation? We
call these hate-related words.
1 = Yes
2 = No – SKIP to G_HATE_WORDS

70

34a. G_HATE_RACE
Were any of the hate-related words related to...
Your race?
1 = Yes
2 = No
3 = Don’t know

34b. G_HATE_RELGION
Your religion?
1 = Yes
2 = No
3 = Don’t know

34c. G_HATE_ETHNICITY
Your ethnic background or national origin – for example, people of Hispanic origin?
1 = Yes
2 = No
3 = Don’t know

34d. G_HATE_DISABILITY
Any disability you may have – such as physical, mental, or developmental disabilities?
1 = Yes
2 = No
3 = Don’t know

34e. G_HATE_GENDER
Your gender?
1 = Yes
2 = No
3 = Don’t know

34f. G_HATE_SEXUAL_ORIENTATION
Your sexual orientation – by this we mean gay, lesbian, bisexual or straight?
1 = Yes
2 = No
3 = Don’t know

71

35a. G_HATE_WORDS
During this school year, have you seen any hate-related words or symbols written in school
classrooms, school bathrooms, school hallways, or on the outside of your school building?
1 = Yes
2 = No

35b. G_HATE_WORDS_VIRTUAL
During this school year, have you seen any hate-related words, pictures, videos, or symbols posted on
school sponsored websites or applications? This could include any website or application the school
uses on a regular basis such as Google Classroom, Schoology, or Zoom.
1 = Yes
2 = No
AVOIDANCE

36a. H_AVOID_VIRTUAL
[IF E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”]
During this school year, did you ever skip any virtual classes because you were afraid other students
would do things that make you feel bad or are hurtful to you?
1 = Yes
2 = No
CHECK ITEM H: If student did not attend school in person this school year (E_ATTENDSCHOOL_A
(IN PERSON) = “No”) SKIP to L_GRADES

36b. H_AVOID_SHORTCUT
During this school year, did you ever STAY AWAY from any of the following places because you
thought someone might attack or harm you there?
For example, did you ever stay away from…
The shortest route to school, because you thought someone might attack or harm you?
1 = Yes
2 = No

36c. H_AVOID_ENTRANCE
The entrance into the school?
1 = Yes
2 = No

72

36d. H_AVOID_HALLWAYS
Any hallways or stairs in school?
1 = Yes
2 = No

36e. H_AVOID_CAFETERIA
Parts of the school cafeteria or lunchroom?
1 = Yes
2 = No

36f. H_AVOID_RESTROOMS
Any school restrooms?
1 = Yes
2 = No

36g. H_AVOID_OTHER_PLACES
Other places inside the school building?
1 = Yes
2 = No

36h. H_AVOID_PARKING_LOT
School parking lot?
1 = Yes
2 = No

36i. H_AVOID_OTHER_SCHOOL
Other places on school grounds?
1 = Yes
2 = No

36j. H_AVOID_BUS_STOP
School bus or bus stop?
1 = Yes
2 = No

37a. H_AVOID_ACTIVITIES
Did you AVOID any activities at your school because you thought someone might attack or harm you?
1 = Yes
2 = No
73

37b. H_AVOID_CLASSES
Did you AVOID any classes because you thought someone might attack or harm you?
1 = Yes
2 = No

37c. H_STAY_HOME
Did you stay home from school because you thought someone might attack or harm you in the school
building, on school property, on a school bus, or going to or from school?
1 = Yes
2 = No
FEAR

I_INTRO_FEAR
Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.

38a. I_AFRAID
How often are you afraid that someone will attack or harm you in the school building or on school
property?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

38b. I_AFRAID_ON_BUS
How often are you afraid that someone will attack or harm you on a school bus or on the way to and
from school?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

74

38c. I_AFRAID_NONSCHOOL
Besides the times you are in the school building, on school property, on a school bus, or going to or
from school, how often are you afraid that someone will attack or harm you?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time
WEAPONS

J_INTRO_WEAPON
In the next series of questions we are going to ask you about weapons at your school. Your answers
will not be shared with anyone at your school or home.

39a. J_WEAPONS_GUN
Some people bring guns, knives, or objects that can be used as weapons to school for protection.
During this school year, did you ever bring the following to school or onto school grounds?
A gun?
1 = Yes
2 = No

39b. J_WEAPONS_KNIFE
A knife brought as a weapon?
1 = Yes
2 = No

39c. J_WEAPONS_OTHER
Some other weapon?
1 = Yes
2 = No

40a. J_GUN_OTHERS
Do you know of any [other] students who have brought a gun to your school during this school year?
1 = Yes
2 = No – SKIP to J_GET_GUN

75

40b. J_SEE_GUN
Have you actually seen another student with a gun at school during this school year?
1 = Yes
2 = No
3 = Don’t know

41. J_GET_GUN
During this school year, could you have gotten a loaded gun without adult permission, either at school
or away from school?
1 = Yes
2 = No
GANGS

K2_INTRO_GANG
Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting
gangs, or something else. Gangs may use common names, signs, symbols, or colors. Your answers will
not be shared with anyone at your school or home.

42a. K_GANGS
Are there any gangs at your school?
1 = Yes
2 = No – SKIP to L_GRADES
3 = Don’t know – SKIP to L_GRADES

42b. K_GANG_FIGHTS
During this school year, how often have gangs been involved in fights, attacks, or other violence at
your school?
Read answer categories 1 through 5
1 = Never
2 = Once or twice this school year
3 = Once or twice a month
4 = Once or twice a week
5 = Almost every day

42c. K_GANG_DRUGS
Have gangs been involved in the sale of drugs at your school during this school year?
1 = Yes
2 = No
3 = Don’t know
76

STUDENT CHARACTERISTICS

43. L_GRADES
During this school year, across all subjects have you gotten mostly –
Read answer categories 1 through 5. If student says the school uses pass/fail grading, ask which they’ve
mostly gotten.
1 = A’s
2 = B’s
3 = C’s
4 = D’s
5 = F’s
6 = Mostly passes
7 = Mostly fails
8 = School does not give grades/no alphabetic grade equivalent

44a. L_SKIP_CLASSES
During the last 4 weeks of school, did you skip any classes? Again, we would like to remind you that
none of your responses will be shared with anyone at your school or home.
1 = Yes
2 = No – SKIP to L_SCHOOL_AFTER_SCHOOL
3 = Don’t know – SKIP to L_SCHOOL_AFTER_SCHOOL

44b. L_SKIP_CLASS_DAYS
During the last 4 weeks of school, on how many days did you skip at least one class?
Number of days:

45a. L_SCHOOL_AFTER_SCHOOL
Thinking about the future, do you think you will...
Attend school after high school, such as a college or technical school?
This could include:
-Automotive Mechanic Training
-Beauty School
-Computer Technical Programs (less than a two-year associate degree)
-Certificate Programs
1 = Yes
2 = No – SKIP to END
3 = Don’t know

77

45b. L_GRADUATE_4YR
Graduate from a 4-year college?
1 = Yes
2 = No
3 = Don’t know
END OF SCS INTERVIEW

46. INTERVIEWTYPE
Were the supplement questions asked in private, or was an adult member of the household or family
present during at least part of the questions?
If not sure or if a telephone interview ask—
Was an adult member of the household or family present during at least part of these questions?
1 = Personal interview – no adult present
2 = Personal interview – adult present
3 = Telephone interview – no adult present
4 = Telephone interview – adult present
5 = Telephone interview – don’t know

78

Section 5: Probing Questions
[Note: Interviewers will be trained to use the scripted probes as necessary to elicit the desired information. If a
student’s responses to scripted probes are not sufficient to answer the research questions, interviewers will ask
additional unscripted probes in an attempt to gather more information. Similarly, if students provide ample
information in response to an earlier probe, interviewers may skip subsequent probes that are asking for
redundant information. When necessary, interviewers may ask a redundant probe to confirm that they correctly
understood what the student previously explained.]
Probing Section 1: General Schooling
Research Questions:
4.

Do the new and revised questions accurately capture the different types of schooling children are
receiving?

5.

Are all virtual students visiting the school buildings for extra-curricular activities or non-class related
reasons?

6.

Are students “virtually” learning in pods? If so, how do they answer the questions?

Probes (GENERAL SCHOOLING): [ALL RESPONDENTS]
Thank you! Now I have a few questions about some of the items you just answered.
All respondents:
1a. First, can you tell me a little bit about how you have attended school so far this school year?
1b. [If R doesn’t mention in person versus virtual] Did you attend classes in the school building, online, both, or
somewhere else? [If needed] Can you tell me a little bit more about that?
Probes (E_ATTENDSCHOOL A-C): [ALL RESPONDENTS]
Earlier, when I asked you these questions, you said yes to ____. [SCREEN SHARE POWERPOINT SLIDE WITH
E_ATTENDSCHOOL A-C TEXT (1-2)]
All respondents:
2g. How easy or difficult was it to answer these questions? [If needed] Can you tell me more about that?
2h. Were you unsure of how to answer any of those questions? [If needed] What made you unsure? How
did you decide how to answer?
2i. [If needed] What time frame were you thinking of when answering these questions?
2j. [If R’s explanation of schooling in so far suggests that they answered one or more items incorrectly, probe
to find out why] How did you come up with your answer to question [A/B/C]?
2k. [If needed] Did the type of school you receive this year change?
2l. What does the phrase “virtual or remote instruction” mean to you in question B?
Virtual respondents:
2m. [If R said yes to E_ATTENDSCHOOL_B] How does your school refer to virtual instruction?

79

Probing Section 2: Homeschooling/Remote Instruction
Research Question (Homeschooling)
3.

Are the new follow-up questions for fully homeschooled students performing without issues?

4.

Are students aware of the decision-making process their parents/guardians went through when deciding
to homeschool?

Probes (E_HOMESCHOOL_COVID): [HOMESCHOOLED & VIRTUAL RESPONDENTS]
This was another question I asked: [SCREEN SHARE POWERPOINT SLIDE WITH E_HOMESCHOOL_COVID TEXT (34)]. Earlier, when I asked you these questions, you said ____.
3e. Can you tell me what this question is asking in your own words?
3f. How did you come up with your answer to this question?
3g. [If needed] Were you unsure of how to answer this question?
3h. [If R said yes to E_HOMESCHOOL_COVID] Did your school give you and your parents/guardians the
option to choose between virtual instruction and attending classes in-person?
Probes (E_HOMESCHOOL_WHY): [HOMESCHOOLED RESPONDENTS]
This was the next question I asked: [SCREEN SHARE POWERPOINT SLIDE WITH E_HOMESCHOOL_WHY TEXT (5-6)].
Earlier, when I asked you these questions, you said yes to ____.
4i. How did you come up with your answer to this question?
4j. Were there any that you thought about saying yes to but didn’t? [If yes and if needed] How did you
decide how to answer for [that category/those categories]?
4k. [If needed] Did you feel like you could only choose one of the reasons?
4l. What comes to mind when you hear category 2, “Due to concerns about the school environment, such
as safety, drugs, or negative peer pressure?”
4m. [If R hasn’t mentioned this yet] When did you start homeschooling?
4n. [If R has not always been homeschooled and hasn’t mentioned yet] Can you tell me a bit about how the
decision to start homeschooling was made?
4o. [If needed] Whose idea was it for you to start homeschooling? [If needed] Was it your idea, or was it
your parent or guardian’s idea? Someone else’s?
4p. [If R said parents made the decision and R hasn’t mentioned yet] Do you know the reason your
parents/guardians decided to start homeschooling?
IF R WAS FULLY HOMESCHOOLED THIS SCHOOL YEAR, SKIP TO DEBRIEFING

80

Probing Section 3: Scope for different scenarios
Research Questions:
4.

What “scope” are students in different scenarios (in person, virtual, hybrid, homeschool) thinking of as
they answer various questions?

5.

Do minor revisions intended to adapt wording for different scenarios perform as intended?

6.

Do all-virtual students comment on it being weird to be asked about things that can only happen in
person?

Probes (E_DIFFSCHOOL_ATTENDED): [ALL RESPONDENTS]
This was another question I asked: [SCREEN SHARE POWERPOINT SLIDE WITH E_DIFFSCHOOL_ATTENDED TEXT (710)]. Earlier, when I asked you these questions, you said ____.
5e. Can you tell me what this question is asking in your own words?
5f. How easy or difficult was it to answer this questions? [If needed] Can you tell me more about that?
5g. [If R’s response to the Q seems incorrect based on their explanation of school this year] How did you
come up with your answer to this question?
Virtual and hybrid respondents:
5h. Were you unsure of how to count your virtual instruction when answering this question?

Probes (ENVIROMENTAL QUESTIONS): [VIRTUAL AND HYBRID RESPONDENTS]
This was another series of questions I asked: [SCREEN SHARE POWERPOINT SLIDE WITH INTRO_3 AND QS 4A-4D
(11-12)].
6b. How easy or difficult was it to answer these questions? [If needed] Can you tell me more about that?
Probes (Q9): [ALL RESPONDENTS]
This is another set of questions I asked: [SCREEN SHARE POWERPOINT SLIDE WITH Qs 9a-9h (13-16)].
If yes to any:
Earlier, when I asked you these questions, you said yes to ____.
7h. Can you tell me about the different activities you’ve participated in this school year?
7i. [If needed] Are these activities organized by your school? [If no] Who organizes them?
7j. Are these activities in person, virtual, or both?
7k. [If R if fully virtual but participates in person, and if needed] Can you tell me more about the in-person

81

activities the school offers for students who do all of their schooling virtually?
If no to all:
7l. Is your school offering any in-person activities this school year? What about virtual activities?
All respondents:
7m. [If school is offering virtual activities] Have you participated in any virtual school sponsored activities
that you didn’t include here?
7n. [If yes] How did you decide whether or not to include the different activities when answering these
questions?
7o. Did you participate in any activities last year that you didn’t participate in this year? [If needed] Why
didn’t you participate in [that activity/those activities] this year? [If R mentions covid but doesn’t specify
that they aren’t being offered] Is your school still offering [that activity/those activities] this year?

Probes (SCS_INTRO_4_VIRTUAL): [FULLY VIRTUAL RESPONDENTS]
This is an introduction I read you: [SCREEN SHARE POWERPOINT SLIDE WITH SCS_INTRO_4_VIRTUAL (17-20)].
8e. Can you tell me in your own words what you considered to be “during school”?
8f. Was there anything you were unsure about whether it counted as “during school”?
8g. [If yes] How did you decide whether or not things counted as “during school”?
8h. Are there other parts of virtual school that we should include here?
Probes (SCS_INTRO_4_INPERSON): [IN PERSON AND HYBRID RESPONDENTS]
This is an introduction I read you: [SCREEN SHARE POWERPOINT SLIDE WITH SCS_INTRO_4_INPERSON (21-28) –
USE HYBRID SLIDES 25-28 IF APPLICABLE].
9d. Can you tell me in your own words what you considered to be “during school”?
9e. Was there anything you were unsure about whether it counted as “during school”?
9f. [If yes] How did you decide whether or not something counted as “during school”?
Probes (F_KNOW_DRUGS_OR_ALCOHOL): [ALL RESPONDENTS RECEIVE PROBES, ARE SHOWN APPROPRIATE
VERSION OF QUESTION TEXT]
This was another question I asked:
[FULLY VIRTUAL RESPONDENTS]: [SCREEN SHARE POWERPOINT SLIDE WITH
F_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL TEXT (29-30)].

82

[IN PERSON AND HYBRID RESPONDENTS]: [SCREEN SHARE POWERPOINT SLIDE WITH
F_KNOW_DRUGS_OR_ALCOHOL_INPERSON TEXT (31-34)].
Earlier, when I asked you these questions, you said ____.
10d.

Can you tell me in your own words what this question is asking?

If R answered yes:
10e.Where did you see another student under the influence of drugs or alcohol?
All respondents:
10f. Were there any times you saw another student under the influence of drugs or alcohol but weren’t sure
if it counted for this question? What made you unsure if it counted?

Probes (Q22a-Q22h): [ALL RESPONDENTS]
Earlier I asked you these questions: [SCREEN SHARE POWERPOINT SLIDE WITH Q22A-Q22H TEXT (35-38)].
If any Q22 a – h= yes:
When I asked you if any student from your school had done any of those things that might make you feel bad or
are hurtful to you, you said yes to items _______ [SAY WHICH LETTERS R SAID YES TO, DO NOT READ BEHAVIORS.
Ex – “you said yes to items b and d”].
11j. Can you tell me about what happened? As much as you feel comfortable talking about.
11k. [If R did not specify] Where did [this/these things] happen?
11l. [If R did not mention cyberbullying] Did anything happen online or by text that you didn’t think of when
you were first answering that question? [IF YES] Can you tell me more about that?
11m.[If needed] What time frame were you thinking of when answering these questions?
If Q22 = no to all:
When I asked you if any student from your school had done any of those things that might make you feel bad or
are hurtful to you, you said no to all items.
11n. Did any students from school do anything that made you feel bad or was hurtful to you online or by
text that you didn’t think of when answering the question? [If yes] Can you tell me more about that?
11o. Did other students do any other things not included in this list that made you feel bad or were hurtful
to you? Can you tell me more about that?
11p. [If needed] What time frame were you thinking of when answering these questions?

83

Fully virtual respondents:
11q. What places were you thinking about when you were answering these questions?
11r. [If needed] Do you ever see any students from your school in-person during the school day? [If needed]
Can you tell me more about that?
Hybrid respondents:
11s. What places were you thinking about when you were answering these questions?
11t. [If no mention of virtual classes] Did any students from school do anything that made you feel bad or was
hurtful to you during virtual classes that you didn’t think of when answering the question?
Probes (G_BULLY_WHERE1 through G_BULLY_WHERE9): [ALL RESPONDENTS]
Next I asked you these questions: [SHOW SLIDE WITH G_BULLY_WHERE1 through G_BULLY_WHERE9 (39-40)]
All respondents:
12b.
Does this list include all the places where other students have done hurtful things to you? [If no]
Where else did they occur?
Probes G_HATE_WORDS_VIRTUAL: [ALL RESPONDENTS]
This was another question I asked: [SCREEN SHARE POWERPOINT SLIDE WITH G_HATE_WORDSVIRTUAL TEXT (4142
13e. Can you tell me what this question is asking in your own words?
13f. What types of school sponsored websites or applications could someone post hate-related words,
pictures, videos, or symbols on?
If R answered yes:
13g. When I asked you this question, you answered yes. Where did you see the hate-related post?
All respondents:
13h. Was there anything you thought about including here but didn’t? [If needed] Can you tell me more
about that?

84

Probes (L_SKIP_CLASSES): [VIRTUAL AND HYBRID RESPONDENTS]
Research Question:
2.

How do schools determine attendance for virtual learning? Does skipping one zoom call constitute
skipping a class in the traditional sense?

This was another question I asked: [SCREEN SHARE POWERPOINT SLIDE WITH L_SKIP_CLASSES TEXT (41-42)].
14e. How easy or difficult was it to answer this question? [If needed] Can you tell me more about that?
14f. [If needed] Were you unsure of how to answer for your virtual classes?
14g. How does your school count attendance for virtual learning?
14h. [If needed] If you don’t sign in to one virtual class, does your school consider it skipping a class the same
way they would if it was an in-person class?

Debriefing Questions: [ALL RESPONDENTS]
Now I just have a few more wrap up questions.
15c. Overall, what did you think of this survey? Was it easy or difficult?
15d. Is there anything you wanted to say about the survey questions that you haven’t had a
chance to talk about yet?
Those are all of the questions that I had for you today. Thank you very much for your participation. We will be
mailing out $25 for you and $25 for the adult who helped you set up the interview in the next few days.

TURN OFF THE TAPE RECORDER.

85

2022 SCS to the NCVS Cognitive Interview
Protocol - Round 3

86

Cognitive Testing of NCVS SCS

PARTICIPANT ID #: _________________________

DATE: ____ / ____ / ___

INTERVIEWER’S NAME:_________________________________________________
START TIME: ______: ______

AM / PM

Hello, my name is ______ and I work for the Census Bureau. It’s nice to meet you and thank you very
much for helping us out today.
IF NECESSARY, CREATE SMALL TALK TO BUILD RAPPORT WITH THE STUDENT BY ASKING A
QUESTION, SUCH AS:
•

What is your favorite subject in school? RESPOND ACCORDINGLY (e.g., if the student responds
with “science,” ask them what they are studying in their science class).

Section 1: Information about today’s survey
Let me start by telling you a little bit about what we're doing here. The Census Bureau administers many
surveys in addition to counting people in the US every 10 years. Since so many agencies rely on data
from the Census Bureau, it is extremely important that this information be as accurate as possible.
In order to help us improve our surveys, we turn to students like you to find out if our questions make
sense and are easy to understand and answer. The survey we'll talk about today is conducted by the
National Center for Education Statistics, which is part of the U.S. Department of Education. The research
we’re doing today will help us figure out if changes we have made to the questionnaire are working for
students like you, and it will help us improve the accuracy of data.
I'm going to go through the questionnaire like a real interview, but I'm mainly interested in your reactions
to the questions. So after we go through the survey questions, I’m going to ask you some follow up
questions about the survey questions you answered. For example, I might reread a question from the
survey, and ask you what certain words or phrases in the question mean to you, or what you were
thinking about when you were answering. Whenever I reread a question from the survey, I will show the
question wording on the screen for you to reference. There are no right or wrong answers, we just want to
know your thoughts and reactions to the questions to help us make them better so that other students like
you can easily understand them. The things we will talk about in the interview today will only be used in
our research to help us improve the survey. Your name will not be attached to anything you say. Direct
quotes may be used in research papers and professional presentations, but your name and any names
you might mention today will never be used in our reports and presentations.

87

Section 2: Taping:
I'd like to ask for your permission to audio tape the session today. The main reason we tape these
interviews is so that we don't have to rely on notes or our memories later. This allows me to concentrate
on what you're saying during the interview. All of the information you provide may be used only for
statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except
as required by law (20 U.S.C. §9573 and 6 U.S.C. §151).
Do you have any questions about the recording?
AFTER ANSWERING QUESTIONS AND GIVING FURTHER EXPLANATION, CONTINUE. IF THE
PARTICIPANT IS NO LONGER INTERESTED IN PARTICIPATING, THANK THE PARTICIPANT FOR
HIS/HER TIME AND END THE INTERVIEW.

Section 3: Informed Consent
[If student is under 18]:
Your parent signed a form giving you permission to participate today. I am going to tell you about what
was in that document. The document that your parent signed explains the purpose of the study and how
we will protect your information. In addition to what I have just mentioned about never sharing your name
or any names you say during the interview, I would like to draw your attention to the fact that:
•
•
•
•

Your participation is voluntary and you may stop the interview at any time
You can refuse to answer any of the questions asked or take a break at any time
All of the information you provide may be used only for statistical purposes and may not be
disclosed, or used, in identifiable form for any other purpose except as required by law (20 U.S.C.
§9573 and 6 U.S.C. §151).
As stated in the form, we would like to record this interview to assist in our ability to write a report
summarizing the interview.

[If student is 18]:
Before we start, I want to remind you of the consent form you signed electronically.
That document explained the purpose of the study and how we will protect your information. In addition to
what I have just mentioned about never sharing your name or any names you say during the interview, I
would like to draw your attention to the fact that:
•
•
•
•

Your participation is voluntary and you may stop the interview at any time
You can refuse to answer any of the questions asked or take a break at any time
Your responses in this study may be used only for statistical purposes and will not be disclosed,
or used, in identifiable form for any other purpose, except as required by law. (ESRA 2002,
U.S.C. 20 § 9573)
As stated in the form, we would like to record this interview to assist in our ability to write a report
summarizing the interview.

Thank you for signing the consent form.

88

ASK PARTICIPANT IF (S)HE HAD ANY QUESTIONS ABOUT THE CONSENT FORM.
[All students]:
Are you comfortable with me recording this interview?
IF PARTICIPANT PROVIDES CONSENT TO HAVE THE SESSION AUDIO-TAPED:
I’m going to turn on the recorder now, and once it is on, I’m going to ask for your permission to record
today, and then we will get started.
TURN ON TAPE RECORDER, ASK FOR PERMISSION TO RECORD ON THE TAPE, AND BEGIN THE
INTERVIEW.
OK, let’s begin.
INTERVIEWER INSTRUCTIONS:
NOTE ANY CONFUSION OR DIFFICULTIES RESPONDENTS HAVE WITH THE QUESTIONS.
POTENTIAL DISCOMFORT OR DISTRESS:
SOME RESPONDENTS MAY EXPERIENCE DISCOMFORT OR DISTRESS WHEN BEING ASKED TO
TALK ABOUT THEIR EXPERIENCES WITH BULLYING. BE ON THE LOOKOUT FOR SIGNS OF
DISCOMFORT OR DISTRESS THROUGHOUT THE INTERVIEW, BUT ESPECIALLY WHEN ON THE
TOPIC OF BULLYING. IF YOU FEEL LIKE IT MIGHT BE NECESSARY AT ANY POINT IN THE
INTERVIEW, REMIND THE RESPONDENTS THAT THEY DO NOT HAVE TO ANSWER ANY
QUESTIONS IF THEY DO NOT WANT TO.
IF THE RESPONDENT SEEMS TO BE UPSET OR HAVING DIFFICULTY TALKING ABOUT THEIR
EXPERIENCES, ASK THEM IF THEY WOULD LIKE TO TAKE A BREAK. IF THEY WOULD LIKE TO
TAKE A BREAK, PATIENTLY WAIT FOR THEM TO GIVE AN INDICATION THAT THEY MIGHT BE
READY TO PROCEED. AT THAT POINT, ASK IF THEY WOULD LIKE TO CONTINUE THE
INTERVIEW. IF THEY STILL SEEM UPSET, YOU CAN ASK IF THEY WOULD LIKE TO SKIP THE
REST OF THE QUESTIONS ABOUT THAT TOPIC. IF THEY CHOOSE TO CONTINUE THE
INTERVIEW AND PROCEED WITH QUESTIONS ON THE TOPIC THAT UPSET THEM, CONTINUE TO
BE AWARE OF THEIR EMOTIONAL STATE. IF THEY SEEM TO BE STRUGGLING AGAIN, ASK IF
THEY WOULD LIKE TO END THE INTERVIEW. REMIND THEM THAT THEY WILL STILL RECEIVE
$25 EVEN IF THEY CHOOSE TO END THE INTERVIEW.
RETROSPECTIVE PROBING (R=respondent):
IF YOU NOTICED R HAVING COGNITIVE DIFFICULTY ANSWERING ANY OF THE SURVEY
QUESTIONS THAT HAVE PROBES, MAKE SURE TO MAKE A NOTE OF R’S DIFFICULTY FOR
LATER FOLLOW UP. WHEN ASKING THE SCRIPTED RETROSPECTIVE PROBES, BE SURE TO
PROBE ON ANY OF THE RESPONDENT’S APPARENT DIFFICULTY OR HESITATION THAT YOU
NOTICED.

89

Section 4: Survey Questions
2022 SCHOOL CRIME SUPPLEMENT (SCS)
SCREEN QUESTIONS FOR SUPPLEMENT

INTRO_1
Now, I would like to ask some questions about your experiences at school. We estimate the survey
will take 3 to 15 minutes depending on your circumstances. The law authorizes the collection of this
data and requires us not to share your responses with your school or family.
1 = Enter 1 to continue
2 = Refused supplement
3 = Currently unable to complete the interview, but willing to complete at later date/time
4 = NCVS completed in a language other than English or Spanish

1. E_ATTENDSCHOOL
E_ATTENDSCHOOL_A (IN PERSON)
1a. At any time during this school year did you attend a public or private school in person?
1 = Yes
2 = No
E_ATTENDSCHOOL_B (VIRTUAL)
1b. At any time during this school year did receive any online schooling or virtual learning provided by
a public or private school?
1 = Yes
2 = No
E_ATTENDSCHOOL_C (HOMESCHOOL)
1c. At any time during this school year did receive homeschooling instead of being enrolled in a public
or private school?
1 = Yes
2 = No

CHECK ITEM A: If student answers “No” for E_ATTENDSCHOOL_A, B, & C SKIP to END

90

1d. E_REMOTE_SCHOOLING_COVID
[Q1D ASKED IF E_ATTENDSCHOOL_B = “Yes” or E_ATTENDSCHOOL_C = “Yes” (PHRASING RELATED TO
SCHOOLING TYPE WILL BE PROGRAMMED AS FILLS. EACH VERSION IS WRITTEN AS A SEPARATE
QUESTION DURING COGNITIVE TESTING FOR CLARITY)]
[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “No”]
Did [you/^Name] receive [online schooling or virtual learning] because of the Coronavirus pandemic?
[IF E_ATTENDSCHOOL_B = “No” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [homeschooling instead of being enrolled in a public or private school]
because of the Coronavirus pandemic?

[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [online schooling or virtual learning or homeschooling instead of being
enrolled in a public or private school] because of the Coronavirus pandemic?
1= Yes
2= No
[IF E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”]
1e. E_HOMESCHOOL_WHY
For this next question, I’m going to read a list of 7 possible reasons that some families decided to
homeschool rather than enroll in public or private school. You can say yes to more than one reason
but please choose ones that best fit the reason or reasons your family decided to homeschool.
1. Because of your experiences with bullying?
1= Yes
2= No
2. Because of concerns about the school environment, such as safety, drugs, or negative peer
pressure?
1= Yes
2= No
3. Because you or your parents were not happy with the quality of the education you were
receiving?
1= Yes
2= No
4. Because of religious reasons?
91

1= Yes
2= No
5. Because of a physical disability or mental health problem?
1= Yes
2= No
6. Because of an illness that prevents you from attending school?
1= Yes
2= No
7. Because of your county’s decision to close the schools?
1= Yes
2= No
8.Because of a different reason? – Specify
1= Yes
2= No

E_HOMESCHOOL_WHY_SPECIFY
What was the different reason?

Specify:

1f. E_DIFFSCHOOL_ATTENDED
How many different schools have you attended this school year?
[Only include if student answered E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”] Include your
homeschooling as one school.
1 = One school
2 = Two schools
3 = Three or more schools
CHECK ITEM B: If student was not homeschooled (E_ATTENDSCHOOL_C (HOMESCHOOL) = “No”)
SKIP to E_WHATGRADE. If student was fully or partially homeschooled (E_ATTENDSCHOOL_C
(HOMESCHOOL) = “Yes”) continue with E_HOMESCHOOLGRADE.

92

2a. E_HOMESCHOOLGRADE
During the time you were homeschooled this school year, what grade would you have been enrolled
in if you were in a public or private school?
This question refers to the 2021-2022 school year.
0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to END

E_HOMESCHOOLGRADE_OTHER
Specify:

CHECK ITEM C: If student was only homeschooled (E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”,
E_ATTENDSCHOOL_A (IN PERSON) = “No” AND E_ATTENDSCHOOL_B (VIRTUAL) = “No”) SKIP to
END.
If student was partially homeschooled (E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes” and either
(E_ATTENDSCHOOL_A (IN PERSON) = “Yes” AND/OR E_ATTENDSCHOOL_B (VIRTUAL) = “Yes) SKIP
to INTRO_2

2b. WHATGRADE
What grade are you in?
This question refers to the 2021-2022 school year.
0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
SKIP to E_WHATMONTH
5 = Tenth
6 = Eleventh
93

7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to END

E_WHATGRADE_OTHER
SKIP to E_WHATMONTH

Specify:

INTRO_2
READ INTRO_2 only if E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes” and either (E_ATTENDSCHOOL_A
(IN PERSON) = “Yes” AND/OR E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”)
The following questions pertain only to your attendance at a public or private school and not to being
homeschooled.

3. E_WHATMONTH
In what month did your current school year begin?
1 = July
2 = August
SKIP to F_SCHOOLSTATE
3 = September
4 = Other – ASK E_WHATMONTHOTHER

E_WHATMONTHOTHER
Specify the other month that school year began.
1 = January
2 = February
3 = March
4 = April
5 = May
6 = June
7 = October
8 = November
9 = December
ENVIROMENTAL QUESTIONS

INTRO_3
READ INTRO_3 only if E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”
For the next questions, please think about the school you would normally attend in person right now.

4a. F_SCHOOLSTATE
In what state is your school located?
State:
94

4b. F_SCHOOLCOUNY
In what county is your school located?
County:

4c. F_SCHOOLCITY
In what city is your school located?
City:

4d. F_NAMEOFSCHOOL
What is the complete name of your school?
School name:

5a. F_PUBLICORPRIVATE
Is your school public or private?
1 = Public – ASK F_REGULARSCHOOL
2 = Private – SKIP to F_CHURCHRELATED

5b. REGULARSCHOOL
Is this the regular school that most of the students in your neighborhood attend?
1 = Yes – SKIP to F_GRADES_LOW
2 = No – SKIP to F_GRADES_LOW

5c. F_CHURCHRELATED
Is your school affiliated with a religion?
A school affiliated with a religion is defined as an elementary or secondary school that is either partially
or fully supported/funded by a church, synagogue, or mosque.
1 = Yes
2 = No
3 = Don’t know

6a. F_GRADES_LOW
What is the lowest grade taught in your school?
Enter the lowest grade mentioned
0 = Pre-Kindergarten or Kindergarten
1 = 1st grade
2 = 2nd grade
3 = 3rd grade
4 = 4th grade
5 = 5th grade
95

6 = 6th grade
7 = 7th grade
8 = 8th grade
9 = 9th grade
10 = 10th grade
11 = 11th grade
12 = H.S. Senior
13 = Post-graduate
20 = All ungraded
30 = All special education

6b. F_GRADES_HIGH
What is the highest grade taught in your school?
Enter the highest grade mentioned
0 = Pre-Kindergarten or Kindergarten
1 = 1st grade
2 = 2nd grade
3 = 3rd grade
4 = 4th grade
5 = 5th grade
6 = 6th grade
7 = 7th grade
8 = 8th grade
9 = 9th grade
10 = 10th grade
11 = 11th grade
12 = H.S. Senior
13 = Graduated from High School
20 = All ungraded
30 = All special education

7. F_GETTOSCHOOL
When you attend school in person, how do you get to school most of the time this school year?
If multiple modes are used, code the mode in which the student spends the most time.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
96

6 = Some other way – Specify

F_GETTOSCHOOL_SPECIFY
Specify:

8. F_HOMEFROMSCHOOL
When you attend school in person, how do you get home from school most of the time this school
year?
If multiple modes are used, code the mode in which the student spends the most time.
If the student volunteers that he or she does not go directly home after school, record the mode that the
student uses to get to his or her first destination after school.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify

F_HOMEFROMSCHOOL_SPECIFY
Specify:

9a. F_ACTIVITY_SPIRIT
During this school year, have you participated in any of the following activities sponsored by your
school:
Spirit groups, for example, Cheerleading, Dance Team, or Pep Club?
1 = Yes
2 = No

9b. F_ACTIVITY_SPORTS
Athletic teams at school?
1 = Yes
2 = No

9c. F_ACTIVITY_ARTS
Performing arts, for example, Band, Choir, Orchestra, or Drama?
1 = Yes
2 = No

97

9d. F_ACTIVITY_ACADEMIC
Academic clubs, for example, Debate Team, Honor Society, Spanish Club, Math Club, or Computer
Club?
1 = Yes
2 = No

9e. F_ACTIVITY_GOVT
Class council or student government, also known as SGA?
1 = Yes
2 = No

9f. F_ACTIVITY_SERVICE
[IF GRADES 6, 7, or 8 ASK] Volunteer or community service clubs sponsored by your school, for
example, Peer Mediators, Environmental Club, or Recycling Club?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or community service clubs sponsored by your school, for
example, Peer Mediators, Environmental Club, Key Club, or Interact? Do not include community
service hours required for graduation.
1 = Yes
2 = No

9g. F_ACTIVITY_OTHER
Other school clubs or school activities?
1 = Yes – ASK F_ACTIVITY_OTHER_SPECIFY
2 = No – SKIP to F_SAFETY_POLICE

9h. F_ACTIVITY_OTHER_SPECIFY
What are the other school clubs or school activities you participate in?
Specify:
CHECK ITEM D: If student did not attend school in person this school year (E_ATTENDSCHOOL_A =
“No”) SKIP to F_SAFETY_CODE_OF_CONDUCT

98

10a. F_SAFETY_POLICE
The next questions are about security measures that some schools take.
Does your school have:
Security guards or assigned police officers?
1 = Yes
2 = No
3 = Don’t know

10b. F_SAFETY_HALLSTAFF
Other adults supervising the hallway, such as teachers, administrators, or parent volunteers?
1 = Yes
2 = No
3 = Don’t know

10c. F_SAFETY_METAL_DETECTORS
Metal detectors, including wands?
The definition for the term ‘metal detector’ is a device used to check for weapons students might be
trying to bring onto school property. The metal detector may be in a form of a doorframe, which you are
asked to walk through. It may also be in the form of a hand-held metal detector that looks like a wand or
paddle, which is moved around your body.
1 = Yes
2 = No
3 = Don’t know

10d. F_SAFETY_DOORS_LOCKED
Locked entrance or exit doors during the day?
1 = Yes
2 = No
3 = Don’t know

10e. F_SAFETY_SIGN_IN
A requirement that visitors sign in AND wear visitor badges or stickers?
1 = Yes
2 = No
3 = Don’t know

99

10f. F_SAFETY_LOCKER_CHECKS
Locker checks?
A locker check is the act of school administrators or officials opening a locker and looking though its
contents. Depending on the circumstances, administration may choose to search one, several, or all
lockers.
1 = Yes
2 = No
3 = Don’t know
4 = School does not have lockers

10g. F_SAFETY_STUDENT_ID
A requirement that students wear badges or picture identification?
1 = Yes
2 = No
3 = Don’t know

10h. F_SAFETY_CAMERAS
One or more security cameras to monitor the school?
1 = Yes
2 = No
3 = Don’t know

10i. F_SAFETY_CODE_OF_CONDUCT
Does your school have a code of student conduct, that is, a set of written rules or guidelines that the
school provides to you?
1 = Yes
2 = No
3 = Don’t know

11. F_REPORT
If you hear about a threat to school or student safety, do you have a way to report it without having
to give your name?
Probe: Do you have a way to report a threat, such as an anonymous drop box or hotline?
1 = Yes
2 = No
3 = Don’t know

100

12. F_DISTRACTED
In your classes, how often are you distracted from doing your schoolwork because other students are
misbehaving, for example, talking or fighting?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

13a. F_RULES_FAIR
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with the
following...?
The school rules are fair.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13b. F_PUNISHMENT_SAME
The punishment for breaking school rules is the same no matter who you are.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13c. F_RULES_ENFORCED
The school rules are strictly enforced.
Strictly enforced rules means that the school consistently carries out disciplinary actions against any
students who break school rules.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

101

13d. F_PUNISHMENT_KNOWN
If a school rule is broken, students know what kind of punishment will follow.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13e. F_TEACHERS_RESPECT
Teachers treat students with respect.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14a. F_ADULT_REALLYCARES
Thinking about the teachers and staff at your school, would you strongly agree, agree, disagree, or
strongly disagree with the following…?
There is a TEACHER or other ADULT at school who…
Really cares about you.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14b. F_ADULT_LISTENS
Listens to you when you have something to say.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14c. F_ADULT_GOOD_JOB
Tells you when you do a good job.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

102

15a. F_STUDENT_REALLYCARES
Thinking about the students at your school, would you strongly agree, agree, disagree, or strongly
disagree with the following…?
There is a STUDENT at school who…
Really cares about you.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

15b. F_STUDENT_LISTENS
Listens to you when you have something to say.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

15c. F_STUDENT_SUCCESS
Believes that you will be a success.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

16. F_CRIME_NEIGHBORHOOD
Thinking about the neighborhood where YOU LIVE, would you strongly agree, agree, disagree, or
strongly disagree with the following…?
There is a lot of crime in the neighborhood where YOU LIVE.
A neighborhood can be blocks of houses, apartments, and places you spend time at near your home.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

103

17. F_CRIME_NEIGHBORHOOD_SCHOOL
Thinking about the neighborhood where YOUR SCHOOL is located, would you strongly agree, agree,
disagree, or strongly disagree with the following...?
There is a lot of crime in the neighborhood where YOU go to SCHOOL.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

18. F_SAFE_IN_SCHOOL
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with the
following...?
You feel safe in your school.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

CHECK ITEM E: If student did not attend school in person this school year (E_ATTENDSCHOOL_A
(IN PERSON) = “No”) GO TO SCS_INTRO_4_VIRTUAL
If student did attend school in person this school year (E_ATTENDSCHOOL_A (IN PERSON)= “Yes”)
SKIP to SCS_INTRO_4_INPERSON

SCS_INTRO_4_VIRTUAL
Now I have some questions about things that happen during school, which includes virtual classes and
other school sponsored activities. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3: For the remainder of this
survey, think about both/all schools you attended this school year.] Your answers will not be shared
with anyone at your school or home.
The following questions are only about this school year.

IF_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL
20a. During this school year, did you see another student who was under the influence of illegal drugs
or alcohol while they were attending virtual school?
1 = Yes
2 = No

SKIP to G_BULLY_MADE_FUN

104

SCS_INTRO_4_INPERSON
Now I have some questions about things that happen during school, which includes [IF
E_ATTENDSCHOOL_B (VIRTUAL) = “Yes” FILL: virtual classes,] in the school building, on school property,
on a school bus, or going to and from school. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3: For the remainder
of this survey, think about both/all schools you attended this school year.] Your answers will not be
shared with anyone at your school or home.
The following questions are only about this school year.

19a. F2_ALCOHOL
Is it possible for students to get any of the following while at school…
Alcoholic beverages?
1 = Yes
2 = No

19b. F2_MARIJUANA
Marijuana, also known as pot or weed?
1 = Yes
2 = No

19c. F2_OPIOIDS
Heroin or prescription painkillers illegally obtained without a prescription, such as Codeine, Percocet,
or fentanyl? These are also known as opioids.
1 = Yes
2 = No

19d. F2_PRESCRIPTION_DRUGS
Other prescription drugs illegally obtained without a prescription, such as Xanax, Ritalin, or Adderall?
1 = Yes
2 = No

19e. F2_OTHER_ILEGAL
Other illegal drugs, such as cocaine, uppers, or crystal meth?
Do not include tobacco or tobacco products.
1 = Yes
2 = No

105

20b. F_KNOW_DRUGS_OR_ALCOHOL
During this school year, did you see another student who was under the influence of illegal drugs or
alcohol while they were at school [IF E_ATTENDSCHOOL_B (VIRTUAL) = “Yes” FILL: or during virtual
classes]?
1 = Yes
2 = No
FIGHTING, BULLYING AND HATE BEHAVIORS

21a. G_FIGHT_AT_SCHOOL
During this school year, have you been in one or more physical fights at school?
1 = Yes
2 = No – SKIP to G_BULLY_MADE_FUN

21b. G_FIGHT_HOW_OFTEN
During this school year, how many times have you been in a physical fight at school?
Number of times: __________

22a. G_BULLY_MADE_FUN
Now I have some questions about what students do during school that make you feel bad or are
hurtful to you. These could occur in person or using technologies, such as a phone, the Internet, or
social media. We often refer to this as being bullied. During this school year, has any student bullied
you?
That is, has another student...?
Made fun of you, called you names, or insulted you, in a hurtful way?
1 = Yes
2 = No

22b. G_BULLY_RUMOR
Spread rumors about you or tried to make others dislike you?
1 = Yes
2 = No

22c. G_SHARED
Purposely shared your private information, photos, or videos in a hurtful way?
1 = Yes
2 = No

22d. G_BULLY_THREAT
Threatened you with harm?
106

1 = Yes
2 = No

22e. G_BULLY_CONTACT
Pushed you, shoved you, tripped you, or spit on you?
1 = Yes
2 = No

22f. G_BULLY_COERCED
Tried to make you do things you did not want to do, for example, give them money or other things?
1 = Yes
2 = No

22g. G_EXCLUDED
Excluded you from activities, social media, or other communications to hurt you?
1 = Yes
2 = No

22h. G_BULLY_DESTROYED_PROP
Destroyed your property on purpose?
1 = Yes
2 = No
CHECK ITEM F: If all items in 22a-22h (G_BULLY_RUMOR—G_BULLY_DESTROYED_PROP) are
marked “No” SKIP to G_HATE.

23a. G_BULLY_DAY_PLUS
During this school year, how many days were you bullied?
Read answer categories
1 = One day
2 = Two days
3 = Three to ten days
4 = More than ten days

SKIP to G_BULLY_HAPPEN_AGAIN

23b. G_BULLY_TIMES
In that one day, how many times would you say other students did those things that made you feel
bad or were hurtful to you?
Read answer categories 1—2
107

1 = Once
2 = Two or more times
3 = Too many times to count
4 = Don’t know

24. G_BULLY_HAPPEN_AGAIN
Did you think the bullying would happen again?
1 = Yes
2 = No

25. G_BULLY_MULTI_PERS
Thinking about the [time/times] you were bullied this school year, did more than one person do
[this/these things] to you?
1 = Yes
2 = No – SKIP to G_BULLY_STRONGER

26. G_BULLY_HOW_ACT
Did these people act alone, together as a team, or both?
1 = Alone
2 = Together
3 = Both
4 = Don’t know

27a. G_BULLY_STRONGER
Now I have some additional questions about the [time/times] [another student/ other students]
{behavior1}, {behavior2}, and {behaviorx…}. Thinking about the [person/ people] who did [this/these
things] to you this school year,
[Was this person/ Were any of these people/ Was anyone in the group] physically bigger or stronger
than you?
1 = Yes
2 = No

108

27b. G_BULLY_POPULAR
[Was this person/ Were any of these people/ Was anyone in the group] more popular than you?
1 = Yes
2 = No

27c. G_BULLY_MONEY
[Did this person/ Did any of these people/ Did anyone in the group] have more money than you?
1 = Yes
2 = No

27d. G_BULLY_INFLUENCE
[Did this person/ Did any of these people/ Did anyone in the group] have the ability to influence what
other students think of you?
1 = Yes
2 = No

27e. G_BULLY_OTHER_POWER
[Did this person/ Did any of these people/ Did anyone in the group] have more power than you in
another way?
1 = Yes
2 = No – SKIP to CHECK ITEM B

27f. G_ OTHER_POWER_SPECIFY
In what other way [did that student/ did any of those students] have more power than you?
Specify:
CHECK ITEM G: Did more than one student do those things? (G_BULLY_MULTI_PERS)
--Yes (R answered “Yes” to G_BULLY_MULTI_PERS, SKIP to G_WHERE1)
--No (R answered “No,” “Don’t know,” or “Refuse” to G_BULLY_MULTI_PERS, ASK
G_RELAT_SIBLING — G_RELAT_OTH_STUDENT)

28a. G_RELAT_SIBLING
What was your relationship to the student when they bullied you? Were they…
Your brother or sister?
1 = Yes
2 = No

109

28b. G_RELAT_DATING
Your boyfriend or girlfriend at the time?
1 = Yes
2 = No

28c. G_RELAT_EX_DATING
Your ex-boyfriend or ex-girlfriend at the time?
1 = Yes
2 = No

28d. G_RELAT_OTH_STUDENT
Another student from school?
1 = Yes
2 = No

29. G_BULLY_WHERE1 through G_BULLY_WHERE9
Still thinking about the [time/times] that you were bullied, where did the bullying occur? Did it
occur…
Read answer categories, mark all that apply
1 = In a classroom at school?
2 = In a hallway or stairwell at school?
3 = In a bathroom or locker room at school?
4 = In a gymnasium or weight room at school?
5 = In a cafeteria or lunchroom at school?
6 = Outside on school grounds?
7 = On the way to or from school such as on a school bus or at a bus stop?
8 = Online or by text?
9 = Somewhere else? – Specify

G_BULLY_WHERE_SPECIFY
Where is the other place where bullying occurred?

Specify:

30. G_BULLY_ADULT_TOLD
Did you tell a teacher or some other adult at school about being bullied?

1 = Yes
2 = No

110

31a. G_SCHOOL_WORK
This school year, how much has bullying had a NEGATIVE effect on:
Your school work?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31b. G_RELATION_FRIEND_FAMILY
Your relationships with friends or family?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31c. G_ABOUT_YOURSELF
How you feel about yourself?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31d. G_PHYSICAL_HEALTH
Your physical health for example, caused injuries, gave you headaches or stomachaches?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

32a. G_BULLY_RACE
When you were bullied in school this year, did you ever think it was related to...
Your race?
1 = Yes
2 = No
111

32b. G_BULLY_RELIGION
Your religion?
1 = Yes
2 = No

32c. G_BULLY_ETHNIC_ORIGIN
Your ethnic background or national origin – for example, people of Hispanic origin?
1 = Yes
2 = No

32d. G_BULLYING_DISABILITY
Any disability you may have – such as physical, mental, or developmental disabilities?
1 = Yes
2 = No

32e. G_BULLYING_GENDER
Your gender?
1 = Yes
2 = No

32f. G_BULLYING_ORIENTATION
Your sexual orientation – by this we mean gay, lesbian, bisexual, or straight?
1 = Yes
2 = No

32g. G_BULLYING_APPEARANCE
Your physical appearance?
1 = Yes
2 = No

33. G_HATE
During this school year, has anyone called you an insulting or bad name at school having to do with
your race, religion, ethnic background or national origin, disability, gender, or sexual orientation? We
call these hate-related words.
1 = Yes
2 = No – SKIP to G_HATE_WORDS

112

34a. G_HATE_RACE
Were any of the hate-related words related to...
Your race?
1 = Yes
2 = No
3 = Don’t know

34b. G_HATE_RELGION
Your religion?
1 = Yes
2 = No
3 = Don’t know

34c. G_HATE_ETHNICITY
Your ethnic background or national origin – for example, people of Hispanic origin?
1 = Yes
2 = No
3 = Don’t know

34d. G_HATE_DISABILITY
Any disability you may have – such as physical, mental, or developmental disabilities?
1 = Yes
2 = No
3 = Don’t know

34e. G_HATE_GENDER
Your gender?
1 = Yes
2 = No
3 = Don’t know

34f. G_HATE_SEXUAL_ORIENTATION
Your sexual orientation – by this we mean gay, lesbian, bisexual or straight?
1 = Yes
2 = No
3 = Don’t know

113

35a. G_HATE_WORDS
During this school year, have you seen any hate-related words or symbols written in school
classrooms, school bathrooms, school hallways, or on the outside of your school building?
1 = Yes
2 = No

35b. G_HATE_WORDS_VIRTUAL
During this school year, have you seen any hate-related words, pictures, videos, or symbols posted on
school sponsored websites or applications? This could include any website or application the school
uses on a regular basis such as Google Classroom, Schoology, or Zoom.
1 = Yes
2 = No
AVOIDANCE

36a. H_AVOID_VIRTUAL
[IF E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”]
During this school year, did you ever skip any virtual classes because you were afraid other students
would do things that make you feel bad or are hurtful to you?
1 = Yes
2 = No
CHECK ITEM H: If student did not attend school in person this school year (E_ATTENDSCHOOL_A
(IN PERSON) = “No”) SKIP to L_GRADES

36b. H_AVOID_SHORTCUT
During this school year, did you ever STAY AWAY from any of the following places because you
thought someone might attack or harm you there?
For example, did you ever stay away from…
The shortest route to school, because you thought someone might attack or harm you?
1 = Yes
2 = No

36c. H_AVOID_ENTRANCE
The entrance into the school?
1 = Yes
2 = No

114

36d. H_AVOID_HALLWAYS
Any hallways or stairs in school?
1 = Yes
2 = No

36e. H_AVOID_CAFETERIA
Parts of the school cafeteria or lunchroom?
1 = Yes
2 = No

36f. H_AVOID_RESTROOMS
Any school restrooms?
1 = Yes
2 = No

36g. H_AVOID_OTHER_PLACES
Other places inside the school building?
1 = Yes
2 = No

36h. H_AVOID_PARKING_LOT
School parking lot?
1 = Yes
2 = No

36i. H_AVOID_OTHER_SCHOOL
Other places on school grounds?
1 = Yes
2 = No

36j. H_AVOID_BUS_STOP
School bus or bus stop?
1 = Yes
2 = No

37a. H_AVOID_ACTIVITIES
Did you AVOID any activities at your school because you thought someone might attack or harm you?
1 = Yes
2 = No
115

37b. H_AVOID_CLASSES
Did you AVOID any classes because you thought someone might attack or harm you?
1 = Yes
2 = No

37c. H_STAY_HOME
Did you stay home from school because you thought someone might attack or harm you in the school
building, on school property, on a school bus, or going to or from school?
1 = Yes
2 = No
FEAR

I_INTRO_FEAR
Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.

38a. I_AFRAID
How often are you afraid that someone will attack or harm you in the school building or on school
property?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

38b. I_AFRAID_ON_BUS
How often are you afraid that someone will attack or harm you on a school bus or on the way to and
from school?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

116

38c. I_AFRAID_NONSCHOOL
Besides the times you are in the school building, on school property, on a school bus, or going to or
from school, how often are you afraid that someone will attack or harm you?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time
WEAPONS

J_INTRO_WEAPON
In the next series of questions we are going to ask you about weapons at your school. Your answers
will not be shared with anyone at your school or home.

39a. J_WEAPONS_GUN
Some people bring guns, knives, or objects that can be used as weapons to school for protection.
During this school year, did you ever bring the following to school or onto school grounds?
A gun?
1 = Yes
2 = No

39b. J_WEAPONS_KNIFE
A knife brought as a weapon?
1 = Yes
2 = No

39c. J_WEAPONS_OTHER
Some other weapon?
1 = Yes
2 = No

40a. J_GUN_OTHERS
Do you know of any [other] students who have brought a gun to your school during this school year?
1 = Yes
2 = No – SKIP to J_GET_GUN

117

40b. J_SEE_GUN
Have you actually seen another student with a gun at school during this school year?
1 = Yes
2 = No
3 = Don’t know

41. J_GET_GUN
During this school year, could you have gotten a loaded gun without adult permission, either at school
or away from school?
1 = Yes
2 = No
GANGS

K2_INTRO_GANG
Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting
gangs, or something else. Gangs may use common names, signs, symbols, or colors. Your answers will
not be shared with anyone at your school or home.

42a. K_GANGS
Are there any gangs at your school?
1 = Yes
2 = No – SKIP to L_GRADES
3 = Don’t know – SKIP to L_GRADES

42b. K_GANG_FIGHTS
During this school year, how often have gangs been involved in fights, attacks, or other violence at
your school?
Read answer categories 1 through 5
1 = Never
2 = Once or twice this school year
3 = Once or twice a month
4 = Once or twice a week
5 = Almost every day

42c. K_GANG_DRUGS
Have gangs been involved in the sale of drugs at your school during this school year?
1 = Yes
2 = No
3 = Don’t know
118

STUDENT CHARACTERISTICS

43. L_GRADES
During this school year, across all subjects have you gotten mostly –
Read answer categories 1 through 5. If student says the school uses pass/fail grading, ask which they’ve
mostly gotten.
1 = A’s
2 = B’s
3 = C’s
4 = D’s
5 = F’s
6 = Mostly passes
7 = Mostly fails
8 = School does not give grades/no alphabetic grade equivalent

44a. L_SKIP_CLASSES
During the last 4 weeks of school, did you skip any classes? Again, we would like to remind you that
none of your responses will be shared with anyone at your school or home.
1 = Yes
2 = No – SKIP to L_SCHOOL_AFTER_SCHOOL
3 = Don’t know – SKIP to L_SCHOOL_AFTER_SCHOOL

44b. L_SKIP_CLASS_DAYS
During the last 4 weeks of school, on how many days did you skip at least one class?
Number of days:

45a. L_SCHOOL_AFTER_SCHOOL
Thinking about the future, do you think you will...
Attend school after high school, such as a college or technical school?
This could include:
-Automotive Mechanic Training
-Beauty School
-Computer Technical Programs (less than a two-year associate degree)
-Certificate Programs
1 = Yes
2 = No – SKIP to END
3 = Don’t know

119

45b. L_GRADUATE_4YR
Graduate from a 4-year college?
1 = Yes
2 = No
3 = Don’t know
END OF SCS INTERVIEW

46. INTERVIEWTYPE
Were the supplement questions asked in private, or was an adult member of the household or family
present during at least part of the questions?
If not sure or if a telephone interview ask—
Was an adult member of the household or family present during at least part of these questions?
1 = Personal interview – no adult present
2 = Personal interview – adult present
3 = Telephone interview – no adult present
4 = Telephone interview – adult present
5 = Telephone interview – don’t know

120

Section 5: Probing Questions
[Note: Interviewers will be trained to use the scripted probes as necessary to elicit the desired information. If a
student’s responses to scripted probes are not sufficient to answer the research questions, interviewers will ask
additional unscripted probes in an attempt to gather more information. Similarly, if students provide ample
information in response to an earlier probe, interviewers may skip subsequent probes that are asking for
redundant information. When necessary, interviewers may ask a redundant probe to confirm that they correctly
understood what the student previously explained.]
Probing Section 1: General Schooling
Research Questions:
7.

Do the new and revised questions accurately capture the different types of schooling children are
receiving?

8.

Are all virtual students visiting the school buildings for extra-curricular activities or non-class related
reasons?

9.

Are students “virtually” learning in pods? If so, how do they answer the questions?

Probes (GENERAL SCHOOLING): [ALL RESPONDENTS]
Thank you! Now I have a few questions about some of the items you just answered.
All respondents:
1a. First, can you tell me a little bit about how you have attended school so far this school year?
1b. [If R doesn’t mention in person versus virtual] Did you attend classes in the school building, online, both, or
somewhere else? [If needed] Can you tell me a little bit more about that?
Probes (E_ATTENDSCHOOL A-C): [ALL RESPONDENTS]
Earlier, when I asked you these questions, you said yes to ____. [SCREEN SHARE POWERPOINT SLIDE WITH
E_ATTENDSCHOOL A-C TEXT (1-2)]
All respondents:
2n. How easy or difficult was it to answer these questions? [If needed] Can you tell me more about that?
2o. Were you unsure of how to answer any of those questions? [If needed] What made you unsure? How
did you decide how to answer?
2p. [If needed] What time frame were you thinking of when answering these questions?
2q. [If R’s explanation of schooling in so far suggests that they answered one or more items incorrectly, probe
to find out why] How did you come up with your answer to question [A/B/C]?
2r. [If needed] Did the type of school you receive this year change?
2s. What does the phrase “online schooling or virtual learning” mean to you in question B?
Virtual respondents:
2t. [If R said yes to E_ATTENDSCHOOL_B] How does your school refer to virtual instruction?

121

Probing Section 2: Homeschooling/Remote Instruction
Research Question (Homeschooling)
5.

Are the new follow-up questions for fully homeschooled students performing without issues?

6.

Are students aware of the decision-making process their parents/guardians went through when deciding
to homeschool?

Probes (E_HOMESCHOOL_COVID): [HOMESCHOOLED & VIRTUAL RESPONDENTS]
This was another question I asked: [SCREEN SHARE POWERPOINT SLIDE WITH E_HOMESCHOOL_COVID TEXT (34)]. Earlier, when I asked you these questions, you said ____.
3i. Can you tell me what this question is asking in your own words?
3j. How did you come up with your answer to this question?
3k. [If needed] Were you unsure of how to answer this question?
3l. [If R said yes to E_HOMESCHOOL_COVID] Did your school give you and your parents/guardians the
option to choose between virtual instruction and attending classes in-person?
Probes (E_HOMESCHOOL_WHY): [HOMESCHOOLED RESPONDENTS]
This was the next question I asked: [SCREEN SHARE POWERPOINT SLIDE WITH E_HOMESCHOOL_WHY TEXT (5-6)].
Earlier, when I asked you these questions, you said yes to ____.
4q. How did you come up with your answer to this question?
4r. Were there any that you thought about saying yes to but didn’t? [If yes and if needed] How did you
decide how to answer for [that category/those categories]?
4s. [If needed] Did you feel like you could only choose one of the reasons?
4t. What comes to mind when you hear category 2, “Due to concerns about the school environment, such
as safety, drugs, or negative peer pressure?”
4u. [If R hasn’t mentioned this yet] When did you start homeschooling?
4v. [If R has not always been homeschooled and hasn’t mentioned yet] Can you tell me a bit about how the
decision to start homeschooling was made?
4w. [If needed] Whose idea was it for you to start homeschooling? [If needed] Was it your idea, or was it
your parent or guardian’s idea? Someone else’s?
4x. [If R said parents made the decision and R hasn’t mentioned yet] Do you know the reason your
parents/guardians decided to start homeschooling?
IF R WAS FULLY HOMESCHOOLED THIS SCHOOL YEAR, SKIP TO DEBRIEFING

122

Probing Section 3: Scope for different scenarios
Research Questions:
7.

What “scope” are students in different scenarios (in person, virtual, hybrid, homeschool) thinking of as
they answer various questions?

8.

Do minor revisions intended to adapt wording for different scenarios perform as intended?

9.

Do all-virtual students comment on it being weird to be asked about things that can only happen in
person?

Probes (Q9): [ALL RESPONDENTS]
This is another set of questions I asked: [SCREEN SHARE POWERPOINT SLIDE WITH Qs 9a-9h (13-16)].
If yes to any:
Earlier, when I asked you these questions, you said yes to ____.
7p. Can you tell me about the different activities you’ve participated in this school year?
7q. [If needed] Are these activities organized by your school? [If no] Who organizes them?
7r. Are these activities in person, virtual, or both?
7s. [If R if fully virtual but participates in person, and if needed] Can you tell me more about the in-person
activities the school offers for students who do all of their schooling virtually?
If no to all:
7t. Is your school offering any in-person activities this school year? What about virtual activities?
All respondents:
7u. [If school is offering virtual activities] Have you participated in any virtual school sponsored activities
that you didn’t include here?
7v. [If yes] How did you decide whether or not to include the different activities when answering these
questions?
7w. Did you participate in any activities last year that you didn’t participate in this year? [If needed] Why
didn’t you participate in [that activity/those activities] this year? [If R mentions covid but doesn’t specify
that they aren’t being offered] Is your school still offering [that activity/those activities] this year?

Probes (SCS_INTRO_4_VIRTUAL): [FULLY VIRTUAL RESPONDENTS]

123

This is an introduction I read you: [SCREEN SHARE POWERPOINT SLIDE WITH SCS_INTRO_4_VIRTUAL (17-20)].
8i. Can you tell me in your own words what you considered to be “during school”?
8j. Was there anything you were unsure about whether it counted as “during school”?
8k. [If yes] How did you decide whether or not things counted as “during school”?
8l. Are there other parts of virtual school that we should include here?
Probes (SCS_INTRO_4_INPERSON): [IN PERSON AND HYBRID RESPONDENTS]
This is an introduction I read you: [SCREEN SHARE POWERPOINT SLIDE WITH SCS_INTRO_4_INPERSON (21-28) –
USE HYBRID SLIDES 25-28 IF APPLICABLE].
9g. Can you tell me in your own words what you considered to be “during school”?
9h. Was there anything you were unsure about whether it counted as “during school”?
9i. [If yes] How did you decide whether or not something counted as “during school”?
Probes (F_KNOW_DRUGS_OR_ALCOHOL): [ALL RESPONDENTS RECEIVE PROBES, ARE SHOWN APPROPRIATE
VERSION OF QUESTION TEXT]
This was another question I asked:
[FULLY VIRTUAL RESPONDENTS]: [SCREEN SHARE POWERPOINT SLIDE WITH
F_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL TEXT (29-30)].
[IN PERSON AND HYBRID RESPONDENTS]: [SCREEN SHARE POWERPOINT SLIDE WITH
F_KNOW_DRUGS_OR_ALCOHOL_INPERSON TEXT (31-34)].
Earlier, when I asked you these questions, you said ____.
10g. Can you tell me in your own words what this question is asking?
If R answered yes:
10h. Where did you see another student under the influence of drugs or alcohol?
All respondents:
10i. Were there any times you saw another student under the influence of drugs or alcohol but weren’t sure
if it counted for this question? What made you unsure if it counted?

Probes (Q22a-Q22h): [ALL RESPONDENTS]
Earlier I asked you these questions: [SCREEN SHARE POWERPOINT SLIDE WITH Q22A-Q22H TEXT (35-38)].

124

If any Q22 a – h= yes:
When I asked you if any student from your school had done any of those things that might make you feel bad or
are hurtful to you, you said yes to items _______ [SAY WHICH LETTERS R SAID YES TO, DO NOT READ BEHAVIORS.
Ex – “you said yes to items b and d”].
11u. Can you tell me about what happened? As much as you feel comfortable talking about.
11v. [If R did not specify] Where did [this/these things] happen?
11w. [If R did not mention cyberbullying] Did anything happen online or by text that you didn’t think of when
you were first answering that question? [IF YES] Can you tell me more about that?
11x. [If needed] What time frame were you thinking of when answering these questions?
If Q22 = no to all:
When I asked you if any student from your school had done any of those things that might make you feel bad or
are hurtful to you, you said no to all items.
11y. Did any students from school do anything that made you feel bad or was hurtful to you online or by
text that you didn’t think of when answering the question? [If yes] Can you tell me more about that?
11z. Did other students do any other things not included in this list that made you feel bad or were hurtful
to you? Can you tell me more about that?
11aa.

[If needed] What time frame were you thinking of when answering these questions?

Fully virtual respondents:
11bb.

What places were you thinking about when you were answering these questions?

11cc.
[If needed] Do you ever see any students from your school in-person during the school day? [If
needed] Can you tell me more about that?
Hybrid respondents:
11dd.

What places were you thinking about when you were answering these questions?

11ee.
[If no mention of virtual classes] Did any students from school do anything that made you feel
bad or was hurtful to you during virtual classes that you didn’t think of when answering the question?
Probes (G_BULLY_WHERE1 through G_BULLY_WHERE9): [ALL RESPONDENTS]
Next I asked you these questions: [SHOW SLIDE WITH G_BULLY_WHERE1 through G_BULLY_WHERE9 (39-40)]
All respondents:

125

12c. Does this list include all the places where other students have done hurtful things to you? [If no] Where
else did they occur?
Probes G_HATE_WORDS_VIRTUAL: [ALL RESPONDENTS]
This was another question I asked: [SCREEN SHARE POWERPOINT SLIDE WITH G_HATE_WORDSVIRTUAL TEXT (4142
13i. Can you tell me what this question is asking in your own words?
13j. What types of school sponsored websites or applications could someone post hate-related words,
pictures, videos, or symbols on?
If R answered yes:
13k. When I asked you this question, you answered yes. Where did you see the hate-related post?
All respondents:
13l. Was there anything you thought about including here but didn’t? [If needed] Can you tell me more about
that?

126

Probes (L_SKIP_CLASSES): [VIRTUAL AND HYBRID RESPONDENTS]
Research Question:
3.

How do schools determine attendance for virtual learning? Does skipping one zoom call constitute
skipping a class in the traditional sense?

This was another question I asked: [SCREEN SHARE POWERPOINT SLIDE WITH L_SKIP_CLASSES TEXT (41-42)].
14i. How easy or difficult was it to answer this question? [If needed] Can you tell me more about that?
14j. [If needed] Were you unsure of how to answer for your virtual classes?
14k. How does your school count attendance for virtual learning?
14l. [If needed] If you don’t sign in to one virtual class, does your school consider it skipping a class the same
way they would if it was an in-person class?

Debriefing Questions: [ALL RESPONDENTS]
Now I just have a few more wrap up questions.
15e. Overall, what did you think of this survey? Was it easy or difficult?
15f. Is there anything you wanted to say about the survey questions that you haven’t had a
chance to talk about yet?
Those are all of the questions that I had for you today. Thank you very much for your participation. We will be
mailing out $25 for you and $25 for the adult who helped you set up the interview in the next few days.

TURN OFF THE TAPE RECORDER.

127

COGNITIVE PRETESTING OF THE
2022 SCHOOL CRIME SUPPLEMENT TO THE
NATIONAL CRIME VICTIMIZATION SURVEY

ATTACHMENT 4: ENGLISH FINAL RECOMMENDATIONS

2022 SCHOOL CRIME SUPPLEMENT (SCS)
SCREEN QUESTIONS FOR SUPPLEMENT

INTRO_1
Now, I would like to ask some questions about your experiences at school. We estimate the survey
will take 3 to 15 minutes depending on your circumstances. The law authorizes the collection of these
data and requires us not to share your responses with your school or family.
1 = Enter 1 to continue
2 = Refused supplement
3 = Currently unable to complete the interview, but willing to complete at later date/time
4 = NCVS completed in a language other than English or Spanish

1. E_ATTENDSCHOOL
E_ATTENDSCHOOL_A (IN PERSON)
1a. At any time during this school year did you attend a public or private school in person?
1 = Yes
2 = No
E_ATTENDSCHOOL_B (VIRTUAL)
1b. At any time during this school year did you receive any online schooling or virtual learning
provided by a public or private school?
1 = Yes
2 = No
E_ATTENDSCHOOL_C (HOMESCHOOL)
1c. At any time during this school year did you receive homeschooling instead of being enrolled in a
public or private school?
1 = Yes – ASK 1d
2 = No – SKIP TO 1e
E_HOMESCHOOL_COOP
1d. At any time during this school year did you attend a homeschooling cooperative, or co-op, in
person?
Homeschooling cooperatives (co-ops) are groups of homeschooling families who work together to
educate their children. They can range from informal groups to more formal programs that resemble
private schools. Some co-op students may report in-person attendance if they feel like that fits.
1 = Yes
2 = No
2

CHECK ITEM A: If student answers “No” for E_ATTENDSCHOOL_A, B, & C SKIP to END

1e. E_REMOTE_SCHOOLING_COVID
[Q1E ASKED IF E_ATTENDSCHOOL_B = “Yes” or E_ATTENDSCHOOL_C = “Yes” (PHRASING RELATED TO
SCHOOLING TYPE WILL BE PROGRAMMED AS FILLS. EACH VERSION IS WRITTEN AS A SEPARATE
QUESTION DURING COGNITIVE TESTING FOR CLARITY)]
[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “No”]
Did [you/^Name] receive [online schooling or virtual learning] because of the Coronavirus pandemic?
[IF E_ATTENDSCHOOL_B = “No” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [homeschooling instead of being enrolled in a public or private school]
because of the Coronavirus pandemic?
[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [online schooling or virtual learning or homeschooling instead of being
enrolled in a public or private school] because of the Coronavirus pandemic?
1= Yes
2= No
[IF E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”]
1f. E_HOMESCHOOL_WHY
For this next question, I’m going to read a list of 7 possible reasons that some families decided to
homeschool rather than enroll in public or private school. You can say yes to more than one reason
but please choose ones that best fit the reason or reasons your family decided to homeschool.
1. Because of your experiences with bullying?
1= Yes
2= No
2. Because of concerns about the school environment, such as safety, drugs, or negative peer
pressure?
1= Yes
2= No
3. Because you or your parents were not happy with the quality of the education you were
receiving?
1= Yes
2= No
3

4. Because of religious reasons?
1= Yes
2= No
5. Because of a physical, mental, or developmental condition?
1= Yes
2= No
6. Because of an illness that prevents you from attending school?
1= Yes
2= No
7. Because of your county’s decision to close the schools?
1= Yes
2= No
8.Because of a different reason? – Specify
1= Yes
2= No

E_HOMESCHOOL_WHY_SPECIFY
What was the different reason?

Specify:

1f. E_DIFFSCHOOL_ATTENDED
How many different schools have you attended this school year?
[Only include if student answered E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”] Include your
homeschooling as one school.
1 = One school
2 = Two schools
3 = Three or more schools
CHECK ITEM B: If student was not homeschooled (E_ATTENDSCHOOL_C (HOMESCHOOL) = “No”)
SKIP to E_WHATGRADE. If student was fully or partially homeschooled (E_ATTENDSCHOOL_C
(HOMESCHOOL) = “Yes”) continue with E_HOMESCHOOLGRADE.

4

2a. E_HOMESCHOOLGRADE
During the time you were homeschooled this school year, what grade would you have been enrolled
in if you were in a public or private school?
This question refers to the 2021-2022 school year.
0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to END

E_HOMESCHOOLGRADE_OTHER
Specify:
CHECK ITEM C: If student was only homeschooled (E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes”,
E_ATTENDSCHOOL_A (IN PERSON) = “No” AND E_ATTENDSCHOOL_B (VIRTUAL) = “No”) SKIP to
END.
If student was partially homeschooled (E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes” and either
(E_ATTENDSCHOOL_A (IN PERSON) = “Yes” AND/OR E_ATTENDSCHOOL_B (VIRTUAL) = “Yes) SKIP
to INTRO_2

2b. E_WHATGRADE
What grade are you in?
This question refers to the 2021-2022 school year.
0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
SKIP to E_WHATMONTH
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to END
5

E_WHATGRADE_OTHER
SKIP to E_WHATMONTH

Specify:

INTRO_2
READ INTRO_2 only if E_ATTENDSCHOOL_C (HOMESCHOOL) = “Yes” and either (E_ATTENDSCHOOL_A
(IN PERSON) = “Yes” AND/OR E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”)
The remaining questions pertain only to your attendance at a public or private school and not to being
homeschooled [IF E_HOMESCHOOL_COOP= “Yes”: or attending a homeschool cooperative].

3. E_WHATMONTH
In what month did your current school year begin?
1 = July
2 = August
SKIP to F_SCHOOLSTATE
3 = September
4 = Other – ASK E_WHATMONTHOTHER

E_WHATMONTHOTHER
Specify the other month that school year began.
1 = January
2 = February
3 = March
4 = April
5 = May
6 = June
7 = October
8 = November
9 = December
ENVIRONMENTAL QUESTIONS

INTRO_3
READ INTRO_3 only if E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”
For the next questions, please think about the school you would normally attend in person right now.

4a. F_SCHOOLSTATE
In what state is your school located?
State:

4b. F_SCHOOLCOUNY
In what county is your school located?
County:
6

4c. F_SCHOOLCITY
In what city is your school located?
City:

4d. F_NAMEOFSCHOOL
What is the complete name of your school?
School name:

5a. F_PUBLICORPRIVATE
Is your school public or private?
1 = Public – ASK F_REGULARSCHOOL
2 = Private – SKIP to F_CHURCHRELATED

5b. REGULARSCHOOL
Is this the regular school that most of the students in your neighborhood attend?
1 = Yes – SKIP to F_GRADES_LOW
2 = No – SKIP to F_GRADES_LOW

5c. F_CHURCHRELATED
Is your school affiliated with a religion?
A school affiliated with a religion is defined as an elementary or secondary school that is either partially
or fully supported/funded by a church, synagogue, or mosque.
1 = Yes
2 = No
3 = Don’t know

6a. F_GRADES_LOW
What is the lowest grade taught in your school?
Enter the lowest grade mentioned
0 = Pre-Kindergarten or Kindergarten
1 = 1st grade
2 = 2nd grade
3 = 3rd grade
4 = 4th grade
5 = 5th grade
6 = 6th grade
7 = 7th grade
8 = 8th grade
9 = 9th grade
7

10 = 10th grade
11 = 11th grade
12 = H.S. Senior
13 = Post-graduate
20 = All ungraded
30 = All special education

6b. F_GRADES_HIGH
What is the highest grade taught in your school?
Enter the highest grade mentioned
0 = Pre-Kindergarten or Kindergarten
1 = 1st grade
2 = 2nd grade
3 = 3rd grade
4 = 4th grade
5 = 5th grade
6 = 6th grade
7 = 7th grade
8 = 8th grade
9 = 9th grade
10 = 10th grade
11 = 11th grade
12 = H.S. Senior
13 = Post-graduate
20 = All ungraded
30 = All special education

7. F_GETTOSCHOOL
When you attend school in person, how do you get to school most of the time this school year?
If multiple modes are used, code the mode in which the student spends the most time.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify

F_GETTOSCHOOL_SPECIFY
Specify:

8

8. F_HOMEFROMSCHOOL
When you attend school in person, how do you get home from school most of the time this school
year?
If multiple modes are used, code the mode in which the student spends the most time.
If the student volunteers that he or she does not go directly home after school, record the mode that the
student uses to get to his or her first destination after school.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify

F_HOMEFROMSCHOOL_SPECIFY
Specify:

9a. F_ACTIVITY_SPIRIT
During this school year, have you participated in any of the following activities sponsored by your
school:
Spirit groups, for example, Cheerleading, Dance Team, or Pep Club?
1 = Yes
2 = No

9b. F_ACTIVITY_SPORTS
Athletic teams at school?
1 = Yes
2 = No

9c. F_ACTIVITY_ARTS
Performing arts, for example, Band, Choir, Orchestra, or Drama?
1 = Yes
2 = No

9d. F_ACTIVITY_ACADEMIC
Academic clubs, for example, Debate Team, Honor Society, Spanish Club, Math Club, or Computer
Club?
1 = Yes
2 = No

9

9e. F_ACTIVITY_GOVT
Class council or student government, also known as SGA?
1 = Yes
2 = No

9f. F_ACTIVITY_SERVICE
[IF GRADES 6, 7, or 8 ASK] Volunteer or community service clubs sponsored by your school, for
example, Peer Mediators, Environmental Club, or Recycling Club?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or community service clubs sponsored by your school, for
example, Peer Mediators, Environmental Club, Key Club, or Interact? Do not include community
service hours required for graduation.
1 = Yes
2 = No

9g. F_ACTIVITY_OTHER
Other school clubs or school activities?
1 = Yes – ASK F_ACTIVITY_OTHER_SPECIFY
2 = No – SKIP to F_SAFETY_POLICE

9h. F_ACTIVITY_OTHER_SPECIFY
What are the other school clubs or school activities you participate in?
Specify:
CHECK ITEM D: If student did not attend school in person this school year (E_ATTENDSCHOOL_A =
“No”) SKIP to F_SAFETY_CODE_OF_CONDUCT

10a. F_SAFETY_POLICE
The next questions are about security measures that some schools take.
Does your school have:
Security guards or assigned police officers?
1 = Yes
2 = No
3 = Don’t know

10

10b. F_SAFETY_HALLSTAFF
Other adults supervising the hallway, such as teachers, administrators, or parent volunteers?
1 = Yes
2 = No
3 = Don’t know

10c. F_SAFETY_METAL_DETECTORS
Metal detectors, including wands?
A ‘metal detector’ is a device used to check for weapons students might be trying to bring onto school
property. The metal detector may be in a form of a doorframe, which you are asked to walk through. It
may also be in the form of a hand-held metal detector that looks like a wand or paddle, which is moved
around your body.
1 = Yes
2 = No
3 = Don’t know

10d. F_SAFETY_DOORS_LOCKED
Locked entrance or exit doors during the day?
1 = Yes
2 = No
3 = Don’t know

10e. F_SAFETY_SIGN_IN
A requirement that visitors sign in AND wear visitor badges or stickers?
1 = Yes
2 = No
3 = Don’t know

10f. F_SAFETY_LOCKER_CHECKS
Locker checks?
A locker check is the act of school administrators or officials opening a locker and looking though its
contents. Depending on the circumstances, administration may choose to search one, several, or all
lockers.
1 = Yes
2 = No
3 = Don’t know
4 = School does not have lockers

11

10g. F_SAFETY_STUDENT_ID
A requirement that students wear badges or picture identification?
1 = Yes
2 = No
3 = Don’t know

10h. F_SAFETY_CAMERAS
One or more security cameras to monitor the school?
1 = Yes
2 = No
3 = Don’t know

10i. F_SAFETY_CODE_OF_CONDUCT
Does your school have a code of student conduct, that is, a set of written rules or guidelines that the
school provides to you?
1 = Yes
2 = No
3 = Don’t know

11. F_REPORT
If you hear about a threat to school or student safety, do you have a way to report it without having
to give your name?
Probe: Do you have a way to report a threat, such as an anonymous drop box or hotline?
1 = Yes
2 = No
3 = Don’t know

12. F_DISTRACTED
In your classes, how often are you distracted from doing your schoolwork because other students are
misbehaving, for example, talking or fighting?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

12

13a. F_RULES_FAIR
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with the
following...?
The school rules are fair.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13b. F_PUNISHMENT_SAME
The punishment for breaking school rules is the same no matter who you are.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13c. F_RULES_ENFORCED
The school rules are strictly enforced.
Strictly enforced rules means that the school consistently carries out disciplinary actions against any
students who break school rules.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13d. F_PUNISHMENT_KNOWN
If a school rule is broken, students know what kind of punishment will follow.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13e. F_TEACHERS_RESPECT
Teachers treat students with respect.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

13

14a. F_ADULT_REALLYCARES
Thinking about the teachers and staff at your school, would you strongly agree, agree, disagree, or
strongly disagree with the following…?
There is a TEACHER or other ADULT at school who…
Really cares about you.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14b. F_ADULT_LISTENS
Listens to you when you have something to say.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14c. F_ADULT_GOOD_JOB
Tells you when you do a good job.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

15a. F_STUDENT_REALLYCARES
Thinking about the students at your school, would you strongly agree, agree, disagree, or strongly
disagree with the following…?
There is a STUDENT at school who…
Really cares about you.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

14

15b. F_STUDENT_LISTENS
Listens to you when you have something to say.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

15c. F_STUDENT_SUCCESS
Believes that you will be a success.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

16. F_CRIME_NEIGHBORHOOD
Thinking about the neighborhood where YOU LIVE, would you strongly agree, agree, disagree, or
strongly disagree with the following…?
There is a lot of crime in the neighborhood where YOU LIVE.
A neighborhood can be blocks of houses, apartments, and places you spend time at near your home.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

17. F_CRIME_NEIGHBORHOOD_SCHOOL
Thinking about the neighborhood where YOUR SCHOOL is located, would you strongly agree, agree,
disagree, or strongly disagree with the following...?
There is a lot of crime in the neighborhood where YOU go to SCHOOL.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree

15

18. F_SAFE_IN_SCHOOL
Thinking about your school, would you strongly agree, agree, disagree, or strongly disagree with the
following...?
You feel safe in your school.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
CHECK ITEM E:
If student did not attend school in person this school year (E_ATTENDSCHOOL_A (IN PERSON) =
“No”) GO TO SCS_INTRO_4_VIRTUAL
If student did attend school in person this school year (E_ATTENDSCHOOL_A (IN PERSON)= “Yes”
AND E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”) SKIP to SCS_INTRO_4_INPERSON

SCS_INTRO_4_VIRTUAL
Now I have some questions about things that happen during school, which includes virtual classes and
other school sponsored activities. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3 AND E_ATTENDSCHOOL_C =
“No”: For the remainder of this survey, think about both/all schools you attended this school year.]
Your answers will not be shared with anyone at your school or home.
The following questions are only about this school year.

IF_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL
20a. During this school year, did you see another student who was under the influence of illegal drugs
or alcohol while they were attending virtual school?
1 = Yes
2 = No

SKIP to G_BULLY_MADE_FUN

SCS_INTRO_4_INPERSON
Now I have some questions about things that happen during school, which includes [IF
E_ATTENDSCHOOL_B (VIRTUAL) = “Yes” FILL: virtual classes,] in the school building, on school property,
on a school bus, or going to and from school. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3 AND
E_ATTENDSCHOOL_C = “No”: For the remainder of this survey, think about both/all schools you
attended this school year.] Your answers will not be shared with anyone at your school or home.
The following questions are only about this school year.
The following questions pertain only to the student’s attendance at a public or private school and not to
being homeschooled or attending a homeschool cooperative.
16

19a. F2_ALCOHOL
Is it possible for students to get any of the following while at school…
Alcoholic beverages?
1 = Yes
2 = No

19b. F2_MARIJUANA
Marijuana, also known as pot or weed?
1 = Yes
2 = No

19c. F2_OPIOIDS
Heroin or prescription painkillers illegally obtained without a prescription, such as Codeine, Percocet,
or fentanyl? These are also known as opioids.
1 = Yes
2 = No

19d. F2_PRESCRIPTION_DRUGS
Other prescription drugs illegally obtained without a prescription, such as Xanax, Ritalin, or Adderall?
1 = Yes
2 = No

19e. F2_OTHER_ILEGAL
Other illegal drugs, such as cocaine, uppers, or crystal meth?
Do not include tobacco or tobacco products.
1 = Yes
2 = No

20b. F_KNOW_DRUGS_OR_ALCOHOL
During this school year, did you see another student who was under the influence of illegal drugs or
alcohol while they were at school [IF E_ATTENDSCHOOL_B (VIRTUAL) = “Yes” FILL: or during virtual
classes]?
1 = Yes
2 = No
FIGHTING, BULLYING AND HATE BEHAVIORS

17

21a. G_FIGHT_AT_SCHOOL
During this school year, have you been in one or more physical fights at school?
1 = Yes
2 = No – SKIP to G_BULLY_MADE_FUN

21b. G_FIGHT_HOW_OFTEN
During this school year, how many times have you been in a physical fight at school?
Number of times: __________

22a. G_BULLY_MADE_FUN
Now I have some questions about what students do during school that make you feel bad or are
hurtful to you. These could occur in person or using technologies, such as a phone, the Internet, or
social media. We often refer to this as being bullied. During this school year, has any student bullied
you?
That is, has another student...?
Made fun of you, called you names, or insulted you, in a hurtful way?
1 = Yes
2 = No

22b. G_BULLY_RUMOR
Spread rumors about you or tried to make others dislike you?
1 = Yes
2 = No

22c. G_SHARED
Purposely shared your private information, photos, or videos in a hurtful way?
1 = Yes
2 = No

22d. G_BULLY_THREAT
Threatened you with harm?
1 = Yes
2 = No

22e. G_BULLY_CONTACT
Pushed you, shoved you, tripped you, or spit on you?
1 = Yes
2 = No

18

22f. G_BULLY_COERCED
Tried to make you do things you did not want to do, for example, give them money or other things?
1 = Yes
2 = No

22g. G_EXCLUDED
Excluded you from activities, social media, or other communications to hurt you?
1 = Yes
2 = No

22h. G_BULLY_DESTROYED_PROP
Destroyed your property on purpose?
1 = Yes
2 = No
CHECK ITEM F: If all items in 22a-22h (G_BULLY_RUMOR—G_BULLY_DESTROYED_PROP) are
marked “No” SKIP to G_HATE.

23a. G_BULLY_DAY_PLUS
During this school year, how many days were you bullied?
Read answer categories
1 = One day
2 = Two days
3 = Three to ten days
4 = More than ten days

SKIP to G_BULLY_HAPPEN_AGAIN

23b. G_BULLY_TIMES
In that one day, how many times would you say other students did those things that made you feel
bad or were hurtful to you?
Read answer categories 1—2
1 = Once
2 = Two or more times
3 = Too many times to count
4 = Don’t know

19

24. G_BULLY_HAPPEN_AGAIN
Did you think the bullying would happen again?
1 = Yes
2 = No

25. G_BULLY_MULTI_PERS
Thinking about the [time/times] you were bullied this school year, did more than one person do
[this/these things] to you?
1 = Yes
2 = No – SKIP to G_BULLY_STRONGER

26. G_BULLY_HOW_ACT
Did these people act alone, together as a team, or both?
1 = Alone
2 = Together
3 = Both
4 = Don’t know

27a. G_BULLY_STRONGER
Now I have some additional questions about the [time/times] [another student/ other students]
{behavior1}, {behavior2}, and {behaviorx…}. Thinking about the [person/ people] who did [this/these
things] to you this school year,
[Was this person/ Were any of these people/ Was anyone in the group] physically bigger or stronger
than you?
1 = Yes
2 = No

27b. G_BULLY_POPULAR
[Was this person/ Were any of these people/ Was anyone in the group] more popular than you?
1 = Yes
2 = No

27c. G_BULLY_MONEY
[Did this person/ Did any of these people/ Did anyone in the group] have more money than you?
1 = Yes
2 = No

20

27d. G_BULLY_INFLUENCE
[Did this person/ Did any of these people/ Did anyone in the group] have the ability to influence what
other students think of you?
1 = Yes
2 = No

27e. G_BULLY_OTHER_POWER
[Did this person/ Did any of these people/ Did anyone in the group] have more power than you in
another way?
1 = Yes
2 = No – SKIP to CHECK ITEM G

27f. G_ OTHER_POWER_SPECIFY
In what other way [did that student/ did any of those students] have more power than you?
Specify:
CHECK ITEM G: Did more than one student do those things? (G_BULLY_MULTI_PERS)
--Yes (R answered “Yes” to G_BULLY_MULTI_PERS, SKIP to G_WHERE1)
--No (R answered “No,” “Don’t know,” or “Refuse” to G_BULLY_MULTI_PERS, ASK
G_RELAT_SIBLING — G_RELAT_OTH_STUDENT)

28a. G_RELAT_SIBLING
What was your relationship to the student when they bullied you? Were they…
Your brother or sister?
1 = Yes
2 = No

28b. G_RELAT_DATING
Your boyfriend or girlfriend at the time?
1 = Yes
2 = No

28c. G_RELAT_EX_DATING
Your ex-boyfriend or ex-girlfriend at the time?
1 = Yes
2 = No

21

28d. G_RELAT_OTH_STUDENT
Another student from school?
1 = Yes
2 = No

29. G_BULLY_WHERE1 through G_BULLY_WHERE9
Still thinking about the [time/times] that you were bullied, where did the bullying occur? Did it
occur…
Read answer categories, mark all that apply
1 = In a classroom at school?
2 = In a hallway or stairwell at school?
3 = In a bathroom or locker room at school?
4 = In a gymnasium or weight room at school?
5 = In a cafeteria or lunchroom at school?
6 = Outside on school grounds?
7 = On the way to or from school such as on a school bus or at a bus stop?
8 = Online or by text?
9 = Somewhere else? – Specify

G_BULLY_WHERE_SPECIFY
Where is the other place where bullying occurred?

Specify:

30. G_BULLY_ADULT_TOLD
Did you tell a teacher or some other adult at school about being bullied?

1 = Yes
2 = No

31a. G_SCHOOL_WORK
This school year, how much has bullying had a NEGATIVE effect on:
Your school work?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

22

31b. G_RELATION_FRIEND_FAMILY
Your relationships with friends or family?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31c. G_ABOUT_YOURSELF
How you feel about yourself?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

31d. G_PHYSICAL_HEALTH
Your physical health for example, caused injuries, gave you headaches or stomachaches?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

32a. G_BULLY_RACE
When you were bullied in school this year, did you ever think it was related to...
Your race?
1 = Yes
2 = No

32b. G_BULLY_RELIGION
Your religion?
1 = Yes
2 = No

23

32c. G_BULLY_ETHNIC_ORIGIN
Your ethnic background or national origin – for example, people of Hispanic origin?
1 = Yes
2 = No

32d. G_BULLYING_DISABILITY
Any condition you may have – such as a physical, mental, or developmental condition?
1 = Yes
2 = No

32e. G_BULLYING_GENDER
Your gender?
1 = Yes
2 = No

32f. G_BULLYING_ORIENTATION
Your sexual orientation – by this we mean gay, lesbian, bisexual, or straight?
1 = Yes
2 = No

32g. G_BULLYING_APPEARANCE
Your physical appearance?
1 = Yes
2 = No

33. G_HATE
During this school year, has anyone called you an insulting or bad name at school having to do with
your race, religion, ethnic background or national origin, disability, gender, or sexual orientation? We
call these hate-related words.
1 = Yes
2 = No – SKIP to G_HATE_WORDS

34a. G_HATE_RACE
Were any of the hate-related words related to...
Your race?
1 = Yes
2 = No
3 = Don’t know

24

34b. G_HATE_RELGION
Your religion?
1 = Yes
2 = No
3 = Don’t know

34c. G_HATE_ETHNICITY
Your ethnic background or national origin – for example, people of Hispanic origin?
1 = Yes
2 = No
3 = Don’t know

34d. G_HATE_DISABILITY
Any disability you may have – such as physical, mental, or developmental disabilities?
1 = Yes
2 = No
3 = Don’t know

34e. G_HATE_GENDER
Your gender?
1 = Yes
2 = No
3 = Don’t know

34f. G_HATE_SEXUAL_ORIENTATION
Your sexual orientation – by this we mean gay, lesbian, bisexual or straight?
1 = Yes
2 = No
3 = Don’t know

35a. G_HATE_WORDS
During this school year, have you seen any hate-related words or symbols written in school
classrooms, school bathrooms, school hallways, or on the outside of your school building?
1 = Yes
2 = No

25

35b. G_HATE_WORDS_VIRTUAL
During this school year, have you seen any hate-related words, pictures, videos, or symbols posted on
school sponsored websites or applications? This could include any website or application the school
uses on a regular basis such as Google Classroom, Schoology, or Zoom.
1 = Yes
2 = No
AVOIDANCE

36a. H_AVOID_VIRTUAL
[IF E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”]
During this school year, did you ever skip any virtual classes because you were afraid other students
would do things that make you feel bad or are hurtful to you?
1 = Yes
2 = No
CHECK ITEM H: If student did not attend school in person this school year (E_ATTENDSCHOOL_A
(IN PERSON) = “No”) SKIP to L_GRADES

36b. H_AVOID_SHORTCUT
During this school year, did you ever STAY AWAY from any of the following places because you
thought someone might attack or harm you there?
For example, did you ever stay away from…
The shortest route to school, because you thought someone might attack or harm you?
1 = Yes
2 = No

36c. H_AVOID_ENTRANCE
The entrance into the school?
1 = Yes
2 = No

36d. H_AVOID_HALLWAYS
Any hallways or stairs in school?
1 = Yes
2 = No

26

36e. H_AVOID_CAFETERIA
Parts of the school cafeteria or lunchroom?
1 = Yes
2 = No

36f. H_AVOID_RESTROOMS
Any school restrooms?
1 = Yes
2 = No

36g. H_AVOID_OTHER_PLACES
Other places inside the school building?
1 = Yes
2 = No

36h. H_AVOID_PARKING_LOT
School parking lot?
1 = Yes
2 = No

36i. H_AVOID_OTHER_SCHOOL
Other places on school grounds?
1 = Yes
2 = No

36j. H_AVOID_BUS_STOP
School bus or bus stop?
1 = Yes
2 = No

37a. H_AVOID_ACTIVITIES
Did you AVOID any activities at your school because you thought someone might attack or harm you?
1 = Yes
2 = No

37b. H_AVOID_CLASSES
Did you AVOID any classes because you thought someone might attack or harm you?
1 = Yes
2 = No
27

37c. H_STAY_HOME
Did you stay home from school because you thought someone might attack or harm you in the school
building, on school property, on a school bus, or going to or from school?
1 = Yes
2 = No
FEAR

I_INTRO_FEAR
Sometimes, even if you can’t avoid a place, you may still be afraid of what might happen there.

38a. I_AFRAID
How often are you afraid that someone will attack or harm you in the school building or on school
property?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

38b. I_AFRAID_ON_BUS
How often are you afraid that someone will attack or harm you on a school bus or on the way to and
from school?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

38c. I_AFRAID_NONSCHOOL
Besides the times you are in the school building, on school property, on a school bus, or going to or
from school, how often are you afraid that someone will attack or harm you?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

28

WEAPONS

J_INTRO_WEAPON
In the next series of questions we are going to ask you about weapons at your school. Your answers
will not be shared with anyone at your school or home.

39a. J_WEAPONS_GUN
Some people bring guns, knives, or objects that can be used as weapons to school for protection.
During this school year, did you ever bring the following to school or onto school grounds?
A gun?
1 = Yes
2 = No

39b. J_WEAPONS_KNIFE
A knife brought as a weapon?
1 = Yes
2 = No

39c. J_WEAPONS_OTHER
Some other weapon?
1 = Yes
2 = No

40a. J_GUN_OTHERS
Do you know of any [other] students who have brought a gun to your school during this school year?
1 = Yes
2 = No – SKIP to J_GET_GUN

40b. J_SEE_GUN
Have you actually seen another student with a gun at school during this school year?
1 = Yes
2 = No
3 = Don’t know

41. J_GET_GUN
During this school year, could you have gotten a loaded gun without adult permission, either at school
or away from school?
1 = Yes
2 = No

29

GANGS

K2_INTRO_GANG
Now, we'd like to know about gangs at your school. You may know these as street gangs, fighting
gangs, or something else. Gangs may use common names, signs, symbols, or colors. Your answers will
not be shared with anyone at your school or home.

42a. K_GANGS
Are there any gangs at your school?
1 = Yes
2 = No – SKIP to L_GRADES
3 = Don’t know – SKIP to L_GRADES

42b. K_GANG_FIGHTS
During this school year, how often have gangs been involved in fights, attacks, or other violence at
your school?
Read answer categories 1 through 5
1 = Never
2 = Once or twice this school year
3 = Once or twice a month
4 = Once or twice a week
5 = Almost every day

42c. K_GANG_DRUGS
Have gangs been involved in the sale of drugs at your school during this school year?
1 = Yes
2 = No
3 = Don’t know
STUDENT CHARACTERISTICS

30

43. L_GRADES
During this school year, across all subjects have you gotten mostly –
Read answer categories 1 through 5. If student says the school uses pass/fail grading, ask which they’ve
mostly gotten.
1 = A’s
2 = B’s
3 = C’s
4 = D’s
5 = F’s
6 = Mostly passes
7 = Mostly fails
8 = School does not give grades/no alphabetic grade equivalent

44a. L_SKIP_CLASSES
During the last 4 weeks of school, did you skip any classes? Again, we would like to remind you that
none of your responses will be shared with anyone at your school or home.
1 = Yes
2 = No – SKIP to L_SCHOOL_AFTER_SCHOOL
3 = Don’t know – SKIP to L_SCHOOL_AFTER_SCHOOL

44b. L_SKIP_CLASS_DAYS
During the last 4 weeks of school, on how many days did you skip at least one class?
Number of days:

45a. L_SCHOOL_AFTER_SCHOOL
Thinking about the future, do you think you will...
Attend school after high school, such as a college or technical school?
This could include:
-Automotive Mechanic Training
-Beauty School
-Computer Technical Programs (less than a two-year associate degree)
-Certificate Programs
1 = Yes
2 = No – SKIP to END
3 = Don’t know

31

45b. L_GRADUATE_4YR
Graduate from a 4-year college?
1 = Yes
2 = No
3 = Don’t know
END OF SCS INTERVIEW

46. INTERVIEWTYPE
Were the supplement questions asked in private, or was an adult member of the household or family
present during at least part of the questions?
If not sure or if a telephone interview ask—
Was an adult member of the household or family present during at least part of these questions?
1 = Personal interview – no adult present
2 = Personal interview – adult present
3 = Telephone interview – no adult present
4 = Telephone interview – adult present
5 = Telephone interview – don’t know

32

COGNITIVE PRETESTING OF THE
2022 SCHOOL CRIME SUPPLEMENT TO THE
NATIONAL CRIME VICTIMIZATION SURVEY

ATTACHMENT 5: SPANISH FINAL RECOMMENDATIONS

2022 SCS Questionnaire

2022 SCHOOL CRIME SUPPLEMENT (SCS) SPANISH
SCREEN QUESTIONS FOR SUPPLEMENT
INTRO_1
Now, I would like to ask some questions about [your/^Name’s] experiences at school. We estimate
the survey will take 3 to 15 minutes depending on [your/his/her/^Name] circumstances. The law
authorizes the collection of these data and requires us not to share your responses with
[your/his/her/^Name] school or family.
Ahora, me gustaría hacerle algunas preguntas sobre [sus/las] experiencias [empty/de ^Name] en la
escuela. Responder la encuesta le podría tomar de 3 a 15 minutos, dependiendo de [sus/las]
circunstancias. La ley autoriza la recopilación de estos datos y nos obliga a no compartir [sus/las]
respuestas [empty/de ^Name] con [su/la] escuela o familia [empty/de ^Name].
1 = Enter 1 to continue
2 = Refused supplement
3 = Currently unable to complete the interview, but willing to complete at later date/time
4 = NCVS completed in a language other than English or Spanish

1. E_ATTENDSCHOOL
E_ATTENDSCHOOL_A (IN PERSON)
1a. At any time this school year did [you/^Name] attend a public or private school in person?
¿En algún momento durante este año escolar asistió [usted/^Name] a una escuela pública o privada
presencial?
1 = Yes
2 = No
1 = Sí
2 = No

E_ATTENDSCHOOL_B (VIRTUAL)
1b. At any time this school year did [you/^Name] receive any online schooling or virtual learning
provided by a public or private school?
¿En algún momento durante este año escolar recibió [usted/^Name] enseñanza por internet o
aprendizaje virtual proporcionada por una escuela pública o privada?
1 = Yes
2 = No
1 = Sí
2 = No

2

2022 SCS Questionnaire

E_ATTENDSCHOOL_C (HOMESHOOL)
1c. At any time this school year did [you/^Name] receive homeschooling instead of being enrolled in a
public or private school?
¿En algún momento durante este año escolar recibió [usted/^Name] enseñanza escolar en el hogar
(homeschooling) en vez de estar inscrito en una escuela pública o privada?
1 = Yes
2 = No
1 = Sí
2 = No

E_HOMESCHOOL_COOP
1d. At any time during this school year did you attend a homeschooling cooperative, or co-op, in
person?
Homeschooling cooperatives (co-ops) are groups of homeschooling families who work together to
educate their children. They can range from informal groups to more formal programs that resemble
private schools. Some co-op students may report in-person attendance if they feel like that fits.
1 = Yes
2 = No
¿En algún momento durante este año escolar asistió [usted/^Name] en persona a una cooperativa de
enseñanza escolar en el hogar (homeschooling cooperative), también conocida como una co-op?
Las cooperativas de enseñanza escolar en el hogar (homeschooling co-ops) son grupos de familias que
trabajan juntos para enseñar a sus niños. Pueden variar de grupos informales a programas más formales
que se pueden parecer a escuelas privadas. Puede ser que algunos estudiantes de cooperativas reportan
asistencia en persona si eso refleja su situación.
1 = Sí
2 = No

CHECK ITEM A: If student answers “No” for E_ATTENDSCHOOL_A, E_ATTENDSCHOOL_B, and
E_ATTENDSCHOOL_C SKIP to END

1e. E_REMOTE_SCHOOLING_COVID
[Q1D ASKED IF E_ATTENDSCHOOL_B = “Yes” or E_ATTENDSCHOOL_C = “Yes” (PHRASING RELATED TO
SCHOOLING TYPE WILL BE PROGRAMMED AS FILLS. EACH VERSION IS WRITTEN AS A SEPARATE
QUESTION DURING COGNITIVE TESTING FOR CLARITY)]
[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “No”]
3

2022 SCS Questionnaire
Did [you/^Name] receive [online schooling or virtual learning] because of the Coronavirus pandemic?
¿Recibió [usted/^Name] [enseñanza por internet o aprendizaje virtual] debido a la pandemia del
coronavirus?
[IF E_ATTENDSCHOOL_B = “No” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [homeschooling instead of being enrolled in a public or private school]
because of the Coronavirus pandemic?
¿Recibió [usted/^Name] [enseñza escolar en el hogar (homeschooling) en vez de estar inscrito en una
escuela pública o privada] debido a la pandemia del coronavirus?
[IF E_ATTENDSCHOOL_B = “Yes” AND E_ATTENDSCHOOL_C = “Yes”]
Did [you/^Name] receive [online schooling or virtual learning or homeschooling instead of being
enrolled in a public or private school] because of the Coronavirus pandemic?
¿Recibió [usted/^Name] [enseñanza por internet o aprendizaje virtual o enseñanza escolar en el hogar
(homeschooling) en vez de estar inscrito en una escuela pública o privada]debido a la pandemia del
coronavirus?
1 = Yes
2 = No
1= Sí
2= No

1f. E_HOMESCHOOL_WHY
[IF E_ATTENDSCHOOL_C = “Yes”]
For this next question, I’m going to read a list of 7 possible reasons that some families decided to
homeschool rather than enroll in public or private school. You can say yes to more than one reason
but please choose ones that best fit the reason or reasons your family decided to homeschool.
Para esta próxima pregunta voy a leer una lista de 7 posibles razones que algunas familias decidieron
hacer enseñanza escolar en el hogar (homeschooling) en vez de inscribir a los estudiantes en una
escuela pública o privada. Puede elegir más de una razón, pero por favor elija la razón o las razones
que mejor reflejan por qué [su familia/la familia de ^Name] decidió hacer enseñanza escolar en el
hogar (homeschooling).
1. Because of your experiences with bullying?
1 = Yes
2 = No
2. Because of concerns about the school environment, such as safety, drugs, or negative peer
pressure?
1 = Yes
2 = No
4

2022 SCS Questionnaire

3. Because you or your parents were not happy with the quality of the education you were receiving?
1 = Yes
2 = No
4. Because of religious reasons?
1 = Yes
2 = No
5. Because of a physical, mental, or developmental condition?
1 = Yes
2 = No
6. Because of an illness that prevents you from attending school?
1 = Yes
2 = No
7. Because of your county’s decision to close the schools?
1 = Yes
2 = No
8. Because of a different reason? – Specify
1 = Yes
2 = No
1. ¿Debido a sus experiencias con acoso (bullying)?
1= Sí
2= No
2. ¿Debido a preocupaciones sobre el entorno escolar, como la seguridad, las drogas o la presión
negativa de los compañeros?
1= Sí
2= No
3. ¿Debido a que usted y sus padres no estaban satisfechos con la calidad de educación que recibía?
1= Sí
2= No
4. ¿Debido a motivos religiosos?
1= Sí
2= No
5

2022 SCS Questionnaire

5. ¿Debido a una condición física, mental o de desarrollo?
1= Sí
2= No
6. ¿Debido a una enfermedad que le impide que [usted/^Name] asista a la escuela?
1= Sí
2= No
7. ¿Debido a la decisión de mi condado de cerrar las escuelas?
1= Sí
2= No
8. ¿Debido a otro motivo? – Especifique
1= Sí
2= No

E_HOMESCHOOL_WHY_SPECIFY
What was the different reason?
¿Cuál fue el otro motivo?
Specify/Especifique:

1f. E_DIFFSCHOOL_ATTENDED
How many different schools [have/has] [you/^Name] attended this school year?
¿A cuántas escuelas distintas asistió [usted/^Name] durante este año escolar?
[If student answered E_HOMESCHOOL_C = “Yes,” include the text below.]
Include [your/his/her/^Name] homeschooling as one school.
Cuente [su/la] enseñanza escolar en el hogar (homeschooling) [empty/de él/de ella/de ^Name]como
una escuela.
1 = One school
2 = Two schools
3 = Three or more schools

1 = Una escuela
2 = Dos escuelas
3 = Tres escuelas o más

CHECK ITEM B: If student was not homeschooled (E_ATTENDSCHOOL_C = “No”) SKIP to
E_WHATGRADE. If student was fully or partially homeschooled (E_ATTENDSCHOOL_C = “Yes”)
CONTINUE with E_HOMESCHOOLGRADE.
6

2022 SCS Questionnaire

2a. E_HOMESCHOOLGRADE
During the time [you/^Name] [were/was] homeschooled this school year, what grade would
[you/he/she/^Name] have been enrolled in if [you/he/she/^Name] were in a public or private
school?
Durante el tiempo que [usted/^Name] recibió enseñanza escolar en el hogar (homeschooling) este
año escolar, ¿en qué grado estaría [usted/él/ella/^Name] si estuviera inscrito en una escuela pública
o privada?
This question refers to the 2021-2022 school year.
0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
5 = Tenth
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other
noneligible – SKIP to END

0 = Quinto o menor de quinto grado– SKIP
to END
1 = Sexto
2 = Séptimo
3 = Octavo
4 = Noveno
5 = Décimo
6 = Undécimo
7 = Duodécimo
8 = Otro – Especifique
9 = Universidad/GED/Postgrado/Otro no
elegible – SKIP to END
“Yes” and either (E_ATTENDSCHOOL_A
(IN PERSON) = “Yes” AND/OR
E_ATTENDSCHOOL_B (VIRTUAL) = “Yes)
SKIP to INTRO_2

E_HOMESCHOOLGRADE_OTHER
Specify/Especifique:
CHECK ITEM C: If student was only
homeschooled (E_ATTENDSCHOOL_C
(HOMESCHOOL) = “Yes”,
E_ATTENDSCHOOL_A (IN PERSON) = “No”
AND E_ATTENDSCHOOL_B (VIRTUAL) =
“No”) SKIP to END.

2b. E_WHATGRADE
What grade [are/is] [you/^Name] in?
¿En qué grado está [usted/^Name]?
This question refers to the 2021-2022 school
year.

If student was partially homeschooled
(E_ATTENDSCHOOL_C (HOMESCHOOL) =
0 = Fifth or under – SKIP to END
1 = Sixth
2 = Seventh
3 = Eighth
4 = Ninth
SKIP to E_WHATMONTH
5 = Tenth
7

2022 SCS Questionnaire
6 = Eleventh
7 = Twelfth
8 = Other – Specify
9 = College/GED/Post-graduate/Other noneligible – SKIP to END
0 = Quinto o menor de quinto grado – SKIP to END
1 = Sexto
2 = Séptimo
3 = Octavo
4 = Noveno
SKIP to E_WHATMONTH
5 = Décimo
6 = Undécimo
7 = Duodécimo
8 = Otro – Especifique
9 = Universidad/GED/Postgrado/Otro no elegible – SKIP to END

E_WHATGRADE_OTHER
SKIP to E_WHATMONTH

Specify/Especifique:

INTRO_2
READ INTRO_2 only if E_ATTENDSCHOOL_C = “Yes” and either (E_ATTENDSCHOOL_A = “Yes” AND/OR
E_ATTENDSCHOOL_B = “Yes”).
The remaining questions pertain only to [your/^Name’s] attendance at a public or private school and
not to being homeschooled. [IF E_HOMESCHOOL_COOP= “Yes”: or attending a homeschool
cooperative].
Las preguntas restantes se refieren solamente a [su/la] asistencia [empty/de ^Name] a una escuela
pública o privada, y no a la enseñanza escolar en el hogar (homeschooling).

3. E_WHATMONTH
In what month did [your/his/her/^Name’s] current school year begin?
¿En qué mes comenzó [su/^Name] año escolar actual?
1 = July – SKIP to F_SCHOOLSTATE
2 = August – SKIP to F_SCHOOLSTATE
3 = September – SKIP to F_SCHOOLSTATE
4 = Other – Go to E_WHATMONTHOTHER

1 = Julio – SKIP to F_SCHOOLSTATE
2 = Agosto – SKIP to F_SCHOOLSTATE
3 = Septiembre – SKIP to F_SCHOOLSTATE
4 = Otro – Go to E_WHATMONTHOTHER

E_WHATMONTHOTHER
Specify the other month that school year began.
8

1 = January
2 = February
3 = March
4 = April
5 = May
6 = June
7 = October
8 = November
9 = December

1 = Enero
2 = Febrero
3 = Marzo
4 = Abril
5 = Mayo
6 = Junio
7 = Octubre
8 = Noviembre
9 = Diciembre

ENVIRONMENTAL QUESTIONS
INTRO_3
READ INTRO_3 only if E_ATTENDSCHOOL_B = “Yes.”
For the next questions, please think about the school [your/^Name] would normally attend in person
right now.
Para las próximas preguntas, por favor, piense en la escuela a la que [empty/^NAME] normalmente
asistiría en persona en este momento.

4a. F_SCHOOLSTATE
In what state is [your/^Name’s] school located?
¿En qué estado está [su/la] escuela [empty/de ^Name]?
State:

4b. F_SCHOOLCOUNTY
In what county is [your/^Name’s] school located?
¿En qué condado está [su/la] escuela [empty/de ^Name]?
County:

4c. F_SCHOOLCITY
In what city is [your/^Name’s] school located?
¿En qué ciudad está [su/la] escuela [empty/de ^Name]?
City:

4d. F_NAMEOFSCHOOL
What is the complete name of [your/^Name’s] school?
¿Cuál es el nombre completo de [su/la] escuela [empty/de ^Name]?
School name:

2022 SCS Questionnaire

5a. F_PUBLICORPRIVATE
Is [your/^Name’s] school public or private?
¿Es [su/la] escuela [empty/de ^Name] pública o privada?
1 = Public – ASK F_REGULARSCHOOL
2 = Private – SKIP to F_CHURCHRELATED

1 = Pública - ASK F_REGULARSCHOOL
2 = Privada - SKIP to F_CHURCHRELATED

5b. REGULARSCHOOL
Is this the regular school that most of the students in [your/^Name’s] neighborhood attend?
¿Es esta la escuela asignada a la que asiste la mayoría de los estudiantes [de su/del] vecindario
[empty/de ^Name]?
1 = Yes – SKIP to F_GRADES_LOW
2 = No – SKIP to F_GRADES_LOW
1 = Sí – SKIP to F_GRADES_LOW
2 = No – SKIP to F_GRADES_LOW

5c. F_CHURCHRELATED
Is [your/^Name’s] school affiliated with a religion?
¿Está [su/la] escuela [empty/de ^Name] afiliada a una religión?
The definition for the term ‘school affiliated with a religion’ is an elementary or secondary school that is
either partially or fully supported/funded by a church, synagogue, or mosque.
La definición del término “escuela afiliada a una religión” se refiere una escuela primaria o secundaria
que cuenta con fondos o apoyo parcial o total de una organización religiosa, como por ejemplo, una
iglesia, sinagoga o mezquita.
1 = Yes
2 = No
3 = Don’t know
1 = Sí
2 = No
3 = No sé

6a. F_GRADES_LOW
What is the lowest grade taught in [your/^Name’s] school?
¿Cuál es el grado más bajo que se enseña en [su/la] escuela [empty/de ^Name]?
Enter the lowest grade mentioned

0 = Pre-Kindergarten or Kindergarten
1 = First
2 = Second

3 = Third
4 = Fourth
5 = Fifth
10

2022 SCS Questionnaire
6 = Sixth
7 = Seventh
8 = Eighth
9 = Ninth
10 = Tenth
11 = Eleventh
12 = Twelfth
13 = Graduated from High School
20 = All ungraded
30 = All special education
0 = Pre-Kindergarten o Kindergarten
1 = Primer
2 = Segundo

3 = Tercer
4 = Cuarto
5 = Quinto
6 = Sexto
7 = Séptimo
8 = Octavo
9 = Noveno
10 = Décimo
11 = Undécimo
12 = Duodécimo
13 = Graduado de High School
20 = No está en un grado específico
30 = Todo deeducación especial

6b. F_GRADES_HIGH
What is the highest grade taught in [your/^Name’s] school?
¿Cuál es el grado más alto que se enseña en [su/la] escuela [empty/de ^Name]?
Enter the highest grade mentioned
0 = Pre-Kindergarten or Kindergarten
1 = First
2 = Second
3 = Third
4 = Fourth
5 = Fifth
6 = Sixth
7 = Seventh
8 = Eighth
9 = Ninth
10 = Tenth
11 = Eleventh
12 = Twelfth
13 = Post-graduate
20 = All ungraded
30 = All special education

0 = Pre-Kindergarten o Kindergarten
1 = Primer
2 = Segundo
3 = Tercer
4 = Cuarto
5 = Quinto
6 = Sexto
7 = Séptimo
8 = Octavo
9 = Noveno
10 = Décimo
11 = Undécimo
12 = Duodécimo
13 = Postgraduado
20 = No está en un grado específico
30 = Todos de educación especial

7. F_GETTOSCHOOL
When [you/^Name] attend school in person, how [do/does] [you/^Name] get to school most of the
time this school year?

11

2022 SCS Questionnaire
Cuando [usted/^Name] asiste a la escuela en persona, ¿cómo llega [usted/^Name] a la escuela la
mayor parte del tiempo este año escolar?
If multiple modes are used, code the mode in which the student spends the most time.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify

1 = Caminando
2 = Autobús escolar
3 = Autobús público, tren subterráneo, tren
4 = Automóvil
5 = Bicicleta, bicicleta de motor o motocicleta
6 = Algún otro medio – Especifique

F_GETTOSCHOOL_SPECIFY
Specify/Especifique:

8. F_HOMEFROMSCHOOL
When [you/^Name] attend school in person, how [do/does] [you/^Name] get home from school most
of the time this school year?
Cuando [usted/^Name] asiste a la escuela en persona, ¿cómo va de la escuela a la casa la mayor parte
del tiempo este año escolar?
If multiple modes are used, code the mode in which the student spends the most time.
If the student volunteers that he or she does not go directly home after school, record the mode that the
student uses to get to his or her first destination after school.
1 = Walk
2 = School bus
3 = Public bus, subway, train
4 = Car
5 = Bicycle, motorbike, or motorcycle
6 = Some other way – Specify

1 = Caminando
2 = Autobús escolar
3 = Autobús público, tren subterráneo, tren
4 = Automóvil
5 = Bicicleta, bicicleta de motor o motocicleta
6 = Algún otro medio – Especifique

F_HOMEFROMSCHOOL_SPECIFY
Specify/Especifique:

9a. F_ACTIVITY_SPIRIT
During this school year, [have/has] [you/^Name] participated in any of the following activities
sponsored by [your/his/her/^Name’s] school…
Durante este año escolar, ¿ha participado [usted/^Name] en alguna de las siguientes actividades
patrocinadas por [su/la] escuela [empty/de ^Name]:
Spirit groups, for example, Cheerleading, Dance Team, or Pep Club?
¿Grupos animadores (grupos spirit), por ejemplo, cheerleading, Equipo de baile o Pep Club?
12

2022 SCS Questionnaire
1 = Yes
2 = No
1= Sí
2= No

9b. F_ACTIVITY_SPORTS
Athletic teams at school?
¿Equipos de atletismo en la escuela?
1 = Yes
2 = No
1= Sí
2= No

9c. F_ACTIVITY_ARTS
Performing arts, for example, Band, Choir, Orchestra, or Drama?
¿Artes escénicas, por ejemplo, banda, coro, orquestra o teatro?
1 = Yes
2 = No
1= Sí
2= No

9d. F_ACTIVITY_ACADEMIC
Academic clubs, for example, Debate Team, Honor Society, Spanish Club, Math Club, or Computer
Club?
¿Clubes académicos, por ejemplo, equipo de debate, sociedades de honor, club de español, club de
matemáticas o club de computadoras?
1 = Yes
2 = No
1= Sí
2= No

9e. F_ACTIVITY_GOVT
Class council or student government, also known as SGA?
¿Consejo estudiantil o gobierno estudiantil, también conocido por sus siglas en inglés, SGA?
1 = Yes
2 = No
1= Sí
2= No
13

2022 SCS Questionnaire

9f. F_ACTIVITY_SERVICE
[IF GRADES 6, 7, or 8 ASK] Volunteer or community service clubs sponsored by [your/his/her/^Name]
school, for example, Peer Mediators, Environmental Club, or Recycling Club?
¿Clubes de voluntarios o servicio comunitario patrocinados por [su/la] escuela [empty/de ^Name],
por ejemplo, Compañeros Mediadores (Peer Mediators), Club del medio ambiente o Club de reciclaje?
[IF GRADES 9, 10, 11, or 12 ASK] Volunteer or community service clubs sponsored by
[your/his/her/^Name] school, for example, Peer Mediators, Environmental Club, Key Club, or
Interact? Do not include community service hours required for graduation.
¿Clubes de voluntarios o servicio comunitario patrocinados por [su/la] escuela [empty/de ^Name],
por ejemplo, Compañeros Mediadores (Peer Mediators), Club del medio ambiente, Key Club o
Interact? No incluya horas de servicio comunitario requeridas para la graduación.
1 = Yes
2 = No
1= Sí
2= No

9g. F_ACTIVITY_OTHER
Other school clubs or school activities?
¿Otros clubes escolares o actividades escolares?
1 = Yes – ASK to F_ACTIVITY_OTHER_SPECIFY
2 = No – SKIP to F_SAFETY_POLICE
1= Sí
2= No

F_ACTIVITY_OTHER_SPECIFY
What are the other school clubs or school activities [you/^Name] participated in?
¿Cuáles son los otros clubes escolares o actividades escolares en los cuales [usted/^Name] ha
participado?
Specify/Especifique:
CHECK ITEM D: If student did not attend school in person this school year (E_ATTENDSCHOOL_A =
“No”) SKIP to F_SAFETY_CODE_OF_CONDUCT.

10a. F_SAFETY_POLICE
The next questions are about security measures that some schools take.
Las siguientes preguntas son sobre las medidas de seguridad que toman algunas escuelas.
Does [your/^Name’s] school have:
14

2022 SCS Questionnaire
¿Tiene [su/la] escuela [empty/de ^Name]:
Security guards or assigned police officers?
Guardias de vigilancia o agentes de la policía asignados a la escuela?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

10b. F_SAFETY_HALLSTAFF
Other adults supervising the hallway, such as teachers, administrators, or parent volunteers?
¿Otros adultos que supervisan los pasillos, por ejemplo, maestros, administradores o padres
voluntarios?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

10c. F_SAFETY_METAL_DETECTORS
Metal detectors, including wands?
¿Detectores de metal, incluyendo detectores de mano?
A ‘metal detector’ is a device used to check for weapons students might be trying to bring onto school
property. The metal detector may be in a form of a doorframe, which you are asked to walk through. It
may also be in the form of a hand-held metal detector that looks like a wand or paddle, which is moved
around your body.
Un "detector de metales" es: un dispositivo que se usa para revisar las armas que los estudiantes podrían
tratar de traer consigo a la escuela. El detector de metales puede tener la forma de un marco de puerta
por el cual se le pide que pase. También puede tener la forma de un detector de metales de mano que se
parece a una varita o paleta, que se pasa alrededor de su cuerpo.
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé
15

2022 SCS Questionnaire

10d. F_SAFETY_DOORS_LOCKED
Locked entrance or exit doors during the day?
¿La entrada o las puertas de salida cerradas con llave durante el día?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

10e. F_SAFETY_SIGN_IN
A requirement that visitors sign in AND wear visitor badges or stickers?
¿El requisito de que los visitantes tengan que inscribirse Y llevar puesto un carnet, una identificación
de visitante o una etiqueta con su identificación impresa (sticker)?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

10f. F_SAFETY_LOCKER_CHECKS
Locker checks?
¿Inspecciones de los casilleros personales, también conocidos como lockers en inglés?
A ‘locker check’ is the act of school administrators or officials opening a locker and looking though its
contents. Depending on the circumstances, administration may choose to search one, several, or all
lockers.
Una “Inspección de casillero (locker)” es cuando los administradores escolares o funcionarios abren un
casillero y revisan su contenido. Dependiendo de las circunstancias, la administración puede elegir
inspeccionar uno, varios o todos los casilleros.
1 = Yes
2 = No
3 = Don’t know
4 = Respondent’s school does not have lockers
1= Sí
2= No
3= No sé
4= La escuela del encuestado no tiene casillero
16

2022 SCS Questionnaire

10g. F_SAFETY_STUDENT_ID
A requirement that students wear badges or picture identification?
¿El requisito de que los estudiantes lleven puesto carnet o identificación con foto?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

10h. F_SAFETY_CAMERAS
One or more security cameras to monitor the school?
¿Una o más cámaras de seguridad para vigilar la escuela?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3 = No sé

10i. F_SAFETY_CODE_OF_CONDUCT
Does [your/^Name’s] school have a code of student conduct, that is, a set of written rules or
guidelines that the school provides to [you/him/her/^Name]?
¿Tiene [su/la] escuela [empty/de ^Name] un código de conducta estudiantil, es decir, una lista de
reglas o normas escritas que la escuela le proporciona a [usted/él/ella/^Name]?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

11. F_REPORT
If [you/^Name] hear(s) about a threat to school or student safety, [do/does] [you/he/she/^Name]
have a way to report it without having to give [your/his/her/^Name’s] name?
Si [usted/^Name] escucha acerca de una amenaza a la seguridad de la escuela o de un estudiante,
¿tiene [usted/^Name] una manera de reportarla sin tener que dar su nombre?
Probe: Do you have a way to report a threat, such as an anonymous drop box or hotline?
17

2022 SCS Questionnaire
Probe: ¿Tiene alguna forma de reportar amenazas, como un buzón anónimo o una línea telefónica
directa?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

12. F_DISTRACTED
In [your/^Name’s] classes, how often [are/is] [you/he/she/^Name] distracted from doing
[your/his/her/^Name’s] schoolwork because other students are misbehaving, for example, talking or
fighting?
En [sus/las] clases [empty/de ^Name], ¿con qué frecuencia [usted/él/ella/^Name] se distrae de sus
estudios porque otros estudiantes se están comportando mal, por ejemplo, hablando o peleando?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

1 = Nunca
2 = Casi nunca
3 = A veces
4 = La mayoría del tiempo

13a. F_RULES_FAIR
Thinking about [your/Name’s] school, would [your/he/she/^Name] strongly agree, agree, disagree, or
strongly disagree with the following...?
Pensando en [su/la] escuela [empty/de ^Name], ¿está [usted/él/ella/^Name] muy de acuerdo, de
acuerdo, en desacuerdo o muy en desacuerdo con lo siguiente...?
The school rules are fair.
Las reglas de la escuela son justas.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

13b. F_PUNISHMENT_SAME
The punishment for breaking school rules is the same no matter who you are.
18

2022 SCS Questionnaire
El castigo por no cumplir con las reglas de la escuela es el mismo sin importar quién sea.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

13c. F_RULES_ENFORCED
The school rules are strictly enforced.
Se aplican estrictamente las reglas de la escuela.
Strictly enforced rules means that the school consistently carries out disciplinary actions against any
students who break school rules.
“Reglas estrictamente aplicadas” se refiere a que la escuela lleva a cabo consistentemente acciones
disciplinarias contra cualquier estudiante que rompe las reglas escolares.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

13d. F_PUNISHMENT_KNOWN
If a school rule is broken, students know what kind of punishment will follow.
Si se rompe alguna regla de la escuela, los estudiantes saben cuál será el tipo de castigo que les
corresponde.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo
19

2022 SCS Questionnaire

13e. F_TEACHERS_RESPECT
Teachers treat students with respect.
Los maestros tratan a los estudiantes con respeto.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

14a. F_ADULT_REALLYCARES
Thinking about the teachers and staff at [your/^Name’s] school, would [you/he/she/^Name] strongly
agree, agree, disagree, or strongly disagree with the following…?
Pensando en los maestros y el personal de [su/la] escuela [empty/^Name], ¿está
[usted/él/ella/^Name] muy de acuerdo, de acuerdo, en desacuerdo o muy en desacuerdo con lo
siguiente…?
There is a TEACHER or other ADULT at school who…
Hay un MAESTRO u otro ADULTO en la escuela que...
Really cares about [you/^Name].
Realmente se preocupa por [usted/^Name].
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

14b. F_ADULT_LISTENS
Listens to [you/^Name] when [you/he/she/^Name] [have/has] something to say.
Le escucha con atención cuando [usted/^Name] tiene algo que decir.
1 = Strongly agree
2 = Agree
3 = Disagree
20

2022 SCS Questionnaire
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

14c. F_ADULT_GOOD_JOB
Tells [you/^Name] when [you/he/she/^Name] [do/does] a good job.
Le dice a [usted/^Name] cuando [usted/él/ella/^Name] hace un buen trabajo.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

15a. F_STUDENT_REALLYCARES
Thinking about the students at [your/^Name’s] school, would [you/he/she/^Name] strongly agree,
agree, disagree, or strongly disagree with the following…?
Pensando en los estudiantes en su escuela, ¿está usted muy de acuerdo, de acuerdo, en desacuerdo o
muy en desacuerdo con lo siguiente...?
There is a STUDENT at school who…
Hay un ESTUDIANTE en la escuela que…
Really cares about [you/^Name].
Realmente se preocupa por [usted/^Name].
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

15b. F_STUDENT_LISTENS
Listens to [you/^Name] when [you/he/she/^Name] [have/has] something to say.
21

2022 SCS Questionnaire
Le escucha con atención cuando [usted/él/ella/^Name] tiene algo que decir.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

15c. F_STUDENT_SUCCESS
Believes that [you/^Name] will be a success.
Cree que [usted/^Name] va a tener éxito.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

16. F_CRIME_NEIGHBORHOOD
Thinking about the neighborhood where [YOU/^NAME] [LIVE/LIVES], would [you/he/she/^Name]
strongly agree, agree, disagree, or strongly disagree with the following…?
Pensando en el vecindario donde [USTED/^NAME] VIVE, ¿está [usted/él/ella/^Name] totalmente de
acuerdo, de acuerdo, en desacuerdo o totalmente en desacuerdo con lo siguiente...?
There is a lot of crime in the neighborhood where [YOU/^NAME] [LIVE/LIVES].
Hay mucho crimen en el vecindario donde [USTED/^NAME] VIVE.
A neighborhood is blocks of houses, apartments, and places you spend time at near your home.
Un “vecindario” se refiere a un conjunto de casas, apartamentos y lugares donde usted pasa tiempo
cerca de su hogar.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
22

2022 SCS Questionnaire
3= En desacuerdo
4= Muy en desacuerdo

17. F_CRIME_NEIGHBORHOOD_SCHOOL
Thinking about the neighborhood where [YOUR/^NAME’S] SCHOOL is located, would
[you/he/she/^Name] strongly agree, agree, disagree, or strongly disagree with the following...?
Pensando en el vecindario donde está [SU/la] ESCUELA [empty/DE ^NAME], ¿está
[usted/él/ella/^Name] muy de acuerdo, de acuerdo, en desacuerdo o muy en desacuerdo con lo
siguiente...?
There is a lot of crime in the neighborhood where [YOU/^NAME] [go/goes] to SCHOOL.
Hay mucho crimen en el vecindario donde [USTED/^NAME] asiste a la ESCUELA.
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo

18. F_SAFE_IN_SCHOOL
Thinking about [your/^Name’s] school, would [you/he/she/^Name] strongly agree, agree, disagree, or
strongly disagree with the following...?
Pensando en [su/la] escuela [empty/de ^Name], ¿estaría [usted/él/ella/^Name] muy de acuerdo, de
acuerdo, en desacuerdo o muy en desacuerdo con lo siguiente…?
[You/^Name] [feel/feels] safe in [you/his/her/^Name] school.
[Usted/^Name] se siente [seguro/segura] en [su/la] escuela [empty/de ^Name].
1 = Strongly agree
2 = Agree
3 = Disagree
4 = Strongly disagree
1= Muy de acuerdo
2= De acuerdo
3= En desacuerdo
4= Muy en desacuerdo
CHECK ITEM E: If student did not attend school in person this school year (E_ATTENDSCHOOL_A =
“No”) GO TO SCS_INTRO_4_VIRTUAL
23

2022 SCS Questionnaire
If student did attend school in person this school year (E_ATTENDSCHOOL_A = “Yes”) AND
E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”) SKIP to SCS_INTRO_4_INPERSON

SCS_INTRO_4_VIRTUAL
Now I have some questions about things that happen during school, which includes virtual classes and
other school sponsored activities. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3 AND E_ATTENDSCHOOL_C =
“No”: For the remainder of this survey, think about [both/all schools] [you/^Name] attended this
school year.] Your answers will not be shared with anyone at [your/^Name’s] school or home.
Ahora tengo algunas preguntas sobre las cosas que suceden durante el día escolar, que incluye clases
virtuales y otras actividades relacionadas con la escuela. [IF E_DIFFSCHOOL_ATTENDED = 2 o 3 AND
E_ATTENDSCHOOL_C = “No”: Para el resto de esta encuesta, piense en [las dos / todas las escuelas] a
las que usted asistió este año escolar]. Sus respuestas no serán compartidas con nadie en la escuela ni
el hogar.
The following questions are only about this school year.
Las siguientes preguntas solo se tratan de este año escolar.

20. IF_KNOW_DRUGS_OR_ALCOHOL_VIRTUAL
During this school year, did [you/^Name] see another student who was under the influence of illegal
drugs or alcohol while they were attending virtual school?
Durante este año escolar, ¿vio usted a otro estudiante que estuviera bajo la influencia de drogas
ilegales o de alcohol mientras esa persona asistía a la escuela virtual?
1 = Yes
2 = No
1= Sí
2= No

SKIP to G_BULLY_MADE_FUN

SCS_INTRO_4_INPERSON
Now I have some questions about things that happen during school, which includes [IF
E_ATTENDSCHOOL_B (VIRTUAL) = “Yes” FILL: virtual classes,] in the school building, on school property,
on a school bus, or going to and from school. [IF E_DIFFSCHOOL_ATTENDED = 2 or 3 AND
E_ATTENDSCHOOL_C = “No”: For the remainder of this survey, think about [both/all schools]
[you/^Name] attended this school year.] Your answers will not be shared with anyone at
[your/^Name’s] school or home.
The following questions are only about this school year.
The following questions pertain only to the student’s attendance at a public or private school and not to
being homeschooled or attending a homeschool cooperative.
Ahora tengo algunas preguntas sobre las cosas que suceden durante la escuela, la cual incluye [IF
E_ATTENDSCHOOL_B (VIRTUAL) = “Yes” FILL: ^clases virtuales,] en el edificio de la escuela, en la
propiedad de la escuela, en el autobús escolar o cuando va a o viene de la escuela. [IF
24

2022 SCS Questionnaire
E_DIFFSCHOOL_ATTENDED= 2 o 3 AND E_ATTENDSCHOOL_C = “No”: Para el resto de esta encuesta,
piense en [las dos/todas las escuelas] a las que usted asistió este año escolar]. Sus respuestas no serán
compartidas con nadie en la escuela ni el hogar.
Las siguientes preguntas solo se tratan de este año escolar.
Las siguientes preguntas solamente se tratan de la asistencia del estudiante a una escuela pública o
privada y no de la enseñanza escolar en el hogar (homeschooling) o asistir a una co-op.

19a. F2_ALCOHOL
Is it possible for students to get any of the following while attending school in person…
¿Es posible que los estudiantes obtengan alguna de las siguientes cosas mientras asistan a la escuela
en persona…
Alcoholic beverages?
Bebidas alcohólicas?
1 = Yes
2 = No
1= Sí
2= No

19b. F2_MARIJUANA
Marijuana, also known as pot or weed?
¿Marihuana, también conocida como mota o hierba?
1 = Yes
2 = No
1= Sí
2= No

19c. F2_OPIOIDS
Heroin or prescription painkillers illegally obtained without a prescription, such as Codeine, Percocet,
or fentanyl? These are also known as opioids.
¿La heroína o medicamentos para el dolor obtenidos ilegalmente sin receta médica, como Codeína,
Percocet o fentanilo? Estos también se conocen como opioides.
1 = Yes
2 = No
1= Sí
2= No

25

2022 SCS Questionnaire

19d. F2_PRESCRIPTION_DRUGS
Other prescription drugs illegally obtained without a prescription, such as Xanax, Ritalin, or Adderall?
¿Otros medicamentos por receta obtenidos ilegalmente sin receta, como Xanax, Ritalin o Adderall?
1 = Yes
2 = No
1= Sí
2= No

19e. F2_OTHER_ILEGAL
Other illegal drugs, such as cocaine, uppers, or crystal meth?
¿Otras drogas ilegales, tales como cocaína, estimulantes o metanfetaminas (meth, hielo o cristal)?
Do not include tobacco or tobacco products.
No incluya tabaco o productos derivados del tabaco.
1 = Yes
2 = No
1= Sí
2= No

20. F_KNOW_DRUGS_OR_ALCOHOL
During this school year, did [you/^Name] see another student who was under the influence of illegal
drugs or alcohol while they were at school? [IF E_ATTENDSCHOOL_B (VIRTUAL) = “Yes” FILL: or during
virtual classes]?
Durante este año escolar, ¿vio [usted/^Name] a otro estudiante que estuviera bajo la influencia de
drogas ilegales o de alcohol mientras estaban en la escuela [IF E_ATTENDSCHOOL_B (VIRTUAL) = “Yes”
FILL: o durante clases virtuales]?
1 = Yes
2 = No
1= Sí
2= No

FIGHTING, BULLYING AND HATE BEHAVIORS
21a. G_FIGHT_AT_SCHOOL
During this school year, [have/has] [you/^Name] been in one or more physical fights at school?
Durante este año escolar, ¿ha tenido [usted/^Name] una o más peleas físicas en la escuela?
1 = Yes
2 = No – SKIP to G_BULLY_MADE_FUN
1= Sí
26

2022 SCS Questionnaire
2= No – SKIP to G_BULLY_MADE_FUN

21b. G_FIGHT_HOW_OFTEN
During this school year, how many times [have/has] [you/^Name] been in a physical fight at school?
Durante este año escolar, ¿cuántas veces ha tenido [usted/^Name] peleas físicas en la escuela?
Number of times:

22a. G_BULLY_MADE_FUN
Now I have some questions about what students do during school that make [you/^Name] feel bad or
are hurtful to [you/him/her/^Name]. These could occur in person or using technologies, such as a
phone, the Internet, or social media. We often refer to this as being bullied. You may include events
you told me about already. During this school year, has any student bullied [you/^Name]?
Ahora tengo algunas preguntas acerca de lo que otros estudiantes hacen durante el día escolar para
que [usted/^NAME] se sienta mal o para hacerle daño a [usted/^NAME]. Esto podría ocurrir en
persona o usando tecnologías, tales como un teléfono, internet o redes sociales. Con frecuencia nos
referimos a esto como sufrir de acoso (bullying). Esto puede incluir sucesos de los que usted ya me
haya hablado antes. En algún momento durante este año escolar, ¿algún estudiante [lo/la] ha
acosado (bullying) a [usted/^NAME]?
That is, has another student...?
Es decir, ¿otro estudiante...
Made fun of [you/^Name], called [you/him/her/^Name] names, or insulted [you/him/her/^Name] in
a hurtful way?
Se ha burlado de [usted/^Name], le ha dicho apodos o [lo/la] ha insultado de manera hiriente?
1 = Yes
2 = No
1 = Sí
2 = No

22b. G_BULLY_RUMOR
Spread rumors about [you/^Name] or tried to make others dislike [you/him/her/^Name]?
¿Ha difundido rumores acerca de [usted/^Name] o tratado de que no les agrade a otras personas?
1 = Yes
2 = No
1 = Sí
2 = No

22c. G_SHARED
Purposely shared [your/^Name’s] private information, photos, or videos in a hurtful way?
27

2022 SCS Questionnaire
¿Ha compartido deliberadamente [su/la] información privada [empty/de ^Name], fotos o videos de
una manera hiriente?
1 = Yes
2 = No
1 = Sí
2 = No

22d. G_BULLY_THREAT
Threatened [you/^Name] with harm?
¿[Lo/La] ha amenazado [empty/a ^Name] con hacerle daño?
1 = Yes
2 = No
1 = Sí
2 = No

22e. G_BULLY_CONTACT
Pushed [you/^Name], shoved [you/him/her/^Name], tripped [you/him/her/^Name], or spit on
[you/him/her/^Name]?
¿[Lo/La] ha empujado [empty/a ^Name], le ha puesto traspiés o le ha escupido?
1 = Yes
2 = No
1 = Sí
2 = No

22f. G_BULLY_COERCED
Tried to make [you/^Name] do things [you/he/she/^Name] did not want to do, for example, give
them money or other things?
¿Ha tratado de [obligarlo/obligarla] [empty/a ^Name] a hacer cosas que [usted/^Name] no quería
hacer, por ejemplo, darle dinero o alguna otra cosa?
1 = Yes
2 = No
1 = Sí
2 = No

22g. G_BULLY_EXCLUDED
Excluded [you/^Name] from activities, social media, or other communications to hurt
[you/him/her/^Name]?
¿Le ha excluido de actividades, redes sociales u otras comunicaciones para hacerle daño?

28

2022 SCS Questionnaire
1 = Yes
2 = No
1 = Sí
2 = No

22h. G_BULLY_DESTROYED_PROP
Destroyed [your/^Name’s] property on purpose?
¿Ha destruido [sus/las] propiedades [empty/de ^Name] a propósito?
1 = Yes
2 = No
1 = Sí
2 = No
If all items in 22a-22h (G_BULLY_RUMOR—G_BULLY_DESROYED_PROP) are marked “No” SKIP to
G_HATE.

23a. G_BULLY_DAY_PLUS
During this school year, how many days [were/was] [you/^Name] bullied?
Durante este año escolar, ¿por cuántos días fue [acosado/acosada] (bullied) [usted/^Name]?
Read answer categories
1 = One day
2 = Two days – SKIP to G_BULLY_HAPPEN_AGAIN
3 = Three to ten days – SKIP to G_BULLY_HAPPEN_AGAIN
4 = More than ten days – SKIP to G_BULLY_HAPPEN_AGAIN
1 = Un día
2 = Dos días – SKIP to G_BULLY_HAPPEN_AGAIN
3 = Tres a diez días – SKIP to G_BULLY_HAPPEN_AGAIN
4 = Más de diez días – SKIP to G_BULLY_HAPPEN_AGAIN

23b. G_BULLY_TIMES
In that one day, how many times would [you/^Name] say [another student/other students] did [that
thing/any of those things] to [you/him/her/^Name]?
Ese día en particular, ¿cuántas veces diría [usted/^Name] que [otro estudiante le hizo/otros
estudiantes le hicieron] [esa cosa/alguna de esas cosas]?
Read answer categories 1—2
1 = Once
2 = Two or more times
3 = Too many times to count

4 = Don’t know
1 = Una vez
2 = Dos o más veces
29

2022 SCS Questionnaire
3 = Demasidas veces para contar

4 = No sé

24. G_BULLY_HAPPEN_AGAIN
Did [you/^Name] think the bullying would happen again?
¿Pensó [usted/^Name] que el acoso (bullying) volvería a ocurrir?
1 = Yes
2 = No
1 = Sí
2 = No

25. G_BULLY_MULTI_PERS
Thinking about the [time/times] [you/^Name] [were/was] bullied this school year, did more than one
person do [this/these things] to [you/him/her/^Name]?
Pensando acerca de [la vez/las veces] que [usted/^Name] fue [acosado/acosada] (bullied) durante
este año escolar, ¿le hizo [esto/estas cosas] más de una persona?
1 = Yes
2 = No – SKIP to G_BULLY_STRONGER
1 = Sí
2 = No – SKIP to G_BULLY_STRONGER

26. G_BULLY_HOW_ACT
Did these people act alone, together as a team, or both?
¿Estas personas actuaron solas, en grupo o ambas cosas?
1 = Alone
2 = Together
3 = Both
4 = Don’t know

1 = Solas
2 = En grupo
3 = Ambas cosas
4 = No sé

27a. G_BULLY_STRONGER
Now I have some additional questions about the [time/times] [another student/other students]
{behavior1}, {behavior2}, and {behaviorx…}. Thinking about the [person/people] who did [this/these
things] to [you/^Name] this school year,
Ahora tengo preguntas adicionales sobre [la vez/las veces] en que [otro estudiante/otros estudiantes]
{behavior1}, {behavior2}, y {behaviorx…}. Pensando acerca de [la persona/las personas] que [le
hizo/le hicieron] [esto/estas cosas] a [usted/^Name] durante este año escolar…
[Was this person/ Were any of these people/ Was anyone in the group] physically bigger or stronger
than [you/^Name]?

30

2022 SCS Questionnaire
¿[Era esta persona más grande o más fuerte/Eran algunas de estas personas más grandes o más
fuertes/Era alguien del grupo más grande o más fuerte] que [usted/^Name]?
1 = Yes
2 = No
1 = Sí
2 = No

27b. G_BULLY_POPULAR
[Was this person/ Were any of these people/ Was anyone in the group] more popular than
[you/^Name]?
¿[Era esta persona más popular/Eran algunas de estas personas más populares/Era alguien del grupo
más popular] que [usted/^Name]?
1 = Yes
2 = No
1 = Sí
2 = No

27c G_BULLY_MONEY
[Did this person/ Did any of these people/ Did anyone in the group] have more money than
[you/^Name]?
¿[Tenía esta persona/Tenían algunas de estas personas/Tenía alguien del grupo] más dinero que
[usted/^Name]?
1 = Yes
2 = No
1 = Sí
2 = No

27d. G_BULLY_INFLUENCE
[Did this person/ Did any of these people/ Did anyone in the group] have the ability to influence what
other students think of [you/^Name]?
¿[Tenía esta persona/Tenían algunas de estas personas/Tenía alguien del grupo] la capacidad de
influir en lo que otros estudiantes pensaban de [usted/^Name]?
1 = Yes
2 = No
1 = Sí
2 = No

31

2022 SCS Questionnaire

27e. G_BULLY_OTHER_POWER
[Did this person/ Did any of these people/ Did anyone in the group] have more power than
[you/^Name] in another way?
¿[Tenía esta persona/Tenían algunas de estas personas/Tenía alguien del grupo] más poder que
[usted/^Name] de alguna otra forma?
1 = Yes
2 = No – SKIP to CHECK ITEM G
1 = Sí
2 = No – SKIP to CHECK ITEM G

27f. G_BULLY_OTHER_POWER_SPECIFY
In what other way [did that student/ did any of those students] have more power than [you/^Name]?
¿De qué otra manera [tenía ese estudiante/tenía alguno de esos estudiantes] más poder que
[usted/^Name]?
Specify/Especifique:
CHECK ITEM G: Did more than one student do those things? (G_BULLY_MULTI_PERS)
--Yes (R answered “Yes” to G_BULLY_MULTI_PERS, SKIP to G_BULLY_WHERE1)
--No (R answered “No,” “Don’t know,” or “Refuse” to G_BULLY_MULTI_PERS, ASK
G_RELAT_SIBLING — G_RELAT_OTH_STUDENT)

28a. G_RELAT_SIBLING
What was [your/^Name’s] relationship to the student when they bullied [you/him/her/^Name]?
Were they…
¿Cuál era [su/la] relación [empty/de ^NAME] con el estudiante cuando le acosó [a usted/a ^NAME]
(bullying)? ¿Era…
[Your/Name’s] brother or sister?
[su hermano o hermana/el hermano o la hermana] [empty/de ^Name]?
1 = Yes
2 = No
1 = Sí
2 = No

28b. G_RELAT_DATING
[Your/Name’s] boyfriend or girlfriend at the time?
¿[su novio o novia/el novio o la novia] [empty/de ^Name] en el momento?
32

2022 SCS Questionnaire
1 = Yes
2 = No
1 = Sí
2 = No

28c. G_RELAT_EX_DATING
[Your/Name’s] ex-boyfriend or ex-girlfriend at the time?
¿[su ex novio o ex novia/el ex novio o la ex novia] [empty/de ^Name] en el momento?
1 = Yes
2 = No
1 = Sí
2 = No

28d. G_RELAT_OTH_STUDENT
Another student from school?
¿otro estudiante de la escuela?
1 = Yes
2 = No
1 = Sí
2 = No

29. G_BULLY_WHERE1 through G_BULLY_WHERE9
Still thinking about the [time/times] that [you/^Name] [were/was] bullied, where did the bullying
occur? Did it occur…
Pensando todavía en [la vez/las veces] que [usted/^Name] fue víctima de acoso (bullying), ¿dónde
ocurrió el acoso (bullying)? ¿Ocurrió...
Read answer categories, mark all that apply
1 = In a classroom at school?
2 = In a hallway or stairwell at school?
3 = In a bathroom or locker room at school?
4 = In a gymnasium or weight room at school?
5 = In a cafeteria or lunchroom at school?
6 = Outside on school grounds?
7 = On the way to or from school such as on a school bus or at a bus stop?
8 = Online or by text?
9 = Somewhere else inside the school building? – Specify
1 = En un salón de clases en la escuela?
2 = En un pasillo o una escalera en la escuela?
3 = En un baño o vestuario (locker room) en la escuela?
33

2022 SCS Questionnaire
4 = En el gimnasio o área donde se levanta pesas en la escuela?
5 = En la cafetería o en el comedor de la escuela?
6 = Afuera de la escuela?
7 = En el camino a la escuela o de regreso de la escuela, como en el autobús o en una parada de
autobús?
8 = Por Internet o por mensaje de texto?
9 En algún otro lugar adentro de la escuela? – Specify

G_BULLY_WHERE_SPECIFY
Where is the other place where bullying occurred?

¿Dónde está el otro lugar en que ocurrió el acoso (bullying)?
Specify/Especifique:

30. G_BULLY_ADULT_TOLD
Did [you/^Name] tell a teacher or some other adult at school about being bullied?

¿Le dijo usted a un maestro o algún otro adulto en la escuela que sufrió acoso (bullying)?
1 = Yes
2 = No
1 = Sí
2 = No

31a. G_SCHOOL_WORK
This school year, how much has bullying had a NEGATIVE effect on:
Durante este año escolar, ¿cuánto efecto NEGATIVO ha tenido el acoso (bullying) en:
[Your/^Name’s] school work?
[Sus/Los] estudios [empty/de ^Name]?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

1 = Ninguno
2 = No mucho
3 = Algo
4 = Mucho

31b. G_RELATION_FRIEND_FAMILY
[Your/Name’s] relationships with friends or family?
¿[Sus/Las] relaciones [empty/de ^Name] con los amigos o la familia?
Read answer categories
1 = Not at all

2 = Not very much
34

2022 SCS Questionnaire
3 = Somewhat
4 = A lot
1 = Ninguno

2 = No mucho
3 = Algo
4 = Mucho

31c. G_ABOUT_YOURSELF
How [you/^Name] [feel/feels] about [yourself/himself/herself/^Name]?
¿Como se siente [empty/^Name] sobre [SI MISMO/EL MISMO/ELLA MISMA/^NAME]?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

1 = Ninguno
2 = No mucho
3 = Algo
4 = Mucho

31d. G_PHYSICAL_HEALTH
[Your/Name’s] physical health, for example, caused injuries, gave [you/him/her/^Name] headaches
or stomach aches?
¿[Su/La] salud física [empty/de ^Name], por ejemplo, le provocó lesiones, le dio dolores de cabeza o
de estómago?
Read answer categories
1 = Not at all
2 = Not very much
3 = Somewhat
4 = A lot

1 = Ninguno
2 = No mucho
3 = Algo
4 = Mucho

32a. G_BULLY_RACE
When [you/^Name] [were/was] bullied in school this year, did [you/he/she/^Name] ever think it was
related to...
Cuando [usted/^NAME] fue víctima de acoso (bullying) en la escuela durante este año escolar, ¿pensó
alguna vez que estaba relacionado con...
[Your/Name’s] race?
[Su/La] raza [empty/de ^Name]?
1 = Yes
2 = No
1 = Sí
2 = No

35

2022 SCS Questionnaire

32b. G_BULLY_RELIGION
[Your/^Name’s] religion?
¿[Su/La] religión [empty/de ^Name]?
1 = Yes
2 = No
1 = Sí
2 = No

32c. G_BULLY_ETHNIC_ORIGIN
[Your/^Name’s] ethnic background or national origin - for example, people of Hispanic origin?
¿[Su/El] origen étnico o nacional [empty/de ^Name], por ejemplo, personas de origen hispano?
1 = Yes
2 = No
1 = Sí
2 = No

32d. G_BULLYING_DISABILITY
Any condition [you/^Name] may have – such as a physical, mental, or developmental condition?
¿Alguna condición que [usted/^Name] pueda tener, tal como una condición física, mental o de
desarrollo?
1 = Yes
2 = No
1 = Sí
2 = No

32e. G_BULLYING_GENDER
[Your/^Name’s] gender?
¿[Su/El] género [empty/de ^Name]?
1 = Yes
2 = No
1 = Sí
2 = No

32f. G_BULLYING_ORIENTATION
[Your/Name’s] sexual orientation - by this we mean gay, lesbian, bisexual, or straight?
¿[Su/La] orientación sexual [empty/de ^Name], con esto queremos decir gay, lesbiana, bisexual o
heterosexual?
1 = Yes
36

2022 SCS Questionnaire
2 = No
1 = Sí
2 = No

32g. G_BULLYING_APPEARANCE
[Your/^Name’s] physical appearance?
¿[Su/La] apariencia física [empty/de ^Name]?
1 = Yes
2 = No
1 = Sí
2 = No

33. G_HATE
During this school year, has anyone called [you/^Name] an insulting or bad name at school having to
do with [you/his/her/^Name’s] race, religion, ethnic background or national origin, disability, gender,
or sexual orientation? We call these hate-related words.
Durante este año escolar, ¿alguien en la escuela le ha dicho un insulto o un apodo ofensivo [empty/a
^Name] relacionado con su raza, origen étnico o nacionalidad, discapacidad, género u orientación
sexual [empty/de ^Name]? A estos tipos de palabras les llamamos "palabras relacionadas con
expresiones de odio".
1 = Yes – ASK to G_HATE_RACE
2 = No – SKIP to G_HATE_WORDS
1= Sí – ASK to G_HATE_RACE
2= No – SKIP to G_HATE_WORDS

34a. G_HATE_RACE
Were any of the hate-related words related to...
¿Alguna de las palabras relacionadas con expresiones de odio tenía que ver con...
[Your/Name’s] race?
[Su/La] raza [empty/de ^Name]?
1 = Yes
2 = No
3 = Don’t know
1 = Sí
2 = No
3 = No sé

34b. G_HATE_RELGION
[Your/Name’s] religion?
37

2022 SCS Questionnaire
¿[Su/La] religión [empty/de ^Name]?
1 = Yes
2 = No
3 = Don’t know
1 = Sí
2 = No
3 = No sé

34c. G_HATE_ETHNICITY
[Your/Name’s] ethnic background or national origin – for example, people of Hispanic origin?
¿[Su/El] origen étnico o nacional [empty/de ^Name] – por ejemplo, las personas de origen hispano?
1 = Yes
2 = No
3 = Don’t know
1 = Sí
2 = No
3 = No sé

34d. G_HATE_DISABILITY
Any disability [you/^Name] may have – such as physical, mental, or developmental disabilities?
¿Alguna discapacidad que [usted/^Name] pueda tener, tales como discapacidades físicas, mentales o
de desarrollo?
1 = Yes
2 = No
3 = Don’t know
1 = Sí
2 = No
3 = No sé

34e. G_HATE_GENDER
[Your/Name’s] gender?
¿[Su/El] género [empty/de ^Name]?
1 = Yes
2 = No
3 = Don’t know
1 = Sí
2 = No
3 = No sé
38

2022 SCS Questionnaire

34f. G_HATE_SEXUAL_ORIENTATION
[Your/Name’s] sexual orientation – by this we mean gay, lesbian, bisexual or straight?
¿[Su/La] orientación sexual [empty/de ^Name]? Con esto queremos decir gay, lesbiana, bisexual o
heterosexual.
1 = Yes
2 = No
3 = Don’t know
1 = Sí
2 = No
3 = No sé

35a. G_HATE_WORDS
During this school year, [have/has] [you/^Name] seen any hate-related words or symbols written in
school classrooms, school bathrooms, school hallways, or on the outside of [your/his/her/^Name’s]
school building?
Durante este año escolar, ¿ha visto [usted/^Name] palabras o símbolos relacionados con expresiones
de odio escritos en las aulas de su escuela, los baños, los pasillos o en el exterior del edificio de su
escuela?
1 = Yes
2 = No
1 = Sí
2 = No

35b. G_HATE_WORDS_VIRTUAL
During this school year, [have/has] [you/^Name] seen any hate-related words, pictures, videos, or
symbols posted on school sponsored websites or applications? This could include any website or
application the school uses on a regular basis such as Google Classroom, Schoology, or Zoom.
Durante este año escolar, ¿ha visto [usted/^NAME] palabras, imágenes, videos o símbolos
relacionados con el odio publicados en sitios web o aplicaciones patrocinados por la escuela? Esto
podría incluir cualquier sitio web o aplicación que utilice la escuela regularmente, tales como Google
Classroom, Schoology o Zoom.
1 = Yes
2 = No
1= Sí
2= No

AVOIDANCE
36a. H_AVOID_VIRTUAL
[IF E_ATTENDSCHOOL_B = “Yes”]
39

2022 SCS Questionnaire
During this school year, did [you/^Name] ever skip any virtual classes because [you/he/she/^Name]
[were/was] afraid other students would do things that make [you/him/her/^Name] feel bad or are
hurtful to [you/^Name]?
Durante este año escolar, ¿se ausentó sin permiso [usted/^Name] de algunas clases virtuales porque
[empty/él/ella] temía que otros estudiantes harían cosas que [lo/la] harían sentir mal o [lo/la]
hiererían?
1 = Yes
2 = No
1= Sí
2= No
CHECK ITEM H: If student did not attend school in person this school year (E_ATTENDSCHOOL_A =
“No”) SKIP to L_GRADES

36b. H_AVOID_SHORTCUT
During this school year, did [you/^Name] ever STAY AWAY from any of the following places because
[you/he/she/^Name] thought someone might attack or harm [you/him/her/^Name] there?
Durante este año escolar, ¿alguna vez [usted/^Name] SE MANTUVO [alejado/alejada] de alguno de
los siguientes lugares porque pensaba que alguien podría [atacarlo/atacarla] o hacerle daño a
[usted/él/ella/^Name] allí.
For example, did [you/^Name] ever stay away from…
Por ejemplo, ¿se mantuvo [usted/^Name] [alejado/alejada] de...
The shortest route to school, because [you/^Name] thought someone might attack or harm
[you/him/her/^Name]?
La ruta más corta para llegar a la escuela porque [usted/^Name] pensó que alguien podría
[atacarlo/atacarla] o hacerle daño a [usted/él/ella/^Name]?
1 = Yes
2 = No
1= Sí
2= No

36c. H_AVOID_ENTRANCE
The entrance into the school?
¿La entrada de la escuela?
1 = Yes
2 = No
1= Sí
40

2022 SCS Questionnaire
2= No

36d. H_AVOID_HALLWAYS
Any hallways or stairs in school?
¿Algún pasillo o escalera en la escuela?
1 = Yes
2 = No
1= Sí
2= No

36e. H_AVOID_CAFETERIA
Parts of the school cafeteria or lunchroom?
¿Partes de la cafetería o el comedor de la escuela?
1 = Yes
2 = No
1= Sí
2= No

36f. H_AVOID_RESTROOMS
Any school restrooms?
¿Cualquier baño en la escuela?
1 = Yes
2 = No
1= Sí
2= No

36g. H_AVOID_OTHER_PLACES
Other places inside the school building?
¿Otros lugares dentro del edificio de la escuela?
1 = Yes
2 = No
1= Sí
2= No

36h. H_AVOID_PARKING_LOT
School parking lot?
¿El estacionamiento de la escuela?
1 = Yes
41

2022 SCS Questionnaire
2 = No
1= Sí
2= No

36h. H_AVOID_OTHER_SCHOOL
Other places on school grounds?
¿Otros lugares en la propiedad de la escuela?
1 = Yes
2 = No
1= Sí
2= No

36i. H_AVOID_BUS_STOP
School bus or bus stop?
¿El autobús escolar o la parada del autobús?
1 = Yes
2 = No
1= Sí
2= No

37a. H_AVOID_ACTIVITIES
Did [you/^Name] AVOID any activities at [your/^Name’s] school because [you/he/she/^Name]
thought someone might attack or harm [you/him/her/^Name]?
¿EVITÓ [usted/^Name] alguna actividad en [su/la] escuela [empty/de ^Name] porque pensó que
alguien podría [atacarlo/atacarla] o hacerle daño [empty/a él/a ella/a ^Name]?
1 = Yes
2 = No
1= Sí
2= No

37b. H_AVOID_CLASSES
Did [you/^Name] AVOID any classes because [you/he/she/^Name] thought someone might attack or
harm [you/him/her/^Name]?
¿EVITÓ [usted/^Name] alguna clase porque pensó [empty/él/ella/^Name] que alguien podría
[atacarlo/atacarla] o hacerle daño [empty/a él /a ella/a ^Name]?
1 = Yes
2 = No
1= Sí
2= No
42

2022 SCS Questionnaire

37c. H_STAY_HOME
Did [you/^Name] stay home from school because [you/he/she/^Name] thought someone might
attack or harm [you/him/her/^Name] in the school building, on school property, on a school bus, or
going to or from school?
¿Se quedó [usted/^Name] en su casa y no fue a la escuela porque [usted/él/ella] pensó que alguien
podía [atacarlo/atacarla] o hacerle daño [a él/a ella/a ^Name] en el edificio de la escuela, en la
propiedad de la escuela, en el autobús escolar o yendo o viniendo de la escuela?
1 = Yes
2 = No
1= Sí
2= No

FEAR
I_INTRO_FEAR
Sometimes, even if [you/^Name] can’t avoid a place, [you/he/she/^Name] may still be afraid of what
might happen there.
A veces, si [usted/^Name] no puede evitar un lugar, puede ser que [empty/él/ella/^Name] tenga
miedo de lo que podría suceder allí.

38a. I_AFRAID
How often [are/is] [you/^Name] afraid that someone will attack or harm [you/him/her/^Name] in the
school building or on school property?
¿Con qué frecuencia teme [usted/^Name] que alguien [lo/la] va a atacar o hacerle daño en el edificio
de la escuela o en la propiedad de la escuela?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

1 = Nunca
2 = Casi nunca
3 = A veces
4 = La mayoría del tiempo

38b. I_AFRAID_ON_BUS
How often [are/is] [you/^Name] afraid that someone will attack or harm [you/him/her/^Name] on a
school bus or on the way to and from school?
¿Con qué frecuencia teme [usted/^Name] que alguien [lo/la] va a atacar o hacerle daño en el autobús
escolar o yendo a y viniendo de la escuela?
Read answer categories
1 = Never
2 = Almost never

3 = Sometimes
4 = Most of the time
43

2022 SCS Questionnaire
1 = Nunca
2 = Casi nunca

3 = A veces
4 = La mayoría del tiempo

38c. I_AFRAID_NONSCHOOL
Besides the times [are/is] [you/^Name] in the school building, on school property, on a school bus, or
going to or from school, how often [are/is] [you/he/she/^Name] afraid that someone will attack or
harm [you/him/her/^Name]?
Además de las veces cuando [usted/^Name] está en el edificio de la escuela, en la propiedad de la
escuela, en el autobús escolar o yendo a y viniendo de la escuela, ¿con qué frecuencia teme
[usted/él/ella/^Name] que alguien [lo/la] va a atacar o hacerle daño?
Read answer categories
1 = Never
2 = Almost never
3 = Sometimes
4 = Most of the time

1 = Nunca
2 = Casi nunca
3 = A veces
4 = La mayoría del tiempo

WEAPONS
J_INTRO_WEAPON
In the next series of questions we are going to ask you about weapons at [your/^Name’s] school. Your
answers will not be shared with anyone at [your/^Name’s] school or home.
En la próxima serie de preguntas le vamos a preguntar acerca de las armas en [su/la] escuela
[empty/de ^Name]. Ninguna de sus respuestas será compartida con nadie en [su/la] escuela
[empty/de ^Name] ni en [su/el] hogar [empty/de ^Name].

39a. J_WEAPONS_GUN
Some people bring guns, knives, or objects that can be used as weapons to school for protection.
During this school year, did [you/^Name] ever bring the following to school or onto school grounds?
Algunas personas llevan a la escuela pistolas, cuchillos u objetos que se pueden usar como armas para
su protección. Durante este año escolar, ¿alguna vez ha llevado [usted/^Name] a la escuela o a la
propiedad de la escuela uno de los siguientes objetos?
A gun?
¿Una pistola?
1 = Yes
2 = No
1= Sí
2= No

44

2022 SCS Questionnaire

39b. J_WEAPONS_KNIFE
A knife brought as a weapon?
¿Un cuchillo para usarlo como arma?
1 = Yes
2 = No
1= Sí
2= No

39c. J_WEAPONS_OTHER
Some other weapon?
¿Alguna otra arma?
1 = Yes
2 = No
1= Sí
2= No

40a. J_GUN_OTHERS
[Do/Does] [you/^Name] know of any [other] students who have brought a gun to
[you/his/her/^Name’s] school during this school year?
¿Conoce [usted/^Name] a algún [otro] estudiante que haya llevado una pistola a la escuela de
[usted/él/ella/^Name] durante este año escolar?
1 = Yes
2 = No – SKIP to J_GET_GUN
1= Sí
2= No – SKIP to J_GET_GUN

40b. J_SEE_GUN
[Have/Has] [you/^Name] actually seen another student with a gun at school during this school year?
Ha visto [usted/^Name] mismo a otro estudiante con una pistola en la escuela durante este año
escolar?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

45

2022 SCS Questionnaire

41. J_GET_GUN
During this school year, could [you/^Name] have gotten a loaded gun without adult permission, either
at school or away from school?
Durante este año escolar, ¿podría [usted/^Name] haber conseguido una pistola cargada con balas sin
permiso de un adulto, ya sea en la escuela o fuera de la escuela?
1 = Yes
2 = No
1 = Sí
2 = No

GANGS
K2_INTRO_GANG
Now, we'd like to know about gangs at [your/^Name’s] school. [You/^Name] may know these as
street gangs, fighting gangs, or something else. Gangs may use common names, signs, symbols, or
colors. Your answers will not be shared with anyone at [your/^Name’s] your school or home.
Ahora queremos saber sobre las pandillas en [su/la] escuela [empty/de ^Name]. Puede ser que
[usted/^Name] las conozca como gangs, gangas maras o algún otro nombre. Las pandillas pueden
usar nombres comunes, señales, símbolos o colores. Ninguna de sus respuestas será compartida con
nadie en [su/la] escuela [empty/de ^Name] ni en [su/el] hogar [empty/de ^Name].

42a. K_GANGS
Are there any gangs at [your/^Name’s] school?
¿Hay pandillas en [su/la] escuela [empty/de ^Name]?
1 = Yes
2 = No – SKIP to L_GRADES
3 = Don’t know – SKIP to L_GRADES
1= Sí
2= No – SKIP to L_GRADES
3= No sé – SKIP to L_GRADES

42b. K_GANG_FIGHTS
During this school year, how often have gangs been involved in fights, attacks, or other violence at
[your/^Name’s] school?
Durante este año escolar, ¿con qué frecuencia estuvieron involucradas las pandillas en peleas,
agresiones u otro tipo de violencia en [su/la] escuela [empty/de ^Name]?
Read answer categories 1 through 5
1 = Never
2 = Once or twice this school year

3 = Once or twice a month
4 = Once or twice a week
46

2022 SCS Questionnaire
5 = Almost every day
1 = Nunca
2 = Una o dos veces durante en este año
escolar

3 = Una o dos veces al mes
4 = Una o dos veces a la semana
5 = Casi todos los días

42c. K_GANG_DRUGS
Have gangs been involved in the sale of drugs at [your/^Name’s] school during this school year?
¿Han participado las pandillas en la venta de drogas en [su/la] escuela [empty/de ^Name] durante
este año escolar?
1 = Yes
2 = No
3 = Don’t know
1= Sí
2= No
3= No sé

STUDENT CHARACTERISTICS
43. L_GRADES
During this school year, across all subjects [have/has] [you/^Name] gotten mostly –
¿En todas las clases durante este año escolar, ha recibido [usted/^Name] mayormente –
Read answer categories 1 through 5
1 = A’s
2 = B’s
3 = C’s
4 = D’s
5 = F’s
6 = Mostly passes
7 = Mostly fails
8 = School does not give grades/no
alphabetic grade equivalent

1=A
2=B
3=C
4=D
5=F
6 = Mayormente notas de aprobado
7 = Mayormente notas reprobadas
8 = La escuela no otorga notas/no hay
equivalente de notas con letras

44a. L_SKIP_CLASSES
During the last 4 weeks of school, did [you/^Name] skip any classes? Again, we would like to remind
you that none of your responses will be shared with anyone at [your/Name’s] school or home.
Durante las últimas 4 semanas del año escolar, ¿ha faltado [usted/^Name] a alguna clase sin permiso?
Nuevamente, ninguna de sus respuestas será compartida con nadie en [su/la] escuela [empty/de
^Name] ni en [su/el] hogar [empty/de ^Name].
1 = Yes
47

2022 SCS Questionnaire
2 = No – SKIP to L_SCHOOL_AFTER_SCHOOL
3 = Don’t know – SKIP to L_SCHOOL_AFTER_SCHOOL
1= Sí
2= No – SKIP to L_SCHOOL_AFTER_SCHOOL
3= No sé – SKIP to L_SCHOOL_AFTER_SCHOOL

44b. L_SKIP_CLASS_DAYS
During the last 4 weeks of school, on how many days did [you/^Name] skip at least one class?
Durante las últimas 4 semanas del año escolar, ¿cuántos días faltó [usted/^Name] al menos a una
clase?
Number of days:

45a. L_SCHOOL_AFTER_SCHOOL
Thinking about the future, [do/does] [you/^Name] think [you/he/she/^Name] will...
Pensando en el futuro, ¿cree [usted/^Name] que [empty/él/ella/^Name] va a...
Attend school after high school, such as a college or technical school?
Seguir estudiando después de terminar la escuela secundaria (high school), por ejemplo, en una
universidad o una escuela técnica?
This could include:

Esto podría incluir:

-Automotive Mechanic Training

-Capacitación de mecánica automotriz

-Beauty School

-Escuela de belleza/cosmetología

-Computer Technical Programs (less than a twoyear associate degree)

-Programas técnicos de computación (carrera
técnica de menos de dos años)

-Certificate Programs

-Programas de certificación

1 = Yes
2 = No – SKIP to END
3 = Don’t know
1= Sí
2= No – SKIP to END
3= No sé

45b. L_GRADUATE_4YR
Graduate from a 4-year college?
Graduarse de un programa universitario de 4 años?
1 = Yes
2 = No
3 = Don’t know
48

2022 SCS Questionnaire
1= Sí
2= No
3= No sé

END OF SCS INTERVIEW
46. INTERVIEWTYPE
Were the supplement questions asked in private, or was an adult member of the household or family
present during at least part of the questions?
If not sure or if a telephone interview ask—
Was an adult member of the household or family present during at least part of these questions?
¿Estuvo presente un miembro del hogar o de la familia que es adulto durante al menos parte de estas
preguntas?
1 = Personal interview – no adult present
2 = Personal interview – adult present
3 = Telephone interview – no adult present
4 = Telephone interview – adult present
5 = Telephone interview – don’t know
1= Entrevista personal – no adulto presente
2= Entrevista personal – adulto presente
3= Entrevista por teléfono – no adulto presente
4= Entrevista por teléfono – adulto presente
5= Entrevista por teléfono – no sé

49