| This document describes changes between items as fielded in the ECLS-K:2024 Field Test in 2023 and the items as they will appear in the National Study in 2024. | |
| Notes | |
| The added, dropped, and changed columns will have "Yes" and the rationale column will cover all types of changes. | |
| The comparison in item wording is between the final approved field test item wording (as seen in OMB# 1850-0750 v.25) and the current national item wording (OMB# 1850-0750 v.29). | |
| The table below describes the correspodence between the changes described in each sheet of this document and the final versions of the paper and web instruments in which these items appear. | |
| Title of the tab in Attachment H | Designation of the files that contain the complete and final instruments |
| Spring K Parent | Attachments B-2, B-2b |
| Spring K TQA | Attachments C-3, C-4 |
| Spring K SPA | Attachments C-6, C-7 |
| Spring K TQC | Attachments D-3, D-4 |
| Spring K SPB | Attachments D-6, D-7 |
| Spring K SA | Attachments E-1, E-2 |
| FT Item # | FT Item Wording (approved 7-22-2022) | FT Construct | National Item # | National Item Wording - REDACTED | Added | Dropped | Changed | Rationale for additions, drops, or changes |
| INQ001 | Question "Thank you for launching the ECLS survey about (CHILD}! We would like to collect some information about {CHILD}'s school and home experiences._x000D_ _x000D_ Here are some tips to keep in mind when completing the survey:_x000D_ _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows._x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | INQ001 | Question "Thank you for launching the ECLS survey about (CHILD}! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Yes | Moved the second sentence to item INQ001b because it is more appropriate as introductory text there than in INQ001. | ||
| INQ001b | Question “In {{MONTH} {YEAR}}, {PREVIOUS ROUND RESPONDENT’S FIRST NAME} {PREVIOUS ROUND RESPONDENT’S LAST NAME} {approximately {PREVIOUS ROUND RESPONDENT’S AGE} years old} completed a survey for the study. _x000D_ _x000D_ Are you {PREVIOUS ROUND RESPONDENT’S FIRST NAME} {PREVIOUS ROUND RESPONDENT’S LAST NAME}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Respondent selection | INQ001b | Question “First, we would like to collect some information about {CHILD}'s school and home experiences._x000D_ _x000D_ Are you {PREVIOUS ROUND RESPONDENT’S FIRST NAME} {PREVIOUS ROUND RESPONDENT’S LAST NAME}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | Deleted first sentence with prefilled data about who the fall kindergarten respondent was. Added introductory text. | ||
| INQ002 | Question "Are you the parent or guardian in the household who knows the most about {CHILD}’s care, education, and health?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No, another parent or guardian in the household knows most about {CHILD}'s care, education, and health._x000D_ 3. No, {CHILD} does not live in this household._x000D_ |
Respondent selection | INQ002 | Question "{First, we would like to collect some information about {CHILD}'s school and home experiences.} Are you the parent or guardian in the household who knows the most about {CHILD}’s care, education, and health?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No, another parent or guardian in the household knows the most about {CHILD}'s care, education, and health._x000D_ 3. No, {CHILD} does not live in this household._x000D_ |
Yes | Added introductory text to be used if INQ001b is not asked. | ||
| INQ005a | Question “We would like to contact the parent or guardian who {lives in this household/lives with {CHILD}} and knows the most about {CHILD}'s care, education, and health. Please provide the contact information for that person{, in this household,} so that we can contact him or her for the survey._x000D_ _x000D_ First Name: " |
Alternate respondent selection | INQ005a | Question “We would like to contact the parent or guardian who {lives in this household/lives with {CHILD}} and knows the most about {CHILD}'s care, education, and health. Please provide the contact information for that person{, in this household,} so that we can contact them for the survey._x000D_ _x000D_ First Name: " |
Yes | Changed "him or her" to "them" to be include all genders. | ||
| INQ005b | Question "Last Name:" | Alternate respondent selection | INQ005b | Question "Last Name:" | ||||
| INQ005c | Question "Email Address:"_x000D_ _x000D_ Watermark: "[email protected]" |
Alternate respondent selection | INQ005c | Question "Email Address:"_x000D_ _x000D_ Watermark: "[email protected]" |
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| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | INQ005d | Question “Mobile Number:”_x000D_ _x000D_ “This person doesn’t have a mobile phone.” |
Yes | Added for alternate respondent contact information. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | INQ005e | Question “Landline Number:”_x000D_ _x000D_ “This person doesn’t have a landline phone.” |
Yes | Added for alternate respondent contact information. | ||
| INQ005d1 | Question "Please {confirm/enter} the mailing address._x000D_ _x000D_ Address Line 1:" |
Alternate respondent selection | INQ005f1 | Question "Please {confirm/enter} the mailing address._x000D_ _x000D_ Address Line 1:" |
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| INQ005d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Alternate respondent selection | INQ005f2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
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| INQ005e | Question "City:" | Alternate respondent selection | INQ005f3 | Question "City:" | ||||
| INQ005f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Alternate respondent selection | INQ005f4 | Question "Please select a state, district, or territory:"_x000D_ _x000D_ |
Yes | The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| INQ005g | Question "ZIP code:" | Alternate respondent selection | INQ005f5 | Question "ZIP code:" DON'T KNOW |
Yes | An option for "don't know" was added because respondents may not know the zip code for an address. | ||
| INQ005i | Question “Please select your name and/or description from the list below. If you are not on the list, select “not on list.”_x000D_ ----_x000D_ 1. {Person who did the survey last fall/First name of person who did _x000D_ the survey last fall/Last name of person who did the survey last fall/_x000D_ {RESPONDENT’S FIRST NAME} {RESPONDENT’S LAST NAME}} _x000D_ {, about age {RESPONDENT’S AGE}}{, {RESPONDENT’S SEX}}_x000D_ 2. {HH MEMBER’S FIRST NAME}{, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 3. {HH MEMBER’S FIRST NAME}{, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 4. {HH MEMBER’S FIRST NAME}{, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 5. {HH MEMBER’S FIRST NAME}{, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 6. {HH MEMBER’S FIRST NAME}{, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 7. {HH MEMBER’S FIRST NAME}{, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 8. {HH MEMBER’S FIRST NAME}{, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 36. Not on list_x000D_ |
Respondent selection | Yes | Dropped because the question involves prefilling information about household members. The ECLS-K:2024 is not prefilling data about all household members across rounds. | ||||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | INQ005g | Question "What is your relationship to {CHILD}?"_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Biological parent_x000D_ 2. Adoptive parent_x000D_ 3. Step parent_x000D_ 4. Foster parent_x000D_ 5. Sibling_x000D_ 6. Grandparent_x000D_ 7. Other relative_x000D_ 8. Other nonrelative_x000D_ 91. Other parent or guardian {(Please specify):/(Please specify on next screen.)}_x000D_ |
Yes | Added to obtain the respondent's relationship to the child (prevously collected in a later section, FSQ) at an earlier point in the survey. Gender neutral lists of relationships were used instead of those used in relationship questions in the field test. | ||
| INQ005gOS | Yes | Added to obtain the respondent's relationship to the child (prevously collected in a later section, FSQ) at an earlier point in the survey. | ||||||
| INQ005j | Question "What is your name?_x000D_ _x000D_ We ask for first names so that we can ask questions about each person in the survey._x000D_ _x000D_ First Name:" |
Respondent selection | INQ005j | Question "What is your name?_x000D_ _x000D_ We ask for first names so that we can ask questions about each person in the survey._x000D_ _x000D_ First Name:" |
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| INQ005k | Question "{Please enter or confirm your last name.}_x000D_ _x000D_ Last Name:" |
Respondent selection | INQ005k | Question "{Please enter or confirm your last name.}_x000D_ _x000D_ Last Name:" |
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| INQ010a | Question "We need your permission before we can include {CHILD} in the study activities. Please select one of the choices below and confirm or enter your full name. Without your permission, we will be unable to include {CHILD} in the study. We would like to collect your survey responses, even if you do not permit {CHILD} to take part in study activities._x000D_ _x000D_ Do you give your permission for {CHILD} to participate in the ECLS?"_x000D_ ----_x000D_ 1. Yes, I give permission for {CHILD} to participate in the ECLS._x000D_ 2. No, I do not give permission for {CHILD} to participate._x000D_ |
Consent | INQ010a | Question "We need your permission before we can include {CHILD} in the study activities. Please select one of the choices below and confirm or enter your full name. Without your permission, we will be unable to include {CHILD} in the study. We would like to collect your survey responses, even if you do not permit {CHILD} to take part in the study's child activities. Do you give your permission for {CHILD} to participate in the ECLS-K:2024?" ---- 1. Yes, I give permission for {CHILD} to participate. 2. No, I do not give permission for {CHILD} to participate. |
Yes | Added ":2024" to the study name. | ||
| INQ010b | Question "Please enter or confirm your name from the previous question._x000D_ _x000D_ First Name: " |
Consent | INQ010b | Question "Please enter or confirm your name from the previous question._x000D_ _x000D_ First Name: " |
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| INQ010c | Question "Last Name:" | Consent | INQ010c | Question "Last Name:" | ||||
| INQ020a | Question “Now we would like to ask some questions about {CHILD}. Our records show that {CHILD's FIRST, MIDDLE, AND LAST NAME} is {CHILD}'s full name. Is that correct?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child name | INQ020a | Question “Now we would like to ask some questions about {CHILD}. Our records show that {CHILD's FIRST, MIDDLE, AND LAST NAME} is {CHILD}'s full name. Is that correct?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| INQ020b | Question “{Now we would like to ask some questions about {CHILD}.} If necessary, please make any corrections to {CHILD}'s name here. _x000D_ _x000D_ First Name:” |
Child name | INQ020b | Question “{Now we would like to ask some questions about {CHILD}.} If necessary, please make any corrections to {CHILD}'s name here. _x000D_ _x000D_ First Name:” |
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| INQ020c | Question “Middle name:”_x000D_ _x000D_ InstResp: “If there is no middle name, please skip this.” |
Child name | INQ020c | Question “Middle name:”_x000D_ |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| INQ020d | Question “Last Name:” | Child name | INQ020d | Question “Last Name:” | ||||
| INQ050a | Question “Our records also show that {CHILD} is {male/female}. Is that correct?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child sex | Yes | Deleted because the ECLS-K:2024 is not prefilling data about gender. | ||||
| INQ050b | Question “What is {CHILD}’s sex?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Child sex | INQ050b | Question “What is {CHILD}’s gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ 3. Another gender_x000D_ |
Yes | Based on feedback from gender experts and to match the fall kindergarten survey, sex was changed to gender and category 3 was added for another gender. | ||
| INQ060a | Question “Our records show that {CHILD} was born on {DATE OF BIRTH}. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child date of birth | Yes | Deleted because the ECLS-K:2024 is not prefilling data for date of birth. | ||||
| INQ060b | Question “What is {CHILD}'s date of birth?”_x000D_ _x000D_ InstResp “Please enter the two-digit month, two-digit day, and four-digit year (for example, 04/04/2017).”_x000D_ _x000D_ Watermark “MM/DD/YYYY”_x000D_ _x000D_ “Don’t know”_x000D_ _x000D_ “Rather not answer” |
Child date of birth | INQ060b | Question “What is {CHILD}'s date of birth?”_x000D_ _x000D_ Watermark “MM/DD/YYYY”_x000D_ _x000D_ “Don’t know”_x000D_ _x000D_ “Rather not answer” |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| INQ080 | Question “So {CHILD} is {AGE CALCULATED FROM DATE OF BIRTH AT INQ060b, c, and d} years old. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child date of birth | INQ080 | Question “So {CHILD} is {AGE CALCULATED FROM DATE OF BIRTH AT INQ060b} years old. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| INQ090 | Question “How old is {CHILD}?”_x000D_ _x000D_ Watermark “Enter age” |
Child age | INQ090 | Question “How old is {CHILD}?”_x000D_ _x000D_Pre-unit "Years:" Watermark “Enter age” |
Yes | Added Pre-unit "Years:" | ||
| INQ100a | Question "Our records show that you live at _x000D_ _x000D_ {ADDRESS LINE 1}{,} {ADDRESS LINE 2}_x000D_ _x000D_ {CITY}, {STATE} {ZIP CODE} _x000D_ _x000D_ Is that correct?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Confirmation of mailing address | Yes | Contact information for the respondent was deleted in section INQ because it is being collected on the MyECLS website. | ||||
| INQ100b | Question "Please enter your mailing address._x000D_ _x000D_ Address Line 1:" |
Confirmation of mailing address | Yes | Contact information for the respondent was deleted in section INQ because it is being collected on the MyECLS website. | ||||
| INQ100c | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Confirmation of mailing address | Yes | Contact information for the respondent was deleted in section INQ because it is being collected on the MyECLS website. | ||||
| INQ100d | Question "City:" | Confirmation of mailing address | Yes | Contact information for the respondent was deleted in section INQ because it is being collected on the MyECLS website. | ||||
| INQ100e | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Confirmation of mailing address | Yes | Contact information for the respondent was deleted in section INQ because it is being collected on the MyECLS website. | ||||
| INQ100f | Question "ZIP code:" | Confirmation of mailing address | Yes | Contact information for the respondent was deleted in section INQ because it is being collected on the MyECLS website. | ||||
| INQ130a | Question "Please confirm or enter your contact information._x000D_ _x000D_ Email Address:"_x000D_ _x000D_ Watermark “[email protected]”_x000D_ _x000D_ "I don’t have an email address.” |
Confirmation of email address | Yes | Contact information for the respondent was deleted in section INQ because it is being collected on the MyECLS website. | ||||
| INQ130b | Question “Mobile Number:”_x000D_ _x000D_ “I don’t have a mobile phone.” |
Mobile number | Yes | Contact information for the respondent was deleted in section INQ because it is being collected on the MyECLS website. | ||||
| INQ130c | Question "Landline Number:"_x000D_ _x000D_ “I don’t have a landline phone.” |
Landline number | Yes | Contact information for the respondent was deleted in section INQ because it is being collected on the MyECLS website. | ||||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | SPQ001 | Question “Now, we would like to ask you about all the child care {CHILD} received the year before kindergarten on a regular basis. This includes child care with relatives, nonrelatives, day care centers, or before- or after-school programs at a school or in a center. This does not include care provided by parents and guardians, or occasional babysitting or back-up care providers._x000D_ _x000D_ Did {CHILD} receive child care on a regular basis anytime in the year before kindergarten including care provided before or after school?_x000D_”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | Added because child care questions in section SPQ were streamlined to be faster to answer and match the format used in the fall kindergarten parent survey. Question was changed to incorporate the instruction to the respondent by adding "anytime in" to the text about the year before kindergarten." | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | SPQ002 | Question “Did {CHILD} receive child care on a regular basis anytime in the year before {he/she/they} started kindergarten? Please select all that apply.”_x000D_ _x000D_ ----_x000D_ 1. From a relative (for example, grandparents, siblings, or any relatives other than {CHILD’s} parent(s) or guardian(s)._x000D_ 2. From someone not related to {CHILD}, within a private home (for example, family or in-home child care providers, regular sitters, or neighbors)? This does not include child care centers._x000D_ 3. Within a day care center or a before- or after-care school program at a school or non-school setting._x000D_ |
Yes | Added because child care questions in section SPQ were streamlined to be faster to answer and match the format used in the fall kindergarten parent survey. Question was changed to incorporate the instruction to the respondent by adding "anytime in" to the text about the year before kindergarten." | ||
| SPQ010 | Question “We’d like to ask you about child care {CHILD} received on a regular basis from someone other than you or {his/her} parents or guardians the year before {he/she} started kindergarten. This does not include occasional baby-sitting or back-up care providers. _x000D_ _x000D_ Did {CHILD} receive care from a relative on a regular basis the year before {he/she} started kindergarten? This may include grandparents, brothers and sisters, or any relatives other than you or {CHILD}'s parents or guardians.”_x000D_ _x000D_ InstResp “This means anytime in the year before {CHILD} entered kindergarten.”_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (relative) | Yes | This question was incorporated in a "select all that apply" item (SPQ002). | ||||
| SPQ015 | Question “Head Start is a federally sponsored preschool program primarily for children from low-income families. Were any of the regular care arrangements that {CHILD} had with relatives in the year before kindergarten Head Start?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ DON'T KNOW |
Head Start attendance (relative) | SPQ015 | Question “Were any of the regular care arrangements that {CHILD} had with relatives in the year before kindergarten Head Start? Head Start is a federally sponsored preschool program primarily for children from low-income families._x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ DON'T KNOW |
Yes | Sentence order was reversed for clarity and an instruction to the respondent was added. The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| SPQ020 | Question “{Now we would like to ask you about any care {CHILD} received from nonrelatives in a private home, not including child care centers.} _x000D_ _x000D_ Did {CHILD} receive care from a nonrelative on a regular basis the year before {he/she} started kindergarten? This includes home child care providers, regular sitters or neighbors. {It does not include child care centers.}”_x000D_ _x000D_ InstResp “This refers to care received from nonrelatives in a private home, including home child care providers, regular sitters, or neighbors. However, this does not include child care centers. This means anytime in the year before child entered kindergarten.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (nonrelative) | Yes | This question was incorporated in a "select all that apply" item (SPQ002). | ||||
| SPQ025 | Question “{Head Start is a federally sponsored preschool program primarily for children from low-income families.} Were any of the regular care arrangements that {CHILD} had with nonrelatives in the year before kindergarten Head Start?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ DON'T KNOW |
Head Start attendance (nonrelative) | SPQ025 | Question “Were any of the regular care arrangements that {CHILD} had with nonrelatives in the year before kindergarten Head Start? {Head Start is a federally sponsored preschool program primarily for children from low-income families.}_x000D_ _x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ DON'T KNOW |
Yes | Sentence order was reversed for clarity and an instruction to the respondent was added. The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| SPQ040 | Question “Did {CHILD} attend a day care center, nursery school, preschool or prekindergarten program on a regular basis the year before {he/she} started kindergarten?”_x000D_ _x000D_ InstResp “This means anytime in the year before {CHILD} entered kindergarten.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (center) | Yes | This question was incorporated in a "select all that apply" item (SPQ002). | ||||
| SPQ041 | Question “{Head Start is a federally sponsored preschool program primarily for children from low-income families.} Were any of {CHILD}’s care arrangements in a day care center, nursery school, preschool, or prekindergarten program in the year before kindergarten Head Start?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ DON'T KNOW |
Head Start attendance (center) | SPQ041 | Question “Were any of {CHILD}’s care arrangements in a day care center, nursery school, preschool, or prekindergarten program in the year before kindergarten Head Start? {Head Start is a federally sponsored preschool program primarily for children from low-income families.}_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ DON'T KNOW |
Yes | Sentence order was reversed for clarity and an instruction to the respondent was added. | ||
| SPQ060 | Question “Now we have some questions about {CHILD}'s health. How much did {CHILD} weigh when {he/she} was born?” _x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in pounds_x000D_ 2. Answer in grams_x000D_ DON'T KNOW |
Birth weight | SPQ060 | Question “Now we have some questions about {CHILD}'s health. Some items in this section may be seen as sensitive and you may skip any questions that you do not want to answer..._x000D_ _x000D_ How much did {CHILD} weigh when {he/she/they} {was/were} born?_x000D_ _x000D_ Please answer in either pounds and ounces or grams. Your best guess is fine."_x000D_ _x000D_ SaVisible “True”_x000D_ _x000D_ Pre-unit "Pounds:"_x000D_ Watermark: "Enter pounds"_x000D_ DON'T KNOW_x000D_ _x000D_ Pre-unit "Ounces:"_x000D_ Watermark: "Enter ounces"_x000D_ DON'T KNOW_x000D_ _x000D_ "Or"_x000D_ _x000D_ Pre-unit "Grams:"_x000D_ Watermark: "Enter grams"_x000D_ DON'T KNOW |
Yes | Questions about birthweight in pounds and ounces/grams were combined into one item to reduce respondent burden. | ||
| SPQ065a | Question “How much did {CHILD} weigh, in pounds and ounces, when {he/she} was born?”_x000D_ _x000D_ Watermark: “Enter pounds” |
Birth weight | Yes | This question was incorporated into SPQ060. | ||||
| SPQ065b | Question "and"_x000D_ _x000D_ Pre-unit "Ounces:"_x000D_ _x000D_ Watermark: “Enter ounces” |
Birth weight | Yes | This question was incorporated into SPQ060. | ||||
| SPQ066 | Question “How much did {CHILD} weigh, in grams, when {he/she} was born?”_x000D_ _x000D_ Pre-unit “Grams”_x000D_ _x000D_ Watermark “Enter grams” |
Birth weight | Yes | This question was incorporated into SPQ060. | ||||
| SPQ090 | Question “Was {CHILD} born more than two weeks before {he/she} was due?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether child was born at term, preterm, or post-term | SPQ090 | Question “Was {CHILD} born more than two weeks before {he/she/they} {was/were} due?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| SPQ099 | Question “How many days or weeks early was {he/she}?”_x000D_ _x000D_ SaVisable “True”_x000D_ ----_x000D_ 1. Answer in weeks_x000D_ 2. Answer in days_x000D_ DON'T KNOW |
Whether child was born at term, preterm, or post-term | SPQ099 | Question "How many days or weeks early {was/were} {he/she/they}? Please answer in either days or weeks. If you are reporting in weeks, please round to the nearest week.”_x000D_ _x000D_ Pre-unit "Days:"_x000D_ _x000D_ Watermark: "Enter days"_x000D_ _x000D_ "Or"_x000D_ _x000D_ Pre-unit "Weeks:"_x000D_ _x000D_ Watermark: "Enter weeks" |
Yes | This question was changed to incorporate answers to SPQ099a and SPQ099b on the same screen. The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| SPQ099a | Question “How many weeks early was {he/she}?”_x000D_ _x000D_ Pre-unit “Weeks”_x000D_ _x000D_ Watermark: “Enter weeks” |
Whether child was born at term, preterm, or post-term | Yes | This question was incorporated into SPQ099. | ||||
| SPQ099b | Question “How many days early was {he/she}?”_x000D_ _x000D_ Pre-unit “Days”_x000D_ _x000D_ Watermark: “Enter days” |
Whether child was born at term, preterm, or post-term | Yes | This question was incorporated into SPQ099. | ||||
| SPQ106 | Question “Was {CHILD} a twin, triplet, or other child born as part of a multiple birth?” _x000D_ _x000D_ InstResp “If higher-order multiple birth, code number of children born together, even if one or more was still born or died shortly after birth.”_x000D_ ----_x000D_ 1. No_x000D_ 2. Yes, a twin_x000D_ 3. Yes, a triplet_x000D_ 4. Yes, a multiple birth with four or more babies_x000D_ |
Whether child was part of a multiple birth | SPQ106 | Question “Was {CHILD} a twin, triplet, or other child born as part of a multiple birth?”_x000D_ ----_x000D_ 1. No_x000D_ 2. Yes, a twin_x000D_ 3. Yes, a triplet_x000D_ 4. Yes, a multiple birth with four or more babies_x000D_ |
Yes | The instruction to the respondent was added to the help text. | ||
| SPQ150 | Question “When {CHILD} was born, were {his/her} biological mother and biological father married to each other?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status and history of biological parents | Yes | Dropped because of item sensitivity. | ||||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | SPQ152 | Question “What was {CHILD}'s sex at birth?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Yes | Added to understand changes in child demogrphic characteristics over time. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | SPQ153 | Question "Now we would like to ask about the language, or languages, spoken in your home. What languages are spoken in your home? Please select all that apply.”_x000D_ _x000D_ ----_x000D_ 0. English_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish, for example, French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language, for example, Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language, for example, Hindi or Tamil_x000D_ 7. Another Asian language, for example, Japanese or Korean_x000D_ 8. A Middle Eastern language, for example, Arabic or Farsi_x000D_ 9. An African language, for example, Swahili or Amharic_x000D_ 10. A sign language, for example, American Sign Language (ASL) or a sign language from another country or culture_x000D_ 91. Other language(s) {(Please specify):/(Please specify on next screen.)}_x000D_ |
Yes | Added new version of the item similar to fall kindergarten to reduce respondent burden. The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | SPQ153OS | Yes | Added new version of the item to reduce respondent burden. | |||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | SPQ160 | Question "What is the primary language spoken in your home?"_x000D_ ----_x000D_ 1. English_x000D_ 2. Two or more languages are spoken the same amount_x000D_ 3. {Spanish}_x000D_ 4. {A European language other than Spanish, for example, French, German, or Russian}_x000D_ 5. {A Chinese language or dialect}_x000D_ 6. {A Filipino language}_x000D_ 7. {A Southeast Asian language, for example, Vietnamese, Thai, or Khmer}_x000D_ 8. {A South Asian language, for example, Hindi or Tamil}_x000D_ 9. {Another Asian language, for example, Japanese or Korean}_x000D_ 10. {A Middle Eastern language, for example, Arabic or Farsi}_x000D_ 11. {An African language, for example, Swahili or Amharic}_x000D_ 12. {A sign language, for example, American Sign Language (ASL) or a sign language from another country or culture}_x000D_ 13. {OTHER SPECIFY ANSWER FROM SPQ153}_x000D_ |
Yes | Added new version of the item to reduce respondent burden. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | SPQ162 | Question “You mentioned that more than two or more languages are spoken equally at home. What are these languages?”_x000D_ _x000D_ Select one or more choices below. If more than one language falls in the same category below (for example, if you speak two different African languages), select that category. If there is not a choice for the language(s) spoken in your home, type the language(s) in under “Other language (Please specify).””_x000D_ _x000D_ ----_x000D_ 0. English_x000D_ 1. {Spanish}_x000D_ 2. {A European language other than Spanish, for example, French, German, or Russian}_x000D_ 3. {A Chinese language or dialect}_x000D_ 4. {A Filipino language}_x000D_ 5. {A Southeast Asian language, for example, Vietnamese, Thai, or Khmer}_x000D_ 6. {A South Asian language, for example, Hindi or Tamil}_x000D_ 7. {Another Asian language, for example, Japanese or Korean}_x000D_ 8. {A Middle Eastern language, for example, Arabic or Farsi}_x000D_ 9. {An African language, for example, Swahili or Amharic}_x000D_ 10. {A sign language, for example, American Sign Language (ASL) or a sign language from another country or culture}_x000D_ 11. {OTHER SPECIFY ANSWER FROM SPQ162}_x000D_ |
Yes | Added new version of the item to reduce respondent burden. The item is based on a fall kindergarten item, but the instruction to the respondent was deleted because it was redundant with the question text. | ||
| SPQ155 | Question “Is any language other than English regularly spoken in your home?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Languages spoken in the home | Yes | This question was incorporated into SPQ153. | ||||
| SPQ156 | Question “Is English also spoken in your home?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Languages spoken in the home | Yes | This question was incorporated into SPQ153. | ||||
| SPQ158 | Question “What is the primary language spoken in your home?”_x000D_ ----_x000D_ 1. English_x000D_ 2. A language other than English_x000D_ 3. Two or more languages are spoken the same amount_x000D_ |
Languages spoken in the home | Yes | This question was incorporated into SPQ160. | ||||
| SPQ158a | Question “You mentioned a language other than English as your primary language spoken at home. What is it?”_x000D_ ----_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish, for example, French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language, for example, Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language, for example, Hindi or Tamil_x000D_ 7. Another Asian language, for example, Japanese or Korean_x000D_ 8. A Middle Eastern language, for example, Arabic or Farsi_x000D_ 9. An African language, for example, Swahili or Amharic_x000D_ 91. Other language (Please specify):_x000D_ |
Languages spoken in the home | Yes | This question was incorporated into SPQ160. | ||||
| SPQ158aOS | Other specify for languages spoken in the home | Yes | This question was incorporated into SPQ160. | |||||
| SPQ158b | Question “You mentioned that more than two or more languages are spoken equally at home. What are these languages?”_x000D_ _x000D_ Select one or more choices below. If more than one language falls in the same category below (for example, if you speak two different African languages), select that category. If there is not a choice for the language(s) spoken in your home, type the language(s) in under “Other language (Please specify).””_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 0. English_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish, for example, French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language, for example, Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language, for example, Hindi or Tamil_x000D_ 7. Another Asian language, for example, Japanese or Korean_x000D_ 8. A Middle Eastern language, for example, Arabic or Farsi_x000D_ 9. An African language, for example, Swahili or Amharic_x000D_ 91. Other languages(s) (Please specify):_x000D_ |
Primary language spoken | Yes | This question was incorporated into SPQ162. | ||||
| SPQ158bOS | Other specify for languages spoken in the home | Yes | This question was incorporated into SPQ162. | |||||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | PIQ124 | Question “Before the start of this school year, did you or another family member do any of the following activities in preparation for {CHILD’s} first day of school? Please select all that apply." _x000D_ ----_x000D_ 1. Have {CHILD} meet {his/her/their} new teacher_x000D_ 2. Talk to teachers yourself at the school_x000D_ 3. Talk to the principal/school administrator_x000D_ 4. Take {CHILD} to visit the school grounds_x000D_ 5. Talk to {CHILD} about what kindergarten will be like_x000D_ 6. Talk to or meet with other kindergarten parents_x000D_ 7. Volunteer at the school_x000D_ 8. Read books to {CHILD} that talked about starting kindergarten_x000D_ 9. Review parent resource materials provided by the school, such as the school’s newsletter or postings to the school’s website_x000D_ 10. Obtain information or advice from preschools or other early care and education centers about preparing children for the first day of kindergarten_x000D_ 11. Obtain information or advice from community services or family support/resource centers about preparing children for the first day of kindergarten_x000D_ 12. Search online for information about preparing children for the first day of kindergarten_x000D_ 91. Anything else? {(Please specify):/(Please specify on next screen.)}_x000D_ |
Yes | This was added in response to comments from the Administration for Children and Families (ACF). Comments from ACF noted that there is a need in the field to not only ask schools/teachers about kindergarten transition activities done at the classroom/school level, but also the parents, to see who is actually receiving the transition activities schools are providing. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | PIQ124OS | Yes | This was added in response to comments from ACF. Comments from ACF noted that there is a need in the field to not only ask schools/teachers about kindergarten transition activities done at the classroom/school level, but also the parents, to see who is actually receiving the transition activities schools are providing. | |||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | PIQ126 | Has {CHILD} ever had a home visit from {his/her/their} kindergarten teacher? 1. Yes 2. No |
Yes | An item about home visits was added as suggested by ACF. | ||
| PIQ127 | Question “Now we have some questions about {CHILD}'s school. Since the beginning of the school year, have any of {CHILD}’s teachers or {his/her} school contacted your household about any behavior problems {he/she} is having, such as:”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Biting_x000D_ 2. Being aggressive_x000D_ 3. Not following directions_x000D_ 4. Being overly active_x000D_ 5. Being impulsive or having little or no self-control_x000D_ 6. None of the above_x000D_ 91. Another behavior problem (Please specify):_x000D_ |
School-initiated contact with parents about behavior problems | PIQ127 | Question “Now we have some questions about {CHILD}'s school. Please select all that apply in the next question. Since the beginning of the school year, have any of {CHILD}’s teachers or {his/her/their} school contacted your household about any behavior problems {he/she/they} {is/are} having, such as:”_x000D_ _x000D_ ----_x000D_ 1. Biting_x000D_ 2. Being aggressive_x000D_ 3. Not following directions_x000D_ 4. Inappropriate behavior for the situation_x000D_ 5. Being overly active_x000D_ 6. Being impulsive or having little or no self-control_x000D_ 7. Being sad or upset_x000D_ 8. Making repetitive or unusual movements or noises (for example, stimming)_x000D_ 9. Avoiding work_x000D_ 10. Another behavior problem_x000D_ 11. None of the above_x000D_ |
Yes | Revisions were made to add categories (4, 7, 8, and 9) for responses reported in the field test. A "None of the above" response category was also added. The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. | ||
| PIQ127OS | Other specify for School-initiated contact with parents about behavior problems | Yes | This was deleted and a "None of the above" response category was added to PIQ127 instead. | |||||
| PIQ129a | Question “Since the beginning of the school year, has {CHILD} ever had an in-school or out-of-school suspension?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child’s experience with in- or out-of-school suspensions or expulsions | Yes | Dropped to reduce respondent burden. Plan to ask in first grade. | ||||
| PIQ129b | Question “Since the beginning of the school year, how many times has {CHILD} been suspended?”_x000D_ _x000D_ InstResp “Please include both in-school and out-of-school suspensions.”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Times suspended” |
Child’s experience with in- or out-of-school suspensions or expulsions | Yes | Dropped to reduce respondent burden. Plan to ask in first grade. | ||||
| PIQ129c | Question “Since the beginning of the school year, has {CHILD} ever been expelled?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child’s experience with in- or out-of-school suspensions or expulsions | Yes | Dropped to reduce respondent burden. Plan to ask in first grade. | ||||
| PIQ129d | Question “Since the beginning of the school year, how many times has {CHILD} been expelled?”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Times expelled” |
Child’s experience with in- or out-of-school suspensions or expulsions | Yes | Dropped to reduce respondent burden. Plan to ask in first grade. | ||||
| PIQ130 | Question “Since the beginning of this school year, have you or the other adults in your household done any of the following activities?_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item." InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Attended an open house or a back-to-school night_x000D_ 2. Attended a meeting of a PTA, PTO, or Parent-Teacher Organization_x000D_ 3. Gone to a regularly-scheduled parent-teacher conference with {CHILD}'s teacher or meeting with {CHILD}'s teacher_x000D_ 4. Attended a school or class event, such as a play, sports event, or science fair_x000D_ 5. Served as a volunteer in {CHILD}’s classroom or elsewhere in the school_x000D_ 6. None of the above_x000D_ |
Parent attendance at parent-teacher conferences and meetings, parent participation in school activities | PIQ130 | Question “Since the beginning of this school year, have you or the other adults in your household done any of the following activities?_x000D_ Please select all that apply.”_x000D_ ----_x000D_ 1. Attended an open house or a back-to-school night_x000D_ 2. Attended a meeting of a PTA, PTO, or Parent-Teacher Organization_x000D_ 3. Gone to a regularly-scheduled parent-teacher conference with {CHILD}'s teacher or meeting with {CHILD}'s teacher_x000D_ 4. Attended a school or class event, such as a play, sports event, or science fair_x000D_ 5. Served as a volunteer in {CHILD}’s classroom or elsewhere in the school_x000D_ 6. None of the above_x000D_ |
Yes | Moved the reference to the blue help icon from this question because the first question with help text that should reference this is in the section before PIQ (item INQ005g). The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. | ||
| PIQ185 | Question "During this school year, how many times have you or other adults in your household gone to meetings or participated in activities at {CHILD}'s school?"_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Times” |
Parent attendance at parent-teacher conferences and meetings, parent participation in school activities | PIQ185 | Question "During this school year, how many times have you or other adults in your household gone to meetings or participated in activities at {CHILD}'s school?"_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Times” |
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| PIQ190 | Question “How well has {CHILD}'s school done with each of the following activities during this school year?_x000D_ _x000D_ The school lets you know between report cards how {CHILD} is doing in school.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
School practices to communicate with parents and encourage involvement | PIQ190 | Question “How well has {CHILD}'s school done with each of the foll0wing activities during this school year?_x000D_ _x000D_ The school lets you know between report cards how {CHILD} is doing in school.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well 2. Just OK 3. Doesn't do this at all DON'T KNOW |
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| PIQ200 | Question “The school helps you understand what children at {CHILD}'s age are like.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
School practices to communicate with parents and encourage involvement | PIQ200 | Question “The school helps you understand what children at {CHILD}'s age are like.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
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| PIQ210 | Question “The school makes you aware of chances to volunteer at the school.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ |
School practices to communicate with parents and encourage involvement | PIQ210 | Question “The school makes you aware of chances to volunteer at the school.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
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| PIQ220 | Question “The school provides workshops, materials, or advice about how to help {CHILD} learn at home.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
School practices to communicate with parents and encourage involvement | PIQ220 | Question “The school provides workshops, materials, or advice about how to help {CHILD} learn at home.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ |
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| PIQ230 | Question “The school provides information on community services to help {CHILD} or your family.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
School practices to communicate with parents and encourage involvement | PIQ230 | Question “The school provides information on community services to help {CHILD} or your family.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
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| PIQ231a | Question “Please answer the questions below about {CHILD}'s school._x000D_ _x000D_ At this school, all students are treated equally.”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | PIQ231a | Question “Please answer the questions below about {CHILD}'s school._x000D_ _x000D_ At this school, all students are treated equally.”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ DON'T KNOW |
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| PIQ231b | Question “This school teaches with materials that show a wide variety of students (for example, children of different races and ethnicities, children who speak different languages, and children from different countries).”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | PIQ231b | Question “This school teaches with materials that show a wide variety of students (for example, children of different races and ethnicities, children who speak different languages, and children from different countries).”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
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| PIQ231c | Question “This school thinks it is important to show respect for all students’ backgrounds, beliefs, values, and ways of life.”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | PIQ231c | Question “This school thinks it is important to show respect for all students’ backgrounds, beliefs, values, and ways of life.”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
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| PIQ400 | Question “{{In the fall survey, it was reported/Previously, you said} that {English/NON-ENGLISH LANGUAGE/a language other than English} is spoken in your home.} When {CHILD}'s teacher sends home notes or newsletters, are these in {English/NON-ENGLISH LANGUAGE/a language that you speak}?” ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether school provides translated materials | PIQ400 | Question “ When {CHILD}'s teacher sends home notes or newsletters, are these in a language that you speak?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| PIQ415 | Question “This year, have any of the following reasons made it harder for you to participate in activities at {CHILD}'s school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Inconvenient meeting times_x000D_ 2. No child care keeps your family from going to school meetings or event_x000D_ 3. Family members can't get time off from work_x000D_ 4. Problems with safety going to the school_x000D_ 5. The school does not make your family feel welcome_x000D_ 6. Problems with transportation to the school_x000D_ 7. You don't hear about things going on at school that you might want to be involved in_x000D_ 8. Another reason_x000D_ 9. None of these_x000D_ |
Barriers to involvement with the school | PIQ415 | Question “This year, have any of the following reasons made it harder for you to participate in activities at {CHILD}'s school? Please select all that apply.”_x000D_ ----_x000D_ 1. Inconvenient meeting times_x000D_ 2. No child care keeps your family from going to school meetings or event_x000D_ 3. Family members can't get time off from work_x000D_ 4. Problems with safety going to the school_x000D_ 5. The school does not make your family feel welcome_x000D_ 6. Problems with transportation to the school_x000D_ 7. You don't hear about things going on at school that you might want to be involved in_x000D_ 8. Another reason_x000D_ 9. You do not find it hard to participate in activities at {CHILD}’s school_x000D_ |
Yes | The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. Based on field test analyses, response option 9 was revised to, "You do not find it hard to participate in activities at {CHILD}'s school." | ||
| PIQ470 | Question “This year, has it been harder for you to participate in activities at {CHILD}'s school because you or members of your family speak a language other than English and meetings are conducted only in English?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Barriers to involvement with the school | PIQ470 | Question “This year, has it been harder for you to participate in activities at {CHILD}'s school because you or members of your family speak a language other than English and meetings are conducted only in English?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| PIQ490 | Question “How satisfied are you with the school {CHILD} attends this year?”_x000D_ ----_x000D_ 1. Very satisfied_x000D_ 2. Somewhat satisfied_x000D_ 3. Somewhat dissatisfied_x000D_ 4. Very dissatisfied_x000D_ |
Parent satisfaction with the school | Yes | Dropped to reduce respondent burden | ||||
| PIQ550 | Question “How often do you check that {CHILD} has completed all of {his/her} homework?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Always_x000D_ |
How often parent or someone else checked that the child completed homework | PIQ550 | Question “How often do you check that {CHILD} has completed all of {his/her/their} homework?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Always_x000D_ 5. Not applicable. {CHILD} does not have homework._x000D_ |
Yes | Based on field test data, added category 5 for "Not applicable. {CHILD} does not have homework." The pronoun "their" was aslo added for children who are another gender. | ||
| PIQ585a | Question “How often would you say that {CHILD}…_x000D_ _x000D_ Makes up reasons to stay home from school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | PIQ585a | Question “Now I have some questions about {CHILD} and school. How often would you say that {CHILD}…_x000D_ _x000D_ Makes up reasons to stay home from school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
Yes | Transition text was added to the beginning of the question to make it easier to ready for an interviewer, if needed. | ||
| PIQ585b | Question “Seems to dread going to school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | PIQ585b | Question “Seems to dread going to school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
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| PIQ585c | Question “Becomes upset when it’s time to go to school in the morning?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | PIQ585c | Question “Becomes upset when it’s time to go to school in the morning?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
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| PIQ585d | Question “Asks to stay home from school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | PIQ585d | Question “Asks to stay home from school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
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| PIQ585e | Question “Complains about going to school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | PIQ585e | Question “Complains about going to school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
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| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | FSQ005a | Question “Now we would like to know a bit about {CHILD}’s household to better understand how children’s_x000D_ home experiences may relate to early learning._x000D_ _x000D_ In addition to you and {CHILD}, how many other people or family members live in the household?_x000D_ _x000D_ Watermark "Enter number"_x000D_ _x000D_ [CHILD} and you: 2"_x000D_ _x000D_ Number of other household members age 18 and older:” |
Yes | This item was added to obtain the total number of household members and broad information on their ages. This and other items about family structure were changed to streamline the questions and not ask about the names, ages, and genders of all household members, but focus on the respondent, the child's parents/guardians, and the spouse/partners of the child's parents/guardians. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | FSQ005b | Question “Number of other household members age 17 and younger:”_x000D_ _x000D_ Watermark "Enter number" |
Yes | This item was added to obtain the total number of household members and broad information on their ages. This and other items about family structure were changed to streamline the questions and not ask about the names, ages, and genders of all household members, but focus on the respondent, the child's parents/guardians, and the spouse/partners of the child's parents/guardians. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | FSQ005c | Question “Total number of household members, including {CHILD} and you: _x000D_ Include any spouses, partners, babies, young children, and people who are only temporarily away from home, such as living in a dorm. Please do not include anyone staying here temporarily who usually lives somewhere else." InstResp "If the total is correct, please select the Next button. Otherwise, change the numbers of household members who are 18 and older or 17 and younger until the total is correct." |
Yes | This item was added to obtain the total number of household members and broad information on their ages. This and other items about family structure were changed to streamline the questions and not ask about the names, ages, and genders of all household members, but focus on the respondent, the child's parents/guardians, and the spouse/partners of the child's parents/guardians. | ||
| FSQ001 | Question “We would like to ask about household members who lived in this household at the time of our last survey. _x000D_ _x000D_ Does {NAME} {who is about {AGE} years old} {and} {male/female} still live in this household?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Family structure change and loss (e.g, remarriage, divorce, and death) | Yes | The ECLS-K:2024 is not prefilling data about all household members across rounds. | ||||
| FSQ005 | Question “Why is {NAME} no longer living in this household?”_x000D_ ----_x000D_ 1. Separation or divorce_x000D_ 2. Attending college or boarding school_x000D_ 3. Living elsewhere for employment-related reasons_x000D_ 4. Deceased_x000D_ 5. Moved on or moved elsewhere_x000D_ 6. This person never lived in this household_x000D_ 7. Moved back with parents or moved with other parent_x000D_ 8. In jail or prison_x000D_ 9. Relationship ended_x000D_ 91. Some other reason (Please specify):_x000D_ |
Family structure change and loss (eg, remarriage, divorce, and death), information about why people who were in the household in a previous round of collection have left the household | Yes | The ECLS-K:2024 is not prefilling data about all household members across rounds. | ||||
| FSQ005OS | Other specify for information about why people who were in the household in a previous round of collection have left the household | Yes | The ECLS-K:2024 is not prefilling data about all household members across rounds. | |||||
| FSQ006 | Question “Other than {you and {CHILD}/you, {CHILD}, and {NAMES OF HOUSEHOLD MEMBERS}}, is there anyone else currently living in this household? For example, anyone who has moved in or any babies born since the last survey?” _x000D_ _x000D_ InstResp “Please do not include anyone staying here temporarily who usually lives somewhere else.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current household roster | Yes | The ECLS-K:2024 is not prefilling data about all household members across rounds. | ||||
| FSQ007 | Question “Please list the first names of all the other people who normally live here. Please do not include anyone staying here temporarily who usually lives somewhere else.”_x000D_ _x000D_ New household member 1_x000D_ _x000D_ New household member 2_x000D_ _x000D_ New household member 3_x000D_ _x000D_ New household member 4 |
Current household roster | Yes | The ECLS-K:2024 is not prefilling data about all household members across rounds. | ||||
| FSQ010a | Question "Now we have some questions about your household. In the questions that follow, please add the first names, ages, and sexes of everyone who normally lives in your household. Some information about you and {CHILD} information has already been added._x000D_ _x000D_ {Don't forget to include any spouses, partners, babies, young children, and people who are only temporarily away from home, such as living in a dorm. Please do not include anyone staying here temporarily who usually lives somewhere else.}_x000D_ _x000D_ Please click on the “Next” button below to continue.” |
Current household roster | Yes | The FSQ section in spring kindergarten has been streamlined to ask fewer questions and this introductory item was no longer needed. | ||||
| FSQ010b | Please add information for all household members. For babies less than 1 year old, enter 0 for the age._x000D_ _x000D_ {If needed, you may list more household members by selecting the "Add a person" button under the last row. The list of household members may be shown on more than one screen to allow for household members to be added. When you are finished adding all household members, select “Next” to move to the next question.} _x000D_ {If needed, you can add more household members later.}_x000D_ _x000D_{If a person was added in error, select the “Remove this person” button and the person will be removed after any other button is selected.} First name_x000D_ _x000D_ Household member 1 {DISPLAY FIRST NAME OF RESPONDENT} _x000D_ _x000D_ Household member 2 {DISPLAY FIRST NAME OF SAMPLED CHILD} |
Current household roster | FSQ010 | Question "Thank you for providing information about the total number of people living in [CHILD]’s household. Now we are requesting characteristics only about yourself, {CHILD}’s parents or guardians, and partners or spouses of {CHILD}’s parents or guardians who may live in this household. This information will help us ask better questions about {CHILD}’s parental figures later in the survey. In the {table/screens} below, please: • Add your age and gender {to the row/on this screen} with your {initial/first name}. If {CHILD} has any other parents or guardians who live in this household, or if you or another parent or guardian has a partner or spouse that live in {CHILD}'s household even if they are not {CHILD}’s parent or guardian. • Use the “Add a person" button to include their information {in this table/on the screens that follow}. Do not add any other household members who are not parents or guardians. Do not add any other parents or guardians that do not live in this household. When you are finished, select "Next" to move to the next question." “{If a person was added in error, select the “Remove this person” box and the person will be removed after a button is selected.}” “{Initial/First name}” Parent/guardian 1 {DISPLAY FIRST NAME OF RESPONDENT} Parent/guardian 2 |
Yes | The FSQ section in spring kindergarten was streamlined to ask fewer questions. The study no longer asks for detailed information about the name, age, sex, and relationships of all household members, but collects this information about the respondent, the child's parents/guardians, and the spouse/partners of the parents/guardians. | ||
| FSQ030 | Question "Age"_x000D_ _x000D_ Watermark "Enter age" |
Current household roster | FSQ030 | Question "Age"_x000D_ _x000D_ Watermark "Enter age" |
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| FSQ040 | Question "Sex"_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Current household roster | FSQ040 | Question "Gender"_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ 3. Another gender_x000D_ |
Yes | The question was revised to ask about gender. | ||
| FSQ050 | Question "Please confirm the first names, ages, and sexes of persons in your household. Is this information correct?" _x000D_ _x000D_ InstResp “If you would like to add household members or change information, please select "No" to go back and make changes. Typos in first names do NOT need to be corrected. If you want to change a first name for someone other than yourself or {CHILD}, after selecting “No” on this screen, use the “Remove this person” button and then the “Add a person” button to add them back with the corrected name. If you have more than eight household members and select "No" to go back and make changes, they will be listed on more than one screen when you back up. Please select "Next" on each screen to see all the household members listed.” _x000D_ {LIST OF HOUSEHOLD MEMBERS SHOWING FIRST NAMES, AGES, AND SEXES}_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current household roster | FSQ050 | Question “Please confirm the initials or first names, ages, and genders of yourself, parents/guardians, and spouse/partners in {CHILD}'s household. Is this information correct?”_x000D_ _x000D_ InstResp “If you would like to add household members or change information, please select "No" to go back and make changes.”_x000D_ _x000D_ {LIST OF HOUSEHOLD MEMBERS SHOWING FIRST NAMES, AGES, AND SEXES}_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | This question was revised to refer to the respondent, the child's parents/guardians, and the spouse/partners of the parents/guardians rather than all household members. | ||
| FSQ110 | Question "Do you have a spouse or partner who lives in this household?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status and history of the primary caretakers | FSQ110 | Question "Do you have a spouse or partner who lives in this household?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| FSQ120 | Question “Who in the household is your spouse or partner?”_x000D_ _x000D_ InstResp: “Select the name of the person who is your spouse/partner. If name not listed, select "not on list.””_x000D_ ----_x000D_ 1. {DISPLAY HH MEMBER NAME 1}_x000D_ 2. {DISPLAY HH MEMBER NAME 2}_x000D_ 3. {DISPLAY HH MEMBER NAME 3}_x000D_ 4. {DISPLAY HH MEMBER NAME 4}_x000D_ 5. {DISPLAY HH MEMBER NAME 5}_x000D_ 6. {DISPLAY HH MEMBER NAME 6}_x000D_ 7. {DISPLAY HH MEMBER NAME 7}_x000D_ 8. {DISPLAY HH MEMBER NAME 8}_x000D_ 37. Not on list_x000D_ |
Marital status and history of the primary caretakers | FSQ120 | Question “Who in the household is your spouse or partner?”_x000D_ _x000D_ InstResp: "Select the {initials/name} of the person who is your spouse/partner. If the {initials are/name is} not listed, select "not on list.””_x000D_ ----_x000D_ 1. {DISPLAY HH MEMBER NAME 1}_x000D_ 2. {DISPLAY HH MEMBER NAME 2}_x000D_ 3. {DISPLAY HH MEMBER NAME 3}_x000D_ 4. {DISPLAY HH MEMBER NAME 4}_x000D_ 5. {DISPLAY HH MEMBER NAME 5}_x000D_ 7. Not on list_x000D_ |
Yes | This question was revised to ask about fewer possible spouse/partners given the household roster is limited to five other parents/guardians and their spouses in addition to the respondent. | ||
| FSQ120a | Question "What is the first name of your spouse or partner?_x000D_ _x000D_ First name:" |
Marital status and history of the primary caretakers | FSQ120a | Question "What {are the initials/is the first name} of your spouse or partner?_x000D_ _x000D_ {Initials/First name}:" |
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| FSQ120b | Question "How old is {NAME}?"_x000D_ _x000D_ Pre-unit "Age:"_x000D_ _x000D_ Watermark "Enter age" |
Current household roster | FSQ120b | Question "How old is {INITIALS/NAME}?" _x000D_ _x000D_ Pre-unit "Age:" |
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| FSQ120c | Question "Is {NAME} male or female?"_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Current household roster | FSQ120c | Question "What is {INITIALS/NAME}’s gender?"_x000D_ _x000D_ "Rather not answer"_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ 3. Another gender_x000D_ |
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| FSQ130 | Question "What is {your/{NAME}'s} relationship to {CHILD}?"_x000D_ ----_x000D_ 1. Mother/female guardian_x000D_ 2. Father/male guardian_x000D_ 3. Sister_x000D_ 4. Brother_x000D_ 5. Girlfriend or female partner of {CHILD}'s parent/guardian_x000D_ 6. Boyfriend or male partner of {CHILD}'s parent/guardian_x000D_ 7. Grandmother_x000D_ 8. Grandfather_x000D_ 9. Aunt_x000D_ 10. Uncle_x000D_ 11. Cousin_x000D_ 12. Other relative_x000D_ 13. Other nonrelative_x000D_ |
Family relationship of key parent figures to the child (e.g., adopted) | FSQ130 | Question "What is {INITIALS/NAME}'s relationship to {CHILD}?" ---- 1. Biological parent 2. Adoptive parent 3. Step parent 4. Foster parent 5. Sibling 6. Grandparent 7. Other relative 8. Other nonrelative 91. Other parent or guardian {(Please specify):/(Please specify on next screen.)} |
Yes | This item was changed to use response categories that are gender neutral. | ||
| FSQ130OS | Yes | An other specify was added to obtain information about other relationships. | ||||||
| FSQ140 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Biological or birth mother_x000D_ 2. Adoptive mother_x000D_ 3. Step mother_x000D_ 4. Foster mother or legal female guardian_x000D_ 5. Other female parent or guardian_x000D_ |
Family relationship of key parent figures to the child (e.g., adopted) | Yes | This item was no longer needed because a shorter list of gender neutral relationship categories was added in another item. | ||||
| FSQ150 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Biological or birth father_x000D_ 2. Adoptive father_x000D_ 3. Step father_x000D_ 4. Foster father or legal male guardian_x000D_ 5. Other male parent or guardian_x000D_ |
Family relationship of key parent figures to the child (e.g., adopted) | Yes | This item was no longer needed because a shorter list of gender neutral relationship categories was added in another item. | ||||
| FSQ160 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Full sister_x000D_ 2. Half sister_x000D_ 3. Step sister_x000D_ 4. Adoptive sister_x000D_ 5. Foster sister_x000D_ |
Current household roster | Yes | This item was no longer needed because a shorter list of gender neutral relationship categories was added in another item. | ||||
| FSQ170 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Full brother_x000D_ 2. Half brother_x000D_ 3. Step brother_x000D_ 4. Adoptive brother_x000D_ 5. Foster brother_x000D_ |
Current household roster | Yes | This item was no longer needed because a shorter list of gender neutral relationship categories was added in another item. | ||||
| FSQ180 | Question "{Are you/Is {NAME}} a …"_x000D_ ----_x000D_ 1. Girlfriend or female partner of {CHILD}'s parent/guardian_x000D_ 2. Boyfriend or male partner of {CHILD}'s parent/guardian_x000D_ 3. Female guardian_x000D_ 4. Male guardian_x000D_ 5. Daughter/son of {CHILD}'s parent's partner_x000D_ 6. Other relative of {CHILD}'s parent's partner_x000D_ 7. Other nonrelative (Please specify):_x000D_ |
Current household roster | Yes | This item was no longer needed because a shorter list of gender neutral relationship categories was added in another item. | ||||
| FSQ180OS | Other specify for current household roster | Yes | This item was no longer needed because a shorter list of gender neutral relationship categories was added in another item. | |||||
| FSQ190 | Question "{Are you/Is {NAME}} Hispanic or {Latino/Latina}?"_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ethnicity of child, parent figures, or respondent and respondent's spouse (if no mother or father figures) | FSQ190 | Question "{We have a few more questions about {CHILD} and the people listed in your table.}_x000D_ _x000D_ {Are you/Is {INITIALS/NAME}} Hispanic or {Latino/Latina} {Latino/a/x}? A person who is Hispanic or {Latino/Latina} {Latino/a/x} is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | A display of Latino/a/x was added for those whose gender was not reported as male or female. The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| FSQ196a | Question “Though we may have asked you about {CHILD}'s ethnicity and race before, we have a few more questions. Is {CHILD} Hispanic or {Latino/Latina}?”_x000D_ _x000D_ InstResp “While we asked about this before, we have some additional questions about {CHILD}'s ethnicity.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child’s race/ethnicity | FSQ191 | Question “Though we may have asked you about {your/INITIALS/{NAME}'s ethnicity and race before, we have a few more questions. {Are you/Is (INTIALS/NAME} Hispanic or {Latino/Latina}{Latino/a/x}?”_x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | A display of Latino/a/x was added for those whose gender was not reported as male or female. The instruction to the respondent was deleted because it is redundant. The question displays were expanded to include both the child and parent figures. The question was also renumbered. | ||
| FSQ196b | Question “Which of the following Spanish, Hispanic, or Latino groups best describes {CHILD}'s origin?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Mexican, Mexican American or Chicano_x000D_ 2. Puerto Rican_x000D_ 3. Cuban_x000D_ 4. Other Spanish/Hispanic/Latino group_x000D_ |
Child’s race/ethnicity | FSQ192 | Question “Which of the following Spanish, Hispanic, or Latino groups best describes {your/{INITIALS/NAME}'s} origin? Please select all that apply.”_x000D_ _x000D_ ----_x000D_ 1. Cuban_x000D_ 2. Mexican, Mexican American, or Chicano_x000D_ 3. Puerto Rican_x000D_ 4. Other Spanish/Hispanic/Latino group_x000D_ |
Yes | The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. The question displays were expanded to include both the child and parent figures. The question was renumbered. | ||
| FSQ195 | Question "Which of the following describes {your/{NAME}'s} race? You may choose more than one."_x000D_ _x000D_ InstResp “For the purposes of this study, Hispanic origins are not races. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or other Pacific Islander_x000D_ 5. White_x000D_ |
Race of child, parent figures, or respondent and respondent's spouse (if no mother or father figures) | FSQ195 | Question "Which of the following describes {your/{INITIALS/NAME}'s} race? You may choose more than one. Please select all that apply." _x000D_ _x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or other Pacific Islander_x000D_ 5. White_x000D_ |
Yes | The first sentence of the instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. | ||
| FSQ197a | Question “{Though we may have asked you about {CHILD}'s race before, we have a few more questions.} Is {CHILD} a member of an Asian group?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child’s race/ethnicity | FSQ197a | Question “{Though we may have asked you about {your/INITIALS/{NAME}'s} race before, we have a few more questions.} {Are you/Is (INTIALS/NAME}} a member of an Asian group?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The question displays were expanded to include both the child and parent figures. | ||
| FSQ197b | Question “Which of the following Asian groups best describes {CHILD}'s origin? _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Asian Indian_x000D_ 2. Chinese_x000D_ 3. Filipino_x000D_ 4. Japanese_x000D_ 5. Korean_x000D_ 6. Vietnamese_x000D_ 7. Hmong_x000D_ 8. Other Asian_x000D_ |
Child’s race/ethnicity | FSQ197b | Question “Which of the following Asian groups best describes {your/{INITIALS/NAME}'s} origin?_x000D_ Please select all that apply." _x000D_ ----_x000D_ 1 Asian Indian 2 Chinese 3 Filipino 4 Hmong 5 Japanese 6 Korean 7 Vietnamese 8 Other Asia |
Yes | The question displays were expanded to include both the child and parent figures. The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. The response categories were alphabetized. | ||
| FSQ198a | Question “Is {CHILD} a member of a Pacific Islander group?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child’s race/ethnicity | FSQ198a | Question “{Are you/Is {INTIALS/NAME}} a member of a Pacific Islander group?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The question displays were expanded to include both the child and parent figures. | ||
| FSQ198b | Question "Which of the following Pacific Islander groups best describes {CHILD}'s origin?"_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Native Hawaiian_x000D_ 2. Guamanian or Chamorro_x000D_ 3. Samoan_x000D_ 4. Other Pacific Islander_x000D_ |
Child’s race/ethnicity | FSQ198b | Question “Which of the following Pacific Islander groups best describes {your/{INITIALS/NAME}'s} origin? Please select all that apply.”_x000D_ ----_x000D_ 1 Guamanian or Chamorro 2 Native Hawaiian 3 Samoan 4 Other Pacific Islander |
Yes | The question displays were expanded to include both the child and parent figures. The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. Response categories were alphabetized. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | FSQ198c | Question "We have just a few more questions about this household’s members._x000D_ _x000D_ How many siblings does {CHILD} have in this household?"_x000D_ _x000D_ Pre-unit “Number of siblings”_x000D_ _x000D_ Watermark “Enter number” |
Yes | This question was added to obtain the number of siblings in the household. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | FSQ199 | How many grandparents does {CHILD} have in this household?_x000D_ _x000D_ Pre-unit “Number of grandparents”_x000D_ _x000D_ Watermark “Enter number” |
Yes | This question was added to obtain the number of grandparents in the household. | ||
| FSQ200 | Question "{FILL 1} currently married, separated, divorced, widowed, in a domestic partnership, or {FILL 2} never been married?"_x000D_ ----_x000D_ 1. Married_x000D_ 2. Separated_x000D_ 3. Divorced_x000D_ 4. Widowed_x000D_ 5. Never married_x000D_ 6. Civil union/domestic partnership_x000D_ 7. I don't know (Please explain):_x000D_ |
Marital status and history of the primary caretakers | FSQ200 | Question "How would you describe your current relationship status?"_x000D_ ----_x000D_ 1. Married_x000D_ 2. Separated_x000D_ 3. Divorced_x000D_ 4. Widowed_x000D_ 5. Never married_x000D_ 6. Civil union/domestic partnership_x000D_ 91. Other {(Please explain):/(Please explain on next screen.)}_x000D_ |
Yes | The wording was reworded for clarity to ask about the current relationship status. The response category for "I don't know" was changed to "Other" to be more similar to other items. | ||
| FSQ200OS | Other specify for marital status and history of the primary caretakers | FSQ200OS | ||||||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | FSQ202 | Question "How would you describe {INITIALS/NAME}’s current relationship status?"_x000D_ ----_x000D_ 1. Married_x000D_ 2. Separated_x000D_ 3. Divorced_x000D_ 4. Widowed_x000D_ 5. Never married_x000D_ 6. Civil union/domestic partnership_x000D_ 91. Other {(Please explain):/(Please explain on next screen.)}_x000D_ DON'T KNOW |
Yes | This question was added to obtain the current relationship status of another parent figure if the respondent is not a parent. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | FSQ202OS | Yes | This question was added to obtain the current relationship status of another parent figure if the respondent is not a parent. | |||
| FSQ206 | Question “To save time, if we contact your household in the future, we will include these first names, ages, and sexes of your household members in that survey. This allows for review and updating of the information you provided here, rather than having to enter everything a second time. _x000D_ _x000D_ Please press the Next button to continue."_x000D_ _x000D_ “I do NOT provide my permission to fill these names, ages, and sexes information into future surveys on {CHILD}.” |
Consent to prefill household roster data | Yes | Data are not being prefilled from fall kindergarten so this item is not needed. | ||||
| HEQ071a | Question “Now we would like to ask about {CHILD}'s home environment. How often does {CHILD}:_x000D_ _x000D_ Count objects?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | HEQ071a | Question “Now we would like to ask about {CHILD}'s home environment. How often does {CHILD}:_x000D_ _x000D_ Count objects?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
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| HEQ071b | Question “Add or subtract things?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | HEQ071b | Question “Add or subtract things?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
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| HEQ071c | Question “Write numbers?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | HEQ071c | Question “Write numbers?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
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| HEQ071d | Question “Match or identify shapes?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | HEQ071d | Question “Match or identify shapes?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
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| HEQ071e | Question “{Continued} How often does {CHILD}:_x000D_ _x000D_ Play cards or board games?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | Yes | Item was deleted due to factor analyses from the field test and timing constraints in the survey. | ||||
| HEQ071f | Question “Play with jigsaw puzzles?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | Yes | Item was deleted due to factor analyses from the field test and timing constraints in the survey. | ||||
| HEQ071g | Question “Play with blocks or construction toys?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | HEQ071e | Question “Play with blocks or construction toys?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
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| HEQ071h | Question “Identify or create patterns?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | HEQ071f | Question “{(Continued)}Identify or create patterns?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
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| HEQ071i | Question “{Continued} How often does {CHILD}:_x000D_ _x000D_ Put objects in order (for example, small to large)?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | HEQ071g | Question “How often does {CHILD}:_x000D_ _x000D_ Put objects in order (for example, small to large)?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
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| HEQ071j | Question “Measure things (for example, using a ruler, in cooking, etc.)?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | HEQ071h | Question “Measure things (for example, using a ruler, in cooking, etc.)?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
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| HEQ071k | Question “Keep score in games?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | Yes | Item was deleted due to factor analyses from the field test and timing constraints in the survey. | ||||
| HEQ071l | Question “Answer/ask questions about “How many things are there?” (for example, “How many plates are on the table?”)?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | HEQ071i | Question “Answer/ask questions about “How many things are there?” (for example, “How many plates are on the table?”)?”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
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| HEQ072 | Question “How often do you play number games or talk about numbers with {CHILD}?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month_x000D_ 3. Less than once a week_x000D_ 4. Once a week_x000D_ 5. 2 to 3 times a week_x000D_ 6. Every day_x000D_ 7. More than once a day_x000D_ |
Math activities | Yes | To reduce respondent burden, this Item was deleted in favor of the HEQ071 series. | ||||
| HEQ073 | Question “How much does {CHILD} enjoy number or math activities like counting objects, making patterns, measuring things, etc.?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. A little_x000D_ 3. A fair amount_x000D_ 4. Much_x000D_ 5. Very much_x000D_ |
Math activities | HEQ073 | Question “How much does {CHILD} enjoy number or math activities like counting objects, making patterns, measuring things, etc.?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. A little_x000D_ 3. A fair amount_x000D_ 4. Much_x000D_ 5. Very much_x000D_ |
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| HEQ075a | Question “How much do you agree or disagree with the following statements about what it is usually like living in your home? _x000D_ _x000D_ We almost always seem to be rushed.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | HEQ075a | Question “How much do you agree or disagree with the following statements about what it is usually like living in your home? _x000D_ _x000D_ We almost always seem to be rushed.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
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| HEQ075b | Question “We are usually able to stay on top of things.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | HEQ075b | Question “We are usually able to stay on top of things.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
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| HEQ075c | Question “No matter how hard we try, we always seem to be running late.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | HEQ075c | Question “No matter how hard we try, we always seem to be running late.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
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| HEQ075d | Question “No matter what our family plans, it usually doesn’t seem to work out.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | HEQ075d | Question “No matter what our family plans, it usually doesn’t seem to work out.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
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| HEQ075e | Question “{Continued} How much do you agree or disagree with the following statements about what it is usually like living in your home? _x000D_ _x000D_ You can’t hear yourself think.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | Yes | Dropped to reduce respondent burden. This item had a low loading in the factor analysis. | ||||
| HEQ075f | Question “It is a good place to relax.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | HEQ075e | Question “{(Continued) }How much do you agree or disagree with the following statements about what it is usually like living in your home? It is a good place to relax.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
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| HEQ075g | Question “The atmosphere is calm.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | HEQ075f | Question “The atmosphere is calm.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
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| HEQ075h | Question “In the morning, we have a regular routine.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Amount of chaos in the home | HEQ075g | Question “In the morning, we have a regular routine.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
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| HEQ210 | Question “In the past week, how often did {CHILD} read to {himself/herself} or to others outside of school?”_x000D_ _x000D_ InstResp “Please include reading in any language.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Reading by the child | HEQ210 | Question “Now we have some questions about {CHILD}'s activities at home. In the past week, how often did {CHILD} read to {himself/herself/themselves} or to others outside of school? Please include reading in any language.” ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Yes | Transition text was added to make the survey easier to read by interviewers, if needed. Also, the instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| HEQ215 | Question “Generally, how long did {CHILD} read to {himself/herself} at each of these times?”_x000D_ _x000D_ InstResp “Please include reading in any language.”_x000D_ _x000D_ Pre-unit “Minutes:”_x000D_ _x000D_ Watermark “Enter minutes” |
Reading by the child | HEQ215 | Question “Generally, how long did {CHILD} read to {himself/herself/themself} at each of these times? Please include reading in any language.” _x000D_ Pre-unit “Minutes:”_x000D_ _x000D_ Watermark “Enter minutes” |
Yes | The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| HEQ272a | Question “Do you have the following in your home that {CHILD} may use?_x000D_ _x000D_ Smartphone”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | HEQ272a | Question “Do you have the following in your home that {CHILD} may use?_x000D_ _x000D_ Smartphone”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her/their} own_x000D_ 3. No_x000D_ |
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| HEQ272b | Question “Cell phone (for example, not a smartphone or other phone that can also access the internet)”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | Yes | Dropped to reduce respondent burden. | ||||
| HEQ272c | Question “Tablet (for example, iPad or other tablet)”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | HEQ272b | Question “Laptop, desktop computer, or tablet (for example, iPad or other tablet)”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her/their} own_x000D_ 3. No_x000D_ |
Yes | Question text from HEQ272d was combined with this item to reduce respondent burden. | ||
| HEQ272d | Question “Laptop or desktop computer”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | Yes | Dropped to reduce respondent burden. Combined with HEQ272d. | ||||
| HEQ272e | Question “{Continued} Do you have the following in your home that {CHILD} may use?_x000D_ _x000D_ Reading device (for example, Kindle or Fire)”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | Yes | Dropped to reduce respondent burden. | ||||
| HEQ272f | Question “iPod”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | Yes | Dropped to reduce respondent burden. | ||||
| HEQ272g | Question “Electronic assistant or smart speaker (for example, Alexa, Google Assistant, or Siri)”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | Yes | Dropped to reduce respondent burden. | ||||
| HEQ272h | Question “Game system (for example, Playstation, Wii, or Xbox, or handheld devices such as a Nintendo DS or Sony PSP)”_x000D_ ----_x000D_ 1. Yes, {CHILD} shares this with other family member(s)_x000D_ 2. Yes, {CHILD} has {his/her} own_x000D_ 3. No_x000D_ |
Availability and use of a home computer/digital device | Yes | Dropped to reduce respondent burden. | ||||
| HEQ273a | Question “On any given weekday, how much time does {CHILD} spend watching shows, movies, and videos?”_x000D_ _x000D_ InstrResp "If less than an hour, enter '0' in the "Hours" section. If {CHILD} does not watch shows, movies, or videos, enter '0' in both the “Hours” and "Minutes" section." _x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark "Enter hours" |
Amount of time the child plays video games and watches shows | HEQ273a | Question “On any given weekday, how much time does {CHILD} spend watching shows, movies, and videos? If less than an hour, enter '0' in the "Hours" section. If {CHILD} does not watch shows, movies, or videos, enter '0' in both the “Hours” and "Minutes" section.” _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark "Enter hours" |
Yes | The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| HEQ273b | Pre-unit “Minutes:” _x000D_ _x000D_ Watermark "Enter minutes" |
Amount of time the child plays video games and watches shows | HEQ273b | Pre-unit “Minutes:” _x000D_ _x000D_ Watermark "Enter minutes" |
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| HEQ274a | Question “On any given weekday, how much time does {CHILD} spend playing video, computer, or mobile games?” _x000D_ _x000D_ InstrResp "If less than an hour, enter '0' in the "Hours" section. If {CHILD} does not play video, computer, or mobile games, enter '0' in both the “Hours” and "Minutes" sections." _x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark "Enter hours" |
Amount of time the child plays video games and watches shows | HEQ274a | Question “On any given weekday, how much time does {CHILD} spend playing video, computer, or mobile games? If less than an hour, enter '0' in the "Hours" section. If {CHILD} does not play video, computer, or mobile games, enter '0' in both the “Hours” and "Minutes" sections.” _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark "Enter hours" |
Yes | The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| HEQ274b | Pre-unit “Minutes:” _x000D_ _x000D_ Watermark "Enter minutes" |
Amount of time the child plays video games and watches shows | HEQ274b | Pre-unit “Minutes:” _x000D_ _x000D_ Watermark "Enter minutes" |
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| HEQ274c | Question “In an average week, how often does {CHILD} use a home computer or other digital device to play with programs that teach {him/her} something, like math or reading skills?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Media engagement and usage | HEQ274c | Question “In an average week, how often does {CHILD} use a home computer or other digital device to play with programs that teach {him/her/them} something, like math or reading skills?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
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| HEQ275 | Question “How often does {CHILD} have a TV, smartphone, tablet, or laptop in {his/her} room overnight?”_x000D_ ----_x000D_ 1. Every night_x000D_ 2. Most nights_x000D_ 3. Some nights_x000D_ 4. Hardly ever_x000D_ 5. Never_x000D_ |
Media engagement and usage | Yes | Dropped to reduce respondent burden. | ||||
| HEQ276a | Question “How often do you or another adult in the household join {CHILD} when {he/she} is doing the following? _x000D_ _x000D_ Watch shows, movies, and videos with {him/her}”_x000D_ ----_x000D_ 1. Most of the time_x000D_ 2. Some of the time_x000D_ 3. Hardly ever_x000D_ 4. Never_x000D_ 5. {CHILD} does not do this_x000D_ |
Media engagement and usage | Yes | Dropped to reduce respondent burden. Item does not address active engagement. | ||||
| HEQ276b | Question “Play video, computer, or mobile games with {him/her}”_x000D_ ----_x000D_ 1. Most of the time_x000D_ 2. Some of the time_x000D_ 3. Hardly ever_x000D_ 4. Never_x000D_ 5. {CHILD} does not do this_x000D_ |
Media engagement and usage | Yes | Dropped to reduce respondent burden. | ||||
| HEQ277 | Question “Do you have Internet (cable, Wifi, wireless, or DSL) in your home?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Media engagement and usage | HEQ277 | Question “Do you have Internet (cable, Wifi, wireless, or DSL) in your home?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| HEQ278 | Question “Does {CHILD} use any digital device(s) to get on the Internet in your home?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Media engagement and usage | HEQ278 | Question “Does {CHILD} use any digital device(s) to get on the Internet in your home?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| HEQ278b | Question “Do you monitor what {CHILD} looks at online, or what websites and accounts {CHILD} can join online?” _x000D_ _x000D_ InstResp “Include everything the child may look at online, such as websites, email, videos, movies, television shows, online games, chat rooms, and picture or social media sites such as Instagram, TikTok, Snapchat, YouTube, Twitter, and Facebook.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Media engagement and usage | Yes | Dropped to reduce respondent burden. Also, based on field test data there are concerns about social desirability in answering this question. | ||||
| HEQ279 | Question “Do you ever use any type of software, app, or device to monitor or limit {CHILD}'s access to the Internet?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Media engagement and usage | Yes | Dropped to reduce respondent burden. May ask in spring first grade or third grade. | ||||
| HEQ285 | Question “Are there family rules about how many hours {CHILD} may spend on screen time?”_x000D_ _x000D_ InstResp “Screen time refers to the amount of time the child is using a TV, computer, or any other digital device in which the child is looking at a screen during use.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Media engagement and usage | HEQ285 | Question “Are there family rules about how many hours {CHILD} may spend on screen time?”_x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| HEQ285a | Question “In what ways do you limit {CHILD}'s screen time?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. With a device or app_x000D_ 2. Ask my child to end screen time_x000D_ 3. Redirect my child to other activity_x000D_ 4. Take away the device from my child_x000D_ 91. Other (Please specify):_x000D_ |
Media engagement and usage | HEQ285a | Question “In what ways do you limit {CHILD}'s screen time? Please select all that apply.” ----_x000D_ 1. With a device or app_x000D_ 2. Ask {CHILD} to end screen time_x000D_ 3. Redirect {CHILD} to other activity_x000D_ 4. Take away the device from {CHILD}_x000D_ 91. Other_x000D_ |
Yes | The "Other" category was revised so that the respondent is not asked to specify the other ways that the respondent limits the child's screen time. The words "my child" were also changed to be a display for the child's name. The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. | ||
| HEQ285aOS | Other specify for media engagement and usage | Yes | Dropped to reduce respondent burden. The "other" category was kept for the item, but the instruction to specify more was deleted. | |||||
| HEQ285b | Question “Are there family rules for {CHILD} about any of the following…_x000D_ _x000D_ What shows, movies, and videos {CHILD} can watch during screen time?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Media engagement and usage | Yes | Dropped to reduce respondent burden. Also, based on field test data there are concerns about social desirability in answering this question. | ||||
| HEQ285c | Question “How early or late {CHILD} may watch shows, movies, and videos during screen time?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Media engagement and usage | Yes | Dropped to reduce respondent burden. Also, based on field test data there are concerns about social desirability in answering this question. | ||||
| HEQ288 | Question “Now we'd like to ask you about some of the activities your child might do. Has {CHILD} ever participated in any of the following activities?”_x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 1. Organized athletic activities, like basketball, soccer, baseball, swimming, or gymnastics_x000D_ 2. Dance groups, classes, or lessons_x000D_ 3. Music, for example, piano, instrumental music, or singing lessons_x000D_ 4. Drama groups, classes, or lessons_x000D_ 5. Art groups, classes, or lessons, for example, painting, drawing, sculpture_x000D_ 6. Craft groups, classes, or lessons_x000D_ 7. Language groups, classes, or lessons (to learn English or another language)_x000D_ 8. None of the above_x000D_ |
Children’s organized activities (sports, music, art, etc.) | HEQ288 | Question “Now we'd like to ask you about some of the activities your child might do. Outside of school hours, has {CHILD} ever participated in any of the following activities? Please select all that apply.” ----_x000D_ 1. Organized athletic activities, like basketball, soccer, baseball, swimming, or gymnastics_x000D_ 2. Dance groups, classes, or lessons_x000D_ 3. Music, for example, piano, instrumental music, or singing lessons_x000D_ 4. Drama groups, classes, or lessons_x000D_ 5. Art groups, classes, or lessons, for example, painting, drawing, sculpture_x000D_ 6. Craft groups, classes, or lessons_x000D_ 7. Language groups, classes, or lessons (to learn English or another language)_x000D_ 8. None of the above_x000D_ |
Yes | Added "Outside of school hours" to be comparable to the ECLS-K:2011. The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. | ||
| HEQ289 | Question “In the past month, that is, since {MONTH} {DAY}, has anyone in your family done the following things with {CHILD}?”_x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 1. Visited a library or bookstore (Do not count visiting a library or bookstore online. We are asking about in- person visits to a library or bookstore.)_x000D_ 2. Gone to a play, concert, or other live show_x000D_ 3. Visited an art gallery, museum, or historical site_x000D_ 4. Visited a zoo, aquarium, or petting farm_x000D_ 5. Attended an athletic or sporting event in which {CHILD} was not a player_x000D_ 6. Gone to a park, beach, or nature preserve_x000D_ 7. None of these_x000D_ |
Outings and activities with child | HEQ289 | Question “In the past month, that is, since {MONTH} {DAY}, has anyone in your family done the following things with {CHILD}? Please select all that apply.” ----_x000D_ 1. Visited a library or bookstore (Do not count visiting a library or bookstore online. We are asking about in-person visits to a library or bookstore.)_x000D_ 2. Gone to a play, concert, or other live show_x000D_ 3. Visited an art gallery, museum, or historical site_x000D_ 4. Visited a zoo, aquarium, or petting farm_x000D_ 5. Attended an athletic or sporting event in which {CHILD} was not a player_x000D_ 6. Gone to a park, beach, or nature preserve_x000D_ 7. None of these_x000D_ |
Yes | The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. | ||
| HEQ391 | Question “Outside of school hours, has {CHILD} ever participated in:_x000D_ _x000D_ Religious activities or instruction at a church, mosque, synagogue, or other place of worship?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child activities outside of school hours | HEQ391 | Question “Outside of school hours, has {CHILD} ever participated in:_x000D_ _x000D_ Religious activities or instruction at a church, mosque, synagogue, or other place of worship?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| HEQ392 | Question “Volunteer work or community service?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child activities outside of school hours | HEQ392 | Question “Volunteer work or community service?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| HEQ399 | Question “During a typical week, how often does {CHILD} play outside actively (for example, running, jumping, or swinging)?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Outside play | HEQ399 | Question “During a typical week, how often does {CHILD} play outside actively (for example, running, jumping, or swinging)?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
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| HEQ400 | Question “Now we have some questions about your neighborhood. How safe is it for children to play outside during the day in your neighborhood?”_x000D_ ----_x000D_ 1. Not at all safe_x000D_ 2. Somewhat safe_x000D_ 3. Very safe_x000D_ |
Neighborhood safety | HEQ400 | Question “Now we have some questions about your neighborhood. How safe is it for children to play outside during the day in your neighborhood?”_x000D_ ----_x000D_ 1. Not at all safe_x000D_ 2. Somewhat safe_x000D_ 3. Very safe_x000D_ |
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| HEQ420 | Question “How much of a problem are the following in the block or area around your home? _x000D_ _x000D_ Selling or using drugs or excessive drinking in public”_x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. No problem_x000D_ |
Neighborhood problems (eg, incidence of selling drugs, and burglary or robbery) | Yes | Dropped to reduce respondent burden. We are keeping the higher-level indicator HEQ400. | ||||
| HEQ430 | Question “Burglary or robbery”_x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. No problem_x000D_ |
Neighborhood problems (eg, incidence of selling drugs, and burglary or robbery) | Yes | Dropped to reduce respondent burden. We are keeping the higher-level indicator HEQ400. | ||||
| HEQ440 | Question “Violent crimes like drive-by shootings”_x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. No problem_x000D_ |
Neighborhood problems (eg, incidence of selling drugs, and burglary or robbery) | Yes | Dropped to reduce respondent burden. We are keeping the higher-level indicator HEQ400. | ||||
| HEQ450 | Question “Vacant houses and buildings”_x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. No problem_x000D_ |
Neighborhood problems (eg, incidence of selling drugs, and burglary or robbery) | Yes | Dropped to reduce respondent burden. We are keeping the higher-level indicator HEQ400. | ||||
| HEQ455 | Question “Do you have the following places or activities in your neighborhood or in the area nearby your home? Please select whether you have these things, regardless of whether you use them or not.” _x000D_ _x000D_ InstrResp “Select all that apply”_x000D_ ----_x000D_ 1. A recreation center_x000D_ 2. Organized activities such as Little League or soccer_x000D_ 3. A community or neighborhood association_x000D_ 4. A community pool_x000D_ 5. A community park or playground area_x000D_ 6. A library or bookmobile_x000D_ 7. A program that has after-school activities for children (for example, a Boys’ or Girls’ Club of America)_x000D_ 8. A grocery store_x000D_ 9. A hospital_x000D_ 10. None of the above_x000D_ |
Neighborhood resources | HEQ455 | Question “Do you have the following places or activities in your neighborhood or in the area nearby your home? Please select all of the things that you have, regardless of whether you use them or not.” _x000D_ _x000D_ ----_x000D_ 1. A recreation center_x000D_ 2. Organized activities such as Little League or soccer_x000D_ 3. A community or neighborhood association_x000D_ 4. A visual or performing arts center_x000D_ 5. A community pool_x000D_ 6. A community park or playground area_x000D_ 7. A library or bookmobile_x000D_ 8. A program that has after-school activities for children (for example, a Boys’ or Girls’ Club of America)_x000D_ 9. A grocery store_x000D_ 10. A hospital_x000D_ 11. None of the above_x000D_ |
Yes | "A visual or performing arts center" was added as category 4. This revision was made in response to National Endowment for the Arts (NEA) comments. The InstResp was incorporated into the question text by changing the second sentence of question to: "Please select all of the the things that you have, regardless of whether…" | ||
| HEQ460 | Question “During the last five days {CHILD} was in school, how many breakfasts did {he/she} eat that were NOT school breakfasts?” _x000D_ _x000D_ InstResp “By breakfast we mean breakfasts eaten at home, at childcare, or at school, but not part of a school breakfast program. Please count only one breakfast per day.”_x000D_ _x000D_ Pre-unit “Breakfasts:”_x000D_ _x000D_ Watermark “Number of breakfasts” |
Frequency with which the family eats meals together | HEQ460 | Question “Now we have some questions about meals and your family. During the last five days {CHILD} was in school, how many breakfasts did {he/she/they} eat that were NOT school breakfasts?” _x000D_ Pre-unit “Breakfasts:”_x000D_ _x000D_ Watermark “Number of breakfasts” |
Yes | A transition was added to make the survey easier to read by an interviewer, if needed. The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| HEQ470 | Question “Where did {CHILD} eat these breakfasts?_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. At home_x000D_ 2. At a relative’s or friend’s home_x000D_ 3. At a child care location_x000D_ 4. At school, but not part of school breakfast_x000D_ 5. At a restaurant, including food taken out from fast food restaurants_x000D_ 91. Somewhere else (Please specify):_x000D_ |
Frequency with which the family eats meals together | Yes | Dropped to reduce respondent burden. | ||||
| HEQ470OS | Other specify for frequency with which the family eats meals together | Yes | Dropped to reduce respondent burden. | |||||
| HEQ520 | Question “In a typical week, on how many days does your family eat a meal together?”_x000D_ _x000D_ InstResp “By family, we mean at least one adult and one child.”_x000D_ _x000D_ Pre-unit “Days:”_x000D_ _x000D_ Watermark "Number of days" |
Frequency with which the family eats meals together | HEQ520 | Question “In a typical week, on how many days does your family eat any meal together?”_x000D_ _x000D_ _x000D_ Pre-unit “Days:”_x000D_ _x000D_ Watermark "Number of days" |
Yes | The question was changed to ask about "any meal" rather than "a meal" to be more clear that any meal would count. | ||
| HEQ521 | Question “In a typical week, on how many days does your family eat the evening meal together?”_x000D_ _x000D_ InstResp “By family, we mean at least one adult and one child.”_x000D_ _x000D_ Pre-unit “Days:”_x000D_ _x000D_ Watermark "Number of days" |
Frequency with which the family eats meals together | Yes | Dropped to reduce respondent burden. | ||||
| HEQ580 | Question “How often does someone in your family talk with {CHILD} about…_x000D_ _x000D_ {His/Her} ethnic or racial heritage?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Almost never_x000D_ 3. Several times a year_x000D_ 4. Several times a month_x000D_ 5. Several times a week or more_x000D_ |
Talking to child about ethnic or racial heritage | HEQ580 | Question “How often does someone in your family talk with {CHILD} about…_x000D_ _x000D_ {His/Her/Their} ethnic or racial heritage?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Almost never_x000D_ 3. Several times a year_x000D_ 4. Several times a month_x000D_ 5. Several times a week or more_x000D_ |
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| HEQ590 | Question “Your family's religious beliefs or traditions?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Almost never_x000D_ 3. Several times a year_x000D_ 4. Several times a month_x000D_ 5. Several times a week or more_x000D_ |
Talking to child about family religious beliefs or traditions | HEQ590 | Question “Your family's religious beliefs or traditions?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Almost never_x000D_ 3. Several times a year_x000D_ 4. Several times a month_x000D_ 5. Several times a week or more_x000D_ |
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| HEQ595 | Question “On weeknights during the school year, does {CHILD} usually go to bed at about the same time each night?”_x000D_ ----_x000D_ 1. Yes, {CHILD} has a usual bedtime._x000D_ 2. No, {CHILD}'s bedtime varies a lot from night to night._x000D_ |
Hours of child sleep and whether child has regular bedtime | HEQ595 | Question “On weeknights during the school year, does {CHILD} usually go to bed at about the same time each night?”_x000D_ ----_x000D_ 1. Yes, {CHILD} has a usual bedtime._x000D_ 2. No, {CHILD}'s bedtime varies a lot from night to night._x000D_ |
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| HEQ600a | Question “On an average school night, how many hours of sleep does {CHILD} get?”_x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark "Enter hours" |
Hours of child sleep and whether child has regular bedtime | HEQ600a | Question “On an average school night, how many hours of sleep does {CHILD} get?”_x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark "Enter hours" |
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| HEQ600b | Pre-unit “Minutes:” _x000D_ _x000D_ Watermark "Enter minutes" |
Hours of child sleep and whether child has regular bedtime | HEQ600b | Pre-unit “Minutes:” _x000D_ _x000D_ Watermark "Enter minutes" |
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| SSQ010a | Item wording is redacted due to copyright | Social interaction | SSQ010a | Item wording is redacted due to copyright | ||||
| SSQ010b | Item wording is redacted due to copyright | Social interaction | SSQ010b | Item wording is redacted due to copyright | ||||
| SSQ010c | Item wording is redacted due to copyright | Social interaction | SSQ010c | Item wording is redacted due to copyright | ||||
| SSQ010d | Item wording is redacted due to copyright | Social interaction | SSQ010d | Item wording is redacted due to copyright | ||||
| SSQ010e | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | SSQ010e | Item wording is redacted due to copyright | ||||
| SSQ010f | Item wording is redacted due to copyright | Social interaction | SSQ010f | Item wording is redacted due to copyright | ||||
| SSQ010g | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | SSQ010g | Item wording is redacted due to copyright | ||||
| SSQ010h | Item wording is redacted due to copyright | Self-control | SSQ010h | Item wording is redacted due to copyright | ||||
| SSQ010i | Item wording is redacted due to copyright | Social interaction | SSQ010i | Item wording is redacted due to copyright | ||||
| SSQ010j | Question "Keeps working at something until {he/she} is finished."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | SSQ010j | Question "Keeps working at something until {he/she/they} {is/are} finished."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
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| SSQ010k | Item wording is redacted due to copyright | Self-control | SSQ010k | Item wording is redacted due to copyright | ||||
| SSQ010l | Item wording is redacted due to copyright | Self-control | SSQ010l | Item wording is redacted due to copyright | ||||
| SSQ010m | Question "{Continued} Please indicate how often {CHILD} acts in the following ways. _x000D_ _x000D_ Shows interest in a variety of things."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | SSQ010m | Question "{Continued} Please indicate how often {CHILD} acts in the following ways. _x000D_ _x000D_ Shows interest in a variety of things."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
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| SSQ010n | Item wording is redacted due to copyright | Self-control | SSQ010n | Item wording is redacted due to copyright | ||||
| SSQ010o | Question "Concentrates on a task and ignores distractions."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | SSQ010o | Question "Concentrates on a task and ignores distractions."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
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| SSQ010p | Item wording is redacted due to copyright | Self-control | SSQ010p | Item wording is redacted due to copyright | ||||
| SSQ010q | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | SSQ010q | Item wording is redacted due to copyright | ||||
| SSQ010r | Question "Helps with chores."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | SSQ010r | Question "Helps with chores." ---- 1. Never 2. Sometimes 3. Often 4. Very often |
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| SSQ010s | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | SSQ010s | Item wording is redacted due to copyright | ||||
| SSQ010t | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | SSQ010t | Item wording is redacted due to copyright | ||||
| SSQ010u | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | SSQ010u | Item wording is redacted due to copyright | ||||
| SSQ010v | Question "Is eager to learn new things."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | SSQ010v | Question "Is eager to learn new things."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
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| SSQ010w | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | SSQ010w | Item wording is redacted due to copyright | ||||
| SSQ010x | Question "Is creative in work or in play."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | SSQ010x | Question "Is creative in work or in play."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
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| SSQ010y | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | SSQ010y | Item wording is redacted due to copyright | ||||
| SSQ010z1 | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | SSQ010z1 | Item wording is redacted due to copyright | ||||
| SSQ010z2 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | SSQ010z2 | Item wording is redacted due to copyright | ||||
| SSQ010z3 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | SSQ010z3 | Item wording is redacted due to copyright | ||||
| SSQ010z4 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | SSQ010z4 | Item wording is redacted due to copyright | ||||
| SSQ010z5 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | SSQ010z5 | Item wording is redacted due to copyright | ||||
| SSQ010z6 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | SSQ010z6 | Item wording is redacted due to copyright | ||||
| SSQ010z7 | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | SSQ010z7 | Item wording is redacted due to copyright | ||||
| SSQ010z8 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | SSQ010z8 | Item wording is redacted due to copyright | ||||
| SSQ010z9 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | SSQ010z9 | Item wording is redacted due to copyright | ||||
| SSQ025a | Question "Please rate how true each of these statements is for {CHILD}. _x000D_ _x000D_ Can wait before entering into new activities if asked to."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | Yes | Dropped to reduce respondent burden. May ask in first grade. Keeping item SSQ027 for related construct instead. | ||||
| SSQ025b | Question "Plans for new activities or changes in routine to make sure {he/she} has what will be needed."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | Yes | Dropped to reduce respondent burden. May ask in first grade. Keeping item SSQ027 for related construct instead. | ||||
| SSQ025c | Question "Has trouble sitting still when told to (story time, etc.)."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | Yes | Dropped to reduce respondent burden. May ask in first grade. Keeping item SSQ027 for related construct instead. | ||||
| SSQ025d | Question "Is good at following instructions."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | Yes | Dropped to reduce respondent burden. May ask in first grade. Keeping item SSQ027 for related construct instead. | ||||
| SSQ025e | Question "Please rate how true each of these statements is for {CHILD}. _x000D_ _x000D_ Approaches places that {he/she} thinks might be "risky" slowly and cautiously."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | Yes | Dropped to reduce respondent burden. May ask in first grade. Keeping item SSQ027 for related construct instead. | ||||
| SSQ025f | Question "Can easily stop an activity when told "no.""_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | Yes | Dropped to reduce respondent burden. May ask in first grade. Keeping item SSQ027 for related construct instead. | ||||
| SSQ027a | Question “Now please rate how much each of these statements is like {CHILD}. _x000D_ _x000D_ Plays with single toy for long periods of time.”_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
Attention span persistence | SSQ027a | Question “Now please rate how much each of these statements is like {CHILD}. _x000D_ _x000D_ Plays with single toy for long periods of time.”_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
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| SSQ027b | Question “Persists at a task until successful.”_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
Attention span persistence | SSQ027b | Question “Persists at a task until successful.”_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
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| SSQ027c | Question “Goes from toy to toy quickly.”_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
Attention span persistence | SSQ027c | Question “Goes from toy to toy quickly.”_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
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| SSQ027d | Question “Gives up easily when difficulties are encountered.”_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
Attention span persistence | SSQ027d | Question “Gives up easily when difficulties are encountered.”_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
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| SSQ027e | Question “With a difficult toy, gives up quite easily."_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
Attention span persistence | SSQ027e | Question “With a difficult toy, gives up quite easily."_x000D_ ----_x000D_ 1. Not at all like {CHILD}_x000D_ 2. Somewhat unlike {CHILD}_x000D_ 3. Neither like nor unlike {CHILD}_x000D_ 4. Somewhat like {CHILD}_x000D_ 5. A lot like {CHILD}_x000D_ |
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| SSQ030a | Question “How much do you agree or disagree with the following statements about {CHILD}._x000D_ _x000D_ {CHILD} becomes sad when other children are sad.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | Yes | Dropped to reduce respondent burden. | ||||
| SSQ030b | Question “{CHILD} gets upset seeing another child being punished for being naughty.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | Yes | Dropped to reduce respondent burden. | ||||
| SSQ030c | Question “{CHILD} seems to react to the moods of people around {him/her}.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | Yes | Dropped to reduce respondent burden. | ||||
| SSQ030d | Question “{CHILD} gets upset when another person is acting upset.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | Yes | Dropped to reduce respondent burden. | ||||
| SSQ030e | Question “{CHILD} cries or gets upset when seeing another child cry.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | Yes | Dropped to reduce respondent burden. | ||||
| CFQ300 | Question “How much time {do you/does {NAME}} or another adult male in your home spend playing with {CHILD} on a typical school day?”_x000D_ ----_x000D_ 0. No time_x000D_ 1. Less than 5 minutes_x000D_ 2. 5 - 9 minutes_x000D_ 3. 10 - 15 minutes_x000D_ 4. 16 - 30 minutes_x000D_ 5. 31 - 45 minutes_x000D_ 6. 46 minutes to one hour_x000D_ 7. More than one hour, but less than 2 hours_x000D_ 8. Two hours or more, but less than three hours_x000D_ 9. Three hours or more_x000D_ |
Other parent-like figures, parents, and grandparents to support child/parent | Yes | Dropped to reduce respondent burden. Other questions ask about activity and members of the family participating in activities. | ||||
| CFQ350 | Question “Since {CHILD} was born, how often has it been very hard to get by on your family's income, for example, to cover the basics like food or housing?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Somewhat often_x000D_ 4. Very often_x000D_ |
Adverse child experiences | CFQ350 | Question “The next questions are about events that may have happened during {CHILD}'s life. These things can happen in any family, but some people may feel uncomfortable with these questions. Remember, you may skip any questions that you do not want to answer._x000D_ _x000D_ Since {CHILD} was born, how often has it been very hard to get by on your family's income, for example, to cover the basics like food or housing?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Somewhat often_x000D_ 4. Very often_x000D_ |
Yes | Introductory text was added to indicate to respondents that they can skip questions they do not want to answer. | ||
| CFQ360a | Question “The next questions are about events that may have happened during {CHILD}'s life. These things can happen in any family, but some people may feel uncomfortable with these questions. Remember, you may skip any questions that you do not want to answer._x000D_ _x000D_ To the best of your knowledge, has {CHILD} EVER experienced any of the following?_x000D_ _x000D_ A parent or guardian divorced or separated”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Adverse child experiences | CFQ360a | Question “To the best of your knowledge, has {CHILD} ever experienced any of the following? Please select all that apply.” ----_x000D_ 1. A parent or guardian divorced or separated_x000D_ 2. A parent or guardian died_x000D_ 3. {CHILD} witnessed violence in {his/her/their} neighborhood_x000D_ 4. {CHILD} was a victim of violence or abuse_x000D_ 5. {CHILD} was treated or judged unfairly because of {his/her/their} race/ethnicity_x000D_ 6. CHILD} was treated or judged unfairly because of {his/her/their} physical appearance or disability_x000D_ 7. CHILD} experienced some other serious negative event_x000D_ 8. None of the above_x000D_ |
Yes | The word "negative" was added to response option 7 to clarify the type of event that would be an adverse child experience. This item was made to be a "select all that apply" question that incorporates the subitems in CFQ360 that were in the field test. The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. | ||
| CFQ360b | Question “A parent or guardian died”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Adverse child experiences | Yes | The item was made a choice in a "select all that apply" item. See CFQ360a. | ||||
| CFQ360c | Question “{CHILD} witnessed violence in {his/her} neighborhood”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Adverse child experiences | Yes | The item was made a choice in a "select all that apply" item. See CFQ360a. | ||||
| CFQ360d | Question “{CHILD} was a victim of violence or abuse”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Adverse child experiences | Yes | The item was made a choice in a "select all that apply" item. See CFQ360a. | ||||
| CFQ360e | Question “{Continued} To the best of your knowledge, has {CHILD} EVER experienced any of the following?_x000D_ _x000D_ {CHILD} was treated or judged unfairly because of {his/her} race or ethnic group”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Adverse child experiences | Yes | The item was made a choice in a "select all that apply" item. See CFQ360a. | ||||
| CFQ360f | Question “{CHILD} was treated or judged unfairly due to {his/her} physical appearance or a disability”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Adverse child experiences | Yes | The item was made a choice in a "select all that apply" item. See CFQ360a. | ||||
| CFQ360g | Question “{CHILD} experienced some other serious event”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Adverse child experiences | Yes | The item was made a choice in a "select all that apply" item. See CFQ360a. | ||||
| DWQ010 | Question “For the next set of statements, please select whether each statement is completely true, mostly true, somewhat true, or not at all true._x000D_ _x000D_ {CHILD} and I often have warm, close times together.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parental warmth | Yes | This item was deleted because of concerns about social desirability. | ||||
| DWQ015 | Question “Most of the time I feel that {CHILD} likes me and wants to be near me.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parental warmth | Yes | This item was deleted because of concerns about social desirability. | ||||
| DWQ025 | Question “Even when I'm in a bad mood, I show {CHILD} a lot of love.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parental warmth | Yes | This item was deleted because of concerns about social desirability. | ||||
| DWQ035 | Question “I express affection by hugging, kissing, and holding {CHILD}.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parental warmth | Yes | This item was deleted because of concerns about social desirability. | ||||
| DWQ040 | Question “{Continued} For the next set of statements, please select whether each statement is completely true, mostly true, somewhat true, or not at all true._x000D_ _x000D_ Being a parent is harder than I thought it would be.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | Yes | This item was deleted because of concerns about social desirability. | ||||
| DWQ045 | Question “{CHILD} does things that really bother me.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | Yes | This item was deleted because of concerns about social desirability. | ||||
| DWQ050 | Question “I find myself giving up more of my life to meet {CHILD}'s needs than I ever expected.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | Yes | This item was deleted because of concerns about social desirability. | ||||
| DWQ060 | Question “I often feel angry with {CHILD}.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | Yes | This item was deleted because of concerns about social desirability. | ||||
| DWQ100 | Question “Do you ever spank {CHILD}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Disciplinary practices | Yes | This item was deleted because of concerns about item sensitivity. | ||||
| DWQ101 | Question “Sometimes kids do as they are told and sometimes they don't. About how many times, if any, have you spanked {CHILD} in the past week?”_x000D_ _x000D_ Watermark “Enter number” |
Disciplinary practices | Yes | This item was deleted because of concerns about item sensitivity. | ||||
| DWQ110 | Question “Most children get angry with their parents from time to time. If {CHILD} got so angry that {he/she} hit you, what would you do? Would you…”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. {Spank {him/her}}_x000D_ 2. Have {him/her} take a time out_x000D_ 3. Hit {him/her} back_x000D_ 4. Talk to {him/her} about what {he/she} did wrong_x000D_ 5. Ignore it_x000D_ 6. Make {him/her} do some work around the house_x000D_ 7. Make fun of {him/her}_x000D_ 8. Make {him/her} apologize_x000D_ 9. Take away a privilege_x000D_ 10. Give a warning_x000D_ 11. Yell at {CHILD} or threaten {him/her}_x000D_ 91. Something else? (Please specify):_x000D_ |
Disciplinary practices | Yes | This item was deleted because of concerns about item sensitivity. | ||||
| DWQ110OS | Other specify for disciplinary practices | Yes | This item was deleted because of concerns about item sensitivity. | |||||
| CHQ010 | Question “Now we would like to ask about {CHILD}’s health and well-being._x000D_ _x000D_ How long has it been since {CHILD}'s last visit to a dentist or dental hygienist for dental care?”_x000D_ ----_x000D_ 1. Never been to dentist or dental hygienist for dental care_x000D_ 2. Less than 6 months_x000D_ 3. 6 months to less than 1 year_x000D_ 4. 1 year to 2 years_x000D_ 5. More than 2 years_x000D_ |
Routine health and dental care | CHQ010 | Question “Now we would like to ask about {CHILD}’s health and well-being._x000D_ _x000D_ How long has it been since {CHILD}'s last visit to a dentist or dental hygienist for dental care?”_x000D_ ----_x000D_ 1. Never been to dentist or dental hygienist for dental care_x000D_ 2. Less than 6 months_x000D_ 3. 6 months to less than 1 year_x000D_ 4. 1 year to 2 years_x000D_ 5. More than 2 years_x000D_ |
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| CHQ020 | Question “How long has it been since {CHILD}'s last visit to a clinic, health center, hospital, doctor's office, or other place for routine health care?”_x000D_ _x000D_ InstResp “Routine health care may include check-ups or immunization appointments.”_x000D_ ----_x000D_ 1. Never had routine health care_x000D_ 2. Less than 6 months_x000D_ 3. 6 months to less than 1 year_x000D_ 4. 1 year to 2 years_x000D_ 5. More than 2 years_x000D_ |
Routine health and dental care | CHQ020 | Question “How long has it been since {CHILD}'s last visit to a clinic, health center, hospital, doctor's office, or other place for routine health care?”_x000D_ _x000D_ ----_x000D_ 1. Never had routine health care_x000D_ 2. Less than 6 months_x000D_ 3. 6 months to less than 1 year_x000D_ 4. 1 year to 2 years_x000D_ 5. More than 2 years_x000D_ |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CHQ020a | Question “Has {CHILD} missed a well-child check-up since the coronavirus pandemic began in March 2020?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | Added for items about the coronavirus pandemic. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CHQ020b | Question “What prevented you from going to a well-child check-up? Please select all that apply.” ----_x000D_ 1. Cost_x000D_ 2. Difficulty getting an appointment (for example, because the doctor's office was closed, there were no appointments because of the pandemic)_x000D_ 3. Unable to get time away from work_x000D_ 4. Inability to find childcare_x000D_ 5. Concern over exposure to coronavirus (COVID-19)_x000D_ 6. Caring for family members_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}:_x000D_ |
Yes | Added for items about the coronavirus pandemic. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CHQ020bOS | Yes | Added for items about the coronavirus pandemic. | |||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CHQ020c | Question “Since March 2020, did {CHILD} ever have a virtual visit to a dentist or dental hygienist to discuss dental problems or care?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | Added for items about the coronavirus pandemic. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CHQ020d | Question “Since March 2020, did {CHILD} ever have a virtual visit to a clinic, health center, hospital, doctor's office, or other place for virtual routine health care?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | Added for items about the coronavirus pandemic. | ||
| CHQ021 | Question “Has {CHILD} had an ear infection since entering kindergarten?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | CHQ021 | Question “Has {CHILD} had an ear infection since entering kindergarten?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ022 | Question “Has {CHILD} had an ear ache since entering kindergarten?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | CHQ022 | Question “Has {CHILD} had an ear ache since entering kindergarten?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ023 | Question “Since entering kindergarten, how many times did a doctor, nurse, or other medical professional tell you that {CHILD} had an ear infection?”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Number of times” |
Ear infection history | CHQ023 | Question “Since entering kindergarten, how many times did a doctor, nurse, or other medical professional tell you that {CHILD} had an ear infection?”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Number of times” |
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| CHQ024 | Question “How have {CHILD}’s {ear infections/ear aches} been treated by your doctor, nurse, or other medical professional since {she/he} entered kindergarten?” _x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. No treatment/watch and wait_x000D_ 2. Decongestants, antihistamines, or allergy medication_x000D_ 3. Antibiotics_x000D_ 4. Ear tubes were put into {CHILD}’s ears_x000D_ 5. Analgesics (for example, fever reducer or pain reliever)_x000D_ 6. Ear drops_x000D_ 7. Flushing the ear, irrigation, or taking out ear wax_x000D_ 8. Took out tonsils or adenoids_x000D_ 9. Chiropractic treatments_x000D_ 10. {CHILD} did not go to doctor, nurse, or medical professional_x000D_ 91. Other (Please specify):_x000D_ |
Treatments used for ear infections | CHQ024 | Question “How have {CHILD}’s {ear infections/ear aches} been treated by your doctor, nurse, or other medical professional since {she/he/they} entered kindergarten? Please select all that apply.” ----_x000D_ 1. No treatment/watch and wait_x000D_ 2. Decongestants, antihistamines, or allergy medication_x000D_ 3. Antibiotics_x000D_ 4. Ear tubes were put into {CHILD}’s ears_x000D_ 5. Analgesics (for example, fever reducer or pain reliever)_x000D_ 6. Ear drops_x000D_ 7. Flushing the ear, irrigation, or taking out ear wax_x000D_ 8. Took out tonsils or adenoids_x000D_ 9. Chiropractic treatments_x000D_ 10. {CHILD} did not go to doctor, nurse, or medical professional_x000D_ 91. Other_x000D_ |
Yes | The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. | ||
| CHQ024OS | Other specify for treatments used for ear infections | Yes | Dropped to reduce respondent burden. | |||||
| CHQ025 | Question “Have ear tubes been placed in the right ear, left ear, or both ears when {CHILD} has had surgery to place tubes in {his/her} ears?” _x000D_ _x000D_ InstResp “Please consider all surgeries since the start of kindergarten if {CHILD} had more than one to place ear tubes.”_x000D_ ----_x000D_ 1. Right ear_x000D_ 2. Left ear_x000D_ 3. Both ears_x000D_ |
Treatments used for ear infections | CHQ025 | Question “Have ear tubes been placed in the right ear, left ear, or both ears when {CHILD} has had surgery to place tubes in {his/her/their} ears? Please consider all surgeries since the start of kindergarten if {CHILD} had more than one to place ear tubes.” ----_x000D_ 1. Right ear_x000D_ 2. Left ear_x000D_ 3. Both ears_x000D_ |
Yes | The instruction to the respondent was placed in the question text to make the question easier to read by an interviewer, if needed. | ||
| CHQ030 | Question “Is {CHILD} now covered by a health insurance plan which would pay any part of a hospital, doctor's, or surgeon's bill?”_x000D_ _x000D_ InstResp “This includes {Medicaid/ {or STATE NAME FOR MEDICAID}}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Health insurance coverage | CHQ030 | Question “Is {CHILD} now covered by a health insurance plan which would pay any part of a hospital, doctor's, or surgeon's bill? This includes {Medicaid/{or STATE NAME FOR MEDICAID}}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ060 | Question “In a typical week, on how many days does {CHILD} get exercise that causes rapid breathing, perspiration, and a rapid heartbeat for 20 continuous minutes or more?”_x000D_ _x000D_ Pre-unit “Days”_x000D_ _x000D_ Watermark “Number of days” |
Exercise/physical activities | CHQ060 | Question “In a typical week, on how many days does {CHILD} get exercise that causes rapid breathing, perspiration, and a rapid heartbeat for 20 continuous minutes or more?”_x000D_ _x000D_ Pre-unit “Days”_x000D_ _x000D_ Watermark “Number of days” |
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| CHQ086 | Question “How tall is {CHILD} without shoes?” _x000D_ _x000D_ InstResp “Your best guess is fine.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in feet and inches_x000D_ 2. Answer in meters and centimeters_x000D_ DON'T KNOW |
Parent report of child’s height and weight | Yes | This item was deleted because height and weight will be collected for a subsample of children. | ||||
| CHQ086a | Question “Please answer for how tall {CHILD} is in feet and inches without shoes. _x000D_ _x000D_ Unit "and"_x000D_ _x000D_ Watermark: “Enter feet” |
Parent report of child’s height and weight | Yes | This item was deleted because height and weight will be collected for a subsample of children. | ||||
| CHQ086b | Watermark: “Enter inches” | Parent report of child’s height and weight | Yes | This item was deleted because height and weight will be collected for a subsample of children. | ||||
| CHQ086c | Question “Please answer for how tall {CHILD} is in meters and centimeters without shoes.”_x000D_ _x000D_ Unit “and”_x000D_ _x000D_ Watermark “Enter meters” |
Parent report of child’s height and weight | Yes | This item was deleted because height and weight will be collected for a subsample of children. | ||||
| CHQ086d | Watermark: “Enter centimeters” | Parent report of child’s height and weight | Yes | This item was deleted because height and weight will be collected for a subsample of children. | ||||
| CHQ087 | Question “How much does {CHILD} weigh without shoes?”_x000D_ _x000D_ InstResp “Your best guess is fine.”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in pounds_x000D_ 2. Answer in kilograms_x000D_ DON'T KNOW |
Parent report of child’s height and weight | Yes | This item was deleted because height and weight will be collected for a subsample of children. | ||||
| CHQ087a | Question “Please answer for how much {CHILD} weighs in pounds without shoes.”_x000D_ _x000D_ Watermark: “Enter pounds” |
Parent report of child’s height and weight | Yes | This item was deleted because height and weight will be collected for a subsample of children. | ||||
| CHQ087b | Question “Please answer for how much {CHILD} weighs in kilograms without shoes._x000D_ _x000D_ Watermark: “Enter kilograms” |
Parent report of child’s height and weight | Yes | This item was deleted because height and weight will be collected for a subsample of children. | ||||
| CHQ095 | Question “For the next set of questions, please base your answer on how {CHILD} compares to other children of the same age. _x000D_ _x000D_ {CHILD} is independent and takes care of {himself/herself} ...”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Child’s independence and ability to take care of him/herself | Yes | This item was deleted because height and weight will be collected for a subsample of children. | ||||
| CHQ100 | Question “{CHILD} pays attention .…”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Behavioral and attention problems | Yes | Dropped to reduce respondent burden. Rather than ask this item as a gate question, item CHQ125 about diagnoses was restructured to be asked of all respondents. | ||||
| CHQ105 | Question “{CHILD} learns, thinks, and solves problems …”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Learning problems | Yes | Dropped to reduce respondent burden. Rather than ask this item as a gate question, item CHQ125 about diagnoses was restructured to be asked of all respondents. | ||||
| CHQ106 | Question “{CHILD} shows good coordination in moving {his/her} arms and legs...”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Coordination problems | Yes | Dropped to reduce respondent burden. Rather than ask this item as a gate question, item CHQ125 about diagnoses was restructured to be asked of all respondents. | ||||
| CHQ107 | Question “{CHILD} behaves and relates to other children…”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Behavioral and attention problems | Yes | Dropped to reduce respondent burden. Rather than ask this item as a gate question, item CHQ125 about diagnoses was restructured to be asked of all respondents. | ||||
| CHQ108 | Question “{CHILD} behaves and relates to adults ...”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Behavioral and attention problems | Yes | Dropped to reduce respondent burden. Rather than ask this item as a gate question, item CHQ125 about diagnoses was restructured to be asked of all respondents. | ||||
| CHQ109 | Question “Thinking about {CHILD}'s overall activity level, would you say {he/she} is …”_x000D_ ----_x000D_ 1. Less active than other children of {his/her} age?_x000D_ 2. About as active?_x000D_ 3. Slightly more active?_x000D_ 4. A lot more active than other children of {his/her} age?_x000D_ |
Activity level | Yes | Dropped to reduce respondent burden. Rather than ask this item as a gate question, item CHQ125 about diagnoses was restructured to be asked of all respondents. | ||||
| CHQ110 | Question “Does {CHILD} have any emotional or psychological difficulties?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Emotional or psychological difficulties | Yes | Dropped to reduce respondent burden. Rather than ask this item as a gate question, item CHQ125 about diagnoses was restructured to be asked of all respondents. | ||||
| CHQ111 | Question “Do you think {CHILD}’s emotional or psychological difficulties are a mild problem, a moderate problem, or a severe problem?”_x000D_ ----_x000D_ 1. Mild problem_x000D_ 2. Moderate problem_x000D_ 3. Severe problem_x000D_ |
Emotional or psychological difficulties | Yes | Dropped to reduce respondent burden. Rather than ask this item as a gate question, item CHQ125 about diagnoses was restructured to be asked of all respondents. | ||||
| CHQ115 | Question “Has {CHILD} ever been evaluated by a professional because of an issue with {independence and taking care of {himself/herself}{,} {or}/paying attention{,} {or}/learning, thinking, and solving problems{,} {or}/ coordination in moving {his/her} arms and legs{,} {or}/behaving and relating to other children{,} {or}/ behaving and relating to adults{,} {or}/{his/her} overall activity level{,} {or}/{his/her} emotional or psychological difficulties}?”_x000D_ _x000D_ InstResp “The term professional includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | Yes | Dropped to reduce respondent burden. Rather than ask this item as a gate question, item CHQ125 about diagnoses was restructured to be asked of all respondents. | ||||
| CHQ120 | Question “Did you obtain a diagnosis or diagnoses of a problem from a professional?”_x000D_ _x000D_ InstResp “The term professional includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | Yes | Dropped to reduce respondent burden. Rather than ask this item as a gate question, item CHQ125 about diagnoses was restructured to be asked of all respondents. | ||||
| CHQ125 | Question “What was the diagnosis or were the diagnoses?” _x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Learning disability (including dyslexia, dyscalculia, and dysgraphia)_x000D_ 2. Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)_x000D_ 3. Developmental delay_x000D_ 4. Asperger’s syndrome/Autism/Pervasive developmental disorder (PDD)/Other autism spectrum disorder_x000D_ 5. Intellectual or cognitive disability_x000D_ 6. Orthopedic impairment_x000D_ 7. Emotional disturbance (including panic disorder, obsessive compulsive disorder, other anxiety disorders, bipolar disorder, depression, oppositional defiance disorder (ODD), eating disorders, sensory deficit disorders, and schizophrenia)_x000D_ 8. Traumatic brain injury_x000D_ 9. Speech impairment (such as problems with articulation or communication, voice disorders, or stuttering)_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | CHQ125 | Question “Now we have some questions about diagnoses from a professional._x000D_ _x000D_ Has {CHILD} ever been diagnosed by a professional with any of the following? Please select all that apply.”_x000D_ ----_x000D_ 1. Learning disability (including dyslexia, dyscalculia, and dysgraphia)_x000D_ 2. Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)_x000D_ 3. Developmental delay_x000D_ 4. Asperger’s syndrome/Autism/Pervasive developmental disorder (PDD)/Other autism spectrum disorder_x000D_ 5. Intellectual or cognitive disability_x000D_ 6. Orthopedic impairment_x000D_ 7. Emotional disturbance (including panic disorder, obsessive compulsive disorder, other anxiety disorders, bipolar disorder, depression, oppositional defiance disorder (ODD), eating disorders, sensory deficit disorders, and schizophrenia)_x000D_ 8. Traumatic brain injury_x000D_ 9. Speech impairment (such as problems with articulation or communication, voice disorders, or stuttering)_x000D_ 10. None of the above_x000D_ 91. Other diagnosis of a social, emotional, or behavioral issue {(Please specify):/(Please specify on next screen.)}:_x000D_ |
Yes | This item was reworded to ask all respondents whether the child has ever had one of the diagnoses listed. The text for the "Other" category as reworded for clarity and a "None of the above" category was added. The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. | ||
| CHQ125OS | Other specify for diagnoses of disabilities and health conditions | CHQ125OS | ||||||
| CHQ125a | Question “What type of learning disability does {CHILD} have?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Dyslexia_x000D_ 2. Dyscalculia_x000D_ 3. Dysgraphia_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | CHQ125a | Question “What type of learning disability does {CHILD} have? Please select all that apply.” ----_x000D_ 1. Dyslexia_x000D_ 2. Dyscalculia_x000D_ 3. Dysgraphia_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}:_x000D_ |
Yes | The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. | ||
| CHQ125aOS | Other specfiy for diagnoses of disabilities and health conditions | CHQ125aOS | ||||||
| CHQ126 | Question “What type of autistic spectrum disorder does {CHILD} have?”_x000D_ ----_x000D_ 1. Asperger's syndrome_x000D_ 2. Autism_x000D_ 3. Pervasive developmental disorder (PDD)_x000D_ 4. Rett syndrome_x000D_ 5. Childhood disintegrative disorder (CDD)_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | CHQ126 | Question “What type of autism spectrum disorder does {CHILD} have?”_x000D_ ----_x000D_ 1. Asperger's syndrome_x000D_ 2. Autism_x000D_ 3. Pervasive developmental disorder (PDD)_x000D_ 4. Rett syndrome_x000D_ 5. Childhood disintegrative disorder (CDD)_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}:_x000D_ |
Yes | Text was corrected so that "autistic spectrum disorder" was updated to "autism spectrum disorder." | ||
| CHQ126OS | Other specfiy for diagnoses of disabilities and health conditions | CHQ126OS | ||||||
| CHQ127 | Question “What type of emotional disturbance does {CHILD} have?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Panic disorder_x000D_ 2. Separation anxiety disorder_x000D_ 3. Obsessive compulsive disorder_x000D_ 4. Generalized anxiety disorder_x000D_ 5. Other anxiety disorder_x000D_ 6. Bipolar disorder_x000D_ 7. Depression_x000D_ 8. Oppositional defiant disorder (ODD)_x000D_ 9. Eating disorders_x000D_ 10. Sensory deficit disorders (such as sensory deprivation problems; sensory processing problems; sensory integration problems; or sensory organization problems)_x000D_ 11. Schizophrenia_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | CHQ127 | Question “What type of emotional disturbance does {CHILD} have? Please select all that apply.” ----_x000D_ 1. Panic disorder_x000D_ 2. Separation anxiety disorder_x000D_ 3. Obsessive compulsive disorder_x000D_ 4. Generalized anxiety disorder_x000D_ 5. Other anxiety disorder_x000D_ 6. Bipolar disorder_x000D_ 7. Depression_x000D_ 8. Oppositional defiant disorder (ODD)_x000D_ 9. Eating disorders_x000D_ 10. Sensory deficit disorders (such as sensory deprivation problems; sensory processing problems; sensory integration problems; or sensory organization problems)_x000D_ 11. Schizophrenia_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}:_x000D_ |
Yes | The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. | ||
| CHQ127OS | Other specfiy for diagnoses of disabilities and health conditions | CHQ127OS | ||||||
| CHQ130 | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/Autism/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY} was made?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Diagnoses of disabilities and health conditions | CHQ130 | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/autism/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY} was made?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
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| CHQ131a | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/Autism/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}} was made?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark “Enter age in years” |
Diagnoses of disabilities and health conditions | CHQ131a | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/autism/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}} was made?_x000D_ _x000D_ Months:”_x000D_ _x000D_ Watermark “Enter age in months” |
Yes | Changed "Years" to "Months" because years are asked about in CHQ131b. | ||
| CHQ131b | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)/developmental delay/ autism/Asperger’s syndrome/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}} was made?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark “Enter age in years” |
Diagnoses of disabilities and health conditions | CHQ131b | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)/developmental delay/ autism/Asperger’s syndrome/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}} was made?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark “Enter age in years” |
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| CHQ135a | Question “What was the month and year when the diagnosis was made?” _x000D_ _x000D_ InstResp “If there was more than one diagnosis, report the earliest.”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Diagnoses of disabilities and health conditions | CHQ135a | Question “What was the month and year when the diagnosis was made? If there was more than one diagnosis, report the earliest.”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Yes | The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ135b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year” |
Diagnoses of disabilities and health conditions | CHQ135b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year” |
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| CHQ140 | Question “Is {CHILD} now taking any prescription medicine for the condition related to {his/her} {learning disability/Attention deficit disorder (ADD) / Attention-deficit hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/Autism/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder/intellectual or cognitive disability/orthopedic impairment/emotional disturbance/traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Prescription medications | Yes | Dropped to reduce respondent burden. Medication items were determined to be a lower priority than the diagnoses questions. | ||||
| CHQ155 | Question “Is {CHILD} medicated for ADD or ADHD to help with behavior at school, at home, or both?”_x000D_ ----_x000D_ 1. At school_x000D_ 2. At home_x000D_ 3. Both at school and at home_x000D_ |
Prescription medications | Yes | Dropped to reduce respondent burden. Medication items were determined to be a lower priority than the diagnoses questions. | ||||
| CHQ173 | Question “How long has {CHILD} taken such prescription medicine for {a learning disability/Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/Autism/Pervasive development disorder (PDD)/Rett syndrome/Childhood disintegrative disorder (CDD)/an autistic spectrum disorder /intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}} in total?”_x000D_ ----_x000D_ 1. Less than one month_x000D_ 2. Less than a year_x000D_ 3. 1 to 2 years_x000D_ 4. 3 to 4 years_x000D_ 5. 5 years or more_x000D_ |
Prescription medications | Yes | Dropped to reduce respondent burden. Medication items were determined to be a lower priority than the diagnoses questions. | ||||
| CHQ200 | Question “For the next question, please base your answer on how {CHILD} compares to other children of the same age. {CHILD} pronounces words, communicates with, and understands others:”_x000D_ _x000D_ InstResp “If {CHILD} differs on any of these, answer for the area in which the child has the most difficulty.”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Communication problems | CHQ200 | Question “For the next question, please base your answer on how {CHILD} compares to other children of the same age. {CHILD} pronounces words, communicates with, and understands others:”_x000D_ _x000D_ ----_x000D_ 1. Better than other children {his/her/their} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ205 | Question “When {CHILD} was younger, did {he/she} ever have unusual difficulty pronouncing words, communicating with, or understanding others, as compared to other children {his/her} age?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | CHQ205 | Question “When {CHILD} was younger, did {he/she/they} ever have unusual difficulty pronouncing words, communicating with, or understanding others, as compared to other children {his/her/their} age?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ206a | Question “Did or does {CHILD} have any of the following? _x000D_ _x000D_ Problem with talking too loudly”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | CHQ206 | Question “Did or does {CHILD} have any of the following? Please select all that apply." ---- 1. Problem with talking too loudly 2. Problem with talking too softly 3. A problem chewing 4. A problem swallowing 5. A problem with stuttering 6. A cleft lip and/or palate 7. Abnormalities of the face or head 8. Malformation of the ear 9. None of the above |
Yes | To reduce respondent burden, items CHQ206a-h were changed to a select all that apply format. | ||
| CHQ206b | Question “Problem with talking too softly”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | Yes | This question was incorporated into CHQ206a as select all that apply item. | ||||
| CHQ206c | Question “A problem chewing”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | Yes | This question was incorporated into CHQ206a as select all that apply item. | ||||
| CHQ206d | Question “A problem swallowing”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | Yes | This question was incorporated into CHQ206a as select all that apply item. | ||||
| CHQ206e | Question “{Continued} Did or does {CHILD} have any of the following? _x000D_ _x000D_ A problem with stuttering”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | Yes | This question was incorporated into CHQ206a as select all that apply item. | ||||
| CHQ206f | Question “A cleft lip and/or palate”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | Yes | This question was incorporated into CHQ206a as select all that apply item. | ||||
| CHQ206g | Question “Abnormalities of the face or head”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | Yes | This question was incorporated into CHQ206a as select all that apply item. | ||||
| CHQ206h | Question “Malformation of the ear”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | Yes | This question was incorporated into CHQ206a as select all that apply item. | ||||
| CHQ210 | Question “Has {CHILD} ever been evaluated by a professional because of {his/her} ability to communicate?” _x000D_ _x000D_ InstResp “This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | CHQ210 | Question “Has {CHILD} ever been evaluated by a professional because of {his/her/their} ability to communicate?” _x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ215 | Question “Did you obtain a diagnosis or diagnoses of a problem related to {his/her} ability to communicate from a professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | CHQ215 | Question “Did you obtain a diagnosis or diagnoses of a problem related to {his/her/their} ability to communicate from a professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ216 | Question “Which best describes {CHILD}’s hearing?”_x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Good_x000D_ 3. A little trouble hearing_x000D_ 4. Moderate trouble hearing_x000D_ 5. A lot of trouble hearing_x000D_ 6. Deaf_x000D_ |
Vision and hearing problems | CHQ216 | Question “Which best describes {CHILD}’s hearing? If {CHILD} has a hearing aid or other assistive device, please consider {his/her/their} hearing without the hearing aid or assistive device.” ----_x000D_ 1. Excellent_x000D_ 2. Good_x000D_ 3. A little trouble hearing_x000D_ 4. Moderate trouble hearing_x000D_ 5. A lot of trouble hearing_x000D_ 6. Deaf_x000D_ |
Yes | The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ217 | Question “Please indicate whether the following statement describes {CHILD}'s hearing. _x000D_ _x000D_ {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | CHQ217 | Question “Please indicate whether the following statement describes {CHILD}'s hearing. _x000D_If {CHILD} has a hearing aid or other assistive device, please consider {his/her/their} hearing without the hearing aid or assistive device. _x000D_ {CHILD} can usually hear and understand what a person says without seeing their face if that person whispers to {him/her/them} from across a quiet room.”_x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ218 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | CHQ218 | Question “{CHILD} can usually hear and understand what a person says without seeing their face if that person talks in a normal voice to {him/her/them} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ219 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.” _x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | CHQ219 | Question “{CHILD} can usually hear and understand what a person says without seeing their face if that person shouts to {him/her/them} from across a quiet room.” _x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ220 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} ears or better ear.” _x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | CHQ220 | Question “{CHILD} can usually hear and understand what a person says without seeing their face if that person speaks loudly into {his/her/their} ears or better ear.” _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ221 | Question “Is {CHILD}’s hearing worse in one ear?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | CHQ221 | Question “Is {CHILD}’s hearing worse in one ear?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ222 | Question “Which best describes {CHILD}'s hearing in {his/her} worse ear?” _x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Good_x000D_ 3. A little trouble hearing_x000D_ 4. Moderate trouble hearing_x000D_ 5. A lot of trouble hearing_x000D_ 6. Deaf_x000D_ |
Vision and hearing problems | CHQ222 | Question “Which best describes {CHILD}'s hearing in {his/her/their} worse ear? If {CHILD} has a hearing aid or other assistive device, please consider {his/her/their} hearing without the hearing aid or assistive device.” ----_x000D_ 1. Excellent_x000D_ 2. Good_x000D_ 3. A little trouble hearing_x000D_ 4. Moderate trouble hearing_x000D_ 5. A lot of trouble hearing_x000D_ 6. Deaf_x000D_ |
Yes | The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ235 | Question “Has {CHILD}'s hearing ever been evaluated by a professional?”_x000D_ _x000D_ InstResp “This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech pathologists, etc. Do not include teachers or some other non-health professional._x000D_ _x000D_ For the hearing and vision questions, having been evaluated at the school by a health professional does count as being evaluated by a professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | CHQ235 | Question “Has {CHILD}'s hearing ever been evaluated by a professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ245 | Question “Did you obtain a diagnosis of a problem from a professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Awaiting evaluation_x000D_ |
Diagnoses of disabilities and health conditions | CHQ245 | Question “Did you obtain a diagnosis of a problem from a professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Awaiting evaluation_x000D_ |
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| CHQ246 | Question “What was the diagnosis?” _x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Ear wax_x000D_ 2. Ear canal deformity_x000D_ 3. Ear infection_x000D_ 4. Fluid in the ear_x000D_ 5. Eardrum problem_x000D_ 6. Illness_x000D_ 7. Cytomegalovirus (CMV)_x000D_ 8. Ototoxic exposure to drugs or medicines_x000D_ 9. Noise exposure_x000D_ 10. Genetic cause_x000D_ 11. Injury or trauma to head and neck_x000D_ 12. Ear or facial surgery_x000D_ 13. Nerve deafness_x000D_ 14. Central auditory processing disorder_x000D_ 15. Deafness_x000D_ 16. Hearing loss, cause unknown_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | CHQ246 | Question “What was the diagnosis? Please select all that apply.” ----_x000D_ 1. Ear wax_x000D_ 2. Ear canal deformity_x000D_ 3. Ear infection_x000D_ 4. Fluid in the ear_x000D_ 5. Eardrum problem_x000D_ 6. Illness_x000D_ 7. Cytomegalovirus (CMV)_x000D_ 8. Ototoxic exposure to drugs or medicines_x000D_ 9. Noise exposure_x000D_ 10. Genetic cause_x000D_ 11. Injury or trauma to head and neck_x000D_ 12. Ear or facial surgery_x000D_ 13. Nerve deafness_x000D_ 14. Central auditory processing disorder_x000D_ 15. Deafness_x000D_ 16. Hearing loss, cause unknown_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}:_x000D_ |
Yes | The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ246OS | Other specify for diagnoses of disabilities and health conditions | CHQ246OS | ||||||
| CHQ250a | Question “How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?”_x000D_ _x000D_ SaVisble “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Diagnoses of disabilities and health conditions | CHQ250a | Question “How old was {CHILD} when the first diagnosis of a problem related to {his/her/their} {ability to communicate/hearing} was made?”_x000D_ _x000D_ SaVisble “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ |
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| CHQ250b | Question “How old was {CHILD}, in months, when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?”_x000D_ _x000D_ Pre-unit: “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Diagnoses of disabilities and health conditions | CHQ250b | Question “How old was {CHILD}, in months, when the first diagnosis of a problem related to {his/her/their} {ability to communicate/hearing} was made?”_x000D_ _x000D_ Pre-unit: “Months:”_x000D_ _x000D_ Watermark “Enter months” |
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| CHQ250c | Question “How old was {CHILD}, in years, when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark: “Enter years” |
Diagnoses of disabilities and health conditions | CHQ250c | Question “How old was {CHILD}, in years, when the first diagnosis of a problem related to {his/her/their} {ability to communicate/hearing} was made?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark: “Enter years” |
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| CHQ255a | Question “What was the month and year the problem with {CHILD}'s {ability to communicate /hearing} was diagnosed?” _x000D_ _x000D_ InstResp “If there was more than one diagnosis, enter the month and year for the earliest diagnosis.”_x000D_ _x000D_ Watermark “Enter the month”_x000D_ _x000D_ “Don’t know” |
Diagnoses of disabilities and health conditions | CHQ255a | Question “What was the month and year the problem with {CHILD}'s {ability to communicate /hearing} was diagnosed? If there was more than one diagnosis, enter the month and year for the earliest diagnosis.”_x000D_ _x000D_ Pre-unit “Month:” Watermark “Enter the month”_x000D_ _x000D_ “Don’t know” |
Yes | A pre-unit for “Month” was added for clarity. The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ255b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Diagnoses of disabilities and health conditions | CHQ255b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
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| CHQ256 | Question “Has {CHILD} ever worn a hearing aid?”_x000D_ ----_x000D_ 1. Yes, currently_x000D_ 2. Yes, in the past_x000D_ 3. No_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ256 | Question “Has {CHILD} ever worn a hearing aid?”_x000D_ ----_x000D_ 1. Yes, currently_x000D_ 2. Yes, in the past_x000D_ 3. No_x000D_ |
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| CHQ257a | Question “At what age was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ InstResp “This question asks the age at which the recommendation to wear a hearing aid was first made, not the age at which the child first started wearing a hearing aid. Some children may have started wearing a hearing aid right after the recommendation was first made. For other children, there may have been a period of time between when the recommendation was first made and when the child started wearing a hearing aid.”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Glasses, hearing aids, cochlear implants | CHQ257a | Question “At what age was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ257b | Question “At what age, in months, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Glasses, hearing aids, cochlear implants | CHQ257b | Question “At what age, in months, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
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| CHQ257c | Question “At what age, in years, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Glasses, hearing aids, cochlear implants | CHQ257c | Question “At what age, in years, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
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| CHQ258 | Question “How often does {CHILD} use the hearing aid(s) in school?”_x000D_ ----_x000D_ 1. All of the time_x000D_ 2. Most of the time_x000D_ 3. Sometimes_x000D_ 4. Rarely_x000D_ 5. Never_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ258 | Question “How often does {CHILD} use the hearing aid(s) in school?”_x000D_ ----_x000D_ 1. All of the time_x000D_ 2. Most of the time_x000D_ 3. Sometimes_x000D_ 4. Rarely_x000D_ 5. Never_x000D_ |
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| CHQ259 | Question “Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing aid{s}. _x000D_ _x000D_ {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ259 | Question “Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her/their} hearing aid{s}. _x000D_ _x000D_ {CHILD} can usually hear and understand what a person says without seeing their face if that person whispers to {him/her/them} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ260 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ260 | Question “{CHILD} can usually hear and understand what a person says without seeing their face if that person talks in a normal voice to {him/her/them} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ261 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ261 | Question “{CHILD} can usually hear and understand what a person says without seeing their face if that person shouts to {him/her/them} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ262 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} {better} ear.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ262 | Question “{CHILD} can usually hear and understand what a person says without seeing their face if that person speaks loudly into {his/her/their} {better} ear.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ263 | Question “Has a doctor or other health care professional ever recommended that {CHILD} wear a hearing aid?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ263 | Question “Has a doctor or other health care professional ever recommended that {CHILD} wear a hearing aid?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ264a | Question “At what age was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Glasses, hearing aids, cochlear implants | CHQ264a | Question “At what age was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
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| CHQ264b | Question “At what age, in months, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Glasses, hearing aids, cochlear implants | CHQ264b | Question “At what age, in months, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
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| CHQ264c | Question “At what age, in years, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Glasses, hearing aids, cochlear implants | CHQ264c | Question “At what age, in years, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
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| CHQ270 | Question “Does {CHILD} have a cochlear implant?”_x000D_ ----_x000D_ 1. Yes, one ear only – right ear_x000D_ 2. Yes, one ear only – left ear_x000D_ 3. Yes, in both ears_x000D_ 4. No_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ270 | Question “Does {CHILD} have a cochlear implant?”_x000D_ ----_x000D_ 1. Yes, one ear only – right ear_x000D_ 2. Yes, one ear only – left ear_x000D_ 3. Yes, in both ears_x000D_ 4. No_x000D_ |
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| CHQ271 | Question “In what year was it implanted?”_x000D_ _x000D_ Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year”_x000D_ _x000D_ “Don’t know” |
Glasses, hearing aids, cochlear implants | CHQ271 | Question “In what year was it implanted?”_x000D_ _x000D_ Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year”_x000D_ _x000D_ “Don’t know” |
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| CHQ272a | Question “How old was {CHILD} when it was implanted?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Glasses, hearing aids, cochlear implants | CHQ272a | Question “How old was {CHILD} when it was implanted?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
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| CHQ272b | Question “How old was {CHILD}, in months, when it was implanted?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Glasses, hearing aids, cochlear implants | CHQ272b | Question “How old was {CHILD}, in months, when it was implanted?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
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| CHQ272c | Question “How old was {CHILD}, in years, when it was implanted?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Glasses, hearing aids, cochlear implants | CHQ272c | Question “How old was {CHILD}, in years, when it was implanted?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
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| CHQ273 | Question “In what years were they implanted?”_x000D_ _x000D_ Unit “and” _x000D_ _x000D_ Watermark “Enter year for left ear” |
Glasses, hearing aids, cochlear implants | CHQ273 | Question “In what years were they implanted?”_x000D_ _x000D_ Unit “and” _x000D_ _x000D_ Watermark “Enter year for left ear” |
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| CHQ274 | Watermark “Enter year for right ear” | Glasses, hearing aids, cochlear implants | CHQ274 | Watermark “Enter year for right ear” | ||||
| CHQ275a | Question “How old was {CHILD} when they were implanted?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Glasses, hearing aids, cochlear implants | CHQ275a | Question “How old was {CHILD} when they were implanted?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
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| CHQ275b | Question “How old was {CHILD} when they were implanted in the left ear?”_x000D_ _x000D_ Pre-unit “Age in months:”_x000D_ _x000D_ Watermark “Enter age in months for left ear” |
Glasses, hearing aids, cochlear implants | CHQ275b | Question “How old was {CHILD} when they were implanted in the left ear?”_x000D_ _x000D_ Pre-unit “Age in months:”_x000D_ _x000D_ Watermark “Enter age in months for left ear” |
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| CHQ275c | Question “How old was {CHILD} when they were implanted in the left ear?”_x000D_ _x000D_ Pre-unit “Age in years:”_x000D_ _x000D_ Watermark “Enter age in years for left ear” |
Glasses, hearing aids, cochlear implants | CHQ275c | Question “How old was {CHILD} when they were implanted in the left ear?”_x000D_ _x000D_ Pre-unit “Age in years:”_x000D_ _x000D_ Watermark “Enter age in years for left ear” |
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| CHQ276b | Question “And in the right ear?”_x000D_ _x000D_ Pre-unit “Age in months:”_x000D_ _x000D_ Watermark “Enter age in months for right ear”_x000D_ _x000D_ “Don’t know” |
Glasses, hearing aids, cochlear implants | CHQ276b | Question “And in the right ear?”_x000D_ _x000D_ Pre-unit “Age in months:”_x000D_ _x000D_ Watermark “Enter age in months for right ear”_x000D_ _x000D_ “Don’t know” |
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| CHQ276c | Question “And in the right ear?”_x000D_ _x000D_ Pre-unit “Age in years:”_x000D_ _x000D_ Watermark “Enter age in years for right ear” |
Glasses, hearing aids, cochlear implants | CHQ276c | Question “And in the right ear?”_x000D_ _x000D_ Pre-unit “Age in years:”_x000D_ _x000D_ Watermark “Enter age in years for right ear” |
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| CHQ277 | Question “Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} cochlear implant(s). _x000D_ _x000D_ {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ277 | Question “Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her/their} cochlear implant(s). _x000D_ _x000D_ {CHILD} can usually hear and understand what a person says without seeing their face if that person whispers to {him/her/them} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ278 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ278 | Question “{CHILD} can usually hear and understand what a person says without seeing their face if that person talks in a normal voice to {him/her/them} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ279 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ279 | Question “{CHILD} can usually hear and understand what a person says without seeing their face if that person shouts to {him/her/them} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ280 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} {better} ear.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ280 | Question “{CHILD} can usually hear and understand what a person says without seeing their face if that person speaks loudly into {his/her/their} {better} ear.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ285 | Question “Now I want to ask you about {CHILD}’s vision. Without the use of eyeglasses or contact lenses, does {CHILD} have difficulty seeing objects in the distance, things up close like letters on paper, or both?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes, seeing things up close_x000D_ 2. Yes, seeing things in the distance_x000D_ 3. Yes, both_x000D_ 4. No_x000D_ DON'T KNOW |
Vision and hearing problems | CHQ285 | Question “Now I want to ask you about {CHILD}’s vision. Without the use of eyeglasses or contact lenses, does {CHILD} have difficulty seeing objects in the distance, things up close like letters on paper, or both?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes, seeing things up close_x000D_ 2. Yes, seeing things in the distance_x000D_ 3. Yes, both_x000D_ 4. No_x000D_ DON'T KNOW |
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| CHQ290 | Question “Has {CHILD}'s vision ever been evaluated by an eye care professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | CHQ290 | Question “Has {CHILD}'s vision ever been evaluated by an eye care professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CHQ290b | Question “Was a school nurse the only professional who evaluated {CHILD}'s vision?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | This item was added based on advice from the National Eye Institute (NEI) to separate out vision evaluations from eye care professionals and school nurses. | ||
| CHQ300 | Question “Did you obtain a diagnosis of a vision-related problem from an eye care professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Awaiting evaluation_x000D_ |
Diagnoses of disabilities and health conditions | CHQ300 | Question “Did you obtain a diagnosis of a vision-related problem from an eye care professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Awaiting evaluation_x000D_ |
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| CHQ301 | Question “What was the diagnosis?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Nearsightedness (Myopia)_x000D_ 2. Farsighted (Hyperopia)_x000D_ 3. Color blindness or deficiency_x000D_ 4. Astigmatism_x000D_ 5. Crossed or wandering eye (Strabismus)_x000D_ 6. Amblyopia or “lazy eye”_x000D_ 7. Retinopathy_x000D_ 8. Blindness_x000D_ 9. Condition requiring glasses – Specific condition unspecified_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | CHQ301 | Question “What was the diagnosis? Please select all that apply.” ----_x000D_ 1. Nearsightedness (Myopia)_x000D_ 2. Farsightedness (Hyperopia)_x000D_ 3. Color blindness or deficiency_x000D_ 4. Astigmatism_x000D_ 5. Crossed or wandering eye (Strabismus)_x000D_ 6. Amblyopia or “lazy eye”_x000D_ 7. Retinopathy_x000D_ 8. Blindness_x000D_ 9. Condition requiring glasses – Specific condition unspecified_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}:_x000D_ |
Yes | Farsighted was changed to Farsightedness to correspond to help text provided by the NEI. The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ301OS | Other specify for diagnoses of disabilities and health conditions | CHQ301OS | ||||||
| CHQ305a | Question “How old was {CHILD} when the first diagnosis of a problem was made?” _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Diagnoses of disabilities and health conditions | CHQ305a | Question “How old was {CHILD} when the first diagnosis of a problem was made?” _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
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| CHQ305b | Quesiton “How old was {CHILD}, in months, when the first diagnosis of a problem was made?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Diagnoses of disabilities and health conditions | CHQ305b | Quesiton “How old was {CHILD}, in months, when the first diagnosis of a problem was made?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
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| CHQ305c | Question “How old was {CHILD}, in years, when the first diagnosis of a problem was made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” "Don't know" |
Diagnoses of disabilities and health conditions | CHQ305c | Question “How old was {CHILD}, in years, when the first diagnosis of a problem was made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years”_x000D_ _x000D_ “Don't know” |
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| CHQ310a | Question “What was the month and year the diagnosis was made?” _x000D_ _x000D_ InstResp “If there was more than one diagnosis, report the earliest.”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Diagnoses of disabilities and health conditions | CHQ310a | Question “What was the month and year the diagnosis was made? If there was more than one diagnosis, report the earliest.”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Yes | The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ310b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Diagnoses of disabilities and health conditions | CHQ310b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
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| CHQ311 | Question “Has {CHILD} been prescribed glasses or contact lenses to improve {his/her} vision?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ311 | Question “Has {CHILD} been prescribed glasses or contact lenses to improve {his/her/their} vision?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ312 | Question “How often does {CHILD} wear glasses or contact lenses?”_x000D_ ----_x000D_ 1. All of the time_x000D_ 2. Most of the time_x000D_ 3. Sometimes_x000D_ 4. Rarely_x000D_ 5. Never_x000D_ 6. Child does not have glasses or contacts_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ312 | Question “How often does {CHILD} wear glasses or contact lenses?”_x000D_ ----_x000D_ 1. All of the time_x000D_ 2. Most of the time_x000D_ 3. Sometimes_x000D_ 4. Rarely_x000D_ 5. Never_x000D_ 6. Child does not have glasses or contacts_x000D_ |
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| CHQ313 | Question “Does {CHILD} have glasses or contact lenses?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | Yes | Dropped to reduce respondent burden. There is an answer category for the child not having glasses in question CHQ312. In the ECLS-K:2011, this response category was not read to respondents and was only used if the respondent volunteered this information. Now that all responses for CHQ312 are on the screen, we CHQ313 is not needed. | ||||
| CHQ314 | Question “Do {CHILD}’s glasses or contacts help {him/her} see things up close, see things in the distance, or both?”_x000D_ ----_x000D_ 1. See things up close_x000D_ 2. See things in the distance_x000D_ 3. Both_x000D_ |
Glasses, hearing aids, cochlear implants | CHQ314 | Question “Do {CHILD}’s glasses or contacts help {him/her/them} see things up close, see things in the distance, or both?”_x000D_ ----_x000D_ 1. See things up close_x000D_ 2. See things in the distance_x000D_ 3. Both_x000D_ |
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| CHQ330 | Question “Would you say {CHILD}'s health is ...”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Very good_x000D_ 3. Good_x000D_ 4. Fair, or_x000D_ 5. Poor?_x000D_ |
General health status | CHQ330 | Question “Would you say {CHILD}'s health is ...”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Very good_x000D_ 3. Good_x000D_ 4. Fair, or_x000D_ 5. Poor?_x000D_ |
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| CHQ340 | Question “During this school year, has {CHILD} received therapy services or taken part in a program for children with disabilities?”_x000D_ _x000D_ InstResp “Children with disabilities include children with developmental delays, communication impairments, or special health care needs.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | CHQ340 | Question “During this school year, has {CHILD} received therapy services or taken part in a program for children with disabilities?”_x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ341 | Question “Prior to this school year, did {CHILD} ever receive therapy services or take part in a program for children with disabilities?”_x000D_ _x000D_ InstResp “Children with disabilities include children with developmental delays, communication impairments, or special health care needs.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | CHQ341 | Question “Prior to this school year, did {CHILD} ever receive therapy services or take part in a program for children with disabilities?”_x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| CHQ345a | Question “For each of the following services, select if {CHILD} or your family ever received this service before this school year to help with {CHILD}'s special needs._x000D_ _x000D_ Speech or language therapy”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | CHQ345 | Question “For each of the following services, select if {CHILD} or your family ever received this service before this school year to help with {CHILD}'s special needs. Please select all that apply.” _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Speech or language therapy_x000D_ 2. Occupational therapy_x000D_ 3. Physical therapy_x000D_ 4. Creative arts therapy_x000D_ 5. Vision services_x000D_ 6. Hearing services_x000D_ 7. Social work services_x000D_ 8. Psychological services_x000D_ 9. Home visits_x000D_ 10. Parent support or training_x000D_ 11. Special class with other children some or all of whom also had special needs_x000D_ 12. Private tutoring or school for learning problems_x000D_ 13. Instruction in Braille_x000D_ 14. Instruction in sign language, Cued Speech, ASL, total communication (TOCO)_x000D_ 91. Any other service {(Please specify):/(Please specify on next screen.)}_x000D_ |
Yes | Combined the CHQ345 series into one “"select all that apply"” item. Added “Creative arts therapy” as an answer choice based on comments from the NEA. The instruction to "Select all that apply" was placed in the question text to make the question easier to read by an interviewer, if needed. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CHQ345OS | Yes | Combined the CHQ345 series into one “"select all that apply"” item. | |||
| CHQ345b | Question “Occupational therapy”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | Yes | Dropped to reduce respondent burden. This item was incorporated into a "select all that apply"" item (CHQ345). | ||||
| CHQ345c | Question “Physical therapy”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | Yes | Dropped to reduce respondent burden. This item was incorporated into a "select all that apply"" item (CHQ345). | ||||
| CHQ345d | Question “Vision services”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | Yes | Dropped to reduce respondent burden. This item was incorporated into a "select all that apply" item (CHQ345). | ||||
| CHQ345e | Question “Hearing services”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | Yes | Dropped to reduce respondent burden. This item was incorporated into a "select all that apply" item (CHQ345). | ||||
| CHQ345f | Question “{Continued} For each of the following services, select if {CHILD} or your family ever received this service before this school year to help with {CHILD}'s special needs._x000D_ _x000D_ Social work services”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | Yes | Dropped to reduce respondent burden. This item was incorporated into a "select all that apply" item (CHQ345). | ||||
| CHQ345g | Question “Psychological services”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | Yes | Dropped to reduce respondent burden. This item was incorporated into a "select all that apply" item (CHQ345). | ||||
| CHQ345h | Question “Home visits”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | Yes | Dropped to reduce respondent burden. This item was incorporated into a "select all that apply" item (CHQ345). | ||||
| CHQ345i | Question “Parent support or training”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | Yes | Dropped to reduce respondent burden. This item was incorporated into a "select all that apply" item (CHQ345). | ||||
| CHQ345j | Question “Special class with other children some or all of whom also had special needs”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | Yes | Dropped to reduce respondent burden. This item was incorporated into a "select all that apply" item (CHQ345). | ||||
| CHQ345k | Question “{Continued} For each of the following services, select if {CHILD} or your family ever received this service before this school year to help with {CHILD}'s special needs._x000D_ _x000D_ Private tutoring or schooling for learning problems”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | Yes | Dropped to reduce respondent burden. This item was incorporated into a "select all that apply" item (CHQ345). | ||||
| CHQ345l | Question “Instruction in Braille”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | Yes | Dropped to reduce respondent burden. This item was incorporated into a "select all that apply" item (CHQ345). | ||||
| CHQ345m | Question “Instruction in sign language, Cued Speech, ASL, total communication (TOCO)”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | Yes | Dropped to reduce respondent burden. This item was incorporated into a "select all that apply" item (CHQ345). | ||||
| CHQ345n | Question “Any other service (Please specify:)”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | Yes | Dropped to reduce respondent burden. This item was incorporated into a "select all that apply" item (CHQ345). | ||||
| CHQ345nOS | Other specify for services for disabilities | Yes | Dropped to reduce respondent burden. This item was incorporated into a "select all that apply" item (CHQ345 with CHQ345OS). | |||||
| CHQ375a | Question “How old was {CHILD} when {this service/the earliest of these services} began?” _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Services for disabilities | CHQ375a | Question “How old was {CHILD} when {this service/the earliest of these services} began?” _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
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| CHQ375b | Question “How old was {CHILD}, in months, when {this service/the earliest of these services} began?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Services for disabilities | CHQ375b | Question “How old was {CHILD}, in months, when {this service/the earliest of these services} began?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
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| CHQ375c | Question “How old was {CHILD}, in years, when {this service/the earliest of these services} began?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” "Don’t know” |
Services for disabilities | CHQ375c | Question “How old was {CHILD}, in years, when {this service/the earliest of these services} began?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years”_x000D_ _x000D_ “Don't know” |
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| CHQ380a | Question “What was the month and year when {{CHILD} first received {{NAME OF SINGLE SERVICE}/{this service}/{the first of these services began}}? _x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
Services for disabilities | CHQ380a | Question “What was the month and year when {{CHILD} first received {{NAME OF SINGLE SERVICE}/{this service}/{the first of these services began}}? _x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
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| CHQ380b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Services for disabilities | CHQ380b | Pre-unit “Year:” Watermark “Enter the year” |
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| CHQ385 | Question “Is {CHILD} still receiving {this service/any of these services}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | CHQ385 | Question “Is {CHILD} still receiving {this service/any of these services}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ390a | Question “What was the month and year when {{CHILD} last received {NAME OF SINGLE SERVICE}/the last of these services was received}?” _x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Services for disabilities | CHQ390a | Question “What was the month and year when {{CHILD} last received {NAME OF SINGLE SERVICE}/the last of these services was received}?” _x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
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| CHQ390b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year” |
Services for disabilities | CHQ390b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year” |
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| CHQ420 | Question “During this school year, did {CHILD} receive any services for children with special needs such as speech or occupational therapy or did {he/she} participate in a special education program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | CHQ420 | Question “During this school year, did {CHILD} receive any services for children with special needs such as speech or occupational therapy or did {he/she} participate in a special education program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| CHQ430 | Question “Overall, how satisfied are you with the progress {CHILD} has made in the special services or special education program this school year?”_x000D_ ----_x000D_ 1. Completely satisfied_x000D_ 2. Very satisfied_x000D_ 3. Fairly satisfied_x000D_ 4. Somewhat satisfied_x000D_ 5. Very dissatisfied_x000D_ |
Services for disabilities | CHQ430 | Question “Overall, how satisfied are you with the progress {CHILD} has made in the special services or special education program this school year?”_x000D_ ----_x000D_ 1. Completely satisfied_x000D_ 2. Very satisfied_x000D_ 3. Fairly satisfied_x000D_ 4. Somewhat dissatisfied_x000D_ 5. Very dissatisfied_x000D_ |
Yes | Response category 4 was corrected from "Somewhat satisfied" to "Somewhat dissatisfied". This change matches the ECLS-K:2011 wording. |
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| VIQ010 | Question “Now, we have some questions about problems {CHILD} may have had with other children. During this school year have other children ever teased, made fun of, or called {CHILD} names?”_x000D_ _x000D_ InstResp “In this question, you may include other children at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | Yes | Dropped to reduce respondent burden. | ||||
| VIQ020 | Question “How often has this happened?”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | Yes | Dropped to reduce respondent burden. | ||||
| VIQ021 | Question “During this school year, have other children ever told lies or untrue stories about {CHILD}?”_x000D_ _x000D_ InstResp “In this question, you may include other children at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | Yes | Dropped to reduce respondent burden. | ||||
| VIC022 | Question “How often has this happened?”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | Yes | Dropped to reduce respondent burden. | ||||
| VIC030 | Question “During this school year have other children ever pushed, shoved, slapped, hit, or kicked {CHILD}?”_x000D_ _x000D_ InstResp “In this question, you may include other children at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | Yes | Dropped to reduce respondent burden. | ||||
| VIC040 | Question “How often has this happened?”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | Yes | Dropped to reduce respondent burden. | ||||
| VIC050 | Question “During this school year have other children ever intentionally excluded or left {CHILD} out from playing with them?”_x000D_ _x000D_ InstResp “In this question, you may include other children at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | Yes | Dropped to reduce respondent burden. | ||||
| VIC060 | Question “How often has this happened?”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | Yes | Dropped to reduce respondent burden. | ||||
| PPQ100 | Question “Next are some statements that may relate to how you have felt about yourself and your life during the past week. For each statement, please indicate how often in the past week you felt or behaved this way. _x000D_ _x000D_ How often during the past week have you..._x000D_ _x000D_ Felt that you were bothered by things that don't usually bother you?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | PPQ100 | Question “Next are some statements that may relate to how you have felt about yourself and your life during the past week. Some items in this section may be seen as sensitive and you may skip any questions that you do not want to answer. For each statement, please indicate how often in the past week you felt or behaved this way. _x000D_ _x000D_ How often during the past week have you…_x000D_ _x000D_ Felt that you were bothered by things that don't usually bother you?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Yes | A statement was added to indicate that some items may be sensitive and that the respondent may skip any questions that they do not want to answer. | ||
| PPQ110 | Quesiton “Felt that you did not feel like eating, that your appetite was poor?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | PPQ110 | Quesiton “Felt that you did not feel like eating, that your appetite was poor?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
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| PPQ120 | Question “Felt that you could not shake off the blues even with help from your family or friends?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | PPQ120 | Question “Felt that you could not shake off the blues even with help from your family or friends?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
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| PPQ130 | Question “Felt that you had trouble keeping your mind on what you were doing?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | PPQ130 | Question “Felt that you had trouble keeping your mind on what you were doing?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
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| PPQ140 | Question “{Continued} How often during the past week have you..._x000D_ _x000D_ Felt depressed?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | PPQ140 | Question “{(Continued) }How often during the past week have you..._x000D_ _x000D_ Felt depressed?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
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| PPQ150 | Question “Felt that everything you did was an effort?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | PPQ150 | Question “Felt that everything you did was an effort?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
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| PPQ160 | Question “Felt fearful?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | PPQ160 | Question “Felt fearful?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
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| PPQ170 | Question “Felt that your sleep was restless?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | PPQ170 | Question “Felt that your sleep was restless?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
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| PPQ180 | Question “{Continued} How often during the past week have you..._x000D_ _x000D_ Felt that you talked less than usual?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | PPQ180 | Question “{(Continued) }How often during the past week have you..._x000D_ _x000D_ Felt that you talked less than usual?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
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| PPQ190 | Question “Felt lonely?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | PPQ190 | Question “Felt lonely?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
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| PPQ200 | Question “Felt sad?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | PPQ200 | Question “Felt sad?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
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| PPQ210 | Question “Felt that you could not get going?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
Depression and subjective well-being | PPQ210 | Question “Felt that you could not get going?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Some of the time_x000D_ 3. A moderate amount of time_x000D_ 4. Most of the time_x000D_ |
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| PPQ220 | Question “Now, we would like to ask you about your health. In general, would you say that your health is…”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Very good_x000D_ 3. Good_x000D_ 4. Fair, or_x000D_ 5. Poor?_x000D_ |
Respondent’s general health status | PPQ220 | Question “Now, we would like to ask you about your health. In general, would you say that your health is…”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Very good_x000D_ 3. Good_x000D_ 4. Fair, or_x000D_ 5. Poor?_x000D_ |
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| PPQ225 | Question “During the past 12 months, would you say that you experienced a lot of stress, a moderate amount of stress, relatively little stress, or almost no stress at all?”_x000D_ ----_x000D_ 1. A lot of stress_x000D_ 2. A moderate amount of stress_x000D_ 3. Relatively little stress_x000D_ 4. Almost no stress at all_x000D_ |
Overall life stress | PPQ225 | Question “During the past 12 months, would you say that you experienced a lot of stress, a moderate amount of stress, relatively little stress, or almost no stress at all?”_x000D_ ----_x000D_ 1. A lot of stress_x000D_ 2. A moderate amount of stress_x000D_ 3. Relatively little stress_x000D_ 4. Almost no stress at all_x000D_ |
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| PPQ226 | Question “During the past 12 months, to what extent would you agree that the coronavirus pandemic increased your amount of stress?”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Overall life stress due to coronavirus | Yes | Dropped to reduce respondent burden. We asked about stress during the pandemic in fall kindergarten. | ||||
| PPQ230 | Question “Does any impairment or health problem now keep you from working at a job or business?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Family health limitations | PPQ230 | Question “Does any impairment or health problem now keep you from working at a job or business?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| PPQ240 | Question “Are you limited in the kind or amount of work you can do because of any impairment or health problem?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Family health limitations | PPQ240 | Question “Are you limited in the kind or amount of work you can do because of any impairment or health problem?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| PPQ400a | Question “In your day-to-day life over the past year, how often did any of the following things happen to you?_x000D_ _x000D_ You were treated with less courtesy than other people.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ |
Discrimination | Yes | Dropped to replace with new discrimination items that ask about discrimination because of race or ethnicity. | ||||
| PPQ400b | Question “You were treated with less respect than other people.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ |
Discrimination | Yes | Dropped to replace with new discrimination items that ask about discrimination because of race or ethnicity. | ||||
| PPQ400c | Question “You received poorer service than other people at restaurants or stores.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ |
Discrimination | Yes | Dropped to replace with new discrimination items that ask about discrimination because of race or ethnicity. | ||||
| PPQ400d | Question “People acted as if they thought you were not smart.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ |
Discrimination | Yes | Dropped to replace with new discrimination items that ask about discrimination because of race or ethnicity. | ||||
| PPQ400e | Question “You were called names or insulted.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ |
Discrimination | Yes | Dropped to replace with new discrimination items that ask about discrimination because of race or ethnicity. | ||||
| PPQ400f | Question “You were threatened or harassed.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ |
Discrimination | Yes | Dropped to replace with new discrimination items that ask about discrimination because of race or ethnicity. | ||||
| PPQ500a | Question “As a reminder, some items in this section may be seen as sensitive and you may skip any questions that you do not want to answer._x000D_ _x000D_ Over the past year, did any of the following things happen to you?_x000D_ _x000D_ You were unfairly stopped, searched, questioned, physically threatened, or abused by the police because of your race or ethnicity.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | Added based on feedback from researchers in the field of discrimination research; suggestion was that items would have greater analytic utility if they were more precise in their wording (i.e., asking about discrimination "because of race or ethnicity"). | |||||
| PPQ500b | Question “You were unfairly prevented from moving into a neighborhood because the landlord or realtor refused to sell or rent you a house or apartment because of your race or ethnicity.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | Added based on feedback from researchers in the field of discrimination research; suggestion was that items would have greater analytic utility if they were more precise in their wording (i.e., asking about discrimination "because of race or ethnicity"). | |||||
| PPQ510a | Question “Over the past year, how often were you concerned about {CHILD} …_x000D_ _x000D_ Being mistreated by adults because of {his/her/their} race or ethnicity?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Some of the time_x000D_ 4. Most of the time_x000D_ |
Yes | Added based on feedback from researchers in the field of discrimination research; suggestion was that items would have greater analytic utility if they were more precise in their wording (i.e., asking about discrimination "because of race or ethnicity"). | |||||
| PPQ510b | Question “Being punished more harshly than others because of {his/her/their} race or ethnicity?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Some of the time_x000D_ 4. Most of the time_x000D_ |
Yes | Added based on feedback from researchers in the field of discrimination research; suggestion was that items would have greater analytic utility if they were more precise in their wording (i.e., asking about discrimination "because of race or ethnicity"). | |||||
| PPQ510c | Question “Being excluded from events or groups because of {his/her/their} race or ethnicity?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Some of the time_x000D_ 4. Most of the time_x000D_ |
Yes | Added based on feedback from researchers in the field of discrimination research; suggestion was that items would have greater analytic utility if they were more precise in their wording (i.e., asking about discrimination "because of race or ethnicity"). | |||||
| PPQ520 | Question “In the past year, did you talk to {CHILD} about advantages and challenges {he/she/they} may face because of {his/her/their} race and ethnicity.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | Added based on feedback from researchers in the field of discrimination research; suggestion was that items would have greater analytic utility if they were more precise in their wording (i.e., asking about discrimination "because of race or ethnicity"). | |||||
| FDQ130a | Question “These next questions are about whether your family is able to afford the food that you need. For each statement, please indicate if the statement was often true, sometimes true, or never true for {you/your household} in the last 12 months, that is, since last {CURRENT MONTH}, 2021._x000D_ _x000D_ {I/We} worried whether {my/our} food would run out before {I/we} got money to buy more.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | FDQ130a | Question “These next questions are about whether your family is able to afford the food that you need. For each statement, please indicate if the statement was often true, sometimes true, or never true for {you/your household} in the last 12 months, that is, since last {CURRENT MONTH}, 2023._x000D_ _x000D_ {I/We} worried whether {my/our} food would run out before {I/we} got money to buy more.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Yes | The year 2021 needed to be updated to 2023 to correspond to fielding the survey in 2024. | ||
| FDQ130b | Question “The food that {I/we} bought just didn’t last, and {I/we} didn’t have money to get more.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | FDQ130b | Question “The food that {I/we} bought just didn’t last, and {I/we} didn’t have money to get more.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
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| FDQ130c | Question “{I/We} couldn’t afford to eat balanced meals.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | FDQ130c | Question “{I/We} couldn’t afford to eat balanced meals.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
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| FDQ140 | Question “In the last 12 months, did {you/you or other adults in your household} ever cut the size of your meals or skip meals because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | FDQ140 | Question “In the last 12 months, did {you/you or other adults in your household} ever cut the size of your meals or skip meals because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| FDQ150 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | FDQ150 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
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| FDQ160 | Question “In the last 12 months, did you ever eat less than you felt you should because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | FDQ160 | Question “In the last 12 months, did you ever eat less than you felt you should because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| FDQ170 | Question “In the last 12 months, were you ever hungry but didn't eat because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | FDQ170 | Question “In the last 12 months, were you ever hungry but didn't eat because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| FDQ180 | Question “In the last 12 months, did you lose weight because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | FDQ180 | Question “In the last 12 months, did you lose weight because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| FDQ190 | Question “In the last 12 months, did {you/you or other adults in your household} ever not eat for a whole day because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | FDQ190 | Question “In the last 12 months, did {you/you or other adults in your household} ever not eat for a whole day because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| FDQ191 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | FDQ191 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
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| FDQ192a | Question “Please select whether the statement was often true, sometimes true, or never true in the last 12 months, that is, since last {CURRENT MONTH}, 2023, for {{CHILD}/children living in the household who are under 18 years old}._x000D_ _x000D_ {I/We} relied on only a few kinds of low-cost food to feed {{CHILD}/the children} because {I was/we were} running out of money to buy food.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | FDQ192a | Question “Please select whether the statement was often true, sometimes true, or never true in the last 12 months, that is, since last {CURRENT MONTH}, 2023, for {{CHILD}/children living in the household who are under 18 years old}._x000D_ _x000D_ {I/We} relied on only a few kinds of low-cost food to feed {{CHILD}/the children} because {I was/we were} running out of money to buy food.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Yes | The year 2021 needed to be updated to 2023 to correspond to fielding the survey in 2024. | ||
| FDQ192b | Question “{I/We} couldn't feed {{CHILD}/the children} a balanced meal because {I/we} couldn't afford that.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | FDQ192b | Question “{I/We} couldn't feed {{CHILD}/the children} a balanced meal because {I/we} couldn't afford that.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
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| FDQ192c | Question “{{CHILD} was/The children were} not eating enough because {I/we} just couldn't afford enough food.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | FDQ192c | Question “{{CHILD} was/The children were} not eating enough because {I/we} just couldn't afford enough food.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
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| FDQ210 | Question “In the last 12 months, that is, since last {CURRENT MONTH}, 2021, did you ever cut the size of {CHILD}'s/any of the children's} meals because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ability to purchase food sufficient for family needs | FDQ210 | Question “In the last 12 months, that is, since last {CURRENT MONTH}, 2023, did you ever cut the size of {CHILD}'s/any of the children's} meals because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The year 2021 needed to be updated to 2023 to correspond to fielding the survey in 2024. | ||
| FDQ240 | Question “In the last 12 months, {was {CHILD}/were any of the children} ever hungry but you just couldn't afford more food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | FDQ240 | Question “In the last 12 months, {was {CHILD}/were any of the children} ever hungry but you just couldn't afford more food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| FDQ242 | Question “In the last 12 months, did {{CHILD}/any of the children} ever skip a meal because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | FDQ242 | Question “In the last 12 months, did {{CHILD}/any of the children} ever skip a meal because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| FDQ243 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | FDQ243 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
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| FDQ250 | Question “In the last 12 months, did {CHILD}/any of the children} ever not eat for a whole day because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | FDQ250 | Question “In the last 12 months, did {CHILD}/any of the children} ever not eat for a whole day because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| FDQ300 | Question “During the last 6 months, did you or anyone in your household get free groceries or a free meal because of money problems related to the coronavirus pandemic?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Obtaining free groceries or meals | Yes | Dropped to reduce respondent burden given that the main pandemic period is outside the item's time reference. | ||||
| FDQ305 | Question “Where did you get free groceries or free meals?”_x000D_ _x000D_ InstResp: Select all that apply._x000D_ ----_x000D_ 1. Free meals through the school or other programs aimed at children _x000D_ 2. Food pantry or food bank_x000D_ 3. Home-delivered meal service like Meals on Wheels_x000D_ 4. Church, synagogue, temple, mosque or other religious organization_x000D_ 5. Shelter or soup kitchen_x000D_ 6. Other community program_x000D_ 7. Family, friends, or neighbors_x000D_ |
Obtaining free groceries or meals | Yes | Dropped to reduce respondent burden given that the main pandemic period is outside the item's time reference. | ||||
| HRQ010 | Question “Does {CHILD} have any biological or adoptive parents who are not currently living in your household?”_x000D_ _x000D_ InstrResp “Please include parents who are deceased.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether child has biological or adoptive parents who are not currently living in the household | HRQ010 | Question “Now we have some question about {CHILD}'s parents. Some items in this section may be seen as sensitive and you may skip any questions that you do not want to answer. Does {CHILD} have any biological or adoptive parents who are not currently living in your household? Please include parents who are deceased.” ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | A transition sentence was added to make the survey easier to administer on the phone, if needed. Text was also added to note that some items in this section may be seen as sensitive and respondents may skip any questions that they do not want to answer | ||
| HRQ015 | Question ‘Which biological or adoptive parent(s) are not currently living in your household?”_x000D_ _x000D_ InstrResp “Please include parents who are deceased._x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Biological mother_x000D_ 2. Biological father_x000D_ 3. Adoptive mother_x000D_ 4. Adoptive father_x000D_ |
Whether child has biological or adoptive parents who are not currently living in the household | HRQ015 | Question ‘Which biological or adoptive parent(s) are not currently living in your household? Please include parents who are deceased._x000D_ Please select all that apply.”_x000D_ ----_x000D_ 1. Biological female parent_x000D_ 2. Biological male parent_x000D_ 3. Biological parent of another gender_x000D_ 4. Adoptive female parent_x000D_ 5. Adoptive male parent_x000D_ 6. adoptive parent of another gender_x000D_ |
Yes | Response categories were revised to be gender neutral. The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| HRQ030 | We would like to ask a few questions about {CHILD}'s {biological/adoptive} {mother/father}. Is {CHILD}'s {biological/adoptive} {mother/father} currently living? _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. The {biological/adoptive} {mother/ father} is unknown_x000D_ DON'T KNOW |
Biological and adoptive parents’ vital status | HRQ030 | {We would like to ask a few questions about {CHILD}'s {biological/adoptive}{female parent/male parent/parent of another gender}.}_x000D_ _x000D_ {We understand that some of these questions may be difficult {for adoptive parents} to answer; however, these are standard questions we ask when a child does not live with all parents. Any information you can provide will be helpful.}_x000D_ _x000D_ Is {CHILD}'s {biological/adoptive}{female parent/male parent/parent of another gender} currently living?_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. The {biological/adoptive} {female parent/male parent/parent of another gender} is unknown_x000D_ DON'T KNOW |
Yes | Added introductory text. Displays for parents were revised to be gender neutral. | ||
| NRQ010 | Question “The next questions are about {CHILD}'s contact with {his/her} parents who live outside the household. _x000D_ _x000D_ {We understand that some of these questions may be difficult {for adoptive parents} to answer; however, these are standard questions we ask when a child does not live with all parents. Any information you can provide will be helpful.} _x000D_ _x000D_ Please press Next to continue.” |
Introduction to nonresident parent section | Yes | Dropped to reduce respondent burden. NRQ010 is introductory text that is no longer needed because of section HRQ text. We kept NRQ040, but do not need NRQ010. | ||||
| NRQ040 | Question “How long has it been since {CHILD} last had a visit, a phone call, a video call, an e-mail, a text or other electronic message, or received a card or letter from {his/her} {biological/adoptive} {father/mother}?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Less than one month_x000D_ 2. More than a month but less than a year_x000D_ 3. More than a year_x000D_ 4. No contact since birth_x000D_ 5. {Biological/Adoptive} {father/mother} is deceased_x000D_ 6. {CHILD} has had no contact with {his/her} {biological/adoptive} {father/mother} since adoption_x000D_ 7. {{CHILD} does not have an adoptive {mother/father}}_x000D_ 8. {CHILD}’s {biological/adoptive} {father/mother} is not known or was only a donor_x000D_ DON'T KNOW |
Time since last contact (either in person or by telephone, email, text, etc.) with biological/adoptive parents no longer living in household | NRQ040 | Question “How long has it been since {CHILD} last had a visit, a phone call, a video call, an e-mail, a text or other electronic message, or received a card or letter from {his/her/their} {biological/adoptive} {male parent/female parent/parent of another gender}?”_x000D_ ----_x000D_ 1. Less than one month_x000D_ 2. More than a month but less than a year_x000D_ 3. More than a year_x000D_ 4. No contact since birth_x000D_ 5. {Biological/Adoptive} {male parent/female parent/parent of another gender} is deceased_x000D_ 6. {CHILD} has had no contact with {his/her/their} {biological/adoptive} {male parent/female parent/parent of another gender} since adoption_x000D_ 7. {{CHILD} does not have an adoptive{male parent/female parent/parent of another gender}}_x000D_ 8. CHILD}’s {biological/adoptive} {male parent/female parent/parent of another gender} is not known or was only a donor_x000D_ DON'T KNOW |
Yes | Displays for parents were revised to be gender neutral. | ||
| NRQ123 | Question “How many times have {CHILD} and {his/her} {biological/adoptive} {father/ mother} talked on the telephone or in a video call to each other, e-mailed, texted, or had some other type of contact that was not in person in the past 4 weeks? _x000D_ _x000D_ Pre-unit "Times:"_x000D_ _x000D_ Watermark "Number of times" _x000D_ _x000D_ SaVisible "True" DON'T KNOW |
Frequency of contact in the last four weeks that was not in person (e.g., by telephone, email, text, etc.) with biological/adoptive parents no longer living in the household | Yes | Dropped to reduce respondent burden. NRQ010 is introductory text that is no longer needed because of section HRQ text. We kept NRQ040, but do not need NRQ010. | ||||
| PEQ020 | Question "{Now we would like to ask about the education of {CHILD}'s parent(s).}_x000D_ _x000D_ What is the highest grade or year of school or degree that {you/{NAME}/{CHILD}’s {biological/adoptive} {mother/father}} {have/has} completed?"_x000D_ ----_x000D_ 0. Never went to school_x000D_ 1. 1st grade_x000D_ 2. 2nd grade_x000D_ 3. 3rd grade_x000D_ 4. 4th grade_x000D_ 5. 5th grade_x000D_ 6. 6th grade_x000D_ 7. 7th grade_x000D_ 8. 8th grade_x000D_ 9. 9th grade_x000D_ 10. 10th grade_x000D_ 11. 11th grade_x000D_ 12. 12th grade but no diploma_x000D_ 13. High school equivalent/GED_x000D_ 14. High school diploma_x000D_ 15. Vocational or technical program after high school but no vocational/technical diploma_x000D_ 16. Vocational or technical program after high school, diploma_x000D_ 17. Some college but no degree_x000D_ 18. Associate's degree_x000D_ 19. Bachelor's degree_x000D_ 20. Graduate or professional school but no degree_x000D_ 21. Master's degree (MA, MS)_x000D_ 22. Doctorate degree (Ph.D, Ed.D)_x000D_ 23. Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS; Law/JD/LLB; etc.)_x000D_ |
Diplomas or degrees parent has obtained | PEQ020 | Question "{Now we would like to ask about the education of {CHILD}'s parent(s).}_x000D_ _x000D_ What is the highest grade or year of school or degree that {you/{NAME}/{CHILD}’s {biological/adoptive} {female parent/male parent/parent of another gender}} {have/has} completed?"_x000D_ ----_x000D_ 0. Never went to school_x000D_ 1. 1st grade_x000D_ 2. 2nd grade_x000D_ 3. 3rd grade_x000D_ 4. 4th grade_x000D_ 5. 5th grade_x000D_ 6. 6th grade_x000D_ 7. 7th grade_x000D_ 8. 8th grade_x000D_ 9. 9th grade_x000D_ 10. 10th grade_x000D_ 11. 11th grade_x000D_ 12. 12th grade but no diploma_x000D_ 13. High school equivalent/GED_x000D_ 14. High school diploma_x000D_ 15. Vocational or technical program after high school but no vocational/technical diploma_x000D_ 16. Vocational or technical program after high school, diploma_x000D_ 17. Some college but no degree_x000D_ 18. Associate's degree_x000D_ 19. Bachelor's degree_x000D_ 20. Graduate or professional school but no degree_x000D_ 21. Master's degree (MA, MS)_x000D_ 22. Doctorate degree (Ph.D, Ed.D)_x000D_ 23. Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS; Law/JD/LLB; etc.)_x000D_ 24. Don't know_x000D_ 25. Rather not answer_x000D_ |
Yes | Displays for parents were revised to be gender neutral. Categories for "Don't know" and "Rather not answer" were added to the response categories and the parent survey probe that contained these responses in the field test (and appeared after the question was skipped) was removed. | ||
| PEQ050 | Question “{Now we have some questions about {CHILD}’s parents’ education.}{Are you/Is {NAME}/Is {CHILD}’s {biological/adoptive} {mother/father}}currently attending or enrolled in any courses from a school, college, or university?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Parents’ current school attendance | PEQ050 | Question “{Are you/Is {INITIALS/NAME}/Is {CHILD}’s {biological/adoptive} {female parent/male parent/parent of another gender}} currently attending or enrolled in any courses from a school, college, or university?” ---- 1. Yes 2. No |
Yes | The transtion sentence was deleted because it was redundant with PEQ020. Displays for parents were revised to be gender neutral. | ||
| PEQ060 | Question “{Are you/Is {NAME}}/Is {CHILD}’s {biological/adoptive} {mother/father}} currently taking courses full time or part time?”_x000D_ ----_x000D_ 1. Full-time_x000D_ 2. Part-time_x000D_ |
Parents’ current school attendance | PEQ060 | Question “{Are you/Is {NAME}}/Is {CHILD}’s {biological/adoptive} {female parent/male parent/parent of another gender}} currently taking courses full time or part time?”_x000D_ ----_x000D_ 1. Full-time_x000D_ 2. Part-time_x000D_ |
Yes | Displays for parents were revised to be gender neutral. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | EMQ005 | Question “Which best describes {your/{INITIALS/NAME}’s} current employment situation? {Are you/Is {INITIALS/NAME}}… CODES 1. Working 35 or more hours per week, counting all jobs 2. Working less than 35 hours per week, counting all jobs 3. Actively looking for work 4. Not in the labor force |
Yes | Added a one-item indicator of employment that would be faster for respondents to answer than the full set of employment questions used in the field test. | ||
| EMQ020 | Question “{Now we would like to ask about employment.} During the past week, did {you/{NAME}} work for pay?” _x000D_ _x000D_ InstResp “If {you are/{NAME} is} self-employed, select yes.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Parents’ current employment | Yes | Dropped to reduce respondent burden, but may be asked in first grade. Replaced by a one-item employment question in spring kindergarten. | ||||
| EMQ030 | Question “{Were you/Was {NAME}} on leave or vacation from a job?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Parents’ current employment | Yes | Dropped to reduce respondent burden, but may be asked in first grade. Replaced by a one-item employment question in spring kindergarten. | ||||
| EMQ032 | Question “{Were you/Was {NAME}} furloughed or on leave from a job because of the coronavirus pandemic?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether parent was furloughed or on leave from a job because of the coronavirus pandemic | Yes | Dropped to reduce respondent burden, but may be asked in first grade. Replaced by a one-item employment question in spring kindergarten. | ||||
| EMQ040 | Question “How many jobs {do you/does {NAME}} have now?”_x000D_ _x000D_ Pre-unit “Jobs:”_x000D_ _x000D_ Watermark “Number of jobs” |
Parents’ current employment | Yes | Dropped to reduce respondent burden, but may be asked in first grade. Replaced by a one-item employment question in spring kindergarten. | ||||
| EMQ050 | Question “About how many total hours per week {do you/does {NAME}} usually work for pay{, counting {both jobs/all {#} jobs}?” _x000D_ _x000D_ InstResp “If hours vary, provide average hours per week.”_x000D_ _x000D_ Pre-unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Parents’ work schedule | Yes | Dropped to reduce respondent burden, but may be asked in first grade. Replaced by a one-item employment question in spring kindergarten. | ||||
| EMQ055 | Question “{Do you/Does {NAME}} work a regular day shift, that is, one with most of the hours between 6 a.m. and 6 p.m.?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Parents’ work schedule | Yes | Dropped to reduce respondent burden, but may be asked in first grade. Replaced by a one-item employment question in spring kindergarten. | ||||
| EMQ056 | Question “{Do you/Does {NAME}} work…”_x000D_ ----_x000D_ 1. A regular evening shift - any time between 2 p.m. and midnight,_x000D_ 2. A regular night shift - any time between 9 p.m. and 8 a.m._x000D_ 3. A variable shift—one that changes from days to evenings or nights, where {you/he/she} choose{s} {your/his/her} own hours,_x000D_ 4. A variable shift, with hours set by {your/his/her} employer, or_x000D_ 5. When work is available?_x000D_ |
Parents’ work schedule | Yes | Dropped to reduce respondent burden, but may be asked in first grade. Replaced by a one-item employment question in spring kindergarten. | ||||
| EMQ059 | Question “Did {you/{NAME}} lose a job because {your/his/her} place of business was temporarily closed or went out of business during the coronavirus pandemic?”_x000D_ _x000D_ InstResp “If {you are/{NAME} is} self-employed, please answer about whether a business was lost rather than a job.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether parent lost a job because his or her place of business was temporarily closed or went out of business during the coronavirus pandemic | Yes | Dropped to reduce respondent burden, but may be asked in first grade. Replaced by a one-item employment question in spring kindergarten. | ||||
| EMQ060 | Question “{Have you/Has {NAME}} been actively looking for work in the past 4 weeks?”_x000D_ _x000D_ Inst Resp “By actively looking for work, we mean activities such as checking with a public employment agency, a private employment agency, or an employer directly; checking about jobs with friends or relatives; placing or answering ads; sending/submitting a resume or filling out applications; contacting a school or university employment center; or checking a union or professional register.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Looking for work | Yes | Dropped to reduce respondent burden, but may be asked in first grade. Replaced by a one-item employment question in spring kindergarten. | ||||
| EMQ070 | Question “What {have you/has {NAME}} been doing in the past 4 weeks to find work?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Checked with public employment agency_x000D_ 2. Checked with private employment agency_x000D_ 3. Checked with employer directly/sent resume_x000D_ 4. Checked with friends or relatives_x000D_ 5. Placed or answered ads/sent resume/applications_x000D_ 6. Contacted school/university employment center_x000D_ 7. Checked a union register or professional register_x000D_ 8. Attended job training_x000D_ 9. Read want-ads/Internet search_x000D_ 91. Something else (Please specify):_x000D_ |
Looking for work | Yes | Dropped to reduce respondent burden, but may be asked in first grade. Replaced by a one-item employment question in spring kindergarten. | ||||
| EMQ070OS | Other specify for looking for work | Yes | Dropped to reduce respondent burden, but may be asked in first grade. Replaced by a one-item employment question in spring kindergarten. | |||||
| EMQ080 | Question “What {were you/was {NAME}} doing most of last week?” _x000D_ _x000D_ InstResp “If you did more than one of the following last week, please select the one you did the most.”_x000D_ ----_x000D_ 1. Keeping house or caring for children or other family members_x000D_ 2. Going to school_x000D_ 3. Retired_x000D_ 4. Unable to work_x000D_ 91. Something else (Please specify):_x000D_ |
Availability for work | Yes | Dropped to reduce respondent burden, but may be asked in first grade. Replaced by a one-item employment question in spring kindergarten. | ||||
| EMQ080OS | Other specify for availability for work | Yes | Dropped to reduce respondent burden, but may be asked in first grade. Replaced by a one-item employment question in spring kindergarten. | |||||
| EMQ100 | Question “Could {you/{NAME}} have taken a job last week if one had been offered?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Availability for work | Yes | Dropped to reduce respondent burden, but may be asked in first grade. Replaced by a one-item employment question in spring kindergarten. | ||||
| EMQ120 | Question “For whom {do/does/did} {you/{NAME}} work {when {you/{he/she}} last worked}? _x000D_ _x000D_ InstResp “Please type the name of the company, business, organization, or other employer. {If {you/{NAME}} {work/works} more than one current job, type the one at which {you spend/{NAME} spends} the most time.}_x000D_ _x000D_ Pre-unit “Name:”_x000D_ _x000D_ Watermark “Enter employer name” |
Occupation and industry | Yes | Dropped because replaced with items from the High School and Beyond Longitudinal Study of 2022 (HS&B:22) | ||||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | EMQ125 | Question “{What is {your/{INITIALS/NAME}’s} current/In {your/{INITIALS/NAME}’s} most recent job, what was {your/{INITIALS/NAME}’s}} job title (for example, 4th-grade teacher, apprentice plumber)?_x000D_ _x000D_ If {you/{INITIALS/NAME}} {have/has/had} more than one job, describe the one at which {you/{INITIALS/NAME}} {work/works/worked} the most hours._x000D_ _x000D_ Start by typing the job title and select the closest match from the options returned. If you are unable to find a close match for {your/{INITIALS/NAME}’s} job title, click “Job title not listed.””_x000D_ _x000D_ “Job title not listed.” |
Yes | Added item to be comparable to HS&B:22. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | EMQ125b | Question “{Your/{INITIALS/NAME}’s} job title could be classified into more than one category. _x000D_ _x000D_ Please scroll down and select the specific category that best describes {your/{INITIALS/NAME}’s} job._x000D_ _x000D_ Specific Area:” Watermark : "Select one" |
Yes | Added item to be comparable to HS&B:22. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | EMQ126 | Question “Please help us categorize {your/{INITIALS/NAME}’s} {current/most recent} job using the dropdown boxes displayed. Scrolling down each dropdown, click to select the category that best describes your occupation area and classification." _x000D_ General Area:” Watermark : "Select one" |
Yes | Added item to be comparable to HS&B:22. Wording was adjusted for use in the ECLS-K:2024. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | EMQ127 | Question “{Your/{INITIALS/NAME}’s} job title could be classified into more than one category. _x000D_ _x000D_ Please scroll down and select the specific category that best describes {your/{INITIALS/NAME}’s} job._x000D_ _x000D_ Specific Area:” Watermark : "Select one" |
Yes | Added item to be comparable to HS&B:22. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | EMQ128 | Question “Detailed Occupation Classification:” Watermark : "Select one" |
Yes | Added item to be comparable to HS&B:22. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | EMQ129 | Question “What {are/were} {your/{INITIALS/NAME}}’s job duties {as a/an {JOB TITLE FROM EMQ125}} (for example, instruct and evaluate students and create lesson plans; assemble and install pipe sections and review building plans for work details)?” | Yes | Added item to be comparable to HS&B:22. | ||
| EMQ130 | Question “What kind of business or industry {is/was} this?” _x000D_ _x000D_ InstResp “Please describe what they make or do. For example, TV and radio manufacturing, retail shoe store, state labor department, farming.”_x000D_ _x000D_ Pre-unit “Business or industry:”_x000D_ _x000D_ Watermark “Enter industry description” |
Occupation and industry | Yes | Dropped because replaced with items from HS&B:22. | ||||
| EMQ140 | Question “What kind of work {are/is/were/was} {you/{NAME}} doing?” _x000D_ _x000D_ InstResp “Please type what {your/{NAME}'s} job {is/was} called. For example, electrical engineer, stock clerk, administrative assistant, or farmer.”_x000D_ _x000D_ Pre-unit “Title:”_x000D_ _x000D_ Watermark “Enter job title” |
Occupation and industry | Yes | Dropped because replaced with items from HS&B:22. | ||||
| EMQ150 | Question “What {are/is/were/was} {your/{NAME}'s} most important activities or duties on this job? What {do/does/did} {you/{NAME}} actually do at this job?”_x000D_ _x000D_ InstResp “For example, word processing, keeping account books, filing, selling cars, operating a printing press, finishing concrete.”_x000D_ _x000D_ Pre-unit “Duties:”_x000D_ _x000D_ Watermark “Enter job duties” |
Occupation and industry | Yes | Dropped because replaced with items from HS&B:22. | ||||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | EMQ160 | Question “At any point since the start of the pandemic, please indicate whether or not {you/{INITIALS/NAME}} had to do any of the following as a result of the coronavirus pandemic. Please select all that apply.” ----_x000D_ 1. Work more than desired_x000D_ 2. Work less than desired_x000D_ 3. Take a job outside regular line of work_x000D_ 4. Take a less desirable job_x000D_ 5. Put off enrolling for additional education_x000D_ 6. Look for additional education or training_x000D_ 7. None of the above |
Yes | Added to understand family experiences during the coronavirus pandemic. | ||
| EMQ210 | Question “Since {CHILD} was born, {have you/has {NAME}} served on active duty in the U.S. Armed Forces, military Reserves, or National Guard?” _x000D_ _x000D_ InstResp “Active duty does not include training for the Reserves or National Guard, but does include activation, for example, for wars or help with national emergencies.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Active duty military service | EMQ210 | Question “Since {CHILD} was born, {have you/has/INITIALS{NAME}} served on active duty in the U.S. Armed Forces, military Reserves, or National Guard?” _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| EMQ215 | {Are you/Is {NAME}} currently on active duty in the U.S. Armed Forces, military Reserves, or National Guard?_x000D_ _x000D_ InstResp “Active duty does not include training for the Reserves or National Guard, but does include activation, for example, for wars or help with national emergencies.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Active duty military service | EMQ215 | {Are you/Is {NAME}} currently on active duty in the U.S. Armed Forces, military Reserves, or National Guard?_x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| EMQ300 | Question “Since {CHILD} was born, was there any time in which {his/her/your} family had serious financial problems or was unable to pay the monthly bills?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ DON'T KNOW |
Family hardship | EMQ300 | Question “Since {CHILD} was born, was there any time in which {his/her/your} family had serious financial problems or was unable to pay the monthly bills?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ DON'T KNOW |
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| EMQ305a | Question “During how many years or months since {{CHILD}/he/she} was born has {{CHILD}'s/your} family had serious financial problems?” _x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark: “Enter years”_x000D_ _x000D_ “Don’t know” |
Family hardship | EMQ305a | Question “During how many years or months since {{CHILD}} was born has {{CHILD}'s/your} family had serious financial problems?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark: “Enter years” _x000D_ _x000D_ “Don’t know” |
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| EMQ305b | Question “and”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark: “Enter months”_x000D_ _x000D_ “Don’t know” |
Family hardship | EMQ305b | Question “and”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark: “Enter months”_x000D_ _x000D_ “Don’t know” |
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| WPQ030 | Question “When {you were/{CHILD}'s mother was} pregnant with {CHILD}, did {you/she} receive any benefits from the Special Supplemental Food Program for Women, Infants, and Children, or WIC?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ DON'T KNOW |
Receipt of benefits from the Special Supplemental Food Program for Women, Infants, and Children, or WIC | WPQ030 | Question “When {you were/{CHILD}'s mother was} pregnant with {CHILD}, did {you/she} receive any benefits from the Special Supplemental Food Program for Women, Infants, and Children, or WIC?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ DON'T KNOW |
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| WPQ040 | Question “Did {CHILD} receive any WIC benefits as an infant or child?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of benefits from the Special Supplemental Food Program for Women, Infants, and Children, or WIC | WPQ040 | Question “Did {CHILD} receive any WIC benefits as an infant or child?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| WPQ070 | Question “Since {CHILD} was born, have you or anyone in your household ever received Temporary Assistance for Needy Families, sometimes called TANF {or {STATE TANF PROGRAM NAME}}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of TANF since child’s birth and in last 12 months | WPQ070 | Question “Since {CHILD} was born, have you or anyone in your household ever received Temporary Assistance for Needy Families, sometimes called TANF {or {STATE TANF PROGRAM NAME}}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| WPQ100 | Question “{Since {DATE OF LAST SURVEY}/In the past 12 months}, have you or anyone in your household received TANF {or {STATE TANF PROGRAM NAME}}?_x000D_ _x000D_ InstResp “For this question, consider whether or not TANF (or AFDC) was received in the past 12 calendar months, not the last calendar year.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of TANF since child’s birth and in last 12 months | WPQ100 | Question “In the past 12 months, have you or anyone in your household received TANF {or {STATE TANF PROGRAM NAME}}?_x000D_”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | Revised to ask all respondents about the past 12 months. The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| WPQ105 | Question “{Since {DATE OF LAST SURVEY}/During those 12 months}, how many months did your household receive TANF {or {STATE TANF PROGRAM NAME}}?” _x000D_ _x000D_ Pre-unit “Month(s)”_x000D_ _x000D_ Watermark “Enter months” |
Receipt of TANF since child’s birth and in last 12 months | WPQ105 | Question “During those 12 months, how many months did your household receive TANF {or {STATE TANF PROGRAM NAME}}?” _x000D_ _x000D_ Pre-unit “Month(s)”_x000D_ _x000D_ Watermark “Enter months” |
Yes | Revised to ask all respondents about the past 12 months. | ||
| WPQ109 | Question “Since {CHILD} was born, have you or anyone in your household ever received food stamps, also called SNAP (the Supplemental Nutrition Assistance Program), or food benefits on EBT (Electronic Benefit Transfer)?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of Food Stamps, also called SNAP (the Supplemental Nutrition Assistance Program), or food benefits on EBT (Electronic Benefit Transfer) during past 12 months | WPQ109 | Question “Since {CHILD} was born, have you or anyone in your household ever received food stamps, also called SNAP (the Supplemental Nutrition Assistance Program), or food benefits on EBT (Electronic Benefit Transfer)?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| WPQ110 | Question "{Since {DATE OF LAST SURVEY}/In the past 12 months}, have you or anyone in your household received food stamps, also called SNAP, or food benefits on EBT?"_x000D_ _x000D_ InstResp “For this question, consider whether or not food stamps were received in the past 12 calendar months, not the last calendar year.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of Food Stamps, also called SNAP (the Supplemental Nutrition Assistance Program), or food benefits on EBT (Electronic Benefit Transfer) during past 12 months | WPQ110 | Question "In the past 12 months, have you or anyone in your household received food stamps, also called SNAP, or food benefits on EBT?"_x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | Revised to ask all respondents about the past 12 months. The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| WPQ120 | Question "{Since {DATE OF LAST SURVEY}/During those 12 months}, how many months did your household receive food stamps or food benefits on EBT (Electronic Benefit Transfer) from SNAP?"_x000D_ _x000D_ Pre-unit “Month(s)”_x000D_ _x000D_ Watermark “Enter months” |
Receipt of Food Stamps, also called SNAP (the Supplemental Nutrition Assistance Program), or food benefits on EBT (Electronic Benefit Transfer) during past 12 months | WPQ120 | Question "During those 12 months, how many months did your household receive food stamps or food benefits on EBT (Electronic Benefit Transfer) from SNAP?"_x000D_ _x000D_ Pre-unit “Month(s)”_x000D_ _x000D_ Watermark “Enter months” |
Yes | Revised to ask all respondents about the past 12 months. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | WPQ122 | Question “Did you or anyone in your household receive food stamps, also called SNAP, or food benefits on EBT because of not having work during the coronavirus pandemic?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | Added to ask about family experiences during the coronavirus pandemic. | ||
| WPQ170 | Question “Does {Child} receive complete school lunches for free or reduced price at school?”_x000D_ _x000D_ InstResp “By complete school lunch, we mean a complete meal such as a salad, soup, a sandwich, or a hot meal that is offered each day at a fixed price, not just milk, snacks, or ice cream. This does not include a lunch {he/she} brought from home.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | WPQ170 | Question “Does {CHILD} receive complete school lunches for free or reduced price at school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| WPQ180 | Question “Are these lunches free or reduced price?”_x000D_ ----_x000D_ 1. Free_x000D_ 2. Reduced price_x000D_ |
Participation in Federal School Lunch or Breakfast Program | WPQ180 | Question “Are these lunches free or reduced price?”_x000D_ ----_x000D_ 1. Free_x000D_ 2. Reduced price_x000D_ |
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| WPQ200 | Question “Does {CHILD}'s school offer breakfast for its students?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | WPQ200 | Question “Does {CHILD}'s school offer breakfast for its students?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| WPQ210 | Question “Does {CHILD} usually receive a breakfast provided by the school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | WPQ210 | Question “Does {CHILD} usually receive a breakfast provided by the school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| WPQ215 | Question “Does {CHILD} receive free or reduced price breakfasts at school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | WPQ215 | Question “Does {CHILD} receive free or reduced price breakfasts at school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
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| WPQ216 | Question “Are these breakfasts free or reduced price?”_x000D_ ----_x000D_ 1. Free_x000D_ 2. Reduced price_x000D_ |
Participation in Federal School Lunch or Breakfast Program | WPQ216 | Question “Are these breakfasts free or reduced price?”_x000D_ ----_x000D_ 1. Free_x000D_ 2. Reduced price_x000D_ |
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| WPQ220 | Question “During the last five days {CHILD} was in school, how many school breakfasts did {he/she} receive?”_x000D_ _x000D_ Pre-unit “Breakfasts:”_x000D_ _x000D_ Watermark “Number of breakfasts” |
Participation in Federal School Lunch or Breakfast Program | WPQ220 | Question “During the last five days {CHILD} was in school, how many school breakfasts did {he/she/they} receive?”_x000D_ _x000D_ Pre-unit “Breakfasts:”_x000D_ _x000D_ Watermark “Number of breakfasts” |
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| PAQ110 | Question “In studies like this, households are sometimes grouped according to income. What was the total income of all persons in your household over the past year, including salaries or other earnings, interest, retirement, and so on for all household members?”_x000D_ ----_x000D_ 1. $5,000 or less_x000D_ 2. $5,001 to $10,000_x000D_ 3. $10,001 to $15,000_x000D_ 4. $15,001 to $20,000_x000D_ 5. $20,001 to $25,000_x000D_ 6. $25,001 to $30,000_x000D_ 7. $30,001 to $35,000_x000D_ 8. $35,001 to $40,000_x000D_ 9. $40,001 to $45,000_x000D_ 10. $45,001 to $50,000_x000D_ 11. $50,001 to $55,000_x000D_ 12. $55,001 to $60,000_x000D_ 13. $60,001 to $65,000_x000D_ 14. $65,001 to $70,000_x000D_ 15. $70,001 to $75,000_x000D_ 16. $75,001 to $100,000_x000D_ 17. $100,001 to $200,000_x000D_ 18. $200,001 or more_x000D_ |
Total family income for the year | PAQ110 | Question “In studies like this, households are sometimes grouped according to income. What was the total income of all persons in your household over the past year, including salaries or other earnings, interest, retirement, and so on for all household members?”_x000D_ ----_x000D_ 1. $5,000 or less_x000D_ 2. $5,001 to $10,000_x000D_ 3. $10,001 to $15,000_x000D_ 4. $15,001 to $20,000_x000D_ 5. $20,001 to $25,000_x000D_ 6. $25,001 to $30,000_x000D_ 7. $30,001 to $35,000_x000D_ 8. $35,001 to $40,000_x000D_ 9. $40,001 to $45,000_x000D_ 10. $45,001 to $50,000_x000D_ 11. $50,001 to $55,000_x000D_ 12. $55,001 to $60,000_x000D_ 13. $60,001 to $65,000_x000D_ 14. $65,001 to $70,000_x000D_ 15. $70,001 to $75,000_x000D_ 16. $75,001 to $100,000_x000D_ 17. $100,001 to $200,000_x000D_ 18. $200,001 to $300,000_x000D_ 19. $300,001 or more_x000D_ |
Yes | An additional category was added for incomes of 300,001 or more. | ||
| PAQ120 | Question “What was your total household income last year, to the nearest thousand?”_x000D_ _x000D_ Pre-unit “Total income:”_x000D_ _x000D_ Watermark “Enter number” |
Total family income for the year | PAQ120 | Question “What was your total household income last year, to the nearest thousand?”_x000D_ _x000D_ Pre-unit “Total income:”_x000D_ _x000D_ Watermark “Enter number” |
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| CMQ022 | Question "In case we contact you for the next survey a year from now, we would like to ask a few questions about how to reach you.”_x000D_ _x000D_ InstResp “Select Next to continue.” |
Introduction to contact information | Yes | This is collected in the MyECLS respondent portal so does not need to be duplicated in the spring K parent survey. | ||||
| CMQ026a | Question "Please enter your contact information. _x000D_ _x000D_ Email Address:"_x000D_ _x000D_ Watermark “[email protected]” |
Email address | Yes | This is collected in the MyECLS respondent portal so does not need to be duplicated in the spring K parent survey. | ||||
| CMQ026b | Question "Or_x000D_ _x000D_ Mobile Number:" |
Telephone number | Yes | This is collected in the MyECLS respondent portal so does not need to be duplicated in the spring K parent survey. | ||||
| CMQ060 | Question “Is there a second phone number, such as a work number or a friend or relative's number, where you can sometimes be reached?”_x000D_ _x000D_ InstResp "We will only contact this number if we cannot locate you for the next survey."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Telephone number | Yes | This is collected in the MyECLS respondent portal so does not need to be duplicated in the spring K parent survey. | ||||
| CMQ100 | Question “We have recorded {PHONE NUMBER} as a second phone number where you can sometimes be reached. Is this the right number?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Telephone number | Yes | This is collected in the MyECLS respondent portal so does not need to be duplicated in the spring K parent survey. | ||||
| CMQ140 | Question "What is that telephone number?_x000D_ _x000D_ Enter {new} second telephone number:”_x000D_ _x000D_ InstResp “If it is a mobile phone number, message and data rates may apply.” |
Telephone number | Yes | This is collected in the MyECLS respondent portal so does not need to be duplicated in the spring K parent survey. | ||||
| CMQ140b | Question "Please enter an extension if there is one._x000D_ _x000D_ Extension” |
Telephone number | Yes | This is collected in the MyECLS respondent portal so does not need to be duplicated in the spring K parent survey. | ||||
| CMQ150 | Question “Where is this telephone located or to whom does this number belong?”_x000D_ ----_x000D_ 1. Office/place of business_x000D_ 2. Relative (Please specify):_x000D_ 3. Neighbor (Please specify):_x000D_ 4. Friend (Please specify):_x000D_ 5. Mobile phone_x000D_ 6. Home phone/landline_x000D_ 7. Other (Please specify):_x000D_ |
Telephone number | Yes | This is collected in the MyECLS respondent portal so does not need to be duplicated in the spring K parent survey. | ||||
| CMQ150OS | InstResp “{Please provide the name of the {relative/neighbor/friend/other location or person}.}” | Other specfiy for telephone number | Yes | This is collected in the MyECLS respondent portal so does not need to be duplicated in the spring K parent survey. | ||||
| CMQ200 | Question “We have recorded that {NAME OF RELATIVE/FRIEND}_x000D_ _x000D_ at {EMAIL ADDRESS}_x000D_ _x000D_ on_x000D_ {STREET ADDRESS, LINE 1}_x000D_ {STREET ADDRESS, LINE 2}_x000D_ {CITY}_x000D_ {STATE}_x000D_ {ZIP CODE}_x000D_ _x000D_ will always know where you are if you move. Is this still true?”_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes - no correction needed_x000D_ 2. Yes - minor corrections needed_x000D_ 3. No_x000D_ |
Contact persons to locate the parent | Yes | This item was dropped because data are not being prefilled from the fall kindergarten survey. | ||||
| CMQ205 | Question “Is there {another/a} relative or friend, who does not live in this household, who will always know where you are if you move?”_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Contact persons to locate the parent | CMQ100 | Question "Is there a relative or friend, who does not live in this household, who will always know where you are if you move? We will only contact this person if we cannot locate you for the next survey." ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | Reworded to not have the display about a prefilled relative or friend. The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. Also renumbered all of CMQ to correspond to fall kindergarten numbering. Each renumbering is not repeated below. | ||
| CMQ210a | Question “Please {enter/correct/enter new} contact information for that person._x000D_ _x000D_ First Name: " |
Contact persons to locate the parent | CMQ110a | Question “What is the contact information for that person?_x000D_ _x000D_ First Name:” |
Yes | Reworded for clarity. | ||
| CMQ210b | Question "Last Name:" | Contact persons to locate the parent | CMQ110b | Question “Last Name:” | ||||
| CMQ210c | Question "Email Address:"_x000D_ _x000D_ Watermark "[email protected]" |
Contact persons to locate the parent | CMQ110c1 | Question "Email Address:"_x000D_ _x000D_ Watermark "[email protected]" |
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| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ110c2 | Question "Mobile Number:”_x000D_ _x000D_ “This person doesn't have a mobile phone.” |
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| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ110c3 | Question "Landline Number:"_x000D_ _x000D_ “This person doesn't have a landline phone.” |
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| CMQ210d1 | Question "Mailing address:_x000D_ _x000D_ Address Line 1:" |
Contact persons to locate the parent | CMQ110d1 | Question "Please enter the mailing address:"_x000D_ _x000D_ Address Line 1:" |
Yes | Reworded to say "Please enter" for clarity. | ||
| CMQ210d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Contact persons to locate the parent | CMQ110d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
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| CMQ210e | Question “City:" | Contact persons to locate the parent | CMQ110e | Question "City:" | ||||
| CMQ210f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | CMQ110f | Question "Please select a state, district, or territory:" _x000D_ Watermark “Select a state” |
Yes | The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| CMQ210g | Question "ZIP code:" | Contact persons to locate the parent | CMQ110g | Question "ZIP code:" DON'T KNOW |
Yes | An option for "don't know" was added because respondents may not know the zip code for an address. | ||
| CMQ210h | Question "Please {enter/correct} person’s relationship to you:"_x000D_ ----_x000D_ 1. Relative_x000D_ 2. Person at your job_x000D_ 3. Neighbor_x000D_ 4. Friend_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | CMQ110h | Question "What is this person’s relationship to you?"_x000D_ ----_x000D_ 1. Relative_x000D_ 2. Person at your job_x000D_ 3. Neighbor_x000D_ 4. Friend_x000D_ 5. Other_x000D_ |
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| CMQ300 | We have also recorded that {NAME OF RELATIVE/FRIEND} _x000D_ _x000D_ at {EMAIL ADDRESS} _x000D_ _x000D_ on_x000D_ {STREET ADDRESS, LINE 1}_x000D_ {STREET ADDRESS, LINE 2}_x000D_ {CITY}_x000D_ {STATE}_x000D_ {ZIP CODE} _x000D_ _x000D_ will always know where you are if you move. Is this still true?_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes - no correction needed_x000D_ 2. Yes - minor corrections needed_x000D_ 3. No_x000D_ |
Contact persons to locate the parent | Yes | This item was dropped because we are not prefilling data from fall kindergarten. | ||||
| CMQ305 | Question “Besides {PERSON AT FALL CMQ110a/PERSON AT SPRING CMQ210a}, is there another relative or friend, who does not live in this household, who will always know where you are if you move?”_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Contact persons to locate the parent | CMQ130 | Question “Besides {{FIRST NAME}/the person you just gave contact information for}, is there another relative or friend, who does not live in this household, but who will always know where you are if you move?”_x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | Reworded to remove the reference to fall kindergarten prefilled information about a previously reported contact person. The instruction to the respondent was placed in help text to make the survey easier to read by an interviewer, if needed. | ||
| CMQ310a | Question “Please {enter/correct/enter new} contact information for that person._x000D_ _x000D_ First Name:” |
Contact persons to locate the parent | CMQ140a | Question “What is the contact information for that person?_x000D_ _x000D_ First Name: " |
Yes | Reworded for clarity. | ||
| CMQ310b | Question “Last Name:” | Contact persons to locate the parent | CMQ140b | Question "Last Name:" | ||||
| CMQ310c | Question “Email address:”_x000D_ _x000D_ Watermark “[email protected]” |
Contact persons to locate the parent | CMQ140c1 | Question "Email Address:"_x000D_ _x000D_ Watermark "[email protected]" |
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| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ140c2 | Question "Mobile Number:”_x000D_ _x000D_ “This person doesn't have a mobile phone.” |
Yes | Added to have phone number for contact information. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ140c3 | Question "Landline Number:"_x000D_ _x000D_ “This person doesn't have a landline phone.” |
Yes | Added to have phone number for contact information. | ||
| CMQ310d1 | Question “Mailing address:_x000D_ _x000D_ Address Line 1:” |
Contact persons to locate the parent | CMQ140d1 | Question "Please enter the mailing address:"_x000D_ _x000D_ Address Line 1:" |
Yes | Reworded for clarity | ||
| CMQ310d2 | Question “Address Line 2:”_x000D_ _x000D_ Watermark “Apartment number” |
Contact persons to locate the parent | CMQ140d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
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| CMQ310e | Question “City:” | Contact persons to locate the parent | CMQ140e | Question "City:" | ||||
| CMQ310f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | CMQ140f | Question "Please select a state, district, or territory:" _x000D_ Watermark “Select a state” |
Yes | The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| CMQ310g | Question "ZIP code:" | Contact persons to locate the parent | CMQ140g | Question "ZIP code:" DON'T KNOW |
Yes | An option for "don't know" was added because respondents may not know the zip code for an address. | ||
| CMQ310h | Question “Please {enter/correct} person's relationship to you:”_x000D_ ----_x000D_ 1. Relative_x000D_ 2. Person at your job_x000D_ 3. Neighbor_x000D_ 4. Friend_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | CMQ140h | Question "What is this person’s relationship to you?"_x000D_ ----_x000D_ 1. Relative_x000D_ 2. Person at your job_x000D_ 3. Neighbor_x000D_ 4. Friend_x000D_ 5. Other_x000D_ |
Yes | Reworded for clarity | ||
| CMQ395 | We have recorded {NAME OF NONRESIDENTIAL PARENT} at {EMAIL ADDRESS}_x000D_ _x000D_ on_x000D_ _x000D_ {ADDRESS, LINE 1}_x000D_ {ADDRESS, LINE 2}_x000D_ {CITY}_x000D_ {STATE} {ZIP CODE} is {CHILD}'s {RELATIONSHIP AT FALL CMQ170}. _x000D_ _x000D_ Is this information still correct?_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes --- no correction needed_x000D_ 2. Yes --- minor corrections needed_x000D_ 3. No_x000D_ 4. I already provided this contact information_x000D_ DON'T KNOW |
Contact persons to locate the parent | Yes | This item was dropped because we are not prefilling data from fall kindergarten. | ||||
| CMQ400a | Question “Please {enter/correct/enter new} name, email address, and mailing address of {CHILD}'s {biological mother/ {or} biological father / {or} adoptive mother / {or} adoptive father}._x000D_ _x000D_ First Name:”_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.” |
Contact persons to locate the parent | CMQ170a | Question “What is the contact information for {CHILD}'s {biological female parent/ {or} biological male parent/{or} biological parent of another gender/ {or} adoptive female parent / {or} adoptive male parent/{or} adoptive parent of another gender}?_x000D_ _x000D_ First Name:"_x000D_ _x000D_ "I already provided this contact information." _x000D_ _x000D_ "Don't know"_x000D_ _x000D_ "Rather not answer" |
Yes | Added gender neutral parent displays. Also added responses on the screen for "I already provided this contact information." Also added "Don't know" and "Rather not answer" choices. | ||
| CMQ400b | Question “Last Name:” | Contact persons to locate the parent | CMQ170b | Question "Last Name:" | ||||
| CMQ400c | Question "Email address:"_x000D_ _x000D_ Watermark "[email protected]" |
Contact persons to locate the parent | CMQ170c1 | Question "Email Address:"_x000D_ _x000D_ Watermark "[email protected]" |
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| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ170c2 | Question "Mobile Number:”_x000D_ _x000D_ “This person doesn't have a mobile phone.” |
Yes | Added to have phone number for contact information. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ170c3 | Question "Landline Number:"_x000D_ _x000D_ “This person doesn't have a landline phone.” |
Yes | Added to have phone number for contact information. | ||
| CMQ400d1 | Question " Mailing address:"_x000D_ _x000D_ Address Line 1:" |
Contact persons to locate the parent | CMQ170d1 | Question "Please enter the mailing address:"_x000D_ _x000D_ Address Line 1:" |
Yes | Reworded for clarity. | ||
| CMQ400d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Contact persons to locate the parent | CMQ170d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
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| CMQ400e | Question "City:" | Contact persons to locate the parent | CMQ170e | Question "City:" | ||||
| CMQ400f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | CMQ170f | Question "Please select a state, district, or territory:" _x000D_ Watermark “Select a state” |
Yes | The instruction to the respondent was placed in question text to make the survey easier to read by an interviewer, if needed. | ||
| CMQ400g | Question "ZIP code:" | Contact persons to locate the parent | CMQ170g | Question "ZIP code:" DON'T KNOW |
Yes | An option for "don't know" was added because respondents may not know the zip code for an address. | ||
| CMQ400h | Question “{Enter/Correct/Enter new} person's relationship to {CHILD}:”_x000D_ ----_x000D_ 1. {Biological mother}_x000D_ 2. {Biological father}_x000D_ 3. {Adoptive mother}_x000D_ 4. {Adoptive father}_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | CMQ170h | Question "Please confirm this person’s relationship to {CHILD} by selecting a choice below."_x000D_ ----_x000D_ 1. {Biological female parent}_x000D_ 2. {Biological male parent}_x000D_ 3. {Biological parent of another gender}_x000D_ 4. {Adoptive female parent}_x000D_ 5. {Adoptive male parent}_x000D_ 6. {Adoptive parent of another gender}_x000D_ 7. Other_x000D_ |
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| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ500 | Question “Are you, or is someone else, planning to move to a new home with {CHILD} before fall 2024?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Yes | Added to obtain contact information for respondents who are planning to move before fall 2024. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ505a1 | Question "Please enter what {CHILD}’s new address will be in fall 2024._x000D_ _x000D_ Address Line 1: " |
Yes | Added to obtain contact information for respondents who are planning to move before fall 2024. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ505a2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Yes | Added to obtain contact information for respondents who are planning to move before fall 2024. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ505b | Question "City:" | Yes | Added to obtain contact information for respondents who are planning to move before fall 2024. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ505c | Question "Please select a state, district, or territory:" _x000D_ Watermark “Select a state” |
Yes | Added to obtain contact information for respondents who are planning to move before fall 2024. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ505d | Question "ZIP code:" DON'T KNOW |
Yes | Added to obtain contact information for respondents who are planning to move before fall 2024. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ510 | Question “In the fall of 2024, what school will {CHILD} attend?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. The same school that {CHILD} attends now_x000D_ 2. A new school_x000D_ 3. {CHILD} will be homeschooled INSTEAD of attending a school_x000D_ DON'T KNOW |
Yes | Added to obtain information about the child's school if the child will attend a different school in the fall of 2024. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ520 | Question “Will {CHILD} go to a public or private school in the fall of 2024?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Public_x000D_ 2. Private_x000D_ DON'T KNOW |
Yes | Added to obtain information about the child's school if the child will attend a different school in the fall of 2024. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ525 | Question "Please enter the full name of the school that {CHILD} will attend in fall 2024." | Yes | Added to obtain information about the child's school if the child will attend a different school in the fall of 2024. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ525b | Question "Where is the school located?_x000D_ _x000D_ City: " |
Yes | Added to obtain information about the child's school if the child will attend a different school in the fall of 2024. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ525c | Question "Please select a state, district, or territory:" _x000D_ Watermark “Select a state” |
Yes | Added to obtain information about the child's school if the child will attend a different school in the fall of 2024. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ525d | Question "ZIP Code:" DON'T KNOW |
Yes | Added to obtain information about the child's school if the child will attend a different school in the fall of 2024. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ525e | Question "What is the county for the school?"_x000D_ _x000D_ Start by typing the first letter of the county name. If you find a match in the list, select it from the list. If you don’t find a match, select “Not on list.”_x000D_ _x000D_ County: "_x000D_ _x000D_ “Not on list.” _x000D_ _x000D_ "Don't know" |
Yes | Added to obtain information about the child's school if the child will attend a different school in the fall of 2024. | ||
| NOT IN FIELD TEST | NOT IN FIELD TEST | NOT IN FIELD TEST | CMQ525eOS | Question “County"_x000D_ _x000D_ Watermark “Enter county" |
Yes | Added to obtain information about the child's school if the child will attend a different school in the fall of 2024. | ||
| CMQ800 | Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to return to the MyECLS website. This will save your responses and keep them secure.” | Thank you before contacting alternate respondent | CMQ800 | Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to return to the MyECLS website. This will save your responses and keep them secure.” | ||||
| CMQ805 | Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to complete your survey and return to the MyECLS website. This will save your responses and keep them secure." | Thank you to respondent | CMQ805 | Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to complete your survey and return to the MyECLS website. This will save your responses and keep them secure." |
| FTItem# | FT Item Wording approved 7222022 | FT Construct | National item # | National Item Wording | National Construct | Added | Dropped | Changed | Rationale for additions drops or changes |
| Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | CSA000 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | |||||
| A1 | Question “The first several questions pertain to your roles and responsibilities as a teacher. Which of the following describes the kindergarten class or classes you currently teach?” InstResp “Select all that apply.” ---- 1. Full-day 2. Morning half-day class 3. Afternoon half-day class 4. One class, some children stay for a full-day, some for a half-day |
Class time (full/half day, hours per day, days per week) | CSA010 | Question “The first several questions pertain to your roles and responsibilities as a teacher. Which of the following describes the kindergarten class or classes you currently teach?” InstResp “Select all that apply.” ---- 1. Full-day 2. Morning half-day class 3. Afternoon half-day class 4. One class, some children stay for a full-day, some for a half-day |
Class time (full/half day, hours per day, days per week) | ||||
| A2a | Question “We would like to start by asking about the characteristics of the students in your class(es). As of today’s date, how many children: Are currently enrolled in your {full-day class/morning class/afternoon class}?” Pre-unit “Number:” Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | CSA070A | Question “We would like to start by asking about the characteristics of the students in your class(es). As of today’s date, how many children: Are currently enrolled in your {full-day class/morning class/afternoon class}?” Pre-unit “Number:” Watermark “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | ||||
| A2b | Question “Have joined your {full-day class/morning class/afternoon class} since the beginning of the school year?” Pre-unit “Number:” Watermark “Enter number” |
Number of students who enter or leave during the school year | CSA070B | Question “Have joined your {full-day class/morning class/afternoon class} since the beginning of the school year?” Pre-unit “Number:” Watermark “Enter number” |
Number of students who enter or leave during the school year | ||||
| A2c | Question “Have left your {full-day class/morning class/afternoon class} since the beginning of the school year?” Pre-unit “Number:” Watermark “Enter number” |
Number of students who enter or leave during the school year | CSA070C | Question “Have left your {full-day class/morning class/afternoon class} since the beginning of the school year?” Pre-unit “Number:” Watermark “Enter number” |
Number of students who enter or leave during the school year | ||||
| A3a | Question “How many children in your {full-day class/morning class/afternoon class} have the following characteristics? Are classified as Gifted and Talented” Pre-unit “Number:” Watermark “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | CSA500A | Question “How many children in your {full-day class/morning class/afternoon class} have the following characteristics? Are classified as Gifted and Talented?” Pre-unit “Number:” Watermark “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | ||||
| A3b | Question “Are participating in a Gifted and Talented program” Pre-unit “Number:” Watermark “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | CSA500B | Question “Are participating in a Gifted and Talented program?” Pre-unit “Number:” Watermark “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | ||||
| A3c | Question “Are below grade level in their English reading skills” Pre-unit “Number:” Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | CSA500C | Question “Are below grade level in their English reading skills?” Pre-unit “Number:” Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | ||||
| A3d | Question “Are about on grade level in their English reading skills” Pre-unit “Number:” Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | CSA500D | Question “Are about on grade level in their English reading skills?” Pre-unit “Number:” Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | ||||
| A3e | Question “Are above grade level in their English reading skills” Pre-unit “Number:” Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | CSA500E | Question “Are above grade level in their English reading skills?” Pre-unit “Number:” Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | ||||
| A3f | Question “{Continued} How many children in your {full-day class/morning class/afternoon class} have the following characteristics? Are below grade level in their mathematics skills” Pre-unit “Number:” Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | CSA500F | Question “{Continued} How many children in your {full-day class/morning class/afternoon class} have the following characteristics? Are below grade level in their mathematics skills?” Pre-unit “Number:” Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | ||||
| A3g | Question “Are about on grade level in their mathematics skills” Pre-unit “Number:” Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | CSA500G | Question “Are about on grade level in their mathematics skills?” Pre-unit “Number:” Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | ||||
| A3h | Question “Are above grade level in their mathematics skills” Pre-unit “Number:” Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | CSA500H | Question “Are above grade level in their mathematics skills?” Pre-unit “Number:” Watermark “Enter number” |
Number of children above or below grade level in reading and mathematics | ||||
| A4a | Question “How many children in your {full-day class/morning class/afternoon class} are tardy, on an average day?” Pre-unit “Number:” Watermark “Enter number” |
Number of children tardy or absent on an average day | CSA510A | Question “How many children in your {full-day class/morning class/afternoon class} are tardy, on an average day?” Pre-unit “Number:” Watermark “Enter number” |
Number of children tardy or absent on an average day | ||||
| A4b | Question “How many children in your {full-day class/morning class/afternoon class} are absent, on an average day?” Pre-unit “Number:” Watermark “Enter number” |
Number of children tardy or absent on an average day | CSA510B | Question “How many children in your {full-day class/morning class/afternoon class} are absent, on an average day?” Pre-unit “Number:” Watermark “Enter number” |
Number of children tardy or absent on an average day | ||||
| A4c | Question “During this school year, approximately what percentage of students in your classes that you teach have experienced housing insecurity or homelessness?" Watermark “Enter percentage” “Don’t know” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness or housing insecurity | Yes | Dropped to prioritize other items. We ask in fall K and will repeat in spring 1. | |||||
| A5a | Question “How many children in your {full-day class/morning class/afternoon class} have a diagnosed disability and need special health or educational accommodations or services?” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | CSA520A | Question “How many children in your {full-day class/morning class/afternoon class} have a diagnosed disability and need special health or educational accommodations or services?” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | ||||
| A5b | Question “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} are currently receiving special health or educational accommodations for their disabilities, for example, speech therapy, assistance by an aide in the classroom, or testing accommodations?” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | CSA520B | Question “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} are currently receiving special health or educational accommodations for their disabilities, for example, speech therapy, assistance by an aide in the classroom, or testing accommodations?” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | ||||
| A5c | Question “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} need more help than they are currently receiving?” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | CSA520C | Question “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} need more help than they are currently receiving?” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | ||||
| A5d | Question “How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities? Speech or language impairments” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | |||||
| A5e | Question “Specific learning disabilities” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | |||||
| A5f | Question “Emotional disturbances” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | |||||
| A5g | Question “Intellectual disability” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | |||||
| A5h | Question “Developmental delay” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | |||||
| A5i | Question “Visual impairments (including blindness)” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | |||||
| A5j | Question “How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities? Hearing impairments (including deafness)” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | |||||
| A5k | Question “Orthopedic impairments” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | |||||
| A5l | Question “Other health impairments” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | |||||
| A5m | Question “Autism” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | |||||
| A5n | Question “Traumatic brain injury” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | |||||
| A5o | Question “Deaf-blindness” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | |||||
| A5p | Question “Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deaf-blindness or developmental delay)” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | |||||
| A5q | Question “Other (Please specify)” Pre-unit “Number:” Watermark “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | |||||
| A5qOS | Other specify for numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | Yes | Dropping the specific categories (which may be difficult for teachers, anyway) and keeping the more general counts in 5a, 5b, and 5c. | ||||||
| A6a | Question “For how many of the children in your {full-day class/morning class/afternoon class} with diagnosed disabilities do the following apply?”_x000D_ _x000D_ “Are currently receiving special health or educational services or accommodations for their disabilities, for example, speech therapy, assistance by an aide in the classroom, or testing accommodations”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | Yes | Dropping these counts on plans and keeping 5a, 5b, and 5c that collect information on students with disabilities. | |||||
| A6b | Question “Have an Individualized Education Program (IEP) for children with disabilities”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of students with IEPs or 504 Plans | Yes | Dropping these counts on plans and keeping 5a, 5b, and 5c that collect information on students with disabilities. | |||||
| A6c | Question “Have a Section 504”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Number of students with IEPs or 504 Plans | Yes | Dropping these counts on plans and keeping 5a, 5b, and 5c that collect information on students with disabilities. | |||||
| B1a | Question “The next group of questions ask about classroom practices. In a typical day, how much time does a child in your class or classes spend in the following activities? Working independently” InstResp “Do not include lunch or recess breaks.” ---- 1. No time 2. Half hour or less 3. About one hour 4. About two hours 5. About three hours 6. Four hours or more |
Class organization | CPA010A | Question “The next group of questions ask about classroom practices. In a typical day, how much time does a child in your class or classes spend in the following activities? Working independently” InstResp “Do not include lunch or recess breaks.” ---- 1. No time 2. Half hour or less 3. About one hour 4. About two hours 5. About three hours 6. Four hours or more |
Class organization | ||||
| B1b | Question “Working on individual tasks under teacher direction” ---- 1. No time 2. Half hour or less 3. About one hour 4. About two hours 5. About three hours 6. Four hours or more |
Class organization | CPA010B | Question “Working on individual tasks under teacher direction” ---- 1. No time 2. Half hour or less 3. About one hour 4. About two hours 5. About three hours 6. Four hours or more |
Class organization | ||||
| B1c | Question “Working with peers under teacher direction” ---- 1. No time 2. Half hour or less 3. About one hour 4. About two hours 5. About three hours 6. Four hours or more |
Class organization | CPA010C | Question “Working with peers under teacher direction” ---- 1. No time 2. Half hour or less 3. About one hour 4. About two hours 5. About three hours 6. Four hours or more |
Class organization | ||||
| B1d | Question “Working in small groups with teacher” ---- 1. No time 2. Half hour or less 3. About one hour 4. About two hours 5. About three hours 6. Four hours or more |
Class organization | CPA010D | Question “Working in small groups with teacher” ---- 1. No time 2. Half hour or less 3. About one hour 4. About two hours 5. About three hours 6. Four hours or more |
Class organization | ||||
| B1e | Question “Teacher lecture with large group and/or large group discussion led by teacher” ---- 1. No time 2. Half hour or less 3. About one hour 4. About two hours 5. About three hours 6. Four hours or more |
Class organization | CPA010E | Question “Teacher lecture with large group and/or large group discussion led by teacher” ---- 1. No time 2. Half hour or less 3. About one hour 4. About two hours 5. About three hours 6. Four hours or more |
Class organization | ||||
| B1f | Question “Which statements are true of how the following technology is used as a learning tool by students in your classroom?” InstResp “Select all that apply.” ---- 1. Students are encouraged to use personal cell phones and/or tablets 2. Students are required to use personal cell phones and/or tablets 3. Students are encouraged to use school-provided tablets or other digital devices 4. Students are required to use school-provided tablets or other digital devices 5. Students are encouraged to use school computers 6. Students are required to use school computers 7. None of the above |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B1g | Question “Which of the following best describes the mode of instruction that you use in your classes?” ---- 1. In person instruction only 2. Web-based instruction only 3. Blended instruction |
Instructional activities | Yes | Dropped to prioritize other items. There have not been major school shutdowns or major shifts in instructional delivery, recently. | |||||
| B1h | Question “During this school year, approximately what percentage of the blended instruction that you provide is in-person? Watermark “Enter percentage” |
Instructional activities | Yes | Dropped to prioritize other items. There have not been major school shutdowns or major shifts in instructional delivery, recently. | |||||
| B2a | Question “How often does the typical child in your class usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements? Reading and language arts” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | CPA020A | Question “How often does the typical child in your class or classes usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements? Reading and language arts” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | ||||
| B2b | Question “Mathematics” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | CPA020B | Question “Mathematics” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | ||||
| B2c | Question “Social studies” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | CPA020C | Question “Social studies” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | ||||
| B2d | Question “Science” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | CPA020D | Question “Science” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | ||||
| B2e | Question “Music” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | CPA020E | Question “Music” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | ||||
| B2f | Question “Art” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | CPA020F | Question “Art” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | ||||
| B2g | Question “{Continued} How often does the typical child in your class usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements? Physical education” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | CPA020G | Question “{Continued} How often does the typical child in your class or classes usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements? Physical education” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | ||||
| B2h | Question “Dance/creative movement” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | CPA020H | Question “Dance/creative movement” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | ||||
| B2i | Question “Theater/creative dramatics” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | CPA020I | Question “Theater/creative dramatics” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | ||||
| B2j | Question “Foreign language (excluding English for ELL students)” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | Yes | Dropped. Retaining "more central" curriculum areas like reading and math earlier in B2 series. | |||||
| B2k | Question “Computer science (including coding)” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | Yes | Dropped. Retaining "more central" curriculum areas like reading and math earlier in B2 series. | |||||
| B3a | Question “On the days children work in these areas, how much time does the typical child in your class usually work on lessons or projects in the following general subject areas? Reading and language arts” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | CPA030A | Question “On the days children work in these areas, how much time does the typical child in your class or classes usually work on lessons or projects in the following general subject areas? Reading and language arts” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | ||||
| B3b | Question “Mathematics” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | CPA030B | Question “Mathematics” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | ||||
| B3c | Question “Social studies” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | CPA030C | Question “Social studies” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | ||||
| B3d | Question “Science” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | CPA030D | Question “Science” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | ||||
| B3e | Question “Music” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | CPA030E | Question “Music” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | ||||
| B3f | Question “Art” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | CPA030F | Question “Art” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | ||||
| B3g | Question “{Continued} On the days children work in these areas, how much time does the typical child in your class usually work on lessons or projects in the following general subject areas? Physical education” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | CPA030G | Question “{Continued} On the days children work in these areas, how much time does the typical child in your class or classes usually work on lessons or projects in the following general subject areas? Physical education” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | ||||
| B3h | Question “Dance/creative movement” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | CPA030H | Question “Dance/creative movement” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | ||||
| B3i | Question “Theater/creative dramatics” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | CPA030I | Question “Theater/creative dramatics” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | ||||
| B3j | Question “Foreign language (excluding English for ELL students)” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | Yes | Dropped. Retaining "more central" curriculum areas like reading and math earlier in B3 series. | |||||
| B3k | Question “Computer science (including coding)” ---- 1. Not applicable/never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 3 hours or more |
Use of class time by subject area | Yes | Dropped. Retaining "more central" curriculum areas like reading and math earlier in B3 series. | |||||
| B4 | Question “The next few questions ask about disruptive student behavior interfering with instruction in your class or classes. How often does disruptive student behavior interfere with instruction in your class or classes?” ---- 1. Never 2. Seldom 3. Usually 4. Always |
Overall behavior of the class | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B5 | Question “How much time per day would you estimate that you spend handling disruptive student behavior?” ---- 1. Less than ½ hour 2. ½ hour to less than 1 hour 3. 1 to less than 1 ½ hours 4. 1 ½ to less than 2 hours 5. 2 to less than 2 ½ hours 6. 2 ½ to less than 3 hours 7. 3 hours or more |
Instructional time spent handling disruptive behavior | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B6a | Question “In an average week, how often do you divide your class(es) into achievement groups for reading activities or lessons?” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of achievement grouping | CPA040A | Question “In an average week, how often do you divide your class or classes into achievement groups for reading activities or lessons?” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of achievement grouping | ||||
| B6b | Question “When you use achievement groups for reading, how many groups do you typically have?” InstResp “If you have more than one class, enter the average for your classes.” Pre-unit: “Number:” Watermark “Enter number” |
Use of achievement grouping | Yes | Dropped. Keeping B6a that collects information on use of grouping. | |||||
| B6c | Question “On days when you divide your class into achievement groups for reading, how many minutes do the groups usually stay together?” InstResp “If you have more than one class, enter the average for your classes.” Pre-unit “Number of minutes:” Watermark “Enter number” |
Use of achievement grouping | CPA040B | Question “On days when you divide your class or classes into achievement groups for reading, how many minutes do the groups usually stay together?” Pre-unit “Number of minutes:” Watermark “Enter number” |
Use of achievement grouping | ||||
| B7a | Question “In an average week, how often do you divide your class(es) into achievement groups for math activities or lessons?” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of achievement grouping | CPA050A | Question “In an average week, how often do you divide your class or classes into achievement groups for math activities or lessons?” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of achievement grouping | ||||
| B7b | Question “When you use achievement groups for math, how many groups do you typically have?” InstResp “If you have more than one class, enter the average for your classes.” Pre-unit “Number:” Watermark “Enter number” |
Use of achievement grouping | Yes | Dropped. Keeping B7a that collects information on use of grouping. | |||||
| B7c | Question “On days when you divide your class into achievement groups for math, how many minutes do the groups usually stay together?” InstResp “If you have more than one class, enter the average for your classes.” Pre-unit “Number of minutes:” Watermark “Enter number” |
Use of achievement grouping | CPA050B | Question “On days when you divide your class or classes into achievement groups for math, how many minutes do the groups usually stay together?” Pre-unit “Number of minutes:” Watermark “Enter number” |
Use of achievement grouping | ||||
| B8a1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school? Extra individual assistance from you” ---- 1. Never 2. Less than once a week 3. Once a week 4. Three or four times a week 5. Daily |
Additional reading services | CPA060 | Question “Which of the following services, if any, do children in your class or classes who need more help with reading receive?” InstResp “Please select all that apply.” ---- 1. Extra individual assistance from you, the teacher 2. Individual tutoring from an aide or volunteer 3. Individual tutoring from a credentialed specialist 4. Pull-out instruction in small groups 5. Other 6. No extra services are available. |
Additional reading services | Yes | Reconfigured B8 to be one item to reduce burden while still collecting information by making the item format a "select all that apply." | ||
| B8a2 | Question “How many minutes per session of extra help in reading do they receive from you, on average?” InstResp “Do not count time spent moving between class and the service.” Pre-unit “Number:” Watermark “Enter number” |
Additional reading services | Yes | Reconfigured B8 to be one item to reduce burden while still collecting information by making the item format a "select all that apply." | |||||
| B8b1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school? Individual tutoring from an aide or volunteer” ---- 1. Never 2. Less than once a week 3. Once a week 4. Three or four times a week 5. Daily |
Additional reading services | Yes | Reconfigured B8 to be one item to reduce burden while still collecting information by making the item format a "select all that apply." | |||||
| B8b2 | Question “How many minutes per session of extra help in reading do they receive from the aide or volunteer, on average, not counting time spent moving between class and the service?” Pre-unit “Number:” Watermark “Enter number” |
Additional reading services | Yes | Reconfigured B8 to be one item to reduce burden while still collecting information by making the item format a "select all that apply." | |||||
| B8c1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school? Individual tutoring from a credentialed specialist” ---- 1. Never 2. Less than once a week 3. Once a week 4. Three or four times a week 5. Daily |
Additional reading services | Yes | Reconfigured B8 to be one item to reduce burden while still collecting information by making the item format a "select all that apply." | |||||
| B8c2 | Question “How many minutes per session of extra help in reading do they receive from the specialist, on average, not counting time spent moving between class and the service?” Pre-unit “Number:” Watermark “Enter number” |
Additional reading services | Yes | Reconfigured B8 to be one item to reduce burden while still collecting information by making the item format a "select all that apply." | |||||
| B8d1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school? Pull-out instruction in small groups” ---- 1. Never 2. Less than once a week 3. Once a week 4. Three or four times a week 5. Daily |
Additional reading services | Yes | Reconfigured B8 to be one item to reduce burden while still collecting information by making the item format a "select all that apply." | |||||
| B8d2 | Question “How many minutes per session of extra help in reading do they receive in the small group, on average, not counting time spent moving between class and the service?” Pre-unit “Number:” Watermark “Enter number” |
Additional reading services | Yes | Reconfigured B8 to be one item to reduce burden while still collecting information by making the item format a "select all that apply." | |||||
| B8f1 | Question “How many minutes per session of extra help in reading do they receive in other reading support, on average, not counting time spent moving between class and the service.” InstResp: "Enter number in box. If none, enter "0." Pre-unit “Number:” Watermark “Enter number” |
Additional reading services | Yes | Reconfigured B8 to be one item to reduce burden while still collecting information by making the item format a "select all that apply." | |||||
| B8f1OS | Question “Please describe the other reading support” | Other specify for additional reading services | Yes | Reconfigured B8 to be one item to reduce burden while still collecting information by making the item format a "select all that apply." | |||||
| BNew1 | CPA070 | Question "Does your classroom have the following interest areas or centers for activities? 1 Area for playing with puzzles and blocks (Legos, etc.) 2 Water or sand table 3 Dramatic play area or corner 4 Art area |
Class resources | Yes | Added based on a recommendation to collect information on opportunities in the classroom beyond reading, math, and science. | ||||
| B10a | Question “How often do the children in your class(es) do the following activities? Go to the school library or media center” ---- 1. No library or media center in this school 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Class activities outside of the regular class (library, lunch, and recess) | CPA080 | Question “How often do the children in your class or classes do the following activities? Go to the school library or media center” ---- 1. No library or media center in this school 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Class activities outside of the regular class (library, lunch, and recess) | ||||
| B10b | Question “Borrow materials from the library or media center” ---- 1. No library or media center in this school 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Class activities outside of the regular class (library, lunch, and recess) | Yes | Dropped. Retaining B10a, which captures related information regarding usage of school library/media center. | |||||
| B11 | Question “How many days a week do children have recess?” Pre-unit “Number:” Watermark “Enter number” |
Class activities outside of the regular class (library, lunch, and recess) | CPA090 | Question “How many days a week do children have recess?” Pre-unit “Number:” Watermark “Enter number” |
Class activities outside of the regular class (library, lunch, and recess) | ||||
| B12a | Question “In a typical day, how much time does/do your class(es) spend in the following activities?” InstResp “If you have more than one class, enter the average for your classes.” “Lunch” ---- 1. No time 2. 1-15 minutes 3. 16-30 minutes 4. 31-45 minutes 5. Longer than 45 minutes |
Class activities outside of the regular class (library, lunch, and recess) | CPA100A | Question “In a typical day, how much time do children in your class or classes spend in the following activities?” “Lunch” ---- 1. No time 2. 1-15 minutes 3. 16-30 minutes 4. 31-45 minutes 5. Longer than 45 minutes |
Class activities outside of the regular class (library, lunch, and recess) | ||||
| B12b | Question “Free play indoors” ---- 1. No time 2. 1-15 minutes 3. 16-30 minutes 4. 31-45 minutes 5. Longer than 45 minutes |
Class activities outside of the regular class (library, lunch, and recess) | CPA100B | Question “Free play indoors” ---- 1. No time 2. 1-15 minutes 3. 16-30 minutes 4. 31-45 minutes 5. Longer than 45 minutes |
Class activities outside of the regular class (library, lunch, and recess) | ||||
| B12c | Question “Free play outdoors (including recess)” ---- 1. No time 2. 1-15 minutes 3. 16-30 minutes 4. 31-45 minutes 5. Longer than 45 minutes |
Class activities outside of the regular class (library, lunch, and recess) | CPA100C | Question “Free play outdoors (including recess)” ---- 1. No time 2. 1-15 minutes 3. 16-30 minutes 4. 31-45 minutes 5. Longer than 45 minutes |
Class activities outside of the regular class (library, lunch, and recess) | ||||
| B13a | Question “The next few questions are about paid aides. How many hours a week do regular aides usually assist you in the following ways? Working directly with children on instructional tasks” InstResp: “If none, enter “0.”” Pre-unit “Number:” Watermark “Enter number” |
Classroom aides (paid aides and volunteers) | CPA110A | Question “Which of the following types of aides do you receive help from in your classroom?.” InstResp “Please select all that apply.” ---- 1. Regular aides who work directly with children 2. Special education aides who work directly with children 3. English as a Second Language (ESL) or bilingual education aides who work directly with children 4. Volunteers (for example, parents, high school students, community members) who work directly with children 5. Any type of aide or volunteer doing non-instructional work (for example, photocopying, preparing materials, etc.) 6. No aides are available. |
Classroom aides (paid aides and volunteers) | Yes | Reconfigured a question series to be a single select all that apply question, this question format tends to reduce burden. | ||
| B13b | Question “Doing non-instructional work (for example, photocopying, preparing materials, etc.)” Pre-unit “Number:” Watermark “Enter number” |
Classroom aides (paid aides and volunteers) | CPA110B | Question “Approximately how many hours per week do you have an aide working in your classroom? If multiple aides are in your classroom during the same one hour, please count that as one hour. Enter to the half hours. For example, 1 ½ hours would be entered as 1.5. As another example, 30 minutes would be entered as 0.5." |
Classroom aides (paid aides and volunteers) | Yes | Reconfigured question to collect information on the number of hours per week aides work in the classroom in general (not broken down by specific type of aide). | ||
| B13e | Yes | Reconfigured question to collect information on the number of hours per week aides work in the classroom in general (not broken down by specific type of aide or specific activity). | |||||||
| B13f | Yes | Reconfigured question to collect information on the number of hours per week aides work in the classroom in general (not broken down by specific type of aide or specific activity). | |||||||
| B14a | Question “How many hours a week do special education aides usually assist in your class or classes in the following ways?” “Working directly with children on instructional tasks” InstResp: “If none, enter “0.”” Pre-unit “Number:” Watermark “Enter number” |
Classroom aides (paid aides and volunteers) | Yes | Reconfigured question to collect information on the number of hours per week aides work in the classroom in general (not broken down by specific type of aide or specific activity). | |||||
| B14b | Question “Doing non-instructional work (for example, photocopying, preparing materials, etc.)” Pre-unit “Number:” Watermark “Enter number” |
Classroom aides (paid aides and volunteers) | Yes | Reconfigured question to collect information on the number of hours per week aides work in the classroom in general (not broken down by specific type of aide or specific activity). | |||||
| B15a | Question “How many hours a week do ESL or bilingual education aides usually assist in your class or classes in the following ways?” InstResp “If none, enter “0.”” “Working directly with children on instructional tasks” Pre-unit “Number:” Watermark “Enter number” |
Classroom aides (paid aides and volunteers) | Yes | Reconfigured question to collect information on the number of hours per week aides work in the classroom in general (not broken down by specific type of aide or specific activity). | |||||
| B15b | Question “Doing non-instructional work (for example, photocopying, preparing materials, etc.)” Pre-unit: “Number:” Watermark “Enter number” |
Classroom aides (paid aides and volunteers) | Yes | Reconfigured question to collect information on the number of hours per week aides work in the classroom in general (not broken down by specific type of aide or specific activity). | |||||
| B16a | Question “How many hours a week do volunteers usually assist in your class or classes in the following ways?” InstResp “If there are two or more volunteers please add up their weekly hours. If none, enter “0.”” “Working directly with children on instructional tasks” Pre-unit “Number:” Watermark “Enter number” |
Classroom aides (paid aides and volunteers) | Yes | Reconfigured question to collect information on the number of hours per week aides work in the classroom in general (not broken down by specific type of aide or specific activity). | |||||
| B16b | Question “Doing non-instructional work (for example photocopying, preparing materials, etc.)” Pre-unit: “Number:” Watermark: “Enter number” |
Classroom aides (paid aides and volunteers) | Yes | Reconfigured question to collect information on the number of hours per week aides work in the classroom in general (not broken down by specific type of aide or specific activity). | |||||
| B17a | Question “Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to teach your class in the following subject areas: Reading and language arts” ---- 1. I get all the resources I need. 2. I get most of the resources I need. 3. I get some of the resources I need. 4. I don't get any of the resources I need. |
Availability, use, and adequacy of instructional materials | CPA120A | Question “Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to teach your class or classes in the following subject areas: Reading and language arts” ---- 1. I get all the resources I need. 2. I get most of the resources I need. 3. I get some of the resources I need. 4. I don't get any of the resources I need. |
Availability, use, and adequacy of instructional materials | ||||
| B17b | Question “Mathematics” ---- 1. I get all the resources I need. 2. I get most of the resources I need. 3. I get some of the resources I need. 4. I don't get any of the resources I need. |
Availability, use, and adequacy of instructional materials | CPA120B | Question “Mathematics” ---- 1. I get all the resources I need. 2. I get most of the resources I need. 3. I get some of the resources I need. 4. I don't get any of the resources I need. |
Availability, use, and adequacy of instructional materials | ||||
| B17c | Question “Science” ---- 1. I get all the resources I need. 2. I get most of the resources I need. 3. I get some of the resources I need. 4. I don't get any of the resources I need. |
Availability, use, and adequacy of instructional materials | CPA120C | Question “Science” ---- 1. I get all the resources I need. 2. I get most of the resources I need. 3. I get some of the resources I need. 4. I don't get any of the resources I need. |
Availability, use, and adequacy of instructional materials | ||||
| B18a | Question “In general, how adequate is each of the following for your class(es)? Textbooks” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18b | Question “Tradebooks (for example, novels, collections of poetry, nonfiction)” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18c | Question “Basal reader books” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18d | Question “Manipulatives (for example, blocks, puzzles)” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18e | Question “Digital tablets (such as an iPad)” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18f | Question “Visual display technology (for example, Smart Board)” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18g | Question “{Continued} In general, how adequate is each of the following for your class(es)? Computers with internet access (laptop or desktop)” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18h | Question “Licensed computer software packages” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18i | Question “Paid digital substriptions (for example subscriptions to online apps, platforms and/or programs).” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18j | Question “Paper and pencils” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18k | Question “Printing and reproduction” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18l | Question “Art materials, paints, clays” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18m | Question “{Continued} In general, how adequate is each of the following for your class(es)? Musical instruments” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18n | Question “Musical recordings” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18o | Question “Materials for teaching ELL children” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18p | Question “Materials for teaching children with disabilities” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18q | Question “Heat and air-conditioning” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B18r | Question “Classroom space” ---- 1. I don’t use these at this grade level . 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Availability, use, and adequacy of instructional materials | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| B19 | Question “Which of the following does your class use funds raised by your PTA/PTO to support?” InstResp “Please include programs run by the school and those run by outside groups. Select all that apply.” ---- 1. Books for your class library 2. Technology for classroom (Smartboards, Chromebooks, tablets, apps, etc.) 3. Basic classroom supplies (paper, pencils, crayons, etc.) 4. Classroom arts supplies (for musical, visual, dance, and dramatic arts activities) 5. Field trips 6. Enrichment programs (for example, STEM programs, arts programs, literacy programs, cooking programs) 7. PTA/PTO does not provide funds to support my classroom 8. Our school does not have a PTA/PTO 91. Other (Please specify): |
PTA/PTO contributions to classroom (e.g. books, technology, art supplies, field trips) | Yes | Dropped to prioritize other items. Information on use of PTA/PTO resources was considered to be a lower priority for the survey than other constructs that were retained." | |||||
| C1a | Question: “The next series of questions are focused on your instructional activities and curricular focus in your classroom. To what extent do you agree that the following behavioral support practices are characteristic of your teaching in your classes? Classroom routines are consistently implemented.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Instructional practices supportive of positive behavior in the classroom | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C1b | Question “Expectations of students are clearly communicated in positive terms.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Instructional practices supportive of positive behavior in the classroom | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C1c | Question “You gain the attention of all students before beginning a lesson.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Instructional practices supportive of positive behavior in the classroom | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C1d | Question “You solicit both group and individual responses to questions.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Instructional practices supportive of positive behavior in the classroom | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C1e | Question “You provide all students with individual opportunities to respond to questions.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Instructional practices supportive of positive behavior in the classroom | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C1f | Question “There is a system for documenting and rewarding appropriate student behavior.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Instructional practices supportive of positive behavior in the classroom | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C1g | Question “You use a range of consequences to discourage inappropriate student behavior.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Instructional practices supportive of positive behavior in the classroom | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C2a | Question “To what extent do you agree that you teach the following social and emotional competencies in your classes? Self-awareness (teaching students to recognize their own feelings, interests, strengths, and limitations)” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Socioemotional competencies taught | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C2b | Question “Self-management (teaching students to regulate emotions and manage daily stressors)” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Socioemotional competencies taught | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C2c | Question “Social awareness (teaching students to take the perspective of others and appreciate similarities and differences)” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Socioemotional competencies taught | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C2d | Question “Relationship and social skills (teaching students prosocial behavior and skills to develop meaningful relationships)” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Socioemotional competencies taught | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C2e | Question “Responsible decision making (teaching students to identify and analyze problems, understand consequences, and take responsibility for their decisions)” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Socioemotional competencies taught | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C3a | Question “How strongly do you agree or disagree that you utilize the following practices in your class? Display pictures, posters, artwork, and other décor that reflect the cultures and ethnic backgrounds of each student in your class.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | IAA010A | Question ““The next series of questions are focused on your instructional activities and curricular focus in your class or classes. How strongly do you agree or disagree that you utilize the following practices in your class or classes? Display pictures, posters, artwork, and other décor that reflect the cultures and ethnic backgrounds of each student in your class or classes.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | Yes | Revised item to be consistent with other items within the section to use the reference of "class or classes." | ||
| C3b | Question “Ensure that all notices and communications to families and caregivers are written in their language of origin.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | IAA010B | Question “All notices and communications to families/caregivers of students in your class or classes are written in their language of origin.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | Yes | Revised item to be consistent with other items within the section to use the reference of "class or classes." Added category for not applicable. | ||
| C3c | Question “Use alternative formats and varied approaches to communicate and share information with families and caregivers.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | IAA010C | Question “Alternative formats and varied approaches to communicate and share information are used with families and caregivers of students in your class or classes.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | Yes | Revised item to be consistent with other items within the section to use the reference of "class or classes." Added category for not applicable. | ||
| C3d | Question “Screen books, movies, and other media resources for negative cultural, ethnic or racial stereotypes before using them in your classes.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | Yes | Dropping to prioritize other items. Keeping two items above on outreach to parents. | |||||
| C4a | Question “The next series of questions is about your instruction in reading and language arts. How often do you use the following resources to teach reading in this class? Basal reading series (a core or primary reading text for all students)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | IAA020A | Question “The next series of questions is about your instruction in reading and language arts. How often do you use the following resources to teach reading in your class or classes? Core or primary reading text for all students (e.g., basal reading series) ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | Yes | Revised C4 to combine certain subparts and revise others for clarity. Trying to streamline question and save survey time. | ||
| C4b | Question “Leveled or guided reading books (multiple books, each at a specific reading level)" ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | IAA020B | Question “Leveled or guided reading books (multiple books, each at a specific reading level)" ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | Yes | Revised C4 to combine certain subparts and revise others for clarity. Trying to streamline question and save survey time. | ||
| C4c | Question “Children's newspapers and/or magazines” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | IAA020C | Question “Reading kits (usually a boxed product, which may contain student and teacher materials, assessment materials, and manipulatives)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | Yes | Revised C4 to combine certain subparts and revise others for clarity. Trying to streamline question and save survey time. | ||
| C4d | Question “Reading kits (usually a boxed product, which may contain student and teacher materials, assessment materials, and manipulatives)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | IAA020D | Question “Children's newspapers and/or magazines” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | Yes | Revised C4 to combine certain subparts and revise others for clarity. Trying to streamline question and save survey time. | ||
| C4e | Question “Computer software for reading instruction” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | IAA020E | Question “Computer software and applications for reading instruction (including those for laptops, desktops, cell phones, or digital tablets)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | Yes | Revised C4 to combine certain subparts and revise others for clarity. Trying to streamline question and save survey time. | ||
| C4f | Question “Applications for cell phones or digital tablets” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | IAA020F | Question “Tradebooks (for example, collections of non-fiction)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | Yes | Revised C4 to combine certain subparts and revise others for clarity. Trying to streamline question and save survey time. | ||
| C4g | Question “{Continued} How often do you use the following resources to teach reading in this class? A variety of trade books (for example, novels, collections of poetry, nonfiction)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | IAA020G | Question “{Continued} How often do you use the following resources to teach reading in your class or classes? Reading materials from other subjects (for example, science, social studies)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | Yes | Revised C4 to combine certain subparts and revise others for clarity. Trying to streamline question and save survey time. | ||
| C4h | Question “Materials from other subjects (for example, science, social studies)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | IAA020H | Question “Manipulatives (for example, plastic letters, picture cards, letter cards, tiles)" ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | Yes | Revised C4 to combine certain subparts and revise others for clarity. Trying to streamline question and save survey time. | ||
| C4i | Question “Manipulatives (for example, plastic letters, picture cards, letter cards, tiles)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | IAA020I | Question “Big books and decodeable or sound/symbol books)" ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | Yes | Revised C4 to combine certain subparts and revise others for clarity. Trying to streamline question and save survey time. | ||
| C4j | Question “Big books” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | Yes | Revised C4 to combine certain subparts and revise others for clarity. Trying to streamline question and save survey time. | |||||
| C4k | Question “Decodable books, sound/symbols books” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | Yes | Revised C4 to combine certain subparts and revise others for clarity. Trying to streamline question and save survey time. | |||||
| C4l | Question “Read-along books paired with audiobooks” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | Yes | Revised C4 to combine certain subparts and revise others for clarity. Trying to streamline question and save survey time. | |||||
| C4m | Question “Anthology (collection of literary works, which may include poems, short stories, plays, songs, excerpts, etc.)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | Yes | Revised C4 to combine certain subparts and revise others for clarity. Trying to streamline question and save survey time. | |||||
| C5a | Question “The next series of questions is about your instruction in science and social studies. For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)? Human body” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | Yes | Revised C5, dropping elements where teachers indicated the construct was mainly taught at a higher grade (based on information from the ECLS-K:2024 field test and/or the ECLS-K:2011 main study). | |||||
| C5b | Question “Plants and animals” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050A | Question “The next series of questions is about your instruction in science and social studies. For this school year as a whole, how often did you teach the following science and social studies topics in your class or classes? Plants and animals” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5c | Question “Dinosaurs and fossils” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | Yes | Revised C5, dropping elements where teachers indicated the construct was mainly taught at a higher grade (based on information from the ECLS-K:2024 field test and/or the ECLS-K:2011 main study). | |||||
| C5d | Question “Solar system and space” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | Yes | Revised C5, dropping elements where teachers indicated the construct was mainly taught at a higher grade (based on information from the ECLS-K:2024 field test and/or the ECLS-K:2011 main study). | |||||
| C5e | Question “Weather (for example, rainy, sunny)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050B | Question “Weather (for example, rainy, sunny)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5f | Question “Understand and measure temperature” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050C | Question “Understand and measure temperature” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5g | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)? Water” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050D | Question “Water” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5h | Question “Sound” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050E | Question “Sound” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5i | Question “Light” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050F | Question “Light” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5j | Question “Magnetism and electricity” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | Yes | Revised C5, dropping elements where teachers indicated the construct was mainly taught at a higher grade (based on information from the ECLS-K:2024 field test and/or the ECLS-K:2011 main study). | |||||
| C5k | Question “Machines and motors” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | Yes | Revised C5, dropping elements where teachers indicated the construct was mainly taught at a higher grade (based on information from the ECLS-K:2024 field test and/or the ECLS-K:2011 main study). | |||||
| C5l | Question “Tools and their uses” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050G | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class or classes? Tools and their uses” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5m | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)? Health, safety, nutrition, and personal hygiene” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050H | Question “Health, safety, nutrition, and personal hygiene” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5n | Question “Important figures and events in American history” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050I | Question “Important figures and events in American history” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5o | Question “Community resources (for example, grocery store, library)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050J | Question “Community resources (for example, grocery store, library)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5p | Question “Map-reading skills” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050K | Question “Map-reading skills” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5q | Question “Different cultures” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050L | Question “Different cultures” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5r | Question “Reasons for rules, laws, and government” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050M | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class or classes? Reasons for rules, laws, and government” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5s | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)? Ecology” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | Yes | Revised C5, dropping elements where teachers indicated the construct was mainly taught at a higher grade (based on information from the ECLS-K:2024 field test and/or the ECLS-K:2011 main study). | |||||
| C5t | Question “Geography” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050N | Question “Geography” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5u | Question “Scientific method” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | Yes | Revised C5, dropping elements where teachers indicated the construct was mainly taught at a higher grade (based on information from the ECLS-K:2024 field test and/or the ECLS-K:2011 main study). | |||||
| C5v | Question “Social problem solving” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050O | Question “Social problem solving” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5w | Question “Hands-on activities or investigations in science” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050P | Question “Hands-on activities or investigations in science” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5x | Question “Laboratory skills or techniques” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | Yes | Revised C5, dropping elements where teachers indicated the construct was mainly taught at a higher grade (based on information from the ECLS-K:2024 field test and/or the ECLS-K:2011 main study). | |||||
| C5y | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)? Communicating ideas in science” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050Q | Question “Communicating ideas in science” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5z | Question “Relevance of science to society” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | Yes | Revised C5, dropping elements where teachers indicated the construct was mainly taught at a higher grade (based on information from the ECLS-K:2024 field test and/or the ECLS-K:2011 main study). | |||||
| C5a1 | Question “Community service” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | IAA050R | Question “Community service” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | ||||
| C5a2 | Question “Current events in the news” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | Yes | Revised C5, dropping elements where teachers indicated the construct was mainly taught at a higher grade (based on information from the ECLS-K:2024 field test and/or the ECLS-K:2011 main study). | |||||
| C6a | Question “How often do children in this class do each of the following reading and language arts activities? Practice writing the letters of the alphabet” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060A | Question “How often do children in your class or classes do each of the following reading and language arts activities? Practice writing the letters of the alphabet” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6b | Question “Discuss new or difficult vocabulary” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060B | Question “Discuss new or difficult vocabulary” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6c | Question “Dictate stories to a teacher, aide, or volunteer” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060C | Question “Dictate stories to a teacher, aide, or volunteer” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6d | Question “Work on phonics” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060D | Question “Work on phonics” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6e | Question “Listen to you read stories where they see the print (for example, Big Books)” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060E | Question “Listen to you read stories where they see the print (for example, Big Books)” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6f | Question “Listen to you read stories but they don't see the print” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060F | Question “{Continued} How often do children in your class or classes do each of the following reading and language arts activities? Listen to you read stories but they don't see the print” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6g | Question “{Continued} How often do children in this class do each of the following reading and language arts activities? Retell stories” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060G | Question “Retell stories” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6h | Question “Read aloud” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060H | Question “Read aloud” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6i | Question “Read from basal reading texts” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060I | Question “Read from basal reading texts” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6j | Question “Read silently” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060J | Question “Read silently” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6k | Question “Work in a reading workbook or on a worksheet” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060K | Question “{Continued} How often do children in your class or classes do each of the following reading and language arts activities? Work in a reading workbook or on a worksheet” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6l | Question “Write words from dictation, to improve spelling” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060L | Question “Write words from dictation, to improve spelling” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6m | Question “{Continued} How often do children in this class do each of the following reading and language arts activities? Write with encouragement to use invented spellings, if needed” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060M | Question “Write with encouragement to use invented spellings, if needed” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6n | Question “Read books they have chosen for themselves” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060N | Question “Read books they have chosen for themselves” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6o | Question “Compose and write stories or reports” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060O | Question “Compose and write stories or reports” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6p | Question “Do an activity or project related to a book or story” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060P | Question “{Continued} How often do children in your class or classes do each of the following reading and language arts activities? Do an activity or project related to a book or story” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6q | Question “Perform plays and skits” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped as this is reported as very low frequency within the ECLS-K:2011 data and also low within the ECLS-K:2024 field test data. | |||||
| C6r | Question “Writing in a journal” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060Q | Question “Writing in a journal” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6s | Question “{Continued} How often do children in this class do each of the following reading and language arts activities? Work in mixed-achievement groups on language arts activities” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped as information on achievement groups is collected in other questions. | |||||
| C6t | Question “Peer tutoring” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped to prioritize other items in this series. Also this is a rather low frequency activitiy, based on ECLS-K:2011 data. | |||||
| C6u | Question “Read text with controlled vocabulary” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060R | Question “Read text with controlled vocabulary” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6v | Question “Read text with strong phonetic patterns” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060S | Question “Read text with strong phonetic patterns” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C6w | Question “Read text with patterned or predictable text” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA060T | Question “Read text with patterned or predictable text” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C7a | Question “For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class(es)? Conventions of print (left to right orientation, book holding)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA070A | Question “For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class or classes? Conventions of print (left to right orientation, book holding)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C7b | Question “Writing own name (first and last)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped. Teachers indicated that generally children should already know this, based on ECLS-K:2011 data. | |||||
| C7c | Question “Rhyming words and word families” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA070B | Question “Rhyming words and word families” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C7d | Question “Blending separate sounds of a word to say the word (for example, “/c/ /a/ /t/ - cat”)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA070C | Question “Blending separate sounds of a word to say the word (for example, “/c/ /a/ /t/ - cat”)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C7e | Question “Verbally manipulating syllables within a word (for example, what is cowboy without cow?)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA070D | Question “Verbally manipulating syllables within a word (for example, what is cowboy without cow?)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C7f | Question “Reading multi-syllable words, like “adventure”” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA070E | Question “Reading multi-syllable words, like “adventure”” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C7g | Question “{Continued} For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class(es)? Morphological awareness to help students find meaningful units in words (for example, prefixes, suffixes, and base words)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA070F | Question “Morphological awareness to help students find meaningful units in words (for example, prefixes, suffixes, and base words)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C7h | Question “Use of common prepositions such as over and under, up and down” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA070G | Question “{Continued} For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class or classes? Use of common prepositions such as over and under, up and down” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C7i | Question “Identifying the main idea and parts of a story” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA070H | Question “Identifying the main idea and parts of a story” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C7j | Question “Orally retelling stories, including key details” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA070I | Question “Orally retelling stories, including key details” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C7k | Question “Remembering and following directions that include a series of actions” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA070J | Question “Remembering and following directions that include a series of actions” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C7l | Question “Using capitalization and punctuation” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA070K | Question “Using capitalization and punctuation” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C7m | Question “{Continued} For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class(es)? Composing and writing complete sentences” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA070L | Question “Composing and writing complete sentences” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C7n | Question “Writing narratives with two or more appropriately sequenced events” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped. High proportion of teachers indicated this is taught at a higher grade (based on ECLS-K:2024 field test). | |||||
| C7o | Question “Conventional spelling” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA070M | Question ““{Continued} For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class or classes? Conventional spelling” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C7p | Question “Alphabetizing” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped. High proportion of teachers indicated this is taught at a higher grade (based on ECLS-K:2024 field test). | |||||
| C7q | Question “Reading age appropriate books independently with comprehension” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA070N | Question “Reading age appropriate books independently with comprehension” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C8a | Question “How often do children in this class do each of the following math activities? Count out loud” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA080A | Question “How often do children in your class or classes do each of the following math activities? Count out loud” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C8b | Question “Work with geometric manipulatives” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA080B | Question “Work with geometric manipulatives” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C8c | Question “Play math-related games” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
0 | IAA080C | Question “Play math-related games” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C8d | Question “Use a calculator for math” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped. According to the ECLS-K:2011 analysis, the equivalent item has over 90% of respondents reporting low frequency (never/once a month or less). | |||||
| C8e | Question “Use music to understand math concepts” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA080D | Question “Use music to understand math concepts” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C8f | Question “Use creative movement or creative drama to understand math concepts” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA080E | Question “Use creative movement or creative drama to understand math concepts” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C8g | Question “{Continued} How often do children in this class do each of the following math activities? Work with rulers, measuring cups, spoons, or other measuring instruments” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA080F | Question “Work with rulers, measuring cups, spoons, or other measuring instruments” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C8h | Question “Explain how a math problem is solved” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA080G | Question “{Continued} How often do children in your class or classes do each of the following math activities? Explain how a math problem is solved” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C8i | Question “Engage in calendar-related activities” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA080H | Question “Engage in calendar-related activities” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C8j | Question “Do math worksheets” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA080I | Question “Do math worksheets” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C8k | Question “Do math problems from their textbooks” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA080J | Question “Do math problems from their textbooks” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C8l | Question “Complete math problems independently in front of whole group” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA080K | Question “Complete math problems independently in front of whole group” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C8m | Question “{Continued} How often do children in this class do each of the following math activities? Solve math problems in small groups or with a partner” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA080L | Question “Solve math problems in small groups or with a partner” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C8n | Question “Work on math problems that reflect real-life situations” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA080M | Question “{Continued} How often do children in your class or classes do each of the following math activities? Work on math problems that reflect real-life situations” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C8o | Question “Work in mixed achievement groups on math activities” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped as information on achievement groups is collected in other questions. | |||||
| C8p | Question “Peer tutoring” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped to prioritize other items in this series. Also this is a rather low frequency activitiy, based on ECLS-K:2011 data. | |||||
| C8q | Question “Use a number line to understand number concepts” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA080N | Question “Use a number line to understand number concepts” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9a | Question “For this school year as a whole, how often did you teach each of the following math skills in your class(es)? Correspondence between number and quantity” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090A | Question “For this school year as a whole, how often did you teach each of the following math skills in your class or classes? Correspondence between number and quantity” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9b | Question “Counting by 2s, 5s, and 10s” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090B | Question “Counting by 2s, 5s, and 10s” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9c | Question “Counting on from a given number instead of 1” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090C | Question “Counting on from a given number instead of 1” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9d | Question “Counting beyond 100” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090D | Question “Counting beyond 100” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9e | Question “Writing all numbers between 1 and 100” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped. High proportion of teachers indicated this is taught at a higher grade (based on ECLS-K:2024 field test). | |||||
| C9f | Question “Recognizing and naming geometric shapes” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090E | Question “Recognizing and naming geometric shapes” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9g | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? Identifying relative quantity (for example, equal, most, less, more)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090F | Question “Identifying relative quantity (for example, equal, most, less, more)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9h | Question “Sorting objects into subgroups according to a rule” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090G | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class or classes? Sorting objects into subgroups according to a rule” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9i | Question “Ordering objects by size or other properties” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090H | Question “Ordering objects by size or other properties” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9j | Question “Making, copying, or extending patterns” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090I | Question “Making, copying, or extending patterns” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9k | Question “Recognizing the value of coins and currency” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped. High proportion of teachers indicated this is taught at a higher grade (based on ECLS-K:2024 field test). | |||||
| C9l | Question “Adding single-digit numbers” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090J | Question “Adding single-digit numbers” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9m | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? Subtracting single-digit numbers” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090K | Question “Subtracting single-digit numbers” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9n | Question “Uses place value to compose and decompose numbers into tens and ones” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090L | Question “Uses place value to compose and decompose numbers into tens and ones” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9o | Question “Reading three-digit numbers” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped. High proportion of teachers indicated this is taught at a higher grade (based on ECLS-K:2024 field test). | |||||
| C9p | Question “Interpreting simple graphs” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090M | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class or classes? Interpreting simple graphs” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9q | Question “Performing simple data collection and graphing” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090N | Question “Performing simple data collection and graphing” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9r | Question “Measuring to nearest whole number using common instruments (for example, rulers, tape measures, thermometers, or scales)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped. High proportion of teachers indicated this is taught at a higher grade (based on ECLS-K:2024 field test). | |||||
| C9s | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? Decomposes numbers less than or equal to 10 by using objects or drawings” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | IAA090O | Question “Decomposes numbers less than or equal to 10 by using objects or drawings” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | ||||
| C9t | Question “Telling time” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped. High proportion of teachers indicated this is taught at a higher grade (based on ECLS-K:2024 field test). | |||||
| C9u | Question “Estimating quantities” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped. High proportion of teachers indicated this is taught at a higher grade (based on ECLS-K:2024 field test). | |||||
| C9v | Question “Estimating probability” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped. High proportion of teachers indicated this is taught at a higher grade (based on ECLS-K:2024 field test). | |||||
| C9w | Question “Writing math equations to solve word problems” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | Yes | Dropped. High proportion of teachers indicated this is taught at a higher grade (based on ECLS-K:2024 field test). | |||||
| C10 | Question “The next series of questions asks about the use of different languages in your classroom by teachers and other adults. Are any languages other than English used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class}?” ---- 1. Yes 2. No |
Languages used in the classroom | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C11a | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways? For academic instruction in reading/literacy” ---- 1. Never 2. Less than half the time 3. About half the time 4. More than half the time 5. All the time |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C11b | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?” For academic instruction in mathematics” ---- 1. Never 2. Less than half the time 3. About half the time 4. More than half the time 5. All the time |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C11c | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?” For academic instruction in other subjects” ---- 1. Never 2. Less than half the time 3. About half the time 4. More than half the time 5. All the time |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C11d | Question “How often is a non-English language used by teachers, aides, or other adults in each of your {full-day class/morning class/afternoon class} in the following ways? For instructional support (for example, explaining directions, etc.)” ---- 1. Never 2. Less than half the time 3. About half the time 4. More than half the time 5. All the time |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C11e | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways? For controlling and directing student behavior (classroom management)” ---- 1. Never 2. Less than half the time 3. About half the time 4. More than half the time 5. All the time |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C11f | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways? For conversation” ---- 1. Never 2. Less than half the time 3. About half the time 4. More than half the time 5. All the time |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C12 | Question “How much time per day do you and any other teacher or aide speak any non-English language in your {full-day class/morning class/afternoon class}?” ---- 1. 1-15 minutes a day 2. 16-30 minutes a day 3. 31-60 minutes a day 4. More than 60 minutes a day |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| C13 | Question “Do you have any students who are English language learners (ELLs) in your {full-day class/morning class/afternoon class}?” ---- 1. Yes 2. No |
Number of language minority (LM) children and English-language learners (ELL) in the classroom | IAA100 | Question “Do you have any students who are English language learners (ELLs) in your class or classes?” ---- 1. Yes 2. No |
Number of language minority (LM) children and English-language learners (ELL) in the classroom | Yes | To be consistent with the IAA110 series, changed this to be "in your class or classes" | ||
| C14a | Question “How often do English language learners (ELL children) in your class or classes do each of the following activities (in your classroom or in a pull-out program)?” “Take assessments to monitor their English language acquisition” ---- 1. Once a month or less 2. 1-2 times a month 3. 2-3 times a month 4. 3-4 times a month 5. Daily |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | IAA110A | Question “How often do English language learners (ELL children) in your class or classes do each of the following activities (in your classroom or in a pull-out program)?” “Take assessments to monitor their English language acquisition” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | ||||
| C14b | Question “Take assessments to assess their progress in English reading and literacy skills” ---- 1. Once a month or less 2. 1-2 times a month 3. 2-3 times a month 4. 3-4 times a month 5. Daily |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | IAA110B | Question “Take assessments to assess their progress in English reading and literacy skills” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | ||||
| C14c | Question “Work in small groups of ELL children or individually on intensive English reading and literacy skills” ---- 1. Once a month or less 2. 1-2 times a month 3. 2-3 times a month 4. 3-4 times a month 5. Daily |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | IAA110C | Question “Work in small groups of ELL children or individually on intensive English reading and literacy skills” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | ||||
| C14d | Question “Work in a structured peer-assisted setting (ELL child is paired with a non-ELL child)” ---- 1. Once a month or less 2. 1-2 times a month 3. 2-3 times a month 4. 3-4 times a month 5. Daily |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | IAA110D | Question “Work in a structured peer-assisted setting (ELL child is paired with a non-ELL child)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | ||||
| C15 | Question “The next series of questions is about homework. In an average week, how many days a week is homework assigned? Please count homework assigned over the weekend as one day.” ---- 1. 0 days 2. 1 day 3. 2 days 4. 3 days 5. 4 days 6. 5 days |
Use of homework | IAA120 | Question “The next series of questions is about homework. In an average week, how many days a week is homework assigned? Please count homework assigned over the weekend as one day." ---- 0. 0 days 1. 1 day 2. 2 days 3. 3 days 4. 4 days 5. 5 or more days |
Use of homework | Yes | Revised to allow for a school week being a different number of days (like a 4 day week or even a 6 day week). The revision captures whether home is never assigned, assigned not every day, and assigned every day. | ||
| C16a | Question “On days when homework is assigned, how much time do you expect children to spend on homework in the following areas? Reading and language arts” ---- 1. I never assign homework. 2. 1 to 10 minutes 3. 11 to 20 minutes 4. 21 to 30 minutes 5. More than 30 minutes |
Use of homework | IAA130A | Question “On days when homework is assigned, how much time do you expect children to spend on homework in the following areas? Reading and language arts” ---- 1. I never assign homework. 2. 1 to 10 minutes 3. 11 to 20 minutes 4. 21 to 30 minutes 5. More than 30 minutes |
Use of homework | ||||
| C16b | Question “Math” ---- 1. I never assign homework. 2. 1 to 10 minutes 3. 11 to 20 minutes 4. 21 to 30 minutes 5. More than 30 minutes |
Use of homework | IAA130B | Question “Math” ---- 1. I never assign homework. 2. 1 to 10 minutes 3. 11 to 20 minutes 4. 21 to 30 minutes 5. More than 30 minutes |
Use of homework | ||||
| C16c | Question “Other” ---- 1. I never assign homework. 2. 1 to 10 minutes 3. 11 to 20 minutes 4. 21 to 30 minutes 5. More than 30 minutes |
Other specify for use of homework | IAA130C | Question “Other” ---- 1. I never assign homework. 2. 1 to 10 minutes 3. 11 to 20 minutes 4. 21 to 30 minutes 5. More than 30 minutes |
Other specify for use of homework | ||||
| C16cOS | Question "Please describe that other homework.” | Other specify for use of homework | Yes | Dropped. Other specify was for the field test to potentially refine 16c. Information from field test did not suggest this is needed for main study. | |||||
| D1 | Question “Now we would like to ask you about family involvement. How many regularly scheduled conferences do you have with a parent or guardian of each child in your class(es) during the school year?” ---- 1. No conferences 2. One conference 3. Two conferences 4. Three or more conferences |
Parent involvement in school activities (volunteering, attending meetings, other activities). | FIA010 | Question “Now we would like to ask you about family involvement. How many regularly scheduled conferences do you have with a parent or guardian of each child in your class or classes during the school year?” ---- 1. No conferences 2. One conference 3. Two conferences 4. Three or more conferences |
Parent involvement in school activities (volunteering, attending meetings, other activities). | ||||
| D2a | Question “What percentage of children in your class(es) have parents who participate in the following activities? Attend teacher-parent conferences” ---- 1. None 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | FIA020A | Question “What percentage of children in your class or classes have parents who participate in the following activities? Attend teacher-parent conferences” ---- 1. 0% 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | Yes | Revised "none" to be "0%" to be consistent with ECLS-K:2011. | ||
| D2b | Question “Volunteer regularly to help in your classroom or another part of the school” ---- 1. None 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | FIA020B | Question “Volunteer regularly to help in your classroom or another part of the school” ---- 1. 0% 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | ||||
| D2c | Question “Attend open houses or parties” ---- 1. None 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | FIA020C | Question “Attend open houses or parties” ---- 1. 0% 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | ||||
| D2d | Question “Attend art/music events or demonstration” ---- 1. None 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | FIA020D | Question “Attend art/music events or demonstrations” ---- 1. 0% 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | Yes | Revised demonstration to be demonstrations as the events are plural. | ||
| D3a | Question “During this school year, how often have you made contacts with parents in the following ways? Sent home letters, newsletters, or other notices addressed to all parents and guardians” ---- 1. Never 2. 1-2 times 3. 3-5 times 4. 6-10 times 5. 11-14 times 6. 15 or more times |
Communication with parents about children’s performance | FIA030 | Question "During this school year, how often have you made contacts with all parents (for example, through newsletters, letters, emails, list-serve messages, group text messages, or other notices sent home for group updates or information; or updates to a classroom website)?" ---- 1. Never 2. 1-2 times 3. 3-5 times 4. 6-10 times 5. 11-14 times 6. 15 or more times |
Communication with parents about children’s performance | Yes | Revised to reduce to one item about contacting all parents to free up some space for other higher priority items. | ||
| D3b | Question “Communicated with parents and guardians via text messaging” ---- 1. Never 2. 1-2 times 3. 3-5 times 4. 6-10 times 5. 11-14 times 6. 15 or more times |
Communication with parents about children’s performance | Yes | Revised to reduce to one item about contacting all parents to free up some space for other higher priority items. | |||||
| D3c | Question “Shared portfolios or other collections of children's work for parents and guardians to see” ---- 1. Never 2. 1-2 times 3. 3-5 times 4. 6-10 times 5. 11-14 times 6. 15 or more times |
Communication with parents about children’s performance | Yes | Revised to reduce to one item about contacting all parents to free up some space for other higher priority items. | |||||
| D3d | Question “Used email or list-serve to send out group updates or information to parents and guardians” ---- 1. Never 2. 1-2 times 3. 3-5 times 4. 6-10 times 5. 11-14 times 6. 15 or more times |
Communication with parents about children’s performance | Yes | Revised to reduce to one item about contacting all parents to free up some space for other higher priority items. | |||||
| D3e | Question “Maintained classroom website for families and guardians to access” ---- 1. Never 2. 1-2 times 3. 3-5 times 4. 6-10 times 5. 11-14 times 6. 15 or more times |
Communication with parents about children’s performance | Yes | Revised to reduce to one item about contacting all parents to free up some space for other higher priority items. | |||||
| D3f | Question “Used email to address individual questions or concerns of parents and guardians” ---- 1. Never 2. 1-2 times 3. 3-5 times 4. 6-10 times 5. 11-14 times 6. 15 or more times |
Communication with parents about children’s performance | Yes | Revised to reduce to one item about contacting all parents to free up some space for other higher priority items. | |||||
| D3g | Question “Talked to parents and guardians by telephone” ---- 1. Never 2. 1-2 times 3. 3-5 times 4. 6-10 times 5. 11-14 times 6. 15 or more times |
Communication with parents about children’s performance | Yes | Revised to reduce to one item about contacting all parents to free up some space for other higher priority items. | |||||
| E1a | Question “The next questions pertain to evaluation and grading practices. How important is each of the following in evaluating the children in your class(es)? Individual child's achievement relative to the rest of the class” ---- 1. Not important 2. Somewhat important 3. Very important 4. Extremely important 5. Not applicable |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| E1b | Question “Individual child's achievement relative to local, state, or professional standards” ---- 1. Not important 2. Somewhat important 3. Very important 4. Extremely important 5. Not applicable |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| E1c | Question “Individual improvement or progress over past performance” ---- 1. Not important 2. Somewhat important 3. Very important 4. Extremely important 5. Not applicable |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| E1d | Question “Effort” ---- 1. Not important 2. Somewhat important 3. Very important 4. Extremely important 5. Not applicable |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| E1e | Question “Class participation” ---- 1. Not important 2. Somewhat important 3. Very important 4. Extremely important 5. Not applicable |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| E1f | Question “{Continued} The next questions pertain to evaluation and grading practices. How important is each of the following in evaluating the children in your class(es)? Daily attendance” ---- 1. Not important 2. Somewhat important 3. Very important 4. Extremely important 5. Not applicable |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| E1g | Question “Classroom behavior or conduct” ---- 1. Not important 2. Somewhat important 3. Very important 4. Extremely important 5. Not applicable |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| E1h | Question “Cooperativeness with other children” ---- 1. Not important 2. Somewhat important 3. Very important 4. Extremely important 5. Not applicable |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| E1i | Question “Ability to follow directions” ---- 1. Not important 2. Somewhat important 3. Very important 4. Extremely important 5. Not applicable |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| E2a | Question “Across all subjects, how often do you use the following to assess your students? State or local standardized tests” ---- 1. Never 2. 1 or 2 times a year 3. 3 to 8 times a year 4. 1 or 2 times a month 5. 1 or 2 times a week 6. 3 or more times a week |
Use of standardized tests | EGA010 | Question “The next questions pertain to evaluation and grading practices. Across all subjects, how often are students administered state or local standardized tests?” ---- 1. Never 2. 1 or 2 times a year 3. 1 or 2 times a month 4. 1 or 2 times a week 5. 3 or more times a week |
Use of standardized tests | Yes | Revised to be a single item instead of a series. Revised to add tranistion text to the grading practices section. |
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| E2b | Question “Classroom tests or quizzes (including those made by you and those from other sources)” ---- 1. Never 2. 1 or 2 times a year 3. 3 to 8 times a year 4. 1 or 2 times a month 5. 1 or 2 times a week 6. 3 or more times a week |
Methods of assessing children’s progress | Yes | Dropped this specific aspect to be a single item on state or local standardized tests. | |||||
| E2c | Question “Individual or group projects” ---- 1. Never 2. 1 or 2 times a year 3. 3 to 8 times a year 4. 1 or 2 times a month 5. 1 or 2 times a week 6. 3 or more times a week |
Methods of assessing children’s progress | Yes | Dropped this specific aspect to be a single item on state or local standardized tests. | |||||
| E2d | Question “Worksheets that you grade” ---- 1. Never 2. 1 or 2 times a year 3. 3 to 8 times a year 4. 1 or 2 times a month 5. 1 or 2 times a week 6. 3 or more times a week |
Methods of assessing children’s progress | Yes | Dropped this specific aspect to be a single item on state or local standardized tests. | |||||
| E2e | Question “Teacher observation of specific objectives” ---- 1. Never 2. 1 or 2 times a year 3. 3 to 8 times a year 4. 1 or 2 times a month 5. 1 or 2 times a week 6. 3 or more times a week |
Methods of assessing children’s progress | Yes | Dropped this specific aspect to be a single item on state or local standardized tests. | |||||
| E3 | Question “Which of the following do you use to provide kindergartners’ parents with information about their children's performance?” InstResp “Select all that apply.” ---- 1. Standard report card (for example, a letter grade or other standard grade assigned for each subject) 2. Progress report form 3. Competency based checklists 4. Portfolio of child’s work 5. Standardized test scores 6. Benchmark assessments 7. None of these |
Communication with parents about children’s performance | EGA020 | Question “Which of the following do you use to provide kindergartners’ parents with information about their children's performance?” InstResp “Select all that apply.” ---- 1. Standard report card (for example, a letter grade or other standard grade assigned for each subject) 2. Progress report form 3. Competency based checklists 4. Portfolio of child’s work 5. Standardized test scores 6. Benchmark assessments 7. None of the above |
Communication with parents about children’s performance | Yes | For clarity, revised the last response option from "None of these" to "None of the above". | ||
| F1a | Question “The next set of questions pertains to school-related activities. How often have you participated in the following activities since the beginning of the academic year? Meeting with other teachers to discuss lesson planning” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Frequency of meeting with other teachers and specialists | SSA010 | Question “The next set of questions pertains to school-related activities. How often have you participated in the following activity since the beginning of the academic year? Meeting with other teachers to discuss instruction-related topics (e.g., lesson planning, curriculum development)" ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Frequency of meeting with other teachers and specialists | Yes | Revised to combine F1a and F1b into a single item. | ||
| F1b | Question “Meeting with other teachers to discuss curriculum development” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Frequency of meeting with other teachers and specialists | Yes | Dropped to prioritize other information, such as the lesson planning item. | |||||
| F2 | Question “In which of the following staff development and training activities have you participated during the current academic year?” InstResp “Select all that apply.” ---- 1. Workshops involving study groups or small-group problem solving 2. Direct instruction from an outside consultant on a specific topic 3. Peer observation and feedback 4. Visits to, or observations of, other schools 5. Release time for attending professional conferences 6. Enrollment in college or university courses related to your profession 7. Professional development via distance learning (web-based, etc.) 8. Workshops on using computers and technology in the classroom 9. None of these |
Professional learning activities on evidence-based practices | SSA020 | Question “In which of the following staff development and training activities have you participated during the current academic year?” InstResp “Select all that apply.” ---- 1 Worked with a master or mentor teacher assigned to you by your school or district 2 Workshops involving study groups or small-group problem solving 3 Direct instruction from an outside consultant on a specific topic 4 Peer observation and feedback 5 Visits to, or observations of, other schools 6 Release time for attending professional conferences 7 Enrollment in college or university courses related to your profession 8 Professional development via distance learning (web-based, etc.) 9 Workshops on using computers and technology in the classroom 10 Coaching (for example, working with an individual specifically trained in instruction or a particular subject area) 11 None of the above |
Professional learning activities on evidence-based practices | Yes | Added two new response options, one on working with a master or mentor teacher (because we are dropping the individual item on this) and another on coaching as another possible development and training opportunity teachers may have opportunity to participate in. For clarity, revised the last response option from "None of these" to "None of the above". |
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| F3 | Question “How often have you been observed by a peer for the purposes of receiving instructional feedback during the current academic year?” ---- 1. Never 2. Once 3. 2 times 4. 3 to 4 times 5. More than 4 times |
Frequency of meeting with other teachers and specialists | Yes | Dropped. Collecting similar information in F2. | |||||
| F4 | Question “In the past 12 months, did you participate in any professional development activities pertaining to the use of evidence-based practices tied to your teaching assignment?” ---- 1. Yes 2. No |
Professional learning activities on evidence-based practices | Yes | Dropped. Collecting similar information in F2. | |||||
| F4b | SSA030 | Question “In the past 12 months, did you participate in any professional development activities pertaining to the direct engagement of students and families during the kindergarten transition?” ---- 1. Yes 2. No |
Kindergarten transition | Yes | Added to capture information on kindergarten transition. | ||||
| F5 | Question “In the past 12 months, how many hours did you spend on these professional development activities?” ---- 1. 4 hours or less 2. 5-8 hours 3. 9-12 hours 4. 13-16 hours 5. 17-20 hours 6. 21-24 hours 7. 25-28 hours 8. 29-32 hours 9. 33 hours or more DON'T KNOW |
Professional learning activities on evidence-based practices | SSA040 | Question “In the past 12 months, how many hours did you spend on professional development activities?” ---- 1. 10 hours or less 2. 11 - 20 hours 3. 21 - 30 hours 4. 31 - 40 hours 5. More than 40 hours |
Professional learning activities on evidence-based practices | Yes | Revised to streamline/combine answer options. | ||
| F6 | Question “In the current school year, do you work closely with a master or mentor teacher who was assigned to you by your school or district?” ---- 1. Yes 2. No |
Mentorship activities | Yes | Dropped, added this as a category to F2. | |||||
| F7 | Question “How frequently do you work with your assigned master or mentor teacher?” ---- 1. At least once a week 2. Once or twice a month 3. A few times a year 4. Once or never |
Mentorship activities | Yes | Dropped. Collecting general information on master or mentor teaches in F2. | |||||
| F8a | Question “Overall, to what extent did your assigned master or mentor teacher improve your skills in the following areas? Providing large group instruction” ---- 1. Not applicable/ Not part of my work responsibility 2. Not at all 3. To a small extent 4. To a moderate extent 5. To a great extent |
Mentorship activities | Yes | Dropped. Collecting general information on master or mentor teaches in F2. | |||||
| F8b | Question “Providing small group or one-on-one instruction” ---- 1. Not applicable/ Not part of my work responsibility 2. Not at all 3. To a small extent 4. To a moderate extent 5. To a great extent |
Mentorship activities | Yes | Dropped. Collecting general information on master or mentor teaches in F2. | |||||
| F8c | Question “Managing students’ behavior” ---- 1. Not applicable/ Not part of my work responsibility 2. Not at all 3. To a small extent 4. To a moderate extent 5. To a great extent |
Mentorship activities | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| F8d | Question “Completing paperwork (either in a digital/computer-based system or in hard copy)” ---- 1. Not applicable/ Not part of my work responsibility 2. Not at all 3. To a small extent 4. To a moderate extent 5. To a great extent |
Mentorship activities | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| F8e | Question “Conducting student assessments” ---- 1. Not applicable/ Not part of my work responsibility 2. Not at all 3. To a small extent 4. To a moderate extent 5. To a great extent |
Mentorship activities | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| F8f | Question “Finding needed human or material resources” ---- 1. Not applicable/ Not part of my work responsibility 2. Not at all 3. To a small extent 4. To a moderate extent 5. To a great extent |
Mentorship activities | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| F8g | Question “Communicating with parents” ---- 1. Not applicable/ Not part of my work responsibility 2. Not at all 3. To a small extent 4. To a moderate extent 5. To a great extent |
Mentorship activities | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| G1a | Question “The next few questions pertain to your feelings about your school. Please indicate the extent to which you agree with each of the following statements. The level of child misbehavior (for example, noise, horseplay, or fighting in the halls or cafeteria) in this school interferes with my teaching.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped. Retaining certain aspects of this series, G1b, f, i to keep some information on school climate. | |||||
| G1b | Question “Many of the children I teach are not capable of learning the material I am supposed to teach them.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | SCA010A | Question “The next few questions pertain to your feelings about your school. Please indicate the extent to which you agree with each of the following statements. Many of the children I teach are not capable of learning the material I am supposed to teach them.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Revised. Retaining certain aspects of this series, G1b, f, i to keep some information on school climate. Added transition text to introduce the section and the question. |
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| G1c | Question “I feel accepted and respected as a colleague by most staff members.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped. Retaining certain aspects of this series, G1b, f, i to keep some information on school climate. | |||||
| G1d | Question “Teachers in this school are continually learning and seeking new ideas.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped. Retaining certain aspects of this series, G1b, f, i to keep some information on school climate. | |||||
| G1e | Question “Routine administrative duties and paperwork interfere with my job of teaching.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped. Retaining certain aspects of this series, G1b, f, i to keep some information on school climate. | |||||
| G1f | Question “Parents are supportive of school staff.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | SCA010B | Question “Parents are supportive of school staff.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | ||||
| G1g | Question “{Continued} Please indicate the extent to which you agree with each of the following statements. There is a great deal of cooperative effort among the staff members.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped. Retaining certain aspects of this series, G1b, f, i to keep some information on school climate. | |||||
| G1h | Question “In this school, staff members are recognized for a job well done.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped. Retaining certain aspects of this series, G1b, f, i to keep some information on school climate. | |||||
| G1i | Question “The academic standards at this school are too low.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | SCA010C | Question “The academic standards at this school are too low.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | ||||
| G1j | Question “There is broad agreement among the entire school faculty about the central mission of the school.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped. Retaining certain aspects of this series, G1b, f, i to keep some information on school climate. | |||||
| G1k | Question “The school administrator sets priorities, makes plans, and sees that they are carried out.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped. Retaining certain aspects of this series, G1b, f, i to keep some information on school climate. | |||||
| G1l | Question “The school administration's behavior toward the staff is supportive and encouraging.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped. Retaining certain aspects of this series, G1b, f, i to keep some information on school climate. | |||||
| G2a | Question “To what extent do you agree with the following statements? I am adequately trained to teach the children with disabilities who are in my class.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Teachers’ sense of efficacy | SCA020A | Question “To what extent do you agree with the following statements? I am adequately trained to teach the children with disabilities in my class.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Teachers’ sense of efficacy | ||||
| G2b | Question “Inclusion of children with disabilities in my class has worked well.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Teachers’ sense of efficacy | Yes | Dropped. This item had had a postively skewed distribution in the field test perhaps due to social desirability. | |||||
| G2c | Question “I am adequately trained to teach English language learners (ELL) in my class.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Teachers’ sense of efficacy | SCA020B | Question “I am adequately trained to teach English language learners (ELL) in my class.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Teachers’ sense of efficacy | ||||
| G2d | Question “Inclusion of English language learners (ELL) in my class has worked well.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Teachers’ sense of efficacy | Yes | Dropped. This item had positive skew in the field test perhaps due to social desirability. | |||||
| G2e | Question “{Continued} To what extent do you agree with the following statements? I have the resources I need to teach the children in my class who have disabilities.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Teachers’ sense of efficacy | Yes | Dropped. This item had positive skew in the field test perhaps due to social desirability. | |||||
| G2f | Question “I have the resources I need to teach the children in my class who are English language learners (ELL).” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Teachers’ sense of efficacy | Yes | Dropped. This item had positive skew in the field test perhaps due to social desirability. | |||||
| G2g | Question “I have the resources I need to teach a class of students who have a wide range of READING skills.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Teachers’ sense of efficacy | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| G3a | Question “To what extent do you agree with each of the following statements? If I try really hard, I can get through even to the most difficult or unmotivated students.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Teachers’ sense of efficacy | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| G3b | Question “If some students in my class are not doing well, I feel that I should change my approach to the subject.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Teachers’ sense of efficacy | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| G3c | Question “By trying a different teaching method, I can significantly affect a student’s achievement.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Teachers’ sense of efficacy | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| G3d | Question “There is really very little I can do to ensure that most of my students achieve at a high level.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Teachers’ sense of efficacy | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| G3e | Question “{Continued} To what extent do you agree with each of the following statements? I work to create lessons so my students will enjoy learning and become independent thinkers.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Teachers’ sense of efficacy | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| G3f | Question “I feel sometimes it is a waste of my time to try to do my best as a teacher.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Teachers’ sense of efficacy | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| G3g | Question “The attitudes and habits students bring to my class greatly reduce their chances for academic success.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Teachers’ sense of efficacy | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| G3h | Question “My success or failure in teaching is due primarily to factors beyond my control rather than to my own effort or ability.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Teachers’ sense of efficacy | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| G4a | Question “To what extent do you agree or disagree with each of the following statements as it applies to your instruction? The amount a student can learn is primarily related to family background.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Teachers’ sense of efficacy | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| G4b | Question “If a student did not remember information I gave in a previous lesson, I would know how to increase his/her retention in the next lesson.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Teachers’ sense of efficacy | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| G4c | Question “If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect him/her quickly.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Teachers’ sense of efficacy | Yes | Dropped to prioritize for higher priority constructs such as teachers' instructional practices, or information of interest to co-sponsors such as items on special education, diversity, and/or the arts. | |||||
| G4d | Question “I really enjoy my present teaching job.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Job satisfaction | SCA030A | Question “To what extent do you agree or disagree with each of the following statements as it applies to your instruction? I really enjoy my present teaching job.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Job satisfaction | ||||
| G4e | Question “I am certain I am making a difference in the lives of the children I teach.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Job satisfaction | SCA030B | Question “I am certain I am making a difference in the lives of the children I teach.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Job satisfaction | ||||
| G4f | Question “If I could start over, I would choose teaching again as my career.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Job satisfaction | SCA030C | Question “If I could start over, I would choose teaching again as my career.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Job satisfaction | ||||
| G5a | Question “Indicate how much you agree or disagree with the following statements about your school and staff: There is a consensus among administrators and teachers on goals and expectations.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped. Priorizing other items. | |||||
| G5b | Question “We have an active professional development program for teachers.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped. Priorizing other items. | |||||
| G5c | Question “Teachers are very active in planning staff development.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped. Priorizing other items. | |||||
| TBA010 | Question “The next few questions ask about your background, education experience, and credentials. The first questions are about your characteristics. _x000D_ What is your gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ 3. Another gender_x000D_ |
Teacher background | Yes | Added to collect information on teacher background. | |||||
| TBA020 | Question “In what year were you born?”_x000D_ _x000D_ Watermark: “Enter year” |
Teacher background | Yes | Added to collect information on teacher background for fall kindergarten nonrespondent or teachers new to the study. | |||||
| TBA030 | Question “Are you Hispanic or Latino/Latina of any race?” InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.” ---- 1. Yes 2. No |
Teacher background | Yes | Added to collect information on teacher background for fall kindergarten nonrespondent or teachers new to the study. | |||||
| TBA040 | Question “Which best describes your race?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or Other Pacific Islander_x000D_ 5. White_x000D_ |
Teacher background | Yes | Added to collect information on teacher background for fall kindergarten nonrespondent or teachers new to the study. | |||||
| TBA050 | Question “What is the highest level of education you have completed?”_x000D_ ----_x000D_ 1. Did not complete high school_x000D_ 2. High school diploma or equivalent/GED_x000D_ 3. Some college or technical or vocational school_x000D_ 4. Associate’s degree_x000D_ 5. Bachelor’s degree_x000D_ 6. Master’s degree_x000D_ 7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)_x000D_ |
Teacher background | Yes | Added to collect information on teacher background for fall kindergarten nonrespondent or teachers new to the study. | |||||
| TBA100 | Question “Which of the following describes the teaching certificate you currently hold in {STATE}?”_x000D_ ----_x000D_ 1. Regular or standard state certificate or advanced professional certificate_x000D_ 2. Certificate issued after satisfying all requirements except the completion of a probationary period_x000D_ 3. Certificate that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained_x000D_ 4. Certificate issued to persons who must complete a certification program in order to continue teaching_x000D_ 5. I do not hold any of the above certifications in {state}._x000D_ |
Teacher background | Yes | Added to collect information on teacher background for fall kindergarten nonrespondent or teachers new to the study. | |||||
| TBA110 | Question “In what areas are you certified?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Elementary education_x000D_ 2. Early childhood education_x000D_ 3. Special education_x000D_ 4. English as a Second Language (ESL) or instruction for English language learners (ELLs)_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)} |
Teacher background | Yes | Added to collect information on teacher background for fall kindergarten nonrespondent or teachers new to the study. | |||||
| TBA160 | Question “Counting this school year, how many years have you been a K-12 teacher, including years in which you taught part time?”_x000D_ _x000D_ InstResp "Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5. If you are a new teacher and this is your first semester teaching, enter 0.5.”_x000D_ _x000D_ Watermark: “Enter years” |
Teacher background | Yes | Added to collect information on teacher background for fall kindergarten nonrespondent or teachers new to the study. | |||||
| TBA170B | Question “Counting this school year, how many years have you taught kindergarten, including years in which you taught part time? InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5. Please include part-time teaching. If this is your first semester teaching the grade or program, enter 0.5." _x000D_ “Kindergarten”_x000D_ _x000D_ Pre-Unit "Years:"_x000D_ _x000D_ Watermark: “Enter years” |
Teacher background | Yes | Added to collect information on teacher background for fall kindergarten nonrespondent or teachers new to the study. | |||||
| G6 | Question "Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and then check to see if there are any more surveys assigned to you.” | Thank you to respondent. | END000 | Question "Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and then check to see if there are any more surveys assigned to you.” | Thank you to respondent. |
| FT Item # | FT Item Wording (approved 7-22-2022) | FT Construct | National Item # | National Item Wording | National Construct | Added | Dropped | Changed | Rationale for additions, drops, or changes |
| 0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | IND000 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | ||||
| 1 | Question “The first several questions pertain to your roles and responsibilities. Which of the following best describes your current position in this school?”_x000D_ ----_x000D_ 1. Special education teacher_x000D_ 2. Special education teacher consultant_x000D_ 3. General education teacher_x000D_ 4. Special education classroom aide_x000D_ 5. Speech-language pathologist_x000D_ 6. Physical therapist_x000D_ 7. Physical therapy assistant or aide_x000D_ 8. Occupational therapist_x000D_ 9. Occupational therapy assistant or aide_x000D_ 10. School psychologist_x000D_ 11. School counselor_x000D_ 12. School social worker_x000D_ 91. Other (Please specify):_x000D_ |
Teacher or service provider's position or assignment | TCD010 | Question “The first several questions pertain to your roles and responsibilities. Which of the following best describes your current position in this school?”_x000D_ ----_x000D_ 1. Special education teacher_x000D_ 2. Special education teacher consultant_x000D_ 3. General education teacher_x000D_ 4. Special education classroom aide_x000D_ 5. Speech-language pathologist_x000D_ 6. Physical therapist_x000D_ 7. Physical therapy assistant or aide_x000D_ 8. Occupational therapist_x000D_ 9. Occupational therapy assistant or aide_x000D_ 10. School psychologist_x000D_ 11. School counselor_x000D_ 12. School social worker_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Teacher or service provider's position or assignment | ||||
| 1os | Other specify text for teacher or service provider's position or assignment | TCD010 OS | Other specify text for teacher or service provider's position or assignment | ||||||
| 2 | Question “How do you classify your main assignment at this school, that is, the activity at which you spend most of your time during this school year?”_x000D_ ----_x000D_ 1. Regular full-time teacher or service provider_x000D_ 2. Regular part-time teacher or service provider_x000D_ 3. Itinerant teacher or service provider (i.e., your assignment requires you to provide instruction or related services at more than one school)_x000D_ 4. Long-term substitute (i.e., your assignment requires that you fill the role of a teacher on a long-term basis, but you are still considered a substitute)_x000D_ 5. Teacher aide_x000D_ 91. Other (Please specify):_x000D_ |
Teacher or service provider's position or assignment | TCD020 | Question “How do you classify your main assignment at this school, that is, the activity at which you spend most of your time during this school year?”_x000D_ ----_x000D_ 1. Regular full-time teacher or service provider_x000D_ 2. Regular part-time teacher or service provider_x000D_ 3. Itinerant teacher or service provider (i.e., your assignment requires you to provide instruction or related services at more than one school)_x000D_ 4. Long-term substitute (i.e., your assignment requires that you fill the role of a teacher on a long-term basis, but you are still considered a substitute)_x000D_ 5. Teacher aide_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Teacher or service provider's position or assignment | ||||
| 2os | Other specify text for teacher or service provider's position or assignment | TCD020 OS | Other specify text for teacher or service provider's position or assignment | ||||||
| 3a | Question “As of today's date, how many children with and without IEPs do you {teach/serve}?_x000D_ _x000D_ With IEPs”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD030a | Question “As of today's date, how many children with and without IEPs do you {teach/serve}?_x000D_ _x000D_ With IEPs”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 3b | Question “Without IEPs”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD030b | Question “Without IEPs”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 4a | Question “As of today's date, how many children with IEPs that you {teach/serve} are the following ages?_x000D_ _x000D_ 3 years old”_x000D_ _x000D_InstResp "Your best guess is fine." Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD040a | Question “As of today's date, how many children with IEPs that you {teach/serve} are the following ages?_x000D_ _x000D_ 3 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 4b | Question “4 years old”_x000D_ _x000D_ InstResp "Your best guess is fine." Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD040b | Question “4 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 4c | Question “5 years old”_x000D_ InstResp "Your best guess is fine." _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD040c | Question “5 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 4d | Question “6 years old”_x000D_ _x000D_ InstResp "Your best guess is fine." Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD040d | Question “6 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 4e | Question “7 years old”_x000D_ _x000D_ InstResp "Your best guess is fine." Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD040e | Question “7 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 4f | Question “8 years old”_x000D_ _x000D_ InstResp "Your best guess is fine." Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD040f | Question “8 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 4g | Question “9 years old or older”_x000D_ _x000D_ InstResp "Your best guess is fine." Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD040g | Question “9 years old or older”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 4h | Question “You entered that you {teach/serve} a total of {NUMBER} children with IEPs. Is this correct?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's caseload | TCD040h | Question “You entered that you {teach/serve} a total of {NUMBER} children with IEPs. Is this correct?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's caseload | ||||
| 5a | Question “How many of the children with IEPs that you {teach/serve} belongs to each of the following racial/ethnic groups? _x000D_ Hispanic or Latino/Latina of any race”_x000D_ _x000D_ InstResp “Please count each child only once. Hispanic children should only be counted in the Hispanic or Latino/Latina category regardless of race.”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD050a | Question “How many of the children with IEPs that you {teach/serve} belong to each of the following racial/ethnic groups?"_x000D_ _x000D_ Hispanic or Latino/Latina of any race”_x000D_ _x000D_ InstResp “Please count each child only once. Hispanic children should only be counted in the Hispanic or Latino/Latina category regardless of race.”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 5b | Question “American Indian or Alaska Native, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD050b | Question “American Indian or Alaska Native, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 5c | Question “Asian, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD050c | Question “Asian, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 5d | Question “Black or African American, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD050d | Question “Black or African American, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 5e | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD050e | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 5f | Question “White, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD050f | Question “White, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 5g | Question “Two or more races, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD050g | Question “Two or more races, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 6a | Question “As of today's date, how many boys and girls with IEPs do you {teach/serve}?_x000D_ _x000D_ Number of boys”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD060a | Question “As of today's date, how many boys and girls with IEPs do you {teach/serve}?_x000D_ _x000D_ Number of boys”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 6b | Question “Number of girls”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD060b | Question “Number of girls”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 6c | Question “Number of another gender” Pre-unit: “Number:” Watermark: “Enter number” |
Teacher or service provider's caseload | TCD060c | Question "Number of another gender"_x000D_ _x000D_ Pre-unit "Number:"_x000D_ _x000D_ Watermark "Enter number" |
Teacher or service provider's caseload | ||||
| 6d | Question “Number of unknown gender” Pre-unit: “Number:” Watermark: “Enter number” |
Teacher or service provider's caseload | TCD060d | Question "Number of unknown gender"_x000D_ _x000D_ Pre-unit "Number:"_x000D_ _x000D_ Watermark "Enter number" |
Teacher or service provider's caseload | ||||
| 7 | Question “How many of the students with IEPs that you {teach/serve} are English language learners (ELLs)?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | TCD070 | Question “How many of the students with IEPs that you {teach/serve} are English language learners (ELLs)?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | ||||
| 8 | Question “During the school year, how many children with IEPs have you worked with or provided services for, on average, each week? (Include children you work with directly, as well as children for whom you consult with the general education teacher and/or another special education teacher or service provider.)”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-10_x000D_ 3. 11-20_x000D_ 4. 21-40_x000D_ 5. More than 40_x000D_ |
Teacher or service provider's caseload | TCD080 | Question “During the school year, how many children with IEPs have you worked with or provided services for, on average, each week?”_x000D_ _x000D_ InstResp “Include children you work with directly, as well as children for whom you consult with other general education teachers and/or special education teachers or service providers.”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1 - 2_x000D_ 3. 3 - 5_x000D_ 4. 6 - 10_x000D_ 5. 11 - 20_x000D_ 6. 21 - 40_x000D_ 7. More than 40_x000D_ |
Teacher or service provider's caseload | Yes | Revised response options into more precise ranges. Categories can be aggregated for comparable analysis with the ECLS-K:2011. | ||
| 9 | Question “During this school year, where have you worked with children with IEPs?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. In a general education classroom_x000D_ 2. In a special education classroom_x000D_ 3. In a non-classroom space (for example, office, therapy room, small work space, mobile van, etc.)_x000D_ 4. In a location outside the school setting (for example, a private clinic or a child's home, including virtual or video-based instruction)_x000D_ 91. Other (Please specify):_x000D_ |
Location of services and inclusion | TCD090 | Question “During this school year, where have you worked with children with IEPs?”_x000D_ _x000D_ InstResp “Include only children who attend this school. Select all that apply.”_x000D_ ----_x000D_ 1. In a general education classroom_x000D_ 2. In a special education classroom_x000D_ 3. In a non-classroom space at the school (for example, resource room, office, therapy room, small work space, mobile van)_x000D_ 4. In a location outside the school setting (for example, a private clinic or a child’s home, including virtual or video-based instruction)_x000D_ 5. None of the above_x000D_ |
Location of services and inclusion | Yes | Revised response option for clarity and to provided the option of a None of the above response. | ||
| 9os | Other specify text for location of services and inclusion | Yes | Deleted Other Specify option. | ||||||
| 10 | Question “For how many students with IEPs do you serve as case manager?”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-10_x000D_ 3. 11-20_x000D_ 4. 21-40_x000D_ 5. More than 40_x000D_ |
Teacher or service provider's caseload | TCD100 | Question “For how many students with IEPs do you serve as case manager?”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1 - 2_x000D_ 3. 3 - 5_x000D_ 4. 6 - 10_x000D_ 5. 11 - 20_x000D_ 6. 21 - 40_x000D_ 7. More than 40_x000D_ |
Teacher or service provider's caseload | Yes | Revised response options into more precise ranges. Categories can be aggregated for comparable analysis with the ECLS-K:2011. | ||
| 11 | Question “Please indicate the extent to which you agree or disagree with the following statement. I am satisfied with my class size or caseload (that is, the total number of students you {teach/serve}).”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teacher or service provider's caseload | TCD110 | Question “Please indicate the extent to which you agree or disagree with the following statement. _x000D_ _x000D_ I am satisfied with my class size or caseload (that is, the total number of students you {teach/serve}).”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teacher or service provider's caseload | ||||
| 12 | Question “The next few questions are about students’ classroom behavior. How often does disruptive student behavior interfere with your instruction?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ |
Job satisfaction and self-efficacy | Yes | Deleted item due to redundancy with another item. | |||||
| 13 | Question “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_ ----_x000D_ 1. Less than ½ hour_x000D_ 2. ½ hour to less than 1 hour_x000D_ 3. 1 to less than 1 ½ hours_x000D_ 4. 1 ½ to less than 2 hours_x000D_ 5. 2 to less than 2 ½ hours_x000D_ 6. 2 ½ hours to less than 3 hours_x000D_ 7. 3 hours or more_x000D_ |
Job satisfaction and self-efficacy | TCD120 | Question “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_ ----_x000D_ 1. Less than ½ hour_x000D_ 2. ½ hour to less than 1 hour_x000D_ 3. 1 to less than 1 ½ hours_x000D_ 4. 1 ½ to less than 2 hours_x000D_ 5. 2 to less than 2 ½ hours_x000D_ 6. 2 ½ hours to less than 3 hours_x000D_ 7. 3 hours or more_x000D_ |
Job satisfaction and self-efficacy | ||||
| 14a | Question “The next set of questions relates to your instructional activities and resources. How strongly do you agree or disagree that the following behavioral support practices are characteristic of your teaching?_x000D_ _x000D_ {Classroom routines/Routines} are consistently implemented.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | Yes | Deleted pilot item due to poor performance in field test. Maintains alignment with General Education Teacher-level Survey. | |||||
| 14b | Question “Expectations of students are clearly communicated in positive terms.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | Yes | Deleted pilot item due to poor performance in field test. Maintains alignment with General Education Teacher-level Survey. | |||||
| 14c | Question “You gain the attention of all students before beginning a lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | Yes | Deleted pilot item due to poor performance in field test. Maintains alignment with General Education Teacher-level Survey. | |||||
| 14d | Question “You solicit both group and individual responses to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | Yes | Deleted pilot item due to poor performance in field test. Maintains alignment with General Education Teacher-level Survey. | |||||
| 14e | Question “You provide all students with individual opportunities to respond to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | Yes | Deleted pilot item due to poor performance in field test. Maintains alignment with General Education Teacher-level Survey. | |||||
| 14f | Question “There is a system for documenting and rewarding appropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | Yes | Deleted pilot item due to poor performance in field test. Maintains alignment with General Education Teacher-level Survey. | |||||
| 14g | Question “You use a range of consequences to discourage inappropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices and resources | Yes | Deleted pilot item due to poor performance in field test. Maintains alignment with General Education Teacher-level Survey. | |||||
| 15a | Question “How strongly do you agree or disagree that you teach the following social and emotional competencies to the students you {teach/serve}?_x000D_ _x000D_ Self-awareness (teaching students to recognize their own feelings, interests, strengths, and limitations)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | Yes | Deleted pilot item due to poor performance in field test. Maintains alignment with General Education Teacher-level Survey. | |||||
| 15b | Question “Self-management (teaching students to regulate emotions and manage daily stressors)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | Yes | Deleted pilot item due to poor performance in field test. Maintains alignment with General Education Teacher-level Survey. | |||||
| 15c | Question “Social awareness (teaching students to take the perspective of others and appreciate similarities and differences)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | Yes | Deleted pilot item due to poor performance in field test. Maintains alignment with General Education Teacher-level Survey. | |||||
| 15d | Question “Relationships and social skills (teaching students prosocial behavior and skills to develop meaningful relationships)"_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | Yes | Deleted pilot item due to poor performance in field test. Maintains alignment with General Education Teacher-level Survey. | |||||
| 15e | Question “Responsible decision making (teaching students to identify and analyze problems, understand consequences, and take responsibility for their decisions)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | Yes | Deleted pilot item due to poor performance in field test. Maintains alignment with General Education Teacher-level Survey. | |||||
| 16a | Question “How strongly do you agree or disagree that you utilize the following practices?_x000D_ _x000D_ Display pictures, posters, artwork, and other décor that reflect diverse cultures and ethnic backgrounds”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | TCD130a | Question “How strongly do you agree or disagree with the following statements about your class or classes? Pictures, posters, artwork, and other décor reflect the cultures and ethnic backgrounds of each student in your class or classes.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree 6. Not applicable |
Teaching methods and materials | Yes | Revised item wording for clarity. Maintains alignment with General Education Teacher-level Survey. |
||
| 16b | Question “Ensure that all notices and communications to families and caregivers are written in their language of origin”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | TCD130b | Question “All notices and communications to families/caregivers of students in your class or classes are written in their language of origin.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree 6. Not applicable |
Teaching methods and materials | Yes | Revised item wording for clarity. Maintains alignment with General Education Teacher-level Survey. |
||
| 16c | Question “Use alternative formats and varied approaches to communicate and share information with families and caregivers”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | TCD130c | Question “Alternative formats and varied approaches to communicate and share information are used with families and caregivers of students in your class or classes.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree 6. Not applicable |
Teaching methods and materials | Yes | Revised item wording for clarity. Maintains alignment with General Education Teacher-level Survey. |
||
| 16d | Question “Screen books, movies, and other media resources for negative cultural, ethnic, or racial stereotypes before using them with students”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teaching methods and materials | TCD130d | Teaching methods and materials | Yes | Deleted specific subitem due to lack of priority, while maintaining three other subitems in set on cultural responsiveness and parent outreach. Maintains alignment with General Education Teacher-level Survey. |
|||
| 17 | Question “The next questions ask about professional development. In the past 12 months, did you participate in any professional development activities pertaining to the use of evidence-based practices for {teaching/serving} students with disabilities?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | PDD010a | Question “The next questions ask about professional development. In the past 12 months, did you participate in any professional development activities pertaining to the use of evidence-based practices for {teaching/serving} students with disabilities?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | ||||
| 18 | Question “In the past 12 months, how many hours did you spend on these professional development activities?”_x000D_ ----_x000D_ 1. 4 hours or less_x000D_ 2. 5-8 hours_x000D_ 3. 9-12 hours_x000D_ 4. 13-16 hours_x000D_ 5. 17-20 hours_x000D_ 6. 21-24 hours_x000D_ 7. 25-28 hours_x000D_ 8. 29-32 hours_x000D_ 9. 33 hours or more_x000D_ |
Teacher or service provider's education | PDD010b | Question “In the past 12 months, how many hours did you spend on these professional development activities?”_x000D_ ----_x000D_ 1. 4 hours or less_x000D_ 2. 5-8 hours_x000D_ 3. 9-12 hours_x000D_ 4. 13-16 hours_x000D_ 5. 17-20 hours_x000D_ 6. 21-24 hours_x000D_ 7. 25-28 hours_x000D_ 8. 29-32 hours_x000D_ 9. 33-39 hours_x000D_ 10. 40 hours or more_x000D_ |
Teacher or service provider's education | Yes | Revised response options into more precise ranges. Categories can be aggregated for comparable analysis with the ECLS-K:2011. | ||
| 19 | Question “Overall, how helpful were these activities to you?"_x000D_ ----_x000D_ 1. Very unhelpful_x000D_ 2. Unhelpful_x000D_ 3. Neither unhelpful nor helpful_x000D_ 4. Helpful_x000D_ 5. Very helpful_x000D_ |
Teacher or service provider's education | PDD010c | Question “Overall, how helpful were these activities to you?"_x000D_ ----_x000D_ 1. Very unhelpful_x000D_ 2. Unhelpful_x000D_ 3. Neither unhelpful nor helpful_x000D_ 4. Helpful_x000D_ 5. Very helpful_x000D_ |
Teacher or service provider's education | ||||
| 20 | Question “To what extent was the professional development you received in the past 12 months relevant to your role {teaching/serving} students with disabilities?”_x000D_ ----_x000D_ 1. Not relevant_x000D_ 2. Somewhat relevant_x000D_ 3. Relevant_x000D_ 4. Very relevant_x000D_ |
Teacher or service provider's education | PDD020 | Question “To what extent was the professional development you received in the past 12 months relevant to your role {teaching/serving} students with disabilities?”_x000D_ ----_x000D_ 1. Not relevant_x000D_ 2. Somewhat relevant_x000D_ 3. Relevant_x000D_ 4. Very relevant_x000D_ |
Teacher or service provider's education | ||||
| PDD030 | Question “In which of the following staff development and training activities have you participated during the current academic year?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Worked with a master or mentor teacher assigned to you by your school or district_x000D_ 2. Workshops involving study groups or small-group problem solving_x000D_ 3. Direct instruction from an outside consultant on a specific topic_x000D_ 4. Peer observation and feedback_x000D_ 5. Visits to, or observations of, other schools_x000D_ 6. Release time for attending professional conferences_x000D_ 7. Enrollment in college or university courses related to your profession_x000D_ 8. Professional development via distance learning (web-based, etc.)_x000D_ 9. Workshops on using computers and technology in the classroom_x000D_ 10. Coaching (for example, working with an individual specifically trained in instruction or a particular subject area)_x000D_ 11. None of the above_x000D_ |
Teacher or service provider's education | Yes | New item for SPA that captures staff development options, including mentorship. Maintains alignment with General Education Teacher-level Survey. | |||||
| 21 | Question “In the current school year, do you work closely with a master or mentor teacher who was assigned to you by your school or district?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | Yes | Deleted item due to redundancy with item that captures staff development options, including mentorship. Maintains alignment with General Education Teacher-level Survey. | |||||
| 22 | Question “How frequently do you work with your assigned master or mentor teacher?”_x000D_ ----_x000D_ 1. At least once a week_x000D_ 2. Once or twice a month_x000D_ 3. A few times a year_x000D_ 4. Once or never_x000D_ |
Teacher or service provider's education | Yes | Deleted item due to redundancy with item that captures staff development options, including mentorship. Maintains alignment with General Education Teacher-level Survey. | |||||
| 23a | Question “Overall, to what extent did your assigned master or mentor teacher improve your skills in the following areas? _x000D_ Providing large group instruction”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | Yes | Deleted item set due to redundancy with item that captures staff development options, including mentorship. Maintains alignment with General Education Teacher-level Survey. | |||||
| 23b | Question “Providing small group or one-on-one instruction or therapy”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | Yes | Deleted subitem due to redundancy with item that captures staff development options, including mentorship. Maintains alignment with General Education Teacher-level Survey. | |||||
| 23c | Question “Managing students’ behavior"_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | Yes | Deleted subitem due to redundancy with item that captures staff development options, including mentorship. Maintains alignment with General Education Teacher-level Survey. | |||||
| 23d | Question “Completing paperwork (either in a digital/computer-based system or in hard copy).”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | Yes | Deleted subitem due to redundancy with item that captures staff development options, including mentorship. Maintains alignment with General Education Teacher-level Survey. | |||||
| 23e | Question “Conducting student assessments”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | Yes | Deleted subitem due to redundancy with item that captures staff development options, including mentorship. Maintains alignment with General Education Teacher-level Survey. | |||||
| 23f | Question “Finding needed human or material resources”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | Yes | Deleted subitem due to redundancy with item that captures staff development options, including mentorship. Maintains alignment with General Education Teacher-level Survey. | |||||
| 23g | Question “Communicating with parents”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | Yes | Deleted subitem due to redundancy with item that captures staff development options, including mentorship. Maintains alignment with General Education Teacher-level Survey. | |||||
| 24a | Question “The next few questions pertain to your feelings about your school. Please indicate the extent to which you agree with each of the following statements about your school._x000D_ _x000D_ The level of child misbehavior (for example, noise, horseplay, or fighting in the halls or cafeteria) in this school interferes with my teaching.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | Yes | Deleted subitem to reduce respondent burden while maintining other subitems in set to capture school climate. Maintains alignment with General Education Teacher-level Survey. | |||||
| 24b | Question “Many of the children I teach are not capable of learning the material I am supposed to teach them.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | CSD010a | Question: “The next few questions pertain to your feelings about the school. Please indicate the extent to which you agree with each of the following statements._x000D_ _x000D_ InstResp: By 'the' school, we mean the school in which you receive the survey_x000D_ _x000D_ Many of the children I teach are not capable of learning the material I am supposed to teach them.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | Yes | Revised introductory item wording for clarity. Maintains alignment with General Education Teacher-level Survey. | ||
| 24c | Question “I feel accepted and respected as a colleague by most staff members.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | Yes | Deleted subitem to reduce respondent burden while maintining other subitems in set to capture school climate. Maintains alignment with General Education Teacher-level Survey. | |||||
| 24d | Question “Teachers in this school are continually learning and seeking new ideas.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | Yes | Deleted subitem to reduce respondent burden while maintining other subitems in set to capture school climate. Maintains alignment with General Education Teacher-level Survey. | |||||
| 24e | Question “Routine administrative duties and paperwork interfere with my job of teaching.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | Yes | Deleted subitem to reduce respondent burden while maintining other subitems in set to capture school climate. Maintains alignment with General Education Teacher-level Survey. | |||||
| 24f | Question “Parents are supportive of school staff.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | CSD010b | Question “Parents are supportive of school staff.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | ||||
| 24g | Question “{Continued} Please indicate the extent to which you agree with each of the following statements about your school. _x000D_ _x000D_ There is a great deal of cooperative effort among the staff members.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | Yes | Deleted subitem to reduce respondent burden while maintining other subitems in set to capture school climate. Maintains alignment with General Education Teacher-level Survey. | |||||
| 24h | Question “In this school, staff members are recognized for a job well done.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | Yes | Deleted subitem to reduce respondent burden while maintining other subitems in set to capture school climate. Maintains alignment with General Education Teacher-level Survey. | |||||
| 24i | Question “The academic standards at this school are too low.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | CSD010c | Question “The academic standards at this school are too low.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | ||||
| 24j | Question “There is broad agreement among the entire school faculty about the central mission of the school.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | Yes | Deleted subitem to reduce respondent burden while maintining other subitems in set to capture school climate. Maintains alignment with General Education Teacher-level Survey. | |||||
| 24k | Question “The school administrator sets priorities, makes plans, and sees that they are carried out.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | Yes | Deleted subitem to reduce respondent burden while maintining other subitems in set to capture school climate. Maintains alignment with General Education Teacher-level Survey. | |||||
| 24l | Question “The school administration's behavior toward the staff is supportive and encouraging.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | Yes | Deleted subitem to reduce respondent burden while maintining other subitems in set to capture school climate. Maintains alignment with General Education Teacher-level Survey. | |||||
| T1 | Question “The next set of questions pertains to the availability and use of instructional resources and technology. Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to {teach/serve} students with IEPs?”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Instructional and technology resources | TRD010 | Question “The next set of questions pertains to the availability and use of instructional resources and technology. Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to {teach/serve} students with IEPs?”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Instructional and technology resources | ||||
| T2a | Question “In general, how adequate is each of the following for your students with IEPs?_x000D_ _x000D_ Digital tablets (such as an iPad)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | TRD020a | Question “In general, how adequate is each of the following for your students with IEPs?_x000D_ _x000D_ Digital tablets (such as an iPad)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | ||||
| T2b | Question “Visual display technology (for example, SMART Board)” ---- 1. I don’t use these with my students. 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Instructional and technology resources | TRD020b | Question “Visual display technology (for example, SMART Board®)” ---- 1. I don’t use these with my students. 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Instructional and technology resources | ||||
| T2c | Question “Computers with internet access (laptop or desktop)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | TRD020c | Question “Computers with internet access (laptop or desktop)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | ||||
| T2d | Question “Licensed computer software packages”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | TRD020d | Question “Licensed computer software packages”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | ||||
| T2e | Question “Paid digital subscriptions (for example, subscriptions to online apps, platforms, and/or programs)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | TRD020e | Question "Paid digital subscriptions (for example, subscriptions to online apps, platforms, and/or programs)"_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | ||||
| T3 | Question “Which statements are true of how the following technology is used as a learning tool by students in your classroom?” _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1 Students are encouraged to use personal cell phones and/or tablets 2 Students are required to use personal cell phones and/or tablets 3 Students are encouraged to use school-provided tablets or other digital devices 4 Students are required to use school-provided tablets or other digital devices 5 Students are encouraged to use school computers 6 Students are required to use school computers 7 None of the above |
Instructional and technology resources | Yes | Deleted item to reduce respondent burden while maintining other items to capture technology use. Maintains alignment with General Education Teacher-level Survey. | |||||
| T4a | Question “Please report the number of computers and other electronic devices that are available to your students with IEPs every day. Total number of devices” InstResp “Please include any desktop, laptop, digital tablet, or similar electronic devices, whether they remain in the room or are brought in daily. If none, enter “0.”” _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Instructional and technology resources | Yes | Deleted subitem due to redundancy with another item. Maintains alignment with General Education Teacher-level Survey. | |||||
| T4b | Question “Total number of devices with internet access” InstResp “Please include any desktop, laptop, digital tablet, or similar electronic devices, whether they remain in the room or are brought in daily. If none, enter “0.”” _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Instructional and technology resources | Yes | Deleted subitem due to redundancy with another item. Maintains alignment with General Education Teacher-level Survey. | |||||
| T6a | Question “How frequently do you or your students use computers (desktop or laptop) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD030a | Question “How frequently do you or your students use computers (desktops, laptops, or other computer-type devices such as Chromebooks) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | Yes | Revised item wording for clarity. | ||
| T6b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD030b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T6c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD030c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T6d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD030d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T6e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD030e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T6f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD030f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T7a | Question “How frequently do you or your students use an interactive whiteboard (for example, SMART Board, Activboard) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD040a | Question “How frequently do you or your students use an interactive whiteboard (for example, SMART Board, Activboard) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T7b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD040b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T7c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD040c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T7d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD040d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T7e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD040e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T7f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD040f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T8a | Question “How frequently do your students use digital cameras (still or video) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | Yes | Deleted item due to lack of relevance for current round. Maintains alignment with General Education Teacher-level Survey. | |||||
| T8b | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | Yes | Deleted item due to lack of relevance for current round. Maintains alignment with General Education Teacher-level Survey. | |||||
| T8c | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | Yes | Deleted item due to lack of relevance for current round. Maintains alignment with General Education Teacher-level Survey. | |||||
| T8d | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | Yes | Deleted item due to lack of relevance for current round. Maintains alignment with General Education Teacher-level Survey. | |||||
| T9a | Question “How frequently do your students use digital tablets (such as an iPad) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD050a | Question “How frequently do your students use digital tablets (such as an iPad) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T9b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD050b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T9c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD050c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T9d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD050d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T9e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD050e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| T9f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | TRD050f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | ||||
| 25a | Question “The next few questions pertain to your beliefs about {teaching/serving} your students. To what extent do you agree with each of the following statements?_x000D_ _x000D_ If I try really hard, I can get through even to the most difficult or unmotivated students.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | CSD030a | Question “The next few questions pertain to your beliefs about {teaching/serving} your students. To what extent do you agree with each of the following statements?_x000D_ _x000D_ If I try really hard, I can get through even to the most difficult or unmotivated students.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | ||||
| 25b | Question “If some students in my class are not doing well, I feel that I should change my approach to the subject.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | Yes | Deleted item due to redundancy. Maintains alignment with General Education Teacher-level Survey. | |||||
| 25c | Question “By trying a different teaching method, I can significantly affect a student’s achievement.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | Yes | Deleted item due to redundancy. Maintains alignment with General Education Teacher-level Survey. | |||||
| 25d | Question “There is really very little I can do to ensure that most of my students achieve at a high level.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | CSD030b | Question “There is really very little I can do to ensure that most of my students achieve at a high level.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | ||||
| 25e | Question “I work to create lessons so my students will enjoy learning and become independent thinkers.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree |
Job satisfaction and self-efficacy | CSD030c | Question “I work to create lessons so my students will enjoy learning and become independent thinkers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | ||||
| 25f | Question “I feel sometimes it is a waste of my time to try to do my best as a teacher.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | CSD030d | Question “I feel sometimes it is a waste of my time to try to do my best as a teacher.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | ||||
| 25g | Question “The attitudes and habits students bring to my class greatly reduce their chances for academic success.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | Yes | Deleted item due to redundancy. Maintains alignment with General Education Teacher-level Survey. | |||||
| 25h | Question “My success or failure in teaching is due primarily to factors beyond my control rather than to my own effort or ability.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | Yes | Deleted item due to redundancy. Maintains alignment with General Education Teacher-level Survey. | |||||
| 26a | Question “To what extent do you agree or disagree with each of the following statements as it applies to your instruction?_x000D_ _x000D_ The amount a student can learn is primarily related to family background.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | CSD030e | repodent ind=srctons |
Job satisfaction and self-efficacy | Yes | Removed extraneous Question stem, | ||
| 26b | Question “If a student did not remember information I gave in a previous lesson, I would know how to increase the student’s retention in the next lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | CSD030f | Question “If a student did not remember information I gave in a previous lesson, I would know how to increase the student’s retention in the next lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | ||||
| 26c | Question “If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect the student quickly.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | CSD030g | Question “If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect the student quickly.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | ||||
| 27a | Question “Please indicate the extent to which you agree or disagree with each of the following statements on working with children. _x000D_ _x000D_ I really enjoy my present job.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | CSD020a | Question “Please indicate the extent to which you agree or disagree with each of the following statements on working with children. _x000D_ _x000D_ I really enjoy my present job.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | ||||
| 27b | Question “I am certain I am making a difference in the lives of the children I work with.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | CSD020b | Question “I am certain I am making a difference in the lives of the children I work with.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | ||||
| 27c | Question “If I could start over, I would choose this again as my career.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | CSD020c | Question “If I could start over, I would choose this again as my career.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction and self-efficacy | ||||
| 28 | Question “The next few questions ask about your background, education experience, and credentials. The first questions are about your characteristics. What is your gender?” ---- 1. Male 2. Female 3. Another gender |
Teacher or service provider's gender | EBD010 | Question “The next few questions ask about your background, education experience, and credentials. The first questions are about your characteristics._x000D_ _x000D_ What is your gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ 3. Another gender_x000D_ |
Teacher or service provider's gender | ||||
| 29 | Question “In what year were you born?” _x000D_ _x000D_ Watermark “Enter year” |
Teacher or service providers' age | EBD020 | Question “In what year were you born?” _x000D_ _x000D_ Watermark “Enter year” |
Teacher or service providers' age | ||||
| 30 | Question “Are you Hispanic or Latino/Latina of any race?”_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's race/ethnicity | EBD030 | Question “Are you Hispanic or Latino/Latina of any race?”_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's race/ethnicity | ||||
| 31 | Question “Which best describes your race?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or Other Pacific Islander_x000D_ 5. White_x000D_ |
Teacher or service provider's race/ethnicity | EBD040 | Question “Which best describes your race?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or Other Pacific Islander_x000D_ 5. White_x000D_ |
Teacher or service provider's race/ethnicity | ||||
| 32 | Question “What is the highest level of education you have completed?”_x000D_ ----_x000D_ 1. Did not complete high school_x000D_ 2. High school diploma or equivalent/GED_x000D_ 3. Some college or technical or vocational school_x000D_ 4. Associate’s degree_x000D_ 5. Bachelor’s degree_x000D_ 6. Master’s degree_x000D_ 7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)_x000D_ |
Teacher or service provider's education | EBD050 | Question “What is the highest level of education you have completed?”_x000D_ ----_x000D_ 1. Did not complete high school_x000D_ 2. High school diploma or equivalent/GED_x000D_ 3. Some college or technical or vocational school_x000D_ 4. Associate’s degree_x000D_ 5. Bachelor’s degree_x000D_ 6. Master’s degree_x000D_ 7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)_x000D_ |
Teacher or service provider's education | ||||
| 33a | Question “What is the name of the college or university where you earned your highest degree and where is it located?” | Teacher or service provider's education | Yes | Deleted item due to lack of relevance. Maintains alignment to General Education Teacher-level Survey. | |||||
| 33b | Question "City:" | Teacher or service provider's education | Yes | Deleted subitem due to lack of relevance. Maintains alignment to General Education Teacher-level Survey. | |||||
| 33c | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Teacher or service provider's education | Yes | Deleted subitem due to lack of relevance. Maintains alignment to General Education Teacher-level Survey. | |||||
| 34 | Question “What was your undergraduate major field(s) of study?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Non-education major (such as history, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher or service provider's education | EBD060 | Question “What was your undergraduate major field(s) of study?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Other major (such as history, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher or service provider's education | Yes | Revised reponse option for clarity. | ||
| 35 | Question “What was the major field(s) of study of your highest level graduate degree?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Non-education major (such as history, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher or service provider's education | EBD070 | Question “What was the major field(s) of study of your highest level graduate degree?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Other major (such as history, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher or service provider's education | Yes | Revised response option for clarity. | ||
| 36 | Question “Have you ever taken a college course in the following areas?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. English as a Second Language (ESL) or teaching English language learners (ELL)_x000D_ 5. Child development_x000D_ 6. Methods of teaching reading or language arts_x000D_ 7. Methods of teaching mathematics_x000D_ 8. Methods of teaching science_x000D_ 9. Classroom management_x000D_ 10. None of the above_x000D_ |
Teacher or service provider's education | EBD080 | Question “Have you ever taken a college course in the following areas?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. English as a Second Language (ESL) or teaching English language learners (ELL)_x000D_ 5. Child development_x000D_ 6. Methods of teaching reading or language arts_x000D_ 7. Methods of teaching mathematics_x000D_ 8. Methods of teaching science_x000D_ 9. Classroom management_x000D_ 10. None of the above_x000D_ |
Teacher or service provider's education | ||||
| 37 | Question “{Now I have some questions about specific topics that may have been addressed in your coursework.} Did any of your {college/college or graduate school} courses address issues related to the following?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Response to Intervention_x000D_ 2. Early Intervening Services_x000D_ 3. None of the above_x000D_ |
Teacher or service provider's education | EBD090 | Question “Did any of your {college/college or graduate school} courses address issues related to the following?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS)_x000D_ 2. Coordinated Early Intervening Services (CEIS)_x000D_ 3. None of the above_x000D_ |
Teacher or service provider's education | Yes | Removed extraneous respondet instruction and revised response options for clarity. | ||
| 38 | Question “The next few questions ask about your credentials. Which of the following describes the teaching certificate you currently hold in {state}?”_x000D_ ----_x000D_ 1. Regular or standard state certificate or advanced professional certificate_x000D_ 2. Certificate issued after satisfying all requirements except the completion of a probationary period_x000D_ 3. Certificate that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained_x000D_ 4. Certificate issued to persons who must complete a certification program in order to continue teaching_x000D_ 5. I do not hold any of the above certifications in {state}._x000D_ |
Teacher or service provider's education | EBD100 | Question “The next few questions ask about your credentials. Which of the following describes the teaching certificate, license, or permit you currently hold in {state}?”_x000D_ ----_x000D_ 1. Regular or standard state certificate or advanced professional certificate_x000D_ 2. Certificate, license, or permit issued after satisfying all requirements except the completion of a probationary period_x000D_ 3. Certificate, license, or permit that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained_x000D_ 4. Certificate, license, or permit issued to persons who must complete a certification program in order to continue teaching_x000D_ 5. I do not hold any of the above certificates, licenses, or permits in {state}._x000D_ |
Teacher or service provider's education | ||||
| 39 | Question “{The next few questions ask about your credentials.} Which of the following credentials, licenses, or certificates do you have for working with children with disabilities?” _x000D_ _x000D_ InstResp “Select all that apply. Do not include academic degrees, such as a Bachelor’s degree, Master’s degree, or Ph.D.”_x000D_ ----_x000D_ 1. Disability-specific credential_x000D_ 2. Special education credential (for more than one disability category)_x000D_ 3. Early childhood special education credential_x000D_ 4. General education credential_x000D_ 5. Speech-language pathology license or credential_x000D_ 6. Do not have a credential, license, or certificate_x000D_ 91. Other professional license, credential or endorsement (Please specify):_x000D_ |
Teacher or service provider's education | EBD110 | Question “Which of the following credentials, licenses, or certificates do you have for working with children with disabilities?” _x000D_ _x000D_ InstResp “Select all that apply. Do not include academic degrees, such as a Bachelor’s degree, Master’s degree, or Ph.D.”_x000D_ ----_x000D_ 1. Disability-specific credential_x000D_ 2. Special education credential (for more than one disability category)_x000D_ 3. Early childhood special education credential_x000D_ 4. General education credential_x000D_ 5. Speech-language pathology license or credential_x000D_ 6. Do not have a credential, license, or certificate_x000D_ 91. Other professional license, credential or endorsement {(Please specify):/(Please specify on next screen.)}_x000D_ |
Teacher or service provider's education | Yes | Removed extraneous respondet instruction. | ||
| 39OS | Other specify text for teacher or service provider's education | EBD110 OS | Other specify text for teacher or service provider's education | ||||||
| 40a | Question “Which of the following best describes the type of educator preparation program you participated in while earning your current certification?” _x000D_ ----_x000D_ 1 Traditional four-year undergraduate program based at an institution of higher education 2 Traditional graduate program at an institution of higher education 3 Alternative program based at an institution of higher education 4 Alternative program not based at an institution of higher education 5 Other preparation program |
Teacher or service provider's education | EBD120a | Question “Which of the following best describes the type of preparation program you participated in while earning your current certificate, license, or permit?”_x000D_ ----_x000D_ 1. Traditional four-year undergraduate program based at an institution of higher education_x000D_ 2. Traditional graduate program at an institution of higher education_x000D_ 3. Alternative program based at an institution of higher education_x000D_ 4. Alternative program not based at an institution of higher education_x000D_ 5. Other preparation program_x000D_ |
Teacher or service provider's education | ||||
| EBD120b | Question “Is your current certification the same as your initial certification?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | Yes | Added gate question for clarity, with programmer skip code. | |||||
| 40b | Question “If your current certification is not the same as your initial certification, which of the following best describes the type of educator preparation program you participated in while earning your initial certification?" ----_x000D_ 1 Traditional four-year undergraduate program based at an institution of higher education 2 Traditional graduate program at an institution of higher education 3 Alternative program based at an institution of higher education 4 Alternative program not based at an institution of higher education 5 Other preparation program 6 My current certification is the same as my initial certification |
Teacher or service provider's education | EBD120c | Question “Which of the following best describes the type of preparation program you participated in while earning your initial certification?"_x000D_ ----_x000D_ 1. Traditional four-year undergraduate program based at an institution of higher education_x000D_ 2. Traditional graduate program at an institution of higher education_x000D_ 3. Alternative program based at an institution of higher education_x000D_ 4. Alternative program not based at an institution of higher education_x000D_ 5. Other preparation program_x000D_ |
Teacher or service provider's education | Yes | Revised item wording for clarity. | ||
| 41 | Question “Have you taken the exam for National Board for Professional Teaching Standards certification?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | EBD130a | Question “Have you taken the exam for National Board for Professional Teaching Standards certification?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | ||||
| 42 | Question “What was the result of your National Board for Professional Teaching Standards exam?”_x000D_ ----_x000D_ 1. Awaiting test results_x000D_ 2. Passed_x000D_ 3. Have not yet passed_x000D_ |
Teacher or service provider's education | EBD130b | Question “What was the result of your National Board for Professional Teaching Standards exam?”_x000D_ ----_x000D_ 1. Awaiting test results_x000D_ 2. Passed_x000D_ 3. Have not yet passed_x000D_ |
Teacher or service provider's education | ||||
| 43 | Question “The next few questions pertain to your years of experience. Counting this school year, how many years have you worked in your current school, including part time?” _x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's education | EBD140 | Question “The next few questions pertain to your years of experience. _x000D_ _x000D_ Counting this school year, how many years have you worked in your current school, including part time?” _x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's education | ||||
| 44 | Question “{The next few questions pertain to your years of experience.} Counting this school year, how many total years have you been working with children receiving special education or related services in any school, including years in which you worked part time?”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | EBD150 | Question “Counting this school year, how many total years have you been working with children receiving special education or related services in any school, including years in which you worked part time?”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | ||||
| 45 | Question “Counting this school year, how many total years have you been working with children in any school, including years in which you worked part time? This would include other assignments such as teaching in a regular classroom or otherwise providing services to children.”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter “1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | EBD160 | Question “Counting this school year, how many total years have you been working with children in any school, including years in which you worked part time? This would include other assignments such as teaching in a regular classroom or otherwise providing services to children.”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter “1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | ||||
| 46 | Question “How long do you plan to continue to teach or provide related services?”_x000D_ ----_x000D_ 1. As long as I am able_x000D_ 2. Until I am eligible for retirement benefits from this job_x000D_ 3. Until I am eligible for retirement benefits from a previous job_x000D_ 4. Until I am eligible for Social Security benefits_x000D_ 5. Until a specific life event occurs (for example, parenthood, marriage)_x000D_ 6. Until a more desirable job opportunity comes along_x000D_ 7. Definitely plan to leave as soon as I can_x000D_ 8. Undecided at this time_x000D_ |
Teachers' experience | EBD170 | Question "How long do you plan to continue to teach or work with children receiving special education or related services?"_x000D_ ----_x000D_ 1. As long as I am able_x000D_ 2. Until I am eligible for retirement benefits from this job_x000D_ 3. Until I am eligible for retirement benefits from a previous job_x000D_ 4. Until I am eligible for Social Security benefits_x000D_ 5. Until a specific life event occurs (for example, parenthood, marriage)_x000D_ 6. Until a more desirable job opportunity comes along_x000D_ 7. Definitely plan to leave as soon as I can_x000D_ 8. Undecided at this time_x000D_ |
Teachers' experience | ||||
| 47 | Question "Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and then check to see if there are any more surveys assigned to you.” | Thank You | TYD900 | Question "Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and then check to see if there are any more surveys assigned to you.” | Thank You | ||||
| FTItem# | FT Item Wording approved 7222022 | FT Construct | National item# | National Item Wording - REDACTED | National Construct | Added | Dropped | Changed | Rationale for additions drops or changes | ||||
| SSC000 | Question “Thank you for launching the ECLS survey about {CHILD}! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | INC000 | Question “Thank you for launching the ECLS survey about {CHILD}! Here are some tips to keep in mind when completing the survey: • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. • To protect your privacy, you will be logged off if you are idle for 10 minutes. • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. • You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | ||||||||
| ARC001a | Question “First, we would like for you to rate {CHILD}’s current skills, knowledge, and behaviors within language and literacy, science, and mathematical thinking based on your experience with {him/her}. If you are not {CHILD}'s primary teacher in any of these areas, you may want to consult with the person most familiar with {CHILD}'s progress in the area when completing the scales._x000D_ _x000D_ •This is NOT a test and should NOT be administered directly to the child. _x000D_ _x000D_ •Examples are meant to help you think of the range of situations in which the child may demonstrate the identified skills and behaviors. These examples do not exhaust all the ways the child may demonstrate what he/she knows or can do. The examples do, however, indicate a level of proficiency a child should have reached in order to receive the highest ratings. Some of these examples describe a very high level of performance (beyond typical students) in order to evaluate achievement levels of the highest performing students._x000D_ _x000D_ •Rate {CHILD} compared to other children of the same age level. Please consider the full range of ratings when answering. _x000D_ _x000D_ Please press the Next button to continue.” |
Introduction | ARC001a | Question “Please rate {CHILD}’s current skills, knowledge, and behaviors within language and literacy, science, and mathematical thinking based on your experience with {him/her}. If you are not the primary teacher in any of these areas, you may want to consult with the person most familiar with {CHILD}'s progress in the area when completing the scales. •This is NOT a test and should NOT be administered directly to the child. •Each skill, knowledge, or behavior is listed in bold, and there are often examples to help illustrate what is intended. These examples do not exhaust all the ways the child may demonstrate what he/she knows or can do. Use the examples as a guide to the level of proficiency a child should have reached in order to receive the highest rating. Please press the Next button to continue." |
Introduction | YES | Text was shortened and simplified to ease respondent burden. | ||||||
| ARC001b | Question “The following five-point scale is used for each of the questions. It reflects the degree to which a child has acquired and demonstrated the targeted skills, knowledge, and behaviors. Please review the definitions before navigating to the next page. These definitions are also available next to each question via clicking the blue "i" icon._x000D_ _x000D_ Not yet = Child has not yet demonstrated skill, knowledge, or behavior._x000D_ _x000D_ Beginning = Child is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently._x000D_ _x000D_ In progress = Child demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence._x000D_ _x000D_ Intermediate = Child demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient._x000D_ _x000D_ Proficient = Child demonstrates skill, knowledge, or behavior competently and consistently._x000D_ _x000D_ Not applicable or Skill not yet taught = Skill, knowledge, or behavior has not been introduced in classroom setting._x000D_ _x000D_ If {CHILD} has limited English proficiency or is an English language learner, answer with {his/her} native language in mind if {he/she} does not yet demonstrate skills in English but does demonstrate them in {his/her} native language._x000D_ _x000D_ If {CHILD} has a disability, it may be necessary to consider adaptations for some questions to make them more inclusive for this child's skills and/or use of adaptive equipment. Some children may utilize alternative forms of verbal communication (for example, sign language, communication boards) or written communication (for example, word processors, Braille, dictation). Please answer the questions with these adaptations in mind._x000D_ _x000D_ Please press the Next button to continue.” |
Introduction | ARC001b | Question “For each question, please rate {CHILD} compared to other children of the same age level using the following five-point scale that reflects the degree to which a child has acquired and demonstrated the identified skills, knowledge, and behaviors. Please review the definitions before navigating to the next page. These definitions are also available next to each question via clicking the blue "i" icon. Not yet = Child has not yet demonstrated skill, knowledge, or behavior. Beginning = Child is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. In progress = Child demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence. Intermediate = Child demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient. Proficient = Child demonstrates skill, knowledge, or behavior competently and consistently. Not applicable or Skill not yet taught = Skill, knowledge, or behavior has not been introduced in classroom setting. If {CHILD} has limited English proficiency or is an English language learner, answer with {his/her} native language in mind if {he/she} does not yet demonstrate skills in English but does demonstrate them in {his/her} native language. If {CHILD} has a disability, it may be necessary to consider adaptations for some questions to make them more inclusive for this child's skills and/or use of adaptive equipment. Some children may utilize alternative forms of verbal communication (for example, sign language, communication boards) or written communication (for example, word processors, Braille, dictation). Please answer the questions with these adaptations in mind. Please press the Next button to continue.” |
Introduction | YES | Text was shortened and simplified to ease respondent burden. | ||||||
| ARC005a | Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Contributes relevant information to classroom discussions – for example, during a class discussion, can express an idea or a personal opinion on a topic and the reasons behind the opinion.” _x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | ARC010a | Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. {CHILD}… Contributes relevant information to classroom discussions – for example, during a class discussion, can express an idea or a personal opinion on a topic and the reasons behind the opinion.” InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | ||||||||
| ARC005b | Question “Engages in higher-level thinking and reasoning during classroom discussions – for example, answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational turns.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | ARC010b | Question “Engages in higher-level thinking and reasoning during classroom discussions – for example, answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational turns.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | ||||||||
| ARC005c | Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. The ARC is fielded both fall kindergarten and spring kindergarten. To keep consistent with a "time 1 - time 2" approach, recommend not fielding in spring kindergarten as this was not fielded in fall kindergarten. |
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| ARC005d | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.””_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | ARC010c | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. {CHILD}… Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.”” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | YES | "Continued" formatting was adjusted for readability. | ||||||
| ARC005e | Question “Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less.””_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. The ARC is fielded both fall kindergarten and spring kindergarten. To keep consistent with a "time 1 - time 2" approach, recommend not fielding in spring kindergarten as this was not fielded in fall kindergarten. |
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| ARC005f | Question “Uses complex sentence structures – for example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip at the same time as the first grade?"_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | ARC010d | Question “Uses complex sentence structures – for example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip at the same time as the first grade?" ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | ||||||||
| ARC005g | Question “Understands and interprets a story or other text read to {him/her} – for example, by retelling a story just read to the group, or telling about why a story ended as it did, or connecting part of the story to {his/her} own life."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | ARC010e | Question “Understands and interprets a story or other text read to {him/her} – for example, by retelling a story just read to the group, or telling about why a story ended as it did, or connecting part of the story to {his/her} own life." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | ||||||||
| ARC005h | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Easily and quickly names all upper- and lower-case letters of the alphabet."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | ARC010f | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. {CHILD}… Easily and quickly names all upper- and lower-case letters of the alphabet." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | YES | "Continued" formatting was adjusted for readability. | ||||||
| ARC005i | Question “Predicts what will happen next in stories by using the pictures and storyline for clues."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | ARC010g | Question “Predicts what will happen next in stories by using the pictures and storyline for clues." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | ||||||||
| ARC005j | Question “Reads simple books independently – for example, reads books with a repetitive language pattern."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | ARC010h | Question “Reads simple books independently – for example, reads books with a repetitive language pattern." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | ||||||||
| ARC005k | Question “Demonstrates early writing behaviors – for example, by using initial consonants to spell words ("d" for the word "dog"), or using letter names to represent sounds ("r" for the word "are"), or phonetic spelling ("hrt") for the word "heart," to convey words or ideas."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | ARC010i | Question “Demonstrates early writing behaviors – for example, by using initial consonants to spell words ("d" for the word "dog"), or using letter names to represent sounds ("r" for the word "are"), or phonetic spelling ("hrt") for the word "heart," to convey words or ideas." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | ||||||||
| ARC005l | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Composes simple stories – for example, by writing about a personal experience in a journal."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | ARC010j | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. {CHILD}… Composes simple stories – for example, by writing about a personal experience in a journal." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | YES | "Continued" formatting was adjusted for readability. | ||||||
| ARC005m | Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating, and writing to state what is being written about, supply some information about the topic, and provide some sense of closure."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | ARC010k | Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating, and writing to state what is being written about, supply some information about the topic, and provide some sense of closure." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | ||||||||
| ARC005n | Question “Demonstrates an understanding of some of the conventions of print – for example, by using both upper- and lower-case letters when writing, or putting spaces between words, or using a period at the end of a sentence."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | ARC010l | Question “Demonstrates an understanding of some of the conventions of print – for example, by using both upper- and lower-case letters when writing, or putting spaces between words, or using a period at the end of a sentence." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | ||||||||
| ARC005o | Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | ARC010m | Question “Finds meaningful units in words such as prefixes, suffixes, and base words.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | ||||||||
| ARC010a | Question “Next, please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses {his/her} senses to explore and observe – for example, observes and notes the habits of classroom pets, or describes the differences in clay before and after water is added.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | ARC015a | Question “Next, please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. {CHILD}… Uses {his/her} senses to explore and observe – for example, observes and notes the habits of classroom pets, or describes the differences in clay before and after water is added.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | ||||||||
| ARC010b | Question “Forms explanations based on observations and explorations – for example, describes or draws the conditions (water, soil, sun) that help a plant grow, or explains that a block will slide more quickly down a steeper slope.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | ARC015b | Question “Forms explanations based on observations and explorations – for example, describes or draws the conditions (water, soil, sun) that help a plant grow, or explains that a block will slide more quickly down a steeper slope.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | ||||||||
| ARC010c | Question “Classifies and compares living and non-living things in different ways – for example, classifies objects according to "things that are alive and not alive," or "things that fly and things that crawl.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | ARC015c | Question “Classifies and compares living and non-living things in different ways – for example, classifies objects according to "things that are alive and not alive," or "things that fly and things that crawl.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | ||||||||
| ARC010d | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Directly compares two objects with a measurable attribute in common to see which object has “more of”/”less of” the attribute and describes the difference – for example, directly compares the heights of two children and describes one child as taller/shorter.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | ARC015d | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. {CHILD}… Directly compares two objects with a measurable attribute in common to see which object has “more of”/“less of” the attribute and describes the difference – for example, directly compares the heights of two children and describes one child as taller/shorter.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | YES | "Continued" formatting was adjusted for readability. | ||||||
| ARC010e | Question “Makes logical predictions when pursuing scientific investigations – for example, observes and identifies patterns in nature and predicts what happens next (for example, predicts if a new object will float or sink).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | ARC015e | Question “Makes logical predictions when pursuing scientific investigations – for example, observes and identifies patterns in nature and predicts what happens next (for example, predicts if a new object will float or sink).” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | ||||||||
| ARC010f | Question “Communicates scientific information – for example, records or describes the properties of common objects verbally or through drawings or graphs.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | ARC015f | Question “Communicates scientific information – for example, records or describes the properties of common objects verbally or through drawings or graphs.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | ||||||||
| ARC010g | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Shows curiosity about the world by asking how and why things happen – for example, asks how rocks are formed or why it is warmer in the daytime than at night.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | ARC015g | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. {CHILD}… Shows curiosity about the world by asking how and why things happen – for example, asks how rocks are formed or why it is warmer in the daytime than at night.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | YES | "Continued" formatting was adjusted for readability. | ||||||
| ARC010h | Question “Generates different strategies to solve a problem – for example, when a design solution does not work as intended, tries other tools, materials, or methods to solve the problem.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | ARC015h | Question “Generates different strategies to solve a problem – for example, when a design solution does not work as intended, tries other tools, materials, or methods to solve the problem.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | ||||||||
| ARC010i | Question “Shows an understanding of cause and effect – for example, knows if {he/she} pushes a ball harder, it will go faster.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | ARC015i | Question “Shows an understanding of cause and effect – for example, knows if {he/she} pushes a ball harder, it will go faster.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | ||||||||
| ARC015a | Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Counts forward beginning from a given number within the known sequence, instead of having to begin at 1 – for example, child starts with 5 objects and is given 2 more and child counts “6, 7” instead of “1, 2, 3, 4, 5, 6, 7” to get the answer of 7.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | ARC020a | Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. {CHILD}… Counts forward beginning from a given number within the known sequence, instead of having to begin at 1 – for example, child starts with 5 objects and is given 2 more and child counts “6, 7” instead of “1, 2, 3, 4, 5, 6, 7” to get the answer of 7.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | ||||||||
| ARC015b | Question “Orders a group of objects – for example, by ordering rods or sticks by length, or arranging paints from lightest to darkest or musical instruments from softest to loudest.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | ARC020b | Question “Orders a group of objects – for example, by ordering rods or sticks by length, or arranging paints from lightest to darkest or musical instruments from softest to loudest.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | ||||||||
| ARC015c | Question “Shows an understanding of the relationship between quantities – for example, knows that a group of ten small stones is the same quantity as a group of ten larger blocks.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | ARC020c | Question “Shows an understanding of the relationship between quantities – for example, knows that a group of ten small stones is the same quantity as a group of ten larger blocks.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | ||||||||
| ARC015d | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Demonstrates consistent understanding of one-to-one correspondence – for example, when counting objects, says the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | ARC020d | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. {CHILD}… Demonstrates consistent understanding of one-to-one correspondence – for example, when counting objects, says the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | YES | Continued formatting was adjusted for readability. | ||||||
| ARC015e | Question “For any number from 1 to 9, finds the number that makes 10 when added to the given number (for example, by using objects or drawings) and records the answer with a drawing or equation (for example, 3 + _ = 10 and 4 + _ = 10).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | ARC020e | Question “For any number from 1 to 9, finds the number that makes 10 when added to the given number (for example, by using objects or drawings) and records the answer with a drawing or equation (for example, 3 + _ = 10 and 4 + _ = 10).” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | ||||||||
| ARC015f | Question “Uses place value to compose and decompose numbers from 11 to 19 into tens and ones (for example, by using objects or drawings) and records each composition or decomposition by a drawing or equation (for example, 18 = 10 + 8)."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | ARC020f | Question “Uses place value to compose and decompose numbers from 11 to 19 into tens and ones (for example, by using objects or drawings) and records each composition or decomposition by a drawing or equation (for example, 18 = 10 + 8)." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | ||||||||
| ARC015g | Question “{Continued} Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Solves problems involving numbers using concrete objects – for example, "Vera has six blocks, George has three, how many blocks are there in all?" or “How many do I need to give George so he will have the same number of blocks as Vera?”"_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | ARC020g | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. {CHILD}… Solves problems involving numbers using concrete objects – for example, "Vera has six blocks, George has three, how many blocks are there in all?" or “How many do I need to give George so he will have the same number of blocks as Vera?”" ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | YES | Continued formatting was adjusted for readability. | ||||||
| ARC015h | Question “Demonstrates an understanding of graphing activities – for example, by looking at a picture graph on favorite ice-cream flavors and knowing which flavor is the most popular and which one is the least popular."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | ARC020h | Question “Demonstrates an understanding of graphing activities – for example, by looking at a picture graph on favorite ice-cream flavors and knowing which flavor is the most popular and which one is the least popular." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | ||||||||
| ARC015i | Question “Measures length to the nearest whole number using common objects – for example, uses a paperclip or a pencil to measure a desk and specifies the length in terms of those units.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | ARC020i | Question “Measures length to the nearest whole number using common objects – for example, uses a paperclip or a pencil to measure a desk and specifies the length in terms of those units.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | ||||||||
| ARC015j | Question “Correctly names squares, circles, triangles, and rectangles regardless of their orientations or overall size."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | ARC020j | Question “Correctly names squares, circles, triangles, and rectangles regardless of their orientations or overall size." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | ||||||||
| ELC005 | Question “For this set of questions, please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Recalls and communicates personal experiences {he/she} has had to peers in a logical way.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | ELC010 | Question "For this set of questions, select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine. Recalls and communicates personal experiences {he/she} has had to peers in a logical way.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | ||||||||
| ELC010 | Question “Answers questions that are not just an explicit recall of facts but that require some higher-level thinking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC015 | Question “Is a good listener in conversations with peers.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC020 | Question “Uses a varied vocabulary in spoken language.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | ELC020 | Question "Uses a varied vocabulary in spoken language.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | ||||||||
| ELC025 | Question “Responds to questions in a thoughtful way that makes sense.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC030 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses grammatically correct sentences when speaking.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC035 | Question “Recalls and communicates the meaning of a story or other experiences/events which {he/she} has heard.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | ELC030 | Question "Recalls and communicates the meaning of a story or other experiences/events which {he/she} has heard.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | ||||||||
| ELC040 | Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC045 | Question “Asks on-topic questions that are relevant to the discussion in the classroom.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC050 | Question “Uses complex sentences with two or more clauses of various types (for example, independent, dependent) in spoken language, rather than using only simple, short sentences with a subject and a verb.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC055 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Is a good listener in conversations with adults.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC060 | Question “Instructs peers in tasks which need to be done in a certain order.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC065 | Question “Uses academic language learned in the classroom when speaking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | ELC040 | Question "Uses academic language learned in the classroom when speaking.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | ||||||||
| ELC070 | Question “Uses language effectively to initiate appropriate interactions with other children.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | ELC050 | Question "{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine. Uses language effectively to initiate appropriate interactions with other children.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | YES | "Continued" formatting was adjusted for readability. | ||||||
| ELC075 | Question “Tries repeatedly to communicate information which has not been understood.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | ELC060 | Question "Tries repeatedly to communicate information which has not been understood.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | ||||||||
| ELC080 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses evidence from a text or word problem to support {his/her} answer.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC085 | Question “Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.””_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC090 | Question “Uses long sentences with descriptive language and connecting words in a grammatically appropriate way when speaking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC095 | Question “Asks questions about information which is unclear to {him/her}.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | ELC070 | Question "Asks questions about information which is unclear to {him/her}.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | ||||||||
| ELC100 | Question “Shows understanding of spoken instructions and daily conversations.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC105 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Tries out new words (for example, heard in stories or from teacher) when speaking.”_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC110 | Question “Uses language effectively to initiate appropriate interactions with adults.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | ELC080 | Question "Uses language effectively to initiate appropriate interactions with adults.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | ||||||||
| ELC115 | Question “Relates and communicates personal experiences in a logical way or “in a way that makes sense.””_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | ELC090 | Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine. Relates and communicates personal experiences in a logical way or “in a way that makes sense.”” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | YES | Because the number of early language items were reduce in Fall K, the items were grouped into grids differently to more evenly distribute items across grids. "Continued" text is used with the first item in the second and subsequent grids. Continued text was added here because this item is the first in a grid. | ||||||
| ELC120 | Question “Uses descriptive vocabulary such as adjectives and/or adverbs when speaking to provide detail.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | ELC100 | Question "Uses descriptive vocabulary such as adjectives and/or adverbs when speaking to provide detail.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | ||||||||
| ELC125 | Question “Rephrases questions or asks follow-up questions if {he/she} does not get the information {he/she} wanted.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | ELC110 | Question "Rephrases questions or asks follow-up questions if {he/she} does not get the information {he/she} wanted.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | ||||||||
| ELC130 | Question “{Continued} Please focus on {CHILD}’s early language skills in English based on your experience with {CHILD} at school._x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less.””_x000D_ _x000D_ InstResp “Think about your experience with {CHILD} at school. Select the response option that best indicates how often {CHILD} exhibits the following early language skills when at school. Your best guess is fine.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC135 | Question “Maintains a conversation with others that has at least three conversational turns focused on a single topic.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | ELC120 | Question "Maintains a conversation with others that has at least three conversational turns focused on a single topic.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | ||||||||
| ELC140 | Question “Actively contributes within a classroom discussion.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC145 | Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC200 | Question “Next, please think about {CHILD}’s written language. Which of the following writing levels (ordered below from lowest to highest) best describes the highest level at which {CHILD} is currently performing (independently, without teacher help)?”_x000D_ _x000D_ InstResp “Select only one.”_x000D_ ----_x000D_ 1. Scribbling_x000D_ 2. Drawing a picture_x000D_ 3. Can copy {his/her} name_x000D_ 4. Can copy sentences from the board_x000D_ 5. Write {his/her} name without copying_x000D_ 6. Can write most letters when asked to write the letter_x000D_ 7. Write initial sounds for many words_x000D_ 8. Write simple 2-4 letter words with invented spelling_x000D_ 9. Write multi-syllabic words with invented spelling with most sounds represented_x000D_ 10. Compose and write a full sentence with invented spelling with most sounds represented_x000D_ 11. Compose and write 2 or more consecutive full sentences with invented spelling with most sounds represented_x000D_ 91. Other (Please specify):_x000D_ |
Child's functional use of language in the classroom | ELC200 | Question “Next, please think about {CHILD}’s written language. Which of the following writing levels (ordered below from lowest to highest) best describes the highest level at which {CHILD} is currently performing (independently, without teacher help)?” InstResp “Select only one.” ---- 1. Scribbling 2. Drawing a picture 3. Can copy {his/her} name 4. Can copy sentences from the board 5. Write {his/her} name without copying 6. Can write most letters when asked to write the letter 7. Write initial sounds for many words 8. Write simple 2-4 letter words with invented spelling 9. Write multi-syllabic words with invented spelling with most sounds represented 10. Compose and write a complete sentence with invented spelling with most sounds represented 11. Compose and write 2 or more consecutive complete sentences with invented spelling with most sounds represented 12. Compose and write 5 or more consecutive complete sentences with invented spelling with most sounds represented 13. Compose and write a paragraph (5 complete sentences) about a topic with invented spelling with most sounds represented 14. Compose and write a paragraph (5 complete sentences) about a topic with proper spelling, grammar, and punctuation 15. Compose and write 2 paragraphs (5 complete sentences each) about a topic with proper spelling, grammar, and punctuation 16. Compose and write a story with a clear beginning, middle, and end with proper spelling, grammar, and punctuation 17. I have not had enough experience with this child to evaluate this skill. 18. I am not able to rate this item because the child does not write or has limited writing experience due to a disability. |
Child's functional use of language in the classroom | Yes | The option "other (please specify)" was removed because it was no longer needed. Other specify was used in the field test to determine if other response options were needed. Additional response options were added in Fall K based on findings from the field test. Other specify was removed in Fall K, and Spring K was updated to match Fall K. | ||||||
| ELC200OS | Other specific for Child's functional use of language in the classroom | N/A | N/A | Yes | Other specify was used in the field test to determine if other response options were needed. Additional response options were added in Fall K based on findings from the field test. Other specify was removed in Fall K, and Spring K was updated to match Fall K. | ||||||||
| ELC205 | Question “How much does {CHILD} enjoy writing?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. A little bit_x000D_ 3. Somewhat_x000D_ 4. Quite a bit_x000D_ 5. Very much_x000D_ |
Child's functional use of language in the classroom | ELC210 | Question “How much does {CHILD} enjoy writing?” ---- 1. Not at all 2. A little bit 3. Somewhat 4. Quite a bit 5. Very much |
Child's functional use of language in the classroom | ||||||||
| SSC001 | Item wording is redacted due to copyright | Social skills and approaches to learning | SSC010 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC002 | Item wording is redacted due to copyright | Social skills and approaches to learning | SSC020 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC003 | Item wording is redacted due to copyright | Social skills and approaches to learning | SSC030 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC004 | Item wording is redacted due to copyright | Social skills and approaches to learning | SSC040 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC005 | Item wording is redacted due to copyright | Social skills and approaches to learning | SSC050 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC006 | Question “{Continued} Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_ _x000D_ Keeps belongings organized.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | SSC060 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC007 | Item wording is redacted due to copyright | Social skills and approaches to learning | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC008 | Question “Shows eagerness to learn new things.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | SSC070 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC009 | Question “Works independently.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | SSC080 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC010 | Item wording is redacted due to copyright | Social skills and approaches to learning | SSC090 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC011 | Item wording is redacted due to copyright | Social skills and approaches to learning | SSC100 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC012 | Question “Easily adapts to changes in routines.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | SSC110 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC013 | Item wording is redacted due to copyright | Social skills and approaches to learning | SSC120 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC014 | Question “Persists in completing tasks.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | SSC130 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC015 | Question “{Continued} Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_ _x000D_ Pays attention well.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | SSC140 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC016 | Question “Follows classroom rules.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | SSC150 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC017 | Item wording is redacted due to copyright | Social skills and approaches to learning | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC018 | Item wording is redacted due to copyright | Social skills and approaches to learning | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC019 | Item wording is redacted due to copyright | Social skills and approaches to learning | N/A | N/A | Yes | Dropped to reduce respondent burden and to correspond to Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC020 | Item wording is redacted due to copyright | Social skills and approaches to learning | SSC160 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC021 | Item wording is redacted due to copyright | Social skills and approaches to learning | SSC170 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| SSC022 | Item wording is redacted due to copyright | Social skills and approaches to learning | SSC180 | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SSC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| BRC001 | Question “Now we would like you to think about {CHILD}’s behavior with other children and adults in the classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD} exhibits the behavior described._x000D_ _x000D_ Observes rules and follows directions without requiring repeated reminders.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | BRC010 | Question “Now we would like you to think about {CHILD}’s behavior with other children and adults in the classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD} exhibits the behavior described. Observes rules and follows directions without requiring repeated reminders.” ---- 1. Never 2. Rarely 3. Sometimes 4. Frequently/Usually 5. Always |
Classroom behavioral regulation | ||||||||
| BRC002 | Question “Completes learning tasks involving two or more steps (for example, cutting and pasting) in organized way.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | BRC020 | Question “Completes learning tasks involving two or more steps (for example, cutting and pasting) in organized way.” ---- 1. Never 2. Rarely 3. Sometimes 4. Frequently/Usually 5. Always |
Classroom behavioral regulation | ||||||||
| BRC003 | Question “Completes tasks successfully.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | BRC030 | Question “Completes tasks successfully.” ---- 1. Never 2. Rarely 3. Sometimes 4. Frequently/Usually 5. Always |
Classroom behavioral regulation | ||||||||
| BRC004 | Question “Attempts new challenging tasks.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | BRC040 | Question “Attempts new challenging tasks.” ---- 1. Never 2. Rarely 3. Sometimes 4. Frequently/Usually 5. Always |
Classroom behavioral regulation | ||||||||
| BRC005 | Question “Concentrates when working on a task; is not easily distracted by surrounding activities.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | BRC050 | Question “Concentrates when working on a task; is not easily distracted by surrounding activities.” ---- 1. Never 2. Rarely 3. Sometimes 4. Frequently/Usually 5. Always |
Classroom behavioral regulation | ||||||||
| BRC006 | Question “{Continued} Now we would like you to think about {CHILD}’s behavior with other children and adults in the classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD} exhibits the behavior described._x000D_ _x000D_ Responds to instructions and then begins an appropriate task without being reminded.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | BRC060 | Question “{(Continued) }Now we would like you to think about {CHILD}’s behavior with other children and adults in the classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD} exhibits the behavior described. Responds to instructions and then begins an appropriate task without being reminded.” ---- 1. Never 2. Rarely 3. Sometimes 4. Frequently/Usually 5. Always |
Classroom behavioral regulation | ||||||||
| BRC007 | Question “Takes time to do {his/her} best on a task.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | BRC070 | Question “Takes time to do {his/her} best on a task.” ---- 1. Never 2. Rarely 3. Sometimes 4. Frequently/Usually 5. Always |
Classroom behavioral regulation | ||||||||
| BRC008 | Question “Finds and organizes materials and works in an appropriate place when activities are initiated.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | BRC080 | Question “Finds and organizes materials and works in an appropriate place when activities are initiated.” ---- 1. Never 2. Rarely 3. Sometimes 4. Frequently/Usually 5. Always |
Classroom behavioral regulation | ||||||||
| BRC009 | Question “Sees own errors in a task and corrects them.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | BRC090 | Question “Sees own errors in a task and corrects them.” ---- 1. Never 2. Rarely 3. Sometimes 4. Frequently/Usually 5. Always |
Classroom behavioral regulation | ||||||||
| BRC010 | Question “Returns to unfinished tasks after interruption.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | BRC100 | Question “Returns to unfinished tasks after interruption.” ---- 1. Never 2. Rarely 3. Sometimes 4. Frequently/Usually 5. Always |
Classroom behavioral regulation | ||||||||
| CBC001 | Question “For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ When practicing an activity, has a hard time keeping {her/his} mind on it.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. CBC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| CBC002 | Question “Will move from one task to another without completing any of them.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. CBC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| CBC003 | Question “When drawing or coloring in a book, shows strong concentration.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. CBC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| CBC004 | Question “When building or putting something together, becomes very involved in what {he/she} is doing, and works for long periods.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. CBC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| CBC005 | Question “{Continued} For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ Is easily distracted when listening to a story.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. CBC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| CBC006 | Question “Sometimes becomes absorbed in a picture book and looks at it for a long time.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. CBC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| CBC007 | Question “Can wait before entering into new activities if {he/she} is asked to.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. CBC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| CBC008 | Question “Plans for new activities or changes in routine to make sure {he/she} has what will be needed.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. CBC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| CBC009 | Question “{Continued} For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ Has trouble sitting still when {he/she} is told to (story time, etc.).”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. CBC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| CBC010 | Question “Is good at following instructions.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. CBC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| CBC011 | Question “Approaches places that {he/she} thinks might be "risky" slowly and cautiously.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. CBC was asked in FK. While it is worthwhile to ask again in spring, we will rely on this measure at one time point in kindergarten. |
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| CBC012 | Question “Can easily stop an activity when {he/she} is told "no."”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. | |||||||
| STC001 | Item wording is redacted due to copyright | Teacher-child relationship | STC010 | Item wording is redacted due to copyright | Teacher-child relationship | ||||||||
| STC002 | Item wording is redacted due to copyright | Teacher-child relationship | STC020 | Item wording is redacted due to copyright | Teacher-child relationship | ||||||||
| STC003 | Item wording is redacted due to copyright | Teacher-child relationship | STC030 | Item wording is redacted due to copyright | Teacher-child relationship | ||||||||
| STC004 | Item wording is redacted due to copyright | Teacher-child relationship | STC040 | Item wording is redacted due to copyright | Teacher-child relationship | ||||||||
| STC005 | Item wording is redacted due to copyright | Teacher-child relationship | STC050 | Item wording is redacted due to copyright | Teacher-child relationship | YES | Because the gender of the child could be missing for this survey, "their" was added as a fill for when gender was missing. | ||||||
| STC006 | Item wording is redacted due to copyright | Teacher-child relationship | STC060 | Item wording is redacted due to copyright | Teacher-child relationship | YES | Because the gender of the child could be missing for this survey, a third person fill was added for when gender was missing. | ||||||
| STC007 | Item wording is redacted due to copyright | Teacher-child relationship | STC070 | Item wording is redacted due to copyright | Teacher-child relationship | YES | Because the gender of the child could be missing for this survey, a third person fill was added for when gender was missing. | ||||||
| STC008 | Item wording is redacted due to copyright | Teacher-child relationship | STC080 | Item wording is redacted due to copyright | Teacher-child relationship | ||||||||
| STC009 | Item wording is redacted due to copyright | Teacher-child relationship | STC090 | Item wording is redacted due to copyright | Teacher-child relationship | ||||||||
| STC010 | Item wording is redacted due to copyright | Teacher-child relationship | STC100 | Item wording is redacted due to copyright | Teacher-child relationship | ||||||||
| STC011 | Item wording is redacted due to copyright | Teacher-child relationship | STC110 | Item wording is redacted due to copyright | Teacher-child relationship | ||||||||
| STC012 | Item wording is redacted due to copyright | Teacher-child relationship | STC120 | Item wording is redacted due to copyright | Teacher-child relationship | ||||||||
| STC013 | Item wording is redacted due to copyright | Teacher-child relationship | STC130 | Item wording is redacted due to copyright | Teacher-child relationship | ||||||||
| STC014 | Item wording is redacted due to copyright | Teacher-child relationship | STC140 | Item wording is redacted due to copyright | Teacher-child relationship | ||||||||
| STC015 | Item wording is redacted due to copyright | Teacher-child relationship | STC150 | Item wording is redacted due to copyright | Teacher-child relationship | YES | Because the gender of the child could be missing for this survey, a third person fill was added for when gender was missing. | ||||||
| SLC001 | Question “Please indicate how often each of these items applies to {CHILD}. _x000D_ _x000D_ Likes to come to school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SLC was asked in FK. We will rely on this measure at one time point in kindergarten - except for 1 item SLC004, which we will keep. |
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| SLC002 | Question “Dislikes school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SLC was asked in FK. We will rely on this measure at one time point in kindergarten - except for 1 item SLC004, which we will keep. |
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| SLC003 | Question “Has fun at school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SLC was asked in FK. We will rely on this measure at one time point in kindergarten - except for 1 item SLC004, which we will keep. |
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| SLC004 | Question “Likes being in school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | SLC040 | Question “Please indicate how often this applies to {CHILD}. Likes being in school.” ---- 1. Doesn’t apply Seldom displays this behavior 2. Sometimes applies Occasionally displays this behavior 3. Certainly applies Often displays this behavior |
Child behaviors relevant to school liking and avoidance | Yes | Because all but 1 school liking and avoidance items were dropped in spring K to reduce respondent burden and because these items were asked in Fall K, it was necessary to change the question text for the one item that was kept so that the introduction text was presented along with the item. This item had previously appeard fourth in the full set of items. | ||||||
| SLC005 | Question “{Continued} Please indicate how often each of these items applies to {CHILD}. _x000D_ _x000D_ Seems unhappy in school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SLC was asked in FK. We will rely on this measure at one time point in kindergarten - except for 1 item SLC004, which we will keep. |
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| SLC006 | Question “Enjoys most classroom activities.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SLC was asked in FK. We will rely on this measure at one time point in kindergarten - except for 1 item SLC004, which we will keep. |
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| SLC007 | Question “Groans or complains about suggested activities.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | N/A | N/A | Yes | Dropped to reduce respondent burden and because item asked in Fall K. SLC was asked in FK. We will rely on this measure at one time point in kindergarten - except for 1 item SLC004, which we will keep. |
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| SPC001 | Item wording is redacted due to copyright | Strategic planning | SPC010 | Item wording is redacted due to copyright | Strategic planning | ||||||||
| SPC002 | Item wording is redacted due to copyright | Strategic planning | SPC020 | Item wording is redacted due to copyright | Strategic planning | ||||||||
| SPC003 | Item wording is redacted due to copyright | Strategic planning | SPC030 | Item wording is redacted due to copyright | Strategic planning | ||||||||
| SPC004 | Item wording is redacted due to copyright | Strategic planning | SPC040 | Item wording is redacted due to copyright | Strategic planning | ||||||||
| SPC005 | Item wording is redacted due to copyright | Strategic planning | SPC050 | Item wording is redacted due to copyright | Strategic planning | ||||||||
| SPC006 | Item wording is redacted due to copyright | Strategic planning | SPC060 | Item wording is redacted due to copyright | Strategic planning | ||||||||
| SPC007 | Item wording is redacted due to copyright | Strategic planning | SPC070 | Item wording is redacted due to copyright | Strategic planning | ||||||||
| SPC008 | Item wording is redacted due to copyright | Strategic planning | SPC080 | Item wording is redacted due to copyright | Strategic planning | ||||||||
| SPC009 | Item wording is redacted due to copyright | Strategic planning | SPC090 | Item wording is redacted due to copyright | Strategic planning | ||||||||
| SPC010 | Item wording is redacted due to copyright | Strategic planning | SPC100 | Item wording is redacted due to copyright | Strategic planning | ||||||||
| PRC001 | Item wording is redacted due to copyright | Peer relationships | PRC010 | Item wording is redacted due to copyright | Peer relationships | ||||||||
| PRC002 | Item wording is redacted due to copyright | Peer relationships | PRC020 | Item wording is redacted due to copyright | Peer relationships | ||||||||
| PRC003 | Item wording is redacted due to copyright | Peer relationships | PRC030 | Item wording is redacted due to copyright | Peer relationships | ||||||||
| PRC004 | Item wording is redacted due to copyright | Peer relationships | PRC040 | Item wording is redacted due to copyright | Peer relationships | ||||||||
| PRC005 | Item wording is redacted due to copyright | Peer relationships | PRC050 | Item wording is redacted due to copyright | Peer relationships | ||||||||
| PRC006 | Item wording is redacted due to copyright | Peer relationships | PRC060 | Item wording is redacted due to copyright | Peer relationships | ||||||||
| PRC007 | Item wording is redacted due to copyright | Peer relationships | PRC070 | Item wording is redacted due to copyright | Peer relationships | ||||||||
| PRC008 | Item wording is redacted due to copyright | Peer relationships | PRC080 | Item wording is redacted due to copyright | Peer relationships | ||||||||
| PRC009 | Item wording is redacted due to copyright | Peer relationships | PRC090 | Item wording is redacted due to copyright | Peer relationships | ||||||||
| SIC001 | Question “In which grade is {CHILD} enrolled?"_x000D_ _x000D_ InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. • A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. • Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.”_x000D_ ----_x000D_ 1. Kindergarten (Full-day program)_x000D_ 2. Kindergarten (Part-day program)_x000D_ 3. First grade or higher_x000D_ 4. This is an ungraded classroom_x000D_ |
Current grade level | SIC015 | Question “In which grade is {CHILD} enrolled?" InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.” ---- 1. Kindergarten (Full-day program) 2. Kindergarten (Part-day program) 3. First grade 4. Second grade 5. The child is ungraded/in an ungraded classroom. |
Current grade level | YES | 1. Response categories were changed due to comparability concerns. The response category "first grade or higher" was separated into two categories: First grade and Second grade. This creates a separate category for "first grade" to match the category used in ECLS-K:2011 and allows for clear grade designations. In first grade of ECLS-K:2011, a similar question allows for response categories that were 2 grade levels higher than the expected grade. That was sufficient to cover the possibilities. 2. The option "This is an ungraded classroom" was changed so that wording was at the child-level rather than about the classroom. | ||||||
| SIC017 | Question “Which best describes the type of kindergarten in which {CHILD} is enrolled? InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.” ---- 1. Regular kindergarten 2. Transitional kindergarten 3. Transitional first (or pre-first) grade 4. Kindergarten equivalent but is ungraded or has multiple grades |
Current grade level | Yes | Added to further refine the type of kindergarten class the child is enrolled in. | |||||||||
| SIC002 | Question “Is the 2022-23 school year {CHILD}’s …?”_x000D_ _x000D_ InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. • A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. • Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.”_x000D_ ----_x000D_ 1. First year in kindergarten_x000D_ 2. Second year in kindergarten_x000D_ 3. Third year or more in kindergarten_x000D_ |
Child's retention status | SIC020 | Question “Is the 2023-24 school year {CHILD}’s …?” ---- 1. First year in kindergarten 2. Second year in kindergarten 3. Third year or more in kindergarten |
Child's retention status | Yes | School year was updated to 2023-2024 to correspond to Fall K and the current school year. Kindergarten definitions were changed from appearing on the screen as an instruction to respondent to help text because these definitions were provided in the 2 previous questions. Providing less text on the screen reduces respondent burden. | ||||||
| SIC003 | Question “How long has {CHILD} been in your classroom this school year?"_x000D_ ----_x000D_ 1. Entire school year_x000D_ 2. More than one semester but less than the entire school year_x000D_ 3. More than one quarter but less than one semester_x000D_ 4. Less than one quarter of the school year_x000D_ |
Length of time child has been enrolled in the classroom | SIC025 | Question “How long has {CHILD} been in your classroom this school year?" ---- 1. Entire school year 2. More than one semester but less than the entire school year 3. More than one quarter but less than one semester 4. Less than one quarter of the school year |
Length of time child has been enrolled in the classroom | ||||||||
| SIC004 | Question “How often does {CHILD} wear eye glasses or contact lenses in the classroom?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ |
Testing accommodations and participation | SIC030 | Question “How often does {CHILD} wear eye glasses or contact lenses in the classroom?” ---- 1. Never 2. Seldom 3. Usually 4. Always |
Testing accommodations and participation | ||||||||
| SIC024 | Question “How many instructional groups based on achievement or ability levels in reading do you currently have in {CHILD}'s class?”_x000D_ ----_x000D_ 1. I do not use instructional groups for reading_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Child's instructional group placement in reading and math | SIC040 | Question “How many instructional groups based on achievement or ability levels in reading do you currently have in {CHILD}’s class?” ---- 1. I do not use instructional groups for reading 2. Two 3. Three 4. Four 5. Five or more |
N/A | Yes | Item was reorder to correspond to Fall K order and for priority. | ||||||
| SIC025 | Question “In which reading instructional group is {CHILD} currently placed?”_x000D_ _x000D_ InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.” |
Child's instructional group placement in reading and math | SIC050 | Question “In which reading instructional group is {CHILD} currently placed?” InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.” |
N/A | Yes | Item was reordered to correspond to Fall K order and for priority. | ||||||
| SIC026 | Question “How many instructional groups based on achievement or ability levels in mathematics do you currently have in {CHILD}'s class?”_x000D_ ----_x000D_ 1. I do not use instructional groups for mathematics_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Child's instructional group placement in reading and math | SIC060 | Question “How many instructional groups based on achievement or ability levels in mathematics do you currently have in {CHILD}'s class?” ---- 1. I do not use instructional groups for mathematics 2. Two 3. Three 4. Four 5. Five or more |
N/A | Yes | Item was reordered to correspond to Fall K order and for priority. | ||||||
| SIC027 | Question “In which mathematics instructional group is {CHILD} currently placed?”_x000D_ _x000D_ InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.” |
Child's instructional group placement in reading and math | SIC070 | Question “In which mathematics instructional group is {CHILD} currently placed?” InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.” |
N/A | Yes | Item was reordered to correspond to Fall K order and for priority. | ||||||
| SIC032 | Question “Are you {CHILD}’s primary teacher in the following subject areas?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Reading/Language Arts_x000D_ 2. Mathematics_x000D_ 3. Science_x000D_ 4. Social Studies_x000D_ |
Teacher's subject-area teaching assignment for child | SIC080 | Question “Are you {CHILD}’s primary teacher in the following subject areas?” InstResp “Select all that apply.” ---- 1. Reading/Language Arts 2. Mathematics 3. Science 4. Social Studies |
Teacher's subject-area teaching assignment for child | Yes | Item was reordered to correspond to Fall K order. | ||||||
| SIC005 | Question “Please indicate the total number of times {CHILD} has been absent from your class during the current school year?”_x000D_ ----_x000D_ 1. No absences_x000D_ 2. 1 to 4 absences_x000D_ 3. 5 to 7 absences_x000D_ 4. 8 to 10 absences_x000D_ 5. 11 to 19 absences_x000D_ 6. 20 or more absences_x000D_ |
Number of school absences | SIC100 | Question “Please indicate the total number of times {CHILD} has been absent from your class during the current school year?” ---- 1. No absences 2. 1 to 4 absences 3. 5 to 7 absences 4. 8 to 10 absences 5. 11 to 19 absences 6. 20 to 35 absences 7. 36 to 80 absences 8. 81 to 89 absences 9. 90 or more absences |
Number of school absences | Yes | The response category "20 or more absenses" was broken in 4 different categories to improve discrimination. | ||||||
| SIC006 | Question “Has {CHILD} ever fallen 2 or more weeks behind in school work this year?”_x000D_ _x000D_ InstResp “If the child has been enrolled in your class less than two weeks, please select ‘Not applicable.'”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Child's academic difficulties | SIC110 | Question “Has {CHILD} ever fallen 2 or more weeks behind in school work this year?” InstResp “If the child has been enrolled in your class less than two weeks, please select ‘Not applicable.'” ---- 1. Yes 2. No 3. Not applicable |
Child's academic difficulties | ||||||||
| SIC007 | Question “Why has {CHILD} fallen behind in school work?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A health problem_x000D_ 2. A disciplinary problem_x000D_ 3. Lack of effort_x000D_ 4. Disorganized_x000D_ 5. Lacks prerequisite skills_x000D_ 6. Frequent absences_x000D_ 7. Emotional problems_x000D_ 8. Family problems_x000D_ 91. Some other reason (Please specify):_x000D_ |
Child's academic difficulties | SIC120 | Question “Why has {CHILD} fallen behind in school work?” InstResp “Select all that apply.” ---- 1. A health problem 2. A disciplinary problem 3. Lack of effort 4. Disorganized 5. Lacks prerequisite skills 6. Frequent absences 7. Emotional problems 8. Family problems 9. Homelessness 91. Some other reason {(Please specify):/(Please specify on next screen.)} |
Child's academic difficulties | Yes | A response category was added for "Homelessness". Based on researcher feedback, we created a separate category for homelessness because it may be more of a systemic issue and because it's otherwise unclear where it is reported (e.g., "family problems," "other reason"). The "Please specify" text for other specify items was changed throughout the survey to use separate language for web presentation and mobile presentation, given display limitations for mobile presentation. | ||||||
| SIC007OS | (Other specify text field for SIC007) | Other specify for child's academic difficulties | SIC120OS | (Other specify field) | Other specify for child's academic difficulties | ||||||||
| SIC008 | Question “As of today’s date, how many times have you referred {CHILD} outside of the classroom for discipline as a result of misbehavior?” | Referral of child out of classroom for behavior | SIC130 | Question “As of today’s date, how many times have you referred {CHILD} outside of the classroom for discipline as a result of misbehavior?” | Referral of child out of classroom for behavior | ||||||||
| SIC009 | Question “During this school year, has {CHILD} received instruction in the following types of programs in your school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Individual tutoring remedial program in reading/language arts_x000D_ 2. Individual tutoring remedial program in mathematics_x000D_ 3. Pull-out (that is, out of classroom) small group remedial program in reading/language arts_x000D_ 4. Pull-out (that is, out of classroom) small group remedial program in mathematics_x000D_ 5. Gifted and talented program in reading/language arts_x000D_ 6. Gifted and talented program in mathematics_x000D_ 7. None of the above_x000D_ |
Receipt of special services | SIC140 | Question “During this school year, has {CHILD} received instruction in the following types of programs in your school?” InstResp “Select all that apply.” ---- 1. Individual tutoring remedial program in reading/language arts 2. Individual tutoring remedial program in mathematics 3. Pull-out (that is, out of classroom) small group remedial program in reading/language arts 4. Pull-out (that is, out of classroom) small group remedial program in mathematics 5. Gifted and talented program in reading/language arts 6. Gifted and talented program in mathematics 7. None of the above |
Receipt of special services | ||||||||
| SIC010a | Question “During this school year, has {CHILD} received instruction and/or related services in your school at any of the following times outside of the regular school day?_x000D_ _x000D_ Instruction or services before school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | SIC150a | Question “During this school year, has {CHILD} received instruction and/or related services in your school at any of the following times outside of the regular school day? Instruction or services before school” ---- 1. Yes 2. No 3. Not offered 4. Don’t know |
Receipt of special services | ||||||||
| SIC010b | Question “Instruction or services after school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | SIC150b | Question “Instruction or services after school” ---- 1. Yes 2. No 3. Not offered 4. Don’t know |
Receipt of special services | ||||||||
| SIC010c | Question “Instruction or services on weekends”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | SIC150c | Question “Instruction or services on weekends” ---- 1. Yes 2. No 3. Not offered 4. Don’t know |
Receipt of special services | ||||||||
| SIC160 | Question “The next few questions are about transition to kindergarten. Did {CHILD} participate in early education activities or programs (for example preschool, Head Start, or prekindergarten) during last school year (2022-23)?” InstResp: If the child was in a type of kindergarten last year, please consider their 2022-23 kindergarten experience as last school year’s early education program. ---- 1. Yes 2. No 3. I do not know whether {CHILD} was in early education activities or programs last school year. |
Kindergarten transition | Yes | Items on kindergarten transition were added. Item provided by Administration for Children and Families. | |||||||||
| SIC165 | Question “Did you provide education activities or programs to {CHILD} last school year (2022-23)?” InstResp: If the child was in a type of kindergarten last year, please consider their 2022-23 kindergarten experience as last school year’s early education program. ---- 1. Yes 2. No |
Kindergarten transition | YES | Items on kindergarten transition were added. Item provided by Administration for Children and Families. | |||||||||
| SIC170 | Question “To what extent were you involved in planning {CHILD}’s transition from last school year’s early education activities or programs to this school year’s program?” InstResp: If the child was in a type of kindergarten last year, please consider their 2022-23 kindergarten experience as last school year’s early education program. ---- 1. Not at all 2. Somewhat 3. Extensively |
Kindergarten transition | Yes | Items on kindergarten transition were added. Item provided by Administration for Children and Families. | |||||||||
| SIC180 | Question “To what extent did you communicate with the person(s) who provided early education activities or programs to {CHILD} last school year? InstResp: If the child was in a type of kindergarten last year, please consider their 2022-23 kindergarten experience as last school year’s early education program. ---- 1. Not at all 2. Somewhat 3. Extensively |
Kindergarten transition | Yes | Items on kindergarten transition were added. Item provided by Administration for Children and Families. | |||||||||
| SIC190 | Question “Have you reviewed {CHILD}’s records from any early education activities or programs that {CHILD} participated in before this school year?” InstResp: If the child was in a type of kindergarten last year, please consider their 2022-23 kindergarten experience as last school year’s early education program. ---- 1. Yes 2. No, I don’t have access to the records. 3. No, I have access to the records but have not reviewed them. |
Kindergarten transition | YES | Items on kindergarten transition were added. Item provided by Administration for Children and Families. | |||||||||
| SIC011 | Question “Is English {CHILD}’s native language?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Don’t know_x000D_ |
Child's ELL status | SIC200 | Question “Is English {CHILD}’s native language?” ---- 1. Yes 2. No 3. Don’t know |
Child's ELL status | ||||||||
| SIC012 | Question “Does {CHILD} participate in an instructional program designed to teach English language skills to children with limited English proficiency?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of special services | SIC210 | Question “Does {CHILD} participate in an instructional program designed to teach English language skills to children with limited English proficiency?” ---- 1. Yes 2. No |
Receipt of special services | ||||||||
| SIC013 | Question “Would you say the specialized language instruction {CHILD} receives is primarily a/an...?”_x000D_ ----_x000D_ 1. Program that focuses on developing students' literacy in two languages_x000D_ 2. Program that focuses on developing students' literacy solely in English_x000D_ 3. No specialized language program is provided to this child_x000D_ 91. Other program (Please specify):_x000D_ |
Receipt of special services | SIC220 | Question “Would you say the specialized language instruction {CHILD} receives is primarily a/an...?” ---- 1. Program that focuses on developing students' literacy in two languages 2. Program that focuses on developing students' literacy solely in English 3. No specialized language program is provided to this child 91. Other program {(Please specify):/(Please specify on next screen.)} |
Receipt of special services | YES | The "Please specify" text for other specify items was changed throughout the survey to use separate language for web presentation and mobile presentation, given display limitations for mobile presentation. | ||||||
| SIC013OS | (other specify text field for SIC013) | Other specify for receipt of special services | SIC220OS | (Other specify field) | Other specify for receipt of special services | ||||||||
| SIC014a | Question “How often does {CHILD} usually receive specialized language instruction of the following program types?_x000D_ _x000D_ Program that focuses on developing students’ literacy in two languages”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | SIC230a | Question “How often does {CHILD} usually receive specialized language instruction of the following program types? Program that focuses on developing students’ literacy in two languages” ---- 1. Not applicable/Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week or more |
Receipt of special services | ||||||||
| SIC014b | Question “Program that focuses on developing students’ literacy solely in English”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | SIC230b | Question “Program that focuses on developing students’ literacy solely in English” ---- 1. Not applicable/Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week or more |
Receipt of special services | ||||||||
| SIC014c | Question “{Other program you specified: {SIC013OS}/Other program}"_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | SIC230c | Question “{Other program you specified: {SIC220OS}/Other program}" ---- 1. Not applicable/Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week or more |
Receipt of special services | ||||||||
| SIC015a | Question “On the days when {CHILD} receives specialized language instruction, for how much time does {he/she} receive instruction of the following program types?_x000D_ _x000D_ Program that focuses on developing students’ literacy in two languages”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | SIC240a | Question “On the days when {CHILD} receives specialized language instruction, for how much time does {he/she} receive instruction of the following program types? Program that focuses on developing students’ literacy in two languages” ---- 1. Not applicable/Never 2. Less than ½ hour 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 2 ½ to less than 3 hours 8. 3 hours or more |
Receipt of special services | ||||||||
| SIC015b | Question “Program that focuses on developing students’ literacy solely in English”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | SIC240b | Question “Program that focuses on developing students’ literacy solely in English” ---- 1. Not applicable/Never 2. Less than ½ hour 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 2 ½ to less than 3 hours 8. 3 hours or more |
Receipt of special services | ||||||||
| SIC015c | Question “{Other program you specified: {SIC013OS}/Other program}"_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | SIC240c | Question “{Other program you specified: {SIC220OS}/Other program}" ---- 1. Not applicable/Never 2. Less than ½ hour 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 2 ½ to less than 3 hours 8. 3 hours or more |
Receipt of special services | ||||||||
| SIC016 | Question “During this school year, how often is {CHILD}’s academic instruction provided in {his/her} native language?”_x000D_ ----_x000D_ 1. None of the time_x000D_ 2. Less than half of the time_x000D_ 3. Half of the time_x000D_ 4. More than half of the time_x000D_ 5. Almost all the time_x000D_ |
Receipt of special services | SIC250 | Question “During this school year, how often is {CHILD}’s academic instruction provided in {his/her} native language?” ---- 1. None of the time 2. Less than half of the time 3. Half of the time 4. More than half of the time 5. Almost all the time |
Receipt of special services | ||||||||
| SIC017 | Question “Does {CHILD} have an IEP/IFSP?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's IEP/IFSP status | SIC260 | Question “Does {CHILD} have an IEP/IFSP?” ---- 1. Yes 2. No |
Child's IEP/IFSP status | ||||||||
| SIC018 | Question “Does {CHILD} have a 504 plan?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's Section 504 plan status | SIC270 | Question “Does {CHILD} have a 504 plan?” ---- 1. Yes 2. No |
Child's Section 504 plan status | ||||||||
| SIC019 | Question “Does {CHILD} receive instruction in any of the following types of programs in your school?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Speech-language therapy for children with speech or language disorders/impairments_x000D_ 2. Special education services, not including speech therapy, whether provided in the classroom or in a pull-out setting_x000D_ 3. None of the above_x000D_ |
Receipt of special services | SIC280 | Question “Does {CHILD} receive instruction in any of the following types of programs in your school?” InstResp “Select all that apply.” ---- 1. Speech-language therapy for children with speech or language disorders/impairments 2. Special education services, not including speech therapy, whether provided in the classroom or in a pull-out setting 3. None of the above |
Receipt of special services | ||||||||
| SIC020 | Question “During this school year, has {CHILD} received the following support services from your school (for example, from a school psychologist, guidance counselor, or other personnel responsible for providing other related services, including itinerant personnel)?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Social work services_x000D_ 2. Mental health services (for example, personal/group counseling, therapy, or psychiatric care)_x000D_ 3. Behavior management program_x000D_ 4. Service coordination/case management services_x000D_ 5. Training/counseling for their family and/or caregivers_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Receipt of special services | SIC290 | Question “During this school year, has {CHILD} received the following support services from your school (for example, from a school psychologist, guidance counselor, or other personnel responsible for providing other related services, including itinerant personnel)?” InstResp “Select all that apply.” ---- 1. Social work services 2. Mental health services (for example, personal/group counseling, therapy, or ps 3. Behavior management program 4. Service coordination/case management services 5. Training/counseling for their family and/or caregivers 6. None of the above 91. Other {(Please specify):/(Please specify on next screen.)} |
Receipt of special services | YES | The "Please specify" text for other specify items was changed throughout the survey to use separate language for web presentation and mobile presentation, given display limitations for mobile presentation. | ||||||
| SIC020OS | (other specify text field for SIC020) | Other specify for receipt of special services | SIC290OS | (Other specify field) | Other specify for receipt of special services | ||||||||
| SIC021 | Question “Does {CHILD} receive special accommodations (for example, for a disability or limited English proficiency) to participate in the school’s testing or assessment program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Don’t know_x000D_ 4. Child does not participate in the school’s testing or assessment program_x000D_ 5. There is no testing or assessment program at this grade level_x000D_ |
Testing accommodations and participation | SIC300 | Question “Does {CHILD} receive special accommodations (for example, for a disability or limited English proficiency) to participate in the school’s testing or assessment program?” ---- 1. Yes 2. No 3. Don’t know 4. Child does not participate in the school’s testing or assessment program. 5. There is no testing or assessment program at this grade level. |
Testing accommodations and participation | ||||||||
| SIC022a | Question “During structured play time, how does {CHILD} compare with other children in the class in terms of physical activity?”_x000D_ ----_x000D_ 1. A lot less active than most_x000D_ 2. A little less active than most_x000D_ 3. About the same as most_x000D_ 4. A little more active than most_x000D_ 5. A lot more active than most_x000D_ |
Child's activity level (e.g., during structured and unstructured play) | SIC310a | Question “During structured play time, how does {CHILD} compare with other children in the class in terms of physical activity?” ---- 1. A lot less active than most 2. A little less active than most 3. About the same as most 4. A little more active than most 5. A lot more active than most |
Child's activity level (e.g., during structured and unstructured play) | ||||||||
| SIC022b | Question “During unstructured play time, how does {CHILD} compare with other children in the class in terms of physical activity?”_x000D_ ----_x000D_ 1. A lot less active than most_x000D_ 2. A little less active than most_x000D_ 3. About the same as most_x000D_ 4. A little more active than most_x000D_ 5. A lot more active than most_x000D_ |
Child's activity level (e.g., during structured and unstructured play) | SIC310b | Question “During unstructured play time, how does {CHILD} compare with other children in the class in terms of physical activity?” ---- 1. A lot less active than most 2. A little less active than most 3. About the same as most 4. A little more active than most 5. A lot more active than most |
Child's activity level (e.g., during structured and unstructured play) | ||||||||
| SIC023a | Question “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on curriculum standards for {his/her} current grade level?_x000D_ _x000D_ Reading”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | SIC320a | Question “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on curriculum standards for {his/her} current grade level? Reading” ---- 1. Below grade level 2. About on grade level 3. Above grade level |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | ||||||||
| SIC023b | Question “Writing”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | SIC320b | Question “Writing” ---- 1. Below grade level 2. About on grade level 3. Above grade level |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | ||||||||
| SIC023c | Question “Oral language”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | SIC320c | Question “Oral language” ---- 1. Below grade level 2. About on grade level 3. Above grade level |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | ||||||||
| SIC023d | Question “Math”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | SIC320d | Question “Math” ---- 1. Below grade level 2. About on grade level 3. Above grade level |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | ||||||||
| SIC023e | Question “Science”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | SIC320e | Question “Science” ---- 1. Below grade level 2. About on grade level 3. Above grade level |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | ||||||||
| SIC023f | Question “Social studies”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | SIC320f | Question “Social studies” ---- 1. Below grade level 2. About on grade level 3. Above grade level |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | ||||||||
| SIC028a | Question “During this school year, have {CHILD}’s parents/guardians participated in the following activities?_x000D_ _x000D_ Attended regularly-scheduled conferences at your school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | SIC330a | Question “During this school year, have {CHILD}’s parents/guardians participated in the following activities? Attended regularly-scheduled conferences at your school” ---- 1. Yes 2. No 3. Not applicable/Not offered |
Parents' involvement in children's schools and education | ||||||||
| SIC028b | Question “Attended parent/teacher informal meetings that you initiated to talk about {CHILD}’s progress”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | SIC330b | Question “Attended parent/teacher informal meetings that you initiated to talk about {CHILD}’s progress” ---- 1. Yes 2. No 3. Not applicable/Not offered |
Parents' involvement in children's schools and education | ||||||||
| SIC028c | Question “Returned your telephone calls or emails”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | SIC330c | Question “Returned your telephone calls or emails” ---- 1. Yes 2. No 3. Not applicable/Not offered |
Parents' involvement in children's schools and education | ||||||||
| SIC028d | Question “Initiated contact with you”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | SIC330d | Question “Initiated contact with you” ---- 1. Yes 2. No 3. Not applicable/Not offered |
Parents' involvement in children's schools and education | ||||||||
| SIC028e | Question “Volunteered to help you in your classroom or school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | SIC330e | Question “Volunteered to help you in your classroom or school” ---- 1. Yes 2. No 3. Not applicable/Not offered |
Parents' involvement in children's schools and education | ||||||||
| SIC029 | Question “How involved at the school would you say {CHILD}’s parents/guardians are?"_x000D_ ----_x000D_ 1. Not involved at all_x000D_ 2. Somewhat involved_x000D_ 3. Very involved_x000D_ 4. Overly involved_x000D_ 5. Don’t know_x000D_ |
Parents' involvement in children's schools and education | SIC340 | Question “How involved at the school would you say {CHILD}’s parents/guardians are?" ---- 1. Not involved at all 2. Somewhat involved 3. Very involved 4. Overly involved 5. Don’t know |
Parents' involvement in children's schools and education | ||||||||
| SIC031 | Question “During this school year, besides regular teacher conferences, have you communicated with {CHILD}’s parents/guardians for any of the following purposes?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Behavior problems the child was having in school_x000D_ 2. Any problems the child was having with school work_x000D_ 3. Anything the child was doing particularly well in or better in at school_x000D_ 4. None of the above_x000D_ |
Parent-teacher communication | SIC350 | Question “During this school year, besides regular teacher conferences, have you communicated with {CHILD}’s parents/guardians for any of the following purposes?” InstResp “Select all that apply.” ---- 1. Behavior problems the child was having in school 2. Any problems the child was having with school work 3. Anything the child was doing particularly well in or better in at school 4. None of the above |
Parent-teacher communication | ||||||||
| SIC033 | Question “Thank you for answering the questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be completed.” | Thank you to respondent | SIC600 | Question “Thank you for answering the questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be completed. NOTE: This survey contains copyrighted material that was adapted and used with permission. Do not use or reproduce without permission. • Bronson, M. B., Goodson, B. D., Layzer, J. I., and Love, J. (1990). Child Behavior Rating Scale. Cambridge, MA: Abt Associates. Adapted and used with permission. • Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3): 444-458. Used with permission. • School Liking and Avoidance Questionnaire. Adapted from Ladd and Price, 1987 and Ladd, 1990. Used with permission. • Child Behavior Scale © 2010 Gary W. Ladd. Adapted and used with permission.” |
Thank you to respondent | Yes | Copyright information for copyrighted items was added to the final thank you screen to match how this information was presented in Fall K. |
| FT Item # | FT Item Wording (approved 7-22-2022) | FT Construct | National Item # | National Item Wording - REDACTED | National Construct | Added | Dropped | Changed | Rationale for additions, drops, or changes | ||||
| 0 | Question “Thank you for launching the ECLS survey about {CHILD}! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | INB000 | Question “Thank you for launching the ECLS survey about {CHILD}!_x000D_ _x000D_ Here are some tips to keep in mind when completing the survey:_x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows._x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes._x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | ||||||||
| 1b | Question “Is {CHILD} currently receiving gifted/talented services through an IEP, or has {CHILD} received such services during this school year?”_x000D_ _x000D_ InstResp “Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receiving special education | SIB010 | Question “Is {CHILD} currently receiving gifted/talented services through an IEP, or has {CHILD} received such services during this school year?”_x000D_ _x000D_ InstResp “Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receiving special education | ||||||||
| 2 | Question "Is {CHILD} currently receiving special education services through an IEP due to a disability, or has {CHILD} received such services during this school year?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receiving special education | SIB020 | Question "Is {CHILD} currently receiving special education services through an IEP due to a disability, or has {CHILD} received such services during this school year?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receiving special education | ||||||||
| 3a | Question “In what capacity or capacities do you currently teach or provide services to {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Provide instruction directly to {CHILD}_x000D_ 2. Provide related services directly to {CHILD}_x000D_ 3. Provide consultation services directly to {CHILD}_x000D_ 4. Provide indirect consultation services (for example, consultation to {CHILD}’s teacher)_x000D_ 5. Provide case management_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Type and amount of special education services | SIB030 | Type and amount of special education services | |||||||||
| 3aos | Other specify text on type and amount of special education services | SIB030 OS | Other specify text on type and amount of special education services | ||||||||||
| 3b | Question “In what capacity or capacities have you taught or provided services to {CHILD} using virtual or distance learning in the current school year?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Provide virtual instruction directly to {CHILD}_x000D_ 2. Provide virtual related services directly to {CHILD}_x000D_ 3. Provide virtual consultation services directly to {CHILD}_x000D_ 4. Provide virtual indirect consultation services (for example, consultation to {CHILD}’s teacher, preparation of accessible materials)_x000D_ 5. Provide virtual case management_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Type and amount of special education services | SIB040 | Question “Which best describes the extent to which you teach or provide services to {CHILD} using virtual methods in the current school year?"_x000D_ ----_x000D_ 1. Provide all services to {CHILD} using virtual methods (for example, fully remote, web-based, online, or distance learning)_x000D_ 2. Provide some combination of virtual and in-person services to {CHILD} (for example, blended or hybrid learning)_x000D_ 3. Do not provide any services to {CHILD} virtually (i.e., all services are provided in person)_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Type and amount of special education services | Yes | Revised item wording for clarity and relevance of terminology. | ||||||
| 3bos | Other specify text on type and amount of special education services | SIB040 OS | Other specify text on type and amount of special education services | ||||||||||
| 4 | Question “When was {CHILD} first determined eligible for special education or related services?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Before kindergarten_x000D_ 2. During transitional kindergarten_x000D_ 3. During kindergarten_x000D_ 4. During transitional first grade_x000D_ 5. During first grade_x000D_ DON'T KNOW |
When services began | SIB050 | Question “When was {CHILD} first determined eligible for special education or related services?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Before kindergarten_x000D_ 2. During transitional kindergarten_x000D_ 3. During kindergarten_x000D_ 4. During transitional first grade_x000D_ 5. During first grade_x000D_ |
When services began | ||||||||
| 5 | Question “Did {CHILD} have an IEP or Individualized Family Service Plan (IFSP) during the prior school year?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ DON'T KNOW |
When services began | SIB060 | Question “Did {CHILD} have an IEP or Individualized Family Service Plan (IFSP) last school year (2022-23)?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
When services began | Yes | Revised item wording for clarity. Aligns with General Education Teacher Survey - Child Level. | ||||||
| SIB070 | Question “Did you provide education activities or programs to {CHILD} last school year (2022-23)?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Transition to Kindergarten | Yes | New gate question added for clarity and to align with General Education Teacher Survey - Child Level. | |||||||||
| 6 | Question “To what extent were you involved in planning {CHILD}’s transition from last school year’s early intervention or special education program to this school year’s?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Somewhat_x000D_ 3. Extensively_x000D_ |
Transition to Kindergarten | SIB080 | Question “To what extent were you involved in planning {CHILD}’s transition from last school year’s early intervention or special education program to this school year’s program?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Somewhat_x000D_ 3. Extensively_x000D_ |
Transition to Kindergarten | Yes | Revised the item wording for clarity and to align with General Education Teacher Survey - Child Level. | ||||||
| 7 | Question “To what extent did you communicate with the person(s) who provided early intervention or special education services to {CHILD} last school year?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Somewhat_x000D_ 3. Extensively_x000D_ 4. I provided special education or early intervention to {CHILD} last year._x000D_ |
Transition to Kindergarten | SIB090 | Question “To what extent did you communicate with the person(s) who provided early intervention or special education services to {CHILD} last school year?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Somewhat_x000D_ 3. Extensively_x000D_ |
Transition to Kindergarten | Yes | Revised the response options for clarity and to align with General Education Teacher Survey - Child Level. | ||||||
| 8 | Question “Have you reviewed {CHILD}’s records related to early intervention or special education services provided before this school year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No, I don't have access to the records._x000D_ 3. No, I have access to the records but have not reviewed them._x000D_ 4. No, I provided special education or early intervention to {CHILD} last year._x000D_ |
Record review | SIB100 | Question “Have you reviewed {CHILD}’s records related to early intervention or special education services provided before this school year?”_x000D_ ----_x000D_ 1. Yes._x000D_ 2. No, I don't have access to the records._x000D_ 3. No, I have access to the records but have not reviewed them._x000D_ |
Record review | Yes | Revised response options to decrease respondent burden. | ||||||
| 9 | Question “What is {CHILD}’s primary disability as identified on {CHILD}'s IEP?”_x000D_ _x000D_ InstResp “Please select the category below into which the child’s primary disability fits best. Select only one.”_x000D_ ----_x000D_ 1. Speech or language impairments_x000D_ 2. Specific learning disabilities_x000D_ 3. Emotional disturbance_x000D_ 4. Intellectual disability_x000D_ 5. Developmental delay_x000D_ 6. Visual impairments (including blindness)_x000D_ 7. Hearing impairments (including deafness)_x000D_ 8. Orthopedic impairments_x000D_ 9. Other health impairments_x000D_ 10. Autism_x000D_ 11. Traumatic brain injury_x000D_ 12. Deafblindness_x000D_ 13. Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deafblindness or developmental delay)_x000D_ 14. No classification is given_x000D_ |
Child's disabilities | SIB110 | Question “What is {CHILD}’s primary disability as identified on {CHILD}’s IEP?”_x000D_ _x000D_ InstResp “Please select the category below into which the child’s primary disability fits best. Select only one.”_x000D_ ----_x000D_ 1. Autism_x000D_ 2. Deaf-blindness_x000D_ 3. Developmental delay_x000D_ 4. Emotional disturbance_x000D_ 5. Hearing impairments (including deafness)_x000D_ 6. Intellectual disability_x000D_ 7. Orthopedic impairments_x000D_ 8. Other health impairments_x000D_ 9. Specific learning disabilities_x000D_ 10. Speech or language impairments_x000D_ 11. Traumatic brain injury_x000D_ 12. Visual impairments (including blindness)_x000D_ 13. Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deafblindness or developmental delay)_x000D_ 14. No classification is given._x000D_ |
Child's disabilities | Yes | Revised the order of response options to decrease respondent burden. | ||||||
| 10 | Question “What are {CHILD}’s other disabilities, if any, as identified on {CHILD}'s IEP?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. No other disabilities_x000D_ 2. {Speech or language impairments}_x000D_ 3. {Specific learning disabilities}_x000D_ 4. {Emotional disturbance}_x000D_ 5. {Intellectual disability}_x000D_ 6. {Developmental delay}_x000D_ 7. {Visual impairments (including blindness)}_x000D_ 8. {Hearing impairments (including deafness)}_x000D_ 9. {Orthopedic impairments}_x000D_ 10. {Other health impairments}_x000D_ 11. {Autism}_x000D_ 12. {Traumatic brain injury}_x000D_ 13. {Deaf-blindness}_x000D_ 14. {Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deafblindness or developmental delay)}_x000D_ 15. No classification is given_x000D_ |
Child's disabilities | SIB120 | Question “What are {CHILD}’s other disabilities, if any, as identified on {CHILD}’s IEP?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. {Autism}_x000D_ 2. {Deaf-blindness}_x000D_ 3. {Developmental delay}_x000D_ 4. {Emotional disturbance}_x000D_ 5. {Hearing impairments (including deafness)}_x000D_ 6. {Intellectual disability}_x000D_ 7. {Orthopedic impairments}_x000D_ 8. {Other health impairments}_x000D_ 9. {Specific learning disabilities}_x000D_ 10. {Speech or language impairments}_x000D_ 11. {Traumatic brain injury}_x000D_ 12. {Visual impairments (including blindness)}_x000D_ 13. {Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deafblindness or developmental delay)}_x000D_ 14. {No classification is given}_x000D_ 15. No other disabilities._x000D_ |
Child's disabilities | Yes | Revised the order of response options to decrease respondent burden. | ||||||
| 11 | Question “During this school year, has {CHILD} received any special education or related services because of attention deficit disorder (ADD) or attention-deficit/hyperactivity disorder (ADHD)?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's disabilities | SIB130 | Question “During this school year, has {CHILD} received any special education or related services because of attention deficit disorder (ADD) or attention-deficit/hyperactivity disorder (ADHD)?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's disabilities | ||||||||
| 12 | Question “During this school year, which of the following describe(s) the IEP goals for {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Reading_x000D_ 2. Mathematics_x000D_ 3. Language Arts_x000D_ 4. Science_x000D_ 5. Auditory processing_x000D_ 6. Listening comprehension_x000D_ 7. Oral expression_x000D_ 8. Voice/speech articulation_x000D_ 9. Language pragmatics_x000D_ 10. Social skills_x000D_ 11. General appropriateness of behavior_x000D_ 12. Adaptive behavior or self-help skills_x000D_ 13. Fine motor skills_x000D_ 14. Gross motor skills_x000D_ 15. Orientation and mobility_x000D_ 16. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
IEP goals | SIB140 | Question “During this school year, which of the following describe(s) the IEP goals for {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Reading_x000D_ 2. Mathematics_x000D_ 3. Language Arts_x000D_ 4. Science_x000D_ 5. Auditory processing_x000D_ 6. Listening comprehension_x000D_ 7. Oral expression_x000D_ 8. Voice/speech articulation_x000D_ 9. Language pragmatics_x000D_ 10. Social skills_x000D_ 11. General appropriateness of behavior_x000D_ 12. Adaptive behavior or self-help skills_x000D_ 13. Fine motor skills_x000D_ 14. Gross motor skills_x000D_ 15. Orientation and mobility_x000D_ 16. None of the above_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
IEP goals | ||||||||
| 12os | Other specify text on IEP goals | SIB140 OS | Other specify text on IEP goals | ||||||||||
| 13 | Question “During this school year, which of the following related services have been provided through the school to {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Audiology_x000D_ 2. Counseling services_x000D_ 3. Occupational therapy_x000D_ 4. Physical therapy_x000D_ 5. Psychological services_x000D_ 6. Health services_x000D_ 7. Social work services_x000D_ 8. Special transportation_x000D_ 9. Speech or language therapy_x000D_ 10. Orientation services_x000D_ 11. Mobility services_x000D_ 12. Rehabilitation services_x000D_ 13. No related services were provided._x000D_ 91. Other (Please specify):_x000D_ |
Special education and related services | SIB150 | Question “During this school year, which of the following related services have been provided through the school to {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Audiology_x000D_ 2. Counseling services_x000D_ 3. Occupational therapy_x000D_ 4. Physical therapy_x000D_ 5. Psychological services_x000D_ 6. Health services_x000D_ 7. Social work services_x000D_ 8. Special transportation_x000D_ 9. Speech or language therapy_x000D_ 10. Orientation services_x000D_ 11. Mobility services_x000D_ 12. Rehabilitation services_x000D_ 13. No related services were provided._x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Special education and related services | ||||||||
| 13os | Other specify text on special education and related services | SIB150 OS | Other specify text on special education and related services | ||||||||||
| 14 | Question “During this school year, has {CHILD} received any of the following?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Adaptive physical education_x000D_ 2. Assistance from classroom aides (for example, teacher aide, behavioral assistant, special education aide)_x000D_ 3. Interpreter for the deaf or hard of hearing (oral or sign)_x000D_ 4. Teacher used Braille to provide instruction_x000D_ 5. Child was taught how to use Braille_x000D_ 6. Teacher used American Sign Language to provide instruction_x000D_ 7. Child was taught how to use American Sign Language_x000D_ 8. Teacher used Manual English to provide instruction_x000D_ 9. Child was taught how to use Manual English_x000D_ 10. Teacher used Cued Speech to provide instruction_x000D_ 11. Child was taught how to use Cued Speech_x000D_ 12. Mental health services, personal/group counseling, therapy, or psychiatric care provided to the child_x000D_ 13. Tutoring/remediation from special education teacher_x000D_ 14. Training, counseling, and other supports/services provided to child's family_x000D_ 15. None of the above_x000D_ |
Type and amount of special education services | SIB160 | Question “During this school year, has {CHILD} received any of the following?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Adaptive physical education_x000D_ 2. Assistance from classroom aides (for example, teacher aide, behavioral assistant, special education aide)_x000D_ 3. Interpreter for the deaf or hard of hearing (oral or sign)_x000D_ 4. Use of Braille during instruction by teacher or student_x000D_ 5. Use of American Sign Language during instruction by teacher or student_x000D_ 6. Use of Manual English during instruction by teacher or student_x000D_ 7. Use of Cued Speech during instruction by teacher or student_x000D_ 8. Mental health services, personal/group counseling, therapy, or psychiatric care provided to the child_x000D_ 9. Tutoring/remediation from special education teacher_x000D_ 10. Training, counseling, and other supports/services provided to child's family_x000D_ 11. Creative arts therapies (CAT) provided to the child (for example, visual, music, dance, drama therapy)_x000D_ 12. None of the above_x000D_ |
Type and amount of special education services | Yes | Revised response options for relevance and to decrease responden burden. | ||||||
| 15 | Question “During this school year, has {CHILD}’s primary placement been a general education classroom?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Placement | SIB170 | Question “During this school year, has {CHILD}’s primary placement been a general education classroom?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Placement | ||||||||
| 16 | Question “During this school year, approximately how many hours per week of direct special education and related services (that is, service provided directly to the child, from a teacher or another adult) has {CHILD} received?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-Unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Type and amount of special education services | SIB180 | Question “During this school year, approximately how many hours per week of direct special education and related services (that is, service provided directly to the child, from a teacher or another adult) has {CHILD} received?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-Unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Type and amount of special education services | ||||||||
| 17 | Question “Of the hours of direct special education and related services reported above, approximately how many of those hours per week were the instruction/services provided outside of a general education classroom but within the school setting?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-Unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Placement | SIB190 | Question “Of the hours of direct special education and related services reported above, approximately how many of those hours per week were the instruction/services provided outside of a general education classroom but within the school setting?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-Unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Placement | ||||||||
| 18 | Question “During this school year, what teaching practices and methods have you and/or other special education service providers used with {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Oneonone instruction_x000D_ 2. Smallgroup instruction_x000D_ 3. Largegroup instruction_x000D_ 4. Co-teaching_x000D_ 5. Cooperative learning_x000D_ 6. Peer tutoring_x000D_ 7. Computerbased instruction_x000D_ 8. Direct instruction_x000D_ 9. Cognitive strategies_x000D_ 10. Selfmanagement_x000D_ 11. Behavior management_x000D_ 12. Instruction received through a sign interpreter_x000D_ 13. None of the above_x000D_ |
Teaching methods/materials | SIB200 | Question “During this school year, what teaching practices and methods have you and/or other special education service providers used with {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Oneonone instruction_x000D_ 2. Smallgroup instruction_x000D_ 3. Largegroup instruction_x000D_ 4. Co-teaching_x000D_ 5. Cooperative learning_x000D_ 6. Peer tutoring_x000D_ 7. Computerbased instruction_x000D_ 8. Direct instruction_x000D_ 9. Cognitive strategies_x000D_ 10. Selfmanagement_x000D_ 11. Behavior management_x000D_ 12. Instruction received through a sign interpreter_x000D_ 13. None of the above_x000D_ |
Teaching methods/materials | ||||||||
| 19a | Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the general education classroom?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. General education curriculum materials were used without modification._x000D_ 2. General education curriculum materials were used with some modifications._x000D_ 3. General education curriculum materials were used with substantial modifications._x000D_ 4. Speciallydesigned commercial materials were used._x000D_ 5. Teacherdesigned materials were used._x000D_ 6. Child not in this setting._x000D_ DON'T KNOW |
Teaching methods/materials and Inclusion | SIB210 | Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the general education classroom?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. General education curriculum materials were used without modification._x000D_ 2. General education curriculum materials were used with some modifications._x000D_ 3. General education curriculum materials were used with substantial modifications._x000D_ 4. Speciallydesigned commercial materials were used._x000D_ 5. Teacherdesigned materials were used._x000D_ 6. Child not in this setting._x000D_ |
Teaching methods/materials and Inclusion | ||||||||
| 19b | Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the special education classroom or program?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. General education curriculum materials were used without modification._x000D_ 2. General education curriculum materials were used with some modifications._x000D_ 3. General education curriculum materials were used with substantial modifications._x000D_ 4. Speciallydesigned commercial materials were used._x000D_ 5. Teacherdesigned materials were used._x000D_ 6. Child not in this setting._x000D_ DON'T KNOW |
Teaching methods/materials | SIB220 | Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the special education classroom or program?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. General education curriculum materials were used without modification._x000D_ 2. General education curriculum materials were used with some modifications._x000D_ 3. General education curriculum materials were used with substantial modifications._x000D_ 4. Speciallydesigned commercial materials were used._x000D_ 5. Teacherdesigned materials were used._x000D_ 6. Child not in this setting._x000D_ |
Teaching methods/materials | ||||||||
| 20a | Question “Did {CHILD} use any assistive technologies this year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teaching methods/materials | SIB230 | Question “Did {CHILD} use any assistive technologies this year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teaching methods/materials | ||||||||
| 20b | Question “During this school year, which of the following assistive technologies and devices has {CHILD} used?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Vans, vehicles_x000D_ 2. Wheelchair_x000D_ 3. Walker_x000D_ 4. White cane_x000D_ 5. Electronic with voice output (for example, Touch Talker)_x000D_ 6. Electronic without voice output (for example, device with visual display or printed speech output)_x000D_ 7. Non-electronic (for example, manual printing board)_x000D_ 8. Hearing aids_x000D_ 9. FM loops_x000D_ 10. TTYs/TDDs_x000D_ 11. Cochlear implants_x000D_ 12. Realtime captioning_x000D_ 13. Braille texts_x000D_ 14. Electronic Braille devices_x000D_ 15. Digital texts_x000D_ 16. Magnifying devices_x000D_ 17. Closecaptioned television (CCTV)_x000D_ 18. Tape recorder_x000D_ 19. Calculator_x000D_ 20. Electronic spelling devices_x000D_ 21. Used solely by individual child_x000D_ 22. Shared with other children_x000D_ 23. Reading_x000D_ 24. Writing_x000D_ 25. Mathematics_x000D_ 26. No assistive technologies or devices were used_x000D_ 91. Other assistive technologies or devices (Please specify):_x000D_ |
Teaching methods/materials | SIB240 | Question “During this school year, which of the following assistive technologies and devices has {CHILD} used?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Vans, vehicles_x000D_ 2. Wheelchair_x000D_ 3. Walker_x000D_ 4. White cane_x000D_ 5. Electronic with voice output (for example, Touch Talker)_x000D_ 6. Electronic without voice output (for example, device with visual display or printed speech output)_x000D_ 7. Non-electronic (for example, manual printing board)_x000D_ 8. Hearing aids_x000D_ 9. FM loops_x000D_ 10. TTYs/TDDs_x000D_ 11. Cochlear implants_x000D_ 12. Realtime captioning_x000D_ 13. Braille texts_x000D_ 14. Electronic Braille devices_x000D_ 15. Digital texts_x000D_ 16. Magnifying devices_x000D_ 17. Closecaptioned television (CCTV)_x000D_ 18. Tape recorder_x000D_ 19. Calculator_x000D_ 20. Electronic spelling devices_x000D_ 21. Used solely by individual child_x000D_ 22. Shared with other children_x000D_ 23. Reading_x000D_ 24. Writing_x000D_ 25. Mathematics_x000D_ 26. No assistive technologies or devices were used_x000D_ 91. Other assistive technologies or devices {(Please specify):/(Please specify on next screen.)}_x000D_ |
Teaching methods/materials | ||||||||
| 20bos | Other specify text on teaching methods/materials | SIB240 OS | Other specify text on teaching methods/materials | ||||||||||
| 21 | Question “During this school year, does {CHILD} have a computer, laptop, or word processing device assigned to {him/her} for use full time?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teaching methods/materials | SIB250 | Question “During this school year, does {CHILD} have a computer, laptop, or word processing device assigned to {him/her/them} for use full time?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teaching methods/materials | Yes | Added a gender neutral pre-fill option.. | ||||||
| 22 | Question “During this school year, on average, how often have you met with {CHILD}'s general education teacher(s) to discuss {his/her} program or progress?”_x000D_ ----_x000D_ 1. Not applicable because I am {CHILD}’s general education teacher_x000D_ 2. Not applicable to my work with {CHILD}_x000D_ 3. Every day or several times a week_x000D_ 4. Once a week or several times a month_x000D_ 5. Once a month_x000D_ 6. A few times over the school year_x000D_ 7. Once during this school year_x000D_ 8. Never during this school year_x000D_ |
Teacher communication | SIB260 | Question “During this school year, on average, how often have you met with {CHILD}'s general education teacher(s) to discuss {his/her/their} program or progress?”_x000D_ ----_x000D_ 1. Every day or several times a week_x000D_ 2. Once a week or several times a month_x000D_ 3. Once a month_x000D_ 4. A few times over the school year_x000D_ 5. Once during this school year_x000D_ 6. Never during this school year_x000D_ 7. Not applicable because I am {CHILD}’s general education teacher_x000D_ 8. Not applicable to my work with {CHILD}_x000D_ |
Teacher communication | Yes | Added a gender neutral pre-fill option.. | ||||||
| 23 | Question “On average, how long were the meetings with the general education teacher(s) to discuss {CHILD}'s program or progress?”_x000D_ ----_x000D_ 1. 1 to 15 minutes_x000D_ 2. 16 to 30 minutes_x000D_ 3. 31 to 45 minutes_x000D_ 4. 46 to 60 minutes_x000D_ 5. More than 60 minutes_x000D_ |
Teacher communication | SIB270 | Question “On average, how long were the meetings with the general education teacher(s) to discuss {CHILD}'s program or progress?”_x000D_ ----_x000D_ 1. 1 to 5 minutes_x000D_ 2. 6 to 15 minutes_x000D_ 3. 16 to 30 minutes_x000D_ 4. 31 to 45 minutes_x000D_ 5. 46 to 60 minutes_x000D_ 6. More than 60 minutes_x000D_ |
Teacher communication | Yes | Revised response options into more precise ranges. Categories can be aggregated for comparable analysis with the ECLS-K:2011. | ||||||
| 24 | Question “During this school year, approximately how often have you communicated with {CHILD}’s parents about {CHILD}’s program or progress (by phone, in person, or in writing, including email)?”_x000D_ ----_x000D_ 1. Every day or several times a week_x000D_ 2. Once a week or several times a month_x000D_ 3. Once a month_x000D_ 4. A few times over the school year_x000D_ 5. Once during this school year_x000D_ 6. Never during this school year_x000D_ |
Parent communication | SIB280 | Question “During this school year, approximately how often have you communicated with {CHILD}’s parents about {CHILD}’s program or progress (by phone, in person, or in writing, including email)?”_x000D_ ----_x000D_ 1. Every day or several times a week_x000D_ 2. Once a week or several times a month_x000D_ 3. Once a month_x000D_ 4. A few times over the school year_x000D_ 5. Once during this school year_x000D_ 6. Never during this school year_x000D_ |
Parent communication | ||||||||
| 25a | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010a | Item wording is redacted due to copyright | Teacher-student closeness/conflict | Yes | Simplified the wording of the introduction for sentence clarity | ||||||
| 25b | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010b | Item wording is redacted due to copyright | Teacher-student closeness/conflict | ||||||||
| 25c | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010c | Item wording is redacted due to copyright | Teacher-student closeness/conflict | ||||||||
| 25d | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010d | Item wording is redacted due to copyright | Teacher-student closeness/conflict | ||||||||
| 25e | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010e | Item wording is redacted due to copyright | Teacher-student closeness/conflict | Yes | Added a gender neutral pre-fill option.. | ||||||
| 25f | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010f | Item wording is redacted due to copyright | Teacher-student closeness/conflict | Yes | Added a gender neutral pre-fill option.. | ||||||
| 25g | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010g | Item wording is redacted due to copyright | Teacher-student closeness/conflict | Yes | Added a gender neutral pre-fill option.. | ||||||
| 25h | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010h | Item wording is redacted due to copyright | Teacher-student closeness/conflict | ||||||||
| 25i | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010i | Item wording is redacted due to copyright | Teacher-student closeness/conflict | ||||||||
| 25j | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010j | Item wording is redacted due to copyright | Teacher-student closeness/conflict | ||||||||
| 25k | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010k | Item wording is redacted due to copyright | Teacher-student closeness/conflict | ||||||||
| 25l | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010l | Item wording is redacted due to copyright | Teacher-student closeness/conflict | ||||||||
| 25m | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010m | Item wording is redacted due to copyright | Teacher-student closeness/conflict | ||||||||
| 25n | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010n | Item wording is redacted due to copyright | Teacher-student closeness/conflict | ||||||||
| 25o | Item wording is redacted due to copyright | Teacher-student closeness/conflict | CCB010o | Item wording is redacted due to copyright | Teacher-student closeness/conflict | Yes | Added a gender neutral pre-fill option.. | ||||||
| 26 | Question “Now we would like to ask about {CHILD}’s educational goals. During this school year, has {CHILD} received formal individual evaluations in any of the following areas for purposes of developing IEP goals?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Psychological_x000D_ 2. Speech/language_x000D_ 3. Vision_x000D_ 4. Hearing_x000D_ 5. Learning style_x000D_ 6. Motor skills_x000D_ 7. Academics_x000D_ 8. No evaluations for developing IEP goals were conducted this year_x000D_ 91. Other (Please specify):_x000D_ |
Evaluation for setting goals | EGB010 | Question “Now we would like to ask about {CHILD}’s educational goals. During this school year, has {CHILD} received formal individual evaluations in any of the following areas for purposes of developing IEP goals?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Psychological_x000D_ 2. Speech/language_x000D_ 3. Vision_x000D_ 4. Hearing_x000D_ 5. Learning style_x000D_ 6. Motor skills_x000D_ 7. Academics_x000D_ 8. No evaluations for developing IEP goals were conducted this year_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Evaluation for setting goals | ||||||||
| 26os | Other specify text for evaluation for setting goals | EGB010 OS | Other specify text for evaluation for setting goals | ||||||||||
| 27 | Question “To what extent is {CHILD} expected to achieve the same general education goals as other children at {HIS/HER} grade level this school year?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. {CHILD} is expected to attain grade level achievement for all of the academic content standards._x000D_ 2. {CHILD} is expected to attain grade level achievement for some of the academic content standards._x000D_ 3. {CHILD} is expected to attain grade level achievement for only a few of the academic content standards._x000D_ 4. {CHILD} is not expected to attain grade level achievement for any of the academic content standards._x000D_ 5. There are no academic content standards at this grade level._x000D_ DON'T KNOW |
Expectation for meeting goals | EGB020 | Question “To what extent is {CHILD} expected to achieve the same general education goals as other children at {his/her/their} grade level this school year?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. {CHILD} is expected to attain grade level achievement for all of the academic content standards._x000D_ 2. {CHILD} is expected to attain grade level achievement for some of the academic content standards._x000D_ 3. {CHILD} is expected to attain grade level achievement for only a few of the academic content standards._x000D_ 4. {CHILD} is not expected to attain grade level achievement for any of the academic content standards._x000D_ 5. There are no academic content standards at this grade level._x000D_ |
Expectation for meeting goals | Yes | Added a gender neutral pre-fill option.. | ||||||
| 28 | Question “What percentage of {CHILD}’s current IEP goals have been met or nearly met at this point in the school year?”_x000D_ ----_x000D_ 1. 76 to 100 percent_x000D_ 2. 51 to 75 percent_x000D_ 3. 26 to 50 percent_x000D_ 4. 1 to 25 percent_x000D_ 5. 0 percent_x000D_ |
Goals met | EGB030 | Question “What percentage of {CHILD}’s current IEP goals have been met or nearly met at this point in the school year?”_x000D_ ----_x000D_ 1. 76 to 100 percent_x000D_ 2. 51 to 75 percent_x000D_ 3. 26 to 50 percent_x000D_ 4. 1 to 25 percent_x000D_ 5. 0 percent_x000D_ |
Goals met | ||||||||
| 29 | Question “Which of the following best expresses the likelihood that {CHILD} will continue to receive some level of special education services (through an IEP) in the next school year?”_x000D_ ----_x000D_ 1. Definitely will continue in special education_x000D_ 2. Very likely to continue in special education_x000D_ 3. Likely to continue in special education_x000D_ 4. Unlikely to continue in special education_x000D_ 5. Very unlikely to continue in special education_x000D_ 6. Definitely will not continue in special education (will be dismissed from services)_x000D_ |
Goals met | EGB040 | Question “Which of the following best expresses the likelihood that {CHILD} will continue to receive some level of special education services (through an IEP) in the next school year?”_x000D_ ----_x000D_ 1. Definitely will continue in special education_x000D_ 2. Very likely to continue in special education_x000D_ 3. Likely to continue in special education_x000D_ 4. Unlikely to continue in special education_x000D_ 5. Very unlikely to continue in special education_x000D_ 6. Definitely will not continue in special education (will be dismissed from services)_x000D_ |
Goals met | ||||||||
| 30 | Question “During this school year, to what extent has {CHILD} participated in any gradelevel assessment administered as part of the school's testing program?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. {CHILD} did not participate in the school's testing or assessment program._x000D_ 2. {CHILD} participated in alternate assessments and no regular assessments._x000D_ 3. {CHILD} participated in some alternate assessments and some regular assessments._x000D_ 4. {CHILD} participated fully in the school's regular testing or assessment program._x000D_ 5. There is no testing or assessment program at this grade level._x000D_ DON'T KNOW |
Expectation for meeting goals and inclusion | EGB050 | Question “During this school year, to what extent has {CHILD} participated in any gradelevel assessment administered as part of the school's testing program?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. {Child} did not participate in the school's testing or assessment program._x000D_ 2. {Child} participated in alternate assessments and no regular assessments._x000D_ 3. {Child} participated in some alternate assessments and some regular assessments._x000D_ 4. {Child} participated fully in the school's regular testing or assessment program._x000D_ 5. There is no testing or assessment program at this grade level._x000D_ |
Expectation for meeting goals and inclusion | ||||||||
| 31 | Question “How far in school do you expect {CHILD} to go?"_x000D_ ----_x000D_ 1. Receive less than a high school diploma_x000D_ 2. Graduate from high school_x000D_ 3. Attend a vocational or technical school after high school_x000D_ 4. Attend two or more years of college_x000D_ 5. Finish a four- or five-year college degree_x000D_ 6. Earn a master's degree or equivalent_x000D_ 7. Finish a Ph.D., MD, or other advanced degree_x000D_ |
Expected attainment | EG060 | Expected attainment | |||||||||
| 32 | Question “Thank you very much for answering these questions about {CHILD}. Because {CHILD} did not receive special education services during this school year, no additional information is needed. Please click "Finish" to complete your survey for {CHILD} and then check to see if there are any more children_x000D_ assigned to you.” |
Thank you to respondent | TYB900a | Question “Thank you very much for answering these questions about {CHILD}. Because {CHILD} did not receive special education services during this school year, no additional information is needed. Please click "Finish" to complete your survey for {CHILD} and then check to see if there are any more children_x000D_ assigned to you.” |
Thank you to respondent | ||||||||
| 51 | Question “Thank you for answering questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be completed. NOTE: This survey contains copyrighted material that was adapted and used with permission. Do not use or reproduce without permission. Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3), 444-458. Used with permission.” |
Thank you to respondent | TYB900b | Question “Thank you for answering questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be completed. NOTE: This survey contains copyrighted material that was adapted and used with permission. Do not use or reproduce without permission. Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3): 444-458. Used with permission.” |
Thank you to respondent |
| FTItem# | FT Item Wording approved 7222022 | FT Construct | National item # | National Item Wording | National Construct | Added | Dropped | Changed | Rationale for additions drops or changes |
| A0 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | SCS000 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | ||||
| A1b | Question “This section of the survey contains questions about characteristics of your school. How many instructional days will this school provide during this academic year?” InstResp “Please enter a number below. If this is a year-round school, please provide the number of instructional days a given child would attend.” Pre-unit: “Number of Instructional Days” Watermark “Enter number” |
Length of school year | SCS010 | Question “This section of the survey contains questions about characteristics of your school. How many instructional days will this school provide during this academic year?” InstResp “Please enter a number below. If this is a year-round school, please provide the number of instructional days a given child would attend.” Pre-unit: “Number of Instructional Days” Watermark “Enter number” |
Length of school year | ||||
| A2a | Question “What are the start dates for this school for the 2022-2023 school year?” InstResp “Please enter the two-digit month, two-digit day, and four-digit year of 2022 (for example, 08/22/2022).” Pre-unit “Date school started in 2022” Watermark “MM/DD/YYYY” |
Length of school year | SCS020A | Question “What are the start dates for this school for the 2023-2024 school year?” InstResp “Please enter the two-digit month, two-digit day, and four-digit year of 2023 (for example, 08/22/2023).” Pre-unit “Date school started in 2023” Watermark “MM/DD/YYYY” |
Length of school year | Yes | Revised to enter as MM/DD/YY. | ||
| A2b | Question: What are the end dates for this school for the 2022-2023 school year?” InstResp “Please enter the two-digit month, two-digit day, and four-digit year of 2023 (for example, 05/22/2023).” Pre-unit “Date school ends in 2023” Watermark “MM/DD/YYYY” |
Length of school year | SCS020B | Question: What are the end dates for this school for the 2023-2024 school year?” InstResp “Please enter the two-digit month, two-digit day, and four-digit year of 2024 (for example, 05/22/2024).” Pre-unit “Date school ends in 2024” Watermark “MM/DD/YYYY” |
Length of school year | Yes | Revised to enter as MM/DD/YY. | ||
| A2c | Question: What are the end dates for this school for the 2021-2022 school year?”_x000D_ _x000D_ Pre-unit “Month school ends in 2022”_x000D_ _x000D_ Watermark “Select month”_x000D_ ----_x000D_ 1. January_x000D_ 2. February_x000D_ 3. March_x000D_ 4. April_x000D_ 5. May_x000D_ 6. June_x000D_ 7. July_x000D_ 8. August_x000D_ 9. September_x000D_ 10. October_x000D_ 11. November_x000D_ 12. December_x000D_ |
Length of school year | Yes | Reformatted to be part of A2b. | |||||
| A2d | Pre-unit “Day school ends in 2022”_x000D_ _x000D_ Watermark “Enter day” |
Length of school year | Yes | Reformatted to be part of A2b. | |||||
| A3a | Question “Approximately, what is the Average Daily Attendance for your school this year? InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item." ---- 1. Answer as percent average daily attendance 2. Answer as average number of students attending daily |
Enrollment and attendance | SCS030A | Question “Approximately, what is the Average Daily Attendance for your school this year? InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item." ---- 1. Answer as percent average daily attendance 2. Answer as average number of students attending daily |
Enrollment and attendance | ||||
| A3b | Question “Approximately, what is the Average Daily Attendance for your school this year? Percent average daily attendance” Watermark “Enter percent” |
Enrollment and attendance | SCS030B | Question “Approximately, what is the Average Daily Attendance for your school this year? Percent average daily attendance” Watermark “Enter percent” |
Enrollment and attendance | ||||
| A3c | Question “Approximately, what is the Average Daily Attendance for your school this year? Average number of students attending daily” Watermark “Enter number” |
Enrollment and attendance | SCS030C | Question “Approximately, what is the Average Daily Attendance for your school this year? Average number of students attending daily” Watermark “Enter number” |
Enrollment and attendance | ||||
| A4a | Question “The following questions ask about enrollment at your school. Enter the approximate number of children for each of the following. Total enrollment in kindergarten in your school around October 1, 2022 or the date nearest to that for which data are available.” Pre-unit “Number:” Watermark “Enter Number” |
Enrollment and attendance | SCS040A | Question “The following questions ask about enrollment at your school. Enter the approximate number of children for each of the following. Total enrollment in kindergarten in your school around October 1, 2023 or the date nearest to that for which data are available.” Pre-unit “Number:” Watermark “Enter Number” |
Enrollment and attendance | Yes | Updated year. | ||
| A4b | Question “Total enrollment in your school (across all grades) around October 1, 2022, or the date nearest to that for which data are available.” Pre-unit “Number:” Watermark “Enter Number” |
Enrollment and attendance | SCS040B | Question “Total enrollment in your school (across all grades) around October 1, 2023, or the date nearest to that for which data are available.” Pre-unit “Number:” Watermark “Enter Number” |
Enrollment and attendance | Yes | Updated year. | ||
| A4c | Question “Number of children who have enrolled in your school since October 1, 2022. If no children have enrolled in your school since October 1, 2022, enter “0.”” Pre-unit “Number:” Watermark “Enter Number” |
Enrollment and attendance | Yes | Dropped. Lower priority relative to other questions on enrollment. | |||||
| A4d | Question “Number of children who have left your school since October 1, 2022, and have not returned. If no children have left your school since October 1, 2022, enter “0.”” Pre-unit “Number:” Watermark “Enter Number” |
Enrollment and attendance | Yes | Dropped. Lower priority relative to other questions on enrollment. | |||||
| A5 | Question “Select all grade levels included in your school.” InstResp “Select all that apply.” ---- 1. Ungraded 2. Prekindergarten 3. Transitional (or readiness) kindergarten (TK) 4. Kindergarten 5. Transitional first (or pre-first) grade 6. 1st grade 7. 2nd grade 8. 3rd grade 9. 4th grade 10. 5th grade 11. 6th grade 12. 7th grade 13. 8th grade 14. 9th grade 15. 10th grade 16. 11th grade 17. 12th grade |
School type | SCS050 | Question “Select all grade levels included in your school.” InstResp “Select all that apply.” ---- 1. Ungraded 2. Prekindergarten 3. Transitional (or readiness) kindergarten (TK) 4. Kindergarten 5. Transitional first (or pre-first) grade 6. 1st grade 7. 2nd grade 8. 3rd grade 9. 4th grade 10. 5th grade 11. 6th grade 12. 7th grade 13. 8th grade 14. 9th grade 15. 10th grade 16. 11th grade 17. 12th grade |
School type | ||||
| A6 | Question “Which of the following programs does your school currently offer?” InstResp “Select all that apply.” ---- 1. Half-day onsite pre-K program 2. Full-day onsite pre-K program 3. Tuition-based full-day onsite pre-K program 4. Half-day kindergarten 5. Full-day kindergarten 6. Tuition-based full-day kindergarten 7. Half-day transitional (or readiness) kindergarten 8. Full-day transitional (or readiness) kindergarten 9. Tuition-based full-day transitional (or readiness) kindergarten 10. Half-day transitional first (or pre-first) grade 11. Full-day transitional first (or pre-first) grade 12. Tuition-based full-day transitional first (or pre-first) grade |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SCS060 | Question “Which of the following programs does your school currently offer?” InstResp “Select all that apply.” ---- 1. Half-day onsite pre-K program 2. Full-day onsite pre-K program 3. Tuition-based full-day onsite pre-K program 4. Half-day kindergarten 5. Full-day kindergarten 6. Tuition-based full-day kindergarten 7. Half-day transitional (or readiness) kindergarten 8. Full-day transitional (or readiness) kindergarten 9. Tuition-based full-day transitional (or readiness) kindergarten 10. Half-day transitional first (or pre-first) grade 11. Full-day transitional first (or pre-first) grade 12. Tuition-based full-day transitional first (or pre-first) grade |
School programs including full and half-day kindergarten programming, and transitional kindergarten | ||||
| A7 | Question “How do children qualify for participation in your school’s transitional (or readiness) kindergarten program?” InstResp “Select all that apply.” ---- 1. Student age (for example, students who are young for their first-grade cohort) 2. Universal to all 4 year olds 3. Teacher recommendation 4. Parental request 5. School readiness score 6. None of the above 91. Other (Please specify): |
School programs including full and half-day kindergarten programming, and transitional kindergarten | Yes | Dropped. Lower priority relative to other questions on enrollment. Transitional programs are not very prevalent. | |||||
| A7os | Other specify text for school programs including full and half-day kindergarten programming, and transitional kindergarten | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| A8 | Question “How do children qualify for participation in your school’s transitional first (or pre-first) grade program?” InstResp “Select all that apply.” ---- 1. Student age (for example, students who are young for their first-grade cohort) 2. Universal to all 5 year olds 3. Teacher recommendation 4. Parental request 5. School readiness score 6. None of the above 91. Other (Please specify): |
School programs including full and half-day kindergarten programming, and transitional kindergarten | Yes | Dropped. Lower priority relative to other questions on enrollment. Transitional programs are not very prevalent. | |||||
| A8os | Other specify text for school programs including full and half-day kindergarten programming, and transitional kindergarten | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| A9 | Question “Which of the following characterizes your school?” InstResp “Select all that apply.” ---- 1. Regular public school (not including magnet school or school of choice) 2. Public magnet school 3. Charter 4. Catholic 5. Catholic school: Diocesan 6. Catholic school: Parish 7. Catholic school: Private order 8. Other private school, religious affiliation 9. Private school affiliated by NAIS, no religious affiliation 10. Other private school, no religious or NAIS affiliation 11. Early childhood center (school/center includes preschool and/or early grades) 12. Special education school – primarily serves children with disabilities 13. Year-round school 14. Bureau of Indian Education (BIE) or tribal school |
School type (public/private; affiliation; grades; magnet; etc.) | SCS070 | Question “Which of the following characterizes your school?” InstResp “Select all that apply.” ---- 1. Regular public school (not including magnet school or school of choice) 2. Public magnet school 3. Charter 4. Catholic 5. Catholic school: Diocesan 6. Catholic school: Parish 7. Catholic school: Private order 8. Other private school, religious affiliation 9. Private school affiliated by NAIS, no religious affiliation 10. Other private school, no religious or NAIS affiliation 11. Early childhood center (school/center includes preschool and/or early grades) 12. Special education school – primarily serves children with disabilities 13. Year-round school 14. Bureau of Indian Education (BIE) or tribal school |
School type (public/private; affiliation; grades; magnet; etc.) | ||||
| A10a | Question “In what year did this school start providing instruction as a public charter school?” InstResp “Enter the year.” Watermark “Enter year” |
School type (public/private; affiliation; grades; magnet; etc.) | Yes | Dropped. Lower priority relative to other questions on enrollment. | |||||
| A10b | Question “Which of the following characterizes your public charter school? ---- 1. For profit 2. Not for profit |
School type (public/private; affiliation; grades; magnet; etc.) | SCS080 | Question “Which of the following characterizes your public charter school? ---- 1. For profit 2. Not for profit |
School type (public/private; affiliation; grades; magnet; etc.) | ||||
| A11a1 | Question “Approximately how many or what percentage of the children in your school belongs to each of the following racial/ethnic groups? Please count each student only once. Hispanic students should only be counted in the Hispanic or Latino/Latina category regardless of race. Hispanic or Latino/Latina of any race InstResp “Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%.” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS090A1 | Question “Approximately how many or what percentage of the children in your school belongs to each of the following racial/ethnic groups? Please count each student only once. Hispanic students should only be counted in the Hispanic or Latino/Latina category regardless of race. Hispanic or Latino/Latina of any race InstResp “Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. {The total on the percent column should add to 100%.}” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A11a2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS090A2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A11b1 | Question “American Indian or Alaska Native, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS090B1 | Question “American Indian or Alaska Native, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A11b2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS090B2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A11c1 | Question “Asian, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS090C1 | Question “Asian, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A11c2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS090C2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A11d1 | Question “Black or African American, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS090D1 | Question “Black or African American, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A11d2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS090D2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A11e1 | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS090E1 | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A11e2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS090E2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A11f1 | Question “White, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS090F1 | Question “White, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A11f2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS090F2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A11g1 | Question “Two or more races, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS090G1 | Question “Two or more races, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A11g2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS090G2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A12a | Question “During this school year, approximately what percentage of students at your school are...” Chronically absent?” Pre-unit “Percentage:” Watermark “Enter percentage” “Don’t know” |
Enrollment and attendance | SCS100A | Question “During this school year, approximately what percentage of students at your school are...” Chronically absent?” Pre-unit “Percentage:” Watermark “Enter percentage” “Don’t know” |
Enrollment and attendance | ||||
| A12b | Question “Homeless?” “Don’t know” Pre-unit “Percentage:” Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS100B | Question “Experiencing homelessness?” “Don’t know” Pre-unit “Percentage:” Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | X | Revised "homeless" to "experiencing homelessness" | ||
| A12c | Question “From migrant families?” “Don’t know” Pre-unit “Percentage:” Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SCS100C | Question “From migrant families?” “Don’t know” Pre-unit “Percentage:” Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| A13a | Question “About what percentage of the children enrolled in this school are… From the surrounding neighborhood?” Pre-unit “Percentage:” Watermark “Enter percentage” |
Enrollment and attendance | SCS110A | Question “About what percentage of the children enrolled in this school are… From the surrounding neighborhood?” Pre-unit “Percentage:” Watermark “Enter percentage” |
Enrollment and attendance | ||||
| A13b | Question “Bused to achieve equitable access to resources?” Pre-unit “Percentage:” Watermark “Enter percentage” |
Enrollment and attendance | SCS110B | Question “Bused to achieve equitable access to resources?” Pre-unit “Percentage:” Watermark “Enter percentage” |
Enrollment and attendance | ||||
| A13c | Question “Attending from outside of the surrounding neighborhood to receive a specialized program or service (for example, gifted and talented services, services for children with disabilities, etc.)?” Pre-unit “Percentage:” Watermark “Enter percentage” |
Enrollment and attendance | SCS110C | Question “Attending from outside of the surrounding neighborhood to receive a specialized program or service (for example, gifted and talented services, services for children with disabilities, etc.)?” Pre-unit “Percentage:” Watermark “Enter percentage” |
Enrollment and attendance | ||||
| A13d | Question “Categorically eligible for free meals based on their participation in other specific means-tested programs (for example, Supplemental Nutrition Assistance Program (SNAP), and Temporary Assistance for Needy Families (TANF).” Pre-unit “Percentage:” Watermark “Enter percentage” |
Enrollment and attendance | SCS110D | Question “Categorically eligible for free meals based on their participation in other specific means-tested programs (for example, Supplemental Nutrition Assistance Program (SNAP), and Temporary Assistance for Needy Families (TANF)?” Pre-unit “Percentage:” Watermark “Enter percentage” |
Enrollment and attendance | ||||
| A13e | Question “Attend the school under public school choice.” Pre-unit “Percentage:” Watermark “Enter percentage” |
Enrollment and attendance | SCS110E | Question “Attend the school under public school choice.” Pre-unit “Percentage:” Watermark “Enter percentage” |
Enrollment and attendance | ||||
| A14 | Question “How many children are currently enrolled in kindergarten classes?” InstResp “Enter number. Please include children enrolled in regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades.” Watermark “Enter number” |
Enrollment and attendance | SCS120 | Question “How many children are currently enrolled in kindergarten classes?” InstResp “Please include children enrolled in regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades.” Watermark “Enter number” |
Enrollment and attendance | ||||
| A15a | Question “How many of each of the following types of classes do you have in your school? Half-day kindergarten” InstResp “Enter number. If none, please enter “0.”” Pre-unit “Number:” Watermark “Enter number” |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SCS130A | Question “How many of each of the following types of classes do you have in your school? Half-day kindergarten” InstResp “Enter number. If none, please enter “0.”” Pre-unit “Number:” Watermark “Enter number” |
School programs including full and half-day kindergarten programming, and transitional kindergarten | ||||
| A15b | Question “Full-day kindergarten” InstResp “Enter number. If none, please enter “0.”” Pre-unit “Number:” Watermark “Enter number” |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SCS130B | Question “Full-day kindergarten” InstResp “Enter number. If none, please enter “0.”” Pre-unit “Number:” Watermark “Enter number” |
School programs including full and half-day kindergarten programming, and transitional kindergarten | ||||
| A16 | Question “By what date did a child need to turn five to enter kindergarten for this school year, 2022-23?” InstResp “Please enter the two-digit month, two-digit day, and four-digit year (for example, 09/15/2022). If there is no cutoff date, please select that below.” Pre-unit “Date” Watermark “MM/DD/YYYY” “No cutoff date to enter kindergarten” |
Entry age for kindergarten | SCS140 | Question “By what date did a child need to turn five to enter kindergarten for this school year, 2023-24?” InstResp “Please enter the two-digit month, two-digit day, and four-digit year (for example, 09/15/2023). If there is no cutoff date, please select that below.” Pre-unit “Date” Watermark “MM/DD/YYYY” “No cutoff date to enter kindergarten” |
Entry age for kindergarten | Yes | Updated year. | ||
| A16b | Pre-unit “Day”_x000D_ _x000D_ Watermark “Enter day” |
Yes | Revised to be part of 16. | ||||||
| A16c | Pre-unit “Year”_x000D_ _x000D_ Watermark “Enter year” |
Yes | Revised to be part of 16. | ||||||
| A17 | Question “What days of the week is your school in session?” InstResp “Select all that apply.” ---- 1. Monday 2. Tuesday 3. Wednesday 4. Thursday 5. Friday 6. Saturday 7. Sunday |
Information on school week (days and length of each day) | SCS150 | Question “What days of the week is your school in session?” InstResp “Select all that apply.” ---- 1. Monday 2. Tuesday 3. Wednesday 4. Thursday 5. Friday 6. Saturday 7. Sunday |
Information on school week (days and length of each day) | ||||
| A18 | Question “The next set of questions is about school-level breakfast and lunch eligibility and participation. Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school breakfast program?” ---- 1. Yes 2. No |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SCS160 | Question “The next set of questions is about school-level breakfast and lunch eligibility and participation. Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school breakfast program?” ---- 1. Yes 2. No |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | ||||
| A19a | Question “What time is breakfast served at the school? Time breakfast starts:” Pre-unit “Time” Watermark “hh:mm AM/PM” InstResp “Enter hour (hh), minutes (mm), and time period (AM or PM).” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | Yes | Dropped. Lower priority compared with other questions on FRPL. | |||||
| A19b | Question “Time breakfast ends:” Pre-unit “Time” Watermark “hh:mm AM/PM” InstResp “Enter hour (hh), minutes (mm), and time period (AM or PM).” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | Yes | Dropped. Lower priority compared with other questions on FRPL. | |||||
| A19c | Question “What time is breakfast served at the school?_x000D_ _x000D_ Hour breakfast ends:” |
Yes | Dropped. Lower priority compared with other questions on FRPL. | ||||||
| A19d | Question “Minutes:” | Yes | Dropped. Lower priority compared with other questions on FRPL. | ||||||
| A20a | Question “How many federally-reimbursable school breakfasts did your school serve at free, reduced price, and paid rates over the entire month of October? Paid school breakfasts” Pre-unit “Number of breakfasts” InstResp “Please enter the number. If none, enter “0.”” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SCS170A | Question “How many federally-reimbursable school breakfasts did your school serve at free, reduced price, and paid rates over the entire month of October? Paid school breakfasts” Pre-unit “Number of breakfasts” InstResp “Please enter the number. If none, enter “0.”” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | ||||
| A20b | Question “Free school breakfasts” Pre-unit “Number of breakfasts” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SCS170B | Question “Free school breakfasts” Pre-unit “Number of breakfasts” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | ||||
| A20c | Question “Reduced-price school breakfasts” Pre-unit “Number of breakfasts” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SCS170C | Question “Reduced-price school breakfasts” Pre-unit “Number of breakfasts” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | ||||
| A21 | Question “What is the price of a USDA-reimbursable breakfast for students who pay the full price?” InstResp: Enter the most common price (standard price) if your cafeteria offers breakfast at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50). Pre-unit: “Standard full price $” Watermark “00.00” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | Yes | Dropped. Lower priority compared with other questions on FRPL. | |||||
| A21b | Question “and”_x000D_ _x000D_ Pre-unit: “Cents”_x000D_ _x000D_ Watermark “Cents” |
Yes | Dropped. Lower priority compared with other questions on FRPL. | ||||||
| A22a | Question “What is the price of a USDA-reimbursable breakfast for students who pay the reduced price?” InstResp: Enter the most common price (standard price) if your cafeteria offers breakfast at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50). Pre-unit: “Reduced price $” Watermark “00.00” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | Yes | Dropped. Lower priority compared with other questions on FRPL. | |||||
| A22b | Question “What are the reasons why your school does not participate in USDA’s school breakfast program?” InstResp “Select all that apply” ---- 1. Too few eligible students 2. Program too costly 3. School starts too late to serve breakfast 4. School lacks facilities to serve breakfast 5. School lacks staff to serve breakfast 91. Other (Please specify): |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SCS180 | Question “What are the reasons why your school does not participate in USDA’s school breakfast program?” InstResp “Select all that apply” ---- 1. Too few eligible students 2. Program too costly 3. School starts too late to serve breakfast 4. School lacks facilities to serve breakfast 5. School lacks staff to serve breakfast 91. Other |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | Yes. | Revised to remove "specify." This was used in the field test to possibly revise categories. No revisions were indicated by the field test data. | ||
| A22bOS | Other specify for school breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | Other specify for school breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | |||||
| A23 | Question “Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school lunch program?” ---- 1. Yes 2. No |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SCS190 | Question “Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school lunch program?” ---- 1. Yes 2. No |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | ||||
| A24a | Question “How many federally-reimbursable school lunches did your school serve at free, reduced price, and paid rates over the last month? Paid school lunches” Pre-unit “Number of lunches” InstResp “Please enter the numbers. If none, enter “0.”” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SCS200A | Question “How many federally-reimbursable school lunches did your school serve at free, reduced price, and paid rates over the last month? Paid school lunches” Pre-unit “Number of lunches” InstResp “Please enter the numbers. If none, enter “0.”” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | ||||
| A24b | Question “Free school lunches” Pre-unit “Number of lunches” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SCS200B | Question “Free school lunches” Pre-unit “Number of lunches” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | ||||
| A24c | Question “Reduced-price school lunches” Pre-unit “Number of lunches” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SCS200C | Question “Reduced-price school lunches” Pre-unit “Number of lunches” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | ||||
| A25 | Question “What is the price of a USDA-reimbursable lunch for students who pay the full price?” InstResp: Enter the most common price (standard price) if your cafeteria offers lunch at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50). Pre-unit: “Standard full price $” Watermark “00.00” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | Yes | Dropped. Lower priority compared with other questions on FRPL. | |||||
| A25b | Question “and”_x000D_ _x000D_ Pre-unit: “Cents”_x000D_ _x000D_ Watermark “Cents” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | Yes | Dropped. Lower priority compared with other questions on FRPL. | |||||
| A26 | Question “What is the price of a USDA-reimbursable lunch for students who pay the reduced price?” InstResp: Enter the most common price (standard price) if your cafeteria offers lunch at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50). Pre-unit: “Reduced price $” Watermark “00.00” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | Yes | Dropped. Lower priority compared with other questions on FRPL. | |||||
| A26b | Question “and”_x000D_ _x000D_ Pre-unit: “Cents”_x000D_ _x000D_ Watermark “Cents” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | Yes | Dropped. Lower priority compared with other questions on FRPL. | |||||
| A27a | Question “How many children in your school were approved for free or reduced-price meals as of October 1, 2022 or the date nearest to that for which data are available? Free school meals” Pre-unit “Number approved” InstResp “Please enter the numbers. If none, enter “0.”” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SCS210A | Question “How many children in your school were approved for free or reduced-price lunches as of October 1, 2023 or the date nearest to that for which data are available? Free school lunches” Pre-unit “Number approved” InstResp “Please enter the numbers. If none, enter “0.”” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | Yes | Updated year. Revised to be lunches. | ||
| A27b | Question “Reduced-price meals” Pre-unit “Number approved” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SCS210B | Question “Free school lunches” Pre-unit “Number of lunches” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | Yes | Revised to be free school lunches. | ||
| A27c | Question “What are the reasons why your school does not participate in USDA’s school lunch program?” InstResp “Select all that apply” ---- 1. Too few eligible students 2. Program too costly 3. School starts too late to serve breakfast 4. School lacks facilities to serve breakfast 5. School lacks staff to serve breakfast 91. Other (Please specify): |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SCS210C | Question “What are the reasons why your school does not participate in USDA’s school lunch program?” InstResp “Select all that apply” ---- 1. Too few eligible students 2. Program too costly 3. School starts too late to serve breakfast 4. School lacks facilities to serve breakfast 5. School lacks staff to serve breakfast 91. Other |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | ||||
| A27cos | Other specify for school breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SCS210COS | Other specify for school breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | ||||||
| A28 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Characteristics section.” InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.” ---- 1. Principal/Administrator 2. Vice principal 3. Counselor 4. School administrative personnel 5. District administrative personnel 6. None of the above 91. Other (Please specify): |
Principal's years in the role of principal | Yes | Question was used for the field test and not necessary for the main study. | |||||
| A28os | Other specify for principal's years in the role of principal | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| ASTOP | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | SCS998 | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | ||||
| A29 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | SCS999 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | ||||
| B0 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | SFS000 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | ||||
| B1a | Question “This section of the survey asks questions about your school’s facilities and resources. In general, how adequate are each of the following school facilities for meeting the needs of the children in your school? Cafeteria” InstResp: “Select one response for each row.” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | SFS010A | Question “This section of the survey asks questions about your school’s facilities and resources. In general, how adequate are each of the following school facilities for meeting the needs of the children in your school? Cafeteria” InstResp: “Select one response for each row.” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | ||||
| B1b | Question “Computer lab” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | SFS010B | Question “Computer lab” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | ||||
| B1c | Question “Library/media center” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | SFS010C | Question “Library/media center” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | ||||
| B1d | Question “Art room” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | SFS010D | Question “Art room” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | ||||
| B1e | Question “Gymnasium” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | SFS010E | Question “Gymnasium” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | ||||
| B1f | Question “{Continued} In general, how adequate are each of the following school facilities for meeting the needs of the children in your school? Music room” InstResp: “Select one response for each row.” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | SFS010F | Question “{Continued} In general, how adequate are each of the following school facilities for meeting the needs of the children in your school? Music room” InstResp: “Select one response for each row.” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | ||||
| B1g | Question “Playground” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | SFS010G | Question “Playground” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | ||||
| B1h | Question “Classrooms” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | SFS010H | Question “Classrooms” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | ||||
| B1i | Question “Auditorium” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | SFS010I | Question “Auditorium” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | ||||
| B1j | Question “Multi-purpose room” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | SFS010J | Question “Multi-purpose room” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources | ||||
| B2 | Question “How many children is this school designed to accommodate?” InstResp “Enter number. If none, enter “0.”” Pre-unit “Number of children” Watermark “Enter number” |
Adequacy of facilities and resources | SFS020 | Question “How many children is this school designed to accommodate?” InstResp “Enter number. If none, enter “0.”” Pre-unit “Number of children” Watermark “Enter number” |
Adequacy of facilities and resources | ||||
| B3a | Question “How many computers in this school are used for... Instructional purposes only?” InstResp “If none, enter “0."” Pre-unit “Number of computers” Watermark “Enter number” |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SFS030A | Question “Please describe the availability and use of school desktop computers, laptops, Chromebooks, tablets, or other electronic devices by their type of access. How many computers in this school are used for... Instructional purposes only?” InstResp “If none, enter “0."” Pre-unit “Number of computers” Watermark “Enter number” |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | ||||
| B3b | Question “Both instructional and administrative purposes?” Pre-unit “Number of computers” Watermark “Enter number” |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SFS030B | Question “Both instructional and administrative purposes?” Pre-unit “Number of computers” Watermark “Enter number” |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | ||||
| B4a | Question “Are desktop computers, laptops, Chromebooks, tablets, or other electronic devices with access to local area network (LAN) only…” InstResp “Select all that apply.” ---- 1. Available at your school 2. Available for use by kindergartners in your school 3. Used for assessments taken by students 4. None of the above |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | Yes | B4b was retained over B4a. The items collect similar information and B4b was priorized. | |||||
| B4b | Question “Are desktop computers, laptops, Chromebooks, tablets, or other electronic devices , with access to the internet…” InstResp “Select all that apply.” ---- 1. Available at your school 2. Available for use by kindergartners in your school 3. Used for assessments taken by students 4. None of the above |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SFS040 | Question “Please describe the availability and use of school desktop computers, laptops, Chromebooks, tablets, or other electronic devices by their type of access." InstResp “Select all that apply.” ---- 1. Available at your school 2. Available for use by kindergartners in your school 3. Used for assessments taken by students 4. None of the above |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | Yes | B4b was retained over B4a. The items collect similar information and B4b was priorized. | ||
| TBD3 | SFS050 | Question: “Please select all of the modes of instruction that have been in use at your school this school year.” ---- 1. In-person instruction only 2. Remote instruction only 3. Blended or hybrid instruction |
School Policies and Practices | Yes | Added to capture infofrmation on different instructional modes within the school. | ||||
| TBD4 | SFS060 | Question “Approximately what percentage of instruction at your school occurred in person so far this school year?” Watermark "Enter percentage" |
School Policies and Practices | Yes | Added to capture infofrmation on different instructional modes within the school. | ||||
| TBD5 | SFS070 | Question “At any point since the start of the pandemic, has your school received funding from federal aid provided to pay for COVID-related expenses through The American Rescue Plan?” ---- 1. Yes 2. No |
School Policies and Practices | Yes | Added to capture information on the use of federal aid relief funds, COVID-related. | ||||
| TBD6a | SFS080A | Question "What percentage of the funding your school has received to date has been spent in the following categories?” Academic recovery programs” Watermark “Enter percentage” |
School Policies and Practices | Yes | Added to capture information on the use of federal aid relief funds, COVID-related. | ||||
| TBD6b | SFS080B | Question "Technology” Watermark “Enter percentage” |
School Policies and Practices | Yes | Added to capture information on the use of federal aid relief funds, COVID-related. | ||||
| TBD6c | SFS080C | Question "Facilities” Watermark “Enter percentage” |
School Policies and Practices | Yes | Added to capture information on the use of federal aid relief funds, COVID-related. | ||||
| TBD6d | SFS080D | Question "Social emotional learning programs” Watermark “Enter percentage” |
School Policies and Practices | Yes | Added to capture information on the use of federal aid relief funds, COVID-related. | ||||
| TBD6e | SFS080E | Question "Mental and physical health” Watermark “Enter percentage” |
School Policies and Practices | Yes | Added to capture information on the use of federal aid relief funds, COVID-related. | ||||
| TBD6f | SFS080F | Question “Summer, after school, and other extended learning and enrichment programs” Watermark “Enter percentage” |
School Policies and Practices | Yes | Added to capture information on the use of federal aid relief funds, COVID-related. | ||||
| TBD6g | SFS080G | Question "Staffing” Watermark “Enter percentage” |
School Policies and Practices | Yes | Added to capture information on the use of federal aid relief funds, COVID-related. | ||||
| TBD6h | SFS080H | Question "Other, specify” Watermark “Enter percentage” |
School Policies and Practices | Yes | Added to capture information on the use of federal aid relief funds, COVID-related. | ||||
| TBD6hos | SFS080HOS | (other specify text string for TBD6) | School Policies and Practices | Yes | Added to capture information on the use of federal aid relief funds, COVID-related. | ||||
| TBD7 | SFS090 | Question "How has your school applied funds from the American Rescue Plan to implement the following evidence-based interventions to address students’ academic, social, and emotional needs?" InstResp “Select all that apply, if applicable.” ---- 1. Summer learning/enrichment 2. Extended day 3. Extended school year 4. Comprehensive after school program 5. None of the above evidence-based interventions used American Rescue Plan funds to address students’ academic, social, and emotional needs 91. Other {(Please specify):/(Please specify on next screen.)} |
School Policies and Practices | Yes | Added to capture information on the use of federal aid relief funds, COVID-related. | ||||
| TBD7OS | SFS090OS | (other specify text string for TBD7) | School Policies and Practices | Yes | Added to capture information on the use of federal aid relief funds, COVID-related. | ||||
| TBD8 | SFS100 | Question "Outside of evidence-based practices, the American Rescue Plan allows funds to be applied to a number of other specific activities. To which, if any, of the following activities did you apply this additional funding?" InstResp “Select all that apply.” ---- 1. Supplies for sanitizing and cleaning 2. Staff training on sanitizing and minimizing the spread of infectious disease 3. Planning for, coordinating, and implementing long term closures 4. Purchasing additional technology, including software, hardware, that aids in regular interaction between students and classroom instructors 5. School facility repairs and improvements to reduce risk of virus transmission 6. {None. My school spent all of our additional funds on evidence-based practices} 91. Other {(Please specify):/(Please specify on next screen.)} |
School Policies and Practices | Yes | Added to capture information on the use of federal aid relief funds, COVID-related. | ||||
| TBD8OS | SFS100OS | (other specify text string for TBD8) | School Policies and Practices | Yes | Added to capture information on the use of federal aid relief funds, COVID-related. | ||||
| B5 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Facilities and Resources section.” InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.” ---- 1. Principal/Administrator 2. Vice principal 3. Counselor 4. School administrative personnel 5. District administrative personnel 6. None of the above 91. Other (Please specify): |
Principal's years in the role of principal | Yes | Question was used for the field test and not necessary for the main study. | |||||
| B5os | Other specify for principal's years in the role of principal | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| BSTOP | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | SFS998 | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | ||||
| B6 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | SFS999 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | ||||
| C0 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | FCS000 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | ||||
| C1 | Question “The next section of the survey contains questions about school-community-family connections. Are any of the following programs or services available to kindergarten children and their families at your school site?” InstResp “Please include programs run by the school and those run by outside groups. Select all that apply.” ---- 1. Before-school child care 2. Half-day care for children in half-day kindergarten 3. After-school child care 4. None of the above |
Programs or services for children on the school site | FCS010 | Question “The next section of the survey contains questions about school-community-family connections. Are any of the following programs or services available to kindergarten children and their families at your school site?” InstResp “Please include programs run by the school and those run by outside groups. Select all that apply.” ---- 1. Before-school child care 2. Half-day care for children in half-day kindergarten 3. After-school child care 4. None of the above |
Programs or services for children on the school site | ||||
| FCS020 | Does your school provide any of the following services to children or their families? PROBE: This service can be provided by making referrals, or hosting other agencies who provide the services on or off site. InstResp “Select all that apply.” a. Physical screenings or examinations (other than dental, hearing and vision)? b. Dental screenings or examinations? c. Hearing screenings or examinations? d. Vision screenings or examinations? e. Speech/language screenings or evaluations? f. Developmental assessments? g. Assessments of social skills or behavior problems? YES 1 NO 2 |
School Policies and Practices | Yes | Added based on the Deputy Secretary's request. Recommend not including option h, "sick child care." | |||||
| C2 | Question “Are any of the following programs or services for parents and families available at your school site? ” InstResp "Please include programs run by the school and those run by outside groups. Select all that apply.” ---- 1. Parenting education programs (for example, classes on child development, education in being a parent, understanding children with special needs) 2. Adult literacy program (including Adult Basic Education) 3. Family literacy program 4. Health or social services offered collaboratively by service agencies such as hospitals 5. Orientation to school setting for new families 6. Child care so that parents can attend school parent meetings or events 7. Programs to learn English for parents or families whose native language is not English 8. None of the above |
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) | FCS030 | Question “Are any of the following programs or services for parents and families available at your school site? ” InstResp "Please include programs run by the school and those run by outside groups. Select all that apply.” ---- 1. Parenting education programs (for example, classes on child development, education in being a parent, understanding children with special needs) 2. Adult literacy program (including Adult Basic Education) 3. Family literacy program 4. Health or social services offered collaboratively by service agencies such as hospitals 5. Orientation to school setting for new families 6. Child care so that parents can attend school parent meetings or events 7. Programs to learn English for parents or families whose native language is not English 8. None of the above |
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) | ||||
| TBD9 | FCS040 | Question "In the past 12 months, which of the following transition practices, if any, have you implemented at your school?" InstResp “Select all that apply, if applicable.” ---- 1. Conduct joint trainings for preschool/prekindergarten and kindergarten staff 2. Share curriculum information with preschool/prekindergarten programs 3. Work together with preschool/prekindergarten programs to support kindergarten registration and enrollment for families 4. facilitate the transfer of student records from preschool/prekindergarten programs registration and enrollment for families 5. Parent orientation 6. Meetings to develop IEPs for children with disabilities 7. Meet with preschool/prekindergarten staff to discuss strategies that support students from specific student groups (e.g., dual language learners, students with disabilities, students in foster care, students experiencing homelessness or housing insecurity) 8. Meetings between kindergarten teachers and children and families 9. Visits to kindergarten classrooms for children entering kindergarten 10. None of the above |
Kindergarten transition | Yes | Added to capture information on transition practices. | ||||
| C3a | Question “Please indicate how often each of the following activities is provided by your school. PTA, PTO, or Parent-Teacher-Student organization meetings” ---- 1. Never 2. Once a year 3. 2 to 3 times a year 4. 4 to 6 times a year 5. 7 or more times a year |
Parent involvement (e.g., volunteering, attending school events, and PTA) | FCS050A | Question “Please indicate how often each of the following activities is provided by your school. PTA, PTO, or Parent-Teacher-Student organization meetings” ---- 1. Never 2. Once a year 3. 2 to 3 times a year 4. 4 to 6 times a year 5. 7 or more times a year |
Parent involvement (e.g., volunteering, attending school events, and PTA) | ||||
| C3b | Question “Reports of child’s performance provided to parents (for example, report cards)" ---- 1. Never 2. Once a year 3. 2 to 3 times a year 4. 4 to 6 times a year 5. 7 or more times a year |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences) | FCS050B | Question “Reports of child’s performance provided to parents (for example, report cards)" ---- 1. Never 2. Once a year 3. 2 to 3 times a year 4. 4 to 6 times a year 5. 7 or more times a year |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences) | ||||
| C3c | Question “Information on the child’s standardized assessment scores provided to parents” ---- 1. Never 2. Once a year 3. 2 to 3 times a year 4. 4 to 6 times a year 5. 7 or more times a year |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences) | FCS050C | Question “Information on the child’s standardized assessment scores provided to parents” ---- 1. Never 2. Once a year 3. 2 to 3 times a year 4. 4 to 6 times a year 5. 7 or more times a year |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences) | ||||
| C3d | Question “Teacher-parent conferences” ---- 1. Never 2. Once a year 3. 2 to 3 times a year 4. 4 to 6 times a year 5. 7 or more times a year |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences) | FCS050D | Question “Teacher-parent conferences” ---- 1. Never 2. Once a year 3. 2 to 3 times a year 4. 4 to 6 times a year 5. 7 or more times a year |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences) | ||||
| C3e | Question “School performances to which parents are invited” ---- 1. Never 2. Once a year 3. 2 to 3 times a year 4. 4 to 6 times a year 5. 7 or more times a year |
Parent involvement (e.g., volunteering, attending school events, and PTA) | FCS050E | Question “School performances to which parents are invited” ---- 1. Never 2. Once a year 3. 2 to 3 times a year 4. 4 to 6 times a year 5. 7 or more times a year |
Parent involvement (e.g., volunteering, attending school events, and PTA) | ||||
| C3f | Question “Classroom programs like class plays, book nights, or family math nights” ---- 1. Never 2. Once a year 3. 2 to 3 times a year 4. 4 to 6 times a year 5. 7 or more times a year |
Parent involvement (e.g., volunteering, attending school events, and PTA) | FCS050F | Question “Classroom programs like class plays, book nights, or family math nights” ---- 1. Never 2. Once a year 3. 2 to 3 times a year 4. 4 to 6 times a year 5. 7 or more times a year |
Parent involvement (e.g., volunteering, attending school events, and PTA) | ||||
| C4 | Question “Which of the following does your school use funds raised by your PTA/PTO to support?”. InstResp “Please include programs run by the school and those run by outside groups. Select all that apply.” ---- 1. Out of school time programming 2. Student tutoring 3. Technology (computer labs, Chromebooks, Smartboards, tablets, etc.) 4. Arts instruction (musical, visual, dance, dramatic arts) 5. Field trips 6. Workshops and other services for parents and caregivers 7. None of the above 91. Other (Please specify): |
Parent involvement (e.g., volunteering, attending school events, and PTA) | FCS060 | Question “Which of the following does your school use funds raised by your PTA/PTO to support?” InstResp “Please include programs run by the school and those run by outside groups. Select all that apply.” ---- 1. Out of school time programming 2. Student tutoring 3. Technology (computer labs, Chromebooks, Smartboards, tablets, etc.) 4. Arts instruction (musical, visual, dance, dramatic arts) 5. Field trips 6. Workshops and other services for parents and caregivers 7. None of the above 91. Other |
Parent involvement (e.g., volunteering, attending school events, and PTA) | Yes | Revised to remove "specify." This was used in the field test to possibly revise categories. No revisions were indicated by the field test data. | ||
| C4OS | Other specify for parent involvement (e.g., volunteering, attending school events, and PTA) | Yes | Other specify not retained for main study. Other specify responses are used in field tests to support item development and are often not planned for main study. | ||||||
| C5 | Question “Does your school or district have a policy limiting the amount of additional funding that can be contributed by your school’s PTA/PTO?” ---- 1. Yes 2. No |
Limits on contributions of school parent teacher organizations | FCS070 | Question “Does your school or district have a policy limiting the amount of additional funding that can be contributed by your school’s PTA/PTO?” ---- 1. Yes 2. No |
Limits on contributions of school parent teacher organizations | ||||
| C6a | Question “During this school year, how often has your school used the following ways to communicate with all parents? Electronic communication to all parents, such as group emails, electronic newsletters, website postings, “robocalls” (mass automated phone calls), text alerts, or other electronic notices.” ---- 1. Less than once a month or never 2. Once a month 3. Several times a month 4. Once a week 5. More than once a week |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | FCS080A | Question “During this school year, how often has your school used the following ways to communicate with all parents? Electronic communication to all parents, such as group emails, electronic newsletters, website postings, “robocalls” (mass automated phone calls), text alerts, or other electronic notices.” ---- 1. Less than once a month or never 2. Once a month 3. Several times a month 4. Once a week 5. More than once a week |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | ||||
| C6b | Question “Non-electronic communication to all parents, such as letters, newsletters, personal phone calls, or other non-electronic messages.” ---- 1. Less than once a month or never 2. Once a month 3. Several times a month 4. Once a week 5. More than once a week |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | FCS080B | Question “Non-electronic communication to all parents, such as letters, newsletters, personal phone calls, or other non-electronic messages.” ---- 1. Less than once a month or never 2. Once a month 3. Several times a month 4. Once a week 5. More than once a week |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | ||||
| C7 | Question “During this school year, has your school used an online tool or website that is available to the general public and that parents can access without a login or password?” ---- 1. Yes 2. No |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | Yes | Dropped to prioritize other items on communication with families. | |||||
| C7b | Question “During this school year, has your school (or any teacher) used an online tool or website that parents can only access with a login and password to get information about their child, the child’s class, or the school?” ---- 1. Yes 2. No |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | Yes | Dropped to prioritize other items on communication with families. | |||||
| C8 | Question “Which of the following types of information are provided in the online tool or website that parents can only access with a login and password?” InstResp “Select all that apply.” ---- 1. Classroom-specific assignments, including homework 2. Child- or parent-specific information, such as progress reports between grading periods 3. None of the above 91. Other (Please specify): |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | Yes | Dropped to prioritize other items on communication with families. | |||||
| C8os | Other specify for communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| C9a | Question “Indicate how much you agree or disagree with the following statements about the school’s community and parents. Parents are actively involved in this school’s programs.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Parent involvement (e.g., volunteering, attending school events, and PTA) | FCS090A | Question “Please indicate how much you agree or disagree with the following statements about the school’s community and parents. Parents are actively involved in this school’s programs.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Parent involvement (e.g., volunteering, attending school events, and PTA) | ||||
| C9b | Question “The community served by this school is supportive of its goals and activities.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Parent involvement (e.g., volunteering, attending school events, and PTA) | FCS090B | Question “The community served by this school is supportive of its goals and activities.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Parent involvement (e.g., volunteering, attending school events, and PTA) | ||||
| C9c | Question “Parents of children in this school are welcome to observe classes any time they are in session.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Parent involvement (e.g., volunteering, attending school events, and PTA) | FCS090C | Question “Parents of children in this school are welcome to observe classes any time they are in session.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Parent involvement (e.g., volunteering, attending school events, and PTA) | ||||
| C10a | Question “How much of a problem are the following in the neighborhood where this school is located? Tensions based on racial, ethnic, or religious differences" SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | FCS100A | Question “How much of a problem are the following in the neighborhood where this school is located? Tensions based on racial, ethnic, or religious differences" SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | ||||
| C10b | Question “Tensions based on economic differences” SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | FCS100B | Question “Tensions based on economic differences” SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | ||||
| C10c | Question “Selling or using drugs or excessive drinking in public” SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | FCS100C | Question “Selling or using drugs or excessive drinking in public” SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | ||||
| C10d | Question “Gangs” SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | FCS100D | Question “Gangs” SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | ||||
| C10e | Question “{Continued} How much of a problem are the following in the neighborhood where this school is located? Vacant houses and buildings” SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | FCS100E | Question “{Continued} How much of a problem are the following in the neighborhood where this school is located? Vacant houses and buildings” SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | ||||
| C10f | Question “Violence in the neighborhood” SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | FCS100F | Question “Violence in the neighborhood” SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | ||||
| C10g | Question “Crime in the neighborhood” SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | FCS100G | Question “Crime in the neighborhood” SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | ||||
| C10h | Question “Opioid addiction” SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | FCS100H | Question “Opioid addiction” SaVisible "True". ---- 1. Big problem 2. Somewhat of a problem 3. Not a problem |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | ||||
| C11a | Question “To the best of your knowledge how often do the following types of problems occur at your school? Children bring weapons to school.” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | FCS110A | Question “To the best of your knowledge how often do the following types of problems occur at your school? Children bring weapons to school” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | ||||
| C11b | Question “Theft” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | FCS110B | Question “Theft” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | ||||
| C11c | Question “Physical conflicts among students” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | FCS110C | Question “Physical conflicts among students” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | ||||
| C11d | Question “Children bringing in or using alcohol at school” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | FCS110D | Question “Children bringing in or using alcohol at school” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | ||||
| C11e | Question “Children bringing in or using illegal drugs at school” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | FCS110E | Question “Children bringing in or using illegal drugs at school” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | ||||
| C11f | Question “{Continued} To the best of your knowledge how often do the following types of problems occur at your school? Vandalism of school property” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | FCS110F | Question “{Continued} To the best of your knowledge how often do the following types of problems occur at your school? Vandalism of school property” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | ||||
| C11g | Question “Student bullying” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | FCS110G | Question “Student bullying” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | ||||
| C11h | Question “Widespread disorder in classrooms” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | FCS110H | Question “Widespread disorder in classrooms” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | ||||
| C11i | Question “Class cutting” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | FCS110I | Question “Class cutting” ---- 1. Never happens 2. Happens on occasion 3. Happens at least once a month 4. Happens at least once a week 5. Happens daily |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | ||||
| C12 | Question “During this school year, which of the following measures has your school implemented to ensure the safety of children?” InstResp “Select all that apply.” ---- 1. Require visitors to sign or check in and wear badges 2. Require visitors to present photo ID, which is verified, and used to generate badges 3. Control access to school buildings during school hours (for example, locked or monitored doors) 4. Require metal detector checks on students every day 5. Equip classrooms with locks so that doors can be locked from the inside 6. Close the campus for most or all students during lunch 7. Use one or more random dog sniffs to check for drugs 8. Perform one or more random sweeps for contraband (for example, drugs or weapons), not including dog sniffs 9. Require students to wear uniforms 10. Enforce a strict dress code 11. Provide school lockers to students 12. Require clear book bags or ban book bags on school grounds 13. Have panic buttons or silent alarms that directly connect to law enforcement in the event of an incident 14. Provide a structured anonymous threat reporting system (for example, online submission, telephone hotline, or written submission via drop box) 15. Require students to wear badges or picture IDs 16. Require faculty and staff to wear badges or picture IDs 17. Use of one or more security cameras to monitor the outside of the school (for example, entrance(s), or grounds) 18. Use of one or more security cameras to monitor the inside of the school (for example, lobby, or the hallways) 19. Provide telephones in most classrooms 20. Provide two-way radios to any staff 21. Security guards, unarmed 22. Security guards, armed 23. None of the above 91. Other (Please specify): |
School-safety measures and drills | FCS120 | Question "During this school year, which of the following measures are being used to ensure the safety of children at your school?" InstResp “Select all that apply.” ---- 1. Require visitors to sign or check in and wear badges 2. Require visitors to present photo ID, which is verified, and used to generate badges 3. Require students to wear badges or picture IDs 4. Require faculty and staff to wear badge or picture IDs 5. Control access to school buildings during school hours (for example, locked or monitored doors) 6. Close the campus for most or all students during lunch 7. Require students to wear uniforms 8. Enforce a strict dress code 9. Provide school lockers to students 10. Require clear book bags or ban book bags on school grounds 11. Require metal detector checks on students every day 12. Use one or more random dog sniff to check for drugs 13. Perform one or more random sweeps for contraband (for example, drugs or weapons), not including dog sniffs 14. Equip classrooms with locks so that doors can be locked from the inside 15. Provide telephones in most classrooms 16. Provide two-way radio to any staff 17. Provide a structured anonymous threat reporting system (for example, online submission, telephone hotline, or written submission via drop box) 18. Have panic buttons or silent alarms that directly connect to law enforcement in the event of an incident 19. Use of one or more security cameras to monitor the outside of the school (for example, entrance(s), or grounds) 20. Use of one or more security cameras to monitor the inside of the school (for example, lobby, or the hallways) 21. Security guards, unarmed 22. Security guards, armed 23. None of the above 91. Other |
School-safety measures and drills | Yes | Revised categories to refine information on wearing badges (revised category 3 and 4). Revised to remove "specify." This was used in the field test to possibly revise categories. No revisions were indicated by the field test data. |
||
| C12os | Other specify for school-safety measures and drills | Yes | Dropped "specify" from main study. This was used in the field test for item development. | ||||||
| C13 | Question “Which of the following emergency procedures have your students been drilled on during this school year?” InstResp “Select all that apply.” ---- 1. Evacuation 2. Lockdown 3. Shelter in place 4. None of the above 91. Other (Please specify): |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | FCS130 | Question “Which of the following emergency procedures have your students been drilled on during this school year?” InstResp “Select all that apply.” ---- 1 Evacuation (for example, fire drill) 2 Shelter in place (for example, used during severe weather, such as a tornado drill, or other environmental threats) 3 Lockdown (for example, live active shooter drill) 4 Lockout (for example, due to criminal activity in the neighborhood) 5 None of the above 91 Other (Please specify): |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | Yes | Revised to improve response categories. | ||
| C13OS | Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | FCS130OS | Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | ||||||
| C14a | Question “During this school year, how many days were school activities disrupted due to implementation of the following emergency procedures (not drills)? Evacuation” InstResp “Enter the number of days.” Pre-unit “Number of days:” Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | FCS140 | Question “During the school year, how many days were school activities disrupted due to emergencies (not drills), such as, evacuations, lockdowns, shelter in place, severe weather, or other emergency procedures." InstResp “Enter the number of days.” Pre-unit “Number of days:” Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | Yes | Revised to combine different scenarios into a single question stem to reduce burden but still collect general information. | ||
| C14b | Question “Lockdown” Pre-unit “Number of days:” Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | Yes | Dropped to focus on D14a. | |||||
| C14c | Question “Shelter in place” Pre-unit “Number of days:” Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | Yes | Dropped to focus on D14a. | |||||
| C14d | Question “Other emergency procedures: {C13OS}” Pre-unit “Number of days:” Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | Yes | Dropped to focus on D14a. | |||||
| C15 | Question “Does your school implement any of the following policies and practices related to technology use?” InstResp “Select all that apply.” ---- 1. Policy prohibiting student use of cell phones and text messaging devices during school hours 2. Policy limiting student access to social media (network and computers) 3. Practice of web-based instruction 4. Practice of blended learning 5. Practice of providing digital devices (for example, laptop, Chromebook, tablet, etc.) to each student 6. Policy limiting amount of screen time students experience in classes 7. None of the above 91. Other (Please specify): |
School policy regarding technology use | FCS150 | Question “Does your school implement any of the following policies and practices related to technology use?” InstResp “Select all that apply.” ---- 1. Policy prohibiting student use of cell phones and text messaging devices during school hours 2. Policy limiting student access to social media (network and computers) 3. Practice of web-based instruction 4. Practice of blended learning 5. Practice of providing digital devices (for example, laptop, Chromebook, tablet, etc.) to each student 6. Policy limiting amount of screen time students experience in classes 7. None of the above |
School policy regarding technology use | Yes | Other specify not retained for main study. Other specify responses are used in field tests to support item development and are often not planned for main study. | ||
| C15os | Other specify for school policy regarding technology use | Yes | Other specify not retained for main study. Other specify responses are used in field tests to support item development and are often not planned for main study. | ||||||
| TBD10a | FCS160 | Question “Does your school have a policy that prohibits assigning homework in any of the following grades? InstResp: Select all grades that prohibit homework assignment. Kindergarten First grade Second grade Third grade Fourth grade Fifth grade Sixth grade There is no policy prohibiting homework assignment in any of these grades. |
School Policies and Practices | Yes | Added to capture information on school policies around homework. | ||||
| C16a | Question “To what extent is each of the following a problem in this school? Student tardiness” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | FCS170A | Question “To what extent is each of the following a problem in this school? Student tardiness” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | ||||
| C16b | Question “Student absenteeism” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | FCS170B | Question “Student absenteeism” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | ||||
| C16c | Question “Student aggressive or disruptive behavior” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | FCS170C | Question “Student aggressive or disruptive behavior” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | ||||
| C16d | Question “Teacher absenteeism” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | FCS170D | Question “Teacher absenteeism” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | ||||
| C16e | Question “Teacher turnover” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | FCS170E | Question “Teacher turnover” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | ||||
| C16f | Question “Overcrowding” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | FCS170F | Question “Overcrowding” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | ||||
| C17a | Question “During the past year, to what extent did any of the following changes occur at your school? Funding levels decreased” ---- 1. Not at all 2. Small extent 3. Moderate extent 4. Large extent |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | Yes | Dropped to prioritize other items on the school environment. | |||||
| C17b | Question “Enrollment increased” ---- 1. Not at all 2. Small extent 3. Moderate extent 4. Large extent |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | Yes | Dropped to prioritize other items on the school environment. | |||||
| C17c | Question “Enrollment decreased” ---- 1. Not at all 2. Small extent 3. Moderate extent 4. Large extent |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | Yes | Dropped to prioritize other items on the school environment. | |||||
| C17d | Question “The number of students receiving free or reduced-price lunch increased” ---- 1. Not at all 2. Small extent 3. Moderate extent 4. Large extent |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | Yes | Dropped to prioritize other items on the school environment. | |||||
| C17e | Question “Student mobility increased (that is, the number of students transferring in and out of the school increased)” ---- 1. Not at all 2. Small extent 3. Moderate extent 4. Large extent |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | Yes | Dropped to prioritize other items on the school environment. | |||||
| C17f | Question “There has been a reduction in staffing” ---- 1. Not at all 2. Small extent 3. Moderate extent 4. Large extent |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | Yes | Dropped to prioritize other items on the school environment. | |||||
| C17g | Question “{Continued} During the past year, to what extent did any of the following changes occur at your school? Class sizes increased” ---- 1. Not at all 2. Small extent 3. Moderate extent 4. Large extent |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | Yes | Dropped to prioritize other items on the school environment. | |||||
| C17h | Question “Class sizes decreased” ---- 1. Not at all 2. Small extent 3. Moderate extent 4. Large extent |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | Yes | Dropped to prioritize other items on the school environment. | |||||
| C17i | Question “Salaries increased” ---- 1. Not at all 2. Small extent 3. Moderate extent 4. Large extent |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | Yes | Dropped to prioritize other items on the school environment. | |||||
| C17j | Question “Salaries decreased” ---- 1. Not at all 2. Small extent 3. Moderate extent 4. Large extent |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | Yes | Dropped to prioritize other items on the school environment. | |||||
| C17k | Question “Number of English language learners (ELL) increased” ---- 1. Not at all 2. Small extent 3. Moderate extent 4. Large extent |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | Yes | Dropped to prioritize other items on the school environment. | |||||
| C18 | Question “During the past year, were changes made to your school’s assigned attendance area?" ---- 1. Yes 2. No |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | Yes | Dropped to prioritize other items on the school environment. | |||||
| C19 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School-Family-Community Connections section.” InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.” ---- 1. Principal/Administrator 2. Vice principal 3. Counselor 4. School administrative personnel 5. District administrative personnel 6. None of the above 91. Other (Please specify): |
Principal's years in the role of principal | Yes | Question was used for the field test and not necessary for the main study. | |||||
| C19os | Other specify for Principal's years in the role of principal | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| CSTOP | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | FCS998 | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | ||||
| C20 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | FCS999 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | ||||
| D0 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | SPS000 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | ||||
| D1 | Question “The next items ask about your school’s policies and practices in specific areas. Are any children given a readiness or placement test before or shortly after entering kindergarten?” ---- 1. Yes 2. No |
Kindergarten readiness/placement testing | SPS010 | Question “The next items ask about your school’s policies and practices in specific areas. Are any children given a readiness or placement test before or shortly after entering kindergarten?” ---- 1. Yes 2. No |
Kindergarten readiness/placement testing | ||||
| D2 | Question “How are the results of these readiness or placement tests used at your school?” InstResp “Select all that apply.” ---- 1. To determine eligibility for enrollment when a child is below the cut-off age for kindergarten 2. To determine children's class placements 3. To identify children who may need additional testing (for example, for a learning problem) 4. To help teachers individualize instruction 5. To support a recommendation that a child delay entry for an additional year 6. None of the above 91. Other (Please specify): |
Kindergarten readiness/placement testing | SPS020 | Question “How are the results of these readiness or placement tests used at your school?” InstResp “Select all that apply.” ---- 1. To determine eligibility for enrollment when a child is below the cut-off age for kindergarten 2. To determine children's class placements 3. To identify children who may need additional testing (for example, for a learning problem) 4. To help teachers individualize instruction 5. To support a recommendation that a child delay entry for an additional year 6. None of the above |
Kindergarten readiness/placement testing | Yes | Other specify not retained for main study. Other specify responses are used in field tests to support item development and are often not planned for main study. | ||
| D2OS | Other specify for Kindergarten readiness/placement testing | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| D3 | Question “During this school year, have any of the following programs been implemented at this school?” InstResp “Select all that apply.” ---- 1. Multi-Tiered System of Support (MTSS) 2. Social-Emotional Learning (SEL) program 3. Positive Behavior Interventions and Supports (PBIS) 4. Violence prevention program 5. School climate and community program 6. None of the above |
Programs to support positive student behavior (e.g. MTSS, SEL, PBIS) | SPS030 | Question “During this school year, have any of the following programs been implemented at this school?” InstResp “Select all that apply.” ---- 1. Multi-Tiered System of Support (MTSS) 2. Social-Emotional Learning (SEL) program 3. Positive Behavior Interventions and Supports (PBIS) 4. Violence prevention program 5. School climate and community program 6. Restorative justice program 7. None of the above |
Programs to support positive student behavior (e.g. MTSS, SEL, PBIS) | Yes | Based on external expert review, expanded to include (6) Restorative justice program. | ||
| D4 | Question “Which of the following statements describe your school’s promotion and retention practices or policies for kindergartners?” InstResp “Select all that apply.” ---- 1. Children can be retained in kindergarten. 2. Children can be promoted in kindergarten. 3. This school has a formal retention policy. 4. This school has a formal promotion policy. 5. None of the above |
Retention policies and practices | SPS040 | Question “Which of the following statements describe your school’s promotion and retention practices or policies for kindergartners?” InstResp “Select all that apply.” ---- 1. Children can be retained in kindergarten. 2. Children can be promoted in kindergarten. 3. This school has a formal retention policy. 4. This school has a formal promotion policy. 5. None of the above |
Retention policies and practices | Yes | Dropped this question and revised answer options for the next question to collect information on retention policies and practices. | ||
| D5 | Question “Which of the following statements describe your school’s retention practices or policies for retaining kindergartners?” InstResp “Select all that apply.” ---- 1. Kindergartners can be retained for maturational reasons (for example, social/emotional immaturity). 2. Kindergartners can be retained at the request of their parents. 3. Kindergartners can be retained due to academic deficiencies (for example, below grade level). 4. Kindergartners can be retained due to failing a schoolwide standardized test. 5. Kindergartners can be retained more than once in kindergarten. 6. Kindergartners can be retained without parents’ permission. 7. Kindergartners with disabilities can be retained. 8. None of the above |
Retention policies and practices | SPS050 | Question “Which of the following statements describe your school’s retention practices or policies for retaining kindergartners?” InstResp “Select all that apply.” ---- 1. Kindergartners cannot be retained for any reason. 2. Kindergartners can be retained for maturational reasons (for example, social/emotional immaturity). 3. Kindergartners can be retained at the request of their parents. 4. Kindergartners can be retained due to academic deficiencies (for example, below grade level). 5. Kindergartners can be retained due to failing a schoolwide standardized test. 6. Kindergartners can be retained more than once in kindergarten. 7. Kindergartners can be retained without parents’ permission. 8. Kindergartners with disabilities can be retained. |
Retention policies and practices | Yes | Revised response options to remove "none of the above" to make the wording of the question more clear. | ||
| D6 | Question “How many kindergarten children were retained last school year?” Watermark “Enter number” |
Retention policies and practices | SPS060 | Question “How many kindergarten children were retained last school year?” Watermark “Enter number” |
Retention policies and practices | ||||
| D7 | Question “During this school year, were any children in your school assigned in-school or out of school suspension?” ---- 1. Yes 2. No |
Retention policies and practices | SPS070 | Question “During this school year, were any children in your school assigned in-school or out of school suspension?” ---- 1. Yes 2. No |
Retention policies and practices | ||||
| New | SPS080a | Question “During this school year, how many children were assigned in-school or out of school suspension? Number of children assigned in-school or out of school suspension in all grades” |
Retention policies and practices | Yes | Dropped the entirety of D8 (see below). Created this item to replace D8. Though, this does not collect information broken out by gender and race/ethncitity, the total number and number of kindergartners is of interest. | ||||
| New | SPS080b | Question “During this school year, how many children were assigned in-school or out of school suspension? Number of children enrolled in kindergarten assigned in-school or out of school suspension” |
Retention policies and practices | Yes | Dropped the entirety of D8 (see below). Created this item to replace D8. Though, this does not collect information broken out by gender and race/ethncitity, the total number and number of kindergartners is of interest. | ||||
| D8a | Question “During this school year, how many children in your school who were assigned in-school or out of school suspension were… Male” ---- 1. None 2. A few 3. A quarter 4. About half 5. More than half 6. All or almost all 7. Not applicable - Student type not at this school |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | Yes | Dropped the entirety of this question. This data could be misinterpreted if analysts do not consider the demographics of the school population or the total number of suspensions. Created the item above to collect information on the total number and the number of children enrolled in kindergarten. |
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| D8b | Question “Female” ---- 1. None 2. A few 3. A quarter 4. About half 5. More than half 6. All or almost all 7. Not applicable - Student type not at this school |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | Yes | Dropped the entirety of this question. This data could be misinterpreted if analysts do not consider the demographics of the school population or the total number of suspensions. Created the item above to collect information on the total number and the number of children enrolled in kindergarten. |
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| Yes | Yes | Dropped the entirety of this question. This data could be misinterpreted if analysts do not consider the demographics of the school population or the total number of suspensions. Created the item above to collect information on the total number and the number of children enrolled in kindergarten. |
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| D8c | Question “English language learners (ELL)” ---- 1. None 2. A few 3. A quarter 4. About half 5. More than half 6. All or almost all 7. Not applicable - Student type not at this school |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | Yes | Dropped the entirety of this question. This data could be misinterpreted if analysts do not consider the demographics of the school population or the total number of suspensions. Created the item above to collect information on the total number and the number of children enrolled in kindergarten. |
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| D8d | Question “Students with disabilities” ---- 1. None 2. A few 3. A quarter 4. About half 5. More than half 6. All or almost all 7. Not applicable - Student type not at this school |
Yes | Dropped the entirety of this question. This data could be misinterpreted if analysts do not consider the demographics of the school population or the total number of suspensions. Created the item above to collect information on the total number and the number of children enrolled in kindergarten. |
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| D8e | Question “{Continued} During this school year, how many children in your school who were assigned in-school or out of school suspension were… Hispanic or Latino/Latina of any race” ---- 1. None 2. A few 3. A quarter 4. About half 5. More than half 6. All or almost all 7. Not applicable - Student type not at this school |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | Yes | Dropped the entirety of this question. This data could be misinterpreted if analysts do not consider the demographics of the school population or the total number of suspensions. Created the item above to collect information on the total number and the number of children enrolled in kindergarten. |
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| D8f | Question “American Indian or Alaska Native, non-Hispanic" ---- 1. None 2. A few 3. A quarter 4. About half 5. More than half 6. All or almost all 7. Not applicable - Student type not at this school |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | Yes | Dropped the entirety of this question. This data could be misinterpreted if analysts do not consider the demographics of the school population or the total number of suspensions. Created the item above to collect information on the total number and the number of children enrolled in kindergarten. |
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| D8g | Question “Asian, non-Hispanic" ---- 1. None 2. A few 3. A quarter 4. About half 5. More than half 6. All or almost all 7. Not applicable - Student type not at this school |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | Yes | Dropped the entirety of this question. This data could be misinterpreted if analysts do not consider the demographics of the school population or the total number of suspensions. Created the item above to collect information on the total number and the number of children enrolled in kindergarten. |
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| D8h | Question “Black or African American, non-Hispanic" ---- 1. None 2. A few 3. A quarter 4. About half 5. More than half 6. All or almost all 7. Not applicable - Student type not at this school |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | Yes | Dropped the entirety of this question. This data could be misinterpreted if analysts do not consider the demographics of the school population or the total number of suspensions. Created the item above to collect information on the total number and the number of children enrolled in kindergarten. |
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| D8i | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic" ---- 1. None 2. A few 3. A quarter 4. About half 5. More than half 6. All or almost all 7. Not applicable - Student type not at this school |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | Yes | Dropped the entirety of this question. This data could be misinterpreted if analysts do not consider the demographics of the school population or the total number of suspensions. Created the item above to collect information on the total number and the number of children enrolled in kindergarten. |
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| D8j | Question “White, non-Hispanic" ---- 1. None 2. A few 3. A quarter 4. About half 5. More than half 6. All or almost all 7. Not applicable - Student type not at this school |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | Yes | Dropped the entirety of this question. This data could be misinterpreted if analysts do not consider the demographics of the school population or the total number of suspensions. Created the item above to collect information on the total number and the number of children enrolled in kindergarten. |
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| D8k | Question “Two or more races, non-Hispanic" ---- 1. None 2. A few 3. A quarter 4. About half 5. More than half 6. All or almost all 7. Not applicable - Student type not at this school |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | Yes | Dropped the entirety of this question. This data could be misinterpreted if analysts do not consider the demographics of the school population or the total number of suspensions. Created the item above to collect information on the total number and the number of children enrolled in kindergarten. |
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| D9 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Policies and Practices section.” InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.” ---- 1. Principal/Administrator 2. Vice principal 3. Counselor 4. School administrative personnel 5. District administrative personnel 6. None of the above 91. Other (Please specify): |
Principal's years in the role of principal | Yes | Question was used for the field test and not necessary for the main study. | |||||
| DSTOP | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | SPS998 | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | ||||
| D10 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | SPS999 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | ||||
| E0 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | PPS000 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | ||||
| E1 | Question “The next section contains questions about your school’s programs for particular populations. During this school year, did this school provide any of the following services for students experiencing housing insecurity or homelessness?” InstResp “Select all that apply.” ---- 1. Referrals to shelter or safe housing 2. Crisis intervention services 3. Access to showers, toiletries, and hygiene supplies 4. Access to laundry 5. Foor for students outside of school day 6. Not applicable – This school did not provide any of the services listed above. 91. Other (Please specify): |
Services provided to students experiencing homelessness or housing insecurity | PPS010 | Question “The next section contains questions about your school’s programs for particular populations. During this school year, did this school provide any of the following services for students experiencing housing insecurity or homelessness?” InstResp “Select all that apply.” ---- 1. Referrals to shelter or safe housing 2. Crisis intervention services 3. Access to showers, toiletries, and hygiene supplies 4. Access to laundry 5. Food for students outside of school day 6 None of the above |
Services provided to students experiencing homelessness or housing insecurity | Yes | Other specify not retained for main study. Other specify responses are used in field tests to support item development and are often not planned for main study. Also, none of the above was added as a information being collected. |
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| E1OS | Other specify for services provided to students experiencing homelessness or housing insecurity | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| E2 | Question “Do any of the children in this school come from a home where a language other than English is spoken?” ---- 1. Yes 2. No |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | PPS020 | Question “Do any of the children in this school come from a home where a language other than English is spoken?” ---- 1. Yes 2. No |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| E3a | Question “What percentage of children in this school and in kindergarten are English language learners (ELL)? ELL among all students in school Pre-unit “Percent ELL” Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | PPS030A | Question “ELL among all students in the school” Pre-unit “Percent ELL” Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| E3b | Question “ELL among all students in kindergarten, including transitional kindergarten and transitional first grade” Pre-unit “Percent ELL” Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | PPS030B | Question “ELL among students in kindergarten, including transitional kindergarten and transitional first grade” Pre-unit “Percent ELL” Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | ||||
| E4a | Question “What percentage of kindergarten children receive ESL (English as a Second Language), bilingual, or dual-language (also known as two-way immersion) instruction? Percent receiving ESL instruction In regular classroom” InstResp: Enter "0" if instruction is not provided or if instruction is provided but no kindergartners receive the instruction. Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | PPS040A | Question “What percentage of kindergarten children receive ESL (English as a Second Language), bilingual, or dual-language (also known as two-way immersion) instruction? Percent receiving ESL instruction In regular classroom” InstResp: Enter "0" if instruction is not provided or if instruction is provided but no kindergartners receive the instruction. Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | ||||
| E4b | Question “In pull-out setting” 'Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | PPS040B | Question “In pull-out setting” 'Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | ||||
| E4c | Question “Percent receiving bilingual instruction In regular classroom” Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | PPS040C | Question “Percent receiving bilingual instruction In regular classroom” Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | ||||
| E4d | Question “In pull-out setting” Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | PPS040D | Question “In pull-out setting” Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | ||||
| E4e | Question “Percent receiving dual-language instruction In regular classroom” Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | PPD040E | Question “Percent receiving dual-language instruction In regular classroom” Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | ||||
| E4f | Question “In pull-out setting” Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | PPS040F | Question “In pull-out setting” Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | ||||
| E5 | Question “Please indicate which of the following services are provided to families of children from households where a language other than English is spoken.” InstResp “Select all that apply.” ---- 1. Translators are made available to parents for parent/teacher and parent/school staff meetings and/or meetings are conducted in the parents' non-English language 2. Translation of written communications are provided to these families 3. Home visits are made to families of these children 4. An outreach worker assists in enrolling these children when first entering school 5. The school conducts special parent meetings for families from a non-English background 6. None of the above |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | PPS050 | Question “Please indicate which of the following services are provided to families of children from households where a language other than English is spoken.” InstResp “Select all that apply.” ---- 1. Translators are made available to parents for parent/teacher and parent/school staff meetings and/or meetings are conducted in the parents' non-English language 2. Translation of written communications are provided to these families 3. Home visits are made to families of these children 4. An outreach worker assists in enrolling these children when first entering school 5. The school conducts special parent meetings for families from a non-English background 6. None of the above |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | ||||
| E6 | Question “Are there any children with disabilities in this school receiving special education on any of the following plans?” InstResp “Select all that apply.” ---- 1. Individualized Education Program (IEP) 2. 504 plans based on section 504 of the Rehabilitation Act 3. Neither of these |
Delivery of special education and related services to children with disabilities | PPS060 | Question “Are there any children with disabilities in this school receiving special education on any of the following plans?” InstResp “Select all that apply.” ---- 1. Individualized Education Program (IEP) 2. 504 plans based on section 504 of the Rehabilitation Act 3. Neither of these |
Delivery of special education and related services to children with disabilities | ||||
| E7a | Question “Approximately what percentage of your kindergartners is in each of the following instructional programs?” Special education (with Individualized Education Program (IEP))” InstResp “Enter percent” “Not offered in kindergarten” “Not offered in any grade” Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | PPS070A | Question “Approximately what percentage of your kindergartners is in each of the following instructional programs?” Special education (with Individualized Education Program (IEP))” “Not offered in kindergarten” “Not offered in any grade” Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | ||||
| E7b | Question “{Approximately what percentage of your kindergartners is in each of the following instructional programs?”} Accommodations through a 504 plan” {InstResp “Enter percent.”} “Not offered in kindergarten” “Not offered in any grade” |
Delivery of special education and related services to children with disabilities | PPS070B | Question “{Approximately what percentage of your kindergartners is in each of the following instructional programs?”} Accommodations through a 504 plan” “Not offered in kindergarten” “Not offered in any grade” |
Delivery of special education and related services to children with disabilities | ||||
| E7c | Question “Reading instruction for students performing below grade level in reading” “Not offered in kindergarten” “Not offered in any grade” Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | PPS070C | Question “Reading instruction for students performing below grade level in reading” “Not offered in kindergarten” “Not offered in any grade” Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | ||||
| E7d | Question “Math instruction for students performing below grade level in math” “Not offered in kindergarten” “Not offered in any grade” Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | PPS070D | Question “Math instruction for students performing below grade level in math” “Not offered in kindergarten” “Not offered in any grade” Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | ||||
| E7e | Question “A gifted and talented program” “Not offered in kindergarten” “Not offered in any grade” Watermark “Enter percent” |
Programs for gifted and talented children | PPS070E | Question “A gifted and talented program” “Not offered in kindergarten” “Not offered in any grade” Watermark “Enter percent” |
Programs for gifted and talented children | ||||
| E8 | Question “Since the beginning of this school year, how many students have been newly evaluated at your school to determine if they are eligible for an IEP?” Pre-unit “Number of students” Watermark “Enter number” |
Idetnfication of students for special eduction | PPS080 | Question “Since the beginning of this school year, how many students have been newly evaluated at your school to determine if they are eligible for an IEP?” Pre-unit “Number of students” Watermark “Enter number” |
Idetnfication of students for special eduction | ||||
| E9 | Question “How are students identified for gifted and talented programs at this school?” InstResp “Select all that apply.” ---- 1. Universal screening 2. Teacher referral 3. None of the above 91. Other (Please specify): |
Identification of students for gifted and talented program | PPS090 | Question “How are students identified for gifted and talented programs at this school?” InstResp “Select all that apply.” ---- 1. Universal screening 2. Teacher referral 3. Parent referral 4. None of the above 5. Not applicable - gifted and talented program not available |
Identification of students for gifted and talented program | Yes | Added (3) parent referral. Also, refined answer options to include "do not identify students for special education." Also, dropped "other, specify." Other specify not retained for main study. Other specify responses are used in field tests to support item development and are often not planned for main study. |
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| E9OS | Other specify for identification of students for gifted and talented program | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| E10 | Question “How are students identified for special education programs at this school?” InstResp “Select all that apply.” ---- 1. Universal screening 2. Teacher referral 3. None of the above 91. Other (Please specify): |
Identification of students for special education | PPS100 | Question “How are students identified for special education programs at this school?” InstResp “Select all that apply.” ---- 1. Universal screening 2. Teacher referral 3. Parent referral 4. None of the above 5. Students are not identified for special education programs at this school |
Identification of students for special education | Yes | Added (3) parent referral. Also, dropped "other, specify." Other specify not retained for main study. Other specify responses are used in field tests to support item development and are often not planned for main study. |
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| E10os | Other specify for identification of students for special education | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| E11 | Question “Where are children with Individual Education Programs (IEPs) typically served in this school?” ---- 1. Children with IEPs are not served in this school 2. Children with IEPs typically spend most of their day in separate classes 3. Children with IEPs typically spend most of their day in the regular classroom |
Delivery of special education and related services to children with disabilities | PPS110 | Question “Where are children with Individual Education Programs (IEPs) typically served in this school?” ---- 1. Children with IEPs are not served in this school 2. Children with IEPs typically spend most of their day in separate classes 3. Children with IEPs typically spend most of their day in the regular classroom |
Delivery of special education and related services to children with disabilities | ||||
| E12 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Programs for Particular Populations section.” InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.” ---- 1. Principal/Administrator 2. Vice principal 3. Counselor 4. School administrative personnel 5. District administrative personnel 6. None of the above 91. Other (Please specify): |
Principal's years in the role of principal | Yes | Question was used for the field test and not necessary for the main study. | |||||
| E12os | Other specify for principal's years in the role of principal | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| ESTOP | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | PPS998 | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | ||||
| E13 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | PPS999 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | ||||
| F0 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | FPS000 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | ||||
| F1a | Question “This set of questions is for public schools. Please confirm whether your school is public or private.” ---- 1. Public 2. Private |
School type (public/private; affiliation; grades; magnet; etc.) | FPS010A | Question “This set of questions is for public schools. Please confirm whether your school is public or private.” ---- 1. Public 2. Private |
School type (public/private; affiliation; grades; magnet; etc.) | ||||
| F1b | Question “The next set of items pertain to the provisions of the Every Student Succeeds Act (ESSA), including funding under Titles I and III. Did your school receive Federal Title I funds for this school year?” ---- 1. Yes 2. No 3. Not applicable |
Receipt of Title I and Title III funding | FPS010B | Question “The next set of items pertains to the provisions of the Every Student Succeeds Act (ESSA), including funding under Titles I and III. Did your school receive Federal Title I funds for this school year?” ---- 1. Yes 2. No 3. Not applicable |
Receipt of Title I and Title III funding | ||||
| F2 | Question “Is your school operating a Title I targeted assistance or schoolwide program?” ---- 1. Targeted assistance program 2. Schoolwide program |
Services and programs/ Title I, including services for kindergartners | FPS020 | Question “Is your school operating a Title I targeted assistance or schoolwide program?” ---- 1. Targeted assistance program 2. Schoolwide program 3. Not operating a Title I program |
Services and programs/ Title I, including services for kindergartners | Yes | Revised to add an option for "not operating a Title I program." | ||
| F3a | Question “Does your school’s Title I program serve children in the following grades? Prekindergarten and/or transitional (readiness) kindergarten” ---- 1. Yes 2. No 3. Not applicable |
Services and programs/ Title I, including services for kindergartners | FPS030 | Question "Does your school's Title I program serve children in kindergarten? Please include children in transitional kindergarten and/or transitional first (or pre-first) grade." 1. Yes 2. No |
Services and programs/ Title I, including services for kindergartners | Yes | Revised to present F3a, b, and c all together. | ||
| F3b | Question “Kindergarten” ---- 1. Yes 2. No 3. Not applicable |
Services and programs/ Title I, including services for kindergartners | Yes | Revised to present F3a, b, and c all together. | |||||
| F3c | Question “Transitional first (or pre-first) grade” ---- 1. Yes 2. No 3. Not applicable |
Services and programs/ Title I, including services for kindergartners | Yes | Revised to present F3a, b, and c all together. | |||||
| F4 | Question “Does your school use Title I funds for any of the following purposes?” InstResp “Select all that apply.” ---- 1. To serve children in a pull-out setting 2. To serve children in an in-class setting 3. To reduce class size 4. To provide extended time learning opportunities before and/or after school for children 5. To provide professional development activities 6. To provide family literacy services 7. To provide summer learning opportunities 8. None of the above |
Services and programs/ Title I, including services for kindergartners | FPS040 | Question “Does your school use Title I funds for any of the following purposes?” InstResp “Select all that apply.” ---- 1. To serve children in a pull-out setting 2. To serve children in an in-class setting 3. To reduce class size 4. To provide extended time learning opportunities before and/or after school for children 5. To provide professional development activities 6. To provide family literacy services 7. To provide summer learning opportunities 8. To provide programs or services for infants and toddlers (e.g., playgroups) 9. To provide prekindergarten for children ages 3 and 4 10. None of the above |
Services and programs/ Title I, including services for kindergartners | Yes | Revised to include (8) programs for infants and toddlers and (9) programs for children ages 3 and 4. | ||
| F5 | Question “Did your school receive Federal Title III funds for this school year?” InstResp “Title III is for “Language Instruction for Limited English Proficient and Immigrant Students.” ---- 1. Yes 2. No |
Receipt of Title I and Title III funding | FPS050 | Question “Did your school receive Federal Title III funds for this school year?” InstResp “Title III is for “Language Instruction for Limited English Proficient and Immigrant Students.” ---- 1. Yes 2. No |
Receipt of Title I and Title III funding | ||||
| F6 | Question “Does your school use Title III funds for any of the following purposes?” InstResp “Select all that apply.” ---- 1. To serve children in a pull-out setting for second language instruction 2. To serve children in an in-class setting for second language instruction 3. To provide extended time learning opportunities before and/or after school for children 4. To improve the entire educational program through a schoolwide program 5. To provide professional development activities for teachers who serve English language learners 6. To provide family literacy services (usually done out of Title III immigrant funds) 7. To provide summer learning opportunities 8. To provide student support in the student's home language for second language instruction 9. None of the above |
Services and programs/ Title III, including services for kindergartners | FPS060 | Question “Does your school use Title III funds for any of the following purposes?” InstResp “Select all that apply.” ---- 1. To serve children in a pull-out setting for second language instruction 2. To serve children in an in-class setting for second language instruction 3. To provide extended time learning opportunities before and/or after school for children 4. To improve the entire educational program through a schoolwide program 5. To provide professional development activities for teachers who serve English language learners 6. To provide family literacy services (usually done out of Title III immigrant funds) 7. To provide summer learning opportunities 8. To provide student support in the student's home language for second language instruction 9. None of the above |
Services and programs/ Title III, including services for kindergartners | ||||
| F7a | Question “Does your school’s Title III program serve children in the following grades? Prekindergarten and/or transitional (readiness) kindergarten” ---- 1. Yes 2. No 3. Not applicable |
Services and programs/ Title III, including services for kindergartners | FPS070 | Question "Does your school's Title III program serve children in kindergarten? Please include children in transitional kindergarten and/or transitional first (or pre-first) grade." 1. Yes 2. No |
Services and programs/ Title III, including services for kindergartners | Yes | Revised to present F7a, b, and c all together. | ||
| F7b | Question “Kindergarten” ---- 1. Yes 2. No 3. Not applicable |
Services and programs/ Title III, including services for kindergartners | Yes | Revised to present F7a, b, and c all together. | |||||
| F7c | Question “Transitional first (or pre-first) grade” ---- 1. Yes 2. No 3. Not applicable |
Services and programs/ Title III, including services for kindergartners | Yes | Revised to present F7a, b, and c all together. | |||||
| F8 | Question “The next items address federal requirements. At the end of the LAST school year (2021-22), what was this school’s status?” ---- 1. Unclassified 2. Comprehensive improvement 3. Targeted support |
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | FPS080 | Question “The next items address federal requirements. At the end of the LAST school year (2022-2023), what was this school’s status?” ---- 1. Unclassified 2. Comprehensive improvement 3. Targeted support |
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | Yes | Revised years. | ||
| F9a | Question “Which of the following actions has this school taken in response to the need for improvement?” InstResp “Select all that apply.” ---- 1. Developed or revised a two-year school improvement plan 2. Offered students the choice to transfer to another public school 3. Offered supplemental educational services to students from low-income families 4. Replaced school staff 5. Implemented a new curriculum based on scientifically based research 6. Extended the school day or school year 7. Appointed an outside expert to advise the school on its progress 8. Reorganized the school internally 9. None of the above 91. Other (Please specify): |
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | FPS090 | Question “Which of the following actions has this school taken in response to the need for improvement?” InstResp “Select all that apply.” ---- 1. Developed or revised a two-year school improvement plan 2. Offered students the choice to transfer to another public school 3. Offered direct student services to students from low-income families not otherwise available at a student's school. For example, enrollment and participation in academic courses, credit recovery, academic acceleration, or other personalization of learning 4. Replaced school staff 5. Implemented a new curriculum based on scientifically based research 6. Extended the school day or school year 7. Appointed an outside expert to advise the school on its progress 8. Reorganized the school internally 9. None of the above |
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | Yes | Revised to improve clarify for category 3. | ||
| F9aOS | Other specify for school status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| F9b | Question “This set of questions is about grade 3 students. Does this school have grade 3 students?” ---- 1. Yes 2. No |
Enrollment and attendance | Yes | Dropped. Using a skip from A5. | |||||
| F10a | Question “Based on recent state assessments, what percentage of the grade 3 students in your school in the prior school year (2021-22) scored “proficient” or above in the following subjects? Reading or verbal skills” Pre-unit “Percentage:” Watermark: “Enter percentage” InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | FPS100A | Question “Based on recent state assessments, what percentage of the grade 3 students in your school in the prior school year (2022-23) scored “proficient” or above in the following subjects? Reading or verbal skills” Pre-unit “Percentage:” Watermark: “Enter percentage” InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | Yes | Updated year. | ||
| F10b | Question “Mathematics or quantitative skills” Pre-unit “Percentage:” Watermark: “Enter percentage” InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | FPS100B | Question “Mathematics or quantitative skills” Pre-unit “Percentage:” Watermark: “Enter percentage” InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | ||||
| F10c | Question “Science” Pre-unit “Percentage:” Watermark: “Enter percentage” InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | FPS100C | Question “Science” Pre-unit “Percentage:” Watermark: “Enter percentage” InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | ||||
| F10d | Question “English language proficiency for English language learners (ELL)” Pre-unit “Percentage:” Watermark: “Enter percentage” InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | FPS100D | Question “English language proficiency for English language learners (ELL)” Pre-unit “Percentage:” Watermark: “Enter percentage” InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | ||||
| F11 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the Federal Programs section.” InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.” ---- 1. Principal/Administrator 2. Vice principal 3. Counselor 4. School administrative personnel 5. District administrative personnel 6. None of the above 91. Other (Please specify): |
Principal's years in the role of principal | Yes | Question was used for the field test and not necessary for the main study. | |||||
| F11os | Other specify for Principal's years in the role of principal | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| FSTOP | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | FPS998 | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | ||||
| F12 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | FPS999 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | ||||
| G0 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | STS000 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | ||||
| G1a1 | Question “The next set of questions are about characteristics of staff at your school. Approximately how many staff members does your school currently have in the following categories? Regular classroom teachers” InstResp: “Please enter the number of staff members who work full time at your school and the number of staff who work part time at your school. If a staff member is shared with other schools, count that person as ‘part time’ in your school. Place each staff member in only one staff category. If a staff member fits more than one category, pick the category most descriptive of his/her work. If there are no staff in your school in a category, enter “0.”” Pre-unit: “Full-time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010A1 | Question “The next set of questions are about characteristics of staff at your school. Approximately how many staff members does your school currently have in the following categories? Regular classroom teachers” InstResp: “Please enter the number of staff members who work full time at your school and the number of staff who work part time at your school. If a staff member is shared with other schools, count that person as ‘part time’ in your school. Place each staff member in only one staff category. If a staff member fits more than one category, pick the category most descriptive of his/her work. If there are no staff in your school in a category, enter “0.”” Pre-unit: “Full time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1a2 | Pre-unit: “Part-time:" Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010A2 | Pre-unit: “Part time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1b1 | Question “ESL/Bilingual education/dual-language immersion/ELL instruction teachers” Pre-unit: “Full-time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010B1 | Question “ESL/Bilingual education/dual-language immersion/ELL instruction teachers” Pre-unit: “Full time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1b2 | Pre-unit: “Part-time:" Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010B2 | Pre-unit: “Part time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1c1 | Question “Drama, music, or art teachers” Pre-unit: “Full-time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010C1 | Question “Drama, music, or art teachers” Pre-unit: “Full time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1c2 | Pre-unit: “Part-time:" Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010C2 | Pre-unit: “Part time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1d1 | Question “Gym/PE or health teachers” Pre-unit: “Full-time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010D1 | Question “Gym/PE or health teachers” Pre-unit: “Full time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1d2 | Pre-unit: “Part-time:" Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010D2 | Pre-unit: “Part time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1e1 | Question “Special education teachers and related service providers (for example, speech therapist, physical therapist, adaptive physical education, etc.)” Pre-unit: “Full-time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010E1 | Question “Special education teachers and related service providers (for example, speech therapist, physical therapist, adaptive physical education, etc.)” Pre-unit: “Full time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1e2 | Pre-unit: “Part-time:" Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010E2 | Pre-unit: “Part time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1f1 | Question “Paraprofessionals (for example, classroom aides)” Pre-unit: “Full-time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010F1 | Question “Paraprofessionals (for example, classroom aides)” Pre-unit: “Full time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1f2 | Pre-unit: “Part-time:" Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010F2 | Pre-unit: “Part time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1g1 | Question “Teachers of gifted/talented students” Pre-unit: “Full-time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010G1 | Question “Teachers of gifted/talented students” Pre-unit: “Full time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1g2 | Pre-unit: “Part-time:" Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010G2 | Pre-unit: “Part time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1h1 | Question “{Continued} Approximately how many staff members does your school currently have in the following categories? Reading specialists and interventionists” Pre-unit: “Full-time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010H1 | Question “{Continued} Approximately how many staff members does your school currently have in the following categories? Reading specialists and interventionists” Pre-unit: “Full time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1h2 | Pre-unit: “Part-time:" Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010H2 | Pre-unit: “Part time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1i1 | Question “Math specialists and interventionists” Pre-unit: “Full-time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010I1 | Question “Math specialists and interventionists” Pre-unit: “Full time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1i2 | Pre-unit: “Part-time:" Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010I2 | Pre-unit: “Part time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1j1 | Question “School nurses or health professionals” Pre-unit: “Full-time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010J1 | Question “School nurses or health professionals” Pre-unit: “Full time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1j2 | Pre-unit: “Part-time:" Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010J2 | Pre-unit: “Part time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1k1 | Question “School psychologists and social workers” Pre-unit: “Full-time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010K1 | Question “School psychologists and social workers” Pre-unit: “Full time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1k2 | Pre-unit: “Part-time:" Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010K2 | Pre-unit: “Part time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1l1 | Question “Counselors (for example, guidance or academic counselors)” Pre-unit: “Full-time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010L1 | Question “Counselors (for example, guidance or academic counselors)” Pre-unit: “Full time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1l2 | Pre-unit: “Part-time:" Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010L2 | Pre-unit: “Part time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1m1 | Question “Library media specialists/librarians” Pre-unit: “Full-time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010M1 | Question “Library media specialists/librarians” Pre-unit: “Full time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1m2 | Pre-unit: “Part-time:" Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010M2 | Pre-unit: “Part time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1n1 | Question “Computer/technology teachers or support staff ” Pre-unit: “Full-time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010N1 | Question “Computer/technology teachers or support staff ” Pre-unit: “Full time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G1n2 | Pre-unit: “Part-time:" Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS010N2 | Pre-unit: “Part time:” Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | ||||
| G2 | Question “Does your school currently have any staff members who do the following as their primary role or one of their primary roles?” InstResp “Select all that apply.” ---- 1. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective READING instruction 2. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective MATH instruction 3. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective behavioral supports 4. A school staff member who supports teachers in collecting, organizing, and managing assessment data 5. A school staff member who supports teachers in the interpretation and use of assessment data to guide instruction 6. None of the above |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | STS020 | Question “Does your school currently have any staff members who do the following as their primary role or one of their primary roles?” InstResp “Select all that apply.” ---- 1. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective READING instruction 2. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective MATH instruction 3. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective behavioral supports 4. A school staff member who supports teachers in collecting, organizing, and managing assessment data 5. A school staff member who supports teachers in the interpretation and use of assessment data to guide instruction 6. A paraprofessional or teacher assistant (that is, an additional staffer beyond the classroom teacher(s)) designated to each kindergarten classroom 7. None of the above |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | Yes | Revised to expand to include information on (6) paraprofessional. | ||
| G3a1 | Question “What percentage of your part-time and full-time teachers, including regular classroom, ELL/Bilingual, remedial, special education, art, music, and physical education teachers, belongs to each of the following racial/ethnic groups? Hispanic or Latino/Latina of any race” InstResp “Enter number or percentage. Enter “0” if your school has no teachers of that racial/ethnic group. The total on the percent column should add to 100%.” Pre-unit: “Number:” Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | STS030A1 | Question “How many or what percentage of your part-time and full-time teachers, including regular classroom, ELL/Bilingual, remedial, special education, art, music, and physical education teachers, belongs to each of the following racial/ethnic groups? Hispanic or Latino/Latina of any race” InstResp “Enter number or percentage. Enter “0” if your school has no teachers of that racial/ethnic group. The total on the percent column should add to 100%.” Pre-unit: “Number:” Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | ||||
| G3a2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | STS030A2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | ||||
| G3b1 | Question “American Indian or Alaska Native, non-Hispanic" InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%. Pre-unit: “Number:” Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | STS030B1 | Question “American Indian or Alaska Native, non-Hispanic" InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%. Pre-unit: “Number:” Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | ||||
| G3b2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | STS030B2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | ||||
| G3c1 | Question “Asian, non-Hispanic” InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%. Pre-unit: “Number:” Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | STS030C1 | Question “Asian, non-Hispanic” InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%. Pre-unit: “Number:” Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | ||||
| G3c2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | STS030C2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | ||||
| G3d1 | Question “Black or African American, non-Hispanic” InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%. Pre-unit: “Number:” Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | STS030D1 | Question “Black or African American, non-Hispanic” InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%. Pre-unit: “Number:” Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | ||||
| G3d2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | STS030D2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | ||||
| G3e1 | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | STS030E1 | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | ||||
| G3e2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | STS030E2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | ||||
| G3f1 | Question “White, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | STS030F1 | Question “White, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | ||||
| G3f2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | STS030F2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | ||||
| G3g1 | Question “Two or more races, non-Hispanic” Pre-unit “Number:” Watermark “Enter number” |
The racial and ethnic composition of teaching staff | STS030G1 | Question “Two or more races, non-Hispanic” Pre-unit “Number:” Watermark “Enter number” |
The racial and ethnic composition of teaching staff | ||||
| G3g2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | STS030G2 | Question “or” Pre-unit: “Percent:” Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | ||||
| G4 | Question “What is the average starting salary for full-time first year teachers in your school?” InstResp “Please round to the nearest dollar.” Watermark “Enter number” |
Teacher compensation (base salary range, average starting salary, and monetary incentives) | STS040 | Question “What is the average starting salary for full-time first year teachers in your school?” InstResp “Please round to the nearest dollar.” Watermark “Enter number” |
Teacher compensation (base salary range, average starting salary, and monetary incentives) | ||||
| G5 | Question “What is the lowest annual base salary currently paid to full-time teachers in your school?” ---- 1. Less than $25,000 2. $25,000 to $35,000 3. $35,001 to $45,000 4. $45,001 to $55,000 5. $55,001 to $65,000 6. $65,001 to $75,000 7. $75,001 to $85,000 8. $85,001 to $95,000 9. $95,001 to $105,000 10. $105,001 to $115,000 11. $115,001 to $125,000 91. More than $125,000 (Please specify): |
Teacher compensation (base salary range, average starting salary, and monetary incentives) | Yes | Dropped to prioritize other information about teachers, such as number of full time/ part time staff. | |||||
| G5OS | Teacher compensation (base salary range, average starting salary, and monetary incentives) | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| G6 | Question “What is the highest annual base salary currently paid to full-time teachers in your school?” ---- 1. Less than $25,000 2. $25,000 to $35,000 3. $35,001 to $45,000 4. $45,001 to $55,000 5. $55,001 to $65,000 6. $65,001 to $75,000 7. $75,001 to $85,000 8. $85,001 to $95,000 9. $95,001 to $105,000 10. $105,001 to $115,000 11. $115,001 to $125,000 91. More than $125,000 (Please specify): |
Teacher compensation (base salary range, average starting salary, and monetary incentives) | Yes | Dropped to prioritize other information about teachers, such as number of full time/ part time staff. | |||||
| G6OS | Other specify for teacher compensation (base salary range, average starting salary, and monetary incentives) | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| G7 | Question “Are monetary incentives such as cash bonuses, salary increases, or different steps on the salary schedule used in your school to reward teachers for… ” InstResp "Select all that apply" ---- 1. Improved student performance on state tests? 2. Reaching target goals on state tests? |
Teacher compensation (base salary range, average starting salary, and monetary incentives) | Yes | Dropped to prioritize other information about teachers, such as number of full time/ part time staff. | |||||
| G8a | Question “Please indicate the number of regular classroom teachers who have joined or left your school since the start of the school year. Number of regular classroom teachers who have started teaching in your school since the start of the school year. InstResp “Enter in the approximate numbers. If no teachers have left or started your school during the school year, enter “0."” Pre-unit “Number of Teachers” Watermark “Enter number” |
Teacher mobility | Yes | Dropped to prioritize other information about teachers, such as number of full time/ part time staff. | |||||
| G8b | Question “Number of regular classroom teachers who have left your school since the start of the school year, and have not returned.” Pre-unit “Number of Teachers” Watermark “Enter number” |
Teacher mobility | Yes | Dropped to prioritize other information about teachers, such as number of full time/ part time staff. | |||||
| G9a | Question “Indicate how much you agree or disagree with the following statements about your school and staff." InstResp “Mark one response on each row.” “There is consensus among administrators and teachers on goals and expectations.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped to prioritize other information about teachers, such as number of full time/ part time staff. | |||||
| G9b | Question “We have an active professional development program for teachers.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped to prioritize other information about teachers, such as number of full time/ part time staff. | |||||
| G9c | Question “Teachers are very active in planning staff development activities in this school.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped to prioritize other information about teachers, such as number of full time/ part time staff. | |||||
| G9d | Question “There is adequate time for teacher professional development.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | Yes | Dropped to prioritize other information about teachers, such as number of full time/ part time staff. | |||||
| G9e | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the Staffing and Teacher Characteristics section.” InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.” ---- 1. Principal/Administrator 2. Vice principal 3. Counselor 4. School administrative personnel 5. District administrative personnel 6. None of the above 91. Other (Please specify): |
Principal's years in the role of principal | Yes | Question was used for the field test and not necessary for the main study. | |||||
| G9eos | Other specify for Principal's years in the role of principal | Yes | Dropped. Was used in the FT to determine if any new response options were needed for the national administration. | ||||||
| GSTOP | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | STS998 | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | ||||
| G10 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | STS999 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | ||||
| H0 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | SAS000 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | ||||
| H1 | Question “The next section is designed to be answered only by the school administrator, and is linked to your unique PIN. Designees who may be selected to complete other sections of this survey on your behalf, do not have access to this section. This is to ensure that your responses in this section are private. What is your gender?” ---- 1. Male 2. Female |
Principal’s gender, age, and race/ethnicity | SAS010 | Question “The next section is designed to be answered only by the school administrator, and is linked to your unique PIN. Designees who may be selected to complete other sections of this survey on your behalf do not have access to this section. This is to ensure that your responses in this section are private. What is your gender?” ---- 1. Male 2. Female 3. Another gender |
Principal’s gender, age, and race/ethnicity | ||||
| H2 | Question “In what year were you born?” Watermark: “Enter year” |
Principal’s gender, age, and race/ethnicity | SAS020 | Question “In what year were you born?” Watermark: “Enter year” |
Principal’s gender, age, and race/ethnicity | ||||
| H3 | Question “Are you Hispanic or Latino/Latina?” ---- 1. Yes 2. No |
Principal’s gender, age, and race/ethnicity | SAS030 | Question “Are you Hispanic or Latino/Latina?” ---- 1. Yes 2. No |
Principal’s gender, age, and race/ethnicity | ||||
| H4 | Question “Which best describes your race?” InstResp “Select all that apply.” ---- 1. American Indian or Alaska Native 2. Asian 3. Black or African American 4. Native Hawaiian or Other Pacific Islander 5. White |
Principal’s gender, age, and race/ethnicity | SAS040 | Question “Which best describes your race?” InstResp “Select all that apply.” ---- 1. American Indian or Alaska Native 2. Asian 3. Black or African American 4. Native Hawaiian or Other Pacific Islander 5. White |
Principal’s gender, age, and race/ethnicity | ||||
| H5a | Question “How many years of experience do you have in each of the following positions, including years in which you worked part time? Years as a teacher before becoming a school administrator or principal” InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."” Watermark: “Enter years” |
Principal’s years in the role of teacher | SAS050A | Question “How many years of experience do you have in each of the following positions, including years in which you worked part time? Years as a teacher before becoming a school administrator or principal” InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."” Watermark: “Enter years” |
Principal’s years in the role of teacher | ||||
| H5b | Question “Total number of years as a school administrator or principal at any school” InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."” Watermark: “Enter years” |
Principal’s years in the role of principal | SAS050B | Question “Total number of years as a school administrator or principal at any school” InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."” Watermark: “Enter years” |
Principal’s years in the role of principal | ||||
| H5c | Question “Number of years as a school administrator or principal at this school” InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."” Watermark: “Enter years” |
Principals' years at the study school | SAS050C | Question “Number of years as a school administrator or principal at this school” InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."” Watermark: “Enter years” |
Principals' years at the study school | ||||
| H6 | Question “Through which of the following types of training programs did you receive preparation for fulfilling your role as a school administrator?” InstResp “Select all that apply.” ---- 1. Traditional university-based training certification program 2. District-based training program (for example, the Boston's Lynch-BPS Principal Fellowship, New York City Leadership Academy’s Aspiring Principals Program, Chicago’s LAUNCH program) 3. City-based training program (for example, Cleveland’s First Ring Leadership Academy) 4. State-based training program (for example, New Jersey EXCEL) 5. Training and/or certification program run by a national non-profit organization (for example, KIPP School Leadership Program, New Leaders) 6. Another school administration preparation program 7. None of the above |
Principal’s formal education | SAS060 | Question “Through which of the following types of training programs did you receive preparation for fulfilling your role as a school administrator?” InstResp “Select all that apply.” ---- 1. Traditional university-based training certification program 2. District-based training program (for example, the Boston's Lynch-BPS Principal Fellowship, New York City Leadership Academy’s Aspiring Principals Program, Chicago’s LAUNCH program) 3. City-based training program (for example, Cleveland’s First Ring Leadership Academy) 4. State-based training program (for example, New Jersey EXCEL) 5. Training and/or certification program run by a national non-profit organization (for example, KIPP School Leadership Program, New Leaders) 6. Another school administration preparation program 7. None of the above |
Principal’s formal education | ||||
| H7 | Question “What is the highest level of education you have completed?” ---- 1. High school diploma or equivalent/GED 2. Associate’s degree 3. Bachelor’s degree 4. At least one year of coursework beyond a Bachelor’s degree but not a graduate degree 5. Master’s degree 6. Education specialist or professional diploma based on at least one year of course work past a Master’s degree level 7. Doctorate or an advanced professional degree beyond a Master’s degree (for example, EdD, PhD, JD, or MD) |
Principal’s formal education | SAS070 | Question “What is the highest level of education you have completed?” ---- 1. High school diploma or equivalent/GED 2. Associate’s degree 3. Bachelor’s degree 4. At least one year of coursework beyond a Bachelor’s degree but not a graduate degree 5. Master’s degree 6. Education specialist or professional diploma based on at least one year of course work past a Master’s degree level 7. Doctorate or an advanced professional degree beyond a Master’s degree (for example, EdD, PhD, JD, or MD) |
Principal’s formal education | ||||
| H8 | Question “What was your major field(s) of study in the highest degree you completed?” InstResp “Select all that apply.” ---- 1. Early childhood education 2. Elementary education 3. Education administration/management 4. Special education 5. Other education-related major (such as secondary education, educational psychology, science education, music education, etc.) 6. Non-education major (such as history, English, etc.) 7. None of the above |
Principal’s formal education | SAS080 | Question “What was your major field(s) of study in the highest degree you completed?” InstResp “Select all that apply.” ---- 1. Early childhood education 2. Elementary education 3. Education administration/management 4. Special education 5. Other education-related major (such as secondary education, educational psychology, science education, music education, etc.) 6. Non-education major (such as history, English, etc.) 7. None of the above |
Principal’s formal education | ||||
| H9a | Question “Please estimate how many hours you spend on average each week on the following activities. Working with teachers on instructional issues” InstResp “Enter number of hours.” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | SAS090A | Question “Please estimate how many hours you spend on average each week on the following activities. Working with teachers on instructional issues” InstResp “Enter number of hours.” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | ||||
| H9b | Question “Internal school management (weekly calendars, vendors, office, memos, etc., including work with administrative and support staff)” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | SAS090B | Question “Internal school management (weekly calendars, vendors, office, memos, etc., including work with administrative and support staff)” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | ||||
| H9c | Question “Student discipline (including working with students directly and working with teachers to address student behavioral issues)” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | SAS090C | Question “Student discipline (including working with students directly and working with teachers to address student behavioral issues)” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | ||||
| H9d | Question “Student attendance” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | SAS090D | Question “Student attendance” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | ||||
| H9e | Question “Monitoring hallways, playground, lunchroom, etc.” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | SAS090E | Question “Monitoring hallways, playground, lunchroom, etc.” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | ||||
| H9f | Question “{Continued} Please estimate how many hours you spend on average each week on the following activities. Teaching” Watermark: “Enter hours” InstResp “Enter number of hours.” Pre-unit “Enter hours” |
Principal’s time allocation | SAS090F | Question “{Continued} Please estimate how many hours you spend on average each week on the following activities. Teaching” Watermark: “Enter hours:” InstResp “Enter number of hours.” Pre-unit “Enter hours” |
Principal’s time allocation | ||||
| H9g | Question “Talking and meeting with parents” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | SAS090G | Question “Talking and meeting with parents” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | ||||
| H9h | Question “Meeting with students” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | SAS090H | Question “Meeting with students” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | ||||
| H9i | Question “Paperwork required by local, state, or federal authorities” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | SAS090I | Question “Paperwork required by local, state, or federal authorities” Watermark: “Enter hours” Pre-unit “Enter hours” |
Principal’s time allocation | ||||
| H10 | Question “What is your best estimate of the percentage of children at this school you know by name?” ---- 1. Nearly every child 2. 76% or more 3. 51% to 75% 4. 26% to 50% 5. 25% or less |
Principal’s familiarity with students | SAS100 | Question “What is your best estimate of the percentage of children at this school you know by name?” ---- 1. Nearly every child 2. 76% or more 3. 51% to 75% 4. 26% to 50% 5. 25% or less |
Principal’s familiarity with students | ||||
| H11 | Question "During school hours, do you speak a language other than English with students at your school whose native language is not English?” ---- 1. Yes 2. No |
Principal’s familiarity with students | SAS110 | Question "During school hours, do you speak a language other than English with students at your school whose native language is not English?” ---- 1. Yes 2. No |
Principal’s familiarity with students | ||||
| H12 | Question "Do you speak a language other than English with students’ families whose native language is not English?” ---- 1. Yes 2. No |
Principal’s familiarity with students | SAS120 | Question "Do you speak a language other than English with students’ families whose native language is not English?” ---- 1. Yes 2. No |
Principal’s familiarity with students | ||||
| H13 | Question "What language(s) other than English do you speak with students at your school or with their families?” InstResp: “Select all that apply.” ---- 1. Spanish 2. A European language other than Spanish such as French, German, or Russian 3. A Chinese language or dialect 4. A Filipino language 5. A Southeast Asian language such as Vietnamese, Thai, or Khmer 6. A South Asian language such as Hindi or Tamil 7. Another Asian language such as Japanese or Korean 8. A Middle Eastern language such as Arabic or Farsi 9. An African language such as Swahili or Amharic 10. None of the above 91. Other language (Please specify): |
Use of language other than English with students and families | SAS130 | Question "What language(s) other than English do you speak with students at your school or with their families?” InstResp: “Select all that apply.” ---- 1. Spanish 2. A European language other than Spanish such as French, German, or Russian 3. A Chinese language or dialect 4. A Filipino language 5. A Southeast Asian language such as Vietnamese, Thai, or Khmer 6. A South Asian language such as Hindi or Tamil 7. Another Asian language such as Japanese or Korean 8. A Middle Eastern language such as Arabic or Farsi 9. An African language such as Swahili or Amharic 10. American Sign Language 11. None of the above 91. Other language (Please specify): |
Use of language other than English with students and families | ||||
| H13OS | Other specify for use of language other than English with students and families | SAS130OS | Other specify for use of language other than English with students and families | ||||||
| HSTOP | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | SAS998 | Question: “You are almost finished with this set of survey questions. Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section. OR •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section. •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | ||||
| H14 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | SAS999 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent |
| File Type | application/vnd.openxmlformats-officedocument.spreadsheetml.sheet |
| File Modified | 0000-00-00 |
| File Created | 0000-00-00 |