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pdfAppendix B:
Parent Interview
REDACTED VERSION
Items to be Included in the Cognitive Labs
•
PIQ496d: Parents' use of a computer or other electronic device to
communicate with or get information from the child's school
•
PIQ585b: School avoidance
•
HEQ226, HEQ227: Family rules about Internet use
•
HEQ227d and f: Parent's opinions about child's friends
•
HEQ228: Number of close friends the child has
•
HEQ229: Influence of best friend
•
HEQ230: Influence of other friends
•
HEQ231, HEQ232, HEQ233: Deviant peer affiliation
•
HEQ301: Science, technology, engineering, and math (STEM) related
extracurricular activities (HEQ300 is an old item, but needed for testing
HEQ301)
•
DWQ075: Parent-child relationship/conflict
B-1
4th grade cognitive labs parent interview: ECLS-K:2011
Section
INQ
[Introduction]
Sequence: 0
INQ005
QUESTION TEXT:
{In the fall of 2010/In the spring of 2011/In the fall of 2011/In the spring of 2012/In the fall of 2012/In the spring of
2013/In the spring of 2014}, we spoke with {NAME OF RESPONDENT} who took part in the Early Childhood
Longitudinal Study, Kindergarten Class of 2010-2011 on {DATE OF LAST INTERVIEW}. Am I talking to the same
person?
VERIFY NAME, AGE AND RELATIONSHIP WITH RESPONDENT:
NAME: {FIRST NAME} {LAST NAME}.
AGE: {APPROXIMATELY {UPDATED AGE FROM PRELOAD} YEARS OLD/UNKNOWN}
RELATIONSHIP TO CHILD: {RELATIONSHIP TO CHILD/UNKNOWN}.
ENTER “1” FOR YES EVEN IF THE AGE LISTED IS A YEAR OR TWO DIFFERENT FROM THE AGE OF THE
RESPONDENT IF YOU HAVE CONFIRMED IT IS THE SAME PERSON.
CODES
1
YES
INQ090
2
NO
INQ010
3
YES, SAME PERSON, BUT CHILD LIVES
ELSEWHERE NOW
CMQ701
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD, DISPLAY “In the fall of 2010” IF THE MOST RECENTLY COMPLETED OR
PARTIALLY COMPLETED PARENT INTERVIEW WAS IN THE FALL OF KINDERGARTEN. DISPLAY “In spring of
2011” IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED PARENT INTERVIEW WAS IN THE
SPRING OF KINDERGARTEN. DISPLAY “In the fall of 2011” IF THE MOST RECENTLY COMPLETED OR
PARTIALLY COMPLETED PARENT INTERVIEW WAS IN THE FALL OF FIRST GRADE. DISPLAY “In the spring of
2012” IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF
FIRST GRADE. DISPLAY "In the fall of 2012" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED
INTERVIEW WAS IN THE FALL OF SECOND GRADE. DISPLAY "In the spring of 2013" IF THE MOST RECENTLY
COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF SECOND GRADE. DISPLAY "In
the spring of 2014" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE
SPRING OF THIRD GRADE.
DISPLAY DATE OF MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW. DISPLAY THE
NAME OF THE MONTH, NOT THE NUMBER OF THE MONTH, FOLLOWED BY THE DAY WITH THE APPROPRIATE
LETTERS AT THE END TO GO WITH THE DATE, AND THEN THE YEAR (E.G., August 12th, 2005).
FOR “NAME OF RESPONDENT” DISPLAY FIRST AND LAST NAME OF RESPONDENT FROM MOST RECENTLY
COMPLETED OR PARTIALLY COMPLETED INTERVIEW FROM PRELOAD.
FOR “FIRST NAME” AND “LAST NAME” DISPLAY MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED
ROUND RESPONDENT’S FIRST AND LAST NAME FROM THE PRELOAD.
IF AGE IS NOT ONE OF THESE MISSING VALUES (MISSING, REFUSED, OR DON'T KNOW), DISPLAY
"APPROXIMATELY…OLD". FOR “UPDATED AGE FROM PRELOAD” DISPLAY AGE OF MOST RECENT ROUND
RESPONDENT FROM PRELOAD. IF AGE IS MISSING, REFUSED, OR DON'T KNOW, DISPLAY "UNKNOWN."
FOR “RELATIONSHIP TO CHILD” DISPLAY RELATIONSHIP OF RESPONDENT TO CHILD FROM PRELOAD. IF
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RELATIONSHIP IS MISSING, REFUSED, OR DON’T KNOW, DISPLAY “UNKNOWN”.
FLAG THE RESPONDENT IN THE HOUSEHOLD ROSTER AND SET A FLAG CALLED "FLAGS.SAMERESP" THAT
EQUALS 1 IF INQ.005 = 1.
REFUSED AND DON'T KNOW DISALLOWED
INQ010
QUESTION TEXT:
May I please speak with {NAME OF PREVIOUS ROUND RESPONDENT}?
NOTE: IF THIS PERSON ASKED FOR IN THIS QUESTION IS AVAILABLE AND YOU CAN SPEAK TO HIM/HER
NOW, CODE “1." IF YOU NEED TO CALL BACK AND THIS PERSON WILL BE AVAILABLE IN THE FIELD PERIOD,
CODE “2." IF THIS PERSON IS NOT AVAILABLE IN THE FIELD PERIOD BECAUSE HE/SHE IS AWAY OR DOES
NOT CURRENTLY LIVE WITH THE CHILD IN THIS HOUSEHOLD, CODE “3” TO ASK FOR SOMEONE ELSE. IF THE
CHILD DOES NOT LIVE THERE NOW, CODE “4” FOR “CHILD LIVES ELSEWHERE."
CODES
1
AVAILABLE
INQ005
2
NOT AVAILABLE BUT WILL BE BEFORE END OF
FIELD PERIOD (CALLBACK APPT.)
CMQ702
3
NOT AVAILABLE IN FIELD PERIOD
INQ015
4
CHILD LIVES ELSEWHERE
CMQ701
REFUSED
INQ015
DON'T KNOW
INQ015
PROGRAMMER INSTRUCTIONS:
DISPLAY FIRST AND LAST NAME OF RESPONDENT FROM MOST RECENTLY COMPLETED OR PARTIALLY
COMPLETED INTERVIEW FROM PRELOAD.
IF INQ.010 = 1, HARD ERROR CHECK SHOULD READ:
PLEASE GO BACK TO THE PREVIOUS QUESTION (INQ.005) TO VERIFY THE RESPONDENT.
PRESS G TO GO BACK NOW.
PRESS C TO CANCEL.
INQ015
QUESTION TEXT:
Are you the parent or guardian in this household who knows the most about {CHILD}'s care, education, and
health?
NOTE: TO ANSWER “1” FOR “YES”, PARENT OR GUARDIAN SHOULD LIVE IN THE SAME HOUSEHOLD AS THE
CHILD FOR THE MAJORITY OF THE YEAR, HAVE JOINT CUSTODY OF THE CHILD, OR BE THE ADULT WHO
SPENDS THE MOST TIME WITH THE CHILD WHEN THE CHILD IS NOT IN A GROUP HOME. IF YOU ARE NOT
SPEAKING TO THIS PERSON NOW, CODE “2” FOR “NO.” IF THE CHILD DOES NOT LIVE THERE NOW, CODE “3”
FOR “CHILD LIVES ELSEWHERE.”
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CODES
1
YES
INQ030
2
NO
INQ020
3
CHILD LIVES ELSEWHERE
CMQ701
REFUSED
INQ020
DON'T KNOW
INQ020
INQ020
QUESTION TEXT:
May I please speak with the parent or guardian in the household who knows the most about {CHILD}'s care,
education, and health?
NOTE: THE PARENT OR GUARDIAN SHOULD LIVE IN THE SAME HOUSEHOLD AS THE CHILD FOR THE
MAJORITY OF THE YEAR, HAVE JOINT CUSTODY OF THE CHILD, OR BE THE ADULT WHO SPENDS THE MOST
TIME WITH THE CHILD WHEN THE CHILD IS NOT IN A GROUP HOME. IF THIS PERSON IS AVAILABLE AND YOU
CAN SPEAK TO HIM/HER NOW, CODE “1". IF YOU NEED TO CALL BACK AND THE PARENT OR GUARDIAN WILL
BE AVAILABLE IN THE FIELD PERIOD, CODE “2". IF THE PARENT OR GUARDIAN IS NOT AVAILABLE IN THE
FIELD PERIOD BECAUSE HE/SHE IS AWAY OR DOES NOT CURRENTLY LIVE WITH THE CHILD IN THIS
HOUSEHOLD, CODE “3” TO ASK FOR SOMEONE ELSE. IF THERE IS NOT A PARENT OR GUARDIAN IN THE
HOUSEHOLD WHO KNOWS THE MOST ABOUT THE CHILD’S CARE, EDUCATION, AND HEALTH, CODE “4". IF
THE CHILD DOES NOT LIVE THERE NOW, CODE “5” FOR “CHILD LIVES ELSEWHERE.”
CODES
1
AVAILABLE
INQ030
2
NOT AVAILABLE BUT WILL BE BEFORE END OF
FIELD PERIOD (CALLBACK APPT.)
CMQ702
3
NOT AVAILABLE IN FIELD PERIOD
INQ025
4
NO PARENT OR GUARDIAN IN HH KNOWS ABOUT
CHILD
INQ025
5
CHILD LIVES ELSEWHERE
CMQ701
REFUSED
INQ025
DON'T KNOW
INQ025
INQ025
QUESTION TEXT:
May I please speak with a household member who is 18 or older and knows about {CHILD}'s care, education,
and health?
NOTE: THE RESPONDENT SHOULD LIVE IN THE SAME HOUSEHOLD AS THE CHILD FOR THE MAJORITY OF THE
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YEAR, HAVE JOINT CUSTODY OF THE CHILD, OR BE THE ADULT WHO SPENDS THE MOST TIME WITH THE
CHILD WHEN THE CHILD IS NOT IN A GROUP HOME. IF THIS PERSON IS ON THE PHONE, CODE “1". IF YOU
NEED TO CALL BACK AND THIS PERSON WILL BE AVAILABLE IN THE FIELD PERIOD, CODE “2". IF THIS
PERSON IS NOT AVAILABLE IN THE FIELD PERIOD BECAUSE HE/SHE IS AWAY OR DOES NOT CURRENTLY LIVE
WITH THE CHILD IN THIS HOUSEHOLD, CODE “3". IF THERE IS NOT AN ADULT IN THE HOUSEHOLD WHO
KNOWS ABOUT THE CHILD’S CARE, EDUCATION, AND HEALTH, CODE “4". IF THE CHILD DOES NOT LIVE
THERE NOW, CODE “5” FOR “CHILD LIVES ELSEWHERE."
CODES
1
PERSON ON PHONE
INQ030
2
NOT AVAILABLE BUT WILL BE BEFORE END OF
FIELD PERIOD (CALLBACK APPT.)
CMQ702
3
NOT AVAILABLE IN FIELD PERIOD
CMQ703
4
NO ADULT IN HH KNOWS ABOUT CHILD
CMQ703
5
CHILD LIVES ELSEWHERE
CMQ701
REFUSED
CMQ703
DON'T KNOW
CMQ703
INQ030
QUESTION TEXT:
May I have your name please?
SELECT NAME FROM LIST BELOW.
IF THE NAME IS ON THE LIST OF HOUSEHOLD MEMBERS, ENTER THE NUMBER NEXT TO THE PERSON ON THE
HOUSEHOLD ROSTER WHO WILL BE THE CURRENT ROUND RESPONDENT. SELECT THIS PERSON’S NAME
EVEN IF THE AGE LISTED IS A YEAR OR TWO DIFFERENT FROM THE AGE OF THE RESPONDENT.
VERIFY NAME, RELATIONSHIP, AND AGE WITH RESPONDENT.
IF NAME NOT LISTED, ENTER 0.
PROGRAMMER INSTRUCTIONS:
CAPI INSTRUCTIONS:
1. DISPLAY ROSTER NUMBER, NAME, AGE, SEX, AND RELATIONSHIP OF HOUSEHOLD MEMBERS FROM THE
MOST RECENT UPDATED HOUSEHOLD ROSTER FROM THE PRELOAD. AT THE TOP OF THE ROSTER, DISPLAY
"0 NOT ON LIST." IF AGE, SEX, OR RELATIONSHIP IS MISSING, REFUSED, OR DON'T KNOW, DISPLAY
"UNKNOWN". IF AGE IS NOT MISSING, REFUSED, OR DON'T KNOW, NEXT TO AGE DISPLAY THE WORD
“APPROXIMATELY”. IF THERE IS NOT A HOUSEHOLD ROSTER, SEE INSTRUCTION 2.
2. DISPLAY HOUSEHOLD MEMBERS 15 YEARS OR OLDER AS RESPONSE CATEGORIES (IN CASE OF
RESPONDENT/INTERVIEWER ERROR EARLY IN THE INTERVIEW, INCLUDE THE RESPONDENT FROM THE
MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW IN THIS DISPLAY EVEN THOUGH
HE/SHE SHOULD HAVE BEEN SELECTED AT INQ.005). IN HOUSEHOLDS THAT ONLY HAVE FALL-FIRST GRADE
DATA AND NOT FALL-K, SPRING-K, SPRING-FIRST GRADE, FALL-SECOND GRADE, SPRING-SECOND GRADE, OR
SPRING-THIRD GRADE DATA THE ONLY PERSON DISPLAYED WILL BE THE RESPONDENT FROM FALL-FIRST
GRADE BECAUSE HOUSEHOLD MATRIX QUESTIONS WERE NOT ASKED IN FALL-FIRST GRADE. IN
HOUSEHOLDS THAT ONLY HAVE FALL-SECOND GRADE DATA AND NOT FALL-K, SPRING-K, FALL-FIRST
GRADE, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE DATA, THE ONLY PERSON
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DISPLAYED WILL BE THE RESPONDENT FROM FALL-SECOND GRADE BECAUSE HOUSEHOLD MATRIX
QUESTIONS WERE NOT ASKED IN FALL-SECOND GRADE. IN HOUSEHOLDS THAT ONLY HAVE BOTH FALLSECOND AND FALL-FIRST GRADE COMPLETED OR PARTIALLY COMPLETED INTERVIEWS AND NOT FALL-K,
SPRING-K, SPRING-FIRST, SPRING-SECOND, OR SPRING-THIRD INTERVIEWS, THE ONLY PERSON DISPLAYED
WILL BE THE RESPONDENT FROM FALL-SECOND BECAUSE THAT IS THE MOST RECENT PREVIOUS ROUND
RESPONDENT.
3. IF THE RESPONDENT FROM THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW IS
SELECTED AT THIS SCREEN (EVEN THOUGH HE/SHE SHOULD HAVE BEEN SELECTED AT INQ.005), SET
"FLAGS.SAMERESP" =1 AND GO TO INQ.090.
4. IF ZERO IS ENTERED, GO TO INQ.060. ELSE, IF IT IS A NEW RESPONDENT WHO WAS ALREADY IN THE
HOUSEHOLD MATRIX, GO TO INQ.080.
5. DISALLOW DK AND RF.
6. FLAG THE RESPONDENT.
INQ060
QUESTION TEXT:
[May I have your name, please?]
ENTER THE RESPONDENT’S FIRST NAME.
VERIFY SPELLING.
ENTER TEXT
Length
25
PROGRAMMER INSTRUCTIONS:
REFUSED AND DON'T KNOW DISALLOWED.
INQ070
QUESTION TEXT:
[May I have your name, please?]
ENTER THE RESPONDENT’S LAST NAME.
VERIFY SPELLING.
ENTER TEXT
Length
25
PROGRAMMER INSTRUCTIONS:
REFUSED AND DON'T KNOW DISALLOWED.
INQ080
QUESTION TEXT:
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(As I mentioned earlier), you and {CHILD} were selected to take part in the Early Childhood Longitudinal
Study, Kindergarten Class of 2010-2011, which is sponsored by the U.S. Department of Education, National
Center for Education Statistics. I have some questions for you that ask about {CHILD}’s school and home
experiences. The information I collect in this interview will be extremely valuable in understanding the
development of children and how their school experiences can be improved.
All responses that relate to or describe identifiable characteristics of individuals may be used only for
statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose, except as
required by law.
This call will be recorded for quality control purposes.
CODES
1
CONTINUE WITH RECORDING
BOX1
2
CONTINUE WITHOUT RECORDING
INQ080B
INQ080B
QUESTION TEXT:
THIS INTERVIEW IS NOT BEING RECORDED.
IF NEEDED: That’s fine. This interview will not be recorded.
PRESS 1 AND ENTER TO CONTINUE.
ENTER TEXT
Length
1
BOX1
FOR NEW FOURTH GRADE RESPONDENTS IN HOUSEHOLDS THAT HAD INQ DATA FROM A COMPLETE OR
PARTIALLY COMPLETE FALL-KINDERGARTEN, SPRING-KINDERGARTEN, FALL-FIRST GRADE, SPRING-FIRST
GRADE, FALL-SECOND GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE INTERVIEW, GO TO
INQ130.
INQ090
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QUESTION TEXT:
{In the fall of 2010/In the spring of 2011/In the fall of 2011/In the spring of 2012/In the fall of 2012/In the spring of
2013/In the spring of 2014}, you took part in the Early Childhood Longitudinal Study, Kindergarten Class of
2010-2011, which is sponsored by the U.S. Department of Education, National Center for Education Statistics. I
have some questions for you that ask about {CHILD}’s school and home experiences since our last interview.
The information I collect in this interview will be extremely valuable in understanding the development of
children and how their school experiences can be improved.
All responses that relate to or describe identifiable characteristics of individuals may be used only for
statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose, except as
required by law.
This call will be recorded for quality control purposes.
CODES
1
CONTINUE WITH RECORDING
INQ130
2
CONTINUE WITHOUT RECORDING
INQ090B
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD, DISPLAY “In the fall of 2010” IF THE LAST RECENTLY COMPLETED OR
PARTIALLY COMPLETED PARENT INTERVIEW WAS IN THE FALL OF KINDERGARTEN. DISPLAY “In the spring
of 2011” IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING
OF KINDERGARTEN. DISPLAY “In the fall of 2011" IF THE MOST RECENTLY COMPLETED OR PARTIALLY
COMPLETED PARENT INTERVIEW WAS IN THE FALL OF FIRST GRADE. DISPLAY "In the spring of 2012" IF THE
MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF FIRST GRADE.
DISPLAY "In the fall of 2012" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW
WAS IN THE FALL OF SECOND GRADE. DISPLAY "In the spring of 2013" IF THE MOST RECENTLY COMPLETED
OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF SECOND GRADE. DISPLAY "In the spring of
2014" IF THE MOST RECENTLY COMPLETED OR PARTIALLY COMPLETED INTERVIEW WAS IN THE SPRING OF
THIRD GRADE.
INQ090B
QUESTION TEXT:
THIS INTERVIEW IS NOT BEING RECORDED.
IF NEEDED: That’s fine. This interview will not be recorded.
PRESS 1 AND ENTER TO CONTINUE.
ENTER TEXT
1
Length
INQ130
QUESTION TEXT:
Before we begin the interview, I would like to verify some information.
I have recorded {CHILD's FIRST, MIDDLE, AND LAST NAME} as {CHILD}'s full name. Is this correct?
4th grade cognitive labs parent interview: ECLS-K:2011 :: INQ
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ALSO VERIFY SPELLING.
MAKE CORRECTIONS TO NAME BELOW OR PRESS ENTER TO ACCEPT FIRST/MIDDLE/LAST NAME.
IF NO MIDDLE NAME OR INITIAL, ENTER 'NMN'.
Current Info:
[CHILD'S FIRST NAME]
[CHILD'S MIDDLE NAME]
[CHILD'S LAST NAME]
FIRST NAME: [___________________]
MIDDLE NAME: [___________________]
LAST NAME: [___________________]
ENTER TEXT
25
Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
CAPI INSTRUCTION: REFUSED AND DON'T KNOW ALLOWED AT ALL FIELDS. HOWEVER, DO NOT ALLOW
INTERVIEWER TO CHANGE 'REAL DATA' TO '8' (REFUSED) OR '9' (DON'T KNOW).
FOR THE FIRST DIGIT, DISALLOW 0-9 SO THE INTERVIEWER CAN NOT CHOOSE 0-9.
CAPI INSTRUCTION: FOR CHILD'S FIRST, MIDDLE, AND LAST NAME, DISPLAY CHILD'S FULL NAME FROM
PRELOAD.
USE PRELOAD LENGTH FOR CHILD'S NAME.
IF THE CHILD'S FIRST NAME IS CORRECTED HERE, USE CORRECTED FIRST NAME IN ALL QUESTIONS THAT
FOLLOW. ANY CORRECTIONS TO THE FIRST OR LAST NAME SHOULD ALSO APPEAR AT THE TOP OF THE
SCREEN IN ALL QUESTIONS THAT FOLLOW.
BOX2
IF PREVIOUS ADDRESS IS IN THE PRELOAD, GO TO INQ.180. ELSE, IF PREVIOUS ADDRESS IS NOT IN THE
PRELOAD, GO TO INQ.190.
INQ180
QUESTION TEXT:
I have recorded that {CHILD}'s home address is:
STREET ADDRESS1: [___________________]
4th grade cognitive labs parent interview: ECLS-K:2011 :: INQ
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STREET ADDRESS2: [___________________]
CITY:
[___________________]
STATE:
[___________________]
ZIP:
[___________________]
Is this still correct?
CODES
1
YES, CORRECT ADDRESS
BOX3
2
YES, SAME ADDRESS - MINOR CORRECTIONS
INQ190
3
NO, NEW ADDRESS
INQ190
REFUSED
BOX3
DON'T KNOW
BOX3
PROGRAMMER INSTRUCTIONS:
IN THE RESPONSE FIELD, DISPLAY CURRENT ADDRESS INFO FROM THE PRELOAD.
IF REFUSED OR DON’T KNOW, GO TO BOX 3.
INQ190
QUESTION TEXT:
{What is {CHILD}’s home address?}
{MAKE CORRECTIONS TO ADDRESS BELOW.}
{ENTER STATE ABBREVIATION BY USING LOOKUP FILE. TO ACTIVATE LOOKUP, BEGIN TO TYPE STATE
NAME. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.}
[STREET ADDRESS1]
[STREET ADDRESS2]
[CITY]
[STATE]
[ZIP]
STREET ADDRESS1: [___________________]
STREET ADDRESS2: [___________________]
CITY: [___________________]
STATE: [___________________]
ZIP : [___________________]
ENTER TEXT
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF THE HOME ADDRESS WAS NOT IN THE PRELOAD OR INQ.180 = 3, DISPLAY “What is…address?” ELSE, USE
A NULL DISPLAY.
IF INQ.180 = 2, DISPLAY “MAKE CORRECTIONS…BELOW.” ELSE, USE A NULL DISPLAY.
IF INQ.180 = 2, PRELOADED ADDRESS FIELDS WILL BE AVAILABLE TO EDIT.
IF INQ.180 = 3, CURRENT ADDRESS FIELDS WILL BE BLANK IN QUESTION PANE AND RESPONSE FIELDS.
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IF INQ.180=2 OR INQ.180=3, DISALLOW DK AND REF. ELSE, DK AND REF ALLOWED.
IF INQ.180=2 OR INQ.180=3, AND DK OR REF IS CHOSEN, DISPLAY "Since you answered in INQ.180, that the
address is incorrect, you must enter the new address here. Please enter the entire address.”
DISPLAY "ENTER STATE ABBREVIATION BY USING LOOKUP FILE. TO ACTIVATE LOOKUP, BEGIN TO TYPE
STATE NAME. USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.” WHEN ON STATE ENTRY FIELD.
DISPLAY CURRENT ADDRESS INFO IN THE RESPONSE FIELD IF PREVIOUS ADDRESS INFORMATION WAS IN
PRELOAD.
DISPLAY CURRENT ADDRESS INFO IN THE QUESTION PANE AND RESPONSE FIELD IF PREVIOUS ADDRESS
INFORMATION WAS IN PRELOAD AND INQ180=2 .
FOR THIS ITEM ONLY, DO NOT DISPLAY PUERTO RICO IN THE STATE LOOKUP FILE.
BOX3
IF TELEPHONE NUMBER IS IN THE PRELOAD, GO TO INQ.200. ELSE, IF TELEPHONE NUMBER IS NOT IN THE
PRELOAD, GO TO INQ.205.
INQ200
QUESTION TEXT:
I have recorded that {PHONE NUMBER} is {CHILD}'s family's current home phone number. Is this correct?
CODES
1
YES, CORRECT TELEPHONE NUMBER
BOX4
2
YES, SAME TELEPHONE NUMBER - MINOR
CORRECTIONS
INQ205
3
NO, NEW TELEPHONE NUMBER
INQ205
REFUSED
BOX4
DON'T KNOW
BOX4
PROGRAMMER INSTRUCTIONS:
DISPLAY CURRENT PHONE NUMBER FROM PRELOAD.
INQ205
QUESTION TEXT:
{What is {CHILD}'s family's current home phone number?}
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{MAKE CORRECTIONS TO TELEPHONE NUMBER BELOW.}
[CURRENT TELEPHONE NUMBER]
TELEPHONE NUMBER: [___________________]
IF NO TELEPHONE, ENTER '000'.
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF TELEPHONE NUMBER WAS MISSING IN PRELOAD OR INQ.200 = 3, DISPLAY “What is…number?”. ELSE,
USE A NULL DISPLAY.
IF INQ.200 = 2, DISPLAY “MAKE…BELOW.” ELSE, USE A NULL DISPLAY.
IF INQ.200 = 2, PRELOADED TELEPHONE NUMBER WILL BE AVAILABLE TO EDIT.
IF INQ.200 = 3, TELEPHONE NUMBER FIELD WILL BE BLANK IN QUESTION PANE AND RESPONSE FIELDS.
DISPLAY CURRENT TELEPHONE NUMBER IN THE QUESTION PANE AND RESPONSE FIELD IF PREVIOUS
TELEPHONE NUMBER WAS IN THE PRELOAD AND INQ.200=2.
IF INQ.200=2 OR INQ.200=3, DISALLOW DK AND REF. ELSE, DK AND REF ALLOWED.
IF INQ.200=2 OR INQ.200=3, AND DK OR REF IS CHOSEN, DISPLAY "Since you answered in INQ.200 that the
telephone number is incorrect, you must enter the new telephone number here. Please enter the entire
telephone number.”
BOX4
IF THE PRELOAD SHOWS THAT INQ. 300 WAS ASKED IN THE SPRING OF THIRD GRADE, SPRING OF SECOND
GRADE, THE SPRING OF FIRST GRADE OR THE SPRING OF KINDERGARTEN, GO TO BOX 7. ELSE, GO TO INQ
300.
INQ300
HELP AVAILABLE
QUESTION TEXT:
Next, I have a few questions about {CHILD}'s background. Was {CHILD} born in this country, that is, in any of
the fifty states or the District of Columbia?
HELP TEXT:
Do not include US territories.
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CODES
1
YES
BOX7
2
NO
INQ310
REFUSED
BOX7
DON'T KNOW
BOX7
INQ310
QUESTION TEXT:
In what country or territory was {CHILD} born?
TO ACTIVATE LOOKUP, BEGIN TO TYPE COUNTRY OR TERRITORY. IF COUNTRY IS NOT ON THE LIST,
HIGHLIGHT ***NOT ON LIST*** IN THE LOOKUP FILE AND PRESS ENTER.
USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.
ENTER TEXT
3
Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY " ***NOT ON LIST*** " IN UNDERLINED TEXT.
DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE
CODES.
IF COUNTRY 233 IS CHOSEN, DISPLAY “YOU HAVE SELECTED “UNITED ARAB EMIRATES” RATHER THAN THE
“UNITED STATES.” IF THIS IS CORRECT, CONTINUE. OTHERWISE, IF THE CHILD WAS BORN IN THE UNITED
STATES, BACK UP AND CHANGE THE ANSWER TO INQ300".
BOX5
IF INQ.310 = 0 (NOT ON LIST), CONTINUE WITH INQ.312OS. OTHERWISE, GO TO INQ.320.
INQ312os
QUESTION TEXT:
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What is {CHILD}'s country or territory of birth?
SPECIFY COUNTRY
ENTER TEXT
25
Length
INQ320
QUESTION TEXT:
In what year did {CHILD} come to the United States to stay?
ENTER NUMBER
Range
2003 to 2014
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: THE YEAR CHILD CAME TO U.S. CANNOT BE EARLIER THAN CHILD'S YEAR OF BIRTH OR LATER
THAN THE CURRENT YEAR. IF IT IS, DISPLAY ERROR MESSAGE: "THE YEAR ENTERED CANNOT BE A YEAR
BEFORE THE CHILD WAS BORN OR A YEAR AFTER THE CURRENT YEAR. PLEASE VERIFY THE YEAR."
BOX6
IF INQ.310 = 90, 139, 179, 203, 235 (GUAM, MARIANA ISLAND, PUERTO RICO, SOLOMON ISLANDS, US VIRGIN
ISLANDS), GO TO BOX 7.
OTHERWISE, CONTINUE WITH INQ.330.
INQ330
QUESTION TEXT:
Is {CHILD} a U.S. citizen?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
4th grade cognitive labs parent interview: ECLS-K:2011 :: INQ
Page 13 of 14
2014-01-15 13:44
BOX7
GO TO SECTION PIQ (PARENT'S INVOLVEMENT WITH CHILD'S SCHOOL).
4th grade cognitive labs parent interview: ECLS-K:2011 :: INQ
Page 14 of 14
2014-01-15 13:44
4th grade cognitive labs parent interview: ECLS-K:2011
Section
PIQ
[Parent's Involvement with Child's School]
Sequence: 1
PIQ127
DISPLAY INSTRUCTIONS:
DISPLAY “behavior” IN UNDERLINED TEXT.
DISPLAY “his” AND “he” IF THE CHILD IS A BOY. ELSE, DISPLAY “her” AND “she”. IF GENDER IS MISSING,
DISPLAY “he/she”.
QUESTION TEXT:
Since the beginning of this school year, how many times have any of {CHILD}’s teachers or {his/her} school
contacted you or any adult in your household about any behavior problems {he/she} is having in school?
ENTER NUMBER OF TIMES
l__l__l
TIMES
ENTER NUMBER
0 to 50
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
HARD RANGE=0-50. IF NUMBER OF TIMES ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: “Input
invalid. Value not in range 0 to 50”.
PIQ128
DISPLAY INSTRUCTIONS:
DISPLAY “school work” IN UNDERLINED TEXT.
DISPLAY “he” IF THE CHILD IS A BOY. ELSE, DISPLAY “she”. IF GENDER IS MISSING, DISPLAY “he/she”.
QUESTION TEXT:
[Since the beginning of this school year, how many times have any of {CHILD}’s teachers or {his/her} school
contacted you or any adult in your household...]
About any problems {he/she} is having with school work?
ENTER NUMBER OF TIMES
l__l__l
TIMES
ENTER NUMBER
Range
0 to 50
4th grade cognitive labs parent interview: ECLS-K:2011 :: PIQ
Page 1 of 14
2014-01-30 08:41
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
HARD RANGE=0-50. IF NUMBER OF TIMES ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: “Input
invalid. Value not in range 0 to 50”.
PIQ129
QUESTION TEXT:
[Since the beginning of this school year, how many times have any of {CHILD}’s teachers or {his/her} school
contacted you or any adult in your household...]
About anything {CHILD} is doing particularly well or better in school?
ENTER NUMBER OF TIMES
l__l__l
TIMES
ENTER NUMBER
Range
0 to 50
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
HARD RANGE=0-50. IF NUMBER OF TIMES ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: “Input
invalid. Value not in range 0 to 50”.
PIQ130
QUESTION TEXT:
Since the beginning of this school year, have you or the other adults in your household attended an open
house or a back-to-school night?
NOTE: IF THE CHILD TRANSFERRED TO A NEW SCHOOL DURING THE SCHOOL YEAR, PLEASE ANSWER ALL
QUESTIONS FOR THE CURRENT SCHOOL.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PIQ140
4th grade cognitive labs parent interview: ECLS-K:2011 :: PIQ
Page 2 of 14
2014-01-30 08:41
QUESTION TEXT:
[Since the beginning of this school year, have you or the other adults in your household…]
Attended a meeting of a PTA, PTO, or Parent-Teacher Organization?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PIQ150
QUESTION TEXT:
[Since the beginning of this school year, have you or the other adults in your household…]
Gone to a regularly-scheduled parent-teacher conference with {CHILD}'s teacher or meeting with {CHILD}'s
teacher?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PIQ160
QUESTION TEXT:
[Since the beginning of this school year, have you or the other adults in your household…]
Attended a school or class event, such as a play, sports event, or science fair?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
4th grade cognitive labs parent interview: ECLS-K:2011 :: PIQ
Page 3 of 14
2014-01-30 08:41
PIQ170
QUESTION TEXT:
[Since the beginning of this school year, have you or the other adults in your household…]
Served as a volunteer in {CHILD}’s classroom or elsewhere in the school?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PIQ185
QUESTION TEXT:
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?
|___|___|___|
ENTER NUMBER
ENTER NUMBER
Range
0 to 180
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF PIQ.130, PIQ.140, PIQ.150, PIQ.160 OR PIQ.170= 1, RANGE= 1 TO 180. ELSE, RANGE = 0 TO 180.
IF PIQ.130, PIQ.140, PIQ.150, PIQ.160 OR PIQ.170 = 1 AND 0 IS ENTERED IN PIQ185, DISPLAY ERROR MESSAGE:
“EARLIER RESPONSE INDICATES A PARENT ATTENDED AT LEAST ONE SCHOOL RELATED EVENT. PLEASE
VERIFY THIS ENTRY. IF THE ENTRY IS CORRECT, SUPPRESS.”
RANGE: 0 TO 180.
PIQ495
QUESTION TEXT:
4th grade cognitive labs parent interview: ECLS-K:2011 :: PIQ
Page 4 of 14
2014-01-30 08:41
Do you {or your spouse/partner} use a computer or any other electronic device, whether at home or at work
or in another setting, to communicate with or get information from {CHILD}’s school?
HELP TEXT:
Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod,
reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch, and
Playstation).
CODES
1
YES
2
NO
PIQ510
REFUSED
PIQ510
DON'T KNOW
PIQ510
PROGRAMMER INSTRUCTIONS:
DISPLAY {or your spouse/partner} IF FSQ110=1. ELSE, USE A NULL DISPLAY.
PIQ496a
QUESTION TEXT:
How often do you {or your spouse/partner} use a computer or any other electronic device, whether at home
or at work or in another setting, in the following ways?
To communicate with {CHILD}’s teachers and administrative staff by email about {CHILD}, for example, about
how {he/she} is performing, or about absences or tardiness? Would you say never, once or twice a year,
several times a year, at least once a month, or weekly?
HELP TEXT:
Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod,
reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch,
andPlaystation).
CODES
1
NEVER
2
ONCE OR TWICE A YEAR
3
SEVERAL TIMES A YEAR
4
AT LEAST ONCE A MONTH
5
WEEKLY
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY {or your spouse/partner} IF FSQ110=1. ELSE, USE A NULL DISPLAY.
PIQ496b
QUESTION TEXT:
[How often do you {or your spouse/partner} use a computer or any other electronic device, whether at home
or at work or in another setting, in the following ways?]
4th grade cognitive labs parent interview: ECLS-K:2011 :: PIQ
Page 5 of 14
2014-01-30 08:41
To find out about homework and other school assignments and projects?
[PROBE: Would you say never, once or twice a year, several times a year, at least once a month, or weekly?]
HELP TEXT:
Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod,
reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch,
andPlaystation).
CODES
1
NEVER
2
ONCE OR TWICE A YEAR
3
SEVERAL TIMES A YEAR
4
AT LEAST ONCE A MONTH
5
WEEKLY
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY {or your spouse/partner} IF FSQ110=1. ELSE, USE A NULL DISPLAY.
PIQ496c
QUESTION TEXT:
[How often do you {or your spouse/partner} use a computer or any other electronic device, whether at home
or at work or in another setting, in the following ways?]
To find out about {CHILD}’s grades?
[PROBE: Would you say never, once or twice a year, several times a year, at least once a month, or weekly?]
HELP TEXT:
Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod,
reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch,
andPlaystation).
CODES
1
NEVER
2
ONCE OR TWICE A YEAR
3
SEVERAL TIMES A YEAR
4
AT LEAST ONCE A MONTH
5
WEEKLY
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY {or your spouse/partner} IF FSQ110=1. ELSE, USE A NULL DISPLAY.
PIQ496d
4th grade cognitive labs parent interview: ECLS-K:2011 :: PIQ
Page 6 of 14
2014-01-30 08:41
QUESTION TEXT:
[How often do you {or your spouse/partner} use a computer or any other electronic device, whether at home
or at work or in another setting, in the following ways?]
To find out how all students in {CHILD}’s school are doing as a group in areas such as standardized test scores
or attendance rates?
[PROBE: Would you say never, once or twice a year, several times a year, at least once a month, or weekly?]
HELP TEXT:
Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod,
reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch,
andPlaystation).
CODES
1
NEVER
2
ONCE OR TWICE A YEAR
3
SEVERAL TIMES A YEAR
4
AT LEAST ONCE A MONTH
5
WEEKLY
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY {or your spouse/partner} IF FSQ110=1. ELSE, USE A NULL DISPLAY.
PIQ510
QUESTION TEXT:
How often does {CHILD} do homework at home? Would you say…
PROBE: This refers to homework assigned by the school and not extra work provided by the parent.
CODES
1
Never,
2
Less than once a week,
3
1 to 2 times a week,
4
3 to 4 times a week, or
5
5 or more times a week?
REFUSED
DON'T KNOW
BOX 1
4th grade cognitive labs parent interview: ECLS-K:2011 :: PIQ
Page 7 of 14
2014-01-30 08:41
IF PIQ.510 = 2, 3, 4 OR 5, GO TO PIQ.560.
PIQ520
QUESTION TEXT:
During this school year, how often did you or someone else help {him/her} with {his/her} homework? Would
you say…
CODES
1
Never,
2
Less than once a week,
3
1 to 2 times a week,
4
3 to 4 times a week, or
5
5 or more times a week?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF PIQ.510=2, PIQ.520 CANNOT EQUAL TO 3, 4, OR 5. IF PIQ.510=3, PIQ.520 CANNOT EQUAL TO 4 OR 5. IF
PIQ.510=4, PIQ.520 CANNOT EQUAL TO 5. OTHERWISE, DISPLAY ERROR MESSAGE: "Child does homework at
home {DISPLAY RESPONSE AT PIQ.510} but parent helped {him/her} with {his/her} homework {DISPLAY
RESPONSE AT PIQ.520}."
PIQ550
QUESTION TEXT:
How often do you check that {CHILD} has completed all homework? Would you say never, rarely, sometimes,
or always?
CODES
1
NEVER
2
RARELY
3
SOMETIMES
4
ALWAYS
REFUSED
DON'T KNOW
4th grade cognitive labs parent interview: ECLS-K:2011 :: PIQ
Page 8 of 14
2014-01-30 08:41
PIQ560
QUESTION TEXT:
Now I would like to ask you about {his/her} grades during this school year. Overall, across all subjects
{{he/she} takes at school}, does {he/she} get . . .
CODES
1
Mostly A’s,
PIQ580
2
Mostly B’s,
PIQ580
3
Mostly C’s,
PIQ580
4
Mostly D’s and lower, or
PIQ580
5
Does {his/her} school not give those grades?
PIQ570
REFUSED
PIQ580
DON'T KNOW
PIQ580
PIQ570
QUESTION TEXT:
Would you describe {CHILD}’s work at school as . . .
CODES
1
Excellent,
2
Above average,
3
Average,
4
Below average, or
5
Failing?
REFUSED
DON'T KNOW
PIQ580a
QUESTION TEXT:
How often would you say that {CHILD}…
Enjoys school activities or events? Would you say almost never, rarely, sometimes, a lot, or almost always?
4th grade cognitive labs parent interview: ECLS-K:2011 :: PIQ
Page 9 of 14
2014-01-30 08:41
CODES
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
PIQ580b
QUESTION TEXT:
[How often would you say that{CHILD}…]
Looks forward to going to school?
[PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]
CODES
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
PIQ580c
QUESTION TEXT:
[How often would you say that {CHILD}…]
Talks about school in a negative way?
[PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]
CODES
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4th grade cognitive labs parent interview: ECLS-K:2011 :: PIQ
Page 10 of 14
2014-01-30 08:41
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
PIQ580d
QUESTION TEXT:
[How often would you say that {CHILD}…]
Tells you about good things that have happened at school?
[PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]
CODES
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
PIQ580e
QUESTION TEXT:
[How often would you say that {CHILD}…]
Tells you about school events that {he/she}thinks are funny or humorous?
[PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]
CODES
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
4th grade cognitive labs parent interview: ECLS-K:2011 :: PIQ
Page 11 of 14
2014-01-30 08:41
PIQ585a
QUESTION TEXT:
[How often would you say that {CHILD}…]
Makes up reasons to stay home from school?
[PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]
CODES
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
PIQ585b
QUESTION TEXT:
[How often would you say that {CHILD}…]
Seems to dread going to school?
[PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]
CODES
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
PIQ585c
4th grade cognitive labs parent interview: ECLS-K:2011 :: PIQ
Page 12 of 14
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QUESTION TEXT:
[How often would you say that {CHILD}…]
Becomes upset when it’s time to go to school in the morning?
[PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]
CODES
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
PIQ585d
QUESTION TEXT:
[How often would you say that {CHILD}…]
Asks to stay home from school?
[PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]
CODES
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
PIQ585e
QUESTION TEXT:
4th grade cognitive labs parent interview: ECLS-K:2011 :: PIQ
Page 13 of 14
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[How often would you say that+A21 {CHILD}…]
Complains about going to school?
[PROBE: Would you say almost never, rarely, sometimes, a lot, or almost always?]
CODES
1
ALMOST NEVER
2
RARELY
3
SOMETIMES
4
A LOT
5
ALMOST ALWAYS
REFUSED
DON'T KNOW
BOX 2
GO TO SECTION FSQ (FAMILY STRUCTURE).
4th grade cognitive labs parent interview: ECLS-K:2011 :: PIQ
Page 14 of 14
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4th grade cognitive labs parent interview: ECLS-K:2011
Section
FSQ
[Family Structure]
Sequence: 2
BOX 1
IF THE CASE HAD COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL-KINDERGARTEN, SPRINGKINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE , OR SPRING-THIRD GRADE GO TO FSQ010.
(NOTE: THIS DOES NOT INCLUDE CASES THAT ONLY HAVE FALL-FIRST, FALL-SECOND, OR SPRINGKINDERGARTEN WITH SPQ BUT NOT FSQ200 BECAUSE THOSE HAD NO HOUSEHOLD ROSTER INFORMATION
COLLECTED).
ELSE, IF THE CASE DID NOT HAVE COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL-KINDERGARTEN,
SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE , OR SPRING-THIRD GRADE GO TO
FSQ020.
DEFINITION: COMPLETE FSQ DATA INDICATES ALL OF FSQ IN FALL-KINDERGARTEN OR SPRING-FIRST
GRADE, OR FSQ DATA THROUGH FSQ200 IN SPRING KINDERGARTEN, SPRING-SECOND GRADE , OR SPRINGTHIRD GRADE .
FSQ010
QUESTION TEXT:
Now I have a few questions about your household. We have listed that (READ NAMES FROM MATRIX) lived in
this household at the time of our last interview.
As I read each person's name again, please tell me if he or she still lives in this household.
Does {NAME} still live in this household?
PRESS ENTER TO CONTINUE.
CODES
1
YES
STILL HERE
2
NO
FSQ015
PROGRAMMER INSTRUCTIONS:
1. DISPLAY THE FIRST AND SECOND 'still' IN UNDERLINED TEXT.
2. DISPLAY THE COMPLETED HOUSEHOLD MATRIX FROM THE MOST RECENT COMPLETE OR PARTIALLY
COMPLETE PARENT INTERVIEW IN FALL-K, SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE, , OR
SPRING-THIRD GRADE THIS INCLUDES THE PERSON TYPE, FIRST NAME, LAST NAME, AGE, AND SEX
COLUMNS. THESE COLUMNS SHOULD BE PROTECTED, THAT IS, INFORMATION CANNOT BE CHANGED.
CHANGES MADE AT INQ.130 SHOULD SHOW UP ON THE MATRIX AT FSQ.010. CHANGES MADE AT INQ.060
and INQ.070 SHOULD BE REFLECTED IN THE FSQ.010 MATRIX.
4th grade cognitive labs parent interview: ECLS-K:2011 :: FSQ
Page 1 of 28
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2a. IF THE MOST RECENT INTERVIEW FOR THE RESPONDENT WAS ONE WITHOUT A COMPLETE FSQ SECTION
(R4A INTERVIEW, R3A INTERVIEW OR R2 INTERVIEW WITH ONLY SPQ AND NOT A COMPLETE FSQ), DO THE
FOLLOWING:
i. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF THERE WAS A NEW RESPONDENT IN R4A AND
THE R6 RESPONDENT IS THE SAME AS THE R4A RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE END
OF THE HOUSEHOLD ROSTER AND DESIGNATE THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER
SPOT.
ii. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF THERE WAS A NEW RESPONDENT IN R3A AND
THE R6 RESPONDENT IS THE SAME AS THE R3A RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE END
OF THE HOUSEHOLD ROSTER AND DESIGNATE THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER
SPOT.
iii. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE
INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF THERE WAS A NEW RESPONDENT IN THE
PARTIALLY COMPLETE R2 INTERVIEW WITH ONLY SPQ AND THE R6 RESPONDENT IS THE SAME AS THE R2
RESPONDENT (SAMERESP=1), ADD THIS PERSON TO THE END OF THE HOUSEHOLD ROSTER AND DESIGNATE
THIS PERSON WITH A “RESPONDENT” IN THEIR ROSTER SPOT.
iv. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF THE R6 RESPONDENT IS NOT THE SAME AS THE
R4A RESPONDENT AND THE R6 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD
MEMBER FROM R1, R2, OR R3B IS SELECTED AT INQ030), THE R4A RESPONDENT SHOULD BE PLACED AT THE
BOTTOM OF THE MATRIX AND THE R6 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN
THEIR ROSTER SLOT.
v. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF THE R6 RESPONDENT IS NOT THE SAME AS THE
R3A RESPONDENT AND THE R6 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD
MEMBER FROM R1 OR R2 IS SELECTED AT INQ030), THE R3A RESPONDENT SHOULD BE PLACED AT THE
BOTTOM OF THE MATRIX AND THE R6 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN
THEIR ROSTER SLOT.
vi. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE
INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF THE R6 RESPONDENT IS NOT THE SAME AS THE
R2 RESPONDENT AND THE R6 RESPONDENT IS ON THE ORIGINAL HOUSEHOLD MATRIX (A HOUSEHOLD
MEMBER FROM R1 IS SELECTED AT INQ030), THE R2 RESPONDENT SHOULD BE PLACED AT THE BOTTOM OF
THE MATRIX AND THE NEW R6 RESPONDENT SHOULD BE DESIGNATED WITH A "RESPONDENT" IN THEIR
ROSTER SLOT.
vii. IF THE MOST RECENT ROUND FOR THE CASE WAS R4A: IF THE R6 RESPONDENT IS NOT THE SAME AS THE
R4A RESPONDENT AND THE R6 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL
HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R4A RESPONDENT IS
OVERWRITTEN BY THE R6 RESPONDENT. THE R6 RESPONDENT GETS PLACED AT THE END OF THE ROSTER
AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT.
viii. IF THE MOST RECENT ROUND FOR THE CASE WAS R3A: IF THE R6 RESPONDENT IS NOT THE SAME AS THE
R3A RESPONDENT AND THE R6 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL
HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R3A RESPONDENT IS
OVERWRITTEN BY THE R6 RESPONDENT. THE R6 RESPONDENT GETS PLACED AT THE END OF THE ROSTER
AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT.
ix. IF THE MOST RECENT ROUND FOR THE CASE WAS R2 AND THERE WAS A PARTIALLY COMPLETE
INTERVIEW IN R2 WITH SPQ BUT NOT A COMPLETE FSQ: IF THE R6 RESPONDENT IS NOT THE SAME AS THE
R2 RESPONDENT AND THE R6 RESPONDENT IS NOT A HOUSEHOLD MEMBER FROM THE ORIGINAL
HOUSEHOLD MATRIX (THIS IS A NEW HOUSEHOLD MEMBER AND INQ030=0), THE R2 RESPONDENT IS
OVERWRITTEN BY THE R6 RESPONDENT. THE R6 RESPONDENT GETS PLACED AT THE END OF THE ROSTER
AND IS DESIGNATED WITH THE “RESPONDENT” IN THEIR ROSTER SPOT.
3. ADD AS THE 6TH COLUMN TO THE MATRIX, 'STILL HERE'.
4. THE CURSOR SHOULD START AT THE 'STILL HERE' COLUMN FOR THE FIRST PERSON LISTED IN THE
4th grade cognitive labs parent interview: ECLS-K:2011 :: FSQ
Page 2 of 28
2014-01-31 09:49
MATRIX.
5. DISPLAY BRACKETS [ ] AROUND THE FIRST TWO PARAGRAPHS WHENEVER IN THE 'STILL HERE' COLUMN
FOR SOMEONE OTHER THAN THE FIRST PERSON LISTED ON THE MATRIX. (THE FIRST TWO PARAGRAPHS
SHOULD BE DISPLAYED WITHOUT THE BRACKETS WHEN YOU FIRST ARRIVE AT THIS QUESTION.)
6. ADD AS THE 7TH COLUMN TO THE MATRIX, 'REASON LEFT’(FSQ.015).
7. IF THE 'STILL HERE' COLUMN IS CODED 'NO', THE CURSOR SHOULD MOVE RIGHT TO THE 'REASON LEFT'
COLUMN. IF THE 'STILL HERE' IS CODED 'YES', THE CURSOR SHOULD MOVE TO THE 'STILL HERE' COLUMN
FOR THE NEXT PERSON ON THE MATRIX (THE 'REASON LEFT' COLUMN DOES NOT NEED TO BE COMPLETED
IN THIS INSTANCE). IF THERE IS NO ONE ELSE LEFT TO ASK ABOUT, THE CURSOR SHOULD GO TO FSQ020
AND THE NEXT BLANK LINE IN THE MATRIX.
8. ADD AS THE 8TH COLUMN TO THE MATRIX, 'REASON LEFT OTHER' (FSQ.015OS).
9. THE MATRIX CANNOT HAVE MORE THAN 25 ROW ENTRIES.
10. IF QUESTION IS ABOUT THE RESPONDENT AND INQ.030 NE 0 (RESPONDENT IS NOT A NEW HOUSEHOLD
MEMBER) AND FSQ.010 = 2 (NOT IN HH), DISPLAY ERROR MESSAGE: "THIS PERSON CANNOT BE THE
RESPONDENT AND NOT BE IN THE HOUSEHOLD."
FSQ015
QUESTION TEXT:
Why is {NAME} no longer living in this household?
CODES
1
SEPARATION OR DIVORCE
2
ATTENDING COLLEGE OR BOARDING SCHOOL
3
LIVING ELSEWHERE FOR EMPLOYMENT RELATED REASONS
4
DECEASED
5
MOVED ON/MOVED ELSEWHERE
6
ROSTER ERROR (PERSON SHOULD NOT BE
LISTED)
7
MOVED BACK WITH PARENT(S)/MOVED WITH
OTHER PARENT
8
IN JAIL OR PRISON
9
RESPONDENT MOVED OUT OF THIS PERSON'S
HOUSEHOLD
91
SOME OTHER REASON (SPECIFY)
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
1. DISPLAY THIS QUESTION WHENEVER IN THE 'REASON LEFT' COLUMN.
2. ONCE THIS ITEM IS CODED, THE CURSOR SHOULD MOVE TO THE 'STILL HERE' COLUMN FOR THE NEXT
PERSON ON THE MATRIX.
3. HOWEVER, IF SOME OTHER REASON IS CODED, THEN FSQ015OS MUST FIRST BE COMPLETED BEFORE
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MOVING TO THE NEXT PERSON ON THE MATRIX.
FSQ015OS
QUESTION TEXT:
[Why is {NAME} no longer living in this household?]
_______________________________________
ENTER OTHER REASON
ENTER TEXT
50
Length
PROGRAMMER INSTRUCTIONS:
1. DISPLAY 'REASON LEFT OTHER' AS THE 8TH COLUMN IN THE MATRIX.
2. DISPLAY THIS QUESTION WHENEVER IN THE 'REASON LEFT OTHER' COLUMN.
3. THIS COLUMN ONLY NEEDS TO BE COMPLETED IF CODE 91 IS SELECTED AS A REASON IN THE 'REASON
LEFT' COLUMN.
FSQ020
QUESTION TEXT:
{Other than the people I just asked about, is there anyone else currently living in this household? For example,
anyone who has moved in or any babies born since our last interview? Please tell me the names and ages of all
the other people who normally live here. Please do not include anyone staying here temporarily who usually
lives somewhere else.}
{Now I have a few questions about your household. We have noted that you and {CHILD} currently live in this
household. First I’d like to ask you some questions about yourself, then I’d like you to please tell me the
names and ages of all the other people who normally live here. Please do not include anyone staying here
temporarily who usually lives somewhere else.}
{PROBE: Anyone else (living in this household)?}
{ENTER FIRST NAME OF NEW HOUSEHOLD MEMBER OR PRESS ENTER IF MATRIX IS COMPLETE.}
{YOU WILL NEED TO ENTER THE NAME, AGE, AND SEX OF EACH HOUSEHOLD MEMBER NAMED BEFORE
LEAVING THE MATRIX.}
{PRESS ENTER TO RECORD THE AGE AND SEX OF THE RESPONDENT OR PRESS THE DOWN ARROW KEY TO
ADD A HOUSEHOLD MEMBER.}
ENTER TEXT
25
Length
PROGRAMMER INSTRUCTIONS:
1. DISPLAY THE HOUSEHOLD MATRIX (PERSON TYPE, FIRST NAME, LAST NAME, AGE, AND SEX COLUMNS.)
2. THE INTERVIEWER CAN ADD UP TO 25 ROW ENTRIES.
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3. THE INTERVIEWER CAN MOVE ALL AROUND THE MATRIX USING THE ARROW KEYS (EXCEPT ON
PROTECTED FIELDS).
4. IF, ACCORDING TO THE PRELOAD, A CASE HAS COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL K,
SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE , OR SPRING-THIRD GRADE :
a. DISPLAY FIRST PARAGRAPH “Other…else.” WHEN YOU FIRST ARRIVE AT FSQ020. ALSO DISPLAY THIS
PARAGRAPH IN BRACKETS [ ] WHENEVER YOU ARE IN THE FIRST NAME COLUMN FOR ANY PERSON OTHER
THAN PERSON NUMBER 1 (THE RESPONDENT).
b. DISPLAY ALL HOUSEHOLD MEMBERS AND ASSOCIATED INFORMATION AS COLLECTED IN THE MOST
RECENT PARENT INTERVIEW (IN SPRING-THIRD GRADE, SPRING-SECOND GRADE, SPRING-FIRST GRADE,
SPRING-KINDERGARTEN OR FALL-KINDERGARTEN) INCLUDING PRELOADED GENDER AND AGE VARIABLES
(FOR CHILD'S AGE, CALCULATE AGE FROM PRELOADED BIRTHDATE) OR VARIABLES UPDATED IN SPRINGTHIRD GRADE INQ (INQ.060, INQ.070, INQ.130) FOR THE CHILD AND THE RESPONDENT. HOWEVER, DO NOT
DISPLAY THE NAMES OF THOSE HH MEMBERS THAT WERE CODED '2' AT FSQ010 (NOT IN HH ANYMORE).
IF THE MOST RECENT INTERVIEW FOR THE RESPONDENT WAS ONE WITHOUT A COMPLETE FSQ SECTION
(R4A, R3A INTERVIEW OR R2 INTERVIEW WITH ONLY SPQ AND NOT A COMPLETE FSQ), BUT THE CASE HAD A
COMPLETE FSQ SECTION FROM A PREVIOUS ROUND, USE THE SAME INSTRUCTIONS AS SHOWN IN FSQ010
2a AND COLLECT THE AGE AND SEX FOR THE RESPONDENT.
c. ALL PREVIOUS HH MEMBER ROWS SHOULD BE PROTECTED. THE CURSOR
SHOULD APPEAR ON THE FIRST BLANK FIRST NAME COLUMN.
d. WHEN ON THE FIRST BLANK FIRST NAME COLUMN DISPLAY "PROBE: … household)?", "ENTER
FIRST…COMPLETE".
e. WHEN ON THE SECOND BLANK FIRST NAME COLUMN, THE PROBE AND SCREEN INSTRUCTION CITED IN
“d” ABOVE SHOULD ALSO CONTINUE TO BE DISPLAYED.
5. IF, ACCORDING TO THE PRELOAD, A CASE DID NOT HAVE COMPLETE FSQ DATA FROM PARENT INTERVIEW
IN FALL K, SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE , OR SPRING-THIRD GRADE :
a. DISPLAY THE SECOND PARAGRAPH “Now…else.” WHEN YOU FIRST ARRIVE AT FSQ020. ALSO DISPLAY
THIS PARAGRAPH IN BRACKETS [ ] WHENEVER YOU ARE IN THE FIRST NAME COLUMN FOR ANY PERSON
OTHER THAN PERSON NUMBER 1 (THE RESPONDENT).
b. DISPLAY THE RESPONDENT'S FIRST AND LAST NAMES IN THE APPROPRIATE COLUMNS (COLLECTED AT
INQ060 OR INQ070). DISPLAY 'R' IN THE FIRST COLUMN TO INDICATE THAT PERSON IS THE RESPONDENT.
IF THE MOST RECENT INTERVIEW FOR A HOUSEHOLD DID NOT HAVE A COMPLETE FSQ SECTION, THE
PREVIOUS ROUND RESPONDENT WILL BE IN THE FIRST ROW OF THE HOUSEHOLD MATRIX AND WE WILL
COLLECT THAT PERSON’S AGE AND SEX. IF THE RESPONDENT CHANGES IN THE CURRENT ROUND, THE
PREVIOUS ROUND RESPONDENT’S INFORMATION WILL BE OVERWRITTEN AND WE WILL COLLECT THAT
PERSON’S AGE AND SEX.
c. DISPLAY THE NAME OF THE FOCAL CHILD IN THE SECOND ROW OF THE FIRST AND LAST NAME COLUMNS
(FROM INQ.130). DISPLAY 'C' IN THE FIRST COLUMN TO INDICATE THAT PERSON IS THE FOCAL CHILD.
DISPLAY THE PRELOADED AGE AND SEX OF THE CHILD IN THE APPROPRIATE COLUMNS OF THE SECOND
ROW. THIS ROW IS PROTECTED.
d. DISPLAY "YOU WILL NEED…THE MATRIX." AND "PRESS ENTER TO…A HOUSEHOLD MEMBER"
WHENEVER THE CURSOR IS POSITIONED IN THE FIRST NAME COLUMN FOR PERSON NUMBER 1.
e. DISPLAY "ENTER FIRST NAME…IF MATRIX IS COMPLETE." WHENEVER THE CURSOR IS POSITIONED IN THE
FIRST NAME COLUMN FOR A ROW OTHER THAN PERSON NUMBER 1 (THE FIRST BLANK ROW AFTER CHILD).
f. DISPLAY "PROBE:… household)?" WHENEVER THE CURSOR IS POSITIONED IN THE FIRST NAME COLUMN
FOR SOMEONE OTHER THAN PERSON NUMBER 1 OR THE FIRST HOUSEHOLD MEMBER ADDED AFTER THE
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CHILD.
FSQ025
QUESTION TEXT:
ENTER LAST NAME OF {NAME}.
ENTER TEXT
25
Length
PROGRAMMER INSTRUCTIONS:
DISPLAY THIS QUESTION WHEN THE CURSOR IS POSITIONED IN THE LAST NAME COLUMN OF THE
HOUSEHOLD MATRIX.
FSQ030
QUESTION TEXT:
How old {are you/is {NAME}}?
ENTER AGE OF {NAME}.
{ENTER ZERO IF PERSON’S AGE IS LESS THAN ONE YEAR.}
ENTER NUMBER
Range
0 to 120
Soft Range
18 to 100
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY THIS QUESTION WHEN THE CURSOR IS POSITIONED IN THE AGE COLUMN OF THE HOUSEHOLD
MATRIX.
DISPLAY "are you" WHEN THE CURSOR IS POSITIONED IN THE AGE COLUMN FOR THE RESPONDENT'S ROW
AND "is {NAME}" (DISPLAY THE APPROPRIATE FIRST NAME) WHEN THE CURSOR IS POSITIONED IN THE AGE
COLUMN FOR SOMEONE OTHER THAN THE RESPONDENT'S ROW.
DISPLAY “ENTER ZERO…ONE YEAR.” WHEN THE CURSOR IS POSITIONED IN THE AGE COLUMN FOR
SOMEONE OTHER THAN THE RESPONDENT.
SOFT RANGE FOR RESPONDENT’S AGE IS 18 TO 100. IF AGE IS OUTSIDE THIS RANGE, DISPLAY MESSAGE:
“RESPONDENT’S AGE IS OUTSIDE THE RANGE OF 18 TO 100. PLEASE VERIFY BEFORE CONTINUING.”
HARD RANGE FOR PERSONS OTHER THAN THE RESPONDENT IS: 0 to 120.
FSQ040
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QUESTION TEXT:
CODE IF OBVIOUS. OTHERWISE, ASK: {Are you/Is {NAME} male or female?}
ENTER SEX OF {NAME}.
CODES
1
MALE
2
FEMALE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY THIS QUESTION WHEN THE CURSOR IS POSITIONED IN THE SEX COLUMN.
DISPLAY "Are you" WHEN THE CURSOR IS POSITIONED IN THE SEX COLUMN FOR THE RESPONDENT'S ROW
AND "Is {NAME}" (DISPLAY THE APPROPRIATE FIRST NAME) WHEN THE CURSOR IS POSITIONED IN THE SEX
COLUMN FOR SOMEONE OTHER THAN THE RESPONDENT'S ROW.
FSQ045
QUESTION TEXT:
CHECK HOUSEHOLD MATRIX. IF HOUSEHOLD MATRIX IS COMPLETE, PRESS 1 AND ENTER TO CONTINUE.
ENTER TEXT
Length
1
FSQ060
QUESTION TEXT:
Have we missed anyone who usually lives here who is temporarily away from home or living in a dorm at
school, or any babies or small children?
CODES
1
YES
FSQ020
2
NO
FSQ110
REFUSED
FSQ110
DON'T KNOW
FSQ110
PROGRAMMER INSTRUCTIONS:
IF YES, DISPLAY "PLEASE RETURN TO MATRIX AND ENTER PERSON MISSED”, "PRESS G TO RETURN TO
MATRIX." and "PRESS C TO CANCEL."
FSQ110
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QUESTION TEXT:
Do you have a spouse or partner who lives in this household?
CODES
1
YES
FSQ120
2
NO
Box 2
REFUSED
Box 2
DON'T KNOW
Box 2
PROGRAMMER INSTRUCTIONS:
HARD CHECK: IF "1" IS ENTERED, MUST BE AT LEAST ONE PERSON BESIDES THE RESPONDENT AND CHILD
THAT IS AT LEAST 16 YEARS OLD OR AGE UNKNOWN. IF NO OTHER MEMBER OF THE HOUSEHOLD MEETS
THAT CRITERIA, DISPLAY ERROR MESSAGE: "NO HOUSEHOLD MEMBERS ARE AGE APPROPRIATE FOR
SPOUSE. BACKUP AND ADD PERSON (IF PART OF HOUSEHOLD)."
FSQ120
QUESTION TEXT:
Who in the household is your spouse or partner?
ENTER THE NUMBER NEXT TO THE NAME OF THE PERSON WHO IS {RESPONDENT}'S SPOUSE/PARTNER.
IF NAME NOT LISTED, BACK UP AND ADD PERSON (IF PART OF HOUSEHOLD).
CODES
1
{DISPLAY HH MEMBER NAME 1}
2
{DISPLAY HH MEMBER NAME 2}
3
{DISPLAY HH MEMBER NAME 3}
4
{DISPLAY HH MEMBER NAME 4}
5
{DISPLAY HH MEMBER NAME 5}
6
{DISPLAY HH MEMBER NAME 6}
7
{DISPLAY HH MEMBER NAME 7}
8
{DISPLAY HH MEMBER NAME 8}
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY HOUSEHOLD MEMBERS OVER 16 YEARS OF AGE AS RESPONSE CATEGORY CHOICES. INCLUDE
THOSE WITH REFUSED/DON'T KNOW ANSWERS FOR AGE AND DISPLAY "(AGE UNKNOWN)" NEXT TO THE
NAME. (LINES FOR 8 HH MEMBERS ARE SHOWN BELOW, BUT UP TO 25 SHOULD BE DISPLAYED DEPENDING
ON THE HOUSEHOLD). DO NOT DISPLAY THE NAMES OF HOUSEHOLD MEMBERS CODED AS NO LONGER
LIVING IN THE HOUSEHOLD AT FSQ.010.
DO NOT DISPLAY THE RESPONDENT’S NAME.
FLAG PERSON SELECTED AT FSQ.120 AS “RESPONDENT’S SPOUSE/PARTNER”.
DISPLAY THE RESPONDENT'S FIRST NAME FOR {RESPONDENT}.
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ALLOW FOR REFUSED OR DON'T KNOW ANSWERS.
BOX 2
IF THE CASE HAD COMPLETE FSQ DATA IN FALL K, SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE ,
OR SPRING-THIRD GRADE AND THE RESPONDENT WAS IN THE HOUSEHOLD IN THE MOST RECENT
INTERVIEW WITH FSQ DATA AND HAD ONE OF THE FOLLOWING RELATIONSHIPS TO THE CHILD IN THE MOST
RECENT INTERVIEW WITH FSQ DATA: STEP OR FOSTER MOTHER OR FATHER, OTHER MALE OR FEMALE
PARENT OR GUARDIAN, BOYFRIEND OR GIRLFRIEND OF PARENT, OTHER RELATIVE, OR NON-RELATIVE
[(FSQ.140 = 3, 4, OR 5) OR (FSQ.150 = 3, 4, OR 5) OR (FSQ.130 = 5, 6, 12, OR 13)], GO TO FSQ.121.
ELSE, GO TO BOX 2A.
FSQ121
QUESTION TEXT:
During our last interview with this household (or family), it was reported that you were {the girlfriend or
female partner of {CHILD}’s parent or guardian/the boyfriend or male partner of {CHILD}’s parent or
guardian/the female guardian of {CHILD}/the male guardian of {CHILD}/{CHILD}’s relative, but not a
guardian/not related to {CHILD}/{CHILD}'s {RELATIONSHIP}}. Has there been a change in your relationship to
{CHILD}?
PROBE: For example, we mean changes in relationship such as becoming a step-parent, adoptive parent, or
guardian of {CHILD}.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
USE THE FOLLOWING DISPLAYS BASED ON PRELOAD INFORMATION FROM THE MOST RECENT COMPLETE
FSQ DATA FROM PARENT INTERVIEW IN FALL K, SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE ,
OR SPRING-THIRD GRADE: IF FSQ.130 = 5 OR FSQ.180 = 1, DISPLAY “the girlfriend or female partner of
{CHILD}’s parent or guardian”. ELSE, IF FSQ.130 = 6 OR FSQ.180 = 2, DISPLAY “the boyfriend or male partner
of {CHILD}’s parent or guardian”. ELSE, IF FSQ.180 = 3, DISPLAY “the female guardian of {CHILD}.” ELSE, IF
FSQ.180 = 4, DISPLAY “the male guardian of {CHILD}.” ELSE, IF FSQ.130 = 12, DISPLAY "{CHILD}’s relative, but
not a guardian”. ELSE, IF FSQ.130 = 13, DISPLAY “not related to {CHILD}”. ELSE, USE THE DISPLAY FOR
“{CHILD}'s {RELATIONSHIP}” AND DO THE FOLLOWING: IF FSQ.140 = 3, DISPLAY “stepmother”. IF FSQ.140 =
4, DISPLAY “foster mother or female guardian”. IF FSQ.140 = 5, DISPLAY “other female parent or guardian”.
IF FSQ.150 = 3, DISPLAY “stepfather”. IF FSQ.150 = 4, DISPLAY “foster father or male guardian”. IF FSQ.150 =
5, DISPLAY “other male parent or guardian”.
BOX 2A
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IF THE CASE HAD COMPLETE FSQ DATA IN FALL K, SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE ,
OR SPRING-THIRD GRADE AND THE CURRENT SPOUSE OR PARTNER WAS IN THE HOUSEHOLD IN THE MOST
RECENT INTERVIEW WITH COMPLETE FSQ DATA AND HAD ONE OF THE FOLLOWING RELATIONSHIPS TO THE
CHILD IN THE MOST RECENT FSQ DATA: STEP OR FOSTER MOTHER/FATHER, BOYFRIEND/GIRLFRIEND OF
PARENT, OTHER RELATIVE, OR NON-RELATIVE [(FSQ.140 = 3, 4, OR 5) OR (FSQ.150 = 3, 4, OR 5) OR (FSQ.130 =
5, 6, 12, OR 13)], GO TO FSQ.122.
ELSE, GO TO BOX 3.
FSQ122
QUESTION TEXT:
During our last interview with this household (or family), it was reported that {NAME OF SPOUSE/PARTNER}
was {the girlfriend or female partner of {CHILD}’s parent or guardian/the boyfriend or male partner of
{CHILD}’s parent or guardian/{CHILD}’s relative, but not a guardian/ the female guardian of {CHILD}/the male
guardian of {CHILD}/not related to {CHILD}/{CHILD}'s {RELATIONSHIP}}. Has there been a change in the
relationship of {NAME OF SPOUSE/PARTNER} to {CHILD}?
IF THE RESPONDENT SAYS THAT THE PERSON SHOWN IN THIS QUESTION IS NOT HIS/HER CURRENT
SPOUSE/PARTNER, BACK UP TO FSQ120 AND ASK WHO THE SPOUSE/PARTNER IS.
PROBE: For example, we mean changes in relationship such as becoming a step-parent, adoptive parent, or
guardian of {CHILD}.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
USE THE FOLLOWING DISPLAYS BASED ON PRELOAD INFORMATION FROM THE MOST RECENT COMPLETE
FSQ DATA FROM PARENT INTERVIEW IN FALL K, SPRING K, SPRING-FIRST GRADE , SPRING-SECOND GRADE ,
OR SPRING-THIRD GRADE : IF FSQ.130 = 5 OR FSQ.180 = 1, DISPLAY “the girlfriend or female partner of
{CHILD}’s parent or guardian”. ELSE, IF FSQ.130 = 6 OR FSQ.180 = 2, DISPLAY “the boyfriend or male partner
of {CHILD}’s parent or guardian”. ELSE, IF FSQ.180 = 3, DISPLAY “the female guardian of {CHILD}.” ELSE, IF
FSQ.180 = 4, DISPLAY “the male guardian of {CHILD}.” ELSE, IF FSQ.130 = 12, DISPLAY {CHILD}’s relative, but
not a guardian”. ELSE, IF FSQ.130 = 13, DISPLAY “not related to {CHILD}”. ELSE, USE THE DISPLAY FOR
“{CHILD}'s {RELATIONSHIP}” AND DO THE FOLLOWING: IF FSQ.140 = 3, DISPLAY “stepmother”. IF FSQ.140 =
4, DISPLAY “foster mother or female guardian”. IF FSQ.140 = 5, DISPLAY “other female parent or guardian”.
IF FSQ.150 = 3, DISPLAY “stepfather”. IF FSQ.150 = 4, DISPLAY “foster father or male guardian”. IF FSQ.150 =
5, DISPLAY “other male parent or guardian”.
BOX 3
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IF IT IS [A CASE THAT HAD COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL-KINDERGARTEN,
SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE , OR SPRING-THIRD GRADE AND
((THERE WERE NEW HOUSEHOLD MEMBERS ADDED TO FSQ.020 IN THE CURRENT INTERVIEW) OR (THE
RESPONDENT OR SPOUSE/PARTNER HAS A NEW RELATIONSHIP TO THE CHILD (FSQ.121 = 1 OR FSQ.122 = 1)))]
OR (A CASE WITHOUT COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRINGFIRST GRADE, SPRING-SECOND GRADE , OR SPRING-THIRD GRADE INTERVIEW), GO TO LOOP1.
ELSE, GO TO BOX 4A.
LOOP 1
IF A CASE WITHOUT COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST
GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE INTERVIEW ASK FSQ.130 - FSQ.180 FOR EACH
PERSON ENUMERATED ON THE HOUSEHOLD MATRIX (AT FSQ.020) WHO IS NOT THE FOCAL CHILD.
ELSE, IF IT IS A CASE THAT HAD COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN,
SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE INTERVIEW, ASK FSQ.130 - FSQ.180
FOR [(EACH NEW PERSON ENUMERATED ON THE HOUSEHOLD MATRIX (AT FSQ.020) WHO IS NOT THE
FOCAL CHILD) AND (EACH OLD PERSON WHO HAS A NEW RELATIONSHIP TO THE CHILD (FSQ.121 = 1 OR
FSQ.122 = 1 FOR THAT PERSON))].
HELP AVAILABLE
FSQ130
QUESTION TEXT:
What is {your/{NAME}'s} relationship to {CHILD}?
{CODE RELATIONSHIP OF NEW HOUSEHOLD MEMBERS ONLY.}
HELP TEXT:
Mother/Female Guardian: The female primarily responsible for the child. Includes birth or biological mothers,
adoptive, step, foster, and other mothers, as well as legal female guardians.
Father/Male Guardian: The male primarily responsible for the child. Includes birth or biological fathers,
adoptive, step, foster, and other fathers, as well as legal male guardians.
Sister: Include biological (full, half), adoptive, step, and foster sisters.
Brother: Include biological (full, half), adoptive, step, and foster brothers.
Girlfriend or Female Partner of CHILD's Parent/Guardian: The female who has a "partner-like" relationship
with one of the child's parents or guardians. "Living as married" is another way of describing the relationship.
Boyfriend or Male Partner of CHILD's Parent/Guardian: The male who has a "partner-like" relationship with
one of the child's parents or guardians. "Living as married" is another way of describing the relationship.
Grandmother: The female parent of the child's biological or adoptive mother or father. In the case of a stepgrandmother, code the relationship as you would a grandmother (code 7). For this survey, we code that
person as a grandparent because we don’t distinguish between biological, adoptive, or step grandparents.
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Grandfather: The male parent of the child's biological or adoptive mother or father.
In the case of a step-grandfather, code the relationship as you would a grandfather (code 8). For this survey,
we code that person as a grandparent because we don’t distinguish between biological, adoptive, or step
grandparents.
Aunt: The sister of the child's biological or adoptive mother or father or the wife of the child's uncle.
Uncle: The brother of the child's biological or adoptive mother or father or the husband of the child's aunt.
Cousin: A child of the focal child's uncle, aunt, or cousin.
Other Relative: Refers to relationships that aren't specifically listed, such as great grandmother, great
grandfather, niece, or nephew. In the case of a step-grandparent, code the relationship as you would a
grandparent (code 7 for grandmother, code 8 for grandfather).
Other Non-relative: Refers to the relationship between two people when there is no family relationship
through blood, marriage, adoption, or partnership (i.e., living together as married). It also refers to more
ambiguous relationships that exist where there are two people living together as married and they have
children. For example, the child's father and the father's girlfriend (who is not the child's mother) live
together as married and the girlfriend's daughter lives with them. The relationship of the girlfriend's
daughter to the child would be siblings if they were married, but since the father and the girlfriend are not
married, the daughter is an "other non-relative." If the "other non-relative" is coded, you will receive a list of
other codes to use if they are more descriptive than "other non-relative."
CODES
1
MOTHER/FEMALE GUARDIAN
FSQ140
2
FATHER/MALE GUARDIAN
FSQ150
3
SISTER
FSQ160
4
BROTHER
FSQ170
5
GIRLFRIEND OR FEMALE PARTNER OF {CHILD}'S
PARENT/GUARDIAN
BOX 4
6
BOYFRIEND OR MALE PARTNER OF {CHILD}'S
PARENT/GUARDIAN
BOX 4
7
GRANDMOTHER
BOX 4
8
GRANDFATHER
BOX 4
9
AUNT
BOX 4
10
UNCLE
BOX 4
11
COUSIN
BOX 4
12
OTHER RELATIVE
BOX 4
13
OTHER NON-RELATIVE
FSQ180
PROGRAMMER INSTRUCTIONS:
DISPLAY “Mother/Female Guardian:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Father /Male Guardian:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Sister:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Brother:” IN THE HELP TEXT IN BOLD TEXT
DISPLAY “Girlfriend or Female Partner of CHILD's Parent/Guardian:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “ Boyfriend or Male Partner of CHILD's Parent/Guardian:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Grandmother:” IN THE HELP TEXT IN BOLD TEXT.
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DISPLAY “Grandfather:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “ Aunt:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Uncle:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Cousin:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Other Relative:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Other Non-Relative:" IN THE HELP TEXT IN BOLD TEXT.
REFUSED AND DON’T KNOW ARE DISALLOWED FOR FSQ130.
1. IF, ACCORDING TO THE PRELOAD, A CASE HAD COMPLETE FSQ DATA FROM PARENT INTERVIEW IN FALL K,
SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE , OR SPRING-THIRD GRADE OR ALL:
a. DO NOT DISPLAY THE NAMES OF HH MEMBERS NOT LIVING IN THE HOUSEHOLD (CODED '2' AT FSQ010).
b. THE NAMES OF HOUSEHOLD MEMBERS COLLECTED IN THE MOST RECENTLY COMPLETED FSQ DATA
SHOULD BE PROTECTED.
c. THE RELATIONSHIPS OF HOUSEHOLD MEMBERS COLLECTED IN THE MOST RECENTLY COMPLETED FSQ
DATA SHOULD BE PROTECTED UNLESS THERE HAS BEEN A CHANGE IN RELATIONSHIP FOR THE
RESPONDENT OR SPOUSE/PARTNER TO THE FOCAL CHILD (FSQ.121 = 1 OR FSQ.122 = 1 FOR THAT PERSON). IF
FSQ.121 = 1 OR FSQ.122 = 1 FOR THAT PERSON, ALLOW THE RELATIONSHIP FIELD TO BE CHANGED.
d. THE CURSOR SHOULD START IN THE FIELD FOR FIRST PERSON WITH A RELATIONSHIP CHANGE (IF FSQ.121
= 1 OR FSQ.122 = 1 FOR THAT PERSON) AND THEN MOVE TO THE FIELD FOR THE FIRST NEW PERSON ADDED
AT FSQ020 THIS ROUND. IF THERE IS NO ONE WITH A RELATIONSHIP CHANGE, START IN THE FIELD FOR THE
FIRST NEW PERSON ADDED AT FSQ020 THIS ROUND.
e. DISPLAY "CODE RELATIONSHIP…ONLY."
f. DISPLAY “your” IF LOOPING ON A NEW RESPONDENT. OTHERWISE, DISPLAY “{NAME}’s” USING THE
NAME OF THE NEW HOUSEHOLD MEMBER THAT IS BEING LOOPED ON.
2. IF, ACCORDING TO THE PRELOAD, A CASE DID NOT HAVE COMPLETE FSQ DATA FROM A PARENT
INTERVIEW IN FALL K, SPRING K, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE :
a. DISPLAY ALL NAMES COLLECTED AT FSQ.020.
b. THE CURSOR SHOULD BEGIN IN THE COLUMN FOR THE RELATIONSHIP OF THE RESPONDENT TO THE
CHILD.
c. DISPLAY “your” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “{NAME}’s” USING THE NAME
OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON.
CONSISTENCY CHECK: IF FSQ.040 = 1 (MALE) FOR THE SUBJECT OF THIS QUESTION, FSQ.130 SHOULD NOT
EQUAL 1, 3, 5, 7, OR 9. ELSE, IF FSQ.040 = 2 (FEMALE) FOR THE SUBJECT OF THIS QUESTION, FSQ.130 SHOULD
NOT EQUAL 2, 4, 6, 8, OR 10. IF ANY ANSWERS VIOLATE THESE RULES, DISPLAY MESSAGE: "THIS PERSON
CANNOT BE CODED AS BOTH A {RELATIONSHIP FROM FSQ.130} AND A {SEX FROM FSQ.040}. PLEASE VERIFY
INFORMATION AND CHANGE THE RELATIONSHIP OR SEX, AS NECESSARY."
CONSISTENCY CHECK: IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “7” OR “8” (GRANDMOTHER
OR GRANDFATHER), SOFT AGE RANGE IS 30-120. IF AGE IS NOT IN THAT RANGE, DISPLAY MESSAGE:
"UNLIKELY AGE FOR A GRANDPARENT. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR
AGE, IF NECESSARY."
CONSISTENCY CHECK: IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “5” OR “6” (GIRLFRIEND OR
BOYFRIEND OF THE CHILD’S PARENT/GUARDIAN), SOFT AGE RANGE IS 15-100. IF AGE IS NOT IN THAT RANGE,
DISPLAY MESSAGE: "UNLIKELY AGE FOR A GIRLFRIEND OR BOYFRIEND OF THE CHILD’S PARENT. PLEASE
CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY."
CONSISTENCY CHECK: IF [(A NEW HOUSEHOLD MEMBER IS ADDED WITH FSQ130=1 OR FSQ130=1 FOR AN OLD
HOUSEHOLD MEMBER WITH A RELATIONSHIP CHANGE THIS ROUND (FSQ121 = 1 OR FSQ122 = 1 FOR THIS
PERSON)) AND (THERE IS ALREADY SOMEONE IN THE HOUSEHOLD WITH FSQ130=1)] OR (TWO NEW
HOUSEHOLD MEMBERS ARE ADDED WITH FSQ130=1), DISPLAY MESSAGE: “TWO MOTHER/FEMALE
GUARDIANS ARE IN THE SAME HOUSEHOLD. IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHOOSE A
DIFFERENT RELATIONSHIP CODE.”
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CONSISTENCY CHECK: IF [(A NEW HOUSEHOLD MEMBER IS ADDED WITH FSQ130=2 OR FSQ130=2 FOR AN
OLD HOUSEHOLD MEMBER WITH A RELATIONSHIP CHANGE THIS ROUND (FSQ121 = 1 OR FSQ122 = 1 FOR THIS
PERSON)) AND (THERE IS ALREADY SOMEONE IN THE HOUSEHOLD WITH FSQ130=2)] OR (TWO NEW
HOUSEHOLD MEMBERS ARE ADDED WITH FSQ130=2), DISPLAY MESSAGE: “TWO FATHER/MALE GUARDIANS
ARE IN THE SAME HOUSEHOLD. IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHOOSE A DIFFERENT
RELATIONSHIP CODE.”
HELP AVAILABLE
FSQ140
QUESTION TEXT:
{Are you/Is {NAME}} {CHILD}'s…
HELP TEXT:
Biological or Birth Mother: Child's female biological parent. This may be the birth mother, but could also apply
to a mother who used a surrogate mother to have her biological child.
Adoptive Mother: The female who has taken the child into her own family by legal process to raise as her own
child.
Step Mother: The female other than the child's mother who is married to the child's father.
Foster Mother: The female with whom the child is placed temporarily, usually through a social service agency
and/or a court.
Female Guardian: The female legally placed in charge of the affairs of the child.
Other Female Parent or Guardian: This person acts as the mother of the child, but does not fit into one of the
other categories. For example, in a household with two mothers, one of the mothers may not classify herself
as biologically related and she may not be legally in charge of the affairs of the child even though she is
another parent to the child. This category may also be used if a mother has a child through a surrogate
mother, or with a donated egg, and does not classify the child as biologically related or adopted through a
legal process.
CODES
1
Biological or birth mother,
BOX 4
2
Adoptive mother,
BOX 4
3
Step mother,
BOX 4
4
Foster mother or female guardian, or
BOX 4
5
Other female parent or guardian?
BOX 4
REFUSED
BOX 4
DON'T KNOW
BOX 4
PROGRAMMER INSTRUCTIONS:
DISPLAY “Biological or Birth Mother” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Adoptive Mother” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Step Mother” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Foster Mother” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Female Guardian” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Other Female Parent or Guardian” IN THE HELP TEXT IN BOLD TEXT.
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DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME
OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON.
CONSISTENCY CHECK: IF FSQ.140 = 1, THE AGE OF THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10
YEARS OLDER THAN THE CHILD AND AT MOST 50 YEARS OLDER THAN THE CHILD IN A SOFT RANGE CHECK.
IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER: THE MOTHER WAS REPORTED TO BE {AGE FROM FSQ.030}
YEARS OLD AND THE CHILD IS {CHILD AGE FROM FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION
AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY. ELSE, IF FSQ.140 = 2-5, THE SOFT RANGE FOR THE AGE
OF THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10 YEARS OLDER THAN THE CHILD AND AT MOST 70
YEARS OLDER THAN THE CHILD. IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER: THE MOTHER OR FEMALE
GUARDIAN WAS REPORTED TO BE {AGE FROM FSQ.030} YEARS OLD AND THE CHILD IS {CHILD AGE FROM
FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF
NECESSARY.
HELP AVAILABLE
FSQ150
QUESTION TEXT:
{Are you/Is {NAME}} {CHILD}'s…
HELP TEXT:
Biological or Birth Father: Child's male biological parent. A father who used a surrogate mother to have his
biological child is a biological or birth father and should be coded here.
Adoptive Father: The male who has taken the child into his own family by legal process to raise as his own
child.
Step Father: The male other than the child's father who is married to the child's mother.
Foster Father: The male with whom the child is placed temporarily, usually through a social service agency
and/or a court.
Male Guardian: The male legally placed in charge of the affairs of the child.
Other Male Parent or Guardian: This person acts as the father of the child, but does not fit into one of the
other categories. For example, in a household with two fathers, one of the fathers may not classify himself as
biologically related and he may not be legally in charge of the affairs of the child even though he is another
parent to the child. This category may also be used if a father has a child through a surrogate mother, or with
donated sperm, and does not classify the child as biologically related or adopted through a legal process.
CODES
1
Biological or birth father,
BOX 4
2
Adoptive father,
BOX 4
3
Step father,
BOX 4
4
Foster father or male guardian, or
BOX 4
5
Other male parent or guardian?
BOX 4
REFUSED
BOX 4
DON'T KNOW
BOX 4
PROGRAMMER INSTRUCTIONS:
DISPLAY “Biological or Birth Father” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Adoptive Father” IN THE HELP TEXT IN BOLD TEXT.
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DISPLAY “Step Father” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Foster Father” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Male Guardian” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Other Male Parent or Guardian” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME
OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON.
CONSISTENCY CHECK: IF FSQ.150 = 1-5, THE AGE OF THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10
YEARS OLDER THAN THE CHILD’S AGE USING A SOFT EDIT. IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER:
THE FATHER OR MALE GUARDIAN WAS REPORTED TO BE {AGE FROM FSQ.030} YEARS OLD AND THE CHILD
IS {CHILD AGE FROM FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP
OR AGE, IF NECESSARY.
HELP AVAILABLE
FSQ160
QUESTION TEXT:
{Are you/Is {NAME}} {CHILD}'s…
HELP TEXT:
Full Sister: A female with whom the child shares the same biological parents.
Half Sister: A female with whom the child shares one biological parent.
Step Sister: A female to whom the child is unrelated except by the marriage of one biological parent.
Adoptive Sister: A female to whom the child is unrelated except that they are in the same family in which she
or the child has been legally adopted by the family.
Foster Sister: A female to whom the child is unrelated except that they are in the same family in which she or
the child have been taken into the home on a temporary basis and the parents have legal responsibility for
the child.
CODES
1
Full sister,
BOX 4
2
Half sister,
BOX 4
3
Step sister,
BOX 4
4
Adoptive sister, or
BOX 4
5
Foster sister?
BOX 4
REFUSED
BOX 4
DON'T KNOW
BOX 4
PROGRAMMER INSTRUCTIONS:
DISPLAY “Full Sister” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Half Sister” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Step Sister” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Adoptive Sister” IN THE HELP TEXT IN BOLD TEXT.
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DISPLAY “Foster Sister” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME
OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON.
HELP AVAILABLE
FSQ170
QUESTION TEXT:
{Are you/Is {NAME}} {CHILD}'s…
HELP TEXT:
Full Brother: A male with whom the child shares the same biological parents.
Half Brother: A male with whom the child shares one biological parent.
Step Brother: A male to whom the child is unrelated except by the marriage of one biological parent.
Adoptive Brother: A male to whom the child is unrelated except that they are in the same family in which he
or the child has been legally adopted by the family.
Foster Brother: A male to whom the child is unrelated except that they are in the same family in which he or
the child have been taken into the home on a temporary basis and the parents have legal responsibility for
the child.
CODES
1
Full brother,
BOX 4
2
Half brother,
BOX 4
3
Step brother,
BOX 4
4
Adoptive brother, or
BOX 4
5
Foster brother?
BOX 4
REFUSED
BOX 4
DON'T KNOW
BOX 4
PROGRAMMER INSTRUCTIONS:
DISPLAY “Full Brother” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Half Brother” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Step Brother” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Adoptive Brother” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Foster Brother” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME
OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON.
FSQ180
HELP AVAILABLE
QUESTION TEXT:
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CODE NON-RELATIVE RELATIONSHIP BELOW IF MORE DESCRIPTIVE.
HELP TEXT:
Girlfriend or Female Partner of CHILD's Parent/Guardian: The female who has a "partner-like" relationship
with one of the child's parents or guardians. "Living as married" is another way of describing the relationship.
Boyfriend or Male Partner of CHILD's Parent/Guardian: The male who has a "partner-like" relationship with
one of the child's parents or guardians. "Living as married" is another way of describing the relationship.
Female Guardian: The female legally placed in charge of the affairs of the child.
Male Guardian: The male legally placed in charge of the affairs of the child.
Daughter/son of CHILD's Parent's Partner: The child of the person who has a "partner-like" relationship with
one of the child's parents or guardians.
Other Relative of CHILD's Parent's Partner: Some other relative of the person who has a "partner-like"
relationship with one of the child's parents or guardians.
Other Non-relative: If one of the codes for non-relative above does not better describe the relationship of the
person to the child, and there is no family relationship through blood, marriage, adoption, or partnership (i.e.,
living together as married), use this code.
CODES
1
GIRLFRIEND OR FEMALE PARTNER OF {CHILD}'S
PARENT/GUARDIAN
BOX4
2
BOYFRIEND OR MALE PARTNER OF {CHILD}'S
PARENT/GUARDIAN
BOX4
3
FEMALE GUARDIAN
BOX4
4
MALE GUARDIAN
BOX4
5
DAUGHTER/SON OF {CHILD}'S PARENT'S
PARTNER
BOX4
6
OTHER RELATIVE OF {CHILD}'S PARENT'S
PARTNER
Box4
91
OTHER NON-RELATIVE (SPECIFY)
FSQ181
REFUSED
BOX 4
DON'T KNOW
BOX 4
PROGRAMMER INSTRUCTIONS:
DISPLAY “Girlfriend or Female Partner of CHILD's Parent/Guardian” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Boyfriend or Male Partner of Child's Parent/Guardian” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Female Guardian” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Male Guardian” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Daughter/son of CHILD's Parent's Partner” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Other Relative of CHILD's parent's partner” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Other Non-relative” IN THE HELP TEXT IN BOLD TEXT.
IF FSQ.180 IS CODED 1 (GIRLFRIEND), FLAG RESPONSE TO FSQ.130 AS CODE 5.
IF FSQ.180 IS CODED 2 (BOYFRIEND), FLAG RESPONSE TO FSQ.130 AS CODE 6.
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IF FSQ.180 IS CODED 3 (FEMALE GUARDIAN), FLAG RESPONSE TO FSQ.130 AS CODE 1 AND RESPONSE TO
FSQ.140 AS CODE 4.
IF FSQ.180 IS CODED 4 (MALE GUARDIAN), FLAG RESPONSE TO FSQ.130 AS CODE 2 AND RESPONSE TO
FSQ.150 AS CODE 4.
CONSISTENCY CHECK: IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “1” OR “2” (GIRLFRIEND OR
BOYFRIEND OF THE CHILD’S PARENT/GUARDIAN), SOFT AGE RANGE IS 15-100. IF AGE IS NOT IN THAT
RANGE, DISPLAY MESSAGE: UNLIKELY AGE FOR A GIRLFRIEND OR BOYFRIEND OF THE CHILD’S PARENT.
PLEASE CONFIRM INFORMATION AND CORRECT RELATIONSHIP OR AGE, IF NECESSARY.
ELSE, IF RELATIONSHIP OF NEW PERSON BEING ENTERED IS “3” OR “4”, THE SOFT RANGE FOR THE AGE OF
THIS HOUSEHOLD MEMBER SHOULD BE AT LEAST 10 YEARS OLDER THAN THE CHILD AND AT MOST 70
YEARS OLDER THAN THE CHILD. IF NOT, DISPLAY MESSAGE: UNLIKELY ANSWER: {FATHER OR MALE
GUARDIAN/MOTHER OR FEMALE GUARDIAN} WAS REPORTED TO BE {AGE FROM FSQ.030} YEARS OLD AND
THE CHILD IS {CHILD AGE FROM FSQ.020} YEARS OLD. PLEASE CONFIRM INFORMATION AND CORRECT
RELATIONSHIP OR AGE, IF NECESSARY. DISPLAY FATHER OR MALE GUARDIAN IF FSQ180=4; DISPLAY
MOTHER OR FEMALE GUARDIAN IF FSQ180=3.
FSQ181
QUESTION TEXT:
_______________________________________
SPECIFY OTHER NON-RELATIVE.
ENTER TEXT
Length
70
BOX 4
END LOOP 1.
ASK FSQ130 - FSQ180 FOR NEXT PERSON ON THE HOUSEHOLD ROSTER WHO IS NOT THE FOCAL CHILD.
IF NO NEXT PERSON, CONTINUE WITH BOX 4A.
BOX 4A
LOOP 2.
IF ANY FOCAL CHILD, RESPONDENT, MOTHER FIGURE, OR FATHER FIGURE, OR RESPONDENT AND
RESPONDENT'S SPOUSE (IF NO MOTHER OR FATHER FIGURES) (NEW OR OLD HH MEMBERS) IS MISSING
ETHNICITY OR RACE DATA, CONTINUE WITH FSQ.190.
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OTHERWISE, GO TO BOX 4B.
HELP AVAILABLE
FSQ190
QUESTION TEXT:
{Are you/Is {NAME}} Hispanic or Latino?
CODE HISPANIC OR LATINO FOR NEW HOUSEHOLD MEMBERS OR OLD HOUSEHOLD MEMBERS WITH
MISSING DATA. IF NO NEW PERSONS OR OLD PERSONS WITH MISSING DATA, PRESS ENTER TO CONTINUE.
HELP TEXT:
Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish
culture or origin, regardless of race.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF THE PERSON BEING ASKED ABOUT IS NOT THE FOCAL CHILD, INCLUDE THE HOUSEHOLD MEMBER'S FIRST
AND LAST NAME.
DISPLAY “Hispanic or Latino” IN THE HELP TEXT IN BOLD TEXT.
CAPI MATRIX INSTRUCTIONS:
DISPLAY IN COLUMN 1 EACH PERSON ENUMERATED ON THE HOUSEHOLD ROSTER (AT FSQ.020) WHO IS THE
FOCAL CHILD, RESPONDENT, MOTHER FIGURE (CODE ‘1’ AT FSQ.130 OR CODE ‘3’ AT FSQ.180), OR FATHER
FIGURE (CODE ‘2’ AT FSQ.130 OR CODE ‘4’ AT FSQ.180).
IF NO MOTHER OR FATHER FIGURES IN THE HOUSEHOLD (NO HOUSEHOLD MEMBERS WITH (A CODE ‘1’ OR
‘2’ AT FSQ.130) OR (CODE '3' OR '4' AT FSQ.180)), DISPLAY IN COLUMN 1 THE FOCAL CHILD, THE
RESPONDENT, AND THE RESPONDENT’S SPOUSE/PARTNER (HOUSEHOLD MEMBER SELECTED AT FSQ.120, IF
ANY).
NOTE: IF THE RESPONDENT IS A MOTHER OR FATHER FIGURE, ONLY DISPLAY HIS/HER NAME ONCE.
NOTE: DO NOT DISPLAY HOUSEHOLD MEMBERS CODED AS NOT LIVING IN THE HOUSEHOLD AT FSQ.010.
THE CURSOR SHOULD BE POSITIONED ON THE FIRST BLANK FIELD. IF NO BLANK FIELDS, THE CURSOR
SHOULD BE POSITIONED ON THE LAST COMPLETED FIELD IN THE MATRIX.
IF, ACCORDING TO THE PRELOAD, A CASE HAD COMPLETE FSQ DATA IN FALL K, SPRING K, SPRING-FIRST
GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE:
ASK ABOUT HISPANIC OR LATINO ONLY IF NEW HOUSEHOLD MEMBERS OR OLD HOUSEHOLD MEMBERS
MISSING DATA ARE THE FOCAL CHILD'S PARENTS OR THE RESPONDENT, IF PREVIOUS HOUSEHOLD
MEMBERS BECAME THE CHILD’S PARENTS OR THE RESPONDENT, OR IF THERE ARE NO PARENTS, THEN ASK
ABOUT THE RESPONDENT AND RESPONDENT'S SPOUSE/PARTNER (IF THEY ARE NEW OR MISSING DATA).
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DISPLAY “Are you” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME
OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON.
IF, ACCORDING TO THE PRELOAD, A CASE DID NOT HAVE COMPLETE FSQ DATA IN FALL K, SPRING K, SPRINGFIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE:
ASK ABOUT HISPANIC OR LATINO FOR THE FOCAL CHILD, RESPONDENT, MOTHER AND FATHER FIGURES. IF
NO MOTHER OR FATHER FIGURES, THEN ASK ABOUT THE FOCAL CHILD, THE RESPONDENT AND
RESPONDENT'S SPOUSE/PARTNER (IF ANY). DISPLAY “Are you” IF LOOPING ON THE RESPONDENT.
OTHERWISE, DISPLAY “Is {NAME}” USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED
ON.
HELP AVAILABLE
FSQ195
QUESTION TEXT:
What is {your/{NAME}'s} race? You may name one or more races to indicate what {you/NAME}
{consider/considers} {yourself/himself/herself} to be.
IF "HISPANIC” or “LATINO” PROBE: Is that White Hispanic, Black Hispanic, both, or something else?
IF RESPONDENT CONTINUES TO SAY "HISPANIC” or “LATINO” AFTER USING THE PROBE ABOVE, CODE AS
“DON’T KNOW.”
CODE ALL THAT APPLY.
HELP TEXT:
American Indian or Alaska Native: A person having origins in any of the original peoples of North and South
America (including Central America), and who maintains tribal affiliation or community attachment.
Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian
subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine
Islands, Thailand, and Vietnam.
Black or African American: A person having origins in any of the Black racial groups of Africa. It includes
people who indicate their race as "Black or African American" or report entries such as "Kenyan, Nigerian, or
Haitian."
Native Hawaiian or Other Pacific Islander: A person having origins in any of the original peoples of Hawaii,
Guam, Samoa, or other Pacific Islands.
White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
CODES
1
AMERICAN INDIAN OR ALASKA NATIVE
2
ASIAN
3
BLACK OR AFRICAN AMERICAN
4
NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER
5
WHITE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF THE PERSON BEING ASKED ABOUT IS NOT THE FOCAL CHILD, INCLUDE THE HOUSEHOLD MEMBER'S FIRST
AND LAST NAME.
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DISPLAY “American Indian or Alaska Native” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Asian” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Black or African American” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Native Hawaiian or Other Pacific Islander” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “White” IN THE HELP TEXT IN BOLD TEXT.
CAPI MATRIX INSTRUCTIONS:
DISPLAY IN COLUMN 1 EACH PERSON ENUMERATED ON THE HOUSEHOLD ROSTER (AT FSQ.020) WHO IS THE
FOCAL CHILD, RESPONDENT, MOTHER FIGURE (CODE ‘1’ AT FSQ.130 OR CODE ‘3’ AT FSQ.180), OR FATHER
FIGURE (CODE ‘2’ AT FSQ.130 OR CODE ‘4’ AT FSQ.180).
IF NO MOTHER OR FATHER FIGURES IN THE HOUSEHOLD (NO HOUSEHOLD MEMBERS WITH A CODE ‘1’ OR
‘2’ AT FSQ.130) OR (CODE '3' OR '4' AT FSQ.180), DISPLAY IN COLUMN 1 THE FOCAL CHILD, THE RESPONDENT,
AND THE RESPONDENT’S SPOUSE/PARTNER (HOUSEHOLD MEMBER SELECTED AT FSQ.120, IF ANY).
NOTE: IF THE RESPONDENT IS A MOTHER OR FATHER FIGURE, ONLY DISPLAY HIS/HER NAME ONCE.
NOTE: DO NOT DISPLAY HOUSEHOLD MEMBERS CODED AS NOT LIVING IN THE HOUSEHOLD AT FSQ.010.
IF THERE WAS COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST
GRADE, SPRING-SECOND GRADE , OR SPRING-THIRD GRADE , ASK ABOUT RACE ONLY IF NEW HOUSEHOLD
MEMBERS OR OLD HOUSEHOLD MEMBERS MISSING DATA ARE THE FOCAL CHILD'S PARENTS OR THE
RESPONDENT, IF PREVIOUS HOUSEHOLD MEMBERS BECAME THE CHILD’S PARENTS OR THE RESPONDENT,
OR IF THERE ARE NO PARENTS, THEN ABOUT THE RESPONDENT AND RESPONDENT'S SPOUSE/PARTNER (IF
THEY ARE NEW OR MISSING DATA). DISPLAY “your”, “you”, “consider”, AND “yourself” IF LOOPING ON THE
RESPONDENT. OTHERWISE, DISPLAY “{NAME}”, “{NAME}”, “considers” AND (“himself” OR “herself”)
USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING LOOPED ON. DISPLAY “himself” IF THE
PERSON IS MALE AND “herself” IF THE PERSON IS FEMALE. IF SEX IS MISSING, DISPLAY “himself/herself”.
IF THERE WAS NOT COMPLETE FSQ DATA IN FALL-KINDERGARTEN, SPRING-KINDERGARTEN, SPRING-FIRST
GRADE, SPRING-SECOND GRADE, , OR SPRING-THIRD GRADE ASK ABOUT RACE FOR THE FOCAL CHILD,
RESPONDENT, MOTHER AND FATHER FIGURES. IF NO MOTHER OR FATHER FIGURES, THEN ASK ABOUT THE
FOCAL CHILD, THE RESPONDENT AND RESPONDENT'S SPOUSE/PARTNER (IF ANY). DISPLAY “your”, “you”,
“consider”, AND “yourself” IF LOOPING ON THE RESPONDENT. OTHERWISE, DISPLAY “{NAME}”, “{NAME}”,
“considers” AND (“himself” OR “herself”) USING THE NAME OF THE HOUSEHOLD MEMBER THAT IS BEING
LOOPED ON. DISPLAY “himself” IF THE PERSON IS MALE AND “herself” IF THE PERSON IS FEMALE. IF SEX IS
MISSING, DISPLAY “himself/herself”.
BOX 4B
END LOOP 2.
ASK FSQ.190 – FSQ.195 FOR NEXT PERSON WHO IS THE FOCAL CHILD, MOTHER FIGURE, FATHER FIGURE, OR
RESPONDENT OR RESPONDENT'S SPOUSE (IF NO MOTHER OR FATHER FIGURES) (NEW OR OLD HH
MEMBERS) WHOSE ETHNICITY OR RACE DATA ARE MISSING.
IF NO NEXT PERSON, CONTINUE WITH FSQ196a IF, ACCORDING TO THE PRELOAD, THERE WAS NOT A
COMPLETE OR PARTIALLY COMPLETE SPRING THIRD GRADE INTERVIEW. ELSE GO TO FSQ.200a.
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FSQ196a
QUESTION TEXT:
Though we may have asked you about {CHILD}'s ethnicity and race in the past, I do have a few more
questions I'd like to ask about that now. Is {CHILD} a member of a Spanish, Hispanic, or Latino group?
IF THE PARENT COMMENTS THAT WE HAVE ASKED THIS IN THE PAST, SAY: While we asked about this in the
past, I have some additional questions about {CHILD}'s ethnicity if {he/she} is Hispanic, Asian, or Pacific
Islander.
CODES
1
YES
FSQ196b
2
NO
FSQ197a
REFUSED
FSQ197a
DON'T KNOW
FSQ197a
FSQ196b
QUESTION TEXT:
Which of the following Spanish, Hispanic, or Latino groups best describes {CHILD}'s origin? Is {he/she}…
CODE ALL THAT APPLY.
CODES
Code All That Apply
1
Mexican, Mexican American or Chicano,
2
Puerto Rican,
3
Cuban, or
4
Other Spanish/Hispanic/Latino group?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ALLOW INTERVIEWER TO CHOOSE MORE THAN ONE RESPONSE.
FSQ197a
QUESTION TEXT:
Is {CHILD} a member of an Asian group?
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CODES
1
YES
FSQ197b
2
NO
FSQ198a
REFUSED
FSQ198a
DON'T KNOW
FSQ198a
FSQ197b
QUESTION TEXT:
Which of the following Asian groups best describes {CHILD}'s origin? Is {he/she}…
CODE ALL THAT APPLY.
CODES
Code All That Apply
1
Asian Indian,
2
Chinese,
3
Filipino,
4
Japanese,
5
Korean,
6
Vietnamese,
7
Hmong, or
8
Other Asian?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ALLOW INTERVIEWER TO CHOOSE MORE THAN ONE RESPONSE.
FSQ198a
QUESTION TEXT:
Is {CHILD} a member of a Pacific Islander group?
CODES
1
YES
FSQ198b
2
NO
FSQ200a
REFUSED
FSQ200a
DON'T KNOW
FSQ200a
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FSQ198b
QUESTION TEXT:
Which of the following Pacific Islander groups best describes {CHILD}'s origin? Is {he/she}…
CODE ALL THAT APPLY.
CODES
Code All That Apply
1
Native Hawaiian,
2
Guamanian or Chamorro,
3
Samoan, or
4
Other Pacific Islander?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ALLOW INTERVIEWER TO CHOOSE MORE THAN ONE RESPONSE.
FSQ200a
DISPLAY INSTRUCTIONS:
Matrix in FSQ200b
QUESTION TEXT:
{FILL 1} currently married, separated, divorced, widowed, in a domestic partnership, or {FILL 2} never been
married {FILL 3}?
PROBE: This question is about parents who live in the household.
CODES
1
MARRIED
2
SEPARATED
3
DIVORCED
4
WIDOWED
5
NEVER MARRIED
6
CIVIL UNIONS/DOMESTIC PARTNERSHIP
REFUSED
DON'T KNOW
FSQ200b
4th grade cognitive labs parent interview: ECLS-K:2011 :: FSQ
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See matrix.
{FILL 1}
{FILL 2}
ParentIsR
BioMoInHH
BioFaInHH
AdopMoInHH
The current
roster shows a
relationship of
biological/
adoptive mother
or biological/
adoptive father
for the person
flagged as the
respondent for
YES
YES
The current
roster shows
the relationship
of biological
mother for at
least one HH
member (not
the R)
for YES
The current roster
shows the
relationship of
biological father
for at
least one HH
member (not the
R)
for YES
The current roster
shows the
relationship of
adoptive mother
for at
least one HH
member (not the
R)
for YES
NO
YES
YES
NO
YES
NO
has he
NO
NO
YES
has she
NO
NO
NO
YES
NO
NO
has he
NO
NO
NO
NO
YES
NO
NO
NO
NO
YES
YES
NO
NO
NO
NO
Are you
have you
Are you
have you
Are CHILD's
biological parents
Are CHILD's
biological parents
Is CHILD's
biological mother
Is CHILD's
biological father
Is CHILD's
adoptive mother
Is CHILD's
adoptive father
Are CHILD's
adoptive parents
Are CHILD's
adoptive parents
have
they
have
they
has she
have
they
have
they
{FILL
3}
AdopFaInH
H
The current
roster shows
the
relationship
of adoptive
father for at
least one HH
member (not
the R)
for YES
OtherinHH
SameAdopinHH
The current
roster shows
there is no
biological/ado
ptive
mother/father
in the
household for
YES
The current
roster shows
there are same
sex adoptive
parents (one of
them is not the
R) for YES
SameBioinH
H
The current
roster shows
there are
same sex
biological
parents (one
of them is not
the R) for YES
YES
to each
other
to each
other
to each
other
to each
other
NO
NO
NO
YES
NO
NO
NO
YES
BOX 5
IDENTIFY THE 2 “KEY” PARENT FIGURES IN THE HOUSEHOLD. THIS PERSON OR PERSONS SHOULD BE
CHOSEN AS FOLLOWS:
1) THE KEY PARENT FIGURES SHOULD BE CHOSEN ONLY FROM AMONG CURRENT MEMBERS OF THE
HOUSEHOLD;
2) IF A MOTHER (RELATION=1) IS IN THE HOUSEHOLD SHE SHOULD BE A KEY PARENT FIGURE; IF A FATHER
(RELATION =2) IS IN THE HOUSEHOLD HE SHOULD BE A KEY PARENT FIGURE; IF THERE ARE TWO MOTHERS
(RELATION=1), PICK THE MOTHER WITH THE LOWER NUMBER RELATIONSHIP IN THE FOLLOWING SYSTEM:
BIRTH MOTHER =1, ADOPTIVE MOTHER=2, STEPMOTHER=3, FOSTER MOTHER OR FEMALE GUARDIAN =4.
OTHER TYPE OF MOTHER = 5. IF TWO MOTHERS HAVE SAME NUMBER RELATIONSHIP, OR IF THE
RELATIONSHIP IN FSQ.140 WAS REFUSED OR DON’T KNOW, PICK ONE WITH LOWEST PERSON NUMBER. IF
THERE ARE TWO FATHERS (RELATION=2), PICK THE FATHER WITH THE LOWER NUMBER RELATIONSHIP IN
THE FOLLOWING SYSTEM: BIRTH FATHER =1, ADOPTIVE FATHER=2, STEPFATHER=3, FOSTER FATHER OR
MALE GUARDIAN =4, AND OTHER TYPE OF FATHER = 5. IF TWO FATHERS HAVE SAME NUMBER
RELATIONSHIP, OR IF THE RELATIONSHIP IN FSQ.150 WAS REFUSED OR DON’T KNOW, PICK ONE WITH
LOWEST PERSON NUMBER. CHILDREN’S PARENTS WITH RELATION = 1 OR 2 SHOULD BE THE KEY PARENT
FIGURES WHETHER OR NOT ONE OF THE PARENTS IS THE RESPONDENT.
3) IF THERE IS A MOTHER (RELATION =1) BUT NO FATHER (RELATION=2) AND THE MOTHER HAS A MALE
(FSQ.140 =1) SPOUSE/PARTNER (SPOUSE/PARTNER, HERE AND IN OTHER PARTS OF THIS BOX, IS DEFINED AS
A SPOUSE/PARTNER HAVING BEEN SELECTED AT FSQ.120), THE MOTHER SHOULD BE A KEY PARENT FIGURE
AND THE MALE SPOUSE/PARTNER SHOULD BE A KEY PARENT FIGURE. ELSE, IF THERE IS A MOTHER
(RELATION =1) BUT NO FATHER (RELATION=2) AND THERE ARE TWO MOTHERS IN THE HOUSEHOLD, THE
4th grade cognitive labs parent interview: ECLS-K:2011 :: FSQ
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MOTHER (IDENTIFIED WITH THE SAME CRITERIA AS IN BULLET 2 IF THERE ARE TWO MOTHERS) SHOULD BE
A KEY PARENT FIGURE AND THE OTHER MOTHER IN THE HOUSEHOLD (WHO HAS A DIFFERENT PERSON
NUMBER THAN THE MOTHER IDENTIFIED AS A KEY PARENT FIGURE) SHOULD BE A KEY PARENT FIGURE.
ELSE, IF THERE IS A MOTHER (RELATION =1) BUT NO FATHER (RELATION=2) AND THE MOTHER HAS A
SPOUSE/PARTNER WHO IS FEMALE (FSQ.140 =2), THE MOTHER (IDENTIFIED WITH THE SAME CRITERIA AS IN
BULLET 2 IF THERE ARE TWO MOTHERS) SHOULD BE A KEY PARENT FIGURE AND HER FEMALE
SPOUSE/PARTNER (WHO HAS A DIFFERENT PERSON NUMBER THAN THE MOTHER IDENTIFIED AS A KEY
PARENT FIGURE) SHOULD BE A KEY PARENT FIGURE. IF THE SEX OF THE SPOUSE/PARTNER OF A PARENT
(RELATION = 1 OR 2) IS UNKNOWN (FSQ140 = REF OR DK), THE PARENT AND THE SPOUSE/PARTNER OF THE
PARENT SHOULD STILL EACH BE KEY PARENT FIGURES.
(NOTE: IN HOUSEHOLDS WITH TWO MOTHERS AND NO FATHER, EACH MOTHER FIGURE CAN ONLY OCCUPY
ONE OF THE TWO KEY PARENT FIGURE SLOTS. IF MOTHER FIGURE #2 QUALIFIES AS A KEY PARENT AND IS
ALSO THE SPOUSE/PARTNER OF A MOTHER FIGURE #1, MOTHER FIGURE #1 SHOULD BE ONE KEY MOTHER
FIGURE AND MOTHER FIGURE #2 SHOULD BE THE OTHER KEY PARENT FIGURE. ALSO, IN TWO MOTHER
FAMILIES WITHOUT A FATHER, IF A MOTHER WHO TAKES PRECEDENCE OVER ANOTHER MOTHER (BY
RELATIONSHIP NUMBER OR PERSON NUMBER AS INDICATED IN BULLET 2 ABOVE) IS NOT THE
RESPONDENT, BUT IS THE SPOUSE/PARTNER OF THE OTHER MOTHER WHO IS THE RESPONDENT, BOTH
MOTHERS SHOULD BE KEY PARENT FIGURES RATHER THAN SETTING THE MOTHER THAT TAKES
PRECEDENCE AS BOTH THE KEY FEMALE AND KEY MALE FIGURE.)
4) IF THERE IS A FATHER (RELATION=2) BUT NO MOTHER (RELATION=1) AND THE FATHER HAS A FEMALE
SPOUSE/PARTNER, THE FATHER SHOULD BE A KEY PARENT FIGURE AND THE FEMALE SPOUSE/PARTNER
SHOULD BE A KEY PARENT FIGURE. ELSE, IF THERE IS A FATHER (RELATION =2) BUT NO MOTHER
(RELATION=2) AND THERE ARE TWO FATHERS IN THE HOUSEHOLD, THE FATHER (IDENTIFIED WITH THE
SAME CRITERIA AS IN BULLET 2 IF THERE ARE TWO FATHERS) SHOULD BE A KEY PARENT FIGURE AND THE
OTHER FATHER IN THE HOUSEHOLD (WHO HAS A DIFFERENT PERSON NUMBER THAN THE FATHER
IDENTIFIED AS A KEY PARENT FIGURE) SHOULD BE A KEY PARENT FIGURE.
ELSE, IF THERE IS A FATHER (RELATION=2) BUT NO MOTHER (RELATION=1) AND THE FATHER HAS A MALE
SPOUSE/PARTNER, THE FATHER (IDENTIFIED WITH THE SAME CRITERIA AS IN BULLET 2 IF THERE ARE TWO
FATHERS) SHOULD BE A KEY PARENT FIGURE AND HIS MALE SPOUSE/PARTNER (WHO HAS A DIFFERENT
PERSON NUMBER THAN THE FATHER IDENTIFIED AS A KEY PARENT FIGURE) SHOULD BE A KEY PARENT
FIGURE. (NOTE: IN HOUSEHOLDS WITH TWO FATHERS AND NO MOTHER, EACH FATHER FIGURE CAN ONLY
OCCUPY ONE OF THE TWO KEY PARENT FIGURE SLOTS. IF FATHER FIGURE #2 QUALIFIES AS A KEY PARENT
AND IS ALSO THE SPOUSE/PARTNER OF A FATHER FIGURE #1, FATHER FIGURE #1 SHOULD BE ONE KEY
FATHER FIGURE AND FATHER FIGURE #2 SHOULD BE THE OTHER KEY PARENT FIGURE. ALSO, IN TWO
FATHER FAMILIES WITHOUT A MOTHER, IF A FATHER WHO TAKES PRECEDENCE OVER ANOTHER FATHER (BY
RELATIONSHIP NUMBER OR PERSON NUMBER AS INDICATED IN BULLET 2 ABOVE) IS NOT THE
RESPONDENT, BUT IS THE SPOUSE/PARTNER OF THE OTHER FATHER WHO IS THE RESPONDENT, BOTH
FATHERS SHOULD BE KEY PARENT FIGURES RATHER THAN SETTING THE FATHER THAT TAKES PRECEDENCE
AS BOTH THE KEY MALE AND KEY FEMALE FIGURE.)
5) OTHERWISE, IF THERE ARE NOT PARENTS IN THE HOUSEHOLD (RELATION NE 1 OR 2), THE RESPONDENT
SHOULD BE A KEY PARENT FIGURE AND THE RESPONDENT’S SPOUSE/PARTNER, IF ONE, SHOULD BE A KEY
PARENT FIGURE.
BOX 6
GO TO SECTION HEQ (HOME ENVIRONMENT, ACTIVITIES, AND COGNITIVE STIMULATION).
4th grade cognitive labs parent interview: ECLS-K:2011 :: FSQ
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4th grade cognitive labs parent interview: ECLS-K:2011
Section
HEQ
[Home Environment, Activities, and
Cognitive Stimulation]
Sequence: 3
HELP AVAILABLE
HEQ010a
QUESTION TEXT:
Now I'd like to talk with you about {CHILD}'s activities with family members. In a typical week, how often do
you or any other family members do the following things with {CHILD}?
Tell stories to {CHILD}?
Would you say not at all, once or twice a week, 3-6 times a week, or every day?
HELP TEXT:
FAMILY MEMBER: A family member refers to any person who lives in the child's household and any relative of
the child living outside the child's household.
Tell stories: Story-telling is different from reading. Stories include fairy tales, family stories, or any type of
story that is not read.
CODES
1
NOT AT ALL,
2
ONCE OR TWICE A WEEK,
3
3-6 TIMES A WEEK, OR
4
EVERY DAY?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “week” in UNDERLINED TEXT.
DISPLAY "FAMILY MEMBER" in BOLD TEXT.
DISPLAY "Tell stories:" in BOLD TEXT.
HEQ010b
HELP AVAILABLE
QUESTION TEXT:
[Now I'd like to talk with you about {CHILD}'s activities with family members. In a typical week, how often do
you or any other family members do the following things with {CHILD}?]
Help {CHILD} to do arts and crafts?
[PROBE: Would you say not at all, once or twice a week, 3-6 times a week, or every day?]
HELP TEXT:
FAMILY MEMBER: A family member refers to any person who lives in the child's household and any relative of
the child living outside the child's household.
4th grade cognitive labs parent interview: ECLS-K:2011 :: HEQ
Page 1 of 22
2014-01-30 10:12
Help child with arts and crafts: Arts and crafts may include making seasonal decorations, making cutouts or
drawing pictures, painting or finger-painting, whittling wood, etc. It also includes helping the child with arts
and crafts projects assigned by school, but done at home.
CODES
1
NOT AT ALL,
2
ONCE OR TWICE A WEEK,
3
3-6 TIMES A WEEK, OR
4
EVERY DAY?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “week” in UNDERLINED TEXT.
DISPLAY "FAMILY MEMBER" in BOLD TEXT.
DISPLAY "Help child with arts and crafts:" in BOLD TEXT.
DISPLAY "PROBE……every day?" IN SQUARE BRACKETS.
DISPLAY "Now …… {CHILD}?" IN SQUARE BRACKETS
HELP AVAILABLE
HEQ010c
QUESTION TEXT:
[Now I'd like to talk with you about {CHILD}'s activities with family members. In a typical week, how often do
you or any other family members do the following things with {CHILD}?]
Play games or do puzzles with {CHILD}?
[PROBE: Would you say not at all, once or twice a week, 3-6 times a week, or every day?]
HELP TEXT:
FAMILY MEMBER: A family member refers to any person who lives in the child's household and any relative of
the child living outside the child's household.
Play games or do puzzles: Includes indoor "quiet" games like board games or puzzles, or more active indoor
games like Ping-Pong.
CODES
1
NOT AT ALL,
2
ONCE OR TWICE A WEEK,
3
3-6 TIMES A WEEK, OR
4
EVERY DAY?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “week” in UNDERLINED TEXT.
DISPLAY "FAMILY MEMBER" in BOLD TEXT.
DISPLAY "Play games or do puzzles:" in BOLD TEXT.
DISPLAY "PROBE……every day?" IN SQUARE BRACKETS.
DISPLAY "Now …… {CHILD}?" IN SQUARE BRACKETS
4th grade cognitive labs parent interview: ECLS-K:2011 :: HEQ
Page 2 of 22
2014-01-30 10:12
HELP AVAILABLE
HEQ010d
QUESTION TEXT:
[Now I'd like to talk with you about {CHILD}'s activities with family members. In a typical week, how often do
you or any other family members do the following things with {CHILD}?]
Talk about nature or do science projects with {CHILD}?
[PROBE: Would you say not at all, once or twice a week, 3-6 times a week, or every day?]
HELP TEXT:
FAMILY MEMBER: A family member refers to any person who lives in the child's household and any relative of
the child living outside the child's household.
Talk about nature or do science projects: Talking about nature could include answering any questions the
child may have about trees, weather, etc. or watching a television program or video about nature together
and then discussing it. Science projects include any type of project designed to show the child how the world
works, such as understanding how plants grow, studying rocks, using flashlights to create shadows, or mixing
paints to create different colors.
CODES
1
NOT AT ALL,
2
ONCE OR TWICE A WEEK,
3
3-6 TIMES A WEEK, OR
4
EVERY DAY?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “week” in UNDERLINED TEXT.
DISPLAY "FAMILY MEMBER" in BOLD TEXT.
DISPLAY "Talk about nature or do science projects:" in BOLD TEXT.
DISPLAY "PROBE……every day?" IN SQUARE BRACKETS.
DISPLAY "Now …… {CHILD}?" IN SQUARE BRACKETS
HEQ010e
HELP AVAILABLE
QUESTION TEXT:
[Now I'd like to talk with you about {CHILD}'s activities with family members. In a typical week, how often do
you or any other family members do the following things with {CHILD}?]
Play a sport or exercise together?
[PROBE: Would you say not at all, once or twice a week, 3-6 times a week, or every day?]
HELP TEXT:
FAMILY MEMBER: A family member refers to any person who lives in the child's household and any relative of
the child living outside the child's household.
4th grade cognitive labs parent interview: ECLS-K:2011 :: HEQ
Page 3 of 22
2014-01-30 10:12
Play a sport or exercise together: This includes calisthenics (e.g., jumping jacks, sit- ups), riding bicycles,
rollerblading, individual or team sports, games like hide-and-go-seek, or other outdoor activities where
activity or exercise is involved. Do not include times when the child does the sport or activity by him or herself.
CODES
1
NOT AT ALL,
2
ONCE OR TWICE A WEEK,
3
3-6 TIMES A WEEK, OR
4
EVERY DAY?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “week” in UNDERLINED TEXT.
DISPLAY "FAMILY MEMBER" in BOLD TEXT.
DISPLAY "Play a sport or exercise together:" in BOLD TEXT.
DISPLAY "PROBE……every day?" IN SQUARE BRACKETS.
DISPLAY "Now …… {CHILD}?" IN SQUARE BRACKETS
HELP AVAILABLE
HEQ010f
QUESTION TEXT:
[Now I'd like to talk with you about {CHILD}'s activities with family members. In a typical week, how often do
you or any other family members do the following things with {CHILD}?]
Practice reading, writing or working with numbers?
[PROBE: Would you say not at all, once or twice a week, 3-6 times a week, or every day?]
HELP TEXT:
FAMILY MEMBER: A family member refers to any person who lives in the child's household and any relative of
the child living outside the child's household.
Practice reading, writing, or working with numbers: This includes time family members spend on homework,
reading a calendar, practicing in an exercise or workbook.
CODES
1
NOT AT ALL,
2
ONCE OR TWICE A WEEK,
3
3-6 TIMES A WEEK, OR
4
EVERY DAY?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “week” in UNDERLINED TEXT.
DISPLAY "FAMILY MEMBER" in BOLD TEXT.
DISPLAY "Practice reading, writing, or working with numbers:" in BOLD TEXT.
DISPLAY "PROBE……every day?" IN SQUARE BRACKETS.
DISPLAY "Now …… {CHILD}?" IN SQUARE BRACKETS
HEQ210
4th grade cognitive labs parent interview: ECLS-K:2011 :: HEQ
Page 4 of 22
2014-01-30 10:12
QUESTION TEXT:
In the past week, how often did {CHILD} read to {himself/herself} or to others outside of school?
PROBE: Please include reading in any language.
Would you say …
CODES
1
Never,
HEQ225
2
Once or twice a week,
HEQ215
3
3 to 6 times a week, or
HEQ215
4
Every day?
HEQ215
REFUSED
HEQ225
DON'T KNOW
HEQ225
PROGRAMMER INSTRUCTIONS:
DISPLAY "past week" IN UNDERLINED TEXT.
HEQ215
QUESTION TEXT:
Generally, how many minutes did {CHILD} read at each of these times?
PROBE: Please include reading in any language.
|___|___|___|
ENTER MINUTES
ENTER NUMBER
Range
1 to 240
Soft Range
1 to 120
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF VALUE ENTERED IS BETWEEN 121 AND 240, DISPLAY ERROR MESSAGE "You have entered {DISPLAY
RESPONSE AT HEQ.215}. Are you sure this is correct?
IF VALUE ENTERED IS GREATER THAN 240, DISPLAY ERROR MESSAGE "Input invalid. Value not in range 1240."
HEQ225
HELP AVAILABLE
QUESTION TEXT:
4th grade cognitive labs parent interview: ECLS-K:2011 :: HEQ
Page 5 of 22
2014-01-30 10:12
In an average week, how often does {CHILD} use a home computer or other electronic device to play with
programs that teach {him/her} something, like math or reading skills?
Would you say...
HELP TEXT:
Electronic device: By electronic device, we mean any type of computer, cell phone, smart phone, iPod,
reading device (such as Kindle or Nook), or game system (including those such as Wii, XBox, DS, iTouch, and
Playstation).
CODES
1
Never,
2
Once or twice a week,
3
3 to 6 times a week, or
4
Every day?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IN THE HELP TEXT DISPLAY "Electronic device" IN BOLD TEXT.
HELP AVAILABLE
HEQ226
QUESTION TEXT:
Are there family rules for {CHILD} about any of the following…
What {CHILD} looks at on the Internet?
HELP TEXT:
Include everything the child may look at on the Internet, such as websites, videos, movies, television shows,
online games, and picture or social media sites such as Instagram, Vine, Snapchat, Ask.fm, and Facebook.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
HELP AVAILABLE
HEQ227
QUESTION TEXT:
[Are there family rules for {CHILD} about any of the following…]
How many hours {CHILD} may spend on the Internet?
4th grade cognitive labs parent interview: ECLS-K:2011 :: HEQ
Page 6 of 22
2014-01-30 10:12
HELP TEXT:
Include rules about hours the child spends looking at anything on the Internet, including websites, videos,
movies, television shows, online games, and picture or social media sites such as Instagram, Vine, Snapchat,
Ask.fm, and Facebook.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
HEQ227b
QUESTION TEXT:
Next, I am going to read a list of statements about the children whom {CHILD} has spent the most time with
in the past month or two. Please tell me how true or untrue each statement is about that group of children.
This is a good group of kids. Would you say this is almost always untrue, usually untrue, sometimes true and
sometimes untrue, usually true, or almost always true?
CODES
1
ALMOST ALWAYS UNTRUE
2
USUALLY UNTRUE
3
SOMETIMES TRUE AND SOMETIMES UNTRUE
4
USUALLY TRUE
5
ALMOST ALWAYS TRUE
REFUSED
DON'T KNOW
HEQ227c
QUESTION TEXT:
[Please think about the children whom {CHILD} has spent the most time with in the past month or two.]
I worry when {CHILD} is with these kids.
[PROBE: Would you say this is almost always untrue, usually untrue, sometimes true and sometimes untrue,
usually true, or almost always true?]
CODES
1
ALMOST ALWAYS UNTRUE
2
USUALLY UNTRUE
4th grade cognitive labs parent interview: ECLS-K:2011 :: HEQ
Page 7 of 22
2014-01-30 10:12
3
SOMETIMES TRUE AND SOMETIMES UNTRUE
4
USUALLY TRUE
5
ALMOST ALWAYS TRUE
REFUSED
DON'T KNOW
HEQ227d
QUESTION TEXT:
[Please think about the children whom {CHILD} has spent the most time with in the past month or two.]
Some of these kids are a bad influence on {CHILD}.
[PROBE: Would you say this is almost always untrue, usually untrue, sometimes true and sometimes untrue,
usually true, or almost always true?]
CODES
1
ALMOST ALWAYS UNTRUE
2
USUALLY UNTRUE
3
SOMETIMES TRUE AND SOMETIMES UNTRUE
4
USUALLY TRUE
5
ALMOST ALWAYS TRUE
REFUSED
DON'T KNOW
HEQ227e
QUESTION TEXT:
[Please think about the children whom {CHILD} has spent the most time with in the past month or two.]
These kids must be closely supervised by adults.
[PROBE: Would you say this is almost always untrue, usually untrue, sometimes true and sometimes untrue,
usually true, or almost always true?]
CODES
1
ALMOST ALWAYS UNTRUE
2
USUALLY UNTRUE
3
SOMETIMES TRUE AND SOMETIMES UNTRUE
4
USUALLY TRUE
4th grade cognitive labs parent interview: ECLS-K:2011 :: HEQ
Page 8 of 22
2014-01-30 10:12
5
ALMOST ALWAYS TRUE
REFUSED
DON'T KNOW
HEQ227f
QUESTION TEXT:
[Please think about the children whom {CHILD} has spent the most time with in the past month or two.]
These kids are often in trouble.
[PROBE: Would you say this is almost always untrue, usually untrue, sometimes true and sometimes untrue,
usually true, or almost always true?]
CODES
1
ALMOST ALWAYS UNTRUE
2
USUALLY UNTRUE
3
SOMETIMES TRUE AND SOMETIMES UNTRUE
4
USUALLY TRUE
5
ALMOST ALWAYS TRUE
REFUSED
DON'T KNOW
HEQ227g
QUESTION TEXT:
[Please think about the children whom {CHILD} has spent the most time with in the past month or two.]
These kids are excellent students.
[PROBE: Would you say this is almost always untrue, usually untrue, sometimes true and sometimes untrue,
usually true, or almost always true?]
CODES
1
ALMOST ALWAYS UNTRUE
2
USUALLY UNTRUE
3
SOMETIMES TRUE AND SOMETIMES UNTRUE
4
USUALLY TRUE
5
ALMOST ALWAYS TRUE
REFUSED
4th grade cognitive labs parent interview: ECLS-K:2011 :: HEQ
Page 9 of 22
2014-01-30 10:12
DON'T KNOW
HEQ227h
QUESTION TEXT:
[Please think about the children whom {CHILD} has spent the most time with in the past month or two.]
These kids are hard workers.
[PROBE: Would you say this is almost always untrue, usually untrue, sometimes true and sometimes untrue,
usually true, or almost always true?]
CODES
1
ALMOST ALWAYS UNTRUE
2
USUALLY UNTRUE
3
SOMETIMES TRUE AND SOMETIMES UNTRUE
4
USUALLY TRUE
5
ALMOST ALWAYS TRUE
REFUSED
DON'T KNOW
HEQ227i
QUESTION TEXT:
[Please think about the children whom {CHILD} has spent the most time with in the past month or two.]
{CHILD} has a fun time with this group of children.
[PROBE: Would you say this is almost always untrue, usually untrue, sometimes true and sometimes untrue,
usually true, or almost always true?]
CODES
1
ALMOST ALWAYS UNTRUE
2
USUALLY UNTRUE
3
SOMETIMES TRUE AND SOMETIMES UNTRUE
4
USUALLY TRUE
5
ALMOST ALWAYS TRUE
REFUSED
DON'T KNOW
4th grade cognitive labs parent interview: ECLS-K:2011 :: HEQ
Page 10 of 22
2014-01-30 10:12
HEQ227j
QUESTION TEXT:
[Please think about the children whom {CHILD} has spent the most time with in the past month or two.]
These kids are kind to other children.
[PROBE: Would you say this is almost always untrue, usually untrue, sometimes true and sometimes untrue,
usually true, or almost always true?]
CODES
1
ALMOST ALWAYS UNTRUE
2
USUALLY UNTRUE
3
SOMETIMES TRUE AND SOMETIMES UNTRUE
4
USUALLY TRUE
5
ALMOST ALWAYS TRUE
REFUSED
DON'T KNOW
HELP AVAILABLE
HEQ228
QUESTION TEXT:
How many close friends does {CHILD} have?
PROBE: Your best guess is fine.
|_|_|
ENTER NUMBER OF FRIENDS.
ENTER NUMBER
Range
0 to 30
Soft Range
0 to 15
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
THE SOFT RANGE=0-15 friends. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered {DISPLAY
RESPONSE AT HEQ228}. Are you sure this is correct?”
HARD RANGE=0-30 friends. OTHERWISE DISPLAY ERROR MESSAGE: “Input invalid. Value not in range 0-30."
BOX1
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IF HEQ228 > 0, GO TO HEQ229. ELSE, GO TO HEQ231.
HEQ229
QUESTION TEXT:
What kind of influence is {CHILD}’s {best} friend? Would you say always a good influence, usually a good
influence, neither a good nor a bad influence, usually a bad influence, or always a bad influence?
CODES
1
ALWAYS A GOOD INFLUENCE
2
USUALLY A GOOD INFLUENCE
3
NEITHER A GOOD NOR A BAD INFLUENCE
4
USUALLY A BAD INFLUENCE
5
ALWAYS A BAD INFLUENCE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
USE A NULL DISPLAY FOR “best” IF HEQ228=1. ELSE, DISPLAY “best.”
BOX2
QUESTION TEXT:
IF HEQ228 > 1, GO TO HEQ230. ELSE, GO TO HEQ231.
HEQ230
QUESTION TEXT:
What kind of influence {is/are} {CHILD}’s other {friend/friends}? Would you say always a good influence,
usually a good influence, neither a good nor a bad influence, usually a bad influence, or always a bad
influence?
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CODES
1
ALWAYS A GOOD INFLUENCE
2
USUALLY A GOOD INFLUENCE
3
NEITHER A GOOD NOR A BAD INFLUENCE
4
USUALLY A BAD INFLUENCE
5
ALWAYS A BAD INFLUENCE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “is” and “friend” if HEQ228 = 2. ELSE, DISPLAY “are” and “friends.”
HEQ231
QUESTION TEXT:
The next questions about all of {CHILD}’s friends, not just close friends.
How often does {CHILD} hang out with friends who get in trouble? Would you say never, almost never,
sometimes, often, or always?
CODES
1
NEVER
2
ALMOST NEVER
3
SOMETIMES
4
OFTEN
5
ALWAYS
REFUSED
DON'T KNOW
HEQ232
QUESTION TEXT:
[The next questions about all of {CHILD}’s friends, not just close friends.]
How often does {CHILD} hang out with friends who fight a lot? Would you say never, almost never,
sometimes, often, or always?
CODES
1
NEVER
2
ALMOST NEVER
3
SOMETIMES
4
OFTEN
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5
ALWAYS
REFUSED
DON'T KNOW
HEQ233
QUESTION TEXT:
[The next questions about about all of {CHILD}’s friends, not just close friends. ]
How often does {CHILD} hang out with friends who take things that don’t belong to them? Would you say
never, almost never, sometimes, often, or always?
CODES
1
NEVER
2
ALMOST NEVER
3
SOMETIMES
4
OFTEN
5
ALWAYS
REFUSED
DON'T KNOW
HEQ280
QUESTION TEXT:
Is {CHILD} tutored on a regular basis, by someone other than you or a family member, in a specific subject,
such as reading, math, science, or a foreign language?
CODES
1
YES
2
NO
HEQ300
REFUSED
HEQ300
DON'T KNOW
HEQ300
HEQ290
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QUESTION TEXT:
What is {CHILD} tutored in?
CODE ALL THAT APPLY.
PROBE: Anything else?
CODES
1
READING
2
MATH
3
SCIENCE
4
ENGLISH LANGUAGE SKILLS
5
FOREIGN LANGUAGE
91
OTHER (SPECIFY)
REFUSED
HEQ300
DON'T KNOW
HEQ300
HEQ290OS
QUESTION TEXT:
[What is {CHILD} tutored in?]
SPECIFY SUBJECT(S).
_________________________________________________
ENTER TEXT
50
Length
HEQ300
QUESTION TEXT:
Outside of school hours in the past year, has {CHILD} participated in:
Academic activities, like science, computers, math lab, or taking a class to learn a language other than English?
CODES
1
YES
2
NO
HEQ310
REFUSED
HEQ310
DON'T KNOW
HEQ310
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PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.
HELP AVAILABLE
HEQ301
QUESTION TEXT:
Did {he/she} specifically learn about math, science, or technology in any of those academic activities?
HELP TEXT:
Include activities such as learning to use robots, using a computer, building with Legos, or working on math
or science projects.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
HEQ305
QUESTION TEXT:
As part of {CHILD}’s participation in that activity, did {he/she} ever take a field trip focused on science
activities, for example to a science museum or center, a science lab, a planetarium, or a nature center?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
HEQ310
QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Organized athletic activities, like basketball, soccer, baseball, or gymnastics?
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CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.
HEQ320
QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Organized clubs or recreational programs, like scouts?
CODES
1
YES
HEQ325
2
NO
HEQ330
REFUSED
HEQ330
DON'T KNOW
HEQ330
PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.
HEQ325
QUESTION TEXT:
As part of {CHILD}’s participation in that program, did {he/she} ever take a field trip focused on science
activities, for example to a science museum or center, a science lab, a planetarium, or a nature center?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
HEQ330
QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
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Music lessons, for example, piano, instrumental music, or singing lessons?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.
HEQ340
QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Drama classes?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.
HEQ350
QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Art classes or lessons, for example, painting, drawing, or sculpture?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.
HEQ370
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QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Organized performing arts programs, such as children's choirs, dance programs, or theater performances?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.
HEQ391
QUESTION TEXT:
[Outside of school hours in the past year, has {CHILD} participated in:]
Religious activities or instruction?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "year" IN UNDERLINED TEXT.
BOX3
IF HEQ.300, HEQ.310, HEQ.320, HEQ330, HEQ.340, HEQ.350, HEQ.370 OR HEQ391 = 1, GO TO HEQ.393. ELSE,
GO TO HEQ.400.
HEQ393
QUESTION TEXT:
Did {CHILD}’s participation in {academic activities /organized athletic activities/ organized clubs or
recreational programs/ music lessons/ drama classes / art classes or lessons/ organized performing arts
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programs/ religious activities or instruction /any of these activities} help to cover the hours when you needed
adult supervision for {him/her}?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF ONLY ONE OF THE ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ320, HEQ.330, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) EQUALS 1 (YES), DISPLAY THE ACTIVITY LISTED AS SHOWN BELOW. ELSE, DISPLAY “any
of these activities”.
IF HEQ.300 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.310, HEQ.320, HEQ.330, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “academic activities”.
ELSE, IF HEQ310 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.320, HEQ.330, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “organized athletic activities”.
ELSE, IF HEQ320 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.330, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “organized clubs or recreational programs”.
ELSE, IF HEQ330 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.340, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “music lessons”.
ELSE, IF HEQ340 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.350,
HEQ.370, HEQ.391) NE 1, DISPLAY “drama classes”.
ELSE, IF HEQ350 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340,
HEQ.370, HEQ.391) NE 1, DISPLAY “art classes or lessons”.
ELSE, IF HEQ370 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340,
HEQ.350, HEQ.391) NE 1, DISPLAY “organized performing arts programs”.
ELSE, IF HEQ391 = 1 AND THE OTHER ACTIVITY QUESTIONS (HEQ.300, HEQ.310, HEQ.320, HEQ.330, HEQ.340,
HEQ.350, HEQ.370) NE 1, DISPLAY “religious activities or instruction”.
HEQ400
QUESTION TEXT:
Now, I have a question about your neighborhood. How safe is it for children to play outside during the day in
your neighborhood? Would you say it's …
CODES
1
Not at all safe,
2
Somewhat safe, or
3
Very safe?
REFUSED
DON'T KNOW
HEQ600a
QUESTION TEXT:
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On an average school night, how many hours of sleep does {CHILD} get?
|__|__|
ENTER NUMBER OF HOURS.
ENTER NUMBER
Range
0 to 15
Soft Range
8 to 12
REFUSED
BOX4
DON'T KNOW
BOX4
PROGRAMMER INSTRUCTIONS:
WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY "ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR,
ENTER '0'. MINUTES CAN BE ENTERED ON THE NEXT SCREEN.
WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'ENTER NUMBER OF MINUTES.'
WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'On an average night, how many hours of sleep does
{CHILD} get?' IN SQUARE BRACKETS.
DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS.
IF HOURS ARE REF/DK, GO TO BOX4. ELSE, CONTINUE WITH MINUTES.
THE SOFT RANGE=8-12 hours. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered {DISPLAY
RESPONSE AT HEQ600a}. Are you sure this is correct?”
HARD RANGE=0-15 hours. OTHERWISE DISPLAY ERROR MESSAGE: “Input invalid. Value not in range 0-15."
HEQ600b
QUESTION TEXT:
[On an average school night, how many hours of sleep does {CHILD} get?]
|__|__|
ENTER NUMBER OF MINUTES.
ENTER NUMBER
Range
0 to 59
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY "ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR,
ENTER '0'. MINUTES CAN BE ENTERED ON THE NEXT SCREEN.
WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'ENTER NUMBER OF MINUTES.'
WHEN CURSOR IS ON THE MINUTES FIELD, DISPLAY 'On an average night, how many hours of sleep does
{CHILD} get?' IN SQUARE BRACKETS.
DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS.
HARD RANGE=0-59 minutes. OTHERWISE DISPLAY ERROR MESSAGE: “ Input invalid. Value not in range 0-59.”
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BOX4
GO TO SECTION SSQ (SOCIAL SKILLS, PROBLEM BEHAVIORS, AND APPROACHES TOWARD LEARNING).
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SOCIAL SKILLS, PROBLEM BEHAVIORS, AND APPROACHES TOWARD LEARNING – SSQ
Working Memory
The teacher is asked to indicate how well the child remembers list of chores or tasks or needs
help from adults to remember tasks. The items are not listed as they are copyright protected.
Source: Adapted and reproduced by special permission of the Publisher, Psychological Assessment Resources, Inc.,
16204 North Florida Avenue, Lutz, Florida 33549, from the Behavior Rating Inventory of Executive Function by Gerard A.
Gioia, Peter K. Isquith, Steven C. Guy and Lauren Kenworthy, Copyright 1996, 1998, 2000 by PAR, Inc. Further
reproduction is prohibited without permission from PAR, Inc.
BOX 1
GO TO SECTION CCQ (CHILD CARE).
4th grade cognitive labs parent interview: ECLS-K:2011
Section
CCQ
[Child Care]
Sequence: 5
CCQ005
QUESTION TEXT:
Next, I'd like to talk with you about the child care arrangements you have for {CHILD} this year. First, I'd like to
talk to you about all the child care {CHILD} now receives on a regular basis from someone other than
{you/{his/her} parents} {or {his/her} guardians}. This does not include occasional baby-sitting or backup care
providers.
PRESS 1 AND ENTER TO CONTINUE.
PROGRAMMER INSTRUCTIONS:
DISPLAY "regular basis" IN UNDERLINED TEXT
FOR ALL DISPLAYS, DEFINE "PARENT FIGURE" AS THE MOTHER OR FATHER OR MALE OR FEMALE
GUARDIAN (FSQ.130= 1 OR 2 - THIS INCLUDES BIRTH, ADOPTIVE, STEP, FOSTER, AND OTHER PARENTS OR
GUARDIANS).
IF RESPONDENT IS A PARENT FIGURE (FSQ.130 = 1 OR 2 FOR THE RESPONDENT) OR (IF THERE IS NO PARENT
IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY HOUSEHOLD MEMBER)), DISPLAY "you".
OTHERWISE, DISPLAY "{his/her} parents" IF AT LEAST ONE HH MEMBER, NOT THE RESPONDENT, IS A BIRTH,
ADOPTIVE, OR STEP PARENT OR THE RELATIONSHIP IS DK OR RF (FSQ.140 OR FSQ.150 = 1, 2, 3, DK, OR REF).
DISPLAY "or {his/her} guardians" IF THERE IS NO PARENT IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY
HOUSEHOLD MEMBER). ELSE, USE A NULL DISPLAY.
CCQ010
HELP AVAILABLE
QUESTION TEXT:
Is {CHILD} now receiving care from a relative on a regular basis (including care provided before or after
school)? This may include grandparents, brothers and sisters, or any relatives other than {you/{CHILD}'s
parents} {or {CHILD}’s guardians}.
DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD. ALSO, IF NO
PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH THE CHILD.
HELP TEXT:
Care from a relative: Record care or programs provided by a relative other than the child’s parents in a
private home. The private home may be the child’s home, the caregiver’s home, or another home. In all cases,
do not include care provided by a parent, even if they do not live in the household. (Do not include visitation
with a separated or divorced parent who does not have custody.)
If there is at least one parent in the household, any relative living in the household is eligible to be counted as
a care arrangement, if the care is provided on a regularly scheduled basis. Relatives outside the household
may also be regular care providers.
4th grade cognitive labs parent interview: ECLS-K:2011 :: CCQ
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If neither parent lives in the household, do not include care provided by guardians who live with the child
(they are similar to parents).
Relative care arrangements may or may not have a charge or fee.
Regular Basis: An arrangement or program occurring on a routine schedule (i.e., occurring at least weekly or
on some other schedule). Do not include occasional babysitting or "back up" arrangements that are just used
once in a while.
CODES
1
YES
CCQ060
2
NO
CCQ115
REFUSED
CCQ115
DON'T KNOW
CCQ115
PROGRAMMER INSTRUCTIONS:
DISPLAY “Care from a relative” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Relative care arrangements” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Regular basis” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "now" AND "regular basis" IN UNDERLINED TEXT.
FOR ALL DISPLAYS, DEFINE "PARENT FIGURE" AS THE MOTHER OR FATHER OR MALE OR FEMALE
GUARDIAN (FSQ.130= 1 OR 2 - THIS INCLUDES BIRTH, ADOPTIVE, STEP, FOSTER, AND OTHER PARENTS OR
GUARDIANS).
IF RESPONDENT IS A PARENT FIGURE (FSQ.130 = 1 OR 2 FOR THE RESPONDENT) OR (IF THERE IS NO PARENT
IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY HOUSEHOLD MEMBER)), DISPLAY "you".
OTHERWISE, DISPLAY "{CHILD}’s parents" IF AT LEAST ONE HH MEMBER, NOT THE RESPONDENT, IS A
BIRTH, ADOPTIVE, OR STEP PARENT OR THE RELATIONSHIP IS DK OR RF (FSQ.140 OR FSQ.150 = 1, 2, 3, DK, OR
REF).
DISPLAY "or {CHILD}’s guardians" IF THERE IS NO PARENT IN THE HOUSEHOLD (FSQ.130 NE 1 OR 2 FOR ANY
HOUSEHOLD MEMBER). ELSE, USE A NULL DISPLAY.
HELP AVAILABLE
CCQ060
QUESTION TEXT:
How many different regular care arrangements do you currently have with relatives?
DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD. ALSO, IF NO
PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH THE CHILD.
HELP TEXT:
Care from a relative: Record care or programs provided by a relative other than the child’s parents in a private
home. The private home may be the child’s home, the caregiver’s home, or another home. In all cases, do not
include care provided by a parent, even if they do not live in the household. (Do not include visitation with a
separated or divorced parent who does not have custody.)
4th grade cognitive labs parent interview: ECLS-K:2011 :: CCQ
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If there is at least one parent in the household, any relative living in the household is eligible to be counted as
a care arrangement, if the care is provided on a regularly scheduled basis. Relatives outside the household
may also be regular care providers.
If neither parent lives in the household, do not include care provided by guardians who live with the child
(they are similar to parents).
Relative care arrangements may or may not have a charge or fee.
Regular care arrangements: Arrangements or programs occurring on a routine schedule (i.e., occurring at
least weekly or on some other schedule). Do not include occasional babysitting or "back up" arrangements
that are just used once in a while.
CODES
1
ONE
2
TWO
3
THREE
4
FOUR
5
FIVE OR MORE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “Care from a relative” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Relative care arrangements” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Regular care arrangements” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “regular” AND "currently" IN UNDERLINED TEXT.
CCQ065
QUESTION TEXT:
{Let's talk about the relative who provides the most care for {CHILD} now.} Who is the relative who cares for
{CHILD}?
PROBE FOR RELATIONSHIP TO CHILD.
DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD. ALSO, IF NO
PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH THE CHILD.
CODES
1
GRANDPARENT
2
AUNT
3
UNCLE
4
BROTHER
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5
SISTER
6
ANOTHER RELATIVE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “now" IN UNDERLINED TEXT. DISPLAY "{Let's talk about the relative who provides the most care for
{CHILD} now.}" IF CCQ.060 = 2, 3, 4, 5, DK, OR REF. OTHERWISE, USE A NULL DISPLAY.
CCQ070
QUESTION TEXT:
Is the care provided by {{CHILD}'s {RELATIVE}/that relative} in your home or another home?
CODES
1
OWN HOME
2
OTHER HOME
3
BOTH/VARIES
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "{CHILD}'s {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative".
FOR "{RELATIVE}", DISPLAY "grandparent” IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle" IF
CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5.
CCQ075
QUESTION TEXT:
Does {CHILD} receive that care before school, after school, or on weekends?
CODE ALL THAT APPLY
CODES
Code All That Apply
1
BEFORE SCHOOL
2
AFTER SCHOOL
3
WEEKENDS
REFUSED
DON'T KNOW
CCQ080
HELP AVAILABLE
4th grade cognitive labs parent interview: ECLS-K:2011 :: CCQ
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QUESTION TEXT:
Is the care that {CHILD} receives from {{his/her} {RELATIVE}/that relative} regularly scheduled at least once
each week?
HELP TEXT:
Regularly Scheduled: Regularly scheduled at least once each week could mean every Wednesday, every
Monday and Friday, everyday, or some other schedule, as long as it is at least once each week.
CODES
1
YES
2
NO
BOX4
REFUSED
BOX4
DON'T KNOW
BOX4
PROGRAMMER INSTRUCTIONS:
DISPLAY "{his/her} {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative". FOR
"{RELATIVE}", DISPLAY "grandparent” IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle" IF
CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5.
DISPLAY "regularly scheduled" AND “each” IN THE QUESTION TEXT IN UNDERLINED TEXT.
DISPLAY “Regularly scheduled:” AND “each week” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY THE FIRST “each” IN THE HELP TEXT IN UNDERLINED TEXT.
CCQ085
QUESTION TEXT:
How many days each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}?
|___|
ENTER # OF DAYS
ENTER NUMBER
Range
1 to 7
Soft Range
1 to 5
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
SOFT RANGE CHECK 1-5. HARD RANGE CHECK 1-7.
IF THE ANSWER IS 6 or 7, DISPLAY THE SOFT ERROR MESSAGE: “You have entered {DISPLAY RESPONSE}. Are
you sure this is correct?”
IF THE ANSWER IS GREATER THAN 7, DISPLAY THE HARD ERROR MESSAGE: "Input invalid. Value not in range
1 to 7.”
DISPLAY "{his/her} {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative".
DISPLAY "days" AND “week” IN UNDERLINED TEXT.
4th grade cognitive labs parent interview: ECLS-K:2011 :: CCQ
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FOR "{RELATIVE}", DISPLAY "grandparent” IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle" IF
CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5.
CCQ090
QUESTION TEXT:
How many hours each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}?
RECORD THE HOURS EACH WEEK IN WHOLE HOURS.
|___|___|
ENTER # OF HOURS
ENTER NUMBER
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: IF CCQ.085 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED
IN CCQ.085 MULTIPLIED BY 10 HOURS AND THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN
CCQ.085 MULTIPLIED BY 24 HOURS. ELSE, IF CCQ.085 IS REF/DK, THE SOFT RANGE FOR HOURS IS 1-50 AND
THE HARD RANGE FOR HOURS IS 1-70.
IF CCQ.085 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.085
MULTIPLIED BY 10 HOURS. OTHERWISE DISPLAY: You have entered {DISPLAY RESPONSE AT CCQ090}. Are
you sure this is correct?”
IF CCQ.085 IS NOT EQUAL TO REF/DK, THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.085
MULTIPLIED BY 24 HOURS. OTHERWISE DISPLAY: "Invalid response. Entry not in range 1- {DISPLAY
RESPONSE AT CCQ085*24}. Please reenter.”
IF CCQ085=RF/DK, THE SOFT RANGE=1-50 hours. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered
{DISPLAY RESPONSE AT CCQ090}. Are you sure this is correct?”
IF CCQ085=RF/DK, HARD RANGE=1-70 hours. OTHERWISE DISPLAY ERROR MESSAGE: “Invalid response.
Entry not in range 1-70. Please reenter.”
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
DISPLAY "{his/her} {RELATIVE}" IF CCQ.065 = 1, 2, 3, 4, OR 5. OTHERWISE, DISPLAY "that relative."
FOR "{RELATIVE}", DISPLAY "grandparent" IF CCQ.065 = 1; DISPLAY "aunt" IF CCQ.065 = 2; DISPLAY "uncle" IF
CCQ.065 = 3; DISPLAY "brother" IF CCQ.065 = 4; DISPLAY "sister" IF CCQ.065 = 5.
BOX4
IF THERE IS ONLY ONE CURRENT REGULAR RELATIVE CARE ARRANGEMENT FOR THE CHILD (CCQ.060 = 1 OR
8 OR 9), GO TO CCQ.115.
OTHERWISE, CONTINUE WITH CCQ.110.
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CCQ110
QUESTION TEXT:
You said that {CHILD} was cared for by {NUMBER} other {relatives/relative} on a regular basis.
How many hours each week does {CHILD} receive care from {these/this} other {relatives/relative}?
DO NOT INCLUDE CARE FROM A PARENT WHO LIVES IN OR OUTSIDE THE HOUSEHOLD.
ALSO, IF NO PARENTS LIVE WITH THE CHILD, DO NOT INCLUDE CARE FROM GUARDIANS WHO LIVE WITH
THE CHILD.
ENTER “77” IF CHILD DID NOT HAVE CHILD CARE FROM OTHER RELATIVE(S) AT LEAST ONCE EACH WEEK.
|___|___|
ENTER # OF HOURS
ENTER NUMBER
Range
1 to 70
Soft Range
1 to 50
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
FOR "{NUMBER}", DISPLAY "1" IF CCQ.060 = 2; "2" IF CCQ.060 = 3; DISPLAY "3" IF CCQ.060 = 4. IF CCQ.060 =
5, USE A NULL DISPLAY.
IF CCQ.060 = 2, DISPLAY "relative", "this” and “relative". OTHERWISE, DISPLAY "relatives", "these”, and
“relatives".
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-50. HARD RANGE CHECK 1-70, 77.
IF THE ANSWER IS 51-70, DISPLAY THE SOFT ERROR MESSAGE: “You have entered {DISPLAY RESPONSE}. Are
you sure this is correct?”
IF THE ANSWER IS 71-76 OR GREATER THAN 77, DISPLAY THE HARD ERROR MESSAGE: "Invalid response.
Value not in range 1-70. Please reenter.”
IF NUMBER ENTERED IS "77", DISPLAY MESSAGE "You have entered 77, meaning that the child does not
receive care from another relative at least once a week. Is this correct?"
CCQ115
HELP AVAILABLE
QUESTION TEXT:
{Now I'd like to ask you about any care {CHILD} receives from nonrelatives in a private home, not including
child care centers.} Is {CHILD} now receiving care in a private home on a regular basis from someone who is
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not related to {him/her} (including care provided before or after school)? This includes home child care
providers, regular sitters or neighbors. {It does not include child care centers.}
PROBE: 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.
HELP TEXT:
Care from a nonrelative: Nonrelative care is provided by someone not related to the child and is located in a
private home. The private home may be the child’s home, the caregiver’s home, or another home.
If there is at least one parent in the household, any nonrelative living in the household is eligible to be
counted as a care arrangement, IF the care is given on a regularly scheduled basis.
If neither parent lives in the household, do not include care provided by guardians who live with the child
(they are treated the same as parents).
Nonrelative care arrangements or programs may or may not have a charge or fee.
Regular Basis: An arrangement or program occurring on a routine schedule (i.e., occurring at least weekly or
on some other schedule). Do not include occasional babysitting or "back up" arrangements that are just used
once in a while.
CODES
1
YES
2
NO
CCQ260
REFUSED
CCQ260
DON'T KNOW
CCQ260
PROGRAMMER INSTRUCTIONS:
DISPLAY “Care from a nonrelative” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “ If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Nonrelative care arrangements” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Regular Basis” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "now" AND "regular basis" IN UNDERLINED TEXT.
DISPLAY "Now . . . centers" IF CCQ.010 = 1. OTHERWISE, USE A NULL DISPLAY.
DISPLAY “It does not include child care centers.” IF CCQ.010 NE 1. OTHERWISE, USE A NULL DISPLAY.
CCQ165
HELP AVAILABLE
QUESTION TEXT:
How many different regular care arrangements do you currently have with nonrelatives?
HELP TEXT:
Care from a nonrelative: Nonrelative care is provided by someone not related to the child and is located in a
private home. The private home may be the child’s home, the caregiver’s home, or another home.
If there is at least one parent in the household, any nonrelative living in the household is eligible to be
counted as a care arrangement, IF the care is given on a regularly scheduled basis.
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If neither parent lives in the household, do not include care provided by guardians who live with the child
(they are treated the same as parents).
Nonrelative care arrangements or programs may or may not have a charge or fee.
Regular care arrangements: Arrangements or programs occurring on a routine schedule (i.e., occurring at
least weekly or on some other schedule). Do not include occasional babysitting or "back up" arrangements
that are just used once in a while.
CODES
1
ONE
2
TWO
3
THREE
4
FOUR
5
FIVE OR MORE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “Care from a nonrelative” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If there is at least one parent in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “If neither parent lives in the household” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Nonrelative care arrangements” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Regular care arrangements” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "regular" AND "currently" IN UNDERLINED TEXT.
CCQ170
QUESTION TEXT:
{Let's talk about the nonrelative who provides the most care for {CHILD} now.} Is that care provided in your
home or another home?
CODES
1
OWN HOME
2
OTHER HOME
3
BOTH/VARIES
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "{Let's talk about the nonrelative who provides the most care for {CHILD} now.}" IF CCQ.165 = 2, 3, 4,
5, DK, OR REF. OTHERWISE, USE A NULL DISPLAY.
CCQ175
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QUESTION TEXT:
Does {CHILD} receive that care before school, after school, or on weekends?
CODE ALL THAT APPLY
CODES
Code All That Apply
1
BEFORE SCHOOL
2
AFTER SCHOOL
3
WEEKENDS
REFUSED
DON'T KNOW
HELP AVAILABLE
CCQ180
QUESTION TEXT:
Is the care that {CHILD} receives from that person regularly scheduled at least once each week?
HELP TEXT:
Regularly Scheduled: Regularly scheduled at least once each week could mean every Wednesday, every
Monday and Friday, everyday, or some other schedule, as long as it is at least once each week.
CODES
1
YES
2
NO
BOX8
REFUSED
BOX8
DON'T KNOW
BOX8
PROGRAMMER INSTRUCTIONS:
DISPLAY "Regularly Scheduled:" AND "each week" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY THE FIRST “each” IN THE HELP TEXT IN UNDERLINED TEXT.
DISPLAY "regularly scheduled" AND “each” IN THE QUESTION TEXT IN UNDERLINED TEXT.
CCQ185
QUESTION TEXT:
How many days each week does {CHILD} receive care from that person?
|___|
ENTER # OF DAYS
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ENTER NUMBER
Range
1 to 7
Soft Range
1 to 5
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "days" AND “week” IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-5. HARD RANGE CHECK 1-7.
SOFT RANGE=1-5. OTHERWISE, DISPLAY ERROR MESSAGE: "You have entered {DISPLAY RESPONSE AT
CCQ185}. Are you sure this is correct?”
HARD RANGE=1-7. IF NUMBER OF DAYS ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: “Input invalid.
Value not in range 1 to 7”
CCQ190
QUESTION TEXT:
How many hours each week does {CHILD} receive care from that person?
RECORD THE HOURS EACH WEEK IN WHOLE HOURS.
|___|___|
ENTER # OF HOURS
ENTER NUMBER
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
RANGE CHECK: IF CCQ.185 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED
IN CCQ.185 MULTIPLIED BY 10 HOURS AND THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN
CCQ.185 MULTIPLIED BY 24 HOURS. ELSE, IF CCQ.185 IS REF/DK, THE SOFT RANGE FOR HOURS IS 1-50 AND
THE HARD RANGE FOR HOURS IS 1-70.
IF CCQ.185 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.185
MULTIPLIED BY 10 HOURS. OTHERWISE DISPLAY: You have entered {DISPLAY RESPONSE AT CCQ190}. Are
you sure this is correct?”
IF CCQ.185 IS NOT EQUAL TO REF/DK, THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.185
MULTIPLIED BY 24 HOURS. OTHERWISE DISPLAY: "Invalid response. Entry not in range 1- {DISPLAY
RESPONSE AT CCQ185*24}. Please reenter.”
IF CCQ185=RF/DK, THE SOFT RANGE=1-50 hours. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered
{DISPLAY RESPONSE AT CCQ190}. Are you sure this is correct?”
IF CCQ185=RF/DK, HARD RANGE=1-70 hours. OTHERWISE DISPLAY ERROR MESSAGE: “Invalid response.
Entry not in range 1-70. Please reenter.”
BOX8
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IF ONLY ONE CURRENT REGULAR NONRELATIVE CARE ARRANGEMENT FOR CHILD (CCQ.165 = 1 OR REF OR
DK), GO TO CCQ.260.
OTHERWISE, CONTINUE WITH CCQ.205.
CCQ205
QUESTION TEXT:
You said that {CHILD} was cared for by {NUMBER} other {nonrelative/nonrelatives} on a regular basis. How
many hours each week does {CHILD} receive care from {this nonrelative/these nonrelatives}?
ENTER “77” IF CHILD DID NOT HAVE CHILD CARE FROM OTHER NONRELATIVE(S) AT LEAST ONCE EACH
WEEK.
|___|___|
ENTER # OF HOURS
ENTER NUMBER
Range
1 to 70
Soft Range
1 to 50
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
FOR "{NUMBER}", DISPLAY "1" IF CCQ.165 = 2; DISPLAY "2" IF CCQ.165 = 3; DISPLAY "3" IF CCQ.165 = 4; IF
CCQ165=5, USE A NULL DISPLAY.
IF CCQ.165 = 2, DISPLAY "nonrelative" AND "this nonrelative." OTHERWISE, DISPLAY "nonrelatives" AND
"these nonrelatives."
DISPLAY “hours” AND “week” IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-50. HARD RANGE CHECK 1-70, 77.
IF THE ANSWER IS 51-70, DISPLAY THE SOFT ERROR MESSAGE: “You have entered {DISPLAY RESPONSE}. Are
you sure this is correct?”
IF THE ANSWER IS 71-76 OR GREATER THAN 77, DISPLAY THE HARD ERROR MESSAGE: "Invalid response.
Value not in range 1-70. Please reenter.”
IF NUMBER ENTERED IS "77", DISPLAY MESSAGE "You have entered 77, meaning that the child does not
receive care from another nonrelative at least once a week. Is this correct?"
CCQ260
HELP AVAILABLE
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QUESTION TEXT:
{Now I'd like to ask you about any care {CHILD} receives from day care centers or before- or after-school
programs.} Is {CHILD} now attending a day care center or a before- or after-school program at a school or in a
center on a regular basis?
HELP TEXT:
Day Care Center or Before- or After-School Program: Includes any type of formal program that provides care
and supervision. It may be in a child's school or in another location, such as a church or a free-standing
building. Head Start programs, nursery schools, preschools, and prekindergarten programs that include
children who are older (some of which may be sponsored by the state) are also included.
Regular Basis: An arrangement or program occurring on a routine schedule (i.e., occurring at least weekly or
on some other schedule). Do not include occasional babysitting or "back up" arrangements that are just used
once in a while.
CODES
1
YES
2
NO
CCQ376
REFUSED
CCQ376
DON'T KNOW
CCQ376
PROGRAMMER INSTRUCTIONS:
DISPLAY “Day Care Center or Before-or-After-School Program” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Regular Basis” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Now . . . programs" IF CCQ.115 = 1. OTHERWISE, USE A NULL DISPLAY.
DISPLAY "now" and "regular basis" in UNDERLINED TEXT.
HELP AVAILABLE
CCQ325
QUESTION TEXT:
How many different day care centers or before- or after-school care programs does {CHILD} currently go to
on a regular basis?
HELP TEXT:
Day Care Center or Before- or After-School Program: Includes any type of formal program that provides care
and supervision. It may be in a child's school or in another location, such as a church or a free-standing
building. Head Start programs, nursery schools, preschools, and prekindergarten programs that include
children who are older (some of which may be sponsored by the state) are also included.
CODES
1
ONE
2
TWO
3
THREE
4
FOUR
5
FIVE OR MORE
REFUSED
DON'T KNOW
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PROGRAMMER INSTRUCTIONS:
DISPLAY “Day Care Center or Before-or-After-School Program” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "currently" AND “regular basis” IN UNDERLINED TEXT.
CCQ330
QUESTION TEXT:
{Let's talk about the program where {CHILD} spends the most time now.} Is that program located in the
school {CHILD} currently attends?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "now" IN UNDERLINED TEXT.
DISPLAY {Let's talk about the program where {CHILD} spends the most time now.} IF CCQ.325 = 2, 3, 4, 5, DK,
OR REF. OTHERWISE, USE A NULL DISPLAY.
CCQ335
QUESTION TEXT:
Does {CHILD} go to that program before school, after school, or on weekends?
CODE ALL THAT APPLY
CODES
Code All That Apply
1
BEFORE SCHOOL
2
AFTER SCHOOL
3
WEEKENDS
REFUSED
DON'T KNOW
CCQ340
HELP AVAILABLE
QUESTION TEXT:
Does {CHILD} go to that program on a regularly scheduled basis at least once each week?
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HELP TEXT:
Regularly Scheduled: Regularly scheduled at least once each week could mean every Wednesday, every
Monday and Friday, everyday, or some other schedule, as long as it is at least once each week.
CODES
1
YES
2
NO
BOX14
REFUSED
BOX14
DON'T KNOW
BOX14
PROGRAMMER INSTRUCTIONS:
DISPLAY “Regularly Scheduled:” AND “each ” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY THE FIRST “each” IN THE HELP TEXT IN UNDERLINED TEXT.
DISPLAY "regularly scheduled" and "each" IN THE QUESTION TEXT IN UNDERLINED TEXT.
CCQ350
QUESTION TEXT:
How many days each week does {CHILD} go to that program?
|___|
ENTER # OF DAYS
ENTER NUMBER
Range
1 to 7
Soft Range
1 to 5
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "days" AND “week” IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-5. HARD RANGE CHECK 1-7.
SOFT RANGE=1-5. OTHERWISE, DISPLAY ERROR MESSAGE: "You have entered {DISPLAY RESPONSE AT
CCQ350}. Are you sure this is correct?”
HARD RANGE=1-7. IF NUMBER OF DAYS ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: “Input invalid.
Value not in range 1 to 7”.
CCQ353
QUESTION TEXT:
As part of {CHILD}’s participation in that program, did {he/she} ever take a field trip focused on science
activities, for example to a science museum or center, a science lab, a planetarium, or a nature center?
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CODES
1
YES
2
NO
REFUSED
DON'T KNOW
CCQ355
QUESTION TEXT:
Other than regular school hours, how many hours each week does {CHILD} go to that program?
RECORD THE HOURS EACH WEEK IN WHOLE HOURS.
|___|___|
ENTER # OF HOURS
ENTER NUMBER
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
RANGE CHECK: IF CCQ.350 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED
IN CCQ.350 MULTIPLIED BY 10 HOURS AND THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN
CCQ.350 MULTIPLIED BY 24 HOURS. ELSE, IF CCQ.350 IS REF/DK, THE SOFT RANGE FOR HOURS IS 1-50 AND
THE HARD RANGE FOR HOURS IS 1-70.
IF CCQ.350 IS NOT EQUAL TO REF/DK, THE SOFT RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.350
MULTIPLIED BY 10 HOURS. OTHERWISE DISPLAY: You have entered {DISPLAY RESPONSE AT CCQ350 * 10}.
Are you sure this is correct?”
IF CCQ.350 IS NOT EQUAL TO REF/DK, THE HARD RANGE IS THE NUMBER OF DAYS REPORTED IN CCQ.350
MULTIPLIED BY 24 HOURS. OTHERWISE DISPLAY: "Invalid response. Entry not in range 1-70. Please reenter.”
IF CCQ350=RF/DK, THE SOFT RANGE=1-50 hours. OTHERWISE DISPLAY ERROR MESSAGE: “You have entered
{DISPLAY RESPONSE AT CCQ355}. Are you sure this is correct?”
IF CCQ350=RF/DK, HARD RANGE=1-70 hours. OTHERWISE DISPLAY ERROR MESSAGE: “Invalid response. Entry
not in range 1-70. Please reenter”
BOX14
IF ONLY ONE CURRENT REGULAR CENTER OR PROGRAM CARE ARRANGEMENT FOR CHILD (CCQ.325 = 1 OR
REF/DK), GO TO CCQ.376.
OTHERWISE, CONTINUE WITH CCQ.375.
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CCQ375
QUESTION TEXT:
You said that {CHILD} attended {NUMBER} other day care {center/centers} or before- or after-school
{program/programs} on a regular basis. How many hours each week does {CHILD} attend {this program/these
programs}?
ENTER “77” IF CHILD DID NOT GO TO OTHER DAY CARE CENTER(S) OR BEFORE- OR AFTER-SCHOOL
PROGRAM(S) AT LEAST ONCE EACH WEEK.
|___|___|
ENTER # OF HOURS
ENTER NUMBER
Range
1 to 70
Soft Range
1 to 50
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
FOR "{NUMBER}", DISPLAY "1" IF CCQ.325 = 2; DISPLAY "2" IF CCQ.325 = 3; DISPLAY "3" IF CCQ.325 = 4. IF
CCQ.325 = 5, USE A NULL DISPLAY.
IF CCQ.325 = 2, DISPLAY "center," "program" AND "this program." OTHERWISE, DISPLAY "centers,"
"programs" AND "these programs."
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
SOFT RANGE CHECK 1-50. HARD RANGE CHECK 1-70, 77.
IF NUMBER ENTERED IS OUTSIDE OF THE SOFT RANGE AND BETWEEN 51 and 70, DISPLAY MESSAGE "You
have entered {NUMBER ENTERED} hours. Are you sure this is correct?"
IF NUMBER ENTERED IS OUTSIDE OF THE HARD RANGE, DISPLAY MESSAGE "Invalid response. Entry not in
range 1 - 70. Please reenter."
IF NUMBER ENTERED IS "77", DISPLAY MESSAGE "You have entered 77, meaning that the child did not go to
other day care center(s) or before- or after-school program(s) at least once a week. Are you sure this is
correct?"
CCQ376
HELP AVAILABLE
QUESTION TEXT:
Sometimes children spend time caring for themselves, either at home or somewhere else, without an adult or
older child responsible for them. Does {CHILD} spend time caring for {himself/herself} on a regular basis
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before or after school?
HELP TEXT:
Regular Basis: An arrangement or program occurring on a routine schedule (i.e., occurring at least weekly or
on some other schedule). Do not include occasional times when child is left to care for him/herself.
CODES
1
YES
2
NO
BOX15
REFUSED
BOX15
DON'T KNOW
BOX15
PROGRAMMER INSTRUCTIONS:
DISPLAY “regular basis” IN UNDERLINED TEXT.
DISPLAY “Regular Basis:” IN THE HELP TEXT IN BOLD TEXT.
CCQ377
QUESTION TEXT:
How many hours per week does {CHILD} take care of {himself/herself}?
|___|___|
ENTER # OF HOURS
ENTER NUMBER
Range
1 to 70
Soft Range
1 to 25
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "hours" AND "week" IN UNDERLINED TEXT.
IF VALUE IS 26 TO 70, DISPLAY THE SOFT ERROR MESSAGE: “You have entered {DISPLAY RESPONSE}. Are you
sure this is correct?”
IF THE ANSWER IS GREATER THAN 70, DISPLAY THE HARD ERROR MESSAGE: “Input invalid. Value not in
range 1 to 70.”
BOX15
GO TO SECTION NRQ (NON-RESIDENT PARENTS).
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4th grade cognitive labs parent interview: ECLS-K:2011
Section
NRQ
[Non-Resident Parents]
Sequence: 6
Box1
IF BOTH BIOLOGICAL PARENTS (CODED ‘1’ AT FSQ.140 FOR AT LEAST ONE HOUSEHOLD MEMBER AND
CODED ‘1’ AT FSQ.150 FOR AT LEAST ONE HOUSEHOLD MEMBER) ARE CURRENTLY LIVING TOGETHER IN THE
HOUSEHOLD, GO TO BOX 4.
OTHERWISE, CONTINUE WITH BOX 2.
Box2
LOOP 1
ASK NRQ.040 THROUGH BOX 4 ONE TIME FOR EACH BIOLOGICAL MOTHER, ADOPTIVE MOTHER,
BIOLOGICAL FATHER, AND ADOPTIVE FATHER NOT LIVING IN THE HOUSEHOLD.
DETERMINING LOOPING ELIGIBILITY:
1. NO BIOLOGICAL/BIRTH MOTHER IN HH: IF NO HOUSEHOLD MEMBER WITH A CODE ‘1’ AT FSQ.140 AND THE
CASE DOES NOT FIT THE CRITERIA FOR BEING INELIGIBLE ACCORDING TO #5 BELOW, THEN ASK ABOUT
BIOLOGICAL MOTHER.
2. NO ADOPTIVE MOTHER IN HH: IF NO BIOLOGICAL OR ADOPTIVE MOTHER IN HOUSEHOLD AND THERE IS
ONLY ONE ADOPTIVE FATHER IN THE HOUSEHOLD; THAT IS, THERE IS NO HOUSEHOLD MEMBER WITH A
CODE '1' OR '2' AT FSQ.140, AND ONLY ONE HOUSEHOLD MEMBER WITH A CODE '2' AT FSQ.150, AND THE
CASE DOES NOT FIT THE CRITERIA FOR BEING INELIGIBLE ACCORDING TO #5 BELOW, THEN ASK ABOUT
ADOPTIVE MOTHER.
3. NO BIOLOGICAL/BIRTH FATHER IN HH: IF NO HOUSEHOLD MEMBER WITH A CODE ‘1’ AT FSQ.150 AND THE
CASE DOES NOT FIT THE CRITERIA FOR BEING INELIGIBLE ACCORDING TO #5 BELOW, ASK ABOUT
BIOLOGICAL FATHER.
4. NO ADOPTIVE FATHER IN HH: IF NO BIOLOGICAL OR ADOPTIVE FATHER IN HOUSEHOLD AND THERE IS
ONLY ONE ADOPTIVE MOTHER IN THE HOUSEHOLD; THAT IS, THERE IS NO HOUSEHOLD MEMBER WITH
CODE '1' OR ‘2’ AT FSQ.150, AND ONLY ONE HOUSEHOLD MEMBER WITH A CODE '2' AT FSQ.140, AND THE
CASE DOES NOT FIT THE CRITERIA FOR BEING INELIGIBLE ACCORDING TO #5 BELOW, THEN ASK ABOUT
ADOPTIVE FATHER.
5. INELIGIBLE CASES: IF NRQ.030 = 2 NO ADOPTIVE NON-RESIDENT MOTHER/FATHER FROM FALL-K, DO NOT
LOOP ON THAT ADOPTIVE NONRESIDENT PARENT.
ELSE, IF NRQ.040 = 5 (PARENT DECEASED), NRQ.040 = 6 (NO CONTACT SINCE ADOPTION), NRQ.040 = 7 (NO
ADOPTIVE MOTHER/FATHER), OR NRQ.040 = 8 (PARENT UNKNOWN /WAS ONLY A DONOR) IN ANY
PREVIOUS ROUND FOR A BIOLOGICAL OR AN ADOPTIVE NON-RESIDENT PARENT, DO NOT LOOP ON THIS
PARENT.
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ELSE, IF A BIOLOGICAL PARENT WAS NOT LIVING OR RESPONDENT DID NOT KNOW WHO THE BIOLOGICAL
PARENT WAS IN THE FALL K INTERVIEW (FALL K HRQ.030=2 OR 3), DO NOT LOOP ON THIS PARENT.
ELSE, IF FSQ.015=4 (DECEASED) FOR A BIOLOGICAL OR ADOPTIVE PARENT IN THE CURRENT ROUND, SPRINGTHIRD GRADE, OR SPRING-SECOND GRADE, DO NOT LOOP ON THIS PARENT.
IF THERE ARE ANY ELIGIBLE CASES ACCORDING TO THE LOOPING RULES ABOVE, GO TO NRQ.040 FOR EACH
ELIGIBLE CASE UNTIL ALL ELIGIBLES HAVE BEEN ASKED ABOUT IN THE QUESTIONS. ELSE, GO TO BOX 4.
NRQ040
QUESTION TEXT:
The next questions are about {CHILD}'s contact with {his/her}{biological/adoptive}{father/mother}.
[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 {his/her} biological parents. Any
information you can provide will be helpful.]
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}? Would
you say …
CODES
1
Less than one month,
2
More than a month but less than a year,
Box4
3
More than a year, or
Box4
4
No contact since birth?
Box4
5
PARENT IS DECEASED
Box4
6
NO CONTACT SINCE ADOPTION
Box4
7
NO ADOPTIVE {MOTHER/FATHER}
Box4
8
PARENT UNKNOWN/WAS ONLY A DONOR
Box4
REFUSED
Box4
DON'T KNOW
Box4
PROGRAMMER INSTRUCTIONS:
DISPLAY “his” IF THE CHILD IS MALE. DISPLAY “her” IF THE CHILD IS FEMALE. ELSE, IF CHILD SEX IS
MISSING, DISPLAY “his/her”.
IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE BIOLOGICAL MOTHER, “biological” AND
“mother” FOR THE PARTICULAR LOOP RESPONDENT IS ON.
IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE BIOLOGICAL FATHER, DISPLAY “biological” AND
“father” FOR THE PARTICULAR LOOP RESPONDENT IS ON.
IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE ADOPTIVE MOTHER, DISPLAY “adoptive” AND
“mother” FOR THE PARTICULAR LOOP RESPONDENT IS ON.
IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE ADOPTIVE FATHER, DISPLAY “adoptive” AND
4th grade cognitive labs parent interview: ECLS-K:2011 :: NRQ
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“father” FOR THE PARTICULAR LOOP RESPONDENT IS ON.
DISPLAY "[We…helpful.]" IF THERE ARE NO BIOLOGICAL PARENTS IN THE HOUSEHOLD (NO HOUSEHOLD
MEMBER WITH A CODE '1' AT FSQ.140 OR FSQ.150). OTHERWISE, USE A NULL DISPLAY.
DISPLAY "for adoptive parents" IF THE RESPONDENT IS AN ADOPTIVE PARENT (FSQ.140 OR FSQ.150 IS
CODED '2' FOR THE PERSON FLAGGED AS THE RESPONDENT).
NRQ123
QUESTION TEXT:
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?
|___|___ |
NUMBER OF TIMES
ENTER NUMBER
Range
0 to 84
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “his” IF THE CHILD IS MALE. DISPLAY “her” IF THE CHILD IS FEMALE. ELSE, IF CHILD SEX IS
MISSING, DISPLAY “his/her”.
IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE BIOLOGICAL MOTHER, DISPLAY “biological” AND
“mother” FOR THE PARTICULAR LOOP RESPONDENT IS ON.
IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE BIOLOGICAL FATHER, DISPLAY “biological” AND
“father” FOR THE PARTICULAR LOOP RESPONDENT IS ON.
IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE ADOPTIVE MOTHER, DISPLAY “adoptive” AND
“mother” FOR THE PARTICULAR LOOP RESPONDENT IS ON.
IF THE LOOP DEFINED IN NRQ BOX 2 IS ASKING ABOUT THE ADOPTIVE FATHER, DISPLAY “adoptive” AND
“father” FOR THE PARTICULAR LOOP RESPONDENT IS ON.
RANGE: 0 TO 84.
Box4
ASK NRQ.040 TO NRQ.123 FOR THE NEXT NON-RESIDENTIAL PARENT. IF NO NEXT NON-RESIDENTIAL
PARENT, GO TO SECTION COQ (COUNTRY OF ORIGIN FOR NON-RESIDENT BIOLOGICAL PARENTS).
4th grade cognitive labs parent interview: ECLS-K:2011 :: NRQ
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4th grade cognitive labs parent interview: ECLS-K:2011
Section
COQ
[Country of Origin for Non-Resident
Biological Parents]
Sequence: 7
BOX 1
IF BOTH BIOLOGICAL PARENTS (ACCORDING TO THE ROSTER, AT LEAST ONE HOUSEHOLD MEMBER IS A
BIRTH MOTHER AND AT LEAST ONE HOUSEHOLD MEMBER IS A BIRTH FATHER) ARE CURRENTLY LIVING
TOGETHER IN THE HOUSEHOLD, GO TO BOX 6. ELSE, GO TO BOX 2.
BOX2
IF NO HOUSEHOLD MEMBER IS A BIRTH MOTHER AND THE PRELOAD SHOWS THAT COQ WAS ALREADY
ANSWERED FOR THE NONRESIDENT BIRTH MOTHER IN SPRING 2014 ((COQ005=1 IN SPRING 2014) OR
(COQ010 =0-75 IN SPRING 2014)), OR SPRING 2013 ((COQ005=1 IN SPRING 2013) OR (COQ010 =0-75 IN SPRING
2013)) GO TO BOX 4. ELSE, ASK COQ005-COQ010 IF NO HOUSEHOLD MEMBER IS A BIRTH MOTHER.
OTHERWISE, GO TO BOX 4.
COQ005
QUESTION TEXT:
{Earlier we asked about where people in your household were born.} Now, we’d like to ask {another question}
about {CHILD}’s biological mother. {I know you mentioned that {CHILD}'s biological mother is deceased, and I
am sorry for this loss. We understand that it may be hard to talk about those who are no longer living, but I
was hoping I could ask a couple quick background questions about where she was from.} In what country was
{his/her} biological mother born?
IF RESPONDENT SAYS THAT THE MOTHER IS DECEASED, SAY: I’m sorry to hear that.
We understand that it may be hard to talk about those who are no longer living.
The only questions that I’ll be asking about this parent are where she was from and, if it was not the U.S.,
when she first moved to the United States.
TO ACTIVATE LOOKUP, BEGIN TO TYPE COUNTRY OR TERRITORY. IF COUNTRY IS NOT ON THE LIST,
HIGHLIGHT 'NOT ON LIST' IN THE LOOKUP FILE AND PRESS ENTER. USE THE ARROW KEYS TO HELP YOU
LOCATE A MATCH.
4th grade cognitive labs parent interview: ECLS-K:2011 :: COQ
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ENTER TEXT
3
Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "Earlier…born" IF FSQ.212 WAS ASKED. ELSE, USE A NULL DISPLAY.
DISPLAY "I know you mentioned…she was from" IF (NRQ.040=5 (DECEASED) FOR THE BIOLOGICAL MOTHER
IN ANY ROUND) OR (FALL-KINDERGARTEN HRQ.030=2 (DECEASED) FOR THE BIOLOGICAL MOTHER) OR
(FSQ.015=4 (DECEASED) FOR THE BIOLOGICAL MOTHER IN THE CURRENT ROUND OR SPRING-THIRD GRADE).
DISPLAY "another question" IF SECTION NRQ ASKED ABOUT THE BIOLOGICAL MOTHER. ELSE, USE A NULL
DISPLAY.
DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE
CODES.
IF COUNTRY 233 IS CHOSEN, DISPLAY “YOU HAVE SELECTED “UNITED ARAB EMIRATES” RATHER THAN THE
“UNITED STATES.” IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHANGE CODE."
BOX 3
IF COQ005=0 (NOT ON LIST), CONTINUE WITH COQ 005OS.
IF COQ005=1, DK, OR RF, GO TO BOX 4.
OTHERWISE, CONTINUE WITH COQ010.
COQ005OS
QUESTION TEXT:
[In what country was {his/her} biological mother born?]
SPECIFY COUNTRY
_________________________________________________________
ENTER TEXT
Length
50
COQ010
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QUESTION TEXT:
How old was {CHILD}’s biological mother when she first moved to {any of the fifty states in the United States
or the District of Columbia /the United States}?
CONFIRM THAT THE AGE IS REPORTED IN YEARS. ENTER THE AGE IN YEARS.
IF BIOLOGICAL MOTHER NEVER MOVED TO THE UNITED STATES (ANY OF THE FIFTY STATES OR THE
DISTRICT OF COLUMBIA), ENTER 95.
|___|___|
AGE
ENTER NUMBER
Range
0 to 75
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “any of the fifty states or the District of Columbia” IF COQ.005 = 5, 90, 139, 179, 203, 235 (AMERICAN
SAMOA, GUAM, MARIANA ISLANDS, PUERTO RICO, SOLOMON ISLANDS, OR US VIRGIN ISLANDS). ELSE,
DISPLAY “the United States.”
HARD RANGE CHECK 0-75, 95.
IF VALUE ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: "INPUT INVALID. VALUE NOT IN RANGE 0-75
OR 95 (BIOLOGICAL MOTHER NEVER MOVED TO UNITED STATES).”
BOX 4
IF NO HOUSEHOLD MEMBER IS A BIRTH FATHER AND THE PRELOAD SHOWS THAT COQ WAS ALREADY
ANSWERED FOR THE NONRESIDENT BIRTH FATHER IN SPRING 2014 ((COQ020=1 IN SPRING 2014) OR
(COQ025 =0-75 IN SPRING 2014)), OR SPRING 2013 ((COQ020=1 IN SPRING 2013) OR (COQ025 =0-75 IN SPRING
2013)), GO TO BOX 6. ELSE, ASK COQ020-COQ025 IF NO HOUSEHOLD MEMBER IS A BIRTH FATHER.
OTHERWISE, GO TO BOX 6.
COQ020
QUESTION TEXT:
{Earlier we asked about where people in your household were born.} Now, we’d like to ask {another question}
about {CHILD}’s biological father. {I know you mentioned that {CHILD}'s biological father is deceased, and I
am sorry for this loss. We understand that it may be hard to talk about those who are no longer living, but I
was hoping I could ask a couple quick background questions about where he was from.} In what country was
{his/her} biological father born?
IF RESPONDENT SAYS THAT THE FATHER IS DECEASED, SAY: I’m sorry to hear that. We understand that it
may be hard to talk about those who are no longer living. The only questions that I’ll be asking about this
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parent are where he was from and, if it was not the U.S., when he first moved to the United States.
TO ACTIVATE LOOKUP, BEGIN TO TYPE COUNTRY OR TERRITORY. IF COUNTRY IS NOT ON THE LIST,
HIGHLIGHT 'NOT ON LIST' IN THE LOOKUP FILE AND PRESS ENTER.
USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.
ENTER TEXT
3
Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “Earlier…born” IF FSQ.212 WAS ASKED AND COQ.005 WAS NOT ASKED. ELSE, USE A NULL DISPLAY.
DISPLAY “another question” IF SECTION NRQ ASKED ABOUT THE BIOLOGICAL FATHER. ELSE, USE A NULL
DISPLAY.
DISPLAY "I know you mentioned…he was from" IF (NRQ.040=5 (DECEASED) FOR THE BIOLOGICAL FATHER
IN ANY ROUND) OR (FALL-KINDERGARTEN HRQ.030=2 (DECEASED) FOR THE BIOLOGICAL FATHER) OR
(FSQ.015=4 (DECEASED) FOR THE BIOLOGICAL FATHER IN THE CURRENT ROUND OR SPRING-THIRD GRADE).
DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE
CODES.
IF COUNTRY 233 IS CHOSEN, DISPLAY “YOU HAVE SELECTED “UNITED ARAB EMIRATES” RATHER THAN THE
“UNITED STATES.” IF THIS IS CORRECT, CONTINUE. OTHERWISE, CHANGE CODE."
BOX5
IF COQ020=0 (NOT ON LIST), CONTINUE WITH COQ020OS.
IF COQ020=1 (UNITED STATES), DK, OR RF, GO TO BOX 6.
OTHERWISE, CONTINUE WITH COQ025.
COQ020OS
QUESTION TEXT:
[In what country was {his/her} biological father born?]
SPECIFY COUNTRY.
_________________________________________
ENTER TEXT
Length
50
4th grade cognitive labs parent interview: ECLS-K:2011 :: COQ
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COQ025
QUESTION TEXT:
How old was {CHILD}’s biological father when he first moved to {any of the fifty states in the United States or
the District of Columbia /the United States}?
CONFIRM THAT THE AGE IS REPORTED IN YEARS. ENTER THE AGE IN YEARS.
IF BIOLOGICAL FATHER NEVER MOVED TO THE UNITED STATES (ANY OF THE FIFTY STATES OR THE DISTRICT
OF COLUMBIA), ENTER 95.
|___|___|
AGE
ENTER NUMBER
Range
0 to 75
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “any of the fifty states or the District of Columbia” IF COQ.020 = 5, 90, 139, 179, 203, 235 (AMERICAN
SAMOA, GUAM, MARIANA ISLANDS, PUERTO RICO, SOLOMON ISLANDS, OR US VIRGIN ISLANDS). ELSE,
DISPLAY “the United States.”
HARD RANGE CHECK 0-75, 95.
IF VALUE ENTERED NOT IN RANGE, DISPLAY ERROR MESSAGE: "INPUT INVALID. VALUE NOT IN RANGE 0-75
OR 95 (BIOLOGICAL FATHER NEVER MOVED TO UNITED STATES).”
BOX 6
GO TO DISCIPLINE, WARMTH, AND EMOTIONAL SUPPORTIVENESS (DWQ).
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4th grade cognitive labs parent interview: ECLS-K:2011
Section
DWQ
[Discipline, Warmth, and Emotional
Supportiveness]
Sequence: 8
BOX 1
IF PERSON FLAGGED AS RESPONDENT SCORES '1' OR '2' AT FSQ.130 OR IF NO HOUSEHOLD MEMBER SCORES
'1' OR '2' AT FSQ.130, CONTINUE WITH DWQ.010. OTHERWISE, GO TO DWQ.081a.
DWQ010
QUESTION TEXT:
Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.
{CHILD} and I often have warm, close times together.
PROBE: Is it completely true, mostly true, somewhat true or not at all true?
CODES
1
COMPLETELY TRUE
2
MOSTLY TRUE
3
SOMEWHAT TRUE
4
NOT AT ALL TRUE
REFUSED
DON'T KNOW
DWQ015
QUESTION TEXT:
[Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.]
Most of the time I feel that {CHILD} likes me and wants to be near me.
4th grade cognitive labs parent interview: ECLS-K:2011 :: DWQ
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[PROBE: Is it completely true, mostly true, somewhat true or not at all true?]
CODES
1
COMPLETELY TRUE
2
MOSTLY TRUE
3
SOMEWHAT TRUE
4
NOT AT ALL TRUE
REFUSED
DON'T KNOW
DWQ025
QUESTION TEXT:
[Now, I'm going to read some statements. Please tell me whether each statement is completely true, mostly
true, somewhat true, or not at all true.]
Even when I'm in a bad mood, I show {CHILD} a lot of love.
[PROBE: Is it completely true, mostly true, somewhat true or not at all true?]
CODES
1
COMPLETELY TRUE
2
MOSTLY TRUE
3
SOMEWHAT TRUE
4
NOT AT ALL TRUE
REFUSED
DON'T KNOW
DWQ070a
QUESTION TEXT:
Now I am going to read some additional statements.
Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or
very often true for you.
Even if I am really busy, I make time to listen to {CHILD}. Would you say it's never true, sometimes true, often
true, or very often true?
CODES
1
NEVER TRUE
2
SOMETIMES TRUE
4th grade cognitive labs parent interview: ECLS-K:2011 :: DWQ
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3
OFTEN TRUE
4
VERY OFTEN TRUE
REFUSED
DON'T KNOW
DWQ070b
QUESTION TEXT:
[Now I am going to read some additional statements.]
[Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or
very often true for you.]
I discourage {CHILD} from talking about {his/her} worries because it upsets {him/her}.
CODES
1
NEVER TRUE
2
SOMETIMES TRUE
3
OFTEN TRUE
4
VERY OFTEN TRUE
REFUSED
DON'T KNOW
DWQ070c
QUESTION TEXT:
[Now I am going to read some additional statements.]
[Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or
very often true for you.]
I encourage {CHILD} to talk about {his/her} troubles.
CODES
1
NEVER TRUE
2
SOMETIMES TRUE
3
OFTEN TRUE
4
VERY OFTEN TRUE
REFUSED
DON'T KNOW
4th grade cognitive labs parent interview: ECLS-K:2011 :: DWQ
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DWQ070d
QUESTION TEXT:
[Now I am going to read some additional statements.]
[Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or
very often true for you.]
I encourage {CHILD} to tell me about {his/her} friends and activities.
CODES
1
NEVER TRUE
2
SOMETIMES TRUE
3
OFTEN TRUE
4
VERY OFTEN TRUE
REFUSED
DON'T KNOW
DWQ070e
QUESTION TEXT:
[Now I am going to read some additional statements.]
[Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or
very often true for you.]
I encourage {CHILD} to express {his/her} opinions.
CODES
1
NEVER TRUE
2
SOMETIMES TRUE
3
OFTEN TRUE
4
VERY OFTEN TRUE
REFUSED
DON'T KNOW
DWQ070f
QUESTION TEXT:
4th grade cognitive labs parent interview: ECLS-K:2011 :: DWQ
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[Now I am going to read some additional statements.]
[Please tell me whether each statement is never true for you, sometimes true for you, often true for you, or
very often true for you.]
When I lose my patience with {CHILD}’s questions and demands, I just don’t listen to {CHILD} anymore.
CODES
1
NEVER TRUE
2
SOMETIMES TRUE
3
OFTEN TRUE
4
VERY OFTEN TRUE
REFUSED
DON'T KNOW
DWQ075
QUESTION TEXT:
How often do you argue with {CHILD}? Would you say never, almost never, sometimes, often, or always?
CODES
1
NEVER
2
ALMOST NEVER
3
SOMETIMES
4
OFTEN
5
ALWAYS
REFUSED
DON'T KNOW
DWQ077a
QUESTION TEXT:
The following are a number of statements about your family. Please tell me how often each typically occurs in
your home.
You threaten to punish {CHILD} and then do not actually punish {him/her}. Would you say this occurs never,
almost never, sometimes, often, or always?
CODES
1
NEVER
2
ALMOST NEVER
4th grade cognitive labs parent interview: ECLS-K:2011 :: DWQ
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3
SOMETIMES
4
OFTEN
5
ALWAYS
REFUSED
DON'T KNOW
DWQ077b
QUESTION TEXT:
[The following are a number of statements about your family. Please tell me how often each typically occurs
in your home.]
{CHILD} talks you out of being punished after {he/she} has done something wrong.
[PROBE: Would you say this occurs never, almost never, sometimes, often, or always?]
CODES
1
NEVER
2
ALMOST NEVER
3
SOMETIMES
4
OFTEN
5
ALWAYS
REFUSED
DON'T KNOW
DWQ077c
QUESTION TEXT:
[The following are a number of statements about your family. Please tell me how often each typically occurs
in your home.]
You let {CHILD} out of a punishment early, like lift restrictions earlier than you originally said.
[PROBE: Would you say this occurs never, almost never, sometimes, often, or always?]
CODES
1
NEVER
2
ALMOST NEVER
3
SOMETIMES
4
OFTEN
4th grade cognitive labs parent interview: ECLS-K:2011 :: DWQ
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5
ALWAYS
REFUSED
DON'T KNOW
DWQ081a
QUESTION TEXT:
Now I’d like to ask some questions about the amount of time {CHILD} plays video games. We want you to
include games played on systems like Playstation, Wii, or Xbox, or on handheld devices such as a Nintendo DS,
Sony PSP, iPod, iPad, or cellphone, or games played on the computer.
On any given weekday, how much time does {CHILD} spend playing video games? Please do not include time
{CHILD} spends on the computer doing educational activities or homework.
|___|___|
ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR, ENTER '0.' MINUTES CAN BE ENTERED ON THE NEXT
SCREEN.
ENTER NUMBER
Range
0 to 24
Soft Range
0 to 10
REFUSED
BOX2
DON'T KNOW
BOX2
PROGRAMMER INSTRUCTIONS:
DISPLAY THE FOLLOWING MATRIX IN THE RESPONSE FIELD:
WHEN CURSOR IS ON THE HOUR FIELD, DISPLAY 'ENTER NUMBER OF HOURS. IF LESS THAN AN HOUR,
ENTER '0.' MINUTES CAN BE ENTERED ON THE NEXT SCREEN.
DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS.
IF HOURS ARE REF/DK, SKIP TO BOX2. ELSE, CONTINUE WITH MINUTES.
DISPLAY “plays video games” IN UNDERLINED TEXT.
IF THE ANSWER IS BETWEEN 11 AND 24, DISPLAY THE SOFT ERROR MESSAGE: “You have entered {DISPLAY
RESPONSE}. Are you sure this is correct?”
IF THE ANSWER IS GREATER THAN 24, DISPLAY THE HARD ERROR MESSAGE: "Invalid response. Value not in
range 0-24. Please reenter.”
IF HOURS ARE 24, SKIP TO BOX 2. ELSE, CONTINUE WITH MINUTES.
DWQ081b
QUESTION TEXT:
4th grade cognitive labs parent interview: ECLS-K:2011 :: DWQ
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[Now I’d like to ask some questions about the amount of time {CHILD} plays video games. We want you to
include games played on systems like Playstation, Wii, or Xbox, or on handheld devices such as a Nintendo DS,
Sony PSP, iPod, iPad, or cellphone, or games played on the computer.]
[On any given weekday, how much time does {CHILD} spend playing video games? Please do not include time
{CHILD} spends on the computer doing educational activities or homework.]
|___|___|
ENTER NUMBER OF MINUTES.
ENTER NUMBER
0 to 59
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY THE FOLLOWING MATRIX IN THE RESPONSE FIELD:
WHEN CURSOR IS ON THE MINUTE FIELD, DISPLAY ‘ENTER NUMBER OF MINUTES.'
WHEN CURSOR IS ON THE MINUTES FIELDS, DISPLAY ‘Now…computer.’ AND ’on any given….homework…'
IN SQUARE BRACKETS.
DK AND REF ALLOWED AT ALL FIELDS. EMPTY IS ALLOWED FOR MINUTES, BUT NOT FOR HOURS. IF THE
MINUTES FIELD IS EMPTY (INTERVIEWER DOES NOT ENTER ZERO OR MORE MINUTES), CODE THE MINUTES
FIELD AS -1 (this is for data delivery purposes only).
DISPLAY “plays video games” IN UNDERLINED TEXT.
Box 2
GO TO SECTION CHQ (CHILD HEALTH AND WELL-BEING).
4th grade cognitive labs parent interview: ECLS-K:2011 :: DWQ
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4th grade cognitive labs parent interview: ECLS-K:2011
Section
CHQ
[Child's Health and Well-Being]
Sequence: 9
CHQ010
QUESTION TEXT:
Now we'd like to discuss {CHILD}'s health and well-being. How long has it been since {CHILD}'s last visit to a
dentist or dental hygienist for dental care?
CODES
1
NEVER BEEN TO DENTIST OR DENTAL HYGENIST
FOR DENTAL CARE
2
LESS THAN 6 MONTHS
3
6 MONTHS TO LESS THAN 1 YEAR
4
1 YEAR TO 2 YEARS
5
MORE THAN 2 YEARS
REFUSED
DON'T KNOW
CHQ020
QUESTION TEXT:
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?
PROBE: Routine health care may include check-ups or immunization appointments.
CODES
1
NEVER HAD ROUTINE HEALTH CARE
2
LESS THAN 6 MONTHS
3
6 MONTHS TO LESS THAN 1 YEAR
4
1 YEAR TO 2 YEARS
5
MORE THAN 2 YEARS
REFUSED
DON'T KNOW
CHQ021
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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QUESTION TEXT:
Has {CHILD} had an ear infection since last spring?
CODES
1
YES
2
NO
CHQ023
REFUSED
DON'T KNOW
CHQ022
QUESTION TEXT:
Has {CHILD} had an ear ache since last spring?
CODES
1
YES
CHQ024
2
NO
CHQ026
REFUSED
CHQ026
DON'T KNOW
CHQ026
CHQ023
QUESTION TEXT:
Since last spring, how many times did a doctor, nurse, or other medical professional tell you that {CHILD} had
an ear infection?
RECORD NUMBER OF TIMES.
|___|
NUMBER OF TIMES
ENTER NUMBER
Range
0 to 15
REFUSED
DON'T KNOW
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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CHQ024
QUESTION TEXT:
How have {CHILD}’s {ear infections/ear aches} been treated by your doctor, nurse, or other medical
professional since last spring?
PROBE: Anything else?
CODE ALL THAT APPLY.
CODES
Code All That Apply
1
NO TREATMENT/ WATCH AND WAIT
2
DECONGESTANTS/ ANTIHISTAMINES/ ALLERGY
MEDICATION
3
ANTIBIOTICS
4
WITH EAR TUBES
5
ANALGESICS (E.G., FEVER REDUCER OR PAIN
RELIEVER)
6
EAR DROPS
7
FLUSHING THE EAR/ IRRIGATION/ EAR WAX
REMOVAL
8
REMOVE TONSILS/ ADENOIDS
9
CHIROPRACTIC TREATMENTS
10
DID NOT GO TO DOCTOR, NURSE, OR MEDICAL
PROFESSIONAL
91
OTHER (SPECIFY)
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “ear infections” IF CHQ.021 = 1. ELSE, DISPLAY “ear aches”.
BOX1
IF ONE OF THE CODES IN CHQ.024 = 91, GO TO CHQ.024OS. ELSE, GO TO BOX 2.
CHQ024OS
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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QUESTION TEXT:
[How have {CHILD}’s {ear infections/ear aches} been treated by your doctor, nurse, or other medical
professional since last spring?]
SPECIFY TREATMENT.
___________________________________________________
ENTER TEXT
50
Length
PROGRAMMER INSTRUCTIONS:
DISPLAY “ear infections” IF CHQ.021 = 1. ELSE, DISPLAY “ear aches”.
BOX2
IF ONE OF THE CODES IN CHQ.024 = 4, GO TO CHQ.025. ELSE, GO TO CHQ.026.
CHQ025
QUESTION TEXT:
Since last spring, have ear tubes been placed in the right ear, left ear, or both ears when your child has had
surgery to place tubes in {his/her} ears?
IF NEEDED: Please consider all surgeries since last spring if {CHILD} had more than one to place ear tubes.
CODES
1
RIGHT EAR
2
LEFT EAR
3
BOTH EARS
REFUSED
DON'T KNOW
CHQ026
QUESTION TEXT:
Has a doctor, nurse, or other medical professional ever told you that {CHILD} has asthma?
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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CODES
1
YES
2
NO
CHQ060
REFUSED
CHQ060
DON'T KNOW
CHQ060
CHQ027
QUESTION TEXT:
Does {he/she} receive treatment for this condition?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
CHQ060
QUESTION TEXT:
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?
|___|
ENTER # OF DAYS
ENTER NUMBER
Range
0 to 7
REFUSED
DON'T KNOW
CHQ095
QUESTION TEXT:
For the next set of questions, please base your answer on how {CHILD} compares to other children of the
same age.
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{CHILD} is independent and takes care of {himself/herself} ...
CODES
1
Better than other children {his/her} age,
2
As well as other children,
3
Slightly less well than other children, or
4
Much less well than other children?
REFUSED
DON'T KNOW
CHQ100
QUESTION TEXT:
Does {CHILD} pay attention ....
CODES
1
Better than other children {his/her} age,
2
As well as other children,
3
Slightly less well than other children, or
4
Much less well than other children?
REFUSED
DON'T KNOW
CHQ105
QUESTION TEXT:
Does {CHILD} learn, think, and solve problems …
CODES
1
Better than other children {his/her} age,
2
As well as other children,
3
Slightly less well than other children, or
4
Much less well than other children?
REFUSED
DON'T KNOW
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CHQ106
QUESTION TEXT:
Does {CHILD} show good coordination in moving {his/her} arms and legs? Would you say {he/she} does this ...
IF RESPONDENT REPORTS DIFFERENTIALLY FOR ARMS OR LEGS OR FOR SIDES OF THE BODY, SAY: Answer
for the part of the body your child has the most difficulty using.
IF CHILD HAS EPISODIC TROUBLE, SAY: Answer for what you consider a typical day.
CODES
1
Better than other children {his/her} age,
2
As well as other children,
3
Slightly less well than other children, or
4
Much less well than other children?
REFUSED
DON'T KNOW
CHQ107
QUESTION TEXT:
Would you say {CHILD} behaves and relates to other children…
CODES
1
Better than other children {his/her} age,
2
As well as other children,
3
Slightly less well than other children, or
4
Much less well than other children?
REFUSED
DON'T KNOW
CHQ108
QUESTION TEXT:
Would you say {CHILD} behaves and relates to adults…
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CODES
1
Better than other children {his/her} age,
2
As well as other children,
3
Slightly less well than other children, or
4
Much less well than other children?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “adults” IN UNDERLINED TEXT.
CHQ109
QUESTION TEXT:
Thinking about {CHILD}'s overall activity level, would you say {he/she} is…
CODES
1
Less active than other children {his/her} age,
2
About as active,
3
Slightly more active, or
4
A lot more active than other children {his/her}
age?
REFUSED
DON'T KNOW
CHQ110
QUESTION TEXT:
Does {CHILD} have any emotional or psychological difficulties?
CODES
1
YES
2
NO
BOX5
REFUSED
BOX5
DON'T KNOW
BOX5
CHQ111
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QUESTION TEXT:
Do you think this is a mild problem, a moderate problem, or a severe problem?
CODES
1
MILD PROBLEM
2
MODERATE PROBLEM
3
SEVERE PROBLEM
REFUSED
DON'T KNOW
BOX5
IF (CHQ.095 = 3 OR 4) OR (CHQ.100 = 3 OR 4) OR (CHQ.105 = 3 OR 4) OR (CHQ.106 = 3 OR 4), OR (CHQ.107 = 3
OR 4) OR (CHQ.108 = 3 OR 4) OR (CHQ.109 = 4) OR (CHQ.110 = 1), GO TO CHQ.115. ELSE, GO TO CHQ.200.
HELP AVAILABLE
CHQ115
QUESTION TEXT:
{Since last spring has {CHILD}}/{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}?
HELP TEXT:
Professional: 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, speechlanguage pathologists, etc. Do not include teachers or some other non-health professional.
CODES
1
YES
2
NO
CHQ200
REFUSED
CHQ200
DON'T KNOW
CHQ200
PROGRAMMER INSTRUCTIONS:
DISPLAY “Professional:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Since last spring has {CHILD}” IF SECTION CHQ WAS COMPLETED IN SPRING-THIRD GRADE
ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Has {CHILD} ever”.
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DISPLAY ALL THE ISSUES THAT THE CHILD HAS ACCORDING TO THE INSTRUCTIONS BELOW. IF THERE IS
MORE THAN ONE ISSUE, DISPLAY THE “or” FOLLOWING THE DISPLAY (E.G., IF A CHILD HAS PROBLEMS WITH
BOTH PAYING ATTENTION AND BEHAVING AND RELATING TO ADULTS, THE DISPLAY WOULD BE “paying
attention or behaving and relating to adults.”).
IF CHQ.095 = 3 OR 4, DISPLAY “independence and taking care of {himself/herself}”.
IF CHQ.100 = 3 OR 4, DISPLAY “paying attention”.
IF CHQ.105 = 3 OR 4, DISPLAY “learning, thinking, and solving problems”.
IF CHQ.106 = 3 OR 4, DISPLAY “coordination in moving {his/her} arms and legs”.
IF CHQ.107 = 3 OR 4, DISPLAY “behaving and relating to other children”.
IF CHQ.108 = 3 OR 4, DISPLAY “behaving and relating to adults”.
IF CHQ.109 = 4, DISPLAY “{his/her} overall activity level”.
IF CHQ.110 = 1, DISPLAY “{his/her} emotional or psychological difficulties”.
HELP AVAILABLE
CHQ120
QUESTION TEXT:
{Since last spring, have you obtained/Did you obtain} a diagnosis or diagnoses of a problem from a
professional?
HELP TEXT:
Professional: 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, speechlanguage pathologists, etc. Do not include teachers or some other non-health professional.
CODES
1
YES
2
NO
CHQ200
REFUSED
CHQ200
DON'T KNOW
CHQ200
PROGRAMMER INSTRUCTIONS:
DISPLAY “of a problem” IN UNDERLINED TEXT.
DISPLAY “Professional:” IN THE HELP TEXT IN BOLD TEXT.
"DISPLAY “Since …obtained” IF SECTION CHQ WAS COMPLETED IN SPRING-THIRD GRADE ACCORDING TO
THE PRELOAD. ELSE, DISPLAY “Did…obtain” FOR THE SECOND PART OF THE DISPLAY.
HELP AVAILABLE
CHQ125
QUESTION TEXT:
What was the diagnosis or were the diagnoses?
PROBE: Anything else?
CODE ALL THAT APPLY.
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CODE DYSLEXIA AS “6.” CODE DYSCALCULIA AS “7." CODE “LEARNING DISABILITY” (CODE 1) ONLY IF THE
CHILD HAS AN ADDITIONAL LEARNING DISABILITY THAT IS SEPARATE FROM OR IN ADDITION TO DYSLEXIA
(CODE 6) OR DYSCALCULIA (CODE 7).
IF BOTH ADD (CODE 2) AND ADHD (CODE 3) ARE MENTIONED, CODE AS “3” FOR ADHD.
HELP TEXT:
Learning disability: This is a disorder in one or more of the basic psychological processes involved in
understanding or in using language, spoken or written, which shows up as difficulty to listen, think, speak,
read, write, spell, or do mathematical calculations. In some cases the child can perform at grade level, but
only with special help. Some names of learning disabilities are dyslexia (CODE UNDER DYSLEXIA), dyscalculia
(CODE UNDER DYSCALCULIA), developmental aphasia, minimal brain dysfunction, brain injury, and perceptual
disabilities. The term does not include learning problems that are primarily the result of problems with
seeing, hearing, or walking (or visual, hearing or motor disabilities); intellectual or severe cognitive
disability/mental retardation; emotional disturbance; or environmental, cultural, or economic disadvantage. A
commonly used acronym is "LD." "Specific learning disorder" should be coded here.
Attention Deficit Disorder (ADD): A childhood syndrome characterized by short attention span that is
inappropriate for his/her age group.
Attention Deficit Hyperactivity Disorder (ADHD): The child displays signs of inattention, impulsivity, and
hyperactivity that are inappropriate for his or her mental and chronological age. Adults in the child’s
environment, such as parents and teachers must report the signs. Inattention means difficulty concentrating,
easily distracted, and not finishing things started. Impulsivity means often acts before thinking, shifts
excessively from one activity to another, needs a lot of supervision. Hyperactivity means runs about or climbs
on things excessively, has difficulty staying seated, always on the go, as if driven by a motor. Onset is typically
before age seven and condition lasts at least six months.
Developmental delay: A condition in which a young child falls significantly behind his/her age-mates in
physical, mental (cognitive), speech (communication), social/emotional, adaptive (behavioral) development.
It does not simply mean that the child talked somewhat later than some children talked or was smaller than
average. It is not to be confused with autism or pervasive developmental delay. If the child's social behavior
and relationships with other people are generally consistent with his or her delayed cognitive development,
then the classification of the condition as developmental delay is probably appropriate. If this is not the case,
see the definitions of autism and pervasive developmental disorder or delay.
Autism: A developmental disability significantly affecting verbal and nonverbal communication as well as
social interaction, generally evident before age three. Other characteristics often associated with autism are
a pervasive lack of responsiveness to other people, and engagement in repetitive activities and stereotyped
movements (such as hand-flapping or rocking). There is also often an insistence on sameness, as shown by
stereotyped play, abnormal preoccupations, or resistance to change. With autism, the impaired social
development and delayed or deviant language development are not merely predictable from the child's
cognitive retardation. Some children with autism are actually advanced in their reading skills, memory skills,
or musical abilities. The term autism does not apply if the child’s educational performance is negatively
affected primarily because the child has an emotional disturbance. Asperger's Disorder, Pervasive
Developmental Disorder (PDD), or any other autism spectrum disorder may be coded here; the subtype will
be captured in the next question. Pervasive developmental disorder or delay is also characterized by gross
and sustained impairment in social relationships, but typically has an onset after 30 months of age. Other
characteristics are sudden excessive anxiety, inappropriate affect or emotions, resistance to change in the
environment, oddities of motor movement, abnormalities of speech, hypersensitivity to sensory stimuli, and
self-mutilation. This condition generally does not involve delusions, hallucinations, incoherence, or bizarre
associations. "Austism spectrum disorder (ASD)" should be coded here.
Dyslexia: A learning disability (see above definition) marked by impairment of the ability to recognize and
comprehend the written word.
Dyscalculia: A learning disability (see above definition) marked by impairment in the ability to perform and
remember calculations in mathematics.
Intellectual disability/Severe cognitive disability/Mental retardation: The child's mental development is
significantly and noticeably behind what would ordinarily be expected for a child of his or her age. This
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significantly below average general intellectual functioning exists at the same time as problems in adaptive
behavior, and negatively affects the child’s educational performance. "Intellectual developmental disorder"
should be coded here.
Orthopedic impairment: A bodily (or physical) impairment that is severe enough to negatively affect a child’s
educational performance. Disabling physical problems such as those resulting from poliomyelitis (often called
polio or infantile paralysis), bone tuberculosis, cerebral palsy, amputations, and fractures or contractures
(shortening of tissue) from burns would be considered as orthopedic impairments.
Serious Emotional Disturbance or SED: A condition that has one or more of the following characteristics over
a long period of time that negatively affect a child's educational performance: (a) an inability to learn that
cannot be explained by other factors; (b) an inability to build or maintain satisfactory interpersonal
relationships with peers and teachers; (c) inappropriate behavior or feelings; d) a general mood of
unhappiness or depression; or (e) a tendency to develop physical symptoms or fears associated with personal
or school problems. The term includes schizophrenia but does not apply to children who are socially
maladjusted, unless it is determined that they have a serious emotional disturbance.
Traumatic Brain Injury: An acquired injury to the brain caused by an external force, resulting in total or partial
functional disability or psychosocial impairment, or both, that adversely affects a child's educational
performance. The term applies to open or closed head injuries resulting in impairments in one or more areas,
such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving;
sensory, perceptual, and motor abilities; psycho-social behavior; physical functions; information processing;
and speech. The term does not apply to brain injuries that are congenital (there at birth) or degenerative
(problem that grows worse over time), or to brain injuries brought on by birth trauma (injuries during birth).
The term is used when an external force has caused the injury.
Panic Disorder: A disorder in which there is the sudden onset of several different physical signs, such as rapid
heart rate, shaking, sweating, nausea, dizziness, and difficulty breathing. A panic disorder may make a child
think that something horrible is about to happen.
Separation Anxiety Disorder: This is the fear a child has of being separated from his/her parents which is far
more than would be expected for the child’s developmental stage.
Obsessive Compulsive Disorder: A child must have obsessions or compulsions or both to have this disorder,
and these obsessions and/or compulsions must be disabling to the child. Obsessions are thoughts that aren’t
visible to others but cause the child distress. The thoughts occur over and over and the child spends so much
time on them that they have a hard time taking care of themselves or relating to others. Compulsions are
mental acts that a child feels driven to perform in response to an obsession.
Generalized Anxiety Disorder: Children who have this disorder worry all the time over nothing, themselves,
other’s safety, their health, and/or the world to a far greater extent than average. They often have many
physical signs of anxiety such as headache, abdominal pain, cramps, diarrhea, vomiting, and dizziness.
Other Anxiety Disorder: An anxiety disorder that is not one of the specific disorders in this list.
Bipolar Disorder: A child with bipolar disorder displays signs of major mood changes, sometimes sad, as in
depression, or the opposite, mania. All bipolar disorders are a combination of mania with or without
depression. Some signs of mania include inflated self-esteem, decreased need for sleep, distractibility and
increased activity. Some signs of depression are sleeping too much, poor appetite, feelings of severe
worthlessness, hallucinations or strange beliefs about the past.
Depression: Some signs of depression are frequent sadness, loss of interest or enjoyment of activities, low
energy, isolation from friends, sleeping too much, poor appetite, a severe sense of worthlessness, problems
with concentration, frequent complaints of physical illnesses, and thoughts of suicide or destructive behavior.
Speech Problems (such as articulation problems; communication problems; phonological problems; voice
disorders; or stuttering): Speech problems include many types of issues a child may show when he or she
talks. The listener may not hear the child (his/her voice may be inaudible), the child may not speak clearly
(sounds are not crisp), or the child may use sounds or say words the listener is not familiar with. These
problems are common in very young children as they learn to speak. However, as children age they are
expected to speak with more clarity. Thus, a speech problem refers to speech that is not age appropriate.
Articulation problems refer to an inability to make certain sounds. The child may say “wock” instead of
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“rock” or they may leave off a sound and say “tick or teat” instead of “trick or treat.” These problems occur
when the child changes a sound, leaves off a sound, or adds a sound to familiar words. If a child cannot make
particular sounds that children his/her age normally make, that may also be referred to as a Phonological
problem. Voice disorders refer to difficulty producing sound at all and is a problem with the vocal cords. A
Stuttering problem refers to difficulty producing fluent (flowing or effortless) speech. The child cannot speak
sentences or groups of words with ease. Instead, the child hesitates before saying some words. They may
seem as if they are mentally blocking on a word. This hesitation makes it hard for the listener to understand
what the child is trying to say.
Sensory Deficit Disorder (such as sensory deprivation problems, sensory processing problems; sensory
integration problems; or sensory organization problems): This should not be confused with attention deficit
disorder, vision problems, or hearing problems. Sensory deficit disorder, sensory processing disorder, and
sensory integration disorder are terms that refer to problems a child may have correctly organizing or
interpreting sensory information. The child reacts to sensory information (what is seen, heard, touched, etc.)
in an unexpected way. Some examples are strong reactions to smelling certain perfumes, oversensitivity to
the touch of certain fabrics or even to any fabric, or overreactions to loud noises. When the level of sensitivity
creates a problem with age-appropriate behavior or activities, or age-appropriate functioning at home or
school then it becomes a problem.
Oppositional Defiant Disorder (Oppositional Defiance Disorder; ODD): ODD refers to children whose
uncooperative, defiant, or hostile behavior disrupts daily life. All children show such behavior in particular
circumstances – such as when they are tired, not feeling well, or under unusual stress. However,
identification of ODD comes with such behavior that (1) occurs with unusual frequency, (2) occurs in more
than one setting - such as home, school, church, or supermarket, and (3) is not appropriate for the age.
Examples include the following: the child has frequent temper tantrums; argues excessively with adults;
challenges rules or authority; is defiant and refuses to comply with adult requests and rules; purposely tries to
annoy or upset people; blames others for his or her mistakes or misbehavior; is often touchy or easily
annoyed by others; has frequent anger and resentment; talks in a mean and hateful way when upset; or has a
spiteful attitude and seeks revenge.
CODES
1
LEARNING DISABILITY
2
ATTENTION DEFICIT DISORDER (ADD)
3
ATTENTION DEFICIT HYPERACTIVITY DISORDER
(ADHD)
4
DEVELOPMENTAL DELAY
5
AUTISM/ASPERGER’S DISORDER/PERVASIVE
DEVELOPMENTAL DISORDER (PDD)/OTHER
AUTISM SPECTRUM DISORDER
6
DYSLEXIA
7
DYSCALCULIA
8
INTELLECTUAL DISABILITY/SEVERE COGNITIVE
DISABILITY/MENTAL RETARDATION
9
ORTHOPEDIC IMPAIRMENT
10
SERIOUS EMOTIONAL DISTURBANCE
11
TRAUMATIC BRAIN INJURY
12
PANIC DISORDER
13
SEPARATION ANXIETY DISORDER
14
OBSESSIVE COMPULSIVE DISORDER
15
GENERALIZED ANXIETY DISORDER
16
OTHER ANXIETY DISORDER
17
BIPOLAR DISORDER
18
DEPRESSION
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19
SPEECH PROBLEMS/ARTICULATION
PROBLEMS/COMMUNICATION
PROBLEMS/PHONOLOGICAL PROBLEMS/VOICE
DISORDERS/STUTTERING
20
SENSORY DEFICIT DISORDER/SENSORY
DEPRIVATION PROBLEMS/SENSORY PROCESSING
PROBLEMS/SENSORY INTEGRATION
PROBLEMS/SENSORY ORGANIZATION PROBLEMS
21
OPPOSITIONAL DEFIANT
DISORDER/OPPOSITIONAL DEFIANCE DISORDER
(ODD)
91
OTHER (SPECIFY)
REFUSED
CHQ200
DON'T KNOW
CHQ200
PROGRAMMER INSTRUCTIONS:
DISPLAY “Learning disability:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Specific learning disorder" IN THE HELP TEXT UNDER LEARNING DISABILITY IN BOLD TEXT.
DISPLAY “Attention Deficit Disorder (ADD): ” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD): ” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Developmental delay:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Autism:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Austism spectrum disorder (ASD)" IN THE HELP TEXT UNDER AUTISM IN BOLD TEXT.
DISPLAY "Asperger's Disorder, Pervasive Developmental Disorder (PDD), or any other autism spectrum
disorder may be coded here;" UNDER AUTISM IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Pervasive development disorder or delay:” AND “after ” UNDER AUTISM IN THE HELP TEXT IN
BOLD TEXT.
DISPLAY “Dyslexia:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Dyscalculia:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Intellectual disability/Severe cognitive disability/Mental retardation:” IN THE HELP TEXT IN BOLD
TEXT.
DISPLAY "Intellectual developmental disorder" IN THE HELP TEXT UNDER INTELLECTUAL DISABILITY/SEVERE
COGNITIVE DISABILITY/MENTAL RETARDATION IN BOLD TEXT.
DISPLAY “Orthopedic impairment:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “ Serious Emotional Disturbance or SED:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Traumatic Brain Injury:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Panic Disorder:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Separation Anxiety Disorder:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Obsessive Compulsive Disorder:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Generalized Anxiety Disorder:” IN THE HELP TEXT IN BOLD TEXT.
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DISPLAY “ Other Anxiety Disorder:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Bipolar Disorder:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Depression:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Speech Problems (such as articulation problems; communication problems; phonological problems;
voice disorders; or stuttering): ” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY " Articulation problems", " Phonological problem", "Voice disorders" and "Stuttering problem"
UNDER SPEECH PROBLEMS IN BOLD TEXT.
DISPLAY “Sensory Deficit Disorder (such as sensory deprivation problems, sensory processing problems;
sensory integration problems; or sensory organization problems):” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Oppositional Defiant Disorder (Oppositional Defiance Disorder; ODD):” IN THE HELP TEXT IN BOLD
TEXT.
BOX6
IF CHQ.125 = 91, GO TO CHQ.125OS. ELSE, GO TO BOX 7.
CHQ125OS
QUESTION TEXT:
[What was the diagnosis or were the diagnoses? ]
SPECIFY DIAGNOSIS/DIAGNOSES.
______________________________________________
ENTER TEXT
50
Length
BOX7
IF CHQ.125 HAS A CODE OF 5, GO TO CHQ.126. ELSE, GO TO BOX 8.
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CHQ126
QUESTION TEXT:
What type of autism spectrum disorder does {CHILD} have? Is it autism, Asperger's Disorder, Pervasive
Developmental Disorder, something else, or was it identified generally as Autism Spectrum Disorder?
CODES
1
AUTISM
2
ASPERGER'S DISORDER
3
PERVASIVE DEVELOPMENTAL DISORDER (PDD)
4
AUTISM SPECTRUM DISORDER (ASD)
91
OTHER (SPECIFY)
REFUSED
DON'T KNOW
BOX7a
IF CHQ.126 = 91, GO TO CHQ.126OS. ELSE, GO TO BOX 8.
CHQ126OS
QUESTION TEXT:
[What type of autism spectrum disorder does {CHILD} have? Is it autism, Asperger's Disorder, Pervasive
Developmental Disorder, something else, or was it identified generally as Autism Spectrum Disorder?]
SPECIFY TYPE OF AUTISM SPECTRUM DISORDER.
_____________________________________________________________
ENTER TEXT
Length
50
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BOX8
LOOP 1
ASK CHQ.130, CHQ.131, CHQ.135a, CHQ.135b, CHQ.140, CHQ.155, AND CHQ.173 (IF APPLICABLE ACCORDING TO
THE SKIPS BETWEEN THE ITEMS) FOR EACH DIAGNOSIS IN CHQ.125, UP TO 21 TIMES. THE DIAGNOSIS LISTED
AS AN “OTHER SPECIFY” SHOULD ALSO BE PART OF THIS LOOP.
LOOPING ELIGIBILITY:
IF CHQ.125 = 1, ASK ABOUT A LEARNING DISABILITY.
IF CHQ.125 = 2, ASK ABOUT ATTENTION DEFICIT DISORDER (ADD).
IF CHQ.125 = 3, ASK ABOUT ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD).
IF CHQ.125 = 4, ASK ABOUT DEVELOPMENTAL DELAY.
IF CHQ.125 = 5, ASK ABOUT AUTISM/ASPERGER’S DISORDER/PERVASIVE
DEVELOPMENTAL DISORDER (PDD)/OTHER AUTISM SPECTRUM DISORDER.
IF CHQ.125 = 6, ASK ABOUT DYSLEXIA.
IF CHQ.125 = 7, ASK ABOUT DYSCALCULIA.
IF CHQ.125 = 8, ASK ABOUT INTELLECTUAL OR SEVERE COGNITIVE DISABILITY/MENTAL RETARDATION.
IF CHQ.125 = 9, ASK ABOUT ORTHOPEDIC IMPAIRMENT.
IF CHQ.125 = 10, ASK ABOUT SERIOUS EMOTIONAL DISTURBANCE.
IF CHQ.125 = 11, ASK ABOUT TRAUMATIC BRAIN INJURY.
IF CHQ.125 = 12, ASK ABOUT PANIC DISORDER.
IF CHQ.125 = 13, ASK ABOUT SEPARATION ANXIETY DISORDER.
IF CHQ.125 = 14, ASK ABOUT OBSESSIVE COMPULSIVE DISORDER.
IF CHQ.125 = 15, ASK ABOUT GENERALIZED ANXIETY DISORDER.
IF CHQ.125 = 16, ASK ABOUT OTHER ANXIETY DISORDER.
IF CHQ.125 = 17, ASK ABOUT BIPOLAR DISORDER.
IF CHQ.125 = 18, ASK ABOUT DEPRESSION.
IF CHQ.125 = 19, ASK ABOUT SPEECH PROBLEMS.
IF CHQ.125 = 20, ASK ABOUT SENSORY DEFICIT DISORDER.
IF CHQ.125 = 21, ASK ABOUT OPPOSITIONAL DEFIANT DISORDER.
IF CHQ.125 = 91, ASK ABOUT THE DIAGNOSIS AS LISTED IN THE OTHER SPECIFY TEXT OF CHQ.125OS.
CHQ130
QUESTION TEXT:
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)/a developmental delay/autism, Asperger’s
disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder/dyslexia/dyscalculia/an
intellectual disability, severe cognitive disability, or mental retardation/an orthopedic impairment/a serious
emotional disturbance/a traumatic brain injury/a panic disorder/separation anxiety disorder/obsessive
compulsive disorder/generalized anxiety disorder/an {other} anxiety disorder/bipolar
disorder/depression/speech/a sensory deficit disorder/oppositional defiant disorder{TEXT FROM OTHER
SPECIFY}} was made?
|___|___|
ENTER AGE
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ENTER NUMBER
Range
0 to 23
REFUSED
CHQ140
DON'T KNOW
CHQ135a
PROGRAMMER INSTRUCTIONS:
DISPLAY THE FOLLOWING FOR THE PARTICULAR LOOP THE RESPONDENT IS ON:
IF CHQ.125 = 1, DISPLAY “a learning disability”.
IF CHQ.125 = 2, DISPLAY “Attention Deficit Disorder (ADD)”.
IF CHQ.125 = 3, DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD)”.
IF CHQ.125 = 4, DISPLAY “a developmental delay”.
IF CHQ.125 = 5, DISPLAY “autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other
autism spectrum disorder”.
IF CHQ.125 = 6, DISPLAY “dyslexia”.
IF CHQ.125 = 7, DISPLAY “dyscalculia”.
IF CHQ.125 = 8, DISPLAY “an intellectual disability, severe cognitive disability, or mental retardation“.
IF CHQ.125 = 9, DISPLAY “an orthopedic impairment”.
IF CHQ.125 = 10, DISPLAY “a serious emotional disturbance”.
IF CHQ.125 = 11, DISPLAY “a traumatic brain injury”.
IF CHQ.125 = 12, DISPLAY “a panic disorder”.
IF CHQ.125 = 13, DISPLAY “separation anxiety disorder”.
IF CHQ.125 = 14, DISPLAY “obsessive compulsive disorder”.
IF CHQ.125 = 15, DISPLAY “generalized anxiety disorder”.
IF CHQ.125 = 16, DISPLAY “an {other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR
CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other”.
IF CHQ.125 = 17, DISPLAY “bipolar disorder”.
IF CHQ.125 = 18, DISPLAY “depression”.
IF CHQ.125 = 19, DISPLAY “speech”.
IF CHQ.125 = 20, DISPLAY “a sensory deficit disorder”.
IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder".
IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS.
RANGE CHECK: 0-23.
THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN THE CHILD'S CURRENT AGE. VERIFY INFORMATION
AND SUPPRESS IF CURRENT AGE IS INCORRECT.
CHQ131
QUESTION TEXT:
[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)/a developmental delay/autism, Asperger’s
disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum disorder/dyslexia/dyscalculia/an
intellectual disability, severe cognitive disability, or mental retardation/an orthopedic impairment/a serious
emotional disturbance/a traumatic brain injury/a panic disorder/separation anxiety disorder/obsessive
compulsive disorder/generalized anxiety disorder/an {other} anxiety disorder/bipolar
disorder/depression/speech/a sensory deficit disorder/oppositional defiant disorder{TEXT FROM OTHER
SPECIFY}} was made?]
|___|
ENTER UNIT
CODES
1
MONTHS
CHQ140
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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2
YEARS
CHQ140
REFUSED
CHQ140
DON'T KNOW
CHQ135a
PROGRAMMER INSTRUCTIONS:
IF CHQ.125 = 1, DISPLAY “a learning disability”.
IF CHQ.125 = 2, DISPLAY “Attention Deficit Disorder (ADD)”.
IF CHQ.125 = 3, DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD)”.
IF CHQ.125 = 4, DISPLAY “a developmental delay”.
IF CHQ.125 = 5, DISPLAY “autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other
autism spectrum disorder”.
IF CHQ.125 = 6, DISPLAY “dyslexia”.
IF CHQ.125 = 7, DISPLAY “dyscalculia”.
IF CHQ.125 = 8, DISPLAY “an intellectual disability, severe cognitive disability, or mental retardation”.
IF CHQ.125 = 9, DISPLAY “an orthopedic impairment”.
IF CHQ.125 = 10, DISPLAY “a serious emotional disturbance”.
IF CHQ.125 = 11, DISPLAY “a traumatic brain injury”.
IF CHQ.125 = 12, DISPLAY “a panic disorder”.
IF CHQ.125 = 13, DISPLAY “separation anxiety disorder”.
IF CHQ.125 = 14, DISPLAY “obsessive compulsive disorder”.
IF CHQ.125 = 15, DISPLAY “generalized anxiety disorder”.
IF CHQ.125 = 16, DISPLAY “an {other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR
CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other”.
IF CHQ.125 = 17, DISPLAY “bipolar disorder”.
IF CHQ.125 = 18, DISPLAY “depression”.
IF CHQ.125 = 19, DISPLAY “speech”.
IF CHQ.125 = 20, DISPLAY “a sensory deficit disorder”.
IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder".
IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS.
RANGE CHECK: 0-23 IF MONTHS IS THE UNIT; 0-“CHILD’S CURRENT AGE” IF YEARS IS THE UNIT. IF NUMBER
OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS
CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE
IS INCORRECT.
CHQ135a
QUESTION TEXT:
What was the month and year when the diagnosis was made?
IF RESPONDENT DOESN'T KNOW MONTH, ASK: Do you remember the year?
IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST.
|___|___|
ENTER MONTH
ENTER NUMBER
1 to 12
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR.
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DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL
TO INTERVIEW DATE.
CHQ135b
QUESTION TEXT:
[What was the month and year when the diagnosis was made?]
IF RESPONDENT DOESN'T KNOW MONTH, ASK: Do you remember the year?
IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST.
|___|___|___|___|
ENTER YEAR
ENTER NUMBER
2003 to 2015
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR.
DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL
TO INTERVIEW DATE.
CHQ140
QUESTION TEXT:
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/autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other autism spectrum
disorder/dyslexia/dyscalculia/intellectual disability, severe cognitive disability, or mental
retardation/orthopedic impairment/serious emotional disturbance/traumatic brain injury/panic
disorder/separation anxiety disorder/obsessive compulsive disorder/generalized anxiety disorder/{other}
anxiety disorder/bipolar disorder/depression/speech problems/sensory deficit disorder/oppositional defiant
disorder/{TEXT FROM OTHER SPECIFY}}?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF CHQ.125 = 1, DISPLAY “learning disability”.
IF CHQ.125 = 2, DISPLAY “Attention Deficit Disorder (ADD)”.
IF CHQ.125 = 3, DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD)”.
IF CHQ.125 = 4, DISPLAY “developmental delay”.
IF CHQ.125 = 5, DISPLAY “autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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autism spectrum disorder”.
IF CHQ.125 = 6, DISPLAY “dyslexia”.
IF CHQ.125 = 7, DISPLAY “dyscalculia”.
IF CHQ.125 = 8, DISPLAY “intellectual disability, severe cognitive disability, or mental retardation“.
IF CHQ.125 = 9, DISPLAY “orthopedic impairment”.
IF CHQ.125 = 10, DISPLAY “serious emotional disturbance”.
IF CHQ.125 = 11, DISPLAY “traumatic brain injury”.
IF CHQ.125 = 12, DISPLAY “panic disorder”.
IF CHQ.125 = 13, DISPLAY “separation anxiety disorder”.
IF CHQ.125 = 14, DISPLAY “obsessive compulsive disorder”.
IF CHQ.125 = 15, DISPLAY “generalized anxiety disorder”.
IF CHQ.125 = 16, DISPLAY “{other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR
CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other”.
IF CHQ.125 = 17, DISPLAY “bipolar disorder”.
IF CHQ.125 = 18, DISPLAY “depression”.
IF CHQ.125 = 19, DISPLAY “speech problems”.
IF CHQ.125 = 20, DISPLAY “sensory deficit disorder”.
IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder".
IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS.
BOX9
IF CHQ.140 = 1 AND CHQ.125 = 2 OR 3, GO TO CHQ.155. ELSE, IF CHQ.140 =1, GO TO CHQ.173. ELSE, GO TO BOX
11.
CHQ155
QUESTION TEXT:
Is {CHILD} medicated for ADD or ADHD at school, at home, or both?
CODES
1
AT SCHOOL
2
AT HOME
3
BOTH AT SCHOOL AND AT HOME
REFUSED
DON'T KNOW
CHQ173
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QUESTION TEXT:
How long has {CHILD} taken such prescription medicine for {a learning disability/Attention Deficit Disorder
(ADD)/Attention Deficit Hyperactivity Disorder (ADHD)/a developmental delay/autism, Asperger’s disorder,
Pervasive Developmental Disorder (PDD), or other autism spectrum disorder/dyslexia/dyscalculia/an
intellectual disability, severe cognitive disability, or mental retardation/an orthopedic impairment/a serious
emotional disturbance/a traumatic brain injury/a panic disorder/separation anxiety disorder/obsessive
compulsive disorder/generalized anxiety disorder/an {other} anxiety disorder/bipolar
disorder/depression/speech problems/a sensory deficit disorder/oppositional defiant disorder/{TEXT FROM
OTHER SPECIFY}}, in total?
CODES
1
Less than one month,
2
Less than a year,
3
1 to 2 years,
4
3 to 4 years, or
5
5 years or more
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF CHQ.125 = 1, DISPLAY “a learning disability”.
IF CHQ.125 = 2, DISPLAY "Attention Deficit Disorder (ADD)“.
IF CHQ.125 = 3, DISPLAY “Attention Deficit Hyperactivity Disorder (ADHD) “.
IF CHQ.125 = 4, DISPLAY “a developmental delay”.
IF CHQ.125 = 5, DISPLAY “autism, Asperger’s disorder, Pervasive Developmental Disorder (PDD), or other
autism spectrum disorder”.
IF CHQ.125 = 6, DISPLAY “dyslexia”.
IF CHQ.125 = 7, DISPLAY “dyscalculia”.
IF CHQ.125 = 8, DISPLAY “an intellectual disability, severe cognitive disability, or mental retardation“.
IF CHQ.125 = 9, DISPLAY “an orthopedic impairment”.
IF CHQ.125 = 10, DISPLAY “a serious emotional disturbance”.
IF CHQ.125 = 11, DISPLAY “a traumatic brain injury”.
IF CHQ.125 = 12, DISPLAY “a panic disorder”.
IF CHQ.125 = 13, DISPLAY “separation anxiety disorder”.
IF CHQ.125 = 14, DISPLAY “obsessive compulsive disorder”.
IF CHQ.125 = 15, DISPLAY “generalized anxiety disorder”.
IF CHQ.125 = 16, DISPLAY “an {other} anxiety disorder” DISPLAY “other” IF (CHQ.125 = 12 OR CHQ.125 = 13 OR
CHQ.125 = 14 OR CHQ.125 = 15). ELSE, USE A NULL DISPLAY FOR “other”.
IF CHQ.125 = 17, DISPLAY “bipolar disorder”.
IF CHQ.125 = 18, DISPLAY “depression”.
IF CHQ.125 = 19, DISPLAY “speech problems”.
IF CHQ.125 = 20, DISPLAY “a sensory deficit disorder”.
IF CHQ.125 = 21, DISPLAY "oppositional defiant disorder".
IF CHQ.125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}“ FROM CHQ.125OS.
SOFT RANGE CHECK: COMPARE CHILD'S PRELOADED AGE TO AGE AT DIAGNOSIS TO DETERMINE IF REPORT
OF HOW LONG CHILD HAS TAKEN MEDICATION FOR A PARTICULAR PROBLEM IN CHQ125 IS LONGER THAN
CHILD HAS BEEN DIAGNOSED WITH THE SAME PROBLEM NAMED IN CHQ125.
DEFINE CHILD'S AGE AS FOLLOWS: USE PRELOADED DATE OF BIRTH AND DATE OF INTERVIEW TO
CALCULATE AGE IN YEARS.
DEFINE CHILD'S BIRTH YEAR AS FOLLOWS: USE PRELOADED DATE OF BIRTH YEAR.
FOR EACH LOOP FOR A PARTICULAR PROBLEM INDICATED IN CHQ125, DO THE FOLLOWING:
IF (CHILD’S AGE IS NONMISSING) AND (CHQ.130 AND CHQ.131 NE DK) AND (CHQ.131 = 2), APPLY THE
FOLLOWING CHECK:
1. IF THE DIFFERENCE BETWEEN THE AGE AND VALUE ENTERED IN CHQ.130 EQUALS 1 OR 2, VALUE FOR
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CHQ.173 CANNOT EQUAL 4 OR 5.
2. IF THE DIFFERENCE BETWEEN THE AGE AND VALUE ENTERED IN CHQ.130 EQUALS 3 OR 4, VALUE FOR
CHQ.173 CANNOT EQUAL 5.
IF 1 OR 2 IS TRUE, DISPLAY ERROR MESSAGE: THE RESPONDENT HAS REPORTED THAT THE CHILD HAS TAKEN
THIS MEDICATION LONGER THAN HE/SHE HAS BEEN DIAGNOSED WITH THIS ISSUE. PLEASE CONFIRM
ANSWER.
PRESS G OR ENTER TO CHANGE ENTRY.
PRESS C OR ESCAPE TO CANCEL.
PRESS S TO SUPPRESS AND CONTINUE.
ELSE, IF (CHILD’S AGE IS NONMISSING) AND (CHQ.130 AND CHQ.131 NE DK) AND (CHQ.131 = 1), ALL ENTRIES
POSSIBLE FOR CHQ.173.
IF (CHILD’S BIRTH YEAR IS NONMISSING) AND (CHQ.135b NE RF OR DK), APPLY THE FOLLOWING CHECK:
1. IF THE DIFFERENCE BETWEEN THE CURRENT YEAR AND THE VALUE ENTERED IN CHQ.135b EQUALS 1 OR 2,
VALUE FOR CHQ.173 CANNOT EQUAL 4 OR 5.
2. IF THE DIFFERENCE BETWEEN THE CURRENT YEAR AND THE VALUE ENTERED IN CHQ.135b EQUALS 1, 2, 3
OR 4, VALUE FOR CHQ.173 CANNOT EQUAL 5.
3. IF THE DIFFERENCE BETWEEN THE CURRENT YEAR AND THE VALUE ENTERED IN CHQ.135b EQUALS 0, THE
VALUE FOR CHQ.173 CANNOT EQUAL 3, 4, OR 5.
IF 1, 2, OR 3 IS TRUE, DISPLAY ERROR MESSAGE: THE RESPONDENT HAS REPORTED THAT THE CHILD HAS
TAKEN THIS MEDICATION LONGER THAN HE/SHE HAS BEEN DIAGNOSED WITH THIS ISSUE. PLEASE
CONFIRM ANSWER.
PRESS G OR ENTER TO CHANGE ENTRY.
PRESS C OR ESCAPE TO CANCEL.
PRESS S TO SUPPRESS AND CONTINUE.
ELSE, ALL ENTRIES ACCEPTED.
BOX11
END OF LOOP 1.
IF ALL CODES INDICATED IN CHQ.125 HAVE BEEN ASKED ABOUT IN LOOP 1 (ALL DIAGNOSES THE CHILD HAS
HAVE BEEN ASKED ABOUT), GO TO CHQ.200. ELSE, GO BACK UP TO BOX 8 AND ASK ABOUT THE NEXT
DIAGNOSIS.
CHQ200
QUESTION TEXT:
For the next question, please base your answer on how {CHILD} compares to other children of the same age.
Does {CHILD} pronounce words, communicate with and understand others...
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IF RESPONDENT INDICATES CHILD DIFFERS ON ANY OF THE AREAS (E.G., CAN UNDERSTAND BUT NOT
PRONOUNCE), SAY: Answer for the area in which the child has the most difficulty.
CODES
1
Better than other children {his/her} age,
2
As well as other children,
3
Slightly less well than other children, or
4
Much less well than other children?
REFUSED
DON'T KNOW
BOX11a
IF CHQ.200 = 3, 4, RF, OR DK, GO TO CHQ.206e. ELSE, GO TO BOX11B.
CHQ206e
QUESTION TEXT:
Since last spring, has {CHILD} had a problem with stuttering?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
BOX11b
IF (CHQ.200 = 3 OR 4) OR (CHQ.206e = 1), GO TO CHQ.210. ELSE, GO TO CHQ.216.
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HELP AVAILABLE
CHQ210
QUESTION TEXT:
{Since last spring has {CHILD}/Has {CHILD} ever} been evaluated by a professional because of {his/her} ability
to communicate?
HELP TEXT:
Professional: 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, speechlanguage pathologists, etc. Do not include teachers or some other non-health professional.
CODES
1
YES
2
NO
CHQ216
REFUSED
CHQ216
DON'T KNOW
CHQ216
PROGRAMMER INSTRUCTIONS:
DISPLAY “Professional:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Since last spring has {CHILD}” IF SECTION CHQ WAS COMPLETED IN SPRING-THIRD GRADE
ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Has {CHILD} ever”.
HELP AVAILABLE
CHQ215
QUESTION TEXT:
Did you obtain a diagnosis or diagnoses of a problem related to {his/her} ability to communicate from a
professional?
HELP TEXT:
Professional: 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, speechlanguage pathologists, etc. Do not include teachers or some other non-health professional.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “of a problem” IN UNDERLINED TEXT.
CHQ216
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QUESTION TEXT:
Which best describes {CHILD}’s hearing? If {CHILD} has a hearing aid or other assistive device, please consider
{his/her} hearing without the hearing aid or assistive device. Would you say {CHILD} has…
NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT
EVALUATION CAN BE INCLUDED IN THIS ANSWER.
CODES
1
excellent hearing,
CHQ221
2
good hearing,
CHQ221
3
a little trouble hearing,
4
moderate trouble hearing,
5
a lot of trouble hearing, or
6
is {CHILD} deaf?
REFUSED
CHQ221
DON'T KNOW
CHQ221
CHQ217
QUESTION TEXT:
Please indicate whether the following statement describes {CHILD}'s hearing. If {CHILD} has a hearing aid or
other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person
whispers to {him/her} from across a quiet room.
IF NEEDED, SAY: These questions are routinely asked in studies like these to get a better understanding of
how well a child can hear.
NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT
EVALUATION CAN BE INCLUDED IN THIS ANSWER.
CODES
1
YES
2
NO
CHQ221
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “hear and understand” AND “whispers” IN UNDERLINED TEXT.
CHQ218
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QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing. If {CHILD} has a hearing aid or
other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.]
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks
in a normal voice to {him/her} from across a quiet room.
IF NEEDED, SAY: These questions are routinely asked in studies like these to get a better understanding of
how well a child can hear.
NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT
EVALUATION CAN BE INCLUDED IN THIS ANSWER.
CODES
1
YES
2
NO
CHQ221
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “hear and understand” AND “talks in a normal voice” IN UNDERLINED TEXT.
CHQ219
QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing. If {CHILD} has a hearing aid or
other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.]
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person
shouts to {him/her} from across a quiet room.
IF NEEDED, SAY: These questions are routinely asked in studies like these to get a better understanding of
how well a child can hear.
NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT
EVALUATION CAN BE INCLUDED IN THIS ANSWER.
CODES
1
YES
2
NO
CHQ221
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “hear and understand” AND “shouts” IN UNDERLINED TEXT.
CHQ220
QUESTION TEXT:
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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[Please indicate whether the following statement describes {CHILD}'s hearing. If {CHILD} has a hearing aid or
other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.]
{CHILD} can usually hear and understand what a person says without seeing his or her face if that person
speaks loudly into {his/her} ears or better ear.
IF NEEDED, SAY: These questions are routinely asked in studies like these to get a better understanding of
how well a child can hear.
NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT
EVALUATION CAN BE INCLUDED IN THIS ANSWER.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “hear and understand” AND “speaks loudly” IN UNDERLINED TEXT.
CHQ221
QUESTION TEXT:
Is {CHILD}’s hearing worse in one ear?
NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT
EVALUATION CAN BE INCLUDED IN THIS ANSWER.
CODES
1
YES
2
NO
CHQ235
REFUSED
CHQ235
DON'T KNOW
CHQ235
CHQ222
QUESTION TEXT:
Which best describes {CHILD}'s hearing in {his/her} worse ear? If {CHILD} has a hearing aid or other assistive
device, please consider {his/her} hearing without the hearing aid or assistive device.
In {his/her} worse ear, would you say {CHILD} has…
NOTE: IF A RESPONDENT MENTIONS THE ECLS-K:2011 HEARING EVALUATION, INFORMATION FROM THAT
EVALUATION CAN BE INCLUDED IN THIS ANSWER.
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CODES
1
Excellent hearing,
2
Good hearing,
3
A little trouble hearing,
4
Moderate trouble hearing,
5
A lot of trouble hearing, or
6
is {CHILD} deaf?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY FIRST AND SECOND “worse” IN UNDERLINED TEXT.
HELP AVAILABLE
CHQ235
QUESTION TEXT:
{Besides the ECLS-K:2011 hearing evaluation done for this study, {since last spring, has/since the spring of 2013,
has/since the fall of 2012, has/has} / {Since last spring, has/since the spring of 2013, has/Since the fall of 2012,
has/Has} {CHILD}'s hearing {ever} been evaluated by a professional?
HELP TEXT:
Professional: 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
pathologists, etc. Do not include teachers or some other non-health professional.
For the vision and hearing questions, having been evaluated at the school by a health professional does count
as being evaluated by a professional.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “Professional:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “vision and hearing questions” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “does” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "{Besides the ECLS-K:2011 hearing evaluation done for this study, {since last spring has/since the
spring of 2013, has/since the fall of 2012 has/has}" IF THE PRELOAD INDICATES THAT HCHILD=1 (CHILD IS IN
THE HEARING SUBSAMPLE). WITHIN THIS DISPLAY, IF HCHILD=1 IN THE PRELOAD, DISPLAY "since last spring
has" AND USE A NULL DISPLAY FOR "ever" IN THE MAIN QUESTION TEXT IF MOST RECENTLY COMPLETED
SECTION CHQ WAS IN SPRING-THIRD GRADE ACCORDING TO THE PRELOAD.
ELSE, IF HCHILD=1 IN THE PRELOAD, DISPLAY "Since the spring of 2013" AND USE A NULL DISPLAY FOR
"ever" IN THE MAIN QUESTION TEXT IF MOST RECENTLY COMPLETED SECTION CHQ WAS IN SPRING SECOND
GRADE ACCORDING TO THE PRELOAD. ELSE, IF HCHILD=1 IN THE PRELOAD, DISPLAY "since the fall of 2012
has" AND USE A NULL DISPLAY FOR "ever" IN THE MAIN QUESTION TEXT IF MOST RECENTLY COMPLETED
SECTION CHQ WAS IN FALL-SECOND GRADE ACCORDING TO THE PRELOAD. ELSE, IF HCHILD=1 IN THE
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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PRELOAD, DISPLAY "has" AND DISPLAY "ever" IN THE MAIN QUESTION TEXT.
ELSE, DO THE FOLLOWING:
DISPLAY "Since last spring has" AND USE A NULL DISPLAY FOR "ever" IF MOST RECENTLY COMPLETED
SECTION CHQ WAS IN SPRING-THIRD GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY "Since the spring
of 2013" AND USE A NULL DISPLAY FOR "ever" IF MOST RECENTLY COMPLETED SECTION CHQ WAS IN
SPRING SECOND GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY "Since the fall of 2012 has" AND USE A
NULL DISPLAY FOR "ever" IF MOST RECENTLY COMPLETED SECTION CHQ WAS IN FALL-SECOND GRADE
ACCORDING TO THE PRELOAD. ELSE, DISPLAY "Has" AND "ever".
BOX12
IF CHQ.235 = 1, GO TO CHQ.245. ELSE, IF CHQ215=1, GO TO BOX 13. ELSE, GO TO CHQ.285.
HELP AVAILABLE
CHQ245
QUESTION TEXT:
Did you obtain a diagnosis of a problem from a professional?
HELP TEXT:
Professional: 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, speechlanguage pathologists, etc. Do not include teachers or some other non-health professional.
CODES
1
YES
2
NO
BOX 13
REFUSED
BOX 13
DON'T KNOW
BOX 13
PROGRAMMER INSTRUCTIONS:
DISPLAY “of a problem” IN UNDERLINED TEXT.
CHQ246
QUESTION TEXT:
What was the diagnosis?
PROBE: Anything else?
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CODE ALL THAT APPLY.
CODES
1
DUE TO EAR WAX (EXTERNAL EAR CANAL EAR
WAX)
2
DUE TO EAR CANAL DEFORMITY (“ATRESIA”
(EAR CANAL NOT NORMALLY FORMED),
CRANIAL-FACIAL DISORDER, ETC.)
3
DUE TO EAR INFECTION (ACUTE OR RECURRENT
EPISODES (INFECTION BEGINS AND PROGRESSES
QUICKLY OR KEEPS COMING BACK) OFTEN WITH
EAR ACHE AND FEVER – ACUTE OTITIS MEDIA)
4
DUE TO FLUID IN THE EAR (FLUID BEHIND THE
EARDRUM, RUNNY EARS, FLUID OR PUS
DRAINING FROM THE MIDDLE EAR SPACE,
CHRONIC OTITIS MEDIA, GLUE EAR)
5
DUE TO EAR DRUM PROBLEM (INCLUDES
PERFORATED/TORN/RUPTURED EARDRUM)
6
DUE TO ILLNESS (MENINGITIS, MEASLES,
MUMPS, RUBELLA, SCARLET FEVER, ETC.)
7
DUE TO CMV (CYTOMEGALOVIRUS, A TYPE OF
HERPES VIRUS)
8
DUE TO OTOTOXIC EXPOSURE TO
DRUGS/MEDICINES (DAMAGE TO THE EARS BY
DRUGS OR CHEMICALS. INCLUDES DAMAGE
FROM MYCIN DRUGS, SUCH AS, STREPTOMYCIN,
GENTAMYCIN, ETC., SALICYLATE, LASIX,
CISPLATIN - MAY RESULT FROM TREATMENT OF
RESPIRATORY PROBLEMS OF PRETERM
9
DUE TO NOISE EXPOSURE (FROM GUNFIRE, FIRE
CRACKERS, ETC.)
10
DUE TO GENETIC CAUSE (INCLUDES CONGENITAL
(THERE AT BIRTH) HEARING LOSS, HEREDITARY
HEARING LOSS, SYNDROMAL HEARING LOSS –
DOWN SYNDROME, USHER’S
SYNDROME, ETC.)
11
DUE TO INJURY OR TRAUMA TO HEAD & NECK
12
DUE TO EAR OR FACIAL SURGERY
13
DUE TO NERVE DEAFNESS (NERVE HEARING LOSS
OR SENSORINEURAL HEARING LOSS)
14
DUE TO CENTRAL AUDITORY PROCESSING
DISORDER (PROBLEM WITH BEING ABLE TO
RECOGNIZE, TELL THE DIFFERENCE BETWEEN, OR
UNDERSTAND SOUNDS)
15
DEAF
16
HEARING LOSS, CAUSE UNKNOWN
17
AWAITING EVALUATION
91
OTHER (SPECIFY)
REFUSED
DON'T KNOW
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
Page 31 of 58
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PROGRAMMER INSTRUCTIONS:
NOTE: Because of Specwriter string limits, this gets cut off in response option 8. The full text for response
option 8 should be:
DUE TO OTOTOXIC EXPOSURE TO DRUGS/MEDICINES (DAMAGE TO THE EARS BY DRUGS OR CHEMICALS.
INCLUDES DAMAGE FROM MYCIN DRUGS, SUCH AS, STREPTOMYCIN, GENTAMYCIN, ETC., SALICYLATE,
LASIX, CISPLATIN – MAY RESULT FROM TREATMENT OF RESPIRATORY PROBLEMS OF PRETERM INFANTS,
OR AS TREATMENTS DUE TO CHILDHOOD CANCER, ETC.)
BOX12a
IF CHQ.246 = 91, GO TO CHQ.246OS. ELSE, GO TO BOX13.
CHQ246OS
QUESTION TEXT:
[What was the diagnosis?]
SPECIFY DIAGNOSIS.
___________________________________________
ENTER TEXT
Length
75
BOX13
IF THE CASE HAD A SPRING KINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, OR SPRING
THIRD GRADE INTERVIEW, DETERMINE FROM THE PRELOAD IF CHQ.250A WAS ASKED IN EITHER SPRINGKINDERGARTEN, SPRING-FIRST GRADE, SPRING SECOND GRADE, OR SPRING THIRD GRADE FOR ABILITY TO
COMMUNICATE, HEARING, OR BOTH. IF SO, DETERMINE IF CHQ.250 WOULD BE ASKED ABOUT THE SAME
CURRENT ISSUE(S) (E.G., CHILD HAD A HEARING DIAGNOSIS IN SPRING-KINDERGARTEN, SPRING-FIRST
GRADE, SPRING-SECOND GRADE, OR SPRING THIRD GRADE AND GOT ANOTHER HEARING DIAGNOSIS IN
SPRING-FOURTH GRADE) ACCORDING TO THE DIRECTIONS BELOW. IF CHQ.250 WOULD BE ASKED ABOUT
AN ISSUE THAT HAD BEEN ASKED ABOUT IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRINGSECOND GRADE OR SPRING THIRD GRADE, WE DO NOT NEED TO ASK ABOUT IT AGAIN IN SPRING-FOURTH
GRADE. IF THE CURRENT DIAGNOSIS IS FOR THE SAME ISSUE AS IN SPRING-KINDERGARTEN, SPRING-FIRST
GRADE, SPRING-SECOND GRADE, OR SPRING THIRD GRADE GO TO CHQ.255a.
(NOTE: IF THERE WERE TWO ISSUES IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND
GRADE, OR SPRING THIRD GRADE (E.G., BOTH ABILITY TO COMMUNICATE AND HEARING WERE ASKED
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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ABOUT IN ONE OF THE INTERVIEWS OR ABILITY TO COMMUNICATE WAS ASKED ABOUT IN ONE INTERVIEW
AND HEARING WAS ASKED ABOUT IN ANOTHER INTERVIEW), BUT ONE ISSUE IN SPRING-FOURTH (E.G.,
HEARING), GO TO CHQ.255a BECAUSE WE ALREADY ASKED ABOUT HEARING IN SPRING-KINDERGARTEN,
SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING THIRD GRADE. HOWEVER, IF ONE ISSUE WAS
MENTIONED IN SPRING-K, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING THIRD GRADE AND IT
WAS THE SAME ISSUE IN BOTH TIME PERIODS (E.G., HEARING) AND BOTH ISSUES ARE NOTED IN SPRINGFOURTH GRADE (ABILITY TO COMMUNICATE AND HEARING), ASK ABOUT THE ONE THAT THE TWO TIME
PERIODS DO NOT HAVE IN COMMON (ABILITY TO COMMUNICATE) BECAUSE THAT HAS NOT BEEN ASKED
ABOUT BEFORE.)
ELSE, FOLLOW DIRECTIONS BELOW.
ASK CHQ.250a, CHQ.250b (IF APPLICABLE), CHQ.250c (IF APPLICABLE), AND CHQ.255a, CHQ.255b (IF
APPLICABLE) FOR THE FOLLOWING:
IF CHQ.215 = 1 AND CHQ.245 NE 1, ASK ABOUT ABILITY TO COMMUNICATE.
IF CHQ.215 NE 1 AND CHQ.245 = 1, ASK ABOUT HEARING.
IF CHQ.215 = 1 AND CHQ.245 = 1, ASK ABOUT BOTH ABILITY TO COMMUNICATE AND HEARING SEPARATELY
IN A LOOP.
ELSE, GO TO CHQ.285.
CHQ250a
QUESTION TEXT:
How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to
communicate/hearing} was made?
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
ENTER UNIT FOR AGE.
CODES
1
MONTHS
CHQ250b
2
YEARS
CHQ250c
3
NO DIAGNOSIS HAS BEEN RECEIVED YET
Box14
REFUSED
BOX14
DON'T KNOW
CHQ255a
PROGRAMMER INSTRUCTIONS:
IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate”. ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1,
DISPLAY “hearing”. ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME
THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED.
"'NO DIAGNOSIS' SHOULD ONLY BE ALLOWED IF CHQ.246=17 AND ONLY 17. Please verify your answer."
IF CHQ.246 IS SKIPPED, THE ERROR MESSAGE SHOULD BE "NO DIAGNOSIS SHOULD NOT BE ALLOWED IF
CHQ.215=Yes. PLEASE VERIFY YOUR ANSWER."
DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL
TO INTERVIEW DATE.
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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CHQ250b
QUESTION TEXT:
[How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to
communicate/hearing} was made?]
ENTER NUMBER FOR AGE IN MONTHS.
|___|___|
MONTHS
ENTER NUMBER
Range
0 to 23
REFUSED
BOX14
DON'T KNOW
CHQ255a
PROGRAMMER INSTRUCTIONS:
IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate”. ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1,
DISPLAY “hearing”. ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME
THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED.
DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL
TO INTERVIEW DATE.
CHQ250c
QUESTION TEXT:
[How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to
communicate/hearing} was made?]
ENTER NUMBER FOR AGE IN YEARS
|___|___|
YEARS
ENTER NUMBER
REFUSED
BOX14
DON'T KNOW
CHQ255a
PROGRAMMER INSTRUCTIONS:
IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate”. ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1,
DISPLAY “hearing”. ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME
THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED.
RANGE CHECK: 1-“CHILD’S CURRENT AGE”. IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S
PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD’S
CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS INCORRECT.
BOX14
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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IF CHQ.215 = 1 AND CHQ.245 = 1, AND THE FIRST LOOP IN BOX 13 FOR ABILITY TO COMMUNICATE HAS BEEN
ANSWERED BUT NOT THE LOOP FOR HEARING AND CHQ.250a WAS NOT ASKED IN EITHER SPRINGKINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, OR SPRING THIRD GRADE FOR ABILITY TO
HEAR, GO BACK TO CHQ.250a.
IF CHQ.215=1 AND CHQ.245=1, AND THE FIRST LOOP IN BOX 13 FOR ABILITY TO COMMUNICATE HAS BEEN
ANSWERED BUT NOT THE LOOP FOR HEARING AND CHQ.250a WAS ASKED IN EITHER SPRINGKINDERGARTEN, SPRING FIRST GRADE, SPRING SECOND GRADE, OR SPRING THIRD GRADE FOR ABILITY TO
HEAR, GO BACK TO CHQ.255a AND ASK ABOUT HEARING.
ELSE, IF THE PRELOAD SHOWS THAT (CHQ256a or CHQ256b = 1 IN SPRING-THIRD) OR (CHQ.256=1 IN SPRING
SECOND, FALL-SECOND, SPRING-FIRST GRADE OR SPRING-KINDERGARTEN), GO TO CHQ.256a. ELSE, IF
CHQ.245 = 1, GO TO CHQ.256b. ELSE, GO TO CHQ.285.
CHQ255a
QUESTION TEXT:
What was the month and year the problem with {CHILD}'s {ability to communicate/hearing} was diagnosed?
IF RESPONDENT DOESN'T KNOW MONTH, ASK: Do you remember the year?
IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST.
|___|___|
ENTER MONTH
ENTER NUMBER
1 to 12
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate”. ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1,
DISPLAY “hearing”. ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME
THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED.
RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR.
DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL
TO INTERVIEW DATE.
CHQ255b
QUESTION TEXT:
[What was the month and year the problem with {CHILD}'s {ability to communicate/hearing} was diagnosed?]
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IF RESPONDENT DOESN'T KNOW MONTH, ASK: Do you remember the year?
IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST.
|___|___|___|___|
ENTER YEAR
ENTER NUMBER
2003 to 2015
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF CHQ.215 =1 AND CHQ.245 NE 1, DISPLAY “ability to communicate”. ELSE, IF CHQ.215 NE 1 AND CHQ.245 = 1,
DISPLAY “hearing”. ELSE, IF CHQ.215 = 1 AND CHQ.245 = 1 DISPLAY “ability to communicate” THE FIRST TIME
THE LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS ASKED.
RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR.
DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL
TO INTERVIEW DATE.
BOX16
IF CHQ.215 = 1 AND CHQ.245 = 1, AND THE FIRST LOOP IN BOX 13 FOR ABILITY TO COMMUNICATE HAS BEEN
ANSWERED BUT NOT THE LOOP FOR HEARING, GO BACK TO CHQ.250a AND ASK ABOUT HEARING. ELSE, IF
THE PRELOAD SHOWS THAT (CHQ256a or CHQ256b = 1 IN SPRING-THIRD GRADE) OR (CHQ256a or CHQ256b =
1 IN SPRING-SECOND GRADE) OR (CHQ256 IN FALL-SECOND GRADE, SPRING-FIRST GRADE, OR SPRINGKINDERGARTEN), GO TO CHQ.256a. ELSE, IF CHQ.245 =1, GO TO CHQ.256b. ELSE, GO TO CHQ.285.
HELP AVAILABLE
CHQ256a
QUESTION TEXT:
Since last spring, has {CHILD} worn a hearing aid?
IF RESPONDENT SAYS “YES,” ASK: “Does {CHILD} wear one now?”
IF THE CHILD WEARS ONE NOW, CODE AS 1 (YES, CURRENTLY).
HELP TEXT:
Hearing Aid: A small electronic sound amplifier worn in or behind the ear that compensates for impaired
hearing.
CODES
1
YES, CURRENTLY
BOX16A
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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2
YES, SINCE LAST SPRING, BUT NOT CURRENTLY
BOX16A
3
NO
CHQ263
REFUSED
CHQ263
DON'T KNOW
CHQ263
PROGRAMMER INSTRUCTIONS:
DISPLAY “ Hearing Aid:” IN THE HELP TEXT IN BOLD TEXT.
HELP AVAILABLE
CHQ256b
QUESTION TEXT:
Has {CHILD} ever worn a hearing aid?
IF RESPONDENT SAYS “YES,” ASK: “Does {CHILD} wear one now?”
IF THE CHILD WEARS ONE NOW AND HAS WORN ONE IN THE PAST, CODE AS 1 (YES, CURRENTLY).
HELP TEXT:
Hearing Aid: A small electronic sound amplifier worn in or behind the ear that compensates for impaired
hearing.
CODES
1
YES, CURRENTLY
2
YES, IN THE PAST
3
NO
CHQ263
REFUSED
CHQ263
DON'T KNOW
CHQ263
PROGRAMMER INSTRUCTIONS:
DISPLAY “ Hearing Aid:” IN THE HELP TEXT IN BOLD TEXT.
BOX16a
IF CHQ.257a WAS ASKED IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR
SPRING-THIRD GRADE GO TO BOX16A2. ELSE, GO TO CHQ.257a.
CHQ257a
HELP AVAILABLE
QUESTION TEXT:
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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At what age was the recommendation that {CHILD} wear a hearing aid first made?
HELP TEXT: 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.
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
|___|___|
ENTER NUMBER FOR AGE
ENTER NUMBER
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 0-36 IF MONTHS IS THE UNIT; 1-“CHILD’S CURRENT AGE” IF UNIT IS YEARS. IF NUMBER OF
YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS
CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE
IS INCORRECT.
HELP AVAILABLE
CHQ257b
QUESTION TEXT:
[At what age was the recommendation that {CHILD} wear a hearing aid first made?]
HELP TEXT: 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.
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
ENTER UNIT FOR AGE.
CODES
1
MONTHS
2
YEARS
REFUSED
DON'T KNOW
BOX16a2
IF CHQ.256a OR CHQ.256b=2, GO TO CHQ.270. ELSE, GO TO CHQ258.
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CHQ258
QUESTION TEXT:
How often does {CHILD} use the hearing aid(s) in school? Would you say…
CODES
1
All of the time,
2
Most of the time,
3
Sometimes,
4
Rarely, or
5
Never?
REFUSED
DON'T KNOW
CHQ259
QUESTION TEXT:
Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing
aid(s).
{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.
CODES
1
YES
2
NO
CHQ270
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} hearing aid(s)”, “hear and understand”, AND “whispers” IN UNDERLINED
TEXT.
CHQ260
QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing
aid(s). ]
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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{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.
CODES
1
YES
2
NO
CHQ270
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} hearing aid(s)”, “hear and understand”, AND “talks in a normal voice” IN
UNDERLINED TEXT.
CHQ261
QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing
aid(s). ]
{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.
CODES
1
YES
2
NO
CHQ270
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} hearing aid(s)”, “hear and understand”, AND “shouts” IN UNDERLINED
TEXT.
CHQ262
QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing
aid(s). ]
{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.
CODES
1
YES
CHQ270
2
NO
CHQ270
REFUSED
CHQ270
DON'T KNOW
CHQ270
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} hearing aid(s)”, “hear and understand”, AND “speaks loudly” IN
UNDERLINED TEXT.
DISPLAY “better” IF CHQ.221 = 1. ELSE, USE A NULL DISPLAY.
HELP AVAILABLE
CHQ263
QUESTION TEXT:
{Since last spring has/Has} a doctor or other health care professional {ever} recommended that {CHILD} wear
a hearing aid?
HELP TEXT:
Hearing Aid: A small electronic sound amplifier worn in or behind the ear that compensates for impaired
hearing.
CODES
1
YES
2
NO
CHQ270
REFUSED
CHQ270
DON'T KNOW
CHQ270
PROGRAMMER INSTRUCTIONS:
DISPLAY “Since last spring has” AND USE A NULL DISPLAY FOR “ever” IF SECTION CHQ WAS COMPLETED IN
SPRING-THIRD GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Has” AND “ever”.
DISPLAY “Hearing Aid” IN THE HELP TEXT IN BOLD TEXT.
HELP AVAILABLE
CHQ264a
QUESTION TEXT:
At what age was the recommendation that {CHILD} wear a hearing aid first made?
HELP TEXT: 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.
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
|___|___|
ENTER NUMBER FOR AGE
ENTER NUMBER
Range
0 to 36
REFUSED
DON'T KNOW
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
Page 41 of 58
2014-01-31 10:07
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1-“CHILD’S CURRENT AGE” IF UNIT IS YEARS. IF NUMBER OF YEARS
IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE
GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS
INCORRECT.
CHQ264b
QUESTION TEXT:
[At what age was the recommendation that {CHILD} wear a hearing aid first made?]
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
ENTER UNIT FOR AGE
CODES
1
MONTHS
2
YEARS
REFUSED
DON'T KNOW
HELP AVAILABLE
CHQ270
QUESTION TEXT:
Does {CHILD} have a cochlear implant?
PROBE: IF RESPONDENT SAYS “YES” BUT WHICH EAR IS NOT SPECIFIED, PROBE: Is the cochlear implant in
the right or left ear or does {CHILD} have them in both ears?
HELP TEXT:
Cochlear Implants: An electronic device that is surgically placed in the inner ear which is designed to provide
useful hearing and improved communication ability to individuals who are profoundly hearing impaired and
unable to understand speech with hearing aids.
CODES
1
YES, ONE EAR ONLY - RIGHT EAR
2
YES, ONE EAR ONLY - LEFT EAR
3
YES, IN BOTH EARS
4
NO
CHQ285
REFUSED
CHQ285
DON'T KNOW
CHQ285
PROGRAMMER INSTRUCTIONS:
DISPLAY “Cochlear Implants:” IN THE HELP TEXT IN BOLD TEXT.
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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BOX16b
IF CHQ.271 WAS ASKED IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR
SPRING-THIRD GRADE AND [(CHQ.270 IN (SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND
GRADE, OR SPRING-THIRD GRADE ) AND SPRING-FOURTH GRADE = 1) OR (CHQ.270 IN (SPRINGKINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR SPRING-THIRD GRADE ) AND SPRINGFOURTH GRADE = 2)], GO TO CHQ.277.
ELSE, IF CHQ.273 WAS ASKED IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR
SPRING-THIRD GRADE AND [CHQ.270 IN (SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING SECOND
GRADE, OR SPRING-THIRD GRADE) AND SPRING-FOURTH GRADE = 3], GO TO CHQ.277.
ELSE, IF CHQ.270 = 1 OR 2, GO TO CHQ.271. ELSE, IF CHQ.270 = 3, GO TO CHQ.273.
CHQ271
QUESTION TEXT:
In what year was it implanted?
|___|___|___|___|
ENTER YEAR
ENTER NUMBER
Range
2003 to 2015
REFUSED
CHQ272a
DON'T KNOW
CHQ272a
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 2003-2015.
YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE.
ONCE YEAR IS ENTERED, SKIP TO CHQ,277.
CHQ272a
QUESTION TEXT:
How old was {CHILD} when it was implanted?
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
|___|___|
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ENTER NUMBER FOR AGE
ENTER NUMBER
0 to 36
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT AGE IF UNIT IS YEARS. IF NUMBER OF YEARS
IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE
GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS
INCORRECT.
CHQ272b
QUESTION TEXT:
[How old was {CHILD} when it was implanted?]
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
ENTER UNIT FOR AGE
CODES
1
MONTHS
CHQ277
2
YEARS
CHQ277
REFUSED
CHQ277
DON'T KNOW
CHQ277
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT AGE IF UNIT IS YEARS. IF NUMBER OF YEARS
IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF DIAGNOSIS CANNOT BE
GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF CURRENT AGE IS
INCORRECT.
CHQ273
QUESTION TEXT:
In what years were they implanted?
PROBE: When was it implanted in the left ear?
|___|___|___|___|
ENTER YEAR FOR LEFT EAR.
ENTER NUMBER
Range
2003 to 2015
REFUSED
DON'T KNOW
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 2003-2015.
YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE.
CHQ274
QUESTION TEXT:
[In what years were they implanted?]
PROBE: When was it implanted in the right ear?
|___|___|___|___|
ENTER YEAR FOR RIGHT EAR.
ENTER NUMBER
Range
2003 to 2015
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 2003-2015.
YEAR ENTERED MUST BE EQUAL TO OR GREATER THAN CHILD'S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE.
BOX17
IF A YEAR WAS ENTERED FOR BOTH THE LEFT EAR AND THE RIGHT EAR (BOTH
CHQ.274 AND CHQ.273 NE REFUSED OR DON’T KNOW), GO TO CHQ.277.
ELSE, IF (A YEAR WAS ONLY ENTERED FOR THE RIGHT EAR (CHQ.274 NE
REFUSED OR DON’T KNOW) AND (CHQ.273 EQ REFUSED OR DON’T KNOW)) OR A
(YEAR WAS NOT ENTERED FOR EITHER THE LEFT EAR OR THE RIGHT EAR (BOTH
CHQ.274 AND CHQ.273 EQ REFUSED OR DON’T KNOW), GO TO CHQ.275a.
ELSE, IF A YEAR WAS ONLY ENTERED FOR THE LEFT EAR (CHQ.273 NE REFUSED
OR DON’T KNOW) AND (CHQ.274 EQ REFUSED OR DON’T KNOW), GO TO CHQ.276a.
CHQ275a
QUESTION TEXT:
{How old was {CHILD} when it was implanted in the left ear?} {How old was {CHILD} when they were
implanted?}
4th grade cognitive labs parent interview: ECLS-K:2011 :: CHQ
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{PROBE: How old was {CHILD} when it was implanted in the left ear?}
|___|___|
ENTER NUMBER FOR AGE IN MONTHS OR YEARS FOR LEFT EAR.
ENTER NUMBER
0 to 36
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF A YEAR WAS ONLY ENTERED FOR THE RIGHT EAR (CHQ.274 NE REFUSED OR
DON’T KNOW) AND (CHQ.273 EQ REFUSED OR DON’T KNOW), DISPLAY THE FIRST DISPLAY “How old was
{CHILD} when it was implanted in the left ear?}” AND USE A NULL DISPLAY FOR THE SECOND DISPLAY AND
THE PROBE. ELSE, USE A NULL DISPLAY FOR THE FIRST DISPLAY AND DISPLAY THE SECOND DISPLAY AND
THE PROBE.
RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT AGE IF UNIT IS YEARS.
THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN CHILD'S CURRENT AGE. VERIFY INFORMATION AND
SUPPRESS IF CURRENT AGE IS INCORRECT.
CHQ275b
QUESTION TEXT:
[{How old was {CHILD} when it was implanted in the left ear?} {How old was {CHILD} when they were
implanted?}]
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
[PROBE: How old was {CHILD} when it was implanted in the left ear?]
ENTER UNIT FOR AGE IN MONTHS OR YEARS FOR LEFT EAR.
CODES
1
MONTHS
2
YEARS
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF A YEAR WAS ONLY ENTERED FOR THE RIGHT EAR (CHQ.274 NE REFUSED OR
DON’T KNOW) AND (CHQ.273 EQ REFUSED OR DON’T KNOW), DISPLAY THE FIRST DISPLAY “How old was
{CHILD} when it was implanted in the left ear?}” AND USE A NULL DISPLAY FOR THE SECOND DISPLAY AND
THE PROBE. ELSE, USE A NULL DISPLAY FOR THE FIRST DISPLAY AND DISPLAY THE SECOND DISPLAY AND
THE PROBE.
RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT PRELOADED AGE IF UNIT IS YEARS. IF
NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF
DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF
CURRENT AGE IS INCORRECT.
BOX18
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IF A YEAR WAS ONLY ENTERED FOR THE RIGHT EAR (CHQ.274 NE REFUSED OR DON’T KNOW) AND (CHQ.273
EQ REFUSED OR DON’T KNOW), GO TO CHQ.277. ELSE, GO TO CHQ. 276a.
CHQ276a
QUESTION TEXT:
{How old was {CHILD} when it was implanted in the right ear?} {[How old was {CHILD} when they were
implanted?]}
{PROBE: How old was {CHILD} when it was implanted in the right ear?}
|___|___|
ENTER NUMBER FOR AGE IN MONTHS OR YEARS FOR RIGHT EAR.
ENTER NUMBER
0 to 36
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF A YEAR WAS ONLY ENTERED FOR THE LEFT EAR (CHQ.273 NE REFUSED OR DON’T
KNOW) AND (CHQ.274 EQ REFUSED OR DON’T KNOW), DISPLAY THE FIRST DISPLAY “How old was {CHILD}
when it was implanted in the right ear?}” AND USE A NULL DISPLAY FOR THE SECOND DISPLAY AND THE
PROBE. ELSE, USE A NULL DISPLAY FOR THE FIRST DISPLAY AND DISPLAY THE SECOND DISPLAY AND THE
PROBE.
RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT PRELOADED AGE IF UNIT IS YEARS.
THE AGE OF DIAGNOSIS CANNOT BE GREATER THAN THE CHILD'S CURRENT AGE. VERIFY INFORMATION
AND SUPPRESS IF CURRENT AGE IS INCORRECT.
CHQ276b
QUESTION TEXT:
[{How old was {CHILD} when it was implanted in the right ear?} {[How old was {CHILD} when they were
implanted?]}]
ALLOW RESPONSES IN MONTHS OR YEARS, BUT NOT BOTH.
[{PROBE: How old was {CHILD} when it was implanted in the right ear?}]
ENTER UNIT FOR AGE IN MONTHS OR YEARS FOR RIGHT EAR.
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CODES
1
MONTHS
2
YEARS
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF A YEAR WAS ONLY ENTERED FOR THE LEFT EAR (CHQ.273 NE REFUSED OR DON’T
KNOW) AND (CHQ.274 EQ REFUSED OR DON’T KNOW), DISPLAY THE FIRST DISPLAY “How old was {CHILD}
when it was implanted in the right ear?}” AND USE A NULL DISPLAY FOR THE SECOND DISPLAY AND THE
PROBE. ELSE, USE A NULL DISPLAY FOR THE FIRST DISPLAY AND DISPLAY THE SECOND DISPLAY AND THE
PROBE.
RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT PRELOADED AGE IF UNIT IS YEARS. IF
NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF
DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF
CURRENT AGE IS INCORRECT.
CHQ277
QUESTION TEXT:
Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} cochlear
implant(s).
{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.
CODES
1
YES
2
NO
CHQ285
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} cochlear implant(s)”, “hear and understand” AND "whispers” IN
UNDERLINED TEXT.
CHQ278
QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her}
cochlear implant(s).]
{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.
CODES
1
YES
2
NO
CHQ285
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REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} cochlear implant(s)”, “hear and understand” AND "talks in a normal voice”
IN UNDERLINED TEXT.
CHQ279
QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her}
cochlear implant(s).]
{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.
CODES
1
YES
2
NO
CHQ285
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} cochlear implant(s)”, “hear and understand” AND ”shouts” IN
UNDERLINED TEXT.
CHQ280
QUESTION TEXT:
[Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her}
cochlear implant(s).]
{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.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY “when wearing {his/her} cochlear implant(s)”, “hear and understand” AND “speaks loudly” IN
UNDERLINED TEXT.
DISPLAY “better” IF CHQ.221 = 1. ELSE, USE A NULL DISPLAY.
CHQ285
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QUESTION TEXT:
Now I want to ask you about {CHILD}’s vision. Without the use of eyeglasses or contact lenses, does {CHILD}
have difficulty seeing objects in the distance or letters on paper?
CODES
1
YES
2
NO
CHQ290
REFUSED
CHQ290
DON'T KNOW
CHQ290
CHQ286
QUESTION TEXT:
Is {CHILD}’s difficulty with seeing objects in the distance, things up close (like letters on paper), or both?
CODES
1
SEEING THINGS UP CLOSE
2
SEEING THINGS IN A DISTANCE
3
BOTH
REFUSED
DON'T KNOW
HELP AVAILABLE
CHQ290
QUESTION TEXT:
{Since last spring has/Has} {CHILD}'s vision {ever} been evaluated by an eye care professional?
HELP TEXT:
Eye Care Professional: This includes optometrists and ophthalmologists. Include a school nurse who gives a
vision test, but do not include teachers or some other non-health professional, or a doctor who simply looks
in the child’s eyes.
For the vision and hearing questions, having been evaluated at the school by a health professional does count
as being evaluated by a professional.
CODES
1
YES
2
NO
CHQ330
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REFUSED
CHQ330
DON'T KNOW
CHQ330
PROGRAMMER INSTRUCTIONS:
DISPLAY “Eye Care Professional:” IN THE HELP TEXT IN BOLD TEXT.
DISPLAY “Since last spring has” AND USE A NULL DISPLAY FOR “ever” IF SECTION CHQ WAS COMPLETED IN
SPRING-THIRD GRADE ACCORDING TO THE PRELOAD. ELSE, DISPLAY “Has” AND “ever”.
CHQ300
QUESTION TEXT:
Did you obtain a diagnosis of a vision-related problem from an eye care professional?
CODES
1
YES
2
NO
CHQ330
REFUSED
CHQ330
DON'T KNOW
CHQ330
PROGRAMMER INSTRUCTIONS:
DISPLAY "of a vision-related " IN UNDERLINED TEXT.
CHQ301
QUESTION TEXT:
What was the diagnosis?
PROBE: Anything else?
CODE ALL THAT APPLY.
CODES
1
NEARSIGHTEDNESS (MYOPIA)
2
FARSIGHTED (HYPEROPIA)
3
COLOR BLINDNESS OR DEFICIENCY
4
ASTIGMATISM
5
CROSSED OR WANDERING EYE (STRABISMUS)
6
AMBLYOPIA OR "LAZY EYE"
7
RETINOPATHY
8
BLINDNESS
9
CONDITION REQUIRING GLASSES - SPECIFIC
CONDITION UNSPECIFIED
10
AWAITING EVALUATION
91
OTHER (SPECIFY)
REFUSED
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DON'T KNOW
BOX19
IF ANY RESPONSE CHQ.301 = 91, CONTINUE WITH CHQ.301OS. OTHERWISE, GO TO BOX 20.
CHQ301OS
QUESTION TEXT:
[What was the diagnosis?]
SPECIFY DIAGNOSIS.
_______________________________________________________
ENTER TEXT
50
Length
BOX20
IF CHQ.305a WAS ASKED IN SPRING-KINDERGARTEN, SPRING-FIRST GRADE, SPRING-SECOND GRADE, OR
SPRING-THIRD GRADE GO TO CHQ.311. ELSE, GO TO CHQ.305a.
CHQ305a
QUESTION TEXT:
How old was {CHILD} when the first diagnosis of a problem was made?
ALLOW RESPONSES IN YEARS OR MONTHS, BUT NOT BOTH.
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ENTER AGE IN MONTHS OR YEARS.
|___|___|
ENTER NUMBER FOR AGE
{ENTER 77 IF NO DIAGNOSIS HAS BEEN RECEIVED YET.}
ENTER NUMBER
Range
0 to 77
Soft Range
0 to 36
PROGRAMMER INSTRUCTIONS:
DISPLAY "ENTER 77 IF NO DIAGNOSIS HAS BEEN RECEIVED YET" ONLY WHEN CHQ.301=10 AND ONLY 10.
IF 77 IS ANSWERED, SKIP TO CHQ.311.
IF 77 IS ENTERED AND CHQ.301 DOES NOT EQUAL 10, DISPLAY "77 SHOULD ONLY BE ALLOWED IF CHQ.301=10
AND ONLY 10. PLEASE VERIFY ANSWER."
SOFT RANGE CHECK: 0-36 IF UNIT IS MONTHS; HARD RANGE CHECK: 0-77 IF UNIT IS MONTHS.
SOFT RANGE IS 1 - CHILD’S CURRENT AGE IF UNIT IS YEARS. HARD RANGE CHECK: 1 -(2 YEARS GREATER THAN
CHILD'S CURRENT AGE), 77 IF UNIT IS YEARS, IF NUMBER ENTERED IS OUTSIDE THE HARD RANGE FOR
YEARS, DISPLAY MESSAGE "This answer is outside the accepted range. Please verify answer."
IF NUMBER ENTERED IS OUTSIDE OF THE SOFT RANGE FOR MONTHS OR YEARS, DISPLAY MESSAGE "You
have entered {DISPLAY RESPONSE}. Are you sure this is correct?"
CHQ305b
QUESTION TEXT:
[How old was {CHILD} when the first diagnosis of a problem was made?]
ALLOW RESPONSE IN YEARS OR MONTHS, BUT NOT BOTH.
ENTER UNIT FOR AGE
CODES
1
MONTHS
CHQ311
2
YEARS
CHQ311
REFUSED
CHQ311
DON'T KNOW
CHQ310a
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 0-36 IF UNIT IS MONTHS; 1- CHILD’S CURRENT PRELOADED AGE IF UNIT IS YEARS. IF
NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: THE AGE OF
DIAGNOSIS CANNOT BE GREATER THAN CHILD’S CURRENT AGE. VERIFY INFORMATION AND SUPPRESS IF
CURRENT AGE IS INCORRECT.
CHQ310a
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QUESTION TEXT:
What was the month and year the diagnosis was made?
IF RESPONDENT DOESN'T KNOW MONTH, ASK: Do you remember the year?
IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST.
|___|___|
ENTER MONTH
ENTER NUMBER
1 to 12
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR.
DIAGNOSIS DATE MUST BE GREATER THAN OR EQUAL TO CHILD'S BIRTHDATE AND LESS THAN OR EQUAL
TO INTERVIEW DATE.
CHQ310b
QUESTION TEXT:
[What was the month and year the diagnosis was made?]
IF RESPONDENT DOESN'T KNOW MONTH, ASK: Do you remember the year?
IF THERE WAS MORE THAN ONE DIAGNOSIS, ASK FOR THE EARLIEST.
|___|___|___|___|
ENTER YEAR
ENTER NUMBER
Range
2003 to 2015
Soft Range
2003 to 2015
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK: 1-12 FOR MONTH, 2003-2015 FOR YEAR.
IF NUMBER OF YEARS IS GREATER THAN THE CHILD’S PRELOADED AGE, DISPLAY A MESSAGE: "DIAGNOSIS
DATE MUST BE GREATER THAN OR EQUAL TO CHILD’S BIRTHDATE AND LESS THAN OR EQUAL TO
INTERVIEW DATE."
PRESS G OR ENTER TO CHANGE ENTRY AT CHQ.310b.
PRESS S TO SUPPRESS AND CONTINUE.
CHQ311
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QUESTION TEXT:
Has {CHILD} been prescribed glasses or contact lenses to improve {his/her} vision?
CODES
1
YES
2
NO
CHQ330
REFUSED
CHQ330
DON'T KNOW
CHQ330
CHQ312
QUESTION TEXT:
How often does {CHILD} wear glasses or contact lenses?
CODES
1
All of the time,
CHQ314
2
Most of the time,
CHQ314
3
Sometimes,
CHQ314
4
Rarely, or
CHQ314
5
Never?
CHQ313
6
CHILD DOES NOT HAVE GLASSES OR CONTACTS
CHQ330
REFUSED
CHQ330
DON'T KNOW
CHQ330
CHQ313
QUESTION TEXT:
Does {CHILD} have glasses or contact lenses?
CODES
1
YES
2
NO
CHQ330
REFUSED
CHQ330
DON'T KNOW
CHQ330
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CHQ314
QUESTION TEXT:
Do {CHILD}’s glasses or contacts help {him/her} see things up close, see things in the distance, or both?
CODES
1
SEE THINGS UP CLOSE
2
SEE THINGS IN THE DISTANCE
3
BOTH
REFUSED
DON'T KNOW
CHQ330
QUESTION TEXT:
Would you say {CHILD}'s health is …
CODES
1
Excellent,
2
Very good,
3
Good,
4
Fair, or
5
Poor?
REFUSED
DON'T KNOW
BOX21
IF CHILD DOES NOT HAVE ANY DISABILITIES AND HIS OR HER HEALTH IS GOOD TO EXCELLENT, THAT IS:
CHQ.095=1, 2, 8, 9 (INDEPENDENCE)
AND
CHQ.100=1, 2, 8, 9 (ATTENTION)
AND
CHQ.105=1, 2, 8, 9 (THINK/LEARN/SOLVE)
AND
CHQ.106=1, 2, 8, 9 (COORDINATION)
AND
CHQ.107=1, 2, 8, 9 (BEHAVIOR WITH OTHER CHILDREN)
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AND
CHQ.108=1, 2, 8, 9 (BEHAVIOR WITH ADULTS)
AND
CHQ.109=1, 2, 3, 8, 9 (HYPERACTIVE)
AND
CHQ.110=2, 8, 9 (EMOTIONAL/PSYCHOLOGICAL DIFICULTIES)
AND
CHQ.200=1, 2, 8, 9 (COMMUNICATION)
AND
CHQ.216=1, 2, 8, 9 (HEARING)
AND
CHQ.285=2, 8, 9 (VISION)
AND
CHQ.330=1, 2, 3, 8, 9 (HEALTH),
GO TO BOX 23.
OTHERWISE, CONTINUE WITH CHQ.340.
HELP AVAILABLE
CHQ340
QUESTION TEXT:
During this school year, has {CHILD} received therapy services or taken part in a program for children with
disabilities?
HELP TEXT: Children with disabilities include children with developmental delays, communication
impairments, or special health care needs.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "this school year" IN UNDERLINED TEXT.
CHQ420
QUESTION TEXT:
During this school year, did {CHILD} participate in a special education program?
CODES
1
YES
2
NO
CHQ430
REFUSED
DON'T KNOW
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PROGRAMMER INSTRUCTIONS:
DISPLAY 'this school year' IN UNDERLINED TEXT.
BOX22
IF CHQ.340 OR CHQ.420=1, GO TO CHQ.430. ELSE GO TO BOX 23.
CHQ430
QUESTION TEXT:
Overall, how satisfied are you with the progress {CHILD} has made in the special services or special education
program this school year? Are you…
CODES
1
Completely satisfied,
2
Very satisfied,
3
Fairly satisfied,
4
Somewhat dissatisfied, or
5
Very Dissatisfied?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY 'this school year' IN UNDERLINED TEXT.
BOX23
GO TO SECTION VIQ (PEER VICTIMIZATION).
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4th grade cognitive labs parent interview: ECLS-K:2011
Section
VIQ
[Peer Victimization]
Sequence: 10
HELP AVAILABLE
VIQ010
QUESTION TEXT:
Now, I 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?
HELP TEXT: In this question, you may include other students at school and other children outside of school.
However, do not include brothers or sisters.
CODES
1
YES
2
NO
VIQ021
REFUSED
VIQ021
DON'T KNOW
VIQ021
HELP AVAILABLE
VIQ020
QUESTION TEXT:
How often has this happened? Would you say …
HELP TEXT: In this question, you may include other students at school and other children outside of school.
However, do not include brothers or sisters.
CODES
1
Rarely,
2
Sometimes,
3
Often, or
4
Very often?
REFUSED
DON'T KNOW
VIQ021
HELP AVAILABLE
4th grade cognitive labs parent interview: ECLS-K:2011 :: VIQ
Page 1 of 4
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QUESTION TEXT:
During this school year, have other children ever told lies or untrue stories about {CHILD}?
HELP TEXT: In this question, you may include other students at school and other children outside of school.
However, do not include brothers or sisters.
CODES
1
YES
2
NO
VIQ030
REFUSED
VIQ030
DON'T KNOW
VIQ030
HELP AVAILABLE
VIQ022
QUESTION TEXT:
How often has this happened? Would you say …
HELP TEXT: In this question, you may include other students at school and other children outside of school.
However, do not include brothers or sisters.
CODES
1
Rarely,
2
Sometimes,
3
Often, or
4
Very often?
REFUSED
DON'T KNOW
HELP AVAILABLE
VIQ030
QUESTION TEXT:
During this school year have other children ever pushed, shoved, slapped, hit, or kicked {CHILD}?
HELP TEXT: In this question, you may include other students at school and other children outside of school.
However, do not include brothers or sisters.
CODES
1
YES
2
NO
VIQ050
REFUSED
VIQ050
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VIQ050
DON'T KNOW
HELP AVAILABLE
VIQ040
QUESTION TEXT:
How often has this happened? Would you say …
HELP TEXT: In this question, you may include other students at school and other children outside of school.
However, do not include brothers or sisters.
CODES
1
Rarely
2
Sometimes,
3
Often, or
4
Very often?
REFUSED
DON'T KNOW
HELP AVAILABLE
VIQ050
QUESTION TEXT:
During this school year have other children ever intentionally excluded or left {CHILD} out from playing with
them?
HELP TEXT: In this question, you may include other students at school and other children outside of school.
However, do not include brothers or sisters.
CODES
1
YES
2
NO
Box1
REFUSED
Box1
DON'T KNOW
Box1
VIQ060
HELP AVAILABLE
QUESTION TEXT:
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Page 3 of 4
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How often has this happened? Would you say …
HELP TEXT: In this question, you may include other students at school and other children outside of school.
However, do not include brothers or sisters.
CODES
1
Rarely,
2
Sometimes,
3
Often, or
4
Very often?
REFUSED
DON'T KNOW
BOX1
GO TO PPQ (PARENT’S PSYCHOLOGICAL WELL-BEING AND HEALTH).
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4th grade cognitive labs parent interview: ECLS-K:2011
Section
PPQ
[Parent's Psychological Well-Being and
Health]
Sequence: 11
BOX1
IF PERSON FLAGGED AS RESPONDENT SCORES '1' OR '2' AT FSQ.130 OR IF NO HOUSEHOLD MEMBER SCORES
'1' OR '2' AT FSQ.130, CONTINUE WITH PPQ.100. OTHERWISE, GO TO BOX 2.
PPQ100
QUESTION TEXT:
I'm going to read some statements that may relate to how you have felt about yourself and your life during
the past week. For each statement I read, please indicate how often in the past week you felt or behaved this
way. There are no right or wrong answers.
How often during the past week have you felt that you were bothered by things that don't usually bother
you? Would you say never, some of the time, a moderate amount of the time, or most of the time?
CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
PPQ110
QUESTION TEXT:
How often during the past week have you felt that you did not feel like eating, that your appetite was poor?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
4th grade cognitive labs parent interview: ECLS-K:2011 :: PPQ
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CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
PPQ120
QUESTION TEXT:
How often during the past week have you felt that you could not shake off the blues even with help from
your family or friends?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
PPQ130
QUESTION TEXT:
How often during the past week have you felt that you had trouble keeping your mind on what you were
doing?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
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PPQ140
QUESTION TEXT:
How often during the past week have you felt depressed?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
PPQ150
QUESTION TEXT:
How often during the past week have you felt that everything you did was an effort?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
PPQ160
QUESTION TEXT:
How often during the past week have you felt fearful?
4th grade cognitive labs parent interview: ECLS-K:2011 :: PPQ
Page 3 of 7
2014-01-15 10:22
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
PPQ170
QUESTION TEXT:
How often during the past week have you felt that your sleep was restless?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
PPQ180
QUESTION TEXT:
How often during the past week have you felt that you talked less than usual?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
4th grade cognitive labs parent interview: ECLS-K:2011 :: PPQ
Page 4 of 7
2014-01-15 10:22
PPQ190
QUESTION TEXT:
How often during the past week have you felt lonely?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
PPQ200
QUESTION TEXT:
How often during the past week have you felt sad?
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
PPQ210
QUESTION TEXT:
How often during the past week have you felt that you could not get going?
4th grade cognitive labs parent interview: ECLS-K:2011 :: PPQ
Page 5 of 7
2014-01-15 10:22
[PROBE: Would you say never, some of the time, a moderate amount of the time, or most of the time?]
CODES
1
NEVER
2
SOME OF THE TIME
3
A MODERATE AMOUNT OF THE TIME
4
MOST OF THE TIME
REFUSED
DON'T KNOW
PPQ220
QUESTION TEXT:
Now, I would like to ask you about your health. In general, would you say that your health is…
CODES
1
Excellent,
2
Very good,
3
Good,
4
Fair, or
5
Poor?
REFUSED
DON'T KNOW
PPQ225
QUESTION TEXT:
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?
CODES
1
A LOT OF STRESS
2
A MODERATE AMOUNT OF STRESS
3
RELATIVELY LITTLE STRESS
4
ALMOST NO STRESS AT ALL
REFUSED
DON'T KNOW
4th grade cognitive labs parent interview: ECLS-K:2011 :: PPQ
Page 6 of 7
2014-01-15 10:22
BOX2
GO TO SECTION FDQ (FOOD SECURITY).
4th grade cognitive labs parent interview: ECLS-K:2011 :: PPQ
Page 7 of 7
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4th grade cognitive labs parent interview: ECLS-K:2011
Section
FDQ
[Food Security]
Sequence: 12
FDQ130a
QUESTION TEXT:
These next questions are about whether your family is able to afford the food that you need. I am going to
read you several statements that people have made about their food situation. For these statements, please
tell me whether 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}, 2014.
{I/We} worried whether {my/our} food would run out before {I/we} got money to buy more. Was that often
true, sometimes true, or never true for {you/your household} in the last 12 months?
CODES
1
OFTEN TRUE
2
SOMETIMES TRUE
3
NEVER TRUE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "in the last 12 months, that is, since last {CURRENT MONTH}, 2014” AND DISPLAY THE CURRENT
MONTH.
DISPLAY "often", "sometimes", AND "never" IN THE MAIN QUESTION TEXT AS UNDERLINED.
USE "you", "I", AND "my" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF
THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER. OTHERWISE, DISPLAY “your household”, “we”, AND
“our”. NOTE- HOUSEHOLD MEMBERS WITH AGE = DK/RF ARE COUNTED AS BEING AGE 18 OR OVER.
FDQ130b
QUESTION TEXT:
[These next questions are about whether your family is able to afford the food that you need. I am going to
read you several statements that people have made about their food situation. For these statements, please
tell me whether 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}, 2014.]
The food that {I/we} bought just didn’t last, and {I/we} didn’t have money to get more. Was that often true,
sometimes true , or never true for {you/your household} in the last 12 months?
CODES
1
OFTEN TRUE
2
SOMETIMES TRUE
3
NEVER TRUE
4th grade cognitive labs parent interview: ECLS-K:2011 :: FDQ
Page 1 of 5
2014-01-15 10:24
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "in the last 12 months, that is, since last {CURRENT MONTH}, 2014” AND DISPLAY THE CURRENT
MONTH.
DISPLAY "often", "sometimes", AND "never" IN THE MAIN QUESTION TEXT AS UNDERLINED.
USE "you" AND "I" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE
ARE NO HOUSEHOLD MEMBERS 18 OR OVER. OTHERWISE, DISPLAY “your household” AND “we”. NOTEHOUSEHOLD MEMBERS WITH AGE = DK/RF ARE COUNTED AS BEING AGE 18 OR OVER.
FDQ130c
QUESTION TEXT:
[These next questions are about whether your family is able to afford the food that you need. I am going to
read you several statements that people have made about their food situation. For these statements, please
tell me whether 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},2014.]
{I/We} couldn’t afford to eat balanced meals.
[PROBE: Was that often true, sometimes true, or never true for {you/your household} in the last 12 months?]
CODES
1
OFTEN TRUE
2
SOMETIMES TRUE
3
NEVER TRUE
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "in the last 12 months, that is, since last {CURRENT MONTH}, 2014” AND DISPLAY THE CURRENT
MONTH.
DISPLAY "often", "sometimes", AND "never" IN THE MAIN QUESTION TEXT AND PROBE AS UNDERLINED.
USE "you" AND "I" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE
ARE NO HOUSEHOLD MEMBERS 18 OR OVER. OTHERWISE, DISPLAY “your household” AND “We”. NOTEHOUSEHOLD MEMBERS WITH AGE = DK/RF ARE COUNTED AS BEING AGE 18 OR OVER.
BOX1
IF (FDQ.130a = 1 OR 2) OR (FDQ.130b = 1 OR 2) OR (FDQ.130c = 1 OR 2), THEN GO TO FDQ.140. ELSE, GO TO
BOX3.
4th grade cognitive labs parent interview: ECLS-K:2011 :: FDQ
Page 2 of 5
2014-01-15 10:24
FDQ140
QUESTION TEXT:
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?
CODES
1
YES
2
NO
FDQ160
REFUSED
FDQ160
DON'T KNOW
FDQ160
PROGRAMMER INSTRUCTIONS:
DISPLAY "you" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE ARE
NO HOUSEHOLD MEMBERS 18 OR OVER. OTHERWISE, DISPLAY “you or other adults in your household”.
NOTE- HOUSEHOLD MEMBERS WITH AGE = DK/RF ARE COUNTED AS BEING AGE 18 OR OVER.
FDQ150
QUESTION TEXT:
How often did this happen? Would you say…
CODES
1
Almost every month,
2
Some months, but not every month, or
3
In only 1 or 2 months?
REFUSED
DON'T KNOW
FDQ160
QUESTION TEXT:
In the last 12 months, did you ever eat less than you felt you should because there wasn't enough money for
food?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
4th grade cognitive labs parent interview: ECLS-K:2011 :: FDQ
Page 3 of 5
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FDQ170
QUESTION TEXT:
In the last 12 months, were you ever hungry but didn't eat because there wasn't enough money for food?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
FDQ180
QUESTION TEXT:
In the last 12 months, did you lose weight because there wasn't enough money for food?
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
BOX2
IF (FDQ.140=1) OR (FDQ.160 =1) OR (FDQ.170 = 1) OR (FDQ.180=1), ASK FDQ.190. OTHERWISE, GO TO BOX3.
FDQ190
4th grade cognitive labs parent interview: ECLS-K:2011 :: FDQ
Page 4 of 5
2014-01-15 10:24
QUESTION TEXT:
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?
CODES
1
YES
2
NO
BOX3
REFUSED
BOX3
DON'T KNOW
BOX3
PROGRAMMER INSTRUCTIONS:
DISPLAY "you" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER AGE 18 OR OVER OR IF THERE ARE
NO HOUSEHOLD MEMBERS 18 OR OVER. OTHERWISE, DISPLAY “you or other adults in your household.”
NOTE- HOUSEHOLD MEMBERS WITH AGE = DK/RF ARE COUNTED AS BEING AGE 18 OR OVER.
FDQ191
QUESTION TEXT:
How often did this happen? Would you say…
CODES
1
Almost every month,
2
Some months, but not every month, or
3
In only 1 or 2 months?
REFUSED
DON'T KNOW
BOX3
GO TO SECTION PEQ (PARENT EDUCATION).
4th grade cognitive labs parent interview: ECLS-K:2011 :: FDQ
Page 5 of 5
2014-01-15 10:24
4th grade cognitive labs parent interview: ECLS-K:2011
Section
PEQ
[Parent Education]
Sequence: 13
BOX1
ASK PEQ.020-PEQ.062 (IF APPLICABLE) FOR 2 "KEY" PARENT FIGURES IN THE HOUSEHOLD. THIS PERSON OR
PERSONS SHOULD BE CHOSEN AS DEFINED IN FSQ BOX 5.
AFTER DETERMINING FOR WHOM THE EDUCATION QUESTIONS WILL BE ASKED, CHECK PRELOAD TO
DETERMINE IF EACH PERSON HAD NONMISSING EDUCATION DATA FROM A PREVIOUS ROUND. IF SO, WE
WILL NOT ASK THE EDUCATION QUESTIONS ABOUT THIS PERSON AGAIN . OTHERWISE, GO TO PEQ.020 FOR
EACH APPROPRIATE PERSON. AFTER ALL APPROPRIATE PERSONS WITHOUT EDUCATION DATA HAVE BEEN
ASKED ABOUT, GO TO BOX 3.
PEQ020
HELP AVAILABLE
QUESTION TEXT:
{Now I have a few questions about education.} What is the highest grade or year of school that {you/{NAME}}
{have/has} completed?
HELP TEXT:
Highest Grade or Year of School Completed: For grades 1-11, enter the exact grade level. If the person you are
asking about completed elementary school, find out the last grade completed. If the respondent says the
person finished 12th grade, ask whether the person received a diploma or got the equivalent of a high school
diploma.
Completing a given grade in school should be counted as the number of years it normally takes to complete
that grade level of education, regardless of how many years it actually took the person to finish. This means
that for persons who skipped or repeated grades in elementary school, you will enter the highest grade
completed regardless of the number of years they were in school. This rule is true for elementary school
through high school and is especially relevant to college.
12th grade but no diploma: The person completed the 12th grade, but did not earn a high school diploma or
GED.
High school equivalent: This means that the person has a GED. The GED is an exam certified equivalent of a
high school diploma received when the person has not actually received a degree from attending high school,
but has acquired his/her GED (high school equivalency based on passing the GED exam).
High school diploma: A certificate that verifies that a person has successfully completed the required courses
of a high school curriculum and has actually graduated from high school rather than having a GED.
Vocational/technical program after high school but no voc/tech diploma: The person attended this type of
program, but did not earn a degree/diploma/certificate of successful completion of the program.
4th grade cognitive labs parent interview: ECLS-K:2011 :: PEQ
Page 1 of 7
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Vocational/trade school after high school refers to work or trade-related education received after completing
high school, but does not include college. Examples include secretarial school, mechanical or computer
training school, etc. Some community colleges offer vocational training, but this would be considered "1-2
years of college" or "associate's degree" and not vocational or trade school.
Vocational/technical program after high school: The person attended this type of program and DID earn a
degree/diploma/certificate of successful completion of the program. Vocational/trade school after high school
refers to work or trade-related education received after completing high school, but does not include college.
Examples include secretarial school, mechanical or computer training school, etc. Some community colleges
offer vocational training, but this would be considered "1-2 years of college" or "associate's degree" and not
vocational or trade school.
Some college but no degree: The person does not have a 4-year college (bachelor's) degree but has
completed a class for credit at a college or university.
Associate's degree: A 2-year college degree typically earned at a community college (rather than a trade
school).
Bachelor's degree: A 4-year college degree earned at a university or 4-year college. It is sometimes called an
"undergraduate degree."
Graduate or professional school but no degree: The person attended a graduate or professional school that
advanced him/her toward a degree beyond a Bachelor's degree (for example, a Master's, Doctorate, or other
professional degree). However, the person did not complete the program or earn the degree.
Master's (MA, MS): Studies beyond a bachelor's degree, but not a Ph.D. or Ed.D.
Doctorate Degree (Ph.D., Ed.D.): Studies beyond a Master's degree that result in a doctorate degree.
Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS, Law/JD/LLB): Any other graduate
degrees earned with academic studies beyond the bachelor's.
CODES
0
NEVER WENT TO SCHOOL
1
1ST GRADE
2
2ND GRADE
3
3RD GRADE
4
4TH GRADE
5
5TH GRADE
6
6TH GRADE
7
7TH GRADE
8
8TH GRADE
9
9TH GRADE
10
10TH GRADE
11
11TH GRADE
12
12TH GRADE BUT NO DIPLOMA
13
HIGH SCHOOL EQUIVALENT/GED
PEQ040
14
HIGH SCHOOL DIPLOMA
PEQ040
15
VOC/TECH PROGRAM AFTER HIGH SCHOOL BUT
NO VOC/TECH DIPLOMA
16
VOC/TECH PROGRAM AFTER HIGH SCHOOL,
DIPLOMA
17
SOME COLLEGE BUT NO DEGREE
4th grade cognitive labs parent interview: ECLS-K:2011 :: PEQ
Page 2 of 7
2014-01-15 10:25
18
ASSOCIATE'S DEGREE
19
BACHELOR'S DEGREE
PEQ040
20
GRADUATE OR PROFESSIONAL SCHOOL BUT NO
DEGREE
PEQ040
21
MASTER'S (MA, MS)
PEQ040
22
DOCTORATE DEGREE (Ph.D., Ed.D.)
PEQ040
23
PROFESSIONAL DEGREE AFTER BACHELOR'S
DEGREE (MEDICINE/MD; DENTISTRY/DDS;
LAW/JD/LLB; ETC.)
PEQ040
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "Now I have…education." WHEN LOOPING ON THIS QUESTION FOR THE FIRST TIME. ELSE, USE A
NULL DISPLAY.
DISPLAY "you" AND “have” IF LOOPING ON RESPONDENT (PERSONTYPE = R). OTHERWISE, DISPLAY
"{NAME}" and “has” USING NAME OF THE KEY PARENT FIGURE.
DISPLAY "Highest Grade or Year of School Completed:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY 'normally' and ‘regardless’ IN THE HELP TEXT ‘Highest Grade or Year of School Completed’ IN
UNDERLINED TEXT.
DISPLAY "12th grade but no diploma:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "High school equivalent:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "High school diploma: " IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Vocational/technical program after high school but no voc/tech diploma:" IN THE HELP TEXT IN
BOLD TEXT.
DISPLAY 'no' IN THE HELP TEXT ‘Vocational/technical program after high school but no voc/tech diploma’ IN
UNDERLINED TEXT.
DISPLAY "Vocational/technical program after high school:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Some college but no degree:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Associate's degree:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Bachelor's degree:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Graduate or professional school but no degree:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY 'beyond' IN THE HELP TEXT ‘Graduate or professional school but no degree’ IN UNDERLINED TEXT.
DISPLAY "Master's (MA, MS):" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Doctorate Degree (Ph.D., Ed.D.):" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS, Law/JD/LLB):" IN THE
HELP TEXT IN BOLD TEXT.
PEQ021
4th grade cognitive labs parent interview: ECLS-K:2011 :: PEQ
Page 3 of 7
2014-01-15 10:25
QUESTION TEXT:
{Do/Does} {you/{NAME}} have a high school diploma, or its equivalent, such as a GED, or neither?
CODES
1
HIGH SCHOOL DIPLOMA
2
HIGH SCHOOL EQUIVALENT (GED)
3
NO HIGH SCHOOL DIPLOMA/EQUIVALENT
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "Do you" IF LOOPING ON RESPONDENT (PERSONTYPE = R). OTHERWISE, DISPLAY "Does {NAME}"
USING NAME OF THE KEY PARENT FIGURE.
PEQ040
QUESTION TEXT:
{Are you/Is {NAME}} currently taking courses full-time or part-time?
HELP TEXT:
Full-time: A person is considered to be attending school full-time if he or she is carrying a full load of class
hours in a semester or quarter. This is typically 12 credit hours or more.
Part-time: A person is considered to be attending school part-time if he or she is carrying less than a full load
of class hours in a semester or quarter. This is typically less than 12 credit hours.
CODES
1
FULL-TIME
2
PART-TIME
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "Are you" IF LOOPING ON RESPONDENT (PERSONTYPE = R). OTHERWISE, DISPLAY "Is {NAME}"
USING NAME OF MOTHER/FATHER FIGURE OR RESPONDENT'S SPOUSE FROM HH ROSTER.
DISPLAY "Full-time:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Part-time:" IN THE HELP TEXT IN BOLD TEXT.
PEQ050
HELP AVAILABLE
QUESTION TEXT:
{Are you/Is {NAME}} currently participating in a job training or on the job training program? Please do not
report participation in any vocational or technical programs taken at a college or university that you just told
me about.
4th grade cognitive labs parent interview: ECLS-K:2011 :: PEQ
Page 4 of 7
2014-01-15 10:25
HELP TEXT:
Job-training/On-the-job-training program: Job training includes activities that qualify someone to work in a
particular occupation, such as a carpenter, a cook, or an electrician. Do not include 2-year colleges
(A.A.degree), 4-year college degree (B.A.) or high school equivalency degrees (GED). On-the-job training
includes activities at the work site to help the learner develop job-related skills while doing work at the same
time. This also includes apprenticeships.
CODES
1
YES
2
NO
BOX2
REFUSED
BOX2
DON'T KNOW
BOX2
PROGRAMMER INSTRUCTIONS:
DISPLAY "Are you" IF LOOPING ON RESPONDENT. OTHERWISE, DISPLAY "Is {NAME}" USING NAME OF THE
KEY PARENT FIGURE .
DISPLAY "Job-training/On-the-job-training program:" IN THE HELP TEXT IN BOLD TEXT.
PEQ060
QUESTION TEXT:
About how many hours a week {do/does} {you/{NAME}} spend in that program? Please include hours spent on
homework for the training program.
|___|___|___|
ENTER HOURS
ENTER NUMBER
0 to 80
Range
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK 0-80.
DISPLAY “do you” IF LOOPING ON RESPONDENT (PERSONTYPE = R). OTHERWISE, DISPLAY “Does {NAME}”
USING NAME OF THE KEY PARENT FIGURE.
BOX2
IF PEQ040=1 or 2 OR PEQ.050 = 1, GO TO PEQ.062. ELSE, GO TO BOX 3.
4th grade cognitive labs parent interview: ECLS-K:2011 :: PEQ
Page 5 of 7
2014-01-15 10:25
HELP AVAILABLE
PEQ062
QUESTION TEXT:
What type of school or job training {are you/Is {NAME}} currently in?
HELP TEXT:
Basic skills or high school/GED completion classes: These are classes taken to learn basic skills such as writing
or math. In some cases, they may be taken to complete high school or earn a high school equivalent or GED. A
GED is an exam certified equivalent of a high school diploma received when the person has not actually
received a degree from attending high school, but has acquired his/her GED (high school equivalency based
on passing the GED exam).
Vocational/technical program: Refers to work or trade-related education received after completing high
school, but does not include college. Examples include secretarial school, mechanical or computer training
school, etc. Some community colleges offer vocational training, but this would be considered "associate's
degree" and not vocational or trade school.
Associate's degree: A 2-year college degree typically earned at a community college (rather than a trade
school).
Bachelor's degree: A 4-year college degree earned at a university or 4-year college. It is sometimes called an
"undergraduate degree."
Master's (MA, MS): Studies beyond a bachelor's degree, but not a Ph.D. or Ed.D.
Doctorate Degree (Ph.D., EDD): Studies beyond a Master's degree that result in a doctorate degree.
Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS, Law/JD/LLB): Any other graduate
degrees earned with academic studies beyond the bachelor's.
On-the-job-training: On-the-job training includes activities at the work site to help the learner develop jobrelated skills while doing work at the same time. This also includes apprenticeships. Do not include high school
equivalency degrees (GED), 2-year colleges (A.A. degree), 4-year college degree (B.A.), master’s, doctorates,
or professional degree programs after a bachelor’s degree (MA, MS, PHD, EDD, MD, DDS, LAW/JD/LLB).
Job training: Job training includes activities that qualify someone to work in a particular occupation, such as a
carpenter, a cook, or an electrician. Do not include high school equivalency degrees (GED), 2-year colleges
(A.A. degree), 4-year college degree (B.A.), master’s, doctorates, or professional degree programs
after a bachelor’s degree (MA, MS, PHD, EDD, MD, DDS, LAW/JD/LLB).
CODES
1
BASIC SKILLS OR HIGH SCHOOL/GED
COMPLETION CLASSES
2
VOCATIONAL OR TECHNICAL DEGREE PROGRAM
3
ASSOCIATE’S DEGREE PROGRAM
4
BACHELOR’S DEGREE PROGRAM
5
MASTER'S (MA, MS) DEGREE PROGRAM
6
DOCTORATE DEGREE (PHD, EDD) PROGRAM
7
PROFESSIONAL DEGREE AFTER BACHELOR'S
DEGREE PROGRAM (MEDICINE/MD;
DENTISTRY/DDS; LAW/JD/LLB; ETC.)
8
ON-THE-JOB TRAINING AT CURRENT JOB TO GET
NEW SKILLS
4th grade cognitive labs parent interview: ECLS-K:2011 :: PEQ
Page 6 of 7
2014-01-15 10:25
9
JOB TRAINING TO GET A JOB/LEARN NEW JOB
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "are you" IF LOOPING ON RESPONDENT (PERSONTYPE = R). OTHERWISE, DISPLAY "is {NAME}"
USING NAME OF MOTHER/FATHER FIGURE OR RESPONDENT'S SPOUSE FROM HH ROSTE
DISPLAY "Basic skills or high school/GED completion classes:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Vocational/technical program:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Associate's degree:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Bachelor's degree: " IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Master's (MA, MS):" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Master's (MA, MS):" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Doctorate Degree (Ph.D., EDD):" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS, Law/JD/LLB):" IN THE
HELP TEXT IN BOLD TEXT.
DISPLAY "Doctorate Degree (Ph.D., EDD):" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "On-the-job-training:" IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Job training:" IN THE HELP TEXT IN BOLD TEXT.
BOX3
GO TO SECTION EMQ (PARENT EMPLOYMENT).
4th grade cognitive labs parent interview: ECLS-K:2011 :: PEQ
Page 7 of 7
2014-01-15 10:25
4th grade cognitive labs parent interview: ECLS-K:2011
Section
EMQ
[Parent Employment]
Sequence: 14
BOX1
LOOP 1
ASK EMQ.200 - EMQ.215 FOR 2 “KEY” PARENT FIGURES IN THE HOUSEHOLD AS DEFINED IN FSQ, BOX 5.
EMQ200
QUESTION TEXT:
Which best describes {your/{NAME}’s} current employment situation? {Are you/Is {NAME}}…
CODES
1
working part-time,
2
working full-time,
3
a stay-at-home parent or guardian, or
4
not working?
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "your" and "Are you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT.OTHERWISE,
DISPLAY "{NAME}'s" and “Is {NAME}".
FOR "{NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.
EMQ210
QUESTION TEXT:
Since {CHILD} was born, {have you/has {NAME}} served on active duty in the U.S. Armed Forces, military
Reserves, or National Guard? Active duty does not include training for the Reserves or National Guard, but
does include activation, for example, for the war in Afghanistan.
CODES
1
YES
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2
NO
BOX2
REFUSED
BOX2
DON'T KNOW
BOX2
HELP AVAILABLE
EMQ215
QUESTION TEXT:
{Are you/Is {NAME}} currently on active duty in the U.S. Armed Forces, military Reserves, or National Guard?
HELP TEXT: Active duty does not include training for the Reserves or National Guard, but DOES include
activation, for example, for the war in Afghanistan.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "Are you" IF PERSON CURRENTLY BEING LOOPED ON IS THE RESPONDENT. OTHERWISE, DISPLAY
"Is {NAME}".
FOR "Is {NAME}", DISPLAY THE PERSON'S FIRST NAME WHO IS CURRENTLY BEING LOOPED ON.
BOX2
END LOOP 1
ASK EMQ.200 - EMQ.215 FOR NEXT 2 “KEY” PARENT FIGURES IN THE HOUSEHOLD AS DEFINED IN FSQ, BOX 5.
IF NO NEXT "KEY" PARENT, GO TO WPQ (WELFARE AND OTHER PUBLIC TRANSFERS).
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4th grade cognitive labs parent interview: ECLS-K:2011
Section
WPQ
[Welfare and Other Public Transfers]
Sequence: 15
WPQ100
QUESTION TEXT:
{Since {DATE OF LAST INTERVIEW}/In the past 12 months}, have you or anyone in your household received
Temporary Assistance for Needy Families, sometimes called {TANF or} {STATE TANF PROGRAM NAME}?
PROBE: TANF was formerly known as Aids to Families with Dependent Children, or AFDC.
IF NEEDED:
TANF: Temporary Assistance for Needy Families (TANF) {or {STATE TANF PROGRAM NAME} in {STATE}} is a
government program that provides cash benefits to low-income families with children. Many states provide
TANF money through an Electronic Benefits Transfer (EBT) card that is like a debit or ATM card.
Past 12 Months: For this question, consider whether or not TANF (or AFDC) was received in the past 12
calendar months, not the last calendar year.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF ACCORDING TO THE LOOKUP FILE THE STATE PROGRAM NAME BEGINS WITH "TANF," USE A NULL
DISPLAY FOR "{TANF or}". ELSE, DISPLAY "TANF or" AND STATE TANF PROGRAM NAME. ELSE, IF STATE
PROGRAM NAME IS MISSING, DISPLAY “TANF”.
IF ACCORDING TO THE LOOKUP FILE THE STATE PROGRAM NAME BEGINS WITH "TANF," USE A NULL
DISPLAY FOR "{or {STATE TANF PROGRAM NAME} IN {STATE}}".
IF, ACCORDING TO THE PRELOAD, THERE ARE PREVIOUS WPQ DATA FOR THE WHOLE WPQ SECTION FROM A
COMPLETED OR PARTIALLY COMPLETED SPRING-K INTERVIEW, DISPLAY “Since {DATE OF LAST INTERVIEW}”
AND DISPLAY THE MONTH, DAY, AND YEAR OF THE LAST INTERVIEW. DISPLAY THE NAME OF THE MONTH,
NOT THE NUMBER OF THE MONTH, FOLLOWED BY THE DAY WITH THE APPROPRIATE LETTERS AT THE END
TO GO WITH THE DATE, AND THEN THE YEAR (E.G., March 5th, 2011). ELSE, DISPLAY "In the past 12 months”.
DISPLAY "TANF: " IN THE HELP TEXT IN BOLD TEXT.
DISPLAY "Past 12 Months: " IN THE HELP TEXT IN BOLD TEXT.
WPQ110
QUESTION TEXT:
{Since {DATE OF LAST INTERVIEW}/In the past 12 months}, have you or anyone in your household received
food stamps, also called SNAP (the Supplemental Nutrition Assistance Program), or food benefits on EBT
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(Electronic Benefit Transfer)?
HELP TEXT:
Food Stamps or SNAP (Supplemental Nutrition Assistance Program): A government program that provides
plastic cards that can be used to buy food. In the past, SNAP was called the Food Stamp Program and gave
people benefits in paper coupons or food stamps.
Past 12 Months: For this question, consider whether or not food stamps were received in the past 12 calendar
months, not the last calendar year.
CODES
1
YES
2
NO
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF, ACCORDING TO THE PRELOAD, THERE ARE PREVIOUS WPQ DATA FOR THE WHOLE WPQ SECTION FROM A
COMPLETED OR PARTIALLY COMPLETED SPRING-K INTERVIEW, DISPLAY “Since {DATE OF LAST INTERVIEW}”
AND DISPLAY THE MONTH, DAY, AND YEAR OF THE LAST INTERVIEW. DISPLAY THE NAME OF THE MONTH,
NOT THE NUMBER OF THE MONTH, FOLLOWED BY THE DAY WITH THE APPROPRIATE LETTERS AT THE END
TO GO WITH THE DATE, AND THEN THE YEAR (E.G., March 5th, 2011). ELSE, DISPLAY "In the past 12 months”.
DISPLAY "Food Stamps or SNAP (Supplemental Nutrition Assistance Program): " IN THE HELP TEXT IN BOLD
TEXT.
DISPLAY "Past 12 Months: " IN THE HELP TEXT IN BOLD TEXT.
WPQ170
QUESTION TEXT:
Does {CHILD} receive free or reduced price lunches at school?
CODES
1
YES
WPQ180
2
NO
BOX1
REFUSED
BOX1
DON'T KNOW
BOX1
PROGRAMMER INSTRUCTIONS:
DISPLAY "free" AND "reduced price" IN UNDERLINED TEXT.
WPQ180
QUESTION TEXT:
Are these lunches free or reduced price?
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CODES
1
FREE
2
REDUCED PRICE
REFUSED
DON'T KNOW
BOX1
GO TO SECTION PAQ (PARENT INCOME AND ASSETS).
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4th grade cognitive labs parent interview: ECLS-K:2011
Section
PAQ
[Parent Income and Assets]
Sequence: 16
PAQ100
QUESTION TEXT:
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?
Was it…
CODES
1
$25,000 or less, or
2
More than $25,000?
REFUSED
PAQ140
DON'T KNOW
PAQ140
PAQ110
QUESTION TEXT:
Was it…
CODES
1
$5,000 or less
2
$5,001 to $10,000
3
$10,001 to $15,000
4
$15,001 to $20,000
5
$20,001 to $25,000
6
$25,001 to $30,000
7
$30,001 to $35,000
8
$35,001 to $40,000
9
$40,001 to $45,000
10
$45,001 to $50,000
11
$50,001 to $55,000
12
$55,001 to $60,000
13
$60,001 to $65,000
14
$65,001 to $70,000
15
$70,001 to $75,000
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16
$75,001 to $100,000
17
$100,001 to $200,000, or
18
$200,001 or more
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IF PAQ.100=1, DISPLAY SET 1. IF PAQ.100=2, DISPLAY SET 2.
[SET 1]
$5,000 or less…………………1
$5,001 to $10,000…………….. 2
$10,001 to $15,000…………… 3
$15,001 to $20,000……………4
$20,001 to $25,000…………… 5
[SET 2]
$25,001 to $30,000………………..6
$30,001 to $35,000………………..7
$35,001 to $40,000………………..8
$40,001 to $45,000………………..9
$45,001 to $50,000……………….10
$50,001 to $55,000……………….11
$55,001 to $60,000……………….12
$60,001 to $65,000……………….13
$65,001 to $70,000……………….14
$70,001 to $75,000……………….15
$75,001 to $100,000……………...16
$100,001 to $200,000…………….17
$200,001 or more………………... 18
BOX2
QUESTION TEXT:
IF PAQ.110 (SET 1 OR SET 2) IS RF/DK, GO TO PAQ.140.
PAQ.120 IS ASKED IF THE HOUSEHOLD IS AT 200 PERCENT OF POVERTY OR BELOW.
ASK PAQ.120 IF
(NUMBER IN HH = 1 AND PAQ.110 < 6) OR
(NUMBER IN HH = 2 AND PAQ.110 < 7) OR
(NUMBER IN HH = 3 AND PAQ.110 < 9) OR
(NUMBER IN HH = 4 AND PAQ.110 < 11) OR
(NUMBER IN HH = 5 AND PAQ.110 < 13) OR
(NUMBER IN HH = 6 AND PAQ.110 < 14) OR
(NUMBER IN HH = 7 AND PAQ.110 < 16) OR
(NUMBER IN HH = 8 AND PAQ.110 < 17) OR
(NUMBER IN HH g.e. 9 AND PAQ.110 < 17).
ELSE, GO TO PAQ.140.
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PAQ120
QUESTION TEXT:
What was your total household income last year, to the nearest thousand?
|___|___|___|,|___|___|___|,|___|___|___|.
TOTAL INCOME
ENTER NUMBER
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
RANGE CHECK-TOTAL INCOME SHOULD BE IN RANGE OF ANSWER TO PAQ. 110.
RANGE CHECK:
IF PAQ.100 = 1, RANGE = 0-25,000
IF PAQ.100 = 2, RANGE = 25,001-999,999,999
IF ANSWER IS NOT IN THE RANGE OF THE ANSWER TO PAQ.110, DISPLAY "You have entered {DISPLAY
RESPONSE}. Are you sure this is correct?”
INSERT COMMAS FOR EVERY THREE DIGITS OF REPORTED INCOME (FROM RIGHT TO LEFT).
PAQ140
QUESTION TEXT:
What is your current housing situation? Do you…
CODES
1
own your own house or condominium,
2
rent your house or apartment,
3
exchange services for housing,
4
not pay for housing,
5
live in temporary housing or a shelter,
6
live with a relative or in a dwelling owned by a
relative (MAY OR MAY NOT CONTRIBUTE TO
EXPENSES OR CONTRIBUTION UKNOWN), or
91
have another type of arrangement (SPECIFY)?
REFUSED
DON'T KNOW
BOX3
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IF PAQ.140=91, CONTINUE WITH PAQ.140OS. OTHERWISE, GO TO BOX 4.
PAQ140OS
QUESTION TEXT:
[What is your current housing situation?]
SPECIFY TYPE OF ARRANGEMENT.
__________________________________
ENTER TEXT
50
Length
PROGRAMMER INSTRUCTIONS:
DK AND REF DISALLOWED.
BOX4
GO TO SECTION CMQ (MOBILITY AND TRACKING UPDATES).
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4th grade cognitive labs parent interview: ECLS-K:2011
Section
CMQ
[Mobility and Tracking Updates]
Sequence: 17
CMQ010
QUESTION TEXT:
Have you moved since {DATE OF LAST INTERVIEW}?
CODES
1
YES
2
NO
Box1
REFUSED
Box1
DON'T KNOW
Box1
CMQ020
QUESTION TEXT:
Why did you move?
PROBE: Any other reason?
CODE ALL THAT APPLY.
CODES
1
SO CHILD COULD GO TO A BETTER SCHOOL
2
BOUGHT A HOUSE
3
MOVED TO BE NEARER JOB; JOB-RELATED
REASONS
4
MOVED TO NICER APARTMENT/HOUSE
5
MOVED TO SAFER AREA; CRIME-RELATED
REASONS
6
MOVED TO LESS EXPENSIVE LIVING QUARTERS
7
BANK HAD TO BUY BACK THE HOME
(FORECLOSED)
8
WAS EVICTED, COULD NOT PAY RENT IN
PREVIOUS RESIDENCE
9
OLD HOUSE/APARTMENT WAS DAMAGED
10
MOVED BECAUSE OF MARITAL SEPARATION,
DIVORCE, DEATH IN FAMILY
11
HOUSE WAS SOLD, NO NEW HOUSE BOUGHT
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12
LEASE RAN OUT
13
MOVED OUT OF RELATIVE'S HOME/ON-OWN
14
TO BE CLOSER TO FAMILY
91
OTHER (SPECIFY)
REFUSED
DON'T KNOW
BOX0
IF CMQ.020=91, GO TO CMQ.020OS. ELSE, GO TO BOX1.
CMQ020OS
QUESTION TEXT:
[Why did you move?]
________________________________________
SPECIFY OTHER REASON.
ENTER TEXT
Length
50
BOX1
IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-THIRD GRADE INTERVIEW) AND (THERE WAS A
TELEPHONE NUMBER IN SPRING- THIRD GRADE CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A
TELEPHONE NUMBER IN SPRING- THIRD GRADE GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME AS
IN SPRING- THIRD GRADE) AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-SECOND GRADE INTERVIEW) AND (THERE WAS A
TELEPHONE NUMBER IN SPRING- SECOND GRADE CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A
TELEPHONE NUMBER IN SPRING- SECOND GRADE GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME
AS IN SPRING- SECOND GRADE) AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-FIRST GRADE INTERVIEW) AND (THERE WAS A
TELEPHONE NUMBER IN SPRING- FIRST GRADE CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A TELEPHONE
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NUMBER IN SPRING- FIRST GRADE GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME AS IN SPRINGFIRST GRADE), AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-KINDERGARTEN INTERVIEW) AND (THERE WAS A
TELEPHONE NUMBER IN SPRING-KINDERGARTEN CMQ.100 THAT WAS CORRECT (CMQ.100=1) OR A
TELEPHONE NUMBER IN SPRING-KINDERGARTEN GIVEN IN CMQ.140) AND (THE RESPONDENT IS THE SAME
AS IN SPRING-KINDERGARTEN) AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE FALL-KINDERGARTEN INTERVIEW) AND (THERE IS A
TELEPHONE NUMBER FOR CMQ.080) AND (THE RESPONDENT IS THE SAME AS IN FALL-KINDERGARTEN)
AND (THE TELEPHONE NUMBER IS NOT "000"), GO TO CMQ.100.
ELSE, CONTINUE WITH CMQ.060.
CMQ060
QUESTION TEXT:
Just to make sure I can reach you for the next interview, which will take place next school year, I'd like to ask
a few questions about how to find you.
Is there a second phone number, such as a work number, a friend or relative's number, or a beeper or cell
phone number, where you can sometimes be reached?
CODES
1
YES
CMQ140
2
NO
BOX2
REFUSED
BOX2
DON'T KNOW
BOX2
CMQ100
QUESTION TEXT:
Just to make sure I can reach you for the next interview, which will take place next school year, I'd like to ask
a few questions about how to find you. I have recorded {PHONE NUMBER} as a second phone number where
you can sometimes be reached. Is this the right number?
CODES
1
YES
BOX2
2
NO
CMQ140
REFUSED
BOX2
DON'T KNOW
BOX2
4th grade cognitive labs parent interview: ECLS-K:2011 :: CMQ
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PROGRAMMER INSTRUCTIONS:
USING THE PRELOAD, DISPLAY SECOND PHONE NUMBER FROM (SPRING-THIRD GRADE CMQ.100 IF SPRINGTHIRD GRADE CMQ.100=1) OR (TELEPHONE NUMBER IN SPRING- THIRD GRADE CMQ.140). ELSE, IF SPRINGTHIRD GRADE INFORMATION IS MISSING, DISPLAY SECOND PHONE NUMBER FROM (SPRING-SECOND
GRADE CMQ.100 IF SPRING- SECOND GRADE CMQ.100=1) OR (TELEPHONE NUMBER IN SPRING- SECOND
GRADE CMQ.140). ELSE, IF SPRING- SECOND GRADE INFORMATION IS MISSING, DISPLAY SECOND PHONE
NUMBER FROM (SPRING-FIRST GRADE CMQ.100 IF SPRING- FIRST GRADE CMQ.100=1) OR (TELEPHONE
NUMBER IN SPRING- FIRST GRADE CMQ.140). ELSE, IF SPRING- FIRST GRADE INFORMATION IS MISSING,
DISPLAY (SPRING-K CMQ.100 IF SPRING-K CMQ.100=1) OR (TELEPHONE NUMBER IN SPRING-K CMQ.140). IF
SPRING-K INFORMATION IS MISSING, DISPLAY FALL-K TELEPHONE NUMBER FROM FALL K CMQ.080.
CMQ140
QUESTION TEXT:
What is that telephone number?
ENTER {NEW} SECOND PHONE NUMBER.
|__|__|__| – |__|__|__| –|__|__|__|__|
SECOND TELEPHONE NUMBER
ENTER TEXT
Length
12
REFUSED
BOX2
DON'T KNOW
BOX2
PROGRAMMER INSTRUCTIONS:
DISPLAY 'NEW' IF CMQ.100=2. OTHERWISE, USE A NULL DISPLAY.
ONLY NUMERIC RESPONSES ACCEPTED.
CMQ140_ext
QUESTION TEXT:
[What is that telephone number?]
ENTER EXTENSION
REFUSED
CMQ150
DON'T KNOW
CMQ150
PROGRAMMER INSTRUCTIONS:
ONLY NUMERIC RESPONSES ACCEPTED.
IF THE PHONE NUMBER HAS AN EXTENSION, ALLOW IT TO BE ENTERED IN THE EXTENSION FIELD.
EXTENSION FIELD SHOULD BE LIMITED TO 10 NUMBERS.
CMQ150
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QUESTION TEXT:
Where is that telephone located?
CODES
1
OFFICE/PLACE OF BUSINESS
BOX2
2
RELATIVE (SPECIFY)
CMQ155
3
NEIGHBOR (SPECIFY)
CMQ155
4
FRIEND (SPECIFY)
CMQ155
5
BEEPER NUMBER
BOX2
6
CELL PHONE
BOX2
7
HOME
BOX2
91
OTHER (SPECIFY)
CMQ155
REFUSED
BOX2
DON'T KNOW
BOX2
CMQ155
QUESTION TEXT:
[Where is that telephone located?]
________________________________________
SPECIFY {RELATIVE / NEIGHBOR / FRIEND / OTHER}.
ENTER TEXT
Length
50
PROGRAMMER INSTRUCTIONS:
DISPLAY 'RELATIVE' IF CMQ.150=2.
DISPLAY 'NEIGHBOR' IF CMQ.150=3.
DISPLAY 'FRIEND' IF CMQ.150=4.
DISPLAY ‘OTHER’ IF THE CMQ.150=91.
BOX2
IF THE CASE DID NOT HAVE A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN FALL K, SPRING
K, SPRING-FIRST, OR SPRING-THIRD GRADE GO TO CMQ.205.
ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN SPRING-
4th grade cognitive labs parent interview: ECLS-K:2011 :: CMQ
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THIRD GRADE) AND (THERE WAS A FIRST CONTACT PERSON GIVEN IN SPRING-THIRD GRADE CMQ.200 THAT
WAS CORRECT (CMQ.200=1) OR A FIRST CONTACT PERSON IN SPRING-THIRD GRADE GIVEN OR CORRECTED
IN CMQ.210-CMQ.280 AND (THE RESPONDENT IS THE SAME AS IN SPRING-THIRD GRADE), GO TO CMQ.200.
ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN SPRINGFIRST GRADE) AND (THERE WAS A FIRST CONTACT PERSON GIVEN IN SPRING-FIRST GRADE CMQ.200 THAT
WAS CORRECT (CMQ.200=1) OR A FIRST CONTACT PERSON IN SPRING-FIRST GRADE GIVEN OR CORRECTED
IN CMQ.210-CMQ.280 AND (THE RESPONDENT IS THE SAME AS IN SPRING-FIRST GRADE), GO TO CMQ.200.
ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN SPRINGKINDERGARTEN) AND (THERE WAS A FIRST CONTACT PERSON GIVEN IN SPRING-KINDERGARTEN CMQ.200
THAT WAS CORRECT (CMQ.200=1) OR A FIRST CONTACT PERSON IN SPRING-KINDERGARTEN GIVEN OR
CORRECTED IN CMQ.210-CMQ.280 AND (THE RESPONDENT IS THE SAME AS IN SPRING-KINDERGARTEN), GO
TO CMQ.200.
ELSE, IF (THE HOUSEHOLD HAD A COMPLETE OR PARTIALLY COMPLETE PARENT INTERVIEW IN FALLKINDERGARTEN) AND (THERE IS A FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FOR CMQ.110)
AND (THE RESPONDENT IS THE SAME AS IN FALL-KINDERGARTEN), CONTINUE WITH CMQ.200.
ELSE, GO TO CMQ.205.
CMQ200
QUESTION TEXT:
I have recorded that {NAME OF RELATIVE/FRIEND}
at {PHONE NUMBER}
on
{STREET ADDRESS, LINE 1}
{STREET ADDRESS, LINE 2}
{CITY}
{STATE}
{ZIP CODE}
{COUNTRY NAME}
will always know where you are if you move. Is this still true?
IF NECESSARY SAY: I will only contact this person if I cannot locate you for the next interview.
MAKE CORRECTIONS TO ANY INFORMATION THAT IS UNKNOWN OR SHOWN AS REFUSED (RF) OR DON’T
KNOW (DK).
CODES
1
YES --- NO CORRECTION NEEDED
BOX3
2
YES --- MINOR CORRECTIONS NEEDED
CMQ210
3
NO
CMQ205
REFUSED
BOX3
DON'T KNOW
BOX3
4th grade cognitive labs parent interview: ECLS-K:2011 :: CMQ
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PROGRAMMER INSTRUCTIONS:
FROM PRELOAD, DISPLAY FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FROM (SPRING-THIRD
CMQ.200 IF CMQ.200=1) OR (FIRST CONTACT PERSON IN SPRING-THIRD CMQ.210-CMQ.280). FROM
PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY COUNTRY FROM SPRINGTHIRD CMQ.255. ELSE, USE A NULL DISPLAY. ELSE, IF SPRING-THIRD INFORMATION IS MISSING, DISPLAY
FIRST CONTACT NAME, PHONE NUMBER, AND ADDRESS FROM SPRING-FIRST (CMQ.200 IF CMQ.200=1) OR
(FIRST CONTACT PERSON IN SPRING-FIRST CMQ.210-CMQ.280). FROM PRELOAD, IF THE HOUSEHOLD HAD A
SPRING-FIRST GRADE INTERVIEW, DISPLAY COUNTRY FROM SPRING- FIRST CMQ.255. ELSE, USE A NULL
DISPLAY. ELSE, IF SPRING-FIRST INFORMATION IS MISSING, DISPLAY FIRST CONTACT NAME, PHONE
NUMBER, AND ADDRESS FROM SPRING-K (CMQ.200 IF CMQ.200=1) OR (FIRST CONTACT PERSON IN SPRINGK CMQ.210-CMQ.280) ELSE, IF SPRING-K INFORMATION IS MISSING, DISPLAY FIRST CONTACT NAME, PHONE
NUMBER, AND ADDRESS FROM FALL-K CMQ.110.
IF THERE WAS NO TELEPHONE IN PRELOAD (TELEPHONE NUMBER WAS RECORDED AS '000' OR WAS
MISSING, REFUSED, OR DON’T KNOW), DISPLAY “AN UNKNOWN TELEPHONE NUMBER” FOR “PHONE
NUMBER” DISPLAY. IF ANY PART OF THE STREET ADDRESS IS MISSING, REFUSED, OR DON’T KNOW FROM
THE PRELOAD, FOR STREET ADDRESS LINE 1, DISPLAY “AN UNKNOWN STREET”. IF STREET ADDRESS LINE 2
IS MISSING, REFUSED, OR DON’T KNOW, USE A NULL DISPLAY. IF CITY IS MISSING, DISPLAY “AN UNKNOWN
CITY”. IF STATE IS MISSING OR DON’T KNOW, DISPLAY “DK” FOR THE STATE DISPLAY. IF STATE IS REFUSED,
DISPLAY “RF” FOR THE STATE DISPLAY. IF ZIP CODE IS MISSING OR DON’T KNOW, DISPLAY “DK” FOR THE
ZIP CODE DISPLAY. ELSE, IF ZIP CODE WAS REFUSED, DISPLAY “RF” FOR THE ZIP CODE DISPLAY. ELSE, IF
COUNTRY WAS REFUSED OR DON'T KNOW FROM SPRING-FIRST GRADE CMQ.255, DISPLAY "AN UKNOWN
COUNTRY" FOR THE COUNTRY NAME. ELSE, USE A NULL DISPLAY FOR COUNTRY NAME.
DISPLAY CITY, STATE, ZIP, AND COUNTRY NAME ON 1 LINE.
CMQ205
QUESTION TEXT:
Is there a relative or friend, who does not live in this household, who will always know where you are if you
move?
IF NECESSARY SAY: I will only contact this person if I cannot locate you for the next interview.
CODES
1
YES
CMQ210
2
NO
BOX3
REFUSED
BOX3
DON'T KNOW
BOX3
CMQ210
QUESTION TEXT:
What is the name, address, and telephone number of that person?
{ENTER / CORRECT / ENTER NEW} FIRST AND LAST NAME.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
4th grade cognitive labs parent interview: ECLS-K:2011 :: CMQ
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ENTER TEXT
50
Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY
FIRST CONTACT FIRST AND LAST NAME FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD
CMQ.210). ELSE, IF THE HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY FIRST CONTACT FIRST AND
LAST NAME FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ210 IN THE RESPONSE
FIELDS). ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY FIRST CONTACT
FIRST AND LAST NAME FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ210 IN THE RESPONSE
FIELDS). ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY FIRST CONTACT FIRST
AND LAST NAME FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.
CMQ220
QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
{ENTER / CORRECT / ENTER NEW} STREET ADDRESS, LINE 1.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
ENTER TEXT
Length
50
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY
STREET ADDRESS LINE 1 FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.220). ELSE,
IF THE HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM (SPRINGFIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.220) IN THE RESPONSE FIELDS. ELSE, IF THE
HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM (SPRING-K
CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.220) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A
FALL-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 1 FROM FALL-K CMQ.110 IN THE
RESPONSE FIELDS. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.
CMQ230
QUESTION TEXT:
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[What is the name, address, and telephone number of that person?]
{ENTER / CORRECT / ENTER NEW} STREET ADDRESS, LINE 2.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
ENTER TEXT
50
Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY
STREET ADDRESS LINE 2 FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.230). ELSE,
IF THE HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM (SPRINGFIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST CMQ.230) IN THE RESPONSE FIELDS. ELSE, IF THE
HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM (SPRING-K
CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.230) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A
FALL-KINDERGARTEN INTERVIEW, DISPLAY STREET ADDRESS LINE 2 FROM FALL-K CMQ.110 IN THE
RESPONSE FIELDS. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY 'ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.
CMQ240
QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
{ENTER / CORRECT / ENTER NEW} CITY.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
ENTER TEXT
Length
30
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY CITY
FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.240). ELSE, IF THE HOUSEHOLD HAD
A SPRING-FIRST INTERVIEW, DISPLAY CITY FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST
CMQ.240) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW,
DISPLAY CITY FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.240) IN THE RESPONSE FIELDS.
ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY CITY FROM FALL-K CMQ.110 IN
THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY 'ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.
CMQ250
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QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
{ENTER / CORRECT / ENTER NEW} STATE ABBREVIATION BY USING LOOKUP FILE.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
TO ACTIVATE LOOKUP, BEGIN TO TYPE STATE NAME. IF NOT IN THE UNITED STATES, HIGHLIGHT ***NOT IN
THE UNITED STATES*** IN THE LOOKUP FILE AND PRESS ENTER.
USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.
ENTER TEXT
2
Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
DISPLAY "TO ….MATCH.” WHEN ON STATE ENTRY FIELD.
ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY
STATE FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.250). ELSE, IF THE
HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY STATE FROM (SPRING-FIRST CMQ.200 IF
CMQ.200=1) OR (SPRING- FIRST CMQ.250) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A
SPRING-KINDERGARTEN INTERVIEW, DISPLAY STATE FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRINGK CMQ.250) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW,
DISPLAY STATE FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS.ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.
BOX2B
IF CMQ.250 = 0 (NOT IN THE UNITED STATES), CONTINUE WITH CMQ.255. ELSE, GO TO CMQ.260.
CMQ255
QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
ENTER COUNTRY OR TERRITORY BY USING LOOKUP FILE.
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TO ACTIVATE LOOKUP, BEGIN TO TYPE COUNTRY OR TERRITORY. IF COUNTRY IS NOT ON THE LIST,
HIGHLIGHT ***NOT ON LIST*** IN THE LOOKUP FILE AND PRESS ENTER.
USE THE ARROW KEYS TO HELP YOU LOCATE A MATCH.
ENTER TEXT
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD , IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY
COUNTRY FROM (SPRING-THIRD CMQ.255). ELSE, USE A NULL DISPLAY. ELSE, IF THE HOUSEHOLD HAD A
SPRING-FIRST GRADE INTERVIEW, DISPLAY COUNTRY FROM (SPRING-FIRST CMQ.255). ELSE, USE A NULL
DISPLAY.
DISPLAY COUNTRY LOOKUP FILE. ALLOW 3 SPACES IN THE RESPONSE FIELD FOR ENTERING RESPONSE
CODES.
BOX2C
IF CMQ.255 = 0 (NOT ON LIST), CONTINUE WITH CMQ.255OS. OTHERWISE, GO TO CMQ.260.
CMQ255OS
QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
SPECIFY COUNTRY NAME
________________________
ENTER TEXT
Length
50
REFUSED
DON'T KNOW
CMQ260
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QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
{ENTER / CORRECT / ENTER NEW} ZIP CODE.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
ENTER TEXT
10
Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY ZIP
CODE FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.260). ELSE, IF THE
HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY ZIP CODE FROM (SPRING-FIRST CMQ.200 IF
CMQ.200=1) OR (SPRING-FIRST CMQ.260) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A
SPRING-KINDERGARTEN INTERVIEW, DISPLAY ZIP CODE FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR
(SPRING-K CMQ.260) IN THE RESPONSE FIELDS. ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN
INTERVIEW, DISPLAY ZIP CODE FROM FALL-K CMQ.110 IN THE RESPONSE FIELDS. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.
CMQ270
QUESTION TEXT:
[What is the name, address, and telephone number of that person?]
{ENTER / CORRECT / ENTER NEW} PHONE NUMBER, INCLUDING AREA CODE.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
IF NO TELEPHONE, ENTER '000.'
ENTER TEXT
Length
15
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY
TELEPHONE NUMBER FROM (SPRING-THIRD CMQ.200 IF CMQ.200=1) OR (SPRING-THIRD CMQ.270) IN THE
RESPONSE FIELD. ELSE, IF THE HOUSEHOLD HAD A SPRING-FIRST INTERVIEW, DISPLAY TELEPHONE
NUMBER FROM (SPRING-FIRST CMQ.200 IF CMQ.200=1) OR (SPRING-FIRST OR CMQ.270) IN THE RESPONSE
FIELD. ELSE, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY TELEPHONE NUMBER
FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K OR CMQ.270) IN THE RESPONSE FIELD. ELSE, IF THE
HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY TELEPHONE NUMBER FROM FALL-K
CMQ.110 IN THE RESPONSE FIELD. ELSE, USE A NULL DISPLAY.
IF CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." OTHERWISE, USE A NULL DISPLAY.
4th grade cognitive labs parent interview: ECLS-K:2011 :: CMQ
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IF NO TELEPHONE, ENTER '000.'
CMQ280
QUESTION TEXT:
What is the person's relationship to you?
{ENTER / CORRECT / ENTER NEW} RELATIONSHIP OF PERSON TO RESPONDENT.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
ENTER TEXT
Length
50
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
ACCORDING TO THE PRELOAD, IF THE HOUSEHOLD HAD A SPRING-THIRD GRADE INTERVIEW, DISPLAY
RELATIONSHIP FROM (SPRING-THIRD PRELOAD IF CMQ.200=1) OR (SPRING-THIRD CMQ.280) IN THE
RESPONSE FIELD. IF THE HOUSEHOLD HAD A SPRING-FIRST GRADE INTERVIEW, DISPLAY RELATIONSHIP
FROM (SPRING-FIRST PRELOAD IF CMQ.200=1) OR (SPRING-FIRST CMQ.280) IN THE RESPONSE FIELD. FROM
THE SPRING-FIRST PRELOAD, IF THE HOUSEHOLD HAD A SPRING-KINDERGARTEN INTERVIEW, DISPLAY
RELATIONSHIP FROM (SPRING-K CMQ.200 IF CMQ.200=1) OR (SPRING-K CMQ.280) IN THE RESPONSE FIELD.
ELSE, IF THE HOUSEHOLD HAD A FALL-KINDERGARTEN INTERVIEW, DISPLAY RELATIONSHIP FROM SPRINGFIRST PRELOAD FOR FALL-K CMQ.110 IN THE RESPONSE FIELD. ELSE, USE A NULL DISPLAY.
IF
CMQ.200=2, DISPLAY "CORRECT." IF CMQ.200=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER."
IF CMQ.200=2, DISPLAY "IF FIELD…INFORMATION." ELSE, USE NULL DISPLAY.
BOX3
IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-THIRD GRADE INTERVIEW) AND (THERE WAS AN E- MAIL
ADDRESS GIVEN IN SPRING-THIRD GRADE CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN E- MAIL
ADDRESS IN SPRING-THIRD GRADE GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS THE
SAME AS IN SPRING-THIRD GRADE), CONTINUE WITH CMQ.382.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-SECOND GRADE INTERVIEW) AND (THERE WAS AN
E-MAIL ADDRESS GIVEN IN SPRING-SECOND GRADE CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN EMAIL ADDRESS IN SPRING-SECOND GRADE GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS
THE SAME AS IN SPRING-SECOND GRADE), CONTINUE WITH CMQ.382.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-FIRST GRADE INTERVIEW) AND (THERE WAS AN EMAIL ADDRESS GIVEN IN SPRING-FIRST GRADE CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN E-MAIL
ADDRESS IN SPRING-FIRST GRADE GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS THE SAME
AS IN SPRING-FIRST GRADE), CONTINUE WITH CMQ.382.
ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE SPRING-KINDERGARTEN INTERVIEW) AND (THERE WAS AN
E-MAIL ADDRESS GIVEN IN SPRING-KINDERGARTEN CMQ.382 THAT WAS CORRECT (CMQ.382=1) OR (AN EMAIL ADDRESS IN SPRING-KINDERGARTEN GIVEN OR CORRECTED IN CMQ.384) AND (THE RESPONDENT IS
THE SAME AS IN SPRING-KINDERGARTEN), CONTINUE WITH CMQ.382.
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ELSE, IF (THE HOUSEHOLD PARTICIPATED IN THE FALL-KINDERGARTEN INTERVIEW) AND (THERE IS AN
EMAIL ADDRESS FOR CMQ.092) AND (THE RESPONDENT IS THE SAME AS IN FALL-KINDERGARTEN),
CONTINUE WITH CMQ.382.
ELSE, GO TO CMQ.383.
CMQ382
QUESTION TEXT:
I have also recorded that your e-mail address is {EMAIL ADDRESS}. Is that correct?
CODES
1
YES --- NO CORRECTION NEEDED
CMQ680
2
YES --- MINOR CORRECTIONS NEEDED
CMQ384
3
NO
CMQ383
REFUSED
CMQ680
DON'T KNOW
CMQ680
PROGRAMMER INSTRUCTIONS:
DISPLAY E-MAIL ADDRESS FROM (SPRING-THIRD GRADE CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN
SPRING-THIRD GRADE CMQ.384). ELSE, IF SPRING-THIRD GRADE INFORMATION IS MISSING, DISPLAY E-MAIL
ADDRESS FROM (SPRING-SECOND GRADE CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-SECOND
GRADE CMQ.384). ELSE, IF SPRING-SECOND GRADE INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS
FROM (SPRING-FIRST CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-FIRST CMQ.384). ELSE, IF
SPRING-FIRST GRADE INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-K CMQ.382 IF
CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-K CMQ.384). ELSE, IF SPRING-K INFORMATION IS MISSING,
DISPLAY E-MAIL ADDRESS FROM FALL K CMQ.092.
CMQ383
QUESTION TEXT:
Is there an e-mail address where we could reach you?
CODES
1
YES
2
NO
CMQ680
REFUSED
CMQ680
DON'T KNOW
CMQ680
CMQ384
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QUESTION TEXT:
What is your e-mail address?
IF EMAIL ADDRESS WILL NOT FIT THE SPACE PROVIDED, ENTER IT IN COMMENTS.
{CORRECT / ENTER NEW/ENTER} E-MAIL ADDRESS.
{IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION.}
ENTER TEXT
70
Length
REFUSED
DON'T KNOW
PROGRAMMER INSTRUCTIONS:
IN THE RESPONSE FIELD: DISPLAY E-MAIL ADDRESS FROM (SPRING-THIRD GRADE CMQ.382 IF CMQ.382=1)
OR (E-MAIL ADDRESS IN SPRING-THIRD GRADE CMQ.384). ELSE, IF SPRING-THIRD GRADE INFORMATION IS
MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-SECOND GRADE CMQ.382 IF CMQ.382=1) OR (E-MAIL
ADDRESS IN SPRING-SECOND GRADE CMQ.384). ELSE, IF SPRING-SECOND GRADE INFORMATION IS
MISSING, DISPLAY E-MAIL ADDRESS FROM (SPRING-FIRST CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN
SPRING-FIRST CMQ.384). ELSE, IF SPRING-FIRST GRADE INFORMATION IS MISSING, DISPLAY E-MAIL
ADDRESS FROM (SPRING-K CMQ.382 IF CMQ.382=1) OR (E-MAIL ADDRESS IN SPRING-K CMQ.384). ELSE, IF
SPRING-K INFORMATION IS MISSING, DISPLAY E-MAIL ADDRESS FROM FALL K CMQ.092. ELSE, USE A NULL
DISPLAY. IF CMQ.382=2, DISPLAY 'IF FIELD…INFORMATION.' OTHERWISE, USE A NULL DISPLAY.
ALLOW 70 TOTAL CHARACTERS FOR THE E-MAIL ADDRESS.
IF THE EMAIL ADDRESS DOES NOT CONTAIN THE “@” SIGN, DISPLAY THE FOLLOWING MESSAGE ”THE
EMAIL ADDRESS SHOULD CONTAIN THE “@” SIGN. PLEASE CONFIRM AND CHANGE.”
IF THE EMAIL ADDRESS DOES NOT CONTAIN A “.” (PERIOD), DISPLAY THE FOLLOWING MESSAGE ”THE
EMAIL ADDRESS SHOULD CONTAIN AT LEAST ONE PERIOD. PLEASE CONFIRM AND CHANGE.”
IF CMQ.382=2, DISPLAY "CORRECT." IF CMQ.382=3, DISPLAY "ENTER NEW." OTHERWISE, DISPLAY "ENTER."
IF CMQ.382=3, DISPLAY "IF FIELD IS INCOMPLETE, ASK FOR NEW INFORMATION." OTHERWISE, USE A NULL
DISPLAY.
CMQ680
QUESTION TEXT:
WAS THIS INTERVIEW CONDUCTED BY TELEPHONE OR IN-PERSON?
CODES
1
TELEPHONE
2
IN-PERSON
CMQ690
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QUESTION TEXT:
WAS THIS INTERVIEW CONDUCTED IN ENGLISH, SPANISH, A CHINESE LANGUAGE, VIETNAMESE, OR
ANOTHER LANGUAGE?
CODES
1
ENGLISH
BOX4
2
SPANISH
BOX4
3
CHINESE LANGUAGE
BOX4
4
VIETNAMESE
BOX4
91
ANOTHER LANGUAGE
CMQ690OS
QUESTION TEXT:
[WAS THIS INTERVIEW CONDUCTED IN ENGLISH, SPANISH, A CHINESE LANGUAGE, VIETNAMESE, OR
ANOTHER LANGUAGE?]
________________________________________
SPECIFY OTHER LANGUAGE.
ENTER TEXT
25
Length
BOX4
IF CMQ680=2, GO TO CMQ695. ELSE, GO TO BOX 5.
CMQ695
QUESTION TEXT:
WHERE WAS THIS INTERVIEW CONDUCTED?
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CODES
1
CHILD'S HOME
2
CHILD'S SCHOOL
3
SOMEWHERE ELSE
BOX5
SET FINAL DISPOSITION CODE:
IF CMQ.680=1 (TELEPHONE) AND CMQ.690=1 (ENGLISH), SET DISPOSITION CODE TO 60.
IF CMQ.680=1 (TELEPHONE) AND CMQ.690=2 (SPANISH), SET DISPOSITION CODE TO 61.
IF CMQ.680=1 (TELEPHONE) AND CMQ.690=3 (CHINESE), SET DISPOSITION CODE TO 66.
IF CMQ.680=1 (TELEPHONE) AND (CMQ.690=4 (VIETNAMESE) OR CMQ.690=91 (ANOTHER LANGUAGE)), SET
DISPOSITION CODE TO 62.
IF CMQ.680=2 (IN-PERSON) AND CMQ.690=1 (ENGLISH), SET DISPOSITION CODE TO 63.
IF CMQ.680=2 (IN-PERSON) AND CMQ.690=2 (SPANISH), SET DISPOSITION CODE TO 64.
IF CMQ.680=2 (IN-PERSON) AND CMQ.690=3 (CHINESE), SET DISPOSITION CODE TO 67.
IF CMQ.680=2 (IN-PERSON) AND (CMQ.690=4 (VIETNAMESE) OR CMQ.690=91 (ANOTHER LANGUAGE)), SET
DISPOSITION CODE TO 65.
CMQ700
QUESTION TEXT:
Thank you very much for your cooperation and for taking the time to participate in the Early Childhood
Longitudinal Study.
PRESS 1 AND ENTER TO CONTINUE.
ENTER TEXT
Length
1
BOX6
GO TO CMQ.720.
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CMQ701
QUESTION TEXT:
We would like to call the parent or guardian for {CHILD} at the household where {he/she} lives. Could you
please give me the name and telephone number for the home that I should call?
AFTER EXITING ON THE NEXT SCREEN, ENTER CONTACT INFORMATION FOR CHILD’S RESIDENCE INTO THE
ELECTRONIC RECORD OF CALLS.
[AFTER THAT, SAY:] Thank you for your time.
PRESS 1 AND ENTER TO CONTINUE.
ENTER TEXT
Length
1
BOX7
GO TO CMQ.720.
CMQ702
QUESTION TEXT:
We would like to call back when {this person/{CHILD}'s parent or guardian} is available. Please tell me when
we should call back.
AFTER EXITING ON THE NEXT SCREEN, ENTER CALL BACK TIME INTO THE ELECTRONIC RECORD OF CALLS.
[AFTER THAT, SAY:] Thank you for your time.
PRESS 1 AND ENTER TO CONTINUE.
ENTER TEXT
Length
1
PROGRAMMER INSTRUCTIONS:
IF (INQ020=4 and INQ025=2), THEN DISPLAY "this person". ELSE, DISPLAY "{CHILD}'s parent or guardian".
4th grade cognitive labs parent interview: ECLS-K:2011 :: CMQ
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BOX8
GO TO CMQ.720.
CMQ703
QUESTION TEXT:
Thank you.
AFTER EXITING ON THE NEXT SCREEN, ENTER INTO THE ELECTRONIC RECORD OF CALLS WHETHER YOU
SPOKE TO THE CONTACT PERSON AND ANY INFORMATION YOU HAVE ABOUT WHY AN APPROPRIATE
RESPONDENT WAS NOT AVAILABLE, NOT IN THE HOUSEHOLD, OR THE INFORMATION WAS REFUSED/DON’T
KNOW.
PRESS 1 AND ENTER TO CONTINUE.
ENTER TEXT
1
Length
CMQ720
QUESTION TEXT:
PRESS 1 AND ENTER TO SAVE AND EXIT THIS CASE.
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| File Type | application/pdf |
| File Title | Appendix B ECLS-K: 2011 Spring 4th Grade Cog Labs - Parent Interview |
| Subject | Appendix B ECLS-K: 2011 Spring 4th Grade Cog Labs - Parent Interview |
| File Modified | 2014-02-04 |
| File Created | 2014-01-31 |