Progress in International Reading Literacy Study (PIRLS 2021) Main Study Recruitment and Field Test

Progress in International reading literacy study (PIRLS 2021) MAIN STUDY RECRUITMENT and field test

OMB# 1850-0645 v.14

(Carried over from v. 13)

Appendix c1

PIRLS 2021 Field Test Questionnaires – Changes from PIRLS 2016 Main Study

National Center for Education Statistics (NCES)

U.S. Department of Education

Institute of Education Sciences (IES)

Washington, DC

March 2020

(No change since October 2019)

APPENDIX C1: SUMMARY OF CHANGES TO U.S. PIRLS INSTRUMENTS FROM PIRLS 2016 MAIN STUDY TO PIRLS 2021 FIELD TEST

The International Association for the Evaluation of Education Achievement (IEA) has released the final international versions of the PIRLS 2021 field test questionnaires and, at the time of this submission, is in the process of reviewing and approving the adaptations to be made by individual countries, including to the U.S. versions of the field test questionnaires. This Appendix C1 lists the changes that were made to the PIRLS 2021 field test questionnaire from the last round of PIRLS (PIRLS 2016 main study) in the U.S.-adapted versions. These changes are listed by questionnaire (e.g., school, teacher, and student), and then by the four types of changes made: new U.S. adaptations (not included in the 2016 main study); new PIRLS items; deleted PIRLS items; and revisions to PIRLS item wording (made to PIRLS 2016 items for the PIRLS 2021 field test administration).

Based on analysis of the PIRLS 2016 main study data, the IEA and the international contractors revised some of the items from the 2021 international versions of the questionnaires, added some new items, and also deleted some of the 2016 items. All of these changes are listed in this document. The U.S. adaptations that were made to the PIRLS 2016 main study version of the questionnaires and are not listed in this appendix were kept unchanged for the PIRLS 2021 field test version. New U.S. adaptations for the PIRLS 2021 field test refer to any changes that were made for the PIRLS 2021 field test, such as the year of the test in the questionnaire introduction. Straightforward adaptations of U.K. English to American English (e.g., favourite to favorite; adding a comma after “e.g.”; or removal of ® registered trademark symbols, instructional change of “check” or “write” to “click”) were applied throughout each questionnaire and are not included in the tables below.

Appendix C2 provides the draft U.S. versions of the PIRLS 2021 field test questionnaires to be administered in spring 2020 (consisting of the final international versions with the U.S. adaptations proposed by NCES to IEA for IEA’s review and approval). The U.S. expects these draft versions to be approved by the IEA and considered final; however, if the final, U.S. adapted versions of the PIRLS 2021 field test questionnaires will differ from those provided in Appendix C2 of this submission, the final versions will be submitted to OMB for approval, in revised Appendices C1 and C2, as a change request in December 2019.

APPENDIX C1 TABLE OF CONTENTS

Changes from PIRLS 2016 Main Study to PIRLS 2021 Field Test in School, Teacher, and Student Questionnaire Items (for U.S. adapted questionnaires)

Contents

A. School Questionnaire 4

1. New Adaptations of all items (not already included in the U.S. 2016 main study version) 4

2. New Items 7

3. Deleted Items (entire stem) 7

4. Revised Items 8

B. Teacher Questionnaire 12

1. New Adaptations of all items (not already included in the U.S. 2016 main study version) 12

2. New Items 15

3. Deleted Items (entire stem) 16

4. Revised Items 17

C. Student Questionnaire 27

1. New Adaptation of all items (not already included in the U.S. 2016 main study version) 27

2. New Items (entire stem) 28

3. Deleted Items (entire stem) 29

4. Revised Items 30

A. School Questionnaire

1. New Adaptations of all items (not already included in the U.S. 2016 main study version)

PIRLS 2021 U.S. Field Test (draft)
2016 U.S. adaptation	2021 Field Test U.S. adaptation	Notes
PIRLS 2016 IEA, 2015 The National Center for Education Statistics (NCES), within the U.S. Department of Education, is authorized to conduct this study under the Education Sciences Reform Act of 2002 (ESRA 2002, 20 U.S.C., § 9543). The data are being collected for NCES by RTI International, a nonprofit research organization based in North Carolina. The collected data may be used only for statistical purposes and may not be disclosed or used, in identifiable form, for any other purpose except as required by law (ESRA 2002, 20 U.S.C., § 9573). The collected information will be combined across respondents to produce statistical reports. According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this voluntary survey is 1850-0645. The time required to complete this survey is estimated to average 30 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the survey. If you have any comments or concerns regarding the accuracy of the time estimate(s), suggestions for improving the form, or the status of your individual submission of this form, write directly to: Progress in International Reading Literacy Study (PIRLS), National Center for Education Statistics, PCP, 550 12th St., SW, 4th floor, Washington, DC 20024. OMB No. 1850-0645, Approval Expires 11/30/2017.	PIRLS 2021 Field Test IEA, 2019 The National Center for Education Statistics (NCES) is authorized to conduct this study under the Education Sciences Reform Act of 2002 (ESRA 2002, 20 U.S.C. §9543), and to collect students’ education records from educational agencies or institutions for the purpose of evaluating federally supported education programs under the Family Educational Rights and Privacy Act (FERPA, 34 CFR §§ 99.31(a)(3)(iii) and 99.35). All of the information you provide may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20 U.S.C. §9573 and 6 U.S.C. §151). According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0645. The time required to complete this information collection is estimated to average 40 minutes per principal, including the time to review instructions search existing data resources, gather the data needed, and complete and review the information collection. lf you have any comments or concerns regarding the accuracy of the time estimate(s), suggestions for improving the form, or questions about the status of your individual submission of this form, write directly to: Progress in International Reading Literacy Study (PIRLS), National Center for Education Statistics, Potomac Center Plaza, 550 12th Street, SW, 4th floor, Washington, DC 20202. OMB No. 1850-0645, Approval Expires 04/30/2022.	Notes: Cover Years, expected completion time (30 to 40 minutes), and OMB language updated.
Your school has agreed to participate in PIRLS 2016 (Progress in International Reading Literacy Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). PIRLS measures trends in student achievement in reading and studies differences in national education systems in more than 50 countries in order to help improve teaching and learning worldwide. This questionnaire is addressed to school principals and department heads who are asked to supply information about their schools. Since your school has been selected as part of a nationwide sample, your responses are very important in helping to describe primary/elementary education in the United States. It is important that you answer each question carefully so that the information provided reflects the situation in your school as accurately as possible. Some of the questions will require that you look up school records, so you may wish to arrange for the assistance of another staff member to help provide this information. Since PIRLS is an international study and all countries are using the same questionnaire, you may find that some of the questions seem unusual or are not entirely relevant to you or schools in the United States. Nevertheless, it is important that you do your best to answer all of the questions so comparisons can be made across countries in the study. It is estimated that you will need approximately 30 minutes to complete this questionnaire. We appreciate the time and effort that this takes and thank you for your cooperation and contribution. When you have completed the questionnaire, please place it in the accompanying envelope and return it to the PIRLS school coordinator. Your responses will be combined with those from other participants to produce summary statistics and reports. Thank you.	Your school has agreed to participate in PIRLS (Progress in International Reading Literacy Study) 2021, an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). PIRLS measures trends in student achievement in reading and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide. This questionnaire is addressed to school principals and department heads who are asked to supply information about their schools. Since your school has been selected as part of a nationwide sample, your responses are very important in helping to describe primary/elementary education in the United States. It is important that you answer each question carefully so that the information provided reflects the situation in your school as accurately as possible. Some of the questions will require that you look up school records, so you may wish to arrange for the assistance of another staff member to help provide this information. Since PIRLS is an international study and all countries are using the same questionnaire, you may find that some of the questions seem unusual or are not entirely relevant to you or schools in the United States. Nevertheless, it is important that you do your best to answer all of the questions so comparisons can be made across countries in the study. NCES is authorized to collect information from this questionnaire under the Education Sciences Reform Act of 2002 (ESRA 2002, 20 U.S.C. §9543), and to collect students’ education records from educational agencies or institutions for the purpose of evaluating federally supported education programs under the Family Educational Rights and Privacy Act (FERPA, 34 CFR §§ 99.31(a)(3)(iii) and 99.35). You do not have to provide the information requested. However, the information you provide will help the U.S. Department of Education’s ongoing efforts to understand better how the educational system in the United States compares to that in other countries. There are no penalties should you choose not to participate in this study. All of the information you provide may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20 U.S.C. §9573 and 6 U.S.C. §151). Your responses will be combined with those from other participants to produce summary statistics and reports. This survey is estimated to take an average of 40 minutes, including time for reviewing instructions, and completing and reviewing the collection of information. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it displays a currently valid OMB control number. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing burden to: Progress in International Reading Literacy Study (PIRLS), National Center for Education Statistics, Potomac Center Plaza (PCP), 550 12th St., SW, 4th floor, Washington, DC 20202. Thank you.	Notes: Year and expected completion time (30 to 40 minutes) updated, and added OMB text.
When you have completed the questionnaire, please place it in the accompanying envelope and return it to the PIRLS school coordinator.	To begin the questionnaire, please click on the “Next” button. When navigating through the questionnaire, make sure to confirm your responses by clicking on the “Next” or “Previous” button. To go to a particular section or item, please click on the corresponding link in the “Table of Contents.” For some questions, you will be automatically taken to the appropriate next question based on your response. When you have completed the questionnaire, please click on the “Finish” button at the end of the last question in order to submit your answers.	Notes: Most questionnaires will be done online, but some may be done via paper hard copy, in which case the original paper instructions will be used.
Thank you for the thought, time, and effort you have put into completing this questionnaire.	Thank you for the thought, time, and effort you have put into completing this questionnaire. To submit your completed questionnaire, please click the Finish button.	Notes: Most questionnaires will be done online, but some may be done via paper hard copy and will not have the “click the Finish button” instructions to submit.
Global change of instructional text Write in the number. Check one circle for each line. Check one circle only. Write in the number of minutes per day.	Type in the number. Click one circle for each row. Click one circle only. Type in the number of minutes per day.	Notes: School Questionnaire instructional change for transition from paper to web-based questionnaires.
Q1 What is the total enrollment of students in your school as of March 1, 2016? _____________ students Write in the number.	Q1 What is the total enrollment of students in your school as of March 1, 2020? _____________ students Type in the number.	Notes: Updated date
Q2 What is the total enrollment of fourth-grade students in your school as of March 1, 2016? _____________ students Write in the number.	Q2 What is the enrollment of fourth-grade students in your school as of March 1, 2020? _____________ students Type in the number.	Notes: Updated date. (In keeping with trend, leaving “total” even though the international version does not have the “total” text).
Q8 Around the first of October 2015, what percentage of students at this school were eligible to receive free or reduced-price lunches through the National School Lunch Program? ___________ percentage of students Write in the number.	Q7 Around the first of October 2019, what percentage of students at this school were eligible to receive free or reduced-price lunches through the National School Lunch Program? ___________ percentage of students Type in the number.	Notes: Updated year

2. New Items

Item #	Added Text/Item
Q15	In your school, are any of the following used to evaluate the practice of fourth-grade teachers? Click one circle for each row. Yes No Observations by the principal or senior staff Observations by inspectors or other persons external to the school Student achievement Teacher peer review

3. Deleted Items (entire stem)

2016 Item Number	Deleted Item
Q7	Does your school provide free meals for students? Check one circle for each row. Yes, for all students Yes, for some students No Breakfast Lunch
Q10A	Does your school provide a place where students can work on their schoolwork before or after school? Check one circle only. Yes No (If No, go to #11)
Q10B	If Yes, Is someone available to assist them with their schoolwork? Check one circle only. Yes No
Q17	To what degree is each of the following a problem among teachers in your school? Check one circle for each line. Not a problem Minor problem Moderate problem Serious problem Arriving late or leaving early Absenteeism Failure to complete the curriculum

4. Revised Items

2016 MS Final U.S. Version		2021 FT Draft U.S. Version
Item #	Original Item	Item #	Revised Item
Q11A Q11B Q11C	Does your school have a school library? Check one circle only. Yes No (If No, go to #12) If Yes, Approximately how many books (print) with different titles does your school library have (excluding magazines and periodicals)? Check one circle only. 250 or fewer 250-500 501-2,000 2,000-5000 5,001-10,000 More than 10,000 Approximately how many titles of magazine and other periodicals (print) does your school library have? Check one circle only. 0 1-5 6-10 11-30 31 or more Can students borrow print materials from the library to take home? Check one circle only. Yes No	Q9A Q9B Q9C	Notes: Will be updating “go to question #” instructions. Also changed categories and removed one question part. A. Does your school have a school library? Click one circle only. Yes No (If No, go to #10) If Yes, Approximately how many books (print) with different titles does your school library have (exclude) magazines and periodicals)? Click one circle only. 2,000 books or fewer More than 2,000 books Can students borrow print materials from the library to take home? Click one circle only. Yes No
Q12	Does the school provide access to digital books? Check one circle only. Yes No	Q10	Notes: Reworded item stem text. Does your school provide students access to digital learning resources (e.g., books, videos)? Click one circle only. Yes No
Q14A Q14B	How much is your school’s capacity to provide instruction affected by a shortage or inadequacy of the following? Check one circle for each line. Not at all A little Some A lot A. General School Resources Instructional materials (e.g., textbooks) Supplies (e.g., papers, pencils, materials) School buildings and grounds Heating/cooling and lighting systems Instructional space (e.g., classrooms) Technologically competent staff Audio-visual resources for delivery of instruction (e.g., interactive white boards, digital projectors) Computer technology for teaching and learning (e.g., computers or tablets for student use) Resources for students with Disabilities B. Resources for Reading Instruction Teachers with a specialization in reading Computer software/ applications for reading instruction Library resources (books, ebooks, magazines, etc.) Instructional materials for reading (e.g., reading series, textbooks)	Q12A Q12B	Notes: Added one answer option and reworded two answer options How much is your school’s capacity to provide instruction affected by a shortage or inadequacy of the following? Click one circle for each row. Not at all A little Some A lot A. General School Resources Instructional materials (e.g., textbooks) Supplies (e.g., papers, pencils, materials) School buildings and grounds Heating/cooling and lighting systems Instructional space (e.g., classrooms) Technologically competent staff Technology and media resources to support teaching Technology and media resources to support student learning and expression Resources for students with learning disabilities Internet connection B. Resources for Reading Instruction Teachers with a specialization in reading Computer software/ applications for reading instruction Library resources (books, ebooks, magazines, etc.) Instructional materials for reading (e.g., reading series, textbooks)
Q15	How would you characterize each of the following within your school? Check one circle for each line. Very high High Medium Low Very low a) Teachers’ understanding of the school’s curricular goals b) Teachers’ degree of success in implementing the school’s curriculum c) Teachers’ expectations for student achievement d) Teachers’ ability to inspire students e) Collaboration between school leadership (including master teachers) and teachers to plan instruction f) Parental involvement in school activities g) Parental commitment to ensure that students are ready to learn h) Parental expectations for student achievement i) Parental support for student achievement j) Students’ desire to do well in school k) Students’ ability to reach school’s academic goals l) Students’ respect for classmates who excel academically	Q13	Notes: Reworded one answer dimension. How would you characterize each of the following within your school? Click one circle for each row. Very high High Medium Low Very low a) Teachers’ understanding of the school’s curricular goals b) Teachers’ degree of success in implementing the school’s curriculum c) Teachers’ expectations for student achievement d) Teachers’ ability to inspire students e) Collaboration between school leadership and teachers to plan instruction f) Parental involvement in school activities g) Parental commitment to ensure that students are ready to learn h) Parental expectations for student achievement i) Parental support for student achievement j) Students’ desire to do well in school k) Students’ ability to reach school’s academic goals l) Students’ respect for classmates who excel academically
Q18	About how many of the students in your school can do the following when they begin the first grade of primary/elementary school? Check one circle for each line. Less than 25% 25–50% 51–75% More than 75% Recognize most of the letters of the alphabet Read some words Read sentences Read a story Write letters of the alphabet Write some words	Q16	Notes: Reworded item stem and removed answer dimensions About how many of the students in your school have basic literacy skills (e.g., can write letters of the alphabet, write sentences) when they begin the first grade of primary/elementary school? Click one circle only. Less than 25% 25 -50% 51 -75% More than 75%
Q19	At which grade do the following reading skills and strategies first receive a major emphasis in instruction in your school? Check one circle for each line. First grade or earlier Second grade Third grade Fourth grade Not in these grades Knowing letters of the alphabet Knowing letter-sound relationships Reading words Reading isolated sentences Reading connected text Locating information within the text Identifying the main idea of a text Explaining or supporting understanding of a text Comparing a text with personal experience Comparing different texts Making predictions about what will happen next in a text Making generalizations and drawing inferences based on a text Describing the style or structure of a text Determining the author’s perspective or intention	Q17	Notes: Reworded one answer dimension At which grade do the following reading skills and strategies first receive a major emphasis in instruction in your school? Click one circle for each row. First grade or earlier Second grade Third grade Fourth grade Not in these grades Knowing letters of the alphabet Knowing letter-sound relationships Reading words Reading isolated sentences Reading connected text Locating information within the text Identifying the main idea of a text Explaining or supporting understanding of a text Comparing a text with personal experience Comparing different texts Making predictions about what will happen next in a text Making generalizations and drawing inferences based on a text Evaluating and critiquing the style or structure of a text Determining the author’s perspective or intention
Q23	Do you hold any of the following professional qualifications in educational leadership? Check one circle for each line . Yes No a) Certificate or license b) A Master’s degree, postgraduate certificate program (e.g., teaching), or professional degree (e.g., law, medicine, dentistry) c) A doctorate (Ph.D. or Ed.D.)	Q21	Notes: Changed item stem wording slightly. Do you hold the following professional qualifications in educational leadership? Click one circle for each row. Yes No a) Certificate or license b) A Master’s degree, postgraduate certificate program (e.g., teaching), or professional degree (e.g., law, medicine, dentistry) c) A doctorate (Ph.D. or Ed.D.)

B. Teacher Questionnaire

1. New Adaptations of all items (not already included in the U.S. 2016 main study version)

PIRLS 2021 U.S. Field Test (draft)
2016 U.S. adaptation	2021 Field Test U.S. adaptation	Notes
PIRLS 2016 IEA, 2015 The National Center for Education Statistics (NCES), within the U.S. Department of Education, is authorized to conduct this study under the Education Sciences Reform Act of 2002 (ESRA 2002, 20 U.S.C., § 9543). The data are being collected for NCES by RTI International, a nonprofit research organization based in North Carolina. The collected data may be used only for statistical purposes and may not be disclosed or used, in identifiable form, for any other purpose except as required by law (ESRA 2002, 20 U.S.C., § 9573). The collected information will be combined across respondents to produce statistical reports. According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this voluntary survey is 1850-0645. The time required to complete this survey is estimated to average 35 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the survey. If you have any comments or concerns regarding the accuracy of the time estimate(s), suggestions for improving the form, or the status of your individual submission of this form, write directly to: Progress in International Reading Literacy Study (PIRLS), National Center for Education Statistics, PCP, 550 12th St., SW, 4th floor, Washington, DC 20024. OMB No. 1850-0645, Approval Expires 11/30/2017.	PIRLS 2021 Field Test IEA, 2019 The National Center for Education Statistics (NCES), within the U.S. Department of Education, conducts PIRLS in the United States as authorized by the Education Sciences Reform Act of 2002 (ESRA 2002, 20 U.S.C. §9543) , and to collect students’ education records from educational agencies or institutions for the purpose of evaluating federally supported education programs under the Family Educational Rights and Privacy Act (FERPA, 34 CFR §§ 99.31(a)(3)(iii) and 99.35). All of the information you provide may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20 U.S.C. §9573 and 6 U.S.C. §151). According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0645. The time required to complete this information collection is estimated to average 40 minutes per teacher, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. lf you have any comments or concerns regarding the accuracy of the time estimate(s), suggestions for improving the form, or questions about the status of your individual submission of this form, write directly to: Progress in International Reading Literacy Study (PIRLS), National Center for Education Statistics, Potomac Center Plaza, 550 12th Street., SW, 4th floor, Washington, DC 20202. OMB No. 1850-0645 Approval Expires 04/30/2022.	Notes: Cover Years, expected completion time (35 to 40 minutes), and OMB language updated.
Your school has agreed to participate in PIRLS 2016 (Progress in International Reading Literacy Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). PIRLS measures trends in student achievement in reading and studies differences in national education systems in more than 50 countries in order to help improve teaching and learning worldwide. This questionnaire is addressed to teachers of fourth grade students, and seeks information about teachers’ academic and professional backgrounds, classroom resources, instructional practices, and attitudes toward teaching. Since your class has been selected as part of a nationwide sample, your responses are very important in helping to describe primary/elementary education in the United States. Some of the questions in the questionnaire refer to the “PIRLS class” or “this class.” This is the class that is identified on the front of this booklet, and which will be tested as part of PIRLS in your school. If you teach some but not all of the students in the PIRLS class, please think only of the students that you teach when answering these class-specific questions. It is important that you answer each question carefully so that the information that you provide reflects your situation as accurately as possible. Since PIRLS is an international study and all countries are using the same questionnaire, you may find that some of the questions seem unusual or are not entirely relevant to you or schools in the United States. Nevertheless, it is important that you do your best to answer all of the questions so comparisons can be made across countries in the study. It is estimated that you will need approximately 35 minutes to complete this questionnaire. We appreciate the time and effort that this takes and thank you for your cooperation and contribution. When you have completed the questionnaire, please place it in the accompanying envelope and return it to the PIRLS school coordinator. Your responses will be combined with those from other participants to produce summary statistics and reports Thank you.	Your school has agreed to participate in PIRLS (Progress in International Reading Literacy Study) 2021, an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). PIRLS measures trends in student achievement in reading and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide. This questionnaire is addressed to teachers of fourth-grade students, and seeks information about teachers’ academic and professional backgrounds, classroom resources, instructional practices, and attitudes toward teaching. Since your class has been selected as part of a nationwide sample, your responses are very important in helping to describe primary/elementary education in the United States. Some of the questions in the questionnaire refer to the “PIRLS class” or “this class.” This is the class that is identified on the front of this booklet, and which will be tested as part of PIRLS in your school. If you teach some but not all of the students in the PIRLS class, please think only of the students that you teach when answering these class-specific questions. It is important that you answer each question carefully so that the information that you provide reflects your situation as accurately as possible. Since PIRLS is an international study and all countries are using the same questionnaire, you may find that some of the questions seem unusual or are not entirely relevant to you or schools in the United States. Nevertheless, it is important that you do your best to answer all of the questions so comparisons can be made across countries in the study. NCES is authorized to collect information from this questionnaire under the Education Sciences Reform Act of 2002 (ESRA 2002, 20 U.S.C. §9543), and to collect students’ education records from educational agencies or institutions for the purpose of evaluating federally supported education programs under the Family Educational Rights and Privacy Act (FERPA, 34 CFR §§ 99.31(a)(3)(iii) and 99.35). You do not have to provide the information requested. However, the information you provide will help the U.S. Department of Education’s ongoing efforts to understand better how the educational system in the United States compares to that in other countries. There are no penalties should you choose not to participate in this study. All of the information you provide may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20 U.S.C. §9573 and 6 U.S.C. §151). Your responses will be combined with those from other participants to produce summary statistics and reports. This survey is estimated to take an average of 40 minutes, including time for reviewing instructions, and completing and reviewing the collection of information. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it displays a currently valid OMB control number. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing burden to: Progress in International Reading Literacy Study (PIRLS), National Center for Education Statistics, Potomac Center Plaza, 550 12th Street., SW, 4th floor, Washington, DC 20202. Thank you.	Notes: Year, expected completion time (35 to 40 minutes), grade, and OMB text updated.
Some of the questions in the questionnaire refer to the “PIRLS class” or “this class.” This is the class that is identified on the front of this booklet, and which will be tested as part of PIRLS in your school.	Some of the questions in the questionnaire refer to the “PIRLS class” or “this class.” This is the class that is identified with the login documentation, and which will be tested as part of PIRLS in your school.	Notes: Most questionnaires will be done online, but some may be done via paper hard copy, in which case the original paper instructions will be used.
When you have completed the questionnaire, please place it in the accompanying envelope and return it to the PIRLS school coordinator.	To begin the questionnaire, please click on the “Next” button. When navigating through the questionnaire, make sure to confirm your responses by clicking on the “Next” or “Previous” button. To go to a particular section or item, please click on the corresponding link in the “Table of Contents.” For some questions, you will be automatically taken to the appropriate next question based on your response. When you have completed the questionnaire, please click on the “Finish” button at the end of the last question in order to submit your answers.	Notes: Most questionnaires will be done online, but some may be done via paper hard copy, in which case the original paper instructions will be used.
Thank you for the thought, time, and effort you have put into completing this questionnaire.	Thank you for the thought, time, and effort you have put into completing this questionnaire. To submit your completed questionnaire, please click the Finish button.	Notes: Most questionnaires will be done online, but some may be done via paper hard copy and will not have the “click the Finish button” instructions to submit.
Global change of instructional text Write in the number. Check one circle for each line. Check one circle only. Write in the number of minutes per day.	Type in the number. Click one circle for each row. Click one circle only. Type in the number of minutes per day.	Notes: Teacher Questionnaire instructional change for transition from paper to web-based questionnaires.

2. New Items

Item #	Added Text/Item
Q6	How often do you read for enjoyment? Click one circle only. Every day or almost every day Once or twice a week Once or twice a month Never or almost never
Q8	How helpful is each type of professional development? Click one circle for each row. Helpful Somewhat helpful Not helpful a) Workshops b) Seminars c) Access to a mentor (e.g., literacy coach) d) Teacher professional learning communities e) Online professional development
Q9	To what extent are each of these a disincentive to participate in professional development? Click one circle for each row. Not at all Some A lot a) Financial costs b) Time conflicts c) Content is not relevant d) Lack of support from school administrators
Q31	About how often do students in this class take reading assessments on digital devices? Click one circle only. More than once a month Once a month Twice a year Once a year Never

3. Deleted Items (entire stem)

Item #	Deleted Text/Item
Q9	How often do you have the following types of interactions with other teachers? Check one circle for each line. Very often Often Sometimes Never or almost never a) Share what I have learned about my teaching experiences b) Observe another classroom to learn more about teaching c) Work together to improve how to teach a particular topic d) Work with teachers from other schools on the curriculum e) Work with teachers from other grades to ensure continuity in learning
Q13A Q13B	A. How many students need remedial instruction in reading? _____________ fourth grade students in this class Write in the number. B. How many of the students in #13A receive remedial instruction in reading? _____________ students Write in the number.
Q14	A. How many students in the class are advanced readers? _____________ fourth grade students in this class Write in the number.
Q30	Are the following resources available to you to work with students who have difficulty with reading? Check one circle for each line. Always Sometimes Never A specialized professional (e.g., reading specialist, speech therapist) A teacher-aide An adult/parent volunteer
Q31	What do you usually do if a student begins to fall behind in reading? Check one circle for each line. Yes No a) I have the student work with a specialized professional (e.g., reading specialist, speech therapist) b) I wait to see if performance improves with maturation c) I spend more time working on reading individually with that student d) I ask the parents to help the student with reading e) I recommend that the student be enrolled in a special reading program

4. Revised Items

2016 MS Final U.S. Version		2021 FT Draft U.S. Version
Item #	Original Item	Item #	Revised Item
Q2	Are you female or male? Check one circle only. Female Male	Q2	Notes: Changed item stem text and added an additional category Which of these describes you? Click one circle only. Female Male Other
Q5A Q5B	A. During your college or university education, what was your major or main area(s) of study? Check one circle for each line. Yes No a) Education—Primary/Elementary b) Education—Secondary c) English d) Other B. As part of your formal education and/or training, to what extent did you study the following areas? Check one circle for each line. Not at all Overview or introduction to topic It was an area of emphasis a) English b) Literature c) Pedagogy/teaching reading d) Educational psychology e) Remedial reading f) Reading theory g) Special education h) Second language learning i) Assessment methods in reading j) Early childhood education	Q5A Q5B	Notes: Reworded one answer dimension and added another answer dimension. A. During your college or university education, what was your major or main area(s) of study? Click one circle for each row. Yes No a) Education—Primary/Elementary b) Education—Secondary c) English d) Other B. As part of your formal education and/or training, to what extent did you study the following areas? Click one circle for each row. Not at all Overview or introduction to topic It was an area of emphasis a) English b) Literature c) Pedagogy/teaching reading d) Educational psychology e) Learning support f) Reading theory g) Special education h) Second language learning i) Assessment methods in reading j) Early childhood education k) Digital literacies
Q6	In the past two years, how many hours in total have you spent in formal professional development (e.g., workshops, seminars, lesson studies, etc.) that dealt directly with reading or teaching reading (e.g., reading theory, instructional methods)? Check one circle only. None Less than 6 hours 6–15 hours 16–35 hours More than 35 hours	Q7A Q7B	Notes: Added a second part to the item stem, added answer dimensions, and changed response categories. A. In the past two years, have you participated in formal professional development in reading (e.g., workshops, seminars, lesson studies)? Click one circle for each row. Yes No a) Teaching reading comprehension skills or strategies b) Integrating literacies across the curriculum c) Addressing students’ language needs in teaching reading d) Integrating technology into reading instruction e) Instruction related to digital literacies f) Addressing differentiation of instruction for students’ needs and interests g) Assessing students’ reading B. How would you prioritize your need for future professional development? Click one circle for each row. High Medium Low a) Teaching reading comprehension skills or strategies b) Integrating literacies across the curriculum c) Addressing students’ language needs in teaching reading d) Integrating technology into reading instruction e) Instruction related to digital literacies f) Addressing differentiation of instruction for students’ needs and interests g) Assessing students’ reading
Q7	How would you characterize each of the following within your school? Check one circle for each line. Very high High Medium Low Very low a) Teachers’ understanding of the school’s curricular goals b) Teachers’ degree of success in implementing the school’s curriculum c) Teachers’ expectations for student achievement d) Teachers’ ability to inspire students e) Collaboration between school leadership (including master teachers) and teachers to plan instruction f) Parental involvement in school activities g) Parental commitment to ensure that students are ready to learn h) Parental expectations for student achievement i) Parental support for student achievement j) Students’ desire to do well in school k) Students’ ability to reach school’s academic goals l) Students’ respect for classmates who excel academically	Q10	Notes: Reworded one answer dimension. How would you characterize each of the following within your school? Click one circle for each row. Very high High Medium Low Very low a) Teachers’ understanding of the school’s curricular goals b) Teachers’ degree of success in implementing the school’s curriculum c) Teachers’ expectations for student achievement d) Teachers’ ability to inspire students e) Collaboration between school leadership and teachers to plan instruction f) Parental involvement in school activities g) Parental commitment to ensure that students are ready to learn h) Parental expectations for student achievement i) Parental support for student achievement j) Students’ desire to do well in school k) Students’ ability to reach school’s academic goals l) Students’ respect for classmates who excel academically
Q8	Thinking about your current school, indicate the extent to which you agree or disagree with each of the following statements. Check one circle for each line. Agree a lot Agree a little Disagree a little Disagree a lot a) This school is located in a safe neighborhood b) I feel safe at this school c) This school’s security policies and practices are sufficient d) The students behave in an orderly manner e) The students are respectful of the teachers f) The students respect school property g) This school has clear rules about student conduct h) This school's rules are enforced in a fair and consistent manner	Q11	Notes: Added one answer dimension Thinking about your current school, indicate the extent to which you agree or disagree with each of the following statements. Click one circle for each row. Agree a lot Agree a little Disagree a little Disagree a lot a) This school is located in a safe neighborhood b) I feel safe at this school c) This school’s security policies and practices are sufficient d) The students behave in an orderly manner e) The students are respectful of the teachers f) The students respect school property g) This school has clear rules about student conduct h) This school's rules are enforced in a fair and consistent manner i) The students are respectful of each other
Q10	How often do you feel the following way about being a teacher? Check one circle for each line. Very often Often Sometimes Never or almost never a) I am content with my profession as a teacher b) I find my work full of meaning and purpose c) I am enthusiastic about my job d) My work inspires me e) I am proud of the work I do	Q12	Notes: Added one answer dimension How often do you feel the following way about being a teacher? Click one circle for each row. Very often Often Sometimes Never or almost never a) I am content with my profession as a teacher b) I find my work full of meaning and purpose c) I am enthusiastic about my job d) My work inspires me e) I am proud of the work I do f) I feel appreciated as a teacher
Q12	How many fourth grade students experience difficulties understanding spoken English? _____________ students in this class Write in the number.	Q14A Q14B	Notes: Added a second part to the item stem. A. How many fourth grade students experience difficulties understanding spoken English? _____________ students in this class Type in the number. B. How many fourth grade students experience difficulties in reading? _____________ students in this class Type in the number.
Q15	In your view, to what extent do the following limit how you teach this class? Check one circle for each line. Not at all Some A lot a) Students lacking prerequisite knowledge or skills b) Students suffering from lack of basic nutrition c) Students suffering from not enough sleep d) Students absent from class e) Disruptive students f) Uninterested students g) Students with mental, emotional, or psychological impairment h) Lack of support for using information technology	Q15	Notes: Changed one answer dimension In your view, to what extent do the following limit how you teach this class? Click one circle for each row. Not at all Some A lot a) Students lacking prerequisite knowledge or skills b) Students suffering from lack of basic nutrition c) Students suffering from not enough sleep d) Students absent from class e) Disruptive students f) Uninterested students g) Students with mental, emotional, or psychological impairment h) Students needing extra support in reading
Q16	In a typical week, how much time do you spend on English language instruction and/or activities with the students? Include instruction or activities in reading, writing, speaking, literature, and other language skills. _____________ minutes per week Write in the number of minutes per week. Please convert the number of hours into minutes.	Q16	Notes: Added instructional text In a typical week, how much time do you spend on English language instruction and/or activities with the students? Include instruction or activities in reading, writing, speaking, listening, literature, and other language skills. _____________ minutes per week Type in the number of minutes per week. Please convert the number of hours into minutes.
Q19A Q19B	When you have reading instruction and/or do reading activities with the students, how often do you have the students read the following types of text (in print or digitally)? Check one circle for each line. Every day or almost every day Once or twice a week Once or twice a month Never or almost never A. Literary Reading Materials a) Short stories (e.g., fables, fairy tales, action stories, science fiction, detective stories) b) Longer fiction books with chapters c) Plays B. Informational Reading Materials a) Nonfiction subject area books or textbooks b) Longer nonfiction books with chapters c) Nonfiction articles that describe and explain about things, people, events, or how things work (e.g., newspaper articles, brochures)	Q19A Q19B	Notes: Added two answer dimensions. When you have reading instruction and/or do reading activities with the students, how often do you have the students read the following types of text (in print or digitally)? Click one circle for each row. Every day or almost every day Once or twice a week Once or twice a month Never or almost never A. Literary Reading Materials a) Short stories (e.g., fables, fairy tales, action stories, science fiction, detective stories) b) Longer fiction books with chapters c) Plays d) Poems/poetry B. Informational Reading Materials a) Nonfiction subject area books or textbooks b) Longer nonfiction books with chapters c) Nonfiction articles that describe and explain about things, people, events, or how things work (e.g., newspaper articles, brochures) d) Non-continuous texts (e.g., diagrams, maps, illustrations, photographs, tables)
Q20	When you have reading instruction and/or do reading activities with the students, how often do you do the following? Check one circle for each line. Every day or almost every day Once or twice a week Once or twice a month Never or almost never a) Read aloud to students b) Ask students to read aloud c) Ask students to read silently on their own d) Teach students strategies for decoding sounds and words e) Teach students new vocabulary systematically f) Teach students how to summarize the main ideas g) Teach or model skimming or scanning strategies	Q20	Notes: Removed two answer dimensions and added one answer dimension. When you have reading instruction and/or do reading activities with the students, how often do you do the following? Click one circle for each row. Every day or almost every day Once or twice a week Once or twice a month Never or almost never a) Read aloud to students b) Ask students to read aloud c) Ask students to read silently on their own d) Teach students strategies for decoding sounds and words e) Teach students new vocabulary systematically f) Provide opportunities for students to develop fluency
Q21	How often do you do the following in teaching reading to this class? Check one circle for each line. Every or almost every lesson About half the lessons Some lessons Never a) Provide reading materials that match the students’ interests b) Provide materials that are appropriate for the reading levels of individual students c) Link new content to students’ prior knowledge d) Encourage students to develop their understandings of the text e) Encourage student discussions of texts f) Encourage students to challenge the opinion expressed in the text g) Use multiple perspectives (among students and texts) to enrich understanding) h) Give students time to read books of their own choosing i) Give individualized feedback to each student	Q21	Notes: Reworded two answer dimensions. How often do you do the following in teaching reading to this class? Click one circle for each row. Every or almost every lesson About half the lessons Some lessons Never a) Provide reading materials that match the students’ interests b) Provide materials that are appropriate for the reading levels of individual students c) Link new content to students’ prior knowledge d) Encourage students to deepen their understandings of the text e) Encourage student discussions of texts f) Encourage students to challenge the opinion expressed in the text g) Encourage students to read texts with multiple perspectives h) Give students time to read books of their own choosing i) Give individualized feedback to each student
Q22	How often do you ask the students to do the following things to help develop reading comprehension skills or strategies? Check one circle for each line. Every day or almost every day Once or twice a week Once or twice a month Never or almost never a) Locate information within the text b) Identify the main ideas of what they have read c) Explain or support their understanding with text evidence d) Compare what they have read with experiences they have had e) Compare what they have read with other things they have read f) Make predictions about what will happen next in the text they are reading g) Make generalizations and draw inferences based on what they have read h) Evaluate and critique the style or structure of the text they have read i) Determine the author’s perspective or intention	Q22	Notes: Added two answer dimensions. How often do you ask the students to do the following things to help develop reading comprehension skills or strategies? Click one circle for each row. Every day or almost every day Once or twice a week Once or twice a month Never or almost never a) Locate information within the text b) Identify the main ideas of what they have read c) Explain or support their understanding with text evidence d) Compare what they have read with experiences they have had e) Compare what they have read with other things they have read f) Make predictions about what will happen next in the text they are reading g) Make generalizations and draw inferences based on what they have read h) Evaluate and critique the style or structure of the text they have read i) Determine the author’s perspective or intention j) Self-monitor their reading (e.g., recognize when they don’t understand) k) Use skimming or scanning strategies
Q23	After students have read something, how often do you ask them to do the following? Check one circle for each row. Every day or almost every day Once or twice a week Once or twice a month Never or almost never a) Write something about or in response to what they have read b) Answer oral questions about or orally summarize what they have read c) Talk with each other about what they have read d) Take a written quiz or test about what they have read	Q23	Notes: Added one answer dimension After students have read something, how often do you ask them to do the following? Click one circle for each row. Every day or almost every day Once or twice a week Once or twice a month Never or almost never a) Write something about or in response to what they have read b) Answer oral questions about or orally summarize what they have read c) Talk with each other about what they have read d) Take a written quiz or test about what they have read e) Create a multi-modal response (e.g., image, audio, text, video, performance)
Q24A Q24B Q24C	A. Do the students in this class have computers (including tablets) available to use for their reading lessons? Check one circle only. Yes No (If No, go to #25) If Yes, B. What access do the students have to computers? Check one circle for each line. Yes No a) Each student has a computer b) The class has computers that students can share c) The school has computers that the class can use sometimes C. How often do you do the following computer activities during reading lessons? Check one circle for each line. Every day or almost every day Once or twice a week Once or twice a month Never or almost never a) Ask students to read digital texts b) Teach students strategies for reading digital texts c) Teach students to be critical when reading on the Internet d) Ask students to look up information (e.g., facts, definitions, etc.) e) Ask students to research a particular topic or problem f) Ask students to write stories or other texts	Q24A Q24B Q24C Q24D Q24E	Notes: Added two new parts to the item stem, added categories, and added/changed answer dimensions. A. Do the students in this class ever have digital devices (desktop computers, laptops, or tablets) available to use during reading instruction? Click one circle only. Yes No (If No, go to #25) If Yes, B. What access do the students have to digital devices? Click one circle for each row. Yes No a) The school provides each student with a digital device b) The class has digital devices that students can share c) The school has digital devices that the class can use sometimes d) Students bring their own digital devices C. How confident are you using digital devices in your instruction? Click one circle only. Very confident Confident Somewhat confident Not confident D. How often do you use digital devices during reading activities to support learning for: Click one circle for each row. Every day or almost every day Once or twice a week Once or twice a month Never or almost never a) Whole class b) Low-performing students c) High-performing students d) Students with special needs E. How often do you have students use digital devices during reading instruction? Click one circle for each row. Every day or almost every day Once or twice a week Once or twice a month Never or almost never a) Ask students to read digital texts b) Teach students strategies for reading digital texts c) Teach students to be critical when reading on the internet d) Ask students to look up facts and definitions e) Ask students to do a research project on a particular topic or problem f) Ask students to write stories or other texts g) Ask students to create a presentation or communication (e.g., video)
Q25A Q25B Q25C Q25D Q25E	A. Do you have a library or reading corner in your classroom? Check one circle only. Yes No (If No, go to #26) If Yes, B. About how many books are in your classroom library? Check one circle only. 0-25 26-50 51-100 More than 100 C. About how many magazines with different titles are in your classroom library? Check one circle only. 0 1-2 3-5 More than 5 D. How often do you give the students in your class time to use the classroom library or reading corner? Check one circle only. Every day or almost every day Once or twice a week Once or twice a month Never or almost never E. Can the students borrow books from the classroom library or reading corner to take home? Check one circle only. Yes No	Q25A Q25B Q25C Q25D Q25E	Notes: Added text to second question part stem. A. Do you have a library or reading corner in your classroom? Click one circle only. Yes No (If No, go to #26) If Yes, B. About how many books with different titles are in your classroom library? Click one circle only. 0-25 26-50 51-100 More than 100 C. About how many magazines with different titles are in your classroom library? Click one circle only. 0 1-2 3-5 More than 5 D. How often do you give the students in your class time to use the classroom library or reading corner? Click one circle only. Every day or almost every day Once or twice a week Once or twice a month Never or almost never E. Can the students borrow books from the classroom library or reading corner to take home? Click one circle only. Yes No
Q26	How often do you take or send the students to a library other than your classroom library? Check one circle only. At least once or twice a week Once or twice a month A few times a year Never or almost never	Q26	Notes: Reworded item stem How often do you take or send the students to the school or local library? Click one circle only. At least once or twice a week Once or twice a month A few times a year Never or almost never
Q32	How much emphasis do you place on the following sources to monitor students’ progress in reading? Check one circle for each line. Major emphasis Some emphasis Little or no emphasis a) Assessment of students’ ongoing work b) Classroom tests (for example, teacher-made or textbook tests) c) State or district achievement tests	Q30	Notes: Reworded item stem, categories, and answer dimensions. How much importance do you place on the following assessment strategies in reading? Click one circle for each row. A lot Some None a) Observing students as they work b) Asking students to answer questions during class c) Short, regular written assessments (paper or digital) d) Longer tests (e.g., unit tests or exams) e) Long-term projects (e.g., reading logs)

C. Student Questionnaire

1. New Adaptation of all items (not already included in the U.S. 2016 main study version)

PIRLS 2021 U.S. Field Test (draft)
2016 U.S. adaptation	2021 Field Test U.S. adaptation	Notes
PIRLS 2016 IEA, 2015 The National Center for Education Statistics (NCES), within the U.S. Department of Education, is authorized to conduct this study under the Education Sciences Reform Act of 2002 (ESRA 2002, 20 U.S.C., § 9543). The data are being collected for NCES by RTI International, a nonprofit research organization based in North Carolina. The collected data may be used only for statistical purposes and may not be disclosed or used, in identifiable form, for any other purpose except as required by law (ESRA 2002, 20 U.S.C., § 9573). The collected information will be combined across respondents to produce statistical reports. According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this voluntary survey is 1850-0645. The time required to complete this survey is estimated to average 30 minutes per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the survey. If you have any comments or concerns regarding the accuracy of the time estimate(s), suggestions for improving the form, or the status of your individual submission of this form, write directly to: Progress in International Reading Literacy Study (PIRLS), National Center for Education Statistics, PCP, 550 12th St., SW, 4th floor, Washington, DC 20024. OMB No. 1850-0645, Approval Expires 11/30/2017.	PIRLS 2021 Field Test IEA, 2019 The National Center for Education Statistics (NCES) is authorized to conduct this study under the Education Sciences Reform Act of 2002 (ESRA 2002, 20 U.S.C. §9543), and to collect students’ education records from educational agencies or institutions for the purpose of evaluating federally supported education programs under the Family Educational Rights and Privacy Act (FERPA, 34 CFR §§ 99.31(a)(3)(iii) and 99.35). All of the information you provide may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20 U.S.C. §9573 and 6 U.S.C. §151). According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0645. The time required to complete this information collection is estimated to average 40 minutes per student, including the time to review instructions and complete and review the information collection. If you have any comments or concerns regarding the accuracy of the time estimate(s), suggestions for improving the form, or questions about the status of your individual submission of this form, write directly to: Progress in International Reading Literacy Study (PIRLS), National Center for Education Statistics, Potomac Center Plaza, 550 12th Street, SW, 4th floor, Washington, DC 20202. OMB No. 1850-0645, Approval Expires 04/30/2022.	Notes: Year and expected completion time (30 to 40 minutes) updated, and changed OMB text.
Global change of instructional text Write in the number. Check one circle for each line. Check one circle only. Write in the number of minutes per day. Tell how much	Type in the number. Click one circle for each row. Click one circle only. Type in the number of minutes per day. Click to show	Notes: Student Questionnaire instructional change for transition from paper to web-based questionnaires.

2. New Items (entire stem)

Item Number	Added Text/Item
Q9	How much do you agree with these statements about using computers or tablets? Click one circle for each row. Agree a lot Agree a little Disagree a little Disagree a lot a) I am good at using a computer or tablet. b) I am good at typing. c) It is easy for me to find information on the internet. d) I know how to create text documents using a computer or tablet. e) I know how to create presentations. f) I know how to use keywords to search for information on the internet. g) I know how to use a link to go to a website. h) I know how to find things on a website. i) I can move from one website to another
Q13	How often do these things happen during your reading lessons? Click one circle for each row. Every or almost every lesson About half the lessons Some lessons Never Students don’t listen to what the teacher says. There is too much noise for students to work well. My teacher has to wait a long time for students to be quiet. Students interrupt the teacher. My teacher has to keep telling us to follow the classroom rules.
Q6	Have you ever repeated a grade in elementary school? Click one circle only. Yes No
Q5B	How many days were you absent from school in the last month? Click one circle only. None 1 or 2 days 3 or 4 days 5 to 10 days More than 10 days
Q20	How hard was this test compared to most other tests you have taken this year in school? Click one circle only. Easier than other tests About as hard as other tests Harder than other tests Much harder than other tests
Q21	How hard did you try on this test compared to how hard you tried on most other tests you have taken this year in school? Click one circle only. Not as hard as on other tests About as hard as on other tests Harder than on other tests Much harder than on other tests
Q22	How important was it to you to do well on this test? Click one circle only. Not very important Somewhat important Important Very important

3. Deleted Items (entire stem)

Item Number	Deleted Text/Item
Q4	A. Was your mother (or stepmother or female legal guardian) born in the United States? (“United States” includes the 50 states, its territories, the District of Columbia, and U.S. military bases abroad.) Fill one circle only. Yes No I don’t know B. Was your father (or stepfather or male legal guardian) born in the United States? Fill one circle only. Yes No I don’t know C. Were you born in the United States? Fill one circle only. Yes No I don’t know
Q5-The IEA chose to include this question, so this deletion is pending approval.	Do you have any of these things at your home? Fill one circle for each line. Yes No A computer or tablet Study desk/table for your use Your own room Internet connection Your own cell phone A gaming system (e.g., PlayStation, Wii, Xbox) VCR, DVD, or Blu-ray player
Q9	How often do you eat breakfast on school days? Fill one circle only. Every day Most days Sometimes Never or almost never
Q10	How often do you use a computer or tablet in each of these places for schoolwork (including classroom tasks, homework, or studying outside of class)? Fill one circle for each line. Every day or almost every day Once or twice a week Once or twice a month Never or almost never At home At school Some other place
Q12	How much time do you spend each day using a computer or tablet for any of the following activities? Fill one circle for each line. No time Less than 30 minutes 30 minutes up to 1 hour From 1 hour up to 2 hours 2 hours or more a) Playing games b) Watching videos c) Chatting d) Surfing the Internet

4. Revised Items

2016 MS Final U.S. Version		2021 FT Draft U.S. Version
Item #	Original Item	Item #	Revised Item
Directions	In this booklet, you will find questions about you and what you think. For each question, you should choose the answer you think is best. Let us take a few minutes to practice the kinds of questions you will answer in this booklet. Example 1 is one kind of question you will find in this booklet. Read each question carefully, and pick the answer you think is best. Fill in the circle next to or under your answer. If you decide to change your answer, draw an X through your first answer, like this: X. Then, fill in the circle next to or under your new answer. Ask for help if you do not understand something or are not sure how to answer.	Directions	Notes: Reworded instructions In this questionnaire, you will find questions about you and what you think. For each question, you should choose the answer you think is best. Let us take a few minutes to practice the kinds of questions you will answer in this questionnaire. Example 1 is one kind of question you will find in this questionnaire. Read each question carefully, and pick the answer you think is best. Click the circle next to or under your answer. Ask for help if you do not understand something or are not sure how to answer. You may change your answers at any time before submitting the questionnaire.
Q1	Are you a girl or a boy? Fill one circle only. Girl Boy	Q1A	Notes: Reworded stem and added answer option Which of these describes you? Click one circle only. Girl Boy Other
Q2	When were you born? Fill the circles next to the month and year you were born . Month January February March April May June July August September October November December Year 2003 2004 2005 2006 2007 2008 2009 Other	Q2	Notes: Updated Years When were you born? Click the circles next to the month and year you were born . Month January February March April May June July August September October November December Year 2008 2009 2010 2011 2012 2013 2014 Other
Q7	About how often are you absent from school? Fill one circle only. Once a week Once every two weeks Once a month Never or almost never	Q5A	Notes: Added one response option About how often are you absent from school? Click one circle only. Once a week Once every two weeks Once a month Once every two months Never or almost never
Q13	What do you think about your school? Tell how much you agree with these statements. Fill one circle for each line. Agree a lot Agree a little Disagree a little Disagree a lot I like being in school. I feel safe when I am at school. I feel like I belong at this school. Teachers at my school are fair to me. I am proud to go to this school.	Q10	Notes: One answer dimension added and stem revised. What do you think about your school? Click to show how much you agree with these statements. Click one circle for each row. Agree a lot Agree a little Disagree a little Disagree a lot I like being in school. I feel safe when I am at school. I feel like I belong at this school. Teachers at my school are fair to me. I am proud to go to this school. I have friends at this school.
Q14	During this year, how often have other students from your school done any of the following things to you (including through texting or the Internet)? Fill one circle for each line. At least once a week Once or twice a month A few times a year Never Made fun of me or called me names Left me out of their games or activities Spread lies about me Stole something from me Hit or hurt me (e.g., shoving, hitting, kicking) Made me do things I didn’t want to do Shared embarrassing information about me Threatened me	Q11	Notes: Deleted one answer dimension and added three more. Also removed parentheses from item stem. During this year, how often have other students from your school done any of the following things to you, including through texting or the Internet? Click one circle for each row. At least once a week Once or twice a month A few times a year Never Made fun of me or called me names Left me out of their games or activities Spread lies about me Stole something from me Damaged something of mine on purpose Hit or hurt me (e.g., shoving, hitting, kicking) Made me do things I didn’t want to do Sent me nasty or hurtful messages online Shared nasty or hurtful information about me online Threatened me