2020 Island Areas Censuses Questionnaire Content

2020 Island Areas Censuses Questionnaire Content_070319.pdf

2020 Census

2020 Island Areas Censuses Questionnaire Content

OMB: 0607-1006

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2021-11-10 - No material or nonsubstantive change to a currently approved collection
2020-07-02 - No material or nonsubstantive change to a currently approved collection

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2020 Island Areas Censuses Questionnaire Content
American Samoa, Commonwealth of the Northern Mariana Islands, Guam, U.S. Virgin Islands
June 12, 2019

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Table of Contents
Introduction .....................................................................................................................................................1
Background.................................................................................................................................................................................................... 1
Aligning Island Areas Censuses questionnaires with the ACS ................................................................................................................ 2
Island Areas Censuses Content Determination Process ......................................................................................................................... 2
Note About Question Images...................................................................................................................................................................... 3
Operational Questions ................................................................................................................................................................................. 5

2020 Island Areas Censuses Questions .................................................................................................................7
Acreage and Agricultural Sales ................................................................................................................................................................... 9
Age ................................................................................................................................................................................................................11
Ancestry .......................................................................................................................................................................................................13
Commuting (Journey to Work) .................................................................................................................................................................15
Computer and Internet Use ......................................................................................................................................................................17
Disability.......................................................................................................................................................................................................19
Fertility .........................................................................................................................................................................................................21
Grandparent Caregivers.............................................................................................................................................................................23
Health Insurance Coverage .......................................................................................................................................................................25
Hispanic Origin ............................................................................................................................................................................................27
Home Value and Rent ................................................................................................................................................................................29
Income..........................................................................................................................................................................................................31
Industry, Occupation, and Class of Worker ............................................................................................................................................35
Labor Force Status ......................................................................................................................................................................................37
Language Spoken at Home........................................................................................................................................................................39
Marital Status and Marital History...........................................................................................................................................................41
Migration (Previous Residence)/ Residence Five Years Ago and Reason for Migration ..................................................................43
Place of Birth, Parent’s Place of Birth , Citizenship, and Year of Entry ...............................................................................................45
Plumbing Facilities, Kitchen Facilities, and Telephone Service............................................................................................................47
Race...............................................................................................................................................................................................................49
Relationship.................................................................................................................................................................................................51
School Enrollment, Educational Attainment, and Undergraduate Field of Degree..........................................................................53
Selected Monthly Owner Costs (Cost of Utilities, Condominium and Mobile Home Fees, Taxes, Insurance, and Mortgages) 55
Sex .................................................................................................................................................................................................................57
Source of Water and Sewage Disposal ....................................................................................................................................................59
Supplemental Nutrition Assistance Program (SNAP)/Food Stamps ...................................................................................................61
Tenure (Owner/Renter) .............................................................................................................................................................................63
Units in Structure, Rooms, and Bedrooms..............................................................................................................................................65
Vehicles Available .......................................................................................................................................................................................67
Veteran Status, Period of Service, and Department of Veterans Affairs (VA) Service-Connected Disability Rating...................69
Work Status Last Year ................................................................................................................................................................................71
Year Built and Year Moved In ...................................................................................................................................................................73
Appendix: Informational Questionnaires................................................................................................................................................75

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Introduction
BACKGROUND
Since 1790, a national census of the U.S. population has
been conducted every 10 years, as required by the U.S.
Constitution. Additional information beyond the
population count has been collected with each census
in response to the challenges facing the nation and a
national desire to understand ourselves.
In the 20th century, most addresses received a short
form, while a portion of addresses received a more
detailed long form. The Census 2000 short form was
designed to collect basic demographic and housing
information (such as age, Hispanic origin, race,
relationship, sex, and tenure) to be used for
apportionment and redistricting. The long form, sent to
approximately one in six households, collected social,
housing, and economic information (such as citizenship,
educational attainment, disability status, employment
status, income, and housing costs) that was used to plan
and determine funding for various federal, state, local,
and tribal programs.
Since 2005, these data have been collected monthly
(and released annually) through the American
Community Survey (ACS) to provide communities,
businesses, and the public with the detailed
characteristics from the long form more frequently. This
innovation enabled the 2010 Census to be a short form
census. Decoupling the collection of short and long
form data allowed the U.S. Census Bureau to focus
decennial census efforts on the constitutional
requirements to produce a count of the resident
population, while employing technology in both
collections to improve efficiencies, improve accuracy,
and reduce costs. The result has been the dissemination
of more current and detailed information than has ever
been available.
In the 50 states, the District of Columbia, and Puerto
Rico, the decennial census program will provide an
official count through a short form census, as well as a

portrait of communities counted across the nation
through data collected by the ACS.
In American Samoa, the Commonwealth of the
Northern Mariana Islands, Guam, and the U.S. Virgin
Islands, the population will be counted through a long
form census. The Census Bureau conducts decennial
census operations in partnership with the governments
of American Samoa, the Commonwealth of the
Northern Mariana Islands, Guam, and the U.S. Virgin
Islands to comply with the legal requirements set forth
in Title 13 of the United States Code (U.S.C.) and meet
the specific data needs of the Island Areas.
The geographic scope of the decennial census is
specified in Title 13 U.S.C. Section 191 as covering the
50 states, the District of Columbia, Puerto Rico, the
Commonwealth of the Northern Mariana Islands,
Guam, the U.S. Virgin Islands, and “as may be
determined by the Secretary, such other possessions
and areas over which the United States exercises
jurisdiction, control, or sovereignty.” The latter
authority includes American Samoa.
The Census Bureau has authority to participate in the
2020 Island Areas Censuses with the Governors of the
Island Areas under:
1) 13 U.S.C. § 141—Authorizes the decennial census.
2) 13 U.S.C. § 191—Requires that the decennial census
include any area not specifically designated in
subsection (a) of section 191 and authorizes the
Secretary to use information collected by the
governor, if such information was obtained in
accordance with plans prescribed or approved by
the Secretary.
3) 13 U.S.C. § 6—Authorizes the Census Bureau to
acquire records, reports, or other materials from
“states, counties, cities, or other units of
governments, or their instrumentalities” for the
efficient and economical conduct of the census.
4) 13 U.S.C. § 12 and 13—Allow the Census Bureau to
conduct “mechanical or electronic development
work” (e.g., computer systems or software) or enter
1

into “development contracts” to do so and to
receive monographs from colleges/universities (i.e.,
the compilation of existing research).

ALIGNING ISLAND AREAS CENSUSES
QUESTIONNAIRES WITH THE ACS
In the Island Areas, census data are collected once each
decade through the decennial census. Ongoing surveys,
such as the ACS, are not fielded between censuses. The
Census Bureau uses a long form census to meet the
Island Areas data needs for detailed social, housing, and
economic information.
The thorough pretesting and field testing that shape the
design of ACS questions make them an ideal starting
point for the Census Bureau to use when designing the
Island Areas Censuses questionnaire.
In addition to aligning the Island Areas Censuses
questions with the ACS questions, the Census Bureau
will also streamline questionnaires to be consistent
across Island Areas. This will allow for greater
comparability within the datasets produced for each
Island Area.

ISLAND AREAS CENSUSES CONTENT
DETERMINATION PROCESS
To prepare the Island Areas Censuses questions, the
Census Bureau worked with the local agencies
designated by each Governor. These agencies are:
American Samoa Department of Commerce,
Commonwealth of the Northern Mariana Islands
Central Statistics Division, Guam Bureau of Statistics
and Plans, and University of the Virgin Islands.
As the largest statistical agency of the federal
government, the Census Bureau has statistical quality
standards that incorporate guidelines from both OMB
and the Department of Commerce. By following these
standards, the Census Bureau’s staff and contractors
ensure consistency in the process, utility, objectivity,
and integrity of the statistical information gathered and
disseminated.
According to the guidelines, data collection instruments
and supporting materials must be pretested with
respondents to ensure questions are well understood.
Pretesting of data collection instruments can be

accomplished by using cognitive testing, focus groups
using self-administered instruments, usability
techniques, behavior coding, and respondent
debriefings. The standards allow for methodological
expert reviews when a program is under extreme
budget, resource, or time constraints.
A pretest in the field in the Island Areas was not feasible
because of budget constraints and resource capacity.
The Census Act requires that the questions to be
included in the next census be submitted to Congress
no later than two years before the census date (April 1,
2018). Island Areas Censuses data collection activities
are conducted through contracts with each Island Area
government, and the funds became available in fiscal
year 2019, for the contracts to be awarded in December
2018. Given the timing of the availability of funding,
work could not begin in time to conduct field testing.
To mitigate these constraints, the Census Bureau
conducted structured expert reviews between 2016 and
2018. Census Bureau subject matter experts selected
questions from the ACS (including personal interview
modes), that could be fielded on a paper questionnaire
data collection tool for enumerator-led personal
interviews in the Island Areas. Then, Census Bureau
subject matter experts and experts within agencies
appointed by the Governors of each Island Area,
reviewed the questions concurrently. Expert reviewers
participating in the structured assessments of the
questions had previous experience with expert reviews
of survey questionnaires and instruments.
During the first structured expert review session, each
expert reviewer was asked to review the paper-based
ACS questionnaire instrument, to consider the
applicability of the questions to their respective Island
Area and to provide feedback on the questions and/or
the questionnaire. Island Areas expert reviewers
commented on question wording, response categories,
and any other aspect of the questionnaire. The
feedback was then reviewed to ensure these data needs
were justified and to verify that these data could not be
acquired by other means.
During the subsequent sessions, reviewers focused on
refining the questions to be meaningful and relevant in
2

the Island Areas. After these structured review sessions
were completed, Census Bureau staff finalized the
questions to be submitted to Congress, including
congressional delegates from the Island Areas.

Year of Entry Question Versions for each Island Area:

NOTE ABOUT QUESTION IMAGES
Where a reference to the specific Island Area is
necessary to improve readability and understanding,
the reference will be adapted to the specific location.
For example, the question “When did this person come
to live in [Island Area]?” will be ““When did this person
come to live in Guam?” on the Guam questionnaires.
The questionnaires have been streamlined to be
otherwise comparable; response categories, question
numbering, and question order will all be identical.
Images included in this document are taken from the
housing unit and transitory location questionnaire for
American Samoa. Images of the questions that appear
on each Island Area questionnaire are available in the
Appendix. Specific formatting is used to guide the
enumerator through the paper questionnaire, and
ensure the enumerators read all required text to
respondents.
Questionnaire Formatting Key:
Bold:
Plain text:
Italicized:

Required text
Optional text
Instruction for enumerators

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OPERATIONAL QUESTIONS

Questions about whether anyone lives or stays in the
home, how many people live or stay in the home, and
the names of those people will not result in published
counts or estimates. These operational questions are
used to better administer the data collection process
and ensure greater accuracy of the data collected.

The Census Bureau uses residence criteria to determine
whom to count and where. Asking these additional
questions helps ensure that no one is missed, people
are not counted in multiple locations, and that people
are included in the right place.
Contact information is not part of published estimates
and is carefully protected, as mandated by federal law,
to respect the personal information of respondents.

Selected Statutory Uses of Operational Questions Data
U.S. Department of Commerce,
Bureau of the Census

The Census Act, 13 USC § 141(c)

U.S. Department of Commerce,
Bureau of the Census

The Census Act, 13 USC § 181

2020 Island Areas Censuses Questions
The descriptions of the questions on the following pages are designed to give the reader a clear
understanding of 1) the relationship between questions asked of respondents and the summarized data
that are released in published tables, 2) how the resulting data may be used, and 3) the benefits of the
data at the community level. Selected statutes and regulations that describe these uses are listed on the
reverse of each page.

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ACREAGE AND AGRICULTURAL SALES

QUESTIONS ABOUT THE ACREAGE ASSOCIATED
WITH HOUSES AND MOBILE HOMES , AND
AGRICULTURAL SALES ARE USED TO CREATE DATA
ABOUT AGRICULTURAL PROPERTIES AND TO
BETTER UNDERSTAND HOME VALUE STATISTICS .

These data are used in planning government
programs designed to benefit the farm population
and identifying or excluding agricultural areas for
many other programs.
ACREAGE AND AGRICULTURAL SALES DATA HELP
COMMUNITIES:
Provide Equitable Housing Assistance
Knowing which homes might qualify for farm
subsidies, and which homes qualify for housing
subsidies, is important to ensure that funds are
fairly allocated. For example, the historical
definition of Fair Market Rents, used to allocate
housing assistance, has always excluded units on
acreage of more than 10 acres to eliminate those

units that might benefit from farm subsidies and
therefore have lower-than-market rents.
Understanding which kinds of properties are
eligible for certain programs helps communities
inform eligible residents and determine whether
the community is eligible for funds based on its
farm population.
Support Agricultural Programs
Knowing which areas of a community are
agricultural helps communities ensure eligible
institutions receive funding for cooperative
agricultural extension work and agricultural
research. This funding is distributed to eligible
institutions based on a legislatively determined
formula that uses these data.
Plan Community Development
Knowing the size and agricultural nature of areas of
each community can help communities understand
changes in local housing markets; identify
opportunities to improve tax, assistance, and
zoning policies; and reduce tax revenue losses from
vacant or abandoned properties.

Selected Statutory Uses of Acreage and Agricultural Sales Data
U.S. Department of Housing and Urban
Development

United States Housing Act of 1937, Public Law 93-383, as amended, 42
USC § 1437f(c)(1); 24 CFR 888.113, 24 CFR 982.401

AGE

ANSWERS TO THE AGE AND DATE OF BIRTH
QUESTIONS ARE USED TO UNDERSTAND THE SIZE
AND CHARACTERISTICS OF DIFFERENT AGE GROUPS
AND TO PRESENT OTHER DATA BY AGE.

Age data are used in planning and funding
government programs that provide funds or
services for specific age groups, such as children,
working-age adults, women of childbearing age, or
the older population. These statistics are also used
to enforce laws, regulations, and policies against
age discrimination in government programs and in
society.
AGE DATA HELP COMMUNITIES:
Provide Assistance to Older Americans
Knowing how many people in a community are
aged 60 and older helps local officials provide
programs and services that enable older adults to
remain living safely in their homes and

communities (Older Americans Act). Age data are
also used in programs that provide services and
assistance to seniors.
Provide Assistance to Children and Families
Knowing the numbers and ages of children in
families can help communities enroll eligible
families in programs designed to assist them. For
example, age data are used in targeted efforts to
enroll eligible people in Medicaid and the
Children’s Health Insurance Program.
Educate Children and Adults
Knowing how many children and adults depend on
services through schools can help school districts
make long-term building, staffing, and funding
decisions.
Ensure Equal Opportunity
Knowing the age distribution of a community’s
population helps government and communities
enforce laws, regulations, and policies against
discrimination based on age.

Selected Statutory Uses of Age Data
U.S. Department of Agriculture

42 USC § 1472, 1474, 1485, 1486, 1490, and 1490a, 7 CFR 3550.10

U.S. Department of Health and
Human Services, Administration
for Community Living

42 USC § 300kk

U.S. Department of Health and
Human Services, Center for Medicare and
Medicaid Services

Patient Protection and Affordable Care Act, Public Law 111–148,
Section 10334; 42 USC § 300kk

U.S. Department of Health and
Human Services, Office of the Assistant
Secretary for Planning and Evaluation

42 USC § 1397ii(b)(2)(A)–(C)

U.S. Department of Labor

Older Americans Act Amendments of 2000, Public Law 109-365, 42
USC § 3056e; 20 CFR 641.140, 641.360, and 641.365

U.S. Department of Labor

29 USC § 49f(a)(3)(D), 49g(d), and 49l-2(a)15

U.S. Department of Transportation

Fixing America's Surface Transportation Act, Public Law 114-94; 49
USC § 5303(c), (e), (h), (i), (j),(k), and (n)

U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water Act), Public Law 92500, 33 USC § 1254(a)(1)–(2), (b)(2), (b)(6), (b)(7), (n)(1), and (o)(1)

U.S. Equal Employment Opportunity
Commission, Office of General Counsel

Age Discrimination in Employment Act of 1967, Public Law 90-202, 29
USC § 623(a)–(d) and 633a;
29 CFR 1625.7(d); Hazelwood School Dist. v. United States, 433 U.S.
299 (1977)

U.S. Social Security Administration

The Social Security Act, Public Law 74-271, as amended, 42 USC §
401(c)

ANCESTRY

A QUESTION ABOUT A PERSON’S ANCESTRY OR
ETHNIC ORIGIN IS USED TO CREATE STATISTICS
ABOUT VARIOUS ANCESTRY GROUPS .

Ancestry data are used in planning and evaluating
government programs and policies to ensure they
fairly and equitably serve the needs of all groups.
These statistics are also used to enforce laws,
regulations, and policies against discrimination in
society.
ANCESTRY DATA HELP COMMUNITIES:
Ensure Equal Opportunity
Knowing the ethnic groups in a community in
combination with information about housing,
language, and employment, helps government and

communities enforce laws, regulations, and policies
against discrimination based on national origin. For
example, ancestry data are used to enforce
nondiscrimination in employment by federal
agencies, private employers, employment
agencies, and labor organizations; and to enforce
laws, regulations, and policies against
discrimination in federal financial assistance (Civil
Rights Act of 1964).
Understand Changes
Knowing whether people from different
backgrounds have the same opportunities in
employment, homeownership, and many other
areas is of interest to researchers, advocacy
groups, and policymakers. For example, ancestry
data are used with age and language data to
address language and cultural diversity needs in
health care plans for the older population.

Selected Statutory Uses of Ancestry Data
U.S. Department of Health and
Human Services, Centers for Disease Control and
Prevention, National Center for Health Statistics

42 USC § 242k(b), (h), and (l)

U.S. Department of Justice,
Civil Rights Division

Title VI of Civil Rights Act of 1964, 42 USC § 2000d to
2000d-7; 28 CFR 42.101 to 42.112; 28 CFR 42.401 to
42.415; 28 CFR 50.3; 67 Fed. Reg. 41, 555 (June 18,
2002); Lau v. Nichols, 414 U.S. 563 (1974)

U.S. Department of Justice,
Civil Rights Division

Civil Rights Act of 1964, 42 USC § 2000c et seq.

U.S. Equal Employment Opportunity Commission,
Office of General Counsel

Civil Rights Act of 1964, Public Law 88-352;
42 USC § 2000e-2(k)(1)(A); Hazelwood School Dist. v.
United States, 433 U.S. 299, 307-308 (1977)

U.S. Equal Employment Opportunity Commission,
Office of Research, Information, and Planning

Civil Rights Act of 1964, Public Law 88-352;
42 USC § 2000e-2(k)(1)(A); Hazelwood School Dist. v.
United States, 433 U.S. 299, 307-308 (1977)

U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water
Act), Public Law 92-500, 33 USC § 1254(a)(1)-(2),
(b)(2), (b)(6), (b)(7), (n)(1), and (o)(1)

U.S. Department of Health and
Human Services, Administration for
Children and Families

Community Services Block Grant Act, Public Law
105-285, § 673 (2), 674, and 681A, 42 USC § 9902 (2),
9903, and 9908 (b)(1)(A), (b)(11) & (c)(1)(A)(i)

COMMUTING (JOURNEY TO WORK)

transportation that are used in the Island Areas.
The categories private van/bus; public van/bus;
plane or seaplane; and boat, ferry, or water taxi
were added. The terms subway or elevated rail;
long-distance train or commuter rail; light rail,
streetcar, or trolley; and ferryboat were removed.
COMMUTING DATA HELP COMMUNITIES:

QUESTIONS ABOUT WHERE PEOPLE WORK, HOW
THEY GET THERE , WHEN THEY LEAVE, AND HOW
LONG IT TAKES ARE USED TO CREATE DATA ABOUT
COMMUTING, OR A PERSON’S JOURNEY TO
WORK.

Journey to work data are used in planning and
funding for improvements to road infrastructure,
developing transportation plans and services, and
understanding where people are traveling in the
course of a normal day. These data are also used to
evaluate transportation plans to ensure they fairly
and equitably serve the needs of all groups.
The address-level specificity of the ACS place of
work question is not needed in the Island Areas, as
data products that detail the distance of commutes
or the flows from residence to worksite
geographies are not required by data uses.
The categories in the transportation to work
question were adapted to include the types of

Improve Transportation Planning
Knowing where people commute to and from, and
what time of day they are commuting, helps
transportation planners create transportation plans
that are compliant with various transportation,
environmental, and antidiscrimination regulations.
Local agencies and organizations use these
statistics to plan transportation programs and
services that meet the diverse needs of local
populations, including the disabled population,
bicycle commuters, carpools, and ride-sharers.
Commuting data are also used to forecast future
use of new or updated transportation systems.
Ensure Equal Opportunity
Knowing where people could reasonably commute
from to work in a certain area is used by
communities and businesses for employment
planning, and by communities and governments to
enforce laws, regulations, and policies against
employment discrimination.
15

Selected Statutory Uses of Commuting (Journey to Work) Data
U.S. Department of Health and
Human Services, Administration
for Children and Families

Community Services Block Grant Act, Public Law 105-285,
42 USC § 9902 (2), 9903, and 9908 (b)(1)(A), (b)(11) &
(c)(1)(A)(i),

U.S. Department of Health and
Human Services, Center for Medicare
and Medicaid Services

2003 Medicare Modernization Act, 42 USC §
1395ww(d)(13)

U.S. Department of Health and
Human Services, Health Resources and Services
Administration, National Center
for Healthcare Workforce Analysis

Public Health Service Act, § 761(b)(2)(A), 792(a), 792(b)(2),
and 806(f)(1), 42 USC § 294n, 295k, and 296e

U.S. Department of Justice,
Civil Rights Division

Title VII of the Civil Rights Act of 1964, 42 USC §
2000e(2)(k); Wards Cove Packing Co. v. Atonio, 490 U.S.
642 (1989)

U.S. Department of Transportation

49 USC § 5303; 49 CFR Part 613

U.S. Department of Transportation

Fixing America's Surface Transportation Act, Public Law
114-94; 49 USC § 5304; 49 CFR Part 613, Subpart B

U.S. Department of Transportation

Fixing America's Surface Transportation Act, Public Law
114-94; 49 USC § 5303(c), (e), (h), (i), (j),(k) & (n)

U.S. Department of Transportation

49 USC § 6302(b)(3)(B), 6303(c ), 6304(a), 6309 (a)

U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water Act),
Public Law 92-500, 33 USC § 1254(a)(1)-(2), (b)(2), (b)(6),
(b)(7), (n)(1), (o)(1)

U.S. Equal Employment Opportunity
Commission, Office of Federal Operations

The Rehabilitation Act of 1973, Public Law 93-112; 29 USC
§ 791(b); 29 CFR 1614.602

COMPUTER AND INTERNET USE

The Census Bureau uses the version of the internet
access questions used in ACS personal interviewing
for the 2020 Island Areas Censuses questionnaires.
COMPUTER AND INTERNET USE DATA HELP
COMMUNITIES:

QUESTIONS ABOUT THE COMPUTERS AND
DEVICES THAT PEOPLE USE, WHETHER PEOPLE
ACCESS THE INTERNET, AND HOW PEOPLE ACCESS
THE INTERNET ARE USED TO CREATE DATA ABOUT
COMPUTER AND INTERNET USE.

These questions were added as a requirement of
the Broadband Data Improvement Act of 2008.
They help federal agencies measure the
development of broadband access and decrease
barriers to broadband access.

Ensure Residents Can Communicate
Agencies can use these statistics to evaluate access
to broadband in their communities. Schools,
libraries, rural health care providers, and other
public service providers, also use this information.
Communities ensure their residents are connected
to assistance programs, emergency services, and
important information. These statistics may also be
useful to understand whether to use Internet or
more expensive outreach methods for distributing
important public health or safety information.
Federal agencies use these data to evaluate the
extent of access to, and adoption of, broadband
with a focus on underserved areas. Agencies might
choose to use these statistics to evaluate access to
broadband in their communities.

Selected Statutory Uses of Computer and Internet Use Data
U.S. Federal Communications
Commission

Broadband Data Improvement Act of 2008, Public Law 110-385, 47
USC § 1303(d)

U.S. Department of Commerce, National
Telecommunications and Information
Administration

Broadband Data Improvement Act of 2008, Public Law 110-385, 47
USC § 1303(d)

U.S. Department of Transportation

Fixing America's Surface Transportation Act, Public Law 114-94; 49
USC § 5304; 49 CFR Part 613, Subpart B

DISABILITY
DISABILITY DATA HELP COMMUNITIES:
Provide Adequate Housing
Knowing the different types of disabled households
in a community helps communities understand
whether available housing meets the needs of
residents. When housing is not sufficient or not
affordable, disability data can help communities
enroll eligible households in programs designed to
assist them and can help communities qualify for
grants from the Community Development Block
Grant, HOME Investment Partnerships Program,
Emergency Solutions Grants, Housing
Opportunities for Persons With AIDS, and other
programs.
Provide Health Care to Children and Families
Knowing the disability status of people in families
in combination with other information, such as
household income, health insurance status, and
poverty status, can help communities enroll eligible
families in programs designed to assist them. For
example, disability data are used to target efforts
to enroll eligible people in Medicaid, and the
Children’s Health Insurance Program (CHIP).
Disability data are also used to ensure that
Medicare, Medicaid, and CHIP programs are
adequately serving these families.

QUESTIONS ABOUT A PERSON’S DIFFICULTY WITH
SPECIFIC DAILY TASKS ARE USED TO CREATE
STATISTICS ABOUT DISABILITY.

Disability data are used in planning and funding
government programs that provide funds or
services for populations with disabilities. In
addition, these data are used in evaluating other
government programs and policies to ensure that
they fairly and equitably serve the needs of all
groups. These statistics are also used to enforce
laws, regulations, and policies against
discrimination.

Ensure Equal Opportunity
Knowing the disability status of people in the
community in combination with information about
housing and employment, helps governments and
communities enforce laws, regulations, and policies
against discrimination based on disability status.
Provide Assistance to People with Disabilities
Knowing how many people in a community over a
certain age have a disability helps local officials
provide programs and services to older adults that
enable them to remain living safely in their homes
and communities (Older Americans Act). Disability
status data are also used in programs that provide
services and assistance to people with a disability.

Understand Changes
Knowing whether people with disabilities have the
same opportunities in employment, home
ownership, and many other areas is of interest to
researchers, advocacy groups, and policymakers.

Communities also need to understand changes in
the needs and geographic concentrations of people
with disabilities to ensure that they can meet the
community’s needs during weather events,
disasters, and public health emergencies.

Selected Statutory Uses of Disability Data
U.S. Department of Health and
Human Services, Centers for Disease
Control and Prevention, National Center for
Health Statistics
U.S. Department of Health and
Human Services, Centers for Disease
Control and Prevention
U.S. Department of Health and
Human Services, Administration for
Community Living
U.S. Department of Health and
Human Services, Administration
for Community Living

42 USC § 242k(b), (h), and (l)

U.S. Department of Health and
Human Services, Administration
for Community Living
U.S. Department of Health and
Human Services, Center for Medicare and
Medicaid Services
U.S. Department of Health and
Human Services, Health Resources
and Services Administration
U.S. Department of Health and
Human Services, Office for Civil Rights

Older Americans Act of 1965; Public Law 89-73;
42 USC § 3013, 3024, 3030s-1, 3032

Public Health Service Act, § 301, 42 USC 241; Public Health Service
Act, § 3101, 42 USC § 300kk
42 USC § 300kk

Developmental Disabilities Assistance and Bill of Rights Act of
2000, Public Law 106-402, § 124(c)(5); 42 USC § 15024

Patient Protection and Affordable Care Act, Public Law 111-148,
§10334; 42 USC § 300kk.
Public Health Service Act § 792(b)(2), 42 USC § 295(k)(b)(2)

U.S. Department of Housing and
Urban Development
U.S. Department of Housing and
Urban Development

Rehabilitation Act of 1973, § 504 , Public Law 93-112; Americans
with Disabilities Act Titles II and III, as amended by the ADA
Amendments Act of 2008, Public Law 110-325, 42 USC § 126
McKinney-Vento Homeless Assistance Act, 42 USC § 11371-11376;
24 CFR Part 91
Cranston-Gonzalez National Affordable Housing Act, Public Law 101–
625, 42 USC § 12705(b)(1)-(3); 24 CFR Part 91; 24 CFR 91.205(a)-(c)

U.S. Department of Housing and
Urban Development
U.S. Department of Veterans Affairs

Rehabilitation Act of 1973, § 504, Public Law 93-112, 29 USC § 794;
24 CFR § 8.22(b); 24 CFR §8.23(a)
38 USC § 546

U.S. Department of Veterans Affairs

38 USC § 8104(b)(2)

FERTILITY

FERTILITY DATA HELP COMMUNITIES:

A QUESTION ABOUT THE NUMBER OF BABIES A
PERSON HAS HAD IS USED TO CREATE STATISTICS
ABOUT FERTILITY.

Fertility data are used in planning government
programs and adjusting other important data, such
as the size of the population eligible for different
services, as new people are born. These statistics
can also be used to project the future size of the
population and to understand more about growing
families.
The Census Bureau uses the version of this
question that was asked in the 2010 Island Areas
Censuses on the 2020 Island Areas Censuses
questionnaires. Because the Island Areas Censuses
questions are asked once every ten years, a
question about the number of babies a person has
had in her lifetime provides a better measure of
fertility.

Provide Health Care to Children and Families
Knowing the number of women who have given
birth in combination with other information, such
as marital status, labor force status, household
income, health insurance status, and poverty
status, can help communities understand changes
in the demand for health care.
Understand Changing Households
Knowing the characteristics of women who have
given birth, including where they live, is important
to understand the relationships among different
development patterns, including housing and travel
information, and public health and pollution.
Though local vital statistics offices typically have a
count of births per year, fertility data are able to
provide federal program planners, policymakers,
and researchers with additional statistics about the
age, education, and employment of parents in
households welcoming children, and other
important information about the homes (age, size,
etc.) and households (income, language spoken,
etc.). These data provide a more complete picture
of families.
Local agencies can use these statistics in
combination with other information about
mothers, such as education and income, to
understand future needs for the local education
system and health services.

Selected Statutory Uses of Fertility Data
U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water Act), Public Law
92-500, 33 USC § 1254(a)(1)-(2), (b)(2), (b)(6), (b)(7), (n)(1), and
(o)(1)

GRANDPARENT CAREGIVERS
other ages. These data are also used to measure
the effects of policies and programs that focus on
the well-being of families, including tax policies
and financial assistance programs.
GRANDPARENT CAREGIVER DATA HELP
COMMUNITIES:
Provide Assistance to Families
Knowing more about families, particularly those
where grandparents care for grandchildren, along
with data about the ages of children, household
income, disability, and poverty status can help
communities enroll eligible families in programs
designed to assist them, such as the Children’s
Health Insurance Program, and can help
communities qualify for grants to fund these
programs. These data are also used to evaluate
programs such as Temporary Assistance for Needy
Families.

QUESTIONS ABOUT WHETHER A PERSON IS THE
PRIMARY CAREGIVER FOR HIS OR HER
GRANDCHILDREN AND HOW LONG HE OR SHE HAS
CARED FOR HIS OR HER GRANDCHILDREN, ARE
USED TO CREATE STATISTICS ABOUT
GRANDPARENT CAREGIVERS.

Grandparent caregiver data help federal agencies
understand the special provisions needed for
federal programs designed to assist families, as
older Americans are often in different financial,
housing, and health circumstances than those of

Provide Assistance to Older Americans
Knowing how many people in a community are
over a certain age, including whether older
Americans are caring for grandchildren, helps local
officials fund programs and services targeted to
reach older adults with the greatest economic and
social needs (Older Americans Act).
Understand Changing Households
Knowing more about how often grandparents are
responsible for the basic care of grandchildren and
how long they have been responsible, in
combination with information about age, presence
of children, income, etc., can help communities
understand if available housing and services are
meeting residents’ needs.

Selected Statutory Uses of Grandparent Caregivers Data
U.S. Department of Commerce,
Bureau of the Census

13 USC § 141 note

U.S. Department of Health and
Human Services, Administration for Children
and Families

13 USC § 141 note

HEALTH INSURANCE COVERAGE
HEALTH INSURANCE DATA HELP COMMUNITIES:
Provide Assistance to Children and Families
Knowing the health insurance coverage status in
combination with other information, such as
number and age of children in families, household
income, and poverty status, can help communities
enroll eligible families in programs designed to
assist them. For example, health insurance
coverage status and age data are used to target
efforts to enroll eligible people in Medicaid and the
Children’s Health Insurance Program (CHIP). Health
insurance data are also used to ensure that
Medicare, Medicaid, and CHIP programs are
improving health outcomes for families.

QUESTIONS ABOUT THE SOURCES OF A PERSON’S
HEALTH INSURANCE ARE USED TO CREATE
STATISTICS ABOUT THE PERCENTAGE OF PEOPLE
COVERED BY HEALTH INSURANCE AND THE
SOURCES OF HEALTH INSURANCE.

Health insurance data are used in planning
government programs, determining eligibility
criteria, and encouraging eligible people to
participate in health insurance programs.

Provide Health Care for Veterans
Knowing the number and characteristics of
veterans eligible to use Department of Veterans
Affairs health care, compared to those currently
using services, can help communities and the
federal government estimate the future demand
for health care services and facilities for veterans.
Understand Changes
Knowing the health insurance coverage status of
people in a community helps planners identify gaps
in community services, plan programs that address
those gaps, and qualify for funding for those
programs.
Knowing more about changes in health insurance
coverage rates and the characteristics of people
who have or do not have health insurance is also of
interest to researchers, advocacy groups, and
policymakers.

Selected Statutory Uses of Health Insurance Data
U.S. Department of Health and
Human Services, Agency
for Healthcare Research and Quality

42 USC § 299a(a)(3),(6),(8), 299b-2(a)(1), and 299(c)(1)(B)

U.S. Department of Health and
Human Services, Centers
for Disease Control and Prevention,
National Center for Health Statistics

42 USC § 242k(b), (h), and (l)

U.S. Department of Health and
Human Services, Center
for Medicare and Medicaid Services

Patient Protection and Affordable Care Act, Public Law 111-148,
§10334; 42 USC § 300kk.

U.S. Department of Health and
Human Services, Office for
Civil Rights

Rehabilitation Act of 1973, § 504; Public Law 93-112; Americans
with Disabilities Act, Titles II and III, as amended by the ADA
Amendments Act of 2008, Public Law 110-325, 42 USC § 12101

U.S. Department of Veterans Affairs

Public Law 106-117, 38 USC § 8134(a)(2)

HISPANIC ORIGIN

A QUESTION ABOUT WHETHER A PERSON IS OF
HISPANIC, LATINO, OR SPANISH ORIGIN IS USED
TO CREATE STATISTICS ABOUT THIS ETHNIC
GROUP.

These data are required for federal programs and
are critical factors in the basic research behind
numerous policies, particularly for civil rights.
Hispanic origin data are used in planning and
funding government programs that provide funds
or services for specific groups. These data are also
used to evaluate government programs and
policies to ensure they fairly and equitably serve
the needs of the Hispanic population and to
monitor compliance with antidiscrimination laws,
regulations, and policies.
Though many respondents expect to see a
Hispanic, Latino, or Spanish category on the race
question, this question is asked separately because
people of Hispanic origin may be of any race(s) in
accordance with the 1997 Office of Management
and Budget standards on race and ethnicity.

HISPANIC ORIGIN DATA HELP COMMUNITIES:
Ensure Equal Opportunity
We ask about the Hispanic, Latino, or Spanish
origin of community members to help
governments and communities enforce
antidiscrimination laws, regulations, and policies.
For example, data on the Hispanic population are
used to:




Establish and evaluate the guidelines for
federal affirmative action plans under the
Federal Equal Opportunity Recruitment
Program.
Monitor and enforce equal employment
opportunities under the Civil Rights Act of
1964.
Identify segments of the population who may
not be getting needed medical services under
the Public Health Service Act.

Understand Changes
Researchers, advocacy groups, and policymakers
are interested in knowing if the distribution of the
Hispanic and non-Hispanic population changes by
age, sex, relationship, and housing tenure.

Selected Statutory Uses of Hispanic Origin Data
U.S. Department of Commerce,
Bureau of the Census

13 USC § 141(c)

U.S. Department of Health and
Human Services, Administration
for Children and Families

Community Services Block Grant Act, Public Law 105-285, , 42 USC
§ 9902(2), 9903, and 9908(b)(1)(A), (b)(11) & (c)(1)(A)(i)

U.S. Department of Health and
Human Services, Administration
for Community Living

Older Americans Act of 1965, Public Law 89-73, 42 USC § 3018.

U.S. Department of Health and
Human Services, Administration
for Community Living

42 USC § 300kk

U.S. Department of Health and
Human Services, Center for Medicare
and Medicaid Services

Patient Protection and Affordable Care Act, Public Law 111-148, §
10334; 42 USC § 300kk.

U.S. Department of Housing and
Urban Development

Cranston-Gonzalez National Affordable Housing Act, Public Law
101–625, 42 USC § 12705(b)(1)-(3); 24 CFR Part 91, 24 CFR
91.205(a)-(c)

U.S. Department of Housing and
Urban Development

McKinney-Vento Homeless Assistance Act, 42 USC § 11371-11376;
24 CFR Part 91

U.S. Department of Housing and
Urban Development

Housing and Community Development Act of 1974, 42 USC §
5306(a)(1); 24 CFR §1003.101

U.S. Department of Justice,
Civil Rights Division

Title VII of the Civil Rights Act of 1964, 42 USC § 2000e-2.

U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water Act), Public Law
92-500, 33 USC § 1254(a)(1)-(2), (b)(2), (b)(6), (b)(7), (n)(1), and
(o)(1)

HOME VALUE AND RENT
relationship and combined income of all people in
a household helps communities understand
whether housing is affordable.
When rental housing is not affordable, rent data
are used to identify rental distribution of housing
units (the standard cost of different types of
housing in different areas of the country) and to
determine Fair Market Rents, which the
Department of Housing and Urban Development
uses to determine the amount of tenant subsidies
in housing assistance programs.

QUESTIONS ABOUT THE MONTHLY RENT AMOUNT
OR HOW MUCH THE HOME AND PROPERTY ARE
WORTH ARE USED TO PRODUCE STATISTICS ABOUT
RENT AND HOME VALUE .

These data are used in government programs that
analyze whether adequate housing is affordable for
residents and provide and fund housing assistance
programs. These statistics are also used to enforce
laws, regulations, and policies designed to
eliminate discrimination in private-market housing,
government programs, and in society.
HOME VALUE AND RENT DATA HELP
COMMUNITIES:
Provide Adequate Housing
Knowing the different types of households in a
community (single people, couples, families,
roommates, etc.) helps communities understand
whether available housing meets the needs of
residents. Housing costs in combination with

When housing is not sufficient or not affordable,
housing cost data can help communities enroll
eligible households in programs designed to assist
them and can help communities qualify for grants
from the Community Development Block Grant,
HOME Investment Partnerships Program,
Emergency Solutions Grants, Housing
Opportunities for Persons With AIDS, and other
programs.
Plan Community Development
Knowing how the balance of rented homes,
mortgaged homes, and owned homes changes over
time can help communities understand changes in
local housing markets and identify opportunities to
improve tax, assistance, and zoning policies.
Ensure Equal Opportunity
Knowing more about people who rent and people
who own homes in the community in combination
with age, sex, race, Hispanic origin, disability, and
other data, helps government and communities
enforce laws, such as the 1968 Fair Housing Act
designed to eliminate discrimination in housing.

Selected Statutory Uses of Home Value and Rent Data
U.S. Department of Agriculture

42 USC § 1485, 1486, 1490a, 1490l, 1490m, 1490p-2, 1490r; 7 CFR
1940.560 through 1940.567, 1940.575; 7 CFR 3550.10, 3560.11,
3560.152(a)(2), 3560.254(c)

U.S. Department of Health and
Human Services, Administration
for Children and Families

Community Services Block Grant Act, Public Law 105-285, 42 USC §
9902 (2), 9903, and 9908 (b)(1)(A), (b)(11) & (c)(1)(A)(i),

U.S. Department of Health and
Human Services, Administration
for Children and Families

42 USC § 9902 (2), 9908(b)(1)(A), and 9914 (a) and (c )

U.S. Department of Housing and Urban
Development

Cranston-Gonzalez National Affordable Housing Act, Public Law
101–625, 42 USC § 12705(b)(1)-(3); 24 CFR Part 91, 24 CFR
91.205(a)-(c)

U.S. Department of Housing and Urban
Development

McKinney-Vento Homeless Assistance Act, 42 USC §11371-11376;
24 CFR Part 91

U.S. Department of Housing and Urban
Development

United States Housing Act of 1937, Public Law 93-383, as
amended; 42 USC § 1437f(c)(1); 24 CFR 888.113, 24 CFR 982.401

U.S. Department of Housing and Urban
Development

Housing and Economic Recovery Act of 2008, Public Law 110-289,
Federal Housing Enterprises Financial Safety and Soundness Act of
1992, § 1338, 12 USC § 4568

U.S. Department of Transportation

49 USC § 6302(b)(3)(B), 6303(c ), 6304(a), and 6309 (a).

U.S. Department of Transportation

Fixing America's Surface Transportation Act, Public Law 114-94; 49
USC § 5303(c), (e), (h), (i), (j),(k) and (n)

U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water Act), Public Law
92-500, 33 USC § 1254(a)(1)-(2), (b)(2), (b)(6), (b)(7), (n)(1), and
(o)(1)

INCOME

QUESTIONS ABOUT THE FUNDS A PERSON
RECEIVES FROM VARIOUS SOURCES ARE USED TO
CREATE STATISTICS ABOUT INCOME, ASSISTANCE,
EARNINGS , AND POVERTY STATUS

Income data are used in planning and funding
government programs that provide economic
assistance for populations in need and measure
economic well-being. Income and poverty
estimates are often part of allocation formulas that
determine how food, health care, job training,
housing, and other assistance are distributed.

ACS self-response would likely require significant
probing as each subpart is not phrased as a
question.

The Census Bureau uses versions of these
questions from ACS group quarters and personal
interviews. The version of these questions used in
31

INCOME DATA HELP COMMUNITIES:
Provide Adequate Housing
Knowing the combined income of all people in a
household in combination with housing costs, hel ps
communities understand whether housing is
affordable for residents. When housing is not
sufficient or not affordable, income data can help
communities enroll eligible households in programs
designed to assist them and can help communities
qualify for grants from the Community
Development Block Grant, HOME Investment
Partnerships Program, Emergency Solutions Grant,
Housing Opportunities for Persons With AIDS, and
other programs.
Provide Assistance to Older Americans
Knowing how many older people in a community
are living in poverty in combination with other
information, such as age and disability status of
other family members, can help communities
ensure these residents receive appropriate
assistance.
Provide Assistance to Children and Families
Knowing household income in combination with
other information, such as the number and age of
children in families, health insurance status, and
poverty status, can help communities enroll eligible

families in programs designed to assist them. For
example, income data are used to identify eligibility
and provide funding in programs such as Medicaid,
the Child and Adult Care Food Program, and Head
Start.
Educate Children and Adults
Knowing how many children and adults depend on
services through schools helps school districts
make long-term building, staffing, and funding
decisions. Household income and family
composition determine poverty status, which is
used along with school enrollment, information on
disability status, and language spoken at home to
help schools understand the needs of their
students and qualify for grants that help fund
programs for students with needs for additional
services or assistance, including free/reduced price
school lunches.
Plan Community Development
Knowing more about the financial situation of
residents, including income, employment, and
housing costs, can help communities qualify for
loan and grant programs designed to stimulate
economic recovery, improve housing, run jobtraining programs, and define areas as
empowerment or enterprise zones.

Selected Statutory Uses of Income Data
U.S. Department of Agriculture

U.S. Department of Agriculture
U.S. Department of Agriculture

National Agricultural Research, Extension, and Teaching Policy Act,
Public Law 95-113, Title XIV; Act of May 8, 1914, ch. 79, 7 USC §
3175; 7 USC § 343(d)
7 USC § 2020(e)(1); 7 CFR 272.4(b)(6)
42 USC § 1766(f)(3)(A)(ii)(I)(aa) and 1766(f)(3)(E)(i); 7 CFR 226.15(f)

42 USC § 300kk

U.S. Department of Housing and Urban
Development

McKinney-Vento Homeless Assistance Act, 42 USC 11371-11376; 24
CFR Part 91

U.S. Department of Housing and Urban
Development

Housing and Community Development Act of 1974, 42 USC §
5306(a)(1); 24 CFR §1003.101

U.S. Department of Housing and Urban
Development

Housing and Community Development Act of 1974, Public Law 93–
383, as amended, 42 USC § 1439 (d)(1)(A)(i); 24 CFR 791.402

U.S. Department of Housing and Urban
Development

Cranston-Gonzalez National Affordable Housing Act, Public Law
101–625, 42 USC § 12705(b)(1)-(3); 24 CFR Part 91, 24 CFR
91.205(a)-(c)

Patient Protection and Affordable Care Act, Public Law 111-148,
§10334; 42 USC § 300kk.
Public Health Service Act, § 301, 42 USC 241; Public Health Service
Act, § 3101, 42 USC § 300kk

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INDUSTRY, OCCUPATION, AND CLASS OF WORKER

These data are used to provide information about
the labor force in government programs, to
evaluate government programs and policies to
ensure they fairly and equitably serve the needs of
all groups, and to enforce laws, regulations, and
policies against discrimination in society.
In question 45a, the term territorial was added to
the local government response category and the
state government category was removed. The
question is based on the version of the question
used in the 2019 ACS, and the adaptation is similar
to how these categories were adapted in the 2010
Island Areas Censuses.
INDUSTRY, OCCUPATION, AND CLASS OF WORKER
DATA HELP COMMUNITIES:

QUESTIONS ABOUT A PERSON’S EMPLOYER, THE
KIND OF BUSINESS OR INDUSTRY OF THAT
EMPLOYER, THE KIND OF WORK A PERSON DOES ,
AND THAT PERSON’S MOST IMPORTANT
ACTIVITIES ARE USED TO PRODUCE INDUSTRY,
OCCUPATION, AND CLASS OF WORKER STATISTICS

Provide Employment Opportunities
Knowing whether programs designed to employ
specific groups, such as people with disabilities or
veterans, are succeeding is important to
employers, federal agencies, and federal
government contractors (Vietnam Era Veterans’
Readjustment Assistance Act, Rehabilitation Act of
1973). Industry, occupation, and class of worker
35

data provide additional detail about the jobs and
careers pursued by people participating in these
programs.

nondiscrimination in employment by federal
agencies, private employers, employment
agencies, and labor organizations (Civil Rights Act
of 1964).

Local agencies use these statistics to identify labor
surplus areas (areas with people available for hiring
and training), plan workforce development
programs including job fairs and training programs,
and promote business opportunities.
Ensure Equal Employment Opportunity
Knowing more about people who are employed or
looking for work in combination with educational
attainment, age, sex, race, Hispanic origin,
disability status, veteran status, and other data,
helps governments and communities enforce civil
rights laws against employment discrimination. For
example, these data are used to enforce

Understand Changes
Knowing the characteristics of growing or declining
industries and occupations is an important part of
estimating changes in the economy. Labor force
estimates are used in funding decisions; to ensure
surveys are accurate, including surveys that
provide official labor market estimates; and to
understand change in other data (Wagner-Peyser
Act and Workforce Investment Act).
Class of worker data, in particular, are used by the
National Institute of Food and Agriculture to
understand changes in farm workers and
agriculture.

Selected Statutory Uses of Industry, Occupation, and Class of Worker Data
U.S. Department of Agriculture
U.S. Department of Agriculture

U.S. Department of Transportation

Smith- Lever Act of 1914, 7 USC § 343(c)
National Agricultural Research, Extension, and
Teaching Policy Act, Public Law 95-113, Title XIV, 7
USC § 3222
National Agricultural Research, Extension, and
Teaching Policy Act, Public Law 95-113, Title XIV, 7
USC § 3221
Title VII of the Civil Rights Act of 1964,Public Law 88352, 42 USC § 2000e-2
Title VII of the Civil Rights Act of 1964, Public Law 88352, 42 USC § 2000e-2; Wards Cove Packing Co. v.
Atonio, 490 U.S. 642 (1989)
49 USC § 5303; 49 CFR Part 613

U.S. Department of Transportation

49 USC §6303(c ) and6304(a);

U.S. Equal Employment Opportunity
Commission, Office of Federal Operations

The Rehabilitation Act of 1973, Public Law 93-112; 29
USC § 791 (b); 29 CFR 1614.602

U.S. Equal Employment Opportunity
Commission, Office of General Counsel

Age Discrimination in Employment Act of 1967, Public
Law 90-202,29 USC § 623(a)-(d) and 633a; 29 CFR
1625.7(d); Hazelwood School Dist. v. United States,
433 U.S. 299 (1977)

U.S. Department of Agriculture

U.S. Department of Justice,
Civil Rights Division
U.S. Department of Justice,
Civil Rights Division

LABOR FORCE STATUS
Labor force data are used in planning and funding
government programs that provide unemployment
assistance and services. These data are also used to
evaluate other government programs and policies
to ensure they fairly and equitably serve the needs
of all groups, and to enforce laws, regulations, and
policies against discrimination in society.
LABOR FORCE DATA HELP COMMUNITIES:
Provide Employment Opportunities
Knowing whether programs designed to employ
specific groups, such as people with disabilities or
veterans, are succeeding is important to
employers, federal agencies, and federal
government contractors (Vietnam Era Veterans’
Readjustment Assistance Act, Rehabilitation Act of
1973). Agencies use these statistics to identify
labor surplus areas (areas with people available for
hiring and training), plan workforce development
programs, including job fairs and training
programs, and to promote business opportunities.

QUESTIONS ABOUT WHETHER A PERSON WORKED
LAST WEEK AND, IF THE ANSWER IS NO, WHY HE
OR SHE WAS NOT WORKING, WHETHER HE OR SHE
PLANS TO RETURN TO WORK, AND HOW MUCH HE
OR SHE WORKED IN THE PAST YEAR ARE USED TO
PRODUCE STATISTICS ABOUT THE LABOR FORCE ,
INCLUDING UNEMPLOYMENT STATISTICS .

Ensure Equal Opportunity
Knowing more about people who are employed or
looking for work in combination with age, sex, race,
Hispanic origin, disability status, veteran status,
and other data, helps governments and
communities enforce laws, regulations, and policies
against discrimination in employment. For
example, labor force data are used to enforce
nondiscrimination in employment by federal
agencies, private employers, employment
agencies, and labor organizations (Civil Rights Act
of 1964).
Understand Changes
Knowing the characteristics of people who are
working or looking for work is an important part of
estimating changes in the economy. Labor force
estimates are used in funding decisions; to ensure
surveys are accurate, including surveys that
provide official labor market estimates; and to
understand change in other data (Wagner-Peyser
Act and Workforce Investment Act).

Selected Statutory Uses of Labor Force Status Data
U.S. Department of Health and
Human Services, Administration for Community
Living

Developmental Disabilities Assistance and Bill of Rights Act
of 2000, Public Law 106-402, Section 124(c)(3); 42 U.S.C
§15024

U.S. Department of Justice,
Civil Rights Division

Title VII of the Civil Rights Act of 1964, Public Law 88-352,
42 USC § 2000e-2; Wards Cove Packing Co. v. Atonio, 490
U.S. 642 (1989)

U.S. Department of Labor

29 USC § 49f(a)(3)(D), 49g(d), and 49l-2(a)

U.S. Department of Transportation
U.S. Department of Transportation

49 USC § 5303; 49 CFR Part 613
Moving Ahead for Progress in the 21st Century Act, Public
Law 112-141 (2012), 49 USC § 5304 (a); 49 CFR Part 613,
Subpart B
The Rehabilitation Act of 1973, Public Law 93-112, 29 USC §
791 (b); 29 CFR 1614.602

U.S. Equal Employment Opportunity
Commission, Office of Federal Operations
U.S. Equal Employment Opportunity
Commission, Office of General Counsel

Age Discrimination in Employment Act of 1967, Public Law
90-202, 29 USC § 623(a)-(d) and 633a;
29 CFR 1625.7(d); Hazelwood School Dist. v. United States,
433 U.S. 299 (1977)

LANGUAGE SPOKEN AT HOME
LANGUAGE SPOKEN AT HOME DATA HELP
COMMUNITIES:
Educate Children
Knowing how many children and youth with limited
English-speaking abilities depend on services
through schools helps school districts make longterm staffing and funding decisions.

QUESTIONS ABOUT WHETHER A PERSON SPEAKS A
LANGUAGE OTHER THAN ENGLISH AT HOME,
WHAT LANGUAGE HE OR SHE SPEAKS , AND HOW
WELL HE OR SHE SPEAKS ENGLISH ARE USED TO
CREATE STATISTICS ABOUT LANGUAGE AND

Ensure Equal Opportunity
Knowing the languages spoken by people in the
community in combination with information about
housing and employment, helps the government
and communities enforce laws, regulations, and
policies against discrimination based on national
origin.
Knowing languages spoken in a community also
helps federal agencies identify needs for services
for people with limited English proficiency under
Executive Order 13166.

ABOUT ABILITY TO SPEAK ENGLISH.

Language data are used in planning government
programs for adults and children who do not speak
English well. These data are also used to ensure
that information about public health, law,
regulations, and safety is communicated in
languages that community members understand.

Understand Changes
Knowing whether people who speak languages
other than English have the same opportunities in
employment and home ownership, and many other
areas is of interest to researchers, advocacy
groups, and policymakers. For example, language
data are used with age and ancestry data to
address language and cultural diversity needs in
health care plans for the older population.

Selected Statutory Uses of Language Spoken at Home Data
U.S. Department of Agriculture

7 USC § 2020(e)(1); 7 CFR 272.4(b)(6)

U.S. Department of Health and
Human Services, Administration for
Children and Families

42 USC § 9835(g)

U.S. Department of Health and
Human Services, Administration for Community
Living

42 USC § 300kk

U.S. Department of Health and
Human Services, Administration for Community
Living

Older Americans Act of 1965, Public Law 89-73, as
amended, 42 USC § 3013, 3024. 3030s-1, 3032

U.S. Department of Health and
Human Services, Center for Medicare
and Medicaid Services

Patient Protection and Affordable Care Act, Public Law 111148, § 10334; 42 USC § 300kk

U.S. Department of Health and
Human Services, Centers for Disease Control and
Prevention, National Center
for Health Statistics

42 USC § 242k (l)

U.S. Department of Housing and
Urban Development

McKinney-Vento Homeless Assistance Act 42 USC § 1137111376; 42 USC § 12901; 24 CFR Part 91; 24 CFR Part 576;

U.S. Department of Housing and
Urban Development

Cranston-Gonzalez National Affordable Housing Act, Public
Law 101–625, 42 USC § 12705(b)(1)-(3); 24 CFR Part 91, 24
CFR 91.205(a)-(c)

U.S. Department of Justice,
Civil Rights Division

The Civil Rights Act of 1964, Title VI, 42 USC § 2000d to
2000d-7; 28 CFR 42.101 to 42.112; 28 CFR 42.401 to
42.415; 28 CFR 50.3; Lau v. Nichols, 414 U.S. 563 (1974)

MARITAL STATUS AND MARITAL HISTORY
MARITAL STATUS AND MARITAL HISTORY DATA
HELP COMMUNITIES:
Provide Benefits to Spouses and Survivors
Knowing more about how many spouses and exspouses may qualify for programs with spousal
benefits, including veteran and social security
programs, can help federal agencies ensure
adequate funding and facilities for these programs
and can help communities determine where gaps
in benefits and services might exist.
Provide Assistance to Families
Knowing more about families, particularly blended
and single-parent families, along with data about
the presence of children, labor force status, and
poverty status, can help communities enroll eligible
families in programs designed to assist them, such
as the Children’s Health Insurance Program, and
can help communities qualify for grants to fund
these programs. These data are also used to
evaluate programs such as Temporary Assistance
for Needy Families.

QUESTIONS ABOUT WHETHER A PERSON IS
CURRENTLY MARRIED , WIDOWED, DIVORCED,
SEPARATED, OR NEVER MARRIED ; WHETHER HIS
OR HER MARITAL STATUS CHANGED IN THE PAST

12 MONTHS; AND LIFETIME MARRIAGES ARE
USED TO CREATE STATISTICS ABOUT CURRENT
MARITAL STATUS AND MARITAL HISTORY.

Marital status and marital history data help federal
agencies understand marriage trends, forecast
future needs of programs that have spousal
benefits, and measure the effects of policies and
programs that focus on the well-being of families,
including tax policies and financial assistance
programs.

Understand Changing Households
Knowing more about community marriage trends
(whether people are marrying later in life, not
getting married, or marrying again) in combination
with information about age, presence of children,
and income, can help communities understand if
the available housing, job training, rental
assistance, and administrative services and
programs are meeting residents’ needs during their
major life changes. These data also help the federal
government plan for the future. For example, the
Social Security Administration estimates future
program needs based on the current marital status
of working people.

Selected Statutory Uses of Marital Status and Marital History Data
U.S. Department of Health and
Human Services, Administration for
Children and Families

13 U.S.C § 141 note

U.S. Department of Health and
Human Services, Center for Disease
Control and Prevention, National Center
for Health Statistics

42 USC § 242k(b), (h), and (l)

U.S. Social Security Administration

Social Security Act, Public Law 74–271 as amended, 42 USC
§ 401(c)

MIGRATION (PREVIOUS RESIDENCE)/ RESIDENCE FIVE YEARS AGO AND REASON FOR MIGRATION
MIGRATION/RESIDENCE FIVE YEARS AGO AND
REASON FOR MIGRATION DATA HELP
COMMUNITIES:
Understand Changes
Knowing the characteristics of people who have
moved and the patterns of migration (where
people move to and from) is an important part of
estimating population changes. Population
estimates are used in funding decisions, to ensure
surveys are accurate, to understand change in
other data, and to produce international migration
estimates. These data also help agencies assess
residential stability.

QUESTIONS ABOUT WHETHER A PERSON MOVED
IN THE LAST FIVE YEARS, WHERE HE OR SHE LIVED
FIVE YEARS AGO AND WHY HE OR SHE MOVED ARE
USED TO CREATE STATISTICS ABOUT WHERE
PEOPLE ARE MOVING.

Migration data are used in planning government
programs and adjusting other important
geographic data as people move. The
characteristics of people who have moved are also
an important part of estimating population
changes.

Knowing the characteristics of people who live or
have lived in certain areas is important to
understand the relationships among different
development patterns, including housing and travel
information, public health, and pollution. These
data may also assist local agencies in developing
programs that attract new residents or employers.
In the Island Areas, these data are also used to
understand more about the migration of people
from Freely Associated States that are part of the
Compact of Free Association.

This question has been adapted to use the 5-year
reference period, consistent with the 2000 Census
long form, instead of the 1-year reference period
used in the ACS. Since the data collection in the
Island Areas is conducted once every 10 years, a 5year reference period provides more information
about migration over time.

Selected Statutory Uses of Migration/Residence Five Years Ago Data
U.S. Department of Health and
Human Services, Administration
for Children and Families

Community Services Block Grant Act, Public Law 105-285,
42 USC § 9902 (2), 9903, and 9908 (b)(1)(A), (b)(11) &
(c)(1)(A)(i),

U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water Act),
Public Law 92-500, 33 USC § 1254(a)(1)-(2), (b)(2), (b)(6),
(b)(7), (n)(1), and (o)(1)

PLACE OF BIRTH, PARENT’S PLACE OF BIRTH , CITIZENSHIP, AND YEAR OF ENTRY
statistics are also used to tailor services to
accommodate cultural differences.
In the citizenship question, the term “national” is
included in relevant categories in order to count
U.S. nationals living in American Samoa. The
implementation of the term matches the 2010
Island Areas Censuses question used in the Pacific
Islands. The permanent and temporary resident
versions of the non citizen category were also
added as implemented in the 2010 Island Areas
Censuses question used in the Pacific Islands. This
distinction is needed to understand COFA
migration.
The specific geographic references, such as “in
American Samoa,” are used to resolve a confusion
that could result from the “this Area” reference
used in the 2010 Island Areas Censuses.
The two response categories in the ACS place of
birth question (“In the United States—Print name
of state” and “Outside the United States—Print
name of foreign country, or Puerto Rico, Guam,
etc.”) may be confusing for respondents in the
Island Areas as these areas are part of the United
States, but are not states. Instead, the Island Areas
Censuses version of the question uses one write-in
field to capture the place of birth of people who
were not born in the Island Areas.

QUESTIONS ABOUT A PERSON’S PLACE OF BIRTH,
PARENT’S PLACE OF BIRTH, CITIZENSHIP, AND
YEAR OF ENTRY ARE USED TO CREATE DATA ABOUT
CITIZENS , NONCITIZENS , AND THE FOREIGN- BORN
POPULATION.

These statistics are essential for agencies and
policymakers setting and evaluating immigration
policies and laws, seeking to understand the
experience of different immigrant groups, and
enforcing laws, policies, and regulations against
discrimination based on national origin. These

PLACE OF BIRTH, PARENT’S PLACE OF BIRTH,
CITIZENSHIP, AND YEAR OF ENTRY DATA HELP
COMMUNITIES:
Ensure Equal Opportunity
Knowing how many people in the community are
born in other countries in combination with
information about housing, language, and
employment, helps the government and
communities to enforce laws, regulations, and
policies against discrimination based on national
origin.

Educate Children
Knowing how many foreign-born children depend
on services through schools may help school
districts make staffing and funding decisions.

Understand Changes
Knowing whether people of different races or
countries of birth have the same opportunities in
employment, home ownership, and many other
areas is of interest to researchers, advocacy
groups, and policymakers.

Selected Statutory Uses of Place of Birth, Parent’s Place of Birth, Citizenship, and Year of Entry Data
U.S. Department of Commerce,
Bureau of the Census

13 USC § 141(c)

U.S. Department of Health and
Human Services, Administration
for Children and Families

Community Services Block Grant Act, Public Law 105-285, 42 USC §
9902 (2), 9903, and 9908(b)(1)(A), (b)(11) & (c)(1)(A)(i)

U.S. Department of Health and
Human Services, Centers for Disease
Control and Prevention, National
Center for Health Statistics

42 USC § 242k(b), (h), and (l)

U.S. Department of Housing and
Urban Development

Fair Housing Act, Public Law 90–284, 42 USC 3600-3620; 42 USC
3608(e)

U.S. Department of Justice,
Civil Rights Division

Civil Rights Act of 1964, Title VII, Public Law 88-352, 42 USC § 2000e2

U.S. Department of Justice,
Civil Rights Division

Civil Rights Act of 1964, Title VII, Public Law 88-352, 42 USC § 2000e2 ; Wards Cove Packing Co. v. Atonio, 490 U.S. 642 (1989)

U.S. Equal Employment Opportunity
Commission, Office of Federal
Operations

The Rehabilitation Act of 1973, Public Law 93-112, 29 USC § 791 (b);
29 CFR 1614.602

U.S. Equal Employment Opportunity
Commission, Office of General Counsel

Civil Rights Act of 1964, Public Law 88-352, 42 USC § 2000e2(k)(1)(A)

U.S. Equal Employment Opportunity
Commission, Office of Research,
Information, and Planning

Civil Rights Act of 1964, Public Law 88-352,42 USC § 2000e2(k)(1)(A); Hazelwood School Dist. v. United States, 433 U.S. 299
(1977)

U.S. Social Security Administration

Social Security Act, Public Law 74–271, as amended, 42 USC § 401(c)

PLUMBING FACILITIES, KITCHEN FACILITIES, AND TELEPHONE SERVICE
PLUMBING FACILITIES, KITCHEN FACILITIES, AND
TELEPHONE SERVICE DATA HELP COMMUNITIES:
Provide Adequate Housing
Knowing more about the quality of housing in a
community helps communities understand
whether available housing meets the needs of
residents. When housing is not sufficient or not
affordable, data on household facilities can help
communities enroll eligible households in programs
designed to assist them, and can help communities
qualify for grants from the Community
Development Block Grant, HOME Investment
Partnerships Program, Emergency Solutions Grant,
Housing Opportunities for Persons With AIDS, and
other programs.

QUESTIONS ABOUT THE PRESENCE OF RUNNING
WATER, A BATHTUB OR SHOWER , A FLUSH TOILET,
A SINK WITH A FAUCET, A STOVE OR RANGE , A
REFRIGERATOR, AND TELEPHONE SERVICE ARE
USED TO CREATE DATA ABOUT INDICATORS OF
HOUSING QUALITY.

Plan Community Development
Knowing information about the quality of different
types of homes in combination with whether they
are occupied or vacant, can help communities
identify opportunities to improve tax, assistance,
and zoning policies and to reduce tax revenue
losses from vacant or abandoned properties. These
data may also be useful in identifying types of
homes in disaster-prone areas during emergency
planning and preparation.

These data are used in planning and funding
government programs that identify areas eligible
for housing assistance, rehabilitation loans, and
other programs that help people access and afford
decent, safe, and sanitary housing. Public health
officials may also use this information to locate
areas in danger of groundwater contamination and
waterborne diseases.

Ensure Residents Can Communicate
Measuring the extent of telephone service,
including access for schools, libraries, health care
providers, and low-income residents, helps
communities ensure their residents have universal
access to assistance programs, emergency services,
and important information.

Question 7a uses the version of the running water
subquestion used in Puerto Rico (on the Puerto
Rico Community Survey), as an absence of hot
running water may not be an indicator of
substandard housing.

Measure Environmental Impacts
Substandard plumbing systems may impact the
local water supply. Understanding where these
systems are concentrated helps communities
research their wastewater infrastructure needs and
work to improve their systems.

Question 7c is added from the 2010 Island Areas
Censuses question used in the U.S. Virgin Islands.
The question is needed in the Island Areas to
satisfy a public health data need.
47

Selected Statutory Uses of Plumbing Facilities, Kitchen Facilities, and Telephone Service Data
U.S. Department of Agriculture

42 USC § 1472, 1474, 1485, 1486, 1490, 1490a, 1490c,
1490d, 1490e, and 1490l,; 7 CFR 1940.560 through
1940.567, 1940.575; 7 CFR 3550.10, 1980.312, 3560.11; 7
CFR 3550.53(a), 3550.67(b), 3550.68(c); 7 CFR
1980.301(d); 7 CFR 3560.152(a)(2), 3560.254(c)
RD Instruction 1980-D, Exhibit C

U.S. Department of Housing and
Urban Development

United States Housing Act of 1937, Public Law 93-383, as
amended, 42 USC § 1437f(c)(1);
24 CFR 888.113; 24 CFR 982.401

U.S. Department of Housing and
Urban Development

Cranston-Gonzalez National Affordable Housing Act, Public
Law 101–625 42 USC 12705(b)(1)-(3); 24 CFR Part 91; 24
CFR 91.205(a)-(c)

U.S. Department of Housing and
Urban Development

Federal Housing Enterprises Financial Safety and
Soundness Act of 1992, § 1338, 12 USC § 4568

U.S. Department of Housing and
Urban Development

Cranston-Gonzalez National Affordable Housing Act, Public
Law 101-625, 42 USC § 12747(b)(1)(A) & (B); 24 CFR
92.50(a), (b), and (c)

U.S. Department of Transportation

Fixing America's Surface Transportation Act, Public Law
114-94; 49 USC § 5304; 49 CFR Part 613, Subpart B

U.S. Federal Communications Commission

Telecommunications Act of 1996, Public Law 104-104, 47
USC §151 and 254; 47 CFR 54.702(i)

RACE
the needs of all racial groups and to monitor
compliance with antidiscrimination laws,
regulations, and policies.
The U.S. Census Bureau collects race and ethnicity
data in accordance with the 1997 Office of
Management and Budget (OMB) standards on
race and ethnicity. The categories on race are
based on self-identification and generally reflect a
social definition of race. The categories are not an
attempt to define race and ethnicity biologically,
anthropologically, or genetically.
RACE AND ETHNICITY DATA HELP COMMUNITIES:
Ensure Equal Opportunity
Knowing the races of community members helps
government and communities enforce
antidiscrimination laws, regulations, and policies.
For example, race data are used in the following
ways:




A QUESTION ABOUT A PERSON’S RACE IS USED TO
CREATE STATISTICS ABOUT RACE AND TO PRESENT
OTHER STATISTICS BY RACE GROUPS .

These data are required for federal programs and
are critical factors in the basic research behind
numerous policies, particularly for civil rights.
Race data are used in planning and funding
government programs that provide funds or
services for specific groups. These data are also
used to evaluate government programs and
policies to ensure they fairly and equitably serve
.



Understand Changes
Researchers, advocacy groups, and policymakers
are interested in knowing if the distribution of the
different racial groups changes by age, sex,
relationship, and housing tenure.

Selected Statutory Uses of Race Data
U.S. Department of Commerce,
Bureau of the Census

13 USC § 141(c)

U.S. Department of Health and
Human Services, Administration
for Children and Families

Community Services Block Grant Act, Public Law 105-285, , 42
USC § 9902(2), 9903, and 9908(b)(1)(A), (b)(11) & (c)(1)(A)(i)

U.S. Department of Health and
Human Services, Administration
for Community Living

Older Americans Act of 1965, Public Law 89-73, 42 USC § 3018.

U.S. Department of Health and
Human Services, Administration
for Community Living

42 USC § 300kk

U.S. Department of Health and
Human Services, Center for Medicare
and Medicaid Services

Patient Protection and Affordable Care Act, Public Law 111148, § 10334; 42 USC § 300kk.

U.S. Department of Housing and
Urban Development

Cranston-Gonzalez National Affordable Housing Act, Public Law
101–625, 42 USC § 12705(b)(1)-(3); 24 CFR Part 91, 24 CFR
91.205(a)-(c)

U.S. Department of Housing and
Urban Development

McKinney-Vento Homeless Assistance Act, 42 USC § 1137111376; 24 CFR Part 91

U.S. Department of Housing and
Urban Development

Housing and Community Development Act of 1974, 42 USC §
5306(a)(1); 24 CFR §1003.101

U.S. Department of Justice,
Civil Rights Division

Title VII of the Civil Rights Act of 1964, 42 USC § 2000e-2.

U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water Act), Public
Law 92-500, 33 USC § 1254(a)(1)-(2), (b)(2), (b)(6), (b)(7),
(n)(1), and (o)(1)

RELATIONSHIP

A QUESTION ABOUT THE RELATIONSHIP OF EACH

whether available housing meets the needs of
residents.

PERSON IN A HOUSEHOLD TO ONE CENTRAL
PERSON IS USED TO CREATE ESTIMATES ABOUT
FAMILIES , HOUSEHOLDS , AND OTHER GROUPS ,
AND TO PRESENT OTHER DATA AT A HOUSEHOLD
LEVEL.

Relationship data are used in planning and funding
government programs that provide funds or
services for families, people living or raising
children alone, grandparents living with
grandchildren, or other households that qualify for
additional assistance.
RELATIONSHIP DATA HELP COMMUNITIES:
Provide Adequate Housing
Knowing about the different types of households in
a community (single people, couples, families,
roommates, etc.) helps communities understand

When housing is not sufficient or not affordable,
relationship data can help communities enroll
eligible households in programs designed to assist
them, and can help communities qualify for grants
from the Community Development Block Grant,
HOME Investment Partnerships Program,
Emergency Solutions Grant, Housing Opportunities
for Persons With AIDS, and other programs.
Provide Assistance to Families
Knowing more about families, such as the ages of
children, can help communities enroll eligible
families in programs designed to assist them, such
as Head Start and the Children’s Health Insurance
Program, and can help communities qualify for
grants to fund these programs. Relationship data
are also used to ensure that programs such as
Temporary Assistance for Needy Families are
making a difference for families.

Selected Statutory Uses of Relationship Data
U.S. Department of Energy

Energy Conservation and Production Act, Public Law 94-385, as
amended, 42 USC § 6861, 6864; 10 CFR 440.10

U.S. Department of Transportation

Fixing America's Surface Transportation Act, Public Law 114-94; 49
USC § 5303(c), (e), (h), (i), (j),(k) & (n)

U.S. Department of Health and
Human Services, Administration
for Children and Families

13 USC § 141 note

U.S. Department of Health and
Human Services, Administration
for Community Living
U.S. Department of Health and
Human Services, Center for Medicare
and Medicaid Services

Developmental Disabilities Assistance and Bill of Rights Act of 2000,
Public Law 106-402, § 124(c)(5); 42 USC 15024

U.S. Department of Housing and
Urban Development

McKinney-Vento Homeless Assistance Act, 42 USC 11371-11376; 24
CFR Part 91

U.S. Department of Housing and
Urban Development

Cranston-Gonzalez National Affordable Housing Act, Public Law
101–625, 42 USC 12705(b)(1)-(3); 24 CFR Part 91; 24 CFR 91.205(a)(c)

U.S. Social Security Administration

The Social Security Act, Public Law 74–271, as amended, 42 USC §
401(c)

Patient Protection and Affordable Care Act, Public Law 111-148,
§10334; 42 USC 300kk.

SCHOOL ENROLLMENT, EDUCATIONAL ATTAINMENT, AND UNDERGRADUATE FIELD OF DEGREE

The term “pre-kindergarten” was used in the 2010
Island Areas Censuses and is still a relevant and
necessary term in the Island Areas.

QUESTIONS ABOUT WHETHER A PERSON IS
ATTENDING SCHOOL OR COLLEGE, THE HIGHEST
LEVEL OF EDUCATION HE OR SHE HAS COMPLETED ,
AND THE FIELD OF ANY COMPLETED
UNDERGRADUATE COLLEGE DEGREES ARE USED TO
CREATE DATA ABOUT EDUCATION.

These statistics are used to analyze the
characteristics and needs of school-age children
and to understand the continuing education needs
of adults.

Question 14 about vocational training has been
added using the version of the question asked in
the 2010 Island Areas Censuses. This question
satisfies a workforce data need.
SCHOOL ENROLLMENT, EDUCATIONAL
ATTAINMENT, AND UNDERGRADUATE FIELD OF
DEGREE DATA HELP COMMUNITIES:
Educate Children and Adults
Knowing how many children and adults depend on
services through schools can help school districts
make long-term building, staffing, and funding
decisions.
53

Ensure Equal Opportunity
Understanding more about the characteristics of
people enrolled or not enrolled in school helps
government and communities enforce laws,
regulations, and policies against discrimination in
education (Civil Rights Act).

Knowing the educational attainment of workers
compared to those seeking employment in
combination with age, sex, race, Hispanic origin,
disability, and other data, helps enforce
nondiscrimination in employment by federal
agencies, private employers, employment
agencies, and labor organizations (Civil Rights Act
of 1964).

Selected Statutory Uses of School Enrollment, Educational Attainment, and Undergraduate Fie ld of Degree
Data
U.S. Department of Health and
Human Services, Administration
for Children and Families

42 USC § 9835(g)

U.S. Department of Health and
Human Services, Administration
for Community Living

Developmental Disabilities Assistance and Bill of Rights Act of
2000, Public Law 106-402, Section 124(c)(5); 42 USC § 15024

U.S. Department of Justice,
Civil Rights Division

Title VII of the Civil Rights Act of 1964, Public Law 88-352, 42 USC
§ 2000e-2; Wards Cove Packing Co. v. Atonio, 490 U.S. 642 (1989)

U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water Act), Public Law
92-500, 33 USC § 1254(a)(1)-(2), (b)(2), (b)(6), (b)(7), (n)(1), and
(o)(1)

U.S. Equal Employment Opportunity
Commission, Office of Research,
Information, and Planning

Civil Rights Act of 1964, Public Law 88-352, 42 USC § 2000e2(k)(1)(A); Hazelwood School Dist. v. United States, 433 U.S. 299
(1977)

SELECTED MONTHLY OWNER COSTS (COST OF UTILITIES, CONDOMINIUM AND MOBILE HOME FEES,
TAXES, INSURANCE, AND MORTGAGES)

QUESTIONS ABOUT THE USE AND COST OF
COMMON UTILITIES , ANY APPLICABLE
CONDOMINIUM AND MOBILE HOME FEES , TAXES ,
INSURANCE, MORTGAGES , AND HOME LOANS ARE
USED TO PRODUCE STATISTICS ABOUT SELECTED
MONTHLY OWNER COSTS .

These data are used in government programs that
analyze whether adequate housing is affordable for
residents, and to provide and fund housing
assistance programs. These statistics are also used
to enforce laws, regulations, and policies against

discrimination in government programs and in
society.
Because the Island Areas Censuses questions are
asked once, as opposed to an ongoing monthly
question on the ACS, the reference periods in these
questions use “average monthly cost” in the cost of
utilities question, and “2019” in the questions
about annual costs.
In the property insurance question, the term
“typhoon” was added from the 2010 Island Areas
Censuses question asked in the Pacific Islands. In
order to streamline the questions to be
comparable between the Pacific Islands and the
55

U.S. Virgin Islands, the Atlantic term for this
weather system (hurricane) was also added to the
question.

from the Community Development Block Grant,
HOME Investment Partnerships Program,
Emergency Solutions Grants, Housing
Opportunities for Persons With AIDS, and other
programs.

In question 25, the terms “boat” and “slip” were
added to better capture total selected monthly
owner costs.
SELECTED MONTHLY OWNER COSTS DATA HELP
COMMUNITIES:
Provide Adequate Housing
Comparing housing costs to household income (the
combined income of everyone in the household)
helps communities understand whether housing is
affordable for residents.
When housing is not sufficient or not affordable,
housing cost data can help communities enroll
eligible households in programs designed to assist
them, and can help communities qualify for grants

Plan Community Development
Knowing how housing costs change over time can
help communities understand changes in local
housing markets and to identify opportunities to
improve tax, assistance, and zoning policies.
Ensure Equal Opportunity
Knowing more about the housing costs of people
who own homes in the community in combination
with age, sex, race, Hispanic origin, disability, and
other data about the household residents, helps
government and communities enforce laws, such
as the 1968 Fair Housing Act designed to eliminate
discrimination in housing.

Selected Statutory Uses of Selected Monthly Owner Costs Data
U.S. Department of Commerce,
Bureau of Economic Analysis

15 USC § 1516; Department Organization Order 35-1A

U.S. Department of Housing and
Urban Development

McKinney-Vento Homeless Assistance Act, 42 USC §
11371-11376, 42 USC § 12901; 24 CFR Part 91; 24 CFR Part
576; 24 CFR Part 574

U.S. Department of Housing and
Urban Development

Cranston-Gonzalez National Affordable Housing Act, Public
Law 101–625, 42 USC § 12705(b)(1)-(3); 24 CFR Part 91; 24
CFR 91.205(a)-(c)

U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water Act),
Public Law 92-500, 33 USC § 1254(a)(1)-(2), (b)(2), (b)(6),
(b)(7), (n)(1), and (o)(1)

SEX

A QUESTION ABOUT THE SEX OF EACH PERSON IS
USED TO CREATE STATISTICS ABOUT MALES AND
FEMALES AND TO PRESENT OTHER DATA BY SEX.

Data disaggregated by sex are used in planning and
funding government programs and in evaluating
other government programs and policies to ensure
they fairly and equitably serve the needs of males
and females. These statistics are also used to
enforce laws, regulations, and policies against
discrimination in government programs and in
society.
The question wording matches enumeratoradministered versions of this question, including
the enumerator version of this question from the
2010 Island Areas Censuses, and the version used
in 2020 Census enumerator questionnaires.

DATA DISAGGREGATED BY SEX HELP
COMMUNITIES:
Ensure Equal Opportunity
Data disaggregated by sex are used to evaluate
employment practices under the Civil Rights Act of
1964. The Equal Employment Opportunity
Commission, using sex-disaggregated data,
establishes and evaluates guidelines dealing with
equal employment opportunity. Data
disaggregated by sex are used to evaluate housing
policies and practices under the Civil Rights Act.
Understand Changes
Local planners analyze social and economic
characteristics of males and females to predict
future needs for housing, childcare, health care,
transportation, and employment.

Selected Statutory Uses of Sex Data
U.S. Department of Health and
Human Services, Administration
for Community Living

42 USC § 300kk

U.S. Department of Health and
Human Services, Center for Medicare
and Medicaid Services

Patient Protection and Affordable Care Act, Public Law 111-148, §
10334; 42 USC 300kk.

U.S. Department of Health and
Human Services, Health Resources
and Services Administration, Bureau
of Clinician Recruitment and Service

42 USC § 254e; 42 CFR 5.2

U.S. Department of Housing and
Urban Development

Fair Housing Act, Public Law 90–284, 42 USC 3600-3620, 42 USC
3608(e)

U.S. Department of Justice,
Civil Rights Division

Title VII of the Civil Rights Act of 1964, Public Law 88-352, 42 USC §
2000e(2)(k); Wards Cove Packing Co. v. Atonio; 490 U.S. 642 (1989)

U.S. Department of Transportation

Fixing America's Surface Transportation Act, Public Law 114-94; 49
USC § 5303(c), (e), (h), (i), (j),(k) and (n)

U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water Act), Public Law
92-500, 33 USC § 1254(a)(1)-(2), (b)(2), (b)(6), (b)(7), (n)(1), and
(o)(1)

U.S. Equal Employment Opportunity
Commission, Office of General Counsel

Civil Rights Act of 1964, Public Law 88-352;
42 USC § 2000e-2(k)(1)(A); Hazelwood School Dist. v. United
States, 433 U.S. 299, 307-308 (1977).

U.S. Social Security Administration

The Social Security Act, Public Law 74–271, as amended, 42 USC §
401(c)

SOURCE OF WATER AND SEWAGE DISPOSAL
Island Areas experts requested the inclusion of these
questions to satisfy a public health data need. The 2020
Island Areas Censuses question streamlines versions of
these questions that were fielded in the 2010 Island
Areas Censuses.
Public health officials may use this information to locate
areas in danger of groundwater contamination and
waterborne diseases. The two questions are needed as
substandard plumbing systems may impact the local
water supply. Understanding where these systems are
concentrated helps communities research their
wastewater infrastructure needs and work to improve
their systems.

SOURCE OF WATER AND SEWAGE DISPOSAL DATA
HELP COMMUNITIES

QUESTIONS ABOUT THE SOURCE OF WATER AND
MEANS OF SEWAGE DISPOSAL ARE USED TO PLAN
POLICY AND INFRASTRUCTURE CHANGES THAT
ADDRESS PUBLIC HEALTH CONCERNS .

Selected Programmatic Uses of Source of Water and Sewage Disposal Data
U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean water Act),
Pub. L. No. 92-500, 33 U.S.C. §1296

U.S. Environmental Protection Agency

Safe Drinking Water Act, Pub. L. No. 104-182, 42 U.S.C. §
300g-1, (b)(3)(C ) and (b)(4)(E)

SUPPLEMENTAL NUTRITION ASSISTANCE PROGRAM (SNAP)/FOOD STAMPS

SNAP DATA HELP COMMUNITIES:

QUESTIONS ABOUT A HOUSEHOLD’S RECEIPT OF
FOOD STAMPS OR S UPPLEMENTAL NUTRITION
ASSISTANCE PROGRAM ARE USED TO CREATE
STATISTICS ABOUT PARTICIPATION IN FOOD
ASSISTANCE PROGRAMS .

SNAP data are used in planning and funding
government programs that provide food assistance
and in evaluating other government programs.
The term “NAP (Nutrition Assistance Program)”
was added to the question wording to include the
term used in American Samoa.

Provide Food Assistance to School Children
Knowing more about food assistance program
participation in combination with school
enrollment, income, and poverty status, can help
communities streamline administration of food
assistance.
Evaluate Food Assistance
Knowing more about food-assistance program
participation is used to evaluate the SNAP program
and award bonuses to communities that administer
SNAP funds well.
Understand Changes
Agencies use these statistics to assess food
assistance needs and participation rates for eligible
families and individuals and to determine gaps in
services and programs. Faith-based and other
nonprofit organizations use information about food
assistance needs to determine where food banks,
food kitchens, and other programs could be
beneficial and how the needs of their communities
can be met with additional resources and services.

Selected Statutory Uses of SNAP Data
U.S. Department of Health and
Human Services, Administration
for Children and Families

Community Services Block Grant Act, Public Law 105-285,
42 USC § 9902 (2), 9903, and 9908 (b)(1)(A), (b)(11) &
(c)(1)(A)(i)

U.S. Department of Health and
Human Services, Administration
for Children and Families

42 USC § 9835(g)

U.S. Department of Health and
Human Services, Administration
for Children and Families

13 USC § 141 note

U.S. Department of Health and
Human Services, Administration
for Children and Families

42 USC § 603(a)(4)

U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water Act),
Public Law 92-500, 33 USC § 1254(a)(1)-(2), (b)(2), (b)(6),
(b)(7), (n)(1), and (o)(1)

TENURE (OWNER/RENTER)

A QUESTION ABOUT WHETHER A HOME IS OWNED
OR RENTED IS USED TO CREATE DATA ABOUT
TENURE, RENTERS , AND HOMEOWNERSHIP.

Tenure is the most basic characteristic to assess
housing inventory. Tenure data are used in
government programs that analyze whether
adequate housing is available to residents. Tenure
data are also used to provide and fund housing
assistance programs. These statistics are also used
to enforce laws, regulations, and policies against
discrimination in private-market housing,
government programs, and in society.
TENURE DATA HELP COMMUNITIES:
Provide Adequate Housing
Knowing the rates of home rental and ownership
helps communities understand whether available
housing meets the needs of residents.
When housing is not sufficient or affordable, data
about owners and renters can help communities
enroll eligible households in programs designed to
assist them.

Plan Community Development
Knowing how the balance of rented homes,
mortgaged homes, and homes owned free and
clear changes over time can help communities
understand changes in local housing markets;
identify opportunities to improve tax, assistance,
and zoning policies; and reduce tax revenue losses
from vacant or abandoned properties.
Ensure Equal Opportunity
Knowing the characteristics of people who rent and
people who own homes in the community, such as
age, sex, race, and Hispanic origin, helps
government and communities enforce laws, such
as the 1968 Fair Housing Act, designed to eliminate
discrimination in housing.
Understand Changing Households
Knowing whether older residents are staying in
homes as they age or moving into rented homes,
and whether young people are staying with
parents, renting with roommates, or buying homes,
can help governments and communities distribute
funds appropriately between homeownership and
rental housing programs and services for residents.

Selected Statutory Uses of Tenure Data
U.S. Department of Agriculture

42 USC § 1472, 1474, 1485, 1486, 1490, 1490a, 1490l,
1490m, 1490p-2, 1490r; 7 CFR 1940.563-564, 1940.575,
3560.11, and 3560.152(a)(2)

U.S. Department of Housing and
Urban Development

McKinney-Vento Homeless Assistance Act, 42 USC § 1137111376; 24 CFR Part 91

U.S. Department of Housing and
Urban Development

Housing and Community Development Act of 1974, Public
Law 93–383, as amended, 42 USC § 1439 (d)(1)(A)(i); 24 CFR
791.402

U.S. Department of Housing and
Urban Development

United States Housing Act of 1937, Public Law 93-383, as
amended, 42 USC § 1437f(c)(1);
24 CFR 888.113; 24 CFR 982.401

U.S. Department of Housing and
Urban Development

Cranston-Gonzalez National Affordable Housing Act, Public
Law 101–625, 42 USC 12705(b)(1)-(3); 24 CFR Part 91, 24 CFR
91.205(a)-(c)

U.S. Department of Housing and
Urban Development

Rehabilitation Act of 1973, § 504, Public Law 93-112, 29 USC
794; 24 CFR §8.22(b); 24 CFR §8.23(a)

U.S. Department of Housing and
Urban Development

12 USC § 4568

U.S. Department of Housing and
Urban Development

12 U.S.C § 1701q; 24 CFR part 891

U.S. Department of Transportation

49 USC § 5303; 49 CFR Part 613

U.S. Department of Transportation

Fixing America's Surface Transportation Act, Public Law 11494; 49 USC § 5303(c), (e), (h), (i), (j),(k) & (n);

U.S. Department of Transportation

49 USC § 6302(b)(3)(B), 6302(c), 6304(a), 6309(a)

UNITS IN STRUCTURE, ROOMS, AND BEDROOMS
can be used to measure the extent of
overcrowding among our nation’s households.
These statistics are also used to enforce laws,
policies, and regulations against discrimination in
government programs and in society.
The categories “Two houses” and “Three or more
houses” were added from the 2010 Island Areas
Censuses question asked in the Pacific Islands to
include building types that are relevant in American
Samoa.
Units in Structure, Rooms, and Bedrooms Data
Help Communities:
Provide Adequate Housing
Knowing the different types of housing, and how
many people occupy that housing, helps
communities understand whether available
housing meets the needs of residents. For example,
these data are used to measure overcrowding in
communities and are used as integral components
to set Fair Market Rents for all areas of the
country.

QUESTIONS ABOUT THE TYPE OF BUILDING, UNITS
IN THE STRUCTURE , NUMBER OF ROOMS , AND
NUMBER OF BEDROOMS ARE USED TO CREATE
DATA ABOUT HOUSING TYPES AND HOUSING
DENSITY.

These data are used in government programs that
analyze whether adequate housing is available and
affordable for residents and provide and fund
housing assistance programs. The number of rooms
in combination with the number of people living in
a unit provides a ratio of people to rooms, which

When housing is not sufficient, data can help
communities enroll eligible households in programs
designed to assist them (such as the Low Income
Home Energy Assistance Program), and can help
communities qualify for grants from the
Community Development Block Grant, HOME
Investment Partnerships Program, Emergency
Solutions Grants, Housing Opportunities for
Persons With AIDS, and other programs.
These data provide benchmark statistics that
measure progress toward the congressional
declaration of goals for a national housing policy—
a decent home and suitable living environment for
every American family.
Plan Community Development
These data are used to identify adequate housing
and may be useful in identifying types of structures
in disaster-prone areas during emergency planning
and preparation.
65

Selected Statutory Uses of Units in Structure, Rooms, and Bedrooms Data
U.S. Department of Agriculture

U.S. Department of Housing and
Urban Development
U.S. Department of Housing and
Urban Development

42 USC § 1472, 1474, 1485, 1486, 1490, 1490a, 1490c,
1490d, 1490e, 1490l, 1490m, 1490p-2, 1490r; 7 CFR
1940.560 through 1940.567, 1940.575; 7 CFR 3550.10,
1980.312, 3560.11; 7 CFR 3550.53(a), 3550.67(b),
3550.68(c); 7 CFR 1980.301(d); 7 CFR 3560.152(a)(2),
3560.254(c) RD Instruction 1980-D, Exhibit C
Housing and Community Development Act of 1974; 42 USC
§ 5306(a)(1); 24 CFR 1003.101
12 U.S.C § 1701q; 24 CFR Part 891

U.S. Department of Housing and
Urban Development

McKinney-Vento Homeless Assistance Act; 42 USC
§11371-11376; 42 USC § 12901; 24 CFR Part 91; 24 CFR
Part 576; 24 CFR Part 574

U.S. Department of Housing and
Urban Development

Housing and Community Development Act of 1974, Public
Law 93–383, as amended, 42 USC § 1439 (d)(1)(A)(i); 24
CFR 791.402
Housing and Community Development Act of 1974, Public
Law 93-383 as amended, 42 USC § 5302(a)(6)(D)(iv),
(a)(9), (10), (11), (12), (13), (14), (15), (20) & (b) and
5306(a), (b)(1), (2), and (3) and (d)(1); 24 CFR 1003.101

U.S. Department of Housing and
Urban Development

U.S. Department of Housing and
Urban Development
U.S. Department of Housing and
Urban Development
U.S. Environmental Protection Agency

Cranston-Gonzalez National Affordable Housing Act, Public
Law 101–625’ 42 USC § 12705(b)(1)-(3); 24 CFR Part 91;
24 CFR 91.205(a)-(c)
Federal Housing Enterprises Financial Safety and
Soundness Act of 1992, section 1338, 12 USC § 4568
Federal Water Pollution Control Act (Clean Water Act),
Public Law 92-500, 33 USC § 1254(a)(1)-(2), (b)(2), (b)(6),
(b)(7), (n)(1), and (o)(1)

VEHICLES AVAILABLE
VEHICLE AVAILABILITY DATA HELP COMMUNITIES:
Improve Transportation
Knowing how many households have access to
vehicles, in combination with where people
commute to and from, and whether they commute
with a personal vehicle helps transportation
planners create transportation plans that are
compliant with various regulations.

A QUESTION ABOUT THE VEHICLES AVAILABLE TO
EACH HOUSEHOLD IS USED TO CREATE DATA
ABOUT VEHICLE ACCESS .

Vehicle data are used in planning and funding for
improvements to road and highway infrastructure,
developing transportation plans and services, and
understanding how people are traveling in the
course of a normal day. These data are also used to
evaluate pollution and access to transportation in
emergencies.

Local agencies and organizations use these data to
plan programs and services for the disabled
population, bicycle commuters, carpool and ridesharers, and many other groups, and to predict
future use of new or updated transportation
systems based on their understanding of the
current users of various transportation options.
Understand Changes in Vehicle Use
Understanding vehicle availability and use helps
communities understand exposure to air pollution
and plan programs to help people without vehicles
move about the community. Knowing whether
people could evacuate using their personal vehicles
in an emergency also helps communities plan
emergency response.

Selected Statutory Uses of Vehicles Available Data
U.S. Department of Transportation

49 USC § 5303; 49 CFR Part 613

U.S. Department of Transportation

Fixing America's Surface Transportation Act, Public Law
114-94, 49 USC § 5304; 49 CFR Part 613, Subpart B

U.S. Department of Transportation

Fixing America's Surface Transportation Act, Public Law
114-94, 49 USC § 5303(c), (e), (h), (i), (j),(k) & (n)

U.S. Department of Transportation

49 USC § 6302(b)(3)(B), 6303(c ), 6304(a), and 6309 (a)

U.S. Environmental Protection Agency

Air Pollution Control Act (Clean Air Act), Public Law 84-159,
42 USC § 7403(a)(2), (b)(1), and (b)(6)

U.S. Environmental Protection Agency

Air Pollution Control Act (Clean Air Act), Public Law 84-159,
42 USC § 7403(a)(1), (b)(6), (b)(7), (e), and (g)

U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water Act),
Public Law 92-500’ 33 USC § 1254 (a)(2), (b)(6), and (s)

U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water Act),
Public Law 92-500, 33 USC § 1254(a)(1)-(2), (b)(2), (b)(6),
(b)(7), (n)(1), and (o)(1)

VETERAN STATUS, PERIOD OF SERVICE, AND DEPARTMENT OF VETERANS AFFAIRS (VA) SERVICECONNECTED DISABILITY RATING
Data about veterans are used in planning and
funding government programs that provide funds
or services for veterans, and in evaluating other
government programs and policies to ensure they
fairly and equitably serve the needs of veterans.
These statistics are also used to enforce laws,
policies, and regulations against discrimination in
society. Though the VA maintains veterans’
records, statistics about veterans provide federal
program planners, policymakers, and researchers
with additional statistics about all veterans,
regardless of whether they use VA services.
VETERAN STATUS, PERIOD OF SERVICE, AND VA
SERVICE-CONNECTED DISABILITY RATING DATA
HELP COMMUNITIES:
Administer Programs for Veterans
Knowing the numbers and characteristics of
veterans eligible for federal programs benefiting
veterans, such as the VA Home Loan Guaranty
Program, the Post-9/11 GI Bill, and job training and
hiring preference programs can help communities
and the federal government estimate the future
demand for these programs and services. These
data are also used to evaluate these programs to
determine whether they are benefiting veterans as
intended.

QUESTIONS ABOUT A PERSON’S MILITARY SERVICE
AND SERVICE- CONNECTED DISABILITY RATING ARE
USED TO CREATE ESTIMATES OF VETERANS AND
THEIR NEEDS AT THE COMMUNITY LEVEL.

Provide Health Care for Veterans
Knowing the number of veterans eligible to use VA
health care in combination with age, disability, and
service-connected disability ratings, can help
communities and the federal government estimate
the future demand for health care services and
facilities. Communities in need of major VA medical
facilities throughout the country make a case for
new construction projects using these data to
estimate the expected usage of new facilities.
Plan End-of-Life Options for Veterans
Knowing where veterans are living toward the end
of their lives is important, as the VA estimates the
number of nursing home and domiciliary beds
needed based on the concentrations of eligible
69

veterans over age 65. These data are also
important for the VA National Cemetery
Administration, whose goal is to have a VA burial
option within 75 miles of a veteran’s residence.
These data are used to plan construction of new
cemeteries near the communities where veterans
choose to live.
Ensure Equal Opportunity
Knowing the veteran and service-connected
disability rating status of people in the community
in combination with information about housing,
and employment, helps government and

communities enforce against discrimination based
on veteran or disability status.
Understand New Challenges for Veterans
Knowing more about the characteristics of
veterans returning to civilian life is also important
to combat specific problems they may face. For
example, these data are used in research to
understand why veteran status is a predictor of
homelessness. Such data have been combined with
administrative data produced by shelters in an
attempt to understand and document which
interventions reduce homelessness among
veterans.

Selected Statutory Uses of Veteran Status, Period of Service, and VA Service-Connected Disability Rating
Data
U.S. Department of Justice,
Civil Rights Division

Title VII of the Civil Rights Act of 1964, Public Law 88-352 42
USC § 2000e-2

U.S. Department of Justice,
Civil Rights Division

Title VII of the Civil Rights Act of 1964, Public Law 88-352,
42 USC § 2000e-2.; Wards Cove Packing Co. v. Atonio, 490
U.S. 642 (1989)

U.S. Department of Veterans Affairs

Veterans Millennium Health Care Benefits Act, Public Law
106-117, Section 101; 38 USC § 1710, 8131(1), and
8134(a)(2)

U.S. Department of Veterans Affairs

38 USC § 8104(b)(2)

U.S. Department of Veterans Affairs

38 USC § 546

U.S. Department of Veterans Affairs

Veterans Millennium Health Care and Benefits Act, Public
Law 106-117, Section 613(b)(2)

WORK STATUS LAST YEAR
but uses calendar years to align with other
questions. These calendar year references match
the reference dates used in long form
questionnaires, such as the 2000 Census. Modifying
these reference periods allows for comparability
within work status, employment and income data.
In order to align employment, and income data for
people who are currently working (working in
2020), it is also necessary to ask whether they
worked in 2019.
WORK STATUS LAST YEAR DATA HELP
COMMUNITIES:
Provide Employment Opportunities
Knowing whether programs designed to employ
specific groups, such as people with disabilities or
veterans, are succeeding is important to
employers, federal agencies, and federal
government contractors. Agencies use these
statistics to identify labor surplus areas (areas with
people available for hiring and training), plan
workforce development programs including job
fairs and training programs, and promote business
opportunities.

QUESTIONS ABOUT HOW MANY WEEKS A PERSON
WORKED IN THE LAST YEAR, AND HOW MANY
HOURS HE OR SHE WORKED EACH WEEK ARE USED
TO PRODUCE STATISTICS ABOUT FULL- TIME AND
PART- TIME WORKERS , AS WELL AS YEAR- ROUND
AND SEASONAL WORKERS .

Data on work status last year are used in planning
and funding government programs that provide
unemployment assistance and services, and to
understand trends and difference in wages,
benefits, work hours, and seasonal work. These
data are also used to evaluate other government
programs and policies to ensure they fairly and
equitably serve the needs of all groups, and to
enforce laws, regulations, and policies against
discrimination in society.
The question about when a person last worked
uses a time period that matches the ACS question,

Ensure Equal Opportunity
Knowing more about people who are employed or
looking for work, in combination with age, sex,
race, Hispanic origin, disability status, veteran
status, and other data, helps governments and
communities enforce laws, policies, and regulations
against discrimination in employment. For
example, data on work status last year are used to
enforce laws against discrimination in employment
by federal agencies, private employers,
employment agencies, and labor organizations
(Civil Rights Act of 1964).
Understand Changes
Knowing the characteristics of people who are
working or looking for work is an important part of
estimating changes in the economy. Estimates of
work status last year are used in funding decisions;
to ensure surveys are accurate, including surveys
that provide official labor market estimates; and to
understand change in other data).
71

Selected Statutory Uses of Work Status Last Year Data
U.S. Department of Health and
Human Services, Administration
for Community Living

Developmental Disabilities Assistance and Bill of Rights Act
of 2000, Public Law 106-402, Section 124(c)(5), 42 USC §
15024

U.S. Department of Health and
Human Services, Administration
for Children and Families

Community Services Block Grant Act, Public Law 105-285,
42 USC § 9902 (2), 9903, and 9908 (b)(1)(A), (b)(11) &
(c)(1)(A)(i)

U.S. Department of Labor

Workforce Investment Act of 1998, Public Law 105-220; 20
CFR 668.296(b) and 668.440

U.S. Equal Employment Opportunity
Commission, Office of Federal Operations

The Rehabilitation Act of 1973, Public Law 93-112, 29 USC §
791(b); 29 CFR 1614.602

U.S. Equal Employment Opportunity
Commission, Office of Research, Information,
and Planning

Civil Rights Act of 1964, Public Law 88-352, 42 USC §
2000e-2(k)(1)(A); Hazelwood v. United States, 433 U.S. 299
(1977)

YEAR BUILT AND YEAR MOVED IN
YEAR BUILT AND YEAR MOVED IN DATA HELP
COMMUNITIES:
Provide Adequate Housing
Knowing the ages of housing in a community helps
communities understand whether available
housing meets the needs of residents.
When housing is not sufficient or older than a
certain age, housing data can help communities
enroll eligible households in programs designed to
assist them, and can help communities qualify for
grants from the Community Development Block
Grant, HOME Investment Partnerships Program,
Emergency Solutions Grants, Housing
Opportunities for Persons With AIDS, and other
programs.

QUESTIONS ABOUT WHEN A BUILDING WAS BUILT
AND WHEN A PERSON MOVED INTO THAT HOME
ARE USED TO CREATE DATA ABOUT HOUSING AGE
AND AVAILABILITY.

These data are used in government programs that
analyze whether adequate housing is available and
affordable for residents, provide and fund housing
assistance programs, and measure neighborhood
stability.

Plan Community Development
Knowing about the balance of different ages of
homes in combination with whether they are
occupied or vacant, can help communities identify
opportunities to improve tax, assistance, and
zoning policies and to reduce tax revenue losses
from vacant or abandoned properties. These data
may also be useful in identifying older structures in
disaster-prone areas during emergency planning
and preparation.
Knowing more about the age of the housing stock
in combination with the financial situation of
residents, including income, employment, and
housing costs, can help communities qualify for
loan and grant programs designed to stimulate
economic recovery, improve housing, and run jobtraining programs.

Selected Statutory Uses of Year Built and Year Moved In Data
U.S. Department of Housing and
Urban Development

United States Housing Act of 1937, Public Law 93-383, as
amended, 42 USC § 1437f(c)(1); 24 CFR 888.113; 24 CFR
982.401

U.S. Department of Housing and
Urban Development

Housing and Community Development Act of 1974, Public
Law 93–383, as amended, 42 USC § 1439 (d)(1)(A)(i); 24
CFR 791.402

U.S. Department of Housing and
Urban Development

Cranston-Gonzalez National Affordable Housing Act, Public
Law 101–625, 42 USC 12705(b)(1)-(3); 24 CFR Part 91; 24
CFR 91.205(a)-(c)

U.S. Department of Housing and
Urban Development

Cranston-Gonzalez National Affordable Housing Act, Public
Law 101-625, 42 USC § 12747(b)(1)(A) & (B); 24 CFR
92.50(a),(b), and (c)

U.S. Environmental Protection Agency

Federal Water Pollution Control Act (Clean Water Act),
Public Law 92-500, 33 USC § 1254(a)(1)-(2), (b)(2), (b)(6),
(b)(7), (n)(1) and (o)(1)

APPENDIX: INFORMATIONAL QUESTIONNAIRES FOR AMERICAN SAMOA, COMMONWEALTH OF
THE NORTHERN MARIANA ISLANDS, GUAM, AND U.S. VIRGIN ISLANDS

§,s!1¤

OMB No. 0607-1006: Approval Expires 11/30/2021
U.S. DEPARTMENT OF COMMERCE
Economics and Statistics Administration
U.S. CENSUS BUREAU

2020 Census of American Samoa
American Samoa

Census Office

County
FOR NPC
USE ONLY

BCU

Map Spot

Within Map Spot ID

➤

APPLY LABEL HERE

Are there any continuation questionnaires for this address?
Yes ➜ Number of continuation questionnaires =
No

Address Number (For example: 5007)

Apt/Unit (For example: Apt A or Lot 3)

Street or Road Name (For example: N Maple Ave)

Physical Description (if applicable)

Village/Municipality/Estate

Start here
Use a blue or black pen.

S1.

M
R

ZIP Code

O
F

A
1.

Did you or anyone in this household live or stay here on
April 1, 2020?

I
T

N
O

L
A

We need to count people where they live and sleep most of
the time. Please read the WHO TO COUNT section on the
Flashcard. Based on these instructions, how many
people were living or staying in this
[house/apartment/mobile home] on April 1, 2020?

Yes

Number of people =

No ➜ Skip to S3.

S2.

Does someone usually live at this
[house/apartment/mobile home], or is this a vacation or
seasonal home where no one usually lives?
Usually lives here – Skip to question 1.

Were there any additional people staying here on April 1, 2020
that you did not include in the count in the previous question?
For example:
J all that apply. Include any additional people on the
I
Mark K
person pages.
Children, related or unrelated, such as newborn babies,
grandchildren, or foster children

Vacation or seasonal home or held for occasional use – Skip
to page 7.

S3.

Relatives, such as adult children, cousins, or in-laws

On April 1, 2020, was this unit
Occupied by a different household? – Using a knowledgeable
respondent, complete this questionnaire for the people occupying
the household on April 1, 2020.

Nonrelatives, such as roommates or live-in babysitters

Vacant? – Skip to page 7.

No additional people

People staying here temporarily

Not a housing unit – Skip to “Respondent Information”
on page 44.
FORM

DI-Q-AS (04-24-2019)

11820016

§,s!9¤
Person 1
3.

Now I am going to ask you questions about each person
staying here. If there is someone staying here who pays the
rent or owns this residence, I would like to start by listing
him or her as Person 1. If the owner or the person who pays
the rent is not staying here, I can start by listing any adult
staying here as Person 1.

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Please read the HISPANIC ORIGIN section on the Flashcard.
Is Person 1 of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

What is Person 1’s name?
Print name below and verify the spelling.

Yes, Mexican, Mexican Am., Chicano

Last Name(s)

Yes, Puerto Rican
Yes, Cuban
First Name

Is Person 1 male or female? Mark K
J ONE box.
I
Male

Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

Female

Please read the RACE section on the Flashcard.
What is Person 1’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

What is Person 1’s age on April 1, 2020? What is Person 1’s
date of birth? If you don’t know the exact age, please estimate.
For babies less than 1 year old, do not report the age in months.
Report 0 as the age.
Age on April 1, 2020

Print numbers in boxes.
Month
Day

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Year of birth

years

O
F

L
A

M
R

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

American Indian or Alaska Native – Print name of enrolled or
principal tribe(s), for example, Navajo Nation, Blackfeet Tribe,
Mayan, Aztec, Native Village of Barrow Inupiat Traditional
Government, Nome Eskimo Community, etc. C

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Some other race – Print race or origin. C

➜ If more people were counted in question 1 on the front
page, continue with Person 2 on the next page.
Otherwise, skip to page 7.

11820024

§,s!A¤
1.

What is the name of

Person 2

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

What is this person’s age on April 1, 2020? What is this
person’s date of birth? If you don’t know the exact age, please
estimate. For babies less than 1 year old, do not report the age in
months. Report 0 as the age.
Age on April 1, 2020

Print numbers in boxes.
Month
Day

Year of birth

➜ If more people were counted in question 1 on the front
page, continue with Person 3 on the next page.
Otherwise, skip to page 7.

years

11820032

§,s!I¤
1.

What is the name of

Person 3

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

Year of birth

➜ If more people were counted in question 1 on the front
page, continue with Person 4 on the next page.
Otherwise, skip to page 7.

years

11820040

§,s!Z¤
1.

What is the name of

Person 4

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

Year of birth

➜ If more people were counted in question 1 on the front
page, continue with Person 5 on the next page.
Otherwise, skip to page 7.

years

11820057

§,s!b¤
1.

What is the name of

Person 5

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

➜ If more people were counted in question 1 on the front
page of the D-Q-AS, continue with the next person on
an additional continuation questionnaire (D-CQ-AS)
and update the number of continuation questionnaires
on page 1 of the D-Q-AS.

Year of birth

years

11820065

§,s!j¤

Housing

Please answer the following questions about this house,
apartment, or mobile home.

Ask questions 4 – 5 if this is a HOUSE OR A MOBILE
HOME; otherwise, SKIP to question 6a.

How many acres is this house or mobile home on?
Less than 1 acre ➜ SKIP to question 6a

Please read the BUILDING TYPE section on the Flashcard.
Which best describes this building?
Include all apartments, flats, etc., even if vacant.

1 to 9.9 acres
10 or more acres

A mobile home

A one-family house detached from any other house
A one-family house attached to one or more houses

None

Two houses (American Samoa only)

$1 to $999

Three or more houses (American Samoa only)

$1,000 to $2,499

A building with 2 apartments

$2,500 to $4,999

A building with 3 or 4 apartments

$5,000 to $9,999

A building with 5 to 9 apartments

$10,000 or more

A building with 10 to 19 apartments

A building with 20 to 49 apartments
A building with 50 or more apartments
Boat, RV, van, etc.

What were the actual sales of all agricultural products from
this property in 2019?

About when was this building first built?
2000 or later – Specify year C

1990 to 1999
1980 to 1989
1970 to 1979
1960 to 1969
1950 to 1959

O
F

M
R

L
A

a. How many separate rooms are in this house, apartment,
or mobile home? Rooms must be separated by built-in
archways or walls that extend out at least 6 inches and go
from floor to ceiling.

I
T

N
O

• INCLUDE bedrooms, kitchens, etc.
• EXCLUDE bathrooms, porches, balconies, foyers, halls,
or unfinished basements.
Number of rooms

b. How many of these rooms are bedrooms? Count as
bedrooms those rooms you would list if this house,
apartment, or mobile home were for sale or rent. If this is
an efficiency/studio apartment, print "0".
Number of bedrooms

Does this house, apartment, or mobile home have –
Yes

1940 to 1949

a. Running water?

1939 or earlier

b. A bathtub or shower?

When did PERSON 1 (listed on page 2) move into this
house, apartment, or mobile home?
Month

c. A flush toilet?

Year

d. A sink with a faucet?
e. A stove or range?
f. A refrigerator?

Can you or any member of this household both make and
receive phone calls when at this house, apartment, or mobile
home? Include calls using cell phones, land lines, or other phone
devices.
Yes
No

11820073

§,s!r¤
Housing (continued)
9.

13.

Please read the COMPUTER USE section on the Flashcard.
At this house, apartment, or mobile home – do you or any
member of this household own or use any of the following
types of computers?
Yes
No

Please read the SOURCE OF WATER section on the Flashcard.
In 2019, did this house, apartment, or mobile home get water
from – Mark K
J all that apply.
I
A public system?
A cistern, catchment, tanks, or drums?
A delivery vendor or water truck?

a. Desktop or laptop

A supermarket or grocery store?

b. Smartphone

Some other source (a standpipe, spring, individual well, etc.)?
c. Tablet or other portable wireless computer

14.
d. Some other type of computer – Specify C

Please read the SEWAGE DISPOSAL section on the Flashcard.
What is the MAIN means of sewage disposal for this house,
apartment, or mobile home? Mark K
J ONE box.
I
Public sewer
Septic tank or cesspool

10. a. At this house, apartment, or mobile home – do you or any
member of this household have access to the Internet?

Other

Yes

15.

No ➜ SKIP to question 12

L
A

a. What is the average monthly cost of electricity for this
house, apartment, or mobile home?
Average monthly cost – Dollars

b. Do you or any member of this household pay a cell phone
company or Internet service provider to access the
Internet?

Yes

I
T

Included in rent or condominium fee

No ➜ SKIP to question 12

11.

N
O
.00

No charge or electricity not used

Please read the INTERNET section on the Flashcard.
Do you or any member of this household have access to the
Internet using a –
Yes
No
a. Cellular data plan for a smartphone or other
mobile device?

O
F

b. Broadband (high speed) Internet service such as
cable, fiber optic, or DSL service installed in this
household?

M
R

b. What is the average monthly cost of gas for this house,
apartment, or mobile home?
Average monthly cost – Dollars

.00
OR
Included in rent or condominium fee
Included in electricity payment entered above

c. Satellite Internet service installed in this household?

No charge or gas not used

d. Dial-up Internet service installed in this household?

c. What is the average monthly cost of water and sewer for
this house, apartment, or mobile home?

e. Some other service? – Specify service C

Average monthly cost – Dollars

$
12. How many automobiles, vans, and trucks of one-ton

.00
OR

capacity or less are kept at home for use by members of
this household?

Included in rent or condominium fee

None

No charge

d. What is the average monthly cost of oil, coal, kerosene,
wood, etc., for this house, apartment, or mobile home?

Average monthly cost – Dollars

.00
OR

Included in rent or condominium fee

6 or more

No charge or these fuels not used

11820081

§,s!ƒ¤
Housing (continued)
C
16.

In 2019, did you or any member of this household receive
benefits from the Food Stamp Program, SNAP (the
Supplemental Nutrition Assistance Program), or NAP
(Nutrition Assistance Program)? Do NOT include WIC, the
School Lunch Program, or assistance from food banks.

Ask questions 20 – 24 if this person or any member of this
household OWNS or IS BUYING this house, apartment, or
mobile home. Otherwise, SKIP to E on the next page.

20.

Yes

About how much do you think this house and lot, apartment,
or mobile home (and lot, if owned) would sell for if it were for
sale?
Amount – Dollars

$
17. Is this house, apartment, or mobile home part of a

21.

condominium?
Yes ➜ What is the monthly condominium fee?
For renters, answer only if you pay the condominium fee
in addition to your rent. Otherwise, mark the "None" box.

What were the annual real estate taxes on THIS property in
2019?
Annual amount – Dollars

Monthly amount – Dollars

.00

.00
OR

.00
None

22.

None
No

Mark K
J ONE box.
I

Owned by you or someone in this household with a
mortgage or loan? Include home equity loans.
Owned by you or someone in this household free and
clear (without a mortgage or loan)?
Rented?

M
R

I
T

O
F

A
23.

19.

Yes, mortgage, deed of trust, or similar debt
Yes, contract to purchase
No ➜ SKIP to question 24a

b. How much is the regular monthly mortgage payment on
THIS property? Include payment only on FIRST mortgage
or contract to purchase.

a. What is the monthly rent for this house, apartment, or
mobile home?

Monthly amount – Dollars

a. Do you or any member of this household have a
mortgage, deed of trust, contract to purchase, or similar
debt on THIS property?

Ask questions 19a and 19b if this house, apartment, or
mobile home is RENTED. Otherwise, SKIP to question 20.

.00

None

Occupied without payment of rent? ➜ SKIP to C

N
O

Annual amount – Dollars

18. Is this house, apartment, or mobile home –

L
A

What was the annual payment for fire, hazard, typhoon or
hurricane, and flood insurance on THIS property in 2019?

.00

.00
OR
No regular payment required ➜ SKIP to question 24a

b. Does the monthly rent include any meals?
Yes

c. Does the regular monthly mortgage payment include
payments for real estate taxes on THIS property?

Yes, taxes included in mortgage payment
No, taxes paid separately or taxes not required

d. Does the regular monthly mortgage payment include
payments for fire, hazard, typhoon or hurricane, or flood
insurance on THIS property?
Yes, insurance included in mortgage payment
No, insurance paid separately or no insurance

11820099

§,s"(¤
Housing (continued)
24.

a. Do you or any member of this household have a second
mortgage or a home equity loan on THIS property?
Yes, home equity loan
Yes, second mortgage
Yes, second mortgage and home equity loan
No ➜ SKIP to D

b. How much is the regular monthly payment on all second
or junior mortgages and all home equity loans on THIS
property?
Monthly amount – Dollars

.00
OR
No regular payment required

Ask question 25 if this is a MOBILE HOME or a BOAT.
Otherwise, SKIP to E.

25.

What were the total annual costs for installment loan
payments, personal property taxes, site rent, marina fee,
registration fees, and license fees on THIS mobile home or
boat and its site/slip fee in 2019? Exclude real estate taxes.
Annual costs – Dollars

$
E

.00

O
F

M
R

I
T

Ask questions about PERSON 1 on the next page if you listed
at least one person on page 2. Otherwise, SKIP to page 44
for further instructions.

11820107

N
O

L
A

§,s"0¤
Person 1

12.

Please copy the name of Person 1 from page 2, then continue
answering questions below.
Last Name(s)

Please read the HIGHEST DEGREE or LEVEL OF SCHOOL
section on the Flashcard.
What is the highest degree or level of school this person has
COMPLETED? Mark K
J ONE box. If currently enrolled, mark
I
the previous grade or highest degree received.
NO SCHOOLING COMPLETED
No schooling completed

First Name

NURSERY OR PRESCHOOL THROUGH GRADE 12
Nursery school, preschool or pre-kindergarten

Kindergarten

Please read the CITIZEN or NATIONAL section on the
Flashcard.
Is this person a citizen or national of the United States?

Grade 1 through 11 – Specify grade 1 – 11

Yes, born in American Samoa ➜ SKIP to question 11a
Yes, born in another U.S. state or U.S. territory

12th grade – NO DIPLOMA

Yes, born abroad of U.S. citizen or U.S. national parent or parents

HIGH SCHOOL GRADUATE

Yes, U.S. citizen by naturalization – Print year
of naturalization. C

Regular high school diploma

L
A

GED or alternative credential

COLLEGE OR SOME COLLEGE

No, not a U.S. citizen or U.S. national (permanent resident)
No, not a U.S. citizen or U.S. national (temporary resident)

10.

Year

11.

1 or more years of college credit, no degree

Where was this person born?
Print name of U.S. state, U.S. territory, or foreign country.

When did this person come to live in American Samoa?
If this person came to live in American Samoa more than once,
print latest year.

O
F

M
R

a. At any time since February 1, 2020 has this person
attended school or college? Include only nursery or
preschool, pre-kindergarten, kindergarten, elementary
school, home school, and schooling which leads to a
high school diploma or a college degree.

Yes

N
O

Some college credit, but less than 1 year of college credit

I
T

Associate’s degree (for example: AA, AS)

Bachelor’s degree (for example: BA, BS)

AFTER BACHELOR’S DEGREE
Master’s degree (for example: MA, MS, MEng, MEd, MSW, MBA)
Professional degree beyond a bachelor’s degree
(for example: MD, DDS, DVM, LLB, JD)
Doctorate degree (for example: PhD, EdD)

Ask question 13 if this person has a bachelor’s degree or
higher. Otherwise, SKIP to question 14.

13.

This question focuses on this person’s BACHELOR’S
DEGREE. What was the specific major or majors of any
BACHELOR’S DEGREES this person has received?
(For example: chemical engineering, elementary teacher
education, organizational psychology.)

14.

Has this person completed requirements for a vocational
training program at a trade school, hospital, or some other
kind of school for occupational training or place of work?
Do not include academic college courses.

No ➜ SKIP to question 12

b. Was that a public school or college, a private school or
college, or home school?
Public school or public college
Private school or private college or home school

c. What grade or level was this person attending?
Mark K
J ONE box.
I
Nursery school, preschool, or pre-kindergarten
Kindergarten
Grade 1 through 12 – Specify grade 1 – 12

Yes
No

College undergraduate years (freshman to senior)
Graduate or professional school beyond a bachelor’s degree
(for example: MA or PhD program, or medical or law school)

11820115

§,s"8¤
Person 1 (continued)
15.

19.

What was this person’s main reason for moving?
Mark K
J ONE box.
I

What is this person’s ancestry or ethnic origin?

Employment

Family-related

Military

Natural disaster

Housing

Other reason

To attend school

(For example: Italian, Jamaican, African Am., Cambodian,
Cape Verdean, Norwegian, Dominican, French Canadian,
Haitian, Korean, Lebanese, Polish, Nigerian, Mexican,
Taiwanese, Ukrainian, and so on.)

16.

20.

a. Where was this person’s mother born?

Please read the HEALTH INSURANCE section on the
Flashcard.
Is this person CURRENTLY covered by any of the following
types of health insurance or health coverage plans?
Mark "Yes" or "No" for EACH type of coverage in items a – h.

American Samoa

Yes

a. Insurance through a current or former employer
or union (of this person or another family member)

Outside American Samoa – Print name of U.S. state,
U.S. territory, or foreign country below. C

b. Insurance purchased directly from an insurance
company (by this person or another family member)

L
A

c. Medicare, for people 65 and older, or people
with certain disabilities

b. Where was this person’s father born?
American Samoa

d. Medicaid, Medical Assistance, or any kind of
government-assistance plan for those with low
incomes or a disability

Outside American Samoa – Print name of U.S. state,
U.S. territory, or foreign country below. C

N
O

e. TRICARE or other military health care

I
T

f. VA (enrolled for VA health care)

17.

a. Does this person speak a language other than English
at home?

g. Indian Health Service

Yes
No ➜ SKIP to question 18

b. What is this language?

O
F

M
R

h. Any other type of health insurance or health
coverage plan – Specify C

21.

a. Is this person deaf or does he/she have serious difficulty
hearing?

For example: Korean, Italian, Spanish, Vietnamese

Yes

c. How well does this person speak English?
Very well
Well

18.

b. Is this person blind or does he/she have serious difficulty
seeing even when wearing glasses?

Not well

Yes

Not at all

Did this person live in this house or apartment 5 years ago
(on April 1, 2015)?
Person is under 5 years old ➜ SKIP to question 20
Yes, this house ➜ SKIP to question 20
No, different house in American Samoa
No, outside American Samoa – Print name of U.S. state,
U.S. territory, or foreign country below. C

11820123

§,s"@¤
Person 1 (continued)

26.

How many times has this person been married?
Once

Two times

Ask questions 22a – c if this person is 5 years old or over.
Otherwise, SKIP to the questions for Person 2 on page 17.

22.

Three or more times

27.

a. Because of a physical, mental, or emotional condition,
does this person have serious difficulty concentrating,
remembering, or making decisions?

In what year did this person last get married?
Year

Yes
No

Ask question 28 if this person is female and 15 years old
or over. Otherwise, SKIP to question 29a.

b. Does this person have serious difficulty walking or
climbing stairs?

28.

Yes
No

How many babies has this person ever had, not counting
stillbirths? Do not count stepchildren or children she has adopted.
None or

c. Does this person have difficulty dressing or bathing?

29.

Yes
No

a. Does this person have any of his/her own grandchildren
under the age of 18 living in this house or apartment?

N
O

Yes

Because of a physical, mental, or emotional condition, does
this person have difficulty doing errands alone such as
visiting a doctor’s office or shopping?
Yes
No

24.

O
F

M
R

Widowed
Divorced

b. Is this grandparent currently responsible for most of
the basic needs of any grandchildren under the age
of 18 who live in this house or apartment?
Yes
No ➜ SKIP to question 30

c. How long has this grandparent been responsible for
these grandchildren? If the grandparent is financially
responsible for more than one grandchild, answer the
question for the grandchild for whom the grandparent
has been responsible for the longest period of time.

What is this person’s marital status?
Now married

I
T

No ➜ SKIP to question 30

Ask question 23 if this person is 15 years old or over.
Otherwise, SKIP to the questions for Person 2 on page 17.

23.

Less than 6 months
6 to 11 months
1 or 2 years

Separated

3 or 4 years

Never married ➜ SKIP to I

25.

5 or more years

In the PAST 12 MONTHS did this person get –
Yes

L
A

Number of children

a. Married?
b. Widowed?
c. Divorced?

11820131

§,s"R¤
Person 1 (continued)

34.

At what location did this person work LAST WEEK?
American Samoa – Print name of village below. C

30.

Has this person ever served on active duty in the U.S. Armed
Forces, Reserves, or National Guard?
Mark K
J ONE box.
I

Outside American Samoa – Print name of U.S. state,
U.S. territory, or foreign country below. C

Never served in the military ➜ SKIP to question 33a
Only on active duty for training in the Reserves or
National Guard ➜ SKIP to question 32a

35.

Now on active duty
On active duty in the past, but not now

31.

Please read the PERIOD OF SERVICE section on the
Flashcard.
When did this person serve on active duty in the U.S. Armed
Forces? Mark K
J a box for EACH period in which this person
I
served, even if just for part of the period.

Please read the TRANSPORTATION TO WORK section on
the Flashcard.
How did this person usually get to work LAST WEEK?
Mark K
J ONE box for the method of transportation used for
I
most of the distance.
Car, truck, or private van/bus
Public van/bus

September 2001 or later

Taxicab

August 1990 to August 2001 (including Persian Gulf War)

Motorcycle

May 1975 to July 1990

Bicycle

Vietnam Era (August 1964 to April 1975)

Walked

February 1955 to July 1964

Plane or seaplane

Boat, ferry, or water taxi

Korean War (July 1950 to January 1955)

Worked from home ➜ SKIP to question 43a

January 1947 to June 1950
World War II (December 1941 to December 1946)
November 1941 or earlier

M
R
J

32.

a. Does this person have a VA service-connected
disability rating?

O
F

Yes (such as 0%, 10%, 20%, ..., 100%)
No ➜ SKIP to question 33a

I
T

N
O

L
A

Other method

Ask question 36 if you marked "Car, truck, or private van/bus"
in question 35. Otherwise, SKIP to question 37.

36.

How many people, including this person, usually rode to
work in the car, truck, or private van/bus LAST WEEK?
Person(s)

b. What is this person’s service-connected disability rating?
0 percent
10 or 20 percent

37.

30 or 40 percent

LAST WEEK, what time did this person’s trip to work
usually begin?
Hour

50 or 60 percent

70 percent or higher

33.

a. LAST WEEK, did this person work for pay at a job
(or business)?

Minute

38.

No – Did not work (or retired)

b. LAST WEEK, did this person do ANY work for pay,
even for as little as one hour?
Yes
No ➜ SKIP to question 39a

p.m.

How many minutes did it usually take this person to get
from home to work LAST WEEK?
Minutes

Yes ➜ SKIP to question 34

a.m.

11820149

§,s"Y¤
Person 1 (continued)

44.

During 2019, in the WEEKS WORKED, how many hours did
this person usually work each WEEK?
Usual hours worked each WEEK

Ask questions 39 – 42a if this person did NOT work last week.
Otherwise, SKIP to question 42b.

39.

a. LAST WEEK, was this person on layoff from a job?

Ask questions 45a – f if this person worked in the past 5 years
(since 2015). Otherwise, SKIP to question 46.

Yes ➜ SKIP to question 39c
No

b. LAST WEEK, was this person TEMPORARILY absent
from a job or business?

45.

The next series of questions is about the type of employment
this person had last week.

Yes, on vacation, temporary illness, maternity leave,
other family/personal reasons, bad weather,
etc. ➜ SKIP to question 42a

If this person had more than one job, describe the one at
which the most hours were worked. If this person did not
work last week, describe the most recent employment in the
past five years (since 2015).

No ➜ SKIP to question 40

c. Has this person been informed that he or she will be
recalled to work within the next 6 months OR been
given a date to return to work?

a. Please read the TYPE OF WORKER section on the
Flashcard.
Which one of the following best describes this person’s
employment last week or the most recent employment
in the past 5 years (since 2015)? Mark K
J ONE box.
I

Yes ➜ SKIP to question 41
No

40.

For-profit company or organization

I
T

Non-profit organization (including tax-exempt and charitable
organizations)

No ➜ SKIP to question 42a

LAST WEEK, could this person have started a job if offered
one, or returned to work if recalled?
Yes, could have gone to work
No, because of own temporary illness

O
F

M
R

GOVERNMENT EMPLOYEE
Local or territorial government (for example: public
elementary school)
Active duty U.S. Armed Forces or Commissioned Corps
Federal government civilian employee

SELF-EMPLOYED OR OTHER

No, because of all other reasons (in school, etc.)

42.

Owner of non-incorporated business, professional practice,
or farm

a. When did this person last work, even for a few days?
2020

N
O

L
A

PRIVATE SECTOR EMPLOYEE

During the LAST 4 WEEKS, has this person been ACTIVELY
looking for work?
Yes

41.

DESCRIPTION OF EMPLOYMENT

Owner of incorporated business, professional practice, or farm

2019 ➜ SKIP to question 43a

Worked without pay in a for-profit family business or farm
for 15 hours or more per week

2015 to 2018 ➜ SKIP to L

2014 or earlier, or never worked ➜ SKIP to question 46

b. What was the name of this person’s employer, business,
agency, or branch of the Armed Forces?

b. LAST YEAR, 2019, did this person work at a job or
business at any time?
Yes
No ➜ SKIP to L

43.

a. During 2019 (all 52 weeks), did this person work EVERY
week? Count paid vacation, paid sick leave, and military
service as work.

c. What kind of business or industry was this?
Include the main activity, product, or service provided at
the location where employed. (For example: elementary
school, residential construction)

Yes ➜ SKIP to question 44
No

b. During 2019 (all 52 weeks), how many WEEKS did this
person work? Include paid time off and include weeks
when the person only worked for a few hours.
Weeks

11820156

§,s"a¤
Person 1 (continued)

d. Did this person receive any Social Security or
Railroad Retirement benefits in 2019?

d. Was this mainly – Mark I
J
K ONE box.

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

manufacturing?
wholesale trade?

retail trade?

.00

other (agriculture, construction, service, government, etc.)?

e. Did this person receive any Supplemental Security
Income (SSI) payments in 2019?

e. What was this person’s main occupation?
(For example: 4th grade teacher, entry-level plumber)

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

.00

f. Describe this person’s most important activities or
duties. (For example: instruct and evaluate students
and create lesson plans, assemble and install pipe
sections and review building plans for work details)

f. Did this person receive any public assistance or public
welfare payments from the state or local welfare office
in 2019?

L
A

Yes ➜ What was the amount?

TOTAL AMOUNT – Dollars

N
O
$

46.

g. Did this person receive any retirement income, pensions,
survivor or disability income in 2019? Include income from
a previous employer or union, or any regular withdrawals or
distributions from IRA, Roth IRA, 401(k), 403(b) or other
accounts specifically designed for retirement. Do not include
Social Security.

INCOME IN 2019
The next series of questions is about income received during
2019. If the exact amount is not known, please give your best
estimate. If net income was a loss, please give the dollar
amount of the loss. For income received jointly, report the
appropriate share for each person - or, if that’s not possible,
report the whole amount for only one person. Mark K
J the
I
"No" box for the other person.

O
F

I
T

M
R

h. Did this person receive income on a regular basis from
any other sources such as Department of Veterans
Affairs (VA) payments, unemployment compensation,
child support or alimony in 2019?

TOTAL AMOUNT – Dollars

.00

Yes ➜ What was the amount from all jobs before
deductions for taxes, bonds, dues, or other items?

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

a. Did this person receive any wages, salary, commissions,
bonuses, or tips in 2019?

.00

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

b. Did this person have any self-employment income from
own nonfarm businesses or farm businesses, including
proprietorships and partnerships, in 2019?

.00

Yes ➜ What was the net income after business expenses?

47.

TOTAL AMOUNT – Dollars

What was this person’s total income for 2019?

.00

OR
Loss

None

.00
TOTAL AMOUNT for 2019

Loss

c. Did this person receive any interest, dividends, net rental
income, royalty income, or income from estates and trusts
in 2019? Report even small amounts credited to an account.
Yes ➜ What was the amount?

➜ Continue with the questions for Person 2 on the next
page. If no one is listed as Person 2 on page 3, SKIP
to page 44 for further instructions.

TOTAL AMOUNT – Dollars

$
No

.00
Loss

11820164

§,£!+¤

OMB No. 0607-1006: Approval Expires 11/30/2021

2020 Census of the Commonwealth
of the Northern Mariana Islands

Commonwealth of the
Northern Mariana Islands

Census Office

U.S. DEPARTMENT OF COMMERCE
Economics and Statistics Administration
U.S. CENSUS BUREAU

County
FOR NPC
USE ONLY

BCU

Map Spot

Within Map Spot ID

➤

APPLY LABEL HERE

Are there any continuation questionnaires for this address?
Yes ➜ Number of continuation questionnaires =
No

Address Number (For example: 5007)

Apt/Unit (For example: Apt A or Lot 3)

Street or Road Name (For example: N Maple Ave)

Physical Description (if applicable)

Village/Municipality/Estate

Start here
Use a blue or black pen.

S1.

M
R

ZIP Code

O
F

A
1.

Did you or anyone in this household live or stay here on
April 1, 2020?

I
T

N
O

L
A

Yes

Number of people =

No ➜ Skip to S3.

S2.

Does someone usually live at this
[house/apartment/mobile home], or is this a vacation or
seasonal home where no one usually lives?
Usually lives here – Skip to question 1.

Were there any additional people staying here on April 1, 2020
that you did not include in the count in the previous question?
For example:
J
Mark I
K all that apply. Include any additional people on the
person pages.
Children, related or unrelated, such as newborn babies,
grandchildren, or foster children

Vacation or seasonal home or held for occasional use – Skip
to page 7.

S3.

Relatives, such as adult children, cousins, or in-laws

On April 1, 2020, was this unit
Occupied by a different household? – Using a knowledgeable
respondent, complete this questionnaire for the people occupying
the household on April 1, 2020.

Nonrelatives, such as roommates or live-in babysitters

Vacant? – Skip to page 7.

No additional people

People staying here temporarily

Not a housing unit – Skip to “Respondent Information”
on page 44.
FORM

DI-Q-MI (04-24-2019)

11960010

§,£!=¤
Person 1
3.

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Please read the HISPANIC ORIGIN section on the Flashcard.
Is Person 1 of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

What is Person 1’s name?
Print name below and verify the spelling.

Yes, Mexican, Mexican Am., Chicano

Last Name(s)

Yes, Puerto Rican
Yes, Cuban
First Name

Is Person 1 male or female? Mark K
J ONE box.
I
Male

Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

Female

Please read the RACE section on the Flashcard.
What is Person 1’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Print numbers in boxes.
Month
Day

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Year of birth

years

O
F

L
A

M
R

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Some other race – Print race or origin. C

➜ If more people were counted in question 1 on the front
page, continue with Person 2 on the next page.
Otherwise, skip to page 7.

11960028

§,£!E¤
1.

What is the name of

Person 2

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

Year of birth

➜ If more people were counted in question 1 on the front
page, continue with Person 3 on the next page.
Otherwise, skip to page 7.

years

11960036

§,£!M¤
1.

What is the name of

Person 3

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

Year of birth

➜ If more people were counted in question 1 on the front
page, continue with Person 4 on the next page.
Otherwise, skip to page 7.

years

11960044

§,£!T¤
1.

What is the name of

Person 4

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

Year of birth

➜ If more people were counted in question 1 on the front
page, continue with Person 5 on the next page.
Otherwise, skip to page 7.

years

11960051

§,£!f¤
1.

What is the name of

Person 5

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

➜ If more people were counted in question 1 on the front
page of the D-Q-MI, continue with the next person on
an additional continuation questionnaire (D-CQ-MI)
and update the number of continuation questionnaires
on page 1 of the D-Q-MI.

Year of birth

years

11960069

§,£!n¤

Housing

Please answer the following questions about this house,
apartment, or mobile home.

Ask questions 4 – 5 if this is a HOUSE OR A MOBILE
HOME; otherwise, SKIP to question 6a.

How many acres is this house or mobile home on?
Less than 1 acre ➜ SKIP to question 6a

Please read the BUILDING TYPE section on the Flashcard.
Which best describes this building?
Include all apartments, flats, etc., even if vacant.

1 to 9.9 acres
10 or more acres

A mobile home

A one-family house detached from any other house
A one-family house attached to one or more houses

None

Two houses (American Samoa only)

$1 to $999

Three or more houses (American Samoa only)

$1,000 to $2,499

A building with 2 apartments

$2,500 to $4,999

A building with 3 or 4 apartments

$5,000 to $9,999

A building with 5 to 9 apartments

$10,000 or more

A building with 10 to 19 apartments

A building with 20 to 49 apartments
A building with 50 or more apartments
Boat, RV, van, etc.

What were the actual sales of all agricultural products from
this property in 2019?

About when was this building first built?
2000 or later – Specify year C

1990 to 1999
1980 to 1989
1970 to 1979
1960 to 1969
1950 to 1959

O
F

M
R

L
A

a. How many separate rooms are in this house, apartment,
or mobile home? Rooms must be separated by built-in
archways or walls that extend out at least 6 inches and go
from floor to ceiling.

I
T

N
O

• INCLUDE bedrooms, kitchens, etc.
• EXCLUDE bathrooms, porches, balconies, foyers, halls,
or unfinished basements.
Number of rooms

Does this house, apartment, or mobile home have –
Yes

1940 to 1949

a. Running water?

1939 or earlier

b. A bathtub or shower?

When did PERSON 1 (listed on page 2) move into this
house, apartment, or mobile home?
Month

c. A flush toilet?

Year

d. A sink with a faucet?
e. A stove or range?
f. A refrigerator?

Can you or any member of this household both make and
receive phone calls when at this house, apartment, or mobile
home? Include calls using cell phones, land lines, or other phone
devices.
Yes
No

11960077

§,£!v¤
Housing (continued)
9.

13.

Please read the COMPUTER USE section on the Flashcard.
At this house, apartment, or mobile home – do you or any
member of this household own or use any of the following
types of computers?
Yes
No

a. Desktop or laptop

A supermarket or grocery store?

b. Smartphone

Some other source (a standpipe, spring, individual well, etc.)?
c. Tablet or other portable wireless computer

14.
d. Some other type of computer – Specify C

Please read the SEWAGE DISPOSAL section on the Flashcard.
What is the MAIN means of sewage disposal for this house,
apartment, or mobile home? Mark K
J ONE box.
I
Public sewer
Septic tank or cesspool

10. a. At this house, apartment, or mobile home – do you or any
member of this household have access to the Internet?

Other

Yes

15.

No ➜ SKIP to question 12

L
A

a. What is the average monthly cost of electricity for this
house, apartment, or mobile home?
Average monthly cost – Dollars

b. Do you or any member of this household pay a cell phone
company or Internet service provider to access the
Internet?

Yes

I
T

Included in rent or condominium fee

No ➜ SKIP to question 12

11.

N
O
.00

No charge or electricity not used

Please read the INTERNET section on the Flashcard.
Do you or any member of this household have access to the
Internet using a –
Yes
No
a. Cellular data plan for a smartphone or other
mobile device?

O
F

b. Broadband (high speed) Internet service such as
cable, fiber optic, or DSL service installed in this
household?

M
R

b. What is the average monthly cost of gas for this house,
apartment, or mobile home?
Average monthly cost – Dollars

.00
OR
Included in rent or condominium fee
Included in electricity payment entered above

c. Satellite Internet service installed in this household?

No charge or gas not used

d. Dial-up Internet service installed in this household?

c. What is the average monthly cost of water and sewer for
this house, apartment, or mobile home?

e. Some other service? – Specify service C

Average monthly cost – Dollars

$
12. How many automobiles, vans, and trucks of one-ton

.00
OR

capacity or less are kept at home for use by members of
this household?

Included in rent or condominium fee

None

No charge

d. What is the average monthly cost of oil, coal, kerosene,
wood, etc., for this house, apartment, or mobile home?

Average monthly cost – Dollars

.00
OR

Included in rent or condominium fee

6 or more

No charge or these fuels not used

11960085

§,£!~¤
Housing (continued)
C
16.

Ask questions 20 – 24 if this person or any member of this
household OWNS or IS BUYING this house, apartment, or
mobile home. Otherwise, SKIP to E on the next page.

20.

Yes

About how much do you think this house and lot, apartment,
or mobile home (and lot, if owned) would sell for if it were for
sale?
Amount – Dollars

$
17. Is this house, apartment, or mobile home part of a

21.

condominium?
Yes ➜ What is the monthly condominium fee?
For renters, answer only if you pay the condominium fee
in addition to your rent. Otherwise, mark the "None" box.

What were the annual real estate taxes on THIS property in
2019?
Annual amount – Dollars

Monthly amount – Dollars

.00

.00
OR

.00
None

22.

None
No

Mark K
J ONE box.
I

Owned by you or someone in this household with a
mortgage or loan? Include home equity loans.
Owned by you or someone in this household free and
clear (without a mortgage or loan)?
Rented?

M
R

I
T

O
F

A
23.

19.

Yes, mortgage, deed of trust, or similar debt
Yes, contract to purchase
No ➜ SKIP to question 24a

b. How much is the regular monthly mortgage payment on
THIS property? Include payment only on FIRST mortgage
or contract to purchase.

a. What is the monthly rent for this house, apartment, or
mobile home?

Monthly amount – Dollars

a. Do you or any member of this household have a
mortgage, deed of trust, contract to purchase, or similar
debt on THIS property?

Ask questions 19a and 19b if this house, apartment, or
mobile home is RENTED. Otherwise, SKIP to question 20.

.00

None

Occupied without payment of rent? ➜ SKIP to C

N
O

Annual amount – Dollars

18. Is this house, apartment, or mobile home –

L
A

What was the annual payment for fire, hazard, typhoon or
hurricane, and flood insurance on THIS property in 2019?

.00

.00
OR
No regular payment required ➜ SKIP to question 24a

b. Does the monthly rent include any meals?
Yes

c. Does the regular monthly mortgage payment include
payments for real estate taxes on THIS property?

Yes, taxes included in mortgage payment
No, taxes paid separately or taxes not required

11960093

§,£""¤
Housing (continued)
24.

b. How much is the regular monthly payment on all second
or junior mortgages and all home equity loans on THIS
property?
Monthly amount – Dollars

.00
OR
No regular payment required

Ask question 25 if this is a MOBILE HOME or a BOAT.
Otherwise, SKIP to E.

25.

$
E

.00

O
F

M
R

I
T

Ask questions about PERSON 1 on the next page if you listed
at least one person on page 2. Otherwise, SKIP to page 44
for further instructions.

11960101

N
O

L
A

§,£"4¤
Person 1

12.

Please copy the name of Person 1 from page 2, then continue
answering questions below.
Last Name(s)

First Name

NURSERY OR PRESCHOOL THROUGH GRADE 12
Nursery school, preschool or pre-kindergarten

Kindergarten

Please read the CITIZEN or NATIONAL section on the
Flashcard.
Is this person a citizen or national of the United States?

Grade 1 through 11 – Specify grade 1 – 11

Yes, born in the Commonwealth of the
Northern Mariana Islands ➜ SKIP to question 11a
12th grade – NO DIPLOMA

Yes, born in another U.S. state or U.S. territory
Yes, born abroad of U.S. citizen or U.S. national parent or parents

HIGH SCHOOL GRADUATE

Yes, U.S. citizen by naturalization – Print year
of naturalization. C

Regular high school diploma

L
A

GED or alternative credential

COLLEGE OR SOME COLLEGE

No, not a U.S. citizen or U.S. national (permanent resident)

10.

Year

11.

1 or more years of college credit, no degree

Where was this person born?
Print name of U.S. state, U.S. territory, or foreign country.

When did this person come to live in the Commonwealth
of the Northern Mariana Islands?
If this person came to live in the Commonwealth of the
Northern Mariana Islands more than once, print latest year.

O
F

M
R

Yes

N
O

Some college credit, but less than 1 year of college credit

No, not a U.S. citizen or U.S. national (temporary resident)

I
T

Associate’s degree (for example: AA, AS)

Bachelor’s degree (for example: BA, BS)

Ask question 13 if this person has a bachelor’s degree or
higher. Otherwise, SKIP to question 14.

13.

14.

No ➜ SKIP to question 12

b. Was that a public school or college, a private school or
college, or home school?
Public school or public college
Private school or private college or home school

c. What grade or level was this person attending?
Mark K
J ONE box.
I
Nursery school, preschool, or pre-kindergarten
Kindergarten
Grade 1 through 12 – Specify grade 1 – 12

Yes
No

College undergraduate years (freshman to senior)
Graduate or professional school beyond a bachelor’s degree
(for example: MA or PhD program, or medical or law school)

11960119

§,£"<¤
Person 1 (continued)
15.

19.

What was this person’s main reason for moving?
Mark K
J ONE box.
I

What is this person’s ancestry or ethnic origin?

Employment

Family-related

Military

Natural disaster

Housing

Other reason

To attend school

(For example: Italian, Jamaican, African Am., Cambodian,
Cape Verdean, Norwegian, Dominican, French Canadian,
Haitian, Korean, Lebanese, Polish, Nigerian, Mexican,
Taiwanese, Ukrainian, and so on.)

16.

20.

a. Where was this person’s mother born?

Commonwealth of the Northern Mariana Islands

Yes

a. Insurance through a current or former employer
or union (of this person or another family member)

Outside the Commonwealth of the Northern Mariana Islands –
Print name of U.S. state, U.S. territory, or foreign country below. C

b. Insurance purchased directly from an insurance
company (by this person or another family member)

L
A

c. Medicare, for people 65 and older, or people
with certain disabilities

b. Where was this person’s father born?
Commonwealth of the Northern Mariana Islands

d. Medicaid, Medical Assistance, or any kind of
government-assistance plan for those with low
incomes or a disability

Outside the Commonwealth of the Northern Mariana Islands –
Print name of U.S. state, U.S. territory, or foreign country below. C

N
O

e. TRICARE or other military health care

I
T

f. VA (enrolled for VA health care)

17.

a. Does this person speak a language other than English
at home?

g. Indian Health Service

Yes
No ➜ SKIP to question 18

b. What is this language?

O
F

M
R

h. Any other type of health insurance or health
coverage plan – Specify C

21.

a. Is this person deaf or does he/she have serious difficulty
hearing?

For example: Korean, Italian, Spanish, Vietnamese

Yes

c. How well does this person speak English?
Very well
Well

18.

b. Is this person blind or does he/she have serious difficulty
seeing even when wearing glasses?

Not well

Yes

Not at all

Did this person live in this house or apartment 5 years ago
(on April 1, 2015)?
Person is under 5 years old ➜ SKIP to question 20
Yes, this house ➜ SKIP to question 20
No, different house in the Commonwealth of the
Northern Mariana Islands
No, outside the Commonwealth of the Northern Mariana Islands –
Print name of U.S. state, U.S. territory, or foreign country below. C

11960127

§,£"D¤
Person 1 (continued)

26.

How many times has this person been married?
Once

Two times

Ask questions 22a – c if this person is 5 years old or over.
Otherwise, SKIP to the questions for Person 2 on page 17.

22.

Three or more times

27.

a. Because of a physical, mental, or emotional condition,
does this person have serious difficulty concentrating,
remembering, or making decisions?

In what year did this person last get married?
Year

Yes
No

Ask question 28 if this person is female and 15 years old
or over. Otherwise, SKIP to question 29a.

b. Does this person have serious difficulty walking or
climbing stairs?

28.

Yes
No

How many babies has this person ever had, not counting
stillbirths? Do not count stepchildren or children she has adopted.
None or

c. Does this person have difficulty dressing or bathing?

29.

Yes
No

a. Does this person have any of his/her own grandchildren
under the age of 18 living in this house or apartment?

N
O

Yes

Because of a physical, mental, or emotional condition, does
this person have difficulty doing errands alone such as
visiting a doctor’s office or shopping?
Yes
No

24.

O
F

M
R

Widowed
Divorced

b. Is this grandparent currently responsible for most of
the basic needs of any grandchildren under the age
of 18 who live in this house or apartment?
Yes
No ➜ SKIP to question 30

What is this person’s marital status?
Now married

I
T

No ➜ SKIP to question 30

Ask question 23 if this person is 15 years old or over.
Otherwise, SKIP to the questions for Person 2 on page 17.

23.

Less than 6 months
6 to 11 months
1 or 2 years

Separated

3 or 4 years

Never married ➜ SKIP to I

25.

5 or more years

In the PAST 12 MONTHS did this person get –
Yes

L
A

Number of children

a. Married?
b. Widowed?
c. Divorced?

11960135

§,£"L¤
Person 1 (continued)
30.

34.

At what location did this person work LAST WEEK?
Commonwealth of the Northern Mariana Islands –
Print name of village below. C

Has this person ever served on active duty in the U.S. Armed
Forces, Reserves, or National Guard?
Mark K
J ONE box.
I
Outside the Commonwealth of the Northern Mariana Islands –
Print the name of U.S. state, U.S. territory, or foreign country below. C

Never served in the military ➜ SKIP to question 33a
Only on active duty for training in the Reserves or
National Guard ➜ SKIP to question 32a
Now on active duty

35.

On active duty in the past, but not now

31.

September 2001 or later

Taxicab

August 1990 to August 2001 (including Persian Gulf War)

Motorcycle

May 1975 to July 1990

Bicycle

Vietnam Era (August 1964 to April 1975)

Walked

February 1955 to July 1964

Plane or seaplane

Korean War (July 1950 to January 1955)

Boat, ferry, or water taxi

Worked from home ➜ SKIP to question 43a

January 1947 to June 1950
World War II (December 1941 to December 1946)
November 1941 or earlier

32.

M
R

a. Does this person have a VA service-connected
disability rating?

O
F

Yes (such as 0%, 10%, 20%, ..., 100%)
No ➜ SKIP to question 33a

10 or 20 percent

Other method

Ask question 36 if you marked "Car, truck, or private van/bus"
in question 35. Otherwise, SKIP to question 37.

36.

How many people, including this person, usually rode to
work in the car, truck, or private van/bus LAST WEEK?
Person(s)

b. What is this person’s service-connected disability rating?
0 percent

I
T

37.

30 or 40 percent

LAST WEEK, what time did this person’s trip to work
usually begin?

50 or 60 percent

Hour

a. LAST WEEK, did this person work for pay at a job
(or business)?

Minute

70 percent or higher

33.

N
O

L
A

38.

No – Did not work (or retired)

b. LAST WEEK, did this person do ANY work for pay,
even for as little as one hour?
Yes
No ➜ SKIP to question 39a

p.m.

How many minutes did it usually take this person to get
from home to work LAST WEEK?
Minutes

Yes ➜ SKIP to question 34

a.m.

11960143

§,£"S¤
Person 1 (continued)

44.

During 2019, in the WEEKS WORKED, how many hours did
this person usually work each WEEK?
Usual hours worked each WEEK

Ask questions 39 – 42a if this person did NOT work last week.
Otherwise, SKIP to question 42b.

39.

a. LAST WEEK, was this person on layoff from a job?

Ask questions 45a – f if this person worked in the past 5 years
(since 2015). Otherwise, SKIP to question 46.

Yes ➜ SKIP to question 39c
No

b. LAST WEEK, was this person TEMPORARILY absent
from a job or business?

45.

The next series of questions is about the type of employment
this person had last week.

Yes, on vacation, temporary illness, maternity leave,
other family/personal reasons, bad weather,
etc. ➜ SKIP to question 42a

No ➜ SKIP to question 40

c. Has this person been informed that he or she will be
recalled to work within the next 6 months OR been
given a date to return to work?

Yes ➜ SKIP to question 41
No

40.

For-profit company or organization

I
T

Non-profit organization (including tax-exempt and charitable
organizations)

No ➜ SKIP to question 42a

LAST WEEK, could this person have started a job if offered
one, or returned to work if recalled?
Yes, could have gone to work
No, because of own temporary illness

O
F

M
R

GOVERNMENT EMPLOYEE
Local or territorial government (for example: public
elementary school)
Active duty U.S. Armed Forces or Commissioned Corps
Federal government civilian employee

SELF-EMPLOYED OR OTHER

No, because of all other reasons (in school, etc.)

42.

Owner of non-incorporated business, professional practice,
or farm

a. When did this person last work, even for a few days?
2020

N
O

L
A

PRIVATE SECTOR EMPLOYEE

During the LAST 4 WEEKS, has this person been ACTIVELY
looking for work?
Yes

41.

DESCRIPTION OF EMPLOYMENT

Owner of incorporated business, professional practice, or farm

2019 ➜ SKIP to question 43a

Worked without pay in a for-profit family business or farm
for 15 hours or more per week

2015 to 2018 ➜ SKIP to L

2014 or earlier, or never worked ➜ SKIP to question 46

b. What was the name of this person’s employer, business,
agency, or branch of the Armed Forces?

b. LAST YEAR, 2019, did this person work at a job or
business at any time?
Yes
No ➜ SKIP to L

43.

a. During 2019 (all 52 weeks), did this person work EVERY
week? Count paid vacation, paid sick leave, and military
service as work.

c. What kind of business or industry was this?
Include the main activity, product, or service provided at
the location where employed. (For example: elementary
school, residential construction)

Yes ➜ SKIP to question 44
No

b. During 2019 (all 52 weeks), how many WEEKS did this
person work? Include paid time off and include weeks
when the person only worked for a few hours.
Weeks

11960150

§,£"e¤
Person 1 (continued)

d. Did this person receive any Social Security or
Railroad Retirement benefits in 2019?

d. Was this mainly – Mark I
J
K ONE box.

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

manufacturing?
wholesale trade?

retail trade?

.00

other (agriculture, construction, service, government, etc.)?

e. Did this person receive any Supplemental Security
Income (SSI) payments in 2019?

e. What was this person’s main occupation?
(For example: 4th grade teacher, entry-level plumber)

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

.00

f. Did this person receive any public assistance or public
welfare payments from the state or local welfare office
in 2019?

L
A

Yes ➜ What was the amount?

TOTAL AMOUNT – Dollars

N
O
$

46.

O
F

I
T

M
R

h. Did this person receive income on a regular basis from
any other sources such as Department of Veterans
Affairs (VA) payments, unemployment compensation,
child support or alimony in 2019?

TOTAL AMOUNT – Dollars

.00

Yes ➜ What was the amount from all jobs before
deductions for taxes, bonds, dues, or other items?

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

a. Did this person receive any wages, salary, commissions,
bonuses, or tips in 2019?

.00

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

b. Did this person have any self-employment income from
own nonfarm businesses or farm businesses, including
proprietorships and partnerships, in 2019?

.00

Yes ➜ What was the net income after business expenses?

47.

TOTAL AMOUNT – Dollars

What was this person’s total income for 2019?

.00

OR
Loss

None

.00
TOTAL AMOUNT for 2019

Loss

➜ Continue with the questions for Person 2 on the next
page. If no one is listed as Person 2 on page 3, SKIP
to page 44 for further instructions.

TOTAL AMOUNT – Dollars

$
No

.00
Loss

11960168

§,¡!-¤

OMB No. 0607-1006: Approval Expires 11/30/2021
U.S. DEPARTMENT OF COMMERCE
Economics and Statistics Administration
U.S. CENSUS BUREAU

2020 Census of Guam
Guam

Census Office

County
FOR NPC
USE ONLY

BCU

Map Spot

Within Map Spot ID

➤

APPLY LABEL HERE

Are there any continuation questionnaires for this address?
Yes ➜ Number of continuation questionnaires =
No

Address Number (For example: 5007)

Apt/Unit (For example: Apt A or Lot 3)

Street or Road Name (For example: N Maple Ave)

Physical Description (if applicable)

Village/Municipality/Estate

Start here
Use a blue or black pen.

S1.

M
R

ZIP Code

O
F

A
1.

Did you or anyone in this household live or stay here on
April 1, 2020?

I
T

N
O

L
A

Yes

Number of people =

No ➜ Skip to S3.

S2.

Does someone usually live at this
[house/apartment/mobile home], or is this a vacation or
seasonal home where no one usually lives?
Usually lives here – Skip to question 1.

Vacation or seasonal home or held for occasional use – Skip
to page 7.

S3.

Relatives, such as adult children, cousins, or in-laws

On April 1, 2020, was this unit
Occupied by a different household? – Using a knowledgeable
respondent, complete this questionnaire for the people occupying
the household on April 1, 2020.

Nonrelatives, such as roommates or live-in babysitters

Vacant? – Skip to page 7.

No additional people

People staying here temporarily

Not a housing unit – Skip to “Respondent Information”
on page 44.
FORM

DI-Q-GU (04-24-2019)

11940012

§,¡!5¤
Person 1
3.

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Please read the HISPANIC ORIGIN section on the Flashcard.
Is Person 1 of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

What is Person 1’s name?
Print name below and verify the spelling.

Yes, Mexican, Mexican Am., Chicano

Last Name(s)

Yes, Puerto Rican
Yes, Cuban
First Name

Is Person 1 male or female? Mark K
J ONE box.
I
Male

Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

Female

Please read the RACE section on the Flashcard.
What is Person 1’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Print numbers in boxes.
Month
Day

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Year of birth

years

O
F

L
A

M
R

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Some other race – Print race or origin. C

➜ If more people were counted in question 1 on the front
page, continue with Person 2 on the next page.
Otherwise, skip to page 7.

11940020

§,¡!G¤
1.

What is the name of

Person 2

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

Year of birth

➜ If more people were counted in question 1 on the front
page, continue with Person 3 on the next page.
Otherwise, skip to page 7.

years

11940038

§,¡!O¤
1.

What is the name of

Person 3

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

Year of birth

➜ If more people were counted in question 1 on the front
page, continue with Person 4 on the next page.
Otherwise, skip to page 7.

years

11940046

§,¡!V¤
1.

What is the name of

Person 4

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

Year of birth

➜ If more people were counted in question 1 on the front
page, continue with Person 5 on the next page.
Otherwise, skip to page 7.

years

11940053

§,¡!^¤
1.

What is the name of

Person 5

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

➜ If more people were counted in question 1 on the front
page of the D-Q-GU, continue with the next person on
an additional continuation questionnaire (D-CQ-GU)
and update the number of continuation questionnaires
on page 1 of the D-Q-GU.

Year of birth

years

11940061

§,¡!p¤

Housing

Please answer the following questions about this house,
apartment, or mobile home.

Ask questions 4 – 5 if this is a HOUSE OR A MOBILE
HOME; otherwise, SKIP to question 6a.

How many acres is this house or mobile home on?
Less than 1 acre ➜ SKIP to question 6a

Please read the BUILDING TYPE section on the Flashcard.
Which best describes this building?
Include all apartments, flats, etc., even if vacant.

1 to 9.9 acres
10 or more acres

A mobile home

A one-family house detached from any other house
A one-family house attached to one or more houses

None

Two houses (American Samoa only)

$1 to $999

Three or more houses (American Samoa only)

$1,000 to $2,499

A building with 2 apartments

$2,500 to $4,999

A building with 3 or 4 apartments

$5,000 to $9,999

A building with 5 to 9 apartments

$10,000 or more

A building with 10 to 19 apartments

A building with 20 to 49 apartments
A building with 50 or more apartments
Boat, RV, van, etc.

What were the actual sales of all agricultural products from
this property in 2019?

About when was this building first built?
2000 or later – Specify year C

1990 to 1999
1980 to 1989
1970 to 1979
1960 to 1969
1950 to 1959

O
F

M
R

L
A

a. How many separate rooms are in this house, apartment,
or mobile home? Rooms must be separated by built-in
archways or walls that extend out at least 6 inches and go
from floor to ceiling.

I
T

N
O

• INCLUDE bedrooms, kitchens, etc.
• EXCLUDE bathrooms, porches, balconies, foyers, halls,
or unfinished basements.
Number of rooms

Does this house, apartment, or mobile home have –
Yes

1940 to 1949

a. Running water?

1939 or earlier

b. A bathtub or shower?

When did PERSON 1 (listed on page 2) move into this
house, apartment, or mobile home?
Month

c. A flush toilet?

Year

d. A sink with a faucet?
e. A stove or range?
f. A refrigerator?

Can you or any member of this household both make and
receive phone calls when at this house, apartment, or mobile
home? Include calls using cell phones, land lines, or other phone
devices.
Yes
No

11940079

§,¡!x¤
Housing (continued)
9.

13.

Please read the COMPUTER USE section on the Flashcard.
At this house, apartment, or mobile home – do you or any
member of this household own or use any of the following
types of computers?
Yes
No

a. Desktop or laptop

A supermarket or grocery store?

b. Smartphone

Some other source (a standpipe, spring, individual well, etc.)?
c. Tablet or other portable wireless computer

14.
d. Some other type of computer – Specify C

Please read the SEWAGE DISPOSAL section on the Flashcard.
What is the MAIN means of sewage disposal for this house,
apartment, or mobile home? Mark K
J ONE box.
I
Public sewer
Septic tank or cesspool

10. a. At this house, apartment, or mobile home – do you or any
member of this household have access to the Internet?

Other

Yes

15.

No ➜ SKIP to question 12

L
A

a. What is the average monthly cost of electricity for this
house, apartment, or mobile home?
Average monthly cost – Dollars

b. Do you or any member of this household pay a cell phone
company or Internet service provider to access the
Internet?

Yes

I
T

Included in rent or condominium fee

No ➜ SKIP to question 12

11.

N
O
.00

No charge or electricity not used

Please read the INTERNET section on the Flashcard.
Do you or any member of this household have access to the
Internet using a –
Yes
No
a. Cellular data plan for a smartphone or other
mobile device?

O
F

b. Broadband (high speed) Internet service such as
cable, fiber optic, or DSL service installed in this
household?

M
R

b. What is the average monthly cost of gas for this house,
apartment, or mobile home?
Average monthly cost – Dollars

.00
OR
Included in rent or condominium fee
Included in electricity payment entered above

c. Satellite Internet service installed in this household?

No charge or gas not used

d. Dial-up Internet service installed in this household?

c. What is the average monthly cost of water and sewer for
this house, apartment, or mobile home?

e. Some other service? – Specify service C

Average monthly cost – Dollars

$
12. How many automobiles, vans, and trucks of one-ton

.00
OR

capacity or less are kept at home for use by members of
this household?

Included in rent or condominium fee

None

No charge

d. What is the average monthly cost of oil, coal, kerosene,
wood, etc., for this house, apartment, or mobile home?

Average monthly cost – Dollars

.00
OR

Included in rent or condominium fee

6 or more

No charge or these fuels not used

11940087

§,¡!¢¤
Housing (continued)
C
16.

Ask questions 20 – 24 if this person or any member of this
household OWNS or IS BUYING this house, apartment, or
mobile home. Otherwise, SKIP to E on the next page.

20.

Yes

About how much do you think this house and lot, apartment,
or mobile home (and lot, if owned) would sell for if it were for
sale?
Amount – Dollars

$
17. Is this house, apartment, or mobile home part of a

21.

condominium?
Yes ➜ What is the monthly condominium fee?
For renters, answer only if you pay the condominium fee
in addition to your rent. Otherwise, mark the "None" box.

What were the annual real estate taxes on THIS property in
2019?
Annual amount – Dollars

Monthly amount – Dollars

.00

.00
OR

.00
None

22.

None
No

Mark K
J ONE box.
I

Owned by you or someone in this household with a
mortgage or loan? Include home equity loans.
Owned by you or someone in this household free and
clear (without a mortgage or loan)?
Rented?

M
R

I
T

O
F

A
23.

19.

Yes, mortgage, deed of trust, or similar debt
Yes, contract to purchase
No ➜ SKIP to question 24a

b. How much is the regular monthly mortgage payment on
THIS property? Include payment only on FIRST mortgage
or contract to purchase.

a. What is the monthly rent for this house, apartment, or
mobile home?

Monthly amount – Dollars

a. Do you or any member of this household have a
mortgage, deed of trust, contract to purchase, or similar
debt on THIS property?

Ask questions 19a and 19b if this house, apartment, or
mobile home is RENTED. Otherwise, SKIP to question 20.

.00

None

Occupied without payment of rent? ➜ SKIP to C

N
O

Annual amount – Dollars

18. Is this house, apartment, or mobile home –

L
A

What was the annual payment for fire, hazard, typhoon or
hurricane, and flood insurance on THIS property in 2019?

.00

.00
OR
No regular payment required ➜ SKIP to question 24a

b. Does the monthly rent include any meals?
Yes

c. Does the regular monthly mortgage payment include
payments for real estate taxes on THIS property?

Yes, taxes included in mortgage payment
No, taxes paid separately or taxes not required

11940095

§,¡"$¤
Housing (continued)
24.

b. How much is the regular monthly payment on all second
or junior mortgages and all home equity loans on THIS
property?
Monthly amount – Dollars

.00
OR
No regular payment required

Ask question 25 if this is a MOBILE HOME or a BOAT.
Otherwise, SKIP to E.

25.

$
E

.00

O
F

M
R

I
T

Ask questions about PERSON 1 on the next page if you listed
at least one person on page 2. Otherwise, SKIP to page 44
for further instructions.

11940103

N
O

L
A

§,¡",¤
Person 1

12.

Please copy the name of Person 1 from page 2, then continue
answering questions below.
Last Name(s)

First Name

NURSERY OR PRESCHOOL THROUGH GRADE 12
Nursery school, preschool or pre-kindergarten

Kindergarten

Please read the CITIZEN or NATIONAL section on the
Flashcard.
Is this person a citizen or national of the United States?

Grade 1 through 11 – Specify grade 1 – 11

Yes, born in Guam ➜ SKIP to question 11a
Yes, born in another U.S. state or U.S. territory

12th grade – NO DIPLOMA

Yes, born abroad of U.S. citizen or U.S. national parent or parents

HIGH SCHOOL GRADUATE

Yes, U.S. citizen by naturalization – Print year
of naturalization. C

Regular high school diploma

L
A

GED or alternative credential

COLLEGE OR SOME COLLEGE

No, not a U.S. citizen or U.S. national (permanent resident)
No, not a U.S. citizen or U.S. national (temporary resident)

10.

Year

11.

1 or more years of college credit, no degree

Where was this person born?
Print name of U.S. state, U.S. territory, or foreign country.

When did this person come to live in Guam?
If this person came to live in Guam more than once, print
latest year.

O
F

M
R

Yes

N
O

Some college credit, but less than 1 year of college credit

I
T

Associate’s degree (for example: AA, AS)

Bachelor’s degree (for example: BA, BS)

Ask question 13 if this person has a bachelor’s degree or
higher. Otherwise, SKIP to question 14.

13.

14.

No ➜ SKIP to question 12

b. Was that a public school or college, a private school or
college, or home school?
Public school or public college
Private school or private college or home school

c. What grade or level was this person attending?
Mark K
J ONE box.
I
Nursery school, preschool, or pre-kindergarten
Kindergarten
Grade 1 through 12 – Specify grade 1 – 12

Yes
No

College undergraduate years (freshman to senior)
Graduate or professional school beyond a bachelor’s degree
(for example: MA or PhD program, or medical or law school)

11940111

§,¡">¤
Person 1 (continued)
15.

19.

What was this person’s main reason for moving?
Mark K
J ONE box.
I

What is this person’s ancestry or ethnic origin?

Employment

Family-related

Military

Natural disaster

Housing

Other reason

To attend school

(For example: Italian, Jamaican, African Am., Cambodian,
Cape Verdean, Norwegian, Dominican, French Canadian,
Haitian, Korean, Lebanese, Polish, Nigerian, Mexican,
Taiwanese, Ukrainian, and so on.)

16.

20.

a. Where was this person’s mother born?

Guam

Yes

a. Insurance through a current or former employer
or union (of this person or another family member)

Outside Guam – Print name of U.S. state, U.S. territory,
or foreign country below. C

b. Insurance purchased directly from an insurance
company (by this person or another family member)

L
A

c. Medicare, for people 65 and older, or people
with certain disabilities

b. Where was this person’s father born?
Guam

d. Medicaid, Medical Assistance, or any kind of
government-assistance plan for those with low
incomes or a disability

Outside Guam – Print name of U.S. state, U.S. territory,
or foreign country below. C

N
O

e. TRICARE or other military health care

I
T

f. VA (enrolled for VA health care)

17.

a. Does this person speak a language other than English
at home?

g. Indian Health Service

Yes
No ➜ SKIP to question 18

b. What is this language?

O
F

M
R

h. Any other type of health insurance or health
coverage plan – Specify C

21.

a. Is this person deaf or does he/she have serious difficulty
hearing?

For example: Korean, Italian, Spanish, Vietnamese

Yes

c. How well does this person speak English?
Very well
Well

18.

b. Is this person blind or does he/she have serious difficulty
seeing even when wearing glasses?

Not well

Yes

Not at all

Did this person live in this house or apartment 5 years ago
(on April 1, 2015)?
Person is under 5 years old ➜ SKIP to question 20
Yes, this house ➜ SKIP to question 20
No, different house in Guam
No, outside Guam – Print name of U.S. state, U.S. territory,
or foreign country below. C

11940129

§,¡"F¤
Person 1 (continued)

26.

How many times has this person been married?
Once

Two times

Ask questions 22a – c if this person is 5 years old or over.
Otherwise, SKIP to the questions for Person 2 on page 17.

22.

Three or more times

27.

a. Because of a physical, mental, or emotional condition,
does this person have serious difficulty concentrating,
remembering, or making decisions?

In what year did this person last get married?
Year

Yes
No

Ask question 28 if this person is female and 15 years old
or over. Otherwise, SKIP to question 29a.

b. Does this person have serious difficulty walking or
climbing stairs?

28.

Yes
No

How many babies has this person ever had, not counting
stillbirths? Do not count stepchildren or children she has adopted.
None or

c. Does this person have difficulty dressing or bathing?

29.

Yes
No

a. Does this person have any of his/her own grandchildren
under the age of 18 living in this house or apartment?

N
O

Yes

Because of a physical, mental, or emotional condition, does
this person have difficulty doing errands alone such as
visiting a doctor’s office or shopping?
Yes
No

24.

O
F

M
R

Widowed
Divorced

b. Is this grandparent currently responsible for most of
the basic needs of any grandchildren under the age
of 18 who live in this house or apartment?
Yes
No ➜ SKIP to question 30

What is this person’s marital status?
Now married

I
T

No ➜ SKIP to question 30

Ask question 23 if this person is 15 years old or over.
Otherwise, SKIP to the questions for Person 2 on page 17.

23.

Less than 6 months
6 to 11 months
1 or 2 years

Separated

3 or 4 years

Never married ➜ SKIP to I

25.

5 or more years

In the PAST 12 MONTHS did this person get –
Yes

L
A

Number of children

a. Married?
b. Widowed?
c. Divorced?

11940137

§,¡"N¤
Person 1 (continued)

34.

At what location did this person work LAST WEEK?
Guam – Print name of village below. C

30.

Has this person ever served on active duty in the U.S. Armed
Forces, Reserves, or National Guard?
Mark K
J ONE box.
I

Outside Guam – Print name of U.S. state, U.S. territory,
or foreign country below. C

Never served in the military ➜ SKIP to question 33a
Only on active duty for training in the Reserves or
National Guard ➜ SKIP to question 32a

35.

Now on active duty
On active duty in the past, but not now

31.

September 2001 or later

Taxicab

August 1990 to August 2001 (including Persian Gulf War)

Motorcycle

May 1975 to July 1990

Bicycle

Vietnam Era (August 1964 to April 1975)

Walked

February 1955 to July 1964

Plane or seaplane

Boat, ferry, or water taxi

Korean War (July 1950 to January 1955)

Worked from home ➜ SKIP to question 43a

January 1947 to June 1950
World War II (December 1941 to December 1946)
November 1941 or earlier

M
R
J

32.

a. Does this person have a VA service-connected
disability rating?

O
F

Yes (such as 0%, 10%, 20%, ..., 100%)
No ➜ SKIP to question 33a

I
T

N
O

L
A

Other method

Ask question 36 if you marked "Car, truck, or private van/bus"
in question 35. Otherwise, SKIP to question 37.

36.

How many people, including this person, usually rode to
work in the car, truck, or private van/bus LAST WEEK?
Person(s)

b. What is this person’s service-connected disability rating?
0 percent
10 or 20 percent

37.

30 or 40 percent

LAST WEEK, what time did this person’s trip to work
usually begin?
Hour

50 or 60 percent

70 percent or higher

33.

a. LAST WEEK, did this person work for pay at a job
(or business)?

Minute

38.

No – Did not work (or retired)

b. LAST WEEK, did this person do ANY work for pay,
even for as little as one hour?
Yes
No ➜ SKIP to question 39a

p.m.

How many minutes did it usually take this person to get
from home to work LAST WEEK?
Minutes

Yes ➜ SKIP to question 34

a.m.

11940145

§,¡"U¤
Person 1 (continued)

44.

During 2019, in the WEEKS WORKED, how many hours did
this person usually work each WEEK?
Usual hours worked each WEEK

Ask questions 39 – 42a if this person did NOT work last week.
Otherwise, SKIP to question 42b.

39.

a. LAST WEEK, was this person on layoff from a job?

Ask questions 45a – f if this person worked in the past 5 years
(since 2015). Otherwise, SKIP to question 46.

Yes ➜ SKIP to question 39c
No

b. LAST WEEK, was this person TEMPORARILY absent
from a job or business?

45.

The next series of questions is about the type of employment
this person had last week.

Yes, on vacation, temporary illness, maternity leave,
other family/personal reasons, bad weather,
etc. ➜ SKIP to question 42a

No ➜ SKIP to question 40

c. Has this person been informed that he or she will be
recalled to work within the next 6 months OR been
given a date to return to work?

Yes ➜ SKIP to question 41
No

40.

For-profit company or organization

I
T

Non-profit organization (including tax-exempt and charitable
organizations)

No ➜ SKIP to question 42a

LAST WEEK, could this person have started a job if offered
one, or returned to work if recalled?
Yes, could have gone to work
No, because of own temporary illness

O
F

M
R

GOVERNMENT EMPLOYEE
Local or territorial government (for example: public
elementary school)
Active duty U.S. Armed Forces or Commissioned Corps
Federal government civilian employee

SELF-EMPLOYED OR OTHER

No, because of all other reasons (in school, etc.)

42.

Owner of non-incorporated business, professional practice,
or farm

a. When did this person last work, even for a few days?
2020

N
O

L
A

PRIVATE SECTOR EMPLOYEE

During the LAST 4 WEEKS, has this person been ACTIVELY
looking for work?
Yes

41.

DESCRIPTION OF EMPLOYMENT

Owner of incorporated business, professional practice, or farm

2019 ➜ SKIP to question 43a

Worked without pay in a for-profit family business or farm
for 15 hours or more per week

2015 to 2018 ➜ SKIP to L

2014 or earlier, or never worked ➜ SKIP to question 46

b. What was the name of this person’s employer, business,
agency, or branch of the Armed Forces?

b. LAST YEAR, 2019, did this person work at a job or
business at any time?
Yes
No ➜ SKIP to L

43.

a. During 2019 (all 52 weeks), did this person work EVERY
week? Count paid vacation, paid sick leave, and military
service as work.

c. What kind of business or industry was this?
Include the main activity, product, or service provided at
the location where employed. (For example: elementary
school, residential construction)

Yes ➜ SKIP to question 44
No

b. During 2019 (all 52 weeks), how many WEEKS did this
person work? Include paid time off and include weeks
when the person only worked for a few hours.
Weeks

11940152

§,¡"]¤
Person 1 (continued)

d. Did this person receive any Social Security or
Railroad Retirement benefits in 2019?

d. Was this mainly – Mark I
J
K ONE box.

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

manufacturing?
wholesale trade?

retail trade?

.00

other (agriculture, construction, service, government, etc.)?

e. Did this person receive any Supplemental Security
Income (SSI) payments in 2019?

e. What was this person’s main occupation?
(For example: 4th grade teacher, entry-level plumber)

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

.00

f. Did this person receive any public assistance or public
welfare payments from the state or local welfare office
in 2019?

L
A

Yes ➜ What was the amount?

TOTAL AMOUNT – Dollars

N
O
$

46.

O
F

I
T

M
R

h. Did this person receive income on a regular basis from
any other sources such as Department of Veterans
Affairs (VA) payments, unemployment compensation,
child support or alimony in 2019?

TOTAL AMOUNT – Dollars

.00

Yes ➜ What was the amount from all jobs before
deductions for taxes, bonds, dues, or other items?

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

a. Did this person receive any wages, salary, commissions,
bonuses, or tips in 2019?

.00

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

b. Did this person have any self-employment income from
own nonfarm businesses or farm businesses, including
proprietorships and partnerships, in 2019?

.00

Yes ➜ What was the net income after business expenses?

47.

TOTAL AMOUNT – Dollars

What was this person’s total income for 2019?

.00

OR
Loss

None

.00
TOTAL AMOUNT for 2019

Loss

➜ Continue with the questions for Person 2 on the next
page. If no one is listed as Person 2 on page 3, SKIP
to page 44 for further instructions.

TOTAL AMOUNT – Dollars

$
No

.00
Loss

11940160

§,¢!,¤

OMB No. 0607-1006: Approval Expires 11/30/2021
U.S. DEPARTMENT OF COMMERCE
Economics and Statistics Administration
U.S. CENSUS BUREAU

2020 Census of the U.S. Virgin Islands
U.S. Virgin Islands

Census Office

County
FOR NPC
USE ONLY

BCU

Map Spot

Within Map Spot ID

➤

APPLY LABEL HERE

Are there any continuation questionnaires for this address?
Yes ➜ Number of continuation questionnaires =
No

Address Number (For example: 5007)

Apt/Unit (For example: Apt A or Lot 3)

Street or Road Name (For example: N Maple Ave)

Physical Description (if applicable)

Village/Municipality/Estate

Start here
Use a blue or black pen.

S1.

M
R

ZIP Code

O
F

A
1.

Did you or anyone in this household live or stay here on
April 1, 2020?

I
T

N
O

L
A

Yes

Number of people =

No ➜ Skip to S3.

S2.

Does someone usually live at this
[house/apartment/mobile home], or is this a vacation or
seasonal home where no one usually lives?
Usually lives here – Skip to question 1.

Vacation or seasonal home or held for occasional use – Skip
to page 7.

S3.

Relatives, such as adult children, cousins, or in-laws

On April 1, 2020, was this unit
Occupied by a different household? – Using a knowledgeable
respondent, complete this questionnaire for the people occupying
the household on April 1, 2020.

Nonrelatives, such as roommates or live-in babysitters

Vacant? – Skip to page 7.

No additional people

People staying here temporarily

Not a housing unit – Skip to “Respondent Information”
on page 44.
FORM

DI-Q-VI (04-24-2019)

11950011

§,¢!>¤
Person 1
3.

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Please read the HISPANIC ORIGIN section on the Flashcard.
Is Person 1 of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

What is Person 1’s name?
Print name below and verify the spelling.

Yes, Mexican, Mexican Am., Chicano

Last Name(s)

Yes, Puerto Rican
Yes, Cuban
First Name

Is Person 1 male or female? Mark K
J ONE box.
I
Male

Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

Female

Please read the RACE section on the Flashcard.
What is Person 1’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Print numbers in boxes.
Month
Day

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Year of birth

years

O
F

L
A

M
R

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Some other race – Print race or origin. C

➜ If more people were counted in question 1 on the front
page, continue with Person 2 on the next page.
Otherwise, skip to page 7.

11950029

§,¢!F¤
1.

What is the name of

Person 2

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

Year of birth

➜ If more people were counted in question 1 on the front
page, continue with Person 3 on the next page.
Otherwise, skip to page 7.

years

11950037

§,¢!N¤
1.

What is the name of

Person 3

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

Year of birth

➜ If more people were counted in question 1 on the front
page, continue with Person 4 on the next page.
Otherwise, skip to page 7.

years

11950045

§,¢!U¤
1.

What is the name of

Person 4

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

Year of birth

➜ If more people were counted in question 1 on the front
page, continue with Person 5 on the next page.
Otherwise, skip to page 7.

years

11950052

§,¢!]¤
1.

What is the name of

Person 5

➜ NOTE: Please answer BOTH the question about Hispanic
origin and the question about race. For this census, Hispanic
origin is not a race.

Print name below and verify the spelling.
Last Name(s)

First Name

Please read the HISPANIC ORIGIN section on the Flashcard.
Is this person of Hispanic, Latino, or Spanish origin?
No, not of Hispanic, Latino, or Spanish origin

Yes, Mexican, Mexican Am., Chicano
Yes, Puerto Rican

Does this person usually live or stay somewhere else?
For example –
Mark K
J all that apply.
I
With a parent or other relative

In a jail or prison

For college

At a seasonal or
second residence

For a military assignment

Yes, Cuban
Yes, another Hispanic, Latino, or Spanish origin – Print, for
example, Salvadoran, Dominican, Colombian, Guatemalan,
Spaniard, Ecuadorian, etc. C

For another reason

For a job or business

In a nursing home

Please read the RACE section on the Flashcard.
What is this person’s race? You may choose one or more races.
Mark K
J one or more boxes AND print origins.
I

Opposite-sex husband/wife/spouse
Opposite-sex unmarried partner

Same-sex unmarried partner
Biological son or daughter
Adopted son or daughter
Stepson or stepdaughter

Father or mother

Grandchild
Parent-in-law

I
T

N
O

Black or African Am. – Print, for example, African American,
Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc. C

Same-sex husband/wife/spouse

Brother or sister

L
A

White – Print, for example, German, Irish, English, Italian,
Lebanese, Egyptian, etc. C

Please read the RELATIONSHIP section on the Flashcard.
How is this person related to Person 1? Mark K
J ONE box.
I

O
F

M
R

Son-in-law or daughter-in-law

Chinese

Vietnamese

Native Hawaiian

Filipino

Korean

Samoan

Asian Indian

Japanese

Chamorro

Other Asian –
Print, for example,
Pakistani, Cambodian,
Hmong, etc. C

Other relative
Roommate or housemate

Other Pacific Islander –
Print, for example,
Tongan, Fijian,
Marshallese, etc. C

Foster child
Other nonrelative
Some other race – Print race or origin. C

Is this person male or female? Mark K
J ONE box.
I
Male

Female

Print numbers in boxes.
Month
Day

➜ If more people were counted in question 1 on the front
page of the D-Q-VI, continue with the next person on
an additional continuation questionnaire (D-CQ-VI)
and update the number of continuation questionnaires
on page 1 of the D-Q-VI.

Year of birth

years

11950060

§,¢!o¤

Housing

Please answer the following questions about this house,
apartment, or mobile home.

Ask questions 4 – 5 if this is a HOUSE OR A MOBILE
HOME; otherwise, SKIP to question 6a.

How many acres is this house or mobile home on?
Less than 1 acre ➜ SKIP to question 6a

Please read the BUILDING TYPE section on the Flashcard.
Which best describes this building?
Include all apartments, flats, etc., even if vacant.

1 to 9.9 acres
10 or more acres

A mobile home

A one-family house detached from any other house
A one-family house attached to one or more houses

None

Two houses (American Samoa only)

$1 to $999

Three or more houses (American Samoa only)

$1,000 to $2,499

A building with 2 apartments

$2,500 to $4,999

A building with 3 or 4 apartments

$5,000 to $9,999

A building with 5 to 9 apartments

$10,000 or more

A building with 10 to 19 apartments

A building with 20 to 49 apartments
A building with 50 or more apartments
Boat, RV, van, etc.

What were the actual sales of all agricultural products from
this property in 2019?

About when was this building first built?
2000 or later – Specify year C

1990 to 1999
1980 to 1989
1970 to 1979
1960 to 1969
1950 to 1959

O
F

M
R

L
A

a. How many separate rooms are in this house, apartment,
or mobile home? Rooms must be separated by built-in
archways or walls that extend out at least 6 inches and go
from floor to ceiling.

I
T

N
O

• INCLUDE bedrooms, kitchens, etc.
• EXCLUDE bathrooms, porches, balconies, foyers, halls,
or unfinished basements.
Number of rooms

Does this house, apartment, or mobile home have –
Yes

1940 to 1949

a. Running water?

1939 or earlier

b. A bathtub or shower?

When did PERSON 1 (listed on page 2) move into this
house, apartment, or mobile home?
Month

c. A flush toilet?

Year

d. A sink with a faucet?
e. A stove or range?
f. A refrigerator?

Can you or any member of this household both make and
receive phone calls when at this house, apartment, or mobile
home? Include calls using cell phones, land lines, or other phone
devices.
Yes
No

11950078

§,¢!w¤
Housing (continued)
9.

13.

Please read the COMPUTER USE section on the Flashcard.
At this house, apartment, or mobile home – do you or any
member of this household own or use any of the following
types of computers?
Yes
No

a. Desktop or laptop

A supermarket or grocery store?

b. Smartphone

Some other source (a standpipe, spring, individual well, etc.)?
c. Tablet or other portable wireless computer

14.
d. Some other type of computer – Specify C

Please read the SEWAGE DISPOSAL section on the Flashcard.
What is the MAIN means of sewage disposal for this house,
apartment, or mobile home? Mark K
J ONE box.
I
Public sewer
Septic tank or cesspool

10. a. At this house, apartment, or mobile home – do you or any
member of this household have access to the Internet?

Other

Yes

15.

No ➜ SKIP to question 12

L
A

a. What is the average monthly cost of electricity for this
house, apartment, or mobile home?
Average monthly cost – Dollars

b. Do you or any member of this household pay a cell phone
company or Internet service provider to access the
Internet?

Yes

I
T

Included in rent or condominium fee

No ➜ SKIP to question 12

11.

N
O
.00

No charge or electricity not used

Please read the INTERNET section on the Flashcard.
Do you or any member of this household have access to the
Internet using a –
Yes
No
a. Cellular data plan for a smartphone or other
mobile device?

O
F

b. Broadband (high speed) Internet service such as
cable, fiber optic, or DSL service installed in this
household?

M
R

b. What is the average monthly cost of gas for this house,
apartment, or mobile home?
Average monthly cost – Dollars

.00
OR
Included in rent or condominium fee
Included in electricity payment entered above

c. Satellite Internet service installed in this household?

No charge or gas not used

d. Dial-up Internet service installed in this household?

c. What is the average monthly cost of water and sewer for
this house, apartment, or mobile home?

e. Some other service? – Specify service C

Average monthly cost – Dollars

$
12. How many automobiles, vans, and trucks of one-ton

.00
OR

capacity or less are kept at home for use by members of
this household?

Included in rent or condominium fee

None

No charge

d. What is the average monthly cost of oil, coal, kerosene,
wood, etc., for this house, apartment, or mobile home?

Average monthly cost – Dollars

.00
OR

Included in rent or condominium fee

6 or more

No charge or these fuels not used

11950086

§,¢!¡¤
Housing (continued)
C
16.

Ask questions 20 – 24 if this person or any member of this
household OWNS or IS BUYING this house, apartment, or
mobile home. Otherwise, SKIP to E on the next page.

20.

Yes

About how much do you think this house and lot, apartment,
or mobile home (and lot, if owned) would sell for if it were for
sale?
Amount – Dollars

$
17. Is this house, apartment, or mobile home part of a

21.

condominium?
Yes ➜ What is the monthly condominium fee?
For renters, answer only if you pay the condominium fee
in addition to your rent. Otherwise, mark the "None" box.

What were the annual real estate taxes on THIS property in
2019?
Annual amount – Dollars

Monthly amount – Dollars

.00

.00
OR

.00
None

22.

None
No

Mark K
J ONE box.
I

Owned by you or someone in this household with a
mortgage or loan? Include home equity loans.
Owned by you or someone in this household free and
clear (without a mortgage or loan)?
Rented?

M
R

I
T

O
F

A
23.

19.

Yes, mortgage, deed of trust, or similar debt
Yes, contract to purchase
No ➜ SKIP to question 24a

b. How much is the regular monthly mortgage payment on
THIS property? Include payment only on FIRST mortgage
or contract to purchase.

a. What is the monthly rent for this house, apartment, or
mobile home?

Monthly amount – Dollars

a. Do you or any member of this household have a
mortgage, deed of trust, contract to purchase, or similar
debt on THIS property?

Ask questions 19a and 19b if this house, apartment, or
mobile home is RENTED. Otherwise, SKIP to question 20.

.00

None

Occupied without payment of rent? ➜ SKIP to C

N
O

Annual amount – Dollars

18. Is this house, apartment, or mobile home –

L
A

What was the annual payment for fire, hazard, typhoon or
hurricane, and flood insurance on THIS property in 2019?

.00

.00
OR
No regular payment required ➜ SKIP to question 24a

b. Does the monthly rent include any meals?
Yes

c. Does the regular monthly mortgage payment include
payments for real estate taxes on THIS property?

Yes, taxes included in mortgage payment
No, taxes paid separately or taxes not required

11950094

§,¢"#¤
Housing (continued)
24.

b. How much is the regular monthly payment on all second
or junior mortgages and all home equity loans on THIS
property?
Monthly amount – Dollars

.00
OR
No regular payment required

Ask question 25 if this is a MOBILE HOME or a BOAT.
Otherwise, SKIP to E.

25.

$
E

.00

O
F

M
R

I
T

Ask questions about PERSON 1 on the next page if you listed
at least one person on page 2. Otherwise, SKIP to page 44
for further instructions.

11950102

N
O

L
A

§,¢"+¤
Person 1

12.

Please copy the name of Person 1 from page 2, then continue
answering questions below.
Last Name(s)

First Name

NURSERY OR PRESCHOOL THROUGH GRADE 12
Nursery school, preschool or pre-kindergarten

Kindergarten

Please read the CITIZEN or NATIONAL section on the
Flashcard.
Is this person a citizen or national of the United States?

Grade 1 through 11 – Specify grade 1 – 11

Yes, born in the U.S. Virgin Islands ➜ SKIP to question 11a
Yes, born in another U.S. state or U.S. territory

12th grade – NO DIPLOMA

Yes, born abroad of U.S. citizen or U.S. national parent or parents

HIGH SCHOOL GRADUATE

Yes, U.S. citizen by naturalization – Print year
of naturalization. C

Regular high school diploma

L
A

GED or alternative credential

COLLEGE OR SOME COLLEGE

No, not a U.S. citizen or U.S. national (permanent resident)
No, not a U.S. citizen or U.S. national (temporary resident)

10.

11.

1 or more years of college credit, no degree

Where was this person born?
Print name of U.S. state, U.S. territory, or foreign country.

O
F

M
R

Yes

I
T

Associate’s degree (for example: AA, AS)

When did this person come to live in the U.S. Virgin Islands?
If this person came to live in the U.S. Virgin Islands more than
once, print latest year.
Year

N
O

Some college credit, but less than 1 year of college credit

Bachelor’s degree (for example: BA, BS)

Ask question 13 if this person has a bachelor’s degree or
higher. Otherwise, SKIP to question 14.

13.

14.

No ➜ SKIP to question 12

b. Was that a public school or college, a private school or
college, or home school?
Public school or public college
Private school or private college or home school

c. What grade or level was this person attending?
Mark K
J ONE box.
I
Nursery school, preschool, or pre-kindergarten
Kindergarten
Grade 1 through 12 – Specify grade 1 – 12

Yes
No

College undergraduate years (freshman to senior)
Graduate or professional school beyond a bachelor’s degree
(for example: MA or PhD program, or medical or law school)

11950110

§,¢"=¤
Person 1 (continued)
15.

19.

What was this person’s main reason for moving?
Mark K
J ONE box.
I

What is this person’s ancestry or ethnic origin?

Employment

Family-related

Military

Natural disaster

Housing

Other reason

To attend school

(For example: Italian, Jamaican, African Am., Cambodian,
Cape Verdean, Norwegian, Dominican, French Canadian,
Haitian, Korean, Lebanese, Polish, Nigerian, Mexican,
Taiwanese, Ukrainian, and so on.)

16.

20.

a. Where was this person’s mother born?

U.S. Virgin Islands

Yes

a. Insurance through a current or former employer
or union (of this person or another family member)

Outside the U.S. Virgin Islands – Print name of U.S. state,
U.S. territory, or foreign country below. C

b. Insurance purchased directly from an insurance
company (by this person or another family member)

L
A

c. Medicare, for people 65 and older, or people
with certain disabilities

b. Where was this person’s father born?
U.S. Virgin Islands

d. Medicaid, Medical Assistance, or any kind of
government-assistance plan for those with low
incomes or a disability

Outside the U.S. Virgin Islands – Print name of U.S. state,
U.S. territory, or foreign country below. C

N
O

e. TRICARE or other military health care

I
T

f. VA (enrolled for VA health care)

17.

a. Does this person speak a language other than English
at home?

g. Indian Health Service

Yes
No ➜ SKIP to question 18

b. What is this language?

O
F

M
R

h. Any other type of health insurance or health
coverage plan – Specify C

21.

a. Is this person deaf or does he/she have serious difficulty
hearing?

For example: Korean, Italian, Spanish, Vietnamese

Yes

c. How well does this person speak English?
Very well
Well

18.

b. Is this person blind or does he/she have serious difficulty
seeing even when wearing glasses?

Not well

Yes

Not at all

Did this person live in this house or apartment 5 years ago
(on April 1, 2015)?
Person is under 5 years old ➜ SKIP to question 20
Yes, this house ➜ SKIP to question 20
No, different house in the U.S. Virgin Islands
No, outside the U.S. Virgin Islands – Print name of U.S. state,
U.S. territory, or foreign country below. C

11950128

§,¢"E¤
Person 1 (continued)

26.

How many times has this person been married?
Once

Two times

Ask questions 22a – c if this person is 5 years old or over.
Otherwise, SKIP to the questions for Person 2 on page 17.

22.

Three or more times

27.

a. Because of a physical, mental, or emotional condition,
does this person have serious difficulty concentrating,
remembering, or making decisions?

In what year did this person last get married?
Year

Yes
No

Ask question 28 if this person is female and 15 years old
or over. Otherwise, SKIP to question 29a.

b. Does this person have serious difficulty walking or
climbing stairs?

28.

Yes
No

How many babies has this person ever had, not counting
stillbirths? Do not count stepchildren or children she has adopted.
None or

c. Does this person have difficulty dressing or bathing?

29.

Yes
No

a. Does this person have any of his/her own grandchildren
under the age of 18 living in this house or apartment?

N
O

Yes

Because of a physical, mental, or emotional condition, does
this person have difficulty doing errands alone such as
visiting a doctor’s office or shopping?
Yes
No

24.

O
F

M
R

Widowed
Divorced

b. Is this grandparent currently responsible for most of
the basic needs of any grandchildren under the age
of 18 who live in this house or apartment?
Yes
No ➜ SKIP to question 30

What is this person’s marital status?
Now married

I
T

No ➜ SKIP to question 30

Ask question 23 if this person is 15 years old or over.
Otherwise, SKIP to the questions for Person 2 on page 17.

23.

Less than 6 months
6 to 11 months
1 or 2 years

Separated

3 or 4 years

Never married ➜ SKIP to I

25.

5 or more years

In the PAST 12 MONTHS did this person get –
Yes

L
A

Number of children

a. Married?
b. Widowed?
c. Divorced?

11950136

§,¢"M¤
Person 1 (continued)

34.

At what location did this person work LAST WEEK?
U.S. Virgin Islands – Print name of village below. C

30.

Has this person ever served on active duty in the U.S. Armed
Forces, Reserves, or National Guard?
Mark K
J ONE box.
I

Outside the U.S. Virgin Islands – Print name of U.S. state,
U.S. territory, or foreign country below. C

Never served in the military ➜ SKIP to question 33a
Only on active duty for training in the Reserves or
National Guard ➜ SKIP to question 32a

35.

Now on active duty
On active duty in the past, but not now

31.

September 2001 or later

Taxicab

August 1990 to August 2001 (including Persian Gulf War)

Motorcycle

May 1975 to July 1990

Bicycle

Vietnam Era (August 1964 to April 1975)

Walked

February 1955 to July 1964

Plane or seaplane

Boat, ferry, or water taxi

Korean War (July 1950 to January 1955)

Worked from home ➜ SKIP to question 43a

January 1947 to June 1950
World War II (December 1941 to December 1946)
November 1941 or earlier

M
R
J

32.

a. Does this person have a VA service-connected
disability rating?

O
F

Yes (such as 0%, 10%, 20%, ..., 100%)
No ➜ SKIP to question 33a

I
T

N
O

L
A

Other method

Ask question 36 if you marked "Car, truck, or private van/bus"
in question 35. Otherwise, SKIP to question 37.

36.

How many people, including this person, usually rode to
work in the car, truck, or private van/bus LAST WEEK?
Person(s)

b. What is this person’s service-connected disability rating?
0 percent
10 or 20 percent

37.

30 or 40 percent

LAST WEEK, what time did this person’s trip to work
usually begin?
Hour

50 or 60 percent

70 percent or higher

33.

a. LAST WEEK, did this person work for pay at a job
(or business)?

Minute

38.

No – Did not work (or retired)

b. LAST WEEK, did this person do ANY work for pay,
even for as little as one hour?
Yes
No ➜ SKIP to question 39a

p.m.

How many minutes did it usually take this person to get
from home to work LAST WEEK?
Minutes

Yes ➜ SKIP to question 34

a.m.

11950144

§,¢"T¤
Person 1 (continued)

44.

During 2019, in the WEEKS WORKED, how many hours did
this person usually work each WEEK?
Usual hours worked each WEEK

Ask questions 39 – 42a if this person did NOT work last week.
Otherwise, SKIP to question 42b.

39.

a. LAST WEEK, was this person on layoff from a job?

Ask questions 45a – f if this person worked in the past 5 years
(since 2015). Otherwise, SKIP to question 46.

Yes ➜ SKIP to question 39c
No

b. LAST WEEK, was this person TEMPORARILY absent
from a job or business?

45.

The next series of questions is about the type of employment
this person had last week.

Yes, on vacation, temporary illness, maternity leave,
other family/personal reasons, bad weather,
etc. ➜ SKIP to question 42a

No ➜ SKIP to question 40

c. Has this person been informed that he or she will be
recalled to work within the next 6 months OR been
given a date to return to work?

Yes ➜ SKIP to question 41
No

40.

For-profit company or organization

I
T

Non-profit organization (including tax-exempt and charitable
organizations)

No ➜ SKIP to question 42a

LAST WEEK, could this person have started a job if offered
one, or returned to work if recalled?
Yes, could have gone to work
No, because of own temporary illness

O
F

M
R

GOVERNMENT EMPLOYEE
Local or territorial government (for example: public
elementary school)
Active duty U.S. Armed Forces or Commissioned Corps
Federal government civilian employee

SELF-EMPLOYED OR OTHER

No, because of all other reasons (in school, etc.)

42.

Owner of non-incorporated business, professional practice,
or farm

a. When did this person last work, even for a few days?
2020

N
O

L
A

PRIVATE SECTOR EMPLOYEE

During the LAST 4 WEEKS, has this person been ACTIVELY
looking for work?
Yes

41.

DESCRIPTION OF EMPLOYMENT

Owner of incorporated business, professional practice, or farm

2019 ➜ SKIP to question 43a

Worked without pay in a for-profit family business or farm
for 15 hours or more per week

2015 to 2018 ➜ SKIP to L

2014 or earlier, or never worked ➜ SKIP to question 46

b. What was the name of this person’s employer, business,
agency, or branch of the Armed Forces?

b. LAST YEAR, 2019, did this person work at a job or
business at any time?
Yes
No ➜ SKIP to L

43.

a. During 2019 (all 52 weeks), did this person work EVERY
week? Count paid vacation, paid sick leave, and military
service as work.

c. What kind of business or industry was this?
Include the main activity, product, or service provided at
the location where employed. (For example: elementary
school, residential construction)

Yes ➜ SKIP to question 44
No

b. During 2019 (all 52 weeks), how many WEEKS did this
person work? Include paid time off and include weeks
when the person only worked for a few hours.
Weeks

11950151

§,¢"f¤
Person 1 (continued)

d. Did this person receive any Social Security or
Railroad Retirement benefits in 2019?

d. Was this mainly – Mark I
J
K ONE box.

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

manufacturing?
wholesale trade?

retail trade?

.00

other (agriculture, construction, service, government, etc.)?

e. Did this person receive any Supplemental Security
Income (SSI) payments in 2019?

e. What was this person’s main occupation?
(For example: 4th grade teacher, entry-level plumber)

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

.00

f. Did this person receive any public assistance or public
welfare payments from the state or local welfare office
in 2019?

L
A

Yes ➜ What was the amount?

TOTAL AMOUNT – Dollars

N
O
$

46.

O
F

I
T

M
R

h. Did this person receive income on a regular basis from
any other sources such as Department of Veterans
Affairs (VA) payments, unemployment compensation,
child support or alimony in 2019?

TOTAL AMOUNT – Dollars

.00

Yes ➜ What was the amount from all jobs before
deductions for taxes, bonds, dues, or other items?

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

a. Did this person receive any wages, salary, commissions,
bonuses, or tips in 2019?

.00

Yes ➜ What was the amount?
TOTAL AMOUNT – Dollars

b. Did this person have any self-employment income from
own nonfarm businesses or farm businesses, including
proprietorships and partnerships, in 2019?

.00

Yes ➜ What was the net income after business expenses?

47.

TOTAL AMOUNT – Dollars

What was this person’s total income for 2019?

.00

OR
Loss

None

.00
TOTAL AMOUNT for 2019

Loss

➜ Continue with the questions for Person 2 on the next
page. If no one is listed as Person 2 on page 3, SKIP
to page 44 for further instructions.

TOTAL AMOUNT – Dollars

$
No

.00
Loss

11950169

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