Download:
pdf |
pdfEarly Childhood Longitudinal Study,
Kindergarten Class of 2023-24
(ECLS-K:2024)
Kindergarten and First-Grade National Data
Collection and Transfer School Recruitment
OMB# 1850-0750 v.30
Attachment B-3a
Spring First Grade Parent Web Survey
National Center for Education Statistics
U.S. Department of Education
April 2024
Note: Some items in this survey are copyright protected and as
such are redacted in public review copies.
Monday, December 18, 2023
Page 1 of 318
INQ. Introduction
Box INQ1001. / Grid Spec
Notes: QUESTION STEMS ON LARGE AND SMALL BROWSERS:
QUESTION STEMS FOR ITEMS THAT ARE DISPLAYED TOGETHER IN
GRIDS ON LARGE FORMATS (SUCH AS A DESKTOP) ARE PRESENTED
ONLY ONCE IN THE PARENT SURVEY SPECIFICATIONS BELOW. WHEN
VIEWING THESE QUESTIONS IN A SMALLER FORMAT (SUCH AS A
MOBILE PHONE), QUESTION STEMS REPEAT ON SEPARATE SCREENS
TO MAKE THE INTENT OF THE ITEM CLEAR.
ON LARGE FORMAT DISPLAYS, QUESTIONS IN A GRID ARE SKIPPED AS
A GROUP WHEN THE NEXT BUTTON IS USED. ON MOBILE, QUESTIONS
IN GRIDS ARE PRESENTED ONE AT A TIME. IF THE "SAVE AND EXIT"
BUTTON IS USED IN THE MIDDLE OF GRID QUESTIONS, AND SOME OF
THE GRID QUESTIONS HAVE BEEN ANSWERED, THE REMAINING
QUESTIONS IN A GRID WILL BE ASSIGNED SK. FOR GRIDS THAT HAVE
BEEN DIVIDED INTO SMALLER GROUPS OF ITEMS, THIS SK
ASSIGNMENT TO THE REMAINING QUESTIONS IN A GRID WILL ONLY
APPLY TO THE DEFINED GRID SET IN THE SMALLER GROUP. ELSE, IF
THERE IS A BREAK OFF OR TIMEOUT IN THE MIDDLE OF GRID
QUESTIONS, NO ANSWERS IN THE GRID WILL BE SAVED OR
AUTOMATICALLY ASSIGNED SK.
TEXT IN RESPONSE OPTIONS IN GRID ITEMS SHOULD BE TOP ALIGNED.
ContextHeader: Source:
Copyright: No
Monday, December 18, 2023
Page 2 of 318
Box INQ1002. / Spec Skip
Notes: SPECIFICATION FOR SKIPPED NONRESPONSE QUESTIONS AND
PARENT SURVEY PROBE:
IF “PARENT SURVEY PROBE” IS USED IN THE SPEC AND THE
RESPONDENT DOES NOT ANSWER A QUESTION BUT CLICKS THE “Next”
BUTTON, RELOAD THE PAGE AND DISPLAY THE FOLLOWING TEXT AT
THE TOP WITH ALL ANSWER CATEGORIES SHOWN AGAIN ALONG WITH
CHOICES FOR DON’T KNOW AND REFUSED: "It
looks like you haven’t answered the question yet. Please consider providing an
answer to continue."
ELSE IF A RESPONDENT DOES NOT ANSWER A QUESTION BUT CLICKS
THE “Next” BUTTON, ASSIGN EMPTY THE VALUE “SK” FOR SKIPPED.
SK ANSWERS SKIP TO THE NEXT QUESTION UNLESS OTHERWISE
SPECIFIED.
NOTE: SOME QUESTIONS SHOW DON’T KNOW OPTION AS A RESPONSE
CATEGORY: INQ060b, SPQ015, SPQ025, SPQ041, SPQ060, SPQ099,
PIQ190, PIQ200, PIQ210, PIQ220, PIQ230, FSQ200, CHQ130, CHQ250a,
CHQ255a, CHQ257a, CHQ264a, CHQ271, CHQ272a, CHQ275a, CHQ276b,
CHQ285, CHQ305a, CHQ305c, CHQ375a, CHQ375c, PEQ020, EMQ300,
EMQ305a, EMQ305b, WPQ030, CMQ170a, AND CMQ525e.
ContextHeader: Source:
Copyright: No
Box INQ1003. / Soft Edit
Notes: SPECIFICATION FOR SOFT EDIT MESSAGES:
SOFT EDIT MESSAGES SPECIFIED IN PROGRAMMER INSTRUCTIONS
BELOW WILL BE DISPLAYED ON THE SAME SCREEN AS THE ITEM.
WHEN PROGRAMMING SPECIFICATIONS ARE CREATED, THESE
MESSAGES WILL BE SHOWN IN A DIFFERENT FORMAT AS WHAT IS
SHOWN BELOW (THEY WILL BE DISPLAYED AS A FOLLOW-UP ITEM),
BUT THE CONTENT AND PLACEMENT OF THE TEXT ON THE SAME
SCREEN AS THE ITEM WILL NOT CHANGE.
ContextHeader: Source:
Copyright: No
Monday, December 18, 2023
Page 3 of 318
Box INQ1004. / OS Spec
Notes: FOR SMALL BROWSERS, THE OTHER SPECIFY ENTRY FIELD WILL BE
ON THE NEXT SCREEN. IF THE BROWSER SIZE IS SMALL, REDISPLAY
THE QUESTION STEM AND LABEL THE OTHER SPECIFY FIELD WITH THE
RESPONSE OPTION FROM THE PREVIOUS QUESTION (E.G., Other
language) AND "(Please specify):".
ContextHeader: Source:
Copyright: No
Box INQ1005. / Footer
Notes: ON THE FIRST PAGE OF THE BLAISE INSTRUMENT, AS A FOOTER,
DISPLAY THE FOLLOWING LANGUAGE: "Click “Save and Exit” if you need to
take a break. When you’ve completed the survey, click “Finish” on the last
screen. You will be taken back to MyECLS. Exit MyECLS by selecting "Logout"
and closing ALL browser windows or screens to keep your responses secure.
For example, if you used Chrome or Safari to open the website, make sure no
Chrome or Safari windows or screens are open after you end the session. Not
closing all browsers may allow someone else to see your responses.”
ContextHeader: Source:
Copyright: No
Monday, December 18, 2023
Page 4 of 318
INQ001
Question "Thank you for launching the ECLS survey about {CHILD}!
Here are some tips to keep in mind when completing the survey:
•Complete the survey on a desktop or laptop computer using Chrome, Edge, or
Safari, if possible.
•Use the “Next” and “Back” buttons at the bottom of the screen to move through
the survey. Do not use your browser arrows.
•If you need to stop the survey before finishing and return at a later time,
please select “Save and Exit.” When you return to the survey, you will be taken
where you left off.
• To protect your privacy, you will be logged off if you are idle for 10 minutes.
•Some questions in the survey have additional information to help you, if
needed. To view this additional information, select the blue "i” icon.
•You may skip any questions that you do not want to answer.
Please click on the “Next” button below to start the survey.”
Continue ____________________________________________ 1
ContextHeader: Source: ECLS-K:2011, fall kindergarten, question INQ002, modified to place
respondent selection on the next screen to minimize scrolling
Copyright: No
Monday, December 18, 2023
Page 5 of 318
INQ1009. / INQ002
INQ002
Question "First, we would like to collect some information about {CHILD}'s
school and home experiences. Are you the parent or guardian in the
household who knows the most about {CHILD}’s care, education, and health?"
Yes ________________________________________________ 1
No, another parent or guardian in the household
knows the most about {CHILD}'s care, education,
and health.
2
No, {CHILD} does not live in this household.
3
UP TO 3 RESPONSES ALLOWED.
Notes: NOTE: IF INQ002 = 2 OR 3, ANSWER WILL BE EXTRACTED TO THE
MANAGEMENT SYSTEM FOR RESPONDENT FOLLOW UP.
ContextHeader: Source: ECLS-K:2011, fall kindergarten, question INQ003.
Copyright: No
Display Instructions:
Monday, December 18, 2023
Page 6 of 318
Box INQ1010./Box 2
Notes: IF INQ002 = 2 OR 3 (NOT THE PERSON WHO KNOWS THE MOST ABOUT
THE CHILD OR CHILD DOES NOT LIVE IN THE HOUSEHOLD) AND (IT IS
ONE OF THE DISTRICTS NOTED IN THE PRELOAD THAT DISALLOWS
COLLECTION OF TRACING DATA), GO TO CMQ800.
ELSE, IF INQ002 = 2 OR 3 (NOT THE PERSON WHO KNOWS THE MOST
ABOUT THE CHILD OR CHILD DOES NOT LIVE IN THE HOUSEHOLD), GO
TO INQ005a.
ELSE GO TO INQ005g TO ASK FOR THE RESPONDENT’S RELATIONSHIP
TO THE CHILD.
ContextHeader: Source:
Copyright: No
Monday, December 18, 2023
Page 7 of 318
INQ005a
Question “We would like to contact the parent or guardian who {lives in this
household/lives with {CHILD}} and knows the most about {CHILD}'s care,
education, and health. Please provide the contact information for that person{,
in this household,} so that we can contact them for the survey.
First Name: "
[0 to 0]
Notes: NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text and added display for respondents in current household and
those in a different household. Also changed “such a person” to “that person”.
Copyright: No
Display Instructions: IF INQ002=2 DISPLAY “{lives in this household}” FOR THE FIRST DISPLAY
AND “{, in this household,}” FOR THE SECOND DISPLAY. ELSE IF INQ002 =
3 DISPLAY “lives with {CHILD}” FOR THE FIRST DISPLAY AND USE A NULL
DISPLAY FOR THE SECOND DISPLAY.
FOR FIRST NAME, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY INQ005a – e TOGETHER.
Monday, December 18, 2023
Page 8 of 318
INQ005b
Question “Last Name:”
[0 to 0]
Notes: NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR LAST NAME, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY INQ005a – e TOGETHER.
Monday, December 18, 2023
Page 9 of 318
INQ005c
Question "Email Address:"
Watermark:
"name@domain.com"
[0 to 0]
Notes: PROGRAM SHOULD VALIDATE EMAIL ADDRESS.
APPLY EDIT MASK TO VALIDATE EMAIL SO THAT IT HAS A PERIOD AND
AN @ SIGN (E.G.,NAME@DOMAIN.COM).
IF THE EMAIL ADDRESS DOES NOT PASS THE VALIDATION CHECK,
DISPLAY THE FOLLOWING MESSAGE "The email address should contain
the "@" sign and at least one period. Please check and when the address is
correct, select Next to continue."
NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text and validation check message
Copyright: No
Display Instructions: FOR EMAIL, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY INQ005a – e TOGETHER.
Monday, December 18, 2023
Page 10 of 318
INQ005d
Question “Mobile Number:”
“This person doesn’t have a mobile phone.”
[0 to 0]
Notes: ADD A SPECIAL ANSWER TO DISPLAY “This person doesn’t have a mobile
phone.” AS A RADIO BUTTON.
FOR MOBILE NUMBER, ALLOW 0-12 CHARACTERS TO BE ENTERED.
APPLY EDIT MASK TO VALIDATE PHONE NUMBER SO THAT IT IS IN THIS
FORMAT (###)-###-####.
IF THE PHONE NUMBER DOES NOT PASS THE VALIDATION CHECK,
DISPLAY THE ERROR MESSAGE “The phone number must be 10 numbers
((XXX)-XXX-XXXX). Please check and enter again.”
NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
ContextHeader: Source:
Copyright: No
Display Instructions: DISPLAY INQ005a – e TOGETHER.
Monday, December 18, 2023
Page 11 of 318
INQ1015. / INQ005e
INQ005e
Question “Landline Number:”
“This person doesn’t have a landline phone.”
[0 to 0]
Notes: ADD A SPECIAL ANSWER TO DISPLAY “This person doesn’t have a landline
phone.” AS A RADIO BUTTON.
FOR LANDLINE NUMBER, ALLOW 0-12 CHARACTERS TO BE ENTERED.
APPLY EDIT MASK TO VALIDATE PHONE NUMBER SO THAT IT IS IN THIS
FORMAT (###)-###-####.
IF THE PHONE NUMBER DOES NOT PASS THE VALIDATION CHECK,
DISPLAY THE ERROR MESSAGE “The phone number must be 10 numbers
((XXX)-XXX-XXXX). Please check and enter again.”
NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
ContextHeader: Source:
Copyright: No
Display Instructions: DISPLAY INQ005a – e TOGETHER.
Monday, December 18, 2023
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INQ005f1
Question “Please enter the mailing address.
Address Line 1:"
[0 to 0]
DON'T KNOW
-8
Notes: NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
IF THE ZIP CODE IS LESS THAN 5 DIGITS, DISPLAY THE ERROR
MESSAGE, "The zip code must be 5 digits. Please update your response and
enter again."
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR ADDRESS LINE 1, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY INQ005f1 – f5 TOGETHER.
INQ1017. / INQ005f2
INQ005f2
Question "Address Line 2:"
Watermark “Apartment number"
[0 to 0]
Notes: NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR ADDRESS LINE 2, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY INQ005f1 – f5 TOGETHER.
Monday, December 18, 2023
Page 13 of 318
INQ005f3
Question “City.”
[0 to 0]
Notes: NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions:
FOR CITY, ALLOW 0 – 50 CHARACTERS TO BE ENTERED.
DISPLAY INQ005f1 – f5 TOGETHER.
INQ1019. / INQ005f4
INQ005f4
Question "Please select a state, district, or territory:"
Watermark "Select a state"
[0 to 0]
Notes: NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions:
FOR STATE/DISTRICT/TERRITORY HAVE DROP DOWN BOX WITH STATE
NAMES, THE DISTRICT OF COLUMBIA, AND THE U.S. TERRITORIES.
DISPLAY INQ005f1 – f5 TOGETHER.
Monday, December 18, 2023
Page 14 of 318
INQ005f5
Question “ZIP code.”
[0 to 0]
DON'T KNOW
-8
Notes: NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
IF THE ZIP CODE IS LESS THAN 5 DIGITS, DISPLAY THE ERROR
MESSAGE, "The ZIP code must be 5 digits. Please update your response and
enter again."
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions:
FOR ZIP CODE, ALLOW 0 – 5 CHARACTERS TO BE ENTERED.
DISPLAY INQ005f1 – f5 TOGETHER.
Box INQ1021. / Box 3
Notes: GO TO CMQ800 TO THANK THIS RESPONDENT AND INITIATE A NEW
CONTACT FOR THE NEW RESPONDENT.
ContextHeader: Source:
Copyright: No
Monday, December 18, 2023
Page 15 of 318
INQ005g
Question “What is your relationship to {CHILD}?”
InstResp "Note: Throughout the survey, click the blue “i” icon for more
information about an item."
Biological parent ______________________________________ 1 INQ005j
Adoptive parent _______________________________________ 2 INQ005j
Step parent __________________________________________ 3 INQ005j
Foster parent_________________________________________ 4 INQ005j
Sibling ______________________________________________ 5 INQ005j
Grandparent _________________________________________ 6 INQ005j
Other relative_________________________________________ 7 INQ005j
Other nonrelative______________________________________ 8 INQ005j
Other parent or guardian {(Please specify):/(Please
specify on next screen.)}
Monday, December 18, 2023
Updated
91 INQ005gos
Page 16 of 318
UP TO 9 RESPONSES ALLOWED.
Notes: DISPLAY CODE 91 ABOVE CODE 5.
AUTOCODE FSQ130 FOR THE RESPONDENT BASED ON INQ005g.
IF THIS QUESTION IS SK (SKIPPED), USE PARENT SURVEY PROBE.
DON’T KNOW AND RATHER NOT ANSWER IN THE PARENT SURVEY
PROBE SKIP TO Box 4.
BOLD, ON FIRST INSTANCE ONLY IN HELP TEXT, "Biological parent",
"Adoptive parent", "Step parent", "Foster parent", "Sibling", "Grandparent",
"Other Relative", "Other Nonrelative", “Other parent or
guardian”.
HELP FOR CODE 1: Biological Parent: A parent biologically related to the
child. This may be the parent who gave birth to the child, but could also apply
to a parent who used a surrogate, egg donor, or sperm donor to
have the child.
HELP FOR CODE 2: Adoptive Parent: A parent who has legally adopted
{CHILD}.
HELP FOR CODE 3: Step Parent: A parent other than {CHILD}'s biological or
adoptive parent who is married to {CHILD}'s biological or adoptive parent.
HELP FOR CODE 4: Foster Parent: A parent with whom {CHILD} is placed
temporarily, usually through a social service agency and/or a court.
HELP FOR CODE 5: Sibling: Include biological (full, half), step, adoptive, and
foster siblings as defined below.
Full Sibling: A person with whom {CHILD} shares the same biological parents.
Half Sibling: A person with whom {CHILD} shares one biological parent.
Step Sibling: A person to whom {CHILD} is related by the marriage of one
biological parent.
Adoptive Sibling: A person to whom {CHILD} is related given that they are in
the same family in which the
person or {CHILD} has been legally adopted by the family.
Foster Sibling: A person to whom {CHILD} is unrelated except that they are in
the same family in which the person or {CHILD} have been taken into the home
on a temporary basis and the parents have legal responsibility for {CHILD}.
HELP FOR CODE 6: Grandparent: A parent of {CHILD}'s biological, adoptive,
or step parent.
HELP FOR CODE 7: Other Relative: Refers to relationships that are not listed,
such as great grandparent, child of a parent’s sibling (e.g., niece or nephew),
and sibling of {CHILD}’s parent (e.g., aunt or uncle).
HELP FOR CODE 8: Other Nonrelative: Refers to the relationship between two
people when there is no family relationship through blood, marriage, or
adoption. The category could be used to refer to a person who is not a parent
to {CHILD}, but is a partner to {CHILD}’s parent and living together with that
parent as married.
The category could also be used to refer to the partner’s children who are not
related to {CHILD}’s parent. An example of this is when the child's parent and
the parent's partner (who is not the child's parent) live together as married and
the partner's daughter lives with them. The relationship of the partner's
daughter to
the child would be siblings if they were married, but since the parent and the
partner are not married, the daughter is an "other nonrelative."
HELP FOR CODE 91: Other Parent or Guardian: A person acting as the parent
Monday, December 18, 2023
Updated
Page 17 of 318
of {CHILD}, but does not fit into one of the other categories. For example, in a
household with two parents, one of the parents may not be biologically related
to {CHILD} and not legally in charge of {CHILD} but is another parent to
{CHILD}.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, FSQ130, added to section INQ as
a respondent relationship question, changed response categories
Copyright: No
Display Instructions: DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR
LARGE BROWSERS.
DISPLAY “(Please specify:)” FOR LARGE BROWSERS. ELSE DISPLAY
“(Please specify on next screen.)” FOR SMALL BROWSERS.
INQ1023. / INQ005gOS
INQ005gOS
[0 to 0]
ContextHeader: Source: ECLS-K:2011, spring kindergarten, FSQ130, changed response
categories to refer to parents
Copyright: No
Display Instructions: DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR
LARGE BROWSERS.
Notes:
ContextHeader: Source:
Copyright: No
Monday, December 18, 2023
Updated
Page 18 of 318
INQ1025. / INQ005j
INQ005j
Question "What is your name? We ask for first names so that we can ask
questions about each person in the survey.
First Name:"
[0 to 0]
Notes: USE THE ANSWER IN INQ005j AS THE RESPONDENT’S FIRST NAME.
FOR NEW HOUSEHOLDS, FLAG PERSON NAMED IN INQ005j AS THE
RESPONDENT.
ContextHeader: Source: ECLS-K:2011, fall kindergarten, question INQ060, added instruction to
the respondent
Copyright: No
Display Instructions: ALLOW 0 - 100 CHARACTERS TO BE ENTERED.
DISPLAY "your" IN QUESTION STEM IN UNDERLINED TEXT.
DISPLAY INQ005j AND INQ005k TOGETHER.
Monday, December 18, 2023
Updated
Page 19 of 318
INQ005k
Question "Please enter your last name. Last
Name:"
[0 to 0]
Notes: USE THE ANSWER IN INQ005k AS THE RESPONDENT’S LAST NAME.
ContextHeader: Source: ECLS-K:2011, fall kindergarten, question INQ070
Copyright: No
Display Instructions: IF INQ005j WAS NOT ASKED DISPLAY “{Please enter your last name.}” ELSE
USE A NULL DISPLAY.
FOR LAST NAME, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY INQ005j and INQ005k TOGETHER.
Monday, December 18, 2023
Updated
Page 20 of 318
Box INQ1031. / Box 6
Notes: IF THE CHILD’S FIRST, MIDDLE, AND LAST NAME ARE IN THE PRELOAD
FROM SCHOOL RECORDS, GO TO INQ020a. ELSE, GO TO INQ020b.
ContextHeader: Source:
Copyright: No
Monday, December 18, 2023
Updated
Page 21 of 318
INQ1032. / INQ020a
INQ020a
Question “Now we would like to ask some questions about {CHILD}. Our
records show that {CHILD's FIRST, MIDDLE, AND LAST NAME} is {CHILD}'s
full name. Is that correct?"
Yes ________________________________________________ 1 (Box INQ1036)
No _________________________________________________ 2 (INQ1033)
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten INQ020, modified language for web
rather than interview
Copyright: No
Display Instructions: DISPLAY THE CHILD’S FIRST, MIDDLE, AND LAST NAME FROM THE
PRELOAD IN THE QUESTION STEM.
INQ1033. / INQ020b
INQ020b
Question “{Now we would like to ask some questions about {CHILD}.} If
necessary, please make any corrections to {CHILD}'s name here.
First Name:”
[0 to 0]
Notes: IF INQ020b IS ASKED AND THE NAME IS NOT EMPTY, USE THIS NAME IN
THE REST OF THE SURVEY AND IN THE ROSTER IN FSQ. ELSE USE THE
NAME OF THE CHILD FROM THE PRELOAD.
ContextHeader: Source: ECLS-K:2011, fall kindergarten INQ020, modified language for web
rather than interview and simplified question text
Copyright: No
Display Instructions: DISPLAY “Now we would like to ask some questions about {CHILD}.” IF
INQ020a WAS NOT ASKED. ELSE USE A NULL DISPLAY.
DISPLAY CHILD’S FIRST NAME FROM THE PRELOAD IN THE RESPONSE
FIELD AND ALLOW FOR CHANGES.
FOR NAME, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY INQ020b-d TOGETHER.
Monday, December 18, 2023
Updated
Page 22 of 318
INQ020c
Question “Middle name:”
[0 to 0]
Notes: HELP FOR STEM: If there is no middle name, please skip this.
ContextHeader: Source: ECLS-K:2011, fall kindergarten INQ020, modified language for web
rather than interview
Copyright: No
Display Instructions: DISPLAY THE CHILD’S MIDDLE NAME FROM THE PRELOAD IN THE
RESPONSE FIELD AND ALLOW FOR CHANGES.
FOR NAME, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY INQ020b-d TOGETHER.
INQ1035. / INQ020d
INQ020d
Question “Last Name:”
[0 to 0]
ContextHeader: Source: ECLS-K:2011, fall kindergarten INQ020, modified language for web
rather than interview
Copyright: No
Display Instructions: DISPLAY THE CHILD’S LAST NAME FROM THE PRELOAD IN THE
RESPONSE FIELD AND ALLOW FOR CHANGES.
FOR NAME, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY INQ020b-d TOGETHER.
Monday, December 18, 2023
Updated
Page 23 of 318
INQ1037. / INQ050b
INQ050b
Question “What is {CHILD}’s gender?”
Male _______________________________________________ 1
Female _____________________________________________ 2
Another gender _______________________________________ 3
UP TO 3 RESPONSES ALLOWED.
Notes: IF INQ050b IS ASKED AND IS NOT SK, USE THIS GENDER IN THE REST
OF THE SURVEY. ELSE USE THE GLOBAL SPECS FOR INSTRUCTIONS
ON MISSING GENDER.
ContextHeader: Source: ECLS-K:2011, fall kindergarten INQ050, modified language for web
rather than interview
Copyright: No
Monday, December 18, 2023
Updated
Page 24 of 318
Notes:
IF FALL K DATE OF BIRTH (INQ060B) OR SPRING K DATE OF BIRTH
(INQ060B) IS VALID (BOTH FALL K AND SPRING K ARE NOT MISSING)
THEN GO TO BOX 8.
ELSE GO TO INQ060b.
ContextHeader: Source:
Copyright: No
INQ1039. / INQ060b
INQ060b
Question “What is {CHILD}'s date of birth?”
Watermark “MM/DD/YYYY”
“Don’t know”
“Rather not answer”
|
|
|/|
||
||
|/|
||
||
||
|
[0 to 0]
Notes: HELP FOR STEM: Please enter the two-digit month, two-digit day, and fourdigit year (for example, 01/31/2018).
ADD A SPECIAL ANSWER TO DISPLAY “Don’t know” AS A RADIO BUTTON.
ADD A SPECIAL ANSWER TO DISPLAY “Rather not answer” AS A RADIO
BUTTON.
IF "SK" FOR SKIPPED, USE PARENT SURVEY PROBE.
"Don't know" AND "Rather not answer" IN THE SPECIAL ANSWERS OR
PARENT SURVEY PROBE SKIP TO INQ090.
SOFT RANGE FOR YEAR IS 2016 TO 2019. IF YEAR IS OUTSIDE THIS
RANGE, DISPLAY MESSAGE: "You have entered {DISPLAY RESPONSE AT
INQ060b}. Please confirm. If this is correct, select Next to continue."
ContextHeader: Source: ECLS-K:2011, fall kindergarten INQ060a, modified language for web
rather than interview
Copyright: No
Display Instructions: DISPLAY INQ060b AS DATETYPE FIELD WITH TWO DIGITS FOR MONTH
AND DAY AND FOUR DIGITS FOR YEAR.
Monday, December 18, 2023
Updated
Page 25 of 318
INQ080
Question “So {CHILD} is {AGE CALCULATED FROM DATE OF BIRTH AT
INQ060b} years old. Is that correct?”
Yes ________________________________________________ 1 (Box INQ1043)
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
Notes: USING INQ060b CALCULATE THE CHILD’S AGE AND DISPLAY IT IN THE
QUESTION STEM.
ContextHeader: Source: ECLS-K:2011, fall kindergarten INQ080
Copyright: No
INQ1041. / INQ090
INQ090
Question “How old is {CHILD}?”
Watermark “Enter age”
Pre-unit “Years:”
|
|
|
[0 to 30]
Notes: IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have
entered {DISPLAY RESPONSE AT INQ090}. Please confirm. If this is correct,
select Next to continue."
ContextHeader: Source: ECLS-K:2011, fall kindergarten INQ090
Copyright: No
Monday, December 18, 2023
Updated
Page 26 of 318
Check to see if:
Soft Range: 5 - 9
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
Box INQ1043. / Box 8
Notes: GO TO SECTION PIQ (PARENT'S INVOLVEMENT WITH CHILD'S SCHOOL.
ContextHeader: Source:
Copyright: No
[End of INQ]
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PIQ. Parent's Involvement with Child's School
PIQ051
Question “Now, we’d like to ask you about {CHILD}'s school.
To what extent did you or someone else in your household choose where to live so that {CHILD}
could attend {his/her/their} current school?
{CHILD} being able to go to {his/her/their} current school was …"
---1. A primary factor
2. One of several factors
3. Not a factor
Notes:
ContextHeader: ECLS-K:2011, spring first grade, PIQ051, modified “I’d” to “we’d”,
removed “Would you say that”
Display Instructions: DISPLAY “he” IF THE CHILD IS MALE (INQ050b = 1). ELSE DISPLAY
“she” IF THE CHILD IS FEMALE (INQ050b = 2). ELSE DISPLAY “they”
IF THE CHILD IS ANOTHER GENDER (INQ050b = 3). ELSE DISPLAY
THE CHILD’S NAME IF GENDER IS MISSING (INQ050b = SK) AS
SHOWN IN THE GLOBAL SPECS.
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PIQ060
Question “Which of the following best describes the school that {CHILD} is attending?”
InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."
---1.
{CHILD} is attending the regularly-assigned school for our home.
2.
{CHILD} is attending the regularly-assigned school for our home that is also the school we
would choose for {him/her/them}.
3.
4.
{CHILD} is attending a school we chose that is not the assigned school for our home.
{CHILD} is homeschooled.
Notes: 1 OR 2 OR 3 OR SK SKIPS TO PIQ127.
HELP FOR CODE 1: A regularly-assigned school is one that is assigned by your local public school district
based on the location of your home.
HELP FOR CODE 2: Choose this answer if the school assigned by your local public school district based on
the location of your home is the school that you would have chosen.
HELP FOR CODE 3: A school that you chose may be a private school, a magnet program in a public school,
a charter school, or any school other than the one your child would be assigned based on your home’s
location.
HELP FOR CODE 4: Choose this answer if your child is being educated at home rather than going to a
public or private school located in a physical building.
ContextHeader: ECLS-K:2011, spring first grade, question PIQ060, modified response categories. Also
added help text based on text from NHES 2019 Parent and Family Involvement questions 4, 31, and 36 to
explain homeschooling, assigned, and chosen schools.
Display Instructions:
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PIQ065
Question "Does {CHILD} attend a school?”
---1. Yes
2. No
Notes: VALUE OF 2 SKIPS TO FSQ.
HELP FOR STEM: We are asking about attending a school because some children who are schooled at home
also attend school for some classes.
ContextHeader: ECLS-K:2011, fall kindergarten, question PIQ065
Display Instructions:
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PIQ066
Question "How many hours each week does {CHILD} usually go to a school for instruction? Please
do not include time spent in extracurricular activities.”
Watermark “Hours per week”
Notes: SOFT RANGE 1 TO 30.
RANGE 0 TO 99.
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, “You have entered {DISPLAY
RESPONSE AT PIQ066}. Are you sure this is correct? When it is correct, select Next to continue.”
BOLD “instruction” and “extracurricular activities” IN HELP TEXT.
HELP FOR STEM: Examples of subjects for instruction are reading, math, science, and social studies.
Examples of extracurricular activities are sports teams, clubs, and drama.
ContextHeader: ECLS-K:2011, fall kindergarten, question PIQ066
Display Instructions:
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PIQ127
Question “Now we have some questions about {CHILD}'s school. Please select
all that apply in the next question. Since the beginning of the school year, have
any of {CHILD}’s teachers or {his/her/their} school contacted your household
about any behavior problems {he/she/they} {is/are} having, such as:”
Biting _______________________________________________ 1
Being aggressive______________________________________ 2
Not following directions _________________________________ 3
Inappropriate behavior for the situation _____________________ 4
Being overly active ____________________________________ 5
Being impulsive or having little or no self-control
6
Being sad or upset ____________________________________ 7
Making repetitive or unusual movements or noises
(for example, stimming)
8
Avoiding work ________________________________________ 9
Another behavior problem ______________________________ 10
None of the above____________________________________ 11
UP TO 11 RESPONSES ALLOWED.
Notes: IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE 11,
DISPLAY HARD ERROR CHECK MESSAGE, “You selected “None of the
above” but also selected another option on the list. Please check your
responses and update your answer. Then, select “Next” to continue.”
ContextHeader: Source: ECLS-K:2011, spring kindergarten question PIQ127, combined with
answer categories from Family Forward Day Care Center Survey 2003, Buck
and Amrosino (2004), modified item based on questions 5 and 7. Modified to
matrix format to ask about each behavior individually. Modified from preschool
version to ask about school rather than care arrangements. Modified to add “or
{his/her/their} school” to “any of {CHILD}’s teachers.” Added categories 4, 7, 8,
and 9 based on ECLS-K:2024 field test analyses.
Copyright: No
Display Instructions: FOR THE FIRST DISPLAY, DISPLAY “he” IF THE CHILD IS MALE (INQ050b
= 1). ELSE DISPLAY “she” IF THE CHILD IS FEMALE (INQ050b = 2). ELSE
DISPLAY “they” IF THE CHILD IS ANOTHER GENDER (INQ050b = 3). ELSE
DISPLAY THE CHILD’S NAME IF GENDER IS MISSING (INQ050b = SK) AS
SHOWN IN THE GLOBAL SPECS.
FOR THE SECOND DISPLAY, DISPLAY “is” IF THE CHILD IS MALE
(INQ050b = 1), FEMALE (INQ050b = 2), OR THE GENDER IS MISSING
(INQ050b = SK). ELSE DISPLAY “are” IF THE CHILD IS ANOTHER GENDER
(INQ050b = 3).
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PIQ129a
Question “Has {CHILD} ever had an in-school or out-of-school suspension?”
---1. Yes
2. No
Notes:
IF ANSWER IS 2 (NO) OR MISSING SKIP TO PIQ129C.
ContextHeader: ECLS-K, eighth grade, SCQ025, modified to add “Since the beginning of the
school year”
Display Instructions:
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PIQ129b1
Question “How many times has {CHILD} been suspended…
Prior to kindergarten”
Pre-unit “Times:”
Watermark “Times suspended”
Notes: RANGE 0 TO 99. SOFT RANGE 1 TO 10.
IF SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE: “You have entered {DISPLAY RESPONSE
AT PIQ129b}. Are you sure this is correct? When it is correct, select next to continue.”
ContextHeader: ECLS-K, eighth grade, SCQ030. Modified to ask about suspension since the beginning of the
school year and ask how many times the child has been suspended. Added instruction to respondent.
Display Instructions:
DISPLAY PIQ129B1 AND PIQ129B2 AND PIQ129b3 AS A GRID ON THE SAME SCREEN.
PIQ129b2
Question “How many times has {CHILD} been suspended…
In kindergarten”
Pre-unit “Times:”
Watermark “Times suspended”
Notes: RANGE 0 TO 99. SOFT RANGE 1 TO 10.
IF SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE: “You have entered {DISPLAY RESPONSE
AT PIQ129b}. Are you sure this is correct? When it is correct, select next to continue.”
ContextHeader: ECLS-K, eighth grade, SCQ030. Modified to ask about suspension since the beginning of the
school year and ask how many times the child has been suspended. Added instruction to respondent.
Display Instructions:
DISPLAY PIQ129B1 AND PIQ129B2 AND PIQ129b3 AS A GRID ON THE SAME SCREEN.
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PIQ129b3
Question “How many times has {CHILD} been suspended…
In first grade”
Pre-unit “Times:”
Watermark “Times suspended”
Notes: RANGE 0 TO 99. SOFT RANGE 1 TO 10.
IF SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE: “You have entered {DISPLAY RESPONSE
AT PIQ129b}. Are you sure this is correct? When it is correct, select next to continue.”
ContextHeader: ECLS-K, eighth grade, SCQ030. Modified to ask about suspension since the beginning of the
school year and ask how many times the child has been suspended. Added instruction to respondent.
Display Instructions:
DISPLAY PIQ129B1 AND PIQ129B2 AND PIQ129b3 AS A GRID ON THE SAME SCREEN.
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PIQ129c
Question “Has {CHILD} ever been expelled?”
---1. Yes
2. No
Notes:
Response 2 (No) skips to PIQ130.
SK skips to PIQ130.
ContextHeader: ECLS-K, eighth grade, SCQ025. Modified to ask how about expulsion since the beginning of
the school year rather than about an in- or out-of-school suspension.
Display Instructions:
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PIQ129d
Question “When was {CHILD} expelled? Please select all that apply.”
1.
Prior to kindergarten
2.
In kindergarten
3.
In first grade
Notes:
THIS IS A SELECT ALL THAT APPLY QUESTION.
ContextHeader: ECLS-K, eighth grade, SCQ030. Modified to ask when the child was expelled.
Display Instructions:
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PIQ130
Question “Since the beginning of this school year, have you or the other adults
in your household done any of the following activities? Please select all that
apply.”
Attended an open house or a back-to-school night
1
Attended a meeting of a PTA, PTO, or ParentTeacher Organization
2
Gone to a regularly-scheduled parent-teacher
conference with {CHILD}'s teacher or meeting with
{CHILD}'s teacher
3
Attended a school or class event, such as a play,
sports event, or science fair
4
Served as a volunteer in {CHILD}’s classroom or
elsewhere in the school
5
None of the above_____________________________________ 6
UP TO 6 RESPONSES ALLOWED.
Notes: BOLD “A meeting of a PTA, PTO, or Parent-Teacher Organization” IN HELP
TEXT.
HELP FOR CODE 2: A meeting of a PTA, PTO, or Parent-Teacher
Organization. These are meetings of parents and school staff who work
together to help students and the school. The PTA is the Parent Teacher
Association and is usually associated with the state or national PTA. A PTO is
a Parent-Teacher Organization that is independent from a state or national
organization.
IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE 6,
DISPLAY HARD ERROR CHECK MESSAGE, “You selected “None of the
above” but also selected another option on the list. Please check your
responses and update your answer. Then, select “Next” to continue.”
ContextHeader: Source: ECLS-K:2011, spring kindergarten, questions PIQ130, PIQ140, PIQ150,
PIQ160, and PIQ170 modified to be a select all that apply item, added “done
any of the following activities” to the question stem.
Copyright: No
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PIQ185
Question “During this school year, how many times have you or other adults in
your household gone to meetings or participated in activities at {CHILD}'s
school?”
Pre-unit “Times:”
Watermark “Times”
|
|
|
|
[0 to 999]
Notes: IF ANY ANSWERS IN PIQ130 = 1, 2, 3, 4, OR 5, SOFT RANGE: 1 TO 180.
ELSE, SOFT RANGE = 0 TO 180.
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, “You have
entered {DISPLAY RESPONSE AT PIQ185}. Please confirm. If this is correct,
select Next to continue.”
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question PIQ185
Copyright: No
PIQ1008. / PIQ185SR
Check to see if:
Soft Range: 0- 180
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
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PIQ190
Question “How well has {CHILD}'s school done with each of the following
activities during this school year?
The school lets you know between report cards how {CHILD} is doing in school.”
SaVisible "True"
Does this very well ____________________________________ 1
Just OK _____________________________________________ 2
Doesn't do this at all ___________________________________ 3
DON'T KNOW
-8
UP TO 3 RESPONSES ALLOWED.
Notes: DISPLAY DON'T KNOW OPTION (SaVisible "True").
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question PIQ190, deleted “Would
you say {CHILD}’s school..." and changed "tell me" to "indicate" in the item
stem.
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS PIQ190, PIQ200,
PIQ210, PIQ220, PIQ230 ON SAME SCREEN IN A GRID. WHEN ITEMS
ARE DISPLAYED IN A GRID, USE A DARK COLUMN SEPARATOR LINE IN
FRONT OF THE COLUMN FOR THE "Don't know" DISPLAY.
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PIQ200
Question “The school helps you understand what children at {CHILD}'s age are
like.”
SaVisible "True"
Does this very well ____________________________________ 1
Just OK _____________________________________________ 2
Doesn't do this at all ___________________________________ 3
DON'T KNOW
-8
UP TO 3 RESPONSES ALLOWED.
Notes: DISPLAY DON'T KNOW OPTION (SaVisible "True").
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question PIQ200, deleted “Would
you say {CHILD}’s school...”
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS PIQ190, PIQ200,
PIQ210, PIQ220, PIQ230 ON SAME SCREEN IN A GRID. WHEN ITEMS
ARE DISPLAYED IN A GRID, USE A DARK COLUMN SEPARATOR LINE IN
FRONT OF THE COLUMN FOR THE "Don't know" DISPLAY.
PIQ1011. / PIQ210
PIQ210
Question “The school makes you aware of chances to volunteer at the school.”
SaVisible "True"
Does this very well ____________________________________ 1
Just OK _____________________________________________ 2
Doesn't do this at all ___________________________________ 3
DON'T KNOW
-8
UP TO 3 RESPONSES ALLOWED.
Notes: DISPLAY DON'T KNOW OPTION (SaVisible "True").
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question PIQ210, deleted “Would
you say {CHILD}’s school...”
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS PIQ190, PIQ200,
PIQ210, PIQ220, PIQ230 ON SAME SCREEN IN A GRID. WHEN ITEMS
ARE DISPLAYED IN A GRID, USE A DARK COLUMN SEPARATOR LINE IN
FRONT OF THE COLUMN FOR THE "Don't know" DISPLAY.
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PIQ220
Question “The school provides workshops, materials, or advice about how to
help {CHILD} learn at home.”
SaVisible "True"
Does this very well ____________________________________ 1
Just OK _____________________________________________ 2
Doesn't do this at all ___________________________________ 3
DON'T KNOW
-8
UP TO 3 RESPONSES ALLOWED.
Notes: DISPLAY DON'T KNOW OPTION (SaVisible "True").
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question PIQ220, deleted “Would
you say {CHILD}’s school...”
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS PIQ190, PIQ200,
PIQ210, PIQ220, PIQ230 ON SAME SCREEN IN A GRID. WHEN ITEMS
ARE DISPLAYED IN A GRID, USE A DARK COLUMN SEPARATOR LINE IN
FRONT OF THE COLUMN FOR THE "Don't know" DISPLAY.
PIQ1013. / PIQ230
PIQ230
Question “The school provides information on community services to help
{CHILD} or your family.”
SaVisible "True"
Does this very well ____________________________________ 1
Just OK _____________________________________________ 2
Doesn't do this at all ___________________________________ 3
DON'T KNOW
-8
UP TO 3 RESPONSES ALLOWED.
Notes: DISPLAY DON'T KNOW OPTION (SaVisible "True").
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question PIQ230, deleted “Would
you say {CHILD}’s school...”
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS PIQ190, PIQ200,
PIQ210, PIQ220, PIQ230 ON SAME SCREEN IN A GRID. WHEN ITEMS
ARE DISPLAYED IN A GRID, USE A DARK COLUMN SEPARATOR LINE IN
FRONT OF THE COLUMN FOR THE "Don't know" DISPLAY.
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PIQ231a
Question “Please answer the questions below about {CHILD}'s school.
At this school, all students are treated equally.”
Strongly agree ________________________________________ 1
Agree ______________________________________________ 2
Disagree ____________________________________________ 3
Strongly disagree _____________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: U.S. Department of Education School Climate Surveys (EDSCLS),
Instructional Staff Survey. Modified stem to delete “regardless of whether their
parents are rich or poor” at the end of the statement.
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS PIQ231a-c ON
SAME SCREEN IN A GRID.
PIQ1015. / PIQ231b
PIQ231b
Question “This school teaches with materials that show a wide variety of
students (for example, children of different races and ethnicities, children who
speak different languages, and children from different countries).”
Strongly agree ________________________________________ 1
Agree ______________________________________________ 2
Disagree ____________________________________________ 3
Strongly disagree _____________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: U.S. Department of Education School Climate Surveys (EDSCLS),
Instructional Staff Survey. Modified language in original item that was “This
school provides instructional materials (e.g., textbooks, handouts) that reflect
students’ cultural background, ethnicity and identity.”
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS PIQ231a-c ON
SAME SCREEN IN A GRID.
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PIQ231c
Question “This school thinks it is important to show respect for all students’
backgrounds, beliefs, values, and ways of life.”
Strongly agree ________________________________________ 1
Agree ______________________________________________ 2
Disagree ____________________________________________ 3
Strongly disagree _____________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: U.S. Department of Education School Climate Surveys (EDSCLS),
Instructional Staff Survey. Modified language in original item that was “This
school emphasizes showing respect for all students’ cultural beliefs and
practices.”
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS PIQ231a-c ON
SAME SCREEN IN A GRID.
PIQ1017. / PIQ400
PIQ400
Question “ When {CHILD}'s teacher sends home notes or newsletters, are
these in a language that you speak?”
Yes ________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
Notes: HELP FOR STEM: This question is about whether schools are trying to
communicate with parents in a language that they speak, whether it is English
or another language.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question PIQ400, modified “{Last
time we spoke to you/Earlier}” to “In the fall survey, it was reported/Previously,
you said”
Copyright: No
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PIQ415
Question “This year, have any of the following reasons made it harder for you
to participate in activities at {CHILD}'s school? Please select all that apply.”
Inconvenient meeting times _____________________________ 1
No child care keeps your family from going to school
meetings or event
2
Family members can't get time off from work
3
Problems with safety going to the school ___________________ 4
The school does not make your family feel welcome
5
Problems with transportation to the school
6
You don't hear about things going on at school that
you might want to be involved in
7
Because you or members of your family speak a_____________ 8
language other than English and meetings are
conducted only in English
Another reason _______________________________________ 9
You do not find it hard to participate in activities at
{CHILD}’s school
10
UP TO 9 RESPONSES ALLOWED.
Notes: IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE 9,
DISPLAY HARD ERROR CHECK MESSAGE, “You selected “I do not find it
hard to participate in activities at {CHILD}’s school” but also selected another
option on the list. Please check your responses and update your answer. Then,
select “Next” to continue.”
ContextHeader: Source: ECLS-K:2011, spring kindergarten, questions PIQ410, PIQ420,
PIQ430, PIQ440, PIQ450, PIQ460, PIQ480, combined items into one select all
that apply item and modified stem from “This year, have the following reasons
made it harder for you to participate in activities at {CHILD}'s school?” to This
year, have any of the following reasons made it harder for you to participate in
activities at {CHILD}'s school, such as:”. Deleted “Has that made it harder for
you to participate in activities at {CHILD}'s school?”
Copyright: No
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PIQ490
Question “How satisfied are you with the school {CHILD} attends this year?”
---1. Very satisfied
2. Somewhat satisfied
3. Somewhat dissatisfied
4. Very dissatisfied
Notes:
ContextHeader: ECLS-K:2011, spring kindergarten, questions PIQ490, modified to change “Would
you say that you are very satisfied, somewhat satisfied, somewhat dissatisfied or very
dissatisfied…year” to “How satisfied are you…”
Display Instructions:
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PIQ500
Question "How many times was {CHILD} late for school during the past four weeks?”
Watermark “Enter # of times”
Notes:
RANGE 0 TO 99.
SOFT RANGE 0 TO 30.
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have entered {DISPLAY
RESPONSE AT PIQ500}. Are you sure this is correct? When it is correct, select Next to continue."
ContextHeader: ECLS-K:2011, fall kindergarten, question PIQ500
Display Instructions:
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PIQ515
Question “How do you feel about the amount of homework {CHILD} is assigned?”
---1. The amount is about right.
2. It's too much.
3. It's too little.
Notes:
ContextHeader: ECLS-K:2011, spring first grade, question PIQ515, modified to remove
Would you say…”
Display Instructions:
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PIQ520
Question “During this school year, how often did you or someone else help {CHILD} with
{his/her/their} homework?”
SaVisible "True"
---1. Never
2. Less than once a week
3. 1 to 2 times a week
4. 3 to 4 times a week
5. 5 or more times a week
Notes: DISPLAY DON'T KNOW OPTION (SaVisible "True").
ContextHeader: ECLS-K:2011, spring first grade, question PIQ520, modified to remove
Would you say…”
Display Instructions:
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PIQ550
Question “How often do you check that {CHILD} has completed all of
{his/her/their} homework?”
Never ______________________________________________ 1
Rarely ______________________________________________ 2
Sometimes __________________________________________ 3
Always______________________________________________ 4
Not applicable. {CHILD} does not have homework.
5
UP TO 5 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring third grade, question PIQ550, added “of {his/her}
homework, deleted “Would you say never, rarely, sometimes, or always?”
Copyright: No
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PIQ560
Question “Now we have a question about your expectations of {CHILD}’s grades during this school
year. Overall, how do you expect {CHILD}'s grades will be?”
---1. Excellent
2. Above average
3. Average
4. Below average
5. Failing
Notes:
ContextHeader: ECLS-K:2011, fourth grade, PIQ560, modified to change question stem to be
about expectations, added the word “how” to the question stem and removed ellipsis, added
categories from ECLS-K:2011, fourth grade PIQ570 for schools that do not use grades, and
modified category 5 about the school not giving those grades to incorporate PIQ570 category of
failing.
Display Instructions:
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PIQ1022. / PIQ585a
PIQ585a
Question “Now I have some questions about {CHILD} and school. How often
would you say that {CHILD}…
Makes up reasons to stay home from school?”
Almost never _________________________________________ 1
Rarely ______________________________________________ 2
Sometimes __________________________________________ 3
A lot ________________________________________________ 4
Almost always ________________________________________ 5
UP TO 5 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring fourth grade, question PIQ585a, deleted “Would
you say almost never, rarely, sometimes, a lot, or almost always.”
Copyright: No, but other special handling
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS PIQ585a-e ON
SAME SCREEN IN A GRID.
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PIQ585b
Question “Seems to dread going to school?”
Almost never _________________________________________ 1
Rarely ______________________________________________ 2
Sometimes __________________________________________ 3
A lot ________________________________________________ 4
Almost always ________________________________________ 5
UP TO 5 RESPONSES ALLOWED.
Notes: HELP FOR STEM: By “dread” we mean having a lot of fear or anxiety about
going to school.
ContextHeader: Source: ECLS-K:2011, spring fourth grade, question PIQ585b
Copyright: No, but other special handling
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS PIQ585a-e ON
SAME SCREEN IN A GRID.
PIQ1024. / PIQ585c
PIQ585c
Question “Becomes upset when it’s time to go to school in the morning?”
Almost never _________________________________________ 1
Rarely ______________________________________________ 2
Sometimes __________________________________________ 3
A lot ________________________________________________ 4
Almost always ________________________________________ 5
UP TO 5 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring fourth grade, question PIQ585c
Copyright: No, but other special handling
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS PIQ585a-e ON
SAME SCREEN IN A GRID.
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PIQ585d
Question “Asks to stay home from school?”
Almost never _________________________________________ 1
Rarely ______________________________________________ 2
Sometimes __________________________________________ 3
A lot ________________________________________________ 4
Almost always ________________________________________ 5
UP TO 5 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring fourth grade, question PIQ585d
Copyright: No, but other special handling
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS PIQ585a-e ON
SAME SCREEN IN A GRID.
PIQ1026. / PIQ585e
PIQ585e
Question “Complains about going to school?”
Almost never _________________________________________ 1
Rarely ______________________________________________ 2
Sometimes __________________________________________ 3
A lot ________________________________________________ 4
Almost always ________________________________________ 5
UP TO 5 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring fourth grade, question PIQ585e
Copyright: No, but other special handling
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS PIQ585a-e ON
SAME SCREEN IN A GRID.
Monday, December 18, 2023
Added
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Notes: GO TO SECTION FSQ (FAMILY STRUCTURE).
ContextHeader: Source:
Copyright: No
[End of PIQ]
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FSQ. Family Structure
FSQ1001. / FSQ005a
FSQ005a
Question “Now we would like to know a bit about {CHILD}’s household to better
understand how children’s
home experiences may relate to early learning.
In addition to you and {CHILD}, how many other people or family members live
in the household?
Watermark "Enter number"
[CHILD} and you: 2"
Number of other household members age 18 and older:”
|
|
|
[0 to 30]
Notes: IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have
entered {DISPLAY RESPONSE AT FSQ005a}. Please confirm. If this is
correct, select Next to continue."
ContextHeader: Source: New
Copyright: No
Display Instructions: FOR BOTH LARGE AND SMALL BROWSERS DISPLAY FSQ005a, b, AND c
ON THE SAME SCREEN.
DISPLAY "other" AND "18 and older" IN UNDERLINED TEXT. PLACE
RESPONSE FIELD ON SAME LINE AS QUESTION TEXT. DISPLAY "[CHILD}
and you: 2" AND ALIGN THE NUMBER "2" IN THIS TEXT WITH THE
RESPONSE FIELDS FOR FSQ005a, b, AND c.
DISPLAY "18 and older" IN UNDERLINED TEXT.
FSQ1002. / FSQ005aSR
Check to see if:
Soft Range: 0- 10
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
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FSQ005b
Question “Number of other household members age 17 and younger:”
Watermark "Enter number"
|
|
|
[0 to 30]
Notes: IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have
entered {DISPLAY RESPONSE AT FSQ005b}. Please confirm. If this is
correct, select Next to continue."
ContextHeader: Source: New
Copyright: No
Display Instructions: FOR BOTH LARGE AND SMALL BROWSERS DISPLAY FSQ005a, b, AND c
ON THE SAME SCREEN.
DISPLAY "17 and younger" IN UNDERLINED TEXT. PUT RESPONSE FIELD
ON SAME LINE AS QUESTION TEXT.
ADD DARK SEPARATOR LINE ONE LINE UNDER QUESTION TEXT.
FSQ1004. / FSQ005bSR
Check to see if:
Soft Range: 0- 10
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
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FSQ005c
Question “Total number of household members, including {CHILD} and you:
Include any spouses, partners, babies, young children, and people who are
only temporarily away from home, such as living in a dorm. Please do not
include anyone staying here temporarily who usually lives somewhere else.”
InstResp “If the total is correct, please select the Next button. Otherwise,
change the numbers of household members who are 18 and older or 17 and
younger until the total is correct.”
|
|
|
[2 to 30]
Notes: IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "The total
number of household members is {DISPLAY RESPONSE AT FSQ005c}.
Please confirm. If this is correct, select Next to continue."
ContextHeader: Source: New
Copyright: No
Display Instructions: FOR BOTH LARGE AND SMALL BROWSERS DISPLAY FSQ005a, b, AND c
ON THE SAME SCREEN.
FOR THE RESPONSE AREA IN FSQ005c, CREATE A HOUSEHOLD TOTAL
BY ADDING THE NUMBER 2 (FOR THE CHILD AND RESPONDENT) PLUS
THE NUMBER OF HOUSEHOLD MEMBERS IN FSQ005a (NUMBER OF
OTHER HOUSEHOLD MEMBERS AGE 18 AND OLDER) PLUS THE
NUMBER OF HOUSEHOLD MEMBERS IN FSQ005b (NUMBER OF OTHER
HOUSEHOLD MEMBERS AGE 17 AND YOUNGER). IF THERE ARE ANY
CHANGES TO FSQ005a OR FSQ005b AFTER A RESPONDENT BACKS UP
FROM FSQ005c, CALCULATE THIS TOTAL IN FSQ005c AGAIN.
COUNT SK ANSWERS IN FSQ005a AND FSQ005b AS ZERO IN THE SUM.
PUT RESPONSE FIELD ON SAME LINE AS QUESTION TEXT AND CHANGE
THE FILL COLOR TO GRAY. DISPLAY THE INTRESP ON THE NEXT LINE
AFTER THE SUM OF NUMBER.
FSQ1006. / FSQ005cSR
Check to see if:
Soft Range: 2- 10
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
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FSQ010
Question "Thank you for providing information about the total number of people
living in [CHILD]’s household.
Now we are requesting characteristics only about yourself, {CHILD}’s parents
or guardians, and partners or spouses of {CHILD}’s parents or guardians who
may live in this household.
This information will help us ask better questions about {CHILD}’s parental
figures later in the survey.
In the {table/screens} below, please:
• Add your age and gender {to the row/on this screen} with your {initial/first
name}.
If {CHILD} has any other parents or guardians who live in this household, or if
you or another parent or guardian has a partner or spouse that live in {CHILD}'s
household even if they are not {CHILD}’s parent or guardian:
• Use the “Add a person" button to include their information {in this table/on the
screens that follow}.
Do not add any other household members who are not parents or guardians.
Do not add any other parents or guardians who do not live in this household.
When you are finished, select "Next" to move to the next question."
“{If a person was added in error, select the “Remove this person” box and the
person will be removed after a button is selected.}”
“{Initials/First name}”
Parent/Guardian # {DISPLAY FIRST NAME OF RESPONDENT}
[0 to 0]
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Notes: ALLOW UP TO 6 ROWS FOR PARENTS/GUARDIANS (THIS NUMBER OF
ROWS INCLUDES THE ROWS FOR THE RESPONDENT).
HELP FOR INITIALS/FIRST NAME: {We'll be asking more about some of
these people later in the survey, so please use initials that will make sense to
you}./{If you would prefer not to list first names, you can use initials or
nicknames. We'll be asking more about some of these people later in the
survey, so please use names, nicknames, or initials that will make sense to
you.}
ContextHeader: Source: ECLS-K:2011 spring kindergarten, FSQ020
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY “table”, “to the row”, “in this
table”. ELSE IF THE BROWSER SIZE IS NOT LARGE, DISPLAY “screens,
“on this screen”, and “on the screens that follow”.
DISPLAY “Initial” FOR ANY DISTRICTS NOTED IN THE PRELOAD THAT
DISALLOW COLLECTION OF TRACING DATA. ELSE DISPLAY “first name”.
DISPLAY “Initials” FOR ANY DISTRICTS NOTED IN THE PRELOAD THAT
DISALLOW COLLECTION OF TRACING DATA. ELSE DISPLAY “First name”.
IN THE HELP TEXT, DISPLAY “We'll be asking more about some of these
people later in the survey, so please use initials that will make sense to you.”
FOR ANY DISTRICTS NOTED IN THE PRELOAD THAT DISALLOW
COLLECTION OF TRACING DATA. ELSE DISPLAY “If you would prefer not to
list first names, you can use initials or nicknames. We'll be asking more about
some of these people later in the survey, so please use names, nicknames, or
initials that will make sense to you.”
DISPLAY INITIALS/FIRST NAME, AGE, AND GENDER (FSQ010, FSQ030,
AND FSQ040) ON THE SAME SCREEN.
IF THE BROWSER SIZE IS LARGE, DISPLAY A GRID WITH COLUMN
HEADERS OF "Initials/First name", "Age", AND "Gender". GRID ROWS
SHOULD BE "Parent/Guardian" AND THE NUMBER OF THE ROW, A FIELD
TO ENTER THE FIRST NAME, A FIELD TO ENTER AGE, AND A FIELD TO
ENTER GENDER.
IF THE BROWSER SIZE IS NOT LARGE, DISPLAY THESE FIELDS
VERTICALLY ON A SEPARATE SCREEN FOR EACH PARENT/GUARDIAN.
DISPLAY "Parent/Guardian" AND THE NUMBER OF PARENT/GUARDIANS
ABOVE “Initials/First name”.
FOR PARENT/GUARDIAN 1, DISPLAY THE FIRST NAME OF THE
RESPONDENT FROM INQ005j (FIRST NAME COLLECTED IN THE
CURRENT PARENT SURVEY) IF IT IS NOT EMPTY. ELSE DISPLAY THE
FIRST NAME OF THE RESPONDENT FROM INQ010b IF IT IS NOT EMPTY.
DO NOT ALLOW CHANGES. ELSE IF THE RESPONDENT NAME IS EMPTY,
DISPLAY THE WORD "You."
IF THE BROWSER SIZE IS LARGE, AT THE BOTTOM OF THE GRID, ADD A
BUTTON THAT SAYS "Add a person". IF THE BROWSER SIZE IS NOT
LARGE, AFTER THE SCREEN FOR PARENT/GUARDIAN 1, DISPLAY A
SCREEN THAT HAS “If needed, select the button below to add a person and
then select “Next.” Otherwise, select “Next” to move to the next question.”” AND
A BUTTON UNDER THAT THAT SAYS “Add a person”. IF 6 PERSONS HAVE
BEEN ADDED TO FSQ010, DO NOT DISPLAY THE "Add a person" BUTTON
BECAUSE NO ADDITIONAL PERSONS CAN BE ADDED.
THE “Add a person” BUTTON SHOULD BE ONE ROW ABOVE THE “Next”
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AND “Back” BUTTONS."
IF THE BROWSER SIZE IS LARGE, STARTING WITH PARENT/GUARDIAN
2, DISPLAY IN InstResp FORMAT “If a person was added in error, select the
“Remove this person” box and the person will be removed after a button is
selected.” AND A CHECKBOX AT THE END OF EACH ROW THAT SAYS
“Remove thIs person”.
IF THE BROWSER SIZE IS NOT LARGE, STARTING WITH
PARENT/GUARDIAN 2, DISPLAY IN InstResp. FORMAT “If a person was
added in error, select the “Remove this person” box and the person will be
removed after a button is selected.” AND DISPLAY “Remove this person” AT
THE BOTTOM OF THE SCREEN AND A CHECKBOX THAT SAYS “Remove
this person”.
UNDERLINE THE TEXT : "Do not add any other household members who are
not parents or guardians." AND BOLD BOTH INSTANCES OF "not".
UNDERLINE THE TEXT : "Do not add any other parents or guardians who do
not live in this household." AND BOLD BOTH INSTANCES OF "not".''
DISPLAY "parents or guardians" AND "partner or spouses" IN UNDERLINED
TEXT IN SENTENCES THAT BEGINS WITH "Now we are requesting..." AND
"If {CHILD} has any other...".
Box FSQ1008. / Box 1
Notes: ASK FSQ030 FOR EACH PERSON LISTED IN FSQ010.
ContextHeader: Source:
Copyright: No
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"
FSQ030
Question “Age”
|
|
|
|
[0 to 120]
Notes: SOFT RANGE FOR RESPONDENT'S AGE (HOUSEHOLD MEMBER 1) IS 18
TO 100. IF AGE IS OUTSIDE THIS RANGE, DISPLAY MESSAGE:
"Your age was entered as less than 18 or greater than 100. Please confirm. If
this is correct, select Next to continue." HARD RANGE FOR PERSONS
OTHER THAN THE RESPONDENT IS: 0 to 120.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FSQ030.
Copyright: No
Display Instructions: DISPLAY FIRST NAME, AGE, AND GENDER (FSQ010, FSQ030, AND
FSQ040) ON THE SAME SCREEN.
FSQ1010. / FSQ030SR
Check to see if:
Soft Range: 18- 100
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
Box FSQ1011. / Box 2
Notes: ASK FSQ040 FOR EACH PERSON LISTED IN FSQ010.
ContextHeader: Source:
Copyright: No
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FSQ040
Question “Gender”
Male _______________________________________________ 1
Female _____________________________________________ 2
Another gender _______________________________________ 3
UP TO 3 RESPONSES ALLOWED.
Notes: DISPLAY "Rather not answer" IN THE DROPDOWN LIST AND BACK CODE
AS A SPECIAL ANSWER.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FSQ040, added “Another
gender” and “Rather not answer” categories
Copyright: No
Display Instructions: DISPLAY FIRST NAME, AGE, AND GENDER (FSQ010, FSQ030, AND
FSQ040) ON THE SAME SCREEN.
FSQ1013. / FSQ050
FSQ050
Question “Please confirm the initials or first names, ages, and genders of
yourself, parents/guardians, and spouse/partners in {CHILD}'s household. Is
this information correct?”
InstResp “If you would like to add household members or change information,
please select "No" to go back and make changes.”
{LIST OF HOUSEHOLD MEMBERS SHOWING INITIALS, FIRST NAMES,
AGES, AND GENDERS}
Yes ________________________________________________ 1 (FSQ1014)
No _________________________________________________ 2 (FSQ1007)
UP TO 2 RESPONSES ALLOWED.
Notes: SK SKIPS TO FSQ110.
ContextHeader: Source: New.
Copyright: No
Display Instructions: DISPLAY A LIST OF HOUSEHOLD MEMBERS THAT SHOW HOUSEHOLD
MEMBER NUMBER, FIRST NAME, AGE, AND GENDER FOR EACH
PERSON FROM FSQ010, FSQ030, AND FSQ040. DISPLAY AS “Name:”,
“Age:”, AND “Gender:” THE LIST SHOULD SHOW HOUSEHOLD MEMBERS
IN THE SAME ORDER THAT THEY WERE LISTED IN FSQ010. THIS LIST
CANNOT BE EDITED.
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FSQ110
Question “Do you have a spouse or partner who lives in this
household?”
Yes ________________________________________________ 1 (FSQ1015)
No _________________________________________________ 2 (Box FSQ1021)
UP TO 2 RESPONSES ALLOWED.
Notes: IF THIS QUESTION IS SK (SKIPPED), USE PARENT SURVEY PROBE.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FSQ110.
Copyright: No
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FSQ120
Question “Who in the household is your spouse or partner?”
InstResp “Select the {initials/name} of the person who is your spouse/partner. If
the {initials are/name is} not listed, select “not on list.””
{DISPLAY HH MEMBER INITIALS/NAME 1}
1
{DISPLAY HH MEMBER INITIALS/NAME 2}
2
{DISPLAY HH MEMBER INITIALS/NAME 3}
3
{DISPLAY HH MEMBER INITIALS/NAME 4}
4
{DISPLAY HH MEMBER INITIALS/NAME 5}
5
Not on list ___________________________________________ 7
UP TO 6 RESPONSES ALLOWED.
Notes: DISPLAY HOUSEHOLD MEMBERS OVER 16 YEARS OF AGE AS
RESPONSE CATEGORY CHOICES, INCLUDE THOSE WITH MISSING
ANSWERS FOR AGE AND DISPLAY "(AGE UNKNOWN)" NEXT TO THE
NAME. DO NOT DISPLAY THE RESPONDENT'S INITIALS/NAME OR THE
CHILD’S NAME.
LINES FOR 5 HH MEMBERS ARE SHOWN, (THERE ARE 6 POSSIBLE
HOUSEHOLD MEMBERS BUT THE RESPONDENT IS NOT DISPLAYED SO
5 ROWS ARE SHOWN). ALSO DISPLAY "NOT ON LIST." BECAUSE THERE
ARE 6 HOUSEHOLD MEMBERS TOTAL, "NOT ON LIST" IS ROW 7 TO
INDICATE WHAT THE MAXIMUM NUMBER ROW IS FOR THE ROSTER.)
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FSQ120.
Copyright: No
Display Instructions: DISPLAY HOUSEHOLD MEMBERS OVER 16 YEARS OF AGE AS
RESPONSE CATEGORY CHOICES, INCLUDE THOSE WITH MISSING
ANSWERS FOR AGE AND DISPLAY "(AGE UNKNOWN)" NEXT TO THE
NAME. ALSO DISPLAY "NOT ON LIST." DO NOT DISPLAY THE
RESPONDENT'S NAME. FLAG PERSON SELECTED AT FSQ120 AS
"RESPONDENT'S SPOUSE/PARTNER". FOR THE FIRST DISPLAY,
DISPLAY “initials” FOR ANY DISTRICTS NOTED IN THE PRELOAD THAT
DISALLOW COLLECTION OF TRACING DATA. ELSE DISPLAY “name”. FOR
THE SECOND DISPLAY, DISPLAY “initials are” FOR ANY DISTRICTS
NOTED IN THE PRELOAD THAT DISALLOW COLLECTION OF TRACING
DATA. ELSE DISPLAY “name is”.
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Notes: IF FSQ120 = NOT ON LIST, AUTOCODE FSQ110 = 1 (SPOUSE/PARTNER
IS IN HOUSEHOLD) AND GO TO FSQ120a. ELSE GO TO BOX 4.
ContextHeader: Source:
Copyright: No
FSQ1017. / FSQ120a
FSQ120a
Question "What {are the initials/is the first name} of your spouse or partner?
{Initials/First name}:"
[0 to 0]
Notes: PROGRAM SHOULD ADD NAME OF SPOUSE/PARTNER TO LIST OF
HOUSEHOLD MEMBERS TO HAVE A COMPLETE LIST OF HOUSEHOLD
MEMBERS FOR LATER DISPLAYS. IF FSQ120a IS LEFT BLANK, ADD
INITIALS/NAME OF SPOUSE PARTNER AS "your spouse/partner" AND USE
THESE INITIALS/THIS NAME FOR THE SPOUSE/PARTNER THROUGHOUT
THE SURVEY.
ContextHeader: Source: New
Copyright: No
Display Instructions: FOR INITIALS/FIRST NAME, ALLOW 0 – 100 CHARACTERS TO BE
ENTERED.
DISPLAY “are the initials” FOR ANY DISTRICTS NOTED IN THE PRELOAD
THAT DISALLOW COLLECTION OF TRACING DATA. ELSE DISPLAY “is the
first name”.
DISPLAY "Initials" FOR ANY DISTRICS NOTED IN THE PRELOAD THAT
DISALLOW COLLECTION OF TRACING DATA. ELSE DISPLAY "First name".
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FSQ120b
Question "How old is {INITIALS/NAME}?"
Pre-unit "Age:"
|
|
|
|
[0 to 120]
Notes: PROGRAM SHOULD ADD AGE TO FSQ030 TO HAVE A COMPLETE LIST
OF AGES OF ALL HOUSEHOLD MEMBERS.
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "The age
was entered as less than 18 or greater than 100. Please confirm. If this is
correct, select Next to continue."
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FSQ030.
Copyright: No
Display Instructions: DISPLAY THE INITIALS/NAME OF THE SPOUSE/PARTNER IN FSQ120a.
FSQ1019. / FSQ120bSR
Check to see if:
Soft Range: 18- 100
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
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FSQ120c
Question "What is {INITIALS/NAME}’s gender?"
"Rather not answer"
Male _______________________________________________ 1
Female _____________________________________________ 2
Another gender _______________________________________ 3
UP TO 3 RESPONSES ALLOWED.
Notes: PROGRAM SHOULD ADD GENDER TO FSQ040 TO HAVE A COMPLETE
LIST OF GENDERS FOR ALL HOUSEHOLD MEMBERS.
ADD A SPECIAL ANSWER TO DISPLAY "Rather not answer" AS A RADIO
BUTTON.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FSQ040, added "Another
gender" and "Rather not answer" categories
Copyright: No
Display Instructions: DISPLAY THE INITIALS/NAME OF THE SPOUSE/PARTNER IN FSQ120a.
Box FSQ1021. / Box 4
Notes: LOOP 2.
ASK FSQ130 - FSQ130OS TO OBTAIN RELATIONSHIP DATA FOR ALL
PERSONS (OTHER THAN- THE RESPONDENT WHOSE RELATIONSHIP
WAS COLLECTED IN ING005g) LISTED IN FSQ010.
ContextHeader: Source:
Copyright: No
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FSQ130
Question "What is {INITIALS/NAME}'s relationship to {CHILD}?"
Biological parent ______________________________________ 1 (Box FSQ1024)
Adoptive parent _______________________________________ 2 (Box FSQ1024)
Step parent __________________________________________ 3 (Box FSQ1024)
Foster parent_________________________________________ 4 (Box FSQ1024)
Sibling ______________________________________________ 5 (Box FSQ1024)
Grandparent _________________________________________ 6 (Box FSQ1024)
Other relative_________________________________________ 7 (Box FSQ1024)
Other nonrelative______________________________________ 8 (Box FSQ1024)
Other parent or guardian {(Please specify):/(Please
specify on next screen.)}
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91 (FSQ1023)
Page 69 of 318
UP TO 9 RESPONSES ALLOWED.
Notes: DISPLAY CODE 91 ABOVE CODE 5.
IF THIS QUESTION IS SK (SKIPPED) FOR THE RELATIONSHIP OF THE
RESPONDENT OR THE RESPONDENT'S SPOUSE/PARTNER TO THE
CHILD, USE PARENT SURVEY PROBE.
BOLD, ON FIRST INSTANCE ONLY IN HELP TEXT, "Biological parent",
"Adoptive parent", "Step parent", "Foster parent", "Sibling", "Grandparent",
"Other Relative", "Other Nonrelative", “Other parent or guardian”.
HELP FOR CODE 1: Biological Parent: A parent biologically related to the
child. This may be the parent who gave birth to the child, but could also apply
to a parent who used a surrogate, egg donor, or sperm donor to have the child.
HELP FOR CODE 2: Adoptive Parent: A parent who has legally adopted
{CHILD}.
HELP FOR CODE 3: Step Parent: A parent other than {CHILD}'s biological or
adoptive parent who is married to {CHILD}'s biological or adoptive parent.
HELP FOR CODE 4: Foster Parent: A parent with whom {CHILD} is placed
temporarily, usually through a social service agency and/or a court.
HELP FOR CODE 5: Sibling: Include biological (full, half), step, adoptive, and
foster siblings as defined below.
Full Sibling: A person with whom {CHILD} shares the same biological parents.
Half Sibling: A person with whom {CHILD} shares one biological parent.
Step Sibling: A person to whom {CHILD} is related by the marriage of one
biological parent.
Adoptive Sibling: A person to whom {CHILD} is related given that they are in
the same family in which the person or {CHILD} has been legally adopted by
the family.
Foster Sibling: A person to whom {CHILD} is unrelated except that they are in
the same family in which the person or {CHILD} have been taken into the home
on a temporary basis and the parents have legal responsibility for {CHILD}.
HELP FOR CODE 6: Grandparent: A parent of {CHILD}'s biological, adoptive,
or step parent.
HELP FOR CODE 7: Other Relative: Refers to relationships that are not listed,
such as great grandparent, child of a parent’s sibling (e.g., niece or nephew),
and sibling of {CHILD}’s parent (e.g., aunt or uncle).
HELP FOR CODE 8: Other Nonrelative: Refers to the relationship between two
people when there is no family relationship through blood, marriage, or
adoption. The category could be used to refer to a person who is not a parent
to {CHILD}, but is a partner to {CHILD}’s parent and living together with that
parent as married. The category could also be used to refer to the partner’s
children who are not related to {CHILD}’s parent. An example of this is when
the child's parent and the parent's partner (who is not the child's parent) live
together as married and the partner's daughter lives with them. The relationship
of the partner's daughter to the child would be siblings if they were married, but
since the parent and the partner are not married, the daughter is an "other
nonrelative."
HELP FOR CODE 91: Other Parent or Guardian: A person acting as the parent
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of {CHILD}, but does not fit into one of the other categories. For example, in a
household with two parents, one of the parents may not be biologically related
to {CHILD} and not legally in charge of {CHILD} but is another parent to
{CHILD}.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FSQ130, changed
response categories to refer to parents
Copyright: No
Display Instructions: ASK FSQ130 - FSQ130OS FOR EACH PERSON LISTED IN FSQ010 OTHER
THAN THE RESPONDENT.
DISPLAY "{INITIALS/NAME}'s" USING THE INITIALS/NAME OF THE
HOUSEHOLD MEMBER THAT IS BEING LOOPED ON.
DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR
LARGE BROWSERS.
DISPLAY “(Please specify):” FOR LARGE BROWSERS. ELSE DISPLAY
“(Please specify on next screen.)” FOR SMALL BROWSERS.
FSQ1023. / FSQ130OS
FSQ130OS
[0 to 0]
ContextHeader: Source: ECLS-K:2011, spring kindergarten, FSQ130, changed response
categories to refer to parents
Copyright: No
Display Instructions: DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR
LARGE BROWSERS.
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Notes: END LOOP 2.
ASK FSQ130 - FSQ130os FOR NEXT PERSON IN FSQ010.
IF NO NEXT PERSON, GO TO BOX 6.
ContextHeader: Source:
Copyright: No
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Box FSQ1025./ Box 6
Notes: LOOP 3.
FOR SPRING FIRST GRADE, WE ARE NOT RELYING ON PRELOADED DATA LIKE WE
DID IN SPRING KINDERGARTEN. LOOP AND ASK RACE AND ETHNICITY OF
RESPONDENT, FOCAL CHILD, AND OF PEOPLE LISTED IN HOUSEHOLD. THE
APPROACH IS SIMILAR TO FALL KINDERGARTEN.
IF THERE ARE ANY MISSING ETHNICITY OR RACE DATA FOR THE
RESPONDENT, THE FOCAL CHILD, THE FOCAL CHILD’S PARENTS (CODES
1, 2, 3, 4, OR 91 AT INQ005g OR FSQ130), OR THE RESPONDENT'S
SPOUSE/PARTNER (SELECTED AT FSQ120) IF NOT ALREADY LOOPED ON
AS A PARENT, CONTINUE WITH FSQ190.
ELSE IF THERE ARE NO PARENTS IN THE HOUSEHOLD (NO HOUSEHOLD
MEMBERS WITH CODES 1, 2, 3, 4 OR 91 AT INQ005g OR FSQ130), AND
THERE ARE ANY MISSING ETHNICITY OR RACE DATA FOR THE FOCAL
CHILD, THE RESPONDENT, OR THE RESPONDENT'S SPOUSE/PARTNER
(SELECTED AT FSQ120), CONTINUE WITH FSQ190.
WHEN ALL PERSONS WITH MISSING ETHNICITY OR RACE DATA
HAVE BEEN ASKED ABOUT GO TO BOX 10.
ContextHeader: Source:
Copyright: No
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FSQ190
Question "{We have a few more questions about {CHILD} and the people listed
in your household.}
{Are you/Is {INITIALS/NAME}} Hispanic or {Latino/Latina} {Latino/a}? A person
who is Hispanic or {Latino/Latina} {Latino/a} is of Cuban, Dominican, Mexican,
Puerto Rican, South or Central American, or other Spanish culture or origin,
regardless of race."
Yes ________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
Notes: IF THIS QUESTION IS SK (SKIPPED) FOR THE CHILD, USE PARENT
SURVEY PROBE. DON’T KNOW AND RATHER NOT ANSWER SKIP TO
FSQ195.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FSQ190, added a display
for “Latina”.
Copyright: No
Display Instructions: DISPLAY "We have a few more questions about {CHILD} and the people listed
in your table." THE FIRST TIME THE QUESTION IS ASKED. ELSE USE A
NULL DISPLAY.
BOLD 'Hispanic or {Latino/Latina} {Latino/a}" IN THE THIRD SENTENCE.
ASK ABOUT EACH PERSON ENUMERATED ON THE HOUSEHOLD
ROSTER WHO IS THE RESPONDENT, THE FOCAL CHILD, THE FOCAL
CHILD’S PARENTS (CODES 1, 2, 3, 4, OR 91 AT INQ005g OR FSQ130), OR
THE RESPONDENT'S SPOUSE/PARTNER (SELECTED AT FSQ120) IF NOT
ALREADY LOOPED ON AS A PARENT.
IF THERE ARE NO PARENTS IN THE HOUSEHOLD (NO HOUSEHOLD
MEMBERS WITH CODES 1, 2, 3, 4, OR 91 AT INQ005g OR FSQ130), AND
THERE ARE ANY MISSING ETHNICITY OR RACE DATA FOR THE FOCAL
CHILD, THE RESPONDENT, OR THE RESPONDENT'S SPOUSE/PARTNER
(SELECTED AT FSQ120), CONTINUE WITH FSQ190.
DISPLAY "Are you" IF LOOPING ON THE RESPONDENT. OTHERWISE,
DISPLAY "Is {INITIALS/NAME}" USING THE NAME OF THE HOUSEHOLD
MEMBER THAT IS BEING LOOPED ON.
DISPLAY “Latino” IF THE PERSON IS MALE ACCORDING TO THE
CURRENT PARENT SURVEY (FSQ040 = 1 OR FSQ120c = 1) OR IF THE
LOOP IS ABOUT THE CHILD AND THE CHILD IS MALE (INQ050b = 1).
DISPLAY “Latina” IF THE PERSON IS FEMALE ACCORDING TO THE
CURRENT PARENT SURVEY (FSQ040 = 2 OR FSQ120c = 2) OR IF THE
LOOP IS ABOUT THE CHILD AND THE CHILD IS FEMALE (INQ050b = 2).
ELSE DISPLAY “Latino/a”.
NOTE: IF THE RESPONDENT IS A PARENT (CODES 1, 2, 3, 4, OR 91 AT
INQ005g), ASK THIS QUESTION AS “Are you” AND DO NOT ASK THE
QUESTION AGAIN USING “{INITIALS/NAME}” ABOUT THE SAME PERSON.
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Notes: IF LOOPING ON A HOUSEHOLD MEMBER WHO IS NOT THE CHILD AND
FSQ190 = 1 (HISPANIC) IN THE CURRENT SURVEY, GO TO FSQ192. ELSE
IF LOOPING ON A HOUSEHOLD MEMBER WHO IS NOT THE CHILD GO TO
FSQ195.
IF LOOPING ON THE CHILD AND FSQ190 = 1 (HISPANIC) FOR THE CHILD
IN THE CURRENT SURVEY GO TO FSQ192. ELSE GO TO FSQ195.
ContextHeader: Source:
Copyright: No
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FSQ192
Question “Which of the following Spanish, Hispanic, or Latino groups best
describes {your/{INITIALS/{NAME}'s} origin? Please select all that apply.”
Cuban ______________________________________________ 1
Mexican, Mexican American, or Chicano ___________________ 2
Puerto Rican _________________________________________ 3
Other Spanish/Hispanic/Latino group ______________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring third grade, question FSQ196b, deleted “Is
{he/she}…” for web
Copyright: No
Display Instructions: DISPLAY "your" IF LOOPING ON THE RESPONDENT. OTHERWISE,
DISPLAY "{INITIALS/NAME}" USING THE NAME OF THE HOUSEHOLD
MEMBER THAT IS BEING LOOPED ON.
NOTE: IF THE RESPONDENT IS A PARENT FIGURE, ASK THIS QUESTION
AS "your" AND DO NOT ASK THE QUESTION AGAIN USING
"{INITIALS/NAME}" ABOUT THE SAME PERSON.
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FSQ195
Question "Which of the following describes {your/{INITIALS/{NAME}'s} race?
You may choose more than one. Please select all that apply."
American Indian or Alaska Native _________________________ 1
Asian _______________________________________________ 2
Black or African American _______________________________ 3
Native Hawaiian or other Pacific Islander ___________________ 4
White _______________________________________________ 5
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UP TO 5 RESPONSES ALLOWED.
Notes: IF THIS QUESTION IS SK (SKIPPED) FOR THE CHILD, USE PARENT
SURVEY PROBE.
HELP FOR STEM: For the purposes of this study, Hispanic origins are not
races.
BOLD IN HELP TEXT: "American Indian or Alaska Native", "Asian", "Black or
African American", "Native Hawaiian or Other Pacific Islander", "White"
HELP FOR CODE 1: American Indian or Alaska Native: A person having
origins in any of the original peoples of North and South America (including
Central America), and who maintains tribal affiliation or community attachment.
Example tribes include Navajo Nation, Blackfeet Tribe, Mayan, Aztec, Native
Village of Barrow Inupiat Traditional Government, and Nome Eskimo
Community.
HELP FOR CODE 2: Asian: A person having origins in any of the original
peoples of the Far East, Southeast Asia, or the Indian subcontinent including,
for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the
Philippine Islands, Thailand, Laos, and Vietnam.
HELP FOR CODE 3: Black or African American: A person having origins in any
of the black racial groups of Africa. This includes, for example, African
Americans and people from Jamaica, Haiti, Nigeria, Ethiopia, and Somalia.
HELP FOR CODE 4: Native Hawaiian or Other Pacific Islander: A person
having origins in any of the original peoples of Hawaii, Guam, Samoa, the
Marianas, Tonga, Fiji, the Marshall Islands, or other Pacific Islands.
HELP FOR CODE 5: White: A person having origins in any of the original
peoples of Europe, the Middle East, or North Africa. This includes, for example,
people from Germany, Ireland, England, Italy, Lebanon, and Egypt.
ContextHeader: Source: ECLS-K:2011, spring kindergarten FSQ195 combined with the race
question from High School and Beyond (HS&B), added “For the purposes of
this study, Hispanic origins are not races.”
Copyright: No
Display Instructions: ASK ABOUT EACH PERSON ENUMERATED ON THE HOUSEHOLD
ROSTER WHO IS THE RESPONDENT, THE FOCAL CHILD, THE FOCAL
CHILD’S PARENTS (CODES 1, 2, 3, 4, OR 91 AT INQ005g OR FSQ130), OR
THE RESPONDENT'S SPOUSE/PARTNER (SELECTED AT FSQ120) IF NOT
ALREADY LOOPED ON AS A PARENT.
IF THERE ARE NO PARENTS IN THE HOUSEHOLD (NO HOUSEHOLD
MEMBERS WITH CODES 1, 2, 3, 4, OR 91 AT INQ005g OR FSQ130), AND
THERE ARE ANY MISSING ETHNICITY OR RACE DATA FOR THE FOCAL
CHILD, THE RESPONDENT, OR THE RESPONDENT'S SPOUSE/PARTNER
(SELECTED AT FSQ120), CONTINUE WITH FSQ195.
DISPLAY "your" IF LOOPING ON THE RESPONDENT. OTHERWISE,
DISPLAY "{INITIALS/NAME}" USING THE NAME OF THE HOUSEHOLD
MEMBER THAT IS BEING LOOPED ON.
NOTE: IF THE RESPONDENT IS A PARENT FIGURE, ASK THIS QUESTION
AS "your" AND DO NOT ASK THE QUESTION AGAIN USING
"{INITIALS/NAME}" ABOUT THE SAME PERSON.
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Box FSQ1032. / Box 9
Notes: IF LOOPING ON A HOUSEHOLD MEMBER WHO IS NOT THE CHILD AND
FSQ195 = 2 (ASIAN) IN THE CURRENT SURVEY GO TO FSQ197b. ELSE IF
LOOPING ON A HOUSEHOLD MEMBER WHO IS NOT THE CHILD GO TO
BOX 10.
IF LOOPING ON THE CHILD AND FSQ195 = 2 (ASIAN) FOR THE CHILD GO
TO FSQ197b. ELSE GO TO BOX 10.
ContextHeader: Source:
Copyright: No
FSQ1033. /
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FSQ1034. / FSQ197b
FSQ197b
Question “Which of the following Asian groups best describes
{your/{INITIALS/{NAME}'s} origin? Please select all that apply.”
Asian Indian
1
Chinese
2
Filipino
3
Hmong
4
Japanese
5
Korean
6
Vietnamese
7
Other Asian
8
UP TO 8 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring third grade, question FSQ197b, deleted “Is
{he/she}…” for web, moved category for Hmong from code 7 to code 4
Copyright: No
Display Instructions: DISPLAY "your" IF LOOPING ON THE RESPONDENT. OTHERWISE,
DISPLAY "{INITIALS/NAME}" USING THE NAME OF THE HOUSEHOLD
MEMBER THAT IS BEING LOOPED ON. NOTE: IF THE RESPONDENT IS A
PARENT FIGURE, ASK THIS QUESTION AS "your" AND DO NOT ASK THE
QUESTION AGAIN USING "{INITIALS/NAME}" ABOUT THE SAME PERSON.
Notes: IF LOOPING ON A HOUSEHOLD MEMBER WHO IS NOT THE CHILD AND
FSQ195 = 4 (NATIVE HAWAIIAN OR OTHER PACIFIC ISLANDER) IN THE
CURRENT SURVEY, GO TO FSQ198b. ELSE IF LOOPING ON A
HOUSEHOLD MEMBER WHO IS NOT THE CHILD GO TO BOX 11.
IF LOOPING ON THE CHILD AND FSQ195 = 4 (NATIVE HAWAIIAN OR
OTHER PACIFIC ISLANDER) GO TO FSQ198b. ELSE IF THE PRELOAD IN A
CONTINUING HOUSEHOLD SHOWS THAT THE CHILD IS NATIVE
HAWAIIAN OR OTHER PACIFIC ISLANDER (FSQ195 = 4) AND THE NATIVE
HAWAIIAN OR OTHER PACIFIC ISLANDER SUBGROUP DATA FOR THE
CHILD IS MISSING FROM FALL K (FSQ198b = SK OR WAS NOT ASKED),
GO TO FSQ198a. ELSE GO TO BOX 11.
ContextHeader: Source:
Copyright: No
FSQ1036. / FSQ198a
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FSQ198b
Question “Which of the following Pacific Islander groups best describes
{your/{INITIALS/NAME}'s} origin? Please select all that apply.”
Guamanian or Chamorro _______________________________ 1
Native Hawaiian ______________________________________ 2
Samoan_____________________________________________ 3
Other Pacific Islander __________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring third grade, question FSQ198b, deleted “Is
{he/she}…” for web
Copyright: No
Display Instructions: DISPLAY THE CHILD'S NAME IN UNDERLINED TEXT.
DISPLAY "your" IF LOOPING ON THE RESPONDENT. OTHERWISE,
DISPLAY "{INITIALS/NAME}" USING THE NAME OF THE HOUSEHOLD
MEMBER THAT IS BEING LOOPED ON. NOTE: IF THE RESPONDENT IS A
PARENT FIGURE, ASK THIS QUESTION AS "your" AND DO NOT ASK THE
QUESTION AGAIN USING "{INITIALS/NAME}" ABOUT THE SAME PERSON.
Box FSQ1038. / Box 11
Notes: END LOOP 3.
ASK FSQ190 – FSQ198b FOR NEXT PERSON WHO IS THE RESPONDENT,
THE FOCAL CHILD, THE FOCAL CHILD'S PARENTS (CODES 1, 2, 3, 4, OR
91 AT INQ005g OR FSQ130), OR THE RESPONDENT'S SPOUSE/PARTNER
(SELECTED AT FSQ120) IF NOT ALREADY LOOPED ON AS A PARENT, OR
RESPONDENT, OR RESPONDENT'S SPOUSE/PARTNER (IF NO PARENT
FIGURES) WHOSE ETHNICITY OR RACE DATA ARE MISSING. WHEN ALL
PERSONS WITH MISSING ETHNICITY OR RACE DATA HAVE BEEN
ASKED ABOUT, CONTINUE WITH FSQ198c.
ContextHeader: Source:
Copyright: No
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FSQ198c
Question "We have just a few more questions about this household’s members.
How many siblings does {CHILD} have in this household?"
Pre-unit “Number of siblings”
Watermark “Enter number”
|
|
|
[0 to 30]
Notes: BOLD, ON FIRST INSTANCE ONLY IN HELP TEXT, "Siblings".
HELP FOR STEM: Siblings: Include biological (full, half), adoptive, step, and
foster brothers, sisters, or other siblings.
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have
entered {DISPLAY RESPONSE AT FSQ198c}. Please confirm. If this is
correct, select Next to continue."
ContextHeader: Source: New
Copyright: No
DISPLAY INSTRUCTIONS:
DISPLAY FSQ198C AND FSQ199 ON THE SAME SCREEN.
FSQ1040. / FSQ198cSR
Check to see if:
Soft Range: 0- 10
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
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FSQ199
How many grandparents does {CHILD} have in this household?
Pre-unit “Number of grandparents”
Watermark “Enter number”
|
|
[0 to 8]
Notes: BOLD FIRST INSTANCES ONLY OF “Grandparents” IN HELP TEXT.
HELP FOR STEM: Grandparents: Parents of {CHILD}'s biological, adoptive, or
step parents.
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have
entered {DISPLAY RESPONSE AT FSQ199}. Please confirm. If this is correct,
select Next to continue."
ContextHeader: Source: Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, FSQ115.
Copyright: No
DISPLAY INSTRUCTIONS:
DISPLAY FSQ198C AND FSQ199 ON THE SAME SCREEN.
FSQ1042. / FSQ199SR
Check to see if:
Soft Range: 0- 4
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
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FSQ199b
Question "Since {CHILD} started kindergarten in the fall of 2023, have any parent or guardians of {CHILD}
left the household where the {CHILD} lives with you."
1 Yes
2 No
Notes:
ContextHeader: Source: ECLS-K:2011 FSQ015
New
Display Instructions:
FSQ199c
Question "Why did the person(s) leave the household? Please select all that apply.”
1 Separation or divorce
2 Living elsewhere for employment related reasons or in the military
3 In jail or in prison
4 Moved on/moved elsewhere
5 Deceased
91 Other
Notes:
ContextHeader: Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, FSQ015 modified
response options.
Display Instructions:
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FSQ200
Question “How would you describe your current relationship status?”
SaVisible “True”
Married _____________________________________________ 1 (Box FSQ1045)
Separated ___________________________________________ 2 (Box FSQ1045)
Divorced ____________________________________________ 3 (Box FSQ1045)
Widowed ____________________________________________ 4 (Box FSQ1045)
Never married ________________________________________ 5 (Box FSQ1045)
Civil union/domestic partnership __________________________ 6 (Box FSQ1045)
Other {(Please explain):/(Please explain on next
screen.)}
91 (FSQ1044)
DON'T KNOW
-8
UP TO 7 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, FSQ200, added a category 91 and “I
don’t know”.
Copyright: No
DISPLAY INSTRUCTIONS: DISPLAY DON'T KNOW OPTION (SaVisible "True").
FSQ1044. / FSQ200OS
FSQ200OS
[0 to 0]
ContextHeader: Source:
Copyright: No
Display Instructions: DISPLAY OTHER SPECIFY FIELD ON SAME PAGE AS FSQ200 ON LARGE
BROWSERS.
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Notes: IDENTIFY THE 4 "KEY" PARENT FIGURES IN THE HOUSEHOLD. THIS
PERSON OR PERSONS SHOULD BE CHOSEN AS FOLLOWS:
1) THE KEY PARENT FIGURES SHOULD BE CHOSEN ONLY FROM
AMONG CURRENT MEMBERS OF THE
HOUSEHOLD.
2) SELECT UP TO 4 KEY PARENT FIGURES USING THIS ORDERED
PRIORITY:
1. TAKE HH MEMBERS WITH RELATION = 1 (BIOLOGICAL PARENT)
STARTING FROM THE LOWEST PERSON NUMBER (PERSON NUMBER
CORRESPONDS TO THE ORDER THE PERSON WAS ENTERED IN THE
ROSTER).
2. IF THERE ARE NOT 4 KEY PARENT FIGURES YET, TAKE HH MEMBERS
WITH RELATION = 2 (ADOPTIVE PARENT) STARTING FROM THE LOWEST
PERSON NUMBER.
3. IF THERE ARE NOT 4 KEY PARENT FIGURES YET, TAKE HH MEMBERS
WITH RELATION = 3 (STEP PARENT) STARTING FROM THE LOWEST
PERSON NUMBER.
4. IF THERE ARE NOT 4 KEY PARENT FIGURES YET, TAKE HH MEMBERS
WITH RELATION = 4 (FOSTER PARENT) STARTING FROM THE LOWEST
PERSON NUMBER.
5. IF THERE ARE NOT 4 KEY PARENT FIGURES YET, TAKE HH MEMBERS
WITH RELATION = 91 (OTHER PARENT OR GUARDIAN) STARTING FROM
THE LOWEST PERSON NUMBER.
6. IF THERE ARE NOT 4 KEY PARENT FIGURES YET, AND RESPONDENT
IS A KEY PARENT, TAKE RESPONDENT’S SPOUSE/PARTNER
(SPOUSE/PARTNER IS DEFINED AS THE PERSON SELECTED AT
FSQ120) IF THIS PERSON IS NOT ALREADY A KEY PARENT.
7. IF THERE IS NOT EVEN ONE KEY PARENT FIGURE YET, TAKE
RESPONDENT AND SPOUSE/PARTNER (AT THIS POINT, THE
RESPONDENT AND SPOUSE/PARTNER MUST HAVE RELATION NOT IN
(1, 2, 3, 4, 91)).
ContextHeader: Source:
Copyright: No
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Notes: IF THE RESPONDENT IS A PARENT (INQ005g = 1, 2, 3, 4, OR 91) GO TO
BOX 14. ELSE IF THERE ARE KEY PARENTS ACCORDING TO BOX 12
THAT ARE NOT THE RESPONDENT AND HAVE INITIALS OR A NAME IN
FSQ010 GO TO FSQ202. ELSE GO TO BOX 14.
ContextHeader: Source:
Copyright: No
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FSQ202
Question "How would you describe {INITIALS/NAME}’s current relationship
status?"
SaVisible “True”
Married _____________________________________________ 1 (Box FSQ1049)
Separated ___________________________________________ 2 (Box FSQ1049)
Divorced ____________________________________________ 3 (Box FSQ1049)
Widowed ____________________________________________ 4 (Box FSQ1049)
Never married ________________________________________ 5 (Box FSQ1049)
Civil union/domestic partnership __________________________ 6 (Box FSQ1049)
Other {(Please explain):/(Please explain on next
screen.)}
91 (FSQ1048)
DON'T KNOW
-8
UP TO 7 RESPONSES ALLOWED.
Notes: DISPLAY THE INITIALS OR NAME FROM FSQ010 FOR THE FIRST KEY
PARENT FIGURE ACCORDING TO BOX 12 WHO IS NOT THE
RESPONDENT. THE RESPONDENT’S MARITAL STATUS WAS ASKED
ABOUT IN FSQ200. THE PRIORITIES IN BOX 12, STEP 2, SHOULD BE
USED TO SELECT THE PARENT FIGURE FOR THIS QUESTION (E.G., IF
THERE IS A BIOLOGICAL PARENT IN THE HOUSEHOLD WHO IS NOT THE
RESPONDENT, MARITAL STATUS WILL BE ABOUT THE FIRST PARENT
FIGURE WHO IS A BIOLOGICAL PARENT (BOX 12, STEP 2, POINT 1).
ELSE IF THERE IS AN ADOPTIVE PARENT IN THE HOUSEHOLD WHO IS
NOT THE RESPONDENT, MARITAL STATUS WILL BE ASKED ABOUT THE
FIRST PARENT FIGURE WHO IS AN ADOPTIVE PARENT (BOX 12, STEP 2,
POINT 2). ELSE, SELECTION OF THE PARENT FIGURE FOR THE MARITAL
STATUS QUESITON WOULD CONTINUE ACCORDING TO BOX 12, STEP 2,
POINTS 3-7.)
ContextHeader: Source: ECLS-K:2011, spring kindergarten, FSQ200.
Copyright: No
Display Instructions: DISPLAY DON'T KNOW OPTION (SaVisible "True").
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FSQ1048. / FSQ202OS
FSQ202OS
[0 to 0]
ContextHeader: Source:
Copyright: No
Display Instructions: DISPLAY OTHER SPECIFY FIELD ON SAME PAGE AS FSQ200 FOR
LARGE BROWSERS.
Box FSQ1049. / Box 14
Notes: GO TO SECTION HEQ.
ContextHeader: Source:
Copyright: No
[End of FSQ]
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HEQ. Home Environment, Activities, and Cognitive Stimulation
HEQ030
Question "Now we would like to ask about {CHILD}'s home environment. In a typical week, how
often do you or any other family members read books to {CHILD}?
Include only times family members have read books to {CHILD}. Do not include times when
{CHILD} reads or looks at books by {herself/himself/themself}. Please include reading of
books in any language."
---1. Not at all
2. Once or twice a week
3. 3 to 6 times a week
4. Every day
Notes:
SK SKIPS TO HEQ040.
ANSWER OF 1 SKIPS TO HEQ040.
ContextHeader: ECLS-K:2011, fall kindergarten, question HEQ030, added transition text
Display Instructions: DISPLAY “week” IN UNDERLINED TEXT.
DISPLAY “himself” IF THE CHILD IS MALE (INQ050b= 1). ELSE DISPLAY “herself” IF THE
CHILD IS FEMALE (INQ050b = 2). ELSE DISPLAY “themself” IF THE CHILD IS ANOTHER
GENDER (INQ050b = 3). ELSE DISPLAY THE CHILD’S NAME IF GENDER IS MISSING
(INQ050b = SK) AS SHOWN IN THE GLOBAL SPECS.
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HEQ035
Question "In a typical week, how often do you or any other family members read books to {CHILD}
in a language other than English?”
---1. Not at all
2. Once or twice a week
3. 3 to 6 times a week
4. Every day
Notes:
HELP FOR STEM: This question is about reading to {CHILD} in another language if you speak a language
other than English.
ContextHeader: ECLS-K:2011, fall kindergarten, question HEQ035, modified to refer to a language other than
English rather than a specific language because of changes to language categories in the ECLS-K:2023. Also,
deleted “Would you say…”
Display Instructions:
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HEQ036
Question "Generally, how long is {CHILD} read to at each of these times?
Please include reading in any language."
Pre-unit "Minutes:"
Watermark “Enter minutes”
Notes:
RANGE 0 TO 300.
SOFT RANGE 0 TO 120.
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have entered {DISPLAY RESPONSE
AT HEQ036}. Are you sure this is correct? When it is correct, select Next to continue."
ContextHeader: ECLS-K:2011, fall kindergarten, question HEQ036
Display Instructions:
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HEQ040
Question " About how many children's books does {CHILD} have at home now, including library
books? Please only include books that are for children.”
Include all children’s books including those that are electronic or eBooks. Also include books
that are borrowed or from the library, as well as those that may be shared with siblings.”
Watermark “Enter number of books”
Notes: RANGE 0 TO 5000.
ContextHeader: ECLS-K:2011, fall kindergarten, question HEQ040, added a new instruction to
the respondent
Display Instructions:
HEQ105
Question "In the past month, that is, since {MONTH} {DAY}, has anyone in your family visited a
library or bookstore with {CHILD}? Do not count visiting a library or bookstore online. We are
asking about in person visits to a library or bookstore."
---1. Yes
2. No
Notes:
ContextHeader: ECLS-K:2011, spring first grade question HEQ105
Display Instructions: DISPLAY {CURRENT DATE - 1 MONTH},” WITH DATE AS "Month, day" WITH
MONTH SPELLED OUT. USE BLAISE DATE OPERATOR TO SUBTRACT 1 MONTH.
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HEQ1018. / HEQ210
HEQ210
Question “Now we have some questions about {CHILD}'s activities at home. In
the past week, how often did {CHILD} read to {himself/herself/themselves} or to
others outside of school? Please include reading in any language.”
Never ______________________________________________ 1 (HEQ1021)
Once or twice a week __________________________________ 2
3 to 6 times a week ____________________________________ 3
Every day ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
Notes: SK SKIPS TO HEQ272a.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, HEQ210. Removed “Would you
say...” Also, added an instruction to the respondent that is “Please include
reading in any language.”
Copyright: No
Display Instructions: DISPLAY “past week” IN UNDERLINED TEXT.
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HEQ215
Question “Generally, how long did {CHILD} read to {himself/herself/themself} at
each of these times? Please include reading in any language.”
Pre-unit “Minutes:”
Watermark “Enter minutes”
|
|
|
|
[1 to 120]
Notes: IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have
entered {DISPLAY RESPONSE AT HEQ215}. Please confirm. If this is correct,
select Next to continue."
ContextHeader: Source: ECLS-K:2011, spring second grade, HEQ215. Changed probe into
respondent instruction.
Copyright: No
HEQ1020. / HEQ215SR
Check to see if:
Soft Range: 1- 60
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
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HEQ217a
Question “In the past month, how often did you and {CHILD} engage in the following activities?
Showed interest in or talked about time using clocks”
---1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Notes:
ContextHeader: Items a-i: Child Math Activities Scale developed by Dearing, E., Casey, B., Ganley, C.,
Tillinger, M. Laski, E., Montecillo, C. (2012). Modified response category of “never” and deleted “not
applicable.” Divided response category “Once a week to several times a week” into two response categories
of “Once a week” and “Several times a week.” Added words to the first question about using a calculator. Item
j: Joanne LeFevre’s item: “Measuring ingredients when cooking” was changed to reference or “or baking” to
the end of the stem at the suggestion of Heather Bachman. Items k and l: Parents' Beliefs about Children's
Math Activities developed by Sonnenschein, S., Galindo, C., Simons, C., Metzger, S., Thompson, J., & Chung,
M. (2017).
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS HEQ217a-j
ON SAME SCREEN IN A GRID.
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HEQ217c
Question “Counted down using numbers (10, 9, 8, 7, . . .)”
---1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Notes:
ContextHeader: Items a-i: Child Math Activities Scale developed by Dearing, E., Casey, B., Ganley, C.,
Tillinger, M. Laski, E., Montecillo, C. (2012). Modified response category of “never” and deleted “not
applicable.” Divided response category “Once a week to several times a week” into two response categories
of “Once a week” and “Several times a week.” Added words to the first question about using a calculator. Item
j: Joanne LeFevre’s item: “Measuring ingredients when cooking” was changed to reference or “or baking” to
the end of the stem at the suggestion of Heather Bachman. Items k and l: Parents' Beliefs about Children's
Math Activities developed by Sonnenschein, S., Galindo, C., Simons, C., Metzger, S., Thompson, J., & Chung,
M. (2017).
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS HEQ217a-j
ON SAME SCREEN IN A GRID.
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HEQ217e
Question “Counted out money”
---1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Notes:
ContextHeader: Items a-i: Child Math Activities Scale developed by Dearing, E., Casey, B., Ganley, C.,
Tillinger, M. Laski, E., Montecillo, C. (2012). Modified response category of “never” and deleted “not
applicable.” Divided response category “Once a week to several times a week” into two response categories
of “Once a week” and “Several times a week.” Added words to the first question about using a calculator. Item
j: Joanne LeFevre’s item: “Measuring ingredients when cooking” was changed to reference or “or baking” to
the end of the stem at the suggestion of Heather Bachman. Items k and l: Parents' Beliefs about Children's
Math Activities developed by Sonnenschein, S., Galindo, C., Simons, C., Metzger, S., Thompson, J., & Chung,
M. (2017).
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS HEQ217a-j
ON SAME SCREEN IN A GRID.
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HEQ217f
Memorized math facts (such as 2 + 2 = 4)”
---1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Notes:
ContextHeader: Items a-i: Child Math Activities Scale developed by Dearing, E., Casey, B., Ganley, C.,
Tillinger, M. Laski, E., Montecillo, C. (2012). Modified response category of “never” and deleted “not
applicable.” Divided response category “Once a week to several times a week” into two response categories
of “Once a week” and “Several times a week.” Added words to the first question about using a calculator. Item
j: Joanne LeFevre’s item: “Measuring ingredients when cooking” was changed to reference or “or baking” to
the end of the stem at the suggestion of Heather Bachman. Items k and l: Parents' Beliefs about Children's
Math Activities developed by Sonnenschein, S., Galindo, C., Simons, C., Metzger, S., Thompson, J., & Chung,
M. (2017).
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS HEQ217a-j
ON SAME SCREEN IN A GRID.
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Updated
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HEQ217g
Question “Measured the lengths and widths of things”
---1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Notes:
ContextHeader: Items a-i: Child Math Activities Scale developed by Dearing, E., Casey, B., Ganley, C.,
Tillinger, M. Laski, E., Montecillo, C. (2012). Modified response category of “never” and deleted “not
applicable.” Divided response category “Once a week to several times a week” into two response categories
of “Once a week” and “Several times a week.” Added words to the first question about using a calculator. Item
j: Joanne LeFevre’s item: “Measuring ingredients when cooking” was changed to reference or “or baking” to
the end of the stem at the suggestion of Heather Bachman. Items k and l: Parents' Beliefs about Children's
Math Activities developed by Sonnenschein, S., Galindo, C., Simons, C., Metzger, S., Thompson, J., & Chung,
M. (2017).
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS HEQ217a-j
ON SAME SCREEN IN A GRID.
Monday, December 18, 2023
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Updated
Page 100 of 318
HEQ217h
Question “Guessed the number of things (such as pennies in a jar)”
---1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Notes:
ContextHeader: Items a-i: Child Math Activities Scale developed by Dearing, E., Casey, B., Ganley, C.,
Tillinger, M. Laski, E., Montecillo, C. (2012). Modified response category of “never” and deleted “not
applicable.” Divided response category “Once a week to several times a week” into two response categories
of “Once a week” and “Several times a week.” Added words to the first question about using a calculator. Item
j: Joanne LeFevre’s item: “Measuring ingredients when cooking” was changed to reference or “or baking” to
the end of the stem at the suggestion of Heather Bachman. Items k and l: Parents' Beliefs about Children's
Math Activities developed by Sonnenschein, S., Galindo, C., Simons, C., Metzger, S., Thompson, J., & Chung,
M. (2017).
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS HEQ217a-j
ON SAME SCREEN IN A GRID.
Monday, December 18, 2023
Added
Updated
Page 101 of 318
HEQ217i
Question “Compared the sizes of numbers (such as 5 is more than 4)”
---1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Notes:
ContextHeader: Items a-i: Child Math Activities Scale developed by Dearing, E., Casey, B., Ganley, C.,
Tillinger, M. Laski, E., Montecillo, C. (2012). Modified response category of “never” and deleted “not
applicable.” Divided response category “Once a week to several times a week” into two response categories
of “Once a week” and “Several times a week.” Added words to the first question about using a calculator. Item
j: Joanne LeFevre’s item: “Measuring ingredients when cooking” was changed to reference or “or baking” to
the end of the stem at the suggestion of Heather Bachman. Items k and l: Parents' Beliefs about Children's
Math Activities developed by Sonnenschein, S., Galindo, C., Simons, C., Metzger, S., Thompson, J., & Chung,
M. (2017).
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS HEQ217a-j
ON SAME SCREEN IN A GRID.
Monday, December 18, 2023
Added
Updated
Page 102 of 318
HEQ217j
Question “Measured ingredients when cooking or baking”
---1. Never or almost never
2. Less than once a week
3. Once a week
4. Several times a week
5. Every day or almost every day
Notes:
ContextHeader: Items a-i: Child Math Activities Scale developed by Dearing, E., Casey, B., Ganley, C.,
Tillinger, M. Laski, E., Montecillo, C. (2012). Modified response category of “never” and deleted “not
applicable.” Divided response category “Once a week to several times a week” into two response categories
of “Once a week” and “Several times a week.” Added words to the first question about using a calculator. Item
j: Joanne LeFevre’s item: “Measuring ingredients when cooking” was changed to reference or “or baking” to
the end of the stem at the suggestion of Heather Bachman. Items k and l: Parents' Beliefs about Children's
Math Activities developed by Sonnenschein, S., Galindo, C., Simons, C., Metzger, S., Thompson, J., & Chung,
M. (2017).
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS HEQ217a-j
ON SAME SCREEN IN A GRID.
Monday, December 18, 2023
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Updated
Page 103 of 318
HEQ1023. / HEQ104a
HEQ280
Question “Is {CHILD} tutored on a regular basis, by
someone other than you or a family
member, in a specific subject? Please
select all that apply.”
---1. Reading
2. Math
3. Science
4. Foreign language
5. Other
6. None of the above. Child is not tutored on a regular
basis, by anyone other than me or a family
member.
Notes:
ContextHeader:
ECLS-K:2011, spring first grade,
HEQ280 combined with ECLSK:2011, spring second grade,
HEQ290
Display Instructions:
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HEQ220
Question “Do you have a home computer or other digital
device that {CHILD} uses?”
---1. Yes
2. No
Notes:
BOLD “Digital device” THE FIRST INSTANCE ONLY IN HELP TEXT.
HELP FOR STEM: Digital device: By digital device, we mean any type
of computer, laptop, cell phone, smart phone, tablet (such as iPad or
other tablet), iPod, reading device (such as Kindle or Fire), electronic
assistant or smart speaker (for example, Alexa, Google Assistant, or
Siri), or game system (including those such as Playstation, Wii, or
Xbox, or handheld devices such as a Nintendo DS or Sony PSP).
ContextHeader: ECLS-K:2011, spring first grade question HEQ220,
Updated help text examples to match updated examples of devices in
other items and changed “electronic device” to “digital device”.
Display Instructions: BOLD “Digital device” THE FIRST INSTANCE
ONLY IN HELP TEXT.
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HEQ1026. / HEQ274a
HEQ274a
Question “On any given weekday, how
much time does {CHILD} spend playing
video, computer, or mobile games?
1.
2.
3.
4.
5.
6.
7.
{CHILD} does not play video, computer, or
mobile games on weekdays.
1 to 15 minutes
16 to 30 minutes
31 to 45 minutes
46 to 60 minutes
61 minutes to 120 minutes
More than 120 minutes (more than 2 hours)
Notes: HELP FOR STEM: “Include games played on any digital device, including
systems like Playstation, Wii, or Xbox; or on handheld devices such as a
Nintendo DS, Sony PSP, iPod, iPad, tablet, or cellphone; or games played on a
TV, laptop, or computer. Count any type of video, computer, or mobile game,
including those that are educational.”
ContextHeader: Source: ECLS-K:2011 spring fourth-grade item DWQ081a and b, modified
stem into help text for conversion to survey. Modified with additional examples
and stem for survey rather than interview. Modified 'electronic' to 'digital' and
added ‘computer or mobile’ to ‘video games.’ Modified to be categorical
instead of continuous.
NOTE: THIS WAS QUESTION HEQ274a IN PRESCHOOL.
Copyright: No
Display Instructions:
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HEQ1028. / HEQ274c
HEQ274c
Question “In an average week, how often does {CHILD} use a home computer
or other digital device to play with programs that teach {him/her/them}
something, like math or reading skills?”
Never ______________________________________________ 1
Once or twice a week __________________________________ 2
3 to 6 times a week ____________________________________ 3
Every day ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
Notes: BOLD “Digital device” THE FIRST INSTANCE ONLY IN HELP TEXT.
HELP FOR STEM: Digital device: By digital device, we mean any type of
computer, laptop, cell phone, smart phone, tablet (such as iPad or other tablet),
iPod, reading device (such as Kindle or Fire), electronic assistant or smart
speaker (for example, Alexa, Google Assistant, or Siri), or game system
(including those such as Playstation, Wii, or Xbox, or handheld devices such as
a Nintendo DS or Sony PSP).
ContextHeader: Source: ECLS-K:2011, spring third grade, HEQ225. Removed “Would you
say...”. Updated help text examples to match updated examples of devices in
other items and changed “electronic device” to “digital device.”
Copyright: No
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HEQ285
Question “Are there family rules about how many hours {CHILD} may spend on
screen time?”
Yes ________________________________________________ 1 (/HEQ285a)
No _________________________________________________ 2
(HEQ288)
UP TO 2 RESPONSES ALLOWED.
Notes: BOLD "Screen time" IN HELP TEXT.
HELP FOR STEM: Screen time: Screen time refers to the amount of time the
child is using a TV, computer, or any other digital device in which the child is
looking at a screen during use.
ContextHeader: Source: ECLS-K:2011 spring kindergarten item DWQ086, modified to ask
about screen time rather than television
NOTE: THIS WAS QUESTION HEQ285 IN PRESCHOOL.
Copyright: No
Monday, December 18, 2023
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Updated
Page 108 of 318
HEQ1032. / HEQ285a
HEQ285a
Question “In what ways do you limit {CHILD}'s screen time? Please select all
that apply.”
With a device or app ___________________________________ 1 (HEQ288)
Ask {CHILD} to end screen time __________________________ 2 (HEQ288)
Redirect {CHILD} to other activity _________________________ 3 (HEQ288)
Take away the device from {CHILD} _______________________ 4 (HEQ288)
Other ______________________________________________ 91 (HEQ288)
UP TO 5 RESPONSES ALLOWED.
Notes: BOLD "Screen time:" IN HELP TEXT
HELP FOR STEM: Screen time: Screen time refers to the amount of time the
child is using a TV, computer, or any other digital device in which the child is
looking at a screen during use.
ContextHeader: Source: Items from 2017 Common Sense Media (CSM) survey, question 26,
Rideout, V. (2017). Modified stem to a select all option and include more
response options for the ways screen time is limited.
NOTE: THIS WAS QUESTION HEQ285a IN PRESCHOOL.
Copyright: No
Monday, December 18, 2023
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Page 109 of 318
HEQ288
Question “Now we'd like to ask you about some of the activities your child
might do. Outside of school hours, has {CHILD} ever participated in any of the
following activities? Please select all that apply.”
Organized athletic activities, like basketball, soccer,
baseball, swimming, or gymnastics
1
Dance groups, classes, or lessons ________________________ 2
Music, for example, piano, instrumental music, or
singing lessons
3
Drama groups, classes, or lessons ________________________ 4
Art groups, classes, or lessons, for example,
painting, drawing, sculpture
5
Craft groups, classes, or lessons _________________________ 6
Language groups, classes, or lessons (to learn
English or another language)
7
None of the above_____________________________________ 8
UP TO 8 RESPONSES ALLOWED.
Notes: IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE 8,
DISPLAY HARD ERROR CHECK MESSAGE, “You selected “None of the
above” but also selected another option on the list. Please check your
responses and update your answer. Then, select “Next” to continue.”
ContextHeader: Source: ECLS-K:2011 spring kindergarten questions HEQ301, HEQ310,
HEQ320, HEQ330, HEQ340, HEQ350, and HEQ380, modified by the National
Endowment for the Arts (NEA) to include additional wording in the items. Also
modified to not ask about activities outside of school and to add ‘groups,
classes, or lessons’ to responses 2-7. Also, added "swimming" to response 1.
Also, added a “None of the above” category.
NOTE: THIS WAS QUESTION HEQ288 IN PRESCHOOL.
Copyright: No
Monday, December 18, 2023
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HEQ399
Question “During a typical week, how often does {CHILD} play outside actively
(for example, running, jumping, or swinging)?”
Never ______________________________________________ 1
Once or twice a week __________________________________ 2
3 to 6 times a week ____________________________________ 3
Every day ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011 fall first grade, question HEQ030c, modified to ask about
a current typical week rather than over the summer
NOTE: THIS WAS QUESTION HEQ540 IN PRESCHOOL.
Copyright: No
HEQ1038. / HEQ400
HEQ400
Question “Now we have some questions about your neighborhood. How safe is
it for children to play outside during the day in your neighborhood?”
Not at all safe ________________________________________ 1
Somewhat safe _______________________________________ 2
Very safe ____________________________________________ 3
UP TO 3 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, HEQ400. Changed “I have...” to
“we have...”. Removed “Would you say it’s...”
Copyright: No
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HEQ520
Question “In a typical week, on how many days does your family eat any meal
together?”
Pre-unit “Days:”
Watermark "Number of days"
|
|
[0 to 7]
Notes: HELP FOR STEM: By family, we mean at least one adult and one child.
ContextHeader: Source: ECLS-K:2011 spring kindergarten, question HEQ520, modified stem
because not part of a series and modified question text language about
evening meal to ask about any meal.
NOTE: THIS WAS QUESTION HEQ520 IN PRESCHOOL.
Copyright: No
Display Instructions: DISPLAY “typical week” AND “any meal” IN UNDERLINED TEXT.
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HEQ595
Question “On weeknights during the
school year, does {CHILD} usually go
to bed at about the same time each
night?”
Yes, {CHILD} has a usual bedtime. ______________ 1
No, {CHILD}'s bedtime varies a lot from night to night 2
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, HEQ550.
Copyright: No
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HEQ600a
Question “On an average school night, how many
hours of sleep does {CHILD} get?”
1. Less than 6 hours
2. 6 hours to 7 hours
3. More than 7 hours to 8 hours
4. More than 8 hours to 9 hours
5. More than 9 hours to 10 hours
6. More than 10 hours
Notes:
ContextHeader: Source: ECLS-K:2011, spring third grade, HEQ600a, modified to be categorical instead of
continuous.
Copyright: No
Display Instructions:
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Check to see if:
Soft Range: 1- 12
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
Box HEQ1048. / Box 2
Notes: GO TO SECTION SSQ (SOCIAL SKILLS, PROBLEM BEHAVIORS, AND
APPROACHES TO LEARNING).
ContextHeader: Source:
Copyright: No
[End of HEQ]
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Section SSQ Social Skills, Problem Behaviors and Approaches Toward Learning
Thirty-four items ask parents to rate their child on social-emotional skills including ability to exercise
selfcontrol (for example, fighting, arguing, anger); ability to interact with others (for example, playing,
making friends); being sad or lonely (for example, depression, low self-esteem); being impulsive or
overactive; positive behaviors (for example, listening, cooperating); problem behaviors (worrying); and
approaches to learning (for example, selfdirection, organization, eagerness to learn). The social skills
and behavior items are adapted from the Social Skills Rating Scale (SSRS) and the Social Skills
Improvement System (SSIS) by Gresham and Elliot (1990, 2008) published by NCS Pearson. These items
(a-i, k, l, n, p, q, s, t, u, w, y, z1, z2, z3, z4, z5, z6, z7, z8, z9) are copyright protected and are not listed
(they are submitted directly to OMB for review). The approaches to learning items were created for the
Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) by Atkins-Burnett. They are
not copyright protected and, therefore, are listed below.
SSQ. Social Skills, Problem Behaviors, and
Approaches Toward Learning
SSQ1001. / SSQ010a
SSQ010a
Question "Next we would like to ask about {CHILD}’s social skills and behavior.
Please indicate how often {CHILD} acts in the following ways.
Xxxxxx xxxxx xxxxxx xx xxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS WAS QUESTION SSQ010g IN THE ECLS-K:2023 PRESCHOOL
ROUND BUT HAS BEEN CHANGED TO SSQ010a TO USE THE ORDER IN
THE ECLS-K:2011 FALL KINDERGARTEN ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD}’s social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
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Page 117 of 318
SSQ010b
Question "Xxxxxxxx xxxxxxxxxxxxx xx xxxxxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS QUESTION WAS NOT IN THE PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
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Updated
Page 118 of 318
SSQ010c
Question "Xxxxx xxx xxxxx xxxxxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS WAS QUESTION SSQ010h IN THE ECLS-K:2023 PRESCHOOL
ROUND BUT HAS BEEN CHANGED TO SSQ010c TO USE THE ORDER IN
THE ECLS-K:2011 FALL KINDERGARTEN ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
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Updated
Page 119 of 318
SSQ010d
Question "Xxxxxxxx xx xxxxx xxxxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS WAS QUESTION SSQ010i IN THE ECLS-K:2023 PRESCHOOL
ROUND BUT HAS BEEN CHANGED TO SSQ010d TO USE THE ORDER IN
THE ECLS-K:2011 FALL KINDERGARTEN ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
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SSQ1005. / SSQ010e
SSQ010e
Question "{(Continued) }Please indicate how often {CHILD} acts in the following
ways.
Xxxxxxx xxxxx xxxxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS QUESTION WAS NOT IN THE PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
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SSQ010f
Question "Xxxxxxx xxxxxxxxx xx xxxxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS QUESTION WAS NOT IN THE PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
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Updated
Page 122 of 318
SSQ010g
Question "Xxxx xxx xx xxxxxxxxx."
GroupCopyRight "Source: Social Skills Improvement System (SSIS). Copyright
© 2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Improvement System (SSIS). Copyright ©
2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: Social Skills Improvement System (SSIS), #68; SSIS internalizing
problem behavior items replaced the SSRS/ECLS-K:2011 internalizing item
“Act sad” used in prior cohort studies; Original SSIS response categories
(Never, Seldom, Often, Almost Always) changed to the ECLS-K:2011 response
categories used for the Social Skills items. In second sentence, changed “this
way” to “in the following ways.” In second sentence, changed “this way” to “in
the following ways.”
NOTE: THIS QUESTION WAS NOT IN THE PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 123 of 318
SSQ010h
Question "Xxxxxxxx {xxx/xxx/xxxxx} xxxxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS WAS QUESTION SSQ010j IN THE ECLS-K:2023 PRESCHOOL
ROUND BUT HAS BEEN CHANGED TO SSQ010h TO USE THE ORDER IN
THE ECLS-K:2011 FALL KINDERGARTEN ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 124 of 318
SSQ1009. / SSQ010i
SSQ010i
Question "{(Continued) }Please indicate how often {CHILD} acts in the following
ways.
Xxxxxxxxxx xxxx xxxxxx xxxxxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS QUESTION WAS NOT IN THE PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
Monday, December 18, 2023
Added
Updated
Page 125 of 318
SSQ010j
Question "Keeps working at something until {he/she/they} {is/are} finished."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS WAS QUESTION SSQ010a IN THE ECLS-K:2023 PRESCHOOL
ROUND BUT HAS BEEN CHANGED TO SSQ010j TO USE THE ORDER IN
THE ECLS-K:2011 FALL KINDERGARTEN ROUND.
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
FOR THE FIRST DISPLAY, DISPLAY “he” IF THE CHILD IS MALE (INQ050b
= 1). ELSE DISPLAY “she” IF THE CHILD IS FEMALE (INQ050b = 2). ELSE
DISPLAY “they” IF THE CHILD IS ANOTHER GENDER (INQ050b = 3). ELSE
DISPLAY THE CHILD’S NAME IF GENDER IS MISSING (INQ050b = SK) AS
SHOWN IN THE GLOBAL SPECS.
FOR THE SECOND DISPLAY, DISPLAY “is” IF THE CHILD IS MALE
(INQ050b = 1), FEMALE (INQ050b = 2), OR THE GENDER IS MISSING
(INQ050b = SK). ELSE DISPLAY “are” IF THE CHILD IS ANOTHER GENDER
(INQ050b = 3).
Monday, December 18, 2023
Added
Updated
Page 126 of 318
SSQ010k
Question "Xxxxxx xxxx xxxxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS WAS QUESTION SSQ010k IN THE ECLS-K:2023 PRESCHOOL
ROUND AND WAS ALSO NUMBERED AS SSQ010k IN ECLS-K FALL
KINDERGARTEN.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 127 of 318
SSQ010l
Question "Xxxxxx xxxx xxxxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS WAS QUESTION SSQ010l IN THE ECLS-K:2023 PRESCHOOL
ROUND AND WAS ALSO NUMBERED AS SSQ010l IN ECLS-K FALL
KINDERGARTEN.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 128 of 318
SSQ1013. / SSQ010m
SSQ010m
Question "{(Continued) }Please indicate how often {CHILD} acts in the following
ways.
Shows interest in a variety of things."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS WAS QUESTION SSQ010b IN THE ECLS-K:2023 PRESCHOOL
ROUND BUT HAS BEEN CHANGED TO SSQ010m TO USE THE ORDER IN
THE ECLS-K:2011 FALL KINDERGARTEN ROUND.
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
Monday, December 18, 2023
Added
Updated
Page 129 of 318
SSQ1014. / SSQ010n
SSQ010n
Question "Xxx x xxxxxxx xxxx {xx/xxx/xxxx} {xxxx/xx} xxx xxx {xxx/xxx/xxxxx}
xxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS WAS QUESTION SSQ010m IN THE ECLS-K:2023 PRESCHOOL
ROUND BUT HAS BEEN CHANGED TO SSQ010n TO USE THE ORDER IN
THE ECLS-K:2011 FALL KINDERGARTEN ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
FOR THE FIRST AND THIRD DISPLAY, RESPECTIVELY, DISPLAY “he” AND
“his” IF THE CHILD IS MALE (INQ050b = 1). ELSE DISPLAY “she” AND “her”
IF THE CHILD IS FEMALE (INQ050b = 2). ELSE DISPLAY “they” AND “their”
IF THE CHILD IS ANOTHER GENDER (INQ050b = 3). ELSE DISPLAY THE
CHILD’S NAME IF GENDER IS MISSING (INQ050b = SK) AS SHOWN IN THE
GLOBAL SPECS.
FOR THE SECOND DISPLAY, DISPLAY “does” IF THE CHILD IS MALE
(INQ050b = 1), FEMALE (INQ050b = 2), OR THE GENDER IS MISSING
(INQ050b = SK). ELSE DISPLAY “do” IF THE CHILD IS ANOTHER GENDER
(INQ050b = 3).
Monday, December 18, 2023
Added
Updated
Page 130 of 318
SSQ010o
Question "Concentrates on a task and ignores distractions."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS WAS QUESTION SSQ010c IN THE ECLS-K:2023 PRESCHOOL
ROUND BUT HAS BEEN CHANGED TO SSQ010o TO USE THE ORDER IN
THE ECLS-K:2011 FALL KINDERGARTEN ROUND.
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 131 of 318
SSQ010p
Question "Xxxxxx xxxxxxx xxxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS WAS QUESTION SSQ010n IN THE ECLS-K:2023 PRESCHOOL
ROUND BUT HAS BEEN CHANGED TO SSQ010p TO USE THE ORDER IN
THE ECLS-K:2011 FALL KINDERGARTEN ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 132 of 318
SSQ1017. / SSQ010q
SSQ010q
Question "{(Continued) }Please indicate how often {CHILD} acts in the following
ways.
Xxxx xxxxxx."
GroupCopyRight "Source: Social Skills Improvement System (SSIS). Copyright
© 2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Improvement System (SSIS). Copyright ©
2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: Social Skills Improvement System (SSIS), #77; SSIS internalizing
problem behavior items replaced the SSRS/ECLS-K:2011 internalizing item
“Appear to be lonely” used in prior cohort studies; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLSK:2011 response categories used for the Social Skills items. In second
sentence, changed “this way” to “in the following ways.”
NOTE: THIS QUESTION WAS NOT IN THE PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
Monday, December 18, 2023
Added
Updated
Page 133 of 318
SSQ010r
Question "Helps with chores."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS WAS QUESTION SSQ010d IN THE ECLS-K:2023 PRESCHOOL
ROUND BUT HAS BEEN CHANGED TO SSQ010r TO USE THE ORDER IN
THE ECLS-K:2011 FALL KINDERGARTEN ROUND.
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 134 of 318
SSQ010s
Question "Xxx x xxxxxxx xxxxx xxxxxxxx xxx xxxxx xx xxxxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS QUESTION WAS NOT IN THE PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 135 of 318
SSQ010t
Question "Xxxx xxxxxxxxxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS QUESTION WAS NOT IN THE PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 136 of 318
SSQ1021. / SSQ010u
SSQ010u
Question "{(Continued) }Please indicate how often {CHILD} acts in the following
ways.
Xxxx xxx xxxxxx xxxxx xxxx."
GroupCopyRight "Source: Social Skills Improvement System (SSIS). Copyright
© 2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Improvement System (SSIS). Copyright ©
2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: Social Skills Improvement System (SSIS), #74; SSIS internalizing
problem behavior items replaced the SSRS/ECLS-K:2011 internalizing item
“Show low self-esteem” used in prior cohort studies; Original SSIS response
categories (Never, Seldom, Often, Almost Always) changed to the ECLSK:2011 response categories used for the Social Skills items. In second
sentence, changed “this way” to “in the following ways.”
NOTE: THIS QUESTION WAS NOT IN THE PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
Monday, December 18, 2023
Added
Updated
Page 137 of 318
SSQ010v
Question "Is eager to learn new things."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS WAS QUESTION SSQ010e IN THE ECLS-K:2023 PRESCHOOL
ROUND BUT HAS BEEN CHANGED TO SSQ010v TO USE THE ORDER IN
THE ECLS-K:2011 FALL KINDERGARTEN ROUND.
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 138 of 318
SSQ010w
Question “Xxxxxxxxxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS QUESTION WAS NOT IN THE PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 139 of 318
SSQ010x
Question "Is creative in work or in play."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten. Modified to change to present tense.
Modified stem question text from interview to make appropriate for web. In
second sentence, changed “this way” to “in the following ways.”
NOTE: THIS WAS QUESTION SSQ010f IN THE ECLS-K:2023 PRESCHOOL
ROUND BUT HAS BEEN CHANGED TO SSQ010x TO USE THE ORDER IN
THE ECLS-K:2011 FALL KINDERGARTEN ROUND.
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 140 of 318
SSQ1025. / SSQ010y
SSQ010y
Question "{(Continued) }Please indicate how often {CHILD} acts in the following
ways.
Xxxxxxx xx xxxxx xxx xxxx."
GroupCopyRight "Source: Social Skills Rating System (SSRS). Copyright ©
1990, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Rating System (SSRS). Copyright © 1990,
NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: Social Skills Rating System (SSRS), modified “Fidgets or moves
excessively” to “Fidgets or moves too much.” In second sentence, changed
“this way” to “in the following ways.”
NOTE: THIS ITEM WAS NOT IN THE ECLS-K:2011 OR THE ECLS-K:2023
PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
Monday, December 18, 2023
Added
Updated
Page 141 of 318
SSQ1026. / SSQ010z1
SSQ010z1
Question "Xx xxxxxxxxxx xxxxxx xxxxxx xx xxxxxxx."
GroupCopyRight "Source: Social Skills Improvement System (SSIS). Copyright
© 2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Improvement System (SSIS). Copyright ©
2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: Social Skills Improvement System (SSIS), #56; SSIS externalizing
problem behavior. Original SSIS response categories (Never, Seldom, Often,
Almost Always) changed to the ECLS-K:2011 response categories used for the
Social Skills items. In second sentence, changed “this way” to “in the following
ways.”
NOTE: THIS ITEM WAS NOT IN THE ECLS-K:2011 OR THE ECLS-K:2023
PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 142 of 318
SSQ1027. / SSQ010z2
SSQ010z2
Question "Xxxxxxxxx xxxx xxxxxx."
GroupCopyRight "Source: Social Skills Improvement System (SSIS). Copyright
© 2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Improvement System (SSIS). Copyright ©
2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: Social Skills Improvement System (SSIS), #57; SSIS internalizing
problem behavior. Original SSIS response categories (Never, Seldom, Often,
Almost Always) changed to the ECLS-K:2011 response categories used for the
Social Skills items. In second sentence, changed “this way” to “in the following
ways.”
NOTE: THIS ITEM WAS NOT IN THE ECLS-K:2011 OR THE ECLS-K:2023
PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 143 of 318
SSQ1028. / SSQ010z3
SSQ010z3
Question "Xxx xxx xxxxxx xx xx xxxxxxxxx."
GroupCopyRight "Source: Social Skills Improvement System (SSIS). Copyright
© 2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Improvement System (SSIS). Copyright ©
2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: Social Skills Improvement System (SSIS), #61; SSIS internalizing
problem behavior. Original SSIS response categories (Never, Seldom, Often,
Almost Always) changed to the ECLS-K:2011 response categories used for the
Social Skills items. In second sentence, changed “this way” to “in the following
ways.”
NOTE: THIS ITEM WAS NOT IN THE ECLS-K:2011 OR THE ECLS-K:2023
PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 144 of 318
SSQ010z4
Question "Xxxx xxxxxxx xxxx xxxxxx."
GroupCopyRight "Source: Social Skills Improvement System (SSIS). Copyright
© 2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Improvement System (SSIS). Copyright ©
2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: Social Skills Improvement System (SSIS), #64; SSIS internalizing
problem behavior. Original SSIS response categories (Never, Seldom, Often,
Almost Always) changed to the ECLS-K:2011 response categories used for the
Social Skills items. In second sentence, changed “this way” to “in the following
ways.”
NOTE: THIS ITEM WAS NOT IN THE ECLS-K:2011 OR THE ECLS-K:2023
PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 145 of 318
SSQ010z5
Question "{(Continued) }Please indicate how often {CHILD} acts in the following
ways.
Xxxx xxxxxx xxxxx {xxx/xxx/xxxx}."
GroupCopyRight "Source: Social Skills Improvement System (SSIS). Copyright
© 2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Improvement System (SSIS). Copyright ©
2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: Social Skills Improvement System (SSIS), #66; SSIS internalizing
problem behavior. Changed “her/him” to a display for {him/her). Original SSIS
response categories (Never, Seldom, Often, Almost Always) changed to the
ECLS-K:2011 response categories used for the Social Skills items. In second
sentence, changed “this way” to “in the following ways.”
NOTE: THIS ITEM WAS NOT IN THE ECLS-K:2011 OR THE ECLS-K:2023
PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
IF BROWSER SIZE IS LARGE, DISPLAY “(Continued)”.
Monday, December 18, 2023
Added
Updated
Page 146 of 318
SSQ010z6
Question "Xxx xxxxxxxx xxxxxxxx."
GroupCopyRight "Source: Social Skills Improvement System (SSIS). Copyright
© 2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Improvement System (SSIS). Copyright ©
2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: Social Skills Improvement System (SSIS), #71; SSIS internalizing
problem behavior. Original SSIS response categories (Never, Seldom, Often,
Almost Always) changed to the ECLS-K:2011 response categories used for the
Social Skills items. In second sentence, changed “this way” to “in the following
ways.”
NOTE: THIS ITEM WAS NOT IN THE ECLS-K:2011 OR THE ECLS-K:2023
PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 147 of 318
SSQ010z7
Question "Xxxxxxxx xxxxx xx xxxxxxxx."
GroupCopyRight "Source: Social Skills Improvement System (SSIS). Copyright
© 2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Improvement System (SSIS). Copyright ©
2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: Social Skills Improvement System (SSIS), #70; SSIS externalizing
problem behavior. Original SSIS response categories (Never, Seldom, Often,
Almost Always) changed to the ECLS-K:2011 response categories used for the
Social Skills items. In second sentence, changed “this way” to “in the following
ways.”
NOTE: THIS ITEM WAS NOT IN THE ECLS-K:2011 OR THE ECLS-K:2023
PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 148 of 318
SSQ010z8
Question "Xxxx xxxxxxxxxxx xxxxxx."
GroupCopyRight "Source: Social Skills Improvement System (SSIS). Copyright
© 2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Improvement System (SSIS). Copyright ©
2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: Social Skills Improvement System (SSIS), #73; SSIS internalizing
problem behavior. Original SSIS response categories (Never, Seldom, Often,
Almost Always) changed to the ECLS-K:2011 response categories used for the
Social Skills items. In second sentence, changed “this way” to “in the following
ways.”
NOTE: THIS ITEM WAS NOT IN THE ECLS-K:2011 OR THE ECLS-K:2023
PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 149 of 318
SSQ010z9
Question "Xxx xxxxxx xxxxxxxx."
GroupCopyRight "Source: Social Skills Improvement System (SSIS). Copyright
© 2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
CopyRight "Source: Social Skills Improvement System (SSIS). Copyright ©
2008, NCS Pearson, Inc. Adapted with permission. All rights reserved."
Never ______________________________________________ 1
Sometimes __________________________________________ 2
Often _______________________________________________ 3
Very often ___________________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: Social Skills Improvement System (SSIS), #79; SSIS internalizing
problem behavior. Original SSIS response categories (Never, Seldom, Often,
Almost Always) changed to the ECLS-K:2011 response categories used for the
Social Skills items. In second sentence, changed “this way” to “in the following
ways.”
NOTE: THIS ITEM WAS NOT IN THE ECLS-K:2011 OR THE ECLS-K:2023
PRESCHOOL ROUND.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ITEMS SSQ010a-d, e-h, i-l, m-
p, q-t, u-x, y-Z4, AND Z5-Z9 ON SEPARATE SCREENS IN EIGHT GRIDS.
FOR THE GRID WITH SSQ010a-d, DISPLAY “Next we would like to ask about
{CHILD’s} social skills and behavior. Please indicate how often {CHILD} acts in
the following ways.” AT THE TOP OF THE GRID. FOR THE GRIDS WITH
SSQe-h, i-l, m-p, q-t, and u-x, y-Z4, AND Z5-Z9 DISPLAY “Please indicate how
often {CHILD} acts in the following ways.” AT THE TOP OF EACH GRID.
Monday, December 18, 2023
Added
Updated
Page 150 of 318
SSQ020a
Question "Please rate how true each of these statements is for {CHILD}.
When practicing an activity, has a hard time keeping {her/his/their} mind on it."
---1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Notes:
ContextHeader: Children's Behavior Questionnaire (CBQ) (Rothbart, Ahadi, Hershey, & Fisher, 2001),
modified to add stem. Deleted "not applicable" category. Added description of category 4 that is “Neither
untrue nor true of {CHILD}”. Also changed “your child” to “{CHILD}” in other response categories. Deleted
numbers in front of codes after descriptions of response categories were added. Deleted "of {CHILD}" in the
response categories.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS SSQ020a-e ON SAME
SCREEN IN A GRID.
FOR THE FIRST DISPLAY, DISPLAY “he” IF THE CHILD IS MALE (INQ050b
= 1). ELSE DISPLAY “she” IF THE CHILD IS FEMALE (INQ050b = 2). ELSE
DISPLAY “their” IF THE CHILD IS ANOTHER GENDER (INQ050b = 3). ELSE DISPLAY
THE CHILD’S NAME IF GENDER IS MISSING (INQ050b = SK) AS SHOWN IN THE
GLOBAL SPECS.
Monday, December 18, 2023
Added
Updated
Page 151 of 318
SSQ020b
Question "Will move from one task to another without completing any of them."
---1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Notes:
ContextHeader: Children's Behavior Questionnaire (CBQ) (Rothbart, Ahadi, Hershey, & Fisher, 2001),
modified to add stem. Deleted "not applicable" category. Added description of category 4 that is “Neither
untrue nor true of {CHILD}”. Also changed “your child” to “{CHILD}” in other response categories. Deleted
numbers in front of codes after descriptions of response categories were added. Deleted "of {CHILD}" in the
response categories.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS SSQ020a-e
ON SAME SCREEN IN A GRID.
Monday, December 18, 2023
Added
Updated
Page 152 of 318
SSQ020c
Question "When drawing or coloring in a book, shows strong concentration."
---1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Notes:
ContextHeader: Children's Behavior Questionnaire (CBQ) (Rothbart, Ahadi, Hershey, & Fisher, 2001),
modified to add stem. Deleted "not applicable" category. Added description of category 4 that is “Neither
untrue nor true of {CHILD}”. Also changed “your child” to “{CHILD}” in other response categories. Deleted
numbers in front of codes after descriptions of response categories were added. Deleted "of {CHILD}" in the
response categories.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS SSQ020a-e
ON SAME SCREEN IN A GRID.
Monday, December 18, 2023
Added
Updated
Page 153 of 318
SSQ020d
Question "When building or putting something together, becomes very involved
in what {he/she/they} {is/are} doing, and works for long periods of time.”
1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Notes:
ContextHeader: Children’s Behavior Questionnaire (CBQ) (Rothbart, Ahadi, Hershey, & Fisher, 2001),
modified to add stem. Deleted “not applicable” category. Added description of category 4 that is “Neither
untrue nor true of {CHILD}”. Also changed “your child” to “{CHILD}” in other response categories. Deleted
numbers in front of codes after descriptions of response categories were added. Deleted “of {CHILD}” in the
response categories.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS SSQ020a-e
ON SAME SCREEN IN A GRID.
FOR THE FIRST DISPLAY, DISPLAY “he” IF THE CHILD IS MALE (INQ050b
= 1). ELSE DISPLAY “she” IF THE CHILD IS FEMALE (INQ050b = 2). ELSE
DISPLAY “they” IF THE CHILD IS ANOTHER GENDER (INQ050b = 3). ELSE
DISPLAY THE CHILD’S NAME IF GENDER IS MISSING (INQ050b = SK) AS
SHOWN IN THE GLOBAL SPECS.
FOR THE SECOND DISPLAY, DISPLAY “is” IF THE CHILD IS MALE
(INQ050b = 1), FEMALE (INQ050b = 2), OR THE GENDER IS MISSING
(INQ050b = SK). ELSE DISPLAY “are” IF THE CHILD IS ANOTHER GENDER
(INQ050b = 3).
Monday, December 18, 2023
Added
Updated
Page 154 of 318
SSQ020e
Question “Is easily distracted when listening to a story.”
1. Extremely untrue
2. Untrue
3. Somewhat untrue
4. Neither untrue nor true
5. Somewhat true
6. True
7. Extremely true
Notes:
ContextHeader: Children’s Behavior Questionnaire (CBQ) (Rothbart, Ahadi, Hershey, & Fisher, 2001),
modified to add stem. Deleted “not applicable” category. Added description of category 4 that is “Neither
untrue nor true of {CHILD}”. Also changed “your child” to “{CHILD}” in other response categories. Deleted
numbers in front of codes after descriptions of response categories were added. Deleted “of {CHILD}” in the
response categories.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS SSQ020a-f
ON SAME SCREEN IN A GRID.
Monday, December 18, 2023
Added
Updated
Page 155 of 318
SSQ025a
Question “Please rate how true each of these statements is for {CHILD}.
Can wait before entering into new activities if asked to.”
1. Extremely untrue
2. Somewhat untrue
3. Neither untrue nor true
4. Somewhat true
5. Extremely true
Notes:
ContextHeader: Children’s Behavior Questionnaire (CBQ) (Rothbart, Ahadi, Hershey, & Fisher, 2001),
modified to add stem. Deleted “not applicable” category. Minor rewording changes for a and f to remove “s/he”
from the stems. Changed from 7-point to 5-point scale. Also changed “your child” to “{CHILD}” in other
response categories. Deleted numbers in front of codes after descriptions of response categories were added.
Deleted “of {CHILD}” in the response categories.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS SSQ025a-f
ON SAME SCREEN IN A GRID.
Monday, December 18, 2023
Added
Updated
Page 156 of 318
SSQ025b
Question “Plans for new activities or changes in routine to make sure {he/she/they} {has/have}
what will be needed."
---1. Extremely untrue
2. Somewhat untrue
3. Neither untrue nor true
4. Somewhat true
5. Extremely true
Notes:
ContextHeader: Children's Behavior Questionnaire (CBQ) (Rothbart, Ahadi, Hershey, & Fisher, 2001),
modified to add stem. Deleted "not applicable" category. Minor rewording changes for a and f to remove “s/he”
from the stems. Changed from 7-point to 5-point scale. Also changed “your child” to “{CHILD}” in other
response categories. Deleted numbers in front of codes after descriptions of response categories were added.
Deleted "of {CHILD}" in the response categories.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS SSQ025a-f
ON SAME SCREEN IN A GRID.
FOR THE FIRST DISPLAY, DISPLAY “he” IF THE CHILD IS MALE (INQ050b
= 1). ELSE DISPLAY “she” IF THE CHILD IS FEMALE (INQ050b = 2). ELSE
DISPLAY “they” IF THE CHILD IS ANOTHER GENDER (INQ050b = 3). ELSE
DISPLAY THE CHILD’S NAME IF GENDER IS MISSING (INQ050b = SK) AS
SHOWN IN THE GLOBAL SPECS.
FOR THE SECOND DISPLAY, DISPLAY “has” IF THE CHILD IS MALE
(INQ050b = 1), FEMALE (INQ050b = 2), OR THE GENDER IS MISSING
(INQ050b = SK). ELSE DISPLAY “have” IF THE CHILD IS ANOTHER
GENDER (INQ050b = 3).
Monday, December 18, 2023
Added
Updated
Page 157 of 318
SSQ025c
Question "Has trouble sitting still when told to (story time, etc.)."
---1. Extremely untrue
2. Somewhat untrue
3. Neither untrue nor true
4. Somewhat true
5. Extremely true
Notes:
ContextHeader: Children's Behavior Questionnaire (CBQ) (Rothbart, Ahadi, Hershey, & Fisher, 2001),
modified to add stem. Deleted "not applicable" category. Minor rewording changes for a and f to remove “s/he”
from the stems. Changed from 7-point to 5-point scale. Also changed “your child” to “{CHILD}” in other
response categories. Deleted numbers in front of codes after descriptions of response categories were added.
Deleted "of {CHILD}" in the response categories.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS SSQ025a-f
ON SAME SCREEN IN A GRID.
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SSQ025d
Question "Is good at following instructions."
---1. Extremely untrue
2. Somewhat untrue
3. Neither untrue nor true
4. Somewhat true
5. Extremely true
Notes:
ContextHeader: Children's Behavior Questionnaire (CBQ) (Rothbart, Ahadi, Hershey, & Fisher, 2001),
modified to add stem. Deleted "not applicable" category. Minor rewording changes for a and f to remove “s/he”
from the stems. Changed from 7-point to 5-point scale. Also changed “your child” to “{CHILD}” in other
response categories. Deleted numbers in front of codes after descriptions of response categories were added.
Deleted "of {CHILD}" in the response categories.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS SSQ025a-f
ON SAME SCREEN IN A GRID.
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SSQ025e
Question "Please rate how true each of these statements is for {CHILD}.
Approaches places that {he/she/they} {thinks/think} might be "risky" slowly and cautiously."
---1. Extremely untrue
2. Somewhat untrue
3. Neither untrue nor true
4. Somewhat true
5. Extremely true
Notes:
ContextHeader: Children's Behavior Questionnaire (CBQ) (Rothbart, Ahadi, Hershey, & Fisher, 2001),
modified to add stem. Deleted "not applicable" category. Minor rewording changes for a and f to remove “s/he”
from the stems. Changed from 7-point to 5-point scale. Also changed “your child” to “{CHILD}” in other
response categories. Deleted numbers in front of codes after descriptions of response categories were added.
Deleted "of {CHILD}" in the response categories.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS SSQ025a-f
ON SAME SCREEN IN A GRID.
FOR THE FIRST DISPLAY, DISPLAY “he” IF THE CHILD IS MALE (INQ050b
= 1). ELSE DISPLAY “she” IF THE CHILD IS FEMALE (INQ050b = 2). ELSE
DISPLAY “they” IF THE CHILD IS ANOTHER GENDER (INQ050b = 3). ELSE
DISPLAY THE CHILD’S NAME IF GENDER IS MISSING (INQ050b = SK) AS
SHOWN IN THE GLOBAL SPECS.
FOR THE SECOND DISPLAY, DISPLAY “thinks” IF THE CHILD IS MALE
(INQ050b = 1), FEMALE (INQ050b = 2), OR THE GENDER IS MISSING
(INQ050b = SK). ELSE DISPLAY “think” IF THE CHILD IS ANOTHER
GENDER (INQ050b = 3).
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SSQ025f
Question "Can easily stop an activity when told "no.""
---1. Extremely untrue
2. Somewhat untrue
3. Neither untrue nor true
4. Somewhat true
5. Extremely true
Notes:
ContextHeader: Children's Behavior Questionnaire (CBQ) (Rothbart, Ahadi, Hershey, & Fisher, 2001),
modified to add stem. Deleted "not applicable" category. Minor rewording changes for a and f to remove “s/he”
from the stems. Changed from 7-point to 5-point scale. Also changed “your child” to “{CHILD}” in other
response categories. Deleted numbers in front of codes after descriptions of response categories were added.
Deleted "of {CHILD}" in the response categories.
Copyright: Yes
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS SSQ025a-f
ON SAME SCREEN IN A GRID.
[End of SSQ]
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CFQ. Critical Family Processes
CFQ320a
Question “Now we are going to show you some statements. Please select how true each
statement is for you.
If {CHILD} is having problems at school, there is a friend, relative, or neighbor I can talk it over
with.”
---1. Never true
2. Sometimes true
3. Always true
Notes:
ContextHeader: ECLS-K:2011, spring first grade, question CFQ320a, modified first sentence to change “I’m
going to read” to “we are going to show you.” Changed “tell me” to “select” and changed “whether each
statement is never true for you, sometimes true for you, or always true” to “how true each statement is” in
second sentence. Deleted “Would you say it is never true for you, sometimes true for you, or always true for
you?”
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS CFQ320 a - c
ON SAME SCREEN IN A GRID.
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CFQ320b
Question “If I have an emergency and need cash, family or friends will loan it to me.”
---1. Never true
2. Sometimes true
3. Always true
Notes:
ContextHeader: ECLS-K:2011, spring first grade, question CFQ320a, modified first sentence to change “I’m
going to read” to “we are going to show you.” Changed “tell me” to “select” and changed “whether each
statement is never true for you, sometimes true for you, or always true” to “how true each statement is” in
second sentence. Deleted “Would you say it is never true for you, sometimes true for you, or always true for
you?”
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS CFQ320 a - c
ON SAME SCREEN IN A GRID.
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CFQ320c
Question “If I have troubles or need advice, I have someone I can talk to.”
---1. Never true
2. Sometimes true
3. Always true
Notes:
ContextHeader: ECLS-K:2011, spring first grade, question CFQ320a, modified first sentence to change “I’m
going to read” to “we are going to show you.” Changed “tell me” to “select” and changed “whether each
statement is never true for you, sometimes true for you, or always true” to “how true each statement is” in
second sentence. Deleted “Would you say it is never true for you, sometimes true for you, or always true for
you?”
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS CFQ320 a - c
ON SAME SCREEN IN A GRID.
[End of CFQ]
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CCQ. Child Care
CCQ005
Question ““Now, we would like to ask about child care arrangements. This includes child care with
relatives, nonrelatives, day care centers, or before- or after-school programs at a school or in a center.
This does not include care provided by parents and guardians, or occasional babysitting or back-up care
providers.”
“Is {CHILD} now receiving child care on a regular basis including care provided before or after school?”
---1. Yes
2. No.
Notes: If 1 (YES) go to CCQ006. ELSE go to next section, CHQ.
HELP FOR STEM: Regular basis: An arrangement or program occurring on a routine schedule. It may be for
any number of hours as long as it is used on a regular basis. Do not include occasional babysitting or “backup”
arrangements.
ContextHeader: ECLS-K:2011 fall kindergarten, modified to make it a yes/no gate question. Note: the ECLSK:2024 CCQ section restructured with items adapted and reordered compared to ECLS-K:2011 fall
kindergarten.
Copyright: No
Display Instructions:
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CCQ006
Question “Is {CHILD} now receiving child care on a regular basis? Please select all that apply.”
---1. From a relative (for example, grandparents, siblings, or any relatives other than{you/{CHILD}'s
{parents/guardians}})? Do not include care from parents or guardians, even if they do not live with {CHILD}.
2. From someone not related to {him/her/them}, within a private home (for example, family or in- home child
care providers, regular sitters, or neighbors)? This does not include child care centers.
3. Within a day care center or a before- or after- school program at a school or non-school setting
Notes:
HELP FOR STEM: Regular basis: An arrangement or program occurring on a routine schedule. It may be for
any number of hours as long as it is used on a regular basis. Do not include occasional babysitting or "backup" arrangements.
HELP FOR CODE 1: Care from a relative would be with any relative other than {CHILD}’s parents or
guardians and would take place in a private home. It may be free or cost money. It should be a regular child
care arrangement rather than occasional babysitting or back-up care. If parents are separated or divorced,
please do not include visitation with the parent who does not have custody.
HELP FOR CODE 2: Care from someone not related to {CHILD} refers to care in a private home that would
take place in {CHILD}’s home, the caregiver’s home, or another home. It may be free or cost money. This
does not include child care centers. Nonrelatives who live in {CHILD}'s household and provide care on a
regularly scheduled basis are eligible to be counted if they are not guardians to {CHILD} and there is at least
one parent or guardian in the household. If neither parent lives in the household, do not include care provided
by guardians who live with {CHILD} (they are treated the same as parents).
HELP FOR CODE 3: Care within a day care center or before- or after-school program at a school or nonschool setting includes any type of formal program that provides care and supervision. It may be in a child's
school or in another location, such as a church or a free-standing building. Head Start programs, nursery
schools, preschools, and prekindergarten programs that include children who are now in kindergarten (some
of which may be sponsored by the state) are also included.
ContextHeader: ECLS-K:2011 fall kindergarten, combined ECLS-K:2011 fall kindergarten CCQ010, CCQ115,
and CCQ260 into a single select all that apply item.
Copyright: No
Display Instructions:
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CCQ007
Question “How many hours per week in total is {CHILD} in child care on a regular basis, including care
provided before or after school?"
--[enter number of hours].
Notes:
HELP FOR STEM: Regular basis: An arrangement or program occurring on a routine schedule. It may be for
any number of hours as long as it is used on a regular basis. Do not include occasional babysitting or "backup" arrangements.
ContextHeader: New.
Copyright: No.
Display Instructions: Underline “per week” in the question stem.
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CCQ008
Question “In what child care setting does {CHILD} spend the most hours?”
[1. From a relative (for example, grandparents, siblings, or any relatives other than{you/{CHILD}'s
{parents/guardians}})? Do not include care from parents or guardians, even if they do not live with {CHILD}.]
[2. From someone not related to {him/her/them}, within a private home (for example, family or in- home child
care providers, regular sitters, or neighbors)? This does not include child care centers.]
[3. Within a day care center or a before- or after- school program at a school or non-school]
Notes:
ONLY SHOW THE SETTINGS THAT WERE MARKED IN CCQ006. IF CCQ006 IS ONLY ONE OPTION, SKIP
TO CCQ009.
ContextHeader: New.
Copyright: No.
Display Instructions:
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CCQ009a
Question “During the school year, how much does your household pay on average per month for {CHILD}’s
child care received on a regular basis? Please do not count any money that you may receive from others to
help pay for child care and only consider the amount paid for {CHILD}.
$_ _ _ _ _.
Notes:
HELP FOR STEM: Regular basis: An arrangement or program occurring on a routine schedule. It may be for
any number of hours as long as it is used on a regular basis. Do not include occasional babysitting or “backup”
arrangements.
ContextHeader: New to the ECLS-K:2024.
Copyright: No
Display Instructions: Underline “per month” in the question stem.
CCQ009b
Question “During the summer (when school is not in session), how much does your household pay on
average per month for {CHILD}’s child care received on a regular basis? Please do not count any money that
you may receive from others to help pay for child care and only consider the amount paid for {CHILD}.
$_ _ _ _ _.
___ {CHILD} not in child care on a regular basis during the summer (when school is not in session)
Notes:
HELP FOR STEM: Regular basis: An arrangement or program occurring on a routine schedule. It may be for
any number of hours as long as it is used on a regular basis. Do not include occasional babysitting or “backup”
arrangements.
ContextHeader: New to the ECLS-K:2024.
Copyright: No
Display Instructions: Underline “per month” in the question stem.
Offer {CHILD} not in child care on a regular basis during the summer (when school is not in
session) as an answer option.
[End of CCQ]
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CHQ. Child's Health and Well-Being
CHQ1001. / CHQ010
CHQ010
Question “Now we would like to ask about {CHILD}’s health and well-being.
How long has it been since {CHILD}'s last visit to a dentist or dental hygienist
for dental care?”
Never been to dentist or dental hygienist for dental
care
1
Less than 6 months____________________________________ 2
6 months to less than 1 year _____________________________ 3
1 year to 2 years ______________________________________ 4
More than 2 years _____________________________________ 5
UP TO 5 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring second grade, question CHQ010, changed “Now
we’d like to discuss…” to “Now we would like to ask about…” in the transition
sentence.
Copyright: No
CHQ1002. / CHQ020
CHQ020
Question “How long has it been since {CHILD}'s last visit to a clinic, health
center, hospital, doctor's office, or other place for routine health care?”
Never had routine health care ____________________________ 1
Less than 6 months____________________________________ 2
6 months to less than 1 year _____________________________ 3
1 year to 2 years ______________________________________ 4
More than 2 years _____________________________________ 5
UP TO 5 RESPONSES ALLOWED.
Notes: HELP FOR STEM: Routine health care may include check-ups or immunization
appointments.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ020. Changed
interviewer instructions into instructions for respondent.
Copyright: No
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CHQ026
Question “Has a doctor, nurse, or other medical professional ever told you that {CHILD} has
asthma?”
---1. Yes
2. No
Notes:
RESPONSE OF 2 (NO) GOES TO CHQ030.
SK CONTINUES TO CHQ030.
ContextHeader: ECLS-K:2011, spring first grade, question CHQ026
Copyright: No
Display Instructions:
CHQ027
Question “Does {CHILD} receive treatment for this condition?”
---1. Yes
2. No
Notes:
ContextHeader: ECLS-K:2011, spring first grade, question CHQ027
Copyright: No
Display Instructions:
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CHQ1017. / CHQ030
CHQ030
Question “Is {CHILD} now covered by a health insurance plan which would pay
any part of a hospital, doctor's, or surgeon's bill? This includes {Medicaid/{or
STATE NAME FOR MEDICAID}}.”
Yes ________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ030. Changed
interviewer instructions into instructions for respondent.
Copyright: No
Display Instructions: FOR "or STATE NAME FOR MEDICAID"; OBTAIN STATE FROM PRELOAD.
THEN DISPLAY NAME FOR STATE MEDICAID PROGRAM, IF ANY, FROM
PRELOAD. ELSE, IF MISSING, DISPLAY “Medicaid.”
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CHQ060
Question “In a typical week, on how many days does {CHILD} get exercise that
causes rapid breathing, perspiration, and a rapid heartbeat for 20 continuous
minutes or more?”
Pre-unit “Days:”
Watermark “Number of days”
|
|
[0 to 7]
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ060. Adapted format
for web.
Copyright: No
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CHQ092
Question “Before {CHILD} turned 3, did {he/she/they} ever receive services from
a program called Early Intervention Services or have an Individualized Family
Service Plan, or IFSP?”
InstResp “Early Intervention Services are services to a family with a child who
has been identified as having a developmental delay and/or a specific health
condition when the child is between birth and age 3. An Individualized Family
Service Plan or IFSP is a plan developed to support children and families
involved in early intervention (birth to age 3).”
---Yes ________________________________________________ 1
No _________________________________________________ 2
ContextHeader: Source: ECLS-K:2011, fall kindergarten question CHQ092, modified to
ask about current services, CHQ118a in preschool.
Copyright: No
CHQ092a
Question “Is {CHILD} currently receiving services from a program called Early
Intervention Services or have an Individualized Family Service Plan (IFSP)?"
InstResp “Early Intervention Services are services to a family with a child who
has been identified as having a developmental delay and/or a specific health
condition when the child is between birth and age 3. An Individualized Family
Service Plan or IFSP is a plan developed to support children and families
involved in early intervention (birth up to age 3).”
Yes ________________________________________________ 1
No _________________________________________________ 2
ContextHeader: Source: ECLS-K:2011, fall kindergarten question CHQ092, modified to
ask about current services, CHQ118a in preschool.
Copyright: No
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CHQ093
Question "Has {CHILD} ever received any services through an Individualized
Education Program (IEP)?"
InstResp “An Individualized Education Program (IEP) is a plan for children
age 3 or older identified as needing special education and related services.”
Yes ________________________________________________ 1
No _________________________________________________ 2
ContextHeader: Source: ECPP-NHES:2019, question 88, modified to just ask about an
IEP separately rather than an IFSP and a services.
plan. Also modified to ask about ever having received services, CHQ119 in
preschoolCopyright: No
CHQ093a
Question "Is {CHILD} currently receiving any services through an
Individualized Education Program (IEP)?"
InstResp "An Individualized Education Program (IEP) is a plan for children
age 3 or older identified as needing special education and related services.”
---Yes ________________________________________________ 1
No _________________________________________________ 2
ContextHeader: Source: ECPP-NHES:2019, question 88, modified to just ask about an
IEP separately rather than an IFSP and a services plan, CHQ119a in
preschool.
Copyright: No
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CHQ094
Question "Has {CHILD} ever received any services through a 504 plan?"
InstResp "A 504 plan is a formal plan schools use to provide accommodations
to children with disabilities. A 504 plan does not include individualized
instruction, and children do not have to qualify for special education services
to be eligible for a 504 plan.”
Yes ________________________________________________ 1
No _________________________________________________ 2
ContextHeader: Source: ECPP-NHES:2019, question 88, modified to ask about a 504
plan rather than an IFSP, IEP, or services plan. Also modified to ask
whether the child has ever received services, CHQ121 in preschool.
Copyright: No
CHQ094a
Question "Is {CHILD} currently receiving any services through a 504 plan?"
InstResp "A 504 plan is a formal plan schools use to provide accommodations
to children with disabilities. A 504 plan does not include individualized
instruction, and children do not have to qualify for special education services
to be eligible for a 504 plan.”
Yes ________________________________________________ 1
No _________________________________________________ 2
ContextHeader: Source: ECPP-NHES:2019, question 88, modified to ask about a 504
plan rather than an IFSP, IEP, or services plan, CHQ121a in
preschool.
Copyright: No
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CHQ125
Question “Now we have some questions about diagnoses from a professional.
Has {CHILD} ever been diagnosed by a professional with any of the following?
Please select all that apply”
Learning disability (including dyslexia, dyscalculia,
and dysgraphia)
1
Attention deficit disorder (ADD) / Attentiondeficit/hyperactivity disorder (ADHD)
2
Developmental delay___________________________________ 3
Asperger’s syndrome/Autism/Pervasive
developmental disorder (PDD)/Other autism
spectrum disorder
4
Intellectual or cognitive disability __________________________ 5
Orthopedic impairment _________________________________ 6
Emotional disturbance (including panic disorder,
obsessive compulsive disorder, other anxiety
disorders, bipolar disorder, depression, oppositional
defiance disorder (ODD), eating disorders, sensory
deficit disorders, and schizophrenia)
7
Traumatic brain injury __________________________________ 8
Speech impairment (such as problems with
articulation or communication, voice disorders, or
stuttering)
9
None of the above____________________________________ 10
Other diagnosis of a social, emotional, or behavioral
issue {(Please specify):/(Please specify on next
screen.)}:
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91
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UP TO 11 RESPONSES ALLOWED.
Notes: DISPLAY CODE 10 ABOVE CODE 91.
IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE
10, DISPLAY HARD ERROR CHECK MESSAGE, “You selected “None of the
above” but also selected another option on the list. Please check your
responses and update your answer. Then, select “Next” to continue.”
BOLD IN HELP TEXT ON FIRST INSTANCE ONLY: "Learning disability",
"Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder
(ADHD)", "Developmental delay", "Asperger's syndrome/autism/pervasive
developmental disorder (PDD)/Other autism spectrum disorder", "Intellectual or
cognitive disability", "Orthopedic impairment", "Emotional disturbance",
"Traumatic brain Injury", AND “Speech impairment.”
HELP FOR CODE 1: Learning disability: A disorder in one or more
psychological processes for understanding or using language, which shows up
as difficulty learning to listen, think, speak, read, write, spell, or do
mathematical calculations. Some names of learning disabilities are dyslexia,
dyscalculia, dysgraphia, developmental aphasia, minimal brain dysfunction,
brain injury, and perceptual disabilities. A commonly used acronym is "LD."
Children with "specific learning disorder" are included here.
HELP FOR CODE 2: Attention deficit disorder (ADD) / Attentiondeficit/hyperactivity disorder (ADHD): A childhood syndrome characterized by
short attention span that is inappropriate for the child's age group, with or
without hyperactivity. Inattention means difficulty concentrating, easily
distracted, and not finishing things started. Impulsivity means often acts before
thinking, shifts excessively from one activity to another, needs a lot of
supervision. Hyperactivity means runs about or climbs on things excessively,
has difficulty staying seated, always on the go, as if driven by a motor.
HELP FOR CODE 3: Developmental delay: A condition in which a young child
falls significantly behind children of the same age in physical, mental, speech ,
social/emotional, and/or adaptive development. It does not simply mean that
the child talked somewhat later than some children or was smaller than
average. If the child's social behavior and relationships with other people are
generally consistent with the child's delayed cognitive development, then the
classification of the condition as developmental delay is probably appropriate.
HELP FOR CODE 4: Asperger’s syndrome/Autism/Pervasive developmental
disorder (PDD)/Other autism spectrum disorder: Asperger’s is a developmental
disability with symptoms that are less severe than autism but include similar
characteristics. Autism refers to developmental disabilities that significantly
affecting verbal and nonverbal communication as well as social interaction.
There is often an insistence on sameness, as shown by stereotyped play,
abnormal preoccupations, or resistance to change. Characteristics often
associated with autism are a pervasive lack of responsiveness to other people,
and engagement in repetitive activities and stereotyped movements (such as
hand-flapping or rocking). With autism, the impaired social and language
development are not caused by cognitive delay. Some children with autism are
actually advanced in selected areas. Pervasive developmental disorder may
include excessive anxiety, inappropriate affect or emotions, odd movement,
speech abnormalities, hypersensitivity to sensory stimuli, and self-mutilation.
Children with "autism spectrum disorder (ASD)" are included here.
HELP FOR CODE 5: Intellectual or cognitive disability: The child's mental
development is significantly and noticeably behind what would ordinarily be
expected for a child of their age. This significantly below average general
intellectual functioning exists at the same time as problems in adaptive
behavior, and negatively affects the child’s educational performance.
"Intellectual developmental disorder" and mental retardation would also be
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included here.
HELP FOR CODE 6: Orthopedic impairment: A physical impairment that is
severe enough to negatively affect a child’s educational performance. Disabling
physical problems such as those resulting from polio, cerebral palsy,
amputations, and fractures or contractures from burns would be considered as
orthopedic impairments.
HELP FOR CODE 7: Emotional disturbance: A condition with one or more of
the following characteristics over a long period of time that negatively affect a
child's educational performance: (a) an inability to learn that cannot be
explained by other factors; (b) an inability to build or maintain satisfactory
interpersonal relationships; (c) inappropriate behavior or feelings; (d) a general
mood of unhappiness or depression; or (e) a tendency to develop physical
symptoms or fears associated with personal or school problems. Examples
include panic disorder, obsessive compulsive disorder, other anxiety disorders
(for example, separation anxiety disorder or generalized anxiety disorder),
bipolar disorder, depression, oppositional defiance disorder (ODD), eating
disorders, and schizophrenia. Sensory deficit disorder (such as sensory
deprivation problems, sensory processing problems, sensory integration
problems, or sensory organization problems) would also be included.
HELP FOR CODE 8: Traumatic brain injury: An acquired injury to the brain
caused by an external force, resulting in total or partial functional disability or
psychosocial impairment, or both, that adversely affects a child's educational
performance. It may result in impairments in cognition; language; memory;
attention; reasoning; abstract thinking; judgment; problem-solving; sensory,
perceptual, and motor abilities; psycho-social behavior; physical functions;
information processing; and speech. The term does not apply to brain injuries
that are congenital (there at birth) or degenerative (problem that grows worse
over time), or to brain injuries brought on by birth trauma.
HELP FOR CODE 9: Speech impairment (such as problems with articulation or
communication, voice disorders, or stuttering): Speech problems include many
issues a child may show when he or she talks. The listener may not be able to
hear the child, the child may not speak clearly, or the child may use sounds or
say words the listener is not familiar with.
ContextHeader: Source: ECLS-K:2011, spring fifth grade, question CHQ125. Removed probe,
updated response options to shorten for web and edited help text to align with
updated response options. Combined ‘dyslexia’ and ‘dyscalculia’ into ‘Learning
disability’ response option and added ‘dysgraphia’; combined ADD and ADHD
into ‘Attention deficit disorder’ response option; changed ‘Autism’ and
‘Asperger’s disorder’ to ‘Asperger’s syndrome/Autism’ in response option;
removed ‘severe’ from ‘cognitive disability’ and removed ‘mental retardation’
from “Intellectual or cognitive disability” response option; removed ‘serious’
from emotional disturbance and combined several issues under ‘Emotional
disturbance’ response option (panic disorder, obsessive compulsive disorder,
other anxiety disorders, bipolar disorder, depression, oppositional defiance
disorder (ODD), eating disorders (added based on a comment from the
Technical Review Panel), sensory deficit disorders, and schizophrenia);
modified references to separation anxiety, generalized anxiety, and other
anxiety disorder by referring to all of them as ‘other anxiety disorders’ in
‘Emotional disturbance’ response option; removed examples of sensory deficit
disorder (sensory deprivation problems, sensory processing problems, sensory
integrations problems, or sensory organization problems) by referring to them
all as ‘sensory deficit disorders’ in ‘Emotional disturbance’ response option;
changed ‘problems’ to ‘impairment’ in speech response option and removed
reference to ‘phonological problems’ to avoid confusion with dyslexia; changed
“articulation problems” and “communication problems” to “problems with
articulation or communication.” Added transition text. Reworded to ask if the
child has ever had a diagnosis. Added text to clarify the "Other" category and
added a "None of the above" category.
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Copyright: No
Display Instructions: DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR
LARGE BROWSERS.
DISPLAY “(Please specify:)” FOR LARGE BROWSERS. ELSE DISPLAY
“(Please specify on next screen.)” FOR SMALL BROWSERS.
Box CHQ1020. / Box 3
Notes: IF CHQ125 = 91, GO TO CHQ125OS. ELSE, GO TO BOX 4.
ContextHeader: Source:
Copyright: No
CHQ1021. / CHQ125OS
CHQ125OS
[0 to 0]
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ125OS.
Copyright: No
Display Instructions: DISPLAY ALL CATEGORIES AND OTHER SPECIFY TOGETHER ON SAME
PAGE.
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Notes: IF CHQ125 HAS A CODE OF 1 (LEARNING DISABILITY), GO TO CHQ125a.
ELSE IF CHQ125 HAS A CODE OF 4 (ASPERGER’S/AUTISM/PDD), GO TO
CHQ126. ELSE IF CHQ125 HAS A CODE OF 7 (EMOTIONAL
DISTURBANCE), GO TO CHQ127.
ELSE, GO TO BOX 6.
ContextHeader: Source:
Copyright: No
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CHQ1023. / CHQ125a
CHQ125a
Question “What type of learning disability does {CHILD} have? Please select all
that apply.”
Dyslexia ____________________________________________ 1
Dyscalculia __________________________________________ 2
Dysgraphia __________________________________________ 3
Other {(Please specify):/(Please specify on next
screen.)}:
91
UP TO 4 RESPONSES ALLOWED.
Notes: BOLD IN HELP TEXT ON FIRST INSTANCE ONLY: "Dyslexia", “Dyscalculia”,
“Dysgraphia”
HELP FOR CODE 1: Dyslexia: Dyslexia is an impairment of ability to recognize
and comprehend the written word.
HELP FOR CODE 2: Dyscalculia: Dyscalculia is an impairment in ability to
perform and remember calculations in mathematics.
HELP FOR CODE 3: Dysgraphia: Dysgraphia is an impairment in written
expression.
ContextHeader: Source:
Copyright: No
Display Instructions: DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR
LARGE BROWSERS.
DISPLAY “(Please specify:)” FOR LARGE BROWSERS. ELSE DISPLAY
“(Please specify on next screen.)” FOR SMALL BROWSERS.
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Notes: IF CHQ125a = 91, GO TO CHQ125aOS. ELSE, GO TO BOX 6.
ContextHeader: Source:
Copyright: No
CHQ1025. / CHQ125aOS
CHQ125aOS
[0 to 0]
ContextHeader: Source: New
Copyright: No
Display Instructions: DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE.
Box CHQ1026. / Box 6
Notes: IF CHQ125 HAS A CODE OF 4 (ASPERGER’S/AUTISM/PDD), GO TO
CHQ126. ELSE IF CHQ125 HAS A CODE OF 7 (EMOTIONAL
DISTURBANCE), GO TO CHQ127.
ELSE, GO TO BOX 8.
ContextHeader: Source:
Copyright: No
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CHQ126
Question “What type of autism spectrum disorder does {CHILD} have?”
Diagnosis not yet determined ____________________________ 1
Asperger's syndrome __________________________________ 2
Autism ______________________________________________ 3
Pervasive developmental disorder (PDD) ___________________ 4
Rett syndrome ________________________________________ 5
Childhood disintegrative disorder (CDD) ____________________ 6
Other {(Please specify):/(Please specify on next
screen.)}:
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UP TO 6 RESPONSES ALLOWED.
Notes: BOLD, IN HELP TEXT ON FIRST INSTANCE ONLY: "Autism", “Asperger’s
syndrome”, “Pervasive developmental disorder (PDD)”, “Rett syndrome”, and
“Childhood disintegrative disorder (CDD)”.
HELP FOR CODE 1: Asperger’s syndrome: Asperger’s is a developmental
disability with symptoms that are less severe than autism but include similar
characteristics.
HELP FOR CODE 2: Autism: Autism refers to developmental disabilities that
significantly affecting verbal and nonverbal communication as well as social
interaction. There is often an insistence on sameness, as shown by
stereotyped play, abnormal preoccupations, or resistance to change.
Characteristics often associated with autism are a pervasive lack of
responsiveness to other people, and engagement in repetitive activities and
stereotyped movements (such as hand-flapping or rocking). With autism, the
impaired social and language development are not caused by cognitive delay.
Some children with autism are actually advanced in selected areas. Pervasive
developmental disorder may include excessive anxiety, inappropriate affect or
emotions, odd movement, speech abnormalities, hypersensitivity to sensory
stimuli, and self-mutilation. Children with "autism spectrum disorder (ASD)" are
included here.
HELP FOR CODE 3: Pervasive development disorder (PDD): Pervasive
developmental disorder may include excessive anxiety, inappropriate affect or
emotions, odd movement, speech abnormalities, hypersensitivity to sensory
stimuli, and self-mutilation.
HELP FOR CODE 4: Rett syndrome: Rett syndrome is a genetic neurological
disorder that affects the way the brain develops and impairs individuals’ ability
to speak, walk, eat, and breathe easily. This disorder primarily affects girls.
Over time, children with Rett syndrome have increasing problems with the use
of muscles that control movement, coordination and communication. Rett
syndrome can also cause seizures and intellectual disability. Abnormal hand
movements, such as repetitive rubbing or clapping, often replace purposeful
hand use.
HELP FOR CODE 5: Childhood disintegrative disorder (CDD): Childhood
disintegrative disorder, also known as Heller's syndrome and disintegrative
psychosis, is a rare condition characterized by late onset (>3 years of age) of
developmental delays in language, social function, and motor skills. Children
with CDD may lose social skills (for example, making eye contact); lose bowel
and bladder control; lose the ability to understand what others are saying; lose
motor skills; exhibit odd body movements, such as walking on tiptoe, flicking
fingers for long periods, or banging their head; lose the ability to speak; or be
unable to start a conversation or keep one going.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ126. Removed “Is
it...” that named all the categories. Changed “Asperger’s disorder” to
“Asperger’s syndrome.” and made it code 1 and “Autism” code 2. Added “Rett
syndrome” and “childhood disintegrative disorder.”
Copyright: No
Display Instructions: DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR
LARGE BROWSERS.
DISPLAY “(Please specify:)” FOR LARGE BROWSERS. ELSE DISPLAY
“(Please specify on next screen.)” FOR SMALL BROWSERS.
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Box CHQ1028. / Box 7
Notes: IF CHQ126 = 91, GO TO CHQ126OS. ELSE, GO TO BOX 8.
ContextHeader: Source:
Copyright: No
CHQ1029. / CHQ126OS
CHQ126OS
[0 to 0]
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ126OS.
Copyright: No
Display Instructions: DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE.
Box CHQ1030. / Box 8
Notes: IF CHQ125 HAS A CODE OF 7 (EMOTIONAL DISTURBANCE), GO TO
CHQ127.
ELSE, GO TO BOX 10.
ContextHeader: Source:
Copyright: No
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CHQ1031. / CHQ127
CHQ127
Question “What type of emotional disturbance does {CHILD} have? Please
select all that apply.”
Panic disorder ________________________________________ 1
Separation anxiety disorder______________________________ 2
Obsessive compulsive disorder __________________________ 3
Generalized anxiety disorder_____________________________ 4
Other anxiety disorder __________________________________ 5
Bipolar disorder _______________________________________ 6
Depression __________________________________________ 7
Oppositional defiant disorder (ODD) _______________________ 8
Eating disorders ______________________________________ 9
Sensory deficit disorders (such as sensory
deprivation problems; sensory processing problems;
sensory integration problems; or sensory
organization problems)
10
Schizophrenia _______________________________________ 11
Other {(Please specify):/(Please specify on next
screen.)}:
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UP TO 12 RESPONSES ALLOWED.
Notes: BOLD, IN HELP TEXT ON FIRST INSTANCE ONLY: "Panic disorder",
“Separation anxiety disorder”, “Obsessive compulsive disorder”, “Generalized
anxiety disorder”, “Other anxiety disorder”, “Bipolar disorder”, “Depression”,
“Oppositional defiant disorder (ODD)”, “Eating disorder”, “Sensory deficit
disorder,” AND “Schizophrenia.”
HELP FOR CODE 1: Panic disorder: A disorder in which there is the sudden
onset of several different physical signs, such as rapid heart rate, shaking,
sweating, nausea, dizziness, and difficulty breathing. A panic disorder may
make a child think that something horrible is about to happen.
HELP FOR CODE 2: Separation anxiety disorder: This is the fear a child has of
being separated from the child's parents which is far more than would be
expected for the child’s developmental stage.
HELP FOR CODE 3: Obsessive compulsive disorder: A child must have
obsessions or compulsions or both to have this disorder, and these obsessions
and/or compulsions must be disabling to the child. Obsessions are thoughts
that aren’t visible to others but cause the child distress. The thoughts occur
over and over and the child spends so much time on them that they have a
hard time taking care of themselves or relating to others. Compulsions are
mental acts that a child feels driven to perform in response to an obsession.
HELP FOR CODE 4: Generalized anxiety disorder: Children who have this
disorder worry all the time over nothing, themselves, other’s safety, their health,
and/or the world to a far greater extent than average. They often have many
physical signs of anxiety such as headache, abdominal pain, cramps, diarrhea,
vomiting, and dizziness.
HELP FOR CODE 5: Other anxiety disorders: An anxiety disorder that is not
one of the specific disorders in this list.
HELP FOR CODE 6: Bipolar disorder: A child with bipolar disorder displays
signs of major mood changes, sometimes sad, as in depression, or the
opposite, mania. All bipolar disorders are a combination of mania with or
without depression. Some signs of mania include inflated self-esteem,
decreased need for sleep, distractibility and increased activity. Some signs of
depression are sleeping too much, poor appetite, feelings of severe
worthlessness, hallucinations or strange beliefs about the past.
HELP FOR CODE 7: Depression: Some signs of depression are frequent
sadness, loss of interest or enjoyment of activities, low energy, isolation from
friends, sleeping too much, poor appetite, a severe sense of worthlessness,
problems with concentration, frequent complaints of physical illnesses, and
thoughts of suicide or destructive behavior.
HELP FOR CODE 8: Oppositional defiant disorder (ODD): ODD refers to
children whose uncooperative, defiant, or hostile behavior disrupts daily life. All
children show such behavior in particular circumstances – such as when they
are tired, not feeling well, or under unusual stress. However, identification of
ODD comes with such behavior that (1) occurs with unusual frequency, (2)
occurs in more than one setting - such as home, school, church, or
supermarket, and (3) is not appropriate for the age. Examples include the
following: the child has frequent temper tantrums; argues excessively with
adults; challenges rules or authority; is defiant and refuses to comply with adult
requests and rules; purposely tries to annoy or upset people; blames others for
their mistakes or misbehavior; is often touchy or easily annoyed by others; has
frequent anger and resentment; talks in a mean and hateful way when upset; or
has a spiteful attitude and seeks revenge.
HELP FOR CODE 9: Eating disorders: Eating disorders are severe
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disturbances in eating behaviors and related thoughts and emotions. They
include, for example, anorexia nervosa, bulimia nervosa, binge eating disorder,
pica, rumination, and avoidant/restrictive food intake disorders.
HELP FOR CODE 10: Sensory deficit disorders (such as sensory deprivation
problems; sensory processing problems; sensory integration problems; or
sensory organization problems): This should not be confused with attention
deficit disorder, vision problems, or hearing problems. Sensory deficit disorder,
sensory processing disorder, and sensory integration disorder are terms that
refer to problems a child may have correctly organizing or interpreting sensory
information. The child reacts to sensory information (what is seen, heard,
touched, etc.) in an unexpected way. Some examples are strong reactions to
smelling certain perfumes, oversensitivity to the touch of certain fabrics or even
to any fabric, or overreactions to loud noises. When the level of sensitivity
creates a problem with age-appropriate behavior or activities, or ageappropriate functioning at home or school then it becomes a problem.
HELP FOR CODE 11: Schizophrenia: This is severe mental disorder
characterized by incoherent or illogical thoughts. Children with schizophrenia
may have hallucinations (for example, hear voices), delusions, and thinking or
behavior that interferes with their ability to function.
ContextHeader: Source: ECLS-K:2011, spring fifth grade, question CHQ125, modified to ask
about different types of emotional disturbance issues in a separate question
with a new question stem
Copyright: No
Display Instructions: DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR
LARGE BROWSERS.
DISPLAY “(Please specify:)” FOR LARGE BROWSERS. ELSE DISPLAY
“(Please specify on next screen.)” FOR SMALL BROWSERS.
Box CHQ1032. / Box 9
Notes: IF CHQ127 = 91, GO TO CHQ127OS. ELSE, GO TO BOX 10.
ContextHeader: Source:
Copyright: No
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CHQ127OS
[0 to 0]
ContextHeader: Source: New
Copyright: No
Display Instructions: DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE.
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Updated
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Notes: IF CHQ125 = 10 OR SK (NO DISABILITIES OR SKIPPED) GO TO CHQ200.
ELSE START LOOP 1
ASK CHQ130, CHQ131a, CHQ131b, CHQ135a, AND CHQ135b (IF
APPLICABLE ACCORDING TO THE SKIPS BETWEEN THE ITEMS) FOR
EACH DIAGNOSIS IN CHQ125, UP TO 10 TIMES. THE DIAGNOSIS LISTED
AS AN “OTHER SPECIFY” SHOULD ALSO BE PART OF THIS LOOP.
LOOPING ELIGIBILITY:
IF CHQ125 = 1, ASK ABOUT A LEARNING DISABILITY.
IF CHQ125 = 2, ASK ABOUT ATTENTION DEFICIT DISORDER (ADD)/
ATTENTION-DEFICIT/HYPERACTIVITY DISORDER (ADHD).
IF CHQ125 = 3, ASK ABOUT DEVELOPMENTAL DELAY.
IF CHQ125 = 4, ASK ABOUT ASPERGER’S
SYNDROME/AUTISM/PERVASIVE DEVELOPMENT DISORDER
(PDD)/OTHER AUTISM SPECTRUM DISORDER.
IF CHQ125 = 5, ASK ABOUT INTELLECTUAL DISABILITY/COGNITIVE
DISABILITY.
IF CHQ125 = 6, ASK ABOUT ORTHOPEDIC IMPAIRMENT.
IF CHQ125 = 7, ASK ABOUT EMOTIONAL DISTURBANCE.
IF CHQ125 = 8, ASK ABOUT TRAUMATIC BRAIN INJURY.
IF CHQ125 = 9, ASK ABOUT SPEECH IMPAIRMENT.
IF CHQ125 = 91, ASK ABOUT THE DIAGNOSIS AS LISTED IN THE OTHER
SPECIFY TEXT OF CHQ125OS.
ContextHeader: Source:
Copyright: No
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CHQ130
Question “How old was {CHILD} when the first diagnosis of a problem related to
{a learning disability/attention deficit disorder (ADD) / attention- deficit/hyperactivity
disorder (ADHD)/developmental delay/Asperger’s syndrome/autism/pervasive
development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an
autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an
emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM
OTHER SPECIFY} was made?”
InstResp "Please answer in either months or years.”
SaVisible "True"
Pre-unit "Months:"
Watermark: "Enter months"
DON'T KNOW
Pre-unit "Years:"
Watermark: "Enter years"
DON'T KNOW
Notes: Reformat this question to be similar fall kindergarten CHQ001 on birth weight.
DISPLAY DON'T KNOW OPTION (SaVisible "True").
DON’T KNOW AND SK SKIP TO CHQ135a.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ131, modified
displays for disabilities
Copyright: No
Display Instructions: IF CHQ125 = 1, DISPLAY “a learning disability”.
IF CHQ125 = 2, DISPLAY “attention deficit disorder (ADD) / attentiondeficit/hyperactivity disorder (ADHD)”.
IF CHQ125 = 3, DISPLAY “developmental delay”.
IF CHQ125 = 4 AND THERE WAS AN ANSWER TO CHQ126 DISPLAY
ANSWER FROM CHQ126: IF CHQ126 = 1 DISPLAY “Asperger’s syndrome”.
ELSE IF CHQ126 = 2 DISPLAY “autism”. ELSE IF CHQ126 = 3 DISPLAY
“pervasive developmental disorder (PDD)”. ELSE IF CHQ126 = 4 DISPLAY
“Rett syndrome”. ELSE IF CHQ126 = 5 DISPLAY “childhood disintegrative
disorder (CDD)”. ELSE IF CHQ126 = 91, DISPLAY “{TEXT FROM OTHER
SPECIFY}” FROM CHQ126OS. ELSE IF CHQ126 = SK AND CHQ125 = 4
DISPLAY “an autism spectrum disorder”.
IF CHQ125 = 5, DISPLAY “an intellectual or cognitive disability”.
IF CHQ125 = 6, DISPLAY “orthopedic impairment”.
Monday, December 18, 2023
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Updated
IF CHQ125 = 7, DISPLAY “an emotional disturbance”.
Page 192 of 318
IF CHQ125 = 8, DISPLAY “a traumatic brain injury”.
IF CHQ125 = 9, DISPLAY “a speech impairment”.
IF CHQ125 = 91, DISPLAY “{TEXT FROM OTHER SPECIFY}” FROM
CHQ125OS.
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CHQ1040. / CHQ135a
CHQ135a
Question “What was the month and year when the diagnosis was made?”
If there was more than one diagnosis, report the earliest.”
Pre-unit “Month:”
Watermark “Enter month”
|
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Updated
|
|
[1 to 12]
Page 194 of 318
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ135a. Changed
interviewer instruction to respondent instruction.
Copyright: No
Display Instructions: DISPLAY CHQ135a AND CHQ135b TOGETHER ON ONE PAGE
CHQ135b
Pre-unit “Year:”
Watermark “Enter year”
|
|
|
|
|
[0 to 9999]
Notes: IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have
entered {DISPLAY RESPONSE AT CHQ135b}. Please confirm. If this is
correct, select Next to continue."
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ135a. Changed
interviewer instruction to respondent instruction.
Copyright: No
Display Instructions: DISPLAY CHQ135a AND CHQ135b TOGETHER ON ONE PAGE.
CHQ1042. / CHQ135bSR
Check to see if:
Soft Range: 2016- 2024
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
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Notes: END OF LOOP 1.
IF ALL CODES INDICATED IN CHQ125 HAVE BEEN ASKED ABOUT IN
LOOP 1 (ALL DIAGNOSES THE CHILD HAS HAVE BEEN ASKED ABOUT),
GO TO CHQ200. ELSE, GO BACK UP TO BOX 10 AND ASK ABOUT THE
NEXT DIAGNOSIS.
ContextHeader: Source:
Copyright: No
CHQ1044. / CHQ200
CHQ200
Question “For the next question, please base your answer on how {CHILD}
compares to other children of the same age.
{CHILD} pronounces words, communicates with, and understands others:”
Better than other children {his/her/their} age
1
As well as other children ________________________________ 2
Slightly less well than other children _______________________ 3 (CHQ1046)
Much less well than other children ________________________ 4 (CHQ1046)
UP TO 4 RESPONSES ALLOWED.
Notes: HELP FOR STEM: If {CHILD} differs on any of these, answer for the area in
which the child has the most difficulty.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ200. Modified “Does
{CHILD} pronounce…” to “{CHILD} pronounces…” in second sentence of the
question. Changed interviewer instruction to respondent instruction.
Copyright: No
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CHQ205
Question “When {CHILD} was younger, did {he/she/they} ever have unusual
difficulty pronouncing words, communicating with, or understanding others, as
compared to other children {his/her/their} age?”
Yes ________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ205
Copyright: No
CHQ1046. / CHQ206
CHQ206
Question “Did or does {CHILD} have any of the following? Please select all that
apply.”
Problem with talking too loudly ___________________________ 1
Problem with talking too softly____________________________ 2
A problem chewing ____________________________________ 3
A problem swallowing __________________________________ 4
A problem with stuttering ________________________________ 5
A cleft lip and/or palate _________________________________ 6
Abnormalities of the face or head _________________________ 7
Malformation of the ear _________________________________ 8
None of the above_____________________________________ 9
UP TO 9 RESPONSES ALLOWED.
Notes: IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE 9,
DISPLAY HARD ERROR CHECK MESSAGE, “You selected “None of the
above” but also selected another option on the list. Please check your
responses and update your answer. Then, select “Next” to continue.”
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ206a - h.
Copyright: No
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Notes: IF (CHQ200 = 3 OR 4) OR (CHQ205 = 1) OR (ANY CHQ206 = 1, 2, 3, 4, 5, 6,
7, OR 8), GO TO CHQ210. ELSE, GO TO CHQ235.
ContextHeader: Source:
Copyright: No
CHQ1048. / CHQ210
CHQ210
Question “Has {CHILD} ever been evaluated by a professional because of
{his/her/their} ability to communicate?”
Yes ________________________________________________ 1
No _________________________________________________ 2 (CHQ1050)
UP TO 2 RESPONSES ALLOWED.
Notes: HELP FOR STEM: This includes health professionals such as doctors,
pediatricians, and other licensed persons, including nurses or nurse
practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors,
audiologists, school or other psychologists, school or other psychiatrists,
psychiatric social workers, speech-language pathologists, etc. Do not include
teachers or some other non-health professional.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ210. Changed help
text to respondent instruction.
Copyright: No
Display Instructions: DISPLAY "professional" IN UNDERLINED TEXT
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CHQ215
Question “Did you obtain a diagnosis or diagnoses of a problem related to
{his/her/their} ability to communicate from a professional?”
Yes ________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ215.
Copyright: No
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Updated
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CHQ235
Question “Has {CHILD}'s hearing ever been evaluated by a professional?”
Yes ________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
Notes: HELP FOR STEM: This includes health professionals such as doctors,
pediatricians, and other licensed persons, including nurses or nurse
practitioners, optometrists, ophthalmologists, school or other psychologists,
school or other psychiatrists, psychiatric social workers, speech pathologists,
etc. Do not include teachers or some other non-health professional.
For the hearing and vision questions, having been evaluated at the school by a
health professional does count as being evaluated by a professional.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ235. Changed help
text to respondent instruction.
Copyright: No
Display Instructions: DISPLAY “professional”, "hearing and vision questions", AND "does" IN
UNDERLINED TEXT
Box CHQ1058. / Box 13
Notes: IF CHQ235 = 1, GO TO CHQ245. ELSE, IF CHQ215=1, GO TO BOX 15.
ELSE, GO TO CHQ285.
ContextHeader: Source:
Copyright: No
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CHQ245
Question “Did you obtain a diagnosis of a problem from a professional?”
Yes ________________________________________________ 1
No _________________________________________________ 2 (Box CHQ1063)
Awaiting evaluation ____________________________________ 3 (Box CHQ1063)
UP TO 3 RESPONSES ALLOWED.
Notes: SK SKIPS TO BOX 15.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ245, added “Awaiting
evaluation” as a response option
Copyright: No
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Updated
Page 201 of 318
CHQ1064. / CHQ250a
CHQ250a
Question “How old was {CHILD} when the first diagnosis of a problem related to
{his/her/their} {ability to communicate/hearing} was made?”
SaVisible "True"
Pre-unit "Months:"
Watermark: "Enter months"
DON'T KNOW
Pre-unit "Years:"
Watermark: "Enter years"
DON'T KNOW
Notes: Reformat this question to be similar fall kindergarten CHQ001 on birth weight – so that all of
the information appear on one screen
DISPLAY DON'T KNOW OPTION (SaVisible "True").
DON’T KNOW AND SK SKIP TO 255a.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ250a. Added
“Answer in...” to response options.
Copyright: No
Display Instructions: IF CHQ215 =1 AND CHQ245 NE 1, DISPLAY “ability to communicate”. ELSE,
IF CHQ215 NE 1 AND CHQ245 = 1, DISPLAY “hearing”. ELSE, IF CHQ215 =
1 AND CHQ245 = 1 DISPLAY “ability to communicate” THE FIRST TIME THE
LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS
ASKED.
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CHQ250b
Question “How old was {CHILD}, in months, when the first diagnosis of a
problem related to {his/her/their} {ability to communicate/hearing} was made?”
Pre-unit: “Months:”
Watermark “Enter months”
|
|
|
[0 to 99]
Notes: SK SKIPS TO CHQ255a. ELSE GO TO BOX 16.
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have
entered {DISPLAY RESPONSE AT CHQ250b}. Please confirm. If this is
correct, select Next to continue."
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ250b. Added “in
months” to stem.
Copyright: No
Display Instructions: IF CHQ215 =1 AND CHQ245 NE 1, DISPLAY “ability to communicate”. ELSE,
IF CHQ215 NE 1 AND CHQ245 = 1, DISPLAY “hearing”. ELSE, IF CHQ215 =
1 AND CHQ245 = 1 DISPLAY “ability to communicate” THE FIRST TIME THE
LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS
ASKED.
CHQ1066. / CHQ250bSR
Check to see if:
Soft Range: 0- 96
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
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CHQ250c
Question “How old was {CHILD}, in years, when the first diagnosis of a problem
related to {his/her/their} {ability to communicate/hearing} was made?
Years:”
Watermark: “Enter years”
|
|
|
[0 to 30]
Notes: SK SKIPS TO CHQ255a.
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have
entered {DISPLAY RESPONSE AT CHQ250c}. Please confirm. If this is
correct, select Next to continue."
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ250c. Added “in
years” to stem.
Copyright: No
Display Instructions: IF CHQ215 =1 AND CHQ245 NE 1, DISPLAY “ability to communicate”. ELSE,
IF CHQ215 NE 1 AND CHQ245 = 1, DISPLAY “hearing”. ELSE, IF CHQ215 =
1 AND CHQ245 = 1 DISPLAY “ability to communicate” THE FIRST TIME THE
LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS
ASKED.
CHQ1068. / CHQ250cSR
Check to see if:
Soft Range: 0- 8
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
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Notes: IF CHQ215 = 1 AND CHQ245 = 1, AND THE FIRST LOOP IN BOX 15 FOR
ABILITY TO COMMUNICATE HAS BEEN ANSWERED BUT NOT THE LOOP
FOR HEARING, GO BACK TO CHQ250a AND ASK ABOUT HEARING.
ELSE, IF CHQ245 = 1, GO TO CHQ256. ELSE, GO TO CHQ285.
ContextHeader: Source:
Copyright: No
CHQ1070. / CHQ255a
CHQ255a
Question “What was the month and year the problem with {CHILD}'s {ability to
communicate /hearing} was diagnosed? If there was more than one diagnosis,
enter the month and year for the earliest diagnosis.”
Pre-unit “Month:”
Watermark “Enter the month”
“Don’t know”
|
|
|
[1 to 12]
Notes: ADD A SPECIAL ANSWER TO DISPLAY “Don’t know” AS A RADIO BUTTON.
DON’T KNOW AND SK SKIP TO CHQ255b.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ255a. Changed
interviewer instruction into respondent instruction and removed interviewer
prompt. Changed range to codes for months of the year.
Copyright: No
Display Instructions: DISPLAY CHQ255a AND CHQ255b TOGETHER ON ONE PAGE.
IF CHQ215 =1 AND CHQ245 NE 1, DISPLAY “ability to communicate”. ELSE,
IF CHQ215 NE 1 AND CHQ245 = 1, DISPLAY “hearing”. ELSE, IF CHQ215 =
1 AND CHQ245 = 1 DISPLAY “ability to communicate” THE FIRST TIME THE
LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS
ASKED.
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CHQ255b
Pre-unit “Year:”
Watermark “Enter the year”
|
|
|
|
|
[0 to 9999]
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ255b. Adapted for
web.
Copyright: No
Display Instructions: DISPLAY CHQ255a AND CHQ255b TOGETHER ON ONE PAGE.
IF CHQ215 =1 AND CHQ245 NE 1, DISPLAY “ability to communicate”. ELSE,
IF CHQ215 NE 1 AND CHQ245 = 1, DISPLAY “hearing”. ELSE, IF CHQ215 =
1 AND CHQ245 = 1 DISPLAY “ability to communicate” THE FIRST TIME THE
LOOP IS ASKED AND DISPLAY “hearing” THE SECOND TIME THE LOOP IS
ASKED.
CHQ1072. / CHQ255bSR
Check to see if:
Soft Range: 2016- 2024
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
Notes: IF CHQ215 = 1 AND CHQ245 = 1, AND THE FIRST LOOP IN BOX 15 FOR
ABILITY TO COMMUNICATE HAS BEEN ANSWERED BUT NOT THE LOOP
FOR HEARING, GO BACK TO CHQ250a AND ASK ABOUT HEARING.
ELSE, IF CHQ245 =1, GO TO CHQ256. ELSE, GO TO CHQ285.
ContextHeader: Source:
Copyright: No
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CHQ285
Question “Now I want to ask you about {CHILD}’s vision. Without the use of
eyeglasses or contact lenses, does {CHILD} have difficulty seeing objects in
the distance, things up close like letters on paper, or both?”
SaVisible "True"
Yes, seeing things up close _____________________________ 1
Yes, seeing things in the distance ________________________ 2
Yes, both ____________________________________________ 3
No _________________________________________________ 4
DON'T KNOW
-8
UP TO 4 RESPONSES ALLOWED.
Notes: DISPLAY DON'T KNOW OPTION (SaVisible "True").
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ285 and CHQ286.
Copyright: No
CHQ1117. / CHQ290
CHQ290
Question “Has {CHILD}'s vision ever been evaluated by an eye care
professional?”
Yes ________________________________________________ 1
No _________________________________________________ 2 (CHQ1131)
UP TO 2 RESPONSES ALLOWED.
Notes: HELP FOR STEM: Eye Care Professional: This includes optometrists and
ophthalmologists. Include a school nurse who gives a vision test, but do not
include teachers or some other non-health professional , or a doctor who
simply looks in the child’s eyes.
DISPLAY DON'T KNOW OPTION (SaVisible "True").
SK SKIPS TO CHQ330.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ290.
Copyright: No
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CHQ1118. / CHQ290b
CHQ290b
Question “Was a school nurse the only professional who evaluated {CHILD}'s
vision?”
Yes ________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: New, recommended by NEI
Copyright: No
CHQ1119. / CHQ300
CHQ300
Question “Did you obtain a diagnosis of a vision-related problem from an eye
care professional?”
Yes ________________________________________________ 1
No _________________________________________________ 2 (CHQ1134)
Awaiting evaluation ____________________________________ 3 (CHQ1134)
UP TO 3 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ300, added “Awaiting
evaluation” as category 3
Copyright: No
Display Instructions: DISPLAY "vision-related" IN UNDERLINED TEXT.
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CHQ1120. / CHQ301
CHQ301
Question “What was the diagnosis? Please select all that apply.”
Nearsightedness (Myopia) ______________________________ 1
Farsightedness (Hyperopia) _____________________________ 2
Color blindness or deficiency ____________________________ 3
Astigmatism__________________________________________ 4
Crossed or wandering eye (Strabismus) ____________________ 5
Amblyopia or “lazy eye” _________________________________ 6
Retinopathy __________________________________________ 7
Blindness ___________________________________________ 8
Condition requiring glasses – Specific condition
unspecified
9
Other {(Please specify):/(Please specify on next
screen.)}:
91
UP TO 10 RESPONSES ALLOWED.
Notes: HELP FOR CODE 1: Nearsightedness (Myopia) is when far objects appear
blurred and objects that are nearer are seen more clearly.
HELP FOR CODE 2: Farsightedness (Hyperopia) is when people have difficulty
seeing things close to them, but they can see objects far away easier and more
clearly.
ContextHeader: Source: ECLS-K:2011, spring first grade, question CHQ301. Removed probe.
Copyright: No
Display Instructions: DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR
LARGE BROWSERS.
DISPLAY “(Please specify:)” FOR LARGE BROWSERS. ELSE DISPLAY
“(Please specify on next screen.)” FOR SMALL BROWSERS.
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Notes: IF CHQ301 = 91, CONTINUE WITH CHQ301OS. OTHERWISE, GO TO
CHQ305a.
ContextHeader: Source:
Copyright: No
CHQ1122. / CHQ301OS
CHQ301OS
[0 to 0]
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ301OS.
Copyright: No
Display Instructions: DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE.
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Updated
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CHQ1123. / CHQ305a
CHQ305a
Question “How old was {CHILD} when the first diagnosis of a problem was
made?”
InstResp "Please answer in either months or years.”
SaVisible "True"
Pre-unit "Months:"
Watermark: "Enter months"
DON'T KNOW
Pre-unit "Years:"
Watermark: "Enter years"
DON'T KNOW
Notes: Reformat this question to be similar fall kindergarten CHQ001 on birth weight.
DISPLAY DON'T KNOW OPTION (SaVisible "True").
DON'T KNOW AND SK SKIP TO CHQ310a.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ305a. Added
“Answer in...” to response options.
Copyright: No
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Updated
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CHQ310a
Question “What was the month and year the diagnosis was made?
If there was more than one diagnosis, report the earliest.”
Pre-unit “Month:”
Watermark “Enter month”
|
|
[1 to 12]
|
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ310a. Removed
probe and edited interviewer instruction from “...ask for the earliest” to
respondent instruction and “...report the earliest”.
Copyright: No
Display Instructions: DISPLAY CHQ310a AND CHQ310b ON ONE PAGE
CHQ1129. / CHQ310b
CHQ310b
Pre-unit “Year:”
Watermark “Enter the year”
|
|
|
|
|
[0 to 9999]
Notes: IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have
entered {DISPLAY RESPONSE AT CHQ310b}. Please confirm. If this is
correct, select Next to continue."
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ310b.
Copyright: No
Display Instructions: DISPLAY CHQ310a AND CHQ310b ON ONE PAGE
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Check to see if:
Soft Range: 2016- 2024
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
CHQ1131. / CHQ311
CHQ311
Question “Has {CHILD} been prescribed glasses or contact lenses to improve
{his/her/their} vision?”
Yes ________________________________________________ 1
No _________________________________________________ 2 (CHQ1134)
UP TO 2 RESPONSES ALLOWED.
Notes: SK SKIPS TO CHQ330.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ311.
Copyright: No
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CHQ312
Question “How often does {CHILD} wear glasses or contact lenses?”
All of the time
1 (CHQ1133)
Most of the time
2 (CHQ1133)
Sometimes
3 (CHQ1133)
Rarely
4 (CHQ1133)
Never
5 (CHQ1133)
Child does not have glasses or contacts
6 (CHQ1134)
UP TO 6 RESPONSES ALLOWED.
Notes: SK SKIPS TO CHQ330.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ312.
Copyright: No
CHQ1133. / CHQ314
CHQ314
Question “Do {CHILD}’s glasses or contacts help {him/her/them} see things up
close, see things in the distance, or both?”
See things up close____________________________________ 1
See things in the distance _______________________________ 2
Both________________________________________________ 3
UP TO 3 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ314.
Copyright: No
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CHQ330
Question “Would you say {CHILD}'s health is ...”
Excellent
1
Very good
2
Good
3
Fair, or
4
Poor?
5
UP TO 5 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ330.
Copyright: No
Box CHQ1135. / Box 19
Notes: IF CHILD DOES NOT HAVE ANY DISABILITIES AND THEIR HEALTH IS
GOOD TO EXCELLENT, THAT IS:
CHQ125 = 10 OR SK (HAS NO REPORTED DIAGNOSIS)
AND
CHQ200=1, 2, SK (COMMUNICATION) AND
CHQ285= 4, DK, SK (VISION) AND
CHQ330=1, 2, 3, SK (HEALTH), GO TO BOX 21.
OTHERWISE, CONTINUE WITH CHQ340.
ContextHeader: Source:
Copyright: No
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CHQ340
Question “During this school year, has {CHILD} received therapy services or
taken part in a program for children with disabilities?”
Yes ________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
Notes: HELP FOR STEM: Children with disabilities include children with
developmental delays, communication impairments, or special health care
needs.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ340. Changed help
text to respondent instruction text.
Copyright: No
Display Instructions: DISPLAY “During this school year” IN UNDERLINED TEXT.
CHQ1137. / CHQ341
CHQ341
Question “Prior to this school year, did {CHILD} ever receive therapy services
or take part in a program for children with disabilities?”
Yes ________________________________________________ 1
No _________________________________________________ 2 (Box CHQ1155)
UP TO 2 RESPONSES ALLOWED.
Notes: HELP FOR STEM: Children with disabilities include children with
developmental delays, communication impairments, or special health care
needs.
SK SKIPS TO BOX 21.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ341. Changed help
text to respondent instruction text.
Copyright: No
Display Instructions: DISPLAY “Prior to this school year” IN UNDERLINED TEXT.
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CHQ345
Question “For each of the following services, select if {CHILD} or your family
ever received this service before this school year to help with {CHILD}'s special
needs. Please select all that apply.”
Speech or language therapy _____________________________ 1
Occupational therapy __________________________________ 2
Physical therapy ______________________________________ 3
Creative arts therapy ___________________________________ 4
Vision services _______________________________________ 5
Hearing services ______________________________________ 6
Social work services ___________________________________ 7
Psychological services _________________________________ 8
Home visits __________________________________________ 9
Parent support or training ______________________________ 10
Special class with other children some or all of
whom also had special needs
11
Private tutoring or school for learning problems
12
Instruction in Braille ___________________________________ 13
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Updated
Instruction in sign language, Cued Speech, ASL,
total communication (TOCO)
14
Any other service {(Please specify):/(Please specify
on next screen.)}
91
Page 217 of 318
UP TO 15 RESPONSES ALLOWED.
Notes: BOLD “Speech or language therapy” “Occupational therapy “, "Physical
therapy”, “Creative arts therapy”, “Vision services”, “Social work services”,
“Psychological services”, “Home visits”, “Parent support or training”, “Special
class with other children some or all of whom also had special needs”, “Private
tutoring or schooling for learning problems”, “Instruction in Braille”, AND
“Instruction in sign language, Cued speech, ASL, TOCO” IN HELP TEXT.
HELP FOR CODE 1: Speech or language therapy: Therapy provided by a
teacher or speech-language pathologist to treat the child’s speech or language
impairments, including, for example, articulation, voice quality, fluency, and/or
language usage.
HELP FOR CODE 2: Occupational therapy: Therapy involving the evaluation or
treatment of the child’s level of independence in daily living activities. The goal
of occupational therapy is to promote maximum independence in daily living.
Therapy can include the use of work, play, or self-care activities to improve
functional ability, promote health, prevent injury or further disability. Therapy
should be provided only by a therapist who has been certified by the American
Occupational Therapy Association or by an occupational therapy assistant who
provides therapy under the supervision of a certified occupational therapist.
HELP FOR CODE 3: Physical therapy: Therapy involving the evaluation or
treatment of health problems resulting from injury or disease. It is also
sometimes called physiotherapy. Physical therapists assess joint motion,
muscle strength and endurance, how well the heart and lungs work, and how
well children can do activities required for daily living. Treatment includes
therapeutic exercise, cardiovascular endurance training, and training in
activities of daily living, as well as the use of massage, light, cold, heat,
electricity, and mechanical devices to treat physical disorders. Physical therapy
does not include the use of X-Ray technology. Therapy should be provided only
by a therapist who has been state-certified to provide such services.
HELP FOR CODE 4: Creative arts therapy: Examples of creative arts therapy
are visual, music, dance, and drama therapy.
HELP FOR CODE 5: Vision services: Therapy combines health and education
professions to improve the child’s independence in daily living and access to
educational materials. Health professionals include medical doctors such as
ophthalmologists and health service providers such as optometrists. They test
the child’s ability to focus and coordinate the eyes, judge depth, and see colors
accurately. They prescribe eyeglasses, contact lenses, low vision aids, and
vision therapy. Teachers of the visually impaired are state-certified to teach
students who are visually impaired or blind.
HELP FOR CODE 7: Social work services: Services that provide support to
children and their families to meet individual human needs. Particular attention
is paid to the needs and empowerment of children and their families who are
disadvantaged, vulnerable, or at risk. Social workers try to focus on the well
being of the student and his/her/their family within their school and community.
Services should be provided only by a social worker who has been certified by
the state to provide such services.
HELP FOR CODE 8: Psychological services: Services that involve the
assessment of academic skills and learning aptitudes, personality and
emotional development, social skills and school climates, and eligibility for
special education. Treatment involves one-on-one interaction with students or
parents to resolve personal conflicts and problems in learning and adjustment,
psychological counseling for students and parents, social skills training, and
assistance through separation and loss. Within school systems, psychological
services are typically provided by certified school psychologists. However,
assessment and treatment can be extended to the health community and
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include services provided by clinical psychologists, psychiatric social workers,
or psychiatrists (who are medical doctors).
HELP FOR CODE 9: Home visits: These are formal visits to the homes of
students by a certified health or education professional. Home visits can involve
therapy or education services. Home visits are typically made by teachers of
preschool or kindergarten age students with disabilities, occupational or
physical therapists, school social workers, school psychologists, or regular
classroom teachers.
HELP FOR CODE 10: Parent support or training: This is help provided by the
schools or other organizations to parents who have students with unique
educational needs, such as a student with a disability. Parent support ranges
from providing information or referrals to helping parents access community
services for their child. Parent training can involve learning to use special
instructional techniques, assistive devices (such as low vision aids) or other
equipment needed by a child, or general understanding of the unique
educational needs of their child.
HELP FOR CODE 11: Special class with other children some or all of whom
also had special needs: This is a classroom with a smaller number of students
than in a regular classroom. Students in special classes have unique learning
needs often resulting from a disability or limited English proficiency. All
students in these classrooms require individual attention to their educational
needs.
ELP FOR CODE 12: Private tutoring or schooling for learning problems: This is
education or training to help with a specific learning problem or need. The term
“private” suggests either that there is a cost associated with the service or
education is not provided by the public school system. Individuals,
organizations, or businesses in school, home, or community settings can
provide private tutoring to improve the student’s educational achievement,
typically in math or reading. Special schools are available to students with
particular needs such as emotional problems, learning disabilities, blindness, or
deafness. Such schools charge parents for their child’s education. However,
the education of students with disabilities may be subsidized by their home
school district if the district cannot provide a similar appropriate education.
HELP FOR CODE 13: Instruction in Braille: Braille is a touch system of reading
using as the basic graphic symbol a cell composed of six dots, two dots wide
and three dots high. The dots are “read” by running the hand over the paper
rather than looking at it. Teachers receive special training to teach Braille.
HELP FOR CODE 14: Instruction in sign language, Cued speech, ASL, TOCO:
These are ways to replace communication without using only speech. Manual
communication is a system of teaching individuals with hearing impairments by
using sign language and fingerspelling. Sign language is a general term for
using the hands to form words and phrases. There are many forms of sign
language, including American Sign Language (ASL), Signed English, Sign
Exact English (SEE), etc. Cued Speech uses hand signals to symbolize
sounds. TOCO refers to total communication. TOCO uses a combination of
oral and manual ways to communicate and includes speech, sign language, lipreading, natural gestures, fingerspelling, residual hearing, reading and writing.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ345a. Removed “I'm
going to read a list of services.” and
modified stem from “For each service, please tell me if...” to “For each of the
following services, select if...”. Changed “student” to “child” in help text.
Simplified help text. Combined the CHQ345 series into one “select all that
apply” item. Added “Creative arts therapy” as an answer choice.
Copyright: No
Display Instructions: DISPLAY ALL CATEGORIES AND OTHER SPECIFY ON ONE PAGE FOR
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LARGE BROWSERS.
DISPLAY “(Please specify:)” FOR LARGE BROWSERS. ELSE DISPLAY
“(Please specify on next screen.)” FOR SMALL BROWSERS.
Box CHQ1139. / Box 20
Notes: IF CHQ345 = 91, GO TO CHQ345OS. ELSE, GO TO CHQ375a.
ContextHeader: Source:
Copyright: No
CHQ1140. / CHQ345OS
CHQ345OS
[0 to 0]
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ345nOS.
Copyright: No
Display Instructions: IF BROWSER SIZE IS LARGE, DISPLAY ITEM CHQ345 and CHQ345OS ON
THE SAME SCREEN.
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CHQ375a
Question “How old was {CHILD} when {this service/the earliest of these
services} began?”
SaVisible "True"
Answer in months _____________________________________ 1 (CHQ1142)
Answer in years ______________________________________ 2 (CHQ1144)
DON'T KNOW
-8
UP TO 2 RESPONSES ALLOWED.
Notes: DISPLAY DON'T KNOW OPTION (SaVisible "True").
DON'T KNOW AND SK SKIP TO CHQ380a.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ375a. Added
“Answer in...” to response options and changed “month” and “year” to “months”
and “years.”
Copyright: No
Display Instructions: DISPLAY “this service” IF ONLY ONE ITEM CODED 1 (YES) FOR
CHQ345/LETTERS A-N). OTHERWISE, DISPLAY “the earliest of these
services.”
CHQ1142. / CHQ375b
CHQ375b
Question “How old was {CHILD}, in months, when {this service/the earliest of
these services} began?”
Pre-unit “Months:”
Watermark “Enter months”
|
|
|
[0 to 99]
Notes: SK SKIPS TO CHQ380a. ELSE GO TO CHQ385.
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have
entered {DISPLAY RESPONSE AT CHQ375b}. Please confirm. If this is
correct, select Next to continue."
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ375b. Added “in
months” to stem.
Copyright: No
Display Instructions: DISPLAY “this service” IF ONLY ONE ITEM CODED 1 (YES) FOR
CHQ345/LETTERS A-N). OTHERWISE, DISPLAY “the earliest of these
services.”
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Check to see if:
Soft Range: 0- 96
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
CHQ1144. / CHQ375c
CHQ375c
Question “How old was {CHILD}, in years, when {this service/the earliest of
these services} began?”
Pre-unit “Years:”
Watermark “Enter years”
“Don't know”
|
|
|
[0 to 30]
Notes: ADD A SPECIAL ANSWER TO DISPLAY “Don’t know” AS A RADIO BUTTON.
SK SKIPS TO CHQ380a. ELSE GO TO CHQ385.
IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have
entered {DISPLAY RESPONSE AT CHQ375c}. Please confirm. If this is
correct, select Next to continue."
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ375c. Added “in
years” to stem.
Copyright: No
Display Instructions: DISPLAY “this service” IF ONLY ONE ITEM CODED 1 (YES) FOR
CHQ345/LETTERS A-N). OTHERWISE, DISPLAY “the earliest of these
services.”
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Check to see if:
Soft Range: 0- 8
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
CHQ1146. / CHQ380a
CHQ380a
Question “What was the month and year when {{CHILD} first received {{NAME
OF SINGLE SERVICE}/{this service}/{the first of these services began}}?
Pre-unit “Month:”
Watermark “Enter the month”
|
|
|
[1 to 12]
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ380a. Changed “is”
to “was” in the question stem. Removed probe.
Copyright: No
Display Instructions: DISPLAY CHQ380a AND CHQ380b TOGETHER ON ONE PAGE
DISPLAY "{{CHILD}} first received {NAME OF SINGLE SERVICE}}" IF ONLY
ONE ITEM CODED 1 (YES) FOR CHQ345/LETTERS A-N). FOR “{NAME OF
SINGLE SERVICE}” DISPLAY THE NAME OF THE SERVICE CODED AT
CHQ345A-M OR FOR CHQ345n THE OTHER SPECIFY TEXT IN
CHQ345nOS. ELSE, IF CHQ340 = 1 AND EVERY ITEM AT CHQ345/
LETTERS A-N = 2 OR SK. DISPLAY "{{CHILD} first received this service}."
OTHERWISE, DISPLAY "the first of these services began."
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CHQ380b
Pre-unit “Year:”
Watermark “Enter the year”
|
|
|
|
|
[0 to 9999]
Notes: IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have
entered {DISPLAY RESPONSE AT CHQ380b}. Please confirm. If this is
correct, select Next to continue."
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ380b. Removed
probe.
Copyright: No
Display Instructions: DISPLAY "{{CHILD}} first received {NAME OF SINGLE SERVICE}}" IF ONLY
ONE ITEM CODED 1 (YES) FOR CHQ345/LETTERS A-N). FOR “{NAME OF
SINGLE SERVICE}” DISPLAY THE NAME OF THE SERVICE CODED AT
CHQ345A-M OR FOR CHQ345n THE OTHER SPECIFY TEXT IN
CHQ345nOS. . ELSE, IF CHQ340 = 1 AND EVERY ITEM AT CHQ345/
LETTERS A-N = 2 OR SK. DISPLAY "{{CHILD} first received this service}."
OTHERWISE, DISPLAY "the first of these services began."
CHQ1148. / CHQ380bSR
Check to see if:
Soft Range: 2016- 2024
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
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CHQ385
Question “Is {CHILD} still receiving {this service/any of these services}?”
Yes ________________________________________________ 1 (CHQ1153)
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ385.
Copyright: No
Display Instructions: DISPLAY "this service" IF ONLY ONE ITEM CODED 1 (YES) FOR
CHQ345/LETTERS A-N) OR IF CHQ340 = 1 AND EVERY ITEM AT CHQ345 =
2 OR SK. OTHERWISE, DISPLAY "any of these services."
CHQ1150. / CHQ390a
CHQ390a
Question “What was the month and year when {{CHILD} last received {NAME
OF SINGLE SERVICE}/the last of these services was received}?”
Pre-unit “Month:”
Watermark “Enter month”
|
|
|
[1 to 12]
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ390a. Changed “is”
to “was” in the question stem.
Copyright: No
Display Instructions: DISPLAY "{CHILD} last received {NAME OF SINGLE SERVICE}" IF ONLY
ONE ITEM CODED 1 (YES) FOR CHQ345/LETTERS A-M OR FOR CHQ345n
THE OTHER SPECIFY TEXT IN CHQ345nOS. OR IF CHQ340 = 1 AND
EVERY ITEM AT CHQ345 = 2 OR SK. OTHERWISE, DISPLAY "the last of
these services was received."
DISPLAY "this service" FOR {NAME OF SINGLE SERVICE} IF CHQ340 = 1
AND EVERY ITEM AT CHQ345 = 2 OR SK. OTHERWISE, DISPLAY THE
NAME OF THE SERVICE CODED AT CHQ345.
DISPLAY ITEMS CHQ390a AND CHQ390b ON ONE PAGE FOR LARGE
BROWSERS.
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CHQ390b
Pre-unit “Year:”
Watermark “Enter year”
|
|
|
|
|
[0 to 9999]
Notes: IF A SOFT RANGE IS VIOLATED, DISPLAY ERROR MESSAGE, "You have
entered {DISPLAY RESPONSE AT CHQ390b}. Please confirm. If this is
correct, select Next to continue."
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ390b.
Copyright: No
Display Instructions: DISPLAY "{CHILD} last received {NAME OF SINGLE SERVICE}" IF ONLY
ONE ITEM CODED 1 (YES) FOR CHQ345/LETTERS A-N) OR IF CHQ340 = 1
AND EVERY ITEM AT CHQ345 = 2 OR SK. OTHERWISE, DISPLAY "the last
of these services was received."
DISPLAY "this service" FOR {NAME OF SINGLE SERVICE} IF CHQ340 = 1
AND EVERY ITEM AT CHQ345 = 2 OR SK. OTHERWISE, DISPLAY THE
NAME OF THE SERVICE CODED AT CHQ345.
CHQ1152. / CHQ390bSR
Check to see if:
Soft Range: 2013- 2022
If not, display:
@I[UNLIKELY RESPONSE. VERIFY AND RE-ENTER.]@I
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CHQ420
Question “During this school year, did {CHILD} receive any services for children
with special needs such as speech or occupational therapy or did {he/she/they}
participate in a special education program?”
Yes ________________________________________________ 1 (CHQ1154)
No _________________________________________________ 2 (Box CHQ1155)
UP TO 2 RESPONSES ALLOWED.
Notes: SK SKIPS TO BOX 21.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ420.
Copyright: No
Display Instructions: DISPLAY 'this school year' IN UNDERLINED TEXT.
CHQ1154. / CHQ430
CHQ430
Question “Overall, how satisfied are you with the progress {CHILD} has made
in the special services or special education program this school year?”
Completely satisfied ___________________________________ 1
Very satisfied_________________________________________ 2
Fairly satisfied ________________________________________ 3
Somewhat dissatisfied__________________________________ 4
Very dissatisfied ______________________________________ 5
UP TO 5 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question CHQ430. Removed “Are
you...” from stem.
Copyright: No
Display Instructions: DISPLAY 'this school year' IN UNDERLINED TEXT.
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Updated
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Notes: GO TO SECTION PPQ (PARENT’S PSYCHOLOGICAL WELL-BEING AND
HEALTH).
ContextHeader: Source:
Copyright: No
[End of CHQ]
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Updated
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VIQ. Peer Victimization
VIQ010
Question “Now we have some questions about problems {CHILD} may have had with other
children. During this school year have other children ever teased, made fun of, or called {CHILD}
names?
In this question, you may include other students at school and other children outside of school.
However, do not include brothers or sisters.”
---1. Yes
2. No
Notes: RESPONSE 2 (NO) SKIPS TO VIQ021.
SK SKIPS TO VIQ021.
ContextHeader: Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early
adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. Adapted
and used with permission.
Copyright: No
Display Instructions: IF VIQ010 = 1 DISPLAY VIQ010 AND VIQ020 ON THE SAME
SCREEN.
VIQ020
Question “How often has this happened?
In this question, you may include other students at school and other children outside of school.
However, do not include brothers or sisters.”
---1. Rarely
2. Sometimes
3. Often
4. Very often
Notes:
ContextHeader: Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early
adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. Adapted
and used with permission.
Copyright: No
Display Instructions: IF VIQ010 = 1 DISPLAY VIQ010 AND VIQ020 ON THE SAME
SCREEN.
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Updated
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VIQ021
Question “During this school year, have other children ever told lies or untrue stories about
{CHILD}?”
---1. Yes
2. No
Notes: RESPONSE 2 (NO) SKIPS TO VIQ030.
SK SKIPS TO VIQ030.
HELP FOR STEM: “In this question, you may include other students at school and other children
outside of school. However, do not include brothers or sisters.”
ContextHeader: Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early
adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. Adapted
and used with permission.
Copyright: No
Display Instructions: IF VIQ021 = 1 DISPLAY VIQ021 AND VIQ022 ON THE SAME
SCREEN.
VIQ022
Question “How often has this happened?”
---1. Rarely
2. Sometimes
3. Often
4. Very often
Notes:
HELP FOR STEM: “In this question, you may include other students at school and other children
outside of school. However, do not include brothers or sisters.”
ContextHeader: ECLS-K:2011, spring third grade, question VIQ022. Changed help text into
respondent instruction and removed “Would you say...” from stem..
Copyright: No
Display Instructions: IF VIQ021 = 1 DISPLAY VIQ021 AND VIQ022 ON THE SAME
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Updated
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SCREEN.
VIQ030
Question “During this school year have other children ever pushed, shoved, slapped, hit, or kicked
{CHILD}?”
---1. Yes
2. No
Notes: RESPONSE 2 (NO) SKIPS TO VIQ050.
SK SKIPS TO VIQ050.
HELP FOR STEM: “In this question, you may include other students at school and other children
outside of school. However, do not include brothers or sisters.”
ContextHeader: Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early
adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. Adapted
and used with permission.
Copyright: No
Display Instructions: IF VIQ030 = 1 DISPLAY VIQ030 AND VIQ040 ON THE SAME
SCREEN.
VIQ040
Question “How often has this happened?”
---1. Rarely
2. Sometimes
3. Often
4. Very often
Notes:
HELP FOR STEM: “In this question, you may include other students at school and other children
outside of school. However, do not include brothers or sisters.”
ContextHeader: Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early
adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. Adapted
and used with permission.
Copyright: No
Display Instructions: IF VIQ030 = 1 DISPLAY VIQ030 AND VIQ040 ON THE SAME
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Updated
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SCREEN.
VIQ050
Question “During this school year have other children ever intentionally excluded or left {CHILD}
out from playing with them?”
---1. Yes
2. No
Notes: RESPONSE 2 (NO) SKIPS TO PPQ.
SK SKIPS TO PPQ.
HELP FOR STEM: “In this question, you may include other students at school and other children
outside of school. However, do not include brothers or sisters.”
ContextHeader: Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early
adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. Adapted
and used with permission.
Copyright: No
Display Instructions:
IF VIQ050 = 1 DISPLAY VIQ050 AND VIQ060 ON THE SAME SCREEN.
VIQ060
Question “How often has this happened?”
---1. Rarely
2. Sometimes
3. Often
4. Very often
Notes:
HELP FOR STEM: “In this question, you may include other students at school and other children
outside of school. However, do not include brothers or sisters.”
ContextHeader: Source: Espelage, D. L. & Holt, M. (2001). Bullying and peer victimization during early
adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2, 123-142. Adapted
and used with permission.
Copyright: No
Display Instructions:
IF VIQ050 = 1 DISPLAY VIQ050 AND VIQ060 ON THE SAME SCREEN.
[End of VIQ]
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PPQ. Parent's Psychological Well-Being and Health
Box PPQ1001. / Box 1
Notes: IF RESPONDENT IS A PARENT (INQ005g = 1, 2, 3, 4, OR 91) OR THERE IS
NO PARENT IN THE HOUSEHOLD (INQ005g AND FSQ130 NE 1, 2, 3, 4, OR
91), CONTINUE WITH PPQ100. OTHERWISE, GO TO FDQ.
ContextHeader: Source:
Copyright: No
Monday, December 18, 2023
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Updated
Page 233 of 318
?”
PPQ1014. / PPQ220
PPQ220
Question “Now, we would like to ask you about your health. In general, would
you say that your health is…”
Excellent ____________________________________________ 1
Very good ___________________________________________ 2
Good _______________________________________________ 3
Fair, or______________________________________________ 4
Poor? ______________________________________________ 5
UP TO 5 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question PPQ220. Changed “I
would like...” to “We would like...”
Copyright: No
Monday, December 18, 2023
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Updated
Page 234 of 318
PPQ225.
Question “During the past 12 months would you say that you experienced….
A lot of stress ________________________________________ 1
A moderate amount of stress ____________________________ 2
Relatively little stress___________________________________ 3
Almost no stress at all __________________________________ 4
UP TO 4 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring fourth grade, question PPQ225.
Copyright: No
[End of PPQ]
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FDQ. Food Security
FDQ1001. / FDQ130a
FDQ130a
Question “These next questions are about whether your family is able to afford
the food that you need. For each statement, please indicate if the statement
was often true, sometimes true, or never true for {you/your household} in the
last 12 months, that is, since last {CURRENT MONTH}, 2023.
{I/We} worried whether {my/our} food would run out before {I/we} got money to
buy more.”
Often true ___________________________________________ 1
Sometimes true _______________________________________ 2
Never true ___________________________________________ 3
UP TO 3 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ130a. Deleted “I am
going to read you several statements that people have made about their food
situation. For these statements...”Changed “...please tell me whether...” to “For
each statement, please indicate if the statement was” and “2010” to “2020” for
the field test. Removed prompt.
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS FDQ130a,
FDQ130b, FDQ130c, ON ONE SCREEN IN A GRID.
DISPLAY “you”, “I”, “my”, AND “I”, IF THE RESPONDENT IS THE ONLY
HOUSEHOLD MEMBER AGE 18 OR OVER ((FSQ030 IS GREATER THAN
OR EQUAL TO 18 FOR THE RESPONDENT) AND ((FSQ005A = 0) AND
(FSQ030 IS 17 OR LESS FOR ALL HOUSEHOLD MEMBERS OTHER THAN
THE RESPONDENT IN FSQ010)) OR IF THERE ARE NO HOUSEHOLD
MEMBERS 18 OR OVER ((FSQ030 IS LESS THAN OR EQUAL TO 17 FOR
THE RESPONDENT) AND ((FSQ005A = 0) AND (FSQ030 IS 17 OR LESS
FOR ALL HOUSEHOLD MEMBERS OTHER THAN THE RESPONDENT IN
FSQ010)). OTHERWISE, DISPLAY “your household”, “We”, “our”, AND “we”.
NOTE: PARENT FIGURES IN FSQ010 WITH AGE = SK ARE COUNTED AS
BEING AGE 18 OR OVER.
DISPLAY “often,” “sometimes,” AND “never” AS UNDERLINED TEXT
DISPLAY CURRENT MONTH
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FDQ130b
Question “The food that {I/we} bought just didn’t last, and {I/we} didn’t have
money to get more.”
Often true ___________________________________________ 1
Sometimes true _______________________________________ 2
Never true ___________________________________________ 3
UP TO 3 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ130b. Removed
prompt.
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS FDQ130a,
FDQ130b, FDQ130c, ON ONE SCREEN IN A GRID.
DISPLAY “I” IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER
AGE 18 OR OVER ((FSQ030 IS GREATER THAN OR EQUAL TO 18 FOR
THE RESPONDENT) AND ((FSQ005A = 0) AND (FSQ030 IS 17 OR LESS
FOR ALL HOUSEHOLD MEMBERS OTHER THAN THE RESPONDENT IN
FSQ010)) OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER
((FSQ030 IS LESS THAN OR EQUAL TO 17 FOR THE RESPONDENT) AND
((FSQ005a = 0) AND (FSQ030 IS 17 OR LESS FOR ALL HOUSEHOLD
MEMBERS OTHER THAN THE RESPONDENT IN FSQ010)). OTHERWISE,
DISPLAY “we”. NOTE: PARENT FIGURES IN FSQ010 WITH AGE = SK ARE
COUNTED AS BEING AGE 18 OR OVER.
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Updated
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FDQ130c
Question “{I/We} couldn’t afford to eat balanced meals.”
Often true ___________________________________________ 1
Sometimes true _______________________________________ 2
Never true ___________________________________________ 3
UP TO 3 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ130c. Removed
prompt.
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS FDQ130a,
FDQ130b, FDQ130c, ON ONE SCREEN IN A GRID.
DISPLAY “I” IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER
AGE 18 OR OVER ((FSQ030 IS GREATER THAN OR EQUAL TO 18 FOR
THE RESPONDENT) AND ((FSQ005A = 0) AND (FSQ030 IS 17 OR LESS
FOR ALL HOUSEHOLD MEMBERS OTHER THAN THE RESPONDENT IN
FSQ010)) OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER
((FSQ030 IS LESS THAN OR EQUAL TO 17 FOR THE RESPONDENT) AND
((FSQ005a = 0) AND (FSQ030 IS 17 OR LESS FOR ALL HOUSEHOLD
MEMBERS OTHER THAN THE RESPONDENT IN FSQ010)). OTHERWISE,
DISPLAY “We”. NOTE: PARENT FIGURES IN FSQ010 WITH AGE = SK ARE
COUNTED AS BEING AGE 18 OR OVER.
Box FDQ1004. / Box 1
Notes: IF (FDQ130a = 1 OR 2) OR (FDQ130b = 1 OR 2) OR (FDQ130c = 1 OR 2),
THEN GO TO FDQ140. ELSE, GO TO FDQ192a.
ContextHeader: Source:
Copyright: No
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Updated
Page 238 of 318
FDQ140
Question “In the last 12 months, did {you/you or other adults in your household}
ever cut the size of your meals or skip meals because there wasn't enough
money for food?”
Yes ________________________________________________ 1
No _________________________________________________ 2 (FDQ1007)
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ140.
Copyright: No
Display Instructions: DISPLAY “you" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER
AGE 18 OR OVER ((FSQ030 IS GREATER THAN OR EQUAL TO 18 FOR
THE RESPONDENT) AND ((FSQ005A = 0) AND (FSQ030 IS 17 OR LESS
FOR ALL HOUSEHOLD MEMBERS OTHER THAN THE RESPONDENT IN
FSQ010)) OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER
((FSQ030 IS LESS THAN OR EQUAL TO 17 FOR THE RESPONDENT) AND
((FSQ005a = 0) AND (FSQ030 IS 17 OR LESS FOR ALL HOUSEHOLD
MEMBERS OTHER THAN THE RESPONDENT IN FSQ010)). OTHERWISE,
DISPLAY “you or other adults in your household”. NOTE: PARENT FIGURES
IN FSQ010 WITH AGE = SK ARE COUNTED AS BEING AGE 18 OR OVER.
FDQ1006. / FDQ150
FDQ150
Question “How often did this happen?”
Almost every month ___________________________________ 1
Some months, but not every month _______________________ 2
In only 1 or 2 months __________________________________ 3
UP TO 3 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ150. Removed
“Would you say...”.
Copyright: No
Monday, December 18, 2023
Added
Updated
Page 239 of 318
FDQ160
Question “In the last 12 months, did you ever eat less than you felt you should
because there wasn't enough money for food?”
Yes ________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ160.
Copyright: No
FDQ1008. / FDQ170
FDQ170
Question “In the last 12 months, were you ever hungry but didn't eat because
there wasn't enough money for food?”
Yes ________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ170.
Copyright: No
FDQ1009. / FDQ180
FDQ180
Question “In the last 12 months, did you lose weight because there wasn't
enough money for food?”
Yes ________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ180.
Copyright: No
Monday, December 18, 2023
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Updated
Page 240 of 318
Notes: IF (FDQ140=1) OR (FDQ160 =1) OR (FDQ170 = 1) OR (FDQ180=1), ASK
FDQ190. OTHERWISE, GO TO FDQ192a.
ContextHeader: Source:
Copyright: No
FDQ1011. / FDQ190
FDQ190
Question “In the last 12 months, did {you/you or other adults in your household}
ever not eat for a whole day because there wasn't enough money for food?”
Yes ________________________________________________ 1
No _________________________________________________ 2 (FDQ1013)
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ190.
Copyright: No
Display Instructions: DISPLAY “you" IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER
AGE 18 OR OVER ((FSQ030 IS GREATER THAN OR EQUAL TO 18 FOR
THE RESPONDENT) AND ((FSQ005A = 0) AND (FSQ030 IS 17 OR LESS
FOR ALL HOUSEHOLD MEMBERS OTHER THAN THE RESPONDENT IN
FSQ010)) OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER
((FSQ030 IS LESS THAN OR EQUAL TO 17 FOR THE RESPONDENT) AND
((FSQ005a = 0) AND (FSQ030 IS 17 OR LESS FOR ALL HOUSEHOLD
MEMBERS OTHER THAN THE RESPONDENT IN FSQ010)). OTHERWISE,
DISPLAY “you or other adults in your household”. NOTE: PARENT FIGURES
IN FSQ010 WITH AGE = SK ARE COUNTED AS BEING AGE 18 OR OVER.
Monday, December 18, 2023
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Updated
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FDQ191
Question “How often did this happen?”
Almost every month ___________________________________ 1
Some months, but not every month _______________________ 2
In only 1 or 2 months __________________________________ 3
UP TO 3 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ191. Removed
“Would you say...”.
Copyright: No
Monday, December 18, 2023
Added
Updated
Page 242 of 318
FDQ1013. / FDQ192a
FDQ192a
Question “Please select whether the statement was often true, sometimes true,
or never true in the last 12 months, that is, since last {CURRENT MONTH},
2024, for {{CHILD}/children living in the household who are under 18 years old}.
{I/We} relied on only a few kinds of low-cost food to feed {{CHILD}/the children}
because {I was/we were} running out of money to buy food.”
Often true ___________________________________________ 1
Sometimes true _______________________________________ 2
Never true ___________________________________________ 3
UP TO 3 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ192a. Deleted “Now I
am going to read you several statements that people...” and changed “...please
tell me whether...” to “Please select whether...” and “2010” to “202o” and “your
child” to “{CHILD}”. Removed prompt.
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS FDQ192a,
FDQ192b, FDQ192c, ON ONE SCREEN IN A GRID.
DISPLAY “I,” AND “I was” IF THE RESPONDENT IS THE ONLY HOUSEHOLD
MEMBER AGE 18 OR OVER ((FSQ030 IS GREATER THAN OR EQUAL TO
18 FOR THE RESPONDENT) AND ((FSQ005A = 0) AND (FSQ030 IS 17 OR
LESS FOR ALL HOUSEHOLD MEMBERS OTHER THAN THE RESPONDENT
IN FSQ010)) OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER
((FSQ030 IS LESS THAN OR EQUAL TO 17 FOR THE RESPONDENT) AND
((FSQ005A = 0) AND (FSQ030 IS 17 OR LESS FOR ALL HOUSEHOLD
MEMBERS OTHER THAN THE RESPONDENT IN FSQ010)). OTHERWISE,
DISPLAY “We” AND “we were”. NOTE: PARENT FIGURES IN FSQ010 WITH
AGE = SK ARE COUNTED AS BEING AGE 18 OR OVER.
DISPLAY “children living in the household who are under 18 years old” AND
“the children” IF NUMBER OF CHILDREN AGE 17 AND YOUNGER OTHER
THAN THE FOCAL CHILD IS GREATER THAN OR EQUAL TO ONE
(FSQ005b >= 1). OTHERWISE, DISPLAY “{CHILD}” AND “{CHILD}”. DISPLAY
“often,” “sometimes,” “never”, AND “{{CHILD}/children living in the household
who are under 18 years old}” AS UNDERLINED TEXT.
DISPLAY CURRENT MONTH
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Updated
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FDQ192b
Question “{I/We} couldn't feed {{CHILD}/the children} a balanced meal because
{I/we} couldn't afford that.”
Often true ___________________________________________ 1
Sometimes true _______________________________________ 2
Never true ___________________________________________ 3
UP TO 3 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ192b. Removed
prompt.
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS FDQ192a,
FDQ192b, FDQ192c, ON ONE SCREEN IN A GRID.
DISPLAY “I” IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER
AGE 18 OR OVER ((FSQ030 IS GREATER THAN OR EQUAL TO 18 FOR
THE RESPONDENT) AND ((FSQ005A = 0) AND (FSQ030 IS 17 OR LESS
FOR ALL HOUSEHOLD MEMBERS OTHER THAN THE RESPONDENT IN
FSQ010)) OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER
((FSQ030 IS LESS THAN OR EQUAL TO 17 FOR THE RESPONDENT) AND
((FSQ005a = 0) AND (FSQ030 IS 17 OR LESS FOR ALL HOUSEHOLD
MEMBERS OTHER THAN THE RESPONDENT IN FSQ010)). OTHERWISE,
DISPLAY “We”. NOTE: PARENT FIGURES IN FSQ010 WITH AGE = SK ARE
COUNTED AS BEING AGE 18 OR OVER.
DISPLAY “the children” IF NUMBER OF CHILDREN AGE 17 AND YOUNGER
OTHER THAN THE FOCAL CHILD IS GREATER THAN OR EQUAL TO ONE
(FSQ005b >= 1). OTHERWISE, DISPLAY “{CHILD}”.
Monday, December 18, 2023
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Updated
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FDQ192c
Question “{{CHILD} was/The children were} not eating enough because {I/we}
just couldn't afford enough food.”
Often true ___________________________________________ 1
Sometimes true _______________________________________ 2
Never true ___________________________________________ 3
UP TO 3 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ192c. Removed
prompt.
Copyright: No
Display Instructions: IF THE BROWSER SIZE IS LARGE, DISPLAY ALL ITEMS FDQ192a,
FDQ192b, FDQ192c, ON ONE SCREEN IN A GRID.
DISPLAY “I” IF THE RESPONDENT IS THE ONLY HOUSEHOLD MEMBER
AGE 18 OR OVER ((FSQ030 IS GREATER THAN OR EQUAL TO 18 FOR
THE RESPONDENT) AND ((FSQ005A = 0) AND (FSQ030 IS 17 OR LESS
FOR ALL HOUSEHOLD MEMBERS OTHER THAN THE RESPONDENT IN
FSQ010)) OR IF THERE ARE NO HOUSEHOLD MEMBERS 18 OR OVER
((FSQ030 IS LESS THAN OR EQUAL TO 17 FOR THE RESPONDENT) AND
((FSQ005a = 0) AND (FSQ030 IS 17 OR LESS FOR ALL HOUSEHOLD
MEMBERS OTHER THAN THE RESPONDENT IN FSQ010)). OTHERWISE,
DISPLAY “we”. NOTE: PARENT FIGURES IN FSQ010 WITH AGE = SK ARE
COUNTED AS BEING AGE 18 OR OVER.
DISPLAY “The children were” IF NUMBER OF CHILDREN AGE 17 AND
YOUNGER OTHER THAN THE FOCAL CHILD IS GREATER THAN OR
EQUAL TO ONE (FSQ005b >= 1).
OTHERWISE, DISPLAY “{CHILD} was”.
Box FDQ1016. / Box 3
Notes: IF (FDQ192a = 1 OR 2) OR (FDQ192b = 1 OR 2) OR (FDQ192c = 1 OR 2), GO
TO FDQ210. ELSE, GO TO BOX 4.
ContextHeader: Source:
Copyright: No
Monday, December 18, 2023
Added
Updated
Page 245 of 318
FDQ210
Question “In the last 12 months, that is, since last {CURRENT MONTH}, 2024,
did you ever cut the size of {CHILD}'s/any of the children's} meals because
there wasn't enough money for food?”
Yes ________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ210.
Copyright: No
Display Instructions: DISPLAY “any of the children’s” IF NUMBER OF CHILDREN AGE 17 AND
YOUNGER OTHER THAN THE FOCAL CHILD IS GREATER THAN OR
EQUAL TO ONE (FSQ005b >= 1). OTHERWISE, DISPLAY “{CHILD}’s”.
DISPLAY CURRENT MONTH
FDQ1018. / FDQ240
FDQ240
Question “In the last 12 months, {was {CHILD}/were any of the children} ever
hungry but you just couldn't afford more food?”
Yes ________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ240.
Copyright: No
Display Instructions: DISPLAY “were any of the children” IF NUMBER OF CHILDREN AGE 17 AND
YOUNGER OTHER THAN THE FOCAL CHILD IS GREATER THAN OR
EQUAL TO ONE (FSQ005b >= 1). OTHERWISE, DISPLAY “was {CHILD}”.
Monday, December 18, 2023
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Updated
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FDQ242
Question “In the last 12 months, did {{CHILD}/any of the children} ever skip a
meal because there wasn't enough money for food?”
Yes ________________________________________________ 1
No _________________________________________________ 2 (FDQ1021)
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ242.
Copyright: No
Display Instructions: DISPLAY “any of the children” IF NUMBER OF CHILDREN AGE 17 AND
YOUNGER OTHER THAN THE FOCAL CHILD IS GREATER THAN OR
EQUAL TO ONE (FSQ005b >= 1). OTHERWISE, DISPLAY “{CHILD}”.
FDQ1020. / FDQ243
FDQ243
Question “How often did this happen?”
Almost every month ___________________________________ 1
Some months, but not every month _______________________ 2
In only 1 or 2 months __________________________________ 3
UP TO 3 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ243. Removed
“Would you say...”
Copyright: No
Monday, December 18, 2023
Added
Updated
Page 247 of 318
FDQ250
Question “In the last 12 months, did {CHILD}/any of the children} ever not eat for a whole day
because there wasn’t enough money for food?
Yes___________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question FDQ250.
Copyright: No
Display Instructions: DISPLAY “any of the children” IF NUMBER OF CHILDREN AGE 17 AND
YOUNGER OTHER THAN THE FOCAL CHILD IS GREATER THAN OR
EQUAL TO ONE (FSQ005b >= 1). OTHERWISE, DISPLAY “{CHILD}”.
Box FDQ1022. / Box 4
Notes: GO TO SECTION HRQ (HISTORICAL ROSTER).
ContextHeader: Source:
Copyright: No
[End of FDQ]
Monday, December 18, 2023
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Updated
Page 248 of 318
HRQ. Historical Roster
HRQ1001. / HRQ010
HRQ010
Question “Now we have some question about {CHILD}'s parents. Some items
in this section may be seen as sensitive and you may skip any questions that
you do not want to answer.
Does {CHILD} have any biological or adoptive parents who are not currently
living in your household? Please include parents who are deceased. ”
Yes ________________________________________________ 1
No _________________________________________________ 2 (Box HRQ1006)
UP TO 2 RESPONSES ALLOWED.
Notes: SK CONTINUES TO BOX 3.
ContextHeader: Source: New
Copyright: No
Display Instructions: DISPLAY “not” IN UNDERLINED TEXT.
HRQ1002. / HRQ015
HRQ015
Question ‘Which biological or adoptive parent(s) are not currently living in your
household? Please include parents who are deceased. Please select all that
apply.”
Biological female parent ________________________________ 1
Biological male parent__________________________________ 2
Biological parent of another gender _______________________ 3
Adoptive female parent _________________________________ 4
Adoptive male parent __________________________________ 5
Adoptive parent of another gender ________________________ 6
UP TO 6 RESPONSES ALLOWED.
Notes: SK CONTINUES TO BOX 3.
ContextHeader: Source: New
Copyright: No
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Page 249 of 318
Notes: LOOP 1
ASK HRQ030 ONE TIME FOR EACH BIOLOGICAL FEMALE PARENT
(HRQ015 = 1), BIOLOGICAL MALE PARENT (HRQ015 = 2), BIOLOGICAL
PARENT OF ANOTHER GENDER (HRQ015 = 3), ADOPTIVE FEMALE
PARENT (HRQ015 = 4), ADOPTIVE MALE PARENT (HRQ015 = 5),
ADOPTIVE PARENT OF ANOTHER GENDER (HRQ015 = 6) WHO IS NOT
CURRENTLY LIVING IN THE HOUSEHOLD.
ContextHeader: Source:
Copyright: No
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Updated
Page 250 of 318
HRQ030
{We would like to ask a few questions about {CHILD}'s
{biological/adoptive}{female parent/male parent/parent of another gender}.}
{We understand that some of these questions may be difficult {for adoptive
parents} to answer; however, these are standard questions we ask when a
child does not live with all parents. Any information you can provide will be
helpful.}
Is {CHILD}'s {biological/adoptive}{female parent/male parent/parent of another
gender} currently living?
Yes ________________________________________________ 1
No _________________________________________________ 2
The {biological/adoptive} {female parent/male
parent/parent of another gender} is unknown
DON'T KNOW
3
(Box HRQ1005)
-8
UP TO 3 RESPONSES ALLOWED.
Notes: DISPLAY DON'T KNOW OPTION (SaVisible "True").
ContextHeader: Source: ECLS-K:2011, fall kindergarten HRQ030, added displays for adoptive
parents
Copyright: No
Display Instructions: DISPLAY "We would like to ask a few questions about {CHILD}'s
{biological/adoptive}{female parent/male parent/parent of another gender}."
THE FIRST TIME THE QUESTION IS ASKED. ELSE, USE A NULL DISPLAY.
DISPLAY “biological” IF HRQ015 = 1, 2, OR 3. DISPLAY “adoptive” IF HRQ015
= 4, 5, or 6.
DISPLAY “female parent" IF LOOPING ON BIOLOGICAL OR ADOPTIVE
FEMALE PARENT NOT CURRENTLY LIVING IN THE HOUSEHOLD (HRQ015
= 1 OR 4). DISPLAY “male parent" IF LOOPING ON BIOLOGICAL OR
ADOPTVE MALE PARENT NOT CURRENTLY LIVING IN THE HOUSEHOLD
(HRQ015 = 2 OR 5). DISPLAY "parent of another gender" IF LOOPING ON
PARENT OF ANOTHER GENDER (HRQ015 =3 or 6).
DISPLAY "{We…helpful.}" IF THERE ARE NO BIOLOGICAL PARENTS IN
THE HOUSEHOLD (NO HOUSEHOLD MEMBER WITH A CODE '1' AT
INQ005g OR FSQ130). OTHERWISE, USE A NULL DISPLAY.
DISPLAY "for adoptive parents" IF THE RESPONDENT IS AN ADOPTIVE
PARENT (INQ005g OR FSQ130 IS CODED '2' FOR THE PERSON FLAGGED
AS THE RESPONDENT).
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Page 251 of 318
Notes: END LOOP 1
ASK HRQ030 FOR NEXT BIOLOGICAL FEMALE PARENT (HRQ015 = 1),
BIOLOGICAL MALE PARENT (HRQ015 = 2), BIOLOGICAL PARENT OF
ANOTHER GENDER (HRQ015 = 3), ADOPTIVE FEMALE PARENT (HRQ015
= 4), ADOPTIVE MALE PARENT (HRQ015 = 5), OR ADOPTIVE PARENT OF
ANOTHER GENDER (HRQ015 = 6) WHO IS NOT CURRENTLY LIVING IN
THE HOUSEHOLD. IF THERE ARE NO MORE PARENTS TO BE ASKED
ABOUT, GO TO BOX 3.
ContextHeader: Source:
Copyright: No
Box HRQ1006. / Box 3
Notes: GO TO SECTION NRQ (NON-RESIDENT PARENT).
ContextHeader: Source:
Copyright: No
[End of HRQ]
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NRQ. Non-Resident Parent Questions
Box NRQ1001. / Box 1
Notes: IF RESPONDENT REPORTS THAT THERE ARE NO BIOLOGICAL OR
ADOPTIVE PARENTS WHO DO NOT LIVE IN THE HOUSEHOLD OR THE
RESPONDENT SKIPPED THAT QUESTION (HRQ010 = 2 OR SK) OR THE
QUESTION ABOUT WHICH BIOLOGICAL OR ADOPTVE PARENTS DO NOT
LIVE IN THE HOUSEHOLD WAS SKIPPED (HRQ015 = SK), GO TO BOX 5.
OTHERWISE, CONTINUE WITH BOX 2.
ContextHeader: Source:
Copyright: No
Box NRQ1002. / Box 2
Notes: LOOP 1
ASK BOX 3 - BOX 4 ONE TIME FOR EACH BIOLOGICAL FEMALE PARENT,
BIOLOGICAL MALE PARENT, BIOLOGICAL PARENT OF ANOTHER
GENDER, ADOPTIVE FEMALE PARENT, ADOPTIVE MALE PARENT, AND
ADOPTIVE PARENT OF ANOTHER GENDER NOT LIVING IN THE
HOUSEHOLD.
DETERMINE LOOPING ELIGIBILITY:
1. BIOLOGICAL FEMALE PARENT NOT IN HOUSEHOLD: HRQ015 = 1
2. BIOLOGICAL MALE PARENT NOT IN HOUSEHOLD: HRQ015 = 2
3. BIOLOGICAL PARENT OF ANOTHER GENDER NOT IN HOUSEHOLD:
HRQ015 = 3
4. ADOPTIVE FEMALE PARENT NOT IN HOUSEHOLD: HRQ015 = 4
5. ADOPTIVE MALE PARENT NOT IN HOUSEHOLD: HRQ015 =5
6. ADOPTIVE PARENT OF ANOTHER GENDER NOT IN HOUSEHOLD:
HRQ015 =6
ContextHeader: Source:
Copyright: No
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Updated
Page 253 of 318
Notes: IF ASKING ABOUT BIOLOGICAL FEMALE PARENT NOT IN HOUSEHOLD
AND BIOLOGICAL FEMALE PARENT IS NOT LIVING OR RESPONDENT
DOES NOT KNOW WHO THE BIOLOGICAL FEMALE PARENT IS (HRQ015 =
1 AND HRQ030=2, 3, DK, OR SK), GO TO BOX 4.
IF ASKING ABOUT BIOLOGICAL FEMALE PARENT NOT IN HOUSEHOLD
AND BIOLOGICAL FEMALE PARENT IS STILL LIVING (HRQ015 = 1 AND
HRQ030=1), GO TO NRQ040 FOR THE BIOLOGICAL FEMALE PARENT.
IF ASKING ABOUT BIOLOGICAL MALE PARENT NOT IN HOUSEHOLD AND
BIOLOGICAL MALE PARENT IS NOT LIVING OR RESPONDENT DOES NOT
KNOW WHO THE BIOLOGICAL MALE PARENT IS (HRQ015 = 2 AND
HRQ030=2, 3, DK, OR SK), GO TO BOX 4.
IF ASKING ABOUT BIOLOGICAL MALE PARENT NOT IN HOUSEHOLD AND
BIOLOGICAL MALE PARENT IS STILL LIVING (HRQ015 = 2 AND
HRQ030=1), GO TO NRQ040 FOR THE BIOLOGICAL MALE PARENT.
IF ASKING ABOUT BIOLOGICAL PARENT OF ANOTHER GENDER NOT IN
HOUSEHOLD AND BIOLOGICAL PARENT OF ANOTHER GENDER IS NOT
LIVING OR RESPONDENT DOES NOT KNOW WHO THE BIOLOGICAL
PARENT OR ANOTHER GENDER IS (HRQ015 = 3 AND HRQ030=2, 3, DK,
OR SK), GO TO BOX 4.
IF ASKING ABOUT BIOLOGICAL PARENT OF ANOTHER GENDER NOT IN
HOUSEHOLD AND BIOLOGICAL PARENT OF ANOTHER GENDER IS STILL
LIVING (HRQ015 = 3 AND HRQ030=1), GO TO NRQ040 FOR THE
BIOLOGICAL PARENT OF ANOTHER GENDER.
IF ASKING ABOUT THE ADOPTIVE FEMALE PARENT NOT IN HOUSEHOLD
AND ADOPTIVE FEMALE PARENT IS NOT LIVING (HRQ015 = 4 AND
HRQ030=2, 3, DK, OR SK), GO TO BOX 4.
IF ASKING ABOUT THE ADOPTIVE FEMALE PARENT NOT IN HOUSEHOLD
AND ADOPTIVE FEMALE PARENT IS STILL LIVING (HRQ015 = 4 AND
HRQ030=1) GO TO NRQ040 TO ASK FOR THE ADOPTIVE FEMALE
PARENT. IF ASKING ABOUT THE ADOPTIVE MALE PARENT NOT IN
HOUSEHOLD AND ADOPTIVE MALE PARENT IS NOT LIVING (HRQ015 = 5
AND HRQ030=2, 3, DK, OR SK), GO TO BOX 4.
IF ASKING ABOUT THE ADOPTIVE MALE PARENT NOT IN HOUSEHOLD
AND ADOPTIVE MALE PARENT IS STILL LIVING (HRQ015 = 5 AND
HRQ030=1) GO TO NRQ040 TO ASK FOR THE ADOPTIVE MALE PARENT.
IF ASKING ABOUT THE ADOPTIVE PARENT OF ANOTHER GENDER AND
ADOPTIVE PARENT OF ANOTHER GENDER IS NOT LIVING (HRQ015 = 6
AND HRQ030 = 2, DK, OR SK), GO TO BOX 4.
IF ASKING ABOUT THE ADOPTIVE PARENT OF ANOTHER GENDER NOT
IN HOUSEHOLD AND ADOPTIVE PARENT OF ANOTHER GENDER IS STILL
LIVING (HRQ015 = 6 AND HRQ030 = 1) GO TO NRQ040 TO ASK THE
ADOPTIVE PARENT OF ANOTHER GENDER. ELSE, GO TO BOX 4.
ContextHeader: Source:
Copyright: No
Monday, December 18, 2023
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Updated
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NRQ1004. / NRQ040
NRQ040
Question “How long has it been since {CHILD} last had a visit, a phone call, a
video call, an e-mail, a text or other electronic message, or received a card or
letter from {his/her/their} {biological/adoptive} {male parent/female
parent/parent of another gender}?”
SaVisible "True"
Less than one month___________________________________ 1
More than a month but less than a year ____________________ 2
More than a year ______________________________________ 3
No contact since birth __________________________________ 4
Monday, December 18, 2023
Added
Updated
{Biological/Adoptive} {male parent/female
parent/parent of another gender} is deceased
5
{CHILD} has had no contact with {his/her/their}
{biological/adoptive} {male parent/female
parent/parent of another gender} since adoption
6
{{CHILD} does not have an adoptive{male
parent/female parent/parent of another gender}}
7
{CHILD}’s {biological/adoptive} {male parent/female
parent/parent of another gender} is not known or
was only a donor
8
DON'T KNOW
-8 (Box NRQ1005)
Page 255 of 318
UP TO 8 RESPONSES ALLOWED.
Notes: DISPLAY DON'T KNOW OPTION (SaVisible "True").
DISPLAY CODE 7 IF HRQ015 = 4, 5, OR 6 (AN ADOPTIVE NONRESIDENT
PARENT WAS REPORTED) AND THE LOOP IS FOR AN ADOPTIVE
FEMALE PARENT, MALE PARENT, OR PARENT OF ANOTHER GENDER.
ContextHeader: Source: ECLS-K:2011, spring second grade, question NRQ040, third
paragraph only
Copyright: No
Display Instructions: IF THE LOOP IS ABOUT THE BIOLOGICAL FEMALE PARENT, DISPLAY
“biological” AND “female parent” IN THE STEM AND ANSWER CATEGORIES
5, 6, AND 8. IN ANSWER CATEGORY 5 DISPLAY “Biological” WITH THE
FIRST LETTER CAPITALIZED.
IF THE LOOP IS ABOUT THE BIOLOGICAL MALE PARENT, DISPLAY
“biological” AND “male parent” IN THE STEM AND ANSWER CATEGORIES 5,
6, AND 8. IN ANSWER CATEGORY 5 DISPLAY “Biological” WITH THE FIRST
LETTER CAPITALIZED.
IF THE LOOP IS ABOUT THE BIOLOGICAL PARENT OF ANOTHER
GENDER, DISPLAY "biological" AND "parent of another gender" IN THE STEM
AND ANSWER CATEGORIES 5, 6, AND 8, IN ANSWER CATEGORY 5
DISPLAY "Biological" WITH THE FIRST LETTER CAPITALIZED.
IF THE LOOP IS ABOUT THE ADOPTIVE FEMALE PARENT, DISPLAY
“adoptive” AND “female parent” IN THE STEM AND ANSWER CATEGORIES
5, 6, AND 8. IN ANSWER CATEGORY 5 DISPLAY “Adoptive” WITH THE
FIRST LETTER CAPITALIZED. DISPLAY “female parent” IN ANSWER
CATEGORY 7.
IF THE LOOP IS ABOUT THE ADOPTIVE MALE PARENT, DISPLAY
“adoptive” AND “male parent” IN THE STEM AND ANSWER CATEGORIES 5,
6, AND 8. IN ANSWER CATEGORY 5 DISPLAY “Adoptive” WITH THE FIRST
LETTER CAPITALIZED. DISPLAY “male parent” IN ANSWER CATEGORY 7.
IF THE LOOP IS ABOUT ADOPTIVE PARENT OF ANOTHER GENDER,
DISPLAY "adoptive" AND "parent of another gender" IN THE STEM AND
ANSWER CATEGORIES 5, 6, AND 8, IN ANSWER CATEGORY 5 DISPLAY
"Adoptive" WITH THE FIRST LETTER CAPITALIZED.
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Box NRQ1005. / Box 4
Notes: ASK NRQ040 FOR THE NEXT NONRESIDENTIAL PARENT. IF NO NEXT
NONRESIDENTIAL PARENT, GO TO BOX 5.
ContextHeader: Source:
Copyright: No
Box NRQ1006. / Box 5
Notes: GO TO SECTION PEQ (Parent Education and Human Capital).
ContextHeader: Source:
Copyright: No
[End of NRQ]
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PEQ. Parent Education
Box PEQ1001. / Box 1
Notes: LOOP 1
ASK PEQ020 FOR 4 “KEY” PARENT FIGURES AS DEFINED IN BOX 12 OF
FSQ AND UP TO 6 NONRESIDENTIAL BIOLOGICAL/ADOPTIVE PARENTS
(EVEN IF DECEASED).
ALWAYS ASK ABOUT THE NONRESIDENTIAL PARENT(S) LAST. DEFINE
NONRESIDENT PARENTS AS FOLLOWS:
ALWAYS ASK ABOUT THE NON-RESIDENTIAL PARENT(S) LAST. DEFINE
NON-RESIDENT PARENTS AS FOLLOWS:
1. NONRESIDENT BIOLOGICAL FEMALE PARENT (IF HRQ030=1 OR 2 FOR
A BIOLOGICAL FEMALE PARENT).
2. NONRESIDENT BIOLOGICAL MALE PARENT (IF HRQ030=1 OR 2 FOR A
BIOLOGICAL MALE PARENT).
3. NONRESIDENT BIOLOGICAL PARENT OF ANOTHER GENDER (IF
HRQ030=1 OR 2 FOR A BIOLOGICAL PARENT OF ANOTHER GENDER).
4. NONRESIDENT ADOPTIVE FEMALE PARENT (IF HRQ030 = 1 OR 2 FOR
AN ADOPTIVE FEMALE PARENT).
5. NONRESIDENT ADOPTIVE MALE PARENT (IF HRQ030 = 1 OR 2 FOR AN
ADOPTIVE MALE PARENT).
6. NONRESIDENT ADOPTIVE PARENT OF ANOTHER GENDER (IF
HRQ030=1 OR 2 FOR AN ADOPTIVE PARENT OF ANOTHER GENDER).
NOTE: FOR RESIDENT PARENTS/RESPONDENT, LOOP 1 WILL BE ASKED
A MINIMUM OF 1 TIME AND A MAXIMUM OF 4 TIMES. FOR NONRESIDENT
PARENTS, LOOP 1 WILL BE ASKED A MINIMUM OF 0 TIMES AND A
MAXIMUM OF 6 TIMES.
ContextHeader: Source:
Copyright: No
Monday, December 18, 2023
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Updated
Page 258 of 318
PEQ1002. / PEQ020
PEQ020
Question "{Now we would like to ask about the education of {CHILD}'s
parent(s).}
What is the highest grade or year of school or degree that
{you/{INITIALS/NAME}/{CHILD}’s {biological/adoptive} {female parent/male
parent/parent of another gender}} {have/has/had} completed?"
Never went to school___________________________________ 0
1st grade ____________________________________________ 1
2nd grade ___________________________________________ 2
3rd grade____________________________________________ 3
4th grade ____________________________________________ 4
5th grade ____________________________________________ 5
6th grade ____________________________________________ 6
7th grade ____________________________________________ 7
8th grade ____________________________________________ 8
9th grade ____________________________________________ 9
10th grade __________________________________________ 10
11th grade __________________________________________ 11
12th grade but no diploma _____________________________ 12
High school equivalent/GED ____________________________ 13
High school diploma __________________________________ 14
Vocational or technical program after high school
but no vocational/technical diploma
15
Vocational or technical program after high school,
diploma
16
Some college but no degree ____________________________ 17
Associate's degree ___________________________________ 18
Bachelor's degree ____________________________________ 19
Graduate or professional school but no degree
20
Master's degree (MA, MS)______________________________ 21
Doctorate degree (Ph.D, Ed.D) __________________________ 22
Professional degree after bachelor's degree
(Medicine/MD; Dentistry/DDS; Law/JD/LLB; etc.)
23
Don't know _________________________________________ 24
Rather not answer ____________________________________ 25
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UP TO 26 RESPONSES ALLOWED.
Notes: DISPLAY ‘Don't know’ AND ‘Rather not answer’ AT THE TOP OF CODE 0
WHEN THE QUESTION IS ASKED. CONVERT THE ‘Don't know’ AND
‘Rather not answer’ TO SPECIAL ANSWERS DK AND RF IN THE SAVED
VARIABLE.
IN HELP TEXT BOLD "Highest Grade or Year of School Completed", "12th
grade but no diploma", "High school equivalent/GED", "High school diploma",
"Vocational/technical program after high school but no voc/tech diploma",
"Vocational/technical program after high school, diploma", "Some college but
no degree", "Associate's degree", "Bachelor's degree", "Graduate or
professional school but no degree", "Master's (MA, MS)", "Doctorate Degree
(Ph.D., Ed.D.)", "Professional degree after bachelor's degree (Medicine/MD;
Dentistry/DDS, Law/JD/LLB)"
HELP FOR STEM: Highest Grade or Year of School Completed: Please select
the highest grade or year of school that was finished, even if took more or less
time to reach that year of school than expected.
HELP FOR CODE 12: 12th grade but no diploma: Select this if the 12th grade
was finished, but there was not a high school diploma or GED. High school
typically refers to grades 9-12.
HELP FOR CODE 13: High school equivalent/GED: Select this if a person has
a high-school equivalency diploma or GED from passing the General
Educational Development Test and does not have a diploma received from a
high school. High school typically refers to grades 9-12.
HELP FOR CODE 14: High school diploma: A certificate showing that the
courses required for high school graduation were completed. High school
typically refers to grades 9-12.
HELP FOR CODE 15: Vocational/technical program after high school but no
voc/tech diploma: Select this if a person attended a vocational or technical
program, but did not earn a degree/diploma/certificate of successful completion
of the program. These programs are training or education for a trade and are
completed after high school (high school typically refers to grades 9-12), but do
not include college. Examples include secretarial school, mechanical or
computer training school, etc. Some community colleges offer vocational
training, but this would be considered “1-2 years of college" or "associate's
degree" and not vocational or trade school.
HELP FOR CODE 16: Vocational/technical program after high school,
diploma: Select this if a person attended a vocational or technical program,
and earned a degree/diploma/certificate of successful completion of the
program. These programs are work or education for a trade and are completed
after high school (high school typically refers to grades 9-12), but do not include
college. Examples include secretarial school, mechanical or computer training
school, etc. Some community colleges offer vocational training, but this would
be considered "1-2 years of college" or "associate's degree" and not vocational
or trade school.
HELP FOR CODE 17: Some college but no degree: Select this if a person
does not have a 4-year college (bachelor's) degree, but has completed a class
for credit at a college or university.
HELP FOR CODE 18: Associate's degree: A 2-year college degree typically
earned at a community college (rather than a trade school).
HELP FOR CODE 19: Bachelor's degree: A 4-year college degree earned at a
university or 4-year college. It is sometimes called an "undergraduate degree."
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Updated
Page 260 of 318
HELP FOR CODE 20: Graduate or professional school but no degree: Select
this if a person went to graduate or professional school and got some credit
toward a degree beyond a bachelor's degree (for example, a master's,
doctorate, or other professional degree). However, the person did not complete
the program or earn the degree.
HELP FOR CODE 21: Master's (MA, MS): Studies beyond a bachelor's
degree, but not a Ph.D. or Ed.D.
HELP FOR CODE 22: Doctorate Degree (Ph.D., Ed.D.): Studies beyond a
master's degree that result in a doctorate degree.
HELP FOR CODE 23: Professional degree after bachelor's degree
(Medicine/MD; Dentistry/DDS, Law/JD/LLB): Any other graduate degrees
earned with academic studies beyond the bachelor's.
ContextHeader: Source: ECLS-K:2011, fall kindergarten, question PEQ020, added “or degree”
to the question stem, deleted “was” and “had” from question stem displays
because there are not questions about deceased parents, modified to add
category 0 from later rounds, spelled out “Vocational and technical” in
categories 15 and 16, added punctuation and capitalization changes to
categories 22 and 23
Copyright: No
Display Instructions: DISPLAY "Now we would… parent(s)." THE FIRST TIME PEQ020 IS SHOWN
ONLY.
DISPLAY "you" IF CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT THE
RESPONDENT. DISPLAY "{INITIALS/NAME}" (AND THAT PERSON'S
INITIALS/FIRST NAME) IF CURRENT CYCLE OF LOOP IS ASKING ABOUT
A PARENT FIGURE WHO IS NOT THE RESPONDENT.
DISPLAY “{CHILD}’s {biological/adoptive} {female parent/male parent/parent of
another gender}}” IF CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT A
NONRESIDENT PARENT.
DISPLAY "biological" IF CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT A
NON-RESIDENT BIOLOGICAL PARENT. OTHERWISE, DISPLAY "adoptive"
IF CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT A NONRESIDENT
ADOPTIVE PARENT.
DISPLAY “female parent” IF THE NONRESIDENTIAL FEMALE PARENT IS
BEING ASKED ABOUT. DISPLAY “male parent” IF THE NONRESIDENTIAL
MALE PARENT IS BEING ASKED ABOUT. DISPLAY "parent of another
gender" IF THE NONRESIDENTIAL PARENT OF ANOTHER GENDER IS
BEING ASKED ABOUT.
DISPLAY "have" IF CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT THE
RESPONDENT. DISPLAY “had” IF CURRENT CYCLE OF LOOP 1 IS ASKING
ABOUT A NONRESIDENT BIOLOGICAL PARENT AND HRQ030 = 2 FOR
THAT PARENT. OTHERWISE, DISPLAY "has".
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Page 261 of 318
PEQ050
Question “{Are you/Is {INITIALS/NAME}/Is {CHILD}’s {biological/adoptive}
{female parent/male parent/parent of another gender}} currently attending or
enrolled in any courses from a school, college, or university?”
Yes ________________________________________________ 1
No _________________________________________________ 2 (Box PEQ1005)
UP TO 2 RESPONSES ALLOWED.
Notes: SK SKIPS TO BOX 3.
ContextHeader: Source: ECLS-K:2011, fall kindergarten, question PEQ050. Added display
“Now we have some questions about {CHILD}’s parents’ education.” to stem.
Added display for “Is {CHILD}’s {biological/adoptive} {mother/father}.”
Copyright: No
Display Instructions: DISPLAY “Are you” IF CURRENT CYCLE OF LOOP IS ASKING ABOUT THE
RESPONDENT. DISPLAY “Is {INITIAL/NAME}” (AND THAT PERSON’S
INITIALS/FIRST NAME) IF CURRENT CYCLE OF LOOP IS ASKING ABOUT
A PARENT FIGURE WHO IS NOT THE RESPONDENT. DISPLAY “{CHILD}’s
{biological/adoptive} {female parent/male parent/parent of another gender }}” IF
CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT A NON-RESIDENT
PARENT.
DISPLAY "biological" IF CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT A
NON-RESIDENT BIOLOGICAL PARENT. OTHERWISE, DISPLAY "adoptive"
IF CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT A NON-RESIDENT
ADOPTIVE PARENT.
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Updated
Page 262 of 318
PEQ060
Question “{Are you/Is {NAME}}/Is {CHILD}’s {biological/adoptive} {female
parent/male parent/parent of another gender}} currently taking courses full time
or part time?”
Full-time ____________________________________________ 1
Part-time ____________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
Notes: DISPLAY “Full-time” AND “Part-time” IN BOLD IN HELP TEXT.
HELP FOR STEM: Full-time: A person is considered to be attending school fulltime if he or she is carrying a full load of class hours in a semester or quarter.
This is typically 12 credit hours or more.
Part-time: A person is considered to be attending school part-time if he or she
is carrying less than a full load
of class hours in a semester or quarter. This is typically less than 12 credit
hours.
ContextHeader: Source: ECLS-K:2011, spring first grade, question PEQ040. Added display for
“Is {CHILD}’s {biological/adoptive} {mother/father}.”
Copyright: No
Display Instructions: DISPLAY “Are you” IF CURRENT CYCLE OF LOOP IS ASKING ABOUT THE
RESPONDENT. DISPLAY “Is {NAME}” (AND THAT PERSON’S FIRST NAME)
IF CURRENT CYCLE OF LOOP IS ASKING ABOUT A PARENT FIGURE
WHO IS NOT THE RESPONDENT. DISPLAY “{CHILD}’s {biological/adoptive}
{female parent/male parent/parent of another gender}}” IF CURRENT CYCLE
OF LOOP 1 IS ASKING ABOUT A NON-RESIDENT PARENT.
DISPLAY "biological" IF CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT A
NON-RESIDENT BIOLOGICAL PARENT. OTHERWISE, DISPLAY "adoptive"
IF CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT A NON- RESIDENT
ADOPTIVE PARENT.
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Page 263 of 318
Notes: END LOOP 1
ASK PEQ020 – PEQ060 (IF APPLICABLE) FOR NEXT “KEY” PARENT
FIGURE AS DEFINED IN BOX 12 OF FSQ IN THE CURRENT SURVEY AND
FOR UP TO 4 NONRESIDENTIAL BIOLOGICAL/ADOPTIVE PARENTS AS
DEFINED AT THE BEGINNING OF LOOP 1.
IF NO NEXT “KEY” PARENT FIGURE OR NONRESIDENTIAL
BIOLOGIAL/ADOPTIVE PARENT, GO TO BOX 4.
ContextHeader: Source:
Copyright: No
Box PEQ1006. / Box 4
Notes: GO TO SECTION EMQ (PARENT EMPLOYMENT).
ContextHeader: Source:
Copyright: No
[End of PEQ]
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Page 264 of 318
EMQ. Parent Employment
Box EMQ1001. / Box 1
Notes: LOOP 1
ASK EMQ005-EMQ215 FOR 4 “KEY” PARENT FIGURES AS DEFINED IN
BOX 12 OF FSQ.
ContextHeader: Source:
Copyright: No
Monday, December 18, 2023
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Updated
Page 265 of 318
EMQ005
Question “Which best describes {your/{INITIALS/NAME}’s} current employment
situation? {Are you/Is {INITIALS/NAME}}…”
Working 35 or more hours per week, counting all
jobs
1
Working less than 35 hours per week, counting all
jobs
2
Actively looking for work ________________________________ 3
Not in the labor force ___________________________________ 4 (EMQ1013)
UP TO 4 RESPONSES ALLOWED.
Notes: SK SKIPS TO EMQ210.
HELP FOR CODE 1: Working for 35 hours or more per week, counting all jobs:
This includes if you are currently on vacation or leave but you are still employed
for 35 hours or more per week.
HELP FOR CODE 2: Working less than 35 hours per week, counting all jobs:
This includes if you are currently on vacation or leave but you are still employed
for less than 35 hours per week.
HELP FOR CODE 3: Actively looking for work: For example, in the past month,
engaged in activities such as: checked with a public employment agency,
checked with a private employment agency, checked with an employer directly
or sent a resume to an employer, checked with friend or relative, or places or
answered ads/send resume related to an ad.
HELP FOR CODE 4: Not in the labor force: Not working, and not actively
looking for work.
ContextHeader: Source: New
Copyright: No
Display Instructions: DISPLAY "your" and “you” IF CURRENT CYCLE OF LOOP 1 IS ASKING
ABOUT THE RESPONDENT. DISPLAY "{INITIALS/NAME}" (AND THAT
PERSON'S INITIALS/FIRST NAME) IF CURRENT CYCLE OF LOOP IS
ASKING
ABOUT A PARENT FIGURE WHO IS NOT THE RESPONDENT.
Monday, December 18, 2023
Added
Updated
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Notes: SET EMQLANG AS CURRENT ACTIVE LANGUAGE ONLY ONCE. GO TO
EMQ126 IF EMQLang = ESP. ELSE GO TO EMQ125.
ContextHeader: Source:
Copyright: No
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EMQ125
Question “{What is {your/{INITIALS/NAME}’s} current/In
{your/{INITIALS/NAME}’s} most recent job, what was
{your/{INITIALS/NAME}’s}} job title (for example, 4th-grade teacher, apprentice
plumber)?
If {you/{INITIALS/NAME}} {have/has/had} more than one job, describe the one
at which {you/{INITIALS/NAME}} {work/works/worked} the most hours.
Start by typing the job title and select the closest match from the options
returned. If you are unable to find a close match for {your/{INITIALS/NAME}’s}
job title, click “Job title not listed.”
“Job title not listed.”
[0 to 0]
Notes: DISPLAY THE LIST OF JOB TITLES “SOCTITLE” IN THE PRELOAD
ASSOCIATED WITH EMQ125. SAVE EACH JOB TITLE WITH THE
SOCCODE6 CODE, BUT DO NOT DISPLAY THE CODE IN THE SURVEY
LIST.
ADD SPECIAL ANSWER TO DISPLAY “Job title not listed” AS A RADIO
BUTTON AT THE END OF THE LIST OF JOB TITLES.
ContextHeader: Source: High School and Beyond Longitudinal Study of 2022 (HS&B:22), item
HP0P1JOB (Job title)
Copyright: No
Display Instructions: DISPLAY “What is {your/{INITIALS/NAME}’s} current” IF CURRENTLY
EMPLOYED OR ON LEAVE FROM A JOB (EMQ005 = 1 or 2). ELSE DISPLAY
“In {your/{INITIALS/NAME}’s} most recent job, what was
{your/{INITIALS/NAME}’s}”.
DISPLAY "your" and “you” IF CURRENT CYCLE OF LOOP 1 IS ASKING
ABOUT THE RESPONDENT. DISPLAY "{INITIALS/NAME}" (AND THAT
PERSON'S INITIALS/FIRST NAME) IF CURRENT CYCLE OF LOOP IS
ASKING ABOUT A PARENT FIGURE WHO IS NOT THE RESPONDENT.
DISPLAY “have” AND “work” IF (CURRENT CYCLE OF LOOP 1 IS ASKING
ABOUT THE RESPONDENT) AND (THE RESPONDENT IS CURRENTLY
EMPLOYED OR ON LEAVE FROM A JOB (EMQ005 = 1 or 2)). ELSE
DISPLAY “had” AND “worked” IF CURRENT CYCLE OF LOOP 1 IS ASKING
ABOUT THE RESPONDENT.
DISPLAY “has” AND “works” IF (CURRENT CYCLE OF LOOP IS ASKING
ABOUT A PARENT FIGURE WHO IS NOT THE RESPONDENT) AND (THIS
PARENT FIGURE IS CURRENTLY EMPLOYED OR ON LEAVE FROM A JOB
(EMQ005 = 1 or 2)). ELSE DISPLAY “had” AND “worked” IF CURRENT
CYCLE OF LOOP IS ASKING ABOUT A PARENT FIGURE WHO IS NOT
THE RESPONDENT.
DISPLAY “job title” IN BOLD TEXT.
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Notes: IF EMQ125 = "JOB TITLE NOT LISTED" OR EMQ125 = SK GO TO EMQ126
(GENERAL OCCUPATION). ELSE IF THE RESPONDENT'S ANSWER IN
EMQ125 MATCHES MORE THAN ONE SOCCODE6 CODE, GO TO
EMQ125b (SPECIFIC OCCUPATION). ELSE IF THE RESPONDENT'S
ANSWER IN EMQ125 MATCHES ONLY ONE SOCCODE6 CODE, GO TO
EMQ129 (JOB DUTIES).
NOTE: IF THE RESPONDENT INDICATES THAT THE JOB TITLE IS NOT
LISTED IN EMQ125, THE RESPONDENT IS DIRECTED TO GENERAL
(EMQ126), SPECIFIC (EMQ127), AND DETAILED (EMQ128) CATEGORIES
FOR CODING. IF A JOB TITLE SELECTED IN EMQ125 MATCHES MORE
THAN ONE SOCCODE6 NUMBER IN THE EMQ125 DROPDOWN LIST, ONE
MORE DROPDOWN LIST (USING SOCCODE6_LABEL) WILL BE PROVIDED
IN EMQ125b TO OBTAIN A JOB TITLE. IF A JOB TITLE SELECTED IN
EMQ125 MATCHES ONLY ONE SOCCODE6 NUMBER IN THE EMQ125
DROPDOWN LIST, THE JOB TITLE HAS BEEN OBTAINED AND THE
RESPONDENT IS SKIPPED TO EMQ129 (JOB DUTIES).
ContextHeader: Source:
Copyright: No
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EMQ125b
Question “{Your/{INITIALS/NAME}’s} job title could be classified into more than
one category.
Please scroll down and select the specific category that best describes
{your/{INITIALS/NAME}’s} job.
Specific Area:”
Watermark : "Select one"
[0 to 0]
Notes: DISPLAY THE SOCCODE6_LABEL FOR THE CODES FROM EMQ125 IN
THE SPECIFIC AREA DROPDOWN.
IF THIS QUESTION IS SK (SKIPPED), USE PARENT SURVEY PROBE.
DON’T KNOW AND RATHER NOT ANSWER IN THE PARENT SURVEY
PROBE SKIP TO EMQ129.
ContextHeader: Source:
Copyright: No
Display Instructions: DISPLAY “Your” IF CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT THE
RESPONDENT. DISPLAY "{INITIALS/NAME}" (AND THAT PERSON'S
INITIALS/FIRST NAME) IF CURRENT CYCLE OF LOOP IS ASKING
ABOUT A PARENT FIGURE WHO IS NOT THE RESPONDENT.
Box EMQ1007. / Box 3
Notes: GO TO EMQ129.
ContextHeader: Source:
Copyright: No
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EMQ126
Question “Please help us categorize {your/{INITIALS/NAME}’s} {current/most
recent} job using the dropdown boxes displayed. Scrolling down each
dropdown, click to select the category that best describes
{your/{INITIALS/NAME}’s} occupation area and classification."
General Area:”
Watermark : "Select one"
[0 to 0]
Notes: DISPLAY THE GENERAL CATEGORY FROM THE EMQ126 PRELOAD IN
THE GENERAL AREA DROPDOWN.
IF THIS QUESTION IS SK (SKIPPED), USE PARENT SURVEY PROBE.
DON’T KNOW AND RATHER NOT ANSWER IN THE PARENT SURVEY
PROBE SKIP TO EMQ129.
ContextHeader: Source: High School and Beyond Longitudinal Study of 2022 (HS&B:22), items
HPOP1CODEWORDING (General, specific, and detailed question introduction)
and HP0P1JOB2 (General area, Major group in
www.bls.gov/soc/2018/soc_structure_2018.xlsx). Spanish dropdown categories
provided by Bureau of Labor Statistics.
Copyright: No
Display Instructions: DISPLAY EMQ126, EMQ127, AND EMQ128 ON THE SAME SCREEN.
IN THE FIRST AND SECOND SENTENCE, DISPLAY “your” IF CURRENT
CYCLE OF LOOP 1 IS ASKING ABOUT THE RESPONDENT. DISPLAY
"{INITIALS/NAME}" (AND THAT PERSON'S INITIALS/FIRST NAME) IF
CURRENT CYCLE OF LOOP IS ASKING
ABOUT A PARENT FIGURE WHO IS NOT THE RESPONDENT.
DISPLAY “current” IF CURRENTLY EMPLOYED OR ON LEAVE FROM A JOB
(EMQ005 = 1 or 2). ELSE DISPLAY “most recent”.
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EMQ127
Question “{Your/{INITIALS/NAME}’s} job title could be classified into more than
one category.
Please scroll down and select the specific category that best describes
{your/{INITIALS/NAME}’s} job.
Specific Area:”
Watermark : "Select one"
[0 to 0]
Notes: USING THE CODE SELECTED FOR THE GENERAL OCCUPATION
CATEGORY FROM THE EMQ126 PRELOAD (E.G., “Transportation and
Material Moving Occupations” FOR MAJOR GROUP CODE 53-000), DISPLAY
THE SPECIFIC CATEGORY FROM THE EMQ127 PRELOAD THAT
MATCHES THE FIRST TWO DIGITS OF THE CODE IN EMQ127 (E.G., “Air
Transportation Workers” FOR SPECIFIC GROUP CODE 53-200).
IF THIS QUESTION IS SK (SKIPPED), USE PARENT SURVEY PROBE.
DON’T KNOW AND RATHER NOT ANSWER IN THE PARENT SURVEY
PROBE SKIP TO EMQ129.
ContextHeader: Source: High School and Beyond Longitudinal Study of 2022 (HS&B:22), item
HP0P1JOB3 (Specific area, Minor group in
www.bls.gov/soc/2018/soc_structure_2018.xlsx). Spanish dropdown categories
provided by Bureau of Labor Statistics with additions by the ECLS-K:2024 for
categories not translated in that source.
Copyright: No
Display Instructions: DISPLAY EMQ126, EMQ127, AND EMQ128 ON THE SAME SCREEN.
DISPLAY “Your” IF CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT THE
RESPONDENT. DISPLAY "{INITIALS/NAME}" (AND THAT PERSON'S
INITIALS/FIRST NAME) IF CURRENT CYCLE OF LOOP IS ASKING
ABOUT A PARENT FIGURE WHO IS NOT THE RESPONDENT.
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EMQ128
Question “Detailed Occupation Classification:”
Watermark : "Select one"
[0 to 0]
Notes: USING THE CODE SELECTED FOR THE SPECIFIC CATEGORY FROM THE
EMQ127 PRELOAD (E.G., “Air Transportation Workers” FOR SPECIFIC
GROUP CODE 53-200), DISPLAY THE DETAILED CATEGORY FROM THE
EMQ128 PRELOAD THAT MATCHES THE FIRST FOUR DIGITS OF THE
CODE IN EMQ128, INCLUDING THE DASH AS A DIGIT (E.G., “Commercial
Pilots” FOR DETAILED GROUP CODE 53-2012).
ContextHeader: Source: High School and Beyond Longitudinal Study of 2022 (HS&B:22), item
HP0P1JOB6 (Detailed area, Detailed occupation in
www.bls.gov/soc/2018/soc_structure_2018.xlsx). Spanish translations of the
dropdown categories come from the Lay Titles file at Spanish Language
Resources at O*NET Resource Center (onetcenter.org) and include information
from the O*NET 28.0 Database by the U.S. Department of Labor, Employment
and Training Administration (USDOL/ETA). Used under the CC BY 4.0 license.
O*NET® is a trademark of USDOL/ETA. The ECLS-K:2024 has modified all or
some of this information. USDOL/ETA has not approved, endorsed, or tested
these modifications.
Copyright: No
Display Instructions: DISPLAY EMQ126, EMQ127, AND EMQ128 ON THE SAME SCREEN.
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EMQ129
Question “What {are/were} {your/{INITIALS/NAME}}’s job duties {as a/an {JOB
TITLE FROM EMQ125}} (for example, instruct and evaluate students and
create lesson plans; assemble and install pipe sections and review building
plans for work details)?”
[0 to 0]
ContextHeader: Source: High School and Beyond Longitudinal Study of 2022 (HS&B:22), item
HP0P1JOBDUTY (Job duty)
Copyright: No
Display Instructions: DISPLAY “are” IF (CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT A
PARENT FIGURE WHO IS CURRENTLY EMPLOYED OR ON LEAVE FROM
A JOB (EMQ005 = 1 or 2)). ELSE DISPLAY “were”.
DISPLAY "your" IF CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT THE
RESPONDENT. DISPLAY "{INITIALS/NAME}" (AND THAT PERSON'S
INITIALS/FIRST NAME) IF CURRENT CYCLE OF LOOP IS ASKING ABOUT
A PARENT FIGURE WHO IS NOT THE RESPONDENT.
DISPLAY “job duties” IN BOLD TEXT.
IF JOB TITLE IN EMQ125 IS NOT “JOB NOT LISTED” OR SK, DISPLAY “as
a/an {JOB TITLE FROM EMQ125}”. ELSE USE A NULL DISPLAY.
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EMQ160
Question “At any point since the start of the pandemic, please indicate whether
or not {you/{INITIALS/NAME}} had to do any of the following as a result of the
coronavirus pandemic. Please select all that apply.”
Work more than desired ________________________________ 1
Work less than desired _________________________________ 2
Take a job outside regular line of work _____________________ 3
Take a less desirable job _______________________________ 4
Put off enrolling for additional education ____________________ 5
Look for additional education or training ____________________ 6
None of the above_____________________________________ 7
UP TO 7 RESPONSES ALLOWED.
Notes: IF MORE THAN ONE CODE IS SELECTED AND ONE OF THEM IS CODE
7, DISPLAY HARD ERROR CHECK MESSAGE, “You selected “None of the
above” but also selected another option on the list. Please check your
responses and update your answer. Then, select “Next” to continue.”
ContextHeader: Source: Spring Kindergarten National Source: Postsecondary survey, item
BB20FCVDCOST1. Changed ““Please indicate whether or not {you/NAME} had
to do any of the following as a result of “COVID-19”to ““At any point since the
start of the pandemic, please indicate whether or not {you/NAME} had to do
any of the following.” Changed verb tenses in response categories. Changed
“Delayed” to “Put off.” Changed “Pursued” to “Look for” in category 6.
Copyright: No
Display Instructions: DISPLAY "you" IF CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT THE
RESPONDENT. DISPLAY "{INITIALS/NAME}" (AND THAT PERSON'S
INITIALS/FIRST NAME) IF CURRENT CYCLE OF LOOP IS ASKING
ABOUT A PARENT FIGURE WHO IS NOT THE RESPONDENT.
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EMQ215
{Are you/Is {NAME}} currently on active duty in the U.S. Armed Forces, military
Reserves, or National Guard?”
Yes ________________________________________________ 1
No _________________________________________________ 2
UP TO 2 RESPONSES ALLOWED.
Notes: HELP FOR STEM: Active duty does not include training for the Reserves or
National Guard, but does include activation, for example, for wars or help with
national emergencies.
IN HELP TEXT, DISPLAY “does” IN UNDERLINED TEXT IN THE LINE THAT
INCLUDES "…but does include activation…"
ContextHeader: Source: ECLS-K:2011, spring third grade, question EMQ215, modified to
replace “the war in Afghanistan” with “wars or help with national emergencies.”
Copyright: No
Display Instructions: DISPLAY “Are you” IF CURRENT CYCLE OF LOOP 1 IS ASKING ABOUT
THE RESPONDENT. DISPLAY “Is INITIALS/{NAME}” (AND THAT
INITIALS/PERSON’S FIRST NAME) IF CURRENT CYCLE OF LOOP IS
ASKING ABOUT A PARENT FIGURE WHO IS NOT THE RESPONDENT.
Box EMQ1015. / Box 5
Notes: END LOOP 1
ASK EMQ005 - EMQ215 FOR NEXT “KEY” PARENT FIGURE.
IF NO NEXT “KEY” PARENT FIGURE, CONTINUE WITH EMQ300.
ContextHeader: Source:
Copyright: No
Box EMQ1020. / Box 6
Notes: GO TO SECTION WPQ (WELFARE AND OTHER PUBLIC TRANSFERS).
ContextHeader: Source:
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Copyright: No
[End of EMQ]
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WPQ. [ Welfare and Other Public Transfers]
WPQ1010. / WPQ170
WPQ170
Question “Does {CHILD} usually receive a complete school lunch provided by
the school?”
Yes ________________________________________________ 1
No _________________________________________________ 2 (WPQ210)
UP TO 2 RESPONSES ALLOWED.
Notes: SK SKIPS TO WPQ210.
HELP FOR STEM: By complete school lunch, we mean a complete meal such
as a salad, soup, a sandwich, or a hot meal that is offered each day at a fixed
price, not just milk, snacks, or ice cream. This does not include a lunch
{he/she/they} brought from home.
ContextHeader: Source: ECLS-K:2011, spring second grade, question WPQ170. Changed
probe to respondent instruction and modified from “...I mean...” to “we mean...”.
Copyright: No
Display Instructions: DISPLAY 'free' AND 'reduced price' IN UNDERLINED TEXT.
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WPQ180
Question “Are these lunches free or reduced price?”
Free________________________________________________ 1
Reduced price ________________________________________ 2
Neither ___________________________________________________ 3
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring second grade, question WPQ180.
Copyright: No
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WPQ186
Question “During the last five days {CHILD} was in school, how many school
lunches did {he/she/they} receive?” Pre-unit “Lunches:”
| |____________________________________ [0 to 5]
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question WPQ220. Changed “(he/she)” to
“{he/she/they}”. Changed label to “Number of lunches” in watermark from label of
“number of days”.
Copyright: No
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WPQ210
Question “Does {CHILD} usually receive a complete school breakfast provided by the school?”
Yes ________________________________________________ 1
No _________________________________________________ 2 (Box WPQ1017)
UP TO 2 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question WPQ200.
Copyright: No
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WPQ215
Question “Are these breakfasts free or reduced price?”
Free
1
Reduced price
2
Neither
3
Notes: SK SKIPS TO BOX 1.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question WPQ215.
Copyright: No
Display Instructions: DISPLAY “free” AND “reduced price” IN UNDERLINED TEXT.
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WPQ220
Question “During the last five days {CHILD} was in school, how many school
breakfasts did {he/she/they} receive?” Pre-unit “Breakfasts:”
Watermark “Number of breakfasts”
|
[0 to 5]
|
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question WPQ220. Changed
“(he/she)” to “{he/she}”. Changed label to “Number of breakfasts” in watermark
from label of “number of days”.
Copyright: No
Box WPQ1017. / Box 1
Notes: GO TO SECTION PAQ (PARENT INCOME AND ASSETS).
ContextHeader: Source:
Copyright: No
[End of WPQ]
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PAQ. Parent Income and Assets
PAQ1001. / PAQ110
PAQ110
Question “In studies like this, households are sometimes grouped according to
income. What was the total income of all persons in your household over the
past year, including salaries or other earnings, interest, retirement, and so on
for all household members?”
$5,000 or less ________________________________________ 1
$5,001 to $10,000 _____________________________________ 2
$10,001 to $15,000 ____________________________________ 3
$15,001 to $20,000 ____________________________________ 4
$20,001 to $25,000 ____________________________________ 5
$25,001 to $30,000 ____________________________________ 6
$30,001 to $35,000 ____________________________________ 7
$35,001 to $40,000 ____________________________________ 8
$40,001 to $45,000 ____________________________________ 9
$45,001 to $50,000 ___________________________________ 10
$50,001 to $55,000 ___________________________________ 11
$55,001 to $60,000 ___________________________________ 12
$60,001 to $65,000 ___________________________________ 13
$65,001 to $70,000 ___________________________________ 14
$70,001 to $75,000 ___________________________________ 15
$75,001 to $100,000 __________________________________ 16
$100,001 to $200,000 _________________________________ 17
$200,001 to $300,000 _________________________________ 18
$300,001 or more ____________________________________ 19
UP TO 19 RESPONSES ALLOWED.
Notes: IF THIS QUESTION IS SK (SKIPPED), USE PARENT SURVEY PROBE.
ContextHeader: Source: ECLS-K:2011, spring kindergarten, question PAQ110a and PAQ110b
combined as in ECLS-K:2023, preschool. Also, removed “Was it…”
Copyright: No
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Notes: IF PAQ110 = REF OR DK, GO TO Box 2.
ELSE, PAQ120 IS ASKED IF HOUSEHOLD IS AT 200% OF POVERTY (+8%)
OR BELOW.
ASK PAQ120 IF
(NUMBER IN HH = 1 AND PAQ110 < 8) OR
(NUMBER IN HH = 2 AND PAQ110 < 10) OR
(NUMBER IN HH = 3 AND PAQ110 < 12) OR
(NUMBER IN HH = 4 AND PAQ110 < 14) OR
(NUMBER IN HH = 5 AND PAQ110 < 17) OR
(NUMBER IN HH = 6 AND PAQ110 < 17) OR
(NUMBER IN HH = 7 AND PAQ110 < 17) OR
(NUMBER IN HH = 8 AND PAQ110 < 18) OR
(NUMBER IN HH GREATER THAN OR EQUAL TO 9 AND PAQ110 < 18).
ELSE, GO TO Box 2.
ContextHeader: Source:
Copyright: No
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PAQ120
Question “What was your total household income last year, to the nearest
thousand?”
Pre-unit “Total income:”
Watermark “Enter number”
|
|
|
|
|
|
|
|
|
|
[0 to 999999999]
Notes: PLEASE INCLUDE A DOLLAR SIGN ($) AT THE START OF THE RESPONSE
ENTRY FIELD.
ALLOW UP TO 9 DIGITS. DISPLAY COMMAS IN FRONT OF THE FOURTH
AND SEVENTH DIGIT IF APPLICABLE.
SOFT RANGE CHECK - TOTAL INCOME SHOULD BE IN RANGE OF
ANSWER TO PAQ110. IF ANSWER IS NOT IN RANGE OF ANSWER TO
PAQ110, DISPLAY SOFT EDIT MESSAGE “You have entered {DISPLAY
RESPONSE AT PAQ120}. Please confirm. If this is correct, select Next to
continue.”
ContextHeader: Source:
Copyright: No
PAQ121
Question “Did you use a voucher provided by the government to attend this school?”
SaVisible "True"
---1. Yes
2. No
DON'T KNOW
Notes:
DISPLAY DON'T KNOW OPTION (SaVisible "True").
ContextHeader: ECLS-B kindergarten round (2006) parent interview, SE070a NOTE: THERE
WAS A QUESTION (PAQ140) ABOUT VOUCHERS FOR CHILD CARE IN THE ECLS-K:2023
PRESCHOOL ROUND AND A QUESTION (KSQ080) ABOUT VOUCHERS FOR SCHOOL IN
THE ECLS-K:2023 FALL KINDERGARTEN ROUND. KSQ080 IN THE ECLS-K:2023 FALL
KINDERGARTEN ROUND IS THE SAME AS PAQ121 IN THE ECLS-K:2023 SPRING
FIRSTGRADE ROUND.
Copyright: No
Display Instructions: DISPLAY “his” IF THE CHILD IS MALE (INQ050b= 1). ELSE DISPLAY
“her” IF THE CHILD IS FEMALE (INQ050b = 2). ELSE DISPLAY “their” IF THE CHILD IS
ANOTHER GENDER (INQ050b = 3). ELSE DISPLAY THE CHILD’S NAME IF GENDER IS
MISSING (INQ050b = SK) AS SHOWN IN THE GLOBAL SPECS.
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PAQ138
Question "Since {CHILD} was born, how many different places has {CHILD} lived for four
months or more?”
InstResp “Enter zero if {CHILD} did not live anywhere since {CHILD} was born for four months or
more.”
Watermark “Number of places”
Notes:
ContextHeader: ECLS-K:2011, spring first grade PAQ138, modified from “since last spring” to
“Since {CHILD} was born
Copyright: No
Display Instructions:
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Box PAQ1004. / Box 2
Notes: GO TO SECTION CMQ (MOBILITY AND TRACKING UPDATES).
ContextHeader: Source:
Copyright: No
[End of PAQ]
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CMQ. Mobility and Tracking Updates
Box CMQ1001. / Box 0
Notes: IF THE CHILD IS IN ONE OF THE DISTRICTS NOTED IN THE PRELOAD
THAT DISALLOWS COLLECTION OF TRACING DATA, GO TO CMQ500.
ELSE GO TO CMQ100.
ContextHeader: Source:
Copyright: No
CMQ010
Question “Since {CHILD} was born, how many different places has {CHILD} lived for four months or
more?”
InstResp “Enter zero if {CHILD} did not live anywhere since {CHILD} was born for four months or
more.”
Watermark “Number of places”
Notes:
ContextHeader: ECLS-K:2011, spring first grade, question CMQ010, modified to ask about time since
birth. Also, changed probe into an instruction to the respondent.
CMQ1002. / CMQ100
CMQ100
Question "Is there a relative or friend, who does not live in this household, who
will always know where you are if you move? We will only contact this person if
we cannot locate you for the next survey."
Yes ________________________________________________ 1
No _________________________________________________ 2 (CMQ1039)
UP TO 2 RESPONSES ALLOWED.
Notes: SK SKIPS TO CMQ500.
ContextHeader: Source: ECLS-K:2011, fall kindergarten, question CMQ100, changed
instruction to assessor to an instruction to the respondent and modified for web
Copyright: No
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CMQ110a
Question “What is the contact information for that person?
First Name:”
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR FIRST NAME, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY CMQ110a-c3 TOGETHER.
CMQ1004. / CMQ110b
CMQ110b
Question “Last Name:”
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR LAST NAME, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY CMQ110a-c3 TOGETHER.
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CMQ110c1
Question “Email Address.”
Watermark "name@domain.com"
[0 to 0]
Notes: PROGRAM SHOULD VALIDATE EMAIL ADDRESS.
IF THE EMAIL ADDRESS DOES NOT PASS THE VALIDATION CHECK,
DISPLAY THE FOLLOWING MESSAGE "The email address should contain
the "@" sign and at least one period. Please check and when the address is
correct, select Next to continue."
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR EMAIL, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY CMQ110a-c3 TOGETHER.
CMQ1006. / CMQ110c2
CMQ110c2
Question "Mobile Number:”
“This person doesn't have a mobile phone.”
[0 to 0]
Notes: ADD A SPECIAL ANSWER TO DISPLAY “This person doesn't have a mobile
phone.” AS A RADIO BUTTON.
FOR MOBILE NUMBER, ALLOW 0-12 CHARACTERS TO BE ENTERED.
APPLY EDIT MASK TO VALIDATE MOBILE PHONE NUMBER SO THAT IT IS
IN THIS FORMAT (###)-###-####.
IF THE PHONE NUMBER DOES NOT PASS THE VALIDATION CHECK,
DISPLAY THE ERROR MESSAGE “The phone number must be 10 numbers
((XXX)-XXX-XXXX). Please check and enter again.”
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ110a-c3 TOGETHER.
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CMQ110c3
Question “Landline Number.”
“This person doesn't have a landline phone.”
[0 to 0]
Notes: ADD A SPECIAL ANSWER TO DISPLAY “This person doesn't have a landline
phone.” AS A RADIO BUTTON.
FOR LANDLINE NUMBER, ALLOW 0-12 CHARACTERS TO BE ENTERED.
APPLY EDIT MASK TO VALIDATE LANDLINE PHONE NUMBER SO THAT IT
IS IN THIS FORMAT (###)-###-####.
IF THE PHONE NUMBER DOES NOT PASS THE VALIDATION CHECK,
DISPLAY THE ERROR MESSAGE “The phone number must be 10 numbers
((XXX)-XXX-XXXX). Please check and enter again.”
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ110a-c3 TOGETHER.
CMQ1008. / CMQ110d1
CMQ110d1
Question "Please enter the mailing address:"
Address Line 1:"
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR ADDRESS LINE 1, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY CMQ110d1-h TOGETHER.
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CMQ110d2
Question "Address Line 2:"
Watermark “Apartment number"
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR ADDRESS LINE 2, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY CMQ110d1-h TOGETHER.
CMQ1010. / CMQ110e
CMQ110e
Question "City:"
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR CITY, ALLOW 0 – 50 CHARACTERS TO BE ENTERED.
DISPLAY CMQ110d1-h TOGETHER.
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CMQ110f
Question "Please select a state, district, or territory:"
Watermark “Select a state”
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR STATE/DISTRICT/TERRITORY HAVE DROP DOWN BOX WITH STATE
NAMES, THE DISTRICT OF COLUMBIA, AND THE U.S. TERRITORIES.
DISPLAY CMQ110d1-h TOGETHER.
CMQ1012. / CMQ110g
CMQ110g
Question "ZIP code:"
[0 to 0]
DON'T KNOW
-8
Notes: NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
IF THE ZIP CODE IS LESS THAN 5 DIGITS, DISPLAY THE ERROR
MESSAGE, "The zip code must be 5 digits. Please update your response and
enter again."
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR ZIP CODE, ALLOW 0 – 5 CHARACTERS TO BE ENTERED.
DISPLAY CMQ110d1-h TOGETHER.
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CMQ110h
Question "What is this person’s relationship to you?"
Relative _____________________________________________ 1
Person at your job _____________________________________ 2
Neighbor ____________________________________________ 3
Friend ______________________________________________ 4
Other _______________________________________________ 5
UP TO 5 RESPONSES ALLOWED.
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ110d1-h TOGETHER.
Box CMQ1014. / Box 3
Notes: IF A FIRST NAME FOR THE FIRST CONTACT PERSON IS NOT EMPTY OR
SK (CMQ110a HAS DATA) OR THERE IS AN EMAIL ADDRESS THAT IS
NOT EMPTY OR SK (CMQ110c1 HAS DATA) OR A MOBILE OR LANDLINE
NUMBER THAT IS NOT EMPTY OF SK (CMQ110C2 OR CMQ110C3 HAVE
DATA) OR A MAILING ADDRESS THAT IS NOT EMPTY OR SK (CMQ110d1,
e, AND f HAVE DATA), GO TO CMQ130 TO ASK FOR A SECOND CONTACT
PERSON. ELSE, GO TO CMQ500.
ContextHeader: Source:
Copyright: No
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CMQ130
Question “Besides {{FIRST NAME}/the person you just gave contact
information for}, is there another relative or friend, who does not live in this
household, but who will always know where you are if you move?”
Yes ________________________________________________ 1
No _________________________________________________ 2 (CMQ1039)
UP TO 2 RESPONSES ALLOWED.
Notes: SK SKIPS TO CMQ500.
HELP FOR STEM: We will only contact this person if we cannot locate you for
the next survey.
ContextHeader: Source: ECLS-K:2011, fall kindergarten, question CMQ130, changed
instruction to assessor to an instruction to the respondent and modified for web
Copyright: No
Display Instructions: IF CMQ110a HAS DATA, DISPLAY THE FIRST NAME FROM CMQ110a.
ELSE DISPLAY “the person you just gave contact information for”.
CMQ1016. / CMQ140a
CMQ140a
Question “What is the contact information for that person?
First Name: "
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR FIRST NAME, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY CMQ140a-c3 TOGETHER.
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CMQ140b
Question “Last Name.”
CCM1
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR LAST NAME, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY CMQ140a-c3 TOGETHER.
CMQ1018. / CMQ140c1
CMQ140c1
Question "Email Address:"
Watermark
"name@domain.com"
[0 to 0]
Notes: PROGRAM SHOULD VALIDATE EMAIL ADDRESS.
IF THE EMAIL ADDRESS DOES NOT PASS THE VALIDATION CHECK,
DISPLAY THE FOLLOWING MESSAGE "The email address should contain
the "@" sign and at least one period. Please check and when the address is
correct, select Next to continue."
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR EMAIL, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY CMQ140a-c3 TOGETHER.
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CMQ140c2
Question “Mobile Number.”
“This person doesn't have a mobile phone.”
[0 to 0]
Notes: ADD A SPECIAL ANSWER TO DISPLAY “This person doesn't have a mobile
phone.” AS A RADIO BUTTON.
FOR MOBILE NUMBER, ALLOW 0-12 CHARACTERS TO BE ENTERED.
APPLY EDIT MASK TO VALIDATE MOBILE PHONE NUMBER SO THAT IT IS
IN THIS FORMAT (###)-###-####.
IF THE PHONE NUMBER DOES NOT PASS THE VALIDATION CHECK,
DISPLAY THE ERROR MESSAGE “The phone number must be 10 numbers
((XXX)-XXX-XXXX). Please check and enter again.”
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ140a-c3 TOGETHER.
CMQ1020. / CMQ140c3
CMQ140c3
Question "Landline Number:"
“This person doesn't have a landline phone.”
[0 to 0]
Notes: ADD A SPECIAL ANSWER TO DISPLAY “This person doesn't have a landline
phone.” AS A RADIO BUTTON.
FOR LANDLINE NUMBER, ALLOW 0-12 CHARACTERS TO BE ENTERED.
APPLY EDIT MASK TO VALIDATE LANDLINE PHONE NUMBER SO THAT IT
IS IN THIS FORMAT (###)-###-####.
IF THE PHONE NUMBER DOES NOT PASS THE VALIDATION CHECK,
DISPLAY THE ERROR MESSAGE “The phone number must be 10 numbers
((XXX)-XXX-XXXX). Please check and enter again.”
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ140a-c3 TOGETHER.
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CMQ140d1
Question “Please enter the mailing address.”
Address Line 1:"
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR ADDRESS LINE 1, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY CMQ140d1-h TOGETHER.
CMQ1022. / CMQ140d2
CMQ140d2
Question "Address Line 2:"
Watermark “Apartment number"
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR ADDRESS LINE 2, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY CMQ140d1-h TOGETHER.
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CMQ140e
Question “City.”
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR CITY, ALLOW 0 – 50 CHARACTERS TO BE ENTERED.
DISPLAY CMQ140d1-h TOGETHER.
CMQ1024. / CMQ140f
CMQ140f
Question "Please select a state, district, or territory:"
Watermark “Select a state”
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR STATE/DISTRICT/TERRITORY HAVE DROP DOWN BOX WITH STATE
NAMES, THE DISTRICT OF COLUMBIA,AND THE U.S. TERRITORIES.
DISPLAY CMQ140d1-h TOGETHER.
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CMQ140g
Question “ZIP code.”
[0 to 0]
DON'T KNOW
-8
Notes: NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
IF THE ZIP CODE IS LESS THAN 5 DIGITS, DISPLAY THE ERROR
MESSAGE, "The zip code must be 5 digits. Please update your response and
enter again."
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR ZIP CODE, ALLOW 0 – 5 CHARACTERS TO BE ENTERED.
DISPLAY CMQ140d1-h TOGETHER.
CMQ1026. / CMQ140h
CMQ140h
Question "What is this person’s relationship to you?"
Relative _____________________________________________ 1
Person at your job _____________________________________ 2
Neighbor ____________________________________________ 3
Friend ______________________________________________ 4
Other _______________________________________________ 5
UP TO 5 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten, modified for web
Copyright: No
Display Instructions: DISPLAY CMQ140d1-h TOGETHER.
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Notes: IF FOCAL CHILD HAS ONE OR MORE NONRESIDENT PARENTS WHO ARE
LIVING (HRQ030=1) AND WITH WHOM THE CHILD HAS HAD CONTACT
(NRQ040 = 1 OR 2), ASK CMQ170a-h TO OBTAIN CONTACT INFORMATION
FOR ONE OF THESE PARENTS (NOTE: IF THERE IS MORE THAN ONE
NONRESIDENT PARENT, THE RESPONDENT WILL SELECT ONE FOR
CONTACT INFORMATION).
OTHERWISE, GO TO CMQ500.
ContextHeader: Source:
Copyright: No
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CMQ170a
Question “What is the contact information for {CHILD}'s {biological female
parent/ {or} biological male parent/{or} biological parent of another gender/ {or}
adoptive female parent / {or} adoptive male parent/{or} adoptive parent of
another gender}?
First Name:"
"I already provided this contact information."
"Don't know"
"Rather not answer"
[0 to 0]
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Notes: ADD A SPECIAL ANSWER TO DISPLAY “I already provided this contact
information.”, “Don’t know”, and “Rather not answer” AS RADIO BUTTONS.
ContextHeader: Source: ECLS-K:2011, fall kindergarten CMQ170 and NHES:2019, questions
incent_name and incent_address, modified
question text. Added response options for “I already provided this contact
information.”, “Don’t know”, and “Refused.”
Copyright: No
Display Instructions: DISPLAY CMQ170a-c3 TOGETHER.
IF THERE IS ONLY ONE NONRESIDENT PARENT WITH NRQ040 = 1 OR 2,
DO THE FOLLOWING: USE A NULL DISPLAY FOR ALL DISPLAYS SHOWN
FOR “or”. DISPLAY 'biological female parent' IF NRQ040=1 OR 2 AND
HRQ015=1 AND HRQ030=1 FOR A NONRESIDENT BIOLOGICAL FEMALE
PARENT. ELSE USE A NULL DISPLAY.
DISPLAY 'biological male parent' IF NRQ040=1 OR 2 AND HRQ015=2 AND
HRQ030=1 FOR A NONRESIDENT BIOLOGICAL MALE PARENT. ELSE USE
A NULL DISPLAY.
DISPLAY CODE FOR 'Biological parent of another gender' IF NRQ040=1 OR 2
AND HRQ015=3 AND HRQ030=1 FOR A NONRESIDENT BIOLOGICAL
PARENT OF ANOTHER GENDER. ELSE USE A NULL DISPLAY.
DISPLAY 'adoptive female parent' IF NRQ040=1 OR 2 AND HRQ015=3 AND
HRQ030=1 FOR A NONRESIDENT ADOPTIVE FEMALE PARENT. ELSE
USE A NULL DISPLAY.
DISPLAY 'adoptive male parent' IF NRQ040=1 OR 2 AND HRQ015=4 AND
HRQ030=1 FOR A NONRESIDENT ADOPTIVE MALE PARENT, ELSE USE A
NULL DISPLAY.
DISPLAY CODE FOR 'Adoptive parent of another gender' IF NRQ040=1 OR 2
AND HRQ015=6 AND HRQ030=1 FOR A NONRESIDENT ADOPTIVE
PARENT OF ANOTHER GENDER. ELSE USE A NULL DISPLAY.
ELSE IF THERE ARE TWO NONRESIDENT PARENTS WITH NRQ040 = 1
OR 2, USE THE DISPLAYS ABOVE FOR EACH TYPE OF PARENT
(BIOLOGICAL FEMALE PARENT, BIOLOGICAL MALE PARENT,
BIOLOGICAL PARENT OF ANOTHER GENDER , ADOPTIVE FEMALE
PARENT, ADOPTIVE MALE PARENT, ADOPTIVE PARENT OF ANOTHER
GENDER) AND DISPLAY “or” BETWEEN THE TWO PARENT DISPLAYS.
ELSE IF THERE ARE THREE NONRESIDENT PARENTS WITH NRQ040 = 1
OR 2, USE THE DISPLAYS ABOVE FOR EACH TYPE OF PARENT
(BIOLOGICAL FEMALE PARENT, BIOLOGICAL MALE PARENT,
BIOLOGICAL PARENT OF ANOTHER GENDER, ADOPTIVE FEMALE
PARENT, ADOPTIVE MALE PARENT, ADOPTIVE PARENT OF ANOTHER
GENDER) AND DISPLAY “or” BETWEEN THE FIRST AND SECOND
PARENT DISPLAYS AND THE SECOND AND THIRD PARENT DISPLAYS.
ELSE IF THERE ARE FOUR NONRESIDENT PARENTS WITH NRQ040 = 1
OR 2, USE THE DISPLAYS ABOVE FOR EACH TYPE OF PARENT
(BIOLOGICAL FEMALE PARENT, BIOLOGICAL MALE PARENT,
BIOLOGICAL PARENT OF ANOTHER GENDER, ADOPTIVE FEMALE
PARENT, ADOPTIVE MALE PARENT, ADOPTIVE PARENT OF ANOTHER
GENDER) AND DISPLAY “or” BETWEEN THE FIRST AND SECOND
PARENT DISPLAYS, THE SECOND AND THIRD PARENT DISPLAYS, AND
THE THIRD AND FOURTH DISPLAYS.
ELSE IF THERE ARE FIVE NONRESIDENT PARENTS WITH NRQ040=1 OR
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2, USE THE DISPLAYS ABOVE FOR EACH TYPE OF PARENT
(BIOLOGICAL FEMALE PARENT, BIOLOGICAL MALE PARENT,
BIOLOGICAL PARENT OF ANOTHER GENDER, ADOPTIVE FEMALE
PARENT, ADOPTIVE MALE PARENT, ADOPTIVE PARENT OF ANOTHER
GENDER) AND DISPLAY "or" BETWEEN THE FIRST AND SECOND
PARENT DISPLAYS , THE SECOND AND THIRD PARENT DISPLAYS, THE
THIRD AND FOURTH DISPLAYS, AND THE FOURTH AND FIFTH DISPLAYS.
ELSE IF THERE ARE SIX NONRESIDENT PARENTS WITH NRQ040=1 OR 2,
USE THE DISPLAYS ABOVE FOR EACH TYPE OF PARENT (BIOLOGICAL
FEMALE PARENT, BIOLOGICAL MALE PARENT, BIOLOGICAL PARENT OF
ANOTHER GENDER, ADOPTIVE FEMALE PARENT, ADOPTIVE MALE
PARENT, ADOPTIVE PARENT OF ANOTHER
GENDER) AND DISPLAY "or" BETWEEN THE FIRST AND SECOND
PARENT DISPLAYS, THE SECOND AND THIRD PARENT DISPLAYS, THE
THIRD AND FOURTH DISPLAYS, THE FOURTH AND FIFTH DISPLAYS,
AND THE FIFTH AND SIXTH DISPLAYS.
FOR FIRST NAME, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
CMQ1029. / CMQ170b
CMQ170b
Question "Last Name:"
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR LAST NAME, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY CMQ170a-c3 TOGETHER.
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Updated
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CMQ170c1
Question “Email Address.”
Watermark "name@domain.com"
[0 to 0]
Notes: PROGRAM SHOULD VALIDATE EMAIL ADDRESS.
IF THE EMAIL ADDRESS DOES NOT PASS THE VALIDATION CHECK,
DISPLAY THE FOLLOWING MESSAGE "The email address should contain
the "@" sign and at least one period. Please check and when the address is
correct, select Next to continue."
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR EMAIL, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY CMQ170a-c3 TOGETHER.
CMQ1031. / CMQ170c2
CMQ170c2
Question "Mobile Number:”
“This person doesn't have a mobile phone.”
[0 to 0]
Notes: ADD A SPECIAL ANSWER TO DISPLAY “This person doesn't have a mobile
phone.” AS A RADIO BUTTON.
FOR MOBILE NUMBER, ALLOW 0-12 CHARACTERS TO BE ENTERED.
APPLY EDIT MASK TO VALIDATE MOBILE PHONE NUMBER SO THAT IT IS
IN THIS FORMAT (###)-###-####.
IF THE PHONE NUMBER DOES NOT PASS THE VALIDATION CHECK,
DISPLAY THE ERROR MESSAGE “The phone number must be 10 numbers
((XXX)-XXX-XXXX). Please check and enter again.”
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ170a-c3 TOGETHER.
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Updated
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CMQ170c3
Question “Landline Number.”
“This person doesn't have a landline phone.”
[0 to 0]
Notes: ADD A SPECIAL ANSWER TO DISPLAY “This person doesn't have a landline
phone.” AS A RADIO BUTTON.
FOR LANDLINE NUMBER, ALLOW 0-12 CHARACTERS TO BE ENTERED.
APPLY EDIT MASK TO VALIDATE LANDLINE PHONE NUMBER SO THAT IT
IS IN THIS FORMAT (###)-###-####.
IF THE PHONE NUMBER DOES NOT PASS THE VALIDATION CHECK,
DISPLAY THE ERROR MESSAGE “The phone number must be 10 numbers
((XXX)-XXX-XXXX). Please check and enter again.”
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ170a-c3 TOGETHER.
CMQ1033. / CMQ170d1
CMQ170d1
Question "Please enter the mailing address:"
Address Line 1:"
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR ADDRESS LINE 1, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY CMQ170d1-h TOGETHER.
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CMQ170d2
Question "Address Line 2:"
Watermark “Apartment number"
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR ADDRESS LINE 2, ALLOW 0 – 100 CHARACTERS TO BE ENTERED.
DISPLAY CMQ170d1-h TOGETHER.
CMQ1035. / CMQ170e
CMQ170e
Question "City:"
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR CITY, ALLOW 0 – 50 CHARACTERS TO BE ENTERED.
DISPLAY CMQ170d1-h TOGETHER.
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Updated
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CMQ170f
Question "Please select a state, district, or territory:"
Watermark “Select a state”
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR STATE/DISTRICT/TERRITORY HAVE DROP DOWN BOX WITH STATE
NAMES, THE DISTRICT OF COLUMBIA, AND THE U.S. TERRITORIES.
DISPLAY CMQ170d1-h TOGETHER.
CMQ1037. / CMQ170g
CMQ170g
Question "ZIP code:"
[0 to 0]
DON'T KNOW
-8
Notes: NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
IF THE ZIP CODE IS LESS THAN 5 DIGITS, DISPLAY THE ERROR
MESSAGE, "The zip code must be 5 digits. Please update your response and
enter again."
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: FOR ZIP CODE, ALLOW 0 – 5 CHARACTERS TO BE ENTERED.
DISPLAY CMQ170d1-h TOGETHER.
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CMQ1038. / CMQ170h
CMQ170h
Question "Please confirm this person’s relationship to {CHILD} by selecting a
choice below."
{Biological female parent} _______________________________ 1
{Biological male parent} ________________________________ 2
{Biological parent of another gender} ______________________ 3
{Adoptive female parent} ________________________________ 4
{Adoptive male parent} _________________________________ 5
{Adoptive parent of another gender} _______________________ 6
Other _______________________________________________ 7
UP TO 7 RESPONSES ALLOWED.
ContextHeader: Source: ECLS-K:2011, fall kindergarten CMQ170, modified for web
Copyright: No
Display Instructions: DISPLAY CMQ170d1-h TOGETHER.
DISPLAY CODE FOR 'Biological female parent' IF NRQ040=1 OR 2 AND
HRQ015=1 AND HRQ030=1 FOR A NONRESIDENT BIOLOGICAL MOTHER.
ELSE USE A NULL DISPLAY.
DISPLAY CODE FOR 'Biological male parent' IF NRQ040=1 OR 2 AND
HRQ015=2 AND HRQ030=1 FOR A NONRESIDENT BIOLOGICAL MALE
PARENT. ELSE USE A NULL DISPLAY.
DISPLAY CODE FOR 'Biological parent of another gender' IF NRQ040=1, OR
2 AND HRQ015=3 AND HRQ030=1 FOR A NONRESIDENT BIOLOGICAL
PARENT OF ANOTHER GENDER, ELSE USE NULL DISPLAY.
DISPLAY CODE FOR 'Adoptive female parent' IF NRQ040=1 OR 2 AND
HRQ015=4 AND HRQ030=1 FOR A NONRESIDENT ADOPTIVE FEMALE
PARENT. ELSE USE A NULL DISPLAY.
DISPLAY CODE FOR 'Adoptive male parent' IF NRQ040=1 OR 2 AND
HRQ015=5 AND HRQ030=1 FOR A NONRESIDENT ADOPTIVE MALE
PARENT. ELSE USE A NULL DISPLAY.
DISPLAY CODE FOR 'Adoptive parent of another gender' IF NRQ040=1 OR 2
AND HRQ015=6 AND HRQ030=1 FOR A NONRESIDENT ADOPTIVE
PARENT OF ANOTHER GENDER. ELSE USE A NULL DISPLAY.
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CMQ500
Question “Are you, or is someone else, planning to move to a new home with
{CHILD} in the coming year?"
Yes ________________________________________________ 1 (CMQ1040)
No _________________________________________________ 2 (CMQ1045)
UP TO 2 RESPONSES ALLOWED.
Notes: SK SKIPS TO CMQ510.
ContextHeader: Source: ECLS-K, spring 2015 CMQ500, modified by changing the time
referent.
Copyright: No
CMQ1040. / CMQ505a1
CMQ505a1
Question "Please enter what {CHILD}’s new address will be.
Address Line 1: "
[0 to 0]
DON'T KNOW
-8
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ505a1-d TOGETHER.
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Updated
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CMQ505a2
Question “Address Line 2.”
Watermark “Apartment number"
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ505a1-d TOGETHER.
CMQ1042. / CMQ505b
CMQ505b
Question "City:"
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ505a1-d TOGETHER.
CMQ1043. / CMQ505c
CMQ505c
Question "Please select a state, district, or territory:"
Watermark "Select a state"
[0 to 0]
Notes: FOR STATE/DISTRICT/TERRITORY HAVE DROP DOWN BOX WITH STATE
NAMES, THE DISTRICT OF COLUMBIA, AND THE U.S. TERRITORIES.
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ505a1-d TOGETHER.
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Updated
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CMQ505d
Question “ZIP code.”
[0 to 0]
DON'T KNOW
-8
Notes: NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
IF THE ZIP CODE IS LESS THAN 5 DIGITS, DISPLAY THE ERROR
MESSAGE, "The zip code must be 5 digits. Please update your response and
enter again."
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ505a1-d TOGETHER.
FOR ZIP CODE, ALLOW 0 – 5 CHARACTERS TO BE ENTERED.
CMQ1045. / CMQ510
CMQ510
Question “In the 2025–26 school year, what school will {CHILD}
attend?”
SaVisible “True”
The same school that {CHILD} attends now
1
(CMQ1057)
A new school
2
(CMQ1046)
{CHILD} will be homeschooled INSTEAD of
attending a school
3
(CMQ1057)
DON'T KNOW
-8
UP TO 3 RESPONSES ALLOWED.
Notes: DISPLAY DON'T KNOW OPTION (SaVisible "True").
ContextHeader: Source:
Copyright: No
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CMQ520
Question “Will {CHILD} go to a public or private school during the 2024–25 school year?
SaVisible “True”
Public ______________________________________________ 1
Private ______________________________________________ 2
DON'T KNOW
-8
UP TO 2 RESPONSES ALLOWED.
Notes: DISPLAY DON'T KNOW OPTION (SaVisible "True").
DON’T KNOW AND SK SKIP TO CMQ805.
ContextHeader: Source: ECLS-K:2023 preschool FFS020, modified to ask about the fall of
2022 and to not include homeschooled only children and those not in school
Copyright: No
CMQ1047. / CMQ525
CMQ525
Question "Please enter the full name of the school that {CHILD} will attend."
[0 to 0]
ContextHeader: Source:
Copyright: No
CMQ1048. / CMQ525b
CMQ525b
Question "Where is the school located?
City: "
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ525b-eOS TOGETHER.
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Updated
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CMQ525c
Question “Please select a state, district, or territory.”
Watermark "Select a state"
[0 to 0]
Notes: ALLOW EMPTY AND ASSIGN AS VALUE SK. IF ANSWER IS SK, GO TO
NEXT QUESTION.
FOR STATE/DISTRICT/TERRITORY HAVE DROP DOWN BOX WITH STATE
NAMES, THE DISTRICT OF COLUMBIA, AND THE U.S. TERRITORIES.
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ525b-eOS TOGETHER.
CMQ1050. / CMQ525d
CMQ525d
Question "ZIP Code:"
[0 to 0]
DON'T KNOW
-8
Notes: NOTE: ANSWER WILL BE EXTRACTED TO THE MANAGEMENT SYSTEM
FOR RESPONDENT FOLLOW UP.
IF THE ZIP CODE IS LESS THAN 5 DIGITS, DISPLAY THE ERROR
MESSAGE, "The zip code must be 5 digits. Please update your response and
enter again."
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ525b-eOS TOGETHER.
FOR ZIP CODE, ALLOW 0 – 5 CHARACTERS TO BE ENTERED.
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CMQ525e
Question “What is the county for the school?’
Start by typing the first letter of the county name. If you find a match in the list,
select it from the list. If you don’t find a match, select “Not on list.”
County: "
“Not on list.”
"Don't know"
[0 to 0]
Notes: PROVIDE THE LIST OF COUNTIES ASSOCIATED WITH THE STATE OF
THE SCHOOL ADDRESS IN CMQ525c.
ADD SPECIAL ANSWERS TO DISPLAY “Not on list” AND “Don’t know” AS
RADIO BUTTONS AT THE END OF THE LIST OF COUNTIES.
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ525b-eOS TOGETHER.
Box CMQ1052. / Box 4b
Notes: IF A COUNTY IS SELECTED THAT IS NOT ON THE LIST, GO TO
CMQ525eOS. ELSE GO TO CMQ805.
ContextHeader: Source:
Copyright: No
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Watermark “Enter county"
[0 to 0]
ContextHeader: Source: NHES:2019, questions incent_name and incent_address, modified
question text
Copyright: No
Display Instructions: DISPLAY CMQ525b-eOS TOGETHER.
Box CMQ1054. / Box 5
Notes: GO TO CMQ805.
ContextHeader: Source:
Copyright: No
CMQ1055. / CMQ800
CMQ800
Question "Thank you very much for taking the time to participate in the Early
Childhood Longitudinal Study. Please select "Finish" to return to the MyECLS
website. This will save your responses and keep them secure.”
Continue ____________________________________________ 1
Notes: INCLUDE FINISH BUTTON THAT ROUTES BACK TO MANAGEMENT
SYSTEM.
ContextHeader: Source:
Copyright: No
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Notes: CASE WITH A CHANGE IN RESPONDENTS IS FINISHED AND HAS
ROUTED BACK TO MANAGEMENT SYSTEM. NOTE: IN THE
MANAGEMENT SYSTEM, THIS CASE WILL HAVE A TASK LEVEL STATUS
OF 13 (RESET, RESPONDENT CHANGED TO MOST KNOWLEDGEABLE
ADULT) AND ANOTHER CASE WILL BE INITIATED USING THE ANSWER
TO INQ002 (INQ002 = 2 ANOTHER RESPONDENT IN THE HOUSEHOLD
KNOWS MORE AND INQ003 = 3 THE CHILD DOES NOT LIVE IN THE
HOUSEHOLD) AND CONTACT INFORMATION FOR THE NEW
RESPONDENT (INQ005a (FIRST NAME), INQ005b (LAST NAME), INQ005c
(EMAIL ADDRESS), INQ005d (MOBILE NUMBER), INQ005e (LANDLINE
NUMBER), INQ005f1 (ADDRESS LINE 1), INQ005f2 (ADDRESS LINE 2),
INQ005f3 (CITY), INQ005f4 (STATE), AND INQ005f5 (ZIP)).
SAVE THIS CONTACT INFORMATION IN THE MANAGEMENT SYSTEM
FOR USE WHEN CALLING BACK HOUSEHOLDS WITH A STATUS CODE
OF 13.
ContextHeader: Source:
Copyright: No
CMQ1057. / CMQ805
CMQ805
Question "Thank you very much for taking the time to participate in the Early
Childhood Longitudinal Study. Please select "Finish" to complete your survey
and return to the MyECLS website. This will save your responses and keep
them secure."
Continue ____________________________________________ 1
Notes: INCLUDE FINISH BUTTON THAT ROUTES BACK TO MANAGEMENT
SYSTEM.
ContextHeader: Source:
Copyright: No
[End of CMQ]
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| File Type | application/pdf |
| File Modified | 2024-04-22 |
| File Created | 2024-03-20 |