NATIONAL LONGITUDINAL SURVEY OF CHILDREN & YOUTH Overview of Survey Instruments

NATIONAL LONGITUDINAL SURVEY OF CHILDREN & YOUTH Overview of Survey Instruments
NATIONAL LONGITUDINAL
SURVEY OF CHILDREN & YOUTH
Overview of Survey Instruments
for 1996-97 Data Collection
Cycle 2
Catalogue no. 89FOO78XIE
Statistics Canada
Human Resources
Development Canada
Statistique Canada
Développement des ressources
humaines Canada
1997
For further information on the National Longitudinal Survey of Children and Youth (NLSCY),
the contacts within Human Resources Development Canada and Statistics Canada are:
Susan McKellar
NLSCY Project Coordinator
Applied Research Branch
Human Resources Development
Canada
Place du Portage - Phase IV,
4th Floor
Hull, Quebec K1A 0J9
Telephone:(819) 953-4230
Facsimile:(819) 994-2480
Email: [email protected]
Sylvie Michaud
NLSCY Project Manager
Special Surveys Division
Statistics Canada
Room 2700 - 2nd floor
Main Building
Tunney's Pasture
Ottawa, Ontario K1A 0T6
Telephone:(613) 951-9482
Facsimile:(613) 951-7333
Email: [email protected]
This is a companion report to the two documents containing the survey questionnaires, National
Longitudinal Survey of Children and Youth: Survey Instruments for 1996-1997 Data
Collection, Cycle 2, Books 1 and 2, Catalogue no. 89FOO77XPE for both. Copies of these
documents are available on request. Other publications concerning the NLSCY are listed in
Appendix E.
É galement disponible en français sous le titre d'Enquête longitudinale nationale sur les enfants
et les jeunes, Aperçu du matériel d'enquête pour la collecte des données de 1996-1997 Cycle 2, No. de catalogue 89FOO78XPF.
Acknowledgements
The National Longitudinal Survey of Children and Youth (NLSCY) is the responsibility of a joint
team of staff in the Applied Research Branch, Human Resources Development Canada, the
Special Surveys Division, Statistics Canada and the Centre for Education Statistics, Statistics
Canada.
The NLSCY Team would like to thank all those who so generously contributed their time and
expertise to the development of the survey, including members of the Expert Advisory Group on
Children and Families (see Appendix A for a complete list of members), the federal NLSCY
Interdepartmental Committee, subject matter specialists and provincial and territorial officials.
The Team would also like to gratefully acknowledge the work of the Statistics Canada Regional
Office staff and interviewers and the continuing cooperation of the responding children and
families.
Table of Contents
Executive Summary
1.
Introduction
2.
The NLSCY
2.1
Purpose
2.2
Management of the survey
3.
Survey Design
3.1
Definition of the NLSCY Population
3.2
Longitudinal and Cross-sectional Estimates
3.2.1
Longitudinal Sample
Figure 1
NLSCY Sample Design
3.2.2
Cross-sectional Sample
3.2.3
Supplementary Sample
3.3
Integration with the National Population Health Survey (NPHS)
3.4
Sample Allocation
Figure 2
Number of longitudinal children in cycles 1 and 2 by age group
Figure 3
Number of longitudinal children in cycles 1 and 2 by province
Figure 4
Number of children in cross-sectional and supplementary samples for cycle
2 by age group
Figure 5
Number of children in cross-sectional and supplementary samples in
cycle 2 by province
3.5
Respondents
3.6
Data Collection
3.6.1
Main Collection in the Provinces
3.7
Data Output
4.
NLSCY Survey Instruments
Figure 6
NLSCY Survey Instruments - Provinces
5.
Survey Content
Figure 7
National Longitudinal Survey of Children and Youth - Content
5.1
Cycle 2 Content Changes
5.2
Household Contact Section
5.3
Parent Questionnaire
5.4
Child Questionnaire
5.5
10-11 Self-Complete Questionnaire
5.6
12-13 Self-Complete Questionnaire
5.7
Reading and Mathematical Aptitude Indicator
5.8
Peabody Picture Vocabulary Test - Revised
5.9
Administrative Information
5.10
5.11
5.12
Reading Comprehension and Mathematical Skills Exercise
Teachers' Questionnaires
Principal's Questionnaire
Appendices
Appendix A Expert Advisory Group
Appendix B Collection in the Yukon and Northwest Territories
Figure 8:
Number of Children by Territory
Figure 9:
NLSCY/NPHS Survey Instruments - Yukon and NWT Collection
Appendix C The Labour Force Survey
Appendix D NLSCY Content in the Provinces
Household record
Parent questionnaire
Child questionnaire
Tests
Self-complete questionnaires
Teachers’questionnaires
Principal’s questionnaire
Appendix E List of NLSCY Reports
Executive Summary
The National Longitudinal Survey of Children and Youth (NLSCY) is a long-term study
conducted in partnership by Human Resources Development Canada (HRDC) and Statistics
Canada. The primary objective of the NLSCY is to monitor the development and well-being of
Canada’s children as they grow from infancy to adulthood.
The NLSCY is designed to follow a representative sample of Canadian children, aged newborn to
11 years, into adulthood, with data collection occurring at two-year intervals. The first collection
of information (cycle 1) took place in the winter and spring of 1994-95 and the second (cycle 2) in
the winter and spring of 1996-97. Collection of cycle 3 data will begin in the fall of 1998. In
addition to the original sample of children, who were aged 2 to 13 years at the time of the second
data collection, a new sample of newborn and 1-year-old children was added to cycle 2 to allow
for cross-sectional estimates.
The NLSCY is a comprehensive survey that examines a variety of factors thought to influence
child growth and development. Information is collected on the child's parent(s) and other family
members, on the characteristics of the child’s family and on the child’s school. In addition, the
NLSCY collects information on the child's health, development, temperament, behaviour,
relationships, child care and school experiences, participation in activities and family and custody
history.
Much of the information in the NLSCY is collected from parents on behalf of their children, by
means of a household interview. Additional information is collected using questionnaires
completed by the child’s teacher and principal. Children aged 10 and older complete a separate
written questionnaire in the home. Finally, the NLSCY includes two measures of achievement:
interviewers administer a receptive vocabulary test in the home to children aged 4 to 6; and
teachers administer a short test of mathematics/computation skills and reading comprehension to
children in grades 2 and above.
Data collected in cycle 1 of the survey is being released by Statistics Canada in several “waves”
due to the size of the data set. The first wave of data was released in October 1996, with a public
microdata file becoming available for purchase in November along with a volume entitled
“Growing Up in Canada”, which presented the first research studies undertaken using NLSCY
data. Further information from teachers and principals was released in April 1997. The second
wave of data was released in September 1997, with the remaining data from cycle 1 scheduled for
late 1997. It is anticipated that the release of cycle 2 data will begin in 1998. Statistics Canada
retains a master microdata file from which data can be requested, and will produce public
microdata files and accompanying documentation as well as highlights packages following each
data collection.
1
1.
Introduction
The purpose of this document is to describe the content and design of cycle 2 of the
National Longitudinal Survey of Children and Youth (NLSCY). It describes the survey
instruments for the 1996-97 cycle of the NLSCY as reflected in the two documents,
National Longitudinal Survey of Children and Youth, Survey Instruments for 19961997 Data Collection, Cycle 2 - Books 1 and 2, Catalogue number 89FOO77XPE for
both.
As the NLSCY Cycle 2 content is similar to that in Cycle 1, this document builds on the
information presented in the preceding overview, National Longitudinal Survey of
Children: Overview of Survey Instruments for 1994-95 Data Collection, Cycle 1,
rather than repeating much of it. The reader should refer to this previous document for
additional information. (Please see Appendix E for a list of earlier publications regarding
the survey.)
2.
The NLSCY
2.1
Purpose
The National Longitudinal Survey of Children and Youth is a long-term study conducted
in partnership by Human Resources Development Canada (HRDC) and Statistics Canada.
The primary objective of the NLSCY is to monitor the development and well-being of
Canada’s children as they grow from infancy to adulthood. More specifically, the
objectives of the NLSCY are:
C
to determine the prevalence of various biological, social and economic
characteristics and risk factors among children and youth;
C
to support Canadian understanding of the determinants of child development and
well-being and of the pathways of their influence on child outcomes; and
C
to provide this information to policy and program officials for use in developing
effective policies and strategies to help young people live healthy, active and
rewarding lives.
2.2
Management of the Survey
The NLSCY is conducted in partnership by HRDC and Statistics Canada. Statistics
Canada is responsible for data collection, while HRDC provides overall direction to the
2
survey. Both agencies play a role in funding, development of survey content, research and
dissemination of findings.
In addition, HRDC and Statistics Canada continue to benefit from the advice and input of
a variety of other interested partners. Other federal departments are kept informed of
developments and provide advice on the survey via the NLSCY Interdepartmental
Committee. Provincial and territorial governments have been kept informed of progress
and have provided input via representatives in each province and territory.
Finally, HRDC and Statistics Canada have relied heavily on advice provided by HRDC’s
Expert Advisory Group on Children and Families (EAG), a multi-disciplinary group of
Canadian and international experts in child development who are consulted on survey
design, survey questions and research priorities, and who are responsible for much of the
original research that has been conducted using the survey data. Additional experts are
consulted on an ad hoc basis as required.
3
3.
NLSCY Design
The 1996-97 NLSCY data collection is the second data collection, or cycle, for the
survey. The first data collection took place in 1994-95.
For the second cycle of the survey, the NLSCY consists of two components:
1.
a main component - the collection in the provinces, which is solely the
NLSCY, and
2.
a territories' component - the collection in Yukon and Northwest
Territories which is done jointly with the National Population Health
Survey (NPHS).
Note that there is no longer a component integrated with the NPHS at the provincial level
as there was for the first cycle.
The main component is discussed in the following sections; the territories' component is
discussed in Appendix B.
3.1.
Definition of the NLSCY Population
The goal of the NLSCY is to follow, until they reached adulthood, a representative sample
of Canadian children who were aged newborn to 11 years during the first cycle in 199495, and to collect information about these children every two years. The NLSCY target
population for the first data collection in 1994-95 consisted of the population of Canadian
children newborn to 11 years of age who lived in private households. Children living in
institutions and children living on Indian reserves were not targeted by the survey, as the
households for the main component were selected from Statistics Canada's Labour Force
Survey (LFS) sample frame1. The children in each economic family2 were selected at
random, up to a maximum of four children per household.
For the second collection, in 1996-97, the NLSCY target population for the purposes of
longitudinal estimates remains the children from the respondent households for the first
cycle, now aged 2 to 13 years. For the purposes of producing cross-sectional estimates,
it was necessary to add a sample of children aged newborn to 1 year, since these ages
were no longer covered by the longitudinal sample. These children were from households
1
Appendix C provides a brief description of the Labour Force Survey.
2
For the NLSCY, an economic family is defined as a family in which all members are related by blood, marriage,
common-law relationship or adoption; foster children are considered to be part of a family.
4
selected from the LFS sample frame, as well as from NLSCY longitudinal households with
children born between the first and second data collections.
3.2
Longitudinal and Cross-sectional Estimates
By definition, the first cycle of the survey provided cross-sectional, or prevalence,
information only. However, for the second collection cycle, the NLSCY will be able to
provide cross-sectional and longitudinal information. The longitudinal data are central to
tracking developmental changes in children over time and to studying the influence of
children’s environments. The cross-sectional and longitudinal estimates will be produced
at the national level for each age group. They will be produced at the provincial level for
children from aggregated age groups to the extent possible, depending on the size of the
sample and the reliability of the estimates.
Figure 1 provides an overview of the longitudinal and cross-sectional aspects of the
NLSCY. A1 to A7 represent the longitudinal sample. N1 to N3 represent the additional
cross-sectional sample for cycles 2 to 4. Cross-sectional estimates will be produced for
each cycle, e.g., for A1 to A7 for 1994-95, for N1 to A7 for 1996-97. Longitudinal
estimates will be produced starting with the second cycle to show changes in sample
characteristics between collection cycles, e.g., between A3 in 1994-95 (children 2-3 years
of age) and A3 in 1996-97 (the same children, now 4-5 years of age).
3.2.1
Longitudinal Sample
Information will be collected on the NLSCY children at two-year intervals until they reach
adulthood. If a child moves out of the sample dwelling at a later date, the child will be
traced and will be included in the next cycle of interviewing at the new location. From a
longitudinal perspective, the child, not the dwelling, is the statistical unit. The "A's" in
Figure 1 represent the longitudinal sample and show how the sample ages with each
subsequent cycle.
For the first NLSCY data collection in 1994-95, a final responding sample was obtained of
22,831 children newborn to 11 years of age inclusive, in the ten provinces. (See Appendix
B for size of the sample in the two territories.)
5
Figure 1 : NLSCY Sample Design
(for the first four survey cycles)
17
16
A7
15
A
14
G
13
E
12
A7
A6
A7
A6
A5
A7
A6
A5
A4
A6
A5
A4
A3
11
G
10
R
9
O
8
U
7
P
6
S
5
4
A2
A5
A4
A3
A1
A2
A4
A3
3
A1
A2
2
A3
A1
1
A2
0
A1
N1
19941995
19961997
N3
N2
19981999
20002001
COLLECTION CYCLES
This figure shows the first four data collection cycles for the NLSCY. The longitudinal sample and the
original cross-sectional sample are represented by the As and the expanded cross-sectional sample by
the Ns. Boxes A1 to A7 represent the age groups used for the longitudinal sample: 2 years, 3 years, 4
to 5 years, 6 to 7 years, 8 to 9 years, 10 to 11 years and 12 to 13 years for the second collection cycle
(1996-97). The supplementary sample from New Brunswick is not represented here.
6
For the second cycle, the longitudinal sample includes children aged 2 to 13 years.
Because of budgetary constraints, a number of cost-cutting measures were necessary in
cycle 2, including the reduction of the sample. It was decided to remove from the sample
all children from households in the integrated component in cycle 1 (i.e., who participated
in the National Population Health Survey (NPHS) - see Section 3.3), a total of 3,884
children. In addition, a maximum of two children per economic family was selected rather
than four as during the first cycle, thus reducing the size of the sample by a further 1,908
children. Finally, 136 children were removed from the sample because of the complexity
they brought to the weighting3. The sample was therefore cut by a total of 5,928 children
to 16, 903 .
It is, however, still possible for some families to have three or four children in the survey.
If, in addition to the two children already selected for cycle 2, there were one or more
newborns aged 0 to 1 year of age, one of them would be selected for the additional crosssectional sample (see section 3.2.2). If, however, the newborn had a twin, both would be
selected for the cross-sectional sample, thus bringing the number of children in the sample
for that family to four.
Some children who were participants in the first collection cycle may not participate in the
subsequent cycles because of sample attrition. The numbers of these children will be
carefully monitored. However, experiences in similar longitudinal surveys such as the
National Longitudinal Survey of Youth in the United States have shown that attrition does
not appear to be a major problem.
3.2.2 Cross-sectional Sample
In the cycles subsequent to cycle 1, it is intended that the NLSCY sample will be upgraded
in age groups no longer covered by the longitudinal sample, to maintain coverage of the
lower age ranges for cross-sectional purposes. The "N's" in Figure 1 represent the
augmented portion of the cross-sectional sample. This augmented sample will allow for
cross-sectional analysis for each cycle in order to cover all Canadian children. At the
present time, it is planned that children added to upgrade the sample will not be followed
longitudinally.
For cycle 2, the target for this additional sample was 4,000 children, approximately 2,000
children 0 to 11 months and 2,000 children 12 to 23 months. This was drawn from two
sources: existing NLSCY longitudinal households in which children had been born since
cycle 1 collection, and a sample of new households with children ages newborn to 1 year.
3
In cycle 1, these children were drawn from the new LFS design, one of the four sampling frames used, and
were older siblings of 0-1 year-olds that were the primary target of this particular sampling frame. Since
estimations are done separately for each sampling frame, the low numbers of these children do not allow
accurate estimation. Refer to section 7.2 in the NLSCY User Handbook.
7
The new cross-sectional households were part of the LFS frame when the second
collection for the NLSCY took place or during the period just preceding the collection.
One child (aged newborn to 1 year) per household was selected, except in the case of
twins, when both were selected. The number of children obtained during collection from
this source was approximately 2,680.
In addition to children in new NLSCY households, approximately 1,490 children newborn
to 1 year were added from the longitudinal households. As was the case for the new crosssectional households, only one child newborn to 1 year was selected per household, except
when twins were present. In such cases, both children were selected.
A total of approximately 4,1704 additional children was thus included in the crosssectional sample of the 1996-97 collection. For the purposes of cross-sectional estimates,
the cross-sectional sample as well as the longitudinal sample will be used.
3.2.3 Supplementary Sample
In cycle 2, a supplementary sample purchased by the New Brunswick Department of
Health and Community Services was introduced. This sample was also drawn from the
LFS frame at the same time as the additional cross-sectional sample. Children 2 to 5 years
of age were selected, in New Brunswick only, with a maximum of two children per
economic family. A sample of approximately 500 children was targeted. The sample after
collection included approximately 4803 children in the respondent households. These
children will also be included in the national cross-sectional sample.
3.3
Integration with the National Population Health Survey (NPHS)
The National Population Health Survey is another national longitudinal survey being
conducted by Statistics Canada in the same years as the NLSCY. Its purpose is to
produce reliable estimates of the current physical and mental health of Canadian residents
of all ages and to identify the factors that determine good and ill health. Because both the
NLSCY and the NPHS needed to collect data on the health of Canadian children, it was
initially decided that a portion of the sample and content of the two surveys would be
integrated in the provinces. The children selected by the NPHS were part of the sample
for both surveys in cycle 1.
For the second cycle, as a result of budget cuts, in addition to limiting the number of
children selected to two children in the majority of NLSCY families, it was decided to no
longer integrate the two surveys. Thus, all families in which at least one child was part of
the two surveys were eliminated from the NLSCY sample. It must be noted that these
4
This total is a preliminary result because the data processing had not been completed as of the time of
publication.
8
cuts resulted in the elimination from the NLSCY of approximately 2,288 households,
representing 3,844 longitudinal children. These children are still maintained in the NPHS.
However, the data collection in the Yukon and the Northwest Territories remains
integrated with the NPHS. Appendix B contains information on the survey in the two
territories.
3.4
Sample Allocation
The sample allocation for the first cycle of the NLSCY was based on several requirements.
Sufficient sample was required in each age group to produce reliable estimates at the
national level. There had to be a sufficient sample at the national level to reliably measure
characteristics with a national prevalence of 4% for each age group after five survey cycles
(min-p5 of 4%). Secondly, a sufficient sample in each province and territory was required
to produce reliable estimates for all children ages newborn to 11 years, with no age
breakdown.
It should be noted that the NLSCY uses a cluster sample6, not a simple random sample.
Thus, certain characteristics may not be measurable below the national level. The sample
was first allocated by age group; a second step involved an allocation by province to make
sure that the smaller provinces would have sufficient sample. Zero to 11 month olds and
one-year olds were oversampled by keeping them as separate groups.
Figure 2 presents the longitudinal sample obtained for the first cycle from respondent
households, and the longitudinal sample (after sample cuts) surveyed for the second cycle.
The size of the responding cycle 2 longitudinal sample is unavailable at the time of
publication. Figure 3 represents these allocations by province. Figure 4 indicates the
cross-sectional sample obtained after collection for the second cycle from respondent
households by age group and Figure 5 by province.
5
NLSCY data will be used to estimate the proportion of children having specific characteristics, for example, specific
behaviours. The 'min-p.' is the 'minimum proportion' or smallest proportion obtained by the survey estimates where the
estimates can be reliably released or published without qualification. If one wishes to estimate a proportion smaller than
the calculated min-p, the estimates will not be reliable and should not be released. If the estimated proportion is greater
than the min-p, the estimates can be released.
The min-p after five cycles (ten years) was considered to be a critical criterion for the NLSCY sample because the NLSCY
is a longitudinal survey. The min-p for earlier cycles should be better than the one after five cycles.
6
Because the NLSCY uses the Labour Force Survey sample frame, the LFS clusters become the basis for the NLSCY
sample as well. Cluster sampling for the LFS includes, for example, the process of sampling city blocks. Only certain
blocks are chosen to be part of the sample; dwellings are selected from within those blocks.
9
Figure 2 : Number of longitudinal children1 in cycles 1 and 2 by age group
AGE
Cycle 1
(# responding)
Cycle 2
(# surveyed)
0
2,227
-
1
2,469
-
2-3
3,909
3,950
4-5
3,728
2,958
6-7
3,550
2,652
8-9
3,514
2,392
10-11
3,434
2,463
12-13
-
2,488
Total
22,831
16,903
Figure 3 : Number of longitudinal1 children in cycles 1 and 2 by province 2
PROVINCE
Cycle 1 (# responding)
Cycle 2 (# surveyed)
Newfoundland
1,232
950
Prince Edward Island
764
467
Nova Scotia
1,532
1,191
New Brunswick
1,426
1,070
Quebec
4,065
3,182
Ontario
6,020
4,342
Manitoba
1,789
1,232
Saskatchewan
1,878
1,413
Alberta
2,185
1,599
British Columbia
1,940
1,457
Total
22,831
16,903
1
The number of children in cycle 1 comes from the final sample of respondent households. In cycle 2, the number of
children shown is the number surveyed, after the cuts were applied to the cycle 1 sample.
2
Annex B contains the data for the Yukon and Northwest Territories.
10
Figure 4 :
Figure 5 :
1
2
3
Number of responding children1 in cross-sectional and supplementary New
Brunswick samples for cycle 2 by age group
AGE
Cross-sectional sample
Number of children
Supplementary NB sample
Number of children
0
1,970
--
1
2,200
--
2-3
--
235
4-5
--
245
Total
4,170
480
Number of responding children1 in cross-sectional and supplementary
samples in cycle 2 by province 2
PROVINCE
Number of children
Newfoundland
145
Prince Edward Island
110
Nova Scotia
255
New Brunswick3
720
Quebec
825
Ontario
1,285
Manitoba
330
Saskatchewan
300
Alberta
350
British Columbia
330
Total
4,650
The number of children constitutes a preliminary result because the data processing had not been completed as of the
time of publication.
Annex B contains data for the Yukon and the Northwest Territories.
Includes 480 children from the supplementary sample.
11
3.5
Respondents
The main respondent for cycle 2, as for cycle 1, was the person in the household most
knowledgeable about the child(ren). In most cases, the respondent was the mother. This
person provided information on herself, her spouse/partner, the selected child(ren) and
household members. The child was the respondent for: the direct assessment of receptive
vocabulary (4, 5 and 6-year-olds if they were in first grade or lower); self-administered
questionnaires for 10-11 year olds and 12-13 year olds; and the reading and mathematical
aptitude indicator (children in second grade and over); these were administered in the
home. They were also the respondent for the Reading Comprehension and Mathematics
Computation Exercise (second grade and over) given to them in school. The interviewer
completed an evaluation of the Peabody Picture Vocabulary Test conditions and of the
indicator. The child's teacher and principal responded to the Teacher's and Principal's
Questionnaires.
3.6
Data Collection
Data collection for the second cycle of the NLSCY took place from November 1996 to
June 1997. The first period of the household collection started in November and the
second in February, each lasting approximately two months. The school collection was
carried out in the spring of 1997.
3.6.1 Main Collection in the Provinces
The main NLSCY household data collection in the provinces was carried out using
computer-assisted interviewing (CAI), either in person or by telephone. Statistics Canada
interviewers conducted the interviews. Contacting the household and asking for
demographic information was generally done by telephone. Interviews continued in
person except for households in the cross-sectional sample, for which interviews took
place entirely by telephone in the majority of cases. This was feasible since the children
were young and weren’t required to complete a questionnaire or a test.
Face-to face interviewing for longitudinal households was used for several reasons.
Personal interviewing helped secure the household's participation over a long period of
time and allowed for the development of a rapport between the respondent and the
interviewer. Also, the nature of some elements of the NLSCY made it necessary for
collection of a portion of the data to occur through personal interviewing. For example,
an interviewer-administered assessment to measure receptive vocabulary was conducted in
the home for children aged 4 to 6 years of age. In addition, 10 to 13 year olds were asked
to fill out a self-completed questionnaire, in most cases while the interview with the parent
was being conducted. Children in second grade and up were given a reading and
mathematical aptitude indicator. Furthermore, the parent's signed consent was required in
12
order to collect information from teachers and principals and to allow children in grades 2
and above to be given a reading comprehension and mathematics computation exercise in
school.
Once the household collection was completed, questionnaires were mailed to, and
returned by, teachers and principals of school-aged children for whom parental consent
had been given.
3.7 Data Output
Cycle 1:
Data collected in cycle 1 of the survey is being released by Statistics Canada in several
“waves” due to the size of the dataset. The first wave of data was released in October
1996, with a public microdata file becoming available for purchase in November along
with a volume entitled “Growing Up in Canada”, which presented the first research studies
undertaken using NLSCY data. Further information from teachers and principals was
released in April 1997. The second wave of data was released in September 1997, with
the remaining data from cycle 1 scheduled for late 1997.
Cycle 2:
Processing of the data collected in cycle 2 of the survey began in May 1997, and the data
will be released in several “waves” starting in the fall of 1998.
Statistics Canada retains a master microdata file from which specific midrodata files and
personalized tabulations can be requested; please contact Michael Sivyer at 1-800-4619050 or [email protected] In addition, Statistics Canada will produce public microdata
files and accompanying documentation as well as highlights packages following each data
collection. Appendix E contains a list of publications relating to the NLSCY, some of
which may be useful for those wishing to analyze the data.
13
4. NLSCY Survey Instruments
The NLSCY is a comprehensive survey that examines a variety of factors thought to
influence child growth and development. Information is collected on the child's parent(s)
and other family members, on the characteristics of the child’s family and on the child’s
school. In addition, the NLSCY collects information on the child's health, development,
temperament, behaviour, relationships, child care and school experiences, participation in
activities and family and custody history.
Much of the information in cycle 2 of the NLSCY was collected from parents on behalf of
their children, by means of a household interview. Additional information was collected
using questionnaires completed by the child’s teacher and principal. Children aged 10 and
older completed a separate written questionnaire in the home. Finally, the NLSCY
included two measures of skills: a receptive vocabulary test was administered by
interviewers in the home to children aged 4 to 6; and a test of mathematics computation
skills and reading comprehension was administered in the school to children in grades 2
and above. Another measure administered in the home was a reading and mathematical
aptitude indicator; the results of this were used in determining the appropriate level for the
school mathematics and reading exercise.
The NLSCY collection in the provinces2 consisted of six sections completed by using
computer-assisted interviewing (CAI) in person and by telephone, six self-completed
instruments, two interviewer-completed evaluation questionnaires and three tests.
CAI:
1.
2.
3.
4.
5.
6.
Household Contact Section
Parent Questionnaire
Child Questionnaire
Information on the school and informed consent
Various types of administrative information (control data and data concerning the
status of questionnaires and of the indicator)
Peabody Picture Vocabulary Test-Revised (PPVT-R), for 4 and 5-year-olds and
those 6-year-olds not in grade 2 or above - only the responses to the questions and
the score are on CAI
The respondent for instruments #1 to #5 was the person most knowledgeable about the
children in the family, except for the sections answered by the interviewer. The PPVT-R
was administered directly to the child.
2
The collection in the Yukon and Northwest Territories is discussed in Appendix B.
14
Self-completed Instruments:
7.
8.
9.
10.
11.
12.
Questionnaire for 10-11 year olds
Questionnaire for 12-13 year olds
Teacher's Questionnaire: Document 1, for kindergarten teachers
Teacher's Questionnaire: Document 2, for a school environment where the child
had one teacher for the basic academic subjects
Teacher's Questionnaire: Document 3, for a school environment where a
child/youth had different teachers for the basic academic subjects
Principal's Questionnaire
Instruments #7 and #8 were completed by the child in the home; instruments #9 to #12
were mailed to the school for completion by the teacher or principal.
Tests
13.
14.
15.
The Peabody Picture Vocabulary Test-Revised (for 4 and 5-year-olds and those 6year-olds not in grade 2 or above)
The reading and mathematical aptitude indicator (for children in second grade and
over)
The Reading Comprehension and Mathematics Computation Exercise (for children
in second grade and over)
Tests #13 and #14 were completed by the child in the home. Test #15 was completed by
the child at school.
Interviewer-completed Evaluation Instruments:
16. PPVT-R evaluation
17. Indicator evaluation
Instrument #16 was on CAI. #17 was on paper.
Figure 6 presents a schematic of the survey instruments. Section 5 describes the NLSCY
content in detail; Appendix D outlines the subject areas covered by each instrument and
identifies the person (by age) about whom information was collected.
15
FIGURE 6 : NLSCY Survey Instruments - Provinces
Household
Contact Section
Parent
Questionnaire
Given
at home
Child
Questionnaire
Given
at school
For Children 4 to 13 years old
Children 4 to 6 years old
Peabody Picture
Vocabulary Test-R
Teachers’
and Principal’s
Questionnaires
Grade 2 +
Reading and
Mathematical Aptitude
Indicator
Grade 2 +
Children 10 to 13 years old
Reading
Comprehension and
Mathematical Skills
Exercise
Questionnaire
for 10-11 year
olds and for
12-13 year olds
CAI Questionnaire
(Parent Respondent)
Test
(Child Respondent)
16
Self-completed
Questionnaire
5. Survey Content
This section describes the NLSCY cycle 2 instruments by outlining the changes from cycle
1, to save repeating the information presented in the cycle 1 document National
Longitudinal Survey of Children: Survey Instruments for 1994-95 Data Collection,
Cycle 1. The reader is referred to this earlier document for more details. The content for
the collection in the Yukon and Northwest Territories is summarized in Appendix B.
As mentioned earlier, the various cycle 2 survey instruments are presented in the
documents National Longitudinal Survey of Children and Youth: Survey
Instruments for 1996-1997 Data Collection - Cycle 2, Book 1, Catalogue No.
89FOO77XPE and National Longitudinal Survey of Children and Youth: Survey
Instruments for 1996-1997 Data Collection - Cycle 2, Book 2, Catalogue
No.89FOO77XPE. The questionnaires for the territories are available on request.
Figure 7 provides a summary of the content of the second collection cycle of the NLSCY.
Appendix D outlines the specific content covered for the provinces.
17
Figure 7: National Longitudinal Survey of Children and Youth - Cycle 2 Content
Parents
socio-demographics
education
labour force activity
income
health
parental involvement in school
parental expectations re schooling
Child (depending on age)
socio-demographics
health
perinatal information
motor development
temperament
school achievement
education/school experiences
literacy
extra-curricular activities
work experience
social relationships
relationships with parents
family and custody history
child care
behaviour
self-esteem
smoking, drinking, drugs
vocabulary assessment
math computation test
reading comprehension test
School
student population
disciplinary problems
school climate
Teacher
teaching practices
demographics
Principal
demographics
Family
demographics of members
relationships within family
family functioning
dwelling
18
5.1
Cycle 2 Content Changes
Content development for cycle 2 had three dimensions, namely a) revisions due to the
analysis of cycle 1 data, b) new material added for 12-13 year old children as a result of
consultation with experts in adolescence and c) expansion of the achievement tests. Work
on content development began in February 1995 and continued through into the summer
of 1996 at which time content was finalized in preparation for the production of CAI
specifications and the paper questionnaires to be completed by children 10 to 13 years of
age.
The selection of topics for inclusion in the second cycle was completed through
consultation with members of the Expert Advisory Group and others who are experts in
issues of relevance to adolescents. The objective of this consultation was to identify
content which would be of importance for both 12 and 13-year-old children participating
in the second cycle and for these same children as they grow older in subsequent collection
cycles. To test the draft questionnaires, two sets of one-on-one interviews were conducted
with 12-13 year old children, the first in November 1995 and the second in May/June
1996. As well, a Field Operations Test of all survey instruments and procedures was
conducted by Statistics Canada in April 1996.
For cycle 2, changes were made to the CAI program and to the questions to make the
interview shorter and more efficient. The cycle 1 General and Parent Questionnaires were
combined into one Parent Questionnaire for the parent and the spouse. Please see Figure
7 for a summary of cycle 2 content or the chart in Appendix D for more details. The
following description of cycle 2 content covers major changes. Minor changes in wording
or organization are not mentioned. For a complete listing of survey questions, refer to the
cycle 2 questionnaires.
5.2
Household Contact Section
The purpose of this section is to collect information on the age, sex, marital status and
relationship of household members. These questions are the same as those collected in the
first collection cycle, with some data being confirmed only.
5.3
Parent Questionnaire
Labour Force:
The measures were revised from cycle 1 to reduce the length of time required by
respondents to complete this section and to correct for the under-reporting of unpaid
absence from work. As well, additional information was collected in cycle 2 about periods
of unemployment. The job roster was replaced by questions from the Survey of Consumer
Finance: weeks worked (LFS-Q3), and hours worked (LFS-Q4). Questions LFS-Q7A
and Q7B were developed by the Project Team by modifying questions used in the 1988
19
National Child Care Survey to collect data on total income from wages and salaries before
taxes and deductions and net income from self-employment. Questions LFS-Q8 - Q14D
about industry and occupational data were changed to refer to the current job of the
respondent/respondent’s spouse, rather than referring to his or her main job, as in cycle 1.
Questions LFS-Q15B and Q15C were added to verify the logic of the data being
collected. The cycle 1 question on total earnings at a main job was dropped because it
was felt that information about total wage/salary income was more useful.
Income:
In questions INC-Q1 and INC-Q2, the response category wording was changed from
“Child Tax Benefits” to “Child Tax Benefits, including Quebec Family Allowance and
Allowance for Newborn Children.” This wording was obtained from the Survey of
Labour and Income Dynamics questionnaire.
Chronic Conditions:
This question (HLA-Q1A) was asked in cycle 2 of new households or new household
members only.
Restriction of Activities:
This question (HLA-Q1B) was asked in cycle 2 of new households or new household
members only.
Neighbourhood:
This section was not asked in cycle 2. The Neighbourhood Assessment by the interviewer
was also dropped for cycle 2.
Social Support:
This section was not asked in cycle 2.
Socio-Demographic Characteristics:
This section was the same as in cycle 1 with the exception of one additional question on
race (SOC-Q4A) and the relocation of question SOC-Q6A on language spoken at home
from the Children’s Education section. Question SOC-Q4A on race was taken from the
National Population Health Survey, and was added because the Statistics Canada visible
minorities definition had been changed to include race. Question SOC-Q4A was asked for
all members of all households. However, the other Socio-Demographic questions were
only asked of new households or members of households who joined the survey for the
first time.
Height and Weight (0-11 year olds):
HLT-Q3 and Q4 were not asked for 12 and 13 year olds. The youth were asked for this
information on the self-complete.
20
5.4
Child Questionnaire
Birth Weight (6-13 year olds):
The questions on the child’s weight at birth (HLT-Q4C) and delivery date (HLT-Q4D1
and HLT-Q4D2) were added for 6-13 year olds for cycle 2 so that the file would have this
important information for all children. The data had been collected in cycle 1 for younger
children (0-3 year olds in cycle 1 who were 2-5 years in cycle 2), and was collected in the
Medical/Biological section in cycle 2 for younger children added in cycle 2.
Use of Medication (0-13 year olds):
Question HLT-Q51A was clarified to say “Ventolin, inhalers or puffers for asthma.”
Medical/Biological (0-3 year olds):
New questions were added on the mother’s return to the labour market (MED-Q29,
Q30A, Q31) to ask if the mother had worked since the birth of her last child, how many
weeks/months she waited after the child’s birth to start working, and how many hours per
week the mother usually worked upon returning to her job. These questions were added
for the purpose of learning about the time interval after which mothers returned to the
labour market following the birth of a child and the extent to which these mothers
participated upon return. As well, questions MED-Q25 - Q28 on breastfeeding were
asked of anyone who answered “yes” to the breastfeeding questions in cycle 1, rather than
just with regard to children under two years of age.
Temperament (0-3 year olds):
After validation of the Cycle 1 results, only the fussy/difficult construct was asked for
cycle 2.
Education (4-13 year olds):
Several changes were made to questions to refer to “last two years” rather than “ever.”
Question EDU-Q0A was added regarding the province of schooling to ensure that the
correct grade question was generated. Because the preliminary data from cycle 1
indicated that very few children skipped a grade, the question on skipping a grade was
dropped. The question about the language spoken at home was moved to the SocioDemographic section for parents and children but only asked of new survey members.
Questions were added for 12-13 year olds to determine their accomplishments in the area
of language arts (EDU-Q14AA) and science (EDU-Q14CC). Questions on homework
(EDU-Q14E - Q14H) were added from the Literacy section for children six years of age
and older. As well, question EDU-Q21 on parental participation at the school was added;
it is a modified version of a question on the U.S. National Education Longitudinal Survey.
Questions on travelling to school (EDU-Q22 & Q23) were provided by the Centre for
Education Statistics, Statistics Canada.
21
Literacy (4-7 year olds):
To save time, the literacy section for 7-13 year olds was dropped. However, a few
questions regarding 7-13 year olds were included in other sections of the survey. Former
question LIT-Q12A on how often the child reads for pleasure was added to Activities for
7-9 year olds (ACT-Q4C) and to the Self-Complete Questionnaires for 10-11 year olds
(H3) and 12-13 year olds (E3). As well, cycle 1 questions about homework were moved
to the CAI Children’s Education section (EDU-Q14E-Q14H) for 6-13 year olds.
Activities (4-13 year olds):
Most of this section was dropped for 12-13 year olds - only the responsibilities and
summer camp were asked of parents of 10-11 and 12-13 year olds. Activities outside of
school hours were covered on the Self-Complete Questionnaires for these children. A
question was added (ACT-Q3AA) to recognize dance, gymnastics, and martial arts apart
fom other sports as these are physical activities in which girls participate. Question ACTQ3 was reworded to clarify with/without a coach or instructor. Because of the increasing
popularity of playing computer or video games, question ACT- Q3F was added to
determine the number of hours on average children spend at this activity. Question ACTQ4C on reading for pleasure was moved from the Literacy section. It is asked for 7-9
year olds.
Behaviour (0-11 year olds):
Parents were asked about the behaviour of their children up to and including age 11 (BEH
QE1- BEH Q7F); this section was not asked of parents of 12-13 year-olds. Children aged
10-11 and 12-13 answered the behaviour questions about themselves on the SelfComplete Questionnaires. Teachers were asked the behaviour questions about all children
between the ages of 4 and 13 years.
Deviant Behaviour (10-13 year olds):
Questions about skipping a day of school without permission and getting drunk were
dropped in error for cycle 2 (BEH-Q7C-Q7D); they will be reinstated in cycle 3.
Relationships (4-9 year olds):
The Relationships section was deleted for 10-13 year-olds because much of the content
was covered in the Self-Complete Questionnaires. For children aged 8-13, two questions
were moved to the Parenting section to determine how many of the child’s close friends
the parents know by sight, first and last name, and how often parents feel their child hangs
around with children who the parents think are frequently in trouble. These were the only
relationships questions asked of the parents about 10-13 year olds. The remaining
questions were asked about 4-9 year olds.
Parenting (4-13 year olds):
New questions were added to the Parenting section for parents of 12-13 year-olds. The
only cycle 1 questions asked for 12-13 year-olds were the discipline items (PAR-Q19 22
Q25). Questions regarding children under age 12 remained the same as in cycle 1. The
Lempers scale, which was used on the cycle 1 10-11 Self-Complete Questionnaire, was
added for 12-13 year olds. Also added for 12-13's were questions PAR-Q30A - Q30J on
conflict resolution and PAR-Q31A - Q31H on how many times a week the parents
participate in various activities with their children; these items were provided by Dr. Debra
Pepler and Dr. Adele Goldberg at York University. Questions PAR-Q28A and Q28B
were moved to this section from the relationship section to include information about
parent’s knowledge of their children’s friends by first and last name and whether their
friends are frequently in trouble, for 8-13 year olds.
Family and Custody History:
A new section was added, “Family and Custody History II”, for longitudinal respondents
to collect data for the two years since cycle 1 only.
Child Care (0-11 year olds):
Based on data from the National Child Care Survey, most of the Child Care section was
dropped for 12-13 year olds. Only CAR-Q8 and Q9 were asked for 12-13's. The Project
Team added two new response categories to the question about summer care
arrangements (CAR-Q8) to allow for “child in parents’care while working” and “child in
parents care not working during summer.” As well, a new question (CAR-Q9) was added
to ask if the parent took unpaid leave or quit a job to look after his or her child during the
summer months.
Socio-Demographic Characteristics:
This section was the same as in cycle 1 with the exception of one additional question on
race (SOC-Q4A) and the relocation of question SOC-Q6A on language spoken at home
from the Children’s Education section. Question SOC-Q4A on race was taken from the
National Population Health Survey, and was added because the Statistics Canada visible
minorities definition had been changed to include race. Question SOC-Q4A was asked for
all members of all households. However, the other Socio-Demographic questions were
only asked of new households or members of households who joined the survey for the
first time.
5.5
10-11 Self-Complete Questionnaire
Apart from some wording changes, the 10-11 Self-Complete Questionnaire for cycle 2
was the same as for cycle 1.
23
5.6
12-13 Self-Complete Questionnaire
The core 12-13 self-complete questionnaire was the same as the 10-11 questionnaire.
New questions were added and other modifications were made as outlined below.
Friends and Family:
A measure of intimacy was added. This question was adapted from Furman and
Buhmester’s Network of Relationships Inventory, and asked about how often youth
shared secrets and private feelings with their close friends (A10). A series of questions
about dating behaviour from the U.S. National Longitudinal Survey on Youth were also
added. The youth were asked what age they began “going out alone on a date with
someone of the opposite sex”(A15), how often they go on dates alone with members of
the opposite sex (A16), and if they usually go out with the same person (A17). The
definitions of mother, father, brothers and sisters were revised to include step and foster
(A12-A14). With regard to the number of friends, the respondent is now asked this
separately for friends who are boys and those who are girls (A6-A7).
School:
The Project Team developed new questions to determine if the child was in the same
school he or she was in two years ago (B2), the reason for the youth’s most recent change
in schools (B3), and what the child found hard to get used to about his or her new school
(B4). Question B7 was expanded from the Cycle 1 10-11 Self-Complete Questionnaire to
ask about like/dislike of science, English(writing, reading), French, gym/phys. ed., as well
as math. Rather than being asked in the Feelings and Behaviours section, the question on
skipping a day of school was moved into this section because it was considered part of the
school experience (B14). B15 on skipping class was added; it is a revised version of a
question on the U.S. National Education Longitudinal Survey. The Project Team
modified the new question B23 about educational aspirations from a question on the U.S.
National Education Longitudinal Survey.
About Me:
Questions C2 and C3 were added for 12-13 year olds from the Western Australia Child
Health Survey - Youth Self-Report. These new questions asked about the youths’feelings
about life now and in the future, specifically if the youth were “happy with how things are”
in their lives now (C2), and if the future looked good to them (C3).
Feelings and Behaviour:
Questions on suicide (D2-D6) were added; these were based on a set of questions used in
the 1992 B.C. Adolescent Health Survey. The original questions were from the U.S.
Youth Risk Behavior Survey and the Minnesota Adolescent Health Survey. Question D7
included only four items (a, b, c and e) from the cycle 1 10-11 Self-Complete deviant
behaviour list (skipping a day of school was moved to the School section, drunkenness to
24
the Smoking, Drinking and Drugs section). Question D7d was developed by the Project
Team at the request of Justice Canada and the Canadian Centre for Justice Statistics. The
remaining items in D7 were provided by Dr. Richard Tremblay, University of Montreal.
Activities:
A separate item was added to question E1 to recognize dance, gymnastics, and
cheerleading apart from other sports as these are physical activities in which girls
participate. Questions E2 on special responsibilities and leadership roles and E4 on
volunteer work were developed by the Project Team. Another change was collection of
more information on the amount of time spent watching television (E5, E6) and time spent
playing video games (E7, E8). To determine how much time the youth spent looking after
siblings and at home alone, questions E9 and E10, provided by Dr. Donna Lero at the
University of Guelph, were added.
Smoking, Drinking, and Drugs:
Dr. R. Tremblay from the University of Montreal provided questions F8-F10 on getting
drunk. These questions are important as predictors of later behaviour, including
delinquent behaviour. To shorten the questionnaire, reasons for refraining from smoking
were not asked on the 12-13 questionnaire, but were retained on the 10-11 questionnaire.
The definition of a drink was added as an introduction to the drinking section and the
definitions of various drugs were added to the introduction to the drugs section. The drug
section was reorganized into tables for frequency of use (question F13), age of first use
(F14), and use by friends (F15) for type of drug, i.e., marijuana, glue, hallucinogens,
crack/cocaine, and other (heroin, speed, PCP). These changes were made in consultation
with the Addiction Research Foundation. As it is an addictive behaviour which may begin
in adolescence, question F16 on gambling was developed by the Project Team after
review of other surveys and consultation with experts.
My Parents and Me:
Question G2 on intimacy and sharing of secrets with parents was added from Furman and
Buhmester’s Network of Relationships Inventory. Question G3 from a draft questionnaire
for the Minnesota Adolescent Health Survey, on the decision making responsibilities of
parents and youth, was also added.
Health:
H1 and H2 were added to collect height and weight information from the youth. The
World Health Organization’s Health Behaviours in School Children Survey was the
source of a new question (H3) added to measure physical indicators of stress. Based on
the review of other questionnaires, the Project Team added an item on “rashes or other
skin problems.” The CESD depression scale (H11) was added on the premise that
depression has been found to be related to many other outcomes for adolescents including
suicide. A modified version of a question on sexual behaviour from the Youth and Aids
25
Survey (H17) was added. As indicators of risk-taking behaviour, questions on the use of
seatbelts and helmets were added (H4 and H5); these were modified from the U.S. Youth
Risk Behaviour Survey questions which were used in the 1992 B.C. Adolescent Health
Survey. Questions were added about diet, i.e., binging and gorging (H7-H10), and
breakfast eating (H6). H6 is a modification of a question on the IEA Reading Literacy
Study; H7 - H10 are modifications of questions on the B.C. Adolescent Health Survey
which were based on items in the U.S. Youth Risk Behaviour Survey and Minnesota
Adolescent Health Survey.
Work and Money:
This was a new section for the 12-13 Self-Complete Questionnaire. Questions were
developed by the Project Team after reviewing several other surveys. The youth were
asked how much money they received from various sources (I1), how many hours per
week they worked for pay (I2), and how they usually spent their money (I3).
5.7
Reading and mathematical aptitude indicator
This short set of reading and math questions was administered in the home by the
interviewer to children in grades two and above. The child indicated his/her choice of
responses for each question to the interviewer who then checked the corresponding code
on the answer sheet. The purpose of this test was to get an indication of the child’s
abilities, in order to be able to send an appropriate level of the Reading Comprehension
and Mathematics Computation Exercise to the school for administration. If the child did
very well on the indicator, a higher level of the Exercise was used. The interviewer
completed an assessment of the environment and the child’s attitude.
5.8
Peabody Picture Vocabulary Test - Revised
The same version of the PPVT-R was used in cycle 2 as in cycle 1. However, rather than
just being administered to 4 and 5-year-olds, it was extended to those 6-year-olds who are
not in grade two or over. As in cycle 1, the interviewer completed an assessment of the
conditions in which the test was administered.
5.9
Administrative information
The following is collected or updated after each interview:
1.
the participant’s permission to forward the data to Human Resources Development
Canada;
2.
the names, addresses and telephone numbers of two contact people who will be
able to help trace the participating or designated child in cycle 2 of the survey;
26
3.
written consent from the respondent to allow us to contact the child’s teacher in
order to have them fill out a questionnaire and test the child’s mathematical
abilities (if the child is in grade 2 or higher). The consent states the name and
address of the school, and the names of the teacher and principal; and
4.
the interviewer’s notification that initial contact took place, either by phone or in
person.
5.10 Reading Comprehension and Mathematical Skills Exercise
The Mathematical Skills test for students in grades two and over from cycle 1 was
expanded; in addition, reading comprehension was added to it. The new test for cycle 2
included a shortened version of the Mathematics Computation Test of the standardized
Canadian Achievement Tests, Second Edition (CAT/2); this measured a student's
proficiency in the operations of addition, subtraction, multiplication and division. The
cycle 2 test also included a brief reading and comprehension test, part of which was taken
from the CAT/2 Comprehension Test. The reading comprehension test measured a
student’s skill at grouping, organizing and analysing information from a text. The test also
assessed a student’s skill at summarizing the content of a text, predicting how it would
end, and producing ideas and impressions.
As in cycle 1, parents were asked to give consent for the student to take the test. The test
was administered at the student’s regular school.
5.11 Teachers' Questionnaires
The teacher’s questionnaire was mailed to the principal of the school attended by each
student in the survey whose parents had given consent. The principal then determined
which of the student’s teachers knew him/her best and should complete the questionnaire.
The increase in knowledge that the survey is intended to achieve must be both longitudinal
and cross-sectional. For that reason, most questions remained unchanged since cycle 1. A
few questions were added, and others reworded. The latter changes were made primarily
to accommodate the aging of the sample and to rectify some problems identified in the
results of the cycle 1 questionnaire. This resulted in three different teacher questionnaires
being used in cycle 1: one for kindergarten teachers, one for a school environment where
the student has one teacher for the basic academic subjects and one for a school
environment where the student rotates classes, i.e., has different teachers for the basic
academic subjects. The core content of the three questionnaires was the same as the cycle
1 teacher questionnaire but some modifications were made to reflect the different teaching
situations.
27
For more information about the detailed content of the teachers’questionnaires, please
consult the cycle 2 questionnaire or Appendix D of this publication.
5.12 Principal's Questionnaire
Questionnaires were sent to the principals of schools attended by one or more children in
the NLSCY sample, subject to the approval of the school board (in the case of public
schools) or the school administration (in the case of private schools).
As with the teachers’questionnaires, most questions remained unchanged since cycle 1. A
few questions were added, and others reworded. The latter changes were made primarily
to accommodate the aging of the sample and to rectify some problems identified in the
results of the cycle 1 questionnaire.
For more information about the detailed content of the principal’s questionnaire, please
consult the cycle 2 questionnaire or Appendix D of this publication.
28
APPENDIX A
Expert Advisory Group on Children and Families for
National Longitudinal Survey of Children and Youth
Dr. Denise Avard
Dr. Michael Boyle
Executive Director, Canadian Institute of Child Health
Centre for Studies of Children at Risk, Chedoke-McMaster
Hospital
Dr. David Cheal
Dept. of Sociology, University of Winnipeg
Dr. Gordon Cleveland
Dept. of Management & Economics, University of Toronto
Dr. Carol Crill-Russell
Children’s Services Branch, Ontario Ministry of Community and
Social Services
Dr. Tony Doob
Centre of Criminology, University of Toronto
Dr. Martin Dooley
Department of Economics, McMaster University
Dr. Carolyne A. Gorlick
School of Social Work, King’s College, University of Western
Ontario
Dr. Clyde Hertzman
Dept. of Health Care and Epidemiology, Faculty of Medicine,
University of British Columbia
Dr. Dan Keating
Ontario Institute for Studies in Education
Dr. Audrey Kobayashi
Institute of Women’s Studies, Queen’s University
Dr. Sarah Landy
C.M. Hincks’Treatment Centre
Dr. Céline Le Bourdais
Institut national de la recherche scientifique - urbanisation,
Université de Québec
Dr. Donna Lero
Dept. of Family Studies, University of Guelph
Dr. Nicole Marcil-Gratton
Dept. of Demography, University of Montreal
Dr. Lynn McIntyre
Dean, Faculty of Health Professions, Dalhousie University
Dr. Philip Merrigan
Département des sciences économiques, Université de Québec à
Montréal
Dr. Dan Offord
Centre for Studies of Children at Risk, Chedoke-McMaster
Hospital
Dr. Randy Olsen
Centre for Human Resources Research, Ohio State University
Dr. Ray Peters
Research Director, Better Beginnings, Queen’s University
Dr. Suzanne Peters
CPRN Family Network Office
Dr. Shelley Phipps
Economics Dept., Dalhousie University
Dr. Barry Pless
Montreal Children’s Hospital
Dr. David Ross
Canadian Council on Social Development
Dr. Michel Tousignant
Lab. de recherche en écologie humaine et sociale, Université de
Québec àMontréal
Dr. Richard Tremblay Research Unit on Children's Psycho-Social Maladjustment, University of
Montreal
Dr. J. Douglas Willms
Department of Education, University of New Brunswick
Dr. Frances Woolley
School of Business, Carleton University
29
APPENDIX B
Collection in the Yukon and Northwest Territories
B.1
Design
Since both the NLSCY and National Population Health Survey (NPHS) were interested in
gathering data for residents of the Yukon and Northwest Territories, to reduce respondent
burden, the two surveys have been completely integrated. Content of both surveys has
been reduced and combined into one survey to keep the interview to a reasonable length.
Data collection in the Yukon and Northwest Territories (NWT) is being carried out by the
Bureau of Statistics in each territory on behalf of Statistics Canada.
Additionally, cycle 2 collection procedures have been revised to facilitate the collection in
the territories. Collection in the Yukon and NWT was done from November 1996 to
March 1997 using paper and pencil questionnaires. Telephone surveying, using random
digit dialing, was used in the majority of the Yukon. Face-to-face interviewing was used
in the NWT and in the parts of the Yukon which lacked sufficient telephone coverage.
The sample in the two territories was drawn from the population of private occupied
dwellings. The Yukon sample excludes institutions and unorganized areas. The NWT
sample has the same exclusions as well as remote areas and very small communities. In
anticipation of the division of the Northwest Territories into the Western Territory and
Nunavut in 1999, the survey sample for the NWT has been divided into the two regions.
For cycle 2, this provided a sample of 627 children in the Yukon, 505 in the Western
Territory and 788 in Nunavut.
In cycle 1, every selected household with children newborn to 11 years of age had
information collected on up to three of those children in a family. In cycle 2, these
respondents were re-contacted and additions of children aged 0 to 2 years were selected in
order that each age group (from 0 to 13 years) would be represented. Figure 8 presents
the sample sizes for the territories' collection.
30
Figure 8: Number of Children by Territory
1
Territory
Number of Children1
Yukon
627
Nunavut
788
Western Territory
505
NWT
1,293
TOTAL
1,920
These are preliminary figures for Cycle 2.
B.2
NLSCY Survey Instruments in the Yukon and Northwest Territories
Because the collection in the Yukon and Northwest Territories uses paper and pencil
questionnaires and not CAI, some redesigning of the questionnaires was done to facilitate
interviewing. The CAI Children's Questionnaire was split into three forms and other
questions moved to different forms. In cycle 2, a self-complete questionnaire was added
for 12 and 13 year-olds as was done in the provinces. The eight forms for the cycle 2
collection in the territories are:
1.
2.
3.
4.
5.
6.
7.
8.
Household
Health Core (National Population Health Survey (NPHS) only)
Parent Core
Child Core, 0-3 years
Child Core, 4-7 years
Child Core, 8-13 years
Child Core, 12-13 years (self-complete)
Control Form(s)
The collection in the territories does not include the Peabody Picture Vocabulary Test Revised, the self-complete questionnaire for 10-11 year olds, the Teachers' and Principal's
Questionnaires, the reading and mathematical aptitude indicator or the Reading
Comprehension and Mathematics Computation Exercise The questionnaires for the
territories are available on request.
The following figure, Figure 9, presents a schematic of the survey instruments used in
cycle 2.
31
Figure 9: NLSCY\NPHS Survey Instruments Yukon and NWT Colllection
IF Person 12+ Selected
for NPHS
NPHS Health
Core *
Household
Record
IF Child in Household
IF Child in Household
Parent
Core
Child Core
8-13 years
Child Core
0-3 years
Child Core
4-7 years
Child Core
12-13 years
(self-complete)**
* Health Core is not part of NLSCY
** Different questionnaires used in Yukon and NWT
32
B.3.1 NLSCY Content in the Yukon and Northwest Territories - General
As mentioned, the collection in the Yukon and NWT used a shortened version of the
NLSCY and NPHS survey instruments. Information on the NLSCY portion was provided
by a parent. This included basic demographic information on the parent(s) and selected
children; and health, education level, labour force activity and parenting styles of the
parent(s). Information also was gathered on the child's health, development, behaviour,
school experiences, and participation in activities. The detailed family and custody history
section for the main collection in the provinces was replaced by a reduced section on
current custody history. The collection in the territories excluded several sections which
are on the main NLSCY questionnaires - temperament, family functioning, literacy and
child care. Several questions were added to the questionnaires for the territories,
including one on availability of plumbing facilities, whether or not respondents were First
Nations persons, and whether an adoption was an Aboriginal custom adoption In cycle 2,
a self-complete questionnaire was added for 12 to 13 year-olds. In the Yukon, this
questionnaire gathered information on health, smoking and drinking, and work and
sources of money. A different self-complete questionnaire for 12 to 13 year-olds was
used in the Northwest Territories to collect information about behaviour, schooling, etc.
Please refer to Section 5 of the main document for a description of the rest of the content.
The questionnaires for the territories are available on request.
33
APPENDIX C
The Labour Force Survey
C.1
Survey Coverage
The Labour Force Survey (LFS) is a monthly household survey carried out by Statistics
Canada in approximately 59,000 households throughout the country. The LFS is used to
produce monthly estimates of employment, self-employment and unemployment.
Information on variables such as industry and occupation of employment, educational
attainment, ethnic origin, and country of birth is obtained. Approximately 97% of the
population 15 years of age and over is covered in the survey. Excluded from the LFS are
the populations in the Yukon and the Northwest Territories, residents of Indian reserves,
full-time members of the Canadian Armed Forces, and residents of institutions, such as
chronic care hospitals, prisons and child residential treatment facilities. Civilian members
of the Armed Forces' households and native people living "off-reserve" are captured by the
survey.
C.2
Sample Design
The Labour Force Survey employs a stratified, multistage probability sample3 design based
on an area frame in which dwellings (residences) are the sampling units. All eligible
individuals who occupy one of the selected dwellings are part of the LFS sample. For
design purposes, each province of Canada constitutes an independent sample and is
divided into two parts composed of large cities and rural areas plus small urban centres.
Through stratification, these parts are broken down into clusters of dwellings, e.g., city
blocks, from which dwellings are selected.
It should be noted that, at the time of sample selection, no information is known about the
persons living within a selected dwelling, who are collectively known as a household. It is
the dwelling, not the household, that is chosen for the sample. If the household moves,
whoever is living in the dwelling at the time of the interview is included in the sample.
Each dwelling is retained in the LFS sample for six consecutive months and no
substitution of dwellings takes place in the event that information cannot be obtained from
a dwelling. The entire sample is divided into six representative parts or rotation groups.
Each rotation group contains some 10,000 households, representing about 20,000
individuals. The rotation of dwellings in the sample is carried out so that one-sixth of the
sample is changed each month. In other words, each month one-sixth of the dwellings,
having completed the six month stay in the sample, are replaced by new dwellings in the
same or a similar area.
3
Please refer to Methodology of the Canadian Labour Force Survey: 1984-1990, Statistics Canada, Catalogue 71-526
for more details.
34
Dwellings which are currently in the sample are referred to as the active sample.
Dwellings which are no longer part of the sample are called rotates out.
The LFS sample frame was redesigned to incorporate new elements; the new frame was
phased in as of October 1994. Some of the NLSCY longitudinal sample was drawn from
the “old” frame and some from the “new.”
C.3
LFS Collection Methodology
Data collection for the LFS is carried out during the week following the LFS reference
week, which is normally the week containing the 15th day of the month; thus collection is
usually the third week of the month. Statistics Canada interviewers, who are part-time
employees hired and trained specifically to carry out the survey, contact each of the
dwellings in the sample, through personal or telephone interviews, to obtain the required
information. The interviews are carried out using Computer Assisted Personal
Interviewing (CAPI).
Each interviewer contacts approximately 65 designated dwellings per month, one-sixth of
which will be "new" dwellings. Each of these "new" dwellings is visited personally by the
interviewer, who collects information for all household members from one knowledgeable
and responsible member. Subsequent interviews may be conducted by telephone provided
the knowledgeable and responsible member agrees to this procedure. Currently,
approximately 85% of the LFS interviews after the first month are conducted by
telephone.
C.4
Using the LFS Frame for the National Longitudinal Survey of Children (NLSCY)
One advantage of using the LFS survey frame for other surveys is that each rotation group
of the LFS provides a sample capable of producing representative statistics for Canada
and each province. In addition, the household composition information collected for the
LFS is available to select a sample. Furthermore, LFS interviewers are available to do
surveys when they are not working on the LFS and are familiar with the CAPI collection
methodology. Because of these factors, the LFS frame was chosen for selecting the
longitudinal sample for the first cycle of the NLSCY. A similar procedure was used for
the second cycle in selecting the cross-sectional and supplementary samples.
Depending on the level of reliability required, the budget and the available collection
capacity, from one to six rotation groups can be surveyed in a non-LFS collection week.
This capacity can be expanded by the addition of dwellings which have rotated out prior to
the survey reference month. In theory, this approach can be used to augment a survey's
sample infinitely. In practice, however, a combination of cost and statistical reliability
limit the additional "take" to roughly three times the regular LFS sample, that is about 15
rotation groups. With regard to the NLSCY, nine rotation groups were used for the first
cycle to cover all age groups. For the second cycle, six rotation groups were used for the
first collection period and four for the second period to cover the 0-1 year olds from the
35
cross-sectional sample and the 2 to 5 year olds from the supplementary sample. A
combination of active rotation groups and rotates out was used.
The LFS Household Record collects basic demographic information such as age, sex,
marital status, educational attainment, economic family association and relationship to
head of economic family for all members of all households identified in selected dwellings.
The age data from this record is used to facilitate the selection of dwellings with children
for the NLSCY. For the second cycle, this alleviates much of the need to screen dwellings
to determine if children under two or under six (in the case of the supplementary sample)
reside in them.
36
APPENDIX D
National Longitudinal Survey of Children and Youth
Content of Cycle 2 (collection Nov. 1996 to June 1997)
The attached charts are summaries of the content of the second NLSCY collection.
The following survey instruments are included:
1.
2.
3.
4.
CAI interview with parents ( in the home)
Self-complete questionnaires (for 10-11 and 12-13 year olds in the home - paper and
pencil)
Teacher questionnaires (kindergarten, if one main teacher, if several teachers (child
rotates))
Principal questionnaire
The following instruments are referenced but not included:
5.
6.
7.
Peabody Picture Vocabulary Test - Revised (for 4-6 year olds in the home)
Reading and mathematical aptitude indicator (for grades 2 and up in the home)
Reading Comprehension and Mathematics Computation Exercise(for grades 2 and up in
the school)
37
NLSCY Content in the Provinces
PMK4
spouse/
partner
selected
kids <14
(max. 2)
other
people in
household
- name
xx
xx
xx
xx
- date of birth / age
xx
xx
xx
xx
- sex
xx
xx
xx
xx
- marital status
xx
xx
- relationships - everyone to
everyone else
xx
xx
VARIABLE
HOUSEHOLD RECORD
- housing:
- owned
xx
- subsidized
xx
- condition
xx
- number of bedrooms
xx
4
Person Most Knowledgeable About Child
38
15+
xx
xx
VARIABLE
PMK
spouse/ partner
education
xx
xx
labour force activity (last 12 months)
- current main activity
xx
xx
- # of weeks worked
xx
xx
- hours worked/shifts/weekends
xx
xx
- annual employment income
xx
xx
- current/most recent employer, type
of work (including main duties)
xx
xx
- # of weeks looking for work
xx
xx
- # of weeks not working or looking
xx
xx
- reason for most recent break in
employment
xx
xx
- hours of work paid for
xx
xx
- usual wage or salary (including tips, etc.)
xx
xx
PARENT QUESTIONNAIRE
income
- sources and amount of household
income
xx
- amount of personal income
xx
adult health
- general health
xx
xx
new members only:
- chronic conditions
xx
xx
xx
xx
- smoking
xx
xx
- alcohol consumption
xx
xx
- limitation of activities
39
VARIABLE
PMK
spouse/ partner
PARENT QUESTIONNAIRE
- maternal history (mother of child <2 only):
- # of pregnancies
xx
- # of babies
xx
- age had first baby
xx
- depression
xx
family functioning
- family functioning
xx
- marital satisfaction
xx
socio-demographics
- new members only:
- country of birth/citizenship/
immigration
xx
xx
- ethnicity
xx
xx
- language of use/mother tongue/
home language
xx
xx
- religion
xx
xx
- church attendance
xx
xx
xx
xx
- race
40
VARIABLE
AGE
OF
CHILD
0-11
mos
12-23
mos
2-3
yrs
4-5
yrs
6-7
yrs
8-9
yrs
10-11
yrs
12-13
yrs
- general health status
xx
xx
xx
xx
xx
xx
xx
xx
- recent health status
xx
xx
xx
xx
xx
xx
xx
xx
- height and weight
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
CHILD
QUESTIONNAIRE
health
- birth weight, gestational
age
xx
- level of activity
xx
xx
- health status
- injuries
xx
xx
xx
xx
xx
xx
xx
xx
- asthma
xx
xx
xx
xx
xx
xx
xx
xx
- chronic conditions/
activity limitation
xx
xx
xx
xx
xx
xx
xx
xx
- nose or throat infections
xx
xx
xx
- ear infections
xx
xx
xx
- contact with professionals
xx
xx
xx
xx
xx
xx
xx
xx
- hospitalizations
xx
xx
xx
xx
xx
xx
xx
xx
- medications
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
- traumatic event
medical/biological
(perinatal) information
(only if respondent is biological
mother or father)
- Mom’s prenatal health
xx
xx
- prenatal smoking
xx
xx
- prenatal alcohol
consumption
xx
xx
41
AGE
OF
CHILD
2-3
yrs
4-5
yrs
6-7
yrs
8-9
yrs
10-11
yrs
12-13
yrs
- school type
xx
xx
xx
xx
xx
- province of school
xx
xx
xx
xx
xx
- grade level
xx
xx
xx
xx
xx
- jr/sr kindergarten (# gr. 3)
xx
xx
xx
xx
xx
xx
xx
VARIABLE
0-11
mos
12-23
mos
- prenatal drug consumption
xx
xx
- gestational age
xx
xx
- birth weight & length
xx
xx
- multiple birth
xx
xx
- delivery details
xx
xx
- special care of child after
birth
xx
xx
- general health of child at
birth
xx
xx
- Mom’s post-natal health
xx
- breast-feeding (2-3's if yes in
xx
xx
xx
- Mom’s work after birth
xx
xx
xx
temperament
(fussy/difficult only)
xx
xx
xx
Cycle 1)
education
- repeated
- changed schools
xx
xx
xx
xx
xx
- # of moves in life
xx
xx
xx
xx
xx
- language taught
xx
xx
xx
xx
xx
- absenteeism
xx
xx
xx
xx
xx
xx
xx
xx
xx
- how well doing
42
AGE
OF
CHILD
2-3
yrs
4-5
yrs
6-7
yrs
8-9
yrs
10-11
yrs
12-13
yrs
- homework
xx
xx
xx
xx
- tutoring
xx
xx
xx
xx
VARIABLE
0-11
mos
12-23
mos
- special education
xx
xx
xx
xx
xx
- behaviour problems at
school
xx
xx
xx
xx
xx
- look forward to school
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
xx
- importance of good grades
to parent
xx
- parent’s expectations
- parent’s view of school
- parent’s involvement
xx
xx
xx
xx
xx
- transportation to/from
school
xx
xx
xx
xx
xx
literacy
4
5
yrs yrs
- ever read/show pictures
xx
6
xx
- child looks at books
xx
xx
- child tries to write
xx
xx
- have ever read to child
xx
xx xx
- currently read to child
xx
xx xx
- encourage writing
xx
xx xx
xx
- child looks at books/tries
to read
xx
xx
- child talks about books
xx
xx
- library
xx
xx
43
7
yrs yrs
VARIABLE
AGE
OF
CHILD
6-7
yrs
0-11
mos
12-23
mos
2-3
yrs
4-5
yrs
xx
xx
xx
xx
8-9
yrs
10-11
yrs
12-13
yrs
xx
xx
xx
activities
- nursery school, play
group/infant stimulation
programs
6
7
yrs yrs
- sports, lessons, clubs
xx
xx
xx
- tv, video/computer games
xx
xx
xx
- read for pleasure
xx
- play alone
xx
xx
xx
xx
- responsibilities
- summer programs
xx
xx
xx
behaviour
- sleep patterns/feeding
xx
xx
xx
- separation anxiety
xx
- physical aggression/
opposition
xx
- hyperactivity/inattention
xx
xx
xx
xx
xx
- emotional disorder/anxiety
xx
xx
xx
xx
xx
- indirect aggression
xx
xx
xx
xx
- physical aggression/
conduct disorder
xx
xx
xx
xx
- property offence
xx
xx
xx
xx
xx
xx
xx
xx
xx
- prosocial
- stayed out late/all night
xx
xx
- questioned by police
xx
xx
- run away from home
xx
xx
44
VARIABLE
motor & social
development
AGE
OF
CHILD
4-5
yrs
6-7
yrs
8-9
yrs
xx
xx
xx
xx
xx
0-11
mos
12-23
mos
2-3
yrs
xx
xx
xx
10-11
yrs
12-13
yrs
relationships
- do things with friends
- number of close friends
xx
- child shy
- gotten along with
friends/teachers
xx
xx
xx
- gotten along with
parents/siblings
xx
xx
xx
xx
xx
xx
xx
xx
- hostile/ineffective
parenting
xx
xx
xx
xx
xx
- consistent parenting
xx
xx
xx
xx
xx
- aversive/non-aversive
parenting
xx
xx
xx
xx
xx
parenting
- positive interaction
xx
xx
xx
- parental nurturance,
rejection, monitoring
xx
- conflict resolution
xx
- time together, various
activities
xx
xx
xx
xx
xx
- child hangs around with
kids in trouble
xx
xx
xx
- parents know friends
xx
xx
xx
- basic care
45
xx
xx
VARIABLE
AGE
OF
CHILD
0-11
mos
12-23
mos
2-3
yrs
4-5
yrs
6-7
yrs
8-9
yrs
10-11
yrs
12-13
yrs
- who child lived with at
birth
xx
xx
xx
xx
xx
xx
xx
xx
- who child lived with since
birth, reasons
xx
xx
xx
xx
xx
xx
xx
xx
- full siblings living
elsewhere
xx
xx
xx
xx
xx
xx
xx
xx
- whether parents were
together at child’s birth
xx
xx
xx
xx
xx
xx
xx
xx
- parents’relationship
xx
xx
xx
xx
xx
xx
xx
xx
- previous unions of child’s
mother
xx
xx
xx
xx
xx
xx
xx
xx
- previous children of
mother
xx
xx
xx
xx
xx
xx
xx
xx
- previous unions of child’s
father
xx
xx
xx
xx
xx
xx
xx
xx
- previous children of father
xx
xx
xx
xx
xx
xx
xx
xx
- child’s contacts with noncustodial parent
xx
xx
xx
xx
xx
xx
xx
xx
- possible death of parent
xx
xx
xx
xx
xx
xx
xx
xx
- whether parents broke up
xx
xx
xx
xx
xx
xx
xx
xx
- separation
xx
xx
xx
xx
xx
xx
xx
xx
- living arrangements after
separation
xx
xx
xx
xx
xx
xx
xx
xx
- current custody status
xx
xx
xx
xx
xx
xx
xx
xx
- subsequent unions of
child’s mother
xx
xx
xx
xx
xx
xx
xx
xx
family & custody history
(note: only changes in last 2 years
are asked - re: longitudinal kids)
46
VARIABLE
AGE
OF
CHILD
0-11
mos
12-23
mos
2-3
yrs
4-5
yrs
6-7
yrs
8-9
yrs
10-11
yrs
12-13
yrs
- previous children of
mother’s partner
xx
xx
xx
xx
xx
xx
xx
xx
- children of union
xx
xx
xx
xx
xx
xx
xx
xx
- subsequent unions of
child’s father
xx
xx
xx
xx
xx
xx
xx
xx
- previous children of
father’s partner
xx
xx
xx
xx
xx
xx
xx
xx
- children of union
xx
xx
xx
xx
xx
xx
xx
xx
- possible break-up of new
union
xx
xx
xx
xx
xx
xx
xx
xx
- subsequent unions
xx
xx
xx
xx
xx
xx
xx
xx
- types/hours
xx
xx
xx
xx
xx
xx
xx
- profit/non-profit etc.
xx
xx
xx
xx
xx
xx
xx
- main arrangement
xx
xx
xx
xx
xx
xx
xx
- ever used child care
xx
xx
xx
xx
xx
xx
xx
- # changes in arrangements
since started using child
care
xx
xx
xx
xx
xx
xx
xx
- summer care
xx
xx
xx
xx
- parent’s unpaid leave or
quit job for summer care
xx
xx
xx
xx
child care
47
TESTS
0-11
mos
12-23
mos
AGE
OF
CHILD
2-3
yrs
4-5
yrs
yrs yrs
xx
xx
6
7
8-9
yrs
10-11
yrs
12-13
yrs
xx
xx
xx
xx
- math computation skills
xx
xx
xx
xx
- reading skills
xx
xx
xx
xx
in home
- PPVT (receptive vocab.)
- indicator test ($ gr. 2)
(math and reading)
in school ($ gr. 2)
Administrative Information:
- permission to share data
- contacts for follow up
- teacher contact consent
48
NLSCY Self-Complete Questionnaires
Variable
10-11 SelfComplete
12-13 SelfComplete
Friends and Family
getting along with peers
x
x
time spent with friends
x
x
# of close friends
x
# of close friends who are girls
x
# of close friends who are boys
x
people child can confide in
x
intimacy with friends
x
x
gotten along with classmates
x
x
gotten along with mom/dad/siblings
x
x
age at first date
x
dating frequency
x
same dating partner
My School and Me
x
feelings about school
x
x
change of school in last 2 years
x
reason for most recent change in school
x
difficulties in adaptation to new school
x
how well doing in school work
x
x
importance of good grades
x
x
liking of mathematics
x
x
liking of science
x
liking of English
x
liking of French
x
liking of gym/phys.ed.
x
49
Variable
10-11 Self-Complete
12-13 Self-Complete
safety/bullying at school and to/from school
x
x
outsider at school
x
x
skipped a day of school without permission
see "Feelings and
Behaviours"
classes cut in the last month
My Teacher and Me
x
x
teacher gives extra help
x
x
teacher treats child fairly
My Parents and School
x
x
parents help with problems
x
x
encouragement of parents
x
x
x
x
x
x
x
x
parent's expectations re: school
My Homework
place to study
completion of homework
About My Future
how far hope to go in school
About Me
x
like myself, feel good about myself
x
x
proud of myself
x
x
good looking face, body
x
x
feel happy at present
x
feel optimistic about the future
Feelings and Behaviours
x
conduct disorder
x
x
hyperactivity
x
x
emotional disorder
x
x
anxiety
x
x
indirect aggression
x
x
50
Variable
10-11 Self-Complete
12-13 Self-Complete
physical aggression
x
x
inattention
x
x
pro-social
x
x
suicide
x
stayed out late/all night
x
skipped school
x
see "My School and
Me"
gotten drunk
x
see "Smoking,
Drinking, and Drugs"
questioned by police
x
x
questioned by teacher,principal, security
officers
x
x
run away from home
x
x
destroyed things
x
fought or beaten up someone (2 items)
x
threatened someone (2 items)
x
used a weapon to fight
x
carried or used a knife or gun (4 items)
x
stolen something (5 items)
x
bought or sold drugs (2 items)
x
break and enter somewhere to steal
x
used, bought or sold something stolen
x
used a credit or bank card without permission
x
touched someone's private body parts or
forced them to have sex (2 items)
x
driven a vehicle after drinking
x
purposely started a fire somewhere
x
part of a group that did bad things
x
51
x
Variable
Smoking, Drinking, and Drugs
for each of cigarettes and alcohol:
10-11 Self-Complete
12-13 Self-Complete
ever used
x
x
frequency of use
x
x
age at starting
x
x
x
x
use by friends
for specific sections:
reasons for not smoking
x
ever been drunk
x
age first drunk
x
frequency of being drunk
see "Feelings and
Behaviours"
x
for any drugs or sniffing glue/solvents (general):
ever used
x
age at starting
x
use by friends
for each of marijuana/ hash and glue/solvents:
x
frequency of use
x
age at starting
x
x
use by friends
for other drugs - including cocaine, crack, speed, LSD/acid:
x
frequency of use
x
for each of hallucinogens (LSD/acid), crack/cocaine, and other drugs (heroin, speed, PCP):
frequency of use
x
age at starting
x
use by friends
x
gambling
My Parents and Me
x
nurturance
x
52
x
Variable
10-11 Self-Complete
12-13 Self-Complete
rejection
x
x
monitoring
x
x
parents too busy to spend time with child
x
intimacy with parents
x
autonomy/control - decision making
Health
x
height
x
weight
x
stress-related health problems
x
seat belt use
x
use of bicycle helmet
x
breakfast eating
x
weight control
x
depression
x
puberty - key indicators
x
sexual experiences
Activities
x
x
sports, lessons, clubs
x
x
job
x
computer/video games, TV
x
x
read for pleasure
x
x
leadership roles
x
volunteering
x
time spent at home caring for younger sibling,
parents away
x
time spent alone at home, parents away
My Work and Sources of Money
x
amount of money received per average week
x
53
Variable
10-11 Self-Complete
12-13 Self-Complete
average hours of paid work per week
x
how spend own money
x
54
TEACHER’S QUESTIONNAIRE: A SUMMARY OF CYCLES 1 & 2
QUESTION DESCRIPTION
CYCLE 1
Teacher
Questionnaire
CYCLE 2
Kindergarten
Questionnaire
One Teacher
Questionnaire
Multi-teacher
Questionnaire
student’s education:
- multi-grade class
Q03
- grade / level
Q01, Q02
- educational history
Q04, Q06
- currently repeating grade
Q01
Q05
- social / emotional development
Q02
- physical development
Q03
- academic performance in:
- reading
Q01
Q01
Q02
Q02
Q03
Q03
Q07
Q04
- mathematics
Q08
Q05
Q06
- written work
Q09
Q06
Q05
- non-written
communication
Q04
- sciences
- all areas
Q07
Q10
- skills in:
- learning
Q07
Q08
Q08
Q09
Q04
- language / communication
Q05
- reading
Q06
- writing
Q07
- mathematics
Q08
- academic prediction /
expectation
Q11
- length of cycle of instruction
Q12
55
QUESTION DESCRIPTION
CYCLE 1
Teacher
Questionnaire
- # of school days / instructional
days
Q13
- type of program
CYCLE 2
Kindergarten
Questionnaire
One Teacher
Questionnaire
Multi-teacher
Questionnaire
Q09
Q09
Q10
Q11
Q10
- instruction time in subjects
Q14
Q11
Q10
- time spent using computer
Q15
Q12
Q11
- main language of instruction
Q16
Q13
Q12
Q12
- extra instruction: advanced
abilities
Q19, Q20
Q13, Q14
Q13, Q14
Q15
Q15
- extra help: weak in certain skills
- extra help: disability, other
problem
Q21 - Q23
Q14 - Q16
Q16 - Q18
Q16 - Q18
- # of days absent (% of time
away)
Q24
Q17
Q19
Q19
- # of days skipped
Q25
Q20
Q20
- prepared for school
Q26
Q18
Q21
Q21
- behaviour scale measuring:
- conduct disorder
- hyperactivity
- emotional disorder
- anxiety
- indirect aggression
- physical aggression
- inattention
- prosocial
Q27
Q19
Q22
Q22
- social and personal skills
Q17
Q20
Q23
Q23
- work habits
Q18
Q21
Q24
Q24
Q22
Q25
Q25
student’s behaviour and
attendance:
- special skills / talents
56
QUESTION DESCRIPTION
CYCLE 1
Teacher
Questionnaire
CYCLE 2
Kindergarten
Questionnaire
One Teacher
Questionnaire
Multi-teacher
Questionnaire
involvement of
parents/guardians:
- parent participation
Q28
Q23
Q26
Q26
- parent involvement
Q29
Q24
Q27
Q27
- importance of school to parents
Q30
Q25
Q28
Q28
- parent support of teaching
efforts
Q31
Q26
Q29
Q29
- parent volunteering in
kindergarten class
Q32
Q27
Q30
Q30
Q28
Q31
Q31
student’s class and your
teaching practices:
- # of students in class
Q33
- teaching assistant / adult
volunteer
- # of students with long-term
problems
Q34
Q29
Q32
Q32
- # of students speaking nonofficial language; # immigrated
to Canada
Q35
Q30
Q33
Q33
- academic rating of class
Q36
Q31
Q34
Q34
- subjects taught to student
Q37,Q39,
Q41
Q35,Q37,
Q39,
Q41
Q35
- teaching strategies
Q38,Q40,
Q42
Q36,Q38,
Q40
Q36
- frequency of homework
Q44
Q42
Q37
- amount of homework
Q45
Q43
Q38
57
QUESTION DESCRIPTION
CYCLE 1
Teacher
Questionnaire
- methods of monitoring
homework
Q46
- class behaviour
Q48
- resource needs of class
CYCLE 2
Kindergarten
Questionnaire
One Teacher
Questionnaire
Multi-teacher
Questionnaire
Q44
Q39
Q32
Q45
Q40
Q49
Q33
Q46
Q41
- time on non-instructional
activities
Q43
Q34, Q35
Q47, Q48
Q42, Q43
- attributes of teacher & class
Q47
Q36
Q49
Q44
- climate of school
Q50
Q37
Q50
Q45
- school’s disciplinary policies
Q51
Q38
Q51
Q46
Q52 - Q54
Q39 - Q41
Q52 - Q54
Q47 - Q49
Q55
Q42
Q55
Q50
Q43
Q56
Q51
perceptions of your school:
personal information on
teacher:
- gender, age, experience
- levels of education
- main field of study of highest
level of education
- qualifications in special
education
Q56
Q44
Q57
Q52
- qualifications in second
language
Q57
Q45
Q58
Q53
- other advanced qualifications
Q46
Q59
Q54
- computer use
Q47
Q60
Q55
- computer abilities
Q48
Q61
Q56
58
PRINCIPAL’S QUESTIONNAIRE: A SUMMARY OF CYCLES 1 & 2
QUESTION DESCRIPTION
CYCLE 1
CYCLE 2
students in your school:
- students enrolled in:
- grade 3 and under
Q01
- grade 4 and up
Q04
- primary/elementary grades
Q01
- intermediate/middle levels
Q04
- secondary/high school levels
Q07
- more than one class per grade:
- grade 3 and under
Q02
- grade 4 and up
Q05
- primary/elementary grades
Q02
- intermediate/middle levels
Q05
- secondary/high school levels
Q08
- criteria for class assignments:
- grade 3 and under
Q03
- grade 4 and up
Q06
- primary/elementary grades
Q03
- intermediate/middle levels
Q06
- secondary/high school levels
Q09
- students’family (economic)
background
Q07
Q10 - expanded
- total student enrollment in school
Q08
Q11
- students with long-term and other
Q09
Q12
- # of students speaking non-official
language; # immigrating to Canada; #
living in rural setting
Q10
Q13
- race/ethnicity of student population
Q14
59
QUESTION DESCRIPTION
CYCLE 1
CYCLE 2
- # of new students registered during
school year
Q11
Q15
- # of students who left during school
year
Q12
Q16
- % of students absent on a given day
Q17
- average student absenteeism rate for the
year
Q13
- % of students who are chronically late
for school
Q14
Q18
- disciplinary problems within the school
Q15
Q19 - expanded
- % of parents who volunteer help
Q16
Q20
- support of parents for school’s staff
Q17
Q21
- activity of parent-school committees
Q18
Q22
- influence of parent-school committees
Q19
Q23
- range of grades taught
Q20
Q24
- # of staff - # filling various positions by
type
Q21
Q25 - expanded
- total # of teachers
Q22
involvement of
parents/guardians:
characteristics of your school:
- # of homeroom classes in school
Q26
- teaching as a duty of principal
Q27
- # of days substitute teachers employed
at school
Q28
- # of teachers not assigned to a
homeroom
Q23
- # of paid staff (excluding teachers)
providing direct classroom instruction
Q24
60
QUESTION DESCRIPTION
CYCLE 1
CY CLE 2
- # of volunteers working directly with
students
Q25
Q29
- # of teachers/teaching assistants
speaking a non-official language; #
having a health impairment
Q26
Q30
- support services available to school
Q27
Q31
- resources available to school
Q28
Q32 - expanded
Q29
Q33 - expanded
Q30, Q31
Q34, Q35
- occupational experience
Q32
Q36
- levels of education
Q33
Q37
perceptions of your school:
- feelings - re: role as principal
- expectations of students
personal information:
- gender, age
- main field of study of highest level of
education
Q38
- advanced qualifications
Q39
- computer use
Q40
- computer abilities
Q41
61
APPENDIX E
List of NLSCY Reports
Catalogue.
Number
Date
Title
93-01
February 1993
National Longitudinal Survey of Children (NLSC):
Planning Report
93-01F
février 1993
Enquête longitudinale nationale sur les enfants: Rapport de
planification
93-02
March 1993
National Longitudinal Survey of Children (NLSC):
Overview
93-02F
mars 1993
Enquête longitudinale nationale sur les enfants ELNE:
Aperçu
95-01
February 1995
National Longitudinal Survey of Children: Survey
Instruments for 1994-95 Data Collection - Cycle1.
95-01F
février 1995
Enquête longitudinale nationale sur les enfants: Matériel
d'enquête pour la collecte des données de 1994-1995 Cycle 1.
95-02
February 1995
National Longitudinal Survey of Children: Overview of
Survey Instruments for 1994-95 Data Collection, Cycle 1.
95-02F
février 1995
Enquête longitudinale nationale sur les enfants: Aperçu du
matériel d'enquête pour la collecte des données de 19941995 - Cycle 1.
89-550-MPE November 1996
Growing Up in Canada
89-550-MPE novembre 1996
Grandir au Canada
November 1996
NLSCY User’s Handbook and Microdata Guide
October 1996
NLSCY Evaluation Report
octobre 1996
ELNEJ Rapport d’évaluation
62
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