Longitudinal Surveys of Children (1998)

This appendix provides detailed descriptive information for each of the surveys that were represented at the workshop. These summary overviews include a brief introduction, a statement about the central substantive issues that guided development of the survey, the study design, the sampling strategies, and the constructs being assessed. Data collection instruments and methods are also listed, as well as information on the current status of the survey. All of the information appearing in this appendix was reviewed and approved by the survey's principal investigator and was current at the time of publication of this report. An attempt was made to ensure the consistency of the information provided for each survey, but for some surveys certain information was not available. The information on the surveys provided in Appendix A was then summarized and appears in table format in Appendix B.

The NCDS is a continuing multidisciplinary longitudinal study that takes as its subjects all those living in Great Britain who were born March 3-9, 1958. It has its origins in the Perinatal Mortality Survey. Sponsored by the National Birthday Trust Fund, the NCDS was designed to examine social and obstetric factors associated with stillbirth and death in early infancy among the 17,000 children born in Great Britain in that one week. It was the second in a series of three such perinatal studies, the others being based on a week's births in 1946 and 1970. Each has formed the basis of a continuing longitudinal study.

The sample size is approximately 16,500 and includes all persons born in Great Britain the week of March 3-9, 1958. In 1991 a random sample of children of one-third of the NCDS respondents (age 33) was added. No subpopulations were oversampled.

To date, there have been five attempts to trace all members of the birth cohort in order to monitor their physical, educational, and social development. These were carried out by the National Children's Bureau in 1963 (NCDS1), 1969 (NCDS2), 1974 (NCDS3), and 1981 (NCDS4) and by the Social Statistics Research Unit, City University, in 1991 (NCDS5).

In addition, in 1978, contact was made with the schools attended by members of the birth cohort at the time of the second follow-up in 1974 in order to obtain details of public examination entry and performance. Similar details were sought from sixth-form colleges and other education colleges, and so forth, where these were identified by schools.

The major topics covered by the survey include factors associated with birth outcomes, family formation, employment, education, training, housing, income, health, smoking, drinking, and voluntary activities. Also included are children's cognitive, socioemotional, and behavioral outcomes.

Contexts studied include the family, school, and community. With regard to the type of data collection, interviews are conducted with parents, teachers, spouses, cohabitees, and children. Medical exams and educational tests also are used as data collection instruments. Planned linkage capacities include census data and school records.

John Bynner

Peter Shepherd

NCDS User Support

Social Statistics Research Unit

City University

Northhampton Square

London ECIV 0HB

Phone: (0171) 477-8484

Fax: (0171) 477-8583

E-mail: ncds@ssru.city.ac.uk

Robert Michael

University of Chicago

Harris Graduate School of Public Policy

1155 E. 60th St.

Chicago, Illinois 60637

Phone: (312) 702-9623

Fax: (312) 702-0926

The purpose of the NLSCY is to collect information over time on critical factors affecting the development of children in Canada. The NLSCY is the first nationwide household survey on child health, development, and well-being in Canada. Data on the prevalence of and interaction among various characteristics and conditions will assist policy makers in understanding the processes that modify risk and protect and encourage the healthy development of children. Such information will enhance the capacity of various partners in society to develop effective strategies, policies, and programs to help children succeed in our changing society.

The NLSCY follows a sample of children (22,831) ages 0 to 11 in 1994-1995 from infancy to adulthood, collecting information every two years. Children are the statistical unit. For the first three data collections, information is collected from a person knowledgeable about the child (in most cases the child's mother). Children 10 and over are asked to complete a questionnaire; teachers and school principals are asked to provide information on school-aged children and their schools also by completing a questionnaire. The survey casts a wide net, gathering information on children, families, schools, and communities.

The primary objective of the NLSCY is to develop a national database on the characteristics and life experiences of Canadian children as they grow from infancy to adulthood. The more specific objectives are (1) to determine the prevalence of various characteristics and risk factors of children and youth in Canada and (2) to monitor the impact of such risk factors, life events, and protective factors on the development of these children. Underlying these objectives is the

need to (1) fill an existing information gap regarding the characteristics and experiences of Canadian children, particularly in their early years; (2) focus on all aspects of the child in a holistic manner (i.e., child, family, school, and community); and (3) explore subject areas that are amenable to policy intervention and that affect a significant segment of the population.

The first NLSCY collection took place in 1994-1995. Some 13,439 households (22,831 children) participated. In addition, information on some 2,300 children was collected in the territories. The sample was divided into seven age groups: children 0-11 months old, 1 year olds, 2-3 year olds, 4-5 year olds, 6-7 year olds, 8-9 year olds, and 10-11 year olds. The sample included all children ages newborn to 11 years residing in the selected households who were members of the same economic family and who lived the majority of time in the household. A maximum of four children in the age range of measurement were surveyed in each economic family: in families with more than four children under 12, four children were selected randomly. The 1994-1995 children sample is the longitudinal sample and will be followed biennially until adulthood.

In the second cycle the NLSCY sample was upgraded in age groups no longer covered by the longitudinal sample, to maintain coverage of the lower age ranges for cross-sectional purposes. It is anticipated that a similar sample upgrading will take place for the third cycle.

Face-to-face interviews were conducted in children's homes with a person knowledgeable about each child. Children age 10 and over were asked to complete a questionnaire during the interview with the knowledgeable person. Children 4 and 5 years of age (4-6 in cycle 2) were administered a vocabulary test (Peabody Picture Vocabulary Test) during the home interview. For school-age children a follow-up in the school was done by mailing a questionnaire to be completed by the teacher and the school principal. Math and reading comprehension tests were also part of the school follow-up for children in grade 2 and above.

• Household-level information: Demographic and detailed relationship and dwelling characteristics.
• Parent questionnaire: Health, education, labor force activity and income, family functioning, depression, social support, neighborhood.
• General child questionnaire: Child care, family and custody history, parenting style, health status and injuries.
• Child questionnaire (children 0-3): Perinatal information, temperament, activities, motor and social development.
• Child questionnaire (children 4-11): education/school experience, literacy

• activities, activities and responsibilities, behavior, relationships with others.
• Children 10 and over (self-completed): friends and family, feelings and behavior, school experience, puberty, smoking, alcohol, drugs, self-esteem, activities, health.
• Teacher questionnaire: Academic progress and problems of the child, parental involvement, characteristics of the classroom, teaching practices, feeling of efficacy, and teacher characteristics.
• Principal questionnaire: Composition of student population, school discipline, attendance and stability of school population, material and human resources, parental involvement.
• Tests: Peabody Picture Vocabulary Test, math computation, reading comprehension.

Cycle 3 data collection will be conducted in 1998-1999. With the exception of a new questionnaire for 14 to 15 year olds, the rest of the collection instruments should remain relatively stable. In addition, approval from respondents to link to taxation records to derive income variables will be sought. For cycle 4 the plans are to reexamine the current design and collection methodology to adjust to a young adult population. Consideration will be given to introduction of a cohort of newborns, with greater emphasis on a more extensive measure of school readiness.

The results of the first cycle of the NLSCY are available, with the exception of the section on family and child custody history and data for the territories. A public microdata file is available and can be purchased from Statistics Canada at a cost of $2,000 (CAN). The public microdata contain weighted and edited estimates. Also available is a collection of articles based on the results of the NLSCY first cycle, grouped in a publication entitled Growing Up in Canada (catalog no. 89-550-MPE). The publication can also be purchased from Statistics Canada at a cost of $25 (CAN). Release of the results from the second collection is planned for the fall 1998. A file containing longitudinal and cross-sectional estimates will then be made available.

Gilles Montigny

Special Surveys Division

Statistics Canada

Phone: (613) 951-9731

Fax: (613) 951-7333

E-mail: montgil@statcan.ca

Susan McKellar

Applied Research Branch

Human Resources Development Canada

Phone: (819) 953-4230

Fax: (819) 994-2480

E-mail: susan.mckellar@spg.org

The purpose of this ongoing study is to collect child development information on children born to NLSY79 female respondents and to create a large nationally representative data resource for the study of child outcomes. The data available about the children and their mothers and families create an opportunity to study the effects of parental characteristics and experiences on the well-being and development of children. Following these children into late adolescence and early adulthood offers the chance to examine the effects of development on (1) success in school, (2) transition to work, and (3) family formation.

The NLSY79 child dataset contains information on health, school and family background, attitudes, cognitive and socioemotional development, and quality of the home environment of the sample children. Reports are also recorded on schooling, grade repetition, school behavior and expectations, peer relations, and religious attendance and training for children 10 and older. Information for these preadolescents is also available on family decision making, school attitudes, work activities, peer relationships, religious attendance, smoking, alcohol and drug use, sexual activity, computer use, and gender roles. The following cognitive, socioemotional, and physiological assessments were administered to age eligible children during the 1986, 1988, 1990, 1992, and 1996 surveys: Home Observation for Measurement of the Environment (HOME) Abbreviated Scale; Body Parts Scale; Peabody Picture Vocabulary Test (PPVT); Memory for Locations; McCarthy Scale of Children's Abilities; Verbal Memory Subscale; Wechsler Intelligence Scale for Children-Revised; Digit Span Subscale; Peabody Individual Achievement Test (PIAT); Math, Reading Recognition, & Reading Comprehension Subscale; Temperament Scale; Behavior Problems Index; Self-Perception Profile; and Motor & Social Development Scale.

The young adult file for children 15 and older contains details about their

employment, education, training, family-related experiences, behaviors, and attributes. Transcript information for schools attended in 1993-1994 or 1994-1995 will be added to the files for release with the 1996 data.

As of 1994, the NLSY79 Children and Young Adults sample consists of the more than 10,000 children ever born to NLSY79 female respondents. The NLSY79 children may be considered representative of (1) children born to a nationally representative cross-section of women age 29-36 in 1994 and (2) all children born to a nationally representative sample of women age 14-21 in 1979. Of these children, a high percentage of those eligible were assessed in each survey year. Starting in 1994, children 15 or older on the date of interview in the household within the previous two rounds were interviewed regardless of current residence status:

• In 1986, there were 5,255 children; 4,971 were assessed.
• In 1988, there were 6,543 children; 6,266 were assessed.
• In 1990, there were 6,427 children; 5,803 were assessed.
• In 1992, there were 7,255 children; 6,509 were assessed.
• In 1994, there were 6,622 children, not young adults; 6,109 were assessed.
• In 1994, there were 1,240 young adult children; 980 were interviewed.

The NLSY79 child and young adult surveys are an extension of the NLSY79, a comprehensive multipurpose survey of more than 12,600 individuals who have been interviewed annually since 1979. The NLSY79 includes an overrepresentation of black, Hispanic, and (through 1990) economically disadvantaged white respondents. The child interviews, home observations, and assessments are primarily administered in person, with follow-ups every two years. The children range in age from newborns to those in their early 20s. The advisory committee consists of experts in child development, demography, economics, and education.

The 1996 child and young adult data were released in 1997. Plans are currently under way for a 1998 child and young adult survey round.

The NLSY79 child and young adult files are available at low cost on compact disk. Child-specific data include information on each child's demographic

and family background; pre- and postnatal health history; home environment; child care experience; and all items and scores from the 1986, 1988, 1990, 1992, and 1994 child assessments. Constructed mother-specific variables on the child file include information on each mother's household composition, income and earnings, and education. Software on the CD allows merges between the child and young adult cases and any item from the entire longitudinal main youth record of NLSY79 mothers. Comprehensive documentation and bibliographies are available at no charge. Contact the NLS Public Users Office at the address below or at usersvc@pewter.chrr.ohio-state.edu.

Randall Olsen

Center for Human Research

921 Chatham Lane, Suite 200

Columbus, OH 43221

Phone: (614) 442-7300

Fax: (614) 442-7329

Frank Mott

Center for Human Research

921 Chatham Lane, Suite 200

Columbus, OH 43221

Phone: (614) 442-7328

E-mail: mott@pewter.chrr.ohio-state.edu

The Delinquency in a Birth Cohort in the People's Republic of China study is a replication of the studies of delinquency in two birth cohorts born in Philadelphia in 1945 and 1958. The China cohort was born in 1973 in Wuhan, a city then with 2 million inhabitants and 29,976 births.

The size of the birth cohort is equivalent to the Philadelphia cohort studies. Thus far, the study has followed a cohort from the area of Wuhan called Wuchang. Wuchang, which has 500,000 inhabitants, has been the focus of most of the data collection. The study follows a cohort of 5,341 people born in 1973 (2,716 males and 2,625 females). Of this cohort, so far 81 (76 males and 5 females) have a record of delinquency. In the study the characteristics of this group are compared with a control group of 81 nondelinquents from the same birth cohort. The pilot study took place in a section of Wuchang called Yangdo. There were 42,000 inhabitants in 1973 and 366 births (195 males and 171 females). Only 5 (4 males and 1 female) had a delinquency record by the time they were 18 years old.

Self-reports will be attempted in the future.

The study is expected to continue through the year 2000 and will extend to the entire city of Wuhan, which now has a population of more than 3.4 million. Plans are also to expand the study to other regions of the country and include a self-report delinquency study.

Data from the two areas—Wuchang and Yangdo—are collected by 50 re-

search assistants in interviews with subjects, parents, teachers, and neighborhood committees and through examination of police records and census data.

In addition to type of delinquency and data of occurrence, data are obtained on education, type of community, occupation, income, marital status, age, race, sex, family cohesiveness, disciplinary punishments in school, learning attitude, goals in life, and bad habits.

University of Pennsylvania

Department of Criminology

3937 Chestnut St.

Philadelphia, PA 19104-3110

To inform decision makers, educational practitioners, researchers, and parents about the ways in which children are prepared for school and how schools and early childhood programs affect the lives of the children who attend them. The birth cohort study is being designed to study children's early learning and development from birth through first grade. It will provide national data on (1) children's status at birth and at various points thereafter; (2) children's transitions to nonparental child care, early education programs, and school; and (3) children's progress during the first two years of elementary school, kindergarten and first grade.

A nationally representative sample of approximately 15,000 children born during calendar year 2000. The sample will consist of children from different racial, ethnic, and socioeconomic backgrounds. Children will be sampled from birth certificates.

Children will be selected at birth and followed through the end of first grade. The first data collection will occur within the first six months of birth. Three follow-up data collections are scheduled at 12, 18, and 24 or 30 months of age. Thereafter plans call for annual follow-up data collections.

The design is based on the assumption that children's preparation for school begins at (or before) birth and continues until they enter school for the first time. It is guided by a framework of children's development, care, and schooling that emphasizes the interaction between the child, family, care and education programs,

and the community. The importance and interrelatedness of factors that represent the child's health status and social, emotional, and intellectual development are recognized. Parents will be the primary respondents. Data will also be gathered from child care and early education providers, schools and teachers, and the children themselves.

Jerry West

National Center for Education Statistics

U.S. Department of Education

555 New Jersey Ave., NW, Room 417B

Washington, DC 20208-5651

Phone: (202) 219-1574

Fax: (202) 219-1728

E-mail: jerry_west@ed.gov

To provide national data on (1) children's status at entry into school; (2) children's transition into school; and (3) children's progression through grade 5 and to study how a wide range of family, school, community, and individual variables affect success in school.

A nationally representative sample of approximately 23,000 children enrolled in about 1,000 kindergarten programs during the 1998-1999 school year will be selected for study. Both private and public kindergartens offering full-and part-day programs will be selected. The plan is to oversample Asian and Pacific Islander children.

Surveys will be conducted when child begins kindergarten in the fall and leaves kindergarten in the spring. Follow-up interviews will be conducted in the spring first, third, and fifth grades. A fall first-grade follow-up is planned for 25 percent of the base-year sample (approximately 5,000 children).

This study will measure aspects of children's development (physical, social, cognitive, and emotional growth) and their environments (home, school, and

classroom) as they enter school for the first time and will examine how these influence children's academic achievement and school experience through grade 5. Data will be collected from the children, their parents/guardians, teachers, and schools.

Jerry West

National Center for Education Statistics

U.S. Department of Education

555 New Jersey Ave., NW, Room 417B

Washington, DC 20208-5651

Phone: (202) 219-1574

Fax: (202) 219-1728

e-mail: jerry_west@ed.gov

Increasing awareness of the problems facing low-income families with infants and toddlers led ACYF to launch this project in 1995. The Early Head Start Research and Evaluation Project (EHSREP), an intense study of the new Early Head Start (EHS) program, is a far-reaching longitudinal study of infants and toddlers in low-income families. EHS programs account for an increasing percentage of the total Head Start budget, as the needs of pregnant women and families with children up to age 3 become more central to Head Start's mission. EHS now serves families in 175 communities with diverse approaches for enhancing children's and families' development, developing staff, and improving communities. More programs will be added in 1998.

In September 1995, ACYF awarded a national evaluation contract to Mathematica Policy Research, Inc., and Columbia University, and six months later funded 15 local research investigators. The first wave of 68 programs was funded in September 1995, with 75 more funded a year later. EHS is a comprehensive

two-generation program of intensive services that begin before a child is born and concentrate on enhancing the child's development and on supporting families through the critical first three years of the child's life. EHS programs focus activities toward diverse goals within four common cornerstones: child development, family development, staff development, and community building. The EHS Research and Evaluation Project, coordinated by the EHS research consortium of national and local researchers and ACYF, encompasses five major components:

• An implementation study to examine service needs and use for low-income families with infants and toddlers, assess program implementation, illuminate pathways to achieving quality, examine program contributions to community change, and identify and explore variations across sites.
• An impact evaluation to analyze the effects of EHS programs on children, parents, and families in depth, using an experimental design descriptive study to assess outcomes for program staff and communities.
• Local research studies by local researchers to learn more about the pathways to desired outcomes for infants and toddlers, parents and families, staff, and communities.
• Policy studies to respond to information needs in areas of emerging policy-relevant issues, including welfare reform, fathers, child care, and children with disabilities.
• Formats for continuous program improvement to guide all EHS programs in formative evaluation.

• To conduct a rigorous cross-site national impact study.
• To encourage a new generation of research that includes quantitative and qualitative research for understanding the role of program variations (different program approaches and services) and contextual variations (diverse communities, welfare reform, richness of community resources, etc.).
• To create the foundation for a series of longitudinal research studies.

• Approximately 3,000 children (and their families) in 17 sites are randomly assigned to the EHS program or a comparison group.
• At intake, the sample comprises pregnant women and families with children under 12 months of age.
• In other respects, all sample families meet Head Start eligibility guidelines, including having approximately 10 percent infants and toddlers with disabilities.

• Baseline data are collected prior to random assignment.
• Age-based assessments are conducted when children are 14, 24, and 36 months old.
• Intake-based Parent Services Interviews (PSIs) are conducted 6, 15, 24, and 36 months after random assignment.
• Three rounds of site visits are conducted to study program implementation and quality.
• Substudies on welfare reform and fathers are coordinated by EHS consortium work groups.

• Children's cognitive, language, and social development; health; resiliency; emotional regulation; and parental attachment.
• Child care access, use, and quality of nonfamilial care arrangements (observation and interview).
• Family development, including parent-child relationships, home environment, family functioning, family health, parental involvement, parent self-sufficiency, father involvement.
• Parents' use of program and community services (prenatal care, health, employment, etc.).
• Staff development, including professional development, relationships with parents and children, and morale.
• Community development, including child care quality, collaboration among agencies, services integration, role of welfare reform, and changes in child care systems.

Later longitudinal follow-up is possible.

A complete dataset will be available following the completion of Mathematica's current contract (in 2000). The following reports will be prepared during the contract:

• Descriptive Implementation Report, 1998: Descriptive information about the 17 research programs from site visits and application and enrollment data,

• documentation of key program variations, and presentation of the programs' theories of change.
• Interim Implementation and Quality Report, 1998: Snapshot of program quality at the time of the fall 1997 site visits and assessment of service use and service quality based on early PSI data for program families; description of the methodology for assessing full implementation and quality.
• Final Pathways to Quality Report, 1999: Analysis of the development of program quality over time and different pathways programs follow to achieve high quality in providing child development services.
• Interim Report on Service Use, 1999: Interim report on early service use by program and comparison families.
• Policy Report, 1999: Special analyses of EHS data to address important policy topics (to be determined, but could include issues related to welfare reform, child care, etc.).
• Final Impact Report, 2000: Full technical report on EHS impacts.
• Synthesis Report, 2000: Synthesis of all aspects of the EHS evaluation for a broad audience.

Administration on Children, Youth, and Families, Administration for Children and Families, Office of the Assistant Secretary for Planning and Evaluation, National Institute of Child Health and Human Development, Bureau of Maternal and Child Health, Department of Education, Health Resources and Services Administration, and the Department of Health and Human Services Advisory Committee on Services for Families with Infants and Toddlers.

John M. Love, Project Director

Mathematica Policy Research, Inc.

P.O. Box 2393

Princeton, NJ 08543-2393

Phone: (609) 275-2245

Fax: (609)-799-0005

E-mail:

jlove@mathematica-mpr.com

Helen H. Raikes, Project Monitor

Administration on Children, Youth, and Families

330 C St., SW, Room 2411

Washington, DC 20011

Phone: (202) 205-2247

Fax: (202) 205-8221

E-mail:

heraikes@acf.dhhs.gov

University of Arkansas, Little Rock

Mark Swanson, Robert Bradley, and Richard Clubb

University of California, Los Angeles

Carollee Howes, Shira Rosenblatt, and Jane Wellencamp

University of Colorado Health Sciences Center

Robert Emde, JoAnn Robinson, Paul Spicer, Jon Korfmacher, and Norman Watt (University of Denver)

Catholic University of America

Shavaun Wall, Christine Sabatino, Harriet Liebow, and Nancy Taylor

Iowa State University

Carla Peterson and Susan McBride

University of Kansas

Judith Carta, Jean Ann Summers, and Jane Atwater

Michigan State University

Rachel Schiffman, Cynthia Gibbons, Tom Reischl, and Hiram Fitzgerald

University of Missouri, Columbia

Kathy Thornburg, Mark Fine, and Jean Ispa

New York University

Mark Spellmann and Catherine Tamis-LaMonde

University of Pittsburgh

Carol McAllister, Robert McCall, and Beth Green (Portland State University)

Medical University of South Carolina

Susan Pickrel, Michael Brondino, and Richard Faldowski

Utah State University

Lori Roggman

Harvard University

Catherine Snow, Barbara Pan, and Catherine Ayoub

University of Washington, School of Nursing

Kathryn Barnard and Susan Spieker

University of Washington, College of Education

Joseph Stowitschek and Eduardo Armijo

The National Education Longitudinal Study of 1988 (NELS:88) is the most recent in a series of longitudinal studies conducted by the National Center for Education Statistics of the U.S. Department of Education. NELS:88 is designed to assess trends in secondary school education, focusing on the transition into and progress through high school, the transition into postsecondary school and the world of work, and family formation experiences. Data from this study can be used to examine educational issues such as tracking, cognitive growth, and dropping out of school.

NELS:88 is a longitudinal study of a national probability sample of eighth graders. The base-year student population excluded students with severe mental disabilities, students whose command of the English language was insufficient to understand survey materials, and students with physical or emotional problems that would limit their participation.

The survey used a two-stage stratified clustered sample design. The first stage, selection of schools, was accomplished by a complex design involving two sister pools of schools. The second stage included selection of about 24 to 26 students per school. At the second stage, 93 percent of 26,435 selected students agreed to participate. Hispanic and Asian students were oversampled.

Data were collected via questionnaires from 24,599 students in 1,057 public and private schools from all 50 states and the District of Columbia in the base year. Eighth graders participated in group sessions at their schools, where they completed student questionnaires and cognitive tests. School administrator data were collected from the senior school administrator (usually the principal or headmaster). For base-year teacher data, each school was randomly assigned two of four subject areas of interest (English, math, science, social studies), and teachers were chosen who could provide data for each student respondent in these two subjects. Parent data were obtained through the mail.

For the first (1990) follow-up, all students were surveyed in schools containing 10 or more eligible NELS:88 respondents. Only a subsample of students was surveyed in schools with fewer than 10 students. Because 90 percent of students changed schools between the eighth and tenth grades, it was necessary to subsample schools in this way. The 1990 sample size was more than 19,000 students, and the 1992 sample size was about the same.

The sample was freshened in 1990 and 1992 to give 1990 tenth graders and 1992 twelfth graders who were not in the eighth grade in 1988 some chance of selection into the NELS:88 follow-up. Such students included primarily those who had skipped or repeated a grade between 1988 and the follow-up year and those who had moved to the United States after 1988. This freshening was conducted so that the first and second follow-up samples were representative of U.S. tenth graders in 1990 and U.S. twelfth graders in 1992.

Base-year data were collected in 1988 and included questionnaires from students, school administrators, and parents; teacher ratings of students; and students' achievement test scores.

The first follow-up of NELS:88 was conducted in 1990. At that time, data were collected by way of a student questionnaire (including a brief new-student questionnaire for new students who were brought into the sample to preserve representativeness), a dropout questionnaire (of base-year respondents who had since left school), a student achievement test, a teacher questionnaire, and a school administrator questionnaire.

A second follow-up was conducted in 1992. Data came from student (original and new) questionnaires, dropout questionnaires, student achievement test scores, school administrator and teacher questionnaires, and a parent questionnaire focusing on the financing of postsecondary education. In the second follow-up, only math and science teachers for each student were surveyed. Academic transcripts were collected for each student. The third follow-up was conducted in 1994, when the students were approximately two years out of high school. Education, work, and family formation characteristics were included in this wave of the survey. The fourth and final follow-up was conducted in 1997.

School administrator questionnaire: School, student, and teaching staff characteristics; school policies and practices (e.g., admissions, discipline, grading and testing structure); school governance and climate; and school problems.

Teacher questionnaire: Impressions of the student, the student's school behavior and academic performance, curriculum and classroom instructional practices, school climate and policies, and teacher background and activities. The

teacher questionnaire for the second follow-up was only given to math and science teachers, who were asked to rate their own professional qualifications and preparation.

Student questionnaire: Family background and characteristics (including household composition, ethnicity, parental education, economic status), relationship with parents, unsupervised time at home, language use, opinions about self, attitudes, values, educational and career plans, jobs and chores, school life (including problems in school, discipline, peer relations, school climate), school work (homework, course enrollment, attitudes toward school, grade repetition, absenteeism), and extracurricular activities. First follow-up included similar content, as well as information about significant life events, family decision making, and substance abuse. The second follow-up contained similar material, as well as plans for the future, money and work, and an early graduate supplement that contained items about reasons for graduating early and current employment and enrollment. The third follow-up includes information on education, work, and family experiences.

Dropout questionnaire: Reasons for leaving school, school attitudes and experiences, current activities (employment and education), family background, future plans, self-opinion and attitudes, substance abuse, money and work, family composition and events, and language use.

Parent questionnaire: Marital status, household composition, employment, ethnicity, religion, child's school experiences and attendance, child's family life (activities, rules, and regulations) and friends, opinion about and contact with child's school, child's disabilities, educational expectations for child, financial information, and educational expenditures. The second follow-up questionnaire included additional brief questions about neighborhood quality and some supplemental questions for parents new to NELS:88.

Student achievement tests: Reading, math, science, and history/citizenship tests were administered in all waves.

New-student supplement: Provides brief information about language, ethnicity, objects in the home, parents' employment, and grade repetition.

School effectiveness study (SES): This was added to the first follow-up to provide a probability sample of tenth-grade schools, with a sizable and representative within-school sample of students, through which longitudinal school-level analyses could be conducted. Two hundred forty-eight schools participated in the first follow-up SES, and the second follow-up SES returned to 247 of those schools.

Transcript files and course offerings: In the second follow-up, complete high school records were collected for (1) students attending sampled schools in the spring of 1992; (2) all dropouts, dropouts in alternative programs, and early graduates, regardless of school affiliations; and (3) triple ineligibles enrolled in the twelfth grade in the spring of 1991, regardless of affiliation. Triple ineligibles are 1988 eighth graders who were ineligible for the base-year, first follow-up,

and second follow-up surveys because of a mental or physical disability or language barrier. The course offering component provides curriculum data from second follow-up school effectiveness study schools.

Because questionnaires were not identical at each wave, all of the information described above and indicated in the checklist is not available for every wave.

The longitudinal design of this study permits examination of changes in young people's lives and the role of schools in promoting growth and positive life outcomes. For example, NELS:88 data can be used to investigate the transition from middle to secondary school, students' academic growth over time, features of effective schools, the process of dropping out of school as it occurs from eighth grade on, the role of the school in helping disadvantaged students, the school experiences and academic performance of language-minority students, and factors associated with attracting students to the study of mathematics and science.

Aurora D'Amico

National Center for Education Statistics

555 New Jersey Ave., NW

Washington, DC 20208

Phone: (292) 219-1365

E-mail: Aurora_D'Amico@ed.gov

Add Health was designed to assess the health status of adolescents and to explore the causes of their health-related behaviors, focusing on the effects of the multiple contexts or environments (both social and physical) in which they live. As a group, adolescents are healthy people. They have survived the vulnerable years of childhood and are decades away from the degenerative diseases of old age. Threats to their health stem primarily from their behavior. Add Health focuses on forces that influence adolescents' behavior, in particular forces residing in the various contexts of their lives: families, friendships, romantic relationships, peer groups, schools, neighborhoods, and communities.

Add Health was undertaken in response to a mandate by the U.S. Congress in the National Institutes of Health (NIH) Revitalization Act of 1993 (Public Law 103-43, Title X, Subtitle D, Section 1031), which stated that:

• To assess the mental, physical, and emotional health of adolescents in the United States.
• To explore the causes of their health-related and health-affecting behaviors.

• To examine the contexts in which adolescents reside and how these contexts influence their health.
• To assess the impact of differential individual attributes on health-related behaviors.
• To examine the impact of individual vulnerabilities and strengths in determining adolescents' resilience or susceptibility to illness or disease.
• To obtain complete network data on friends and peers in two schools.

• Stratified sample of U.S. schools from 80 communities spanning grades 7-12 in 1994.
• All students in these schools completed in-school questionnaires between September 1994 and April 1995.
• Nationally representative sample of adolescents; approximately 200 per community.
• Oversamples of African Americans with a college-educated parent, Chinese, Cuban, Puerto Rican, and disabled adolescents; eligibility determined by responses on school questionnaire.
• Additional sample of pairs of adolescents of varying degrees of genetic relatedness, from identical twins to nonrelated adolescents living in the same household.
• Sixteen schools in which all students were selected for in-home interviews.
• 21,000 in-home adolescent interviews and 17,700 parent (usually mother) questionnaires completed between April and December 1995.
• 14,700 adolescents reinterviewed between April and August 1996.
• Contextual database aggregated at various levels constructed from extant data sources.
• Adolescent and school networks constructed from school questionnaire responses.

• School characteristics and specialization.
• Teacher demographic and educational characteristics.
• Student attendance, performance, and educational expectations.
• Health services provision and referral.
• Disciplinary policies.

• Demographic characteristics of the adolescent.
• Education and occupation of parents.
• Household members and information about other adolescents in the household.
• Risk-related behaviors, including smoking and drinking.
• Number of and activities with male and female friends.
• School grades and relationships with other students and teachers.
• Expectations for the future.
• Mental, physical, and emotional health.
• Involvement in extracurricular school activities and sports.

• Majority of topics from in-school questionnaires repeated.
• Detailed relationship information about household members.
• Nonresidential biological parents.
• Activities and relationships with parents and siblings.
• Religion.
• Tobacco, alcohol, and drug use.
• Physical limitations.
• Sexual behavior and contraceptive use.
• Employment and earnings.
• Daily activities.
• Academics and experiences in school.
• Friends and romantic and sexual relationship partners.
• Delinquent behaviors, fighting, and violence.
• Physical development and pregnancy history.
• Self-esteem, self-efficacy, and experiences with suicide.

• Demographic and social characteristics.
• Employment, occupation, and receipt of welfare.
• Involvement in organizations and hobbies.
• Satisfaction with neighborhood.
• Marriages and marriage-like relationships.
• Current spouse or partner information.
• Knowledge of adolescent's friends and their parents.
• Health insurance coverage.
• Chronic, congenital, and inheritable illnesses and diseases.
• Relationship with adolescent.
• Perception of adolescent's school.

• Perception of adolescent's use of tobacco, alcohol, and drugs.
• Perception of adolescent's sexual behavior.

• Update characteristics, specialization, and disciplinary policies.
• Security measures.
• Dress codes.

• Modified Wave I instrument.
• Expanded nutrition information.
• Sun exposure.
• Updated residential mobility, substance use, pregnancy, and employment histories.

Public-use dataset containing one-half of the nationally representative in-home sample and one-half of the African American oversample (6,500 cases) is available through the Sociometrics Corp. For each adolescent respondent, the adolescent school questionnaire, the parent questionnaire, and the Wave II adolescent interview will be attached (as available). For ordering information, contact:

Sociometrics Corporation

170 State St., Suite 260

Los Altos, CA 94022-2812

Phone: (650) 949-3282

Fax: (650) 949-3299

E-mail: socio@socio.com

Contractual data will be available through the Carolina Population Center. Persons qualifying for the contractual data will receive individual datasets containing:

• 21,000 Wave I adolescent interviews with the school and parent questionnaire data attached (as available);
• 154 school administrator questionnaires Wave I;
• 128 school administrator questionnaires Wave II;
• Contextual data base (approximately 4,000 variables);
• Network dataset (approximately 400 variables); and
• 14,700 Wave II adolescent interviews.

For information regarding the contractual data, contact:

Add Health Data Support Staff

Carolina Population Center

123 West Franklin St., Room 206

Chapel Hill, NC 27516-3997

Phone: (919) 966-8412

Fax: (919) 966-7019

E-mail: addhealth@unc.edu

A competing continuation will be submitted to NIH to collect a third wave of interviews from these adolescents in 2000.

National Cancer Institute; National Institute of Alcohol Abuse and Alcoholism; National Institute of Deafness and Other Communication Disorders; National Institute on Drug Abuse; National Institute of General Medical Sciences; National Institute of Mental Health; National Institute of Nursing Research; Office of AIDS Research, NIH; Office of Behavioral and Social Science Research, NIH; Office of the Director, NIH; Office of Research on Women's Health, NIH; National Center for Health Statistics, Centers for Disease Control and Prevention, U.S. Department of Health and Human Services (DHHS); Office of Population Affairs, DHHS; Office of Minority Health, Centers for Disease Control and Prevention, DHHS; Office of Minority Health, Office of Public Health and Science, DHHS; Office of the Assistant Secretary for Planning and Evaluation, DHHS; and National Science Foundation.

J. Richard Udry, Principal Investigator

University of North Carolina at Chapel Hill

Phone: (919) 966-2829

Fax: (919) 966-7019

E-mail: udry@unc.edu

Chris Bachrach, Program Officer

National Institute of Child Health and Human Development

Phone: (301) 496-1174

Fax: (301) 496-0962

E-mail: bachracc@hd01.nichd.nih.gov

The Internet address of the Add Health homepage is http://cpc.unc.edu/addhealth.

The National Longitudinal Survey (NLS) was begun in the mid 1960's to collect data on the labor force experience of 20,000 participants, who were interviewed about such information as current employment status, work history, and characteristics of last job. The survey began with four samples: young men 14-24 years old as of January 1, 1966; young women 14-24 years old as of January 1, 1968; older men 45-59 years old as of January 1, 1966; and older women 30-44 years old as of January 1, 1967. In the early 1980's, the young men and older men surveys were discontinued. In 1979, a new cohort was begun with a sample of over 12,000 young men and women who were 14-21 years of age as of January 1, 1979. The survey with the addition of the new youth cohort was called the National Longitudinal Survey of Youth (NLSY) or NLSY79. This cohort has been interviewed every year since it began.

Beginning in 1986, the children of the female respondents in the NLSY79 cohort were also studied. This new cohort—called the Children and Young Adults of the NLSY79—or NLSY79 Child and Young Adults—as well as a separate, new cohort of the NLSY that began in 1997—called the NLSY97—are described elsewhere in this appendix.

Randall Olsen

Center for Human Research

921 Chatham Lane, Suite 200

Columbus, OH 43221

Phone: (614) 442-7300

Fax: (614) 442-7329

Frank Mott

Center for Human Research

921 Chatham Lane, Suite 200

Columbus, OH 43221

Phone: (614) 442-7328

E-mail: mott@pewter.chrr.ohio-state.edu

To provide information about young people making the transition into the labor market and into adulthood, career, and family formation. The data will improve understanding of how different youths negotiate the transition and help researchers identify the antecedents and causes for youths who experience difficulties making the transition from school to work.

A representative national sample of approximately 10,000 youth 12 to 16 years old on December 31, 1996. Black and Hispanic persons will be oversampled to permit racial and ethnic comparisons.

Annually. First round of interviews from February to September 1997.

Data are collected on the cognitive, social, and emotional development of young people. In the initial survey both a parent and a youth interview are administered. Questions are asked about family background, marital and employment history, health, income, and assets. Both interviews have self-administered portions providing data on such issues as smoking, drinking, dating, religious beliefs, depression, and expectations. Information will also be obtained from school administrators and school transcripts. A math test will be administered to ninth graders in the survey. The Armed Services Vocational and Aptitude Battery will be used to assess respondents' aptitude, achievement, and career interests.

Michael W. Horrigan

National Longitudinal Surveys

Suite 4945

2 Massachusetts Ave., NE

Washington, DC 20212-0011

Phone: (202) 606-7386

Fax: (202) 606-4602

The NIS Pilot Study has three aims: (1) to assess the cost effectiveness of alternative methods for locating and maximizing the initial response rates of sampled immigrants; (2) to explore the costs, feasibility, and effectiveness of alternative methods of tracking over time sampled immigrants after their initial contacts that will permit a longitudinal survey of a highly mobile population with minimal attrition; and (3) to obtain immediately useful information from the NIS pilot that would both aid in the design of survey instruments for the full survey and provide new and important information on recently admitted immigrants.

The NIS-PS consists of a baseline survey, a three-month follow-up of half of the original sample, a six-month follow-up of all original sample members, and a one-year follow-up, also of all original sample members.

The sampling frame for the study consists of all persons who were admitted to legal permanent residence during the months of July and August 1996. The total number of immigrants admitted during this period was 148,987. Because children are quite numerous among immigrants and because employment-based immigrants, in whom there is great interest, are a relatively small category, a stratified random sample was drawn, undersampling children and oversampling the employment based. The sample thus drew 1,982 persons.

Two types of data are pertinent. The first consists of data on sociodemographic and economic characteristics and activities, so that immigrants and their children can be compared with native-born persons; examples include marital and employment histories. The second type consists of data on characteristics and behavior unique to immigrants; such data include migration and language acquisition histories.

Guillermina Jasso, New York University, jasso@is3.nyu.edu

Douglas S. Massey, University of Pennsylvania, dmassey@lexis.pop.upenn.edu

Mark R. Rosenzweig, University of Pennsylvania, markr@markr2.pop.upenn.edu

James P. Smith, RAND Corporation, James_Smith@monty.rand.org

Data are collected by 10 research teams located at the University of Arkansas, Little Rock; University of California, Irvine; University of Kansas, Lawrence; Wellesley College, Wellesley, Massachusetts; University of Pittsburgh, Pittsburgh, Pennsylvania; Temple University, Philadelphia, Pennsylvania; University of Virginia, Charlottesville; University of Washington, Seattle; Western Carolina Center, Morganton, North Carolina; and University of Wisconsin, Madison.

The principal investigator for the NICHD Study of Early Child Care is its steering committee, which consists of the principal investigators of the 10 grants for this study, the principal investigator of the grant for data coordination, the NICHD scientific project officer, and the chair of the steering committee. Members of the steering committee are Jay Belsky, Cathryn Booth, Robert Bradley, Alison Clarke-Stewart, Martha Cox, Sarah L. Friedman, Tyler Hartwell, Lewis P. Lipsitt, Marion O'Brien, Robert Pianta, Deborah Lowe Vandell, and Marsha Weinraub.

Coprincipal investigators are Virginia D. Allhusen, Celia Brownell, Donna Bryant, Peg Burchinal, Bettye Caldwell, Susan Campbell, Kathryn Hirsh-Pasek, Aletha Huston, Lyz Jaeger, Deborah Johnson, Nancy Marshall, Margaret Tresch Owen, Chris Payne, Deborah Phillips, Suzanne Randolph, Wendy Wagner-Robeson, Susan Spieker, Deborah Stipek, and Janet Ward.

Previously affiliated investigators are Mark Appelbaum, DeeAnn Batten, Kaye Fendt, and Henry Ricciuti.

The NICHD Study of Early Child Care is a natural history longitudinal study of the relationship between variations in child care and family rearing environments and the social, emotional, cognitive, linguistic, and health development of children from one month of age through first grade. An important distinguishing feature of the study is the diversity of the children and their families.

The children whose families were recruited into the study in 1991 were all full-term and healthy at birth. They came from different geographical regions across the United States, from urban and rural settings, from different socioeconomic backgrounds, family structures, and racial/cultural groups. Child care arrangements and histories also were diverse. Relative care (father care, grandparent

care), in-home nonrelative care, child care homes, and child care centers are all under investigation, since the study follows the children in the care settings in which they are placed by their parents. Many children are in multiple child care arrangements concurrently and over time. The study methods include questionnaires, interviews, observation, and testing with multiple methods used to assess the same constructs. Analyses to date are either descriptive or focus on the association between child care and developmental outcomes, after taking into account family and child characteristics expected to be associated with the developmental outcomes under investigation. The study is supported by NICHD through a cooperative agreement that calls for scientific collaboration between the grantees and NICHD staff. The study was funded in two phases: Phase I, for the follow-up of children in the first three years of life, and Phase II, for the continuation of the study through age 7.

• To describe the characteristics and history of child care experiences of children born in the United States in the early 1990s. Experiences include age of entry into care, hours in care, stability of care, type of care, and quality of care.
• To describe the relationship between aspects of child care arrangements that can be regulated (ratio, group size, provider education, provider experience) and the actual experiences of children in child care (e.g., being treated with respect, sensitivity, and positive affect; being talked to; being read to; being cognitively enriched in other ways).
• To describe the relationship between family demographic, economic, and psychological characteristics and the choices parents make about child care (e.g., how early to place a child in child care, in what type of care to place the child, what quality of care to choose, and for how many hours per week to have the child in child care).
• To test hypotheses about the relationship between the experiences of children in child care (e.g., hours in care, quality of care) and children's developmental outcomes, after taking into account the relationship between family and child predictors of the same developmental outcomes. Developmental outcomes include self-control, compliance, social interactions with parents and peers, children's attachment to mother, cognitive development, language development, attention, school readiness, growth, and health status.
• To test hypotheses about differential relationships between child care, family characteristics, and developmental outcomes for children of different sex, age, socioeconomic, and ethnic backgrounds.

• Ten research sites.

The location of the 10 research sites was determined by the university affiliation of the investigators who were successful in a competition based on the scientific merit of their research applications.

• A total of 1,364 families with newborn infants were recruited.

The 1,364 families are representative of the catchment sample of 6,191 families that were eligible to participate based on the study's inclusion criteria. Each site enrolled 120 to 150 families.

• Longitudinal natural history study over the first seven years of children's life.
• An ecological theoretical model guides the investigation.

The ecological conceptualization requires in-depth cumulative assessment of the environments in which children grow as well as assessment of their unfolding developmental outcomes.

• Both the family and child care environments were visited, and data were collected about these environments using multiple measures: questionnaires, interviews, and detailed observations. Methods of assessments consisted of those available in the scientific literature, others that were modified for the purpose of the study, and new ones created specifically for this study.
• Children's behavior was assessed by observational methods and testing. Methods were borrowed from the scientific literature and were either used ''as is" or modified slightly.
• Data were collected in the family environment when the children were 1, 6, 15, 24, 36, and 54 months old and when they entered first grade (or a second year of preschool).
• Data were collected in child care settings when the children were 6, 15, 24, 36, and 54 months old. Data were collected in school when the children entered first grade (or a second year of preschool). Kindergarten data were collected indirectly from parents and teachers.
• Data were collected in a laboratory setting when the children were 15, 24, 36, and 54 months old and again when they entered first grade.

During the children's first three years of life, additional data were collected every three months by phone interviews. Later the spacing of phone interviews

was increased first to every four months and then, following the 54-months age period, to every six months.

• Social-emotional constructs: quality of relationships, adjustment, self-concept and self-identity.
• Cognitive constructs: global intellectual functioning, knowledge and achievement, cognitive processes, language development.
• Health: growth, ear infections, intestinal problems, upper respiratory tract problems, chronic illness.
• Alternate care context: structural aspects, quantity, stability, quality, caregiver characteristics.
• Home/family context: structural context, quality of home life, parent characteristics.
• School context: structural context, school curriculum, children's perceptions.

NICHD is currently in the process of evaluating the possibility of extending the study through the children's thirteenth birthdays. Early adolescence is a period of major biological and psychological transition. The extensive information that the NICHD study provides about child rearing and child development in infancy, the toddler years, and middle childhood provides a unique opportunity to study the predicted and unpredicted connections between early developmental processes and developmental outcomes in early adolescence. While the general methodological approach is likely to stay the same, new constructs and emphases will need to be added to capture the growing number of developmental issues and tasks facing adolescents.

Requests for papers describing results of the NICHD Study of Early Child Care should be directed to: Public Information and Communication Branch, NICHD, Bldg. 31, Room 2A32, 9000 Rockville Pike, Bethesda, MD 20892.

Data from Phase I of the study (the children's first three years of life) will be made available in January 2000.

NICHD planned the overall blueprint for the study. It determined that most of the resources will go to a common protocol and that only about 15 percent of the resources in Phase I and no resources in Phase II will go to site-specific research. NICHD has called for a sample characterized by ethnic diversity. It requires that the data will be checked and analyzed centrally, by a data coordinating center. NICHD has requested that the study will focus on developmental outcomes in multiple domains: social, emotional, cognitive, growth, and health. All other aspects of the overall research design and details of the science were planned and monitored by the steering committee for the study (which includes an NICHD investigator), with extensive input primarily from coprincipal investigators but also from site coordinators and data collectors.

The Office of Planning and Evaluation at the Department of Health and Human Services and the Administration for Children asked to extend the study in new directions (with a focus on fathers and one on Head Start-eligible children). The steering committee approved their requests and accepted additional funds to extend the study. The Foundation for Child Development added resources for analyses of the data on poor working families.

The NICHD contact is Sarah L. Friedman, the NICHD scientific coordinator for the study and a member of its steering committee. All investigators of the NICHD Study of Early Child Care are available to talk about the study and its results.

Sarah L. Friedman, Director

Program on Cognitive, Social, and Affective Development

Child Development and Behavior Branch, NICHD

9000 Rockville Pike

Bethesda, MD 20892

Phone: (301) 496-9849

Fax: (301) 480-7773

E-mail: FriedmaS@HD01.NICHD.NIH.GOV and SF2@CU.NIH.GOV

The Child Development Supplement (CDS) will add to the information gathered by the Panel Study of Income Dynamics (PSID) by collecting data on parents and their 0 to 12-year-old children. The objective is to provide researchers with a comprehensive, nationally representative, longitudinal database of children and their families with which to study the dynamic process of early human capital formation. The data collection will support studies of the way in which time, money, and social capital at the family, school, and neighborhood levels as well as parental psychological resources and sibling characteristics are linked to the cognitive and behavioral development of children. In addition, policy makers in the United States can use this information to develop and implement programs designed to promote children's health and achievement in early and middle childhood.

The PSID's existing data collection includes information dating back to 1968 on family income and work history, family structure, and neighborhood resources. In 1997 the CDS supplemented the PSID's data collection by conducting in-home interviews with 3,500 children ages 0 to 12 (including 550 immigrant children) who are children of current PSID participants. Information was also gathered from the children's parents/caregivers, teachers, and school administrators.

The study will assess children's cognitive development and find out how children spend their time in a typical day. From parents, information will be obtained about their child's health and development, child care and education, and weekly activities. Parents will also be asked about their neighborhood, types of social support available, and expectations for their children. Teachers will be asked about children's behavior and successes in their care and education programs.

Additionally, school administrators will be asked to provide information about the programs and resources available in their schools.

The study began in 1997 and will follow the children through adolescence and into adulthood. The sample has been oversampled for African Americans.

Sandra L. Hofferth

Institute of Social Research

University of Michigan

426 Thompson St.

Room 3234

Ann Arbor, MI 48106

Phone: (313) 763-5131

E-mail: hofferth@umich.edu

There is great interest in knowing how and why boys and girls become delinquent, especially serious and violent delinquents and problem drug users, and in what can be done to prevent these behaviors. Delinquency and drug use are among the most resilient forms of problem behaviors. There is a large cost to society in terms of human injury and suffering, property damage, and economic loss caused by serious delinquency. Despite our efforts as a society, we have clearly failed to limit and control delinquency. Part of this failure must be attributed to a lack of clear understanding of the causes of delinquency, so it is crucially important to better understand this behavior if it is to be successfully reduced.

In announcing this program of research, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) challenged the research community to approach creatively the "why" of the development of delinquent behavior in order to provide a sound empirical basis for developing improved strategies for delinquency prevention and establishment of interdisciplinary teams to investigate the multicausal nature of antisocial behavior, including community, family, school, and individual difference influences.

There is some general agreement that one of the most appropriate ways to obtain a better understanding of delinquency and drug use is to conduct longitudinal studies that follow the same children and youth over extended periods of their lives. In this way developmental pathways and salient factors that increase the probability of successful lives and reduce serious delinquency and drug use

can be understood. It is against this background that the OJJDP launched the Program of research on the Causes and Correlates of Delinquency. This program involves three coordinated projects: Denver Youth Survey (University of Colorado), Pittsburgh Youth Study (University of Pittsburgh), and Rochester Youth Development Study (University of Albany).

Among the salient features of the program are the following:

• It includes three highly coordinated longitudinal projects, so key findings can be replicated and cross-validated.
• The three research teams collaborated extensively in the design of the studies, identification of key theoretical constructs, and development of "core" measures of these constructs.
• The studies have a large representation of minorities and include both boys and girls.
• Using accelerated longitudinal designs at two sites, the studies cover a large age span, currently ages 7 to 24.
• The studies maintain frequent contact and interview assessments with respondents (six-month or annual interviews).
• The studies have maintained high retention rates: over 90 percent in the first five years, and over 80 percent during years six through eight.

• Epidemiology and cooccurrence of delinquency, drug use, and other problem behaviors over the life course.
• Understanding delinquent careers: onset, duration, termination; causal factors associated with initiation, maintenance, escalation, and termination.
• Identifying developmental pathways through multiple contexts from childhood through early adulthood that lead to successful outcomes or serious delinquency.
• Examining whether delinquency, drug use, and other antisocial behaviors are a single phenomenon, or whether they are distinctly different antisocial outcomes with different sets of causal factors.
• Providing information about the timing and nature of successful prevention and intervention strategies.

• Three coordinated projects.
• Baseline: face-to-face interviews in private settings with child/youth respondents and a principal caretaker.
• Semiannual or annual face-to-face follow-ups (supplemented by telephone interviews for those at a distance from study sites).

• Respondents: 4,544 children and youth, ages 7-15 in 1987 and a principal caretaker.
• Archival data from police, courts, schools, and social services.
• Oversample of youth at high risk for serious delinquency.

• Child and adolescent problem behavior: delinquency and violent behavior (self-reports and official reports), drug use/abuse, gang membership, psychopathology, victimization, and sexual behavior and pregnancy.
• Child and adolescent characteristics/experiences: employment, attachment to family, involvement in conventional activities, attitudes toward delinquent behavior, impulsiveness, religion, other.
• Family variables: family demographics (family structure, occupation, education, income of parents), child supervision and monitoring, discipline style and practices, family life events, marital discord/violence.
• School variables: academic attendance and achievement, commitment/attachment to school, involvement in school activities.
• Peer variables: involvement with delinquent peers, involvement with drug-using peers, involvement with conventional peers.
• Neighborhood variables: neighborhood economic and physical characteristics, cultural heterogeneity, neighborhood crime and deviance, neighborhood illegitimate opportunities.
• Use of mental health services (by family members and individual respondent).

All three projects are ongoing. The Rochester project anticipates continuing into 1998-2002, with the children born to the original youth respondents of the survey becoming a part of the future survey years. The Denver and Pittsburgh projects are ongoing through 1999 and may continue later.

Results are available in several annual and special reports from the Office of Juvenile Justice and Delinquency Prevention (OJJDP), 633 Indiana Ave., NW, Washington, DC 20531. A sequence of publications (Youth Development Series) that contain program findings has also been initiated by the OJJDP. Results are also available from the individual projects and in several academic publications.

Planning for procedures and format of public release data files from the

program is in process. Collaborative efforts with other researchers using program data in conjunction with other longitudinal datasets are in process.

Program Information:

David Huizinga

Institute of Behavioral Science

810 7th St., NW

Boulder, CO 80303

Phone: (303) 492-1266

Fax: (303) 449-8479

Denver Study:

David Huizinga, PI (see above)

Pittsburgh Study:

Rolf Loeber, PI

Life History Studies

University of Pittsburgh

3811 O'Hara St.

Pittsburgh, PA 15213

Phone: (412) 383-1015

Fax: (412) 383-1112

Rochester Study:

Terrence Thornberry, PI

School of Criminal Justice

University of Albany

135 Western Ave.

Albany, NY 12222

Phone: (518) 442-5218

Fax: (518) 442-5603

The Project on Human Development in Chicago Neighborhoods is designed to offer a comprehensive understanding of human development and social behavior, with particular attention to the multilevel causes and effects of social competence versus antisocial behavior. The study will enhance current knowledge on factors leading to some of the nation's most serious public health problems, including delinquency, criminal behavior, violence, and substance abuse. In addition, the study will provide important new information about a major urban area, Chicago, in the 1990s.

Perhaps, most important, information generated by the study will help build a rational foundation for urgently needed policy decisions. The study's findings can point the way to a more coordinated approach to social development and its failures—an approach that involves families, schools, communities, and public institutions working together. The findings can help policy makers make more effective use of limited resources in promoting social competence and designing new strategies for preventive intervention, treatment, rehabilitation, and sanctions.

The Project on Human Development in Chicago Neighborhoods studies both the effect of the community on the individual and the effect of the individual on the community. The study will look at the individual in the context of family, peers, school, neighborhood, and community, using an interdisciplinary point of view, combining observations and insights from such fields as psychiatry, psychology, sociology, criminology, public health, medicine, education, human behavior, and statistics.

The Project on Human Development in Chicago Neighborhoods is essentially two studies in one. The first component is the community design, which employs four data collection approaches to characterize neighborhoods across

Chicago: (1) a community survey (CS) of 8,500 Chicago residents, (2) a systematic social observation component, (3) a neighborhood experts' survey of 3,000 key neighborhood representatives, and (4) a variety of agency and administrative datasets. These are designed to acquire information concerning social, economic, organizational, political, and cultural structures; formal and informal social control; and social cohesion of Chicago neighborhoods. The project used data from the 1990 Census to split Chicago into 343 neighborhood clusters. Information was gathered on all 343 neighborhood clusters through interviews with households and key community members, systematic observations of the communities' physical and social characteristics, and official records.

The second component is the Longitudinal Cohort Study (LCS). Using an accelerated longitudinal design, the LCS will follow children and youth as they move through childhood and adolescence into adulthood. From 1995 to 2003, field interviews will be conducted annually in English, Spanish, and Polish with the help of computer-assisted interviewing. The approximately 7,000 participants in the LCS were chosen from 80 randomly selected, representative neighborhoods and split into seven cohorts (children and youth ages 0-1, 3, 6, 9, 12, 15, and 18 in 1996). Participants have been drawn from a balanced representation of African American, Latino, white, and mixed communities and from all social classes in each ethnic group.

In 1994, an infant study was added that will follow the development of 400 infants who were between 5 and 7 months old in 1994.

Stephen Buka

Assistant Professor

Harvard School of Public Health

677 Huntington Ave.

Boston, MA 02115-6028

Phone: (617) 432-1080

To collect data on the demographic, social, and economic characteristics of a nationally representative sample of the U.S. population in order to evaluate recent federal welfare reform legislation and its impact on the American people. These data will provide the basis for an overall evaluation of how well welfare reforms are achieving the aims of the Clinton administration and the Congress and meeting the needs of the American people.

Congress mandated that the Census Bureau continue to collect data on the 1992 and 1993 panels of the Survey of Income and Program Participation (SIPP) as necessary to obtain information on changes in program participation, employment, earnings, and measures of adult and child well-being through the SPD. The data collected from the 1992 and 1993 SIPP panels provide three years of longitudinal baseline data prior to major welfare reform. Data collected in these panels include program eligibility, access and participation, transfer income and in-kind benefits, detailed economic and demographic data on employment and job transitions, income, and family composition. The three years of SIPP data combined with the six years of SPD data collection will provide panel data for up to 10 years (1992-2001).

The SPD survey has three phases:

The Bridge Survey. This survey was used to collect income and program participation data in the spring of 1997 for calendar year 1996 from the SPD sample. The Bridge Survey allowed investigators to recontact the interviewed sample persons in the 1992 and 1993 SIPP panels and bring them back into the sample for the SPD. To collect these data, investigators used a modified version of the March 1997 Current Population Survey (CPS), since the data collected from the CPS income supplement are similar to the data to be collected in the 1998 SPD. The Bridge Survey also included additional questions to obtain data not collected for 1995 from the 1992 SIPP panel. The sample size was approximately 35,000 households, which included all persons interviewed in the last

wave who were also interviewed in the first wave of the 1992 and 1993 SIPP panels. Successful interviews were obtained from approximately 82 percent of eligible households.

1998 SPD including a 1997 pretest. The second phase of the SPD is full implementation of the core SPD questionnaire developed in 1995 with a supplemental self-administered adolescent questionnaire. Information on these sample persons will be obtained using a computer-assisted SPD instrument, with annual recall for the preceding calendar year. The SPD instrument includes a set of retrospective questions for all persons 15 and older that focus on such topics as jobs, income, and program participation. Additional questions on children in the household will gather information on school status, activities at home, child care, health care, and child support. A few additional questions will be asked for sample persons who moved prior to the Bridge Survey and with whom an interview could not be obtained during 1997. The self-administered adolescent questionnaire will obtain information from persons 12 to 17 years of age using an audio cassette-administered instrument. A pretest was conducted for the 1998 SPD in October 1997 using a sample of 400 retired March 1996 CPS households in four of the Census Bureau's regional offices. The sample for the 1998 SPD will be approximately 17,500 households. Subsampling plans will focus on retaining households with children at the low end of the income distribution.

1999 SPD and later. The third phase of the SPD is the 1999 SPD, which will include a topical module focusing on issues pertaining to children's well-being as well as the core SPD questionnaire instrument. Topics are being identified for the topical module and a decision on the content will be made in the next few months.

A household respondent, who must be a knowledgeable household member at least 15 years old, provides information for each household member.

The Census Bureau conducts the survey under the authority of the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 (Public Law 104-193), Section 414.

A longitudinal survey conducted on a yearly basis, with interviewing planned for April through June.

The Census Bureau will collect and process the data to create a public-use microdata file.

P.L. 104-193 requires and funds a new survey by the Census Bureau, the Survey of Program Dynamics (SPD), to ''continue to collect data on the 1992 and 1993 panels of the Survey of Income and Program Participation (SIPP) as necessary to obtain such information as will enable interested persons to evaluate the impact [of the law] on a random national sample of recipients of assistance under state programs funded under this part and (as appropriate) other low-income families, and in doing so, shall pay particular attention to the issues of out-of-wedlock birth, welfare dependency, the beginning and end of welfare spells, and the causes of repeat welfare spells, and shall obtain information about the status of children participating in such panels."

The survey meets a specific need, to evaluate the effects of the 1996 welfare reforms, not currently addressed by other surveys.

Plans are to conduct this survey through the year 2002 to collect data that will enable interested persons to evaluate the 1996 federal welfare reform legislation and its impact on the American people.

Michael McMahon

SPD Operations Manager

Demographic Surveys Division

Washington, DC 20233-8400

Phone: (301) 457-3819

Fax: (301) 457-2306

E-mail: Michael.F.McMahon@census.gov

The Wisconsin Longitudinal Study (WLS) is a long-term study of a random sample of 10,317 men and women who graduated from Wisconsin high schools in 1957. Survey data were collected from the original respondents or their parents in 1957, 1964, 1975, and 1992 and from a selected sibling in 1977 and 1993. These data provide a full record of social background, youthful aspirations, schooling, military service, family formation, labor market experiences, and social participation of the original respondents. The survey data from earlier years have been supplemented by mental ability tests (of primary respondents and 2,000 of their siblings), measures of school performance, and characteristics of communities of residence, schools and colleges, employers, and industries. The WLS records for primary respondents are also linked to those of three same-sex high school friends in the study population. Social background measures include earnings histories of parents from Wisconsin state tax records. In 1977 the study design was expanded with the collection of parallel interview data for a highly stratified subsample of 2,000 siblings of the primary respondents. In the 1992-1993 round of the WLS, the sample was expanded to include a randomly selected sibling of every respondent (with at least one brother or sister), and the content was extended to obtain detailed occupational histories and job characteristics; incomes, assets, and interhousehold transfers; social and economic characteristics of parents, siblings, and children and descriptions of the respondents' relationships with them; and extensive information about mental and physical health and well-being.

The WLS cohort of men and women, born mainly in 1939, precedes by about a decade the bulk of the baby boom generation that continues to tax social institutions and resources at each stage of life. For this reason, the study can provide early indications of trends and problems that will become important as the larger group passes through its fifties. This adds to the value of the study in obtaining basic information about the life course as such, independent of the cohort's vanguard position with respect to the baby boom generation. In addition, the WLS is also the first of the large longitudinal studies of American adolescents and thus provides the first large-scale opportunity to study the life course from late adolescence through the mid-50s in the context of a complete record of ability, aspiration, and achievement.

The WLS sample is broadly representative of white non-Hispanic American men and women who have at least a high school education. Among Americans ages 50 to 54 in 1990 and 1991, approximately 66 percent are non-Hispanic white persons who completed at least 12 years of schooling. The sample is mainly of German, English, Irish, Scandinavian, Polish, or Czech ancestry. Some strata of American society are not well represented. Everyone in the primary sample graduated from high school; about 7 percent of their siblings did not. It has been estimated that about 75 percent of Wisconsin youth graduated from high school in the late 1950s. Minorities are not well represented; there are only a handful of African American, Hispanic, or Asian persons in the sample; given the longitudinal design of the WLS and the miniscule numbers of minorities in Wisconsin at the time the study began, there is no way to remedy this omission. About 19 percent of the WLS sample is of farm origin, which is consistent with national estimates of persons of farm origin in cohorts born in the late 1930s. As in the later large longitudinal studies of school-based samples, age variation occurs in repeated observations, rather than in cross-section. Also, siblings cover several adjoining cohorts; they were mainly born between 1930 and 1948. In 1964, in 1975, and again in 1992, about two-thirds of the sample lived in Wisconsin and about one-third lived elsewhere in the United States or abroad.

Investigators have completed the 1992-1993 follow-up survey of about 9,000 men and women who were first interviewed as seniors in Wisconsin high schools in 1957 and were subsequently followed up in 1957, 1964, and 1975; most respondents were 53 or 54 years old when interviewed. Also interviewed here were other members of the original sample who were not interviewed in 1975 (475 of 850 surviving nonrespondents). In all, 8,493 of the 9,741 surviving members of the original sample have been interviewed. Selected siblings of the high school graduates also have been randomly interviewed. Some 2,000 siblings were previously interviewed in 1977; they and approximately 2,800 more siblings have been interviewed in this round of the study. The surveys included a one-hour telephone interview, followed by a 20-page self-administered questionnaire. Brief close-out interviews have been carried out with a relative of each respondent who has died, and, in cases where the selected sibling has died, closeout data have been obtained from the original respondent.

These new follow-up data, linked with existing files, are a valuable public resource for studies of aging and the life course, intergenerational transfers and relationships, family functioning, social stratification, physical and mental well-being, and mortality. In the future the value of the sample and the data will be enhanced with additional data linkages, specifically, to locate high school test

scores for brothers and sisters of primary respondents and death certificates for deceased primary respondents.

Documentation, publication lists, and modular public-use data files from the WLS are available from the Data and Program Library Services Web-site (http://dpls.dacc.wisc.edu/WLS/). In addition, a program (WLSGV) is provided for VMS, PC, and UNIX platforms that will generate code in SPSS or SAS to extract variables and merge data from different modules.

Additional source materials about the WLS are available from the Center for Demography and Ecology, University of Wisconsin-Madison, 1180 Observatory Dr., Madison, WI 53706, or by e-mail at cdepubs@ssc.wisc.edu. For additional information about the WLS, send e-mail to wls@ssc.wisc.edu.

Public releases of the WLS data are also available from DPLS:

Data and Program Library Services University of Wisconsin-Madison

3313 Social Sciences Bldg.

1180 Observatory Dr.

Madison, WI 53706

Phone: (608) 262-7962

Fax: (608) 262-4747

E-mail: dpls@dpls.dacc.wisc.edu

WWW: http://dpls.dacc.wisc.edu