      ADDITIONAL INFORMATION ON CHILD OUTCOMES STUDY SURVEY MEASURES

IMPORTANT: Values of some measures have been changed to protect sample
members' confidentiality. (See notes in codebook) The data file
N5RC1726.TXT contains the original values and is available to
researchers (on a restricted basis) at the National Center for Health
Statistics.  See www.aspe.hhs.gov/hsp/newws/data-info.htm for more
information.

Administered only to Child Outcomes Study families were the modules: A, B, AA,
BB, CC, DD, EE, FF, GG, Child Self-Administered Questionnaire, and Interviewer
Assessment.  Teachers of 1,472 COS families were administered the Teacher
Survey.  Variable names for the original items in these sections begin with the
appropriate letter(s) of the section.  Variable names for the original items in
the interviewer assessment likewise begin with "IA."  Variables names for the
original items in the Child Self-Administered Questionnaire begin with "CS"
and variable names in the Teacher Survey begin with "Q."

Means presented in the codebook for these original survey items should not be
interpreted substantively, as out-of-range values have not been re-assigned and
are included in the calculation of the means.

Note that because they are protected by copyright, all of the original survey
items in Section EE, items CS51_1 to CS51_34 in the Child SAQ, and items Q20a -
Q20n and Q23a to Q23jj in the Teacher Survey are not included in the restricted
access files.  Children were administered the Woodcock-Johnson Tests of
Achievement-Revised (See Woodcock, R.W., & Johnson, M.B.  (1989, 1990).
Woodcock-Johnson Psycho-Educational Battery-Revised.  Allen, TX:  DLM Teaching
Resources; Woodcock, R.W., & Mather, N.  (1989, 1990).  WJ-R Tests of
Achievement:  Examiner's manual.  In R.W. Woodcock & M.B. Johnson,
Woodcock-Johnson Psycho-Educational Battery-Revised.  Allen, TX:  DLM Teaching
Resources).  Children, mothers, and teachers answered both exact and adapted
items from the Social Skills Rating System (Gresham, F.M., & Elliott, S.N.
(1990).  Social Skills Rating System manual.  Circle Pines, MN: American
Guidance Service).


CHILD ACTIVITIES (SECTION A)

The items in this section refer to 3 different timeframes.

On a prior weekday:

Mothers were asked about their children's activities on the prior weekday
(Monday through Thursday only).  For example, if the interview took place on
Saturday, mothers were asked about the prior Thursday.  Mothers reported an
activity code for the focal child for each half-hour period from 2 pm until
midnight for that prior weekday.  They also reported up to six caretakers
(using the caretaker codes) that the child was with in each half-hour period.

Activity Codes:

A.  Regular sitter:  Being cared for by a babysitter who may be a friend,
relative, neighbor, or professional babysitter in a home setting.  Care has
been used for at least once a week for the last four weeks.

B.  Regular child care:  Attending a child care center or an organized after
school child care program.  Care that has been used for at least once a week
for the last four weeks.

C.  Drop in sitter or child care:  Same definitions as A or B, but not regular.
That is, used less than once a week in the last four weeks.

D.  School:  Attending regular school or summer school.

E.  Summer camp:  Child is attending any kind of organized program for children
during the summer.

F.  Activity/lesson:  Activity:  Going to an activity like a sports team, Boys
and Girls Club, YMCA or YWCA, Scouts.  Lesson:  Going to a lesson like music or
dance lessons, religious instruction or tutoring.

G.  Outing/visiting:  Outing:  Child goes somewhere like the zoo, library,
park, museum, movie, show, or a sports event.  Visiting:  Child visits with
family, friends of family, or relatives.

H.  Obligatory:  Errands:  Child is doing errands such as shopping or laundry
outside of the house.  Homework:  Doing homework.  Chores:  Doing chores or
household responsibilities.

I.  Nonobligatory:  Reading:  reading books for enjoyment (not homework).
Watching TV/video games:  Watching television or playing video or computer
games.  Play/outside:  Playing outside or at a friend's house, or hanging out
in the neighborhood.  Play/home:  Playing at home with games, toys, friends,
adults or brothers or sisters.

J.  Travel:  Going to or from school, home, a visit, or an activity.

K.  Routine:  Routine activities such as sleeping, eating, showering/bathing,
getting dressed.

L.  Don't know:  Mother and child don't know or can't remember child's
activities.

M.  Other:  Any other activity that does not fit into the above categories.

Caretaker Codes:

1.  Mother:  The child is with his/her mother (includes mother in house when
child is asleep).

2.  Other adult:  The child is with adult(s) (18 or older) in addition to or
other than the mother (includes brother or sister 18 or over).

3.  Brother/sister 13+:  The child is with brother(s) and/or sister(s) between
the ages of 13 and 17.  This category includes half and step siblings.

4.  Other child 13+:  The child is with child(ren) between the ages of 13 and
17 who are not brothers or sisters.

5.  Brother/sister less than 13:  The child is with brother(s) and/or sister(s)
younger than 13 years.  This category includes half and step siblings.

6.  Other child less than 13:  The child is with child(ren) younger than 13 who
are not brothers or sisters.

7.  Alone:  The child is completely alone.

8.  Don't know:  Mother and child don't know or can't remember.

The created variables reported on in the five-year report and documented in
these restricted access files include time periods from 3 pm to midnight (i.e.,
excluding the periods between 2 and 3 pm), as many children would still be in
school prior to 3 pm, and we sought to examine how focal children in the COS
spent their time outside of school hours.

Child Trends created the following variables for the five-year report and
restricted access documentation:

PWMOTSM5:  Number of 1/2-hour time periods spent with the mother (0-18 periods
from 3 pm to midnight).  Other people could also have been present in each time
period but the time period would have been counted if the mother (code 1) was
one of the caretakers present.

PWOADSM5:  Number of 1/2-hour time periods spent with an adult other than the
mother (0-18  periods from 3 pm to midnight).  Other people (e.g., siblings,
other children, but not including the mother) could also have been present in
each time period but the time period would have been counted if another adult
(code 2) was one of the caretakers present.

PWNOADC5:  If any time spent without an adult present from 3 pm to midnight
(%).  This included any time periods that did not have the mother or other
adult (codes 1 or 2) present as well as time periods where the mother did not
know who the child was with (code 8).

PWYGPSM5:  Number of 1/2-hour time periods spent with only a young peer or
sibling (under age 13, 0-18 periods from 3 pm to midnight).  This included time
periods where only a brother/sister less than 13 or another child less than 13
(codes 5 or 6) were listed.

PASCPDC5:  If any time periods in child care (sitter, center or program, or
drop-in child care) from 3 pm to midnight (%).  This included any time periods
with activity codes A, B, or C listed.

PACLPDC5:  If any time periods in an activity or lesson from 3 pm to midnight
(%).  This included any time periods with activity code F listed.


In the last full week prior to the 5-year interview:

A504     = "A4:# Hours Child Was Alone Last Week    "
A505     = "A5:Was Chld in Any DayCare Last Week    "
A506     = "A6:Are Day Care Arrangements Regular?   "
A507AC   = "A7a1:Day Care Arrangement 1             "
A507AN   = "A7a2:Number Times Arrangement 1 Used    "
A507BC   = "A7b1:Day Care Arrangement 2             "
A507BN   = "A7b2:Number Times Arrangement 2 Used    "
A507CC   = "A7c1:Day Care Arrangement 3             "
A507CN   = "A7c2:Number Times Arrangement 3 Used    "
A507DC   = "A7d1:Day Care Arrangement 4             "
A507DN   = "A7d2:Number Times Arrangement 4 Used    "
A508     = "A8:# Hours in All Day Care Arrangements "
A508IN   = "Int Note: Child in Only 1 Arrangement   "
A509     = "A9:Most Frequent Day Care Arrangement   "
A510     = "A10:Hours in Most Frequent Arrangement  "
A512     = "A12:>1 grp or rm of kids in arrangement "
A512A    = "A12a:# kids in group                    "
A513     = "A13:# kids in that arrangement?         "
A514     = "A14:# caring for kids in arrangement    "
A515     = "A15:Avg age of caretaker in group       "

In the last 12 months prior to the 5-year interview:

A516     = "A16:R in school/work/training last yr?  "
A517     = "A17:# times R miss wk/schl/due to chldcr"

This section contains the following skips:

1)  If respondents answered (in A505) that the focal child was not in any child
care arrangements during the past week, then they skipped detailed questions
about the arrangements.

2)  If respondents answered (in A506) that none of the arrangements were
regular arrangments (arrangements used at least once a week for the past four
weeks), then they skipped detailed questions about the arrangements.

3)  If respondents reported (in A508IN) that the focal child was only in one
regular arrangement, they skipped the items asking about which arrangement the
child spent the most time in and for how many hours.

4)  If respondents reported that they did not participate in school, job
training, or work in the last 12 months (A516), they skipped the item about
child care problems interfering with work, school, or training.


FATHER INVOLVEMENT (SECTION B)

Most questions concern father involvement with the focal child during
the 12 months before the 5-year follow-up interview.  The few questions that
have other time frames are noted below.

At interview:

B501:  "B1:Fathers place of residence           "

Any time in the past INCLUDING BEFORE RANDOM ASSIGNMENT:

B502     = "B2:R ever married to father             "
B503A1   = "B3a:Child support awarded by court      "
B503A2   = "B3a:Child support agreed in writing     "
B503A3   = "B3a:Child support agreed informally     "
B503A5   = "B3a:Child supp not by court/writn/inform"
B503A6   = "B3a:Child supp awarded by other means   "
B503A6D  = "B3ao:Other means of support agreement   "
B506M    = "B6:Last month dad gave child support    "
B506Y    = "B6:Last year dad gave child support     "
B506CH   = "B6A:Has dad ever given child support    "

This section contains the following skips:

1)  If the respondent reported that the focal child's father was deceased or
lived in the household, the rest of the section on father involvement was
skipped (since this section aims to measure child support and visitation by
the focal child's biological, non-residential father).

2)  If the respondent did not indicate that child support payments had ever
been awarded by a court, or agreed to in writing or informally, the question of
whether she was supposed to receive any of those payments in the past
12 months was skipped.

3)  In the past 12 months, if respondents reported that cash was not paid
directly from the father, or if they did not know whether it was, they skipped
the question of whether the fathers gave money regularly.


SELF-ADMINISTERED QUESTIONNARE (SAQ): SECTIONS AA-GG

Respondents filled out the SAQ privately.

Note: Neither the term "Self Administered Questionnaire" nor the subject
titles for each part was printed on the form used by respondents, so as
not to influence their answers.


SELF-ADMINISTERED QUESTIONNAIRE, YOUR NEIGHBORHOOD (SECTION AA)

The questions in this section ask about the neighborhood at the time of the
interview.

There are no skips in this section.


SELF-ADMINISTERED QUESTIONNAIRE, DEPRESSIVE SYMPTOMS (SECTION BB)

Respondents were asked to report how they felt about themselves during
"the past week" before the 5-year interview:

There are no skips in this section.


SELF-ADMINISTERED QUESTIONNAIRE, PARENTING (SECTION CC)

The time period is not specifically defined.

There are no skips in this section.


SELF-ADMINISTERED QUESTIONNAIRE, FOCAL CHILD'S HEALTH AND HEALTH CARE
(SECTION DD)

Nearly all questions in this section concern the child's health and
health care at the time of the 5-year interview.  The exceptions are:

DD503 (How long since last visit to a doctor?)

and

DD504 (How long since last visit to a dentist?)

This section contains one skip:

If the respondent reported that the focal child has no regular doctor or
clinic where she/he goes to receive medical care, the follow-up
question (DD506: Is that place a hospital emergency room?) was
skipped.


NOTE: Additional questions from Section L concerning the focal child's health
are located in the data file and documentation for the 5-Year Client Survey.

For any outcome, information on focal children is indicated by a
1 (yes) on the lead-in question and a 1 (yes: focal child) or
3 (both focal child and another child) on the follow-up question.


SELF-ADMINISTERED QUESTIONNAIRE, FOCAL CHILD'S BEHAVIOR (SECTION EE)

The questions in this section are about the child's social skills and behavior.
The time period is not specifically defined.

There are no skips in this section.


SELF-ADMINISTERED QUESTIONNAIRE, FATHER'S INVOLVEMENT (SECTION FF)

The following questions are for the time of the 5-year interview:

FF501    = "FF1:Is childs father alive?             "
FF502    = "FF2:R living with father?               "

The following questions are for the 12 months before the 5-year interview:

FF503A   = "FF3a:Has father bought clothes for chld?"
FF503B   = "FF3b:Has fathr bought groceries for chld"
FF503C   = "FF3c:Has father babysat for child?      "
FF503D   = "FF3d:Has father cared for child ovrnight"
FF503E   = "FF3e:Has father talked to child on phone"
FF503F   = "FF3f:Has fathr sent child letter or card"
FF504A   = "FF4a:Has fathers family given money to C"
FF504B   = "FF4b:Fthrs famly bought clths,toys for C"
FF504C   = "FF4c:Has fathers family babysat child?  "
FF504D   = "FF4d:Fathrs famly cared for C overnight?"

This section contains the following skips:

1)  If the respondent reported that the focal child's father is not alive, or if
she did not know, the rest of this section was skipped.

2)  If the respondent reported that the focal child's father lived with her,
the rest of this section was skipped, as this section aims to measure informal
involvement of the focal child's biological non-residential father.


DOMESTIC BARRIERS TO WORK AND DOMESTIC ABUSE (Section GG)

This section contains questions about domestic barriers to work and domestic
abuse.

DOMESTIC BARRIERS TO WORK

1. Source Variables
The nine questions about barriers to work are all structured in the same way.
Respondents were asked whether they had experienced a certain barrier to work.
For example, "Has it ever been difficult for you to keep a job because someone
harassed you with telephone calls at your job?" If the respondent said yes to
the barrier to work question, she was asked who had caused that barrier to work.
For example, "Who harassed you with telephone calls?" If the respondent answered
no to the barrier to work question, she did not answer the question about who
had caused the barrier and skipped directly to the next barrier to work
question. When answering the questions about who had caused the barriers,
respondents were not limited to one answer choice and could answer as many of
the following as they chose: your husband/boyfriend; your friend(s); other
family members; someone else. For each of the nine barriers to work questions,
there are three variables: 1) one variable captures the answers to the question
about experiencing the barrier; 2) one variable indicates whether the respondent
said who caused the barrier; 3) one variable captures the answers to who caused
the barrier.

GG501 captures answers to the question, "Has it ever been difficult for you to
find or keep a job because someone tried to discourage you from finding a job or
going to work?" For this variable, 1=yes and 2=no. GG501W is an indicator
variable that equals 5 if respondent listed who discouraged her. If the
respondent did not list who, this variable equals missing. GG51CODE
captures answers to the related follow up question, "Who made it difficult?"

GG502 captures answers to the question, "Has it ever been difficult for you to
find or keep a job because someone made you feel guilty about working?" For this
variable, 1=yes and 2=no. GG502W is an indicator variable that equals 5 if
respondent listed who made her feel guilty. If the respondent did not list who,
this variable equals missing. GG52CODE captures answers to the related follow up
question, "Who made you feel guilty?"

GG503 captures answers to the question, "Has it ever been difficult for you to
find or keep a job because someone refused to help you or went back on promises
to help you with child care, transportation, or housework?" For this variable,
1=yes and 2=no. GG503W is an indicator variable that equals 5 if respondent
listed who refused help. If the respondent did not list who, this variable
equals missing. GG53CODE captures answers to the related follow up question,
"Who refused to help you?"

GG504 captures answers to the question, "Has it ever been difficult for you to
find or keep a job because someone made it difficult for you to attend or
complete programs or classes that would help you get a good job?" For this
variable, 1=yes and 2=no. GG504W is an indicator variable that equals 5 if
respondent listed who made it difficult. If the respondent did not list who,
this variable equals missing. GG54CODE captures answers to the related follow up
question, "Who made it difficult?"

GG505 captures answers to the question, "Has it ever been difficult for you to
keep a job because someone harassed you with telephone calls at your job?" For
this variable, 1=yes and 2=no. GG505W is an indicator variable that equals 5 if
respondent listed who harassed her with telephone calls. If the respondent did
not list who, this variable equals missing. GG55CODE captures answers to the
related follow up question, "Who harassed you with telephone calls?"

GG506 captures answers to the question, "Has it ever been difficult for you to
keep a job because someone has shown up at your job and harassed or bothered
you?" For this variable, 1=yes and 2=no. GG506W is an indicator variable that
equals 5 if respondent listed who harassed her at her job. If the respondent did
not list who, this variable equals missing. GG56CODE captures answers to the
related follow up question, "Who harassed you?"

GG507 captures answers to the question, "Has anyone ever caused you to lose or
quit your job?" For this variable, 1=yes and 2=no. GG507W is an indicator
variable that equals 5 if respondent listed who caused her to quit or lose her
job. If the respondent did not list who, this variable equals missing. GG57CODE
captures answers to the related follow up question, "Who caused you to lose or
quit your job?"

GG508 captures answers to the question, "Has anyone ever prevented you from
finding a job or going to work?" For this variable, 1=yes and 2=no. GG508W is an
indicator variable that equals 5 if respondent listed who caused prevented her
from finding a job. If the respondent did not list who, this variable equals
missing. GG58CODE captures answers to the related follow up question, "Who
prevented you from finding a job?"

GG509 captures answers to the question, "Did you ever have disagreements with
anyone about whether or not you worked?" For this variable, 1=yes and 2=no.
GG509A is an indicator variable that equals 5 if respondent listed who she
disagreed with. If the respondent did not list who, this variable equals
missing. GG59CODE captures answers to the related follow up question, "Who did
you disagree with?" GG509B captures answers to the related follow up question,
"did you disagree because you wanted to work and they didn't want you to work?"
Only those who said yes to GG509 answered this question.

2. Created Variables
A) Occurrence of Barriers to Work
DSCOURG5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to find or keep a job because someone tried to discourage
her from finding a job or going to work.

GUILTY5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to find or keep a job because someone made her feel
guilty about working.

NOHELP5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to find or keep a job because someone refused to help
her, or went back on promises to help her, with child care, transportation, or
housework.

NOCLASS5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to find or keep a job because someone made it difficult
for her to attend or complete programs or classes that would help her get a good
job.

PHARASS5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to keep a job because someone harassed her with telephone
calls at her job.

INPHARS5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to keep a job because someone had shown up at her job or
harassed or bothered her.

LOSQUJB5 is a dummy variable that equals 1 if respondent reported that anyone
had ever caused her to lose or quit her job.

PREVJB5 is a dummy variable that equals 1 if respondent reported that anyone had
ever prevented her from finding a job or going to work.

DISAGR5 is a dummy variable that equals 1 if respondent reported that she had
ever had disagreements with anyone about whether or not she worked.

DSAGWRK5 is a dummy variable that equals 1 if respondent reported that she had
ever had disagreements with someone about whether or not she worked because
someone did not want her to go to work.

LSQUPVJB is a dummy variable that equals 1 if respondent reported that someone
had ever caused her to lose or quit her job (LOSQUJB5=1) or had prevented her
from finding a job or going to work (PREVJB5=1).

VDOMBAR is a dummy variable that equals 1 if respondent reported any of the
following barriers to work: someone discouraged you from finding work
(DSCOURG5=1), made you feel guilty about working (GUILTY5=1), didn't help
(NOHELP5=1), made it difficult to attend classes (NOCLASS=1).

VHARASS is a dummy variable that equals 1 if respondent reported that someone
harassment her on the job, either over the phone (PHARASS5=1) or in person
(INPHARS5=1).

B) Barriers to Work by Intimate Partners
DSCRGIP5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to find or keep a job because an intimate partner
(husband or boyfriend) tried to discourage her from finding a job or going to
work.

GUILTIP5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to find or keep a job because an intimate partner
(husband or boyfriend) made her feel guilty about working.

NHELPIP5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to find or keep a job because an intimate partner
(husband or boyfriend) refused to help her, or went back on promises to help
her, with child care, transportation, or housework.

NCLASIP5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to find or keep a job because an intimate partner
(husband or boyfriend) made it difficult for her to attend or complete programs
or classes that would help her get a good job.

PHARSIP5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to keep a job because an intimate partner (husband or
boyfriend) harassed her with telephone calls at her job.

INPHRIP5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to keep a job because an intimate partner (husband or
boyfriend) had shown up at her job or harassed or bothered her.

LSQUJIP5 is a dummy variable that equals 1 if respondent reported that an
intimate partner (husband or boyfriend) had ever caused her to lose or quit her
job.

PRVJBIP5 is a dummy variable that equals 1 if respondent reported that an
intimate partner (husband or boyfriend) had ever prevented her from finding a
job or going to work.

DSAGRIP5 is a dummy variable that equals 1 if respondent reported that she had
ever had disagreements with an intimate partner (husband or boyfriend) about
whether or not she worked.

C) Barriers to Work by Others
DSCRGOT5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to find or keep a job because someone other than an
intimate partner (friend, family member, other) tried to discourage her from
finding a job or going to work.

GUILTOT5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to find or keep a job because someone other than an
intimate partner (friend, family member, other) made her feel guilty about
working.

NHELPOT5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to find or keep a job because someone other than an
intimate partner (friend, family member, other) refused to help her, or went
back on promises to help her, with child care, transportation, or housework.

NCLASOT5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to find or keep a job because someone other than an
intimate partner (friend, family member, other) made it difficult for her to
attend or complete programs or classes that would help her get a good job.

PHARSOT5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to keep a job because someone other than an intimate
partner (friend, family member, other) harassed her with telephone calls at her
job.

INPHROT5 is a dummy variable that equals 1 if respondent reported that it had
been difficult for her to keep a job because someone other than an intimate
partner (friend, family member, other) had shown up at her job or harassed or
bothered her.

LSQUJOT5 is a dummy variable that equals 1 if respondent reported that someone
other than an intimate partner (friend, family member, other) had ever caused
her to lose or quit her job.

PRVJBOT5 is a dummy variable that equals 1 if respondent reported that someone
other than an intimate partner (friend, family member, other) had ever prevented
her from finding a job or going to work.

DSAGROT5 is a dummy variable that equals 1 if respondent reported that she had
ever had disagreements with someone other than an intimate partner (friend,
family member, other) about whether or not she worked.

DOMESTIC ABUSE

1. Source Variables
Respondents were asked whether or not certain things had ever happened to them.
They were asked whether anyone had ever:
-yelled at them all the time or put them down on purpose
-tried to control their every move
-insulted or swore at them
-threatened them with physical harm
-hit, slapped, kicked or otherwise physically harmed them
Respondents were not limited to one answer choice and could answer as many as
they chose.

GG5101 is an indicator variable that equals 1 if respondent reported that
someone had ever yelled at her all the time or put down her on purpose. If
respondent reported that this had not ever happened, this variable equals
missing.

GG5102 is an indicator variable that equals 2 if respondent reported that
someone had ever tried to control her every move. If respondent reported that
this had not ever happened, this variable equals missing.

GG5103 is an indicator variable that equals 3 if respondent reported that
someone had ever insulted or sworn at her. If respondent reported that this had
not ever happened, this variable equals missing.

GG5104 is an indicator variable that equals 4 if respondent reported that
someone had ever threatened her with physical harm. If respondent reported that
this had not ever happened, this variable equals missing.

GG5105 is an indicator variable that equals 5 if respondent reported that
someone had ever hit, slapped, kicked or otherwise physically harmed her. If
respondent reported that this had not ever happened, this variable equals
missing.

GG5106 is an indicator variable that equals 6 if respondent reported that she
had never experienced any of the above types of abuse. If respondent reported
that she had ever experienced any of these types of abuse, this variable equals
missing.

Respondents who reported that they had never experienced any of the above types
of abuse (GG5106=6) did not answer the rest of questions in this section.
Respondents who reported that they had experienced at least one of the above
types of abuse were then asked who was the person or people who did these things
to them. They were asked if the person was:
-husband/ex-husband
-boyfriend/ex-boyfriend
-female partner (current or past)
-other
Respondents were not limited to one answer choice and could answer as many as
they chose.

GG5111 is an indicator variable that equals 1 if respondent reported that a
husband/ex-husband had done these things. If respondent did not report that a
husband/ex-husband had done these things, then this variable equals missing.

GG5112 is an indicator variable that equals 2 if respondent reported that a
boyfriend/ex-boyfriend had done these things. If respondent did not report that
a boyfriend/ex-boyfriend had done these things, this variable equals missing.

GG5113 is an indicator variable that equals 3 if respondent reported that a
current or past female partner had done these things. If respondent did not
report that a current or past female partner had done these things, this
variable equals missing.

GG5114 is an indicator variable that equals 4 if respondent reported that
someone other than those people listed above had done these things. If
respondent did not report that other had done these things, this variable equals
missing.

If respondents reported that someone other than those listed above did these
things (GG5114=4) then she was asked to explain who. GG5114D captures the
answers the question about who was the other person.

Respondents who reported that they had experienced at least one of the above
types of abuse were also asked how long ago the most recent event of abuse
happened. GG512 captures answers to this question. This variable has the
following values:
1=this week
2=a week ago
3=a month ago
4=six months ago
5=a year ago
6=more than a year ago

2. Created Variables
A) Occurrence of Abuse
VABUSE5 is a dummy variable that equals 1 if respondent reported ever
experiencing any type of domestic abuse.

VPHYSAB5 is a dummy variable that equals 1 if respondent reported ever
experiencing physical abuse.

VOTHAB5 is a dummy variable that equals 1 if respondent reported ever
experiencing non-physical abuse (including having someone yell at your all the
time or put you down on purpose, having someone try to control your every move,
having someone insult or swear at your, having someone threaten you with
physical harm).

OPHYSAB5 is a dummy variable that equals 1 if respondent reported ever
experiencing only physical abuse (not experiencing non-physical abuse).

OOTHAB5 is a dummy variable that equals 1 if respondent reported ever
experiencing only non-physical abuse (not experiencing physical abuse).

MISABUSE is a dummy variable that equals 1 if respondent did not answer any of
the survey questions about domestic abuse.

VABSYR5 is a dummy variable that equals 1 if respondent reported experiencing
any abuse in year 5.

VPHABYR5 is a dummy variable that equals 1 if respondent reported experiencing
physical abuse in year 5.

VOTABYR5 is a dummy variable that equals 1 if respondent reported experiencing
non-physical abuse in year 5.

VABGTY5 is a dummy variable that equals 1 if respondent reported experiencing
any abuse prior to year 5.

VPABGTY5 is a dummy variable that equals 1 if respondent reported experiencing
physical abuse prior to year 5.

VOABGTY5 is a dummy variable that equals 1 if respondent reported experiencing
non-physical abuse prior to year 5.

VABTNS5 is a dummy variable that equals 1 if respondent reported experiencing
any abuse but did not specify when the most recent instance of abuse occurred.

VPABTNS5 is a dummy variable that equals 1 if respondent reported experiencing
physical abuse but did not specify when the most recent instance of physical
abuse occurred.

VOABTNS5 is a dummy variable that equals 1 if respondent reported experiencing
non-physical abuse but did not specify when the most recent instance of
non-physical abuse occurred.

OPHABYR5 is a dummy variable that equals 1 if respondent reported experiencing
only physical abuse in year 5 (not experiencing non-physical abuse).

OOTABYR5 is a dummy variable that equals 1 if respondent reported experiencing
only non-physical abuse in year 5 (not experiencing physical abuse).

B) Abuse and Employment Measures
A series of dummy variables were created which combined respondents' reports of
any abuse and physical abuse and employment in year 5.
YEMYABY5 = employed and experienced any abuse in year 5
YEMNABY5 = employed and did not experience any abuse in year 5
NEMYABY5 = not employed and experienced any abuse in year 5
NEMNABY5 = not employed and did not experience any abuse in year 5
YEMYPHY5 = employed and experienced physical abuse in year 5
YEMNPHY5 = employed and did not experience physical abuse in year 5
NEMYPHY5 = not employed and experienced physical abuse in year 5
NEMNPHY5 = not employed and did not experience physical abuse in year 5

A series of dummy variables were created which combined respondents' reports of
any abuse and physical abuse in year 5 and employment during the five-year
follow-up period.
YVEYABY5 = employed in years 1-5 and experienced any abuse in year 5
YVENABY5 = employed in years 1-5 and did not experience any abuse in year 5
NVEYABY5 = not employed in years 1-5 and experienced any abuse in year 5
NVENABY5 = not employed in years 1-5 and did not experience any abuse in year 5
YVEYPHY5 = employed in years 1-5 and experienced physical abuse in year 5
YVENPHY5 = employed in years 1-5 and did not experience physical abuse in year 5
NVEYPHY5 = not employed in years 1-5 and experienced physical abuse in year 5
NVENPHY5 = not employed in years 1-5 and did not experience physical abuse in
           year 5

C) Abuse by Intimate Partner
ABSINTY5 is a dummy variable that equals 1 if respondent reported abuse by an
intimate partner in year 5.

PHYINTY5 is a dummy variable that equals 1 if respondent reported physical abuse
by an intimate partner in year 5.

*For the two variables above, the following are defined as intimate partners:
husband, ex-husband, boyfriend, ex-boyfriend, current female partner, past
female partner.

D) Abuse by Other
ABSOTHY5 is a dummy variable that equals 1 if respondent reported abuse by
someone other than an intimate partner in year 5.

PHYOTHY5 is a dummy variable that equals 1 if respondent reported physical abuse
by someone other than an intimate partner in year 5.



CHILD SELF-ADMINISTERED QUESTIONNAIRE (SECTION CS)

The time period is not specifically defined.

There are no skips in this section.


INTERVIEWER ASSESSMENT (SECTION IA)

The section begins with a question (IA501A1) concerning whether the COS
interviewer observed the focal child together with the respondent.

If IA501A1=1 (yes), additional questions are asked concerning the quality of
interactions between the respondent and the focal child (see N5PC_CBK.TXT for
details):

IA502     IA2:Child positively sought R attention
IA503     IA3:Chld sought positve physcal cont w R
IA504     IA4:R spoke to kid in neutral/pos manner
IA504A    IA4a:Child hostile to R approachments
IA505A    IA5a:R hostile (0) vs warm (10) to chld
IA505B    IA5b:R no pride (0) vs pride (10) in C
IA505C    IA5c:R no warmth (0) vs warmth (10) in C
IA505D    IA5d:R annyd (0) vs not annoyed (10) w C

If IA501A1=2 (no), the above questions are skipped.

The interviewer is then asked if he/she conducted the interview in the
respondent's home (IA507), then if the interviewer ever saw the interior and
exterior of respondent's home (IA508).

If IA508=1 (both), additional questions are asked concerning the condition of

1) the interior of the home:

IA509A    IA9a:Minimal clutter in homes?

and

2) the exterior of the home:

IA509B    IA9b:Home has harmful strctrl/hlth hzrds
IA510     IA10:Type of home structure
IA511     IA11:Description of street
IA512     IA12:Does R live in public housing?
IA513     IA13:Cond of home exterior,bad(0),gd(10)
IA514     IA14:Neighbhood homes,exterior:bad0,gd10

If IA508=2 (exterior only), IA509A is skipped.

If IA508=3 (neither interior nor exterior), IA509A through IA514 are skipped.

The interviewer was then asked a series of questions about the immediate
environment of respondent's home:

IA515A    IA15a:Teens loitering in neighborhood?
IA515B    IA15b:Vacant lots in neighborhood?
IA515C    IA15c:Garbage in streets?
IA515D    IA15d:Abandoned/boarded bldgs nearby?
IA515E    IA15e:Vandalism in neighborhood?
IA515F    IA15f:Foliage/landscaping in neighborhd?

Next, the interviewer was asked about the physical conditions under which the
interview took place:

IA516     IA16:Intrvw env: chaotic(0), calm (10)
IA517     IA17:TV disruptive during interview?

The interviewer was then asked to describe the respondent's appearance and
behavior during the interview:

IA518     IA18:Social skills of R:poor(0),good(10)
IA519     IA19:R vocabulary: simple (0), good (10)
IA520     IA20:R underweight (0), overweight (10)
IA521     IA21:R hygiene: awful (0), good (10)
IA522     IA22:R emtional expressiveness
IA523A    IA23a:R hostile?
IA523B    IA23b:R speech impediment?

The remaining questions in this section concern the interviewer's assessment of
the focal child.  First, the interviewer was asked if he/she conducted the
Woodcock-Johnson Tests of Achievement


IA5241    IA24:Session1, Wdck-Johnsn givn to chld?
IA5242    IA24:Session2, Wdck-Johnsn givn to chld?

If either IA5241 or IA5242=1 (yes), the next questions were skipped.

If both questions=2 (no), the interviewer was asked to describe the most
important reason why the test was not administered:

IA5251    IA25:Session1, reason WJ not given to C
IA5252    IA25:Session2, reason WJ not given to C

The interviewer then skipped the questions concerning the focal child's
behavior during the testing session

If either IA5241 or IA5242=1 (yes), the above two questions were skipped and the
interviewer was asked to describe the focal child's behavior during the testing
session:

IA526     IA26:Could chld concentrate during test?
IA527     IA27:Chld reluctnt(0),positv(10) in test
IA528     IA28:Lighting adequate during test?

Next, all interviewers were asked if they saw the focal child on the interview
date:

IA529     IA29:Did R see child today?

If IA529=1 (yes), the interviewer was asked to assess the child's personal
hygiene:

IA530     IA30:Chlds hygiene, poor(0), good(10)

If IA529=2 (no), the above question was skipped.

TEACHER SURVEY

COS respondents were asked to sign a consent form to mail a survey to focal
child's teacher.  Results are shown in C5PERM.

C5PERM  1=RESPONDENT GAVE PERMISSION TO CONTACT SCHOOL, 2=RESPONDENT REFUSED

    .                         138
    1:R gave permiss         1997
    2:No Permission           191
    3:Out of Range              6

Surveys were returned for 1,472 of the 1,997 focal children for whom permission
was given (74%, or 63% of all COS respondents).

The majority of questions in this section refer to the academic year at the time
of and prior to the survey.  A few questions have other time frames:

Any time in the past INCLUDING BEFORE RANDOM ASSIGNMENT:

Q13      = "Student skipped any grades              "
Q14      = "Student repeated any grades (not incl. k"
Q29      = "Number of years teaching full-time, incl"
Q29TEACH = "Total years teaching full-time, includin"

In the last month or two:

Q20a-n   = child behaviors
Q21      = "In the last 1-2 months disciplinary acti"
Q23a-jj  = child behaviors

There are no skips in this section.



Child Trends created the following variables based on the mother's
self-administered questionnaire, the child's self-administered questionnaire,
or the teacher survey, for the five-year report and restricted access
documentation:


PSSEXSM5:  Mother report. Includes such behaviors as fighting and arguing with
others.  Possible scores range from 0 to 18. Cronbach's alpha of .78.  For this
externalizing behaviors subscale, we counted the number of missing items for
each case. If the number of missing items was less than or equal to 25 percent,
we divided by the inverse of the proportion of non-missing answers.  If the
number of missing items was greater than 25 percent, then no subscale score
was computed for this case. A high score is unfavorable because focal children
were showing more externalizing behavior problems.

TSSEXSM5:  Teacher report. Includes behaviors such as fighting and arguing.
scores could range from 0 to 15. Cronbach's alpha of .89. For this
externalizing behaviors subscale, we counted the number of missing items for
each case. If the number of missing items was less than or equal to 25 percent,
we divided by the inverse of the proportion of non-missing answers.  If the
number of missing items was greater than 25 percent, then no subscale score
was computed for this case. A high score is unfavorable because focal children
were showing more externalizing behavior problems.

PSSINSM5:  Mother report. Behaviors such as acting sad and being anxious about
being with others. Possible scores range from 0 to 24. Cronbach's alpha of .66.
For this internalizing behaviors subscale, we counted the number of missing
items for each case. If the number of missing items was less than or equal to
25 percent, we divided by the inverse of the proportion of non-missing answers.
If the number of missing items was greater than 25 percent, then no subscale
score was computed for this case. A high score is unfavorable because focal
children were showing more internalizing behavior problems.

TSSINSM5:  Teacher report. Behaviors such as acting sad and being anxious
about being with  others. Scores could range from 0 to 18. Cronbach's alpha of
.75. For this internalizing behaviors subscale, we counted the number of
missing items for each case. If the number of missing items was less than or
equal to 25 percent, we divided by the inverse of the proportion of
non-missing answers. If the number of missing items was greater than 25
percent, then no subscale score was computed for this case. A high score is
unfavorable because focal children were showing more internalizing behavior
problems.

PSSHYSM5:  Mother report. Includes such behaviors as disrupting others and
acting without thinking. Scores could range from 0 to 18. Cronbach's alpha of
.76. For this hyperactivity subscale, we counted the number of missing items
for each case. If the number of missing items was less than or equal to 25
percent, we divided by the inverse of the proportion of non-missing answers. If
the number of missing items was greater than 25 percent, then no subscale score
was computed for this case. A high score is unfavorable because focal children
were showing more hyperactivity.

TSSHYSM5:  Teacher report. Includes disturbing others and acting without
thinking. Possible scores range from 0 to 6. Cronbach's alpha of .73. For this
hyperactivity subscale, we counted the number of missing items for each case.
If the number of missing items was less than or equal to 25 percent, we
divided by the inverse of the proportion of non-missing answers. If the number
of missing items was greater than 25 percent, then no subscale score was
computed for this case. A high score is unfavorable because focal children
were showing more hyperactivity.

CSSCPSM5:  Child report. Scores could range from 0 to 30. Items in this scale
address such behavior as listening to adults and finishing schoolwork and
homework on time. Cronbach's alpha of .77. For this cooperation subscale, we
counted the number of missing items for each case. If the number of missing
items was less than or equal to 25 percent, we divided by the inverse of the
proportion of non-missing answers. If the number of missing items was greater
than 25 percent, then no subscale score was computed for this case. A high
score is favorable because focal children were showing more cooperation.

PSSCPSM5:  Mother report. Scores could range from 0 to 39. The scales included
items addressing focal child's neatness, helpfulness at home, and giving of
compliments. Cronbach's alpha of .85. For this cooperation subscale, we
counted the number of missing items for each case. If the number of missing
items was less than or equal to 25 percent, we divided by the inverse of the
proportion of non-missing answers. If the number of missing items was greater
than 25 percent, then no subscale score was computed for this case. A high
score is favorable because focal children were showing more cooperation.

TSSCPSM5:  Teacher report. Scores could range from 0 to 27. Items address such
school-related behaviors as staying focused and completing work. Cronbach's
alpha of .92. For this cooperation subscale, we counted the number of missing
items for each case. If the number of missing items was less than or equal to
25 percent, we divided by the inverse of the proportion of non-missing answers.
If the number of missing items was greater than 25 percent, then no subscale
score was computed for this case. A high score is favorable because focal
children were showing more cooperation.

CSSASSM5:  Child report. Rated themselves on the frequency with which they
demonstrate behaviors such as being active with other children and properly
handling children who are behaving inappropriately. Scores on this scale could
range from  0 to 30. Cronbach's alpha of .71. For this positive assertion
subscale, we counted the number of missing items for each case. If the number
of missing items was less than or equal to 25 percent, we divided by the
inverse of the proportion of non-missing answers. If the number of missing
items was greater than 25 percent, then no subscale score was computed for
this case. A high score is favorable because focal children were showing more
positive assertion.

PSSASSM5:  Mother report. The frequency with which focal children demonstrate
such skills as initiating interaction with other children and making friends.
Scores could range from 0 to 30. Cronbach's alpha of .83. For this positive
assertion subscale, we counted the number of missing items for each case. If
the number of missing items was less than or equal to 25 percent, we divided
by the inverse of the proportion of non-missing answers. If the number of
missing items was greater than 25 percent, then no subscale score was computed
for this case. A high score is favorable because focal children were showing
more positive assertion.

TSSASSM5:  Teacher report. The frequency with which focal children show such
skills as interacting well with other children and making friends. Possible
scores range from 0 to 18. Cronbach's alpha of .84. For this positive assertion
subscale, we counted the number of missing items for each case. If the number
of missing items was less than or equal to 25 percent, we divided by the
inverse of the proportion of non-missing answers. If the number of missing
items was greater than 25 percent, then no subscale score was computed for
this case. A high score is favorable because focal children were showing more
positive assertion.

CSSSCSM5:  Child report. Rated themselves on the frequency with which they
demonstrate behaviors such as controlling anger and properly handling children
who are behaving inappropriately. Scores on this scale could range from 0 to
30. Cronbach's alpha of .69. For this self-control subscale, we counted the
number of missing items for each case. If the number of missing items was less
than or equal to 25 percent, we divided by the inverse of the proportion of
non-missing answers. If the number of missing items was greater than 25
percent, then no subscale score was computed for this case. A high score is
favorable because focal children were showing more self-control.

PSSSCSM5:  Mother report. Includes items addressing focal children's habits of
speaking politely and responding appropriately to conflict. Scores could range
from 0 to 30. Cronbach's alpha of .78. For this self-control subscale, we
counted the number of missing items for each case. If the number of missing
items was less than or equal to 25 percent, we divided by the inverse of the
proportion of non-missing answers. If the number of missing items was greater
than 25 percent, then no subscale score was computed for this case. A high
score is favorable because focal children were showing more self-control.

TSSSCSM5:  Teacher report. Includes such behaviors as responding appropriately
to conflict and interacting well with peers. Possible scores range from 0 to
27. Cronbach's  alpha of .92. For this self-control subscale, we counted the
number of missing items for each case. If the number of missing items was less
than or equal to 25 percent, we divided by the inverse of the proportion of
non-missing answers. If the number of missing items was greater than 25
percent, then no subscale score was computed for this case. A high score is
favorable because focal children were showing more self-control.

CSSEMSM5:  Child report. Rated the frequency with which they exhibit such
behaviors as listening to others and trying to understand others' feelings.
Possible scores range from 0 to 30. Cronbach's alpha of .79. For this
empathy subscale, we counted the number of missing items for each case. If the
number of missing items was less than or equal to 25 percent, we divided by
the inverse of the proportion of non-missing answers. If the number of missing
items was greater than 25 percent, then no subscale score was computed for
this case. A high score is favorable because focal children were showing more
empathy.

PSSRPSM5:  Mother report. The frequency with which focal children exhibit such
behaviors as speaking politely to others and listening to others. Scores could
range from 0 to 27. Cronbach's alpha of .80. For this responsibility subscale,
we counted the number of missing items for each case. If the number of missing
items was less than or equal to 25 percent, we divided by the inverse of the
proportion of non-missing answers. If the number of missing items was greater
than 25 percent, then no subscale score was computed for this case. A high
score is favorable because focal children were showing more responsibility.

TINPISM5:  Teacher report. Items addressing such skills being sensitive to
others and making friendships. Scores on this scale could range from 0 to 12.
Cronbach's alpha of .77. For this interpersonal skills subscale, we counted the
number of missing items for each case. If the number of missing items was less
than or equal to 25 percent, we divided by the inverse of the proportion of
non-missing answers. If the number of missing items was greater than 25
percent, then no subscale score was computed for this case. A high score is
favorable because focal children were showing better interpersonal skills.

TAPLESM5:  Teacher report. Items addressing such habits as working carefully
and being creative. Scores could range from 0 to 18. Cronbach's alpha of .85.
For this positive approaches to learning subscale, we counted the number of
missing items for each case. If the number of missing items was less than or
equal to 25 percent, we divided by the inverse of the proportion of
non-missing answers. If the number of missing items was greater than 25
percent, then no subscale score was computed for this case. A high score is
favorable because focal children were showing more positive
approaches to learning.

CSCHESM5:  Child report. 0 to 3 on 7 items of school engagement. Scores from 0
to 21. Items: In school, I feel happy; I work very hard in school; In school, I
feel bored; In school, I pay attention in class; I try to learn as much as I
can about my school subjects; In class, I just pretend to work; In class, I try
very hard. Alpha .75. For this scale, we counted the number of missing items
for each case. If the number of missing items was less than or equal to 25
percent, we divided by the inverse of the proportion of non-missing answers. If
the number of missing items was greater than 25 percent, then no subscale
score was computed for this case. A high score is favorable because focal
children reported more engagement in school.

TSCEGSM5:  Teacher. 1=very true 2=sort of true 3=not very true 4=not at all
true. Student: unprepared; pays attention; works hard as can; does more than
required; interest in  school out of class; thinks about other things in class.
Student seems: miles away; interested; tuned in; sleepy; angry. Recoded 0 to 3.
Scores 0 to 33. Alpha .92. For this scale, we counted the number of missing
items for each case. If the number of missing items was less than or equal to
25 percent, we divided by the inverse of the proportion of non-missing answers.
If the number of missing items was greater than 25 percent, then no subscale
score was computed for this case. A high score is favorable because focal
children demonstrated more engagement in school.

XPFEXPD5:  Mother report. Since the last interview, (has this child/have any of
these children) ever been suspended, excluded, or expelled from school?

TDISCDC5:  Teacher report. In the last month or two, how often have you taken
any disciplinary action regarding student? (1)several times a week (2)about
once a week (3)1 to 3 times  a month (4)once in awhile-less than once a month
(5)never. Collapsed categories 1 and 2. Responses dichotomized: if teachers
reporting weekly disciplinary action.

TDISPDC5:  Teacher report. This school year, has student had any behavior or
discipline problem at school resulting in parent or guardian being sent note
or asked to meet with you or principal? (1)no,never (2)yes,once (3)yes,more
than once. Collapsed categories 2 and 3. Responses dichotomized: if discipline
problem, parents being notified.

CWJBMAS5:  Assessment. Administered the calculation and applied problems tests.
Composite score is age-standardized, with a mean of 100 and a standard
deviation of 15.

CWJBMADH:  Assessment. Focal children with broad math scores greater than 110
were considered to have above average scores.

CWJBMADL:  Assessment. Focal children with broad math scores less than 90 were
considered to have below average scores.

CWJBRAS5:  Assessment. Administered the passage comprehension and letter-word
identification tests. Composite score is age-standardized, with a mean of 100
and a standard deviation of 15.

CWJBRADH:  Assessment. Focal children with broad reading scores greater than
110 were considered to have above average scores.

CWJBRADL:  Assessment. Focal children with broad reading scores less than 90
were considered to have below average scores.

XPFGRDD5:  Mother report. Since the last interview, (has this child/have any of
these children) repeated a grade for any reason?

TFGRDDC5:  Teacher report. Not counting kindergarten, has this student repeated
any grades or been retained in grade for any reason?

TBGLMDC5:  Teacher report. Is this student currently performing above grade
level, below grade level, or right around grade level in reading and math?
Responses were coded so as to obtain the measure of whether the student was
below grade level in math.

TAGLMDC5:  Teacher report. Is this student currently performing above grade
level, below grade level, or right around grade level in reading and math?
Responses were coded so as to obtain the measure of whether the student was
above grade level in math.

TBGLRDC5:  Teacher report. Is this student currently performing above grade
level, below grade level, or right around grade level in reading and math?
Responses were coded so as to obtain the measure of whether the student was
below grade level in reading.

TAGLRDC5:  Teacher report. Is this student currently performing above grade
level, below grade level, or right around grade level in reading and math?
Responses were coded to obtain the measure of whether the student was above
grade level in reading.

TRGPMDC5:  Teacher report. What level-of-ability group is this student in for
mathematics? (1)high-ability group (2)middle-ability group (3)low-ability (or
remedial) group (4)no grouping by ability, or heterogeneous grouping. Responses
dichotomized to obtain measure of whether student was in a remedial group for
math.

TRGPRDC5:  Teacher report. What level-of-ability group is this student in for
reading? (1)high-ability group (2)middle-ability group (3)low-ability (or
remedial) group (4)no grouping by ability, or heterogeneous grouping. Responses
dichotomized to obtain measure of whether student was in a remedial group for
reading.

PFCLSDC5:  Mother report. (Does your child/do any of your children) go to a
special class or special school, or get special help in school for any
physical, emotional, or mental condition?

TSSNRDC5:  Teacher. Services include title I services, english as second
language(esl) or bilingual instruction, remedial instruction, speech therapy,
or resource for the gifted. Responses dichotomized-focal children classified as
needing and receiving special services if teachers reported they needed and
received any services.

TSNDRDC5:  Teacher. Services include title I services, english as second
language(esl) or bilingual instruction, remedial instruction, speech therapy,
or resource for the gifted. Responses dichotomized-focal children classified as
needing and not receiving services if teachers reported needed but did not
receive services.

TABSTPC5:  Teacher report. So far this school year, about what percentage of
the days that this student has been enrolled in your classroom has he/she been
absent for any  reason including sickness?

TTARDPC5:  Teacher report. So far this school year, about what percentage of
the days that this student has been enrolled in your classroom has he/she been
tardy for any reason including sickness?

PGHTHSM5:  Mother report. Would you say that your child's health in general is:
(1) excellent, (2) very good, (3) good, (4) fair, (5) poor?

PGHTHDC5:  Mother report. Responses to the general health rating item were
dichotomized so as to obtain the measure of whether the focal child was in
very good or excellent health.

PFMEDDC5:  Mother report. (Does your child/do any of your children) have a
physical, emotional, or mental condition that requires frequent medical
attention, frequent use of medication, or use of any special equipment such as
a wheelchair  or a breathing mask? Specified that this does not include
eyeglasses.

PFWRKDC5:  Mother report. (Does your child/do any of your children) have a
physical, emotional, or mental condition that demands a lot of your attention
and makes it hard for you to go to school or work?

PFHOSDC5:  Mother report. Since the last interview, (has your child/have any of
your children) had an accident, injury, or poisoning requiring a visit to a
hospital emergency room or clinic?

PFCARDC5:  Mother report. Since the last interview, (has your child/have any of
your children) not lived with you because you couldn't care for (him/her/them)?

