Search Results

The Boys Town Study of Youth Development surveyed 3,065 students in junior high and high schools in the Midwestern United States (predominantly in Nebraska and Iowa) in the mid-1970s. The study focused on adolescent substance use and deviant behavior, school aspirations, and parental and friendship relationships. Additional topics included opinions toward, influences for or against, and legal ramifications of substance use, drug/alcohol education programs and the availability and perceived difficulty in obtaining drugs and or alcohol. Respondents were asked whether they had used tobacco, alcohol, marijuana, stimulants, depressants, and stronger drugs such as narcotics and psychedelics, the frequency and quantity of use, effects they felt using a substance for the first time, and the usual effects they felt if used more than once. Those who had never used any substances were asked about their perceived effects of use. Delinquent behavior engaged in by the respondents such as truancy issues, running away from home, and theft, as well as behavior while under the influence of substances such as fighting, being stopped by the police, and being in an accident were also asked about. Demographic information includes age, sex, religion, religiosity, grade point average, and grade level.

The California Families Project (CFP) is an ongoing longitudinal study of Mexican origin families in Northern California. This study uses community, school, family, and individual characteristics to examine developmental pathways that increase risk for and resilience to drug use in Mexican-origin youth. This study also examines the impact that economic disadvantage and cultural traditions have in Mexican-origin youth. The CFP includes a community-based sample of 674 families and children of Mexican origin living in Northern California, and includes annual assessments of parents and children. Participants with Mexican surnames were drawn at random from school rosters of students during the 2006-2007 and 2007-2008 school year. Data collection included multi-method assessments of a broad range of psychological, familial, scholastic, cultural, and neighborhood factors. Initiation of the research at age 10 was designed to assess the focal children before the onset of Alcohol, Tobacco, and Other Drug (ATOD) use, thus enabling the evaluation of how hypothesized risk and resilience mechanisms operate to exacerbate early onset during adolescence or help prevent its occurrence. This study includes a diversity of families that represent a wide range of incomes, education, family history, and family structures, including two-parent and single-parent families. The accompanying data file consists of 674 family cases with each case representing a focal child and at least one parent (Two-parent: n=549, 82 percent; Single-parent: n=125, 18 percent). Of the 3,139 total variables, 839 pertain to the focal child, 1,376 correspond to the mother, and 908 items pertain to the father. Please note: While the California Families Project is a longitudinal study, only the baseline data are currently available in this data collection.

This poll is part of a continuing series of monthly surveys that solicit public opinion on the presidency and on a range of other political and social issues. Respondents were asked for their opinions of President Bill Clinton, Bob Dole, Hillary Clinton, and Newt Gingrich, and for their views regarding the social, economic, and environmental problems currently facing the United States, the 1996 presidential and congressional campaigns, and the role of campaign commercials in the campaign and election processes. Those queried were also asked to compare Bill Clinton's and Bob Dole's campaign platforms, political orientations, and ability to do the following: set a moral tone for the country, reduce the federal deficit, appoint effective judges, fight the war on illegal drugs, and establish a fair tax system. Other topics covered Whitewater, local and national crime levels, parental accountability for the behavior of their children, abortion, and job security. Background information on respondents includes labor union membership, history of listening to radio call-in shows, neighborhood safety rating, family members who had been victims of crime, 1992 and 1994 election participation history, ages of children in household, political party, political orientation, religion, education, age, race, ethnicity, and family income.

The Chicago Community Adult Health Study (CCAHS) consists of four interrelated components that were conducted simultaneously: (1) a survey of adult health on a probability sample of 3,105 Chicago adults, including direct physical measurements of their blood pressure and heart rate and of height, weight, waist and hip circumference, and leg length; (2) a biomedical supplement which collected blood and/or saliva samples on a subset of 661 survey respondents; (3) a community survey in which individuals described aspects of the social environment of all survey respondents' neighborhoods; and (4) a systematic social observation (SSO) of the blocks in which potential survey respondents resided, including a lost letter drop (Milgram et al. 1965) as an unobtrusive measure of neighborhood social capital/sense of responsibility to help others. The latter two extend a community survey and SSO of neighborhoods carried out by the Project on Human Development in Chicago Neighborhoods (PHDCN) in 1995. The adult health survey and the community survey were conducted jointly through face-to-face interviews with a stratified, multistage probability sample of 3,105 individuals aged 18 and over and living in the city of Chicago, with a response rate of 72 percent that is about the highest currently attainable in large urban areas. In addition, blood pressure, heart rate, and physical measurements (of height, weight, waist and hips, and leg length) were collected during the survey interview, and blood and saliva samples from 661 respondents or 60 percent of those doing the survey in the 80 "focal" neighborhood clusters (NCs). SSOs were conducted on 1,663 of the 1,672 city blocks on which each respondent lived. The CCAHS is the largest of five projects under the NIH-funded Michigan Interdisciplinary Center on Social Inequalities, Mind and Body Mind (#P50HD38986), one of five Mind-Body Centers funded by the National Institutes of Health in late 1999. This study will advance the understanding of socioeconomic and racial/ethnic disparities in health, a major priority of the Public Health Service and the National Institutes of Health. The PI-supplied summary mentions that the study is comprised of four components. However, for the purposes of this data release there are three distinct datasets. Demographic variables include age, birth year, race, ethnicity, number of children in the household, number of children living elsewhere, number of times the respondent has been married, and relationship status, religious preference, and sex.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed. This collection features secondary analyses of restricted-use data from the National Longitudinal Study of Adolescent to Adult Health (Add Health), a nationally representative longitudinal study of a sample of U.S. adolescents who were in grades 7-12 in the 1994-95 school year, who were interviewed at three key developmental junctures from adolescence to young adulthood. Self-reported data were used for both maltreatment (measured at the latter two time points) and delinquent or criminal behaviors (measured at all three time points). Linear mixed-effects analyses were used to model growth curves of the frequency of violent and non-violent offending, from ages 13 to 30. Next, maltreatment frequency was tested as a predictor, and then potential protective factors (at peer, family, school, and neighborhood levels) were tested as moderators. Sex, race/ethnicity, and sexual orientation were also tested as moderators of delinquent or criminal offense frequency, and as moderators of protective effects. The study collection includes 1 Stata (.do) syntax file (AddHealthOJJDPAnalysis_StataSyntax.do) that was used by the researcher in secondary analyses of restricted-use data. The restricted archival data from the Add Health survey series are not included as part of this release.

The Center for Information and Research on Civic Learning and Engagement (CIRCLE) conducted this study, which surveyed 4,483 participants aged 18 to 24 about their political participation and their educational experiences. Interviews began the day after the 2012 presidential election and continued on for 6 weeks after the election. Survey questions covered topics such as voter turnout, electoral engagement, informed voting, voter registration, voting behavior, political and campaign knowledge, and voting consistency with one's personal opinion on a campaign issue of one's choice. Additional topics covered included the respondents' background experiences, their experiences with various forms of civic education in schools, families and community settings, their current involvement with civic groups, the political climate of their state, and the education and voting laws enforced in their state. Demographic information collected about each respondent included age, race, gender, education, employment status, and religion.

The overall goal of this study was to acquire a greater understanding of the development of adolescent antisocial behavior using data from the Project on Human Development in Chicago Neighborhoods (PHDCN). Longitudinal cohort data from PHDCN were analyzed to assess patterns of substance use and delinquency across three waves for three age cohorts and 78 neighborhoods. This analysis of existing PHDCN data used multiple cohort and multilevel latent growth models as well as several ancillary approaches to answer questions pertinent to the development of adolescent antisocial behavior.

The Denver Youth Survey (DYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. The DYS is a longitudinal study of problem and successful behavior over the life course that focuses on delinquency, drug use, victimization, and mental health. The DYS is based on a probability sample of households in "high-risk" neighborhoods of Denver, Colorado. These neighborhoods were selected on the basis of their social ecology in terms of population and housing characteristics. Only socially disorganized neighborhoods with high official crime rates (top one-third) were included. The survey respondents include 1,528 children and youth who were 7, 9, 11, 13, or 15 years old in 1987, and one of their parents, who lived in one of the more than 20,000 randomly selected households. The survey respondents include 807 boys and 721 girls and include White (10 percent), Latino (45 percent), and African American (33 percent) youth, as well as 12 percent from other racial/ethnic backgrounds. The child and youth respondents, along with one caretaker, were interviewed annually from 1988 until 1992, and annually from 1995 until 1999. The age range covered by the study is from age 7 through age 26. The dataset contains 1,528 cases and 22,081 variables.

The Denver Youth Survey (DYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. It is a longitudinal study of problem and successful behavior over the life course that focuses on delinquency, drug use, victimization, and mental health. DYS variables also address family demographics, neighborhood characteristics, parenting, and involvement in social roles. The DYS is based on a probability sample of households in "high-risk" neighborhoods of Denver, Colorado. These neighborhoods were selected on the basis of their social ecology in terms of population and housing characteristics. Only socially disorganized neighborhoods with high (top one-third) official crime rates were included. The survey respondents include 1,528 children and youth who were 7, 9, 11, 13, or 15 years old in 1987, and one of their parents, who lived in one of the more than 20,000 randomly selected households. The survey respondents include 807 boys and 721 girls and include White (10%), Latino (45%), and African American (33%) youth, as well as 12% from other racial/ethnic backgrounds. The child and youth respondents, along with one caretaker, were interviewed annually from 1988 until 1992 (waves 1-5), annually from 1995 until 1999 (waves 6-10), and in 2003 (wave 11). The study covers an age range of 7 through 26.

This survey asked Detroit area residents about satisfaction with their neighborhoods, police relations, racial discrimination, and perceptions of the 1967 riot and its consequences. In addition, the questionnaire measured feelings of political efficacy, political involvement, evaluations of various political personalities and social programs, and respondents' personal values and aspirations. Respondents' attitudes toward race relations were examined in a series of questions dealing with integration and separation of the races and an open-ended question that prompted respondents to define "Black power." Also included in this study are three derived measures: a general trust scale, an index assessing respondents' interpretations of the riot, and a political power index measuring respondents' perceptions of their ability to affect local and national laws. Questions also elicited background information, such as composition of respondents' parental families, level of education of parental figures, father's occupation, and parental influence on the respondents' job choices. Region and size of place of residence during childhood were also ascertained, as well as how long the respondent had lived in Detroit. Demographic data include age, sex, race, marital status, education and technical training, occupation, employment history, union membership, and service in the Armed Forces for the head of household. In all cases Black respondents were interviewed by Black interviewers and white respondents were interviewed by white interviewers.

The base year of the Education Longitudinal Study (ELS) of 2002 represents the first stage of a major longitudinal effort designed to provide trend data about critical transitions experienced by students as they proceed through high school and into postsecondary education or their careers. The 2002 sophomore cohort will be followed, initially at 2-year intervals, to collect policy-relevant data about educational processes and outcomes, especially as such data pertain to student learning, predictors of dropping out, and high school effects on students' access to, and success in, postsecondary education and the work force. Part 1, Student-Level Data, is comprised of data from assessments of students (achievement tests in mathematics and reading), surveys of students, surveys of parents, and surveys of teachers. The student assessments measured achievement in mathematics and reading, and they provided baseline scores that can serve as a covariate or control variable for later analyses. The student questionnaire gathered information about the student's background, school experiences and activities, plans and goals for the future, employment and out-of-school experiences, language background, and psychological orientation toward learning. One parent of each participating sophomore was asked to respond to a parent survey. The parent questionnaire was designed to gauge parental aspirations for the child, home background and the home education support system, the child's educational history prior to 10th grade, and parental interactions with and opinions about the student's school. For each student enrolled in English or mathematics, a teacher was also selected to participate in a teacher survey. The teacher questionnaire collected the teacher's evaluations of the student and provided information about the teacher's background and activities. Part 2, School-Level Data, is comprised of data from surveys of school administrators, surveys of librarians, and a facilities checklist (completed by survey administrators, based on their observations at the school). The school administrator questionnaire collected information on the school in six areas: school characteristics, student characteristics, teaching staff characteristics, school policies and programs, technology, and school governance and climate. The head librarian or media center director at each school was asked to complete a library media center questionnaire that inquired into the school's library media center facility, its staffing, its technological resources, collection and expenditures, and scheduling and transactions. The facilities checklist was a brief observational form completed for each school. It collected information about the condition of school buildings and facilities.

The Enhanced Services for the Hard-to-Employ (HtE) Demonstration and Evaluation Project was a 10-year study (taken on by the MDRC) that evaluated innovative strategies aimed at improving employment and other outcomes for groups who faced serious barriers to employment. The Enhanced Services for the Hard-to-Employ is the first comprehensive attempt to understand the diverse low-income population and to test interventions aimed at the most common barriers that are encountered in this population's employment. The HtE demonstration was designed to evaluate a variety of innovative ways to boost employment, reduce welfare receipt, and promote well-being in low-income populations. This study evaluated the effectiveness of the Enhanced Early Head Start (EHS) program on addressing the developmental needs of young children living in poverty by offering enhanced services aimed at proactively addressing the employment and educational needs of their parents. This program included the addition of on-site self-sufficiency specialists to work with program staff and families on topics such as, formalized employment, self-sufficiency services and community partnerships with local employment-focused and educational agencies. The Early Head Start full research sample consists of 610 individuals randomly assigned between August 2004 and December 2006 (305 members in the program group and 305 in the control group). The research team followed the two groups for over three years, using surveys and administrative data. All 610 sample members completed a baseline survey at random assignment, providing basic demographic information, employment and child care history prior to the study. Two follow-up surveys were collected at the 18-month and 42-month mark. At 42-months, respondents who responded to the 18-month survey were asked about child care activities since their earlier survey interview date, while respondents who responded only to the 42-month survey were asked about child care activities since random assignment. Data were collected on receipt of EHS services and assistance programs, TANF history, type and amount of child care used, child immunization records, parenting, child behavior, child social-emotional skills, as well as child reading and math skills. Demographic information includes age, race, marital status, education, source of income, employment status, and public assistance information.

The Children of Incarcerated Parents (COIP) Project was established as a means of evaluating mentorships between children whose parents are incarcerated and program mentors. This establishment was done as a result of the fact that over half of currently incarcerated Americans are parents, and over half of children whose parents are incarcerated are below the age of 10. The consequences of children having parents incarcerated can include family instability and possible future criminal activity of such children. The COIP Project was implemented across various mentorship programs throughout the United States with the objective of countering these issues.

Schools and Families Educating Children (SAFEChildren) is a family-focused program designed to aid families residing in high risk communities with child development during the child's transition to school. The program has the goal of building protection and impeding risk trajectories for aggression, violence, and school failure. The program utilizes multiple family groups (four to six families) combined with reading tutoring for the child. The SAFE Effectiveness Trial (SAFE-E) involved community providers delivering the family group intervention and upper grade students delivering the tutoring program. The trial took place between 2006 and 2010, and involved two age cohorts of children. Collaborating with two community mental health agencies and six elementary schools serving high-poverty, high-crime neighborhoods in Chicago, Illinois, families were randomly assigned to intervention groups of four to six families during their child's first grade year. Children also received tutoring from tutors selected from the upper grades of the child's school. Assessments were collected prior to, during and after the intervention to assess developmental influences, fidelity, process, and implementation characteristics that might affect impact. The purpose of these assessments was to examine the relation of implementation qualities to variation in intervention effects. Quality of implementation was expected to affect short and long-term impact of the intervention, focusing on three primary areas: (1) fidelity of implementation of the program, (2) provider characteristics, such as tutors' reading levels, and attitudes and orientation of the family intervention providers, and (3) quality of support for implementation. The data are from fidelity and process measures developed for this study and measures completed by parents, teachers, and children over four waves of measurement spanning two years, beginning in the fall of each child's first grade year.

The Family Exchanges Study Wave 1 (FESI) was conducted in 2008 by the Institute for Survey Research at Temple University. The original 634 "target" or core sample was recruited from African American and White respondents aged 40-60 living in Philadelphia and the surrounding counties--Bucks, Chester, Delaware, and Montgomery. To be eligible for the study, respondents had to have at least one living parent and one living offspring over 18 years of age. Temple University sought to recruit the parents, spouse, and up to three offspring over 18 years of age into the study. All target, parent, and spouse surveys were conducted by telephone. Offspring were given the option of completing the survey by telephone or web. A total of 337 parents, 511 offspring (with another 80 by web and 1 listed as other for a total of 592), and 197 spouses were successfully recruited into the first wave of the study. This collection includes four data files, one for each type of participant: target, spouse, parent, and offspring. For each of these participants, there are data related to relationships with other family members, perceptions of family members, and views on key social issues. Demographic information includes gender, marital status, education level, religion, age, race, ethnicity, and employment status.

The Family Exchanges Study (FESI) began in 2008 conducted by the Institute for Survey Research at Temple University. The original "target" or core sample was recruited from African American and White respondents aged 40-60 living in Philadelphia and the surrounding counties--Bucks, Chester, Delaware, and Montgomery. To be eligible for the study, respondents had to have at least one living parent and one living offspring over 18 years of age. Temple University sought to recruit the parents, spouse, and up to three offspring over 18 years of age into the study. All target, parent, and spouse surveys were conducted by telephone. Offspring were given the option of completing the survey by telephone or web. For the Wave 2 data collection, the Survey Research Center at Pennsylvania State University attempted to contact all FESI respondents again, as well as collect updated information for spouses/romantic partners, parents, and up to 4 age-eligible offspring. The survey instruments were drawn largely from the first wave of data collection. This collection includes eight data files. These data files include five main study datasets: target, spouse, spouse without target, parent, and offspring. This collection also includes three diary datasets: target diary, parent diary, offspring diary. For each participant, there are data related to relationships with other family members, perceptions of family members, and views on key social issues. Demographic information includes gender, marital status, education level, religion, age, race, ethnicity, and employment status.

This pilot study was conducted in an attempt to better understand the jailed population in terms of the number of families at risk and the relationship between parental substance use and incarceration and its impact on the children of the incarcerated. The aim of the study was to describe the jailed population, their needs in relation to substance abuse and parenting issues, to explore children's risk factors resulting from having a parent with substance abuse and/or criminal justice involvement, and ultimately to offer a point of intervention for parents and children at risk. Participants included 229 men and 52 women aged 18 and older, who were in their first 48 hours of incarceration in the Santa Clara County Department of Corrections in August 2003 and who where voluntary participants in the National Institute of Justice's (NIJ) Arrestee Drug Abuse Monitoring (ADAM) Program (ARRESTEE DRUG ABUSE MONITORING (ADAM) PROGRAM IN THE UNITED STATES, 2003 [ICPSR 4020]). Male subjects were chosen through a random selection process, while female participants were taken from a convenience sample. The pilot study used a questionnaire completed as an addendum to the ADAM program main interview. Major types of variables included in this study are type and duration of alcohol/drug use, family history of incarceration, number and ages of children for whom the respondent was the primary caregiver, social consequences for the child due to the incarceration of the respondent, and if the child had any problems with drugs and/or alcohol.

These data examine the interrelationships among alcohol use, drug use, criminal violence, and domestic violence in a parolee population. More specifically, the data explore the contributions of parental substance abuse and domestic violence in prediction of parolee violence. The study also investigates the effects of drug and alcohol use on domestic violence for the parolee, the spouse, and the parents. The data were drawn from individual interviews conducted with parolees from the Buffalo, New York, area, half of whom were convicted of violent crimes and half of whom were convicted of nonviolent crimes. Interviews were also conducted with the spouses and partners of the parolees. In addition, data concerning the parolees' criminal histories were abstracted from arrest and parole records. Part 1, Demographic File 1, provides information on the demographic characteristics of offenders, arrests, convictions, and sentencing, institutional transfers, disciplinary reports, indications of psychiatric diagnosis or psychological disturbances, alcohol and drug use, criminal activity, and substance abuse while incarcerated. Part 2, Demographic File 2, includes the same variables as Part 1 (with the exception of information about psychiatric diagnoses, psychological disturbances, and disciplinary reports) for those individuals who declined to be interviewed and a random sample of those who could not be contacted. Part 3, the Interview File, contains information about childhood social histories (including sociodemographics, experience of family violence as a victim and as a witness, and parental drug and alcohol use), self-reported criminal histories, adult social histories (including data concerning violence in current relationships, and drug and alcohol use history), and information about the parolees' and spouses' discipline styles. The researchers discarded data on female parolees for the purposes of their analysis.

This data collection contains the first four waves of the Iowa Youth and Families Project (IYFP), conducted in 1989, 1990, 1991, and 1992. The Iowa Youth and Families Project was developed from an initial sample of 451 7th graders from two-parent families in rural Iowa. The study was merged with the Iowa Single Parent Project (ISPP) to form the Iowa Family Transitions Project in 1994, when the target youth were seniors in high school. Survey data were collected from the target child (7th grader), a sibling within four years of age of the target child, and both parents. Field interviewers visited families at their homes on several occasions to administer questionnaires and videotape interaction tasks including family discussion tasks, family problem-solving tasks, sibling interaction tasks, and marital interaction tasks. The Household Data files contain information about the family's financial situation, involvement in farming, and demographic information about household members. The Parent and the Child Survey Data files contain responses to survey questions about the quality and stability of family relationships, emotional, physical, and behavioral problems of individual family members, parent-child conflict, family problem-solving skills, social and financial support from outside the home, traumatic life experiences, alcohol, drug, and tobacco use, and opinions on topics such as abortion, parenting, and gender roles. In addition, the Child Survey Data files include responses collected from the target child and his or her sibling in the study about experiences with puberty, dating, sexual activity, and risk-taking behavior. The Problem-Solving Data files contain survey data collected from respondents about the family interactions tasks. The Observational Data files contain the interviewers' observations collected during these tasks. Demographic variables include sex, age, employment status, occupation, income, home ownership, religious preference, frequency of religious attendance, as well as the ages and sex of all household members and their relationship to the head of household. Demographic information collected on the parents also includes their birth order within their family, the ages and political philosophy of their parents, the sex, age, education level, and occupation of their siblings, and the country of origin of their ancestors.

Data users can find the latest version of the entire Longitudinal Study of American Youth data collection, including years 1988-1994 and 2007-2014 on ICPSR's website. See ICPSR 30263. Also, data users may explore NADAC's Longitudinal Study of American Youth (LSAY), Seventh Grade Data, 1987-1988; 2015-2016. The Longitudinal Study of American Youth (LSAY) is a project that was funded by the National Science Foundation in 1985 and was designed to examine the development of: (1) student attitudes toward and achievement in science, (2) student attitudes toward and achievement in mathematics, and (3) student interest in and plans for a career in science, mathematics, or engineering, during middle school, high school, and the first four years post-high school. The relative influence parents, home, teachers, school, peers, media, and selected informal learning experiences had on these developmental patterns were considered as well. The older LSAY cohort, Cohort One, consisted of a national sample of 2,829 tenth-grade students in public high schools throughout the United States. These students were followed for an initial period of seven years, ending four years after high school in 1994. Cohort Two, consisted of a national sample of 3,116 seventh-grade students in public schools that served as feeder schools to the same high schools in which the older cohort was enrolled. These students were followed for an initial period of seven years, concluding with a telephone interview approximately one year after the end of high school in 1994. Beginning in the fall of 1987, the LSAY collected a wide array of information including: (1) a science achievement test and a mathematics achievement test each fall, (2) an attitudinal and experience questionnaire at the beginning and end of each school year, (3) reports about education and experience from all science and math teachers in each school, (4) reports on classroom practice by each science and math teacher serving a LSAY student, (5) an annual 25-minute telephone interview with one parent of each student, and (6) extensive school-level information from the principal of each study school. In 2006, the NSF funded a proposal to re-contact the original LSAY students (then in their mid-30's) to resume data collection to determine their educational and occupational outcomes. Through an extensive tracking activity which involved: (1) online tracking, (2) newsletter mailing, (3) calls to parents and other relatives, (4) use of alternative online search methods, and (5) questionnaire mailing, more than 95 percent of the original sample of 5,945 LSAY students were located or accounted for. In addition to re-contacting the students, the proposal defined a new eligible sample of approximately 5,000 students and these young adults were asked to complete a survey in 2007. A second survey was conducted in the fall of 2008 that sought to gather updated information about occupational and education outcomes and to measure the civic scientific literacy of these young adults, in which to date more than 3,200 participants have responded. A third survey was conducted in the fall of 2009 that sought to gather updated information about occupational and education outcomes and to measure the participants' use of selected informal science education resources, in which to date more than 3,,200 participants have responded. A fourth survey was conducted in the fall of 2010 that sought to gather updated information about occupational and education outcomes, as well as provided questions about the participants' interactions with their children, in which to date more than 3,200 participants have responded. Finally, a fifth survey was conducted in the fall of 2011 that sought to gather updated information about education outcomes and included an expanded occupation battery for all participants, as well as an expanded spousal information battery for all participants. The 2011 questionnaire also included items about the 2011 Fukushima incident in Japan along with attitudinal items about nuclear power and global climate change. To date approximately 3,200 participants responded to the 2011 survey.

The Longitudinal Study of American Youth (LSAY) is a project that was originally funded by the National Science Foundation in 1985 and was designed to examine the development of: (1) student attitudes toward and achievement in science, (2) student attitudes toward and achievement in mathematics, and (3) student interest in and plans for a career in science, mathematics, or engineering, during middle school, high school, and the first four years post-high school. The relative influence parents, home, teachers, school, peers, media, and selected informal learning experiences had on these developmental patterns was considered as well. The LSAY was designed to select and follow two cohorts of students in 1987. Cohort One was a national sample of approximately 3,000 tenth grade students in public high schools throughout the United States. Cohort Two, consisted of a national sample of 3,116 seventh grade students in public schools that served as feeder schools to the same high schools in which the older cohort was enrolled. Data collection continues for Cohorts One and Two, 31 years after the study began. In the fall of 2015, data collection began on a third cohort: Cohort Three. Cohort Three consisted of 3,721 students in the seventh grade in public schools throughout the United States. The data in this release provides seventh grade comparison data across a 28-year timespan: Cohort Two (1987-1988) and Cohort Three (2015-2016). This study includes arts-related variables about student and parent participation in music, art, literary, dance, and theatrical pursuits. For a more details please see Description of Variables.

The Minnesota Adolescent Community Cohort (MACC) Study is a population-based, longitudinal study that enrolled 3636 youth from Minnesota and 605 youth from comparison states age 12 to 16 years in 2000-2001. Participants were surveyed by telephone semi-annually about their tobacco-related attitudes and behaviors. The goals of the study were to evaluate the effects of the Minnesota Youth Tobacco Prevention Initiative and its shutdown on youth smoking patterns, and to better define the patterns of development of tobacco use in adolescents. A multilevel sample was constructed representing individuals, local jurisdictions and the entire state, and data were collected to characterize each of these levels. Major topics covered by the survey are cigarette use, nicotine dependence, alcohol use and dependence, cigarette access, quitting smoking, use of other tobacco products and marijuana, parent smoking habits, tobacco marketing, emotions and stress perceptions, and perceptions and opinions of smoke-free laws, tobacco companies, and tobacco age restrictions. Demographic information includes age, education, ethnicity, gender, marital status, and income level.

This data collection presents follow-up data for the NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 (ICPSR 9389). The base-year study collected information from student surveys and tests and from surveys of parents, school administrators, and teachers. It was designed to provide trend data about critical transitions experienced by students as they leave elementary school and progress through high school and postsecondary institutions or the work force. This collection provides the first opportunity for longitudinal measurement of the 1988 baseline samples. It also provides a point of comparison with high school sophomores from ten years before, as studied in HIGH SCHOOL AND BEYOND, 1980: A LONGITUDINAL SURVEY OF STUDENTS IN THE UNITED STATES (ICPSR 7896). Further, the study captures the population of early dropouts (those who leave school prior to the end of the tenth grade), while monitoring the transition of the student population into secondary schooling. The student component (Part 1) collected basic background information about students' school and home environments, participation in classes and extracurricular activities, current jobs, and students' goals, aspirations, and opinions about themselves. The student component also measured tenth-grade achievement and cognitive growth between 1988 and 1990 in the subject areas of mathematics, science, reading, and social studies. The school component (Part 3) supplies general descriptive information about the educational setting and environment in which surveyed students were enrolled. These data were collected from the chief administrator of each base-year school and cover school characteristics, grading and testing structure, school culture and academic climate, program and facilities information, parental interactions and involvement, and teaching staff characteristics. The dropout component (Part 5) provides data on the process of dropping out of school as it occurs from eighth grade on. Variables include school attendance, determinants of leaving school, self-perceptions and attitudes, work history, and relationships with school personnel, peers, and family. The teacher component (Part 7) was administered to teachers of follow-up students in four basic subject areas: mathematics, science, English, and history. The questionnaire elicited teacher evaluations of student characteristics and performance in the classroom, curriculum information about the classes taught, teacher demographic and professional characteristics, information about parent-teacher interactions, time spent on various tasks, and perceptions of school climate and culture.

This data collection presents second follow-up data for the NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 (ICPSR 9389). The base-year study, which collected information from student surveys and tests and from surveys of parents, school administrators, and teachers, was designed to provide trend data about critical transitions experienced by students as they leave elementary school and progress through high school and postsecondary institutions or the work force. The first follow-up, NATIONAL EDUCATION LONGITUDINAL STUDY, 1988: FIRST FOLLOW-UP (1990) (ICPSR 9859), provided the first opportunity for longitudinal measurement of the 1988 baseline samples. It also provided a point of comparison with high school sophomores from ten years before, as studied in HIGH SCHOOL AND BEYOND, 1980: A LONGITUDINAL SURVEY OF STUDENTS IN THE UNITED STATES (ICPSR 7896). Further, the study captured the population of early dropouts (those who leave school prior to the end of the tenth grade), while monitoring the transition of the student population into secondary schooling. The second follow-up provides a cumulative measurement of learning in the course of secondary school, and also supplies information that will facilitate investigation of the transition into the labor force and postsecondary education after high school. The 1992 student component collected basic background information about students' school and home environments, participation in classes and extracurricular activities, current jobs, and their goals, aspirations, and opinions about themselves. The student component also gathered data about the family decision-making structure during the critical transition from secondary school to postsecondary education or the work environment. The 1992 school component solicited general descriptive information about the educational setting and environment in which surveyed students were enrolled. These data, which were collected from the chief administrator of each base-year school with sample members still in attendance, cover school, student, and teacher characteristics, school politics and programs, and school governance and climate. The 1992 teacher component was administered to teachers of second follow-up students in one of two basic subject areas: mathematics or science. The questionnaire elicited teacher evaluations of student characteristics and performance in the classroom, curriculum information about the classes taught, teacher demographic and professional characteristics, information about parent-teacher interactions, time spent on various tasks, and perceptions of school climate and culture. The dropout component provides data on the process of dropping out of school as it occurs from eighth grade on. Variables include school attendance, determinants of leaving school, self-perceptions and attitudes, work history, and relationships with school personnel, peers, and family. The parent component provides information about the factors that influence educational attainment and participation, including family background, socioeconomic conditions, and character of the home educational system. This component was present in the base-year survey but not in the first follow-up.

This data collection presents base year through third follow-up data for the National Education Longitudinal Study (see NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 [ICPSR 9389], FIRST FOLLOW-UP, 1990 [ICPSR 9859], and SECOND FOLLOW-UP, 1992 [ICPSR 6448]). In addition, these data sustain continuing trend comparisons with NATIONAL LONGITUDINAL STUDY OF THE CLASS OF 1972 (ICPSR 8085) and HIGH SCHOOL AND BEYOND, 1980 (ICPSR 7896, 8297, 8443, 8896). NELS:88/94 collected information on postsecondary education participation, employment, earnings, family formation, and other activities and experiences relevant to individuals about to enter their adult lives. The collection contains information that represents several nationally representative samples, including eighth graders in 1988, tenth graders in 1990, and twelfth graders in 1992 enrolled in public or private schools. By the time of the third follow-up study in 1994, most NELS:88 sample members had completed four years of high school, while some had dropped out of high school or had attended alternative programs to obtain their diplomas. Part 1, Student-Level Data, includes universe variables, base-year, first follow-up, and second follow-up student components, school variables at the student level, second follow-up early graduate supplement and student-level transcript variables, first follow-up and second follow-up dropout components, base-year and second follow-up parent components, and third follow-up questionnaire and derived variables. Part 2, Postsecondary Education Attendance Data, provides information for third follow-up respondents on attendance at postsecondary institutions, including enrollment dates and major fields of study. Part 3, Postsecondary Institution Data, supplies information about institutions applied to or attended by third follow-up respondents regarding sector, tuition/fee deciles, and enrollment.

This data collection consists of two main components: the Early Childhood Education survey (children 3 to 8 years old) and the Adult Education survey (persons 16 and older). The Early Childhood Education component was designed to collect information on children's experiences in a range of settings, including their homes, child-care arrangements, early childhood education programs, and schools. Experiences covered include cognitive activities such as reading and learning letters, words, and numbers, developmental activities such as singing songs and arts and crafts, and entertainment activities such as games and sports, television viewing, and attendance at movies, plays, and concerts. The Adult Education Survey, the second component of this study, provides data on the characteristics of adult participants and nonparticipants in adult education programs and explores why some adults participate in these activities and others do not. Data in this component cover participation in the past three years or ever, and characteristics of adult education courses or activities including the course title, basic skills and training content, degree requirement fulfillment, sponsor-employer involvement and payment source, and the perceived benefits and barriers to participation of both participants (including part-time) and nonparticipants.

This data collection is a revised version of the NATIONAL HOUSEHOLD EDUCATION SURVEY, 1991 (ICPSR 9877). Like the original survey, this data collection consists of two main components: the Early Childhood Education Survey (children 3 to 8 years old) (Part 1, Preprimary Data, and Part 2, Primary Data) and the Adult Education Survey (persons 16 and older) (Part 3, Adult Data, and Part 4, Course Data). In the Early Childhood Education (ECE) component, 13,892 parents/guardians of 3- to 8-year-olds completed interviews about their children's early educational experiences. Included in this component were questions on participation in nonparental care/education, characteristics of programs and care arrangements, and early school experiences, including delayed kindergarten entry and retention in grade. In addition to questions about care/education arrangements and school, parents were asked about activities children engaged in with parents and other family members inside and outside the home. Information on family, household, and child characteristics was also collected. In the Adult Education (AE) component, 9,774 persons 16 years of age and older, identified as having participated in an adult education activity in the previous 12 months, were questioned about their activities. Information was collected on up to four courses and included the subject matter of the course, duration, sponsorship, purpose, and cost. A smaller sample of nonparticipants (n = 2,794) also completed interviews about barriers to participation. Information on the household and the adult's background and current employment was also elicited. In addition to the ECE and AE components, two merge files (Parts 5 and 6), containing the course code variables for each reported course, are supplied for use with the Adult and Course data files.

The National Household Education Survey (NHES) series reports information on the condition of education in the United States by collecting data at the household level rather than using a traditional, school-based data collection system. The surveys attempt to address many current issues in education, such as preprimary education, school safety and discipline, adult education, and activities related to citizenship. This data collection has two major components. The School Safety and Discipline (SS&D) component (Part 1) gathered general perceptions of the school learning environment from students in grades 6 through 12 and parents/guardians of students in grades 3 through 12. Respondents were asked about academic challenge, classroom and school discipline, and student norms for hard work and good behavior. They also evaluated the safety of their schools regardless of whether they or their children had been personally victimized. This component incorporated a broad concept of victimization, including measures of "secondary victimization," such as knowledge of and witness to occurrences. These measures were included because these experiences can adversely affect the learning environment, even if the student has not been victimized directly. Parent and youth perceptions of school discipline policy were assessed. Exposure to alcohol and other drugs at school was gauged, as was parent and youth knowledge of alcohol/drug education programs. Perceptions of both parents and youths regarding peer norms for substance use, the availability of alcohol and other drugs at school, and the presence of students under the influence of alcohol or other drugs at school were also collected. Additional items covered parental expectations for academic achievement and for tobacco and alcohol use, parental efforts to educate and protect children regarding safety and substance use, parental involvement in the child's school, and the safety of the school relative to the child's neighborhood. The School Readiness (SR) component (Part 2) covers experiences in early childhood programs, the child's accomplishments and difficulties in several developmental domains, school adjustment and related problems, delayed kindergarten entry, early primary school experiences including repeating grades, the child's general health and nutritional status, home activities, and family characteristics such as stability and economic risk factors. This component of the survey, which encompasses a variety of characteristics important to school readiness, emphasizes the "whole child" approach. Altogether, 10,888 parents/guardians of children aged 3 through 7 or in second grade or below were interviewed. Interviews were conducted with 4,423 parents of preschool children, 2,126 parents of kindergartners, 4,277 parents of primary school children, and 62 parents of home-schooled children.

The National Household Education Survey (NHES) series reports information on the condition of education in the United States by collecting data at the household level rather than using a traditional school-based data collection system. The surveys attempt to address many current issues in education, such as preprimary education, school safety and discipline, adult education, and activities related to citizenship. This survey includes two topical survey components: the Adult Education (AE) component, which collected information about adults' participation in adult education, and the Early Childhood Program Participation (ECPP) component, which focused on children's participation in nonparental childcare and early childhood programs. The AE component explored the participation of adults (aged 16 years and older) in a wide range of educational activities during the 12 months prior to the interview. Respondents were asked about their participation in seven broadly-defined types of adult education activities: adult basic skills and GED preparation classes, English As a Second Language instruction, courses taken toward college degrees or vocational diplomas or certificates, apprenticeship programs, career or job-related courses, any other formally structured courses, and computer-only or video-only instruction on the job. The AE component also collected data pertaining to reasons for and barriers to participation in adult education. In all, 19,722 adult interviews were completed: 11,713 with adult education participants and 8,009 with nonparticipants. The ECPP component examined children's early experiences in various types of nonparental childcare arrangements and early childhood programs. The core of this survey collected extensive information on children's participation and experiences in four types of nonparental care and programs: care by relatives (not including parents), care by nonrelatives, Head Start programs, and other center-based programs. Other information collected in this component concerned children's kindergarten and primary school experiences, children's personal and household demographic characteristics, parent/guardian characteristics, literacy-related home activities, and children's health and disability status. In total, interviews were completed for 14,064 children who were newborn through age 10 and in 3rd grade and below. This includes interviews for 4,135 infants and toddlers, 3,431 preschool children, 1,680 kindergarten children, 4,717 primary school children, and 101 home-schooled children.

The National Household Education Survey (NHES) series reports information on the condition of education in the United States by collecting data at the household level rather than using a traditional school-based data collection system. The surveys attempt to address many current issues in education, such as preprimary education, school safety and discipline, adult education, and activities related to citizenship. This survey included two topical survey components: Parent/Family Involvement in Education (PFI) and Adult and Youth Civic Involvement (CI). The PFI component, which elicited information from parents and children aged 3 years through grade 12, focused on four areas: types and frequency of family involvement in children's schools, communication with teachers or other school personnel, children's homework and behavior, and learning activities with children outside of school. Other information collected for this component pertained to student experiences at school, children's personal and demographic characteristics, household characteristics, and children's health and disability status. The PFI information is provided in Part 1, Parent and Family Involvement in Education and Civic Involvement -- Parent Data. The CI component of the survey gathered information on civic participation, sources of information about government issues, and knowledge and attitudes about government. Items were administered to youths in grades 6 through 12 (Part 2, Youth Civic Involvement Data) and their parents, as well as to a representative sample of United States adults (Part 3, Adult Civic Involvement Data). The CI component also addressed opportunities for youth to develop personal responsibility and skills that would facilitate their taking an active role in civic life. CI questions were also asked of the parents surveyed in the PFI component, and these data also can be found in Part 1. In addition to the two major topical components, a screener component of the survey collected demographic and educational information on all members in every household contacted, regardless of whether anyone in the household was selected for an extended interview. (The term "extended interview" refers to the interviews completed in the topical components of the study, i.e., the Parent PFI/CI, the Youth CI, or the Adult CI interviews.) Items on the use of public libraries by the household were also administered in the screener portion for households without Parent PFI/CI extended interviews and in the first Parent PFI/CI interview in households in which one or more children were sampled. These data are presented in Part 4, Household and Library Data.

The National Household Education Survey (NHES) reports on the condition of education in the United States by collecting data at the household level rather than using a traditional, school-based data collection system. The surveys attempt to address many current issues in education, such as preprimary education, school safety and discipline, adult education, and activities related to citizenship. This survey included three topical survey components: a Parent Interview, a Youth Interview, and an Adult Education Interview. The Parent Interview (Part 1, Parent Survey Data) collected data on a variety of topics, including early childhood program participation, types and frequency of family involvement in children's schooling, school practices to involve and support families, learning activities with children outside of school, and plans for their children's postsecondary education. The Adult Education Interview (Part 2, Adult Education Survey Data) gathered data on type of adult education program enrolled in, employer support, and degree sought for six types of adult educational activities, including English as a second language, adult basic education, credential programs, apprenticeships, work-related courses, and personal development courses. The Youth Interview (Part 3, Youth Survey Data) elicited information from youths in the 6th through 12th grades whose parents had completed a Parent Interview. Respondents were asked about school and family environments, civic involvement and community service, and plans for postsecondary education.

Downloads of Add Health require submission of the following information, which is shared with the original producer of Add Health: supervisor name, supervisor email, and reason for download. A Data Guide for this study is available as a web page and for download. The National Longitudinal Study of Adolescent to Adult Health (Add Health), 1994-2008 [Public Use] is a longitudinal study of a nationally representative sample of U.S. adolescents in grades 7 through 12 during the 1994-1995 school year. The Add Health cohort was followed into young adulthood with four in-home interviews, the most recent conducted in 2008 when the sample was aged 24-32. Add Health combines longitudinal survey data on respondents' social, economic, psychological, and physical well-being with contextual data on the family, neighborhood, community, school, friendships, peer groups, and romantic relationships. Add Health Wave I data collection took place between September 1994 and December 1995, and included both an in-school questionnaire and in-home interview. The in-school questionnaire was administered to more than 90,000 students in grades 7 through 12, and gathered information on social and demographic characteristics of adolescent respondents, education and occupation of parents, household structure, expectations for the future, self-esteem, health status, risk behaviors, friendships, and school-year extracurricular activities. All students listed on a sample school's roster were eligible for selection into the core in-home interview sample. In-home interviews included topics such as health status, health-facility utilization, nutrition, peer networks, decision-making processes, family composition and dynamics, educational aspirations and expectations, employment experience, romantic and sexual partnerships, substance use, and criminal activities. A parent, preferably the resident mother, of each adolescent respondent interviewed in Wave I was also asked to complete an interviewer-assisted questionnaire covering topics such as inheritable health conditions, marriages and marriage-like relationships, neighborhood characteristics, involvement in volunteer, civic, and school activities, health-affecting behaviors, education and employment, household income and economic assistance, parent-adolescent communication and interaction, parent's familiarity with the adolescent's friends and friends' parents. Add Health data collection recommenced for Wave II from April to August 1996, and included almost 15,000 follow-up in-home interviews with adolescents from Wave I. Interview questions were generally similar to Wave I, but also included questions about sun exposure and more detailed nutrition questions. Respondents were asked to report their height and weight during the course of the interview, and were also weighed and measured by the interviewer. From August 2001 to April 2002, Wave III data were collected through in-home interviews with 15,170 Wave I respondents (now 18 to 26 years old), as well as interviews with their partners. Respondents were administered survey questions designed to obtain information about family, relationships, sexual experiences, childbearing, and educational histories, labor force involvement, civic participation, religion and spirituality, mental health, health insurance, illness, delinquency and violence, gambling, s,ubstance abuse, and involvement with the criminal justice system. High School Transcript Release Forms were also collected at Wave III, and these data comprise the Education Data component of the Add Health study. Wave IV in-home interviews were conducted in 2008 and 2009 when the original Wave I respondents were 24 to 32 years old. Longitudinal survey data were collected on the social, economic, psychological, and health circumstances of respondents, as well as longitudinal geographic data. Survey questions were expanded on educational transitions, economic status and financial resources and strains, sleep patterns and sleep quality, eating habits and nutrition, illnesses and medications, physical activities, emotional content and quality of current or most recent romantic/cohabiting/marriage relationships, and maltreatment during childhood by caregivers. Dates and circumstances of key life events occurring in young adulthood were also recorded, including a complete marriage and cohabitation history, full pregnancy and fertility histories from both men and women, an educational history of dates of degrees and school attendance, contact with the criminal justice system, military service, and various employment events, including the date of first and current jobs, with respective information on occupation, industry, wages, hours, and benefits. Finally, physical measurements and biospecimens were also collected at Wave IV, and included anthropometric measures of weight, height and waist circumference, cardiovascular measures such as systolic blood pressure, diastolic blood pressure, and pulse, metabolic measures from dried blood spots assayed for lipids, glucose, and glycosylated hemoglobin (HbA1c), measures of inflammation and immune function, including High sensitivity C-reactive protein (hsCRP) and Epstein-Barr virus (EBV).

The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. Research Goals The specific research aims were as follows: Examining the relationship between infants' childcare arrangements (defined in terms of hours, type, quality, and stability of care and the age at which the child entered care) and children's concurrent and long-term development. Specifically, the study investigated the association between children's experiences in childcare and their social, emotional, language, and cognitive development. The social-emotional assessments included measures of attachment, independence, compliance, behavior problems, prosocial and antisocial behavior, and general competence in interacting with peers. Cognitive variables include general developmental level and problem solving skills. Language assessments incorporated measures of children's expressive and receptive communicative competence. Examining whether the social ecology of the home moderates the effects of childcare, i.e., whether children from different home environments are differentially affected by similar childcare experiences. The study examined the moderating effects of parents' values and attitudes, psychological adjustment and mental health, stress and social support, child-rearing practices, time use, interactions with the child, the marital relationship, and family demographics. Examining whether individual differences among children moderate the effects of infant care on child development. The study examined the moderating effects of such child characteristics as age, sex, health, birth order, and temperament. Identify demographic and family characteristics associated with families' childcare decisions. The study examined whether specific childcare arrangements are related to the parents' social class, marital status, psychological adjustment and personality, child-rearing values and attitudes, parenting practices, stress, social support, marital relationship, and the availability of childcare in the community. Provide a natural history of infant care in the 1990s, and help establish a baseline of data pertaining to the kinds of care being used by families. Whereas other national databases, such as those provided by the United States Census Bureau, provide static estimates of the number of children in different types of childcare, this network study supplements that knowledge with longitudinal data on successive enrollments into day care at various ages, patterns of arrangements used concurrently and over time, and the stability of arrangements during the first three years of life. One of the most valuable aspects of the collaborative study is the opportunity it provides to obtain a more complete and accurate picture of patterns of infant care used by families today. Census surveys use only gross categories of care (e.g., center vs. in-home). In this study, more fine-grained information regarding the types, of centers and home-care facilities was gathered. Examine the consequences for families of maternal employment and childcare choices. Family relationships, parental mental health, family stress, and so on, are not just inputs to child development or moderators of childcare effects, they are also outcomes. High-quality childcare may alleviate family stress and enhance parental adjustment. Low-quality childcare may add to the stress parents experience. Although the main focus in the study was on the effect of childcare on the child, the study also examined the effect of childcare on the family. Identify demographic characteristics of childcare associated with childcare quality. Of interest to policy makers is another aspect of the study, the investigation of those regulatory characteristics that predict care of higher quality. These characteristics included the level and type of caregiver training, the size of the childcare group, the auspices of the childcare program (public/private, profit/nonprofit, independent/chain, employer-sponsored/church-based), whether the facility was licensed or unlicensed, the level of payment and fees, and whether the caregiver was a relative of the family. Data File Organization 309 data files were compiled for this study and are organized into 3 main groups: Analytical Data Sets (ADS) -- The raw data were examined and composites defined by small groups of individual principal investigators according to the demographic, family, childcare, and child outcome content of the data. The psychometric and distributional qualities of the variables, along with site differences, were examined. A set of variables that were psychometrically and distributionally acceptable to be used in analytic analyses was designed to test the study hypotheses. These data files comprise Parts 1-42 of the study data material. Supplemental Data Sets -- New and revised analysis variables as well as across-time mean scores and primary composites were produced as a supplement to the original Analytical Datasets. These data files comprise Parts 43-55 of the study data material. Raw Data Sets -- The raw data were made available and comprise Parts 56-309 of the study data material. Training Workshop A three-day summer training workshop on the SECCYD was put on by NICHD at the Inter-University Consortium for Political and Social Research in Ann Arbor, Michigan in 2010. The binder from that workshop, which includes the Powerpoint slides used during presentations, are freely available to the public as part of the study documentation.

The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. Research Goals The specific research aims were as follows: Examining the relationship between infants' childcare arrangements (defined in terms of hours, type, quality, and stability of care and the age at which the child entered care) and children's concurrent and long-term development. Specifically, the study investigated the association between children's experiences in childcare and their social, emotional, language, and cognitive development. The social-emotional assessments included measures of attachment, independence, compliance, behavior problems, prosocial and antisocial behavior, and general competence in interacting with peers. Cognitive variables include general developmental level and problem solving skills. Language assessments incorporated measures of children's expressive and receptive communicative competence. Examining whether the social ecology of the home moderates the effects of childcare, i.e., whether children from different home environments are differentially affected by similar childcare experiences. The study examined the moderating effects of parents' values and attitudes, psychological adjustment and mental health, stress and social support, child-rearing practices, time use, interactions with the child, the marital relationship, and family demographics. Examining whether individual differences among children moderate the effects of infant care on child development. The study examined the moderating effects of such child characteristics as age, sex, health, birth order, and temperament. Identify demographic and family characteristics associated with families' childcare decisions. The study examined whether specific childcare arrangements are related to the parents' social class, marital status, psychological adjustment and personality, child-rearing values and attitudes, parenting practices, stress, social support, marital relationship, and the availability of childcare in the community. Provide a natural history of infant care in the 1990s, and help establish a baseline of data pertaining to the kinds of care being used by families. Whereas other national databases, such as those provided by the United States Census Bureau, provide static estimates of the number of children in different types of childcare, this network study supplements that knowledge with longitudinal data on successive enrollments into day care at various ages, patterns of arrangements used concurrently and over time, and the stability of arrangements during the first three years of life. One of the most valuable aspects of the collaborative study is the opportunity it provides to obtain a more complete and accurate picture of patterns of infant care used by families today. Census surveys use only gross categories of care (e.g., center vs. in-home). In this study, more fine-grained information regarding the types, of centers and home-care facilities was gathered. Examine the consequences for families of maternal employment and childcare choices. Family relationships, parental mental health, family stress, and so on, are not just inputs to child development or moderators of childcare effects, they are also outcomes. High-quality childcare may alleviate family stress and enhance parental adjustment. Low-quality childcare may add to the stress parents experience. Although the main focus in the study was on the effect of childcare on the child, the study also examined the effect of childcare on the family. Identify demographic characteristics of childcare associated with childcare quality. Of interest to policy makers is another aspect of the study, the investigation of those regulatory characteristics that predict care of higher quality. These characteristics included the level and type of caregiver training, the size of the childcare group, the auspices of the childcare program (public/private, profit/nonprofit, independent/chain, employer-sponsored/church-based), whether the facility was licensed or unlicensed, the level of payment and fees, and whether the caregiver was a relative of the family. Data File Organization 193 data files were compiled for this study and are organized into 3 main groups: Analytical Data Sets (ADS) -- The raw data were examined and composites defined by small groups of individual principal investigators according to the demographic, family, childcare, and child outcome content of the data. The psychometric and distributional qualities of the variables along with site differences were examined. A set of variables that was psychometrically and distributionally acceptable to be used in analytic analyses was designed to test the study hypotheses. These data files comprise Parts 1-24 of the study data material. Supplemental Data Sets -- New and revised analysis variables as well as across-time mean scores and primary composites were produced as a supplement to the original Analytical Data Sets. These data files comprise Parts 25-27 of the study data material. Raw Data Sets -- The raw data were made available and comprise Parts 28-193 of the study data material. Training Workshop A three-day summer training workshop on the SECCYD was put on by NICHD at the Inter-University Consortium for Political and Social Research in Ann Arbor, Michigan in 2010. The binder from that workshop, which includes the Powerpoint slides used during presentations, are freely available to the public as part of the study documentation.

The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. Research Goals The specific research aims were as follows: Examining the relationship between infants' childcare arrangements (defined in terms of hours, type, quality, and stability of care and the age at which the child entered care) and children's concurrent and long-term development. Specifically, the study investigated the association between children's experiences in childcare and their social, emotional, language, and cognitive development. The social-emotional assessments included measures of attachment, independence, compliance, behavior problems, prosocial and antisocial behavior, and general competence in interacting with peers. Cognitive variables include general developmental level and problem solving skills. Language assessments incorporated measures of children's expressive and receptive communicative competence. Examining whether the social ecology of the home moderates the effects of childcare, i.e., whether children from different home environments are differentially affected by similar childcare experiences. The study examined the moderating effects of parents' values and attitudes, psychological adjustment and mental health, stress and social support, child-rearing practices, time use, interactions with the child, the marital relationship, and family demographics. Examining whether individual differences among children moderate the effects of infant care on child development. The study examined the moderating effects of such child characteristics as age, sex, health, birth order, and temperament. Identify demographic and family characteristics associated with families' childcare decisions. The study examined whether specific childcare arrangements are related to the parents' social class, marital status, psychological adjustment and personality, child-rearing values and attitudes, parenting practices, stress, social support, marital relationship, and the availability of childcare in the community. Provide a natural history of infant care in the 1990s, and help establish a baseline of data pertaining to the kinds of care being used by families. Whereas other national databases, such as those provided by the United States Census Bureau, provide static estimates of the number of children in different types of childcare, this network study supplements that knowledge with longitudinal data on successive enrollments into day care at various ages, patterns of arrangements used concurrently and over time, and the stability of arrangements during the first three years of life. One of the most valuable aspects of the collaborative study is the opportunity it provides to obtain a more complete and accurate picture of patterns of infant care used by families today. Census surveys use only gross categories of care (e.g., center vs. in-home). In this study, more fine-grained information regarding the types, of centers and home-care facilities was gathered. Examine the consequences for families of maternal employment and childcare choices. Family relationships, parental mental health, family stress, and so on, are not just inputs to child development or moderators of childcare effects, they are also outcomes. High-quality childcare may alleviate family stress and enhance parental adjustment. Low-quality childcare may add to the stress parents experience. Although the main focus in the study was on the effect of childcare on the child, the study also examined the effect of childcare on the family. Identify demographic characteristics of childcare associated with childcare quality. Of interest to policy makers is another aspect of the study, the investigation of those regulatory characteristics that predict care of higher quality. These characteristics included the level and type of caregiver training, the size of the childcare group, the auspices of the childcare program (public/private, profit/nonprofit, independent/chain, employer-sponsored/church-based), whether the facility was licensed or unlicensed, the level of payment and fees, and whether the caregiver was a relative of the family. Data File Organization 504 data files were compiled for this study and are organized into 4 main groups: Analytical Data Sets (ADS) -- The raw data were examined and composites defined by small groups of individual principal investigators according to the demographic, family, childcare, and child outcome content of the data. The psychometric and distributional qualities of the variables along with site differences were examined. A set of variables that was psychometrically and distributionally acceptable to be used in analytic analyses was designed to test the study hypotheses. These data files comprise Parts 1-49 of the study data material. Supplemental Data Sets -- New and revised analysis variables as well as across-time mean scores and primary composites were produced as a supplement to the original Analytical Data Sets. These data files comprise Parts 50-55 of the study data material. Raw Census-Related Data Sets -- Files were produced using geocoded addresses for survey respondents to match block group level data from the 1990 and 2000 Censuses for investigators to create additional measures of interest from the geocoded addresses. These data files comprise Parts 56-58 of the study data material. Raw Data Sets -- The raw data were made available and comprise Parts 59-505 of the study data material. Training Workshop A three-day summer training workshop on the SECCYD was put on by NICHD at the Inter-University Consortium for Political and Social Research in Ann Arbor, Michigan in 2010. The binder from that workshop, which includes the Powerpoint slides used during presentations, are freely available to the public as part of the study documentation.

The overall purpose of this study was to examine the influence of variations in early childcare histories on the psychological development of infants and toddlers from a variety of family backgrounds. This general objective was addressed through a prospective, longitudinal study of the experiences of 1,364 children and their families, which took into account the complex interactions among child characteristics and those of the human and physical environments in which the children were reared. Research Goals The specific research aims were as follows: Examining the relationship between infants' childcare arrangements (defined in terms of hours, type, quality, and stability of care and the age at which the child entered care) and children's concurrent and long-term development. Specifically, the study investigated the association between children's experiences in childcare and their social, emotional, language, and cognitive development. The social-emotional assessments included measures of attachment, independence, compliance, behavior problems, prosocial and antisocial behavior, and general competence in interacting with peers. Cognitive variables include general developmental level and problem solving skills. Language assessments incorporated measures of children's expressive and receptive communicative competence. Examining whether the social ecology of the home moderates the effects of childcare, i.e., whether children from different home environments are differentially affected by similar childcare experiences. The study examined the moderating effects of parents' values and attitudes, psychological adjustment and mental health, stress and social support, child-rearing practices, time use, interactions with the child, the marital relationship, and family demographics. Examining whether individual differences among children moderate the effects of infant care on child development. The study examined the moderating effects of such child characteristics as age, sex, health, birth order, and temperament. Identify demographic and family characteristics associated with families' childcare decisions. The study examined whether specific childcare arrangements are related to the parents' social class, marital status, psychological adjustment and personality, child-rearing values and attitudes, parenting practices, stress, social support, marital relationship, and the availability of childcare in the community. Provide a natural history of infant care in the 1990s, and help establish a baseline of data pertaining to the kinds of care being used by families. Whereas other national databases, such as those provided by the United States Census Bureau, provide static estimates of the number of children in different types of childcare, this network study supplements that knowledge with longitudinal data on successive enrollments into day care at various ages, patterns of arrangements used concurrently and over time, and the stability of arrangements during the first three years of life. One of the most valuable aspects of the collaborative study is the opportunity it provides to obtain a more complete and accurate picture of patterns of infant care used by families today. Census surveys use only gross categories of care (e.g., center vs. in-home). In this study, more fine-grained information regarding the types, of centers and home-care facilities was gathered. Examine the consequences for families of maternal employment and childcare choices. Family relationships, parental mental health, family stress, and so on, are not just inputs to child development or moderators of childcare effects, they are also outcomes. High-quality childcare may alleviate family stress and enhance parental adjustment. Low-quality childcare may add to the stress parents experience. Although the main focus in the study was on the effect of childcare on the child, the study also examined the effect of childcare on the family. Identify demographic characteristics of childcare associated with childcare quality. Of interest to policy makers is another aspect of the study, the investigation of those regulatory characteristics that predict care of higher quality. These characteristics included the level and type of caregiver training, the size of the childcare group, the auspices of the childcare program (public/private, profit/nonprofit, independent/chain, employer-sponsored/church-based), whether the facility was licensed or unlicensed, the level of payment and fees, and whether the caregiver was a relative of the family. Data File Organization 158 data files were compiled for this study and are organized into 4 main groups: Analytical Data Sets (ADS)-- The raw data were examined and composites defined by small groups of individual principal investigators according to the demographic, family, childcare, and child outcome content of the data. The psychometric and distributional qualities of the variables along with site differences were examined. A set of variables that was psychometrically and distributionally acceptable to be used in analytic analyses was designed to test the study hypotheses. These data files comprise Parts 1-19 of the study data material. Supplemental Data Sets -- New and revised analysis variables as well as across-time mean scores and primary composites were produced as supplements to the original Analytical Data Sets. These data files are Parts 20-26 of the study data material. Raw Census-Related Data Sets -- Files were produced using geocoded addresses for survey respondents to match block group-level data from the 1990 and 2000 Censuses for investigators to create additional measures of interest from the geocoded addresses. These data files comprise Parts 27-30 of the study data material. Raw Data Sets -- The raw data were made available and comprise Parts 31-158 of the study data material. Included in this phase of the study are the output of several third-party software programs that were used during Phases II, III and IV to collect data for specific tasks or activities. These programs produced one output data file per subject, which were combined to produce some of the raw data files for those studies. The original program output is included as expanded documentation in this phase of the study. Training Workshop A three-day summer training workshop on the SECCYD was put on by NICHD at the Inter-University Consortium for Political and Social Research in Ann Arbor, Michigan in 2010. The binder from that workshop, which includes the Powerpoint slides used during presentations, are freely available to the public as part of the study docu,mentation.

The Pittsburgh Youth Study (PYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. PYS aims to document the development of antisocial and delinquent behavior from childhood to early adulthood, the risk factors that impinge on that development, and help seeking and service provision of boys' behavior problems. The study also focuses on boys' development of alcohol and drug use, and internalizing problems. PYS consists of three cohorts of boys who were in the first, fourth, and seventh grades in Pittsburgh, Pennsylvania public schools during the 1987-1988 academic year (called the youngest, middle, and oldest cohorts, respectively). Using a screening risk score that measured each boy's antisocial behavior, boys identified at the top 30 percent within each grade cohort on the screening risk measure (n=~250), as well as an equal number of boys randomly selected from the remainder (n=~250), were selected for follow-up. Consequently, the final sample for the study consisted of 1,517 total students selected for follow-up. 506 of these students were in the oldest sample, 508 were in the middle sample, and 503 were in the youngest sample. Assessments were conducted semiannually and then annually using multiple informants (i.e., boys, parents, and teachers) between 1987 and 2010. The youngest cohort was assessed from ages 6-19 and again at ages 25 and 28. The middle cohort was assessed from ages 9-13 and again at age 23. The oldest cohort was assessed from ages 13-25, with an additional assessment at age 35. Information has been collected on a broad range of risk and protective factors across multiple domains (e.g., individual, family, peer, school, and neighborhood). Measures of conduct problems, substance use/abuse, criminal behavior, mental health problems have been collected. This collection contains data and syntax files for demographic constructs. The datasets include constructs on repeated grade status, demographic information of participants, participants' biological mother, biological father, female caretaker, and male caretaker, change of caretaker since last phase, number of family members and other adults or children in the home, family structure, followup participation by youth, caretaker, and teacher, and housing characteristics. The demographic constructs were created by using the PYS raw data. The raw data are available at ICPSR in the following studies: Pittsburgh Youth Study Youngest Sample (1987 - 2001) [Pittsburgh, Pennsylvania], Pittsburgh Youth Study Middle Sample (1987 - 1991) [Pittsburgh, Pennsylvania], and Pittsburgh Youth Study Oldest Sample (1987 - 2000) [Pittsburgh, Pennsylvania].

The Pittsburgh Youth Study (PYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. PYS aims to document the development of antisocial and delinquent behavior from childhood to early adulthood, the risk factors that impinge on that development, and help seeking and service provision of boys' behavior problems. The study also focuses on boys' development of alcohol and drug use, and internalizing problems. PYS consists of three cohorts of boys who were in the first, fourth, and seventh grades in Pittsburgh, Pennsylvania public schools during the 1987-1988 academic year (called the youngest, middle, and oldest cohorts, respectively). Using a screening risk score that measured each boy's antisocial behavior, boys identified at the top 30% within each grade cohort on the screening risk measure (n=~250), as well as an equal number of boys randomly selected from the remainder (n=~250), were selected for follow-up. Consequently, the final sample for the study consisted of 1,517 total students selected for follow-up. 503 of these students were in the oldest sample, 508 were in the middle sample, and 506 were in the youngest sample. Assessments were conducted semiannually and then annually using multiple informants (i.e., boys, parents, and teachers) between 1987 and 2010. The youngest cohort was assessed from ages 6-19 and again at ages 25 and 28. The middle cohort was assessed from ages 9-13 and again at age 23. The oldest cohort was assessed from ages 13-25, with an additional assessment at age 35. Information has been collected on a broad range of risk and protective factors across multiple domains (e.g., individual, family, peer, school, and neighborhood). Measures of conduct problems, substance use/abuse, criminal behavior, mental health problems have been collected. This collection contains data and syntax files for mental health constructs. The datasets include constructs on symptoms and contributing factors from both the DSM-IIIR and DSM-IV for Attention Deficit Hyperactivity Disorder (ADHD), Anxiety, Conduct Disorder, depressed mood, substance abuse, Major Depressive Episode and Dysthymia, Oppositional Defiant Disorder, Psychopathy with and without delinquency, Schizophrenia, help-seeking behavior, institutionalization, and other diagnoses and constructs. Additionally, the collection includes data on scores from the following scales: Problem Scale, DSM-Oriented Scale, Child Behavior Checklist (CBPRB), and Young Adult Problem Scales. The mental health constructs were created by using the PYS raw data. The raw data are available at ICPSR in the following studies: Pittsburgh Youth Study Youngest Sample (1987 - 2001) [Pittsburgh, Pennsylvania], Pittsburgh Youth Study Middle Sample (1987 - 1991) [Pittsburgh, Pennsylvania], and Pittsburgh Youth Study Oldest Sample (1987 - 2000) [Pittsburgh, Pennsylvania].

The Pittsburgh Youth Study (PYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. PYS aims to document the development of antisocial and delinquent behavior from childhood to early adulthood, the risk factors that impinge on that development, and help seeking and service provision of boys' behavior problems. The study also focuses on boys' development of alcohol and drug use, and internalizing problems. PYS consists of three samples of boys who were in the first, fourth, and seventh grades in Pittsburgh, Pennsylvania public schools during the 1987-1988 academic year (called the youngest, middle, and oldest sample, respectively). Using a screening risk score that measured each boy's antisocial behavior, boys identified at the top 30 percent within each grade sample on the screening risk measure (n=~250), as well as an equal number of boys randomly selected from the remainder (n=~250), were selected for follow-up. Consequently, the final sample for the study consisted of 1,517 total students selected for follow-up. 506 of these students were in the oldest sample, 508 were in the middle sample, and 503 were in the youngest sample. Assessments were conducted semiannually and then annually using multiple informants (i.e., boys, parents, teachers) between 1987 and 2010. The youngest sample was assessed from ages 6-19 and again at ages 25 and 28. The middle sample was assessed from ages 9-13 and again at age 23. The oldest sample was assessed from ages 13-25, with an additional assessment at age 35. Information has been collected on a broad range of risk and protective factors across multiple domains (e.g., individual, family, peer, school, neighborhood). Measures of conduct problems, substance use/abuse, criminal behavior, mental health problems have been collected. This study collection contains only the middle sample respondents.

The Pittsburgh Youth Study (PYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. PYS aims to document the development of antisocial and delinquent behavior from childhood to early adulthood, the risk factors that impinge on that development, and help seeking and service provision of boys' behavior problems. The study also focuses on boys' development of alcohol and drug use, and internalizing problems. PYS consists of three samples of boys who were in the first, fourth, and seventh grades in Pittsburgh, Pennsylvania public schools during the 1987-1988 academic year (called the youngest, middle, and oldest sample, respectively). Using a screening risk score that measured each boy's antisocial behavior, boys identified at the top 30 percent within each grade sample on the screening risk measure (n=~250), as well as an equal number of boys randomly selected from the remainder (n=~250), were selected for follow-up. Consequently, the final sample for the study consisted of 1,517 total students selected for follow-up. 506 of these students were in the oldest sample, 508 were in the middle sample, and 503 were in the youngest sample. Assessments were conducted semiannually and then annually using multiple informants (i.e., boys, parents, teachers) between 1987 and 2010. The youngest sample was assessed from ages 6-19 and again at ages 25 and 28. The middle sample was assessed from ages 9-13 and again at age 23. The oldest sample was assessed from ages 13-25, with an additional assessment at age 35. Information has been collected on a broad range of risk and protective factors across multiple domains (e.g., individual, family, peer, school, neighborhood). Measures of conduct problems, substance use/abuse, criminal behavior, mental health problems have been collected. This study collection contains only the oldest sample respondents.

The Pittsburgh Youth Study (PYS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. PYS aims to document the development of antisocial and delinquent behavior from childhood to early adulthood, the risk factors that impinge on that development, and help seeking and service provision of boys' behavior problems. The study also focuses on boys' development of alcohol and drug use, and internalizing problems. PYS consists of three samples of boys who were in the first, fourth, and seventh grades in Pittsburgh, Pennsylvania public schools during the 1987-1988 academic year (called the youngest, middle, and oldest sample, respectively). Using a screening risk score that measured each boy's antisocial behavior, boys identified at the top 30 percent within each grade sample on the screening risk measure (n=~250), as well as an equal number of boys randomly selected from the remainder (n=~250), were selected for follow-up. Consequently, the final sample for the study consisted of 1,517 total students selected for follow-up. 506 of these students were in the oldest sample, 508 were in the middle sample, and 503 were in the youngest sample. Assessments were conducted semiannually and then annually using multiple informants (i.e., boys, parents, teachers) between 1987 and 2010. The youngest sample was assessed from ages 6-19 and again at ages 25 and 28. The middle sample was assessed from ages 9-13 and again at age 23. The oldest sample was assessed from ages 13-25, with an additional assessment at age 35. Information has been collected on a broad range of risk and protective factors across multiple domains (e.g., individual, family, peer, school, neighborhood). Measures of conduct problems, substance use/abuse, criminal behavior, mental health problems have been collected. This study collection contains only the youngest sample respondents.

The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. One of the measures composing the Longitudinal Cohort Study was the Home and Life Interview. The Home and Life Interview was a restructured interview based on the Home Observation for Measurement of the Environment (HOME) inventory used in Wave 1. The Home and Life Interview, like the HOME inventory, sought to observe the developmental environment in which children belonging to the Longitudinal Cohort Study sample were raised. The Home and Life Interview was designed to capture the absence or presence of certain cognitive stimuli, including varied learning experiences and diverse educational materials. The Home and Life Interview also measured the extent and nature of the interactions that occurred between the subject and his or her primary caregiver. In contrast to Wave 1, particular emphasis was placed on evaluating the relationship between the subject and the subject's father or, in the father's absence, a male father figure. An important feature of the Wave 1 HOME inventory was the data collected that described the interior and exterior conditions of the respondent's home and neighborhood. Similar observations were recorded, however, for Wave 2. This information was documented in the Interviewer Impressions data found in PROJECT ON HUMAN DEVELOPMENT IN CHICAGO NEIGHBORHOODS (PHDCN): INTERVIEWER IMPRESSIONS (PRIMARY CAREGIVER), WAVE 1, 1997-2000 (ICPSR 13631) and in PROJECT ON HUMAN DEVELOPMENT IN CHICAGO NEIGHBORHOODS (PHDCN): INTERVIEWER IMPRESSIONS (SUBJECT), WAVE 1, 1997-2000 (ICPSR 13632).

The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. One of the measures composing the Longitudinal Cohort Study was the Home and Life Interview. The Home and Life Interview was a restructured interview based on the Home Observation for Measurement of the Environment (HOME) inventory used in Wave 1 (PROJECT ON HUMAN DEVELOPMENT IN CHICAGO NEIGHBORHOODS (PHDCN): HOME OBSERVATION FOR MEASUREMENT OF THE ENVIRONMENT, WAVE 1, 1994-1997 [ICPSR 13594]). The Home and Life Interview, like the HOME inventory, sought to observe the developmental environment in which children belonging to the Longitudinal Cohort Study sample were raised. The Home and Life Interview was designed to capture the absence or presence of certain cognitive stimuli, including varied learning experiences and diverse educational materials. The Home and Life Interview also measured the extent and nature of the interactions that occurred between the subject and his or her primary caregiver. The Wave 3 Home and Life Interview instrument was a reduced version of the Wave 2 Home and Life Interview instrument (PROJECT ON HUMAN DEVELOPMENT IN CHICAGO NEIGHBORHOODS (PHDCN): HOME AND LIFE INTERVIEW, WAVE 2, 1997-2000 [ICPSR 13630]) that does not include an emphasis on evaluating the relationship between the subject and the subject's father or, in the father's absence, a male father figure. It was administered to subjects' primary caregivers for Cohorts 0, 3, 6, and 9.

The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. One of the measures composing the Longitudinal Cohort Study was the Home Observation for Measurement of the Environment (HOME) inventory. The HOME inventory sought to observe the developmental environment in which children belonging to the Longitudinal Cohort Study sample were raised. The HOME inventory was designed to capture the absence or presence of certain cognitive stimuli, including varied learning experiences and diverse educational materials. The HOME inventory also measured the extent and nature of the interactions that occurred between the subject and his or her primary caregiver, the subject and the subject's father (if the father was not the primary caregiver), and the subject and other family members. The PHDCN version of the HOME inventory also assessed the physical conditions in and around the respondent's home, taking careful note of the layout of the streets and buildings comprising the neighborhood.

The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. Part of the Longitudinal Cohort Study was the Infant Assessment Unit (IAU). The objective of the IAU was to observe how prenatal and postnatal conditions affect the health and cognitive functioning of infants during the first year of life. Consisting of several instruments, the IAU sought to measure infant cognition and quantify the experiences of the sampled infants from Cohort 0 during their first 12 months of life. Additionally, the IAU examined the circumstances surrounding the mother's pregnancy and the subsequent care received by the infant.

The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. One such measure was the Interviewer Impressions (Primary Caregiver). This set of questions was completed by the interviewer at the end of each interview with a primary caregiver(PC). Basic demographic information was collected. Also, the interviewer was asked to rate the behavior of the PC toward the interviewer and the PC's behavior and attitude toward the subject and other household members. It was completed for Cohorts 0, 3, 6, 9, 12, and 15.

The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. One such measure was the Interviewer Impressions (Primary Caregiver). This set of questions was completed by the interviewer at the end of each interview with a primary caregiver (PC). The interviewer supplied basic demographic information and rated the behavior of the PC toward the interviewer, as well as the PC's behavior and attitude toward the subject and other household members. It was completed for Cohorts 0, 3, 6, 9, and 12 and it is closely related to PROJECT ON HUMAN DEVELOPMENT IN CHICAGO NEIGHBORHOODS (PHDCN): INTERVIEWER IMPRESSIONS (PRIMARY CAREGIVER), WAVE 2, 1997-2000 (ICPSR 13631).

The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. One such measure was the Primary Female Caregiver instrument. It was administered to the subjects' primary female caregiver in Cohorts 0, 3, 6, 9, and 12 and to subjects in Cohorts 15 and 18. It obtained information related to the female most responsible for raising the subject. It is complemented by PROJECT ON HUMAN DEVELOPMENT IN CHICAGO NEIGHBORHOODS (PHDCN): PRIMARY MALE CAREGIVER, WAVE 3, 2000-2002 (ICPSR 13731).

The Project on Human Development in Chicago Neighborhoods (PHDCN) was a large-scale, interdisciplinary study of how families, schools, and neighborhoods affect child and adolescent development. One component of the PHDCN was the Longitudinal Cohort Study, which was a series of coordinated longitudinal studies that followed over 6,000 randomly selected children, adolescents, and young adults, and their primary caregivers over time to examine the changing circumstances of their lives, as well as the personal characteristics, that might lead them toward or away from a variety of antisocial behaviors. Numerous measures were administered to respondents to gauge various aspects of human development, including individual differences, as well as family, peer, and school influences. One such measure was the Primary Male Caregiver instrument. It was administered to the subject's primary caregiver in Cohorts 0, 3, 6, 9, and 12, and to subjects in Cohorts 15 and 18. It obtained information related to the male most responsible for raising the subject. It is complemented by PROJECT ON HUMAN DEVELOPMENT IN CHICAGO NEIGHBORHOODS (PHDCN): PRIMARY FEMALE CAREGIVER, WAVE 3, 2000-2002 (ICPSR 13729).

The Rochester Youth Development Study (RYDS) is part of the larger "Program of Research on the Causes and Correlates of Delinquency" initiated by the Office of Juvenile Justice and Delinquency Prevention in 1986. The RYDS examines causes and consequences of delinquency and drug use in an urban sample of adolescents. A sample of 1,000 seventh and eighth grade students was selected from Rochester, New York, public schools during the 1987-1988 academic year. These students were selected to over-represent youth at high risk for serious delinquency and drug use. In Phase 1 each student was interviewed nine times at six-month intervals from the Spring of 1988 until the Spring of 1992. In addition, interviews with one primary caretaker of each student were conducted eight times at six-month intervals from the Spring of 1988 until the Fall of 1991. The interviews lasted about an hour and cover a wide range of topics including social class position, family structure and processes, educational success, peer relationships, neighborhood characteristics, psychological functioning, social networks, and social support systems, and involvement in prosocial and antisocial behaviors. When appropriate, the research team collected similar information from both the students and parents to provide multiple perspectives on these developmental issues. The research team also collected extensive information about problem behaviors including self-reported delinquency and drug use, gang membership, gun ownership, problem drug use, teenage parenthood, school dropout, and other problem behaviors.