National Household Education Survey, 1993 (ICPSR 6877)
Principal Investigator(s): United States Department of Education. Institute of Education Sciences. National Center for Education Statistics
Summary: 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 (S... (more info)
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United States Department of Education. Institute of Education Sciences. National Center for Education Statistics. National Household Education Survey, 1993. ICPSR06877-v1. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 1997. doi:10.3886/ICPSR06877.v1
Persistent URL: http://dx.doi.org/10.3886/ICPSR06877.v1
This survey was funded by:
- United States Department of Education. Institute of Education Sciences. National Center for Education Statistics
Scope of Study
Summary: 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.
Subject Terms: academic achievement, adult education, alcohol consumption, basic skills, child care, child development, classroom environment, course content, drug education, early childhood education, educational environment, educational programs, elementary education, families, home environment, home schooling, households, parental attitudes, parental influence, school violence, secondary education, social interaction, student attitudes, substance abuse, training, victimization, youths
Geographic Coverage: United States
Date of Collection:
Universe: School Safety and Discipline Data (Part 1): parents/guardians of children in grades 3 through 12, and youths in grades 6 through 12. School Readiness Data (Part 2): parents/guardians of children aged 3 through 7, or in second grade and below.
Data Types: survey data
Sample: A random sampling procedure using random-digit dialing was employed. The sample consisted of 4,000 clusters of telephone numbers that yielded a participating residential household sample of 64,000. Surveys were conducted entirely by sampling, contacting, and interviewing persons by telephone. Blacks and Hispanics were oversampled to increase the reliability of these estimates.
computer-assisted telephone interviews
Original ICPSR Release: 1997-05-30
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