PDF & Related Info
Chris ChapmanThe statistics, measures, and characteristics used in analyses for this E.D. TAB report are described below. The measures and characteristics include both core After-School Programs and Activities categories and socio-demographic characteristics that are used throughout the report.
Activities During Nonparental Care
After-School Activities
Assistance for Nonparental Arrangement
Child Care Arrangements
Child Care Provider Ratio
Child Characteristics
Factors for Selecting Care
Household Characteristics
Location of Care
Measures and Characteristics
Out-of-Pocket Expenses for Nonparental Care
Statistics
Time Spent in Nonparental Care Arrangement
Transportation to Care Arrangement
ACTIVITIES DURING SCHOOL- OR CENTER-BASED CARE: For table 9, parents were asked what their child spent most of their time doing at their school- or center-based after-school care arrangement. The data were taken directly from the ASPA questionnaire (SH26). The values for this variable are: 1) Homework/educational/reading/writing (CPAEDUC1-5); 2) Computers (CPACOMP1-5); 3) Arts (perform or study music, crafts, drama, etc.) (CPAART1-5); 4) Chores/work (CPACHOR1-5); 5) Outdoor play/activities/sports (CPAOUTP1-5); 6) Indoor play (CPAINPL1-5); 7) Television/videos/video games/listening to music (CPATV1-5); and 91) Other (CPAOTHE1-5).
ACTIVITIES DURING NONRELATIVE CARE: For table 9, parents were asked what their child spent most of their time doing at their nonrelative after-school care arrangement. The data were taken directly from the ASPA questionnaire (SG23). The values for this variable are: 1) Homework/educational/reading/writing (NCAEDUC1-4); 2) Computers (NCACOMP1-4); 3) Arts (perform or study music, crafts, drama, etc.) (NCAART1-4); 4) Chores/work (NCACHOR1-4); 5) Outdoor play/activities/sports (NCAOUTP1-4); 6) Indoor play (NCAINPL1-4); 7) Television/videos/video games/listening to music (NCATV1-4); and 91) Other (NCAOTHE1-4).
ACTIVITIES DURING RELATIVE CARE: For table 9, parents were asked what their child spent most of their time doing at their relative after-school care arrangement. The data were taken directly from the ASPA questionnaire (SF23). The values for this variable are: 1) Homework/educational/reading/writing (RCAEDUC1-5); 2) Computers (RCACOMP1-5); 3) Arts (perform or study music, crafts, drama, etc.) (RCAART1-5); 4) Chores/work (RCACHOR1-5); 5) Outdoor play/activities/sports (RCAOUTP1-5); 6) Indoor play (RCAINPL1-5); 7) Television/videos/video games/listening to music (RCATV1-5); and 91) Other (RCAOTHE1-5).
ACTIVITIES DURING SELF CARE: For table 9, parents were asked what their child spent most of their time doing when they are responsible for himself/herself. The data were taken directly from the ASPA questionnaire (SJ11). The values for this variable are: 1) Homework/educational/reading/writing (SCAEDUC); 2) Computers (SCACOMP); 3) Arts (perform or study music, crafts, drama, etc.) (SCAART); 4) Chores/work (SCACHOR); 5) Outdoor play/activities/sports (SCAOUTPL); 6) Indoor play (SCAINPL); 7) Television/videos/video games/listening to music (SCATV); and 91) Other (SCAOTHER).
PARTICIPATION IN AFTER-SCHOOL ACTIVITIES. For table 13, parents were asked if their child participated in the following activities since the beginning of the school year: a) Arts, like music, dance or painting (ASARTS); b) Sports (ASSPORT); c) Clubs, like yearbook, debate, or a book club (ASCLUB); d) Other academic activities, like tutoring, or math lab (ASCAD); e) Volunteer work or community service (ASVOLU); f) Religious activities or instruction (ASRELI); g) Scouts (ASSCOUT); and h) Any other activities (ASOTHER). The data were taken directly from the ASPA questionnaire (SI2). Otherwise, they were imputed.
PARTICIPATION IN AFTER-SCHOOL ACTIVITIES PROVIDED BY SCHOOL. For table 14, if parents indicated that their child participated in the following activities, then they were asked if these activities were provided by the child's school: a) Arts, like music, dance or painting (ASSCARTS); b) Sports (ASSCPORT); c) Clubs, like yearbook, debate, or a book club (ASSCCLUB); d) Other academic activities, like tutoring, or math lab (ASSCCAD); e) Volunteer work or community service (ASSCVOLU); f) Religious activities or instruction (ASSCRELI); and h) Any other activities (ASSCOTHR). The data were taken directly from the ASPA questionnaire (SI2). Otherwise, they were imputed.
ASSISTANCE FOR SCHOOL- OR CENTER-BASED CARE: Parents were asked whether they received assistance for each of their school- or center-based care arrangements from various sources. The sources were: a) a relative outside of the household (CPREL1-5), b) Temporary Assistance for Needy Families, a federally funded program that provides assistance and work opportunities to needy families (CPTANF1-5), c) another social service, welfare, or child care agency (CPSSAC1-5), d) an employer (CPEMPL1-5), and e) someone else (CPOTHER1-5). The data for CPREL1-5, CPTANF1-5, CPSSAC1-5, CPEMPL1-5, and CPOTHER1-5 were taken directly from the ASPA questionnaire (SH14) when available. Otherwise, they were imputed.
ASSISTANCE FOR NONRELATIVE CARE: Parents were asked whether they received assistance for each of their nonrelative care arrangements from various sources. The sources were: a) a relative outside of the household (NCREL1-4), b) Temporary Assistance for Needy Families, a federally funded program that provides assistance and work opportunities to needy families (NCTANF1-4), c) another social service, welfare, or child care agency (NCSSAC1-4), d) an employer (NCEMPL1-4), and e) someone else (NCOTHER1-4). The data for NCREL1-4, NCTANF1-4, NCSSAC1-4, NCEMPL1-4, and NCOTHER1-4 were taken directly from the ASPA questionnaire (SG13) when available. Otherwise, they were imputed.
ASSISTANCE FOR RELATIVE CARE: Parents were asked whether they received assistance for each of their relative care arrangements from various sources. The sources were: a) a relative outside of the household (RCREL1-4), b) Temporary Assistance for Needy Families, a federally funded program that provides assistance and work opportunities to needy families (RCTANF1-4), c) another social service, welfare, or child care agency (RCSSAC1-4), d) an employer (RCEMPL1-4), and e) someone else (RCOTHER1-4). The data for RCREL1-4, RCTANF1-4, RCSSAC1-4, RCEMPL1-4, and RCOTHER1-4 were taken directly from the ASPA questionnaire (SF14) when available. Otherwise, they were imputed.
ANYCARE2 indicates whether the student currently participates in any nonparental care or program arrangements at least once each week. This derived variable was created using RCWEEK1-RCWEEK5 (SF4), indicating whether a relative care arrangement occurred at least weekly, NCWEEK1-NCWEEK4 (SG3), indicating whether a nonrelative care arrangement occurred at least weekly, CPWEEK1-CPWEEK5 (SH4), indicating whether a school- or center-based arrangement occurred at least weekly, ASCOVER (SI8), indicating whether the activities were for adult supervision, and ASWEEK (SI3), indicating whether the activities occurred weekly.
The values for ANYCARE2 are as follows:
-1 = Homeschooler 1 = Currently participates in any care or program arrangement that occurs at least once each week 2 = Does not currently participate in any care or program arrangement that occurs at least once each week
RELATIVE CARE TYPE (RCTYPE1-5) indicates the type of relative care arrangement. Responses indicated whether the relative was a "grandmother," "grandfather," "aunt," "uncle," "brother," "sister," or "another relative" (RCTYPE1-5 = 1, 2, 3, 4, 5, 6, or 7). The data for this variable are taken directly from the ECPP questionnaire (ED3) when available. Otherwise, they were imputed.
SELF CARE (SCWEEK) indicates whether the student was responsible for himself/herself at least once a week. The data for this variable were taken directly from the ASPA questionnaire (SJ2) when available. Otherwise they were imputed.
CHILD-CARE PROVIDER RATIO IN CENTER-BASED PROGRAM: The variables used to construct child-care provider ratio were CPKIDS1-5 and CPADLTS1-5. Parents were asked how many children were usually cared for together (CPKIDS1-5) and the total number of adults in the child's room at the same time (CPADLTS1-5) for each school- or center-based care arrangement. The data for CPKIDS1-5 (SH24) and CPADLTS1-4 (SH25) were taken directly from the ASPA questionnaire when available. Otherwise, they were imputed. Child-care provider ratio for each student's school- or center-based arrangement was calculated by dividing the total number of children cared for together by the number of adults in the student's room at the same time.
CHILD-CARE PROVIDER RATIO IN NONRELATIVE CARE: The variables used to construct child-care provider ratio were NCKIDS1-4 and NCADLTS1-4. Parents were asked how many children were usually cared for together NCKIDS1-4) and the total number of adults who usually cared for the child at the same time (NCADLTS1-4) for each nonrelative care arrangement. The data for NCKIDS1-4 (SG21) and NCADLTS1-4 (SG22) were taken directly from the ASPA questionnaire when available. Otherwise, they were imputed. Child-care provider ratio for each student's nonrelative care arrangement was calculated by dividing the total number of children cared for together by the total number of adults who usually cared for the student at the same time.
CHILD-CARE PROVIDER RATIO IN RELATIVE CARE: The variables used to construct child-care provider ratio were RCKIDS1-5 and RCADLTS1-5. Parents were asked how many children were usually cared for together (RCKIDS1-5) and the total number of adults who usually cared for the child at the same time (RCADLTS1-5) for each relative care arrangement. The data for RCKIDS1-5 (SF21) and RCADLTS1-5 (SF22) were taken directly from the ASPA questionnaire when available. Otherwise, they were imputed. Child-care provider ratio for each student's relative care arrangement was calculated by dividing the total number of children cared for together by the total number of adults who usually cared for the student at the same time.
CHILD'S GRADE (ALLGRADE) identifies the enrollment status, the grade level of students in graded schools, and the grade level equivalent for students in ungraded schools, special education programs, or home school. ALLGRADE was created using the variables GRADE (PB6) and GRADEEQ (PB7) and reflects the enrollments based on these two items. ALLGRADE does not reflect all participation in school- or center-based programs. (School- or center-based program participation is captured in the variable CPNOW.)
The values for ALLGRADE are as follows:
0 = Not enrolled N = Nursery/preschool/prekindergarten/Head Start K = Transitional kindergarten, kindergarten, and prefirst grade 1 = First grade or equivalent 2 = Second grade or equivalent 3 = Third grade or equivalent 4 = Fourth grade or equivalent 5 = Fifth grade or equivalent 6 = Sixth grade or equivalent 7 = Seventh grade or equivalent 8 = Eighth grade or equivalent U = Ungraded/no equivalent
CHILD'S RACE/ETHNICITY (RACEETH2) indicates the race and ethnicity of the student with more detail. Specifically, Asian/Pacific Islander origin is categorized separately in this derived variable. Items included in this derived variable are CHISPAN (PTB2), CWHITE, CBLACK, CAMIND, CASIAN, CPACI, and CRACEOTH (PTB3).
The values of RACEETH2 are as follows:
1 = White, non-Hispanic 2 = Black, non-Hispanic 3 = Hispanic 4 = Asian or Pacific Islander, non-Hispanic 5 = All other races and multiple races, non-Hispanic
CHILD'S SEX (SEX): The data for the variable SEX are taken directly from the ASPA questionnaire (PA3) when available. Otherwise, they were imputed.
FACTORS FOR SELECTING CHILD CARE ARRANGEMENT: For table 12, parents were asked to rate (1 = not at all important, 2 = a little important, 3 = somewhat important, and 4 = very important) factors that were important in selecting their child's nonparental child care arrangement. The following factors were rated: 1) Location (DLOCA), which indicates the importance of the location of the child care arrangement; 2) Cost (DCOST), which indicates the importance of the cost of the child care arrangement; 3) Reliability (DRELY), which indicates the importance of the reliability of the child care arrangement; 4) Learning activities (DLERN), which indicates the importance of the learning activities of the child care arrangement; 5) Spending time with other children (DCHIL), which indicates the importance of the (CHILD) spending time with other kids his or her age; 6) Availability (DHROP), which indicates the importance of the caregiver's available times for child care; and 7) Number of children (DNBGRP), which indicates the importance of the number of children in child care groups. The data were taken directly from the ASPA questionnaire (SM1) when available. Otherwise, they were imputed.
FAMILY TYPE (FAMILY05) consists of a set of family type categories using both parent and sibling information. It is created using HHPARN05 and NUMSIBS, which are other derived variables. Nonparent guardians are included in the "other" category. Nonparent guardians are persons other than mothers and fathers (birth, adoptive, step, or foster, and same-sex parents or partners of parents), such as grandparents, aunts, or uncles. Households composed of same-sex parents or partners of parents are included in the two-parent household categories in this derived variable.
The values for FAMILY05 are as follows:
1 = Two parents and sibling(s)
2 = Two parents, no sibling
3 = One parent and sibling(s)
4 = One parent, no sibling
5 = Other
HOUSEHOLD INCOME (HINCOME) is the broad range of the household income. The data for the variable HINCOME are taken directly from the ASPA (questionnaire item PW19) when available. Otherwise, they were imputed.
The values for HINCOME are as follows:
1 = $25,000 or less
2 = $25,001 to $50,000
3 = $50,001 to $75,000
4 = $75,001 to $100,000
5 = $100,001 or more
HOUSEHOLD POVERTY STATUS (POVERTY): NHES provides an approximate measure of poverty. Households were asked to report the total income of all persons in the household over the past year using income ranges rather than exact dollars. The income variable used to construct POVERTY was HINCOME (PW19), which listed possible income ranges (e.g., $10,001 to 15,000, $15,001 to $20,000, etc., up to over $100,000). If data for HINCOME were missing, they were imputed. Using the income ranges and household size, poverty thresholds were used to establish poverty status. Thresholds to define poverty were based on weighted averages from 2004 census poverty thresholds. A household was considered in poverty if a household of a particular size matched the income categories shown in table B-1. If the weighted poverty threshold fell below the median income range (depending on household size), then the household was considered below poverty.
 |
Table B-1 | Poverty definition for After-School Programs and Activities (ASPA) analysis: 2005 |
HOUSEHOLD TOTAL (HHTOTAL) is the counter-derived variable that indicates the total number of household members.
MOTHERS' EMPLOYMENT STATUS (MOMEMPLD) indicates the employment status of the mother (birth/adoptive/step/foster/female guardian). This variable is derived from MOMWORK (PU8), MOMLEAVE (PU9), MOMHOURS (PU10), MOMLOOK (PU14), MOMAGN (PU15a), MOMEMPL (PU15b), MOMREL (PU15c), and MOMANSAD (PU15d).
The values for MOMEMPLD are as follows:
-1 = No mother or female guardian for the subject student in the household 1 = Working 35 hours or more per week 2 = Working less than 35 hours per week 3 = Looking for work 4 = Not in the labor force
MOTHERS' LEVEL OF EDUCATION (MOMEDUC) is a measure of the educational attainment of the student's mother or female guardian. This measure is derived from MOMGRADE (PU6) and MOMDIPL (PU7).
The values for MOMEDUC are as follows:
-1 = No mother or female guardian for the subject student in the household 1 = Less than high school diploma 2 = High school graduate or equivalent 3 = Vocational/technical education after high school or some college 4 = College graduate 5 = Graduate or professional school
MOTHERS' WORK SHIFT is a measure of whether the mother's (birth/adoptive/step/foster/female guardian) work shift is one with set hours. Responses indicating the mother "worked a regular day shift" (MOMRSFT =1) and "worked a regular shift at times other than between 6 am and 6 pm" (MOMVSFT =1) were coded as regular shift. Responses indicating that the mother worked a "variable shift that changes from days to evening," "variable shift with hours set by employer," or "when work is available" (MOMVSFT = 2, 3, or 4) were coded as variable shift. The number of hours was not considered. The data for the variables MOMRSFT (PU11) and MOMVSFT (PU12) were taken directly from the ASPA when available. Otherwise, they were imputed.
MOTHERS' SCHOOL ENROLLMENT STATUS (MOMENROL) indicates the enrollment status of the mother (birth/adoptive/step/foster/female guardian) in a school, college, university, or adult learning center, or receiving vocational education or job training. The data for the variable MOMENROL are taken directly from the ECPP (PU17) when available. Otherwise, they were imputed.
NEIGHBORHOOD CONDITIONS (HNEIGHB) indicates parental concerns about the health and safety of students due to neighborhood conditions. The data for the variable HNEIGHB are taken directly from the ECPP (PW13) when available. Otherwise, they were imputed
PARENTS' LANGUAGE (LANGUAGE) describes the language(s) spoken most often at home by the parent(s)/guardian(s) in the household. This measure is derived from MOMLANG (PU3), MOMSPEAK (PU4), DADLANG (PV3), and DADSPEAK (PV4). If these data were missing for a household member, they were imputed.
The values for LANGUAGE are as follows:
1 = Both/only parent(s) learned English first or currently speak(s) English in the home 2 = One of two parents learned English first or currently speaks English in the home 3 = No parent learned English first and both/only parent(s) currently speak(s) a non-English language in the home
LOCATION FOR SCHOOL- OR CENTER-BASED PROGRAM (CPPLACE1-5): For table 10, parents were asked where their child's program was located. The data for location of school- or center-based care were taken directly from the ASPA questionnaire (SH18). The values for this variable are: 1) Own home; 2) Another home; 3) A church, synagogue, or other place of worship; 4) A public preschool or school (K-12); 5) A private preschool or school (K-12); 6) A college or university; 7) A community center; 8) A public library; 9) Its own building; 10) A place of employment or business; and 91) Other.
The original variable used in analyses for this E.D. TAB is described below. First, demographic variables used in the tables are described. These are alphabetized within topic. Second, other variables are described in the order that they appear in the tables.
When the variable is in the 2005 After-School Programs and Activities survey National Household Education Surveys Program (ASPA-NHES: 2005) data file, the variable name appears in parentheses after the bold entry name.
FEE FOR SCHOOL- OR CENTER-BASED CARE: Parents indicated whether there was a charge for their school- or center-based care arrangement (CPFEE1-5). If parents had a charge, they were asked their out-of-pocket cost and unit of cost for each school- or center-based care arrangement (CPCOST1-5 and CPUNIT1-5). The data for CPFEE1-5 (SH13), CPCOST1-5 (SH15) and CPUNIT1-5 (SH15) were taken directly from the ASPA questionnaire when available. Otherwise, they were imputed.
FEE FOR NONRELATIVE CARE: Parents indicated whether there was a charge for their nonrelative care arrangement (NCFEE1-4). If parents had a charge, they were asked their out-of-pocket cost and unit of cost for each nonrelative care arrangement (NCCOST1-4 and NCUNIT1-4). The data for NCFEE1-4 (SG12), NCCOST1-4 (SG14), and NCUNIT1-4 (SG14) were taken directly from the ASPA questionnaire when available. Otherwise, they were imputed.
FEE FOR RELATIVE CARE: Parents indicated whether there was a charge for their relative care arrangement (RCFEE1-5). If parents had a charge, they were asked their out-of-pocket cost and unit of cost for each relative care arrangement (RCCOST1-5 and RCUNIT1-5). The data for RCFEE1-5 (SF13), RCCOST1-5 (SF151), and RCUNIT1-5 (SF15) were taken directly from the ASPA questionnaire when available. Otherwise, they were imputed.
Mean - The mean is one of several indices of central tendency that statisticians use to indicate the point on the scale of measures where the population is centered. The mean is the average of the scores or values in the population. Numerically, it equals the sum of the scores divided by the number of scores.
Percentage - A percentage is a part of a whole expressed in hundredths.
Standard Error - The standard error, or standard error of the mean, is an estimate of the standard deviation of the sampling distribution of means, based on the data from one or more random samples. Numerically, it is equal to the square root of the quantity obtained when the estimated variance of a sample estimate is divided by the size of the sample.
NUMBER OF HOURS PER WEEK IN SCHOOL- OR CENTER-BASED CARE (CPHRS1-5): Parents were asked how many hours per week their child spent in each school- or center-based arrangement. The data for CPHRS1-5 are taken directly from the ASPA questionnaire (SH7) when available. Otherwise, they were imputed.
NUMBER OF HOURS PER WEEK IN NONRELATIVE CARE (NCHRS1-4): Parents were asked how many hours per week their child spent in each nonrelative care arrangement. The data for NCHRS1-4 are taken directly from the ASPA questionnaire (SG6) when available. Otherwise, they were imputed.
NUMBER OF HOURS PER WEEK IN RELATIVE CARE (RCHRS1-5): Parents were asked how many hours per week their child spent in each relative care arrangement. The data for RCHRS1-5 are taken directly from the ASPA questionnaire (SF7) when available. Otherwise, they were imputed.
NUMBER OF HOURS PER WEEK IN ACTIVITIES (ASHRS): Parents were asked how many hours per week their child participated in activities or lessons after school. The data for ASHRS are taken directly from the ASPA questionnaire (SI10) when available. Otherwise, they were imputed.
NUMBER OF HOURS PER WEEK IN SELF CARE (SCHRSAF): Parents were asked how many hours per week their child was responsible for himself/herself after school. The data for SCHRSAF are taken directly from the ASPA questionnaire (SJ5) when available. Otherwise, they were imputed.
TRANSPORTATION TO SCHOOL- OR CENTER-BASED CARE: For table 11, parents were asked how their child arrived at the program. The data for transportation to school- or center-based care were taken directly from the ASPA questionnaire using the variables CPPRTRN1-5 (SH21), which indicates if the transportation was provided by the student's school, the program, or neither, and CPOTRN1-5 (SH22), which indicates what kind of arrangement is made to get the student to the program, including if a parent/guardian drove him/her, a carpool, relative or family friend (not carpool), paid transportation, child walks, or some other arrangement.
