Total number of young adults aged 15 to 34 years and total number of young adults aged 20 to 34 years in the UK living with their parents.

Share of young adults aged 18-34 living with their parents by type of contract

This report analyses the characteristics of young adults aged between 20 and 34 who live with their parents. Source agency: Office for National Statistics Designation: Supporting material Language: English Alternative title: Young adults living with parents

There has been a substantial increase in the number of young adults living in their parental home. According to the results of the 1996 Census, 47% of women aged 20 to 34 lived with their parents, while over half of young unmarried men lived at home. A number of factors have influenced this trend: Longer periods of time spent in schooling, higher rates of unemployment and economic instability during the early 1980's and in the early 1990's have influenced young adults towards placing more dependence on parents.

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The "https://addhealth.cpc.unc.edu/" Target="_blank">National Longitudinal Study of Adolescent to Adult Health (Add Health) is a longitudinal study of a nationally representative sample of adolescents in grades seven through 12 in the United States. The Add Health cohort has been followed into young adulthood with four in-home interviews, the most recent 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, providing unique opportunities to study how social environments and behaviors in adolescence are linked to health and achievement outcomes in young adulthood. The fourth wave of interviews expanded the collection of biological data in Add Health to understand the social, behavioral, and biological linkages in health trajectories as the Add Health cohort ages through adulthood. The fifth wave of data collection is planned to begin in 2016.

Initiated in 1994 and supported by three program project grants from the "https://www.nichd.nih.gov/" Target="_blank">Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) with co-funding from 23 other federal agencies and foundations, Add Health is the largest, most comprehensive longitudinal survey of adolescents ever undertaken. Beginning with an in-school questionnaire administered to a nationally representative sample of students in grades seven through 12, the study followed up with a series of in-home interviews conducted in 1995, 1996, 2001-02, and 2008. Other sources of data include questionnaires for parents, siblings, fellow students, and school administrators and interviews with romantic partners. Preexisting databases provide information about neighborhoods and communities.

Add Health was developed in response to a mandate from the U.S. Congress to fund a study of adolescent health, and Waves I and II focus on the forces that may influence adolescents' health and risk behaviors, including personal traits, families, friendships, romantic relationships, peer groups, schools, neighborhoods, and communities. As participants have aged into adulthood, however, the scientific goals of the study have expanded and evolved. Wave III, conducted when respondents were between 18 and 26** years old, focuses on how adolescent experiences and behaviors are related to decisions, behavior, and health outcomes in the transition to adulthood. At Wave IV, respondents were ages 24-32* and assuming adult roles and responsibilities. Follow up at Wave IV has enabled researchers to study developmental and health trajectories across the life course of adolescence into adulthood using an integrative approach that combines the social, behavioral, and biomedical sciences in its research objectives, design, data collection, and analysis.

* 52 respondents were 33-34 years old at the time of the Wave IV interview.
** 24 respondents were 27-28 years old at the time of the Wave III interview.

Wave IV was designed to study the developmental and health trajectories across the life course of adolescence into young adulthood. Biological data was gathered in an attempt to acquire a greater understanding of pre-disease pathways, with a specific focus on obesity, stress, and health risk behavior. Included in this dataset are the Wave IV live births data.

Share of young adults aged 18-34 living with their parents by self-defined current economic status

It is generally believed that intergenerational coresidence by elderly parents and adult children provides old-age security for parents. Although such coresidence is still the most common living arrangement in many countries, empirical evidence of its benefits to parental health is scarce. Using Indonesian data and a program evaluation technique that accounts for non-random selection and heterogeneous treatment effect, we find robust evidence of a negative coresidence effect. We also find heterogeneity in the coresidence effect. Socially active elderly parents are less likely to be in coresidence, and when they do live with a child they experience a better coresidence effect.

A dataset of a survey of intergenerational relations among 2,044 adult members of some 300 three- (and later four-) generation California families: grandparents (then in their sixties), middle-aged parents (then in their early forties), grandchildren (then aged 16 to 26), and later the great-grandchildren as they turn age 16, and further surveys in 1985, 1988, 1991, 1994, 1997 and 2001. This first fully-elaborated generation-sequential design makes it possible to compare sets of parents and adult-children at the same age across different historical periods and addresses the following objectives: # To track life-course trajectories of family intergenerational solidarity and conflict over three decades of adulthood, and across successive generations of family members; # To identify how intergenerational solidarity, and conflict influence the well-being of family members throughout the adult life course and across successive generations; # To chart the effects of socio-historical change on families, intergenerational relationships, and individual life-course development during the past three decades; # To examine women''s roles and relationships in multigenerational families over 30 years of rapid change in the social trajectories of women''s lives. These data can extend understanding of the complex interplay among macro-social change, family functioning, and individual well-being over the adult life-course and across successive generations. Data Availability: Data from 1971-1997 are available through ICPSR as Study number 4076. * Dates of Study: 1971-2001 * Study Features: Longitudinal * Sample Size: ** 345 Three-generational families ** 2,044 Adults (1971 baseline) Link: * ICPSR: http://www.icpsr.umich.edu/icpsrweb/ICPSR/studies/04076

The aim of this study is to throw light on why inequality in the distribution of income in Sweden fell from the mid-1920s to the second part of the 1950s. For this reason the project decided to collect income information referring to different years from a sample of households for one Swedish city. A database was created by coding tax records and other documents for the city of Göteborg, the second largest city in Sweden.

The determination of which years to investigate was critical. For analysing changes over time it was thought as essential to have roughly equal numbers of years between years studied. Further, it was thought advisable to avoid years with too much macroeconomic turmoil as well as the years of the two World Wars. Balancing the resources for the data collection between the size of a sub sample and the number of subsamples, it was decided to assemble data for four years. The years 1925, 1936, 1947 and 1958 was chosen to investigate. It should be pointed out that the year 1947 was preferred to the following years as large social insurance reforms leading to increases in pension benefits and the introduction of child allowances were put in effect in 1948.

Household is defined from registers kept in the archives (Mantalslängder). A household is defined as persons with the same surname living in the same apartment or single-family house. This means that there can be people belonging to more than two generations in the same household; siblings living together can make up a household as well. Foster children are included as long as they are registred at the same address. Adult children are considered to be living in the household of their parents as long as they are registred at the same address. In almost all cases, servants and tenants not belonging to the household are treated as separate households.

Purpose:

The aim of this study is to throw light on why inequality in the distribution of income in Sweden fell from the mid-1920s to the second part of the 1950s

The 2006 Uganda Demographic and Health Survey (UDHS) is a nationally representative survey of 8,531 women age 15-49 and 2,503 men age 15-54. The UDHS is the fourth comprehensive survey conducted in Uganda as part of the worldwide Demographic and Health Surveys (DHS) project. The primary purpose of the UDHS is to furnish policymakers and planners with detailed information on fertility; family planning; infant, child, adult, and maternal mortality; maternal and child health; nutrition; and knowledge of HIV/AIDS and other sexually transmitted infections. In addition, in one in three households selected for the survey, women age 15-49, men age 15-54, and children under age 5 years were weighed and their height was measured. Women, men, and children age 6-59 months in this subset of households were tested for anaemia, and women and children were tested for vitamin A deficiency. The 2006 UDHS is the first DHS survey in Uganda to cover the entire country. The 2006 Uganda Demographic and Health Survey (UDHS) was designed to provide information on demographic, health, and family planning status and trends in the country. Specifically, the UDHS collected information on fertility levels, marriage, sexual activity, fertility preferences, awareness and use of family planning methods, and breastfeeding practices. In addition, data were collected on the nutritional status of mothers and young children; infant, child, adult, and maternal mortality; maternal and child health; awareness and behaviour regarding HIV/AIDS and other sexually transmitted infections; and levels of anaemia and vitamin A deficiency. The 2006 UDHS is a follow-up to the 1988-1989, 1995, and 2000-2001 UDHS surveys, which were also implemented by the Uganda Bureau of Statistics (UBOS). The specific objectives of the 2006 UDHS are as follows: To collect data at the national level that will allow the calculation of demographic rates, particularly the fertility and infant mortality rates To analyse the direct and indirect factors that determine the level and trends in fertility and mortality To measure the level of contraceptive knowledge and practice of women and men by method, by urban-rural residence, and by region To collect data on knowledge and attitudes of women and men about sexually transmitted infections and HIV/AIDS, and to evaluate patterns of recent behaviour regarding condom use To assess the nutritional status of children under age five and women by means of anthropometric measurements (weight and height), and to assess child feeding practices To collect data on family health, including immunizations, prevalence and treatment of diarrhoea and other diseases among children under five, antenatal visits, assistance at delivery, and breastfeeding To measure vitamin A deficiency in women and children, and to measure anaemia in women, men, and children To measure key education indicators including school attendance ratios and primary school grade repetition and dropout rates To collect information on the extent of disability To collect information on the extent of gender-based violence. MAIN RESULTS Fertility : Survey results indicate that the total fertility rate (TFR) for the country is 6.7 births per woman. The TFR in urban areas is much lower than in the rural areas (4.4 and 7.1 children, respectively). Kampala, whose TFR is 3.7, has the lowest fertility. Fertility rates in Central 1, Central 2, and Southwest regions are also lower than the national level. Removing four districts from the 2006 data that were not covered in the 20002001 UDHS, the 2006 TFR is 6.5 births per woman, compared with 6.9 from the 2000-2001 UDHS. Education and wealth have a marked effect on fertility, with uneducated mothers having about three more children on average than women with at least some secondary education and women in the lowest wealth quintile having almost twice as many children as women in the highest wealth quintile. Family planning : Overall, knowledge of family planning has remained consistently high in Uganda over the past five years, with 97 percent of all women and 98 percent of all men age 15-49 having heard of at least one method of contraception. Pills, injectables, and condoms are the most widely known modern methods among both women and men. Maternal health : Ninety-four percent of women who had a live birth in the five years preceding the survey received antenatal care from a skilled health professional for their last birth. These results are comparable to the 2000-2001 UDHS. Only 47 percent of women make four or more antenatal care visits during their entire pregnancy, an improvement from 42 percent in the 2000-2001 UDHS. The median duration of pregnancy for the first antenatal visit is 5.5 months, indicating that Ugandan women start antenatal care at a relatively late stage in pregnancy. Child health : Forty-six percent of children age 12-23 months have been fully vaccinated. Over nine in ten (91 percent) have received the BCG vaccination, and 68 percent have been vaccinated against measles. The coverage for the first doses of DPT and polio is relatively high (90 percent for each). However, only 64 percent go on to receive the third dose of DPT, and only 59 percent receive their third dose of polio vaccine. There are notable improvements in vaccination coverage since the 2000-2001 UDHS. The percentage of children age 12-23 months fully vaccinated at the time of the survey increased from 37 percent in 2000-2001 to 44 percent in 2006. The percentage who had received none of the six basic vaccinations decreased from 13 percent in 2000-2001 to 8 percent in 2006. Malaria : The 2006 UDHS gathered information on the use of mosquito nets, both treated and untreated. The data show that only 34 percent of households in Uganda own a mosquito net, with 16 percent of households owning an insecticide-treated net (ITN). Only 22 percent of children under five slept under a mosquito net on the night before the interview, while a mere 10 percent slept under an ITN. Breastfeeding and nutrition : In Uganda, almost all children are breastfed at some point. However, only six in ten children under the age of 6 months are exclusively breast-fed. HIV/AIDS AND stis : Knowledge of AIDS is very high and widespread in Uganda. In terms of HIV prevention strategies, women and men are most aware that the chances of getting the AIDS virus can be reduced by limiting sex to one uninfected partner who has no other partners (89 percent of women and 95 percent of men) or by abstaining from sexual intercourse (86 percent of women and 93 percent of men). Knowledge of condoms and the role they can play in preventing transmission of the AIDS virus is not quite as high (70 percent of women and 84 percent of men). Orphanhood and vulnerability : Almost one in seven children under age 18 is orphaned (15 percent), that is, one or both parents are dead. Only 3 percent of children under the age of 18 have lost both biological parents. Women's status and gender violence : Data for the 2006 UDHS show that women in Uganda are generally less educated than men. Although the gender gap has narrowed in recent years, 19 percent of women age 15-49 have never been to school, compared with only 5 percent of men in the same age group. Mortality : At current mortality levels, one in every 13 Ugandan children dies before reaching age one, while one in every seven does not survive to the fifth birthday. After removing districts not covered in the 2000-2001 UDHS from the 2006 data, findings show that infant mortality has declined from 89 deaths per 1,000 live births in the 2000-2001 UDHS to 75 in the 2006 UDHS. Under-five mortality has declined from 158 deaths per 1,000 live births to 137.

Children, just like adults, have an important role to play in preventing the spread of COVID-19. It can be difficult for some to understand why they have to stay home or can't see loved ones and friends. Use the following resources to help your child understand what's going on and how they can help.

Under a traditional inter-generational contract, Japanese adult children provided care to their parents within co-residency and, in return, inherited family wealth. In Britain, with its long-established welfare state and people's preference for independent living, the provision of such care does not necessarily go hand-in-hand with inheritance. This research examined the changing trends of exchanging care and inheritance between older parents and their adult children in the two ageing societies - Britain and Japan. Through a series of in-depth interviews, the distinct ways in which specific cultures, institutions, laws and housing markets combine to influence different 'generational contracts' were explored.

The aim of this study is to throw light on why inequality in the distribution of income in Sweden fell from the mid-1920s to the second part of the 1950s. For this reason the project decided to collect income information referring to different years from a sample of households for one Swedish city. A database was created by coding tax records and other documents for the city of Göteborg, the second largest city in Sweden.

The determination of which years to investigate was critical. For analysing changes over time it was thought as essential to have roughly equal numbers of years between years studied. Further, it was thought advisable to avoid years with too much macroeconomic turmoil as well as the years of the two World Wars. Balancing the resources for the data collection between the size of a sub sample and the number of subsamples, it was decided to assemble data for four years. The years 1925, 1936, 1947 and 1958 was chosen to investigate. It should be pointed out that the year 1947 was preferred to the following years as large social insurance reforms leading to increases in pension benefits and the introduction of child allowances were put in effect in 1948.

Household is defined from registers kept in the archives (Mantalslängder). A household is defined as persons with the same surname living in the same apartment or single-family house. This means that there can be people belonging to more than two generations in the same household; siblings living together can make up a household as well. Foster children are included as long as they are registred at the same address. Adult children are considered to be living in the household of their parents as long as they are registred at the same address. In almost all cases, servants and tenants not belonging to the household are treated as separate households.

Purpose:

The aim of this study is to throw light on why inequality in the distribution of income in Sweden fell from the mid-1920s to the second part of the 1950s

The further education behaviour of the adult population is a topic that has gained high priority within the framework of educational policy objectives. It is generally agreed that this discussion requires a well-founded empirical database in order to make the diverse forms of learning in adulthood (adult learning) visible and to be able to observe the development of participation in continuing education. The European framework regulation on statistical surveys in the field of education requires all European countries to conduct an Adult Education Survey every five years. Against this background, the BMBF has so far commissioned additional purely national AES surveys between the European AES surveys. The target group of the German AES 2018 is the German-speaking resident population in Germany aged 18 to 69. The target group of the purely national AES survey 2018 is thus analogous to the last German AES survey 2016. 5,836 persons were interviewed face-to-face with the help of computers (CAPI: Computer Assisted Personal Interviews). The respondents were selected with the help of a multistage random sample with three selection levels according to the ADM standard.

Based on the ´Classification of Learning Activities´ (CLA)6 the AES distinguishes between the following educational and learning activities: (a) formal education: formal/regular education, (b) non-formal education: non-formal Further Education, (c) informal learning: informal learning. The activities are recorded individually and described in more detail by demand blocks. In AES, the analysis can therefore change from a person-related perspective (participation in continuing education) to a system-related perspective (structures of the totality of continuing education activities). To this extent, three data sets are available for AES 2018: (1) Data set based on the respondents aged 18 to 69 years (AES personal data set), (2) Data set based on the continuing training activities cited by the respondents (NFE data set) and (3) Data set based on the informal learning activities cited by the respondents (INF data set).

In the context of the 2018 AES survey, the supplementary study Digitisation in Further Education (AES-Digi) was also implemented, which dealt with the deployment and use of digitisation in connection with the educational behaviour of adults.

Demography: Sex; age (year of birth, month of birth, age open and grouped); first language learned in childhood (mother tongue); mother tongue(s) in the case of bilingualism with and without German; German citizenship; migration background; other citizenship; acquisition of German citizenship; citizenship before acquisition of German citizenship; born in Germany; other country of birth; years in Germany throughout; number of years in Germany; 11 and more years in Germany, namely; age when moving to Germany; residence status (unlimited/limited residence permit, tolerated); household type; living together with a partner; age of partner (grouped); marital status; children; total number of children; number and age (grouped) of children in the household; children under 5 years of age in the household; children from 5 to 13 years of age in the household; other persons in the household; age group of other persons in the household (household composition); household size; net household income; satisfaction with household income; self-assessment of language skills in German and in English. Information on parents: country of birth Germany; country of birth of parents; German citizenship; acquisition of German citizenship; migration background generations 1 and 2.

Additionally coded: ID (respondent, informal learning activities, courses); West-East; town size (BIK); political community size class; weighting factors and extrapolation factors; participation in FED and/or NFE in the last 12 months; broadband availability via wired / wireless technologies in the household; definition of migration background until AES 2016; household size: Total AES (number of persons in household between 18 and 69 years), Trend AES (number of persons in household between 18 and 64 years), EU Core CP (number of persons in household between 25 and 64 years); Auxiliary variables (e.g., number of persons in household between 18 and 69 years); AES (number of persons in household between 18 and 64 years); EU Core target subject (number of persons in household between 25 and 64 years); auxiliary variables (e.g. to determine the course of education)...

The study investigates protective factors for maltreated children and predictors of self-reported crime desistence among maltreated and multiply victimized children. Data are from the Lehigh Longitudinal Study, a prospective investigation of children and families that began in the 1970s. The original sample was comprised of 457 children and their families. Over 80 percent of the children, now adults, were most recently assessed in 2010, at an average of 36 years, using a comprehensive, interviewer-administered survey. Data on child maltreatment and related risk and protective factors were collected much earlier, beginning when participants were preschoolers, 18 months to 6 years of age. Childhood data are from multiple sources, including child welfare case observations of parents and children, school records, and parent and adolescent surveys. Data collected during adolescence and adulthood offer detailed accounts of the psychosocial adjustment and well-being of participants and their families at later life stages, ongoing experiences of abuse and victimization, self-reported crime and antisocial behavior, and protection and resilience.

This dataset provides Census 2022 estimates for Adult lifestage in Scotland.

Adult lifestage

The life stage a person is in based on their age and dependent children.

A dependent child is any person aged 0 to 15 in a household (whether or not in a family), or a person aged 16 to 18 in full-time education and living in a family with his or her parent(s) or grandparent(s). It does not include any people aged 16 to 18 who have a spouse, partner or child living in the household. The source question or variables using here are:

• Term time address indicator
• Age
• Household size
• Dependent child indicator

Details of classification can be found here

The quality assurance report can be found here

The dataset Squirrel_Calls is a collection of vocal records (defined as primary literature that numerically describes the vocalization of at least 1 squirrel species) where each row corresponds to a single call type of one species. The details of the row include a summary of the literature metadata, categorical descriptions of the call and the caller as well as numerical values of the call frequencies. The dataset Squirrel_Ecological_Traits is a corresponding set of ecological traits for all the species listed in the Squirrel_Calls dataset. The traits listed (mass, time partitioning, gliding capabilities, habitat, and sociality) reflect hypotheses and predictions explored in the associated article. At the end of this document, there is a complete list of the literature references used to assemble these datasets. Squirrel_Script is the R script used to produce the statistics and models used in the corresponding paper. Squirrel_Tree is a nexus file compiling the data of 1000 trees downloaded from VertLife.org which were subsetted from their published mammalian supertree. The nexus file was used in the R script.

Methods We developed a database beginning with a list of publications that described the vocalizations of squirrels. The minimum requirement for each publication was the description of at least one call with either a spectrographic analysis or numerical data, though the majority of publications described multiple calls per species or described multiple species per publication (493 calls from 72 species represented in 89 publications). The databases used to search for these publications were Google Scholar, JSTOR, Web of Science, and Wiley Online Library. We used the keywords acoustics, acoustic repertoire, calls, frequency, Hz, vocalizations, and ultrasound paired with Sciuridae, squirrel, or an exhaustive list of currently valid and invalid genera (the most updated nomenclature was taken from the Integrated Taxonomic Information System http://www.itis.gov/). For each call described in the selected publication, the following characteristics were taken: the fundamental frequency (F0: the mean frequency of the primary vibrational frequency of the vocal membrane; kHz), dominant frequency (FDom: the frequency with the greatest energy, power or amplitude; kHz), minimum frequency (FMin: the minimum frequency of the fundamental frequency; kHz), maximum frequencies (FMax: the maximum frequency of the fundamental frequency (or of harmonic on which FDom is measured); kHz), and the highest visible harmonic (FHarm: mean frequency of the highest complete harmonic visible on the spectrograph; kHz).

Once our review of vocalization publications was complete, we searched for the body mass (g), diel activity pattern (diurnal or nocturnal), social complexity, and habitat openness of the dominant habitat (open or closed) of each species from the relevant vocalization papers. If not provided, other resources including Mammalian Species accounts, PanTHERIA (Jones et al. 2009), and the Animal Diversity Web (Myers et al. 2020) were reviewed. Both male and female body masses were initially recorded, but male body size could not be found for Spermophilus taurensis. Male and female body mass were strongly correlated (r = 0.98, p < 0.001), therefore female body mass was chosen to represent squirrel body size. Because we could only assign an adult female body mass to all species, calls that are exclusively produced by males or pups were removed from the dataset before analysis. We pooled all other calls (calls produced by both sexes or females only as well as calls produced by juveniles and adults) as there is little evidence to suggest that juveniles and adults produce acoustically distinct calls across the family (Matrosova et al. 2007, 2011; Schneiderová 2012; Volodina, Matrosova, and Volodin 2010; but see: Nikol’skii 2007). While the initial database included a five-tiered social classification ranging from solitary to colonial (based on the social grades of ground squirrels described by Matějů et al. (2016)), social classes were reduced to social or solitary living to reduce model parameters. Species that exhibit dynamic social structures, such as flying squirrels that engage in social nesting to a greater extent during one portion of the year (Garroway, Bowman, and Wilson 2013), were treated as socially living. Two subspecies (Marmota baibacina centralis and Tamias dorsalis dorsalis) could not be used in the subsequent analyses because ecological data and body mass-specific to each subspecies could not be found; similarly, the species Spermophilus pallidicauda could not be included as body mass for either sex could not be found.

Phylogeny

VertLife, an online resource that allows the user to extract pruned trees from vertebrate supertrees, was used to produce 100 pruned trees from the Mammalian supertree (Upham, Esselstyn, and Jetz 2019). Three subspecies had to be incorporated under their parent species, so branch tips were broken in two and subspecies were treated as equivalent to parent species, with branch lengths identical between the parent and subspecies (the addition of a subspecies did not create any polytomies in the tree). Three species are represented by subspecies only: Sciurus aberti kaibensis, Sciurus niger rufiventer, and Callosciurus erythraeus thaiwanensis.

Statistical Analysis

Phylogenetic generalized least square (PGLS) modelling was used to account for the variation in acoustic repertoire that may be explained by phylogenetic relatedness. PGLS models produce a lambda parameter, λ, that represents the degree to which the variance of traits is explained by the phylogenetic relationships in the model. The λ parameter varies between 0 and 1, with 0 representing no phylogenetic trace and 1 representing absolute Brownian motion (Freckleton, Harvey, and Pagel 2002; Martin et al. 2016).

PGLS modelling restricts each species to a single observation (i.e., no subsampling of species permitted). Therefore, the numerous data entries per species had to be reduced. For the fundamental, dominant, maximum, and highest harmonic frequencies, the absolute maximum value for each characteristic reported among all publications was chosen. Likewise, for minimum frequency, the absolute minimum reported frequency was chosen. We use maximum and minimum values rather than the median for a more rigorous test of our hypothesis about method limits.

Body mass and all frequency characteristics were log-transformed to achieve normal distributions. Additive models were built for each frequency type (β0 + body mass (βMass) + diel activity pattern (βDiel) + sociality (βSociality) + habitat openness (βOpen) + method limits (βLim)) using the caper package in R (ver 3.6.2). We reported the test statistics of the regression to evaluate significance and effect size (F-statistic, p-value, and adjusted R2).

A data set designed to provide a cross-sectional description of health, mental, and social status of the oldest-old segment of the elderly population in Israel, and to serve as a baseline for a multiple-stage research program to correlate demographic, health, and functional status with subsequent mortality, selected morbidity, and institutionalization. Study data are based on a sample of Jewish subjects aged 75+, alive and living in Israel on January 1, 1989, randomly selected from the National Population Register (NPR), a complete listing of the Israeli population maintained by the Ministry of the Interior. The NPR is updated on a routine basis with births, deaths, and in and out migration, and corrected by linkage with census data. The sample was stratified by age (five 5-year age groups: 75-79, 80-84, 85-89, 90-94, 95+), sex, and place of birth (Israel, Asia-Africa, Europe-America). One hundred subjects were randomly selected in each of the 30 strata. However, there were less than 100 individuals of each sex aged 95+ born in Israel, so all were selected for the sample. The total group included 2,891 individuals living both in the community and in institutions. A total of 1,820 (76%) of the 75-94 age group were interviewed during 1989-1992. An additional cognitive exam (Folstein) and a 24-hour dietary recall interview were added in the second round. Kibbutz Residents Sample The kibbutz is a social and economic unit based on equality among members, common property and work, collaborative consumption, and democracy in decision making. There are 250 kibbutzim in Israel, and their population constitutes about 3% of the country''s total population. All kibbutz residents in the country aged 85+, both members and parents, were selected for interviewing, of whom 80.4% (n=652) were interviewed. A matched sample aged 75-84 was selected, and 85.9% (n=674) were successfully interviewed. The original interview took approximately two hours to administer, and collected extensive information concerning the socio-demographic, physical, health, functioning, life events (including Holocaust), depression, mental status, and social network characteristics of the sample. The questionnaire used for kibbutz residents in the follow-up interview is identical to that utilized in the national random sample. Data Availability: Mortality data for both the national and kibbutz samples are available for analysis as a result of the linkage to the NPR file updated as of June 2000. The fieldwork for first follow up was completed as of September 1994 and for the second follow up as of December 2002. The data file of the three phases of the study is ready for analysis. * Dates of Study: 1989-1992 * Study Features: Longitudinal, International * Sample Size: 2,891

This dataset contains student responses to each item on the Views of Climate and Learning (VOCAL) survey since 2018. These responses are aggregated at the state level by grade and student group to protect student privacy.

The VOCAL survey is designed to provide information on student perceptions of school climate. There are two reports with different types of data: responses to individual items and aggregate index scaled scores that combine item responses. For more information about the VOCAL survey, please visit the VOCAL home page.

This dataset is one of two containing the same data that is also published in the VOCAL state dashboard: VOCAL Index Scaled Scores and Favorability VOCAL Item Response Scores

List of Items by Index and Topic

Engagement - Cultural Competence

• ENGCLC1: Adults working at this school treat all students respectfully, regardless of a student's race, culture, family income, religion, sex, or sexual orientation.
• ENGCLC2: Teachers at this school accept me for who I am.
• ENGCLC3: My textbooks or class materials include people and examples that reflect my race, cultural background and/or identity.
• ENGCLC4: Within school, I am encouraged to take upper level courses (honors, AP).
• ENGCLC5: Students from different backgrounds respect each other in our school, regardless of their race, culture, family income, religion, sex, or sexual orientation.
• ENGCLC6: Students like to have friends who are different from themselves (for example, boys and girls, rich and poor, or classmates of different color).
• ENGCLC7: Students are open to having friends who come from different backgrounds (for example, friends from different races, cultures, family incomes, or religions, or friends of a different sex, or sexual orientation).
• ENGCLC8: I read books in class that include people who are similar to me (for example, we look the same, speak the same, or live in similar neighborhoods).
• ENGCLC9: Adults working at this school treat all students with respect.
• ENGCLC10: In my academic classes, I work with groups of students who are from different backgrounds (for example, students from different races, cultures, family incomes, or religions, or students of a different sex or sexual orientation).

• ENGPAR1: I get the chance to take part in school events (for example, science fairs, art or music shows).
• ENGPAR2: My parents feel respected when they participate at our school (e.g., at parent-teacher conferences, open houses).
• ENGPAR3: I feel welcome to participate in extra-curricular activities offered through my school, such as, school clubs or organizations, musical groups, sports teams, student council, or any other extra-curricular activities.
• ENGPAR4: My teachers use my ideas to help my classmates learn.
• ENGPAR5: I have a choice in how I show my learning (e.g., write a paper, prepare a presentation, make a video).
• ENGPAR6: My teachers will explain things in different ways until I understand.
• ENGPAR7: When I need help, my teachers use my interests to help me learn.
• ENGPAR8: My teachers ask me to share what I have learned in a lesson.
• ENGPAR9: When I am stuck, my teachers want me to try again before they help me.
• ENGPAR10: In my classes, my teachers use students' interests to plan class activities.
• ENGPAR11: In at least two of my academic classes, I can work on assignments that interest me personally.
• ENGPAR12: If I finish my work early, I have a opportunity to do more challenging work.
• ENGPAR13: My classmates behave the way my teachers want them to.
• ENGPAR14: In at least two of my academic classes, students are asked to teach a lesson or part of a lesson.
• ENGPAR15: In my classes, students teach each other how they solved a problem.
• ENGPAR16: Students plan and work on group projects that solve real-world (everyday) problems.
• ENGPAR17: In at least two of my academic classes, students plan and work on projects that solve real-world problems.
• ENGPAR18: In my academic classes, students review each other's work and provided advice on how to improve it.
• ENGPAR19: In my classes, teachers use open-ended questions that make students think of many possible answers.
• ENGPAR20: I can connect what I learn in on class to what I learn in other classes.
• ENGPAR21: In my academic classes, students wrestle with problems that don't have an obvious answer.
• ENGPAR22: In my academic classes, I am asked to apply what I know to new types of complex tasks or problems.
• ENGPAR24: In my academic classes, students work on long-term group projects (more than one month in length) that they independently carry out.
• ENGPAR25: Students plan and work on group projects that solve real problems.

• ENGREL1: Students respect one another.
• ENGREL2: Students respect each other in my school.
• ENGREL3: My teachers care about me as a person.
• ENGREL4: Students at my school get along well with each other.
• ENGREL6: Teachers are available when I need to talk with them.
• ENGREL13: Adults at our school are respectful of student ideas even if the ideas expressed are different from their own.
• ENGREL14: My teachers promote respect among students.
• ENGREL15: In my classes, students work well together in groups.

• ENVDIS1: Students have a voice in deciding school rules.
• ENVDIS2: School rules are fair for all students.
• ENVDIS3: Students help decide school rules.
• ENVDIS4: School staff are consistent when enforcing rules in school.
• ENVDIS5: Teachers give students a chance to explain when they do something wrong.
• ENVDIS6: The consequences for the same inappropriate behavior (e.g., disrupting the class) are the same, no matter who the student is.
• ENVDIS7: Teachers give students a chance to explain their behavior when they do something wrong.
• ENVDIS8: My teachers will first try to help (guide) students who break class rules, instead of punishing them.
• ENVDIS9: My teachers will first try to help students who break class rules, instead of punishing them.

• ENVINS1: Students help each other learn without having to be asked by the teacher.
• ENVINS2: My teachers are proud of me when I work hard in school.
• ENVINS3: My teachers help me succeed with my schoolwork when I need help.
• ENVINS4: In class, students help each other learn.
• ENVINS5: My teachers set high expectations for my work.
• ENVINS8: My teachers believe that all students can do well in their learning.
• ENVINS9: My school work is challenging (hard) but not too difficult.
• ENVINS10: My classwork is hard but not too hard.
• ENVINS11: My teachers support me even when my work is not my best.
• ENVINS12: The things I am learning in school are relevant (important) to me.
• ENVINS13: Teachers ask students for feedback on their classroom instruction.
• ENVINS14: When I am home, I like to learn more about the things we are learning in school.
• ENVINS15: My teachers inspire confidence in my ability to be ready for college or career.
• ENVINS16: In this class, other students take the time to listen to my ideas.
• ENVINS17: In my classes, it is OK for me to suggest other ways to do my work.
• ENVINS18: Teachers go over my work with me so I can improve it before it is graded.
• ENVINS19: In my school, teachers focus on my understanding of the material and not on my grades.
• ENVINS20: In my academic classes, there is a good balance between students having to master subject content and being able to explore topics that interest them.
• ENVINS21: In my classes, mistakes or even failure on an assignment are viewed as an important part of our learning.
• ENVINS22: Students are given multiple opportunities to show that they have mastered their classwork.
• ENVINS23: Teachers go over my work with me so I can improve it.

• ENVMEN1: In school, I learn how to manage (control) my feelings when I am angry or upset.
• ENVMEN2: In school, I learn how to manage (control) my feelings when I am upset.
• ENVMEN3: Our school offers guidance to students on how to mediate (settle) conflicts (e.g., arguments, fights) by themselves.
• ENVMEN4: If I need help with my emotions (feelings), effective help is available at my school.
• ENVMEN6: I have access to effective help at school if I am struggling emotionally or mentally.
• ENVMEN7: At our school, students learn to care about other students' feelings.
• ENVMEN9: The level of pressure I feel at school to perform well is unhealthy.

• SAFBUL1: If I tell a teacher or other adult that someone is being bullied, the teacher/adult will do something to help.
• SAFBUL2: I have been punched or shoved by other students more than once in the school or on the