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The Child Development Supplement (CDS) is one research component of the PSID, a longitudinal study of a representative sample of U.S. individuals and the families in which they reside. Since 1968, the PSID has collected data on family composition changes, housing and food expenditures, marriage and fertility histories, employment, income, time spent in housework, health, consumption, wealth, pensions and savings, and philanthropic giving. In 1997, the PSID supplemented its core data collection with additional information on PSID parents and their 0-12 year-old children. The objective of this study is to provide researchers with a comprehensive, nationally representative, and longitudinal data base of children and their families with which to study the dynamic process of early human capital formation. Out of the 2,705 families selected for the CDS-I, 2,394 families (88%) participated, providing information on 3,563 children. In 2002-2003, CDS re-contacted families in CDS-I who remained active in the PSID panel as of 2001. CDS-II successfully re-interviewed 2,017 families (91%) who provided data on 2,908 children/adolescents aged 5-18 years. Within the context of family, neighborhood, and school environments, CDS studies a broad array of developmental outcomes including physical health, emotional well-being, intellectual and academic achievement, and social relationships with family and peers. The CDS survey design is complex, relying on time diary methodology, Woodcock-Johnson assessment tools, height and weight measurements, computer-assisted personal interviews (CAPI), and audio computer-assisted self-interview (ACASI) with adolescents. CDS collects: (a) reliable, age-graded assessments of the cognitive, behavioral, and health status of the sample children/youth, obtained from the primary caregiver, a secondary caregiver, an absent parent, the teacher, the school administrator, and the sample children/youth themselves; (b) a comprehensive accounting of parental and caregiver time inputs to children/youth as well as other aspects of the way children and adolescents spend their time; (c) teacher-reported time use in elementary and preschool programs; and (d) other-than-time use measures of other resources for example, the learning environment in the home, teacher and administrator reports of school resources, school resources obtained from U.S. Department of Education and middle/high school course catalogs, and decennial-census-based measurement of neighborhood resources. The data sets from the Child Development Supplement are released to the public as soon as they are cleaned and documented. >> Information about specific measures in CDS [PDF] >> Comparison of CDS Research Design with Other Large Scale National Surveys of Children [PDF] |
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