DOCUMENT RESUME

ED 250 045 JC 840 582

TITLE Census Users Manual. Improving Community College Evaluation and Planning. INSTITUTION California Community Colleges, Sacramento. Office of the Chancellor.; Western Association of Schools and Colleges, Aptos, CA. Accrediting Commission for Community and t"unior Colleges., SPONS AGENCY Fund for the Improvement of Postsecondary Education (ED), Washington, DC. PUB DATE 83 NOTE 64p.; For related documents, see JC 840 840 576-584. The Census Questionnaire (appendix S) is:marginally legible. PUB TYPE, Guides Non-Classroom Use (055) Reports Descriptive (141) -- Tests/Evaluation Instruments (160)

EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Census Figures; *College Planning; Community Colleges; *Data Analysis; *Research Utilization; Two Year Colleges 'DENTIFIERS ?*California

ABSTRACT One of.a series of reports resulting from a Fund for the Improvement of Postsecondary Education project to improve planning and evaluation in community colleges, this report explains how colleges can use census data to assess the characteristics and educational requirements of individuals in their service areas. The report begins with a description of how and where to obtain census data, followed by an examination of the types !--of data that are lvailable and the kinds of district data aggregations that can be produced. Next, Sections on census data elements and census geography provide census subject items,and geographical divisions used in the process.Tie sections that follow examine some of the ways census data can be used, focusing on applications in college planning, the establishment or modification of state priorities, and'ethe accreditation process. Finally, other information available from the Census Bureau and related sources of data are highlighted.Appendices contain lists of state data center affiliate offices and the major report series from the 1980 census; an illustration of the hierarchical relationships among census geographic units; an annotated copy of the 1980 census questionnaire; an enumeration of changes in the census questionnaire froml 1970 to 1980; a discussion of the noncomparability of 1970 and 1980 race/ethnic data;,and sample census information on California.(LAL)

******************************************x**************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** Impr,Ing Commtiriity College e Eva Walton and Planning .

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LU CENSUS UtERS MANUAL

CENSUS USERS MANUAL FOR 5., COMMUNITY COLLEGE EVALUITION ANDPLANNING

Qr U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS NATIONAL INSTITUTE OF EDUCATION MATERIAL HAS BEEN GRANTEDBY EDUCATIONAL RESOURCES INFORMATION CENTER IFRICI G. Hayward Californiaeotemunty Colleges This document has been reproduced as Western Association AccreditingCommission received from the person or organuation nginating It for Community and Junior Colleges V Minor changes have been made to improve reproduction quality

Points of view or opinions stated in this docu TO THE EDUCATIONALRESOURCES mont do not necessarily represent official NIE INFORMATION CENTER (ERIC)." FALL 1983 itustt.on or policy r.

Other Reports and Paper' I

o College Planning: Strategies for Staff Assessment of the Eyironment

0 Report on Learner Outcomes Symposium

0 Working Papers 01 the FIPSE Project:

#4 De leation of Responsibilities # 5,6,7 Planning and Accreditation: A Survey of Attitudes of PoTicymakers #8 Information Systems Report #9 Evaluating Statewide Priorities 1;10 Measuring Community College Le3rner Outcomes: State-of-the-Art from the project on Improving Community College Evaluation and Planning jointly spensored by the Chancellor's Office, California Community Colleges, and the Westerm Association Accrediting Commission for Community and Junior Colleges, and partly supported by a grant frolothe federal Fund for the Improvement of Postsecondary Education. CONTENTS

Page PREFACE

WHERE TO OBTAIN CE11SUS DATA 1

z.7 TYPES OF DATA AVAILABLE 2

DISTRICT DATA AGGREGATIONS 4

CENSUS DATA ELEMENTS 5

CENSUS GEOGRAPHY, 7

USE OF CENSUS DATA FOR C8MMUNITY COLLEGE.PLANNING 9

USE OF CENSUS DATA FOR STATE PRIORITIES 11

USE OF 1980 CENSUS DATA FOR ACCREDITATION 14

OTHER CENSUS BUREAU DATA 17

RELATED SOURCES OF DATA 20

SUMMARY 21

FT Appendix 1: Census Data Center Affiliate Offices 23

Appendix 2: Major Report Series from the 1980 Census 25

Appendix 3: Census Geographic Units: Their 26 Hierarchical Relationships

Appendix 4: Number of Tracts, Enumeration Districts,, 27 Block Groups, and Block by California Counties

Appendix 5: The 1980.Census Questionnaire 29

Appendix 6: Complete Count Quest aire Changes, 36 1970 to 1980

'Appendix, 7: Noncomparability of 1970 and 1980 Racial ,39 and Ethnic Data

Appendix 8: Census Item Totals for the State of 40 California CENSUS USERS MANUAL

PREFACE

This report on the use of census data is _one of, a series resulting from a three-year project to improve evaltation And planning in community colleges. The project is sponsored jointly 'by the Chancellor's Office of the,; California Comm,nity Colleges and the Western Association Accrediting Commissionfor Community and Junior Colleges. Project work is concentrated'in California and Hawaii, the jurisdiction of the Western Accrediting Commission. Support for the project is provided by community colleges in these states, the two sponsoring agencies,and by the Federal Fund for the Improvement of Postsecondary 'Education (FIPSE). a Project objectives include developing a clear statemeelt. of the responsibilities for evaluation and planning thatare appropriate for state control agencies, accrditing commissions, and for local community colleges. 4. Tensions 'about the appropriate divisions of these responsibilities exist throughoutthecountry: A long tradition of cooperation in California elnd Hawaii, however, has created a most congenial atmosphere inwhich to analyze and clarify the proper delineation of roles.

Project staff are also developing a series of tools to improve the state-ofthe-art of evaluation and planning for community colleges. Beginning in the Fall 1982, these tools have been introduced, used ad assessed in a dozen workshops, self-study seminars,, symposia,. and problem-solving sessions conducted in California and Bawail. These activities will continue through the Fall of 1984. While project work is .being concentrated in the two states, it. should be posslble to generalize the results to virtually any community collegeoperation or governance

'structure in the country. 1

This report was prompted by the obvious need which a, community college has to accurately assess the characte 'sties sand educational requirements of those individuals in its service area. The United States Census provides the best comprehensive source of such information in its survey of population and housing each decade. The only, limitations on this information are that survey data must be aggregated to conform to the service area" of a particular community college and that these data gradually become outdated, .. The first problem is solved by identifying the ZIP Code areas which fall .within a community college's service area. The latter problem is more difficult, but can be solved by supplementing the Census with more current information from a variety of other localsources.

i 5 c.!

The presentation in this report begins witha description of how and where to obtain Census data, followed by an examination of the types of data available and the kinds of data aggregations that may be produced. The illustration pertain to California,but similar lc.irces exist in the other states.

A sect he use of Census data concentrates on statewide. priorit )eld in California (but common to many,,, states) and c -,(iting standards used in Californ1 anoflawaii by the vv,:ein .egional Commission for Community and- Junior Colleges. Th:.-s work'ds presented to show briefly how data from the Census r:an he used to evaluate the performance ofa college against externally-developed.criteria. In addition, importaht trends can be identified by comparing 1970 and 1980 Census data \for the same area. If updated and projected, these _trends provide a major basis for coil age planning.

We conclude this report with an Appendix which contains, amoung other 9,1ements, the Census item totals for Calif irnia. Similar cross-tabulations can, of course,, be developed for other states, regiorv,, within states, and service areas of specific community colleges.

The reader will note that we, the project staff, have other. responsibilities. Consequently, were it not for the help and assistance of countless others in both California and Hawaii, this effort would be imposSible. Staff work on this particular report was performed by Gary Paque, Research Analyst in the Analytical, studies unit of the''State' Chancellor's Office, California Community Colleges. Much also is being learned from the ,efforts of those many staff in the colleges who are attempting to use Census data in their wort on planning and evaluation. , Unfortunately, space does not permitus to list all these individuals.

We especially appreciate the support from FIPSE. Receipt of the

. Fund's ,grant has set in motiona series commitments on the part of others whose support (in money and in kind) is'essential to the successful completion of this,project and the implementation of its results.

Chuck McIntyre Robert Swenson Dale Tillery Project Director Project Co-director, Principal "Project

Director, Executive Director, Consultant, Analytical Studies Western Accrediting Professor Emeritus .State Chancellor's Commission for School of Education' Office, California Community and University of Community Colleges Junior Colleges California, Berkeley

October, 1983 i i 6 1 t

USERS MANUAL: CENSUS DATA FOR COMMUNITY COLLEGE EVALUATION AND PLANNING

WHERE TO OBTAIN CENSUS DATA

Data for California from the 1980 U.S. Census of Population can be obtained from six locations: The California State Census Data Center (SCDC) c,d five regional centers,.

The State Census Data Center (SCDC) began operating inJanuary of 1979. This r'rater was established through a cooperative agreement between the U.S. Bureau of the Census and the California State Department of Finance. The SCDC is located in Sacramento and has the'. responsibility to &ordinate the census data program and provide information to:

1. )N11 State Agencies

.C) 2. Regional Centers

1. Rural Counties (Not covered by any of the regional centers).

a. Monterey/ b. San Benito c. Santa Cruz

Inquires to the State Census Data Center should be addressedto:

Mr. William Schcoling, Director State Census Data Center Department of Finance' 1025 "P" Street Sacramento, California 95814 (916) 322-4651 4 The SCDC is not organized to directly serve the census data consumer. Since the Chancellor's' Office has a working relationship with the SCDC, community college districts may make their data requirements known to the Analytical Studies'Unit of the Chancellor's Office [(916) 324-2359] and it will make the appropriate arrangements with the SCDC.

There are five Regional Census Data Centers (RCDC) each responsible for 'providing census information for specific counties. Name and Address Counties Covered

Sacramento Area Cbuncil of Sacramento, Sutter,,Yolo, Governments Yuba, Placer, El Dcitado, Don Harmond, Director Nevada, Sierra, and 21 800 "H" Street, Suite 300 other Northern California Sacramento, California 95814 counties not listed for (916) 441-5930 any other regional center.

Association of Bay Area Alameda, Colltra Costa; Government's Marin, San Francisco, Patricia Perry San Mateo, Santa Clara, Hotel Claremont ,Solono, Sonoma'and Napa. Berkeley, California 94705 (415) 841-9730

Southern California Association Imperial, Los Angeles, of Governments Orange, Riverside, San Tim Douglas Bernardino, and Ventura. 600 South Commonwealth Street Los Angeles California 90005`. (213) 385-1000

San Diego/Association of San Diego. Goveinments Karen Lamphere, Director Security Pacific Plaza 1200 Third Avenue, Suite 524 San Diego, California 921.01 (714) 236-5353

State Data Program ! Univer$ities and State Ilona Einowski Colleges, Kern, Kings, Raymond E. Wolfinger Tulare, Fresno, Madera, Survey Research Center Merced, Stanislaus, and San Joaquin. 2538 Channing Way . Berkeley, California 94720 (415) 642-6571

In addition to these five main centers, there are 33 affiliate centers which may be of some use to communitycollege planners. 'These centers are listed in Appendix 1.

TYPES OF DATA AVAILABLE

The "data centeeconcept was implemented to imprbVe the use of U.S. Census Bureau and related statistical products. The California State Census data center is equipped to:

1. provide special computer runs and reports for all levels of census geography with all details for which the Bureau of the Census provides information; p 4

2. copy data for selected gedgraphic areas or levels of geography onto magnetic tapes provided by the requestor;

3. create computer plats of specified data forspec- ified geographic levels; and

4. provide copies of census maps.

The Bureau of the Census plans an extensive series of printed reports summarizing data from the 1980 Census. These publications are divided into three broad catagories:

I 1. joint PopulP`'on and Housing Census Reports

2. Population Census Reports

ti 3. Housing Census Reports

Several reports are to beissued'foreach of the three subject groupings (see summary of reports in Appendix 2).

Other products available from the State Census DataCenter are:

1. 1970 Census

2. 1977 Economic Census

3. 1978 Census of Agriculture

4. 1976=81'Current Population Survey

5. Annual, ousing Survey

6. 1976 Survey of Income and Education

Particularly helpful when working with lower'levels of Census geography (blocks, enumeration districts, and tracts) ate census maps. They provide the only means of reliably locating the specific-geographical boundaries of a community college district. The map series_ which show these boundariesare:

Metropolitan Map Series (MMS) maps cover the urbanized portion of Standard Metropolitan Statistical Areas (SMSA's). Each map sheet shows the names of streets and other significant features, boundaries and names (Dr numbers) of places, census county divisions, congressional districts, census-tracts, enumeration districts and blocks.

Vicinity Map Series (VMS) maps are comparable to the MetropolitanMap Series but cover urban places outside of SMSA's.

County maps cover those portions of counties not covered by the Metropolitan Map Series and all of those counties, .outsideof SMSA's. They show the same types of boundaries that are shoWn on the Metropolitan Map Series. County, maps are usually reproductions of Maps obtained- from individual State highway departments with census .geography superimposed.

Place maps cover all 198.0 census incorporated and, census designated places not included on the Metropolitan Map Series. Place. maps, usually based on' maps supplied by local agencies, identify streets and show boundaries for places, census county divisfons,' congtessionaldistricts, enumeration: districts, .and, when appropriate', census tracts and blocks.

Tract Outline maps show the boundaries and numbers or names of census tracts, counties, and all places with a population oT 10,000 or more for all SMSA's. Only streets and map featutes which form tract boundaries are shown on the maps.

DISTRICT DATA AGGREGATIONS

Census data can be aggregated ina number of ways to approximate the population served by a community college district. One method involves a simple aggregation of all census data within a district's legal boundaries (often the rsame as county bouhdaries). This method was used in preparing the California community college data supplied with this report

The Chancellor's Office, California Community Colleges, has obtained 1980 cenus data, aggregated by community college disttict, based on a California Department of Finance map of public community colleg,.., districts by ZIP code areas. The *SCDC estimates that there. is an error of approximately 5 percent in these figures due to the way that data js, divided whe'n a Zell) code area falls into more than one community college district. More accurate data will be available within.the ne't year.based on aggregations of 'census .data by high school districts. There may also be some inaccuracies due to recent changes in district boundaries. Some of the most recent changes are:

1. .0n 7-22-77 there was a transfer of territory from San BernardinoCommunity College District to Victor Valley Community College,District.

2. On 10-27-28 there wawa transfer oi the territory of Dos Palos Joint Elementary School District from West Mils Community College District to Merced Community. College Qistrict.

3. On 9-25-81 there was a transfer of territory from Los Angeles Community College District to the Pasadena Area Community"College District.

10 4 In the case of these districts, it would be best if they would

supply . the Chancellor's' Office with a .c,ns-us tract ' map showing the current district boundaries. Theupdated maps make it possible to develop more accuratecensus figures. Copies of these maps are avialable from the SCDC

N second way of-aggregating !census data requ,res community c0113ge'districts 'to define their actual seEvice areas (where their Broiled students actually live) in terms, of census tracts or other existing aggregations' such as "high school- districts" or "ZIP code areas." DistrictS would outline the borders of their'service areaon census tract maps (or compile a list of census tract numbers). Insome cases, districts draw significant numbers of students fromareas within the boundaries of Oher community college districts. This is most frequent in in/ large urban 4reas, which have the gi-eatest population densities (where community college districtsare geographically small and packed tightly together). In these instances, 'census data groupings based on the actual servicearea will give a much more accurate 'picture of the population served. and, in turn, provides a better basis for planning. '

CENSUS DATA ELEMENTS

Fifty-nine seperate questions were asked of respondenlerin the 1980 Census. They covered a wide variety of dataon population--- and housing. Thirty-two of these itemsconcerned characteristics of the respondents, and twenty-seven 'dealt with the housing in which they lived.

Some questions were asked of all respondents andare called "100- 'PPreent" items by the Bureau of 'c.the Census. Most of the questions, however, were asked ofa sample of persons and housing units. The proportion of housing units (or households) that reveived the "sample" `form wasone out of six in most areas. In areas estimated at 2,500 or fewer persons, the sample ratio was fifty-percent,

The subject items are listed in Table"1, distingui,phing population and housingas well as sample and'"100, Percent Items." TABLE 1 SUBJECT ITEMS INCLUDED IN THE 1980 CENSUS % 100-Percent Items

Population Housing

Household relationship Number of units at address Sex Access to unit Race_ Complete plumbing facilities

Age I Number of rooms Marital status Tenure (owned/rented) Spanish/Hispanic origin or de-'scent Condominium identification Value ohome Contract rent Vacant fQr rent, for sale, etc., anC'i duration of vacancy

Sample Items

, Population Housing

School enrollment Type of unit and units in Educational attainment structure State or foreign .country of birth Stories in building and Citizenship and year of immigration presence of elevator Current language and English Year built proficiency Year moved into this house

Ancestry. f Acerage and crop sales Place of residence five years ago Source of water Activity five years ago Sewage disposal Veterari's status- periods of service Heating. equipment Presence of cliSability ot.handica6Fuels used for house heat, Children ever born water heating & cooking Mari tail. history Cost of utilities and fuels EmploIrment status last week Complete kitchen facilities Hours worked last week Number of bedrooms Place of work Number of bathrooms Travel time to work Telephone' Means of transportation to work ur conditioning Number of persons in carpool umber of. automobiles Year last worked Number of light truck/vans Industry Homeowner shelter costs for Occupation mortgage, real estate Type of employment taxes/ an hazard Number of hours worked in.1979 Usual number of hours worked in 1979 Number of weeks looking for work in 1979 Amount of income in 1979by source

12 CENSUS GEOGRAPHY

Census geography is divided into two distict components:

1. Govermental areas:

A. States

B. United States Congressiona.. Districts

C. Counties D. Cities,

E. Etc.

2. Statistical Areas:

1 A. Standard Metropolitan Statistical Arets

B. Urbanized Areas

C. Census Tracts

, D. Enumeration Districts

E. Tracts

F. Etc.

Appendix 3 shows the hierarchies of censusgeography and Appendix 4 lists the numbers of such units in California. The geographical divisions are defined as follows.

Standard Metropolitan Statistical Area: A Standard Metropolitan Statistical Area consists of a large population nucleus and

nearby communities that have a high degree of social integration. . Each SMSA consists 'd one entire county (or more) that meets specified standards pertaining to population, community ties, and metropolitan character. An area must include a city or urbanized area with a population of at least 50,000 and a total SMSA population of at. least 100,0.00.

There are 21 SMSA's in California, encompassing 30 of the State's most heavily populated counties. Most SMSAs consist of a single county but some, such as San Francisco/Oakland, cover more than one county.

Counties

Tnere are thirty California counties which are included ii one of the Standard Metropolitan Statistical Areas and are also divided into census tracts. In addition, eight of the remaining counties (not in an SMSA) are also tracted. In the non-tracted counties, "enumerationdistricts" form the smallest geographic divisions

7 13 within each county. Census County Division (CCD)

A "census county division" is a statistical subdivision of a county. CCD's are established cooperatively by the `Bureau of the Census and state and local govermental authorities.

Urbanized Area

"Urbanized areas" are defined by population diversityandare composed of an :incorporated place and surroundingdensely- populated areas that, together, have a combined population of at least 50,000. There is no'minimum size for the incorporated place that forms the central city of the area. The boundaries of urbanized areas do not generally conform to county boundaries.

There are 24 "urbanized areas" in California. .

Place

A "place" is a concentration of population which may (or may not) have legally-prescribed limits, powers or functions. "Places" are either: incorporated cities/towns, or "census designated places" (CDP's), which are densely-populated unincorporated areas.

Census Tract

A "census tract" is a small statistical subdivision of a county, defined by local committees and the Bureau of the Census.

Block Numbering Areas (BNA)

A "block numbering area" is delineated by the Bureau of the Census to group and number "blocks" in an untracted area.

Enumeration District (ED)

An "enumerationdistrict" is an area used for data collection activities (and as a tabulation area) where "blocks" are not present.

Block Group (BG)

A "block group" is a combination of census "blocks" which form a subdivisionof a "census tract," and are defined in areaswhere block statistics are collected.

Block

The "block" is thE, lowest level in the hierarchy of the Census geography. Blocks are used as tabulation areas in all urbanized areas and in all incorporated places of 10,000 or more population that are outside of urbanized areas.

8 USE OF CENSUS DATA FOR COMMUNITY COLLEGE PLANNING

Information from the 1980 Census can aid community college planning. Census data elements which are particiliarly useful include: sex; national origin,' family income (in ranges); educational attainment; current enrollment in school; highest degree obtained; ability 'to speak English; foreign language usage in the home; and suchhousing characteristics as the number of persons in, each household, number of children, occupation of family members, cost of housing, number of persons per room, age of buildings, length of residence, presence of telephones, and the number of automobiles (see an annotated description of the. 1 980 census questfonaire in Appendix 5).

When analyzed.singly, or in combination, these and other items can provide a vast amount of data for planning at every level, from neighborhood center to the campus and to the district. The following discussion illustrates just some of the ways' census data may be used in college planning.

The 1980 Census provides a breakdown of each of 13 or more racial and ethnic gq-ptips (depending on the breakdown for Hispanics) for each geographic region of the state. 'Data is available for each of these groups. The following groups are also important for educational planning.

Ages can bebroken down by year or grouped into pre-school,. elementary, high school, and college-age cohorts. The average age of each ethnic group gives an indication of its probable growth in relation to the state population as a whole. Most minority groups have a loser average age than whites.

The percent of each group attending school ur college can be found along with the level of schooling completed by adults. The level of educational attainment of parents can be related to the high school graduation and college-going rates of their children, particularly of girls, and also affects the enrollment of adults themselves in adult or continuing education. Attendence or enrollment data can provide a forewarning of future needs such as special programs and services for certain ethnic groups as they advance through the educational system

Census data provides a count of the. number of peoplewho need English instruction.

The income level of persons (and households) reveals what proportion of a group falls below the poverty level, as well as in ranges along a continuum. Low income groups can thus be targeted for appropriatv student aid and services. When compared to data on school enrollment, age, and grade level, data on marital status may reveal theeffects of single parenting and and divorce. on academic development and the rate of college attendance. When analyzed with schooling, English-speaking ability,and age, data on residence five years ago can help indicate howquickly particular groups, such as Southeast Asian refugeesor Mexican immigrants, acculturate into American society, giving planners information necessary to prepare to meet their needs.

Information 'on residence in 1980 provides planners with specific numbers of persons in the group served by community colleges. Data from this question, and that on the type of housing in which families.live, are some of the most valuable to be obtained from the census for college planning. Changes in the composition ofP neighborhoods, cities and counties can be determined for most groups by comparing 1970.and '1980 data (Appendix 6 contains a useful review of census questionaire changesfrom 1970 to 1980. See also Appendix 7 for a note on the difficulties of comparing racial and ethnic data from the two surveys). The growing heterogeneity of the California, population means that, concentrations of certain groups in particular location may significantly change the social, economic, and educational structure of these areas and, thereby, change the composition of a college's clientele.

Employment data can be analyzed in terms ofyears of schooling, age, marital status, and current school or collegeenrollment while working or unemployed. This information 'can also contribute to an assessment of the role education playsin upward mobility of low-income persons.

Whenrelated to the number of.children in the residence, the variable numberof rooms in residence gives some idea of the amount or type of space that commuting students have forstudying in private (at home) and could havesome bearing on policies for funding study facilities for colleges Vicated inareas with low room-to-person ratios.

Census data provides a basis for comparing differences between :men and women in educational attainment; attendence, occupation, income, marital status, and as head of household. Each of these elements can be analyzed by ethnic group, geographic area, or other variables. All of these data are available from both the 1970 and 1980 Census, so trends can be discerned.

Data concerning physical handicaps may show concentrations of handicapped people and help in planning appropriate educational programs for them. By assessing the age, occupation, amount of schooling, marital status, number of children, income level, housing and other characteristics of these people, planners may determine how colleges can better contribute to the educationof the disabled.

16

10 The 1980 Census gives an accurate count of each ethnic group by: 'age, sex, English-speaking ability,' yea'r,s of schooling, current enrollment in school or college, occupation,"level of income, type of housing (and location'in the state). Analysis can review the relationships betWeen these factorsand college- . going rates in order to begin a3sessing efforts at Affirmative Action.,

To determine the degree of access, Census data cal, be analyzed on inaividual income, family income, number of children in the family (and in the residence),value of the home, the number of years of schooling of each person, the number of persons attending college, their age, sex, marital st«tus, 'and ethnic origin, and whether or not the family (or person) Calls below the poverty level. These data reveal much about the adaquacy of financial aid for various groups.

Summary tabulations of 1980 Census data for the State California are displayed in Appendix 8.

USE OF CENSUS DATA FOR STATE PRIORITIES

1980 Census data can be used to establish new priorities or to modify existing ones. Following is a discussion of how this data could be used to measure the degree to which state priorities are realized.

Priority A: Open admission opportunities.

Census data can be used to provide a., demographic portrait of a community, giving the numbers and proportions of all identifiable groups who could be served by the community college. -This data can be aggregated in any manner using the following data elements:

Age School Attendence Educational Attainment Incom Marital Status Sex Residence Employment Occupation Ethnic Group

After an analysis of this Census data, the community college can proceed to analyze why certain groups are not being served (in the same proportions that they are represented in the general population) and how they may benefit from community college instruction and services.

Priority B: Opportunites for individual enrollment in specific courses and programs are to be determined by an evaluation of individual student readiness and willingness to learn.

While this objective is directed to the assess.nent of individuals, some large scale planning can be done utilizing-census data. The numbers of individuals with particular types of needs and abilities could be demonstrated using the following census items:

Age Sex Ethnic Group Edudational Attainment School Attendence Ability to Speak English Occupation Employment Residence

Priority C. Community college should achieve instructional excellence and pro9ram balance.

By using the same data as in "Priority B" above, and by comparing the characteristics (and needs) of the population served with the offerings and services of th9 college, some measure can be made of program balance and, to a limited degree, instructional excellence.

Priority D..High quality transfer programs, articulated with senior institutions and schools..

Population data can be used to identify the numbers and types of people who may be undertaking transfer programs.

4Priority E. Preparation of individuals for gainful employment.

In this case population data from the census can be best used to determine the types and levels (certificate, degree, etc.) of occupational programs to be offered. This is done by projecting educational program demand (by the level of the program desired) from the patterns of social/economic attainment in the colleges service area. Other federal economic reports can beused to project the demand in the service area for particular types of Occupations: is; Priorty F. Guidance and support for students.

Population data from the census can be used to determine the need (both quantitative and qualitative) for guidance and support. Particular items of value would include:

18

12 Income Residence Marital Status Ethnic Group Age Sex EMployment Occupation

The percent of each ethnic and age group attendingCollege or school can be found along with the level of schooling completed by adults. The level of education of parents affects the high school graduation or college-going rates. of their children, 'particularly of girls, and also affects the enrollment of adults themselves in adult or continuing education,. ..Analysis of this data can provide forewarning of the need' for.special programs or services for certain.ethnic groups as they advance through the educational system.

Priority G. Relevant programs of remediation should be required of all students who need this preparation.

Utilizing the same data and analysis'as for "Priority F", it will be possible to identify the numbers and types of people needing remediation and some general idea of the nature of the remediation required.

Priority H. Continuing and community education programs respon- sive to the needs for:

Adult basic education;

English as a second language;

General education; and

Education for citizenship.

The same analysis and data used for "Priorities F and G" will provide a population .profile for planning adult and general education prbgrams. Census data items concerning 'ability to speak English and ethnicity can be helpful in determining the need for English as a second language and citizenship, programs. tJ Priority I. Responsive to unique local needs by offering the appropriate community services.

Most census data items can be utilized to get a very detailed picture of the characteristics of the community and, thereby, support an assessment of the need for community services. USE OF CENSUS DATA FOR ACCREDITATION

Census data can be used in the accreditation process for community colleges mainly by providingservice area population characteristics so as. to help determine thedegree to which accreditation, standardsare being met. Accreditation standards will be covered only in thosecases where it appears thatcensus data can be.effectively used to planto meet the accreditation standard or, as above, it appears that it can be used to detdrmine the degree to whichthe requirement has beenmet. Standard One. Goals and Objectives

Standard One-B. The statement of goals andobjectives defines the degree of comprehensiveness of the institution and its ,distictive nature.

.Census data can contribute to: the required "continuing .study df the' educational needs of the clientele served by the institution." A profile -of the individuals'inthe community will provide a basis for judging the degree of comprehensiveness of the college. An analysis of the data candetermine if the college's goals and objectives (in its political, social and economic environments) match the population characteristics of its service area. 'It can also help determine the degreeto which institutional objectivesare being met.

Standard Two. Educational Programs

Standard Two -A'.6. Provisions made for the curricularneeds of special groups of students served pathe institution.

An analysis of census dataon age, ethnic group, and educational attainment can can provide forewarning of the need for special programs of services for certain ethnicgroups as they advance through the educational system. The proportions of each age group attending schoolor college can'be calculatedalong wial the level of schooling completed byadults.

L

Data on the ability to spealc Englishcan help to determine the level of need for additional or concentrated instruction in English.

Income data can help planners identify low-incomegroups to be targeted for appropriate student aid and services. It is possible to appeal for differential (orsupplemental) funding for colleges located in predominently low-incomeareas since students from these areas will need substantial additional aid (and services) to succeed in theireducational programs.

Data on sex, age, and marital statusmay provide valuable data for planning special,services fordivorced and single parents ar4 their children. Differences in male and temaieattendance and educational attainment albong different ethnic and age' groups can be examined. Data on occupation, age,' and level of schooling completed may help show the degree to which the curriculum is helping in job placement and upward mobility for each minority group,,women, men, low-income, and the disabled.

Data on ,disabilities can be broken down into small geographic areas revealing concentrations of handicapped. people, providing the ba'sis for planning appropriate services and programs for them. By analyzing the age, occupation, amount of schooling, marital status, number of children, income level, housing, and other characteristics of these people, planners can determine how colleges can better'contribute to the welfare of the disabled.

All of this data Can provide the basic criteria to determine if the college is meeting the curricular needs of special groups of students in its service area.

Standard Two-B. Educational evaluation and planning is systematic, involves representatives of all appropriate segments of the ifistitutioni. and provides the basis for planning and use of human financials and physical resources.

Standard Two-B.3. ,Vocational programs which are periodically reviewed and evaluated in light of cthailo::1-19. technologies. and job markets.

Standard Two-B.4. Evider-:e of the sucess of students in meeting educatonal objectives) 9.q., preparation for employment transfer for further study, etc.

Occupation and income patterhs revealed through the analysis of census data (and other government data concerning occupational outlook, employment demand patterns, etc.) can be compared with the type and quality of vocational programs. Census data can also be used to provide basic criteria for determining the degree of-sucess of vocational and transfer students.

Standard Two-C ne principal institutional focus is a commitment

to learning, 4 ;.u6ing its evaluation and continuous improvement.

Standard Two.': J. Program development is related to student learning 2a121 :;ties and student objectives.

Census data ( s in Standard Two-A.6) can be utilized to project student lee- g capabilities and objectives for planning purposes, an,. supply the basic criteria for evaluation. Standard Thre,.-. Institutional Staff

Standard Personnel policies and proceduresaffecting staff are clei.).r, equitable, and available for information and review.

Census data can provide a profile of the ethnic acre sex etc. distributlon in the college sservice areaproviding aritefia ana .0

a basis to demonstrate that the institution is responding to equal employment and educational opportunities, as well as to promotional standards and practices.

Standard FoUr. Student-Services

Standard Four-A. Student services are provided to enhance educational opporturities, and to meet the special needs of students.

Standard Four-A.1. An admissions registration, and records service which is designed to fit the purposes of the institution and the clientele served.

Standard ,,Four-A.6. A counseling service appropriate to the ingfitutional purposes and the clientele served.

Standard Four-A.9. A student activities program appropriate to the student body served and the residential (or, non-residential) ,character of the campus.

Standard Four-A.14. A financial aid service which is efficiently

administered, well publicizedL and tailored to individuali needs.

Standard Four-A.15. Services for ethnic minorities and the economically or culturally disadvantaged.

'Standard Four-A.16. Special services andprograms for the physically disabled.

Standard Four-A.17. Services for special groups, such as women returning education, veterans, and older students.

Standard Four-A..18. Services to meet the physical and mental health needs of students, including referral services for students with psychological problems.

Standard Four-A.19. . Regular evaluation of services to determine their effectiveness in meeting student needs.

Census data and analysis as in "Standard.Two-A.6" can provide a pictureof the community served by the college. The proportion of people with special needs in the service area can be compared with the proportion being served by the college. The .special needs of students, which "Standard Four-A" is 'aimed at protecting, can be projectedp from the basic census data. This will provide a standard by which to measure the adaquacy of facilities, staffing, and services in support of the institutional objectives. The, effectiveness of particular services can be determined through analysis and comparison of census data whiCh addresses needs to the actual services such as: admissions, registration, counseling, financial aid, health services, student records, services to special groups, etc.

22" Standard Six. Learning Resources

Standard. Six-A. All learning resources (print and non-print library materials, media equipment, facilitiesLand staff) are sufficient in quantity, depth, diversity, and currentness to support all of the institution's' educational offerings at appropriate levels.

Standard Six -A.1. ,Learning resources designed to provide support for modes of instruction suited to a variety of student needs and learning styles. S

Analysis'cif census data, as in "Standard Two-A.6," also can be used to project student need for learning resources. '

Standard Seven. 'Physical Resources

Analysis .of census data, also as in "StandardTwo-A.6," for faciU.ties planning will measure the adaquacy 6f'the kind and placement of facilites to meet the educational. and service needs of the people in the'college's service area.

Standard Eight. Financial Resources

Census data and analysis, as in "Standard Two -A.6," will provide a picture ofthe college's clientele, Further analysis will provide information as to their needs. This inforthation can be utilized to determine the adaquapy'of current levels of support (if needs are not being met, it would tend to argue, amoungst other things, that support was inadaquate). This data can also be used to project program and service requirements'fOr planning adaquate levels of support.

OTHER CENSUS BUREAU DATA

Besides the decennial census, the Bureau of the Censu..1; is engaged in a number of other (and' more frequent) data gathering activities which could provide useful'information for community college planners.

Current Population Reports

The most important (and useful) of the' Bureau's studies for higher education purposes are its seven series of Current Population Reports: P-20 Population Characteristics

P-23 Special Studies

P-25 Population Estimates and. Projections

P-26 Federal/State CooperativePrograms for Population Estimates 4. P-27 Farm Population

P-28 Special Censuses

P-60 Consumer Income

Each of theSe,series containsa number of publications On'varied subjects of value to college planners. For example, each Fall the P-20 series on Population Characteristicsincludes a report on "School Enrollment- Social and Economic Characteristics of Students." This .incluclas data from the annual October Current Population Survey related to education enrollements from early childhood through college and university.

In addition to data on enrollments and student characteristics, Current PopulationReports.provide data on numerous factors needed by planners. Topics covered in the Current Population Reports, as listed in its table of contents forits-December 1980 subject index, are:,

Section 1. Black Population

Section 2. Children and Youth

Section 3. Educational Attainment

Section 4. Elderly

Section 5. Farm Population

Section 6. Fertility

Section 7. Geographic Areas

United State!;- Region/Divis.;on/States Standard Metropolitan Statistical Areas Outlying Areas Counties Places

Section 8. Geographic Areas by Age, Sex, and Place

United States Regions/Divisions/States Counties

18 24 C5

Section9. w Households and Families

Section10.' Income

Household Income-P Family/Pdrsons

Sectiori11. Marital Status and Living Arrangements

Marital'History

Section12. Methods, Concepts, and Specialized Data

.Section13. , Metropolitan and Non-Metropolitan Residence

Section14. Mobility and Travel to Work

Section15. Poverty Data

Section16. Profiles

Section17. Projections

United States Standard.Metropolitan Statistical Areas Regions/Divisions/States 4.4 Section18. School Enrollment

Section19. Spanish and Ethnic Origin'

Section 20. Voting and Registration.

Many of the Current Population'Reports stem from the Bureau's annual current population survey of a sample of about 64J,000 persons. This survey has achieved a reputation for accuracy, surpassed only, 'by the decennial census, -but. its sample is selected from decennial census data and, with each passing year, after the census, as those data become older, its accuracy also suffers.- It is partly for this reason that 'the error in projecting the increase in the 1980 populationwas so great. The Bureau will use new and revised techniques during the 1980's to overcome the deficiencies in the sample revealed by the 1980 Census, but projections and estimates in the Current Population Reports for the latter years of the 1,980's may still be less accurate than those in current years.

Social Indicators

The Bureau of the Census also publishes Social Indicators, the, third and most recent editior of which "appeared in late 1981. Social Indicators contains n.uch of the important social' data found in the Current Populations Reports. For example, the 585- page Social Indicators III containsa section on education and

1925 training covering public perceptions, resource commitments, enrollment, attainment,-- ,performance and achievement, adult education .and training, and international comparisons, each presented through a series of graphs and' chart,3 revealing trends and supporting data.'

The one- problem with Social Indicators is .common of most federal reports- delay. Its data are at least two years 'oldbefore publicaticSE Nevertheless, it provides a basis.for state and college pfanners to improve their sense of trends and a rationale 'for'keeping state data current through local sources. . RELATED SOURCES OF DATA

Public Health Service

The U.S. Public Health Service issues 'a monthly report on the nation's vital statistics as well as a final consolidated Vital, Statistics report eacn year. The monthly reports are considered preliminary (and thus not necessarily entirely acct-rate), nevertheless, they provide immediate information about the numbers of births, deaths, marriages, divorces, and immigration that could be of value to college planners. Because data is presented to by state (usually for the past two or three years as well as ..e current year), trend changes within states can be quickly c.etected and appropriate actions_ planned. While especially valuable for planners at the.college level, the monthly reports can be useful to long-range planners at.the state level as well: College planners can work through the State Department of Health Services, to obtain vital statistics data' on a county-by-county basis, which is particularly valuable for local and regional planning throughout the state.

.Department of Labor

Among the reports of the U.S._ Department of Labor that may be of value to planners at both the college and state levels is the Occupational Outlook Handbook. It is used extensively by high school and college counselors. The 1982-83 edition (which may be ordered from the U.S. Government Printing .0ffice in Washington D.C. as Bureau of Labor Statistics Bulletin 2200) lists hundreds of occupations by category and describes recent employment trends for each sub-occupation

The Department's projections for the employment and occupational outlook .havebeen about as accurate as any obtainable in the country. For long-range planning purposes, however, this informationshould be used with great care and selectivity. Projections of social data are subject to a high degree of error, and those pertaining to work changes and opportunities are particularly vulnerable. In California, the Department of Employment Development provides ready, re'iable advice to planners in the utilization of state occupational andemployment

20 26 data. Although state data may not be better than national data, they are likely to be more current and more relevant to college planners.

National Center for Education Statistics r The National Center for Education Statistics'(NCES), a div'sion of the U.S. Department of Education, has published annually (since 1977) The Condition of Education. This report is composed of charts, graphs, and tabular data drawn from a variety of

sources and its own Higher Education General Information Survey . (HEGIS) of colleges and universities.

While much of the Condition of Education focuses onelementary and secondary school data, a segment does relate to ;higher education. This report, however, has failed.'to 'become a principal source of data for nigher education planning.because it presents different sets of data for each year ("usually- directed to the current interests of federal administrators') and thus does not provide the basis for trend analysis. The data''.selected for inclusion may not be pertinent to college planning and some of it is not reported on a state -by -state basis`. In addition, the quality, of_HEGIS data continues to be suspvct, even after many efforts on the part of the.Center to improve its accuracy. Because institutions find national HEGIS data of little value to them when it is release6 two or more years late, they are careless in reporting thclir own data to the center.

From time to time the Center also publishes special reports on particular conditions in education, such as Enrollments and Programs in Noncollegiate Postsecondary Schools, 1978 and Residence and Migration of College Students, Fall 1979. It makes its own projections on enrollments, finance and faculty. The overall quality of its work is continually improving but, its lateness in releasing this work limits its.usefulness.

SUMMARY

The 1980 United States Census is the most comprehensive source of data on population characteristics available. Census data jp have their limitations but these are insignificant compared Ito the support it can provide analysis and planning in community colleges. The one major problem with the census is that it only provides a one-time picture of population for April, 1980. The Census is not updated in the detail that is always necessary for community college planning. The result is that as each year year passes, population characteristics change and the Census data become less accurate and less useful. By 1985, the Current Population Reports of the Bureau of the Census may be a more accurate source of aggregate information. For data which can be can be aggregated by comffunity college°district, however, :it will be necessary to wait till the 1990 Census.

r

28

22 APPENDIX 1 State Data Center Affiliate Offices

Office Name Telephone

Warren Freeman (40.8)624-2117 Association, of Monterey Bay Area Government

Dave Hironimus (916)534-460I Butte County Planning Department

Ed Wyllie (209)754-1811 Central Sierra Planning Council

Dennis Barry (415).372-2035 Contra Costa County Planning Department

Deirdre Sockbeson (707)445-7284 Eureka-HumboltLibrary

Bob Penman (209)453-3896 Fresno County Planning Department

Leonard Fabian (619)352-8184 Imperial County Planning Dc2artment

Ruth Mark (415)557-2184 Division of Labor Statistics and Research Department of Industrial Relations

Ron Brummett /Brad,ley Williams (805)861-2191 Kern,County,Council of Governments

Terry Dean (415)642-5659 Institute of Governmental Studies U.C. Berkeley.

Steve Casey (209)582-3211 Kings County'Region,11 Planning Agency Extension 2674

Librarian (714)834-6746 County of Orange, Administrtive Office

Harry Hampa'rzumian (213)629-0673 Economic Information and Researea Los Angeles Area Chamber, of Commerce

George Marr (213)974-6476 Los Angeles County Planning Department

T. W. Murray (209)674-4641 Madera County Planning Department

Jerry Heath/Wayne Bashore (707)468-4281 23 29 (7

Mendocino County Planning Department

Carolyn Clark (209) 723-3153 Merced County Association of Governments

Michael McCall (714) 787-6183 Riverside County Planning Department

Craig Gooch (714) 383-2445 San Bernardino County Planning Department

Max Schetter (619) 232-0124 San Diego Count: ^hamber of COMmprce

Urmila John (619) 565-3028 San Diego County Planning Department

Richard B. Morton (415) 392-4511 San Francisco Chamber of Commerce

Tom Walker/Gary Gorham (209) 944-3722 San Joaquin County Planning Department

Michael,Draze/Bernie Melvin (805) 549-5600 San Luis Obispo'County Planning Department

Mike Powers (805) 963-7194 Santa Barbera County-Cities Area Planning Council

Denis CoOk (916) 246-5185 Shasta County Planning Department

Bob Sellman (916) 842-3531 Siskiyou County Planning Department Extension 242

David Baltz (209) 571-6330 Stanislaus County Planning Department

George Robson (916) 527-2200, Tehema County Planning Department

Richard Huntley (209) 733-6284 Tulare County Planning Department

Joan Randall (916) 752-622,4 U.C. Davis

Ron Angle/Richard Davis (916) 895-5711 or California State University, Chico 895-5329

Kim Hocking (805) 654-2468 Ventura County Planning Department APPENDIX 2

MAJOR REPORT SERIES' FRCO4 TIE 1980 CENSUS1

UNITED STATES BUREAU OF THE CENSUS Populavicm (1CaliforniaCensus Users Handbook, p. 19)

Series PC80-17A Number of inhabitants. Final official population counts are presented ft (Ono per State) States, counties, SMSAs, urbanized areas, minor civil divisions, census county divisions, allincorporated places, and census designated places of 1,000 Inhabitants or mere.

Series PC80-1-8 General Population Characteristics. Statistics on age, sax, race, marital (One per State) status, Spanish/Hispanic or.gln, and household relationships are presented for States, counties, SMSAs, urbanized areas, minor civil divisions, census county divisions, Indian reservations, and pieces of 1,00Q inhabitants or more.

Series PC80-1-C General Social and Economic Characteristics. These reports focus on (One per State) population Items collected on a sample basis. Each subject is shown -for the following areas: States, counties, SMSAs, urbanized areas, and places of 2,500 InhabltantS or more.

Series PC80-1-0 Detailed Characteristics.these reports cover most of the population (One per State) Subject; collected on a Sample basis, presenting the data In considerable detail and GroSs-classIVed by 69e, race, and other characteristics. Each subject is Shown for the following areas: States (by urban, rural-nonfarm, and rural-farm residence), large SMSAs, and large

Housing

Series HC80-1-A General Housing Charartortistics. StettsliCS on 100 - percent hOUSing Items (Ono per State) are presented for S-tateS, counties, SMSAs, urbanlied areas, *nor civil divisions, cenSus county divisionS, Indian reservations, and Places of 1,000 Inhabitants or mete.

Series HC80-1-13 Detailed Housing CharatteristicS. These reports focus on the housing items (One per State) collected on a sample baS1S. Each subjectis shown for the following areas: States, counties, SMSAs, urbanized areas, and places of 2,500 inhabitants or more. Population. and Housing .

Series PHC80-1 Block Statistics.Reports show data for Individual blocks on seiectel 100 - (One per SMSA percent population and housing items. The series includes one report for each and one for each NSA (presenting block Statistic.; for the urbanized area, plaCOS of 10,000 State) inhabitants or more, and smaller cdipunitles wtnich contracted4w1th the Census Bureau to provide block Statistics) and a "balance of Stater report for each State (presenting block statistics for places of 10,000 inhabitants outside of SMSAs or more and smalter communities which contracted wfth the Census arreau to provide block statistics). On microfiche; no printed reports.

Series PHC8O -2 Census Tracts. Reports present Selected popuJelon and housing I'M'S (100 - (0ee per SMSA percent and sample) for individual census tracts. The :Aries includes One and one for each report for each 9011, and a "balance of State" report for those tracted areas State) outside of SMSAs.

Series PHC80-3 Summery CharacteristicS -for Governmental Units. Reports preSent selected (One per Stets) population and housing Items (100-perCent and sample) for counties, incorporated places, and "active" MCDS qualifying for revenue sharing purposes. 25 31 WN114MP!' MIAMIon!F APPENDIX 3

Census Geographic Units Their Hierarchical' Relationships2 2 ( California Census Users Handbook. p.. 6)

STATES

CONGRESSIONAL I PLACES COUNTIES DISTRICTS

COUNTY DIVISIONS

1 ( ENUMERATION DISTRICTS

ENUMERATION I NON TRACTED I. DISTRICTS L COUNTIES

TRACTED COUNTIES

KEY:

[ IGOVERNMENTAL UNITS

STATISTICAL UNITS top 41ftgikr#, 26 32 APPENDIX 4

NUMBER OF TRACTS, ENUMERATION DISTRICTS, BLOCK GROUPS, AND BLOCKS CALIFORNIA COUNTIES3

Number of County Tracts EDS BlockGrolg:;__.BlockS

Alameda 296 1,142 10,289 Alpine -- 10 Amador 35 Butte 36 120 63 913 Calaveras al

Colusa, -- . 15 Contra Costa 158 -- 708 6,705 Del Norte -- 51 7-. -- El Dorado 19 99 39 619 Fresno 109 216 419 5,00

Glenn 33 Humboldt 26 195 65 1,038 Imperial 25 119 60 692 Inyo -- 62 -- 7- Kern 84 54 .406 6,590

Kings 18- 80 30 '495 Lake -- 76 -- -- Lassen -- 50 Los Angeles 1,644 44 6,382 63,205 Madera 12 68 28 483

Mar in 49 23 237 2,034 Mariposa 26 a Mendocino 3 116 17 219 Merced 24 63 71 1,157

Modoc ,-.: -- 40 --

Mono __ 31 OPP IMO Monterey 69 63 187 2,898 Napa i 20 22 132 944 Nevada 12 66 -- Orange 418 .__ 1,355 15;133

Placer , . 28 63 100 993 Plumas -- 30 Riverside 112 376 558 7,203 Sacramento 151 27 559 7,359 San Benito 46

San Bernardino 123 246 694 8,052 San Diego 384 1.2.7 1,375 15,005 San Francisco 156 614 5,259

San Joaquin 86 41 442 . 4,253

San Luis Obispo 30 . 193 46 841

-27-

3California Census Users4andbook,pp. 10-11 33 NUMBER OF TRACTS, ENUMERATION DISTRICTS, BLOCK GROUPS, AND BLOCKS CALIFORNIA COUNTIES

Number of County_.. Tracts 'EDIs Block Grou_s__ Blocks San Mateo 146 5 552 5,917 Santa Barbara 68 74 229 2,958 p Santa Clara 261 '. 6 1,131 11,513, Santa Cruz 45 20 178 1,971 Shasta 27 61 47 1,277,

mob mil. Sierra ONO 11 Siskiyou 105 -- wmil, Solano 64 25 243 2,328 Sonoma 59 139 238 2,438 Stanislaus 57 397 4,205

Sutter 11 17 41 575

Tehama 34 52 11 .. ,249

=NO awl Trinity , 25

Tulare , 51 201 120 2,377 Tuolumne -- 61 _...

Ventura 114 430 4,851 21 J8 68 1;0.07 ri'' Yoto t Yuba 11 23' 37 52.4

State Total 5,034 3,884 19,451 209,969

aBtock Numbering Areas.

4

.34

vtw NIrH 1L . -28- APPENDIX 5 k.

The 1980 Census Questionnaire

The 1980Censui questionnaire is al- W. must, from timeto time, ready at the pnnter's. We have ob- take stockofourselves as a people if tained a copy, which u repnnted here 'ur Nation is to meesuccessfully the with our annotations. many national and local challenges This is the version of the queswe face. Thu u the purpose of the :ronnaire given to a sample of the 1990 ammo. population: The first seven popula- "The essenhal need for a papari tion questions also are asked of everynon census was recognized almo* American, and housing questions200 years ago when our Constitution HI. Ha 2. are asked of every house-was written. As provided by article I. hold. The rest of the questions arethe first census was conducted in asked on a oneinsix random sample 1790artl'one has bean taken ever,- basis, except in locahties oflessthars IC years since thety. 5,000 Population, where a ovie.in- The law under which the census two sampleutakentogather datais taken protects the confidentiality The Following article is statistically asitsquite for useasthe of VOW answers. For the next 72 years basis for federal revenue sharing. or until -April 1, 2052 only reprinted by the U.S. program allocations. sworn cc. dui workers have access its The first !question appears on thethe individual monk, and no one Buredu of the.. Census, coverofboththeshort form (the 100 elsemayve them. percent questionnaire) and long 'Your answers, when combined courtesy of American form (the sample questionnaite). with-the answers from other people, The question is: "What u the namewill provide the statistical figures ,Demographics magazine, ofeach person who was living hereneeded by public and pnvate groups, on Tuesday, April 1, 1980, or whoschools, business and industry, and from its.Apri1 1979 issue. liras staying or visiting here and hadFederal, State, and local govern- no other homer Inforrnanon fromments across the country. These fig. American Demographics, Question 1is Used by the Censusures will help all sectors of Amen. Bureau fax follow.upifother quo.can society understand how our assumes all ironsare not answered. Data frompopulation and housing am chang- this question are not published, ing. In -this way, we can deal more responsibility for its The cp.yestipnnaire begiru with aeffectively with today's problems and pledge of confidentiality, Spanish.work 'toward a better future -for all contents. language instructions for those who of us. wuh in order a Spanish question- The ceruus is a vitally important naire, and the following messagenational activity. please do your part from the director of the 8w-eau of the by filling out this census form accu- Census: rately and completely. If you mail it back promptly in the enclosed Note. The questionriarre was providedpostage-paid envelope, 4 will save bythe(74-rum Bureau.withediting and the ecpense and inconvenience of a annotations dune by the Americancensus taker having to visit you. Demographicsstaff "Thankyoufor your cooperation." The 1980 Census Qu#tiornakc / Annotated

idPIwSIi auSIwi$I1*S 1041M) pa.a .0 i a a.a .aa - il..H_3. Zl..a11a9*2h.4.h I IN w.rti d04 - o ______a.p -" 14. 100 vwa.,.t pa.J ,.a.iJ. qiaiaoa- I - -04-- a. o 'a cIi2a _. ua.04N? a., a.t. 'u-kb 14... tlw., qia,a .. - N .jiki awN d,... rv.I,a. (4. 0 Vii -0. 21 . __ tm a. a.cooa.4. o III I. 41W iiws 11p.0 II ia. 1 304 H4. 1970. ThM Qua..., t ,, h ..k.4 so that er,ia,. a.oaas& raa b. ii l. a.'p u,ai a a I Paa., pbs, sJ u..ta at a .ddm. a,. CWa.1IO NIIIOIVTWMa.'INC.0 o .ii - II!!P 21 i 4W - wa.a p. .a.,a.ru.ud. Q'au'usos liii paoae ON. OVia 304 ,aatb, .ia.b., o2dU- Ia ua.N ta tOt. 5t1s$CU. Uk. 14. n4 N3.ls .II i'. s - wa4 I..043 iiii; g, _ _ .4d01 Va a. 14,.. hoa. Qua.oa., H4 t. o Yiu- pa N c4.ck cosa.a.. Isa. SI pa.,a ? p t01a N IN IM. .0104 INt o N. II P4 lilil IV PrililVO 104a11 aisi Iiia. H5. tat tb. eh&.t. 01 a.k1sg - ilwaaa vQ 0411 _ Pa. a.0 caaat, 14. ,iv,twid.i$ oawpaI boa. siiN.ia. =144 041. UI a.Wa, 44uulIO.4i9 %M%tt. Sot a-S 95W a.a. 0. -IN- WINI - p â' boa... o On. a AIeViin.a.I- H6. o ia isa. qa.,00q i.s o 2 .,,..rtw.iIpa. INwwa a AP.a..,i tool ,e ac'ia boa. a ,atn t'4 quia*GoI. i14. 1970 * 04,4* ..q $ rw.l .4SPI,Nw. O 3 Na.I,*W,a.PlUM SN1 WMOt spt.4 at 3 4 IØ&IsTNI$a.Pli a.'Wr$ a. 3 3 a.Pla. 3 Iiup.10C0 0 11W1Sâ o H?. ian,a.la1070. ) 0.s3'*$4.99 r) Vt)70W$3i.99I o 7_!UTlIu1SS?0I,pI'II9i$WW 0 Oa.Il.4t 0 o I NlPP..'Na.Ips paa.041 H8. ss.a..uI1O. 0 $1 7.S00 toII ! 3 163 000 t, $4 W C 9 II1IWN to922 I9 3 $0.Ca)0 4 97* 999 H 9. , , i'.. a o lOS _ _ _ II$$SIJS - 5ia.W' a. w.octo 1249W 3 9?3 ot) pj 919.999 Pill 4'IlUDQfl a Co .sIiawc1.. Tb. VtsCfl.3.941P'%?*" .lto SI.SI'4 Wi o t...n.a.a.,*ta. o $7 0004 $V 499 o m 1*9 '99 14. ,.,p at' a tcte.a.ar-1 bat a.., 3 w!,00vrn99' 0 $31)000W$$399 drr,p,ud by.., V piqm.4a. 0 3 9l000Giw1tZ499 o wP 'INw ,.*. a a. 0 1304131999 0 Ii?SO00$l3999 H 10. 3 'a..' -- a. 0 3400004944994 0 $1 '0 0EtoI 19190 1&4i, p.M l ,t)' o,,staj swuctt 149 9i ItS 0palii. M41 p04rir9 tMSs. a, 0 343 0 1200,000a. frs s.ia,l. dwtii* t,at& V.Luj, PS. .. alI,a.Is 41st. 1.11 a 04A.4b a. Lu 15 IP.4IJIIIId Ia. 140* lflWg u174114t1. a .1 "aa.* H11, aba ,aa.. This, in 74 o V.., 041st hI,W1 5y -- II' I -- P flU -. 1*1 PS5sa catlims,. LS.4P. 04' iia II n 1970. o W 4*0 W a.a Pa..a.04d t.4. ijMip 'tMt. v,.t 0 ISa a.. 0r..q 04.5045 a. a- '3 I*sv,w $30 C) 119041399 a 3 3 0toP59 0 137049179 H12. iiI.oa..ci.i $7 OW. a.0pa04'..i9'a.1s1N.& 0 9404149 0 $1*)$)II fI.Uu'i. Tb. ba%u t,ir"sJ an 1970 lI_-.. a..4N Pip. 10. ) Q$79 (3 139fl4 $p..p a. as-s. $300a.sac,,. Ii I, isa. 'j 34W) ' 0 $i.P7s 0' a.N c,l, irsi 24 ca.t.V. spp.at nata.d I & ._. I 0 4_ 0 1904999 0 1fl5w$24 0 Z'a. a a'ø o 't4. 04Wa.4V 14. 0 )a.a 0 $a. 0 a.W'I. 3 $10049109 1112 .aiith, hut.a.0a. 3 $I1041I19 0 0 II2CW$U'I 0 33004*34) LI ui4*uiiI10 0 d.o a.04V4 1 'fir iL..3aiIN a.'9m Sa.ia.4 3 30 SI 31 0 3330 1379 ina.,v 14. II p uSa.4.. sM k.aia O Iu.*cat. 0 S14.3$l4'I 3 qus.Ooa. o. tb. abort qu4.aaua., 3 $13049199 0 13C0.'a., wttO* tOts a.aüs -- IØ I iistbai it) a.iva, cv,su UI! ø"t

IWeI $a. a.smiwIs ,.caw a.o 0. Mva.IN sac.' I Tst.i 05104 Nsi 04- pa.. 0ccap 0 La. list I sii 0 I I I 03 FiaW.i 0 I r43 - -J - - a...a. 2,1149 ;;;- Si*a.&?a. zxz rw - / 0 0 1pa11142,a. 2 2 2 2 2 2 2 2 0 a.n. 3 3 3 3 i' 0 ra. uti sOp 3a. )a.I 3 3 3 ) 3 3 0 Ua-OPisW I 4 4 4,44 4 0 - ' ' 33 Qp04 LIila.ai .a..n C, C, G C. C.C.C.C. 0 0104 asO 0. 00 777 7777 2. 0 0 Pn.i? I 7 2 , IJOR 9,, 9f) 0CS' O., OPSu OV

36

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i4.. aza m. Thu. ira Itt. Colt WOInI j_ U. 2. 1 IOVANSWt othu t'rp. .4 orwi p... QUE3T1Ot45 I fla.a, ft o'# codim fh 'a, - bsu..bodsI sala.sb., of pqions ta thu I baiaskaM. .uas. of chaa., (a *odst, iu.c. IP7O, 'V p,rws, I,usd is. Qvswos' I th.cas&.r .4 b.as.h.81 "bia4" ha. b.ia 2. New ii the. pitsoui ,Matod th.p,rton is" ath IbMof. ,.4.i,. pira (a nsa. ehi at toisnut 1? a.MIi .a.a.4 oi psatsI. Ibis p..aoii Is iJ L'! '1 s.d La cofu. o.s. Th. chant.a,isns dsp.. FlNuia*c4stk. (,'oew.ifrn.ew-',) is. .#. ma. b. raacdy p.tab4. to ".isJi-Msd.4 or ''. iIt'i..M ewN. (F i fLs homs,hold dits (rota thu 1970 Ci,. ?f '0mw Vt'itt04i0/ wcoil COU..4. S ' " s.* but(1w4 Is sa. to (d,uijy (ia.,1U. sal o?w1 g....aa. t r0Os.I$I. IaC4 Il*..'*dlW rp.,o4htws,hods. Ii"spuptsbidsor'a.tharuci.,.,- isici, s.155A, i(t. 0'S i( 'utS'lt'W iii ..i I, ghowlot both buehtal sad wiji w4ize vpi .b.aa ppsv4w1 nø(y Vu, ci. hsai4 .1 4y IOUllhOILS. 3.Sau 110 em. r.VcM a Fo.u. Tb. ..&as(s' is. .p.c. (cw u' so s.'iit itisihull hsn toprovs1a sn.v.,,. W,pho.' 4. Ii (hitpa.rt *F'tt Aiia. Ir.1a,% .) C'F'tS sal, co4u I. Tb. .dwrcolun, ii, ' C ouw cask. (oi çiuiSos 2, aiMb ssb. ,Iacossshsp.In j (a,a,r C 1.0.'.' uis. 2, coh.a.ai 2 d',ouh 7 ha'. thi(o4natn Isipsid ofib. %wi (aa. 1ia,.,n ) Lit.'.. Isa,'is.pt 91 r.sIsl'. ofri In rnlw.aIi .3 )Ib.b..d/wUS1 Soa/d'.uØn,r th.rluw,,. ' iW law'. 0 P.th.r/.oth.r 0th.. rilidvi (.p.citrl.s4fou ., fr4a,IidtiO4l ssd pqipsa (acolwutit Ii Roosn.cbu.,d.i, ?i..t ...ta,P.sl iaci.y..t Otiw, 'a...- 04

AiO'. 4.icd,).' .. 5. A1t 51 tail . Ap.. smd nt.,i5 sad pw \ , l, ji Lj$ Tao .1 thu cuapudi. a.. ,,....is -'Pi4 Ti,. Ca,i a,. __-:___--- .11.1 w .b.Jn .a.dsOis a.i ci. puainpnusut hitof b 'ew04 tIbet. cwt p..p4u wi. Ii,, eIb., aftbo.s hiWp b uw'mw [ :' I yemMmioi,*uodflboa.carci. 1 :2 0 3. hi*7a .3 4.i,puuâs thu pua.M..a.auc, show rica frua. I pmu.IS7Oi.I,Ai.resaIta,ei.u.ipicts1.a .) ,lis.-Us' 0040 0 Uica (sat.. City, Just w itot up La placa. M'S 7F 7 Ii iIt.sI. Thu .wp.nm U bi.'.q thut shoiast'. ID *y - I C I 0 C the .aM .1 gruu'tap rIbak swi., bw --- chit 5) .3 0ct- a. I... ma..

StaSiS Sm. . t.oav C 5...s.LaIP7O. C * 1"w'ad 0 WiSt... 6. Ouiwvsd .3

7.f'ho &w It..uhuall Apsiflc.u.. 7. Ii thus person olSpan.shdHispaeuc 3ew'wtli/Sitewi.c) lit I't quit.. sb..st Spa.Wi orls. Thu. data at a.. hi wtpin oudIKsnU op, it,.' Ch.w.. 0 1970, this c..purib&.with prvrIou. c.i.a Ta.. hjyit Scam. : V.t a qua.suo at..siadds.aawof15 parcuiw of 0 Cas.i 0 a. p.ol.do., sal ci. di,.a,a.bWaa.d dUb.. t.a. 5uoW.'a.c 1St 04 sail, ft. dUfuaa. i,... .2 thu c...ut. Til. qus . ..4. a. popaks.. quusas a.&adofall I. SSØCI FIlUjjjL5.9. listth.person Pt SMe .s.W.4 yES tIitTsWt I C 'it 511 Aa... Tb. us. ii.,, qustis sppau a., a. wa.16sdetiiasscj's,ola,collopu04 st.5. it 0 St P.. fit a,'.M Camsit luop lout. qu.u..ü, oui4, a, 0 mo. - 0 tt P a sca.W - a..? 1 rat 110.1*- suitS C 8. Ii1O, bitt rbai - p,'.'i4owZv caLtsd l Ill - a.M. '_____ pa.uMal.., il. U s.w csJ "cht.cb ,lmpsd. Wits.is di. h.hu4 Usd1 (OS ii*I 04 HIwW ret. NWSW Vi 9.Ia.11a.s. 1110, bat a. hIqhati c.4.p. I.'v.l r.u1as school this person ha. .PII 0 o C ishal fo.a..wa. .soqc.. 'Villa. 4t.iid.d2 (i.afjF'v.1 (P' F) J 10. s..l.lP7O. IZISSL 7S 5101112 (335 :00000 Ct) 000 .3

(F_ow "- w ,, -. f_i, I! ae t1 If - at. /Lw.i 3 b?WCyew(* 12. ç"0QC0)a 2 3' 5 * 7 I i

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37 tLk:'1 31

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C1C10 C £Nv - SN 1 ui'N' NiII? INv )fl )4 p*w' NSMWINS * 7 7 7 5NN _NW.id W IN N A NW______U? o IE'WI 0 %N 1113 0 i "Or A PW SW wNWS & - $V ISPPIW INPN MM 451 o 175W 14$ C 1110 N 1111 1) IIflN NW SW o 1370 N iW P$ 0 .*,51v45..iuI' - is. -' 0 IN Nv' MMII Pill $11. o I - Sl' 0 0 SS I cI1" I I 0 1373W 1110 0 1110W 1111 O 2. 0 $3$WI3Th 0 O V0Wl70 0 IP.0 N2&0I,,IIdIS.Nta11Mmnhu1phu15h1" ..4c 0 IISOWIIIS a,. U ON, -, 0 4 0 - s qiNlWi ls Os - d.na.uu' 7 ? - - M'sI o IN$NINW 0 I' 0 ¶ '. o Cm*il - NW N P NW.1 0 YN 2 w s NW- s * 0NI 000 Hit 14.5 Iw .w'NW . IN MM t I I 00* cc 2 - i4s.447 N_____a a o i sM 0 iw ,i.Nrn 0 45IN 5 5 5 0 - I m N.5t MMw'I N 1421 Mis will! lI N 5*11 ii I14Nv! cNiSV N Nil N' 1 SI - .5NW O MSSNif NIIN IN. ' s.w Wv 0 PWNWK. N .5545 N1 SIN! '4 R ) 1415 0 2w sNM 0 INISiwi o 145NP' 0

Ii

-.:; L;4j ! The 1980 Census Questionnaire / Annotated

Pima ann.., n30-n12/1 sin 9.. n . ny nonr work 40 ..... on **v' 78/ 04 of .7 A mans Mao w tones , A Awn, on 10 so men .vice . II soy el l war, .. a' yorrit.- low a 4s it Aamari wool ~worry 114011441%AO Mr AOKI; if awn mpg* ' 0 Anal we, a tarragon" imi wtablealwanl

et onOica Mete04100 pv00, . iln, WWI alle. W will wlat Was ow Iti prmerry tro1yerr, C. Ni. nurtl,1 MY 0111a1 4011114/ 1404.11,471144110 1104lowvime Air mcamMwaww. Gm .04044r441414 1.044 OW 40 400 04100004 ' ararl w Arrow pr WI 0911004401I. I 00 011 0 .emu . S 00OP, 0 Ni nsunr rnonne noon$ - San to Rye +131. inn4 dr *irawiiprommwoNiPowmewlMuniwoe woe onInnunimmrett --- d. Oars104 41041b1 4114.10000 1.4,4100404 orrvIne votwvorran04 i24.)"wade I 03 co .,N...... Ni anal non! urns an r+.1 ptmen. ',2 1111 0 ranson veined on anween ii Kits. 04 nssWPM, mmnillom dome. a Vasa emarac, t*00114110010 0 1.411 0 4010 IWO roe 1 I SlOoll 111110110M100 111101 On ft 1494pr

0 TIMomml Ommit/ InAl. om "mar 45401 a0 Iwo minnow rftlae PaPIVRI (110,041 II411 WI 0112s1n1csune lionwen Ni are inaliwaaill woorrus on tan aranoyff 0 Yea nominalInman* 0 "ma nomwat wailmil m Wawa* 0 OW-omen 411 1.40 . o MRftromaa nal MIPS,101101 0 see ril(111.41 12.rawfume.'wand w pair means onnun0010;400P41 0 '910 0 000 U II MINN Ron ID mg* 8. ill ...... g. ,,, ,.....s. .,.. , , ,,.e,.... ,A,, , .. .; ,,,. .. 7...ks\:,.,,...:::\;,,..:.`, s.....\ ...... , \ N.,. .. ,s roe '..,::.` ,X, :\ \7\7,7\,77::: ",,\Z\\ ...\\\\,..\\ Inn Cini0S 05i uns,Y :. ,. S'ss,,,z\-,..,...... ;,.\-,.,,, ss.,..-;.., . .4. ...ii.A...4.i._-.-.,. , kV \ N \N.A....16. 1.1."1....0..+,- s2, s.,- . v ' "L.,. - l's.,' "- 0-1 4. 4 0 2. :4. 0: 1 0'00 1 H13. Innts, mu. andWOO H23. 'Ayala 19/0, i...s. to. ao oao 0".so 0 0 000 bare hens Welled to On possahle &lion inom. ittt IttitttIIISA t I III seers. otberwhe,it is lit Now aim 11 i A 2 2 2 2 2 2 2 2' 2 22 P 2 2 gunnies seisedin 1970. Li. $. wen iu In 1970. y 33 3 1 3via 3 3 11 3 yiri 33 3 3 3 4 4 1. 0 0 0 1125. .6 14..11970,werptthe 5 1 53 5 5 5 5 H14. serese So 197o. 5 5 5 5 3 5 5 RIghoss clump,/ wee.") as more" G G G C. cl C4 es C 6 2., 4 G G G il H15. a m 'a s Iss 1970. br'a'ces*. Ne 77 7 1 7 he 7 7 7 N. 1 1 7 7 7 0 4 .4 4 q A ,) 4 4 pl 0,4 Nile 1126.'is. th. loo ....um* 9 o.rt..9 H16. sight'William,kens thy . . '" 9 9" :9 V99/ in 1970 and.4.4dd.di t. ... 1970408We, iv thy the losionolkot krmd I ki,wfrphim, mi I. (-1-) 2ni :... 0 Li: P. I. "44 "I 4181"1"1.41111414 "I whiah Ipang.in ten- r Using ginner. 0.Z 4 ism due wei. was vea. . 00 0 0 ' .3 0! L''..0 0 a0 0 0 we Ise saBsdr1( the wows ss $i'/ AS. I : dmrypentlent wit oak t4 to "mitt ,../I .if H17. .... m ia 1970. 1 C ! 2 2 2 2 2 2 2 2 damns Ow phone n umbel. I Ise Umpire iI 2 2 1 3 3 1 3 3ha 1 3 . 13 .3 yps 3 1 1 3 3 ins lc* 19/10 way produen house' saws.. leak. 1970. n.4 4 4 . 4: 44 rends& H18. ..ri.) 5 3 t 9 r) ; 5 70 5 5 5 5 5 H19. ..kid 6, ssno. but a .: G .. ,. . ... G.''. G . G 4 G H27 ...tame. No sods pones is thebare bold,sad 7 7 7 7 t mo t !; ? ? 7 Ns ? ? ? ? ? appeannd In this pespulasisms.Sties. 1'S. f3., .61.70. . 1 A 4 4 -4 .:.) ..7. 9 9 a 44 no! 7') 7 7 9 7 ,:,- .77 9 17 7 4 1120. seen slim 1970 enrols+ 1-129. . qUe.ti.n. POICIMs 0 41... 601 the choice "olarctnc /wog Innate lb outesssussl menses. In tha 4 C.4. aMO Pal. 111N221. has bens voided, sad an operno1411nuntnit nl 0/11,41.n4 trucks. 0) 2. 0 ,,, 0 0 o 90 00.10Clay 'ipikra dirks bas bons a liaunasseL H30. ki.32. . 0000 11 1 1 IIIIltItttt:It:t 2 i 2 t 2 ai 7122 a 2.1 2 2 2 2 1.121...... es in 1970. t\,,i., rummest is toobtain seasonal al Mai Biel see CONS Car crio.laniii, nnie. 7. 3 3 3 3 3 33 3 3 .13 3 3 3 3 3 3 3 1122. asked tilde ol sonless la occupied units. Th.ennui %nese 0 44 444 4 4 4 ..''' 4 4 4 # 4 4 # 1970. New sil sangeed household+ Jaw nos plan so Tabula* them wow 5 7 5 5 7 5 5 5 5 5 5 5 5 5 5 5 5 '5 G u GGS Gt.. C.i.f.-4444 Imo spetsed la MIMI} C.41140111 seemdons stperstelp, hos os combine these N., 4464 Actor that re voitianse siortoot thorn with 1111 los s single tabulation 4 '3 0 A 0 0 4 4 la Pillk4 auvaag esessssee drew milky cases. 'Lod *hol sneak" n 9 9 9 r! 9.', ' 77577'5991

39 .v11.;_f4/4, 4skop...kikq Pe" ,1 'I

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40

.4

34 p.,

The 1980 Cen3u3 Questionnaire / Annotated

g

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41

35 APPENDIX 6

Complete Count estionnaire Chane /Ina 1970 to 1980 The content 9# the 1980census questionnaires-is continuation of the previous best viewed as a decade's experience rather than a radical departure. many census items have remainedunchanged from 1970; others hav'ebeen slightly, modifiedto question wording clarify -the or remove confusing instructions. In some cases, 1970 questions have beenreplaced withnew questions which approach a subject froM a different angle. For example, the question on race no longermentions coloror race in the,question but, instead provides a set of 'racialgroups. with'regard to the relationship question, the "head of household" terminology used in 1370 has been replaced bya format using a householder means to reconstruct families as a .without implying the notion dominance implicit of in the designation ofa household head. A brief item- by'item list ofchanges made in the census between 1970 and questions 1980 is presentedbelow. The wordings of the 1980 census questionsare provided in parentheses In this presentation, for each itLm. some items are listedas "No change"; this indication may, however, include some minorchanges in wordingor r question format due to changes in basic construction or style of questionnaire presentation. It should also be noted that. the phrase "thisperson" in the wording refers to the person of census questions for whomdata are being provided, not necessarily theperson filling the form.

100-percent Population 1. Name. ("What is thename of each person whowas living here on Tuesday, April 1 1980,or who wasstaying or here and had visiting no 'other home?"): No change from 1970. The names of persons given in question1 are listed at the the top of responsecolumns: for the 100-perdentitems and at the beginning of samplepages on the long form. 2. Household relationship. ("How is theperson related to the person in column 1?") Revised from1970 to replace the of "Read household" categorywith a format using a reference person, i.e. the "Person in column 1." The 1970 category "Otherrelative of head"hrs been replaced by three categories, "Brother/sister," "Father /mother," and "Other =relative." Since the category"ratient or inmate" is marked only by census enumerators, has been movedto the bottom of -the to.rm ina space reserved for"Census use only." New nonrelative categoriesinclude "Partner, roommate" "Paid employee." and

3. Sex. ("Sex"): No change from 1970. 4. Race. ("Is thisperson-"): The specific reference to "color or race" used inthe 1970 census questionhas replaced been with the phrase,"Is this person-," andresponse is expected to indicate theracial group theperson most closely identifies with. Individual categoriesfor Vietnamese, Asian Indian, Guamanian, and Samoan have beenadded. The use of a

36 42 APPENDIX 6

Complete Count QuestionnaireChanges -- 1970to 1980 The content ofthe 1980 census questionnaires continuation of the-previous is best viewedas a decade's experience rather than radical departure. Many a census' itemshave remainedunchanged from 1970; othershave been slightly modified question 'to clarify -the wording or remove confusing instructions. cases, 1970 questions have In some been replaced withnew questions which approach a subject from a different angle. For example, the question on race no longermentions color but or race in the question instead providesa set of racialgroups. relationship question, With regard to the the "head of household" terminology used in 1970 hasbeen replaced bya format using means to reconstruct families a householder an a ,without implying the notion of dominance implicit in the designation of brief item-by-item a household head. A list of changes madein the census questions between 1970 and 1980 is presented 1980 census below. The wordings of the questions are providedin parentheses Inthis presentation, for each item. some items are listedas "Oo change "; this indication,may, however, include some minorchanges in wordingor question format due to changes in basicquestionnaire construction or styleof presentation. that. the phrase It should also be noted "this person" inthe wording ofcensus questions refers to theperson for whom data,are being provided, not necessarily theperson filling-the form.

100-percent Population 1. Name. ("What is the name of each person whowas living here on Tuesday, April 1, 1980,or whowas staying here and or visiting had no other home ? ")': No change from 1970. names of persons given in question\1 The the response are listed at the top of columnsfor the 100rpercentitems and at the beginning of samplepages on the long form. 2. Household relationshi2. ("How is theperson releted-tOthe person in column 1 ? ") Revisedfrom 1970 to of household" replace the "Heard categorywith a format using a reference person, i.e. the "Person incolumn 1."

The 1970 category"Other relative of by three categories, head' has seen replaced "Brother/3ister," "Father/mother," and "Other -relative." Since thecategory "Patient marked only by or inmate" is census enumerators, ithas been movedto the bottom of the tbrm ina space reserved for New nonrelative "Census use only." categories include "Partner, "Paid employee." roommate" and

3. Sex. ("Sex"): No change from1970. 4. Race. ("Is this person-"): The specific referenceto "color or race"used in the 1970 .census questionhas been replaced with the phrase,"Is this person-," expected to indicate and response is the racialgroup the personmost,closely identifies with. Individual categories Indian, Guamanian, for Vietnamese, Asian and Samoan havebeen added. The use of a 43 36 speciallyprinted schedule for A1,asV1 in 1970. --wherein the categories Hawaiian and Korean werereplaced by Aleut and Eskimo--has been eliminated. by including -the latter as categories on the standard questionnaire. As a result, the 1980 questionnaire' will have 14 specific categories instead of the 8 in 1970.

5. Ale. ("Age, and month and year of birth"/ 5a. "Print a. at last birthday."/ 5b. "Print month and. fill one circle."/ 5c. "Printyear in -the spaces, and fill one circle below each number."): No change in age and month of birth. Theyear- of-birthquestion formatwas revised to replace the 1970 response categories with self-coding ROM:11C circles for the 'last three digits of the year of birth. The first digit is prefilled with a "1."

6. Marital Status. ( ",Marital status"): No change from 1970. Response categories include: "Now married," "Widowed," - "Divorced," "Separated," and "Never married."

7.Spanish/Hispanicorigin or descent. ("Is this .person of Spanish/Hispanic origin orUescent?"): A 57percent sample question in.1970. Response .categoriesfor 1980 include: "No, (not Spanish/Hispanic)"; "Yes, Mexican, Mexican-Amer., Chicano"; "Yes, Puerto Rican"' "Yes, Cuban"; and "Yes, other Spanish/Eispanic."

Coverage

H1 H3. Coverage. (H1. "Did you leave anyone out of Question because were not sure if theperson should be listed- "/H3. "Is anyone visiting here who is not already listed?"): In 1970, thesequestions were numbered 10-12and were included in the 100-percent population section Question 9 in 1970 was an inquiry concerning whether the number of persons in the household exceeded eight-on the '.hort-form:(or seven on the long-form)questionnaire; thts\question has been replaced by instructions on the questionnaire directing the respondent's action if the number .of persons in thehousehold exceeds seven.

100-percent Housing

H4. Number of livingquarters at address. ("How many living quarters, occupied and vacant, are at -this address?") No change from 1970.

H5. Access to Unit. ("DO you enter your living quarters-") No char* from 1970; response categories specify types of access 'to the unit. H6. Complete, plumbing Local.Wes: ("Do you have complete plumbing facilities in your living quarters, that is, hot and cold piped water, a flush toilet, and a bathtub or shower?"): Consolidates in the 1970 question on hot and cold piped water, flush toilet, and bathtub or shower into one question.

H7. Number of rooms. ("How many rooms do you have in your living quarters?"): No change from 1970.

98. Tenure.111241, (Are your living quarters-m): This question which differentiates units that are owned, rented or occupied without payment of cash rent has been separated from the single inquiry in 1970 concerning both tenure and condominium or cooperative status.

H9. Condominium Identification. ("Is this apartment (house) part of a condominium?"): Separated from the single inquiry in 1970 concerning bothtenure and condominium or cooperative status. The part of the 1970 inquiry concerning cooperatives has been deleted from the 1980' questionnaire.

H10.Acreace, and presence'of commercial establishment. (H10. "If this is a one - family house-"/ H10a. Is the house on a property of 10 or more acres?"/ Hb. 'Is any part of the property used as a commercial establishment or medical office?"): The combined 1970 inquiry about acreage and commercial establishment has been divided into two "yes" or "no" parts. The inquiryfabout "one-family house" has been incorporated into the question wording itself. These provide a screener in the tabulation of value and rent.

811 .Value., ("If you live in a une-family house or a condominium unit which you own or are buying--What is the value of this property, that is, how much do you think this property (house and lot or condominium unit) would sell for if it were for sale?"): Revised from 1970 to explicitly include condcminiums in. 1980. Based on data from the Annual HouSing Survey, the number of categories has been increased from 11 in 1970 to 24 for 1980, and the range of values now goes from "Less than $10,000" to $200,000 or more.'

H12.Rent. ("If you pay rent for your living quarters--What is the monthly rent?"): Revised for 1980 to eliminate thewrite-in space for rentwhich was provided in 1970 in addition to specific response categories. Based on data from the Annual Housing 'Survey, the number of categories has been increased from 14 in 1970 to 24 for 1980, and the range of rent intervals now goes from "Less than $50" to "$500 or more."

Cl, C2, C3,& D. Vacanqx status. These items. are filled only by census enumerators for vacant units. In addition to vacancy status and months vacantwhich appeared in 1970, the 1980 quest ..onnaires will indicate whether a vacant unit is 'boarded up."

45

3.8 APPENDIX 7.

population Research Unit State Census Data Center

NONCOMPARABILITY OF 1970 MO 1980 RACE /ETHNIC DATA

Consistent with earlier practice, the 19120 census questionnaire distinguished between "race" and "ethnicity". Excepting the black category and that of the American Indian, "race" data from the Censuses of 1980 and 1970 are not comparable. Moreover, the principal Hispanic indicator was changed in concept and coverage. Spanish origin is an "ethnic" classification and persons of Spanish origin may be of any racial group.

The white population group received a more restrictive definition in 1980 in two respects, as indicated in (1) and (2) below. Changes impacting the "other" and "Asian" racial categories are also stated below.

( 1 ) Persons electing "other" in the 1970 racial categories and character- izing themselves as members of one of the Spanish origin groupings were recoded "white". In 1980, when an estimated 40 percent of Hispanics nationally.chose "other' as their racial category, they were left in "other".

(2) "Asian": Persons from India were defined as white in 1970 and as Asian in 1980.

(3) "Other": This grouping was augmented by the inclusion of the Hispanics who chose this category.

One of the most critical differences in reporting between 1970 and 1980 is the identifi- cation of the Hispanic population. In 1970 the principal indicator, based upon a 15 percent sample, was Spanish language. Persons of Spanish language were defined as those whose mother tongue was Spanish and, in addition, all those living in households where the head or the spouse of the head reported Spanish mother tongue. In California the additional criterion of Spanish surname was applied. The Spanish surname criterion wa:. based upon a lengthy list of surnames used by persons of Spanish heritage but also by many not of Spanish background, for example, Portuguese or Italian. The joint use of the two criteria probably resulted in an overcount of those enumerated as Spanish. However, an acknowledged undercount of Hispanics did exist in the 1970 census. A five percent question on origin was similar to the 1980 question but the sie of the sample makes a 10-year comparison of small areas questionable. Furthermore, the question design was changed adding an unknown bias. According to the Census of 1970, within the limitations described, there were about 3.1 million persons of Spanish language/Spanish surnames and 2.7 million persons of Spanish origin or descent in California.

On an optimistic note, coverage has been improved for all groups in 1930, and the Hispanic definition is one which is more readily compared with definitions used in administrative records in the calculation of rates.More detailed race and ethnic categories will be available later this year.

It 46 39 8 4s APPENDIX 8

'AGE 1 --- POPULATION --- CALIFORNIA

TOTAL POPULATION (SAMPLE) 23667902 URBAN 21608580 UNNEIGHTED SAMPLE COUNT 3649190 RURAL FARM ° 176460 100% COUHZ OF PERSONS 23667902 RURAL NONFARM 1802862

RACE/ETHNICITY BY SEX AND AGE 0

WHITE BLACK INDIAN ASIAN SPANISH

MALES FEMALES MALES FEMALES MALES FEMALES . MALES FEMALES MALES FEMALES

- 4 595985 568236 76544, 77312 1601 9355 49932 48822 276181 266936 5- 14 1253936 1192167 166093 160284 21376 20459 1082.46 18934 476961 456266 1377086 15- 59 5833675 5780379 573328 512998 75008 711411 424343 460604 A 1432698 60- 64 408417 455674 25563 30)46 3005 3137 15172 20927 31816 45569 65 - 855576,'1277116 46403 67989 4553 6197 42613 40380 72031 97756

TOTAL PERCENT TOTAL, PERCENT TOTAL PERCENT TOTAL PERCENT TOTAL PERCENT 0 - 4 1164221 6.4 155854 8.6 18956 8,2 911754 7.s 441117 12.0 20.5 5 14 1446093 13.4 326377 17.9 41835 18.1 207180 15.8 133227 15 - 59 1 1614054 63.7 1110326 64.1 153819 66.E 884947 47.4 2809784 61.9 40 - 64 804091 4.7 55709 3.1 6342 2.4 39099 3.0 ,85185 1.1 65 2132,194 11.7 114391 6.3 10750 4.6 82993 6.3 169787 3.7 TOTAL 18221353 1818660 31702 1312973 4541300

LANGUAGE SPOKEN AT HOME AND ABILITY TO SPEAK ENGLISH AWREGRATE MARITAL NUMBER .OF

PERSONS PERSONS t STATUS CHILDREN O 5 - I1 7 18 1 OVER EVER BORN FEMALES! ENGLISH 3609303 13385958 15 - 241 SPANISH c SINGL0 1564011 ENGLISH SPOKEN WELL 644572 1550463 EVER MARRIED 61434) 661571 ENGLISH NOT SPOKEN WELL 168082 779791 25 34 OTHER SIALE 408710 EWGLISO SPOKEN WELL 226469 1298929 EVER HAWED 1704199 2846815 ENGLISH 440T SPOKEN WELL 44977 269174 35 44: SINGLE 9182.7 EVER MARRIED 1318405 3501161 ANCESTRY

DUTCH, 139103 ENGLISH% OTHER 3119307 PLACE OF BIRTH VETERANS 1827241 FRENCH t oTHEf 1093447 ENGLISH ?1,47816 113836 GERMAN A OTHER 2901456 NATIVE: MALE VETS FRENCH FEMALE VETS 149505 GERMAN 1208053 IRISH 6 OTHER 1967961 -BORN IN CALIFORNIA 10730113 61038 ITALIAN L OTHER 576751 80111,1 IN OTHER STATE 9123895 'OTAL VETS! GREEK 1011/I HUNGARIAN 71428 PoLisf i OTHER 287737 BORN ABROAD, AT SEA 238659 1175 757964 fORE17.1( BORN 6586155 VIETNAM 9362.13 IRISH 548147 567351 ISO OOOOO NOMMIOVOI11111.440011M KOREAN ITALIAN 1071542. WW II . NORWEGIAN 122107 4,520 POLISH 177940 MULTIPLE 7715956 WW I ONO 382728 PORINFSE 179734 UNCLASSIFIED 188144 OTHER 187762 NOT REPORTED 1914909 RUSSIAN MALE NON -VET 5637836 SCOTTISH 111,481 FEMALE NUN -VET 1128313 SWEDISH 160207 UKRAINE 26391 OTHER 7210421 4iigziut 47 48 CALIFORNIA PAGE 2 RESIDENCE IN 1975 GROUP QUARTER POPULATION -JIVING IN SMSA IN 19811 23118 SAMEHOUSES 9797761 INMATE OF MENTAL HOSPITAL 6631480 SAME SMSA IN OM INMATE OF NOME FOR AGED 134754 CIF HOUSE. SAME CO DIF CO. SAME STATE 2651628 CENTRAL CITY ,66005011 INMATE OF OTHER INSTITUTION 911,7;'; 9391001 DIF STATE' REMAINDER OF SMSA IN COLLEGE DORMITORY 104192.' OUTSIDE OF SMSA IN 197$1 212493 NORTHEAST 419438 IN OTHER GROUP QUARTERS DIFFERENT SMSA 3416907 564056 NORTH CENTRAL 306211 o TOTAL MOT IN AN SMSA I4 44415 SOUTH 477163 . 473777 NOT LIVING IN AN SMSA IN 19801 WEST 302.379 ABROAD 1421703 IN AN SMSA IN 1975 NOT IN AN SMSA IN 1975 805401

DISABILITY PUBLIC TRANSPORTATION DISABILITY . WORK DISABILITY

16 641 PITH NORA DISABILITY:, ZASS2S IN LABOR FORCE 494461 WITH A PUBLIC TRANS DISABILITY NO PUBLIC TRANS DISABILITY 13.340,112 NOT IN LABOR FORCE! PREVENTED FROM WORKING 647062 1 644 45 +I NOT PREVENTED 42. a WITH A PUBILIC TRANS DISABILITY 339106 NO PUBLIC TRANS DISABILITY 1938932 NO WORK DISABILITY 143340 Q

---- T FAMILIES AND HOUSEHOLDS 350446 TOTAL FAMILIES 59780114 'PER:40115.M SUBFAMILY TOTAL HOUSEHOLDS l.4444633

HOUSEHOLD TYPE AND PRESENCE OFCHILDREN SPANISH TOTAL WHITE BLACK INDIA ASIAN 2397163 1823008 141954-25576 155733 535694 MAIWED COUPLE WITH CNI'LDREW 211311' 2.143743 103975 15572 51898 MARRIED COUPLE W/0 CHILDREN 2435199 25312 110153 772113 14309 TI114 3907 MALE HOUSEHOLDER.NO SPOUSE,W/CHILDRED 36915 152192 107446 13401 1335 11636 MALE HOUSEHOLDER040 SPOUSE.WIDCHILDREN Ii6151 W/CHILDREN 570701 '371003 115871 9055 16959 FEMALE HOUSEHOLDER,140 SPOUSE. 41271 3279 1540 4 9009 FEMALE NOUSEHOLDER,NO'SPOUSE.W10CHILDREN 312476 250746 2249141 204442 70819 0002 216335 NONFAMILY HOUSEHOLD '.42664549 1192809 6644633 10112404 635625 75532 38551, SUBFAMILIES BY PRESENCE MI6 AGGREGRATE ULMER OFOWN OF OWN CHILDREN CHILDREN BY FAMILY TYPE CHILDREN IN MARRIED COUPLE SUBFAMILIES MARRIED COUPLE W/CHILDREN 26921 MARRIED COUPLE FAMILY 4674009 34781 171112 MARRIED COUPLE W/OCHILDREN MALE NOUSEHOLDER.NO SPOUSE 8100 41956 1014955 FATHERCHILD SUBFAMILY FEMALE HOUSEHOLDERNO SPOUSE MOTHER CHILD SUBFAMILY 703118 49 Lka-f tylpoif 50 PAGE 3 WORK LOCATION CALIFORNIA

WORKED IN CO OF RESIDENCE 8296799 LIVING IN INC PLACE OF 23006t LIVING IN SMSAI WORKED OUTSIDE OF COUNTY 1159225 WORKED IN PLACE 3566525 WORKED IN SMSAI WORKED OUTSIDE OF STATE 70556 WORKED OUTSIDE OF PLACE 4817015 CENTRAL CITY 3910772 NOT REPORTED 1066002 NOT REPORTED 922.381 REMAINDER 4446361 NOT LIVING IN PLACE OF 25604 1266661 WORKED OUTSIDE OF SMSA 762822 HOT REPORTED 1018128

NOT LIVING IN SMSA . 454499

TRIP TO WORE

MODE TRAVEL TIME(MIN) AGGREORATE PRIVATE VEHICLE OCCUPANCY TRAVEL TIME 71 77168 CAR,TRUCK.VAN, - 4 336265 (MIN) DRIVE ALONE 1293030 DRIVE ALONE 7177168 5 - 9 1249988 IP 2 PERSON CARPOOL 304118 CARPOOL 1788527 10 - 14 1668579 233057030 IN 3 PERSON CARPOOL PUBLIC TRANS 6!5/43 IS - 19 1795541 IN 4 PERSON CARPOOL 114699 74680 WALKED 400678 20 - 29 2177932 IN 5, PR5ON CARPOOL OTHER 326160 30 - 44 1914390 WORKED AT HOME 197$94 45 - 59 643461 60 + 6015335

EDUCATIM PRIVATE SCHOOL TOTAL SCHOOL ENROLLMENT ENROLLMENT SPAN1511 TOTAL TOTAL 14141TE BLACK INDIAN ASIAN

IV NURSERY SCHOOL 181754 30030 222018 11711 1884 17405 81155 KINDERGARTEN L ELsm 314.5192 2228280 295525 58751 1,0004 865144 375690 340053 HIGH 501004 124219 15.29918 111 3253 158450 17205 118511 150061 210900 COLLEGE 224053 1720087 1318077 144674 15004

---- PERSONS 16- 19 YEARS OLD PEM0N5 18 YEARS 4110 OVER !TARS OF SCHOOL COMPLETED IN ARMED FORCES 35787 4548358 IN SCHOOL 1188429 HIGH SCHOOL, 3 YEARS OR LESS NOT NIGH HIGH SCHOOL, 4 YEARS 5749471 NOT IN SCHOOLS HS GRAD SCHOOL GRAD COLLEGE. 1-3 YEAR$ 4043042 :MPLOYED 174043 111169 COLLEGE. 4 YEARS 1459455 1481596 UNEMPLOYED 26152 36165 COLLEGE, 5. YEARS NOT IN LABOR FORCE 51902. 1000 37

YEARS OF SCHOOL COMPLETED BY RACE /ETHNICITY `PERSONS Z3 YEARS AND OVER.

TOTAL WHITE :BLACK INDIAN ASIAN SPANISH

622.117 ELEMENTARY 1995944 1510434 137073 17645 111072 . 3275E4 HIGH SCHOOL ID3 YEARS I726792 1340144 158042 23384 63444 s 46oiss4 HIGH SCHOOL 4 YEARS 4415732 3705472 296934 39118 189808 3150653 2618371 239409 27619 161309 s 276438 COLLEGE 1-3 YEARS 131043 52 51 COLLEGE 4+YEARS 2752865 2353534 105512 11763 218641 0 EMPLOYMENT STATUS CALIFORNIA PACE 4 INDIAN2f ASIAN ASIANSPANISH SPANISH TOTAL TOTAL WHITE WHITE BLACK BLACK INDIAN FEMALE MALE FEMALE MALE FEMALE MALE,,FEMALE MALE FEMALE MALE FEMALE MALE LABOR FORCE' 2929 205 13855, 556 20472 4254 ARMED FORCES 244890 1525 182012 14070 34811 3072 LABOR FORCE; 40135 331166 292791 1076863 696276 406.3529 435187648628673584743 345618 333426 50302 EMPLOYED 4839 15032 15055 108502 79556 UNEMPLOYED 429169 316501 302517 220403 48206 36434 7224 19727 40582 113739 202977 287916 697343 NOT IN LABOR FORCE 2067954 4.40944116023533552446 196420 299209 AGGREGRATE WEEKS WORKED IN 1979 PRESENCE_S AGE'OF CHILDREN BY WORK BY UNEMPLOYMENT LABOR FORCE STATUS (FEMALES 16+1 MALES FENALCS MALES 309772903 FEMALES 212019053 WITH CHILDREN UNDER Sill 441658 WORKED IN 19791 IN LABOR FORCE 1057583 NOT IN LABOR. FORCE 7453111 WITH UNEMPLOYMENT 1320588 5710658 4272783 WEEKS UNEMPLOYED IH 1979 WITH CHILDREN 6 - 171 WITHOUT UNEMPLOYMENT IN LABOR FORCE 1014702 DID NOT WORK IN 1979; 116383 865/60 HOT IN LA1100 FORCE 579997 WITH UNEMPLOYMENT 109628 NOT IN LABOR FORCE 1189468 3847592 853708 884214

WEEKS WORKED BY USUAL HOURS PER WEEK AGGREGRATE WEEKS UNEMPLOYED IN 1979 35 OR MORE HOURS 1 TO 34 HOURS MALES 20465549 MALES FEMALES MALES FEMALES FEMALES 15558490 487935 50 - 52 WEEKS 4144015 2146610 302711 510735 40 - 41 WEB 5 076069 584197 169632. 245397 CLASS OF WORKER VI -39 WEEKS 368007 305159 136651 617337 610411 384494 636924 I - 26 VEERS PRIVATE WAGE8, SALARY 6052022 591793 UNEMPLOYMENT IN 1979 FEDERAL GOVT STATE GOVT 380807 LOCAL GOVT 9751/1 BLACK INDIAN ASIAN SPANISH TOTAL WHITE SE LF- EMPLOYED 011166 UNPAID FAMILY 49446 1042755 126184 19269 75951 A 322414 MALE 14302.16 235546 FEMALE 1175966 861647 106928 15091 75114 !rows riy OCCUPATION EXECUTIVEIADMIWISTRATIVE,MANAGERIAL 1276837 A6RICULTURE.FORESTRY,F1SHERIES $ MINING' 371269 139.924 601/122 PROFESSIONAL SPECiArTY CossTRUCTION TECHNICIANS $ MATEO SUPPORT 355071 MONOURA8LE 600DS MFG 657689 1150645 SALES , DURABLE GOODS MPG 1502149 456376 ADMINISTRATIVE SUPPORT,INCLUDING CLERICAL 1563561 TRANSPORTATION PRIVATE HOUSEHOLD 66249 COMMUNICATIONS OTHER PUBLIC UTILITIES , 301486 159044 463561 PROTECTIVE SERVICE WHOLESALE TRADE SERVICE.EXCEPT PROTECTIVE HOUSEHOLD 1115014 RETAIL TRADE 1756070 30r515 759626 FARMING,FORESTILY I FISHING rINANcE,IRWRANceoteRL ESTATE SERVICES 1313308 574470 PRECISION PROPUETION.C9AFT A REPAIR SUSNEsS $ REPAIR SERI/ICES INSPECTORS /14118 524572 MACHINE OPERATORS.ASSEMOLERS I PERSOWAL,WERTAINKENT.RECREATION SERVICES TRANSPORTATI0N 4 MATERIAL MOVING 382.391 745270 407728 HEALTH SERVICES HANDLENs,EOUIPMEMT CLEAREAS.HELPERSI LABORERS EDUCATIONAL SERVICES 655585 OTHER, PROFESSIONAL S RELATEDSERVICES 526749 PUBLIC ADMINISTRATION 943492 AViiilieit 13aiCOPY SI

CALIFORNIA PAGES 1979 INCOME MEDIAN HOUSEHOLD AGGREGRATE HOUSEHOLD TOTAL HOUSEHOLD INCOME HOUSEHOLDS 1HCOIE INCOME 4 0 - 4 2,499 352,113 193954840990 8644433 2.300 4,969 638400 10248 5,000 7- 7,499 625996 HOUSEHOLD INCOMEre INCOME TYPE--- 9,799 653526 7,500 - HOUSEHOLDS AGGREGRATE KAN 10.000" 12.499 705612 INCOME TYPE 14,999 573611 12,500 7094529 - 17,49, 61372.1 EARNINGS 15,000 6778542 144388110625 21100 -512486 WAGE OR SALARY 17,500 111,999 981326 15080399570 15367 22,491 30440, NONFARM SELF-EMPLOYMENT 20,000 118560 1098326,15 9263 22,500 24.999 460560 FARM SELF-EMPLOYMENT 3780 INTEREST,DIVIDENO, OR NETRENTAL 3559229 13456111345 25.000 27.699 458063 7,93815045 4181 29,999 153390 SOCIAL SECURITY 1911612 27,500 627102 2511924295 3036 30,000- 34,999 61 7619 PUBLIC ASSISTANCE 2085481 9426153195 451, 35,000 31,999 428937 OTHER . 40,000 49,999 4,4764 50,000- 74,999 11995$ 75,000ORMORE 1/1391 MEDIAN FAMILY AGGREGRATE FAMILY 117AL FAMILY INCOME FAMILIES INCOME INCOME 0 - 7,499 170810 5978084 2,500 - 4,999 207432 21541 152814256395 5.000 - 7,499 328924 7.500 7 9,999 393076 MEAN 10.000 7 12009 4349 09 FAMILIES AGGREGRATE FAMILY FAMILI 12.500 - 14,999 381550 INCOME INCOME 15.000 - 17,499 419984 17.500 -19,999 384407 27052 WHITE 4753164 128584952870 20.000 - 22,499 4343zo 430983 7785500725 18064 163345 BLACK 22,500 - 24,999 54633 1072508525 19631 369077 INOIAN 25,000 - 27,499 295582 7811169780 26433 27,500 - 29.999 294696 A9IA" Ir. 30.000 - 34,1119 522983 976474 18151609600 185818 35,000 - 39,999 369504 SPAN; i 40,000 - 49,999 42403c 50,000 - 74,999 32MS 75,000 OR MORE 146666 liumarp OF FAMILIES AGGREGRATE BY WORKERS FAMILY IN FAMILY INCOME FAKILYINCOME. BY We/ETHNICITY

BLACK INDIAN ASIAN SPANISH WHILE NO WORKERS 771676 9408568365 1988251 41909430585 64041 5800 20290 96354 ONE WORKER 0-S 4.999 238592 3218207 99496257445 4212.6 4949 12951 81248 24 WORKERS 5,000- 7,499 227412 4648 15693 91083 7.500- 90191 286255 40005 9179 33652 182209 10.000- 14.999 615171 69005 7933 36171 15732.1 15.000 19,999 67.8693 3p)14 6875 40598 129066 20.000- 24.999 647209 4707 8860 63636 146996 25.000- 34,999 /94509 61440 .4680 47500 5 67157 35.000- 49,999 687593 352,20 5b 24691 25040 50,00000 MORE 427704 12215 1109 c CALIFORNIA PAGE 7 HOUSING UNITS

TOTAL HOUSING UNITS (SAMPLE) 9279036 UNWEIGNTED SAMPLE COUNTS 1443324 100 X COUNT OF HOUSING UNITS 9279034 TENURE I OCCUPANCY SY UNITS IN STRUCTURE PERSONS IN OCCUPIED HOUSING UNITS --YEAR ROUND HOUSING UNITS- - VACANT SEASONAL ToTAL RENTER 0CC TOTAL TOTAL 0CC RENTER 0CC MIGRATORY UNITS 15205500 3043657 1.0ETACNED 5257625 4981494 986884 34444 1147863 648172 245849 . 1454 I, ATTACHED 500542 440998 555117 230525 1290 712281 2 314422 291912 104018/ 548777 512840 435109 12 54 1231403 3 OR 4 4052142 3610311 S Or MORE 2215995 2035830 1848288 71 70 491744 119754 i MOBILE HOME 185759 344792 57827 102,82 YEAR-ROUND MOUSING UNITS SOURCE OF WATER SEWER DISPOSAL STORIES IN STRUCTURE W/4 OR MORE STORIES AGGREGRATE ROOMS PUBLIC SEWER 8251415 WITH ELEVATOR 185309 PUBLIC OR PRIVATE 11111970L I - 3 9016145 49223812 INDIVIDUAL DRILLED 334834 SEPTIC OR 4 - 4 135058 NO ELEVATOR' 11664 IN011010UAL DUG 24748 CESSPOOL 920490 7 -12 41014 OTHER 45834 OTHER 51015 IS + *- 30903

YEAR STRI3:'1URE BUILT (YEAR -ROUND UNITS) YEAR MOVED INTO STRUCTURE (OCCUPIED UNITS)

Cr TOTAL RENTER TOTAL RENTER OCCUPIED TOTAL OCCUPIEDOCCUPIED OCCUPIED 2415344 1725854 368810 24305 93444 1979- MARCH 1980 - MARCH 1980 2762425 1344861 1975- 1978 954203 879732 117352 1975- 1976 1970- 1974 1334592 421158 1970- 1974 1183807 1102528 510845 1940- 1949 1247436 22592.5 1960- 1969 2201843 2086951 968508 1950- 1959 400530 586/2 1950- 1959 2026341 1940501 770719 1949OR EARLIER 249639 26072 1940- 194/ 1128858 1072.477 496681 1939OR EARLIER 13592.58 2284232 646891 WATER HEATING COOKING HE %EATING E741PMENT Fuet. FUEL FUEL 303505 sTEAm,HOT WATER SYSTEM 4792928 5037017 7235475 CENTRAL WARM -AIR FuRvACE 4131330 uTyLiTy GAS 108104 FIOTTLED,TASK OR LP GAs 234146 212034 314870 ELECTRIC HEAT PUMP 1041/28 825765 Eacniciry 1324271 3343725 OTHER BUILT-IN'ELECTRIC JNITS 8084 2020'150 FUEL OIL.KEROSENE,ETC, 29201 FLooR.414L.1 OR PIPELESS FURNACE 1144 ROOM HEATERS WITH FLUE 968189 COAL OR COKE 202040 WOOD 167635 ROOM HEATERS WITHOUT FLUE 9 560 13124 FIREPLACE-STOvE,PORTABIE ROOM HEATER 321848 OTHER FUEL V144 NONE 71391 26718 14381 NONE 81081

KITCHEN FACILITIES AIR CONDITIONING NONE 55164 2S COMPLETE FACILITIES 9053205 2084483 WO COMPLETE pAcILITIES 149315 CENTRAL SYSTEM I INDIVIDUAL ROOM UNIT 1372336 2 OR MORE INDIVIDUAL ROOM UNITS 240374 58 ;4(7,Esy7 ropyattmlKror CALIFORNIA PAGE 6 MEDIAN INCOME AGOREORATE INCOME UNRELATED INDIVIDUALS UNRELATED UNRELATED UNRELATED INDIVIDUALS INDIVIDUALS 0 - 999 314506 INDIVIDUALS 155793 1.000 . 1.199 42740855640 4038676 2.000 2,999 184513 7984 281178 3,000 3.999 4' 4,001 4,999 314365 PER CAPITA AOGREGRATE 246020 5.000 5.919 ll'CONE INCOME 6,000 6.999 229752 INMATE STATUS 7.000 - 7,999 191912 650481160 INMATE OF INSTITUTION 2611 8,000 - 81.959 1641591 8363 195854486930 163758 NOT INMATE 9.000 9.999 8303 196504968090 10,000 .- 11,999 312979 TOTAL 12,000 14,999 359762 15,000 - 24,999 661241 25.000 - 49.999 243591 50,000 OR MORE 96032 POVERTY STATUS tAMILIES WITH RELATED CHILDREN FAmiLy TYPE. PRESENCE & AGE OF CHILDREN ABOVE BELOW POVERTY POVERTY TOT,L FAPILIES 1.1 /FEMALE FAMILIES HOUSEHOLDER a NO HUSBAND 582126 98975 CHILDREN 0 -- 4 ONLY CHILDREN S - 17 ONLY 1719548 112777 ABOVE POVERTY! 511036 '120619 49399 CHILDREN 04 & 5-17 CHILDREN 0 -5 & 6-17 556197 . 6(x082 CHILDREN 0 -5 ONLY 697147 PERSONS IN FAMILY (EXCLUDINGHOUSEHOLDER) CHILDREN 6--17 ONLY 1575166 295625 ABOVE 8ELOW NO CHILDREN 2644325 24160, POVERTY POVERTY BELOW POVERTY! 1367776 219999 55814 RtLATED CHILDREN 0-4 CHILDREN 0 -S & 6I7 125411 RELATED CHILDREN 5 25'1311 55578 CHILDREN 0 -5 ONLY 11980) 56408 3648991 590043 98215 RELATED CHILDREN 6-17 CHILDREN 6.-17 ONLY 169159 OTHER FAMILY 6758106 423467 NO CHILDREN 1086)8 20021 TOTAL POPULATION ABOVE BELOW POVERTY POVERTY AGE OF HOUSEHOLDER 0 - 54 16351852 2286164 FAHILIES NONFAMILIES 1125097 77507 55 - 71920 BELOW POVERTY: 60-64 914309 41406 282751 188592 HOUSEHOLDER 15-64 65 + 2089153 HOUSEHOLDER 654 39643 103581 BETWEEN 100 L 124 % OF POVERTY! UNRELATE0 INDIVIDUALS ABOVE BELOW HOUSEHOLDER 15 -64 176700 107115 POVERTY POVERTY 25646 121910 617414 HOUSEHOLDER 65 15 64 2353610 117833 I25 X OF POVERTY & ABOVE! 65 637582 HOUSEHOLDER 15-64 4525905 '1579076 HOUSEHOLDER 65 725784 472036 RATIO OF INCOME TO POVERTY(PERSONS) MID TOTAL POPULATION BELOW 75 % OF POVERTY 1737326 POVERTY STATUS BY RACE/ETHNICITY 1,55665 ASIAN SPANISH BETWEEN 75 & 124 X OF POVERTY TOTAL WHITE BLACk INDIAN BETWEEN 125 & 149 % OFPOVERTY 1088213 BETWEEN 150 & 199 X OFPOVERTY2150395 1150218 U 5615098 ABOVE POVERTY 20480411 16215687 1357014 154465 200 % OF POVERTY $ ABOVE 16174915 15556' * 854198 _ BELOW PO.ERTY 2626183 1575469 393478 40548 lk" Mrmr vi4aLmiq, 60 all

CALIFORNIA 4 HOUSING UNITS ey NOOF BATHROOMS HOUSIKG UNITS BY NO OF BEDROOMS PAGE 8 TOTAL RENTER TOTAL RENTER TOTAL OCCUPIED OCCUPIED TOTAL OCCUPIEDOCCUPIED 143986 116818 NONE OR HALF 170334 351072 335116 4634937 ' 4311921 2828243 NONE 397855 1 COMPLETE BATHROOM 1650715 1379217 109.3519 1033909 306104 1 1793602 1 COMPLETE BATHROOMPLUS HALF 2831352 1454448 3324330 3140051 553317 2 3059037 2 OR MORE COMPLETEBATHROOMS 2693138 522452 3 2831981 038048 100699 4 . 977031 157521 12550 5 161414 TELEPHONE- AVAILABILITY HOUSEHOLDER TOTAL RENTER HOUSEHOLDER 60 - 64 65 4 OCCUPIED OCCUPIED 1466640 81 74972 3418364 580674 WITH TELEPHONE 19749 49322 NO TELEPHONE 454894 306118 HOUSING UNITS BY VEHICLES AVAILABLE OCCUPIED UNITS WHOVEHICLE

1 3094307 TOTAL . 872945 2 2864839 WHITE 598819 3 1797775 BLACK 143476 INDIAN 9331 44715 4.` ASIAN SPANISH 157880 SPANISH WHITE BLACK INDIAN ASIAN 'PUSS REST 1103 5430 21243 o - 99 66912 10247 177471 1 0 - 59 11508 7624 30062 100 - 199 440969 . 89882 79 31537 61930 N 255213 60 - zoo - 299 924367 140757 14319 99 60196 16817 66277 193513 80 - 300 OR MORE 1298536 1171,2 70341 1180 4596 $ 1384 9 100 - 119 NO CASH RENT 70248 3791 120 -149 151685 150 - 109 146661 RENTER 170 - 199 294491 AGGREGRATE CONTRACT MEDIAN GROSS AGGREGRATE GROSS UNITS 200 - 249 617289 1E47 RENT RENT - 299 648703 2.50 963724074 3620627 300 - 349 509026 RENTER OCCUPIED 283 1087646819 57197402. 202644 350 - 399 364185 VACANT FOR RENT 400 - 499 410876 500 OR MORE 302329 86624 NO "CASH RENT INCLUSION OF UTILITIESIN RENT HOUSEHOLD INCOME BYGROSS RANT AS PERCENT OF INCOME 3198579 PAT EXTRA FORUTILITIES 506072 INCOME NO EXTRA PAYMENTFOR UTILITIES RENT AS X 10,000-14,999 15,000-19,999 20,000 OF INCOME! 0-4099 5,000-9,999 708517 13/149 230246 11165 47039 142531 0 - 19 % 145911 137500 21300 60809 81066 20 - 24 % 257337 129340 24 - 34 % 43496 183 259 42944 5773 4811065 172184 X 502000 10055 2013$ 35 20663 16296 NOT COMPUTED 95092 41P8r COPY111,411 62 61 11

CALIFORNIA PACE 9 MORTGAGE STATUS I SELECTED NO OWNERCOSTS UNITS NOT MEDIAN SELECTED MONTHLY UNITS WITH OWNER'COSTS A MORTGAGE MORTGAGED 40233 MORTGAGE 411 0- 99 15416 04 0 - 49 172728 HO MORTGAGE 18 100- 141 ) 73156 50 - 79 150- 111 240897 75- 99! 237748 200- 249 316122 100 - 124 172.611 100235 2511- 291. 298144 125 - 141 300- 141' ,258733 150'- 111 35927 350- 319 233696 200 - 241 30197 400- 449 210661 250 17846 450- 499 158567 4 SOO- 599 32 7862 600- 749 346761 AGGREGRATE NCI CONDOMINIUM 750+ kftem SELECTED HOUSING UNITS ASIAN SPANISH MONTHLY UNITE SLACK INDIAN OWNER COSTS WITH MORTGAGE! 270177 24637 2676 10624 522IS 0- 19, 1975-MARCH 1980 897926916 1426611 504633 411565 4757 23486 83869 200- 29, 1970-1974 251414439 623519 410810 35413 3381 20280 . 57254 300- 39, 1160-1961 226052400 684082 18122 . 45127 400- 499 337158 22754 3175 64551827 229556 45065 6697. 72001 11639 1959 OR EARLIER 500OR MORE 967200 NOT MORTGAGED 166,6378 867725 NOT MORTGAGED 767846 38955 5077 23136 80643 OCCUPIED UNITS WITH COMPLETEPLUMBING FACILITIES C HOUSEHOLD INCOME BY SELECTED NO COSTS45 % OF INCOME co WITH CENTRAL LACKING 1 OWNER COSTS INCOM" HEATING CENTRAL AS X OF INC! 0-40195-1,99910-14,99915-11,999 2.0 .000 HEATING 1676993 BUILT 1939 OR EARLTER! 29306 144279 195713 236141 833948 323811 0-11 % 267019 < 1.01 PERSONS PERROOM 20-24 % 18456 31189 '41110 50551 53300 40303 75044 523007 1.01 PERSONS PERROOtI ri 25-34 X i'' 25767 46354 56415 97202 13948 153979 BUILT AFTER 19391 35 + % 114577 110679 < 1.01 PERSONS PERROOM 5885312 915718 30904 NOT COMPUTED 1.01 PERSONS PERROOM 346139 13514$ CJ 7r AGGREGRATE HOUSING UNIT AGGREGRATE VALUE - SELECTEE OWNER HOUSBNOLO .00CUPIED NON-COMM, UNITS INCOME

578222113730 TOTAL OCC 112786729025 RENTER Occ. 57415603505 OCCUPIED OMITS WITH OCCUPIED UNITS WITH OCCUPIED UNITS OCCUPIED UNITS 111714 ' COMPLETE PLUMBING AND COMPLETE PLUMIINO , coMPLETE PLUMBING WITH WITH COMPLETE PERSONS PER S0011 LACKING CENTRAL HEATING PLUMBING AND BUILT BEFORE 1930 1.01 1415777 535356 1251362 576467 TOTAL 216644 106710Y 6951531 147513 118019 126644 54547 BLACK 621415 18037 74422 11027 7050 INDIAN 73495 6,967 ASIAN 3704 71 581y5 111111 312589 295513. SPANISH 1157374 194492. 64 4/46.434 63 IfS1