Broward UP Promise Neighborhoods English Survey

Broward UP Promise Neighborhoods via Broward College is building a cradle-to-career pipeline in your community to help families and children succeed in school, earn credentials, and find employment with a livable wage. This survey collects important information to help understand community needs and design programs to support literacy and postsecondary planning.

Research shows that reading to children in the early years leads to better literacy and cognitive development outcomes. The Promise Neighborhoods project would like to collect data regarding the amount of time parents and caregivers read to their children from birth until they enter kindergarten, and whether parents and caregivers talk to high school students about the importance of a college education and finding a job after graduation.

Participant Eligibility & Confidentiality

We aim to gather feedback from a diverse range of individuals livithis survey is entirely voluntary and all responses will be kept anonymous and confidential. Your personal identifying information will not be requested in the survey. Research records will be stored securely and only the research team members will have access to the records.

Participation Risks

There are little to no foreseeable risks involved in participating in the research study. If there are any survey questions that may make you feel unconformable, you are free to state that you choose to not participate in the data collection activity. Risks are no greater than those found in everyday life or regular school/college activities.

This survey should take no longer than five (5) minutes and can be completed in one sitting. For questions that do not apply to your child or children’s age group, please select the “Not Applicable” option. This survey has been approved by Broward College’s Institutional Review Board (IRB). 

Broward UP Promise Neighborhoods
954-201-7054 
www.broward.edu/promise
promiseneighborhoods@broward.edu 

The Broward UP Promise Neighborhoods are supported, in part, by the U.S. Department of Education grant award # S215N210041-22.