The data on private vehicle occupancy were derived from answers to Question 32. This question was asked of people who indicated in Question 29 that they worked at some time during the reference week and who reported in Question 31 that their means of transportation to work was "Car, truck, or van." Data were tabulated for workers 16 years old and over, that is, members of the Armed Forces and civilians who were at work during the reference week. (See "Reference Week.")

Private vehicle occupancy refers to the number of people who usually rode to work in the vehicle during the reference week. The category, "Drove alone," includes people who usually drove alone to work as well as people who were driven to work by someone who then drove back home or to a non-work destination. The category, "Carpooled," includes workers who reported that two or more people usually rode to work in the vehicle during the reference week.

Workers per car, truck, or van is a ratio obtained by dividing the aggregate number of workers who reported using a car, truck, or van to get to work by the number of such vehicles that they used. Workers per car, truck, or van is rounded to the nearest hundredth. This measure also may be known as "Workers per private vehicle."

Theaggregate number of vehicles used in commuting is derived by counting each person who drove alone as occupying one vehicle, each person who reported being in a two-person carpool as occupying one-half of a vehicle, each person who reported being in a three-person carpool as occupying one-third of a vehicle, and so on, then summing all the vehicles. This aggregate is used in the calculation for "workers per car, truck, or van."

The data on time leaving home to go to work were derived from answers to Question 33. This question was asked of people who indicated in Question 29 that they worked at some time during the reference week, and who reported in Question 31 that they worked outside their home. The departure time refers to the time of day that the respondent usually left home to go to work during the reference week. (See "Reference Week.")

The data on travel time to work were derived from answers to Question 34. This question was asked of people who indicated in Question 29 that they worked at some time during the reference week, and who reported in Question 31 that they worked outside their home. Travel time to work refers to the total number of minutes that it usually took the worker to get from home to work during the reference week. The elapsed time includes time spent waiting for public transportation, picking up passengers in carpools, and time spent in other activities related to getting to work. (See "Reference Week.")

The data on time arriving at work from home were derived from answers to Question 33 (Time Leaving Home to Go to Work) and from answers to Question 34 (Travel Time to Work). These questions were asked of people who indicated in Question 29 that they worked at some time during the reference week, and who reported in Question 31 that they worked outside their home. The arrival time is calculated by adding the travel time to work to the reported time leaving home to go to work. These data are presented with other characteristics of workers at their workplace. (See "Time Leaving Home to Go to Work" and "Travel Time to Work.")

The responses to the place of work and journey to work questions provide basic knowledge about commuting patterns and the characteristics of commuter travel. The commuting data are essential for planning highway improvement and developing public transportation services, as well as for designing programs to ease traffic problems during peak periods, conserve energy, reduce pollution, and estimate and project the demand for alternative-fueled vehicles. These data are required to develop standards for reducing work-related vehicle trips and increasing passenger occupancy during peak period of travel. The Bureau of Economic Analysis (BEA) plans to use county-level data in computing gross commuting flows to develop place-of-residence earning estimates from place-of-work estimates by industry. In addition, BEA also plans to use these data for state personal income estimates for determining federal fund allocations.

Data on language spoken at home were derived from answers to questions 14a and 14b. These questions were asked only of persons 5 years of age and older. Instructions mailed with the American Community Survey questionnaire instructed respondents to mark "Yes" on Question 14a if they sometimes or always spoke a language other than English at home, and "No" if a language was spoken only at school - or if speaking was limited to a few expressions or slang. For Question 14b, respondents printed the name of the non-English language they spoke at home. If the person spoke more than one non-English language, they reported the language spoken most often. If the language spoken most frequently could not be determined, the respondent reported the language learned first.

Questions 14a and 14b referred to languages spoken at home in an effort to measure the current use of languages other than English. This category excluded respondents who spoke a language other than English exclusively outside of the home.

An automated computer system coded write-in responses to Question 14b into more than 380 detailed language categories. This automated procedure compared write-in responses with a master computer code list - which contained approximately 55,000 previously coded language names and variants - and then assigned a detailed language category to each write- in response. The computerized matching assured that identical alphabetic entries received the same code. Clerical coding categorized any write-in responses that did not match the computer dictionary. When multiple languages other than English were specified, only the first was coded.

The write-in responses represented the names people used for languages they spoke. They may not have matched the names or categories used by professional linguists. The categories used were sometimes geographic and sometimes linguistic. The table in Appendix A provides an illustration of the content of the classification schemes used to present language data.

In households where one or more people spoke a language other than English, the household language assigned to all household members was the non- English language spoken by the first person with a non-English language. This assignment scheme ranked household members in the following order: householder, spouse, parent, sibling, child, grandchild, other relative, stepchild, unmarried partner, housemate or roommate, and other nonrelatives. Therefore, a person who spoke only English may have had a non-English household language assigned during tabulations by household language Government agencies use information on language spoken at home for their programs that serve the needs of the foreign-born and specifically those who have difficulty with English. Under the Voting Rights Act, language is needed to meet statutory requirements for making voting materials available in minority languages. The Census Bureau is directed, using data about language spoken at home and the ability to speak English, to identify minority groups that speak a language other than English and to assess their English-speaking ability. The U.S. Department of Education uses these data to prepare a report to Congress on the social and economic status of children served by different local school districts.

Government agencies use information on language spoken at home for their programs that serve the needs of the foreign-born and specifically those who have difficulty with English. Under the Voting Rights Act, language is needed to meet statutory requirements for making voting materials available in minority languages. The Census Bureau is directed, using data about language spoken at home and the ability to speak English, to identify minority groups that speak a language other than English and to assess their English-speaking ability. The U.S. Department of Education uses these data to prepare a report to Congress on the social and economic status of children served by different local school districts. State and local agencies concerned with aging develop health care and other services tailored to the language and cultural diversity of the elderly under the Older Americans Act.

The Language Spoken Questions have changed only once since ACS began. Examples of languages were listed immediately followed the question "What is this language?" in the 1996-1998 questionnaire. Starting in 1999, the list of languages was moved to below the write-in box.

The language question is about current use of a non-English language, not about ability to speak another language or the use of such a language in the past. People who speak a language other than English outside of the home are not reported as speaking a language other than English. Similarly, people whose mother tongue is a non- English language but who do not currently use the language at home do not report the language. Some people who speak a language other than English at home may have first learned that language in school. These people are expected to indicate speaking English "Very well."

All years of ACS language data are comparable to each other. They are also comparable to Census data from 1980, 1990 and 2000.
See the 2011 Code List for Language Code List.

Respondents who reported speaking a language other than English were asked to indicate their English-speaking ability based on one of the following categories: "Very well," "Well," "Not well," or "Not at all." Those who answered "Well," "Not well," or "Not at all" are sometimes referred as "Less than 'very well.'" Respondents were not instructed on how to interpret the response categories in this question.

This variable identifies households that may need English language assistance. This arises when no one 14 and over meets either of two conditions (1) they speak English at home or (2) even though they speak another language, they also report that they speak English "very well."
After data are collected for each person in the household, this variable checks if all people 14 and over speak a language other than English. If so, the variable checks the English-speaking ability responses to see if all people 14 and over speak English "Less than 'very well.'" If all household members 14 and over speak a language other than English and speak English "Less than 'very well,'" the household is considered part of this group that may be in need of English language assistance. All members of a household were identified in this group, including members under 14 years old who may have spoken only English.

Government agencies use information on language spoken at home for their programs that serve the needs of the foreign-born and specifically those who have difficulty with English. Under the Voting Rights Act, language is needed to meet statutory requirements for making voting materials available in minority languages. The Census Bureau is directed, using data about language spoken at home and the ability to speak English, to identify minority groups that speak a language other than English and to assess their English-speaking ability. The U.S. Department of Education uses these data to prepare a report to Congress on the social and economic status of children served by different local school districts.

Government agencies use information on language spoken at home for their programs that serve the needs of the foreign-born and specifically those who have difficulty with English. Under the Voting Rights Act, language is needed to meet statutory requirements for making voting materials available in minority languages. The Census Bureau is directed, using data about language spoken at home and the ability to speak English, to identify minority groups that speak a language other than English and to assess their English-speaking ability. The U.S. Department of Education uses these data to prepare a report to Congress on the social and economic status of children served by different local school districts. State and local agencies concerned with aging develop health care and other services tailored to the language and cultural diversity of the elderly under the Older Americans Act.

The English Language Ability question has been the same since the beginning of ACS. "Households in which no one 14 and over speaks English only or speaks a language other than English and speaks English 'very well'" has been calculated the same way in all years of ACS data collection, but has sometimes been termed "Linguistic Isolation."

Ideally, the data on ability to speak English represented a person's perception of their own English-speaking ability. However, because one household member usually completes American Community Survey questionnaires, the responses may have represented the perception of another household member.

All years of ACS language data are comparable to each other. They are also comparable to Census data from 1980, 1990 and 2000. Though the term "Linguistic Isolation" is no longer used, data under this heading may still be compared.