Data Groups

Mandatory Civil Rights Data Collection

A-2 CRDC Data Groups_FINAL_05292015

Mandatory Civil Rights Data Collection

OMB: 1870-0504

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Paperwork Reduction Act Submission Supporting Statement



Mandatory Civil Rights Data Collection



May 2015



Attachment A-2









Data Groups for

Civil Rights Data Collection

for School Year 2015–16





Introduction

This attachment contains the details of sets of related data entries known as data groups (DG) that are used for the Civil Rights Data Collection (CRDC) collected from state educational agencies (SEA), local educational agencies (LEA) and schools.


To fully understand the data groups presented in this attachment, the reader should use Attachments A-1 and A-3 as references. Attachment A-1 explains how to read the table of information on each data group. Attachment A-3 contains the definitions and permitted values of the categories in the category sets.


In this attachment, data groups are listed in alphabetical order by data group name. For readability, the tables that describe data groups are not divided between pages, if possible. This results in some pages having significant blank space.

Data Groups That Are Part of the CRDC

Data groups that will be considered part of the CRDC fall into the following sets.

  • Set A: Data groups submitted by LEAs through the CRDC, and also collected from SEAs through the EDFacts Submission System (ESS) to ensure internal consistency of the CRDC.

  • Set B: Data groups submitted by LEAs and schools for the CRDC.

  • Set C: Data groups submitted by SEAs through ESS and merged into the CRDC dataset to provide more complete and robust data for civil rights purposes, with no additional burden on SEAs or LEAs.



Set A Data Groups—Collected through both CRDC and ESS

The data groups, as collected through the CRDC, are explained in this attachment.


The data groups, as collected through the ESS, are explained in Attachment B-3 of the EDFacts school years 2013–14, 2014–15, and 2015–16 information collection package titled, “Annual Mandatory Collection for Elementary and Secondary Education for EDFacts.” The OMB approved EDFacts information collection package (OMB control number: 1875-0240) is available at

http://www.reginfo.gov/public/do/PRAViewIC?ref_nbr=201302-1875-001&icID=45336.







Data Group (DG) Name

Level

DG ID

Page

Charter status

School

915 (CRDC)

27 (ESS)

A2-7

Grades offered

School

932 (CRDC)

18 (ESS)

A2-8

Magnet status

School

949 (CRDC)

24 (ESS)

A2-9

Membership—school

School

979 (CRDC)

39 (ESS)

A2-10

School type

School

977 (CRDC)

21 (ESS)

A2-11



Set B Data Groups—Collected through CRDC only

These data groups are explained in this attachment.

Data Group (DG) Name

Level

DG ID

Page

Advanced Placement course by subject enrollment table

School

900

A2-13

Advanced Placement course enrollment table

School

901

A2-14

Advanced Placement course self-selection

School

902

A2-15

Advanced Placement different courses provided

School

903

A2-16

Advanced Placement exam participation table

School

904

A2-17

Advanced Placement exam participant results table

School

905

A2-18

Algebra I classes—middle school

School

906

A2-19

Algebra I classes—middle school teacher certification

School

1004

A2-20

Algebra I course enrollment—grade 7

School

907

A2-22

Algebra I course enrollment—grade 8

School

908

A2-23

Algebra I course enrollment—high school

School

909

A2-24

Algebra I course passing—grade 7

School

910

A2-25

Algebra I course passing—grade 8

School

911

A2-26

Algebra I course passing—high school

School

912

A2-27

Alternative school focus

School

914

A2-28

Civil rights coordinators

LEA

916

A2-29

Corporal punishment instances—preschool

School

1010

A2-30

Corporal punishment instances table

School

917

A2-31

Credit recovery student participation

School

992

A2-32

Deaths due to homicide

School

919

A2-32

Desegregation order or plan

LEA

920

A2-33

Discipline of preschool children table

School

921

A2-34

Discipline of students with disabilities (IDEA and Section 504) table Revised!

School

922

A2-35

Discipline of students without disabilities table Revised!

School

923

A2-36

Distance education student enrollment table

LEA

993

A2-37

Dual enrollment program student enrollment

School

994

A2-38

Early childhood program for non-IDEA children

LEA

926

A2-39

Firearm use

School

927

A2-39

Geometry course enrollment—grade 8

School

930

A2-40

Gifted/talented program enrollment table

School

931

A2-41

Harassment or bullying—policy table

LEA

988

A2-42

Harassment or bullying—reported allegations table

School

933

A2-43

Harassment or bullying—students disciplined table

School

934

A2-44

Harassment or bullying—students reported as harassed or bullied table

School

935

A2-45

High school equivalency exam preparation program credentials table Revised!

LEA

928

A2-46

High school equivalency exam preparation program participation table Revised!

LEA

929

A2-47

International Baccalaureate Programme enrollment table

School

936

A2-48

Interscholastic athletics single-sex sports

School

937

A2-49

Interscholastic athletics single-sex teams

School

938

A2-50

Interscholastic athletics single-sex team participants

School

939

A2-51

Justice facility days in regular school year table

School

940

A2-52

Justice facility educational program participants table

School

941

A2-53

Justice facility educational program hours per week table

School

942

A2-55

Justice facility type

School

943

A2-56

Kindergarten daily length and cost

LEA

944

A2-57

Limited English proficient students

School

946

A2-58

Limited English proficient students in LEP programs

School

947

A2-59

Magnet program detail

School

948

A2-60

Mathematics classes—high school

School

950

A2-61

Mathematics classes—high school teacher certification

School

1005

A2-62

Mathematics course enrollment—high school

School

951

A2-64

Membership—LEA

LEA

989

A2-65

Offenses table

School

952

A2-66

Preschool ages for non-IDEA children


LEA,

School

953

A2-67

Preschool daily length and cost

LEA

954

A2-67

Preschool eligible children

LEA

955

A2-68

Preschool enrollment table

School

956

A2-69

Preschool grade

School

913

A2-69

Preschool children served table Revised!

LEA

957

A2-70

Public schools total

LEA

958

A2-70

Restraint or seclusion for IDEA students table

School

959

A2-71

Restraint or seclusion for non-IDEA students table

School

960

A2-72

Restraint or seclusion instances table

School

961

A2-73

Retention table

School

963

A2-74

SAT or ACT test participation table

School

964

A2-75

School counselors (FTE)

School

965

A2-76

School days missed due to out-of-school suspensions table

School

966

A2-77

School finance—FTE personnel (state and local)

School

967

A2-78

School finance—FTE personnel (federal, state, and local)

School

998

A2-79

School finance—FTE teachers

School

968

A2-80

School finance—instructional aide salaries (state and local)

School

996

A2-82

School finance—instructional aide salaries (federal, state, and local)

School

997

A2-83

School finance—non-personnel expenditures (state and local)

School

970

A2-84

School finance—non-personnel expenditures (federal, state, and local)

School

1000

A2-86

School finance—support personnel salaries (state and local)

School

971

A2-88

School finance—support personnel salaries (federal, state, and local)

School

999

A2-90

School finance—teacher salaries (state and local)

School

972

A2-92

School finance—teacher salaries (federal, state, and local)

School

995

A2-95

School finance—total personnel salaries (state and local)

School

1001

A2-98

School finance—total personnel salaries (federal, state and local)

School

1002

A2-100

Science classes—high school

School

973

A2-102

Science classes—high school teacher certification

School

1006

A2-103

Science course enrollment—high school

School

974

A2-105

Security staff (FTE) table

School

975

A2-106

Single-sex academic classes table

School

976

A2-107

Student chronic absenteeism table

School

978

A2-108

Students with disabilities served under IDEA Revised!

School

980

A2-109

Students with disabilities served under Section 504 only

School

981

A2-109

Support services staff (FTE)

School

982

A2-110

Suspension instances

School

1007

A2-111

Suspension instances—preschool

School

1008

A2-112

Teacher absenteeism table

School

983

A2-113

Teacher credentials (FTE)

School

990

A2-115

Teacher credentials (FTE)—not certified

School

1009

A2-118

Teachers (FTE)

School

984

A2-121

Teachers (counts)

School

1003

A2-123

Teacher experience

School

985

A2-125

Ungraded detail

School

986

A2-127



Set C Data Groups—Collected through ESS only, merged into CRDC dataset after collection is complete, with no additional burden on SEAs or LEAs


The two data groups in the table below are presented in this attachment.

Data Group (DG) Name

Level

DG ID

Page

Graduates/completers table

School

306 (ESS)

A2-128

Title I school status

School

22 (ESS)

A2-129


Additionally, OCR plans to utilize the information in other ESS data groups. These may include Dropouts table (DG326), Teacher quality in elementary classes table (DG381), Teacher quality in core secondary classes table (DG383), Academic achievement in reading/language arts table (DG584), Academic achievement in mathematics table (DG583), and Academic achievement in science (DG585).


For a detailed explanation of the OMB approved ESS data groups (OMB control number: 1875-0240), the reader should go to

http://www.reginfo.gov/public/do/PRAViewIC?ref_nbr=201302-1875-001&icID=45336, and review Attachment B-3 of the EDFacts school years 2013–14, 2014–15, and 2015–16 information collection package.














set a: Data Groups Collected through CRDC and ess


Group Name: Charter status

DG: 915

Section

Education Unit

Definition

An indication of whether the school provides free public elementary and/or secondary education to eligible students under a specific charter granted by the state legislature or other appropriate authority and designated by such authority to be a charter school.

Permitted Values

  • Yes

  • No

  • Not applicable

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

A charter school is a nonsectarian public school under contract—or charter—between a public agency and groups of parents, teachers, community leaders or others who want to create alternatives and choice within the public school system. A charter school creates choice for parents and students within the public school system, while providing a system of accountability for student achievement. In exchange for increased accountability, a charter school is given expanded flexibility with respect to select statutory and regulatory requirements.




















Group Name: Grades offered

DG: 932

Section

Education Unit

Definition

The grade level(s) offered by the school.

Permitted Values

  • Ungraded

  • Prekindergarten*

  • Kindergarten

  • Grade 1

  • Grade 2

  • Grade 3

  • Grade 4

  • Grade 5

  • Grade 6

  • Grade 7

  • Grade 8

  • Grade 9

  • Grade 10

  • Grade 11

  • Grade 12

  • Grade 13*

  • Adult Education*

  • No Grades*

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report grades offered, regardless of whether any students are enrolled.


For the CRDC, preschool is also considered a grade. See data group Preschool grade (DG913).


Permitted values with an asterisk (*) are not used for the CRDC.




















Group Name: Magnet status

DG: 949

Section

Education Unit

Definition

An indication of whether the school is a magnet school or has a magnet program within the school.

Permitted Values

  • Yes

  • No

  • Not applicable*

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

The permitted value with an asterisk (*) is not used for the CRDC.


A magnet program is a program within a public school that offers a special curriculum capable of attracting substantial numbers of students of different racial/ethnic backgrounds, which may also reduce, prevent, or eliminate minority group isolation. The program may be designed to provide an academic or social focus on a particular theme (e.g., science/math, performing arts, gifted/talented, or foreign language). A public school is considered a magnet school if it operates a magnet program for all students or some students within the school.






















Group Name: Membership—school

DG: 979

Section

Student

Definition

The unduplicated student enrollment, including students both present and absent, excluding duplicate counts of students within a specific school or students whose membership is reported by another school.

Permitted Values

  • Integer

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Each student is counted individually, no full-time equivalency. Students must be counted in the school where they actually, physically attend for more than 50% of the school day. For distance education schools or virtual schools, students must be counted in the school from which they receive more than 50% of their coursework.



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

























Group Name: School type

DG: 977

Section

Education Unit

Definition

The type of education institution as classified by its primary focus. School type is a classification of schools conducting elementary and/or secondary instruction or programs according to the ordinary or special instructional needs of students.

Permitted Values

  • Yes

  • No

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

School types below with an asterisk (*) are not used for the CRDC.

Code Set:

  • 1 - Regular School*

A public elementary/secondary school that does NOT focus primarily on vocational, special, or alternative education, although it may provide these programs in addition to a regular curriculum.

  • 2 - Special Education School

A public elementary/secondary school that focuses primarily on serving the needs of students with disabilities.

  • 3 - Vocational Education School*

A school that focuses primarily on providing secondary students with an occupationally relevant or career-related curriculum, including formal preparation for vocational, technical, or professional occupations.

  • 4 - Alternative Education School

A public elementary/secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside the categories of regular, special education, or vocational education.

  • 5 - Reportable Program*

Program that does not meet the definition of a school but that enrolls public school students or otherwise provides education services on a regular basis. (This may include magnet programs operated within public schools when these programs must be reported separate from the schools and postsecondary institutions that are the school of record for students in any grade PK-13 or ungraded classes. Exclude postsecondary institutions that offer programs for students enrolled in elementary or secondary schools, for example, community colleges that provide a limited number of dual enrollment courses for students enrolled in a public high school.)







SET B: Data Groups Collected through CRDC only


Group Name: Advanced Placement course by subject enrollment table

DG: 900

Section

Student

Definition

The number of students enrolled in at least one Advanced Placement (AP) course in a subject area.

Permitted Values

  • Integer

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools that have students who are enrolled in one or more AP courses. For each subject area, the data should be unduplicated. Category sets B and C do not include all students.


Advanced Placement (AP) – AP refers to a program, sponsored by the College Board, through which students may earn college credit and advanced college placement by successfully completing AP courses and standardized AP exams.


Advanced Placement (AP) course – An AP course is an advanced, college-level course designed for students who achieve a specified level of academic performance. Upon successful completion of the course and a standardized AP exam, a student may be qualified to receive college credit and/or placement into advanced college courses.



CATEGORY SET

DESCRIPTION

Category Set A

  • Subject Area (Advanced Placement)

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Subject Area (Advanced Placement)

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C


  • Subject Area (Advanced Placement)

  • LEP Status (Only)

  • Sex (Membership)






Group Name: Advanced Placement course enrollment table

DG: 901

Section

Student

Definition

The unduplicated number of students enrolled in at least one Advanced Placement (AP) course.

Permitted Values

  • Integer

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools that have students who are enrolled in one or more AP courses. Category sets B and C do not include all students.


Advanced Placement (AP) – AP refers to a program, sponsored by the College Board, through which students may earn college credit and advanced college placement by successfully completing AP courses and standardized AP exams.


Advanced Placement (AP) course – An AP course is an advanced, college-level course designed for students who achieve a specified level of academic performance. Upon successful completion of the course and a standardized AP exam, a student may be qualified to receive college credit and/or placement into advanced college courses.



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • LEP Status (Only)

  • Sex (Membership)












Group Name: Advanced Placement course self-selection

DG: 902

Section

Education Unit

Definition

An indication of whether enrollment via self-selection by the student is permitted for all Advanced Placement (AP) courses offered.

Permitted Values

  • Yes

  • No

  • Not applicable

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools that have students who are enrolled in one or more AP courses.


Advanced Placement (AP) – AP refers to a program, sponsored by the College Board, through which students may earn college credit and advanced college placement by successfully completing AP courses and standardized AP exams.


Advanced Placement (AP) course – An AP course is an advanced, college-level course designed for students who achieve a specified level of academic performance. Upon successful completion of the course and a standardized AP exam, a student may be qualified to receive college credit and/or placement into advanced college courses.


Advanced Placement (AP) course self-selection – AP course self-selection refers to a student enrolling in any AP course offered by a school without needing a recommendation or without meeting other criteria (except for any necessary course prerequisites).















Group Name: Advanced Placement different courses provided

DG: 903

Section

Education Unit

Definition

The unduplicated number of different Advanced Placement (AP) courses provided by the school.

Permitted Values

  • Integer

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools that have students who are enrolled in one or more AP courses. Count different AP courses and not classes. Examples of different AP courses are Biology, Chemistry, Calculus AB, and Calculus BC.


Advanced Placement (AP) – AP refers to a program, sponsored by the College Board, through which students may earn college credit and advanced college placement by successfully completing AP courses and standardized AP exams.


Advanced Placement (AP) course – An AP course is an advanced, college-level course designed for students who achieve a specified level of academic performance. Upon successful completion of the course and a standardized AP exam, a student may be qualified to receive college credit and/or placement into advanced college courses.




















Group Name: Advanced Placement exam participation table

DG: 904

Section

Student

Definition

The unduplicated number of students enrolled in one or more AP courses who took Advanced Placement (AP) exams.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools that have students who are enrolled in one or more AP courses. Category sets B and C do not include all students.


Advanced Placement (AP) – AP refers to a program, sponsored by the College Board, through which students may earn college credit and advanced college placement by successfully completing AP courses and standardized AP exams.


Advanced Placement (AP) course – An AP course is an advanced, college-level course designed for students who achieve a specified level of academic performance. Upon successful completion of the course and a standardized AP exam, a student may be qualified to receive college credit and/or placement into advanced college courses.



CATEGORY SET

DESCRIPTION

Category Set A

  • AP Exam Participation Status

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • AP Exam Participation Status

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • AP Exam Participation Status

  • LEP Status (Only)

  • Sex (Membership)









Group Name: Advanced Placement exam participant results table

DG: 905

Section

Student

Definition

The unduplicated number of students enrolled in one or more AP courses who received a qualifying score on Advanced Placement (AP) exams.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools that have students who are enrolled in one or more AP courses. Category sets B and C do not include all students.


Advanced Placement (AP) – AP refers to a program, sponsored by the College Board, through which students may earn college credit and advanced college placement by successfully completing AP courses and standardized AP exams.


Advanced Placement (AP) course – An AP course is an advanced, college-level course designed for students who achieve a specified level of academic performance. Upon successful completion of the course and a standardized AP exam, a student may be qualified to receive college credit and/or placement into advanced college courses.


Advanced Placement (AP) exam qualifying score – A score of 3 or higher on an AP examination is considered a qualifying score. Students who earn AP exam scores of 3, 4, or 5 are generally considered to be qualified to receive college credit and/or placement into advanced courses due to the fact that their AP exam scores are equivalent to a college course score of "middle C" or above. However, the awarding of credit and placement is determined by each college or university.



CATEGORY SET

DESCRIPTION

Category Set A

  • AP Exam Status

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • AP Exam Status

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • AP Exam Status

  • LEP Status (Only)

  • Sex (Membership)







Group Name: Algebra I classes—middle school

DG: 906

Section

Education Unit

Definition

The unduplicated number of classes in Algebra I (college-preparatory) course at the middle school level.

Permitted Values

  • Integer

Reporting Period

  • For schools with regular scheduling - October 1

  • For schools with block scheduling that allows a full-year course to be taken in one semester - Sum of a count taken on October 1 in the first block, and around March 1 in the second block

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

Report only for schools with grade 7 or 8 and/or ungraded with middle school age students, and that provide college-preparatory Algebra I course.


Algebra I is a course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations.


Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.











Group Name: Algebra I classes—middle school teacher certification

DG: 1004

Section

Education Unit

Definition

The unduplicated number of classes in Algebra I (college-preparatory) course at the middle school level taught by teachers with a mathematics certification.

Permitted Values

  • Integer

Reporting Period

  • For schools with regular scheduling - October 1

  • For schools with block scheduling that allows a full-year course to be taken in one semester - Sum of a count taken on October 1 in the first block, and around March 1 in the second block

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

Report only for schools with grade 7 or 8 and/or ungraded with middle school age students, and that provide college-preparatory Algebra I course.


Algebra I is a course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations.


Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.


Teachers are considered certified in mathematics if they have received a teaching certificate/license/endorsement in mathematics or computer science (general or subject-specific) from the state.


Teachers may be funded with federal, state, and/or local funds. Justice facilities should consider only teachers who serve students in the educational program offered at the justice facility during the regular school year.


Refer to the following guide to determine which teachers may be included and which teachers should be excluded.


Teachers certified in mathematics may include:

  • Regular Classroom Teachers

  • Special Education Teachers

  • Teach special education classes to students with disabilities.

  • General Elementary Teachers

  • Teach self-contained classes in any of grades 7–8 (i.e., teach the same class of students all or most of the day).

  • Team-teach (i.e., two or more teachers collaborate to teach multiple subjects to the same class of students).

  • Vocational/Technical Education Teachers

  • Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

  • Include any staff members who teach at least one regularly scheduled class per week (e.g., a librarian teaches a regularly scheduled class in mathematics once a week).

  • Teachers of Ungraded Students

  • Itinerant, Co-op, Traveling, and Satellite Teachers

  • Teach at more than one school and may or may not be supervised by someone at your school.

  • Current Long-Term Substitute Teachers

  • Currently filling the role of regular teachers for four or more continuous weeks.

  • Other teachers who teach students in any of grades 7–8


Teachers to exclude:

  • Adult Education and Postsecondary Teachers

  • Teach only adult education or students beyond grade 12.

  • Short-term Substitute Teachers

  • Fill the role of regular or special education teachers for less than four continuous weeks.

  • Student Teachers

  • Day Care Aides/Paraprofessionals

  • Teacher Aides/Paraprofessionals












Group Name: Algebra I course enrollment—grade 7

DG: 907

Section

Student

Definition

The unduplicated number of students in grade 7 enrolled in Algebra I (college-preparatory) course.

Permitted Values

  • Integer

Reporting Period

  • For schools with regular scheduling –Single day at the end of the regular school year

  • For schools with block scheduling that allows a full-year course to be taken in one semester – Sum of a count taken on a single day at the end of the first block, and a single day at the end of the second block

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools with grade 7 that provide college-preparatory Algebra I course.


Algebra I is a course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations.


Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.


















Group Name: Algebra I course enrollment—grade 8

DG: 908

Section

Student

Definition

The unduplicated number of students in grade 8 enrolled in Algebra I (college-preparatory) course.

Permitted Values

  • Integer

Reporting Period

  • For schools with regular scheduling –Single day at the end of the regular school year

  • For schools with block scheduling that allows a full-year course to be taken in one semester – Sum of a count taken on a single day at the end of the first block, and a single day at the end of the second block

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools with grade 8 and/or ungraded with middle school age students, and that provide college-preparatory Algebra I course. Category sets B and C do not include all students.


Algebra I is a course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations.


Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • LEP Status (Only)

  • Sex (Membership)








Group Name: Algebra I course enrollment—high school

DG: 909

Section

Student

Definition

The number of high school level students enrolled in Algebra I (college-preparatory) course.

Permitted Values

  • Integer

Reporting Period

  • For schools with regular scheduling –Single day at the end of the regular school year

  • For schools with block scheduling that allows a full-year course to be taken in one semester – Sum of a count taken on a single day at the end of the first block, and a single day at the end of the second block

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools with any grade 9 through 12 and/or ungraded with high school age students, and that provide college-preparatory Algebra I course. Report only for schools with grade 9 or 10, and that provide college-preparatory Algebra I course. Report only for schools with grade 11 or 12 and/or ungraded with high school age students, and that provide college-preparatory Algebra I course.



For each grade span, the data should be unduplicated. Category sets B and C do not include all students.



Algebra I is a course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations.


Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.



CATEGORY SET

DESCRIPTION

Category Set A


  • Grade Span (Secondary)

  • Racial Ethnic

  • Sex (Membership)

Category Set B


  • Grade Span (Secondary)

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • Grade Span (Secondary)

  • LEP Status (Only)

  • Sex (Membership)




Group Name: Algebra I course passing—grade 7

DG: 910

Section

Student

Definition

The unduplicated number of students in grade 7 who passed Algebra I (college-preparatory) course.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools with students in grade 7 who are enrolled in Algebra I course.


Algebra I is a course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations.


Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.



















Group Name: Algebra I course passing—grade 8

DG: 911

Section

Student

Definition

The unduplicated number of students in grade 8 who passed Algebra I (college-preparatory) course.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools with students in grade 8 and/or ungraded middle school age students who are enrolled in Algebra I course. Category sets B and C do not include all students.


Algebra I is a course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations.


Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • LEP Status (Only)

  • Sex (Membership)














Group Name: Algebra I course passing—high school

DG: 912

Section

Student

Definition

The number of high school level students who passed Algebra I (college-preparatory) course.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools with students in grade 9 or 10 who are enrolled in Algebra I course. Report only for schools with students in grade 11 or 12 and/or ungraded high school age students who are enrolled in Algebra I course.


For each grade span, the data should be unduplicated. Category sets B and C do not include all students.


Algebra I is a course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations.


Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.



CATEGORY SET

DESCRIPTION

Category Set A

  • Grade Span (Secondary)

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Grade Span (Secondary)

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • Grade Span (Secondary)

  • LEP Status (Only)

  • Sex (Membership)






Group Name: Alternative school focus

DG: 914

Section

Education Unit

Definition

An indication of the specific group of students whose needs the alternative school is designed to meet.

Permitted Values

  • Alternative school for students with academic difficulties

  • Alternative school for students with discipline problems

  • Alternative school for students with academic difficulties and discipline problems

  • Not applicable

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools designated as alternative schools.


An alternative school is a public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program. The school provides nontraditional education; serves as an adjunct to a regular school; and falls outside the categories of regular, special education, or vocational education.
























Group Name: Civil rights coordinators

DG: 916

Section

Education Unit

Definition

An indication of whether the LEA has appointed a responsible employee to coordinate efforts to comply with and carry out its responsibilities under federal law prohibiting discrimination against students and others on the basis of sex, race/color/national origin, and/or disability.

Permitted Values

  • Yes

  • No

  • Text for comments

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include name, phone number, and email address of civil rights coordinator.



CATEGORY SET

DESCRIPTION

Category Set A

  • Civil Rights Law (Coordinators)

























Group Name: Corporal punishment instances—preschool

DG: 1010

Section

Student

Definition

The number of instances of corporal punishment that preschool children received.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Include instances of corporal punishment for children enrolled in preschool.


Preschool refers to preschool programs and services for children ages 3 through 5. Include the number of instances, not the number of children who received corporal punishment. A child may have received corporal punishment more than once if the child was involved in multiple offenses.


Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a child.



CATEGORY SET

DESCRIPTION

Category Set A

  • Preschool (Corporal Punishment and Suspension)





















Group Name: Corporal punishment instances table

DG: 917

Section

Student

Definition

The number of instances of corporal punishment that K-12 students received.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Include instances of corporal punishment for students enrolled in grades K-12, and comparable ungraded levels. Include the number of instances, not the number of students who received corporal punishment. A student may have received corporal punishment more than once if the student was involved in multiple offenses.


Corporal punishment refers to paddling, spanking, or other forms of physical punishment imposed on a student.



CATEGORY SET

DESCRIPTION

Category Set A

  • Disability Status (Corporal Punishment)






















Group Name: Credit recovery student participation

DG: 992

Section

Student

Definition

The unduplicated number of students who participate in at least one credit recovery program that allows them to earn missed credit in order to graduate from high school.

Permitted Values

  • Integer

Reporting Period

School year up to one day prior to the beginning of the following school year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Report only for schools with any grade 9 through 12 and/or ungraded with high school age students.


Credit recovery programs (including courses or other instruction), aim to help schools graduate more students by giving students who have fallen behind the chance to “recover” credits through a multitude of different strategies, including online. Different programs allow students to work on their credit recovery classes over the summer, on school breaks, after school, on weekends, at home on their own, at night in school computer labs, or even during the school day.





Group Name: Deaths due to homicide

DG: 919

Section

Education Unit

Definition

An indication of whether any of the school’s students, faculty, or staff died as a result of a homicide committed at the school.

Permitted Values

  • Yes

  • No

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.





Group Name: Desegregation order or plan

DG: 920

Section

Education Unit

Definition

An indication of whether the LEA is covered by a desegregation order or plan.

Permitted Values

  • Yes

  • No

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Desegregation order or plan – An order or plan: (1) that has been ordered by, submitted to, or entered into with a federal or state court; the Office for Civil Rights (OCR), U.S. Department of Education, its predecessor the Department of Health, Education, and Welfare, or another federal agency; or a state agency or official, and (2) that remedies or addresses a school district’s actual or alleged segregation of students or staff on the basis of race or national origin that was found or alleged to be in violation of the U.S. Constitution, Title VI of the Civil Rights Act of 1964, and/or state constitution or other state law. A school district remains subject to such a desegregation order or plan until the court, agency, or other competent official finds that the district has satisfied its obligations and has been released from the order or plan.





















Group Name: Discipline of preschool children table

DG: 921

Section

Student

Definition

The number of preschool children who were disciplined during the school year.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Preschool refers to preschool programs and services for children ages 3 through 5. For each discipline method, the data should be unduplicated. Category sets B and C do not include all children.



CATEGORY SET

DESCRIPTION

Category Set A


  • Discipline Method (Preschool)

  • Racial Ethnic

  • Sex (Membership)

Category Set B


  • Discipline Method (Preschool)

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C


  • Discipline Method (Preschool)

  • LEP Status (Only)

  • Sex (Membership)





















Group Name: Discipline of students with disabilities (IDEA and Section

504) table

DG: 922

Section

Student

Definition

The number of students with disabilities (IDEA and Section 504) who were disciplined during the school year.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include students enrolled in grades K-12, and comparable ungraded levels. For each discipline method, the data should be unduplicated.


Category set A includes students with disabilities served under IDEA only. Category set B includes students with disabilities served under Section 504 only. Category set C does not include all students.



CATEGORY SET

DESCRIPTION

Category Set A

Revised!


  • Discipline Method

  • Disability Status (IDEA)

  • Racial Ethnic

  • Sex (Membership)

Category Set B

Revised!


  • Discipline Method

  • Disability Status (Section 504 Only)

  • Sex (Membership)

Category Set C

Revised!


  • Discipline Method

  • LEP Status (Only)

  • Sex (Membership)















Group Name: Discipline of students without disabilities table

DG: 923

Section

Student

Definition

The number of students without disabilities who were disciplined during the school year.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include students enrolled in grades K-12, and comparable ungraded levels. For each discipline method, the data should be unduplicated. Category set B does not include all students.



CATEGORY SET

DESCRIPTION

Category Set A

Revised!


  • Discipline Method

  • Racial Ethnic

  • Sex (Membership)

Category Set B

Revised!


  • Discipline Method

  • LEP Status (Only)

  • Sex (Membership)
























Group Name: Distance education student enrollment table

DG: 993

Section

Student

Definition

The unduplicated number of students enrolled in any distance education courses.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Category sets B and C do not include all students.


Distance education courses must meet all of the following criteria: (1) be credit-granting; (2) be technology-delivered via audio, video (live or prerecorded), the Internet, or other computer-based technology (e.g., via district network); and (3) have either (a) the instructor in a different location than the students and/or (b) the course content developed in, or delivered from, a different location than that of the students.


LEAs should provide response regardless of where the courses originated. However, distance education courses that students take independently or that are provided by entities outside the control of the district should not be included unless the district has access to enrollment and monitoring information for those courses.



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • LEP Status (Only)

  • Sex (Membership)









Group Name: Dual enrollment program student enrollment

DG: 994

Section

Student

Definition

The unduplicated number of students enrolled in at least one dual enrollment/dual credit program that allows them to take college-level courses and earn concurrent credit toward a high school diploma and a college degree.

Permitted Values

  • Integer

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


For schools with any grade 9 through 12 or ungraded with high school age students. For schools with students enrolled in at least one dual enrollment/dual credit program. Category sets B and C do not include all students.


Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses offered by colleges, and earn concurrent credit toward a high school diploma and a college degree while still in high school. These programs are for high school-enrolled students who are academically prepared to enroll in college and are interested in taking on additional coursework. For example, students who want to study subjects not offered at their high school may seek supplemental education at colleges nearby.


Dual enrollment/dual credit programs do not include the Advanced Placement (AP) program or the International Baccalaureate Diploma Programme.



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • LEP Status (Only)

  • Sex (Membership)





Group Name: Early childhood program for non-IDEA children

DG: 926

Section

Education Unit

Definition

An indication of whether the LEA’s early childhood program serves non-IDEA children birth through age 2.

Permitted Values

  • Yes

  • No

  • Not applicable

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for LEAs that provide early childhood program(s).




Group Name: Firearm use

DG: 927

Section

Education Unit

Definition

An indication of whether there been at least one incident at the school that involved a shooting (regardless of whether anyone was hurt).

Permitted Values

  • Yes

  • No

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Include those incidents that occurred at school, regardless of whether a student or non-student used the firearm.














Group Name: Geometry course enrollment—grade 8

DG: 930

Section

Student

Definition

The unduplicated number of students in grade 8 enrolled in Geometry (college-preparatory) course.

Permitted Values

  • Integer

Reporting Period

  • For schools with regular scheduling – October 1

  • For schools with block scheduling that allows a full-year course to be taken in one semester – Sum of a count taken on October 1 in the first block, and around March 1 in the second block

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools with grade 8 and/or ungraded with middle school age students, and that provide college-preparatory Geometry course.


Geometry is a course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.


Geometry is considered a prerequisite for Algebra II.
























Group Name: Gifted/talented program enrollment table

DG: 931

Section

Student

Definition

The unduplicated number of students enrolled in gifted/talented programs during regular school hours because of unusually high academic ability or aptitude or a specialized talent or aptitude.

Permitted Values

  • Integer

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include students enrolled in preschool, grades K-12, and comparable ungraded levels. Report only for schools with one or more gifted/talented programs. Category sets B and C do not include all students.


Gifted/talented programs – Programs during regular school hours that provide special educational opportunities including accelerated promotion through grades and classes and an enriched curriculum for students who are endowed with a high degree of mental ability or who demonstrate unusual physical coordination, creativity, interest, or talent.



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • LEP Status (Only)

  • Sex (Membership)















Group Name: Harassment or bullying—policy table

DG: 988

Section

Education Unit

Definition

An indication of whether the LEA has a written policy or policies prohibiting discriminatory harassment and bullying of students on the basis of sex, race/color/national origin, and/or disability.

Permitted Values

  • Yes

  • No

  • Text for comments

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include web link to policy or policies.


Harassment or bullying on the basis of sex – Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student’s actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.


Harassment or bullying on the basis of race, color, or national

origin – Racial harassment or bullying refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.


Harassment or bullying on the basis of disability – Disability harassment or bullying refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.



Group Name: Harassment or bullying—reported allegations table

DG: 933

Section

Education Unit

Definition

The number of reported allegations of harassment or bullying on the basis of a civil rights category.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include allegations for students enrolled in grades K-12, and comparable ungraded levels. In classifying the allegations, look to the likely motives of the alleged harasser, and not the actual status of the alleged victim. Alleged victims must be students.


An allegation that involves multiple civil rights categories should be counted in each applicable civil rights category. For example, an allegation that involves both sex and disability should be reported in both the sex count and the disability count.


Within each civil rights category, the count should be unduplicated.



CATEGORY SET

DESCRIPTION

Category Set A

  • Civil Rights Category (Allegations)









Group Name: Harassment or bullying—students disciplined table

DG: 934

Section

Student

Definition

The number of students disciplined for engaging in harassment or bullying on the basis of a civil rights category.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include disciplined students enrolled in grades K-12, and comparable ungraded levels. In classifying the disciplined students, look to their likely motives, and not the actual status of the alleged victims. Alleged victims are students.


A student disciplined for engaging in harassment or bullying on the basis of multiple civil rights categories should be counted in each applicable civil rights category. For example, a student disciplined for engaging in harassment or bullying on the basis of both sex and disability should be reported in both the sex count and the disability count.


Within each civil rights category, the count should be unduplicated. Category sets B, C, and D do not include all students.



CATEGORY SET

DESCRIPTION

Category Set A

  • Civil Rights Category (Student Counts)

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Civil Rights Category (Student Counts)

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • Civil Rights Category (Student Counts)

  • Disability Status (Section 504 Only)

  • Sex (Membership)

Category Set D

  • Civil Rights Category (Student Counts)

  • LEP Status (Only)

  • Sex (Membership)







Group Name: Harassment or bullying—students reported as harassed or bullied table

DG: 935

Section

Student

Definition

The number of students reported as harassed or bullied on the basis of a civil rights category.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include students enrolled in grades K-12, and comparable ungraded levels. In classifying the students reported as harassed or bullied, look to the likely motives of the alleged harasser/bully, and not the actual status of the alleged victim.


A student reported as harassed or bullied on the basis of multiple civil rights categories should be counted in each applicable civil rights category. For example, a student reported as harassed or bullied on the basis of both sex and disability should be reported in both the sex count and the disability count.


Within each civil rights category, the count should be unduplicated. Category sets B, C, and D do not include all students.



CATEGORY SET

DESCRIPTION

Category Set A

  • Civil Rights Category (Student Counts)

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Civil Rights Category (Student Counts)

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • Civil Rights Category (Student Counts)

  • Disability Status (Section 504 Only)

  • Sex (Membership)

Category Set D

  • Civil Rights Category (Student Counts)

  • LEP Status (Only)

  • Sex (Membership)







Group Name: High school equivalency exam preparation program

credentials table

DG: 928

Section

Student

Definition

Revised!

The unduplicated number of students ages 16 through 19 who received a high school equivalency credential after participating in a high school equivalency exam preparation program provided by the LEA.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Revised!

Report only for LEAs that provide a high school equivalency exam preparation program. Category sets B and C do not include all students.


High school equivalency exam preparation programs – Programs (e.g., courses) designed to prepare students to be successful on state-authorized high school equivalency exams. High school equivalency exams are used to certify the high school-level academic achievement of individuals who have not received a secondary school diploma or its recognized equivalent. Upon review of exam results, an education or government agency may award a high school equivalency credential.


High school equivalency exams may include (but are not limited to) the following: the General Educational Development (GED) Test, the High School Equivalency Test (HiSet) and the Test Assessing Secondary Completion (TASC).



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • LEP Status (Only)

  • Sex (Membership)






Group Name: High school equivalency exam preparation program

participation table

DG: 929

Section

Student

Definition

Revised!

The unduplicated number of students ages 16 through 19 who participated in a high school equivalency exam preparation program provided by the LEA.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Revised!

Report only for LEAs that provide a high school equivalency exam preparation program. Category sets B and C do not include all students.


High school equivalency exam preparation programs – Programs (e.g., courses) designed to prepare students to be successful on state-authorized high school equivalency exams. High school equivalency exams are used to certify the high school-level academic achievement of individuals who have not received a secondary school diploma or its recognized equivalent. Upon review of exam results, an education or government agency may award a high school equivalency credential.


High school equivalency exams may include (but are not limited to) the following: the General Educational Development (GED) Test, the High School Equivalency Test (HiSet) and the Test Assessing Secondary Completion (TASC).



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • LEP Status (Only)

  • Sex (Membership)








Group Name: International Baccalaureate Programme enrollment table

DG: 936

Section

Student

Definition

The unduplicated number of students enrolled in the International Baccalaureate (IB) Diploma Programme.

Permitted Values

  • Integer

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools that offer an IB program. Category sets B and C do not include all students.


The International Baccalaureate (IB) Diploma Programme – The IB Diploma Programme, sponsored by the International Baccalaureate Organization, is designed as an academically challenging and balanced program of education with final examinations that prepares students, usually aged 16 to 19, for success at university and life beyond. The Programme is typically taught over two years. IB Diploma Programme students study six courses at higher level or standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5. Additionally, IB Diploma Programme students must meet three core requirements: the extended essay, the theory of knowledge course, and a creativity/action/service experience.



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • LEP Status (Only)

  • Sex (Membership)








Group Name: Interscholastic athletics single-sex sports

DG: 937

Section

Education Unit

Definition

The unduplicated number of high school-level interscholastic athletics sports in which only male or only female students participate.

Permitted Values

  • Integer

Reporting Period

School year up to one day prior to the beginning of the following school year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools with any grade 9 through 12 and/or ungraded with high school age students. Report only for schools that have students who participate in single-sex interscholastic athletics.


Single-sex interscholastic athletics refers to sports activities in which only male or only female students participate.


Interscholastic athletics – Team-based organized sports activities that offer competition between schools.


Interscholastic athletics sports – Distinct sports, such as football, basketball, soccer, swimming, and tennis. Intramural sports and sideline cheerleading are not considered interscholastic athletics sports.



CATEGORY SET

DESCRIPTION

Category Set A

  • Sex (Membership)
















Group Name: Interscholastic athletics single-sex teams

DG: 938

Section

Education Unit

Definition

The unduplicated number of high school-level interscholastic athletics teams in which only male or only female students participate.

Permitted Values

  • Integer

Reporting Period

School year up to one day prior to the beginning of the following school year

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

Report only for schools with any grade 9 through 12 and/or ungraded with high school age students. Report only for schools that have students who participate in single-sex interscholastic athletics.


Single-sex interscholastic athletics refers to sports activities in which only male or only female students participate.


Interscholastic athletics – Team-based organized sports activities that offer competition between schools.


Interscholastic athletics sports – Distinct sports, such as football, basketball, soccer, swimming, and tennis. Intramural sports and sideline cheerleading are not considered interscholastic athletics sports.


Interscholastic athletics sports teams – The competitive-level teams of each interscholastic athletics sport, such as freshman team, junior varsity team, and varsity team.



CATEGORY SET

DESCRIPTION

Category Set A

  • Sex (Membership)












Group Name: Interscholastic athletics single-sex team participants

DG: 939

Section

Student

Definition

The number of participants on high school-level interscholastic athletics sports teams in which only male or only female students participate.

Permitted Values

  • Integer

Reporting Period

School year up to one day prior to the beginning of the following school year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools with any grade 9 through 12 and/or ungraded with high school age students. Report only for schools that have students who participate in single-sex interscholastic athletics.


Single-sex interscholastic athletics refers to sports activities in which only male or only female students participate. A student should be counted once for each team he or she is on.


Interscholastic athletics – Team-based organized sports activities that offer competition between schools.


Interscholastic athletics sports – Distinct sports, such as football, basketball, soccer, swimming, and tennis. Intramural sports and sideline cheerleading are not considered interscholastic athletics sports.


Interscholastic athletics sports teams – The competitive-level teams of each interscholastic athletics sport, such as freshman team, junior varsity team, and varsity team.


Interscholastic athletics sports team participant – A student who participates in an interscholastic athletics sports team (e.g., a student who participates in a freshman soccer team).



CATEGORY SET

DESCRIPTION

Category Set A

  • Sex (Membership)






Group Name: Justice facility days in regular school year table

DG: 940

Section

Education Unit

Definition

The number of days that make up the justice facility’s regular school year.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

Report only for justice facilities. Report the number of days per year that the regular credit-granting educational program operates.


A justice facility is a public or private facility that confines pre-adjudicated/pre-convicted individuals, post-adjudicated/post-convicted individuals, or both. Justice facilities include short-term (90 calendar days or less) and long-term (more than 90 calendar days) facilities, such as correctional facilities, detention centers, jails, and prisons. These facilities may confine juveniles (individuals typically under 18 years of age), adults (individuals typically 18 years of age and older), or both. Some states and jurisdictions include individuals younger than age 18 as adults due to statute/legislation and/or justice procedures. For the purposes of the CRDC, only individuals up to 21 years of age who are confined in justice facilities are of interest.


Educational program – An educational program for children and youth (not beyond grade 12) served at a justice facility that consists of credit-granting courses and classroom instruction in at minimum, basic school subjects, such as reading, English language arts, and mathematics. Classroom instruction in vocationally-oriented subjects may also be considered part of the program. Neither the manufacture of goods within the facility nor activities related to facility maintenance are considered classroom instruction. Credit-granting refers to any course that results in a letter grade or a pass/fail designation and is required of a student to move to the next grade level or complete a program of study and receive a high school diploma.


A regular educational program usually begins in the late summer or early fall and ends in late spring or early summer. On average, a regular educational program operates for 180 days. A year-round educational program usually operates for a 12-month period.

Group Name: Justice facility educational program participants table

DG: 941

Section

Student

Definition

The unduplicated number of students who participated in the credit-granting educational program during the regular school year at the justice facility for the length of time specified.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Report only for justice facilities.


This is a cumulative count based on the school’s entire regular school year. The count is an unduplicated count of elementary, middle, and high school age students who participated in the educational program.


Length of time refers to the cumulative number of calendar days that the student participated in the educational program.


A justice facility is a public or private facility that confines pre-adjudicated/pre-convicted individuals, post-adjudicated/post-convicted individuals, or both. Justice facilities include short-term (90 calendar days or less) and long-term (more than 90 calendar days) facilities, such as correctional facilities, detention centers, jails, and prisons. These facilities may confine juveniles (individuals typically under 18 years of age), adults (individuals typically 18 years of age and older), or both. Some states and jurisdictions include individuals younger than age 18 as adults due to statute/legislation and/or justice procedures. For the purposes of the CRDC, only individuals up to 21 years of age who are confined in justice facilities are of interest.


Educational program – An educational program for children and youth (not beyond grade 12) served at a justice facility that consists of credit-granting courses and classroom instruction in at minimum, basic school subjects, such as reading, English language arts, and mathematics. Classroom instruction in vocationally-oriented subjects may also be considered part of the program. Neither the manufacture of goods within the facility nor activities related to facility maintenance are considered classroom instruction. Credit-granting refers to any course that results in a letter grade or a pass/fail designation and is required of a student to move to the next grade level or complete a program of study and receive a high school diploma.


A regular educational program usually begins in the late summer or early fall and ends in late spring or early summer. On average, a regular educational program operates for 180 days. A year-round educational program usually operates for a 12-month period.



CATEGORY SET

DESCRIPTION

Category Set A

  • Justice Facility Duration
































Group Name: Justice facility educational program hours per week table

DG: 942

Section

Education Unit

Definition

The number of hours per week that the credit-granting educational program is offered to students during the regular school year at the justice facility.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

Report only for justice facilities.


A justice facility is a public or private facility that confines pre-adjudicated/pre-convicted individuals, post-adjudicated/post-convicted individuals, or both. Justice facilities include short-term (90 calendar days or less) and long-term (more than 90 calendar days) facilities, such as correctional facilities, detention centers, jails, and prisons. These facilities may confine juveniles (individuals typically under 18 years of age), adults (individuals typically 18 years of age and older), or both. Some states and jurisdictions include individuals younger than age 18 as adults due to statute/legislation and/or justice procedures. For the purposes of the CRDC, only individuals up to 21 years of age who are confined in justice facilities are of interest.


Educational program – An educational program for children and youth (not beyond grade 12) served at a justice facility that consists of credit-granting courses and classroom instruction in at minimum, basic school subjects, such as reading, English language arts, and mathematics. Classroom instruction in vocationally-oriented subjects may also be considered part of the program. Neither the manufacture of goods within the facility nor activities related to facility maintenance are considered classroom instruction. Credit-granting refers to any course that results in a letter grade or a pass/fail designation and is required of a student to move to the next grade level or complete a program of study and receive a high school diploma.


A regular educational program usually begins in the late summer or early fall and ends in late spring or early summer. On average, a regular educational program operates for 180 days. A year-round educational program usually operates for a 12-month period.


Group Name: Justice facility type

DG: 943

Section

Education Unit

Definition

An indication of the type of justice facility.

Permitted Values

  • Pre-adjudication/Pre-conviction facility

  • Post-adjudication/Post-conviction facility

  • Pre- and post-adjudication/conviction facility

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

Report only for justice facilities.


A justice facility is a public or private facility that confines pre-adjudicated/pre-convicted individuals, post-adjudicated/post-convicted individuals, or both. Justice facilities include short-term (90 calendar days or less) and long-term (more than 90 calendar days) facilities, such as correctional facilities, detention centers, jails, and prisons. These facilities may confine juveniles (individuals typically under 18 years of age), adults (individuals typically 18 years of age and older), or both. Some states and jurisdictions include individuals younger than age 18 as adults due to statute/legislation and/or justice procedures. For the purposes of the CRDC, only individuals up to 21 years of age who are confined in justice facilities are of interest.


A pre-adjudication facility confines pre-adjudicated juveniles. A pre-adjudicated juvenile is an individual (typically under 18 years of age) who has been charged, but who has not participated in the court process that determines whether he/she has committed the crime. Adjudication is the court process that determines (judges) if the juvenile committed the act for which he/she is charged.


A pre-conviction facility confines pre-convicted adults. A pre-convicted adult is an individual (typically 18 years of age or older) who has been charged, but who has not participated in the court process that determines (judges) if he/she committed the act for which he/she is charged.


A post-adjudication facility confines post-adjudicated juveniles. A post-adjudicated juvenile is an individual (typically under 18 years of age) who has been charged and determined to have committed the crime. Adjudication is the court process that determines (judges) if the juvenile committed the act for which he/she is charged.


A post-conviction facility confines post-convicted adults. A post-convicted adult is an individual (typically 18 years of age or older) who has been charged and determined to have committed the crime.




Group Name: Kindergarten daily length and cost

DG: 944

Section

Education Unit

Definition

An indication of whether the LEA provides a kindergarten program of a specific length to students and cost to parents/guardians

Permitted Values

  • Full-day kindergarten (free; no charge to parent(s)/guardian)

  • Full-day kindergarten (partial or full charge to parent(s)/guardian)

  • Part-day kindergarten (free; no charge to parent(s)/guardian)

  • Part-day kindergarten (partial or full charge to parent(s)/guardian)

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

A full-day kindergarten program is a program in which a child attends school each weekday for approximately six hours or more.



















Group Name: Limited English proficient students

DG: 946

Section

Student

Definition

The unduplicated number of students enrolled in school who are limited English proficient (LEP).

Permitted Values

  • Integer

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

Include LEP students enrolled in preschool, grades K-12, and comparable ungraded levels. Include all LEP students, regardless of whether they are enrolled in English language instruction educational programs designed for LEP students. Category set C does not include all students.



CATEGORY SET

DESCRIPTION

Category Set A

  • Sex (Membership)

Category Set B

  • Racial Ethnic

  • Sex (Membership)

Category Set C

  • Disability Status (IDEA)

  • Sex (Membership)























Group Name: Limited English proficient students in LEP programs

DG: 947

Section

Student

Definition

The unduplicated number of limited English proficient (LEP) students enrolled in English language instruction educational programs designed for LEP students.

Permitted Values

    • Integer

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

Include LEP students enrolled in preschool, grades K-12, and comparable ungraded levels. Include only LEP students who are enrolled in English language instruction educational programs designed for LEP students. This includes students served through ESEA Title III and students receiving LEP services through other programs designed for LEP students. Category set B does not include all students.



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Disability Status (IDEA)

  • Sex (Membership)





















Group Name: Magnet program detail

DG: 948

Section

Education Unit

Definition

An indication of whether the entire school population participates in the school magnet program.

Permitted Values

  • Yes

  • No

  • Not applicable

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools operating a magnet program.


Magnet program – A program within a public school that offers a special curriculum capable of attracting substantial numbers of students of different racial/ethnic backgrounds, which may also reduce, prevent, or eliminate minority group isolation. The program may be designed to provide an academic or social focus on a particular theme (e.g., science/math, performing arts, gifted/talented, or foreign language). A public school is considered a magnet school if it operates a magnet program for all students or some students within the school.






















Group Name: Mathematics classes—high school

DG: 950

Section

Education Unit

Definition

The unduplicated number of classes in mathematics (college-preparatory) courses at the high school level.

Permitted Values

  • Integer

Reporting Period

  • For schools with regular scheduling – October 1

  • For schools with block scheduling that allows a full-year course to be taken in one semester – Sum of a count taken on October 1 in the first block, and around March 1 in the second block

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

Report only for schools with any grade 9 through 12 and/or ungraded with high school age students.



CATEGORY SET

DESCRIPTION

Category Set A

  • Mathematics (High School Classes)



























Group Name: Mathematics classes—high school teacher certification

DG: 1005

Section

Education Unit

Definition

The unduplicated number of classes in mathematics (college-preparatory) courses at the high school level taught by teachers with a mathematics certification.

Permitted Values

  • Integer

Reporting Period

  • For schools with regular scheduling – October 1

  • For schools with block scheduling that allows a full-year course to be taken in one semester – Sum of a count taken on October 1 in the first block, and around March 1 in the second block

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

Report only for schools with any grade 9 through 12 and/or ungraded with high school age students.


Teachers are considered certified in mathematics if they have received a teaching certificate/license/endorsement in mathematics or computer science (general or subject-specific) from the state.


Teachers may be funded with federal, state, and/or local funds. Justice facilities should consider only teachers who serve students in the educational program offered at the justice facility during the regular school year.


Refer to the following guide to determine which teachers may be included and which teachers should be excluded.


Teachers certified in mathematics may include:

  • Regular Classroom Teachers

  • Special Education Teachers

  • Teach special education classes to students with disabilities.

  • Vocational/Technical Education Teachers

  • Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

  • Include any staff members who teach at least one regularly scheduled class per week (e.g., a librarian teaches a regularly scheduled class in mathematics once a week).

  • Teachers of Ungraded Students

  • Itinerant, Co-op, Traveling, and Satellite Teachers

  • Teach at more than one school and may or may not be supervised by someone at your school.

  • Current Long-Term Substitute Teachers

  • Currently filling the role of regular teachers for four or more continuous weeks.

  • Other teachers who teach students in any of grades 9–12


Teachers to exclude:

  • General Elementary Teachers

  • Teach self-contained classes in any of grades Preschool–8 (i.e., teach the same class of students all or most of the day).

  • Team-teach (i.e., two or more teachers collaborate to teach multiple subjects to the same class of students).

  • Include preschool teachers and kindergarten teachers.

  • Adult Education and Postsecondary Teachers

  • Teach only adult education or students beyond grade 12.

  • Short-term Substitute Teachers

  • Fill the role of regular or special education teachers for less than four continuous weeks.

  • Student Teachers

  • Day Care Aides/Paraprofessionals

  • Teacher Aides/Paraprofessionals



CATEGORY SET

DESCRIPTION

Category Set A

  • Mathematics (High School Classes)


















Group Name: Mathematics course enrollment—high school

DG: 951

Section

Student

Definition

The number of high school level students enrolled in mathematics (college-preparatory) courses, except Algebra I.

Permitted Values

  • Integer

Reporting Period

  • For schools with regular scheduling – October 1

  • For schools with block scheduling that allows a full-year course to be taken in one semester – Sum of a count taken on October 1 in the first block, and around March 1 in the second block

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools with any grade 9 through 12 and/or ungraded with high school age students, and that provide college-preparatory mathematics courses. Exclude students enrolled in Algebra I.


For each mathematics course, the data should be unduplicated. Category sets B and C do not include all students.



CATEGORY SET

DESCRIPTION

Category Set A

  • Mathematics (High School Course Enrollment)

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Mathematics (High School Course Enrollment)

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • Mathematics (High School Course Enrollment)

  • LEP Status (Only)

  • Sex (Membership)














Group Name: Membership—LEA

DG: 989

Section

Student

Definition

The unduplicated number of students enrolled in the LEA, who are served in non-LEA facilities only.

Permitted Values

  • Integer

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Each student is counted individually, no full-time equivalency. Include students who are the responsibility of the LEA, who are served in non-LEA facilities only (public or private). Do not include students who are served in LEA facilities.


Non-LEA facilities are non-district facilities, such as intermediate units, residential facilities outside the LEA, social service agencies, hospitals, and private schools.


























Group Name: Offenses table

DG: 952

Section

Education Unit

Definition

The unduplicated number of incidents that occurred at the school by type of offense.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Incidents may occur before, during, or after normal school hours. Incidents should be counted regardless of whether any disciplinary action was taken, and regardless of whether students or non-students were involved.


An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident.



CATEGORY SET

DESCRIPTION

Category Set A

  • Offense Type




















Group Name: Preschool ages for non-IDEA children

DG: 953

Section

Education Unit

Definition

An indication of whether the LEA’s or school’s preschool program serves non-IDEA children of a specific age range.

Permitted Values


  • Children age 3 years

  • Children age 4 years

  • Children age 5 years

Reporting Period

October 1

Reporting Levels


School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for LEAs or schools that provide preschool program(s). Preschool refers to preschool programs and services for children ages 3 through 5.

Children who are not served under the Individuals with Disabilities Education Act (IDEA) are considered “non-IDEA children.”



Group Name: Preschool daily length and cost

DG: 954

Section

Education Unit

Definition

An indication of whether the LEA provides a preschool program of a specific length to children and cost to parents/guardians.

Permitted Values

  • Full-day preschool (free; no charge to parent(s)/guardian)

  • Full-day preschool (partial or full charge to parent(s)/guardian)

  • Part-day preschool (free; no charge to parent(s)/guardian)

  • Part-day preschool (partial or full charge to parent(s)/guardian)

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Preschool refers to preschool programs and services for children ages 3 through 5. A full-day preschool program is a program that a child attends each weekday for approximately six hours or more.








Group Name: Preschool eligible children

DG: 955

Section

Student

Definition

An indication of whether the LEA’s preschool program is provided to specific groups of children.

Permitted Values


  • Children with disabilities (IDEA)

  • Children in Title I schools

  • Children from low income families

  • All children

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for LEAs that provide preschool program(s). Preschool refers to preschool programs and services for children ages 3 through 5.


Children with disabilities (IDEA)” refers to children with disabilities who are receiving services under the Individuals with Disabilities Education Act.


Title I schools are schools with large concentrations of low-income students that receive Title I funds (i.e., supplemental funds under Title I of the Elementary and Secondary Education Act, as amended by the No Child Left Behind Act), to assist in meeting their students’ educational goals. For an entire school to qualify for Title I funds, at least 40% of students must enroll in the free and reduced lunch program.


For the purposes of preschool eligibility, low-income is defined by the LEA, and may vary from LEA to LEA.














Group Name: Preschool enrollment table

DG: 956

Section

Student

Definition

The unduplicated number of children enrolled in the school’s preschool program.

Permitted Values

  • Integer

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools that provide preschool program(s). Preschool refers to preschool programs and services for children ages 3 through 5. Category sets B and C do not include all children.



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • LEP Status (Only)

  • Sex (Membership)




Group Name: Preschool grade

DG: 913

Section

Education Unit

Definition

The preschool grade level offered by the school.

Permitted Values

  • Preschool


Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Preschool refers to preschool programs and services for children ages 3 through 5. The preschool grade level should be reported if offered, regardless of whether any children ages 3 through 5 are enrolled in preschool.








Group Name: Preschool children served table

DG: 957

Section

Student

Definition

The unduplicated number of children of a specific age served in preschool in LEA and non-LEA facilities.

Permitted Values

  • Integer

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment


For 2013–14 CRDC, this data group was optional.


Preschool refers to preschool programs and services for children ages 3 through 5. Include all children served in preschool that are under the responsibility of the LEA. Include preschool children in district facilities and preschool children in non-district facilities such as intermediate units, residential facilities outside the LEA, and social service agencies.



CATEGORY SET

DESCRIPTION

Category Set A

Revised!

  • Age (Preschool)




Group Name: Public schools total

DG: 958

Section

Education Unit

Definition

The unduplicated number of public schools under the governance of the LEA, including all facilities where students attend.

Permitted Values

  • Integer

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include charter schools that are under the governance of the LEA.









Group Name: Restraint or seclusion for IDEA students table

DG: 959

Section

Student

Definition

The number of students with disabilities (served under IDEA) who were subjected to restraint or seclusion.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include students enrolled in grades K-12, and comparable ungraded levels. For each action type, the data should be unduplicated. Category set B does not include all students.


Students with disabilities (served under IDEA) are students with disabilities who are receiving services under the Individuals with Disabilities Education Act.



CATEGORY SET

DESCRIPTION

Category Set A

  • Action (Restraint or Seclusion)

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Action (Restraint or Seclusion)

    • LEP Status (Only)

    • Sex (Membership)



















Group Name: Restraint or seclusion for non-IDEA students table

DG: 960

Section

Student

Definition

The number of students (who are not served under IDEA) who were subjected to restraint or seclusion.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include students enrolled in grades K-12, and comparable ungraded levels. For each action type, the data should be unduplicated. Category sets B and C do not include all students.


Students (who are not served under IDEA) include students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act.

CATEGORY SET

DESCRIPTION

Category Set A

  • Action (Restraint or Seclusion)

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Action (Restraint or Seclusion)

    • Disability Status (Section 504 Only)

    • Sex (Membership)

Category Set C

  • Action (Restraint or Seclusion)

    • LEP Status (Only)

    • Sex (Membership)




















Group Name: Restraint or seclusion instances table

DG: 961

Section

Student

Definition

The number of instances that students were subjected to restraint or seclusion.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools with one or more students subjected to restraint or seclusion. Include the number of instances, not the number of students subjected to restraint or seclusion. Include instances for students enrolled in grades K-12, and comparable ungraded levels.


A student may have been subjected to each action type more than once.

CATEGORY SET

DESCRIPTION

Category Set A

  • Action (Restraint or Seclusion)

  • Disability Status (Specific)




























Group Name: Retention table

DG: 963

Section

Student

Definition

The unduplicated number of students who were not promoted to the subsequent grade prior to the beginning of the following school year.

Permitted Values

  • Integer

Reporting Period

School year up to one day prior to the beginning of the following school year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Category sets B, C, and D do not include all students.


Retained – A student is retained if he or she is not promoted to the next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they successfully completed a summer school program or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained.



CATEGORY SET

DESCRIPTION

Category Set A

  • Grade Level (K-12)

  • Racial Ethnic

  • Sex (Membership)

Category Set B

    • Grade Level (K-12)

    • Disability Status (IDEA)

    • Sex (Membership)

Category Set C

    • Grade Level (K-12)

    • Disability Status (Section 504 Only)

    • Sex (Membership)

Category Set D

    • Grade Level (K-12)

    • LEP Status (Only)

    • Sex (Membership)










Group Name: SAT or ACT test participation table

DG: 964

Section

Student

Definition

The unduplicated number of students who participated in (i.e., took) the SAT Reasoning Test (SAT), the ACT Test (ACT), or both.

Permitted Values

  • Integer

Reporting Period

School year up to one day prior to the beginning of the following school year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools with any grade 9 through 12 and/or ungraded with high school age students. Include students who participated, regardless of whether they received valid scores on the tests. Category sets B and C do not include all students.


SAT Reasoning Test (SAT) – The SAT is a nationally recognized assessment used to indicate college readiness. The SAT (formerly the Scholastic Aptitude Test) is sponsored by the College Board.


ACT Test (ACT) – The ACT is a nationally recognized assessment used to indicate college readiness. The ACT is sponsored by ACT, Inc.



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

Category Set B

    • Disability Status (IDEA)

    • Sex (Membership)

Category Set C

    • LEP Status (Only)

    • Sex (Membership)














Group Name: School counselors (FTE)

DG: 965

Section

Staff

Definition

The number of full-time equivalent (FTE) school counselors.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include school counselors for preschool, grades K-12, and comparable ungraded levels, regardless of how staff were funded (i.e., federal, state, and/or local funds).


Full-time equivalent (FTE) – FTE is a unit that indicates the workload of an employed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full-time schedule. An FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 signals that the worker is only half-time.


School counselor – A professional staff member assigned specific duties and school time for any of the following activities: counseling with students and parents, consulting with other staff members on learning problems, evaluating student abilities, assisting students in making education and career choices, assisting students in personal and social development, providing referral assistance, and/or working with other staff members in planning and conducting guidance programs for students.















Group Name: School days missed due to out-of-school suspensions table

DG: 966

Section

Student

Definition

The unduplicated number of school days missed by students who received one or more out-of-school suspensions.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Include school days missed by students enrolled in grades K-12, and comparable ungraded levels. Days when school staff were required to be present at school but students were not, should not be counted. Days when students were dismissed early from school, but school staff were not, should be counted as full days. Each day missed from a part-day program (e.g., part-day kindergarten) should be counted as one full day.


For students with disabilities served under IDEA: Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center). Out-of-school suspensions include both removals in which no individualized family service plan (IFSP) or individualized education plan (IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.


For students without disabilities and students with disabilities served solely under Section 504: Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day (but less than the remainder of the school year) for disciplinary purposes to another setting (e.g., home, behavior center). Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided (e.g., school-provided at home instruction or tutoring).



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

    • Disability Status (Section 504 Only)

  • Sex (Membership)

Category Set D

    • LEP Status (Only)

  • Sex (Membership)





Group Name: School finance—FTE personnel (state and local)

DG: 967

Section

Staff

Definition

The number of unduplicated full-time equivalent (FTE) personnel (K-12) funded with state and local funds.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

School Year (Fiscal)

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Include personnel for grades K-12, and comparable ungraded levels who were funded with state and local funds.


Full-time equivalent (FTE) – FTE is a unit that indicates the workload of an employed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full-time schedule. An FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 signals that the worker is only half-time.



CATEGORY SET

DESCRIPTION

Category Set A

  • Personnel Type (School Finance FTE)











Group Name: School finance—FTE personnel (federal, state, and local)

DG: 998

Section

Staff

Definition

The number of unduplicated full-time equivalent (FTE) personnel (preschool-12) funded with federal, state, and local funds.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

School Year (Fiscal)

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Include personnel for grades preschool-12, and comparable ungraded levels who were funded with federal, state, and local funds.


Full-time equivalent (FTE) – FTE is a unit that indicates the workload of an employed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full-time schedule. An FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 signals that the worker is only half-time.



CATEGORY SET

DESCRIPTION

Category Set A

  • Personnel Type (School Finance FTE)


















Group Name: School finance—FTE teachers

DG: 968

Section

Staff

Definition

The number of full-time equivalent (FTE) teachers (K-12) funded with state and local funds.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

School Year (Fiscal)

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include teachers for grades K-12, and comparable ungraded levels who were funded with state and local funds.


Full-time equivalent (FTE) – FTE is a unit that indicates the workload of an employed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full-time schedule. An FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 signals that the worker is only half-time.


For the purposes of reporting school finance data for teachers only, refer to the following teachers definition and guide to determine which teachers should be included and excluded:


Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline. Teachers are defined as staff whose activities are dealing directly with the interaction with students. Teaching may be provided for students in a school classroom, in another location such as a home or hospital, and in other learning situations such as those involving co-curricular activities. It may also be provided through some other approved medium, such as television, radio, computer, the Internet, multimedia, telephone, and correspondence that is delivered inside or outside the classroom or in other teacher-student settings.


Teachers to include:

  • Regular Classroom Teachers

  • Teach Chemistry, English, mathematics, physical education, history, etc.

  • General Elementary Teachers

  • Teach self-contained classes in any of grades K–8 (i.e., teach the same class of students all or most of the day).

  • Team-teach (i.e., two or more teachers collaborate to teach multiple subjects to the same class of students).

  • Include kindergarten teachers.

  • Vocational/Technical Education Teachers

  • Teach typing, business, agriculture, life skills, home economics as well as any other vocational or technical classes.

  • Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

  • Include any staff members who teach at least one regularly scheduled class per week (e.g., a librarian teaches a regularly scheduled class in mathematics once a week).

  • Itinerant, Co-op, Traveling, and Satellite Teachers

  • Teach at more than one school and may or may not be supervised by someone at your school.

  • Current Long-Term Substitute Teachers

  • Currently filling the role of regular teachers for four or more continuous weeks.

  • Other teachers who teach students in any of grades K–12


Teachers to exclude:

  • Special Education Teachers

  • Teach special education classes to students with disabilities.

  • Adult Education and Postsecondary Teachers

  • Teach only adult education or students beyond grade 12.

  • Short-term Substitute Teachers

  • Fill the role of regular or special education teachers for less than four continuous weeks.

  • Student Teachers

  • Day Care Aides/Paraprofessionals

  • Teacher Aides/Paraprofessionals

  • Librarians who teach only library skills or how to use the library








Group Name: School finance—instructional aide salaries (state and local)

DG: 996

Section

Finance

Definition

The amount of salary expenditures for instructional aides (K-12) funded with state and local funds.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

School Year (Fiscal)

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Instructional aides are staff who are involved in regular K-12 instructional functions. Instructional aid expenditures are associated with activities dealing directly with the interaction between teachers and students.

When determining salary expenditures for instructional aides, use the following list of school-level expenditures to determine what should be included and excluded:


Expenditures to include:

  • Expenditures paid from federal Impact Aid funds and State Fiscal Stabilization Fund if used under the Impact Aid authority

  • Base salary, incentive pay, and bonuses

  • Supplemental pay for additional roles

Expenditures to exclude:

  • Expenditures paid from federal funds other than Impact Aid and State Fiscal Stabilization Fund if used under the Impact Aid authority

  • Expenditures for preschool programs

  • Expenditures for school nutrition programs

  • Expenditures for adult education

  • Expenditures for special education

  • Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)

  • Expenditures made by regional educational agencies on behalf of schools

  • Expenditures for employee benefits


Group Name: School finance—instructional aide salaries (federal, state,

and local)

DG: 997

Section

Finance

Definition

The amount of salary expenditures for instructional aides (preschool-12) funded with federal, state, and local funds.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

School Year (Fiscal)

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Instructional aides are staff who are involved in preschool-12 instructional functions. Instructional aid expenditures are associated with activities dealing directly with the interaction between teachers and students.

When determining salary expenditures for instructional aides, use the following list of school-level expenditures to determine what should be included and excluded:


Expenditures to include:

  • Expenditures paid from all federal funds (including Impact Aid funds and State Fiscal Stabilization Fund)

  • Expenditures for preschool programs

  • Expenditures for special education

  • Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)

  • Expenditures made by regional educational agencies on behalf of schools

  • Base salary, incentive pay, and bonuses

  • Supplemental pay for additional roles

Expenditures to exclude:

  • Expenditures for school nutrition programs

  • Expenditures for adult education

  • Expenditures for employee benefits





Group Name: School finance—non-personnel expenditures (state and local)

DG: 970

Section

Finance

Definition

The amount of non-personnel expenditures associated with regular K-12 instruction, pupil support, instructional support, and school administration, funded with state and local funds.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

School Year (Fiscal)

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include non-personnel expenditures from state and local funds. Non-personnel expenditures may include (but is not limited to) the following types of expenditures: Professional development for teachers and other staff; instructional materials and supplies; computers, software, and other technology; contracted services such as distance learning services; and library books and media center learning materials.


When determining non-personnel expenditures, use the following list of school-level expenditures to determine what should be included and excluded:


Expenditures to include:

  • Expenditures paid from federal Impact Aid funds and State Fiscal Stabilization Fund if used under the Impact Aid authority

  • Expenditures for professional development for teachers and other staff

  • Expenditures for instructional materials and supplies

  • Expenditures for computers, software, and other technology

  • Expenditures for contracted services such as distance learning services

  • Expenditures for library books and media center learning materials

  • Other non-personnel expenditures (associated with regular K-12 instruction, pupil support, instructional support, and school administration)


Expenditures to exclude:

  • Expenditures paid from federal funds other than Impact Aid and State Fiscal Stabilization Fund if used under the Impact Aid authority

  • Expenditures for preschool programs

  • Expenditures for school nutrition programs

  • Expenditures for adult education

  • Expenditures for special education

  • Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)

  • Expenditures made by regional educational agencies on behalf of schools



































Group Name: School finance—non-personnel expenditures (federal, state, and local)

DG: 1000

Section

Finance

Definition

The amount of non-personnel expenditures associated with preschool-12 instruction, pupil support, instructional support, and school administration, funded with federal, state, and local funds.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

School Year (Fiscal)

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Include non-personnel expenditures from federal, state, and local funds. Non-personnel expenditures may include (but is not limited to) the following types of expenditures: Professional development for teachers and other staff; instructional materials and supplies; computers, software, and other technology; contracted services such as distance learning services; and library books and media center learning materials.


When determining non-personnel expenditures, use the following list of school-level expenditures to determine what should be included and excluded:


Expenditures to include:

  • Expenditures paid from all federal funds (including Impact Aid funds and State Fiscal Stabilization Fund)

  • Expenditures for preschool programs

  • Expenditures for special education

  • Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)

  • Expenditures made by regional educational agencies on behalf of schools

  • Expenditures for professional development for teachers and other staff

  • Expenditures for instructional materials and supplies

  • Expenditures for computers, software, and other technology

  • Expenditures for contracted services such as distance learning services

  • Expenditures for library books and media center learning materials

  • Other non-personnel expenditures (associated with preschool-12 instruction, pupil support, instructional support, and school administration)


Expenditures to exclude:

  • Expenditures for school nutrition programs

  • Expenditures for adult education



































Group Name: School finance—support personnel salaries (state and local)

DG: 971

Section

Finance

Definition

The amount of salary expenditures for support personnel (K-12) funded with state and local funds.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

School Year (Fiscal)

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Personnel salaries include salaries for K-12 regular support staff funded with state and local funds that are associated with the following types of activities:


  • Support services for pupils – Activities designed to assess and improve the well-being of students to supplement the teaching process.

  • Support services for instructional staff – Activities associated with assisting the instructional staff with content and process of providing learning experiences for students.

  • School administration – Activities related to overall administration for a school.


Exclude salary expenditures for instructional staff (teachers and aides).


When determining salary expenditures for personnel, use the following list of school-level expenditures to determine what should be included and excluded:


Expenditures to include:

  • Expenditures paid from federal Impact Aid funds and State Fiscal Stabilization Fund if used under the Impact Aid authority

  • Base salary, incentive pay, and bonuses

  • Supplemental pay for additional roles

Expenditures to exclude:

  • Expenditures paid from federal funds other than Impact Aid and State Fiscal Stabilization Fund if used under the Impact Aid authority

  • Expenditures for preschool programs

  • Expenditures for school nutrition programs

  • Expenditures for adult education

  • Expenditures for special education

  • Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)

  • Expenditures made by regional educational agencies on behalf of schools

  • Expenditures for employee benefits



CATEGORY SET

DESCRIPTION

Category Set A

  • Personnel Type (Salary Expenditures)































Group Name: School finance—support personnel salaries (federal, state, and local)

DG: 999

Section

Finance

Definition

The amount of salary expenditures for support personnel (preschool-12) funded with federal, state, and local funds.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

School Year (Fiscal)

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Personnel salaries include salaries for preschool-12 support staff funded with federal, state, and local funds that are associated with the following types of activities:


  • Support services for pupils – Activities designed to assess and improve the well-being of students to supplement the teaching process.

  • Support services for instructional staff – Activities associated with assisting the instructional staff with content and process of providing learning experiences for students.

  • School administration – Activities related to overall administration for a school.


When determining salary expenditures for personnel, use the following list of school-level expenditures to determine what should be included and excluded:


Expenditures to include:

  • Expenditures paid from all federal funds (including Impact Aid funds and State Fiscal Stabilization Fund)

  • Expenditures for preschool programs

  • Expenditures for special education

  • Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)

  • Expenditures made by regional educational agencies on behalf of schools

  • Base salary, incentive pay, and bonuses

  • Supplemental pay for additional roles

Expenditures to exclude:

  • Expenditures for school nutrition programs

  • Expenditures for adult education

  • Expenditures for employee benefits



CATEGORY SET

DESCRIPTION

Category Set A

  • Personnel Type (Salary Expenditures)




































Group Name: School finance—teacher salaries (state and local)

DG: 972

Section

Finance

Definition

The amount of salary expenditures for teachers (K-12) funded with state and local funds.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

School Year (Fiscal)

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include salary expenditures for teachers associated with regular K-12 instruction.


For the purposes of reporting school finance data for teachers only, refer to the following teachers definition and guide to determine which teachers should be included and excluded:


Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline. Teachers are defined as staff whose activities are dealing directly with the interaction with students. Teaching may be provided for students in a school classroom, in another location such as a home or hospital, and in other learning situations such as those involving co-curricular activities. It may also be provided through some other approved medium, such as television, radio, computer, the Internet, multimedia, telephone, and correspondence that is delivered inside or outside the classroom or in other teacher-student settings.


Teachers to include:

  • Regular Classroom Teachers

  • Teach Chemistry, English, mathematics, physical education, history, etc.

  • General Elementary Teachers

  • Teach self-contained classes in any of grades K–8 (i.e., teach the same class of students all or most of the day).

  • Team-teach (i.e., two or more teachers collaborate to teach multiple subjects to the same class of students).

  • Include kindergarten teachers.

  • Vocational/Technical Education Teachers

  • Teach typing, business, agriculture, life skills, home economics as well as any other vocational or technical classes.

  • Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

  • Include any staff members who teach at least one regularly scheduled class per week (e.g., a librarian teaches a regularly scheduled class in mathematics once a week).

  • Itinerant, Co-op, Traveling, and Satellite Teachers

  • Teach at more than one school and may or may not be supervised by someone at your school.

  • Current Long-Term Substitute Teachers

  • Currently filling the role of regular teachers for four or more continuous weeks.

  • Other teachers who teach students in any of grades K–12


Teachers to exclude:

  • Special Education Teachers

  • Teach special education classes to students with disabilities.

  • Adult Education and Postsecondary Teachers

  • Teach only adult education or students beyond grade 12.

  • Short-term Substitute Teachers

  • Fill the role of regular or special education teachers for less than four continuous weeks.

  • Student Teachers

  • Day Care Aides/Paraprofessionals

  • Teacher Aides/Paraprofessionals

  • Librarians who teach only library skills or how to use the library


When determining salary expenditures for teachers, use the following list of school-level expenditures to determine what should be included and excluded:


Expenditures to include:

  • Expenditures paid from federal Impact Aid funds and State Fiscal Stabilization Fund if used under the Impact Aid authority

  • Base salary, incentive pay, and bonuses

  • Supplemental pay for additional roles


Expenditures to exclude:

  • Expenditures paid from federal funds other than Impact Aid and State Fiscal Stabilization Fund if used under the Impact Aid authority

  • Expenditures for preschool programs

  • Expenditures for school nutrition programs

  • Expenditures for adult education

  • Expenditures for special education

  • Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)

  • Expenditures made by regional educational agencies on behalf of schools

  • Expenditures for employee benefits

































Group Name: School finance—teacher salaries (federal, state, and local)

DG: 995

Section

Finance

Definition

The amount of salary expenditures for teachers (preschool-12) funded with federal, state, and local funds.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

School Year (Fiscal)

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Include salary expenditures for teachers associated with preschool-12 instruction.


For the purposes of reporting school finance data for teachers only, refer to the following teachers definition and guide to determine which teachers should be included and excluded:


Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline. Teachers are defined as staff whose activities are dealing directly with the interaction with students. Teaching may be provided for students in a school classroom, in another location such as a home or hospital, and in other learning situations such as those involving co-curricular activities. It may also be provided through some other approved medium, such as television, radio, computer, the Internet, multimedia, telephone, and correspondence that is delivered inside or outside the classroom or in other teacher-student settings.


Teachers to include:

  • Regular Classroom Teachers

  • Teach Chemistry, English, mathematics, physical education, history, etc.

  • Special Education Teachers

  • Teach special education classes to students with disabilities.

  • General Elementary Teachers

  • Teach self-contained classes in any of grades Preschool–8 (i.e., teach the same class of students all or most of the day).

  • Team-teach (i.e., two or more teachers collaborate to teach multiple subjects to the same class of students).

  • Include preschool teachers and kindergarten teachers.

  • Vocational/Technical Education Teachers

  • Teach typing, business, agriculture, life skills, home economics as well as any other vocational or technical classes.

  • Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

  • Include any staff members who teach at least one regularly scheduled class per week (e.g., a librarian teaches a regularly scheduled class in mathematics once a week).

  • Itinerant, Co-op, Traveling, and Satellite Teachers

  • Teach at more than one school and may or may not be supervised by someone at your school.

  • Current Long-Term Substitute Teachers

  • Currently filling the role of regular teachers for four or more continuous weeks.

  • Other teachers who teach students in any of grades Preschool–12


Teachers to exclude:

  • Adult Education and Postsecondary Teachers

  • Teach only adult education or students beyond grade 12.

  • Short-term Substitute Teachers

  • Fill the role of regular or special education teachers for less than four continuous weeks.

  • Student Teachers

  • Day Care Aides/Paraprofessionals

  • Teacher Aides/Paraprofessionals

  • Librarians who teach only library skills or how to use the library


When determining salary expenditures for teachers, use the following list of school-level expenditures to determine what should be included and excluded:


Expenditures to include:

  • Expenditures paid from all federal funds (including Impact Aid funds and State Fiscal Stabilization Fund)

  • Expenditures for preschool programs

  • Expenditures for special education

  • Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)

  • Expenditures made by regional educational agencies on behalf of schools

  • Base salary, incentive pay, and bonuses

  • Supplemental pay for additional roles


Expenditures to exclude:

  • Expenditures for school nutrition programs

  • Expenditures for adult education

  • Expenditures for employee benefits
































Group Name: School finance—total personnel salaries (state and local)

DG: 1001

Section

Finance

Definition

The total amount of salary expenditures for instructional and support personnel (K-12) funded with state and local funds.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

School Year (Fiscal)

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

K-12 regular instructional and support personnel funded with state and local funds are defined as follows:

  • Instructional staff – Includes teachers and instructional aides

  • Support services staff for pupils – Includes guidance counselors, nurses, attendance officers, speech pathologists, and other staff who provide support services for students

  • Support services staff for instructional staff – Includes staff involved in curriculum development, staff training, operating the library, media and computer centers

  • School administration staff – Includes principals and other staff involved in school administration


Personnel salaries include salaries for K-12 regular instructional and support staff that are associated with the following types of activities:

  • Instructional functions – Activities dealing directly with the interaction between teachers and students.

  • Support services for pupils – Activities designed to assess and improve the well-being of students to supplement the teaching process.

  • Support services for instructional staff – Activities associated with assisting the instructional staff with content and process of providing learning experiences for students.

  • School administration – Activities related to overall administration for a school.


When determining salary expenditures for personnel, use the following list of school-level expenditures to determine what should be included and excluded:


Expenditures to include:

  • Expenditures paid from federal Impact Aid funds and State Fiscal Stabilization Fund if used under the Impact Aid authority

  • Base salary, incentive pay, and bonuses

  • Supplemental pay for additional roles


Expenditures to exclude:

  • Expenditures paid from federal funds other than Impact Aid and State Fiscal Stabilization Fund if used under the Impact Aid authority

  • Expenditures for preschool programs

  • Expenditures for school nutrition programs

  • Expenditures for adult education

  • Expenditures for special education

  • Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)

  • Expenditures made by regional educational agencies on behalf of schools

  • Expenditures for employee benefits
























Group Name: School finance—total personnel salaries (federal, state, and local)

DG: 1002

Section

Finance

Definition

The total amount of salary expenditures for instructional and support personnel (preschool-12) funded with federal, state, and local funds.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

School Year (Fiscal)

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Preschool-12 instructional and support personnel funded with federal, state, and local funds are defined as follows:

  • Instructional staff – Includes teachers and instructional aides

  • Support services staff for pupils – Includes guidance counselors, nurses, attendance officers, speech pathologists, and other staff who provide support services for students

  • Support services staff for instructional staff – Includes staff involved in curriculum development, staff training, operating the library, media and computer centers

  • School administration staff – Includes principals and other staff involved in school administration


Personnel salaries include salaries for preschool-12 instructional and support staff that are associated with the following types of activities:

  • Instructional functions – Activities dealing directly with the interaction between teachers and students.

  • Support services for pupils – Activities designed to assess and improve the well-being of students to supplement the teaching process.

  • Support services for instructional staff – Activities associated with assisting the instructional staff with content and process of providing learning experiences for students.

  • School administration – Activities related to overall administration for a school.


When determining salary expenditures for personnel, use the following list of school-level expenditures to determine what should be included and excluded:


Expenditures to include:

  • Expenditures paid from all federal funds (including Impact Aid funds and State Fiscal Stabilization Fund)

  • Expenditures for preschool programs

  • Expenditures for special education

  • Expenditures for programs that serve students from more than one school attendance area at a single school site (e.g., summer school programs that are housed in a subset of the district’s schools but serve students from throughout the school district)

  • Expenditures made by regional educational agencies on behalf of schools

  • Base salary, incentive pay, and bonuses

  • Supplemental pay for additional roles


Expenditures to exclude:

  • Expenditures for school nutrition programs

  • Expenditures for adult education

  • Expenditures for employee benefits

























Group Name: Science classes—high school

DG: 973

Section

Education Unit

Definition

The unduplicated number of classes in science (college-preparatory) courses at the high school level.

Permitted Values

  • Integer

Reporting Period

  • For schools with regular scheduling – October 1

  • For schools with block scheduling that allows a full-year course to be taken in one semester – Sum of a count taken on October 1 in the first block, and around March 1 in the second block

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

Report only for schools with any grade 9 through 12 and/or ungraded with high school age students.



CATEGORY SET

DESCRIPTION

Category Set A

  • Science (Classes and Course Enrollment)


























Group Name: Science classes—high school teacher certification

DG: 1006

Section

Education Unit

Definition

The unduplicated number of classes in science (college-preparatory) courses at the high school level taught by teachers with a science certification.

Permitted Values

  • Integer

Reporting Period

  • For schools with regular scheduling – October 1

  • For schools with block scheduling that allows a full-year course to be taken in one semester – Sum of a count taken on October 1 in the first block, and around March 1 in the second block

Reporting Levels

School

LEA

State

Grand Total

(Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Report only for schools with any grade 9 through 12 and/or ungraded with high school age students.


Teachers are considered certified in science if they have received a teaching certificate/license/endorsement in science (general or subject-specific) from the state.


Teachers may be funded with federal, state, and/or local funds. Justice facilities should consider only teachers who serve students in the educational program offered at the justice facility during the regular school year.


Refer to the following guide to determine which teachers may be included and which teachers should be excluded.


Teachers certified in science may include:

  • Regular Classroom Teachers

  • Special Education Teachers

  • Teach special education classes to students with disabilities.

  • Vocational/Technical Education Teachers

  • Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

  • Include any staff members who teach at least one regularly scheduled class per week (e.g., a librarian teaches a regularly scheduled class in science once a week).

  • Teachers of Ungraded Students

  • Itinerant, Co-op, Traveling, and Satellite Teachers

  • Teach at more than one school and may or may not be supervised by someone at your school.

  • Current Long-Term Substitute Teachers

  • Currently filling the role of regular teachers for four or more continuous weeks.

  • Other teachers who teach students in any of grades 9–12


Teachers to exclude:

  • General Elementary Teachers

  • Teach self-contained classes in any of grades Preschool–8 (i.e., teach the same class of students all or most of the day).

  • Team-teach (i.e., two or more teachers collaborate to teach multiple subjects to the same class of students).

  • Include preschool teachers and kindergarten teachers.

  • Adult Education and Postsecondary Teachers

  • Teach only adult education or students beyond grade 12.

  • Short-term Substitute Teachers

  • Fill the role of regular or special education teachers for less than four continuous weeks.

  • Student Teachers

  • Day Care Aides/Paraprofessionals

  • Teacher Aides/Paraprofessionals



CATEGORY SET

DESCRIPTION

Category Set A

  • Science (Classes and Course Enrollment)















Group Name: Science course enrollment—high school

DG: 974

Section

Student

Definition

The number of high school level students enrolled in science (college-preparatory) courses.

Permitted Values

  • Integer

Reporting Period

  • For schools with regular scheduling – October 1

  • For schools with block scheduling that allows a full-year course to be taken in one semester – Sum of a count taken on October 1 in the first block, and around March 1 in the second block

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Report only for schools with any grade 9 through 12 and/or ungraded with high school age students, and that provide college-preparatory science courses.


For each science course, the data should be unduplicated. Category sets B and C do not include all students.



CATEGORY SET

DESCRIPTION

Category Set A

  • Science (Classes and Course Enrollment)

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Science (Classes and Course Enrollment)

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • Science (Classes and Course Enrollment)

  • LEP Status (Only)

  • Sex (Membership)














Group Name: Security staff (FTE) table

DG: 975

Section

Staff

Definition

The number of full-time equivalent (FTE) school security staff.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Include staff for preschool, grades K-12, and comparable ungraded levels, regardless of how staff were funded (i.e., federal, state, and/or local funds).


Full-time equivalent (FTE) – FTE is a unit that indicates the workload of an employed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full-time schedule. An FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 signals that the worker is only half-time.



CATEGORY SET

DESCRIPTION

Category Set A

  • Security Staff Type



















Group Name: Single-sex academic classes table

DG: 976

Section

Education Unit

Definition

The unduplicated number of academic classes in a co-educational school where only male or female students are permitted to take the class.

Permitted Values

  • Integer

Reporting Period

  • For schools with regular scheduling – October 1

  • For schools with block scheduling that allows a full-year course to be taken in one semester – Sum of a count taken on October 1 in the first block, and around March 1 in the second block

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For co-educational schools only. Independent study is not considered a single-sex class. Include academic classes for grades K-12, and comparable ungraded levels.


Single-sex academic class – A single-sex academic class refers to an academic class in a co-educational school where only male or only female students are permitted to take the class. If both male and female students are permitted to take the class, then it is not a single-sex class. A physical education class is not considered an academic class.


A class should be counted as a single-sex class only if it excludes students of one sex from enrolling or otherwise participating in that class because of their sex. A class is not considered single-sex so long as it is open to members of both sexes, even if students of only one sex, or a disproportionate number of students of one sex, enroll.



CATEGORY SET

DESCRIPTION

Category Set A

  • Academic Subject (Single-Sex Classes)

  • Sex (Membership)











Group Name: Student chronic absenteeism table

DG: 978

Section

Student

Definition

The unduplicated number of students absent 15 or more school days during the school year.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include students enrolled in grades K-12, and comparable ungraded levels. Include students who were absent for any reason (e.g., illness, suspension, the need to care for a family member), regardless of whether absences were excused or unexcused. Category sets B, C, and D do not include all students.


A student was absent if he or she was not physically on school grounds and was not participating in instruction or instruction-related activities at an approved off-grounds location for at least half the school day.



CATEGORY SET

DESCRIPTION

Category Set A

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Disability Status (IDEA)

    • Sex (Membership)

Category Set C

    • Disability Status (Section 504 Only)

    • Sex (Membership)

Category Set D

    • LEP Status (Only)

    • Sex (Membership)















Group Name: Students with disabilities served under IDEA

DG: 980

Section

Student

Definition

The unduplicated number of students served under the Individuals with Disabilities Education Act (IDEA).

Permitted Values

  • Integer

Reporting Period Revised!

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include students enrolled in preschool, grades K-12, and comparable ungraded levels. Category set C does not include all students.



CATEGORY SET

DESCRIPTION

Category Set A

  • Sex (Membership)

Category Set B

  • Racial Ethnic

  • Sex (Membership)

Category Set C

  • LEP Status (Only)

  • Sex (Membership)


Group Name: Students with disabilities served under Section 504 only

DG: 981

Section

Student

Definition

The unduplicated number of students who have been identified as having a disability and are receiving related aids and services solely under Section 504 of the Rehabilitation Act of 1973, and not under the Individuals with Disabilities Education Act (IDEA).

Permitted Values

  • Integer

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include students enrolled in preschool, grades K-12, and comparable ungraded levels. Category set C does not include all students.



CATEGORY SET

DESCRIPTION

Category Set A

  • Sex (Membership)

Category Set B

  • Racial Ethnic

  • Sex (Membership)

Category Set C

  • LEP Status (Only)

  • Sex (Membership)


Group Name: Support services staff (FTE)

DG: 982

Section

Staff

Definition

The number of full-time equivalent (FTE) support services staff.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Include staff for preschool, grades K-12, and comparable ungraded levels, regardless of how staff were funded (i.e., federal, state, and/or local funds). Exclude school counselors.


Full-time equivalent (FTE) – FTE is a unit that indicates the workload of an employed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full-time schedule. An FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 signals that the worker is only half-time.



CATEGORY SET

DESCRIPTION

Category Set A

  • Support Services Staff Type



















Group Name: Suspension instances

DG: 1007

Section

Student

Definition

The number of instances of out-of-school suspension that K-12 students received.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Include instances of out-of school suspension for students enrolled in grades K-12, and comparable ungraded levels. Include the number of instances, not the number of students who received out-of-school suspensions.


Out-of-school suspension –


For students with disabilities served under IDEA: Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center). Out-of-school suspensions include both removals in which no individualized family service plan (IFSP) or individualized education plan (IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.


For students without disabilities and students with disabilities served solely under Section 504: Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day (but less than the remainder of the school year) for disciplinary purposes to another setting (e.g., home, behavior center). Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided (e.g., school-provided at home instruction or tutoring).



CATEGORY SET

DESCRIPTION

Category Set A

  • Disability Status (Specific)





Group Name: Suspension instances—preschool

DG: 1008

Section

Student

Definition

The number of instances of out-of-school suspension that preschool children received.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Include instances of out-of school suspension for children enrolled in preschool. Include the number of instances, not the number of children who received out-of-school suspensions. Preschool refers to preschool programs and services for children ages 3 through 5.


Out-of-school suspension –


For students with disabilities served under IDEA: Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center). Out-of-school suspensions include both removals in which no individualized family service plan (IFSP) or individualized education plan (IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.


For students without disabilities and students with disabilities served solely under Section 504: Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day (but less than the remainder of the school year) for disciplinary purposes to another setting (e.g., home, behavior center). Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided (e.g., school-provided at home instruction or tutoring).



CATEGORY SET

DESCRIPTION

Category Set A

  • Preschool (Corporal Punishment and Suspension)




Group Name: Teacher absenteeism table

DG: 983

Section

Staff

Definition

The number of full-time equivalent (FTE) teachers who were absent more than 10 school days during the school year.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include teachers for preschool, grades K-12, and comparable ungraded levels, regardless of how teachers were funded (i.e., federal, state, and/or local funds).


A teacher was absent if he or she was not in attendance on a day in the regular school year when the teacher would otherwise be expected to be teaching students in an assigned class. This includes both days taken for sick leave and days taken for personal leave. Personal leave includes absences for reasons other than sick leave. Do not include administratively approved leave for professional development, field trips or other off-campus activities with students.


Full-time equivalent (FTE) – FTE is a unit that indicates the workload of an employed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full-time schedule. An FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 signals that the worker is only half-time.


For the purposes of reporting teacher absenteeism, refer to the following teachers definition and guide to determine which teachers should be included and excluded:


Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline.


Teachers to include:

  • Regular Classroom Teachers

  • Teach Chemistry, English, mathematics, physical education, history, etc.

  • Special Education Teachers

  • Teach special education classes to students with disabilities.

  • General Elementary Teachers

  • Teach self-contained classes in any of grades Preschool–8 (i.e., teach the same class of students all or most of the day).

  • Team-teach (i.e., two or more teachers collaborate to teach multiple subjects to the same class of students).

  • Include preschool teachers and kindergarten teachers.

  • Vocational/Technical Education Teachers

  • Teach typing, business, agriculture, life skills, home economics as well as any other vocational or technical classes.

  • Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

  • Include any staff members who teach at least one regularly scheduled class per week (e.g., a librarian teaches a regularly scheduled class in mathematics once a week).

  • Teachers of Ungraded Students

  • Itinerant, Co-op, Traveling, and Satellite Teachers

  • Teach at more than one school and may or may not be supervised by someone at your school.

  • Current Long-Term Substitute Teachers

  • Currently filling the role of regular teachers for four or more continuous weeks.

  • Other teachers who teach students in any of grades Preschool–12


Teachers to exclude:

  • Adult Education and Postsecondary Teachers

  • Teach only adult education or students beyond grade 12.

  • Short-term Substitute Teachers

  • Fill the role of regular or special education teachers for less than four continuous weeks.

  • Student Teachers

  • Day Care Aides/Paraprofessionals

  • Teacher Aides/Paraprofessionals

  • Librarians who teach only library skills or how to use the library




Group Name: Teacher credentials (FTE)

DG: 990

Section

Staff

Definition

The number of full-time equivalent (FTE) teachers who met all state licensing/certification requirements.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)

Comment

Include teachers for preschool, grades K-12, and comparable ungraded levels, regardless of how teachers were funded (i.e., federal, state, and/or local funds).


A teacher has met all applicable state teacher certification requirements for a standard certificate if the teacher has a regular/standard certificate/license/endorsement issued by the state. A beginning teacher who has met the standard teacher education requirements is considered to have met state requirements even if he or she has not completed a state-required probationary period. A teacher working towards certification by way of alternative routes, or a teacher with an emergency, temporary, or provisional credential is not considered to have met state requirements. State requirements are determined by the state.


Full-time equivalent (FTE) – FTE is a unit that indicates the workload of an employed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full-time schedule. An FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 signals that the worker is only half-time.


For the purposes of reporting teacher certification, refer to the following teachers definition and guide to determine which teachers should be included and excluded:


Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline.


Teachers to include:

  • Regular Classroom Teachers

  • Teach Chemistry, English, mathematics, physical education, history, etc.

  • Special Education Teachers

  • Teach special education classes to students with disabilities.

  • General Elementary Teachers

  • Teach self-contained classes in any of grades Preschool–8 (i.e., teach the same class of students all or most of the day).

  • Team-teach (i.e., two or more teachers collaborate to teach multiple subjects to the same class of students).

  • Include preschool teachers and kindergarten teachers.

  • Vocational/Technical Education Teachers

  • Teach typing, business, agriculture, life skills, home economics as well as any other vocational or technical classes.

  • Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

  • Include any staff members who teach at least one regularly scheduled class per week (e.g., a librarian teaches a regularly scheduled class in mathematics once a week).

  • Teachers of Ungraded Students

  • Itinerant, Co-op, Traveling, and Satellite Teachers

  • Teach at more than one school and may or may not be supervised by someone at your school.

  • Current Long-Term Substitute Teachers

  • Currently filling the role of regular teachers for four or more continuous weeks.

  • Other teachers who teach students in any of grades Preschool–12


Teachers to exclude:

  • Adult Education and Postsecondary Teachers

  • Teach only adult education or students beyond grade 12.

  • Short-term Substitute Teachers

  • Fill the role of regular or special education teachers for less than four continuous weeks.

  • Student Teachers

  • Day Care Aides/Paraprofessionals

  • Teacher Aides/Paraprofessionals

  • Librarians who teach only library skills or how to use the library











































Group Name: Teacher credentials (FTE)—not certified

DG: 1009

Section

Staff

Definition

The number of full-time equivalent (FTE) teachers who have not met all state licensing/certification requirements.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)

Comment

Include teachers for preschool, grades K-12, and comparable ungraded levels, regardless of how teachers were funded (i.e., federal, state, and/or local funds).


A teacher has not met all applicable state teacher certification requirements for a standard certificate if the teacher does not have a regular/standard certificate/license/endorsement issued by the state. A beginning teacher who has not met the standard teacher education requirements is not considered to have met state requirements even if he or she has completed a state-required probationary period. A teacher working towards certification by way of alternative routes, or a teacher with an emergency, temporary, or provisional credential is not considered to have met state requirements. State requirements are determined by the state.


Full-time equivalent (FTE) – FTE is a unit that indicates the workload of an employed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full-time schedule. An FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 signals that the worker is only half-time.


For the purposes of reporting teacher certification, refer to the following teachers definition and guide to determine which teachers should be included and excluded:


Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline.


Teachers to include:

  • Regular Classroom Teachers

  • Teach Chemistry, English, mathematics, physical education, history, etc.

  • Special Education Teachers

  • Teach special education classes to students with disabilities.

  • General Elementary Teachers

  • Teach self-contained classes in any of grades Preschool–8 (i.e., teach the same class of students all or most of the day).

  • Team-teach (i.e., two or more teachers collaborate to teach multiple subjects to the same class of students).

  • Include preschool teachers and kindergarten teachers.

  • Vocational/Technical Education Teachers

  • Teach typing, business, agriculture, life skills, home economics as well as any other vocational or technical classes.

  • Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

  • Include any staff members who teach at least one regularly scheduled class per week (e.g., a librarian teaches a regularly scheduled class in mathematics once a week).

  • Teachers of Ungraded Students

  • Itinerant, Co-op, Traveling, and Satellite Teachers

  • Teach at more than one school and may or may not be supervised by someone at your school.

  • Current Long-Term Substitute Teachers

  • Currently filling the role of regular teachers for four or more continuous weeks.

  • Other teachers who teach students in any of grades Preschool–12


Teachers to exclude:

  • Adult Education and Postsecondary Teachers

  • Teach only adult education or students beyond grade 12.

  • Short-term Substitute Teachers

  • Fill the role of regular or special education teachers for less than four continuous weeks.

  • Student Teachers

  • Day Care Aides/Paraprofessionals

  • Teacher Aides/Paraprofessionals

  • Librarians who teach only library skills or how to use the library











































Group Name: Teachers (FTE)

DG: 984

Section

Staff

Definition

The unduplicated number of full-time equivalent (FTE) teachers.

Permitted Values

  • Decimal (to two decimal places)

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

Include teachers for preschool, grades K-12, and comparable ungraded levels, regardless of how teachers were funded (i.e., federal, state, and/or local funds). Justice facilities should include only teachers who serve students in the educational program offered at the justice facility during the regular school year.


Full-time equivalent (FTE) – FTE is a unit that indicates the workload of an employed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full-time schedule. An FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 signals that the worker is only half-time.


For the purposes of reporting teacher count, refer to the following teachers definition and guide to determine which teachers should be included and excluded:


Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline.


Teachers to include:

  • Regular Classroom Teachers

  • Teach Chemistry, English, mathematics, physical education, history, etc.

  • Special Education Teachers

  • Teach special education classes to students with disabilities.

  • General Elementary Teachers

  • Teach self-contained classes in any of grades Preschool–8 (i.e., teach the same class of students all or most of the day).

  • Team-teach (i.e., two or more teachers collaborate to teach multiple subjects to the same class of students).

  • Include preschool teachers and kindergarten teachers.

  • Vocational/Technical Education Teachers

  • Teach typing, business, agriculture, life skills, home economics as well as any other vocational or technical classes.

  • Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

  • Include any staff members who teach at least one regularly scheduled class per week (e.g., a librarian teaches a regularly scheduled class in mathematics once a week).

  • Teachers of Ungraded Students

  • Itinerant, Co-op, Traveling, and Satellite Teachers

  • Teach at more than one school and may or may not be supervised by someone at your school.

  • Current Long-Term Substitute Teachers

  • Currently filling the role of regular teachers for four or more continuous weeks.

  • Other teachers who teach students in any of grades Preschool–12


Teachers to exclude:

  • Adult Education and Postsecondary Teachers

  • Teach only adult education or students beyond grade 12.

  • Short-term Substitute Teachers

  • Fill the role of regular or special education teachers for less than four continuous weeks.

  • Student Teachers

  • Day Care Aides/Paraprofessionals

  • Teacher Aides/Paraprofessionals

  • Librarians who teach only library skills or how to use the library











Group Name: Teachers (counts)

DG: 1003

Section

Staff

Definition

The unduplicated number of teachers.

Permitted Values

  • Integer

Reporting Period

Regular School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For 2013–14 CRDC, this data group was optional.


Include teachers for preschool, grades K-12, and comparable ungraded levels, regardless of how teachers were funded (i.e., federal, state, and/or local funds). Justice facilities should include only teachers who serve students in the educational program offered at the justice facility during the regular school year.


Report counts, not full-time equivalencies. For the purposes of reporting teacher count, refer to the following teachers definition and guide to determine which teachers should be included and excluded:


Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline.


Teachers to include:

  • Regular Classroom Teachers

  • Teach Chemistry, English, mathematics, physical education, history, etc.

  • Special Education Teachers

  • Teach special education classes to students with disabilities.

  • General Elementary Teachers

  • Teach self-contained classes in any of grades Preschool–8 (i.e., teach the same class of students all or most of the day).

  • Team-teach (i.e., two or more teachers collaborate to teach multiple subjects to the same class of students).

  • Include preschool teachers and kindergarten teachers.

  • Vocational/Technical Education Teachers

  • Teach typing, business, agriculture, life skills, home economics as well as any other vocational or technical classes.

  • Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

  • Include any staff members who teach at least one regularly scheduled class per week (e.g., a librarian teaches a regularly scheduled class in mathematics once a week).

  • Teachers of Ungraded Students

  • Itinerant, Co-op, Traveling, and Satellite Teachers

  • Teach at more than one school and may or may not be supervised by someone at your school.

  • Current Long-Term Substitute Teachers

  • Currently filling the role of regular teachers for four or more continuous weeks.

  • Other teachers who teach students in any of grades Preschool–12


Teachers to exclude:

  • Adult Education and Postsecondary Teachers

  • Teach only adult education or students beyond grade 12.

  • Short-term Substitute Teachers

  • Fill the role of regular or special education teachers for less than four continuous weeks.

  • Student Teachers

  • Day Care Aides/Paraprofessionals

  • Teacher Aides/Paraprofessionals

  • Librarians who teach only library skills or how to use the library



CATEGORY SET

DESCRIPTION

Category Set A

  • Teacher (Year Employed)















Group Name: Teacher experience

DG: 985


Section

Staff


Definition

The number of full-time equivalent (FTE) teachers with the specified length of experience.


Permitted Values

  • Decimal (to two decimal places)


Reporting Period

Regular School Year


Reporting Levels

School

LEA

State


Grand Total (Education Unit Total)



Comment

Include teachers for preschool, grades K-12, and comparable ungraded levels, regardless of how teachers were funded (i.e., federal, state, and/or local funds). Experience includes teaching in any school, subject, or grade; it does not have to be in the school, subject, or grade that the teacher is presently teaching. Justice facilities should include only teachers who serve students in the educational program offered at the justice facility during the regular school year.


Full-time equivalent (FTE) – FTE is a unit that indicates the workload of an employed person in a way that makes workloads comparable across various contexts. FTE is used to measure a worker’s service in a place (e.g., school). FTE is the number of total hours the person is expected to work divided by the maximum number of compensable hours in a full-time schedule. An FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 signals that the worker is only half-time.


For the purposes of reporting teacher experience, refer to the following teachers definition and guide to determine which teachers should be included and excluded:


Teachers provide instruction, learning experiences, and care to students during a particular time period or in a given discipline.


Teachers to include:

  • Regular Classroom Teachers

  • Teach Chemistry, English, mathematics, physical education, history, etc.

  • Special Education Teachers

  • Teach special education classes to students with disabilities.

  • General Elementary Teachers

  • Teach self-contained classes in any of grades Preschool–8 (i.e., teach the same class of students all or most of the day).

  • Team-teach (i.e., two or more teachers collaborate to teach multiple subjects to the same class of students).

  • Include preschool teachers and kindergarten teachers.

  • Vocational/Technical Education Teachers

  • Teach typing, business, agriculture, life skills, home economics as well as any other vocational or technical classes.

  • Teaching principals, teaching school counselors, teaching librarians, teaching school nurses, or other teaching administrators

  • Include any staff members who teach at least one regularly scheduled class per week (e.g., a librarian teaches a regularly scheduled class in mathematics once a week).

  • Teachers of Ungraded Students

  • Itinerant, Co-op, Traveling, and Satellite Teachers

  • Teach at more than one school and may or may not be supervised by someone at your school.

  • Current Long-Term Substitute Teachers

  • Currently filling the role of regular teachers for four or more continuous weeks.

  • Other teachers who teach students in any of grades Preschool–12


Teachers to exclude:

  • Adult Education and Postsecondary Teachers

  • Teach only adult education or students beyond grade 12.

  • Short-term Substitute Teachers

  • Fill the role of regular or special education teachers for less than four continuous weeks.

  • Student Teachers

  • Day Care Aides/Paraprofessionals

  • Teacher Aides/Paraprofessionals

  • Librarians who teach only library skills or how to use the library





CATEGORY SET

DESCRIPTION

Category Set A

  • Teaching Experience



Group Name: Ungraded detail

DG: 986

Section

Education Unit

Definition

An indication of whether the ungraded school has mainly elementary, middle, and/or high school students.

Permitted Values

  • School has mainly elementary school age students

  • School has mainly middle school age students

  • School has mainly high school age students

  • School has mainly elementary and middle school age students

  • School has mainly middle and high school age students

  • School has elementary, middle, and high school age students

Reporting Period

October 1

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)


Comment

For schools that are wholly ungraded (i.e., schools that do not classify students by grade).
































C: Data Groups Collected through ESS only


Group Name: Graduates/completers table

DG: 306

Section

Student

Definition

The unduplicated number of students who graduated from high school or completed some other education program that is approved by the state or local educational agency (SEA or LEA) during the school year and the subsequent summer school.

Permitted Values

  • Integer

Reporting Period

School Year (including subsequent summer school)

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)

Comment

Report only for LEAs and schools with graduate levels. Category sets C, D, E, and F do not include all students.

File Specification #

040



CATEGORY SET

DESCRIPTION

Category Set A

  • Diploma/Credential

  • Racial Ethnic

  • Sex (Membership)

Category Set B

  • Diploma/Credential

  • Disability Status (IDEA)

  • Sex (Membership)

Category Set C

  • Diploma/Credential

  • LEP Status (Only)

  • Sex (Membership)

Category Set D

  • Diploma/Credential

  • Economically Disadvantaged Status

Category Set E

  • Diploma/Credential

  • Migrant Status

Category Set F

  • Diploma/Credential

  • Homeless Enrolled Status



SUBTOTALS

DESCRIPTION

Subtotals 1

  • Diploma/Credential

STEWARD: NCES






Group Name: Title I school status

DG: 22

Section

Education Unit

Definition

An indication that a school is designated under state and federal regulations as being eligible for participation in programs authorized by Title I of ESEA as amended and whether it has a Title I program.

Permitted Values

  • Title I Targeted Assistance Eligible School- No Program

  • Title I Targeted Assistance School

  • Title I Schoolwide Eligible-Title I Targeted Assistance Program

  • Title I Schoolwide Eligible School- No Program

  • Title I Schoolwide School

  • Not a Title I School

Reporting Period

Beginning of School Year

Reporting Levels

School

LEA

State

Grand Total (Education Unit Total)

Comment


File Specification #

129



STEWARD: OESE/Title I







File Typeapplication/vnd.openxmlformats-officedocument.wordprocessingml.document
File TitleB-5 Data groups and categories used exculsively in CRDC
AuthorAuthorised User
File Modified0000-00-00
File Created2021-01-24

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