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pdfRequest for Non-Substantive Change to the
School District Review Program (SDRP)
OMB Control No. 0607-0987
U.S. Department of Commerce
U.S. Census Bureau
Purpose
The U.S. Census Bureau, sponsored by the U.S. Department of Education’s National Center for
Education Statistics, conducts the School District Review Program (SDRP) annually. The SDRP
gives state officials the opportunity to update and review the Census Bureau’s school district
information. States can provide updates and corrections to the Census Bureau’s database of
Federal School District Local Education Agency (SDLEA) ID numbers, school district names,
school district boundaries, levels, and grade ranges.
Approved on July 16, 2018, the current SDRP OMB collection will expire on July 31, 2021. This
non-substantive change request is to update the SDRP Annotation Phase materials to reflect
changes to the program schedule, as well as cosmetic and formatting updates. Updates to SDRP
Annotation Phase include the following materials:
•
•
•
2020 School District Review Program Respondent Guide
2020 School District Review Program (SDRP) Quick Start Respondent Guide
2020 SDRP Census Welcome Letter (L2)
Background
Due to scheduling and operations for 2020 Census Bureau activities, all of the 2020 SDRP
updates must be integrated into the Master Address File/Topologically Integrated Geographic
Encoding and Referencing (MAF/TIGER) database before February 28, 2020. To meet this
deadline, the Census Bureau finds it necessary to move the submission deadline date from
December 31, 2019 to November 29, 2019. Participants have approximately four months to
review, update, and submit changes via listings, the submission log, or Geographic Update
Partnership Software (GUPS). Please note that the mailing of Annotation Phase materials in
August is not changing from the currently approved OMB package.
There are no substantive changes to the SDRP resulting from these modifications. The finalized
guides and letter do not alter the content or objective of the SDRP. The changes made were
necessary to reflect the most current SDRP information.
Burden
The burden of the 2020 SDRP is unchanged by this update.
Attachments
SDRP Materials
Changes as part of
this NSC.
Material
Identification
Description
Submission
deadline
2020 SDRP
Census Welcome
Letter (L2)W
Changed date from December 31, 2018 to November 29,
2019 in fourth paragraph.
Change reference to 2020 School
letter title
District Review
Program (SDRP)
Quick Start
Respondent Guide
Updated SDRP
2020 School
schedule and
District Review
deadlines
Program (SDRP)
Quick Start
Respondent Guide
Updated SDRP
2020 School
schedule and
District Review
deadlines
Program
Respondent Guide
Addition of
Appendix E
2020 School
District Review
Program
Respondent Guide
Changed reference to letter from ‘Invitation Letter’ to
‘Welcome Letter’.
Changed September 2018 to August 2019, October 2018
to September 2019, December 2018 to November 2019,
and December 2019 to 2020.
Changed September 2018 to August 2019; Added
September 2019—Provide SDRP webinar to state school
district mapping coordinators; changed December 31st,
2018 to November 29th, 2019; changed March 2019 to
February 2020; and December 2019 to 2020.
Added new appendix, Shapefile Names, added new table
65: Elementary School Districts (elsd) – State Level.
2020 School District Review Program
Respondent Guide
Instructions for Using the Submission Log and the Geographic Update Partnership Software (GUPS)
This page intentionally left blank
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
TABLE OF CONTENTS
Introduction ............................................................................................................................xi
A.
School District Review Program ....................................................................................................................... xi
B.
Mapping Coordinator Responsibilities ............................................................................................................. xi
C.
Types of School District Boundary Updates .................................................................................................... xii
D.
Guidance for Boundary Changes ..................................................................................................................... xx
Part 1: School District Review Program (SDRP)....................................................................... 1
Chapter 1: Overview .............................................................................................................. 1
1.1
SDRP Timetable ................................................................................................................................................. 1
1.2
GUPS Application and Shapefiles ...................................................................................................................... 1
1.3
SDRP and GUPS Help ......................................................................................................................................... 1
1.4
SDRP Annotation Phase Materials .................................................................................................................... 1
1.5
Description and Use of Listing Files Provided ................................................................................................... 2
1.5.1
Listings............................................................................................................................................................... 2
1.6
Inventory and Grade Range File (All States)...................................................................................................... 2
1.6.1
Grade Ranges .................................................................................................................................................... 3
1.6.2
Official School District Names ........................................................................................................................... 3
1.6.3
How Do I Submit Inventory and Grade Range Changes? .................................................................................. 3
1.6.4
County Coverage File (All States) ...................................................................................................................... 4
1.6.5
School District to Geography (SD/GEO) Relationship File (Limited States) ....................................................... 4
1.6.6
Legal Entity Coextensive File (Limited States) ................................................................................................... 4
1.6.7
How Do I Make Corrections to the “County Coverage,” “Relationship” and/or “Legal Entity Coextensive”
Files? ................................................................................................................................................................. 5
Part 2: How to Use TIGERweb ................................................................................................ 6
Chapter 2: TIGERweb Map Viewer for the SDRP ..................................................................... 6
2.1
Getting Started with TIGERweb ........................................................................................................................ 7
2.2
Available Map Layers ........................................................................................................................................ 8
2.3
Selecting a Map Layer ....................................................................................................................................... 8
2.4
TIGERweb Tools and Functions ......................................................................................................................... 9
2.4.1
Move Around/Zoom In/Zoom Out of Map Display ........................................................................................... 9
2.4.2
TIGERweb Symbology ..................................................................................................................................... 10
2.4.3
Locating a School District ................................................................................................................................ 10
2.4.4
Identify Tool .................................................................................................................................................... 16
2.4.5
Changing Transparency ................................................................................................................................... 17
2.4.6
Map Background ............................................................................................................................................. 17
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School District Review Program (SDRP) Respondent Guide
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2.4.7
Reviewing and Reporting School District Boundaries ..................................................................................... 18
2.4.8
Printing and Saving a Map .............................................................................................................................. 18
Part 3: How to Use the Submission Log ................................................................................ 19
Chapter 3: SDRP Submission Log .......................................................................................... 19
3.1
Purpose ........................................................................................................................................................... 19
3.2
School District Name Change .......................................................................................................................... 19
3.3
Grade Range Change ....................................................................................................................................... 19
3.4
Federal School District Local Education Agency (SDLEA) Identification (ID) Number Change ........................20
3.5
Simple Consolidation (School District with New Name and New SDLEA ID Number) .................................... 20
3.6
Simple Dissolution (into Existing District) ....................................................................................................... 21
3.7
Level Change ................................................................................................................................................... 21
3.8
Coextensive School District Updates............................................................................................................... 22
Part 4: How to Use the Geographic Update Partnership Software (GUPS) ............................ 23
Chapter 4: Getting Started ................................................................................................... 23
4.1
GUPS Hardware and System Requirements.................................................................................................... 23
4.2
How to Install GUPS ........................................................................................................................................ 24
Chapter 5: GUPS Basics ........................................................................................................ 28
5.1
Using GUPS (GUPS Basics and Map Management) ......................................................................................... 28
5.2
How to Start a New Project from the Census Bureau Website....................................................................... 28
5.3
Making SDRP Updates in GUPS ....................................................................................................................... 34
5.4
Adding a Linear Feature .................................................................................................................................. 35
5.5
Deleting a Linear Feature ................................................................................................................................ 36
5.6
Making Boundary Changes Using Whole Faces .............................................................................................. 39
5.7
Making Boundary Changes from Adjacent Counties....................................................................................... 43
5.8
Complex Consolidation ................................................................................................................................... 47
5.9
Complex Dissolution........................................................................................................................................ 52
5.10
Forming a New District.................................................................................................................................... 56
5.11
How to Use the GUPS Interface ...................................................................................................................... 59
5.11.1 The GUPS Main Page ....................................................................................................................................... 59
5.11.2 Table of Contents and Map View .................................................................................................................... 61
5.11.2.1
Managing the Map View from Within the Table of Contents.................................................................... 61
5.11.2.2
Manage Layer Visibility .............................................................................................................................. 62
5.11.2.3
Reorder Data Layers .................................................................................................................................. 62
5.11.2.4
Expand/Contract Table of Contents Menus .............................................................................................. 62
5.11.2.5
Set Layer Symbology .................................................................................................................................. 62
5.11.2.6
Change Default Labeling ............................................................................................................................ 65
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School District Review Program (SDRP) Respondent Guide
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5.11.2.7
5.12
Using the Table of Contents Toolbar to Manage Layers ............................................................................ 66
Menu & Toolbar .............................................................................................................................................. 68
5.12.1 Menu Tabs....................................................................................................................................................... 68
5.12.1.1
Adjusting Snapping Tolerances .................................................................................................................. 70
5.12.1.2
Standard Toolbar Buttons .......................................................................................................................... 71
5.12.1.3
Identify a Feature Using the Identify Features Button .............................................................................. 73
5.12.1.4
Using the Select Features and Deselect Features Buttons ........................................................................ 74
5.12.1.5
Select by Geography .................................................................................................................................. 76
5.12.1.6
Determine Distance, Area, and Angles on the Map .................................................................................. 80
5.12.1.7
Save Locations on a Map Using the Bookmark Button .............................................................................. 81
5.12.2 SDRP Toolbar Buttons ..................................................................................................................................... 82
5.12.3 Status Bar ........................................................................................................................................................ 83
5.13
How to Import User-Provided Data into GUPS ............................................................................................... 83
5.13.1 The Add Data Toolbar ..................................................................................................................................... 83
5.13.2 How to Upload User-Provided Data Layers..................................................................................................... 84
5.13.3 Changing Working Directory and Cleaning GUPS Data ................................................................................... 85
5.13.4 Changing the Working Directory ..................................................................................................................... 86
5.13.5 Cleaning GUPS Data ........................................................................................................................................ 87
5.13.5.1
Cleaning by Project .................................................................................................................................... 88
5.13.5.2
Cleaning by Program .................................................................................................................................. 88
5.13.5.3
Cleaning All GUPS Data .............................................................................................................................. 88
5.13.6 Modify Area Feature Tool ............................................................................................................................... 89
5.14
How to Import a Shared ZIP Shapefile ............................................................................................................ 90
5.15
How to Use the GUPS Review and Validation Tools ....................................................................................... 91
5.15.1 Using the SDRP Criteria Review Tool............................................................................................................... 91
5.15.1.1
Grade Range Overlap Error ........................................................................................................................ 92
5.15.1.2
Grade Range Coverage Gap Error - Incorrect Attributes ........................................................................... 95
5.15.1.3
Grade Range Coverage Gap Error - Missing School District Geography Coverage .................................... 96
5.15.1.4
Partially Dissolved School District Error ..................................................................................................... 96
5.15.1.5
Informational Warning - School District Has Less Than 10 Faces .............................................................. 97
5.15.1.6
Non-contiguous Entities ............................................................................................................................ 98
5.15.1.7
Multiple Secondary School District (SCSD) to Single Elementary School District (ELSD) ...........................98
5.15.1.8
Show All Ignored Informational Warnings ................................................................................................. 99
5.15.2 Geography Review Tool .................................................................................................................................. 99
5.15.3 Review Change Polygons Tool....................................................................................................................... 102
5.16
How to Export Zip Files to Share and Submit ................................................................................................ 103
5.16.1 How to Export a File to Share with Another Participant ............................................................................... 104
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
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5.16.2 How to Export a File for Submission to the Census Bureau .......................................................................... 105
Part 5: Submitting Files to the Census Bureau through The Secure Web Incoming Module
(SWIM) ................................................................................................................... 107
Chapter 6: How to Transmit Files Using SWIM.................................................................... 107
Appendices ......................................................................................................................... 111
Appendix A
Data Dictionary and Record Layout for Listings ........................................... A-1
A.1
Listings Data Dictionary/Record Layout .......................................................................................... A-1
A.2
Data Dictionary for the School District Inventory and Grade Range File ........................................ A-1
A.3
Record Layout for the School District Inventory and Grade Range File.......................................... A-1
A.4
Data Dictionary for the County Coverage File................................................................................. A-2
A.5
Record Layout for the County Coverage File .................................................................................. A-2
A.6
Data Dictionary for the Coextensive Coverage File......................................................................... A-2
A.7
Record Layout for the Coextensive Coverage File .......................................................................... A-3
A.8
Data Dictionary for the School District to Geography Relationship File ......................................... A-3
A.9
Record Layout for the School District to Geography Relationship File ........................................... A-4
Appendix B
Pseudo School Districts ............................................................................... B-1
Appendix C
MAF/TIGER Feature Classification Code (MTFCC) Descriptions .................... C-1
Appendix D
Standard Street Type Abbreviations ............................................................ D-1
Appendix E
Shapefile Names.......................................................................................... E-1
Appendix F
Shapefile Layouts and Data Dictionary ........................................................ F-1
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School District Review Program (SDRP) Respondent Guide
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LIST OF TABLES
Table 1: School District Boundary Change Types ......................................................................... xiii
Table 2: GUPS Hardware and Software Requirements ................................................................ 23
Table 3: How to Install the GUPS Application ............................................................................... 24
Table 4: Open GUPS and Start a New Project............................................................................... 28
Table 5: Adding a Linear Feature .................................................................................................. 35
Table 6: Deleting a Linear Feature One Segment at a Time ......................................................... 36
Table 7: Deleting Multiple Segments or Features ........................................................................ 38
Table 8: Boundary Change Using Whole Faces............................................................................. 39
Table 9: Making Boundary Changes from Adjacent Counties ...................................................... 43
Table 10: Performing a Complex Consolidation ........................................................................... 47
Table 11: Performing a Complex Dissolution................................................................................ 52
Table 12: Forming a New District Action ...................................................................................... 56
Table 13: GUPS Main Page Elements ............................................................................................ 60
Table 14: Reset Layer Symbology ................................................................................................. 63
Table 15: Change Default Labeling ............................................................................................... 65
Table 16: Table of Contents Toolbar Buttons ............................................................................... 67
Table 17: Menu Toolbar Tabs and Their Functions ...................................................................... 68
Table 18: Adjust Snapping Tolerances .......................................................................................... 70
Table 19: Standard Toolbar Buttons ............................................................................................. 72
Table 20: Identify a Feature on the Map ...................................................................................... 73
Table 21: Select/Deselect Features on the Map........................................................................... 74
Table 22: Making Changes to School Districts Based on Existing Census Geography .................. 77
Table 23: Measure Distances, Area, and Angles on a Map .......................................................... 80
Table 24: Bookmark Locations on a Map...................................................................................... 81
Table 25: SDRP Toolbar Buttons ................................................................................................... 82
Table 26: Status Bar Elements ...................................................................................................... 83
Table 27: Add Data Toolbar Buttons............................................................................................. 84
Table 28: Load Shapefiles / Geodatabase Layers ......................................................................... 84
Table 29: Load Data from a Web Mapping Service ...................................................................... 85
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
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Table 30: Add Imagery Files .......................................................................................................... 85
Table 31: Cleaning GUPS Data ...................................................................................................... 86
Table 32: Options and Icons for the Modify Area Feature Tool ................................................... 90
Table 33: Import a ZIP File Shared by Another User..................................................................... 90
Table 34: SDRP Criteria Review Tool Error and Warning Messages ............................................. 92
Table 35: SDRP Criteria Review Tool ............................................................................................. 92
Table 36: Grade Range Overlap Error ........................................................................................... 93
Table 37: Using the Geography Review Tool .............................................................................. 100
Table 38. Review Change Polygon Tool ...................................................................................... 102
Table 39: Exporting a File to Share with Another Participant .................................................... 104
Table 40. Exporting a File for Submission to the Census Bureau ............................................... 105
Table 41: Export Files for Submission to the Census Bureau ..................................................... 107
Table 42: Data Dictionary for the School District Inventory and Grade Range File .................... A-1
Table 43: Record Layout for the School District Inventory and Grade Range File ...................... A-1
Table 44: Data Dictionary for the County Coverage File ............................................................. A-2
Table 45: Record Layout for the County Coverage File ............................................................... A-2
Table 46: Data Dictionary for the Coextensive File ..................................................................... A-3
Table 47: Record Layout for the Coextensive Coverage File ....................................................... A-3
Table 48: Data Dictionary for the School District to Geography Relationship File ...................... A-4
Table 49: Record Layout for the School District to Geography Relationship File........................ A-4
Table 50: Pseudo School Districts ................................................................................................ B-2
Table 51: MAF/TIGER Feature Classification Code ...................................................................... C-1
Table 52: Standard Street Type Abbreviations ............................................................................D-1
Table 53: Abbreviated State Shapefile Names ............................................................................ E-1
Table 54: Abbreviated County Shapefile Names ......................................................................... E-1
Table 55: Address Ranges (addr) ................................................................................................. F-1
Table 56: Linear Feature Names (allnames) ................................................................................ F-1
Table 57: American Indian Areas (aial) ........................................................................................ F-2
Table 58: Area Landmark (arealm) .............................................................................................. F-2
Table 59: Census Designated Places (cdp) ................................................................................... F-3
Table 60: County and Equivalent Areas (county) ........................................................................ F-3
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page vi
Table 61: County Subdivisions (mcd) ........................................................................................... F-4
Table 62: Elementary School Districts (elsd) – County Level ....................................................... F-5
Table 63: Secondary School Districts (scsd) – County Level ........................................................ F-5
Table 64: Unified School Districts (unsd) – County Level ............................................................ F-6
Table 65: Elementary School Districts (elsd) – State Level .......................................................... F-6
Table 66: Secondary School Districts (scsd) – State Level ........................................................... F-7
Table 67: Unified School Districts (unsd) – State Level ............................................................... F-7
Table 68: Edges (edges) ............................................................................................................... F-8
Table 69: Faces (faces) ................................................................................................................. F-9
Table 70: Hydrography Area (water) ......................................................................................... F-10
Table 71: Places (incplace) ......................................................................................................... F-11
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page vii
LIST OF FIGURES
Figure 1. Boundary Change Example—Update Using GUPS......................................................... xiv
Figure 2. Complex Consolidation Example—Update Using GUPS ................................................. xv
Figure 3. Complex Dissolution Example—Update using GUPS ..................................................... xvi
Figure 4. New School District Example—Update using GUPS ..................................................... xvii
Figure 5. Simple Consolidation Example—Update Using the Submission Log ........................... xviii
Figure 6. Simple Dissolution Example—Update Using the Submission Log ................................. xix
Figure 7. TIGERweb Application List from the TIGERweb Tab ........................................................ 7
Figure 8. TIGERweb Layout ............................................................................................................. 8
Figure 9. TIGERweb Vintage Dropdown Menus Used for Reviewing School District Boundaries .. 9
Figure 10. TIGERweb Map Scale Zoom ......................................................................................... 10
Figure 11. TIGERweb Map Scales Shown in the Application for Reviewing School District
Boundaries.................................................................................................................... 10
Figure 12. TIGERweb Legend ........................................................................................................ 10
Figure 13. Check-Boxed Map Layers Are Selected for Display ..................................................... 10
Figure 14. TIGERweb Query Window............................................................................................ 11
Figure 15. Using Query Tool to Locate a School District by its Unique GEOID ............................. 12
Figure 16. Using Query Tool to Locate a School District by its Unique GEOID ............................. 12
Figure 17. Query Found West Prairie Community Unit School District ........................................ 13
Figure 18. TIGERweb Info Panel .................................................................................................... 13
Figure 19. Query Result West Prairie Community Unit School District ........................................ 14
Figure 20. Query by Name Results................................................................................................ 14
Figure 21. Query by Name ............................................................................................................ 14
Figure 22. Bridgeport School District in Connecticut.................................................................... 15
Figure 23. Sweetwater Incorporated Place Located Using its GEOID .......................................... 16
Figure 24. Identify Results and Attribute Information is Displayed ............................................. 17
Figure 25. Transparency Slider for TIGERweb .............................................................................. 17
Figure 26. Satellite Icon................................................................................................................. 17
Figure 27. Print screen in TIGERweb ............................................................................................. 18
Figure 28. School District Name Change Example ........................................................................ 19
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page viii
Figure 29. School District Grade Range Change ........................................................................... 20
Figure 30. SDLEA ID Number Change............................................................................................ 20
Figure 31. School District Simple Consolidation ........................................................................... 21
Figure 32. School District Simple Dissolution ............................................................................... 21
Figure 33. Coextensive Annexation .............................................................................................. 22
Figure 34. Coextensive New District ............................................................................................. 22
Figure 35. GUPS Main Page Layout ............................................................................................... 59
Figure 36. Closing the Table of Contents ...................................................................................... 61
Figure 37. Reopening the Table of Contents ................................................................................ 61
Figure 38. Turn on, or Show, a Layer in the Map View................................................................. 62
Figure 39. Turn off, or Hide, a Layer from Map View ................................................................... 62
Figure 40. Expanding the Edges/Layer Submenu ......................................................................... 62
Figure 41. Retracting the Layer Submenu .................................................................................... 62
Figure 42. Table of Contents Toolbar ........................................................................................... 66
Figure 43. Manage Layer Visibility Dropdown Menu ................................................................... 67
Figure 44. Visibility Presets Pop-up Window ................................................................................ 67
Figure 45. Menu, Standard Toolbar, and SDRP Toolbar ............................................................... 68
Figure 46. Standard Toolbar Buttons ............................................................................................ 71
Figure 47. SDRP Toolbar Buttons .................................................................................................. 82
Figure 48. Status Bar ..................................................................................................................... 83
Figure 49. Layer Dropdown Menu from the Standard Toolbar .................................................... 83
Figure 50. GUPS Data Settings Window........................................................................................ 87
Figure 51. Clean by Project Window ............................................................................................. 88
Figure 52. Clean by Program Window .......................................................................................... 88
Figure 53. Clean All GUPS Data Window ...................................................................................... 89
Figure 54. Modify Area Feature Tool ............................................................................................ 89
Figure 55. Three Grade Range Gap Error Attributes .................................................................... 95
Figure 56. Last Remaining Grade Range Error .............................................................................. 95
Figure 57. SDRP Criteria Review Dialog Box Showing a Partially Dissolved School District Error 96
Figure 58. Informational Warning Notification ............................................................................ 97
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School District Review Program (SDRP) Respondent Guide
Page ix
Figure 59: Boundary Change to Add Remaining Faces (Polygons) ............................................... 97
Figure 60: Informational Warning Resulting from Multiple Secondary School Districts
Assigned to a Single School District ............................................................................ 98
Figure 61. Three Options to Resolve Potential Geographical Errors ............................................ 99
Figure 62: SDRP Criteria Review Information Only Check Box ..................................................... 99
Figure 63. Map of Pulaski County, Kentucky School District ....................................................... B-1
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page x
INTRODUCTION
This guide is divided into several parts. Part 1: School District Review Program (SDRP), Part 2:
How to Use TIGERweb, Part 3: How to Use the Submission Log, Part 4: How to Use the
Geographic Update Partnership Software (GUPS), and Part 5: Submitting Files to the Census
Bureau through The Secure Web Incoming Module (SWIM).
A.
School District Review Program
The School District Review Program (SDRP) is a United States Department of Education National
Center for Education Statistics (NCES) sponsored program conducted annually by the U.S.
Census Bureau (Census Bureau). It is of vital importance for the state’s allocation under Title I of
the Elementary and Secondary Education Act (ESEA) as amended by Every Student Succeeds Act
of 2015, Public Law 114-95. The updated school district boundary information submitted
through this program, along with the 2010 Census population, Small Area Income and Poverty
Estimates, and current population estimates, are used in forming the Census Bureau’s
estimates of the number of children aged 5 through 17 in families in poverty for each school
district. These estimates are the basis of the Title I allocation for school districts in each state.
The SDRP consists of two phases—the Annotation Phase and the Verification Phase. In the
Annotation Phase, the Census Bureau provides mapping coordinators with current school
district boundaries and associated information for their state. The Annotation Phase materials
the mapping coordinator receives for the 2020 SDRP reflect the school district names, Federal
School District Local Education Agency (SDLEA) numbers, and boundaries updated during the
2019 SDRP. Each state reviews their data and reports changes in the school district boundaries
or attributes to the Census Bureau.
The review encompasses only Type 1 and Type 2 school districts as defined by the NCES.
Type 1 is a local school district that is not a component of a supervisory union.
Type 2 is a local school district component of a supervisory union sharing a superintendent and
administrative services with other local school districts.
After the Census Bureau incorporates changes submitted through the Annotation Phase into
the Master Address File (MAF)/Topologically Integrated Geographic Encoding and Referencing
(TIGER) System, mapping coordinators will review these changes for accuracy and
completeness during the Verification Phase.
B.
Mapping Coordinator Responsibilities
The mapping coordinators are the primary liaisons between the Census Bureau and the local
school district officials. It is the responsibility of the mapping coordinator to initiate and
maintain contact throughout the program with local school district officials. The mapping
coordinator must ensure that reviews and submissions are completed within the time frame of
the SDRP.
When the mapping coordinator receives updates from local school district officials, they must
review them for accuracy and completeness before submitting them to the Census Bureau. This
review includes all types of updates submitted: boundary changes, consolidations, dissolutions,
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page xi
grade range updates, etc. For boundary updates, it is the responsibility of the mapping
coordinator to confirm that a change is valid and all affected school districts agree to the
change.
Note: The state mapping coordinator for Florida, Hawaii, Maryland, Nevada, West Virginia, or the
District of Columbia, may not have any changes to submit for the SDRP. School Districts in these
states are all unified and county-based. Unless the geographic relationship of school districts has
changed in the state or a school district’s name was changed, the mapping coordinator does not
have any changes to report for the 2020 SDRP. If the mapping coordinator has no changes to
report, notify the SDRP Team at .
Once all of the information is correct and in the proper format, submit this information, by
county, to the Census Bureau to complete the Annotation Phase.
After the Census Bureau processes the Annotation Phase changes, the Census Bureau will
create new materials for review. This is the Verification Phase of the SDRP. The mapping
coordinator is responsible for reviewing and confirming these changes and notifying the Census
Bureau if there are any additional changes or corrections, or if the information is correct. The
Verification Phase is for reviewing changes submitted during the Annotation Phase and not for
submitting new changes.
C.
Types of School District Boundary Updates
There are ten types of school district updates within the SDRP (Table 1: School District
Boundary Change Types). The following pages contain a table and figures of specific examples
of the types of updates and how to report them to the Census Bureau.
•
Boundary Change (Figure 1) refers to the situation where a school district adds area from the
same school district level or across school district level.
•
Complex Consolidation (Figure 2) refers to the situation where two or more school districts
merge to create a NEW school district with a NEW name and NEW SDLEA number, along with
additional boundary changes. This type of consolidation also contains boundary changes that
modify the outer edge of the new school district. Therefore, if the mapping coordinator
delineates a complex consolidation, the Census Bureau will expect accompanying boundary
changes for the new school district.
•
Complex Dissolution (Figure 3) refers to the situation where a single school district is dissolved
and its area is split between two or more other existing school districts, with or without
additional boundary changes. Again, a new school district is not created, and the names and
SDLEA numbers of the receiving school districts are retained.
•
Grade Range Change occurs when a school district changes the grades it covers; for example,
changing from covering 9-12 to 7-12.
•
Level Change occurs when a school district changes classification; for example, changing from
elementary to unified.
•
Name Change is when a school district changes its name; for example, changing from Oak Union
Unified School District to Oak Union School District.
•
New School Districts (Figure 4) are created by transferring area from one or more existing
school districts to form a completely new school district.
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page xii
•
Pseudo School District (Appendix B) refers to the situation where one school district pays for
the educational services for a set of grades in a different geographic area than its own.
•
Simple Consolidation (Figure 5) refers to the situation where two or more school districts merge
to create a NEW school district with a NEW name and NEW SDLEA number, with no additional
boundary changes. There is no change in the overall boundaries of the former school districts.
•
Simple Dissolution (Figure 6) refers to the situation where one or more existing school districts
are entirely absorbed by one other existing school district. A new school district is not created.
The name and SDLEA number of the receiving school district are retained.
Table 1: School District Boundary Change Types
Type of Change
Report Using
U.S. Census Bureau
Boundary Change
GUPS
Complex Consolidation
GUPS
Complex Dissolution
GUPS
Grade Range Change
Submission Log
Level Change
Submission Log
Name Change
Submission Log
New School District
GUPS
Pseudo School District
Call Census Bureau
Simple Consolidation
Submission Log
Simple Dissolution
Submission Log
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Figure 1. Boundary Change Example—Update Using GUPS
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Figure 2. Complex Consolidation Example—Update Using GUPS
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Figure 3. Complex Dissolution Example—Update using GUPS
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Figure 4. New School District Example—Update using GUPS
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Figure 5. Simple Consolidation Example—Update Using the Submission Log
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Figure 6. Simple Dissolution Example—Update Using the Submission Log
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D.
Guidance for Boundary Changes
When reviewing school district boundaries, the Census Bureau encourages the mapping
coordinator to focus on updating large changes that affect housing units and population first,
and then move to smaller differences if there is time before the SDRP submission deadline. The
goal of the SDRP is to obtain major changes that affect population rather than small positional
corrections of boundaries.
The Census Bureau generally does not accept boundary changes of less than 30 feet when the
correction does not affect housing. In remote areas with sparse population, the Census Bureau
considers a difference of 60-75 feet to not be significant if housing units are not present. When
reviewing source boundaries against the Census Bureau’s boundaries, if the source shows a
school district boundary on a road, then use the road as it appears in the Census Bureau’s
shapefile, even if the road does not seem spatially accurate. Road realignments are not
accepted as part of the SDRP.
If there are a large number of positional corrections of school district boundaries for the state,
the Census Bureau may be able to make these updates outside of the SDRP cycle. Please
contact the SDRP team for additional information.
Boundary Change Types: Annexations and Boundary Corrections
The Census Bureau requires a change type of Annexation or Boundary Correction when
submitting boundary changes.
An Annexation is a change to a school district boundary that has been administratively or
legally ordered by the school board or other governing body. A Boundary Correction is a minor
drafting change or spatial adjustment to a school district boundary to correct the shape or
alignment with another feature. If the mapping coordinator is unsure of which type to select,
choose boundary correction.
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PART 1:
SCHOOL DISTRICT REVIEW PROGRAM (SDRP)
CHAPTER 1: OVERVIEW
The Census Bureau requests that the school district information the mapping coordinator
submits reflect the school districts as they exist, or will exist, on January 1, 2020. Contact the
Census Bureau immediately if there are deadline concerns.
1.1
1.2
SDRP Timetable
•
August 2019—Mail out instructions and Annotation Phase materials to designated state school
district mapping coordinators.
•
September 2019—Provide SDRP webinar to state school district mapping coordinators.
•
November 29, 2019—Deadline for submitting school district changes during the Annotation
Phase. The Census Bureau strongly encourages partners to submit changes as soon as possible
rather than waiting until this deadline. If the mapping coordinator is submitting more than 25
changes, send them on a flow basis by county, rather than waiting to send the entire state.
In order to participate in the 2020 SDRP’s Verification Phase, the Census Bureau must receive
all school district updates by November 29, 2019.
•
February 2020—Review of verification materials.
•
December 2020—Release of preliminary poverty estimates based on the updated school district
geographic framework.
GUPS Application and Shapefiles
The SDRP Annotation Phase packet includes a disc containing GUPS and a second disc
containing shapefiles, respondent guides, and a school district inventory listings file. GUPS and
the shapefiles are also available on the SDRP website: .
Once GUPS is installed, refer to Chapter 5 for instructions on how to load data into GUPS.
1.3
SDRP and GUPS Help
The Census Bureau encourages mapping coordinators to contact the SDRP team with any
questions at 301.763.1099 or by email at .
1.4
SDRP Annotation Phase Materials
The data discs include the SDRP Quick Start Guide, Respondent Guide, School District Inventory
Listings, current school district boundary shapefiles, Submission Log, and GUPS. All participants
should review the entire Quick Start Guide and this guide before starting. These guides explain
the guidelines and reporting tools that apply to the state’s changes.
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1.5
Description and Use of Listing Files Provided
The data discs contain a number of important files. The Readme.txt on the data disc contains a
complete list of materials. For convenience purposes, the Census Bureau provides both a text
file and an Excel file for each listing on the disc. Depending on the state’s school district
geography and how the state participates in the SDRP, some listing files may not be included.
1.5.1
1.6
Listings
•
Inventory and Grade Range File (All States)
•
County Coverage File (All States)
•
School District to Geography (SD/GEO) Relationship Files (Limited States)
•
Legal Entity Coextensive File (Limited States)
Inventory and Grade Range File (All States)
The Inventory and Grade Range files are named "_SD_Inventory_A.txt" and
"_SD_Inventory_A.xls" (see Appendix A Data Dictionary and Record Layout for Listings).
These files are a listing of the 2019 school districts recognized by the Census Bureau, including
the school district name, SDLEA, level, type, and grade range. Carefully review the information
contained in these listings and provide the Census Bureau with updates and corrections.
Note: The Census Bureau requires complete school district coverage; therefore, the listings may contain
school districts that are not Type 1 or Type 2. These are flagged in the listings as follows: Pseudo
(A) (See Appendix B for more information on pseudo school districts), Department of Defense
(B), Interstate (C), and Bureau of Indian Affairs [BIA] (D). These files also flag school districts
within a state or county that have the same name but different SDLEA numbers with an (E). In
these situations, the SDLEA numbers are the means to identify unique school districts that share
the same name.
The states listed below contain elementary school districts without secondary school district
coverage. Review the elementary school district grade ranges and inform the Census Bureau
what the secondary school district coverage should be or why there is no secondary school
district coverage.
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1.6.1
Grade Ranges
The grade ranges included in these files indicate the grade ranges for which each school district
is financially responsible. Use this set of grades, based on financial responsibility, to assign the
data for each child to exactly one school district.
Examples of Financial Responsibility:
A school district is financially responsible for the education of all children in a geographic area if
it is the only district serving that area. It may meet that responsibility by:
•
Operating schools that provide education to children in all grades.
•
Operating schools that provide education for children in some grades and paying another school
district to provide education for the children in the remaining grades; or
•
Not operating any schools, but paying another school district to provide education to all the
school district's children.
If the children in a geographic area are served by an elementary school district, and also served
by a separate secondary school district that receives no payment from the elementary district,
then the two school districts share the geographic area and financial responsibility is divided
between them. The grade ranges on the listing should show which district is financially
responsible for the children in each grade. The grade ranges listed for each of the two school
districts must not overlap, and every grade must be assigned to one of the school districts.
Responsibility for a particular grade exists even if, from time to time, there are no children in
that grade living in the service area of the school district. Thus, a school district that is
responsible for providing 6th grade schooling should appear on the listing with the "6th grade"
in its grade range, even if there are no actual 6th grade students living there.
1.6.2
Official School District Names
The official school district name is its legal name including any state-used descriptive wording,
such as "Independent School District", "Consolidated School District" or "Supervisory Union."
1.6.3
How Do I Submit Inventory and Grade Range Changes?
Submit grade range changes using the submission log outside of GUPS.
•
Include all changes manually using the Excel Submission_Log.xls spreadsheet (referenced in
Chapter 3); or
•
Update either the School District Inventory and Grade Range text or Excel file, not both, with all
grade range changes, additions (new school districts) and deletions (deleted school districts)
making clear what changed by highlighting, changing text color, text bolding, adding, or crossing
out the changes.
•
Send the Submission Log or updated file through the Secure Web Incoming Module (SWIM). For
more information regarding SWIM, see Part 5: Submitting Files to the Census Bureau through
The Secure Web Incoming Module (SWIM).
Important: If the mapping coordinator plans to submit more than 25 changes, such as name or grade
range changes, contact the SDRP team before filling out the submission log.
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1.6.4
County Coverage File (All States)
The County Coverage files are named "_County_Coverage_A.txt” and
"_County_Coverage_A.xls” (see Appendix A for record layout). These files are sorted by
county and list the school districts that are located in each county. There is a separate record
for each unique school district/county combination.
The County Coverage files reflect the boundaries of the 2019 school districts as shown in the
shapefiles and the TIGERweb map viewer. Use these files to locate each school district and to
review the extent of the areas of each school district as they relate to counties.
Review these listings and notify the Census Bureau where a school district to county
relationship should no longer be maintained, or where a new relationship should be created
and maintained.
1.6.5
School District to Geography (SD/GEO) Relationship File (Limited States)
In Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, Pennsylvania, Rhode
Island, and Vermont, school districts are commonly coextensive with one or more incorporated
places and/or county subdivisions (towns, townships, boroughs, etc.). Review the relationships
listed in the files named: _SD_GEO_Relationship_A.txt or
_SD_GEO_Relationship_A.xls to ensure that the state school districts are maintaining the
correct relationships with the aforementioned legal governmental entities (See Appendix A
Data Dictionary and Record Layout for Listings). Similar to the County Coverage files, these
files contain records for each school district/incorporated place and school district/county
subdivision coextensive relationship.
Both the _SD_GEO_Relationship_A.txt and the _SD_GEO_Relationship_A.xls files are
sorted by SDLEA for use in reviewing the geographic relationship between the local
governments (towns, townships, boroughs, etc.) and each school district.
The Census Bureau maintains these relationships without the need for states to submit
boundary changes for the listed school districts. All changes to incorporated places and county
subdivisions are obtained through the Census Bureau's Boundary and Annexation Survey (BAS).
If the mapping coordinator believes that a legal boundary is incorrect, notify the Census Bureau
via email at .
Review these listings and notify the Census Bureau where a relationship should no longer be
maintained, or where a new relationship should be created and maintained.
1.6.6
Legal Entity Coextensive File (Limited States)
The Legal Entity Coextensive files named "_Coextensive_Coverage_A.txt," and
"_Coextensive_Coverage_A.xls," (see Appendix A Data Dictionary and Record Layout for
Listings) are being provided to Alabama, Alaska, Georgia, Kentucky, Louisiana, Mississippi,
North Carolina, South Carolina, Tennessee, Utah, and Virginia because some of their school
districts are coextensive with legal entities such as counties, county equivalents, or
incorporated places.
The Census Bureau maintains these coextensive relationships without the need for states to
submit boundary changes for the listed school districts. All changes to counties, county
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equivalents, and incorporated places are obtained through the Census Bureau's BAS. If the
mapping coordinator believes that a legal boundary is incorrect, please notify the Census
Bureau via email at .
Review these listings and notify the Census Bureau where a coextensive relationship should
no longer be maintained, or where a new relationship should be created and maintained.
Note: If the state did not receive an SD/GEO Relationship File or a Coextensive Coverage file, and there
are school districts in the state that are legally coextensive with local governments, contact the
SDRP team.
1.6.7
How Do I Make Corrections to the “County Coverage,” “Relationship” and/or
“Legal Entity Coextensive” Files?
•
Update either the text file or the Excel file, not both, with all changes, additions, and deletions
making clear what changed by highlighting, changing text color, text bolding, adding, or crossing
out the changes.
•
Send the updated file(s) to the Census Bureau using the SWIM. For more information regarding
SWIM, see Part 5: Submitting Files to the Census Bureau through The Secure Web Incoming
Module (SWIM).
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School District Review Program (SDRP) Respondent Guide
Page 5
PART 2:
HOW TO USE TIGERWEB
CHAPTER 2: TIGERWEB MAP VIEWER FOR THE SDRP
The Census Bureau provides the TIGERweb online map viewer for state and local education
officials to review the Census Bureau's 2019 school district information. The TIGERweb viewer
shows features such as roads, waterways, and county, place, city, and school district boundaries
at street level detail.
The TIGERweb online map viewer is located at: .
Use it to locate a school district and compare it to a local source for school districts to
determine if there is a need to make boundary changes. The mapping coordinator should
provide boundary changes to the SDRP if the map does not correctly depict the school district
boundary in effect as of January 1, 2020.
To review the boundary of a school district, the mapping coordinator will need either the name
of the school district or the seven-digit geographic identification code (GEOID) for the school
district. The GEOID is located in the School District Inventory and Grade Range File
(SD_Inventory.xls) located on the 2020 SDRP Data disc. The GEOID is comprised of the twodigit Federal Information Processing Series (FIPS) state code for the state in which the school
district is located followed by the five-digit SDLEA ID assigned to the school district. TIGERweb
uses the GEOID to zoom directly to the school district.
State mapping coordinators, please provide local education officials with these TIGERWeb
instructions, which can be downloaded from the 2020 SDRP website under the Annotation
Phase Program Materials hyperlink.
If a local education official determines that changes need to be reported for the 2020 SDRP,
report the changes to a state SDRP mapping coordinator who will submit the changes to the
Census Bureau. The SDRP Mapping Coordinator is the liaison between the state’s Department
of Education and the Census Bureau. Find contact information for mapping coordinators on the
SDRP website: .
The Census Bureau will not accept school district boundary changes:
a) Submitted directly to the Census Bureau by local education officials.
b) Annotated on maps printed using the TIGERweb map viewer.
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2.1
Getting Started with TIGERweb
•
Navigate to the TIGERweb website located at:
.
•
TIGERweb supports Microsoft Internet Explorer,
Mozilla Firefox, Opera, and Google Chrome
internet browsers.
•
Click on the TIGERweb Applications tab.
•
Click on the TIGERweb link under TIGERweb
Applications tab on the left side of the screen.
Do not click on the TIGERweb Decennial link.
•
TIGERweb contains the geographic school district
boundary updates for state school districts
submitted during the 2019 SDRP. Review boundary
updates from the 2019 SDRP before submitting
changes for the 2020 SDRP.
•
The TIGERweb application offers the ability to
view:
o Roads, highways, and railroads.
o Rivers, lakes, streams and other “single-line”
drainage.
o Boundaries for legal and statistical geographic
entities.
o Selected special land use areas such as military
reservations and national parks.
o Satellite imagery.
Figure 7. TIGERweb Application List
from the TIGERweb Tab
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After opening TIGERweb, the map display, navigation tools, layers panel, a legend, and map
vintage becomes visible (Figure 8).
Figure 8. TIGERweb Layout
2.2
Available Map Layers
The Layers panel shows the list of available features and geographic areas. Labels, Hydrography,
States, and Counties display by default at startup. The layers organize into separate groups,
called map services, based on geographic type. Expand each map service by clicking on the ‘+’
symbol to see all of the available layers that include physical features such as roads and water
features, as well as legal and statistical boundaries such as census blocks and incorporated
places. Limit the amount of data on the map by selecting only the applicable types of linear
features and geographic entities. Click on the ‘+’ sign to expand a map layer and view the Slider
tool to make the layer more or less transparent.
2.3
Selecting a Map Layer
The Select Vintage dropdown in the Layers panel shows the vintages of TIGERweb geography
that are available for display in the application (Figure 9). Select Current, if not already selected,
to view the geographic updates for entities submitted during the 2019 SDRP. Click on the ‘+’
sign next to each map service in the Layers panel to expand the map service and view the layers
within it. Click on the small boxes (check/uncheck) to select the Transportation, Places and
County Subdivisions, and School Districts map layers.
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School District Review Program (SDRP) Respondent Guide
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Figure 9. TIGERweb Vintage Dropdown Menus Used for Reviewing School District Boundaries
2.4
TIGERweb Tools and Functions
2.4.1
Move Around/Zoom In/Zoom Out of Map Display
The features and geographic areas contained in the map services do not immediately appear.
This is because each layer has a range of zoom levels at which it will display. In other words,
visibility is scale dependent. More details appear when zooming in on the map.
At Zoom level 6, counties appear; at Zoom level 7, school districts begin to appear; at Zoom
level 9, places appear; and at Zoom level 10, roads and railroads appear. The current Zoom level
displays on the scale bar in the lower left of the Map display (Figure 10).
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Use the Zoom In scrollbar tool located on the vertical Scale Bar, shown on the left, to
zoom in to see more detail on the map or zoom out to see less detail (Figure 11). Click
on the ‘+’ to zoom in for more detail or click on the ‘-’ to zoom out for less detail. Also,
zoom in or out by rolling the wheel on a computer mouse.
Figure 10. TIGERweb Map Scale Zoom
Figure 11. TIGERweb Map Scales
Shown in the Application for
Reviewing School District Boundaries
2.4.2
TIGERweb Symbology
Click on the Legend tool (Figure 12) at the top of the screen to view the
symbology used for each layer.
Figure 12. TIGERweb Legend
If the layer selected does not appear in the legend, zoom in on the map for the feature to
appear on the map and on the legend. Click on Detailed Legend to see at what zoom level the
layers and labels appear.
To see boundaries for only some types of place and county subdivision features, click on the
appropriate item in the Layers panel to turn them off or on (Figure 13). The figure below shows
the different Places and County Subdivisions to select to display.
More detail appears when zooming in on the map viewer. Select
the ‘Transportation’ layer to display road and rail features to
help recognize local areas.
Figure 13. Check-Boxed Map Layers Are Selected for Display
2.4.3
Locating a School District
TIGERweb allows SDRP participants to quickly locate an entity visually using the Zoom In tool or
by using the Query tool to search for a school district by its name or unique GEOID. The GEOID
code is on the School District Inventory and Grade Range Listing (SD_Inventory.xls) located on
the 2020 SDRP Data disc. Type the GEOID in the Enter GEOID of Feature box. In addition, a
school district is searchable by typing its name in the Enter Name of Feature box. Enter a
GEOID or a Name, but not both.
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Select the Query Tool from the toolbar. Select the Attribute Tab.
From the Select Map dropdown, select one of the following map services:
•
States and Counties to locate a county.
•
Places and County Subdivisions to locate a city or town.
•
School Districts to locate a Unified, Secondary, or Elementary school district.
Figure 14 shows the Query window in TIGERweb and how to select the items listed above to
review.
Use the Query examples (Figure 15 and Figure 16)
to locate an entity. Searching by unique GEOID will
take users directly to an entity. Searching by Name
could produce a list of school districts with the
same or similar name.
Figure 14. TIGERweb Query Window
Example: Locating a unified school district, using West Prairie Community Unit School District
103, Illinois - GEOID 1700314.
Select the Query tool.
From the Select Map dropdown, select School Districts.
From the Select Layer(s) dropdown, select Unified School Districts.
Enter the GEOID for the school district (1700314) in the GEOID field.
Click SUBMIT to search for the unified school district.
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School District Review Program (SDRP) Respondent Guide
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Figure 15. Using Query Tool to Locate a School District by its Unique GEOID
Figure 16. Using Query Tool to Locate a School District by its Unique GEOID
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TIGERweb displays the result(s) of the query under the
Query Results tab to the left of the map (Figure 17).
TIGERweb also displays the Info panel (Figure 18)
containing attribute data for the entity. Minimize or close
the Info panel by clicking on the ‘-’ or ‘x’ symbols in the top
right of the Info panel.
Figure 17. Query Found West Prairie
Community Unit School District
Figure 18. TIGERweb Info Panel
Click on the name of the result listed under the Unified School Districts heading of Query
Result(s) and TIGERweb will display the school district highlighted in the center of the map
display (Figure 19).
To start a new Query, click Clear Map on the navigation toolbar above the Zoom-In
scrollbar. The Query window reappears and the located entity is no longer highlighted.
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Figure 19. Query Result West Prairie Community Unit School District
Example: Locating a school district named Bridgeport in Connecticut without knowing its school
district level.
Select the Query tool.
From the Select Map dropdown, select School Districts.
From the Select Layer(s) dropdown, hold down the Control or Shift Key and click on Unified,
Secondary, and Elementary. All three will display as highlighted.
Enter the name Bridgeport in the Name of Feature field.
Click SUBMIT to search.
Searching by name could produce a list of school districts with the same or similar names. The
Query result (Figure 20 and Figure 21) and will include the state in which the entity is located.
Figure 20. Query by Name Results
Figure 21. Query by Name
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TIGERweb displays the selected entity highlighted in the center of the map display (Figure 22),
along with the Info panel containing attribute data for the entity. Minimize or close the Info
panel to view the entire map and Query Result(s) box.
Figure 22. Bridgeport School District in Connecticut
View additional layers such as Transportation and Places by clicking the small boxes next to the
map services in the Layers panel. Use the same action to deselect layers no longer wanted in
the map view. Other types of entities can also be searched for using the same process.
Example: Locating the City of Sweetwater, Tennessee (Incorporated Place), GEOID 4772540.
Select the Query tool.
From the Select Map dropdown, select Places and County Subdivisions.
From the Select Layer(s) dropdown, select Incorporated Places.
Enter the GEOID (4772540) for an Incorporated Place in the GEOID field.
Click SUBMIT to search for an Incorporated Place.
TIGERweb displays the located entity highlighted in the center of the map display (Figure 23),
along with the Info panel containing attribute data for the entity. Minimize or close the Info
panel to view the entire map and Query Result(s) box.
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School District Review Program (SDRP) Respondent Guide
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Figure 23. Sweetwater Incorporated Place Located Using its GEOID
2.4.4
Identify Tool
Identify features on the map by using the ‘Identify’ tool
.
•
Click on the Identify tool at the top of the screen and click on the area of the map or feature to
identify.
•
In the Identify Results panel (Figure 24) click on any of the features to get attribute information
about the area or feature.
•
When clicking on a feature, its area on the map is highlighted. The Identify tool shows attribute
information only for visible layers (checked in the Layer dropdown).
Example: Use the Identify tool to get attribute data for the Fairfield School District adjacent to
the Bridgeport School District is below.
•
Click on the Identify tool on the toolbar (cursor changes from a pointer to crosshairs ‘+’).
•
Click inside the boundary of Fairfield School District.
•
Click on Fairfield School District displays the Info panel and attributes about the school
district including grade range, land area, and water areas (right side of Figure 24).
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School District Review Program (SDRP) Respondent Guide
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Figure 24. Identify Results and Attribute Information is Displayed
2.4.5
Changing Transparency
When multiple layers are displayed, one layer may obscure another layer. Change the
transparency (Figure 25) of each layer by moving the sliding
bar below the layer name to the left or right.
Figure 25. Transparency Slider for TIGERweb
2.4.6
Map Background
TIGERweb has landmass, satellite imagery, or terrain options as the background for the map
display. Landmass is the default when opening TIGERweb. After locating and zooming into an
entity, click on the Topography button (Figure 26) until the Satellite Icon appears and imagery
overlays the entity. This dual view allows users to see the relationship between the location of a
boundary in the Census Bureau’s file to the location of real-world features such as roads.
Figure 26. Satellite Icon
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School District Review Program (SDRP) Respondent Guide
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2.4.7
Reviewing and Reporting School District Boundaries
After using the TIGERweb Query Tool to locate a school district, compare the TIGERweb map of
the school district to a local source for the school district boundary.
Provide boundary update information to the state mapping coordinator if the TIGERweb map
does not correctly depict the school district boundary shown in a local source.
2.4.8
Printing and Saving a Map
The TIGERweb application has the functionality to save maps, print paper maps, or capture
screen images of the areas where the boundary requires an update or annotate changes.
TIGERWeb also has the functionality to forward these updates or changes to the state mapping
coordinator. Figure 27 shows the Print window located in TIGERweb.
Figure 27. Print screen in TIGERweb
Note: The Census Bureau will not accept boundary changes for the SDRP submitted directly to the
Census Bureau annotated on maps printed using the TIGERweb map viewer.
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School District Review Program (SDRP) Respondent Guide
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PART 3:
HOW TO USE THE SUBMISSION LOG
CHAPTER 3: SDRP SUBMISSION LOG
3.1
Purpose
The submission log is a Microsoft Excel spreadsheet provided to state mapping coordinators in
the SDRP Annotation Phase packet. The Census Bureau also provides the submission log for
download on the SDRP website in the Annotation Phase Program Materials section. Record
each type of acceptable school district change as a separate record in the submission log.
The Census Bureau accepts the following changes using the submission log:
•
Name
•
Grade Range
•
SDLEA ID number Simple Consolidations
•
Simple Dissolutions
•
Level Change
•
Coextensive School District Updates
The Census Bureau requires the use of the submission log for the change types listed in
Sections 3.2 to 3.6. Not all fields are displayed in the examples.
3.2
School District Name Change
A school district name change is usually a result of a misspelled or legal school district name
change. Figure 28 shows the fields in the log requiring information are: Type of Change,
County(ies) FIPS code(s), SDLEA of Change, Old Name, and New Name.
Note: Contact the School District Team if submitting a more than 25 name changes.
Figure 28. School District Name Change Example
3.3
Grade Range Change
A grade range change is the result of an incorrect grade range previously reported to the
Census Bureau or a new change (e.g., changing from Kindergarten to Pre-Kindergarten).
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School District Review Program (SDRP) Respondent Guide
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Note: Gaps and overlaps in grade range coverage cannot exist. Contact the School District Team if
submitting more than 25 grade range changes.
Grade range changes require information in the Type of Change, County(ies) FIPS code(s),
SDLEA of Change, Old Grade Range Low, Old Grade Range High, New Grade Range Low, and
New Grade Range High fields (Figure 29).
Figure 29. School District Grade Range Change
3.4
Federal School District Local Education Agency (SDLEA) Identification
(ID) Number Change
SDLEA changes include a correction to a previously incorrect SDLEA or replacing a temporary
SDLEA ID number (99***) with a permanent number. SDLEA changes require information in the
Type of Change, County(ies) FIPS code(s), SDLEA of Change, Old SDLEA (same as SDLEA of
Change), and New SDLEA fields (Figure 30).
Figure 30. SDLEA ID Number Change
3.5
Simple Consolidation (School District with New Name and New SDLEA ID
Number)
A simple consolidation occurs when two or more school districts merge to create a new school
district with a new name and new SDLEA. There are no additional boundary changes.
Simple consolidations require information in the Type of Change, County(ies) FIPS code(s), New
Name, New Grade Range Low, New Grade Range High, New Level, Consolidation 1 SDLEA (first
school district being merged), Consolidation 2 SDLEA (other school district being merged),
Consolidation New SDLEA (SDLEA of newly formed school district, if known; otherwise place
“unknown” in this field), and Narrative/Description fields (Figure 31). Consolidation 3 SDLEA
and Consolidation 4 SDLEA fields only require information if three or more school districts are
consolidating (merging). If five of more school districts are consolidating, enter the remaining
SDLEA ID numbers on the next row starting in the Consolidation SDLEA field.
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Figure 31. School District Simple Consolidation
3.6
Simple Dissolution (into Existing District)
A simple dissolution occurs when one or more existing school districts entirely dissolve(s) into
one other existing school district. A simple dissolution never results in the creation of a new
school district. The receiving school district retains its name and SDLEA ID number.
Note: A separate entry is required for each school district that dissolves into the existing school district
through this change.
Simple dissolutions require information in the Type of Change, County(ies) FIPS code(s), SDLEA
of Change (school district that is gaining area), Added Area SDLEA (same as SDLEA of Change),
Deleted SDLEA(school district being dissolved), and Narrative/Description (include
county/counties FIPS code(s)) and if applicable, the Old Grade Range Low, Old Grade
Range High, New Grade Range Low, New Grade Range High, Old Level, and New Level fields
(Figure 32).
Figure 32. School District Simple Dissolution
Note: Complex consolidations, complex dissolutions, and boundary changes all require updates using
GUPS. Review Chapter 5 to complete these updates.
3.7
Level Change
A level change occurs when a school district changes classification; for example, changing from
elementary to unified. Contact the Census Bureau for assistance in documenting this change.
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3.8
Coextensive School District Updates
A coextensive school district update occurs when the area that is being added to a school
district is also an existing minor civil division or incorporated place in the Census database. A
boundary change or a new district may be submitted this way. These types of spatial updates
may also be submitted in GUPS if preferred.
Coextensive school district boundary changes, defined as either an Annexation or Boundary
Correction, require information in the Type of Change, County(ies) FIPS code(s), Added Area
SDLEA, Lost Area SDLEA, and Narrative/Description. The Narrative/Description field must
contain the minor civil division(s) or incorporated place(s) that are being added to the school
district. For information on choosing whether a boundary change is an Annexation or Boundary
Correction, refer to Page xiv.
Figure 33. Coextensive Annexation
Coextensive new school district updates require information in the Type of Change, County(ies)
FIPS code(s), New Name, New GR Low, New GR High, New Level, New SDLEA and
Narrative/Description. The Narrative/Description field must contain the minor civil division(s)
or incorporated place(s) that make up the new school district.
Figure 34. Coextensive New District
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PART 4:
HOW TO USE THE GEOGRAPHIC UPDATE
PARTNERSHIP SOFTWARE (GUPS)
CHAPTER 4: GETTING STARTED
This part of the guide includes information needed to use GUPS. It offers a description of the
GUPS application and gives specific instructions (in the form of step-action tables) for how to
use GUPS to make SDRP updates.
Chapter 4: Getting Started
•
Lists the hardware and software requirements for GUPS and SWIM, and
•
Provides instructions for installing the application.
Chapter 5: GUPS Basics
4.1
•
Provides instructions to open GUPS, start a project, and load Shapefiles,
•
Explains the GUPS interface (including the Menu, Toolbars, Table of Contents or map legend,
and the Map View area),
•
Offers instructions for using the tools available through the menu and toolbars,
•
Gives instructions to make required and optional updates in the application, and
•
Provides instructions to print, share, and export zip files.
GUPS Hardware and System Requirements
In the SDRP packet, Disc 1 includes the setup file needed to install GUPS.
GUPS resides within QGIS (formerly known as Quantum Geographic Information System (GIS)),
a free and open-source desktop geographic information system application. To learn more
about QGIS visit . The GUPS application was developed for use
on a desktop PC or a network environment.
Before beginning the installation, ensure that the computer used meets the minimum hardware
and software requirements.
Table 2 lists these hardware and software requirements to install and run GUPS. Also included
are the software requirements to submit files through the SWIM website.
Table 2: GUPS Hardware and Software Requirements
Hardware
Disk Space Needed to Run GUPS:
4 GB
Disk Space Needed to Store
Shapefiles:
Shapefile sizes vary by state. To
view the shapefile sizes, open
Disc 2, select the ‘Shape’ folder,
right-click, and choose Properties
in the drop-down menu. The Files
U.S. Census Bureau
Operating System
Windows:
To run GUPS, Windows users need one of the
following operating systems:
• Windows 7
• Windows 8
• Windows 10
Apple Mac OS X:
Mac OS X users must secure a license for
Microsoft Windows and use a Windows bridge.
School District Review Program (SDRP) Respondent Guide
Browser
Minimum Browser Versions to
Use SWIM:
SWIM supports the current
internet browser version, plus
one previous version of the
major browsers (internet
Explorer, Google Chrome,
Mozilla Firefox, and Apple
Safari).
Page 23
Hardware
Properties box opens and
displays the folder size. Select
multiple files/folders in the list to
view their properties via the
same method.
RAM:
4 GB minimum, 8 GB or more
recommended for optimal
performance.
Operating System
The suggested bridge software is Boot Camp,
which comes pre-installed on all Mac computers.
See instructions for using Boot Camp at:
.
Browser
Important: Since Boot Camp requires a restart of
the computer to set up the bridge, be sure to
print the instructions provided at the URL above
before beginning the installation.
Depending on the Windows OS version, the GUPS dialog boxes may have a different
appearance than the screenshots contained in the user guide, although the content is the
same.
4.2
How to Install GUPS
To complete the installation, follow the steps in Table 3.
Note: If an older version of QGIS or GUPS exists on the computer, the installer will automatically
remove the old version before it installs the latest version.
Step
Step 1
Step 2
Table 3: How to Install the GUPS Application
Action and Result
Download GUPS from the Annotation Phase Program Materials page on the SDRP website or
place the installation DVD into the computer’s DVD drive. For some users, a Windows
protected your PC pop-up box may appear.
To continue, click ‘More info,’ then select ‘Run anyway.’
Other users may receive a user account control pop-up that asks, “Do you want to run this
file?”, “Do you want to allow the following program from an unknown publisher to make
changes to this computer?”, or a similar query. See an example below.
If this pop-up occurs, click Run, Yes, Allow, or an option that allows the installation to
proceed. The software should begin to run automatically.
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Step
Step 3
Action and Result
If the software does not run automatically, open Windows Explorer, navigate to the CD/DVD
drive, and double-click on the file named Setup-8.0.3-1.bat.
Note: The name of this file may vary slightly, but it will be the only setup .bat file available.
Step 4
If the software still does not run properly, contact a System Administrator for assistance.
When the installer opens, the Welcome to the QGIS Setup Wizard screen appears.
Before proceeding, close all other programs or applications. Once other programs and
applications are closed click the Next button.
Step 5
For returning mapping coordinators with QGIS 2.18.15 already installed, select the Cancel
button on the QGIS 2.18.15 Setup screen in Step 4 to update GUPS without reinstalling QGIS
2.18.15. The setup will bypass the QGIS installation and immediately begin to update the
GUPS plugin supported for this SDRP. This is only applicable for existing installations of QGIS
2.18.15.
The License Agreement screen appears.
Read the License Agreement and click the I Agree button to continue.
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Step
Step 6
Step 7
Action and Result
The Choose Install Location screen opens. It is recommended to install the application at the
default: (i.e., C:\Program files\QGISGUPS). Otherwise, use the Browse button to navigate to
a preferred location.
To begin the installation click Next to continue.
The Choose Components screen opens.
‘QGIS’ in the Select components to install field is checked and grayed out since it is the
default. Simply click Install to continue.
Step 8
To review a previous screen or reread the license agreement, click the Back button (each
screen contains this button).
The software should take between five and 10 minutes to install. When it is finished, the
Completing the QGIS GUPS Setup Wizard screen opens.
Click the Finish button.
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Step
Action and Result
Step 9
The GUPS Install Setup: Completed screen opens showing the status of the installation of
GUPS. When completed, click the close button on the following screen:
Step 10
To complete the installation, click the Close button at the bottom of the GUPS Install Setup:
Completed Setup Wizard screen. Once the application installs, QGIS will be added to the All
Programs Start Menu list.
The installer will include additional open source software packages. Although included, this
software will not be used during the SDRP. These additional packages are, OSGEO4W Shell,
GRASS GIS 7.2.2, MYSYS, QGIS Desktop 2.18.15 with GRASS 7.2.2, QGIS Browser 2.18.15, and
SAGA GIS (2.1.2).
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CHAPTER 5: GUPS BASICS
With GUPS installed, the SDRP updates can begin. There are three ways to retrieve shapefiles
when starting a new project:
•
From the Census Bureau website (loads directly into GUPS).
•
From DVD (Disc 2 of the SDRP packet).
•
From My Computer (if the shapefiles exist on an internal or external hard drive).
Table 4 shows the steps to open GUPS and start a new project using the Census Bureau
website. The steps to start a new project using the Census Bureau provided DVD or My
Computer are very similar. The CD/DVD option is recommended in the event of a slow internet
connection.
To open GUPS, follow the steps in Table 4 below.
Step
Step 1
Table 4: Open GUPS and Start a New Project
Action and Result
Select QGIS Desktop 2.18.15 from the All Programs Start Menu list.
The QGIS splash screen appears. (Note: QGIS provided the open-source platform for building GUPS.)
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Step
Step 2
Action and Result
Click the Next or Previous buttons to review the QGIS System tips. To disable QGIS Tips on start-up,
click the I’ve had enough tips, don’t show this on start up any more! button.
Step 3
To begin a GUPS project close the QGIS Tips! box by clicking the OK button. The box closes and the
Map Management dialog box opens, as shown below.
Step 4
In the Map Management dialog box, use the drop-down menu next to the Program field to select,
Boundary and Annexation Survey and then Sub Program, School District Review by County.
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Step
Step 5
Step 6
Step 7
Step 8
U.S. Census Bureau
Action and Result
In the State field, use the drop-down menu to a state. Use the scroll bar to move up and down the
list of states.
This example uses Illinois.
In the Working County field, use the drop-down menu to select the county to make updates. This
example uses Hancock County, Illinois.
After selecting the working county, GUPS will prompt for a download location of the county
shapefiles. The Select Data Folder, Directory or Location box opens.
GUPS only asks to specify a data download location once per project. When a project has been
closed and reopened, the shapefiles automatically load, even if no changes were made during the
first session.
In the Select Data Folder, Directory or Location box drop-down menu select a data download
location. This example assumes the user is pulling the data from the SDRP website so click on
Census Web in the drop-down menu.
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Step
Action and Result
Step 9
When Census Web is chosen, the shapefile for the county begins to load and progress is displayed
by a blue striped bar (color may vary), with the percentage of the upload completed displayed to the
right.
Step 10
As GUPS loads the data it unzips and copies the files to a folder in the home directory created
during the installation process. The data is then loaded into the GUPS application.
In this example, data is loaded for Hancock County, Illinois. After the files load, GUPS returns to the
Map Management box. A list of counties in the state appears at the bottom of the Map
Management box. Adjacent counties (counties that share school districts with the chosen working
county) are highlighted in yellow and checked.
Step 11
Note: Only select adjacent counties needed to complete a project. Loading adjacent counties may
slow the performance of GUPS.
To select additional counties in the state to display, check the checkboxes next to them. Scroll down
using the scroll bar to the right to see the full list of counties. A total of 10 adjacent counties, plus
the working county, can be loaded into GUPS.
Step 12
U.S. Census Bureau
In this example, all neighboring counties, Adams, Henderson, McDonough, and Schuyler Counties,
are selected. Click the Open button at the bottom of the Map Management dialog box.
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Step
Step 13
Action and Result
GUPS will automatically download the adjacent counties from Census Web. The progress is
displayed by the blue striped bar (color may vary), with the progress percentage noted to the right.
Step 14
GUPS unzips and copies the files to the GUPS home directory then loads them into the application.
The map management screen, with all selections grayed out, will show while the project is loading
followed by a progress bar with the message “Starting GUPS.” The data layers for Hancock County
appear in the Table of Contents and the maps for the selected adjacent (or other selected counties)
appear next to that for the working county in Map View. The Map View displays the maps for
Hancock and all adjacent counties.
Step 15
If for any reason shapefiles are missing from the chosen location in the Select Data Folder,
Directory or Location drop-down menu or the files are corrupted and cannot be loaded, an error
message will display.
Step 16
Click OK to return to the Map Management dialog box and then close Map Management. Reopen
Map Management from the Standard Toolbar.
Try loading the file(s) from another location. After reopening map management, reselect the
desired working county and pick another option for loading the files.
After working on a project be sure to save before exiting. Otherwise, any edits will be lost. Click the
Save icon on the Standard toolbar to save the project.
Step 17
Step 18
The Current edits pop-up box asks to save current changes for all layer(s).
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Step
Action and Result
Step 19
Click OK. The changes are saved.
Close the application to discard any changes (click the red X in the upper right-hand corner of the
main GUPS page). A Save? pop-up warning prompts to choose either save, discard, or cancel.
Step 20
Click Discard to not save the current project.
Opening a Saved Project: In the Map Management dialog box click the down arrow next to the
Open Recent button. The drop-down menu opens with a list of current projects.
Step 21
When a file is chosen, the map for the project automatically loads with the layers shown in the
Table of Contents.
Census Bureau-defined default layers and view settings are loaded each time a new project is
started in GUPS. If these default settings have been changed and then are saved during a project,
reopening the project will load these saved changes rather than the Census Bureau-defined default
layers and view setting.
To restore the default settings for a layer:
U.S. Census Bureau
•
Right-click on the layer in the Table of Contents. A drop-down menu opens.
•
In the drop-down menu, select GUPS Layer. A submenu opens.
•
In the submenu, select Load default style (see illustration below).
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Step
Action and Result
To reset the default settings for all layers, select Load all default style.
Step 22
When a project is opened in Map Management, any previously selected adjacent (or other
selected) counties appear in cyan blue and remain checked.
Loading Multiple Adjacent Counties
11 county datasets can be loaded in a project (the working county plus 10 other counties).
The tables in this section provide systematic instructions for making updates. All examples
shown here will begin with a new Map Management project for the state of Illinois and
Hancock County with fringe counties. Although using real data all changes are purely fictitious.
They are employed for purposes of illustration only and do not indicate any actual geographic
changes.
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Add a linear feature to split a face if the whole area of a selected face (polygon) is not to be
included in the boundary change. Follow the steps in Table 5.
Step
Step 1
Step 2
Table 5: Adding a Linear Feature
Action and Result
In the Map View, navigate and zoom to the face (polygon) to split.
Click on the Add Linear Feature button in the SDRP Toolbar.
Step 3
Step 4
U.S. Census Bureau
Left-click the mouse at the starting point of the line (A) and continue to left-click the mouse at
each vertex (shape) point of the line. When the line is complete, right-click the mouse (B) to
finish drawing.
When the line is complete the Add Linear Feature dialog box opens indicating that a
Nonvisible Legal/Statistical Boundary is about to be added. Select OK.
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Step
Action and Result
GUPS adds the linear feature to the map while also splitting faces (polygons).
Linear features can be deleted one segment (Table 6) at a time or multiple segments at a time
(Table 7).
Step
Table 6: Deleting a Linear Feature One Segment at a Time
Action and Result
Only user added linear features can be deleted using the Delete Linear Feature tool in GUPS.
Step 1
Select the Delete Linear Feature button from the SDRP toolbar to delete the linear feature
created in the previous steps.
Step 2
Left click on the segment to delete. When the Delete Linear Feature tool is active the mouse
cursor turns into a cross-selection. Hover over the line segment to delete and left mouse click. A
dialog box opens to confirm whether or not to delete the selected features(s). Click OK and
GUPS deletes the line segment.
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Step
Action and Result
Another way to delete a linear feature is by using the Select Features tool to draw a selection
region over the line to delete.
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Step
Step 1
Step 2
Step 3
Table 7: Deleting Multiple Segments or Features
Action and Result
Select the Select Features tool from the standard toolbar.
Left click on the map and drag a selection box around the linear features added to the map.
GUPS will highlight selected features yellow (color may vary).
From the SDRP toolbar select the Delete Linear Feature button.
GUPS will notify if any of the selected features are ineligible for deletion. Only user added linear
features are eligible for deletion. Select OK.
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Step
Action and Result
The map refreshes and the linear feature is deleted.
When making boundary changes using GUPS, keep the following in mind:
•
Which school district is the target district (i.e., the one adding area), and if it is a(n) elementary,
secondary, or unified school district.
•
Which school is losing area, and if it is a(n) elementary, secondary, or unified district.
•
If faces need to be split to support boundary changes.
Follow the steps in Table 8 to perform a boundary change by adding area to an existing school
district.
Step 1
Step2
Table 8: Boundary Change Using Whole Faces
Action and Result
Click the Modify Area Feature button on the SDRP Toolbar to open the Modify Area Feature tool.
In the Modify Area Feature dialog box click the drop-down arrow next to the Geography field. In
this example, choose Elementary School District.
When an elementary school district is chosen, the Modify Area Feature tool populates the table
with the list of available elementary school districts with the county and SDLEA ID number displayed
for each district. The list is sorted by Working County ID, then by school district name.
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Action and Result
Step 3
From the Modify Area Feature table list, select 08680 – Carthage Elementary School District 317.
Step 4
Immediately after the selection, the Modify Area Feature tool highlights the school district in the
map view. A single left click highlights the school district. Double-clicking zooms to the extent of
Carthage Elementary School District.
Step 5
In this example, whole faces from neighboring 21690 La Harpe Community School District 347 are
added to the selected target layer 08680 Carthage Elementary School District 317. Using the Zoom
tool in the standard toolbar zoom into the following area:
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Action and Result
Step 6
From the Modify Area Feature tool activate the Select Features tool.
Step 7
From the map view left-click to select the following three faces from 21690 La Harpe Community
School District 347. To select multiple faces hold down the CTRL button on the keyboard while
clicking. With each click the face highlights in yellow to indicate an active selection.
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Action and Result
Step 8
Click the add area button in the Modify Area Feature tool to initiate the Boundary Change.
Step 9
The following notification pops up once the Boundary Change has completed listing the school
district(s) that are losing area because of the boundary change. Select OK.
Step 10
The following pop-up provides non-editable and editable attribute information of the target
elementary school district. The CHANGE TYPE field is a mandatory field. Select Boundary Correction
or Annexation. The COMMENTS field is optional. Select OK.
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Action and Result
Step 11
The map view updates to reflect the change in boundary made to Carthage Elementary School
District.
Save edits by selecting the save icon from the Standard Toolbar.
Boundary changes can also be made from adjacent counties (Table 9). This is useful if there is a
school district in an adjacent county that also needs to exist in the working county.
Step
Step 1
Step 2
U.S. Census Bureau
Table 9: Making Boundary Changes from Adjacent Counties
Action and Result
Select Unified School District for the Geography and Boundary Change for the Action from
the Modify Area Feature tool.
From within the Modify Area Feature tool info list scroll down to the school districts that
belong to the adjacent county for Adams County [17001]
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Step
Action and Result
Step 3
From this list select 08220 – Camp Point Community Unit School District 3 as the target
layer. The adjacent county school district is highlighted yellow in the map view.
Double-click to zoom to the extent of the school district if Camp Point Community School
District 3 does not appear in the current map view.
Step 4
U.S. Census Bureau
From the map view zoom to the border between Camp Point Community Unit School
District 3 and Southeastern Community Unit School District.
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Step
Action and Result
Step 5
Using the Select Features tool from the Modify Area Feature tool select the following faces
(polygons) from the working county.
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Step
Step 6
Action and Result
From the Modify Area Feature tool select the Add Area button to initiate the boundary
change.
The Modify Area Features dialog box opens to indicate the school districts losing area
followed by the Create Change Polygon dialog box. Choose a Change Type and Select OK.
Once complete, adjacent county school district Camp Point Community Unit School District
is added to the working county and the Modify Area Feature tool is updated to reflect the
addition of Camp Point Community Unit School District 3 into the working county.
Save edits by selecting the save icon from the Standard Toolbar.
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Complex consolidation refers to the situation where two or more school districts merge to
create a new school district with a new name and new SDLEA ID number along with additional
boundary changes. Follow the steps in Table 10 to perform a complex consolidation.
Step
Step 1
Table 10: Performing a Complex Consolidation
Action and Result
Begin by opening the Modify Area Feature tool from the SDRP toolbar.
Step 2
In this fictitious example, a complex consolidation will be completed between 11670 Dallas
Elementary School District 327 and 21690 La Harpe Community School District 347. In the
Modify Area Feature tool select Elementary School District from the Geography drop down
menu and then choose Complex Consolidation from the Action drop down menu.
Step 3
Double-click to select 11670-Dallas Elementary School District 327 from the target layer list.
Upon selection, the map view zooms to the extent of Dallas Elementary School District.
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Step
Step 4
Action and Result
To begin the consolidation, choose the Select Features tool from the Modify Area Feature
tool.
Step 5
Using the Select Features tool, select any face (polygon) from 21690 La Harpe Community
School District 347. This selection is for identifying in GUPS the second school district that is
included in the complex consolidation. As soon as the face is selected, the Complex
Consolidation Selection dialog opens with a list of all unified and elementary school districts in
the working county. This dialog box confirms the school districts to consolidate from. Select
OK.
There could be a lag between selecting the school disticts included in the consolidation and
when the faces (polygons) are selected in the map view. If there is a noticeable lag, GUPS is
still in the process of selecting all the faces (polygons) and completes once all school districts
are highlighted in yellow.
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Step
Step 6
Action and Result
The Map View refreshes and the entire La Harpe Community School District 347 is
highlighted: yellow to indicate that the entire school district has been selected.
Step 7
With both school districts selected, select the Complex Consolidation button from the Modify
Area Feature tool to begin the consolidation.
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Step
Step 8
Step 9
Action and Result
The first screen to appear is the Selected School Districts dialog box. This dialog box includes a
layer list of school districts to be consolidated as well as two radio buttons to choose the
school district type to consolidate into.
The radio button automatically defaults to the school district type of the selected target layer,
in this case, Elementary School District. It is also possible to consolidate the chosen
elementary school districts into a unified school district by selecting the Unified School District
radio button. In this example the chosen elementary school districts are consolidated into a
new elementary school district. Select OK.
The next dialog box to open is the Modify Area Feature Attribute dialog box. This dialog box is
used to provide the attribute information for the new consolidated school district. Required
fields include SDLEA, Name, Low Grade, and High Grade. Comments are optional.
GUPS automatically generates a temporary SDLEA. If an approved SDLEA exists, enter the
code into the SDLEA field. In this example, the automatically generated SDLEA is used. Fill in
the remaining required fields as shown below.
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Step
Action and Result
Step 10
Select OK.
The final dialog box to appear is a reminder pop-up concerning school districts that exist in
adjacent counties.
Step 11
Step 12
Step 13
U.S. Census Bureau
If the consolidated school districts exist outside the working county, the complex
consolidation must also be completed in the adjacent county/counties. Switch the working
county to the listed adjacent counties to complete the complex consolidation. In this scenario,
Dallas Elementary and La Harpe Elementary exist in the adjacent counties, Henderson and
McDonough, which means that a complex consolidation has to be completed in Henderson
and McDonough County as well.
Select OK.
The Map View refreshes and the newly consolidated Dallas La Harpe Elementary School
District 347 appears on the map.
A complex consolidation must also include boundary change(s). The next step is to complete
the boundary changes. Refer to Table 8, Table 9, and Figure 1 for directions on how to perfom
a boundary change.
Save edits by selecting the save icon from the Standard Toolbar.
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Complex dissolution refers to the situation where a single school district is dissolved and its
area split between two or more other existing school districts, with or without additional
boundary changes. Follow the steps in Table 11 to perform a complex dissolution.
Step
Step 1
Table 11: Performing a Complex Dissolution
Action and Result
Begin by opening the Modify Area Feature tool from the SDRP toolbar.
Step 2
In this fictitious example, a complex dissolution is completed using a unified school district,
Hamilton Community Consolidated School District 328. In the Modify Area Feature tool
select Unified School District from the Geography drop down menu and then choose
Complex Dissolution from the Action drop down menu.
Step 3
Select 18060-Hamilton Community Consolidated School District 328 from the target layer
list.
When selecting a target layer for Complex Dissolution, the Modify Area Feature indicates
how many Remaining Faces exist for that selected target school district. Use this count of
Remaining Faces as a guide when dissolving a school district.
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Step
Step 4
Action and Result
Upon selection, the map view zooms to the extent of Hamilton Community Consolidated
School District.
Step 5
To begin the dissolution choose the Select Features tool from the Modify Area Feature tool.
Step 6
Using the Select Features tool select faces from the target layer. This may be done by either
1) selecting individual faces to be included or 2) selecting a region of faces by left-clicking the
mouse and dragging across the target school district. Only faces that exist within the target
school district will be selected.
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Step
Step 7
Action and Result
With the faces selected, select the Complex Dissolution button from the Modify Area
Feature tool to begin the dissolution.
Step 8
The first screen to appear is the Select School Districts dialog box. Each school district listed
is sorted by working county ID. From this list, select the school district that will be used to
incorporate the dissolved faces. In this example, select Nauvoo-Colusa Community Unit
School District 328, then select OK.
Step 9
The final dialog box to appear is the Create Change Polygons attribute information. The
Comments field is editable to allow any notes that may be relevant to the dissolution.
Select OK.
There could be a lag between selecting the faces (polygons) to be included in the dissolution
and when the dissolution completes in GUPS. If there is a noticeable lag, GUPS is still in the
process of dissolving the selected faces (polygons) and completes once the Modify Area
Feature notification appears.
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Step
Step 10
Action and Result
The map view refreshes and the updated school district boundaries for both Hamilton
Community Consolidated School Districts and Nauvoo-Colusa Community Unit School District
displays.
Step 11
GUPS automatically re-selects 18060 – Hamilton Community School District 328 to finish
selecting the remaining faces.
Notice that Hamilton Community Consolidated School District has 527 remaining faces
(originally 615 faces). To complete the dissolution, select all of the remaining faces and
dissolve them into the Warsaw Community Unit School District. Once dissolved, the revised
school district boundaries should be similar to the example shown below.
Save edits by selecting the Save icon from the Standard Toolbar.
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The term New District is the process of transferring areas from one or more existing school
districts to form a completely new school district. Do not confuse this transaction with a
consolidation where the entire area of one or more school districts consolidates to form a new
school district. Follow the steps in Table 12 to perform a New District.
Step
Step 1
Step 2
Step 3
Table 12: Forming a New District Action
Action and Result
Begin by opening the Modify Area Feature tool from the SDRP toolbar.
From the Geography drop down menu select Unified School District and then choose New
District from the Action drop down menu. This example illustrates creating a unified school
district.
When the action is set to New District, the Modify Area Feature tool disables the school
district layers list and activates only the Select Features tool and the New District button.
From the Modify Area Feature tool, select the Select Features tool. In the Map View, zoom
into the following area. This example demonstrates selecting a number of faces from existing
40890 Warsaw Community Unit School District 316 to create the new district.
Using the Select Features tool select the following faces (highlighted in yellow) from Warsaw
Community Unit School District.
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Step
Action and Result
Step 4
From the Modify Area Feature tool, select the New District button.
The New District attribute window opens.
The following fields are required in order to complete the New District: SDLEA, Name, Low
Grade, and High Grade fields. GUPS automatically generates a temporary SDLEA. For this
example, fill in these fields with the following information and then select OK.
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Step
Action and Result
The Modify Area Feature dialog box lists the school district area. Select OK.
Step 5
There could be a lag between selecting the faces (polygons) to be included in the new district
and when the new district action completes in GUPS. If there is a noticeable lag, GUPS is still
in the process of creating the new district with the chosen faces (polygons) and completes
once the Modify Area Feature notification appears.
The Map View refreshes and the new Hancock Unified School District appears on the map.
The new school district is also added to the Modify Area Feature tool info list.
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Step
Action and Result
Save the edits by selecting the Save icon from the Standard Toolbar.
This section describes the GUPS Interface and how to customize GUPS features. This segment
may be used as a reference rather than read in detail. The Census Bureau recommends
maintaining the default settings created for SDRP.
5.11.1 The GUPS Main Page
Figure 35 shows the layout of the main page for GUPS. This page contains all the tools needed
for making updates in the SDRP. Shown in the figure are the main page elements. These include
the:
•
Table of Contents.
•
Map View (where the data display).
•
Menu.
•
Toolbars (Standard toolbar, SDRP toolbar, and Add Layers toolbar).
•
Status Bar (at bottom of page).
Figure 35. GUPS Main Page Layout
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The following sections describe the GUPS main page elements.
Page
Element
Table of
Contents
Map View
General Function
Table 13: GUPS Main Page Elements
Shows the layers on the map for the selected county. Layers (or groups) can be removed, layer
visibility managed, and legend content filtered through the Table of Contents toolbar.
Displays the data for the chosen county in the Map Management dialog box.
Menu
Offers basic features such as Settings and Help, tools to manage the Map View and import userprovided data, important calculation, measurement, and geoprocessing tool. Many of the
functions available from the Menu are also available in the application’s more conveniently
located toolbars.
Standard
Toolbar
Provides navigation and other tools needed to interact with the Map View and layers attribute
tables.
SDRP
Toolbar
Gives the specific tools needed to make SDRP updates, view linear feature attributes, review and
validate changes, import and export zipped files, and print.
Status Bar
Displays information on the map scale, projection, and coordinates, and it allows you to adjust the
display.
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5.11.2 Table of Contents and Map View
When a program and geography are chosen in the Map Management dialog box, GUPS
automatically loads a set of default data layers (and default layer groups) defined by the Census
Bureau for the chosen program. As the map opens in Map View, the list of the preset layers
(already grouped) appears in the Table of Contents.
Note that the Table of Contents and the Map View windows are interdependent. Selections
that are made in the Table of Contents are immediately reflected on the map display.
Note: The Table of Contents can be closed (Figure 36) at any time to see more of the map (click on the
small ‘x’ in the upper right-hand corner).
Figure 36. Closing the Table of Contents
To restore the Table of Contents, click the View tab on the Menu, select ‘Panels’ in the drop
down menu, click the arrow next to ‘Panel’ to open the submenu, and then click on ‘Layers’.
Figure 37. Reopening the Table of Contents
The Table of Contents reopens (Figure 37) and displays on the page.
5.11.2.1 Managing the Map View from Within the Table of Contents
Within the Table of Contents layer, visibility can be managed (i.e., determine what layers
display on the map), data layers reordered, and new layer symbology set.
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5.11.2.2 Manage Layer Visibility
To show or hide layers from the map view:
•
Click the checkbox next to a layer to turn on, or make visible, the layer in the map
view (Figure 38).
Figure 38. Turn on, or Show, a Layer in the Map View
•
Uncheck the checkbox next to a layer to turn off, or hide, the visibility of the layer in the map
view (Figure 39).
Figure 39. Turn off, or Hide, a Layer from Map View
5.11.2.3 Reorder Data Layers
In the Table of Contents, the layer order list determines how the layers display on the map. The
top layers at the top display on top of the layers below. To change the display order:
•
Left-click on the layer name.
•
Hold down the mouse button and drag the layer to the desired position in the list.
•
Release the mouse button to place the layer in its new position. The map display reflects the
new layer order in the Table of Contents.
5.11.2.4 Expand/Contract Table of Contents Menus
•
To expand or contract the menu for a layer or layer group, click on the ‘+’ sign
to expand the group/layer’s submenu:
Figure 40. Expanding the Edges/Layer Submenu
•
Click the ‘-’ sign next to the layer name to close the submenu(s):
Figure 41. Retracting the Layer Submenu
5.11.2.5 Set Layer Symbology
GUPS loads a default layer symbology established for each Census Bureau geographic
partnership program. To change the default symbology for a layer in GUPS, follow the
instructions in Table 14.
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Step
Step 1
Step 2
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Table 14: Reset Layer Symbology
Action and Result
Right-click on the layer in the Table of Contents (this example selects the Edges layer). The Layers
drop-down menu opens.
In the drop-down menu choose Properties.
The Layer Properties screen opens.
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Step
Step 3
Action and Result
In the left pane, click on Style then double-click the symbol to edit in the layer’s list. In this
example, double-click on ‘Roads, substr (“MTFCC, 1,1) = S’ to select it.
The Rule Properties dialog box opens and the Label and Filter fields display the item chosen. The
Symbol pane shows the current symbology (yellow line).
Step 4
U.S. Census Bureau
Choose a new color from the Color drop-down menu or select a different symbol for the layer by
double-clicking any symbol in the Symbols in Group field. Click OK. The new symbology displays in
the Table of Contents and in the Map View.
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5.11.2.6 Change Default Labeling
To change the default labeling for a layer, follow the steps in Table 15.
Step
Action and Result
Table 15: Change Default Labeling
Step 1
Right-click on the layer (in this example the Edges layer is selected) in the Table of Contents. The
Layers drop-down menu opens.
Step 2
In the drop-down menu choose Properties. The Layer Properties dialog box opens.
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Step
Action and Result
Step 3
In the far left-hand pane click Labels. The options to change the label display properties open in the
main window.
Step 4
To change the attribute field, click on the drop-down menu for Label this layer with at the top of
the screen and select the desired option.
Text style changes the font, style, size, color, transparency, type case, and spacing of layer labels.
Other style options are shown below.
5.11.2.7 Using the Table of Contents Toolbar to Manage Layers
Using the buttons on the toolbar located at the top of the Table of Contents, layers or groups
may be added and removed, layer visibility managed, the legend filtered by map content, and
all sections of the Table of Contents list and group layers expanded or contracted at once.
The Table of Contents (Figure 42) toolbar contains the items shown below:
Figure 42. Table of Contents Toolbar
Table 16 describes the function of each of the buttons on the toolbar.
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Table 16: Table of Contents Toolbar Buttons
Button
Name
Function/Description
Add Group
Organize layers in the Table of Contents into groups.
Manage Layer
Visibility
Preset views in the Table of Contents.
Filter Legend by
Map Content
Removes from the Table of Contents display any layers that
are not currently in the Map View extent. This feature ensures
that the Table of Contents does not contain entries for items
not currently in the Map View.
Expand All
Expands the Table of Contents menus (+) to display all layers
under each group’s menu.
Collapse All
Collapses the Table of Contents menus (-) to show only
groups.
Remove
Layer/Group
Remove a layer or group from the Table of Contents.
Preset Views in the Table of Contents
Preset views in the Table of Contents are added by clicking on the Manage Layer Visibility
button on the Table of Contents toolbar. Layers can be displayed with specific categorization
and added as a view option to the Presets list.
To add a preset view:
•
Click on the Manage Layer Visibility button and choose ‘Add Preset…’ from the drop-down
menu (Figure 43).
Figure 43. Manage Layer Visibility Dropdown Menu
•
When the Visibility Presets pop-up appears (Figure 44), enter the name of the new preset and
click OK.
Figure 44. Visibility Presets Pop-up Window
Note: A list of all presets can be viewed by clicking on the Manage Layer Visibility button.
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The Main Menu, the Standard toolbar, and the SDRP toolbar (Figure 45) are located at the top
of the GUPS page. These toolbars offer general GIS and system tools used to make SDRP
updates.
Figure 45. Menu, Standard Toolbar, and SDRP Toolbar
Note: Although the Menu is always located at the top of the page and cannot be moved, the Standard
and SDRP toolbars can be moved to different positions and resized depending on user
preferences.
Hovering over a toolbar button will display a tooltip that provides a name for that tool.
The following section describes the Menu, the Standard toolbar, and the SDRP toolbar.
5.12.1 Menu Tabs
Table 17 below defines each of the tabs on the main Menu, provides an image of the
drop-down options for each, and describes each tab’s function.
Tab
Project
Edit
U.S. Census Bureau
Table 17: Menu Toolbar Tabs and Their Functions
Drop-down Menu
Function/Description
From the Project tab, Click Save to save a project. Click on
Save as Image to create an image file of the map in the Map
View or exit the application.
When using Save as Image, GUPS provides various image
files type formats when exporting a map view (.png, .jpg, .tif,
etc.).
From the Edit tab, click Undo to undo your last action or
Redo the action.
Note: The correct layer must be selected first from the Table
of Contents in order for the edit to work properly. For
example, if a linear feature is added to the Edges layer, then
that layer is deselected by selecting the faces layer, Undo will
not delete the linear feature. The Edges layer must be
selected to undo the added linear feature.
Note: Multiple actions can be undone on a single layer (e.g.,
the addition of several linear features) if the project has not
been saved. If the project is saved, the Undo option is
disabled.
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Tab
View
Drop-down Menu
Function/Description
The View tab includes options for navigating the map,
identifying feature attributes, measuring distance, and
creating spatial bookmarks.
This location also provides a way to:
•
Set what toolbars display.
•
Restore the Table of Contents if it has been closed
(click ‘Panels’ in the drop-down menu, click the right
arrow, click ‘Layers’ in the Layers down-menu).
•
Refresh the map to restore it to the original map
extent.
Layer
The Layer tab provides access to adding and removing layers
from the map, opening the layer’s attribute table, setting the
map projection or Coordinate Reference System (CRS), and
displaying or hiding layers.
Note: Many of these same functions are more conveniently
located on the Add Layers toolbar and the small toolbar at
the top of the Table of Contents.
Settings
The Settings tab provides access to Custom CRS settings and
map display options and setting snapping tolerances (see
instructions below this table).
Note: Snapping Tolerances - Snapping tolerances in GUPS
are pre-defined by layer (e.g., the default tolerance for edges
is set to 15 pixels). When making boundary changes, the
snapping can be adjusted per layer depending on user
preference. To do this, follow the steps in Table 18: Adjust
Snapping Tolerances.
Vector
The Vector tab provides access to QGIS Geoprocessing Tools.
These tools include buffers, area overlay operations such as
intersection, union, or symmetrical difference, as well as
other common geoprocessing actions.
Raster
The Raster tab provides access to a Raster Calculator, which
performs calculations on pixel values of a raster data set. It
includes a Georeferencer tool, which can be used to assign
coordinates to the raster, and access to the Terrain Analysis,
Projection, Conversion, Extraction, Analysis, and
Miscellaneous Tools to assist in drawing land details.
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Tab
Processing
Drop-down Menu
Function/Description
The Processing tab provides access to other non-GUPS
functionality such as model creation, viewing the results of
models executed, and history.
Help
The Help tab provides tools for understanding QGIS (the
open-source platform on which GUPS was developed) and the
GUPS application itself. Under the GUPS Help menu, an
external web link is provided that includes additional
information such as contact information and access to the
online version of this guide.
GUPS
The GUPS tab provides quick access to the key tools also
available on the Standard and SDRP toolbars, including those
needed to manage maps,
make Geographic updates,
Click the About GUPS option in
the drop-down menu to find the
GUPS version number. This
number will be required if
technical assistance is needed.
Here the version number is
5.12.3-current_20171114. The
number you see may be more
recent.
Quality Control,
Import County ZIP Files from other users, and Export Maps,
and
Add Imagery and Internet Map Service
.
5.12.1.1 Adjusting Snapping Tolerances
GUPS loads with a predetermined default snapping tolerance. The snapping tolerance can be
adjusted by following the steps in the following table.
Step
Step 1
U.S. Census Bureau
Action and Result
Table 18: Adjust Snapping Tolerances
In the Settings tab, drop-down menu click on Snapping options.
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Step
Action and Result
The Snapping options dialog box opens.
Step 2
From the Snapping mode drop-down menu, select whether the tolerance adjustment should apply
to the current layer or to all layers.
Step 3
From the Snap to drop-down menu, choose the snapping method.
Step 4
From the Tolerance drop-down, menu use the up and down arrows to select the tolerance value.
Then choose the map units in the drop down to the right.
Step 5
To enable topological editing and/or snapping on an intersection use the checkboxes next to each.
Step 6
Click OK. The new snapping tolerances are set.
5.12.1.2 Standard Toolbar Buttons
The Standard toolbar provides the navigation tools to interact with the map and layers
attribute tables.
Figure 46. Standard Toolbar Buttons
The first sub-toolbar contains the Save button, Map Management button (opens the Map
Management dialog box), and the Search button. The second sub-toolbar provides tools for
viewing and navigating the map in Map View, and the third sub-toolbar is used to identify,
select, and deselect features on the map, make measurements, create spatial bookmarks, and
work with the layers’ attribute tables.
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The location of the sub-toolbars can be moved by simply left-clicking the parallel lines
preceding the sub-toolbar and while holding down the left mouse button, dragging the subtoolbar to the desired location.
To identify tools for viewing and navigating the map in Map View, review tools in Table 19
below.
Table 19: Standard Toolbar Buttons
Button
U.S. Census Bureau
Name
Function/Description
Save
Saves the current GUPS project, including any changes to layer properties,
projection, last viewed extent, and layers added.
Map Management
Provides access to the geographic partnership programs in GUPS. Map
management will automatically load default map display layers based on the
program chosen.
Clean GUPS Data
Warning! This tool deletes files and folders permanently! Single or multiple
county project(s) can be deleted. The color red highlights the active project
in the current session. Cleanups that include the current session will cause
GUPS to shut down.
Search and Zoom
Choose to search a map by Place, Landmark, or Street Name.
Touch Zoom and Pan
Designed for touchscreen computers. Fingers gestures are used to zoom and
pan the map displayed in the Map View as well as increase or decrease the
map scale.
Pan Map
Shifts the map in Map View without changing the map scale. Click the
button and then click a location on the map to re-center the map to the
clicked location.
Pan Map to Selection
Shifts the map in Map View to the rows selected in the attribute table for a
selected feature. After selecting a feature(s), click the button to re-center
the map based on the selected feature(s).
Zoom In
Displays the map in Map View at a larger scale. Click the button and then
click on the map at the location to which you want to zoom.
Zoom Out
Displays the map in Map View at a smaller scale.
Zoom Full
Displays the map in Map View at a smaller scale and zooms the map view to
the full extent of the county.
Zoom to Selection
Zooms the Map View to the rows selected by query in the attribute table for
a feature(s). After selecting a feature(s) on the map, click the button to view
the feature(s) at a greater map scale.
Zoom to Layer
Zooms the Map View to the layer selected in the Table of Contents. After
selecting the layer, click the button to zoom to the layer’s extent.
Zoom Last
Zooms the Map View to the previous map extent.
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Button
Name
Function/Description
Zoom Next
Zooms the Map View forward to the next map extent (only if a previous
extent is available).
Refresh
Displays the Map View to initial full display.
Identify Features
Identifies geographic features. Click the button and then click on a feature
on the map to identify the feature at the location.
Select Features by
Area or Single Click
Allows the user to select layer features in the map window with a single
click, by dragging the cursor, or by drawing graphics on the screen.
Deselect Features
from All Layers
Deselects selected features from all layers.
Measure
Provides options to measure linear distance, area, and angles on the map.
New Bookmark
Creates and names a spatial bookmark of the current Map View.
Show Bookmarks
Display all user-defined bookmarked.
Most of the sub-toolbar buttons defined above are straightforward: however, those related to
features require further explanation. These buttons are utilized to identify and select/deselect
features on the map and to view feature attributes. They are also be used to make
measurements and create spatial bookmarks.
5.12.1.3 Identify a Feature Using the Identify Features Button
To identify a feature on the map follow the steps in Table 20.
Table 20: Identify a Feature on the Map
Step
Action and Result
Step 1
Click the Identify button on the Standard toolbar.
The cursor arrow will display with an ‘i’ beside it.
Step 2
Right-click on the feature. The results display in a drop-down menu on the map.
To see all attributes for the feature, select Show attribute table in the faces drop down menu.
Alternatively, click the Identify button, then left-click on the feature. The feature turns red (color may
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Step
Action and Result
vary) and the Identify Results screen opens under the Table of Contents, showing the feature
attributes. (Note that here we have dragged the screen from beneath the Table of Contents.)
5.12.1.4 Using the Select Features and Deselect Features Buttons
The Select Features button provides several ways to select features in the Map View. The
Deselect Features from All Layers button will deselect previously selected features. Table 21
describes each of the feature selection methods and explains how to deselect features.
Table 21: Select/Deselect Features on the Map
Step
Step 1
Step 2
Step 3
Step 4
Action and Result
To begin, click on a layer name in the Table of Contents. For example, to select a linear feature, click
on the edges layer. To select faces, click on the faces layer.
Then click once on the Select Features button on the Standard Toolbar.
Note that this button will change appearance when clicked (see the buttons altered appearance in
Step 5).
To select an edge or face on the map, click on it. In this example, select the ‘faces’ layer in the Table
of Contents. Click on a face in the map view. The selected face turns cyan blue (color may vary).
To select more than one face hold down the CTRL key while clicking on the additional face. This
method is useful when selecting noncontiguous faces, as shown below.
To select multiple features, click the Select Feature button, then drag the cursor over the features
on the map. This method is useful when selecting a large number of contiguous faces or a large
number of nearby linear features.
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Step
Action and Result
Step 5
To open other Select Features options click on the down arrow to the right of the Select Features
button. The Select Features drop-down menu opens.
Step 6
Note that when the menu opens, the button’s appearance changes.
The first option in the menu, Select Feature(s), duplicates the functions made available in the Select
Features button on the main toolbar.
Step 7
The second option, Select Features by Polygon, select features via a polygon drawn around the
features on the map. To use this feature, select it in the drop-down menu then follow the steps
below.
Step 8
Left-click on the map to begin the polygon. Drag the cursor to extend the line, left-click, and then
extend the line in a new direction. Finish by closing the polygon, as shown below.
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Step
Action and Result
Step 9
To complete the selection, right-click. GUPS selects the faces (highlighted in cyan).
Step 10
Select Features by Freehand selects features based on user-defined shapes drawn on the map.
Step 11
Step 12
To use this option click on the map and use the cursor to draw any shape (polygon, triangle, circle,
etc.). Features that either cross or are contained within the selection area will be highlighted cyan.
The final option, Select Features by Radius, selects features by defining a circle around the features
to select.
To use this tool, left-click on the map, then hold down the mouse and drag the cursor outward to
expand the circle. Release the mouse when done. The feature(s) selected is (are) highlighted in cyan.
To deselect a feature or features automatically click the Deselect Features from All Layers button
(next to the Select Features button) once.
The selected features in all layers are deselected.
5.12.1.5 Select by Geography
It is possible during the SDRP that changes to school districts will be made based on existing
census geography (Table 22). For example, creating a new school district based on incorporated
places. Instead of selecting each face (polygon), the Select by Geography tool will select all of
the faces (polygons) of the chosen geography at once.
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Table 22: Making Changes to School Districts Based on Existing Census Geography
Step
Action and Result
Step 1
From the Modify Area Feature tool select the down arrow on the Select Features tool.
The Select by Geography layer window opens (this is a dockable window).
Step 2
U.S. Census Bureau
Selecting a layer from the Select by Geography window activates the geography for that layer
and limits the selection of features to that geography. In this example, all faces of an
incorporated place are selected for inclusion in a new elementary school district.
Select Incorporated Place from the Select by Geography layer window. Make sure that the
visibility for the Incorporated Place layer is turned on in the table of contents.
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Step
Action and Result
Step 3
Zoom to La Harpe City.
Step 4
With the Select by Geography tool active, left mouse click on any of the faces inside La Harpe
City. The Select by Geography tool selects (highlights yellow) all faces (polygons).
Note: There may in a lag between when the geography/faces are chosen and when GUPS
completes the selection. This is common when selecting large geography/school district areas
that contain many faces. If there is a noticeable lag, this generally indicates that GUPS is still
processing the selecting faces.
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Step
Action and Result
Step 5
From the Modify Area Feature tool, select the Add New District button, fill in attributes for the
new school district, and select OK.
Step 6
All faces of the incorporated place of La Harpe City are now included in the La Harpe City
Elementary School District.
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5.12.1.6 Determine Distance, Area, and Angles on the Map
To measure the distance between two or more points, area, or an angle on a map, follow the
steps Table 23.
Table 23: Measure Distances, Area, and Angles on a Map
Step
Action and Result
Step 1
Click the Measure button on the Standard toolbar.
The Measure button drop-down menu opens.
Step 2
To measure the distance between two points on the map select Measure Line in the drop-down
menu.
The Measure (OTF on) box opens.
Step 3
Zoom to a location on the map. Click on the beginning point on the map and right-click to finish. The
length of each line segment, as well as the total length of the line between the beginning point and
the ending point, appear in the Measure (OTF on) box.
Step 4
To measure area on the map, select Measure Area in the drop-down menu.
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Step
Action and Result
The Measure box opens.
Step 5
When the box opens, left-click on the map to begin drawing a polygon and then left-click to create
the vertex of the polygon. Right-click to finish. The area the polygon encompasses appears in the
Total field. Use the drop-down list to the right to see the area in other units of measure.
To begin a new measurement, click the New button.
To measure an angle on the map, first select the Measure Angle option in the drop-down menu.
Left-click on the map to begin drawing the angle. Then left-click on the map to begin drawing another
angle. Drag the mouse (but do not hold down the mouse button) to create the first side of the angle.
Then left-click. Drag the mouse again (again without holding down the mouse button) to draw the
second leg. The Angle box opens showing the angle measurement.
5.12.1.7 Save Locations on a Map Using the Bookmark Button
To save geographic locations on a map and view them later follow the steps in Table 24.
Step
Step 1
Table 24: Bookmark Locations on a Map
Action and Result
Zoom to a location on the map in the Map View and click on the New Bookmark button on the
Standard toolbar.
The Geospatial Bookmarks box opens.
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Step
Step 2
Action and Result
Click on the row named ‘New bookmark.’ Backspace over ‘New bookmark’ and type in a descriptive
name for the bookmark (255-character limit). Click the Close button to create the bookmark.
Step 3
To view and manage spatial bookmarks click on the Show Bookmarks button on the Standard
toolbar. The Geospatial Bookmarks dialog box again opens.
To zoom to a bookmark, click on a bookmark name in the dialog box and then click the Zoom to
button.
To delete a bookmark click on the bookmark name then press the Delete button.
Bookmark names and coordinates are edited from the Geospatial Bookmarks dialog box.
5.12.2 SDRP Toolbar Buttons
The SDRP toolbar (Figure 47) provides the program-specific functions needed to complete the
SDRP review and update activities, as well as to import and export zipped shapefiles.
Figure 47. SDRP Toolbar Buttons
Each toolbar button function is described in Table 25.
Button
Name
Add Linear Feature
Table 25: SDRP Toolbar Buttons
Function/Description
Add a new linear feature.
Delete/Restore Linear feature
Delete or restore an existing linear feature.
Display All Names
Display the primary name of a feature, as well as its
alternate name(s). Display all names for a street with
multiple names assigned in the MAF/TIGER System
Make updates to school districts (Boundary Change,
Complex Consolidations, Complex Dissolutions and New
District etc.).
Modify Area Feature
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Show/Hide Legend
Shows or hides the legend.
Geography Review Tool
Review the attribute table for layers that exist in the Table
of Contents.
Review Change Polygons
Review change polygons in a layer and make corrections.
SDRP Criteria Review Tool
Review potential criteria data errors and informational
warnings.
Import County Zip
Import zipped Census Bureau shapefiles shared by another
GUPS user.
Export to ZIP
Create the zip file containing all required data and
shapefiles to submit to the Census Bureau.
Export Map to Print
Export a printable map in .pdf, .png, .tif, or jpeg format.
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5.12.3 Status Bar
The Status bar (Figure 48) at the bottom of the GUPS main page displays information about the
map from the current map scale to mouse cursor coordinates.
Figure 48. Status Bar
Table 26 describes each element of the Status bar.
Item
Coordinate
Scale
Table 26: Status Bar Elements
Description
Toggles between the coordinate position of the mouse cursor or the map view extents as the
map is panned and zoomed.
Shows the current position in map coordinates (default is decimal degrees for GUPS) as the
map cursor moved across the map.
Shows the ratio between the distance on the map and distance on the ground based on
current map units.
Rotation
Shows the map rotation.
Render
Temporarily prevent layers from drawing. Enable by clicking the checkbox immediately to the
left of “Render.”
Clicking on the icon opens the projection properties for the current map.
GUPS is a full GIS software. It provides all the standard GIS software capabilities including
importing user data. The sections below explain the different types of data that may be
imported into GUPS and how to do it.
5.13.1 The Add Data Toolbar
To import an image, geodatabase, web-mapping service, or other data layers into GUPS, use
the Layer drop-down menu from the standard toolbar (Figure 49).
Figure 49. Layer Dropdown Menu from the Standard Toolbar
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Button
Name
Table 27: Add Data Toolbar Buttons
Function / Description
Add Vector Layer
Add shapefile and geodatabase files.
Add Raster Layer
Add raster datasets such as imagery.
Add PostGIS
Layer
Add PostGIS layer.
Add SpatiaLite
Layer
Add data from a SpatiaLite database.
Add MS SQL
Layer
Add MS SQL 2008 Spatial data.
Add Oracle
Spatial Layer
Add a spatial layer from an Oracle database.
Add Oracle
GeoRaster Layer
Add raster imagery from an Oracle database.
Add
WMS/WM(T)S
Layer
Add WCS Layer
Add Web Mapping Services and Web Mapping Tile Services. Publicly
accessible and secured WMS services are supported.
Add WFS Layer
Add Web Feature Services.
Add Web Coverage Services, which provide access to raster data useful
for client-side map rendering.
5.13.2 How to Upload User-Provided Data Layers
GUPS supports vector data in a number of formats, including those supported by the OGR
library data provider plugin, such as Esri shapefiles, MapInfo MIF (interchange format), and
MapInfo TAB (native format). It also supports PostGIS layers in a PostgreSQL database and
SpatiaLite layers.
User-provided data layers: Below are the steps to import the most commonly used data
formats. To upload shapefile or geodatabase data layers, follow the steps below.
Step
Table 28: Load Shapefiles / Geodatabase Layers
Action and Result
Step 1
Begin the upload. Click Add Vector Layer
Layer dialog box opens.
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from the Layer drop down menu. The Add Vector
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Step
Step 2
Step 3
Step 4
Action and Result
In the Encoding drop-down menu, the default value is ‘System.’ If an error message is received when
opening the file, use the drop-down to select UTF-8. UTF-8 populates the Encoding field.
Click the Browse button and navigate to the folder where the shapefile or geodatabase is saved on the
computer.
Left-click the file to upload then click the Open button. If there are multiple shapefiles to load, press
the CTRL button on the keyboard while left-clicking each shapefile to load into the project. The
shapefile/geodatabase is added to the Table of Contents and to the Map View window.
To load data from a web mapping service, follow the steps in Table 29.
Step
Table 29: Load Data from a Web Mapping Service
Action and Result
Step 1
Step 2
Step 3
Step 4
Step 5
Begin the upload. Click the Add WMS/WM(T)S Layer button
on the Add Data toolbar. The Add
Layers from a WM(T)S Server dialog box opens.
Select the web mapping service. Click the Layers tab, and then click the New button under the tab.
The Create a new WMS Connection dialog box opens.
In the Name field type a name for the web mapping imagery service. In the URL field type the URL for
the service. If the service requires a user name and password, type them in the fields provided. Click
OK. The service will be added to the drop-down menu for web mapping services appearing just below
the Labels tab.
Note: If working inside a firewall there may be a prompt to enter a user name and password to obtain
resources from outside the firewall.
Select the imagery service added in the drop-down menu. The available layers appear in the
ID/Name/Title/Abstract box.
Click on the layer to display and then click the Add button. The Web Map Service (WMS) is added to
the map showing in Map View and to the Table of Contents.
When the WMS is added, it displays over the top of other layers selected for the Map View. To make it
display below these layers, click on the WMS layer and, while holding down the mouse button, drag it
to the bottom of the Table of Contents.
For situations where there is no access to a web mapping service, a poor Internet connection,
or a restrictive firewall, other types of imagery files may be added to GUPS (e.g., a county or
state imagery dataset). To add imagery files, follow the steps below.
Step
Action and Result
Table 30: Add Imagery Files
Step 1
Step 2
Step 3
Click the Add Raster Layer
button on the Add Data toolbar. The Open a GDAL Supported Raster
Data Source dialog box opens.
Navigate to the folder on the computer where the imagery file is stored.
Select the file, and then click Open. The file loads into GUPS.
5.13.3 Changing Working Directory and Cleaning GUPS Data
The GUPS Data Settings Tool allows the user to start over with a brand new project or change
the working directory for GUPS.
Note: If using this tool to start over on an existing project, be aware that this tool permanently deletes
all files in the GUPSGIS data folder. Once these files have been deleted, they cannot be
recovered.
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5.13.4 Changing the Working Directory
When installing GUPS, the working directory, or GUPSGIS folder, is saved by default in the home
directory (typically this is the My Documents folder) unless the user specifies a different path.
To change the location of the working directory after GUPS has been installed, use the Change
Folder button in the GUPS Data Settings tool (Table 31).
Note: All projects must be closed to change the working directory. If a project is open in GUPS, the
Change Folder button is not active.
Step
Step 1
Action and Result
Table 31: Cleaning GUPS Data
Click the Change Folder button in the GUPS Data Settings tool.
A notification dialog box pops up asking the user to check that there are no custom layers in the
project. Custom layers are any data in the project that is stored outside the GUPSGIS data folder,
for example, a reference shapefile. Only layers stored in the GUPSGIS folder are copied through
this action. Click OK.
Step 2
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The next screen to appear is the Select Directory dialog box. From this screen choose the location
for the new working directory. In this example, the Documents folder is chosen as the new
location for the GUPSGIS data folder. Click the Select button.
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Step
Step 3
Action and Result
GUPS displays a progress bar to indicate that it is moving the folders and contents of those folders
to the new directory.
Once all files have been copied, GUPS displays a final notification that the move was successful and
that GUPS must be restarted.
Step 4
To confirm that the working directory has been changed, open the GUPS Data Settings tool and
check the folder location for GUPS Home, Data Location, and Log Location.
5.13.5 Cleaning GUPS Data
Figure 50. GUPS Data Settings Window
The GUPS Data Settings tool (Figure 50) offers three clean data options: Clean by Project, Clean
by Program, and Clean All GUPS Data.
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5.13.5.1 Cleaning by Project
Clean by Project (Figure 51) allows the user to delete data/files per project. This can be useful if
there is a single project that is no longer needed or the user would like to restart the project
with the original Census Bureau data. The red dotted highlighted item indicates a project that is
currently in use in GUPS. To delete a project, select the checkbox next to the project then select
OK. To ensure that all data and files have been deleted, restart QGIS/GUPS by closing the
program and reopening it again.
Figure 51. Clean by Project Window
5.13.5.2 Cleaning by Program
In order to delete all projects associated with a certain program, use Clean by Program (Figure
52). To ensure that all data and files associated with a program are removed, restart
QGIS/GUPS by closing the program and reopening it again.
Figure 52. Clean by Program Window
5.13.5.3 Cleaning All GUPS Data
The final option is to Clean All GUPS Data (Figure 53). As the name implies, this deletes all
GUPS data located in the GUPSGIS data folder in the home directory. This permanently deletes
all files and folders, so once the tool has finished, files and folders cannot be recovered. Select
OK and GUPS should automatically restart. In the event that GUPS does not automatically
restart, manually restart QGIS/GUPS to ensure that all data has been deleted.
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Figure 53. Clean All GUPS Data Window
5.13.6 Modify Area Feature Tool
The Modify Area Feature tool (Figure 54) contains the functionality (Table 32) used to make
most geographic and attribute updates during the SDRP. Once open, the Modify Area Feature
tool becomes active upon selecting a Geography (a school district level including Elementary,
Secondary, or Unified) and an Action (Boundary Change, Complex Consolidation, Complex
Dissolution, or New District).
The Modify Area Feature tool displays all school districts for the selected school district
geography in the working county and any project loaded adjacent counties. School districts can
be identified in the Map View from the info list in one of two ways:
•
A single left mouse click on a school district highlights the district on the map but does not zoom
to that school district.
•
A double left mouse click both highlights and zooms to the full geographic extent of the selected
school district in the map view.
Figure 54. Modify Area Feature Tool
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Table 32: Options and Icons for the Modify Area Feature Tool
Icon
Option
Results
Select Target Layer
Select Features
Add Area
Selects a target area (school district) by clicking on the map rather than
selecting from the Modify Area Feature tool info list.
Selects individual faces (polygons).
Adds selected area to the chosen geography based on the desired
action.
Removes selected area from the chosen geography.
Note: This action is only available if completing a boundary change for
secondary school district geography.
Remove Area
Previous/Next NonContiguous Area
New District
Cycles through non-contiguous areas.
Modify Attributes
Opens editable attributes dialog window for selected target layer.
Remove Area
Feature
This tool is disabled and not used during the SDRP.
Creates a new school district based on chosen geography.
To import Census Bureau shapefiles already updated by another user, use the Import Project
ZIP File button (available both on the SDRP toolbar and in the Map Management dialog box),
then follow the steps in the table below.
Step
Step 1
Table 33: Import a ZIP File Shared by Another User
Action and Result
Click the Import Project ZIP File button in the upper left-hand corner of the Map Management dialog
box:
OR on the SDRP toolbar:
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Step
Action and Result
Step 2
The Open window appears.
Step 3
From this window, click on the Computer icon (called My Computer in some versions of Windows)
Step 4
located in the far-left-hand pane.
When the list of directories opens navigate to the location where the shared zip file is located.
Click once on the file, then click the Open button.
The file loads into Map View.
GUPS provides three tools—the SDRP Criteria Review tool, the Geography Review tool, and
the Review Change Polygons tool to help review and validate the updates made during the
SDRP.
The SDRP Criteria Review tool (Table 34) is a validation tool that reviews spatial and attribute
changes made during the SDRP. This tool ensures that all changes correctly follow Census
Bureau data submission guidelines, and it enables allows corrections on any item that is flagged
for review by the SDRP Criteria Review tool (Table 35). The review tool has two problem types:
errors and warnings (Table 34). Errors are critical data issues that must be fixed before
exporting data to the Census Bureau. Warnings are issues that the Census Bureau would like
the mapping coordinator to review. This tool reviews six primary criteria as seen in Table 34.
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Table 34: SDRP Criteria Review Tool Error and Warning Messages
Criteria
Error/Warning
Fix/Ignore
Grade Range Overlap
Error
Must fix
Grade Range Coverage Gap
Error
Must fix
Partially Dissolved School District
Error
Must fix
School District has Less than 10 Faces Warning
Fix or Ignore
Non-contiguous entities
Warning
Fix or Ignore
Multiple Secondary School Districts
Warning
Fix or Ignore
(SCSDs) to a single Elementary School
District (ELSD)
Table 35: SDRP Criteria Review Tool
Step
Action and Result
The SDRP criteria review tool is a mandatory tool that must be run before the export of the file to the
Census Bureau. The mapping coordinator must resolve all errors before GUPS allows the export of
the file.
Step 1
Open the SDRP Criteria Review tool from the SDRP toolbar.
Once clicked, the tool may ask to save the project before the tool can run, as the SDRP Criteria
Review tool requires all edits to be saved prior to review. If this message appears select Yes. The
following dialog box appears indicating the tool’s progress in reviewing all criteria checks.
If the tool determines that spatial and attributes changes have passed review, the following dialog
box appears. The option to open the SDRP Criteria Review tool is presented in the event that the
user would like to review any warnings that were previously fixed. In this scenario, all features have
passed the criteria review. If errors are found, proceed to the following sub-sections for detailed
instructions on fixing the various error types that can occur during the SDRP Criteria Review.
5.15.1.1 Grade Range Overlap Error
Grade Range Overlaps (Table 36) occur when one school district contains grade ranges that also
exist in another school district occupying the same area. For example, an elementary school
district has a grade range of PK-9 while the underlying secondary school district has a grade
range of 9-12. This is considered a grade range overlap since both the elementary school district
and the secondary school district have ‘9th grade’ in their respective grade ranges. Grade range
adjustments need to occur for either the elementary school district or secondary school district
to correct this error.
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Note: The scenarios provided in the following sub-sections are intended to be an introduction on how
to resolve criteria errors in GUPS and not a comprehensive list of all possible scenarios and
solutions that can occur. The steps taken to resolve real-world criteria errors largely depend on
the type of edits completed and the local, specialized school district knowledge the mapping
coordinator has when making updates during the SDRP.
Table 36: Grade Range Overlap Error
Step
Action and Result
Step 1
In this fictitious example, the SDRP Criteria Review tool flagged a grade range overlap that exists
between Dallas Elementary School District and Illini West High School District.
Step 2
Reviewing the error indicates that both the elementary school district and the secondary school
district (Illini West High School District 307) have ‘9’ in their grade range coverage. Dallas Elementary
School District 327 grade range should only include PK-08. Therefore, an attribute change must occur
for Dallas Elementary School District to resolve this issue.
To fix the grade range overlap, select Dallas Elementary School District 327 from the Modify Area
Feature tool info list as the target layer, then select the Change Attributes button from the Modify
Area Feature tool.
The Change Attributes dialog box opens with the editable attributes fields for Dallas Elementary
School District.
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Step
Action and Result
Step 3
Change the High Grade attribute from 09 to 08. Then select OK.
Step 4
In the SDRP Criteria Review tool select the Save button.
Once the tool has refreshed a message displays saying all features pass criteria review.
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5.15.1.2 Grade Range Coverage Gap Error - Incorrect Attributes
Grade Range Gaps can occur when one, or more, school district geographies have missing grade
ranges.
Figure 55. Three Grade Range Gap Error Attributes
In this fictitious example three grade range gaps (Figure 55) have been found that exist
between multiple school districts. A closer look reveals that three different elementary school
districts (Carthage Elementary School District 317, La Harpe Community School District 347, and
Dallas Elementary School District 327) share the same secondary school district coverage with
Illini West High School District 307. A review of the grade ranges included in the description
highlights where this gap exists. In all three cases, ‘9’ is missing from the grade range coverage.
A grade range attribute change could be made to either the elementary school district or the
secondary school district to include ‘9’ in the grade range coverage. It requires the use of local
knowledge and expertise to determine which of these school districts should include coverage
up to the 9th grade. In this example, apply a grade range change to the secondary school
district coverage for Illini West High School District. Once fixed, refreshing the SDRP Criteria
Review tool removes the first two errors and includes only one remaining error (Figure 56).
Figure 56. Last Remaining Grade Range Error
The last remaining error indicates that a grade range gap still exists. Reviewing the error
description indicates that the gap exists on Dallas Elementary School District since this school
district is missing the initial required coverage for elementary school districts (PK, K, or 01).
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Dallas Elementary School District should include ‘PK’ grade coverage. Changing the attributes to
include this grade level resolves this error (refer to Grade Range Overlap on how to change
school district attributes).
5.15.1.3 Grade Range Coverage Gap Error - Missing School District Geography Coverage
It is possible that a grade range coverage gap exists because school district geography coverage
is missing entirely. For example, during a Complex Consolidation or Boundary Change, faces
(polygons) from a unified school district are added to an elementary school district. The unified
school district faces that now belong to the elementary school district are missing secondary
school district coverage because GUPS does not automatically apply secondary coverage.
Instead of an attribute change, the grade range gap is resolved by adding the secondary school
district coverage to those new elementary school district faces via boundary changes.
5.15.1.4 Partially Dissolved School District Error
If during a Complex Dissolution a school district has not been completely dissolved into the
target school district(s), the SDRP Criteria Review tool flags this partially dissolved school
district as an error (Figure 57). In the example below, Hamilton Community School District 328
has been flagged as being partially dissolved.
Figure 57. SDRP Criteria Review Dialog Box Showing a Partially Dissolved School District Error
The description states how many faces remain to dissolve. In this example, Hamilton
Community Consolidated School District 328 has 34 faces that need to be dissolved in order to
complete the dissolution. Open the Modify Area Feature tool and complete the Complex
Dissolution for Hamilton Community Consolidated School District 328. When all faces have
been dissolved, select Save in the SDRP Criteria Review tool to rerun the tool to confirm that
the error has been resolved. If all faces have been dissolved and no other informational
warnings or errors exist, the SDRP Criteria Review tool indicates that all criteria have passed
review.
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5.15.1.5 Informational Warning - School District Has Less Than 10 Faces
A school district with fewer than 10 faces is considered an informational warning. Unlike errors,
which must be fixed, informational warnings do not require fixing before exporting the file to
the Census Bureau. They can either be ignored or fixed. The purpose of these informational
warnings are to alert users of any potential data issues created during the SDRP editing phase.
For example, if during the criteria review a school district is flagged as having less than 10 faces,
review to determine if this is an error that needs to be addressed or one that can be ignored.
Consider the following fictitious example. A new elementary school district has been created to
be coextensive with the incorporated place of Bentley Town. After running the SDRP Criteria
Review tool check, an informational warning occurs notifying that Bentley Town Elementary
School District is made up of only 10 faces (Figure 58).
Figure 58. Informational Warning Notification
Reviewing the geography for Bentley Town Elementary School District indicates that not all
faces (highlighted in yellow) for the incorporated place of Bentley Town were selected. To
resolve this warning a Boundary Change (Figure 59) needs to occur to add these remaining
faces (polygons) in Bentley Town to Bentley Town Elementary School District.
Figure 59: Boundary Change to Add Remaining Faces (Polygons)
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Note: GUPS reviews informational warning on both edits made during the SDRP and also data that is
provided by the Census Bureau.
5.15.1.6 Non-contiguous Entities
A noncontiguous entity is another type of informational warning that GUPS provides as a means
of data review. Just like the previous informational warning, noncontiguous entities can either
be ignored or fixed. The noncontiguous entity warning can be useful if, for example, during the
creation of a new school district, some faces (polygons) were missed.
It is possible to ignore a noncontiguous warning. If modifying or creating a school district has
resulted in a noncontiguous school district with legitimate data changes, the criteria review
gives the option to ignore the warning.
Note: This informational warning is reviewed only on the edits made during the SDRP.
5.15.1.7 Multiple Secondary School District (SCSD) to Single Elementary School District
(ELSD)
The final type of informational warning (Figure 60) is multiple secondary school districts to a
single elementary school district.
Figure 60: Informational Warning Resulting from Multiple
Secondary School Districts Assigned to a Single School District
The SDRP Criteria Review tool has found that ELSD 03840 Concord School District is covered by
multiple SCSDs. Upon review, a boundary correction to ELSD Concord resulted in a single face
being covered by SCSD Lincoln-Sudbury while the balance of Concord is covered by SCSD
Concord-Carlisle. Resolving these types of warnings will largely depend on the local, specialized
knowledge regarding the behavior of school district geography. For this example, the following
three solutions could be used to resolve this warning (Figure 61).
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•
Ignore – The change in geography is correct and should be left as is.
•
Boundary Change – The face (polygon) should belong to ELSD Lincoln-Sudbury School District
and not ELSD Concord School District.
•
New SCSD – Include this face (polygon) in a new secondary school district.
Figure 61. Three Options to Resolve Potential Geographical Errors
5.15.1.8 Show All Ignored Informational Warnings
When informational warnings have been ignored by checking the box next to the warning and
saving, the SDRP Criteria Review Tool removes these items from the Criteria Fail list. To review
any previously ignored informational warnings, select the show all check box. Unchecking the
show all check box hides these items from the Criteria Fail list Figure 62.
Figure 62: SDRP Criteria Review Information Only Check Box
Note: When the Show All checkbox is selected, the Ignore checkbox for previously ignored
informational warnings is disabled. Informational warnings marked as ignore cannot be undone
once changes are saved in the SDRP Criteria Review Tool.
The Geography Review tool filters the map layers based on various fields in the attribute table.
Use this tool to check the changes made to linear features and school districts anywhere within
a county (Also use this tool to view the attributes of entities, features, and boundaries that
were not changed).
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Note: The Geography Review Tool is a read-only review tool and may not be used to edit.
Instructions for how to use the Geography Review tool information appear in Table 37 below.
Table 37: Using the Geography Review Tool
Step
Action and Result
Step 1
Begin by opening the Geography Review tool from the SDRP toolbar.
Step 2
The Geography Review Tool dialog box opens.
Step 3
In the Layer Name field drop-down menu select the data layer to view:
For this example, select “sdrp18_17067_changes_unsd.” This is a change polygon created from
making updates to a unified school district layer.
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Step
Action and Result
Step 4
Once the layer is selected, the attribute table opens. The attributes for each unified school district
that changed are displayed.
Step 5
If all of the columns in the attribute data table are not visible, drag the edge of the dialog box
outward to widen the view. Alternatively, move the dialog box to another location by clicking
inside the box and dragging it.
To view the unified school district on the map, click its row in the attribute table, then click the
Zoom button. The row is highlighted and the map automatically zooms to the unified school
district. The feature will be highlighted cyan – color may vary.
Step 6
Step 7
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To view other unified school districts in the table rows, use the Previous Zoom and Next Zoom
buttons. Clicking each button automatically zooms and highlights the feature for that row.
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Step
Action and Result
Step 8
Use the Search feature at the bottom of the dialog box to filter the table layers by specific
attributes (e.g., full name, MTFCC, change type, etc.)
For this example, select change type (CHNG_TYPE) and choose M – Merge/Complex
Consolidation. After clicking Search, the attribute table is filtered to show the rows for only those
records with a CHNG_TYPE ‘M’.
Step 9
Step 10
This drop-down list of CHNG_TYPES is a global list for all Census Bureau programs, therefore there
are more CHNG_TYPES available than are used in the SDRP. The following CHNG_TYPES are those
specific to the SDRP: A – Annexation or Addition; M – Merge/Complex Consolidation; B – Boundary
Correction; E – New Entity/New District; G – Change Classification; H – Complex Dissolution,PPartially Dissolved District; X – Deletion; N – New in County School District.
To view an individual record click on its row and click the Zoom button.
To return to the attribute table to see a full, unfilitered, unified school district layer click the
Refresh button in the upper right-hand corner of the dialog box.
The Review Change Polygons tool (Table 38) allows the user to view the transactions created
from school district boundary edits.
Table 38. Review Change Polygon Tool
Step
Step 1
Action and Result
Begin by opening the Review Change Polygons tool from the SDRP toolbar.
The Review Change Polygons dialog box opens just below the Table of Contents.
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page 102
Step
Step 2
Step 3
Step 4
Step 5
Action and Result
Use the Geography drop-down menu to select the school district to review. In this example,
select Elementary School District.
After selecting the Geography type, the Info List populates with all change polygon transactions
for that school district level. This elementary school district has two transactions for Complex
Consolidation.
To view the polygon related to the transaction, click the row for the polygon in the Info list. The
map zooms to the location of the polygon and highlights that polygon on the map (highlight is
yellow, but color may vary).
Once the review is complete, close the Review Change Polygons tool by selecting the Close
button in the lower right-hand corner.
There are two options for creating export zip files: export the file to share with another
participant and export the file for submission to the Census Bureau. Export file for submission
to the Census Bureau requires that all SDRP criteria review errors be resolved and only change
files are exported. The Census Bureau will only accept this file export for submission.
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page 103
Exporting a file to share with another participant does not require all the resolution of errors,
and exports the whole project, including all of the reference files and the files with changes. It
may be useful to use this option if a school district or county completes their updates, and they
want to send the results to the mapping coordinator for review before sending to the Census
Bureau. In either case, GUPS automatically names the output zip file. It packages all of the files
required by the Census Bureau into the zip file and saves it in a preset location created on the
computer during the installation process.
5.16.1 How to Export a File to Share with Another Participant
To export a file to share with another participant, follow the steps in Table 39.
Table 39: Exporting a File to Share with Another Participant
Step
Action and Result
Step 1
Click on the Export to Zip button on the SDRP toolbar
Step 2
The Select Output Type dialog box opens. Click the Share with Another Participant radio button.
Then click OK.
Step 3
The Export to Zip dialog box opens and displays the location of the export file. Click yes to view
the folder with the export file or no to close the window.
Step 4
Clicking Yes causes the directory to open and displays the folder location where GUPS placed the
file.
Note: GUPS automatically saves the file to an output folder that the GUPS installer placed on the
computer during the installation process.
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page 104
5.16.2 How to Export a File for Submission to the Census Bureau
To export a file for submission to the Census Bureau follow the steps in Table 40.
Table 40. Exporting a File for Submission to the Census Bureau
Step
Action and Result
Step 1
Click on the Export to Zip button on the SDRP toolbar.
Step 2
The Select Output Type dialog box opens. Click the Export for Census radio button. Then click OK.
Step 3
If the SDRP Criteria Review tool was not run previously, the Export to Zip pop-up box displays the
SDRP Criteria Review check as NEEDED.
Step 4
If this message appears, click the Cancel button, run the SDRP Criteria Review tool, and resolve any
errors. Check the “ignore” box for all informational messages that are valid. Then repeat the initial
export steps again.
If the SDRP Criteria Review tool was run previously, the Export to Zip pop-up box displays the status
of the check and the date and time the checks were made, as shown below.
Look carefully at the run times listed. If any additional changes were made after these times, click
Cancel and run the SDRP Criteria Review tool again. Then repeat the export steps.
Step 5
U.S. Census Bureau
To continue with the export, click OK.
The Export to Zip dialog box opens. It informs you that the zip file was created and asks if you want
to the view the folder.
School District Review Program (SDRP) Respondent Guide
Page 105
Step
Action and Result
Step 5
Clicking yes causes the directory to open and display the folder location where GUPS placed the file.
Note: GUPS automatically saves the file to an output folder that the GUPS installer placed on the
computer during the installation process.
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page 106
PART 5:
SUBMITTING FILES TO THE CENSUS BUREAU
THROUGH THE SECURE WEB INCOMING MODULE
(SWIM)
CHAPTER 6: HOW TO TRANSMIT FILES USING SWIM
To submit your Annotation Phase changes to the Census Bureau, access the account in the
SWIM, as shown in Table 41 below.
Note: For users that already have a SWIM account, have the user name (email address) and password
ready. For new users without a SWIM account, contact the Census Bureau via email at
to request a SWIM token for the SDRP. Once a SWIM token has been
assigned, create a SWIM account.
Step
Step 1
Step 2
Step 3
U.S. Census Bureau
Table 41: Export Files for Submission to the Census Bureau
Action and Result
Open a new browser window and enter the URL: . The
SWIM login screen opens.
For users that already have a SWIM Account enter the email address and password. The email
and password are case sensitive. Click the Login button. The Welcome screen opens.
Users without a SWIM Account must register. Click the Register Account button. The Account
Registration screen opens.
School District Review Program (SDRP) Respondent Guide
Page 107
Step
Action and Result
All fields on the Account Registration screen are required.
Step 4
On the Account Registration screen, first, enter the 12-digit token provided by the Census
Bureau. Then enter contact name, agency, and email in the appropriate fields.
Create a password. The passwords must meet the five criteria below:
1. It must be 8 characters in length.
2. It must have at least one upper case character.
3. It must have at least one lower case character.
4. It must have at least one number.
5. It must have at least one special character (valid special characters are: #, !, $, *, &, ?, ~).
Note: The commas shown immediately above are to separate the special characters listed. A
comma is not a valid character for the password.
Set up a security question (click the arrow on the right of the Security Question box and select a
question in the drop-down list, then enter an answer in the Answer box). When finished, click the
Submit button. A screen opens to confirm that the account has been successfully registered.
Step 5
Step 6
Step 7
Step 8
U.S. Census Bureau
On the confirmation screen click Login in the phrase Go to Login.
Login Screen.
On the login screen, enter the email and password, and then click the green Login button. The
Welcome screen opens.
School District Review Program (SDRP) Respondent Guide
Page 108
Step
Step 9
Action and Result
To begin an upload click the Start New Upload button. Select the School District Review Program
radio button, and then click Next at the bottom of the screen.
Step 10
A screen opens asking which state is being reported. Click the radio button next to the
appropriate state and then click the Next button.
Step 11
The Select a .ZIP file to upload screen opens.
Step 12
U.S. Census Bureau
To upload a file, click the + Add File button
on the screen. The Choose File to Upload
window opens and allows navigation to the zip file’s location.
School District Review Program (SDRP) Respondent Guide
Page 109
Step
Step 13
Step 14
Step 15
Action and Result
Locate the zip file to upload and then double-click it. The Progress field on the Select a .ZIP file to
upload screen shows the progress of the upload. Once the upload is complete, the Status field
shows Success, and the name of the file appears in the File(s) field.
After uploading the file, type any comments (including pertinent information about data
projection or supporting documentation) in the Comments field. Click the Next button. The
“Thank You” page confirms the receipt of the submission.
To add additional files, click on the upload form link in the phrase “You may Log Out or return to
the upload form, to submit more files.” This choice returns to the Welcome screen. Otherwise, to
log out, click on Log Out.
Be aware that after 15 minutes of inactivity SWIM sessions are deactivated.
NOTE
U.S. Census Bureau
While working in SWIM obtain help by clicking on the Help button on any screen. After clicking
the button, a screen opens with links to help resources.
School District Review Program (SDRP) Respondent Guide
Page 110
APPENDICES
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U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page 111
APPENDIX A DATA DICTIONARY AND RECORD LAYOUT FOR LISTINGS
A.1
Listings Data Dictionary/Record Layout
Text and Excel files are produced for both the Annotation Phase and the Verification Phase of
the SDRP.
For the Annotation Phase, the file names will be followed by “_A”; e.g.,
_SD_Inventory_A.txt, _SD_Inventory_A.xls where = two-digit State FIPS code.
For the Verification Phase, the file names will be followed by “_V”; e.g.,
_County_Coverage_V.txt. _SD_Inventory_V.xls where = two-digit State FIPS
code.
A.2
Data Dictionary for the School District Inventory and Grade Range File
These files follow the naming convention of _SD_Inventory_*.txt and
_SD_Inventory_*.xls
The Data Dictionary (Table 42) describes the fields in the inventory, their length, data type, a
brief description of the field, and the valid value ranges.
Attribute
Field
Table 42: Data Dictionary for the School District Inventory and Grade Range File
Length
Type
Description
State FIPS (Federal
Information Processing
Standards) Code
Federal School District Local
Education Agency ID Number
Value/Range
STATE
CODE
2
VARCHAR
SDLEA
5
VARCHAR
LOGRADE
2
VARCHAR
School District Low Grade
PK,KG,01-11
HIGRADE
2
VARCHAR
School District High Grade
PK, KG, 01-12
SDLEVEL
1
VARCHAR
School District Level
E=Elementary; S=Secondary; U=Unified
SDTYPE
1
VARCHAR
School District Type
A=Pseudo; B=Dept. of Defense;
C=Interstate; D=Bureau of Indian Affairs;
E=Same Name
NAME
100
VARCHAR
School District Name
Not Blank
A.3
01,02,04-06,08-13,15-42,44-51,53-56
00001-99998
Record Layout for the School District Inventory and Grade Range File
The Record Layout (Table 43) defines how each record’s information is displayed giving the
number of spaces in each column and the column name.
Table 43: Record Layout for the School District Inventory and Grade Range File
SPACE
COLUMN NAME
1-2
STATE CODE
4-8
SDLEA
10-11
LOGRADE
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page A-1
SPACE
13-14
16
18
20-119
A.4
COLUMN NAME
HIGRADE
SDLEVEL
SDTYPE
NAME
Data Dictionary for the County Coverage File
These files follow the naming convention _County_Coverage_*.txt and
_County_Coverage_*.xls.
The Data Dictionary Table (Table 44) describes the fields in the file, their length, data type, a
brief description of the field, and the valid value ranges.
Table 44: Data Dictionary for the County Coverage File
Attribute
Field
Length
Type
STATE CODE
2
VARCHAR
3
VARCHAR
100
SDLEA
NAME
COUNTY
CODE
COUNTY
NAME
A.5
Description
Value/Range
State FIPS (Federal Information Processing
Standards) Code
County FIPS (Federal Information
Processing Standards) Code
01,02,04-06,08-13,15-42,4451,53-56
VARCHAR
County Name
Not Blank
5
VARCHAR
Federal School District Local Education
Agency ID Number
00001-99998
100
VARCHAR
School District Name
Not Blank
001-840
Record Layout for the County Coverage File
The Record Layout (Table 45) defines how each record’s information is displayed giving the
number of spaces in each column and the column name.
Table 45: Record Layout for the County Coverage File
SPACE
COLUMN NAME
1-2
STATE CODE
3-5
COUNTY CODE
7-106
COUNTY NAME
108-112
SDLEA
114-231
NAME
A.6
Data Dictionary for the Coextensive Coverage File
These files follow the naming convention _Coextensive_Coverage_*.txt and
_Coextensive_Coverage_*.xls.
The Data Dictionary (Table 46) describes the fields in the file, their length, data type, a brief
description of the field, and the valid value ranges.
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page A-2
Table 46: Data Dictionary for the Coextensive File
Attribute
Field
Length
Type
STATE CODE
2
VARCHAR
COUNTY
CODE
COUNTY
NAME
3
100
SDLEA
5
SDLEVEL
1
SDNAME
100
COEXTWITH
100
FIPS55 CODE
5
A.7
VARCHAR
VARCHAR
VARCHAR
VARCHAR
Description
Value/Range
State FIPS (Federal Information
Processing Standards) Code
County FIPS (Federal Information
Processing Standards) Code
01,02,13,21,22,28,
37,45,47,49,51
County Name
Not Blank
Federal School District Local Education
Agency ID Number
00001-99998
001-840
School District Level
VARCHAR
E=Elementary; S=Secondary:
U=Unified
School District Name
Not Blank
VARCHAR
Name of Entity School District
Coextensive With
FIPS(Federal Information Processing
Standards) Code of Entity
VARCHAR
Not Blank
001-840, 00000-98999,
99001-99840
Record Layout for the Coextensive Coverage File
The Record Layout (Table 47) defines how each record’s information is displayed giving the
number of spaces in each column and the column name.
Table 47: Record Layout for the Coextensive Coverage File
Space
Column Name
1-2
STATE CODE
3-5
COUNTY CODE
7-106
COUNTY NAME
108-112 SDLEA
114
SDLEVEL
116-215 SDNAME
217-316 COEXTWITH
318-322 FIPS55 CODE
A.8
Data Dictionary for the School District to Geography Relationship File
These files follow the naming convention _SD_GEO_Relationship_*.txt and _SD_GE)
_Relationship_*.xls.
The Data Dictionary Table (Table 48) describes the fields in the file, their length, data type, a
brief description of the field, and the valid value ranges.
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page A-3
Table 48: Data Dictionary for the School District to Geography Relationship File
Attribute Field
Length
Type
SDLEA
5
VARCHAR
Federal School District Local
Education Agency ID Number
SDLEVEL
1
VARCHAR
School District Level
SDNAME
COUNTY
SUBDIVISION
‘PART’ FLAG
100
VARCHAR
School District Name
1
VARCHAR
School District Partially Covers
County Subdivision Part Flag
P
STATE CODE
2
VARCHAR
State FIPS (Federal Information
Processing Standards) Code
01, 02, 04-06, 0813, 15-42, 44-51,
53-56
COUNTY CODE
3
VARCHAR
5
VARCHAR
100
VARCHAR
1
VARCHAR
PLACE CODE
5
VARCHAR
PLACE NAME
100
VARCHAR
COUNTY
SUBDIVISION
CODE
COUNTY
SUBDIVISION
NAME
PLACE ‘PART’
FLAG
A.9
Description
County FIPS (Federal Information
Processing Standards) Code
County Subdivision FIPS (Federal
Information Processing
Standards) Code
County Subdivision Name
School District Partially covers
Incorporated Place Part Flag
Place FIPS (Federal Information
Processing Standards) Code
Place Name
Value/Range
00001-99998
E=Elementary;
S=Secondary;
U=Unified
Not Blank
001-840
00000-98999
Not Blank
P
00001-89999
Not Blank
Record Layout for the School District to Geography Relationship File
The Record Layout (Table 49) defines how each record’s information is displayed giving the
number of spaces in each column and the column name.
Table 49: Record Layout for the School District to Geography Relationship File
Space
Column Name
1-5
SDLEA
7
SDLEVEL
9-108
SDNAME
110
COUNTY SUBDIVISION ‘PART’ FLAG
112-113 STATE CODE
115-117 COUNTY CODE
119-123 COUNTY SUBDIVISION CODE
125-224 COUNTY SUBDIVISION NAME
226
PLACE ‘PART’ FLAG
228-232 PLACE CODE
234-333 PLACE NAME
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page A-4
APPENDIX B PSEUDO SCHOOL DISTRICTS
This section applies to states that have pseudo school districts.
In order to create accurate tabulations to support Title I funding allocations, the Census Bureau
creates a pseudo school district for each school district that is financially responsible for
providing education for one set of grades in one geographic area and financially responsible for
a different set of grades in a different geographic area. For example, a school district that is
financially responsible for grades K-12 in one area is also financially responsible for grades 9-12
in a different area where it shares financial responsibility with an elementary school district.
The pseudo district is always associated with a regular district so that the regular district is
given “credit” for the additional financial responsibility.
In this example, the Science Hill Independent School District has very few children in grades 912, so those children attend school in the Pulaski County School District (Figure 63). Pulaski
County School District is financially responsible for educating children in grades 9-12 who live in
the Science Hill Independent School District and Pulaski County School District is financially
responsible for educating children in grade ranges K-12 within Pulaski County, outside of the
Science Hill Independent School District. Therefore, the Census Bureau created the pseudo
district “Pulaski County School District for Science Hill” using the same boundaries as the
Science Hill Independent School District and assigned grades 9-12 to “Pulaski County School
District for Science Hill.” The Science Hill Independent School District is assigned grades K-8
while the Pulaski County School District maintains its grades K-12.
Pulaski County, Kentucky
Figure 63. Map of Pulaski County, Kentucky School District
These pseudo districts are identified in the Inventory and Grade Range file by a flag with a value
of "A." In the School District Boundary Shapefiles, pseudo districts are identified by an SDTYPE
of “A.” In addition, the Census Bureau assigns them a pseudo Federal School District LEA ID
number and a school district name that is slightly different from the official name of the school
district.
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page B-1
They appear in the School District Inventory and Grade Range Listing 1 as shown in Table 50.
Table 50: Pseudo School Districts
State
LEA
Grade Range
Flag
Name of School District
21
21
04950
21002
PK-12
09-12
-A
Pulaski County School District
Pulaski County School District for Science Hill ISD
21
05220
PK-08
--
Science Hill Independent School District
When submitting a pseudo school district, provide the following information:
•
Official School District Name and Federal School District LEA ID number.
•
Alternate Grade Range.
•
Service area of Alternate Grade Range.
Currently, the Census Bureau has defined pseudo school districts in California, Georgia, Illinois,
Kentucky, Massachusetts, Minnesota, New Jersey, Oklahoma, South Carolina, Tennessee, Texas,
and Vermont.
To discuss school districts that fit the above description, contact the School District Team at
.
1
Refer to Appendix A for text file, data dictionary and record layout information.
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide: GUPS Instructions
Page B-2
APPENDIX C MAF/TIGER FEATURE CLASSIFICATION CODE (MTFCC)
DESCRIPTIONS
MTFCC
C3022
C3023
C3024
C3026
C3027
C3061
C3062
C3066
C3067
C3071
C3074
C3075
C3076
C3077
C3078
C3079
C3080
C3081
C3085
G2100
G2120
U.S. Census Bureau
Table 51: MAF/TIGER Feature Classification Code
Feature Class
Feature Class Description
Mountain Peak or
A prominent elevation rising above the surrounding level of the
Summit
Earth’s surface.
Island
An area of dry or relatively dry land surrounded by water or low
wetland (including archipelago, atoll, cay, hammock, hummock,
isla, isle, key, moku and rock).
Levee
An embankment flanking a stream or other flowing water feature
to prevent overflow.
Quarry (not waterAn area from which commercial minerals are or were removed
filled), Open Pit Mine or from the Earth; not including an oilfield or gas field.
Mine
Dam
A barrier built across the course of a stream to impound water
and/or control water flow.
Cul-de-sac
An expanded paved area at the end of a street used by vehicles for
turning around. For mapping purposes, the Census Bureau maps it
only as a point feature.
Traffic Circle
A circular intersection allowing for continuous movement of traffic
at the meeting of roadways.
Gate
A movable barrier across a road.
Toll Booth
A structure or barrier where a fee is collected for using a road.
Lookout Tower
A manmade structure, higher than its diameter, used for
observation.
Lighthouse Beacon
A manmade structure, higher than its diameter, used for
transmission of light and possibly sound generally to aid in
navigation.
Tank/Tank Farm
One or more manmade structures, each higher than its diameter,
used for liquid (other than water) or gas storage or for distribution
activities.
Windmill Farm
One or more manmade structures used to generate power from
the wind.
Solar Farm
One or more manmade structures used to generate power from
the sun.
Monument or Memorial A manmade structure to educate, commemorate, or memorialize
an event, person, or feature.
Boundary Monument
A material object placed on or near a boundary line to preserve
Point
and identify the location of the boundary line on the ground.
Survey Control Point
A point on the ground whose position (horizontal or vertical) is
known and can be used as a base for additional survey work.
Locality Point
A point that identifies the location and name of an unbounded
locality (e.g., crossroad, community, populated place or locale).
Alaska Native Village
A point that serves as the core of an Alaska Native village and is
Official Point
used in defining Alaska Native village statistical areas.
American Indian Area
A legally defined state- or federally recognized reservation and/or
off-reservation trust land (excludes statistical American Indian
areas).
Hawaiian Home Land
A legal area held in trust for the benefit of Native Hawaiians.
School District Review Program (SDRP) Respondent Guide
Page C-1
MTFCC
G2130
Feature Class
Alaska Native Village
Statistical Area
G2140
Oklahoma Tribal
Statistical Area
G2150
State-designated Tribal
Statistical Area
G2160
Tribal Designated
Statistical Area
G2170
American Indian Joint
Use Area
Alaska Native Regional
Corporation
G2200
G2300
Tribal Subdivision
G2400
Tribal Census Tract
G2410
Tribal Block Group
G3100
Combined Statistical
Area
G3110
Metropolitan and
Micropolitan Statistical
Area
G3120
Metropolitan Division
U.S. Census Bureau
Feature Class Description
A statistical geographic entity that represents the residences,
permanent and/or seasonal, for Alaska Natives who are members
of or receiving governmental services from the defining legal
Alaska Native Village corporation.
A statistical entity identified and delineated by the Census Bureau
in consultation with federally recognized American Indian tribes
that have no current reservation, but had a former reservation in
Oklahoma.
A statistical geographic entity identified and delineated for the
Census Bureau by a state-appointed liaison for a state-recognized
American Indian tribe that does not currently have a reservation
and/or lands in trust.
A statistical geographic entity identified and delineated for the
Census Bureau by a federally recognized American Indian tribe that
does not currently have a reservation and/or off-reservation trust
land.
An area administered jointly and/or claimed by two or more
American Indian tribes.
Corporate entities established to conduct both business and
nonprofit affairs of Alaska Natives pursuant to the Alaska Native
Claims Settlement Act of 1972 (Public Law 92-203). There are
twelve geographically defined ANRCs and they are all within and
cover most of the State of Alaska (the Annette Island Reserve-an
American Indian reservation-is excluded from any ANRC). The
boundaries of ANRCs have been legally established.
Administrative subdivisions of federally recognized American
Indian reservations, off-reservation trust lands, or Oklahoma tribal
statistical areas (OTSAs). These entities are internal units of selfgovernment or administration that serve social, cultural, and/or
economic purposes for the American Indians on the reservations,
off-reservation trust lands, or OTSAs.
A relatively small and permanent statistical subdivision of a
federally recognized American Indian reservation and/or offreservation trust land, delineated by American Indian tribal
participants or the Census Bureau for the purpose of presenting
demographic data.
A cluster of census blocks within a single tribal census tract
delineated by American Indian tribal participants or the Census
Bureau for the purpose of presenting demographic data.
A grouping of adjacent metropolitan and/or micropolitan statistical
areas that have a degree of economic and social integration, as
measured by commuting.
An area containing a substantial population nucleus together with
adjacent communities having a high degree of economic and social
integration with that core, as measured by commuting. Defined
using whole counties and equivalents.
A county or grouping of counties that is a subdivision of a
Metropolitan Statistical Area containing an urbanized area with a
population of 2.5 million or more.
School District Review Program (SDRP) Respondent Guide
Page C-2
MTFCC
G3200
Feature Class
Combined New England
City and Town Area
G3210
New England City and
Town Metropolitan and
Micropolitan Statistical
Area
New England City and
Town Division
G3220
G3500
Urban Area
G4000
State or Equivalent
Feature
G4020
County or Equivalent
Feature
G4040
County Subdivision
G4050
Estate
G4060
G4110
Subbarrio (Subminor
Civil Division)
Incorporated Place
G4120
Consolidated City
G4210
Census Designated Place
G4300
Economic Census Place
U.S. Census Bureau
Feature Class Description
A grouping of adjacent New England city and town areas that have
a degree of economic and social integration, as measured by
commuting.
An area containing a substantial population nucleus together with
adjacent communities having a high degree of economic and social
integration with that core, as measured by commuting. Defined
using Minor Civil Divisions (MCDs) in New England.
A grouping of cities and towns in New England that is a subdivision
of a New England City and Town Area containing an urbanized area
with a population of 2.5 million or more.
Densely settled territory that contains at least 2,500 people. The
subtypes of this feature are Urbanized Area (UA), which consists of
50,000 + people and Urban Cluster, which ranges between 2,500
and 49,999 people.
The primary governmental divisions of the United States. The
District of Columbia is treated as a statistical equivalent of a state
for census purposes, as is Puerto Rico.
The primary division of a state or state equivalent area. The
primary divisions of 48 states are termed County, but other terms
are used such as Borough in Alaska, Parish in Louisiana, and
Municipio in Puerto Rico. This feature includes independent cities,
which are incorporated places that are not part of any county.
The primary divisions of counties and equivalent features for the
reporting of Census Bureau data. The subtypes of this feature are
Minor Civil Division, Census County Division/Census Subarea, and
Unorganized Territory. This feature includes independent places,
which are incorporated places that are not part of any county
subdivision.
Estates are subdivisions of the three major islands in the United
States Virgin Islands (USVI).
Legally defined divisions (subbarrios) of minor civil divisions
(barrios-pueblo and barrios) in Puerto Rico.
A legal entity incorporated under state law to provide generalpurpose governmental services to a concentration of population.
Incorporated places are generally designated as a city, borough,
municipality, town, village, or, in a few instances, have no legal
description.
An incorporated place that has merged governmentally with a
county or minor civil division, but one or more of the incorporated
places continues to function within the consolidation. It is a place
that contains additional separately incorporated places.
A statistical area defined for a named concentration of population
and the statistical counterpart of an incorporated place.
The lowest level of geographic area for presentation of some types
of Economic Census data. It includes incorporated places,
consolidated cities, census designated places (CDPs), minor civil
divisions (MCDs) in selected states, and balances of MCDs or
counties. An incorporated place, CDP, MCD, or balance of MCD
qualifies as an economic census place if it contains 5,000 or more
residents, or 5,000 or more jobs, according to the most current
data available.
School District Review Program (SDRP) Respondent Guide
Page C-3
MTFCC
G5020
Feature Class
Census Tract
G5030
Block Group
G5035
Block Area Grouping
G5040
Tabulation Block
G5200
Congressional District
G5210
State Legislative District
(Upper Chamber
G5220
State Legislative District
(Lower Chamber)
G5240
Voting District
G5400
Elementary School
District
Secondary School
District
Unified School District
G5410
G5420
G6120
Public-Use Microdata
Area
G6300
Traffic Analysis District
U.S. Census Bureau
Feature Class Description
Relatively permanent statistical subdivisions of a County or
equivalent feature delineated by local participants as part of the
Census Bureau’s Participant Statistical Areas Program.
A cluster of census blocks having the same first digit of their fourdigit identifying numbers within a Census Tract. For example, block
group 3 (BG 3) within a Census Tract includes all blocks numbered
from 3000 to 3999.
A user-defined group of islands forming a single census tabulation
block. A BAG must: (1) consist of two or more islands, (2) have a
perimeter entirely over water, (3) not overlap, and (4) not cross
the boundary of other tabulation geographies, such as county or
incorporated place boundaries.
The lowest-order census defined statistical area. It is an area, such
as a city block, bounded primarily by physical features but
sometimes by invisible city or property boundaries. A tabulation
block boundary does not cross the boundary of any other
geographic area for which the Census Bureau tabulates data. The
subtypes of this feature are Count Question Resolution (CQR),
current, and census.
The 435 areas from which people are elected to the U.S. House of
Representatives. Additional equivalent features exist for state
equivalents with nonvoting delegates or no representative. The
subtypes of this feature are 106th, 107th, 108th, 109th, and 111th
Congressional Districts, plus subsequent Congresses.
Areas established by a state or equivalent government from which
members are elected to the upper or unicameral chamber of a
state governing body. The upper chamber is the senate in a
bicameral legislature, and the unicameral case is a single house
legislature (Nebraska).
Areas established by a state or equivalent government from which
members are elected to the lower chamber of a state governing
body. The lower chamber is the House of Representatives in a
bicameral legislature.
The generic name for the geographic features, such as precincts,
wards, and election districts, established by state, local, and tribal
governments for the purpose of conducting elections.
A geographic area within which officials provide public elementary
grade-level educational services for residents.
A geographic area within which officials provide public secondary
grade-level educational services for residents.
A geographic area within which officials provide public educational
services for all grade levels for residents.
A decennial census area with a population of at least 100,000 or
more persons for which the Census Bureau provides selected
extracts of household-level data that are screened to protect
confidentiality.
An area delineated by Metropolitan Planning Organizations
(MPOs) and state Departments of Transportation (DOTs) for
tabulating journey-to-work and place-of-work data. A Traffic
Analysis District (TAD) consists of one or more Traffic Analysis
Zones (TAZs).
School District Review Program (SDRP) Respondent Guide
Page C-4
MTFCC
G6320
Feature Class
Traffic Analysis Zone
G6330
Urban Growth Area
G6350
G6400
ZIP Code Tabulation
Area (Five-Digit)
Commercial Region
H1100
Connector
H2025
Swamp/Marsh
H2030
H2040
H2041
H2051
Lake/Pond
Reservoir
Treatment Pond
Bay/Estuary/Gulf/Sound
H2053
H2060
H2081
Ocean/Sea
Gravel Pit/Quarry filled
with water
Glacier
H3010
Stream/River
H3013
Braided Stream
H3020
Canal, Ditch or Aqueduct
K1225
Crew-of-Vessel Location
K1231
Hospital/Hospice/Urgent
Care Facility
Juvenile Institution
K1235
K1236
Local Jail or Detention
Center
K1237
Federal Penitentiary,
State Prison, or Prison
Farm
Other Correctional
Institution
K1238
U.S. Census Bureau
Feature Class Description
An area delineated by Metropolitan Planning Organizations
(MPOs) and state Departments of Transportation (DOTs) for
tabulating journey-to-work and place-of-work data.
An area defined under state authority to manage urbanization that
the Census Bureau includes in the MAF/TIGER System in
agreement with the state.
An approximate statistical-area representation of a U.S. Postal
Service (USPS) 5-digit ZIP Code service area.
For the purpose of presenting economic statistical data, municipios
in Puerto Rico are grouped into commercial regions.
A known, but nonspecific, hydrographic connection between two
nonadjacent water features.
A poorly drained wetland, fresh or saltwater, wooded or grassy,
possibly covered with open water. [includes bog, cienega, marais
and pocosin].
A standing body of water that is surrounded by land.
An artificially impounded body of water.
An artificial body of water built to treat fouled water.
A body of water partly surrounded by land. [includes arm, bight,
cove and inlet].
The great body of salt water that covers much of the earth.
A body of water in a place or area from which commercial minerals
were removed from the Earth.
A body of ice moving outward and down slope from an area of
accumulation; an area of relatively permanent snow or ice on the
top or side of a mountain or mountainous area. [includes ice field
and ice patch].
A natural flowing waterway. [includes anabranch, awawa, branch,
brook, creek, distributary, fork, kill, pup, rio, and run].
A natural flowing waterway with an intricate network of interlacing
channels.
An artificial waterway constructed to transport water, to irrigate or
drain land, to connect two or more bodies of water, or to serve as
a waterway for watercraft. [includes lateral].
A point or area in which the population of military or merchant
marine vessels at sea are assigned, usually being at or near the
homeport pier.
One or more structures where the sick or injured may receive
medical or surgical attention. [including infirmary].
A facility (correctional and non-correctional) where groups of
juveniles reside; this includes training schools, detention centers,
residential treatment centers and orphanages.
One or more structures that serve as a place for the confinement
of adult persons in lawful detention, administered by a local
(county, municipal, etc.) government.
An institution that serves as a place for the confinement of adult
persons in lawful detention, administered by the federal
government or a state government.
One or more structures that serve as a place for the confinement
of adult persons in lawful detention, not elsewhere classified or
administered by a government of unknown jurisdiction.
School District Review Program (SDRP) Respondent Guide
Page C-5
MTFCC
K1239
K1246
K2110
Feature Class
Convent, Monastery,
Rectory, Other Religious
Group Quarters
Community Center
Military Installation
K2165
Government Center
K2167
Convention Center
K2180
Park
K2181
National Park Service
Land
National Forest or Other
Federal Land
K2182
K2183
Tribal Park, Forest, or
Recreation Area
K2184
State Park, Forest, or
Recreation Area
K2185
Regional Park, Forest, or
Recreation Area
K2186
County Park, Forest, or
Recreation Area
K2187
K2191
County Subdivision Park,
Forest, or Recreation
Area
Incorporated Place Park,
Forest, or Recreation
Area
Private Park, Forest, or
Recreation Area
Other Park, Forest, or
Recreation Area (quasipublic, independent
park, commission, etc.)
Post Office
K2193
K2194
K2195
K2196
Fire Department
Police Station
Library
City/Town Hall
K2188
K2189
K2190
U.S. Census Bureau
Feature Class Description
One or more structures intended for use as a residence for those
having a religious vocation.
Community Center.
An area owned and/or occupied by the Department of Defense for
use by a branch of the armed forces (such as the Army, Navy, Air
Force, Marines, or Coast Guard), or a state owned area for the use
of the National Guard.
A place used by members of government (either federal, state,
local, or tribal) for administration and public business.
An exhibition hall or conference center with enough open space to
host public and private business and social events.
Parkland defined and administered by federal, state, and local
governments.
Area—National parks, National Monuments, and so forth—under
the jurisdiction of the National Park Service.
Land under the management and jurisdiction of the federal
government, specifically including areas designated as National
Forest, and excluding areas under the jurisdiction of the National
Park Service.
A place or area set aside for recreation or preservation of a cultural
or natural resource and under the administration of an American
Indian tribe.
A place or area set aside for recreation or preservation of a cultural
or natural resource and under the administration of a state
government.
A place or area set aside for recreation or preservation of a cultural
or natural resource and under the administration of a regional
government.
A place or area set aside for recreation or preservation of a cultural
or natural resource and under the administration of a county
government.
A place or area set aside for recreation or preservation of a cultural
or natural resource and under the administration of a minor civil
division (town/township) government.
A place or area set aside for recreation or preservation of a cultural
or natural resource and under the administration of a municipal
government.
A privately owned place or area set aside for recreation or
preservation of a cultural or natural resource.
A place or area set aside for recreation or preservation of a cultural
or natural resource and under the administration of some other
type of government or agency such as an independent park
authority or commission.
An official facility of the U.S. Postal Service used for processing and
distributing mail and other postal material.
Fire Department.
Police Station.
Library.
City/Town Hall.
School District Review Program (SDRP) Respondent Guide
Page C-6
MTFCC
K2400
Feature Class
Transportation Terminal
K2424
K2432
Marina
Pier/Dock
K2451
Airport or Airfield
K2452
Train Station, Trolley or
Mass Transit Rail Station
K2453
Bus Terminal
K2454
Marine Terminal
K2455
Seaplane Anchorage
K2456
K2459
Airport—Intermodal
Transportation
Hub/Terminal
Airport—Statistical
Representation
Park and Ride
Facility/Parking Lot
Runway/Taxiway
K2460
Helicopter Landing Pad
K2540
University or College
K2543
School or Academy
K2545
K2561
K2582
Museum, Visitor Center,
Cultural Center, or
Tourist Attraction
Golf Course
Cemetery
K2586
Zoo
K3544
Place of Worship
L4010
Pipeline
K2457
K2458
U.S. Census Bureau
Feature Class Description
A facility where one or more modes of transportation can be
accessed by people or for the shipment of goods; examples of such
a facility include marine terminal, bus station, train station, airport
and truck warehouse.
A place where privately owned, light-craft are moored.
A platform built out from the shore into the water and supported
by piles. This platform may provide access to ships and boats, or it
may be used for recreational purposes.
A manmade facility maintained for the use of aircraft. [including
airstrip, landing field and landing strip].
A place where travelers can board and exit rail transit lines,
including associated ticketing, freight, and other commercial
offices.
A place where travelers can board and exit mass motor vehicle
transit, including associated ticketing, freight, and other
commercial offices.
A place where travelers can board and exit water transit or where
cargo is handled, including associated ticketing, freight, and other
commercial offices.
A place where an airplane equipped with floats for landing on or
taking off from a body of water can debark and load.
A major air transportation facility where travelers can board and
exit airplanes and connect with other (i.e. non-air) modes of
transportation.
The area of an airport adjusted to include whole 2000 census
blocks used for the delineation of urban areas.
A place where motorists can park their cars and transfer to other
modes of transportation.
A fairly level and usually paved expanse used by airplanes for
taking off and landing at an airport.
A fairly level and usually paved expanse used by helicopters for
taking off and landing.
A building or group of buildings used as an institution for postsecondary study, teaching, and learning. [including seminary].
A building or group of buildings used as an institution for
preschool, elementary or secondary study, teaching, and learning.
[including elementary school and high school].
An attraction of historical, cultural, educational or other interest
that provides information or displays artifacts.
A place designed for playing golf.
A place or area for burying the dead. [including burying ground and
memorial garden].
A facility in which terrestrial and/or marine animals are confined
within enclosures and displayed to the public for educational,
preservation, and research purposes.
A sanctified place or structure where people gather for religious
worship; examples include church, synagogue, temple, and
mosque.
A long tubular conduit or series of pipes, often underground, with
pumps and valves for flow control, used to transport fluid (e.g.,
crude oil, natural gas), especially over great distances.
School District Review Program (SDRP) Respondent Guide
Page C-7
MTFCC
L4020
Feature Class
Powerline
L4031
Aerial Tramway/Ski Lift
L4110
Fence Line
L4121
L4125
Ridge Line
Cliff/Escarpment
L4130
Point-to-Point Line
L4140
Property/Parcel Line
(Including PLSS)
L4150
Coastline
L4165
Ferry Crossing
P0001
P0002
Nonvisible Linear
Legal/Statistical
Boundary
Perennial Shoreline
P0003
Intermittent Shoreline
P0004
Other non-visible
bounding Edge (e.g.,
Census water boundary,
boundary of an aerial
feature)
Railroad Feature (Main,
Spur, or Yard)
R1011
R1051
Carline, Streetcar Track,
Monorail, Other Mass
Transit
R1052
Cog Rail Line, Incline Rail
Line, Tram
S1100
Primary Road
U.S. Census Bureau
Feature Class Description
One or more wires, often on elevated towers, used for conducting
high-voltage electric power.
A conveyance that transports passengers or freight in carriers
suspended from cables and supported by a series of towers.
A man-made barrier enclosing or bordering a field, yard, etc.,
usually made of posts and wire or wood, used to prevent entrance,
to confine, or to mark a boundary.
The line of highest elevation along a ridge.
A very steep or vertical slope. [including bluff, crag, head,
headland, nose, palisades, precipice, promontory, rim and
rimrock].
A line defined as beginning at one location point and ending at
another, both of which are in sight.
This feature class may denote a nonvisible boundary of either
public or private lands (e.g., a park boundary) or it may denote a
Public Land Survey System or equivalent survey line.
The line that separates either land or Inland water from Coastal,
Territorial or Great Lakes water. Where land directly borders
Coastal, Territorial or Great Lakes water, the shoreline represents
the Coastline. Where Inland water (such as a river) flows into
Coastal, Territorial or Great Lakes water, the closure line
separating the Inland water from the other class of water
represents the Coastline.
The route used to carry or convey people or cargo back and forth
over a waterbody in a boat.
A legal/statistical boundary line that does not correspond to a
shoreline or other visible feature on the ground.
The more-or-less permanent boundary between land and water
for a water feature that exists year-round.
The boundary between land and water (when water is present) for
a water feature that does not exist year-round.
A bounding Edge that does not represent a legal/statistical
boundary, and does not correspond to a shoreline or other visible
feature on the ground. Many such Edges bound area landmarks,
while many others separate water features from each other (e.g.,
where a bay meets the ocean).
A line of fixed rails or tracks that carries mainstream railroad
traffic. Such a rail line can be a main line or spur line, or part of a
rail yard.
Mass transit rail lines (including lines for rapid transit, monorails,
streetcars, light rail, etc.) that are typically inaccessible to
mainstream railroad traffic and whose tracks are not part of a road
right-of-way.
A special purpose rail line for climbing steep grades that is typically
inaccessible to mainstream railroad traffic. Note that aerial
tramways and streetcars (which may also be called “trams”) are
accounted for by other MTFCCs and do not belong in R1052.
Primary roads are generally divided, limited-access highways
within the interstate highway system or under state management,
and are distinguished by the presence of interchanges. These
highways are accessible by ramps and may include some toll
highways.
School District Review Program (SDRP) Respondent Guide
Page C-8
MTFCC
S1200
Feature Class
Secondary Road
S1400
Local Neighborhood
Road, Rural Road, City
Street
S1500
Vehicular Trail (4WD)
S1630
Ramp
S1640
S1720
Service Drive usually
along a limited access
highway
Walkway/Pedestrian
Trail
Stairway
S1730
Alley
S1740
S1780
S1820
Private Road for service
vehicles (logging, oil
fields, ranches, etc.)
Internal U.S. Census
Bureau use
Parking Lot Road
Bike Path or Trail
S1830
Bridle Path
S2000
Road Median
S1710
S1750
Feature Class Description
Secondary roads are main arteries, usually in the U.S. Highway,
State Highway or County Highway system. These roads have one or
more lanes of traffic in each direction, may or may not be divided,
and usually have at-grade intersections with many other roads and
driveways. They often have both a local name and a route number.
Generally, a paved non-arterial street, road, or byway that usually
has a single lane of traffic in each direction. Roads in this feature
class may be privately or publicly maintained. Scenic park roads
would be included in this feature class, as would (depending on the
region of the country) some unpaved roads.
An unpaved dirt trail where a four-wheel drive vehicle is required.
These vehicular trails are found almost exclusively in very rural
areas. Minor, unpaved roads usable by ordinary cars and trucks
belong in the S1400 category.
A road that allows controlled access from adjacent roads onto a
limited access highway, often in the form of a cloverleaf
interchange. These roads are unaddressable and do not carry a
name in the MAF/TIGER System.
A road, usually paralleling a limited access highway that provides
access to structures along the highway. These roads can be named
and may intersect with other roads.
A path that is used for walking, being either too narrow for or
legally restricted from vehicular traffic.
A pedestrian passageway from one level to another by a series of
steps.
A service road that does not generally have associated addressed
structures and is usually unnamed. It is located at the rear of
buildings and properties and is used for deliveries.
A road within private property that is privately maintained for
service, extractive, or other purposes. These roads are often
unnamed.
Internal U.S. Census Bureau use.
The main travel route for vehicles through a paved parking area.
A path that is used for manual or small, motorized bicycles, being
either too narrow for or legally restricted from vehicular traffic.
A path that is used for horses, being either too narrow for or
legally restricted from vehicular traffic.
The unpaved area or barrier between the carriageways of a divided
road.
The information in this table was last updated in October 2015.
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page C-9
APPENDIX D STANDARD STREET TYPE ABBREVIATIONS
The street name types and their abbreviations are shown in Table 52.
Table 52: Standard Street Type Abbreviations
Street Name Type
Standard Abbreviation
ALLEY
ALY
ANEX
ANX
ARCADE
ARC
AVENUE
AVE
BAYOU
BYU
BEACH
BCH
BEND
BND
BLUFF
BLF
BLUFFS
BLFS
BOTTOM
BTM
BOULEVARD
BLVD
BRANCH
BR
BRIDGE
BRG
BROOK
BRK
BROOKS
BRKS
BURG
BG
BURGS
BGS
BYPASS
BYP
CAMP
CP
CANYON
CYN
CAPE
CPE
CAUSEWAY
CSWY
CENTER
CTR
CENTERS
CTRS
CIRCLE
CIR
CIRCLES
CIRS
CLIFF
CLF
CLIFFS
CLFS
CLUB
CLB
COMMON
CMN
COMMONS
CMNS
CORNER
COR
CORNERS
CORS
COURSE
CRSE
COURT
CT
COURTS
CTS
COVE
CV
COVES
CVS
CREEK
CRK
CRESCENT
CRES
CREST
CRST
CROSSING
XING
CROSSROAD
XRD
CROSSROADS
XRDS
CURVE
CURV
DALE
DL
DAM
DM
DIVIDE
DV
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page D-1
Street Name Type
DRIVE
DRIVES
ESTATE
ESTATES
EXPRESSWAY
EXTENSION
EXTENSIONS
FALL
FALLS
FERRY
FIELD
FIELDS
FLAT
FLATS
FORD
FORDS
FOREST
FORGE
FORGES
FORK
FORKS
FORT
FREEWAY
GARDEN
GARDENS
GATEWAY
GLEN
GLENS
GREEN
GREENS
GROVE
GROVES
HARBOR
HARBORS
HAVEN
HEIGHTS
HIGHWAY
HILL
HILLS
HOLLOW
INLET
ISLAND
ISLANDS
ISLE
JUNCTION
JUNCTIONS
KEY
KEYS
KNOLL
KNOLLS
LAKE
LAKES
LAND
U.S. Census Bureau
Standard Abbreviation
DR
DRS
EST
ESTS
EXPY
EXT
EXTS
FALL
FLS
FRY
FLD
FLDS
FLT
FLTS
FRD
FRDS
FRST
FRG
FRGS
FRK
FRKS
FT
FWY
GDN
GDNS
GTWY
GLN
GLNS
GRN
GRNS
GRV
GRVS
HBR
HBRS
HVN
HTS
HWY
HL
HLS
HOLW
INLT
IS
ISS
ISLE
JCT
JCTS
KY
KYS
KNL
KNLS
LK
LKS
LAND
School District Review Program (SDRP) Respondent Guide
Page D-2
Street Name Type
LANDING
LANE
LIGHT
LIGHTS
LOAF
LOCK
LOCKS
LODGE
LOOP
MALL
MANOR
MANORS
MEADOW
MEADOWS
MEWS
MILL
MILLS
MISSION
MOTORWAY
MOUNT
MOUNTAIN
MOUNTAINS
NECK
ORCHARD
OVAL
OVERPASS
PARK
PARKS
PARKWAY
PARKWAYS
PASS
PASSAGE
PATH
PIKE
PINE
PINES
PLACE
PLAIN
PLAINS
PLAZA
POINT
POINTS
PORT
PORTS
PRAIRIE
RADIAL
RAMP
RANCH
RAPID
RAPIDS
REST
RIDGE
RIDGES
U.S. Census Bureau
Standard Abbreviation
LNDG
LN
LGT
LGTS
LF
LCK
LCKS
LDG
LOOP
MALL
MNR
MNRS
MDW
MDWS
MEWS
ML
MLS
MSN
MTWY
MT
MTN
MTNS
NCK
ORCH
OVAL
OPAS
PARK
PARK
PKWY
PKWY
PASS
PSGE
PATH
PIKE
PNE
PNES
PL
PLN
PLNS
PLZ
PT
PTS
PRT
PRTS
PR
RADL
RAMP
RNCH
RPD
RPDS
RST
RDG
RDGS
School District Review Program (SDRP) Respondent Guide
Page D-3
Street Name Type
RIVER
ROAD
ROADS
ROUTE
ROW
RUE
RUN
SHOAL
SHOALS
SHORE
SHORES
SKYWAY
SPRING
SPRINGS
SPUR
SPURS
SQUARE
SQUARES
STATION
STRAVENUE
STREAM
STREET
STREETS
SUMMIT
TERRACE
THROUGHWAY
TRACE
TRACK
TRAFFICWAY
TRAIL
TRAILER
TUNNEL
TURNPIKE
UNDERPASS
UNION
UNIONS
VALLEY
VALLEYS
VIADUCT
VIEW
VIEWS
VILLAGE
VILLAGES
VILLE
VISTA
WALK
WALKS
WALL
WAY
WAYS
WELL
WELLS
U.S. Census Bureau
Standard Abbreviation
RIV
RD
RDS
RTE
ROW
RUE
RUN
SHL
SHLS
SHR
SHRS
SKWY
SPG
SPGS
SPUR
SPUR
SQ
SQS
STA
STRA
STRM
ST
STS
SMT
TER
TRWY
TRCE
TRAK
TRFY
TRL
TRLR
TUNL
TPKE
UPAS
UN
UNS
VLY
VLYS
VIA
VW
VWS
VLG
VLGS
VL
VIS
WALK
WALK
WALL
WAY
WAYS
WL
WLS
School District Review Program (SDRP) Respondent Guide
Page D-4
APPENDIX E SHAPEFILE NAMES
State Shapefile Names – PVS__v1_.shp, where is the state FIPS
code, is the year, and is the abbreviated shapefile name. Descriptions for
abbreviated shapefile names are provided in Table 53.
Table 53: Abbreviated State Shapefile Names
Description
elsd
Elementary School District
scsd
Secondary School District
unsd
Unified School District
County Shapefile Names – PVS__v1_.shp, where is the 4digit state and county FIPS number, is the year, and is the abbreviated
shapefile name. Descriptions for abbreviated shapefile names are provided in Table 54.
Table 54: Abbreviated County Shapefile Names
U.S. Census Bureau
Description
aial
American Indian Area - Legal
arealm
Area Landmarks
cdp
Census Designated Place
county
Counties and Equivalent Area
edges
All lines
elsd
Elementary School District
scsd
Secondary School District
unsd
Unified School District
faces
Topological Faces
mcd
Minor Civil Division
place
Incorporated Places
water
Hydrography - Area
Relationship Tables
Description
addr
Address Ranges
allnames
Linear Feature Names
School District Review Program (SDRP) Respondent Guide
Page E-1
APPENDIX F SHAPEFILE LAYOUTS AND DATA DICTIONARY
Table 55: Address Ranges (addr)
Attribute field
Length
Type
Description
TLID
10
Number
Permanent Edge ID
STATEFP
2
String
FIPS State Code
COUNTYFP
3
String
FIPS County Code
FROMHN
12
String
From House Number
TOHN
12
String
To House Number
SIDE
1
String
Side Indicator Flag
ZIP
5
String
5-digit ZIP Code
PLUS4
4
String
ZIP+4 Code
LFROMADD
10
String
Left From Address
LTOADD
10
String
Left To Address
RFROMADD
10
String
Right From Address
RTOADD
10
String
Right To Address
ZIPL
5
String
Left 5-digit ZIP Code
ZIPR
5
String
Right 5-digit ZIP Code
ZIP4L
4
String
Left ZIP+4 Code
ZIP4R
4
String
Right ZIP+4 Code
Table 56: Linear Feature Names (allnames)
Attribute field
Length
Type
Description
OID
22
Number
Object ID
STATEFP
2
String
FIPS State Code
COUNTYFP
3
String
FIPS County Code
TLID
10
Number
Permanent Edge ID
NAME
100
String
Base Name portion of the Standardized Name
PREDIR
2
String
Prefix Direction code component of the Feature Name
PRETYP
14
String
Prefix Type Description component of the Feature Name
PREQUAL
5
String
Prefix Qualifier code component of the Feature Name
SUFDIR
2
String
Suffix Direction code component of the Feature Name
SUFTYP
14
String
Suffix Type Description component of the Feature Name
SUFQUAL
5
String
Suffix Qualifier Code component of the Feature Name
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page F-1
Attribute field
Length
Type
Description
MTFCC
5
String
MAF/TIGER Feature Class Code
PAFLAG
1
String
Primary/Alternate flag
Table 57: American Indian Areas (aial)
Attribute Field
Length
Type
Description
STATEFP
2
String
FIPS State Code
COUNTYFP
3
String
FIPS County Code
AIANNHCE
4
String
Census AIANNH code
COMPTYP
1
String
Indicates if reservation (or equivalent) or offreservation trust land is present
AIANNHFSR
1
String
Flag indicating level of recognition of an American
Indian, Alaska Native, or Native Hawaiian tribe or
group
NAMELSAD
100
String
Name with translated LSAD
AIANNHNS
8
String
ANSI numeric identifier for AIANNH Areas
LSAD
2
String
Legal/Statistical Area Description
FUNCSTAT
1
String
Functional Status
CLASSFP
2
String
FIPS 55 class code describing an entity
PARTFLG
1
String
Part flag indicator
CHNG_TYPE
2
String
Type of area update
EFF_DATE
10
Date
Effective date or vintage
AUTHTYPE
1
String
Authorization type for legal area updates
DOCU
120
String
Supporting documentation
FORM_ID
4
String
Record ID for boundary update
AREA
9
Number
Acreage of area update
RELATE
120
String
Relationship description
JUSTIFY
150
String
Justification
NAME
100
String
Name
VINTAGE
2
String
Vintage
Table 58: Area Landmark (arealm)
Attribute field
Length
Type
Description
STATEFP
2
String
FIPS State Code
COUNTYFP
3
String
FIPS County Code
MTFCC
5
String
MAF/TIGER Feature Class Code
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page F-2
Attribute field
Length
Type
Description
FULLNAME
120
String
AREAID
22
String
ANSICODE
8
String
ANSI code for area landmarks
PARTFLG
1
String
Part Flag Indicator
CHNG_TYPE
2
String
Type of area landmark update
EFF_DATE
10
Date
Effective Date or Vintage
RELATE
120
String
Relationship description
JUSTIFY
150
String
Justification
BAG
3
String
Block Area Grouping
Prefix direction code, prefix type code, base
ffi t
d
ffi di ti
d
Landmark identification number
Table 59: Census Designated Places (cdp)
Attribute field
Length
Type
Description
STATEFP
2
String
FIPS State Code
COUNTYFP
3
String
FIPS County Code
PLACEFP
5
String
FIPS 55 Place Code
PLACENS
8
String
ANSI feature code for the place
NAMELSAD
100
String
Name with translated LSAD
LSAD
2
String
Legal/Statistical Area Description
FUNCSTAT
1
String
Functional Status
CLASSFP
2
String
FIPS 55 Class Code describing an entity
PARTFLG
1
String
Part Flag Indicator
CHNG_TYPE
2
String
Type of Area Update
EFF_DATE
10
Date
Effective Date or Vintage
RELATE
120
String
Relationship Description
JUSTIFY
150
String
Justification
NAME
100
String
Name
VINTAGE
2
String
Vintage updated with returned data
Table 60: County and Equivalent Areas (county)
Attribute Field
Length
Type
Description
STATEFP
2
String
FIPS State Code
COUNTYFP
3
String
FIPS County Code
COUNTYNS
8
String
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
ANSI Feature Code for the
Page F-3
Attribute Field
Length
Type
Description
NAMELSAD
100
String
Name with translated LSAD code
LSAD
2
String
Legal/Statistical Area Description code
FUNCSTAT
1
String
Functional Status
CLASSFP
2
String
FIPS 55 Class Code describing an entity
CHNG_TYPE
2
String
Type of area update
EFF_DATE
10
String
Effective Date or Vintage
AUTHTYPE
1
String
Authorization type for legal area updates
DOCU
120
String
Supporting Documentation
FORM_ID
4
String
Record ID for boundary update
AREA
10
Number
Acreage of Area Update
RELATE
120
String
Relationship description
JUSTIFY
150
Char
Justification
NAME
100
String
Name
VINTAGE
2
String
Vintage updated with returned data
Table 61: County Subdivisions (mcd)
Attribute Field
Length
Type
Description
STATEFP
2
String
FIPS State Code
COUNTYFP
3
String
FIPS County Code
COUSUBFP
5
String
FIPS County Subdivision Code
NAMELSAD
100
String
Name with translated LSAD
COUSUBNS
8
String
ANSI feature code for the county subdivision
LSAD
2
String
Legal/Statistical Area Description
FUNCSTAT
1
String
Functional Status
CLASSFP
2
String
FIPS 55 Class Code describing an entity
CHNG_TYPE
1
String
Type of Area Update
EFF_DATE
8
Date
Effective Date or Vintage
AUTHTYPE
1
String
Authorization type for legal area updates
DOCU
120
String
Supporting Documentation
FORM_ID
4
String
Record ID for boundary update
AREA
9
Number
Acreage of Update
RELATE
120
String
Relationship Description
JUSTIFY
150
String
Justification
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page F-4
Attribute Field
Length
Type
Description
NAME
100
String
Name
VINTAGE
2
String
Vintage updated with returned data
Table 62: Elementary School Districts (elsd) – County Level
Attribute Field
Length
Type
Description
STATEFP
2
String
State FIPS code
COUNTYFP
3
String
County FIPS code
SDLEA
5
String
Federal School District Local Education Agency number
NAME
100
String
Base name portion of the standardized name
LSAD
2
String
Legal/Statistical Area Description
LOGRADE
2
String
Low grade
HIGRADE
2
String
High grade
PARTFLG
1
String
Part flag indicator
SDTYP
1
String
Census School District Type
POLYID
4
String
Record ID for each ELSD update
CHNG_TYPE
2
String
Type of area update
EFF_DATE
10
Date
Effective date or vintage
RELATE
120
String
Relationship description
JUSTIFY
150
String
Justification
FUNCSTAT
1
String
Functional Status
VINTAGE
2
String
Vintage
Table 63: Secondary School Districts (scsd) – County Level
Attribute Field
Length
Type
Description
STATEFP
2
String
State FIPS code
COUNTYFP
3
String
County FIPS code
SDLEA
5
String
Federal School District Local Education Agency number
NAME
100
String
Base name portion of the standardized name
LSAD
2
String
Legal/Statistical Area Description
LOGRADE
2
String
Low grade
HIGRADE
2
String
High grade
PARTFLG
1
String
Part flag indicator
SDTYP
1
String
Census School District Type
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page F-5
Attribute Field
Length
Type
Description
POLYID
4
String
Record ID for each SCSD update
CHNG_TYPE
2
String
Type of area update
EFF_DATE
10
Date
Effective date or vintage
RELATE
120
String
Relationship description
JUSTIFY
150
String
Justification
FUNCSTAT
1
String
Functional Status
VINTAGE
2
String
Vintage
Table 64: Unified School Districts (unsd) – County Level
Attribute Field
Length
Type
Description
STATEFP
2
String
State FIPS code
COUNTYFP
3
String
County FIPS code
SDLEA
5
String
Federal School District Local Education Agency number
NAME
100
String
Base name portion of the standardized name
LSAD
2
String
Legal/Statistical Area Description
LOGRADE
2
String
Low grade
HIGRADE
2
String
High grade
PARTFLG
1
String
Part flag indicator
SDTYP
1
String
Census School District Type
POLYID
4
String
Record ID for each UNSD update
CHNG_TYPE
2
String
Type of area update
EFF_DATE
10
Date
Effective date or vintage
RELATE
120
String
Relationship description
JUSTIFY
150
String
Justification
FUNCSTAT
1
String
Functional Status
VINTAGE
2
String
Vintage
Table 65: Elementary School Districts (elsd) – State Level
Attribute Field
Length
Type
Description
STATEFP
2
String
State FIPS code
SDLEA
5
String
Federal School District Local Education Agency number
NAME
100
String
Base name portion of the standardized name
LSAD
2
String
Legal/Statistical Area Description
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page F-6
Attribute Field
Length
Type
Description
LOGRADE
2
String
Low grade
HIGRADE
2
String
High grade
SDTYP
1
String
Census School District Type
POLYID
4
String
Record ID for each ELSD update
CHNG_TYPE
2
String
Type of area update
EFF_DATE
10
Date
Effective date or vintage
RELATE
120
String
Relationship description
JUSTIFY
150
String
Justification
FUNCSTAT
1
String
Functional Status
VINTAGE
2
String
Vintage
Table 66: Secondary School Districts (scsd) – State Level
Attribute Field
Length
Type
Description
STATEFP
2
String
State FIPS code
SDLEA
5
String
Federal School District Local Education Agency number
NAME
100
String
Base name portion of the standardized name
LSAD
2
String
Legal/Statistical Area Description
LOGRADE
2
String
Low grade
HIGRADE
2
String
High grade
SDTYP
1
String
Census School District Type
POLYID
4
String
Record ID for each SCSD update
CHNG_TYPE
2
String
Type of area update
EFF_DATE
10
Date
Effective date or vintage
RELATE
120
String
Relationship description
JUSTIFY
150
String
Justification
FUNCSTAT
1
String
Functional Status
VINTAGE
2
String
Vintage
Table 67: Unified School Districts (unsd) – State Level
Attribute Field
Length
Type
Description
STATEFP
2
String
State FIPS code
SDLEA
5
String
Federal School District Local Education Agency number
NAME
100
String
Base name portion of the standardized name
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page F-7
Attribute Field
Length
Type
Description
LSAD
2
String
Legal/Statistical Area Description
LOGRADE
2
String
Low grade
HIGRADE
2
String
High grade
SDTYP
1
String
Census School District Type
POLYID
4
String
Record ID for each UNSD update
CHNG_TYPE
2
String
Type of area update
EFF_DATE
10
Date
Effective date or vintage
RELATE
120
String
Relationship description
JUSTIFY
150
String
Justification
FUNCSTAT
1
String
Functional Status
VINTAGE
2
String
Vintage
Table 68: Edges (edges)
Attribute Field
Length
Type
Description
STATEFP
2
String
State FIPS Code
COUNTYFP
3
String
County FIPS Code
TLID
10
Number
Permanent Edge ID
TFIDL
10
Number
Permanent Face ID, Left
TFIDR
10
Number
Permanent Face ID, Right
MTFCC
5
String
MAF/TIGER Feature Class Code
FIDELITY
1
String
Indication to a respondent when their entity boundary
has changed through spatial enhancement
FULLNAME
40
Number
Decoded Feature Name with abbreviated qualifier,
direction, and feature type
SMID
22
Number
Spatial Tmeta ID
SMIDTYPE
1
String
BBSPFLG
1
String
Source attribution for boundary edges. PLSS, Parcels,
S
d t
Indicates the Redistricting Data Project participant's
submitted request of an EDGE for selection for holding
CBBFLG
1
String
Indicates the status of an EDGE for a selection as
tabulation block boundary
BBSP_2020
1
String
New BBSP Flag
CHNG_TYPE
4
String
Type of area update
JUSTIFY
150
Number
Justification
LTOADD
10
Number
Left to address
RTOADD
10
Number
Right to address
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page F-8
Attribute Field
Length
Type
Description
LFROMADD
10
String
Left from address
RFROMADD
10
String
Right from address
ZIPL
5
String
Left from ZIP Code
ZIPR
5
String
Right from ZIP Code
EXTTYP
1
String
Extension type
MTUPDATE
10
Date
Date of last update to the edge
Table 69: Faces (faces)
Attribute Field
Length
Type
Description
TFID
20
Number
Permanent Face ID
STATEFP
2
String
State FIPS Code
COUNTYFP
3
String
County FIPS Code
TRIBSUBCE
3
String
Census Tribal Subdivision
TTRACTCE
6
String
Tribal Census Tract Code
TBLKGRPCE
1
String
Tribal Census Block Group Code
AIANNHCE
4
String
Census AIANNH Code
AIANNHCE10
4
String
2010 Census AIANNH code
COMPTYP
1
String
Indicates if reservation (or equivalent) or offreservation trust land is present, or both
ANRCFP
5
String
FIPS ANRC Code
SLDUST
3
String
SLD Upper Chamber Code
SLDLST
3
String
SLD Lower Chamber Code
ELSD
5
String
5
String
Current ELSD Local Education Agency (SDLEA)
b
Current SCSD Local Education Agency (SDLEA)
number
UNSD
5
String
Current UNSD Local Education Agency (SDLEA)
number
CDFP
2
String
Congressional District Code
TRACTCE
6
String
Census Tract Code
UACE
5
String
Census Urban Area Code
CBSAFP
5
String
County-Based Metropolitan-Micropolitan Code
NECTAFP
5
String
New England City and Town Area Code
BLKGRPCE
1
String
Census Block Group Code
BLOCKCE
4
String
Tabulation Block Number
SCSD
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page F-9
Attribute Field
Length
Type
Description
SUFFIX1CE
2
String
Census Block Suffix 1
SUFFIX2CE
2
String
Census Block Suffix 2
BAGCE
3
String
Block Area Grouping
TAZCE
6
String
Traffic Analysis Zone Code
TADCE
8
String
Traffic Analysis District Code
MPOCE
8
String
Metropolitan Planning Organization Code
PUMACE10
5
String
Public Use Microdata Area Code
SUBMCDFP
5
String
FIPS 55 Sub-minor Civil Division Code
UGACE
5
String
Urban Growth Area Code
STATEFP10
2
String
FIPS 2010 State Code
COUNTYFP10
3
String
FIPS 2010 County Code
TRACTCE10
6
String
Census 2010 Tract Code
PLACEFP
5
String
FIPS 55 Place Code
COUSUBFP
5
String
FIPS 55 County Subdivision Code
CONCITYFP
5
String
FIPS 55 Place Code
CDSESSN
3
String
Congressional District Session
VTDST
6
String
Voting District Code
LWFLG
1
String
Land/Water Flag
Table 70: Hydrography Area (water)
Attribute field
Length
Type
Description
STATEFP
2
String
State FIPS Code
COUNTYFP
3
String
County FIPS Code
ANSICODE
8
String
ANSI code for hydrography area
MTFCC
5
String
MAF/TIGER Feature Class Code
FULLNAME
120
String
Prefix direction code, prefix type code, base
name, suffix type, suffix type code, suffix
direction code
CHNG_TYPE
2
String
Type of area update
HYDROID
22
String
Object ID
RELATE
120
String
Relationship Description
JUSTIFY
150
String
Justification
U.S. Census Bureau
School District Review Program (SDRP) Respondent Guide
Page F-10
Table 71: Places (incplace)
Attribute Field
Length
Type
Description
STATEFP
2
String
State FIPS Code
COUNTYFP
3
String
County FIPS Code
PLACEFP
5
String
Place FIPS Code
NAMELSAD
100
String
Name with translated LSAD
PLACENS
8
String
ANSI feature code for the place
LSAD
2
String
Legal/Statistical Area Description
FUNCSTAT
1
String
Functional Status
CLASSFP
2
String
FIPS 55 Class Code describing an entity
PARTFLG
1
String
Part Flag Indicator
CHNG_TYPE
1
String
Type of Area Update
EFF_DATE
8
String
Effective Date or Vintage
AUTHTYPE
1
String
Authorization type for legal area updates
DOCU
120
String
Supporting Documentation
FORM_ID
4
String
Record ID for boundary update
AREA
10
Double
Acreage of Update
RELATE
120
String
Relationship Description
JUSTIFY
150
Char
NAME
100
String
Name
VINTAGE
2
String
Vintage updated with returned data
U.S. Census Bureau
Justification
School District Review Program (SDRP) Respondent Guide
Page F-11
2020 School District Review Program (SDRP) Quick Start Respondent Guide
Initial Steps
•
•
•
•
•
Confirm that contents from the U.S. Census Bureau SDRP packet include:
1) Welcome Letter.
2) Quick Start Guide.
3) Disc One – Geographic Update Partnership Software (GUPS).
4) Disc Two – SDRP Respondent Guide, SDRP Quick Start Guide, Shapefiles, Submission Log, and Listings.
Review the SDRP Respondent Guide before beginning any school district boundary work.
Gather information on any changes to a state’s school district boundaries effective on or before January 1, 2020.
Coordinate with school districts, state education officials, county planners, or state data centers to ensure school district
boundaries are the most up-to-date.
Review the Census Bureau’s TIGERweb Map Viewer, which displays school district boundary data, as of January 1, 2019, and
is accessible at: .
School District Boundary Review
1) Determine which counties have updates to their school district boundaries.
2) Compare the Census Bureau’s representation of the school district’s boundary with the local representation of the school
district’s boundary.
3) If there are no updates, please notify the Census Bureau’s SDRP team after receiving the SDRP packet. Otherwise, determine
which updates will be reported using the Submission Log or the GUPS.
Types of School District Boundary Updates
1) There are ten types of school district updates accepted through the SDRP. The table below lists the types of accepted updates;
the recommended submission method; and where to find examples of each in the SDRP Respondent Guide.
Update Type
Submission Type
Page Number in Respondent Guide
Boundary Change
GUPS
Page xiv
Complex Consolidation
GUPS
Page xv
Complex Dissolution
GUPS
Page xvi
Grade Range Change
Submission Log
Page 19
Level Change
Submission Log
Page 21
Name Change
Submission Log
Page 19
New School District
GUPS
Page xvii
Pseudo School District
Call Census Bureau
Page B-1
Simple Consolidation
Submission Log
Page xviii
Simple Dissolution
Submission Log
Page xix
2) Below are detailed explanations for the types of updates that can be found in the SDRP:
• Boundary Change refers to the condition where a school district adds or removes area from the same school district level
or across school district levels.
• Complex Consolidation occurs when two or more school districts merge to create a new school district with a new name
and new Federal School District Local Education Agency (SDLEA) ID number, along with additional boundary changes.
Therefore, if the mapping coordinator delineates a complex consolidation, the Census Bureau expects accompanying
boundary changes for the new school district.
• Complex Dissolution refers to the situation where a single school district dissolves its area between two or more existing
school districts, with or without additional boundary changes. Complex dissolutions do not create new school districts, and
the names and SDLEA ID numbers of the receiving school districts remain unchanged.
• Grade Range Change occurs when a school district changes the grades it covers; for example, changing from covering 9-12
to 7-12.
•
•
•
•
•
•
Level Change occurs when a school district changes classification; for example, changing from elementary to unified.
Name Change is when a school district changes its name; for example, changing from Oak Union Unified School District to
Oak Union School District.
New School Districts are created by transferring area from one or more existing school districts to form a completely new
school district.
Pseudo School District refers to the condition where one school district pays for the educational services for a set of
grades in a different geographic area than its own.
Simple Consolidation occurs where two or more school districts merge to create a new school district with a new name
and new SDLEA ID number, with no additional boundary changes.
Simple Dissolution refers to the situation where one or more existing school districts are entirely absorbed by one other
existing school district. Simple dissolutions retain the name and SDLEA ID number of the receiving school district, and do
not create a new school district.
How to Submit
The method used to report changes will depend on the type of changes being reported.
1) Submission Log
a. The submission log is a Microsoft Excel file used to report non-spatial and simple school district changes, and it is
located in the SDRP packet on Disc Two in the “SDRP_Respondent_Guides_Listings" folder and on the website found
here .
b. Validate that attribution for all mandatory fields is accurate and complete.
c. Zip the submission log file before uploading to the Census Bureau through the Secure Web Incoming Module (SWIM).
d. For more information, see chapter 3 in the SDRP Respondent Guide.
2) Geographic Update Partnership Software (GUPS)
a. The GUPS is a Census Bureau customized Geographic Information System, and it is located on Disc One or via download
from the SDRP website located here .
b. Use the GUPS to view and update school district geographies.
c. Complete all school district updates by county and check the work before exporting and submitting the file to the
Census Bureau.
d. For more information, see chapter 4 of the SDRP Respondent Guide.
File Naming Conventions and Submission Prep
•
Name all return files using the file naming conventions outlined in the SDRP Respondent Guide.
o For the Submission Log – please ensure the zipped log file is named Submission_Log.zip.
o GUPS automatically labels the files during file export.
Return Updates Using the Census Bureau’s SWIM
•
•
SWIM is the official web portal for submitting all SDRP response documentation and updates to the Census Bureau’s Geography
Division.
Detailed instructions for uploading SDRP response materials are on page 107 in the SDRP Respondent Guide.
SDRP Schedule and Deadlines
•
•
•
•
•
August 2019 – Mail out and review of SDRP packet to designated state school district mapping coordinators.
September 2019 – Census Bureau will provide SDRP Webinar to state school district mapping coordinators.
November 29, 2019 – Deadline for submitting school district changes during annotation phase.
February 2020 – Review of verification phase materials by designated state school district mapping coordinators.
December 2020 – Release of preliminary poverty estimates based on the updated school district geographic framework.
Contact Information
For questions, please contact the Census Bureau:
• E-mail:
• Phone: 301-763-1099
• SDRP Web site:
SDRP-L2
OMB Control No.: 0607-0987
Expiration Date: 07-31-2021
Dear NAME:
The National Center for Education Statistics (NCES) sponsors the School District Review Program
(SDRP), enabling the U.S. Census Bureau (Census Bureau) to create poverty and population
estimates by school district geography. The poverty and population estimates produced by the
Census Bureau are of vital importance for each state’s allocation under Title I, Part A of the
Elementary and Secondary Education Act (ESEA) as amended (Public Law 114-95).
The enclosed 2020 SDRP materials include the SDRP Quick Start Guide, the Geographic Update
Partnership Software (GUPS) disc, the Annotation Files disc that contains digital copies of the
respondent guide, school district inventory listings, submission log, and school district boundary
shapefiles. For select states, included is a list of school districts coextensive with legal areas
such as counties, cities, towns, and townships. The Readme.txt file included on the Annotation
Files data disc contains a complete listing of the aforementioned materials.
Please review the provided materials and update the following information, if necessary:
•
•
•
•
•
•
Census Bureau school district boundaries;
School district names;
Federal School District Local Education Agency numbers;
Grade ranges for allocating children if two school districts occupy the same area;
Counties in which school districts are located; and
Relationships where school districts are coextensive with other legal areas such as
counties, cities, towns, and townships.
The Census Bureau requests that the school district information you submit reflect the 2020
school districts, as they will exist on January 1, 2020. The deadline for submitting updates to
the Census Bureau is November 29, 2019.
census.gov
If you have any questions about the SDRP, please contact the Census Bureau by telephone at
301-763-1099 or by email at .
Sincerely,
Deirdre Dalpiaz Bishop
Chief, Geography Division
Enclosures:
Disc 1: Geographic Update Partnership Software (GUPS) and Installer
Disc 2: 2020 SDRP Annotation Files
SDRP Quick Start Guide
cc: NAME, State Title I Coordinator
We estimate that participating in the School District Review Program will take 40 hours on average. Send
comments regarding this burden estimate or any other aspect of this collection of information, including
suggestions for reducing this burden, to Paperwork Reduction Project 0607-0987 , U.S. Census Bureau,
4H154F, 4600 Silver Hill Road, Washington, DC 20233.
You may email comments to , use “Paperwork Reduction Project 0607-0987”
as the subject. This collection has been approved by the Office of Management and Budget (OMB).
The eight-digit OMB approval number that appears at the upper right of this document confirms this
approval. If this number were not displayed, we could not conduct this program. The Census Bureau’s
legal authority for conducting activities in this document comes from Title 13 United States Code,
Sections 16, 141, and 193. The NCES’ legal authority for conducting activities in this document comes
from Title I, Part A of the Elementary and Secondary Education Act as amended by the Every Student
Succeeds Act of 2015, Public Law (P.L.) 114-95.
Page 2 of 2
| File Type | application/pdf |
| Author | Jessie Files (CENSUS/GEO FED) |
| File Modified | 2019-07-15 |
| File Created | 2019-07-15 |