Tracking and OMB Number: (XXXX.XX) 1870-0504
Revised: XX/XX/XXXX
RIN Number: XXXX-XXXX (if applicable)
PAPERWORK REDUCTION ACT SUBMISSION
Mandatory Civil Rights Data Collection
September 2022
Supporting Statement, Part A: Justification
Revised after 60-day public comment period.
Responses to, and changes made as a result of comments received during the 60-day public comment period are primarily addressed and reflected in Attachment B. In Supporting Statement A, changes were made as a result of comments received during the 60-day public comment period. Additional changes (including technical edits and revisions) were made for clarity, accuracy, and consistency. Changes appear as red text and new text is underlined.
The Civil Rights Data Collection (CRDC) is a longstanding aspect of the overall enforcement and monitoring strategy used by the U.S. Department of Education’s (ED) Office for Civil Rights (OCR) to ensure that recipients of ED’s federal financial assistance do not discriminate on the bases of race, color, national origin, sex, and disability. OCR uses CRDC data as it investigates complaints alleging discrimination to determine whether the federal civil rights laws it enforces have been violated, initiates proactive compliance reviews to identify particularly acute or nationwide civil rights compliance problems, and provides policy guidance and technical assistance to educational institutions, parents, students, and others. In this Supporting Statement, Part A: Justification, OCR provides a summary of previous civil rights data collections and a detailed description of and justification for proposed new, restored, revised, and retired civil rights data collected for the 2021–22 and 2023–24 school years.
OCR has collected civil rights data from the nation’s public schools on a biennial basis since 1968. The CRDC includes data and information on student enrollment, course offerings and school characteristics and climate factors. For many years, the collection operated as the Elementary and Secondary School Civil Rights Compliance Report (approved by OMB as control # 1870-0500). OCR administered the 2004, 2006, 2009–10, and 2011–12 CRDC primarily on-line through a survey tool in partnership with EDFacts. As such, OMB approved these four data collections as part of the EDFacts information collection package (OMB control # 1875-0240). Since the 2011–12 CRDC, OCR has collected data from a universe of all public schools and local educational agencies (LEA), including juvenile justice facilities, charter schools, alternative schools, and schools serving students with disabilities. The 1976 and 2000 collections were also universe collections. Other collections were from a sample of LEAs.
Over the years, OCR has changed the data collected by the CRDC after considering feedback from school administrators and other stakeholders. For the 2013–14 CRDC and 2015–16 CRDC, OCR submitted an information collection request (ICR) package, which OMB approved under control # 1870-0504. This package included data elements that OCR proposed as mandatory for the 2013–14 CRDC (e.g., whether the school’s preschool program served non-IDEA students, by age; the count of students who participated in credit recovery programs), as well as data elements proposed as optional for the 2013–14 CRDC, and mandatory for the 2015–16 CRDC (e.g., the number of current teachers employed at the school, and the number of teachers also employed at the school in the prior year). OMB approved the ICR package in February 2014. Based on feedback received from CRDC respondents, OCR submitted a subsequent ICR package to propose changes to a few 2015–16 CRDC data elements. OMB approved the changes in December 2015.
For the 2017–18 CRDC, OCR submitted an ICR package that OMB approved under OMB control # 1870-0504, in October 2017. The package included data elements that were mostly identical to those found in the 2015–16 CRDC.
For the 2020−21 CRDC, OCR’s ICR package included new data elements that were optional and data elements that were retired or removed. A few data elements that were included as optional for the 2017–18 CRDC, became required for the 2020−21 CRDC.
As in previous years, after receiving stakeholder feedback and a 60-day public comment period for this ICR, OCR is proposing some changes for the 2021−22 and 2023−24 CRDCs, including the restoration of data elements previously retired that will allow OCR to identify and address any inequities in students’ access to educational opportunities. OCR also proposes the addition of new optional and required data elements as well as revisions to data elements to improve the accuracy of data submitted by schools and LEAs. The proposed additions are reflective of new data elements that OCR considers to be of pressing concern, such as the extent to which schools provide virtual instruction to students during the COVID-19 pandemic. OCR believes these are areas where additional data are needed to better inform both civil rights enforcement and the provision of technical assistance.
Explain the circumstances that make the collection of information necessary. Identify any legal or administrative requirements that necessitate the collection. Attach a hard copy of the appropriate section of each statute and regulation mandating or authorizing the collection of information, or you may provide a valid URL link or paste the applicable section. Specify the review type of the collection (new, revision, extension, reinstatement with change, reinstatement without change). If revised, briefly specify the changes. If a rulemaking is involved, make note of the sections or changed sections, if applicable.
Section 203(c)(1) of the 1979 Department of Education Organization Act conveys to the Assistant Secretary for Civil Rights the authority to “collect or coordinate the collection of data necessary to ensure compliance with civil rights laws within the jurisdiction of the Office for Civil Rights.” See 20 U.S.C. § 3413(c)(1).
The civil rights laws enforced
by OCR for which the CRDC collects data include: Title VI of the
Civil Rights Act of 1964, which prohibits discrimination based on
race, color, and national origin; Title IX of the Education
Amendments of 1972, which prohibits discrimination based on sex,
including sexual orientation and gender identity; and Section 504 of
the Rehabilitation Act of 1973, which prohibits discrimination on the
basis of disability. OCR’s implementing regulations for each
of these statutes require recipients of ED’s federal financial
assistance to submit to OCR “complete and accurate compliance
reports at such times, and in such form and containing such
information” as OCR “may determine to be necessary to
enable [OCR] to ascertain whether the recipient has complied or is
complying” with these laws and implementing regulations. See,
34 C.F.R. § 100.6(b), 34 C.F.R. § 106.781,
and 34 C.F.R. § 104.61. In addition, pursuant to a delegation
by the Attorney General of the United States, OCR shares in the
enforcement of Title II of the Americans with Disabilities Act of
1990, which prohibits discrimination based on disability. Any data
collection that OCR has determined to be necessary to ascertain or
ensure compliance with these laws is mandatory.
AdditionallyRelatedly,
Sections 1111(h)(1)(C)(viii) and
1111(h)(2)(C) of the Elementary and Secondary Education
Act (ESEA), as amended in 2015 by the Every Student Succeeds Act,
requires state educational agencies (SEAs) and LEAs that receive
Title I funds under the ESEA to include in their state and local
report cards certain CRDC data. This obligation became effective on
December 31, 2018 for the 2017–18 school year. Specifically,
when collected by the CRDC, the ESEA requires that the report cards
include information on measures of school quality, climate, and
safety, such as information on the following:
In-school suspensions;
Out-of-school suspensions;
Expulsions;
School-related arrests;
Referrals to law enforcement;
Chronic absenteeism, including both excused and unexcused absences; and
Incidents of violence, including harassment or bullying.
Also, the report cards must include the number and percentage of students enrolled in preschool programs and accelerated coursework to earn postsecondary credit while still in high school for all students and each student subgroup. OCR has historically collected these data through the CRDC. This information must be reported at the SEA, LEA, and school levels.
OCR also works with ED offices to help them effectively carry out programs of federal financial assistance that the Secretary of Education is responsible for administering. See generally, Sections 201, 202(g), 411(a), and 412 of the Department of Education Organization Act (20 U.S.C. §§ 3411, 3412(g), 3471(a), and 3472). For example, OCR works with ED’s Office of Elementary and Secondary Education (OESE), which is responsible for administering the provisions of the ESEA. In addition, Section 9534 of the ESEA (20 U.S.C. § 7914) prohibits discrimination in funded programs on the basis of race, color, religion, sex (except as otherwise permitted under Title IX), national origin, or disability.
OCR has examined the use of data collected for the 2017–18 CRDC collection, and has considered feedback from other ED offices, school administrators, teachers, and nonprofit education advocacy organizations, in preparing this proposal for changes for the 2021−22 and 2023−24 CRDCs. A summary of the proposed changes is below.
Restoration of Key Data Elements
OCR proposes to restore certain data elements removed by the previous administration that have long been valued for their illumination of disparities and inequities. The data elements include the following:
Early Childhood, Preschool, and Kindergarten
Indication of whether the LEA provided early childhood services or programs, in either LEA- or non-LEA facilities, to non-IDEA children age birth to 2 years [see, Attachment A-2, page 38 (Data Group 926)];
Indication of whether the LEA’s preschool services or programs were: full-day and no charge; full day and partial/full charge; part-day and no charge; part-day and partial/full charge [see, Attachment A-2, page 72 (Data Group 954)];
Indication of whether the LEA’s preschool services or programs, in either LEA- or non-LEA facilities, were being offered to: all children; IDEA children; children in Title I schools; low-income children [see, Attachment A-2, page 73 (Data Group 955)]; and
Indication of whether the LEA’s kindergarten programs were: full-day and no charge; full day and partial/full charge; part-day and no charge; part-day and partial/full charge [see, Attachment A-2, page 61 (Data Group 944)].
Credit Recovery Programs and Advanced Placement (AP) Courses
Number of students in credit recovery program [see, Attachment A-2, page 29 (Data Group 992)]; and
Number of students enrolled in at least one AP course in other subject areas [see, Attachment A-2, page 10 (Data Group 900); see also, Attachment A-3, page 38 (Data Category: Subject Area (Advanced Placement))].
Teachers
Number of FTE teachers with the specified length of experience (first year teacher; second year teacher) [see, Attachment A-2, page 112 (Data Group 985); see also, Attachment A-3, page 40 (Data Category: Teaching Experience)];
Number of FTE teachers absent more than 10 school days [see, Attachment A-2, page 98 (Data Group 983)]; and
Number of teachers employed at the school during both the previous and current school years [see, Attachment A-2, page 110 (Data Group 1040)].
Restoration and Revision of Key Data Elements
OCR proposes to restore and revise certain data elements removed by the previous administration that have been useful to both OCR and ED for several CRDC cycles in identifying disparities and inequities in students’ access to educational programs and activities. Specifically, OCR proposes restoring the preschool data element inquiring whether an LEA or school provides preschool services or programs to non-IDEA children and combining ages 4 and 5 into one group. OCR proposes to combine these ages because compared to 3-year-old children, 4- and 5-year-old children tend to engage in kindergarten readiness activities that involve higher-order learning and more structured skill building.
OCR also proposes to restore the data elements on the number of preschool children who received one out-of-school suspension and the number of preschool children who received more than one out-of-school suspension. OCR will retire the 2020–21 data element that combines the two elements by requesting the number of preschool children who receive one or more out-of-school suspensions. Additionally, OCR recommends expanding the disaggregation of preschool discipline item to include students with disabilities who receive services under Section 504 only. OCR proposes to restore the collection of enrollment data for English Learner students in English language instruction educational programs, and collect these data by sex and IDEA student status. OCR also proposes to restore the count of teachers employed at the school during the current school year data element, and to begin collecting these data by race/ethnicity and sex.
Preschool
Indication of whether the LEA was providing preschool services or programs, in either LEA- or non-LEA facilities, to non-IDEA children, by age 3, 4-5 [see, Attachment A-2, page 72 (Data Group 953)];
Indication of whether the school was providing preschool services or programs to non-IDEA children, by age 3, 4-5 [see, Attachment A-2, page 72 (Data Group 953)]; and
Number of preschool children who were disciplined during the school year (one out-of-school suspension; more than one out-of-school suspension) [see, Attachment A-2, page 33 (Data Group 921); see also, Attachment A-3, page 18 (Data Category: Discipline Method (Preschool))].
Teachers
Number of teachers employed at the school during the current school year [see, Attachment A-2, page 108 (Data Group 1003); see also, Attachment A-3, page 35 (Data Category: Sex (Membership))].
EL Students
C. Revised Data Elements
OCR proposes to revise certain data elements to be able to better enforce civil rights laws and monitor how schools are meeting their responsibilities to provide equal educational opportunities to students.
For the collection of counts of students (ages 2, 3, 4, and 5) served in preschool programs by the LEA, OCR proposes to combine the 2-year-old and the 3-year-old categories. The 2-year-old category collects data for children who are 2 years of age and will turn 3 years of age during the school year. OCR also proposes to expand the collection of preschool children enrollment counts to include disaggregated data by sex and students with disabilities who receive Section 504 only.
For the data elements involving preschool to grade 12 student enrollment counts, counts of students served under IDEA, counts of students served under Section 504 only, counts of EL students, and counts of EL students in EL programs, OCR proposes to change the grade span required for the collection of these data from preschool to grade 12 to K to grade 12. OCR proposes to create a new separate collection of enrollment counts of preschool students. The new proposed preschool data elements are presented in section H below. Also, for the data element on the number of preschool students who received an expulsion and those who received corporal punishment, OCR proposes to expand the disaggregation categories to include Section 504 only.
OCR proposes to expand two data elements related to interscholastic athletics to allow for the collection of data on counts of sports and teams in which all students participate. In addition, as noted in the New Data Elements section, OCR proposes to add a data element to collect the number of all students in grades 9-12 who participated on interscholastic athletics sports teams.
For mechanical restraint, physical restraint, and seclusion, OCR proposes revised definitions. A U.S. Government Accountability Office report recommended that OCR refine and clarify for the CRDC its definitions for restraint and seclusion. OCR’s proposed revised definitions are informed by extensive stakeholder engagement, including listening sessions with school administrators, teachers, non-profit education advocacy organizations, and other stakeholders who provided feedback on the current definitions. The revised mechanical restraint, physical restraint, and seclusion definitions will allow OCR to collect more accurate data regarding the use of restraint and seclusion on students nationwide. The proposed revised definitions are below.
The impacted data elements are included in the following:
Preschool Enrollment
Number of students served by the LEA in preschool programs (disaggregated by age 3 years; 4 years; 5 years) [see, Attachment A-2, page 75 (Data Group 957); see also, Attachment A-3, page 6 (Data Category: Age (Preschool))]; and
Number of students enrolled in the school’s preschool program [see, Attachment A-2, page 74 (Data Group 956); see also, Attachment A-3, page 13 (Data Category: Disability Status (Section 504 Only))].
Student Enrollment
Number of students enrolled in school [see, Attachment A-2, page 8 (Data Group 979); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students served under IDEA [see, Attachment A-2, page 92 (Data Group 980); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students served only under Section 504 of the Rehabilitation Act [see, Attachment A-2, page 93 (Data Group 981); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students enrolled in school who are ELs [see, Attachment A-2, page 38 (Data Group 946); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)]; and
Number of EL students enrolled in English language instruction educational programs [see, Attachment A-2, page 39 (Data Group 947); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)].
Preschool Discipline
Number of preschool children who were disciplined during the school year [see, Attachment A-2, page 33 (Data Group 921); see also, Attachment A-3, page 13 (Data Category: Disability Status (Section 504 Only))].
Interscholastic Athletics
Number of high school-level interscholastic athletics sports in which students participate with males only, females only, and all students [see, Attachment A-2, page 53 (Data Group 937); see also, Attachment A-3, page 21 (Data Category: Interscholastic Athletics)]; and
Number of high school-level interscholastic athletics teams in which students participate with males only, females only, and all students [see, Attachment A-2, page 54 (Data Group 938); see also, Attachment A-3, page 21 (Data Category: Interscholastic Athletics)]
Restraint and Seclusion Definition
Mechanical
restraint refers to
the use of any device or equipment to restrict a student’s
freedom of movement. The term includes the use of handcuffs or
similar devices by sworn
law enforcement officers
or other school security to prevent a student from moving the
student’s arms or
legs. The
term does not include devices used by trained school personnel or a
student that have been prescribed by an appropriate medical or
related services professional and are used for the specific and
approved purposes for which such devices were designed, such as:
Adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports;
Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;
Restraints for medical immobilization; or
Orthopedically prescribed devices that permit a student to participate in activities without risk of harm.
Physical
restraint refers to a
personal restriction, imposed by a school staff member or other
individual, that immobilizes or reduces the ability of a student to
move his or her torso, arms, legs, or head freely. The term
physical restraint does not include a physical escort. Physical
escort includes a temporary
touching or holding of the hand, wrist, arm, shoulder, or back of a
student for the purpose of inducing a student to walk to a safe
location, when the contact does not continue after arriving at the
safe location. Physical
escorting
Encouraging,
inducing or forcing a student to walk to a safe location in a way
that involves methods utilized to maintain physical
control of a student should be considered a physical restraint.
Seclusion
refers to the involuntary confinement of a student in a room or
area, with or without adult supervision, from which the student is
not permitted to leave. Students who believe or are told by a
school staff member that they are not able to leave a room or area,
should be considered secluded. The term does not include: a
classroom or school environment where, as a general rule, all
students need permission to leave the room or area such as to use
the restroom; a
behavior management technique that is part of an approved program,
which involves the monitored separation of a student in an unlocked
setting, from which the student is allowed to leave; Seclusion
does not include
or
placing a student in a separate location within a classroom with
others or with an instructor, where
that
so
long as the
student continues
has
the same opportunity
to receive and
engage in
instruction,
is free to leave the location, and believes they can leave the
location.
D. New Data Elements
OCR proposes the addition of
new data elements that are designed to identify possible barriers to
equity and nondiscriminatory access to education. The data will
inform OCR’s policy development and enforcement efforts and
will allow ED to assess the initial impacts of the substantial
increase in federal funding to LEAs and schools to ensure students
received equitable
equal access to instruction and
other activities during the COVID-19 pandemic.
For the 2020–21 CRDC, in
which schools will begin
began submitting data in December 2021,
OCR added directional indicators to the school survey relating to
virtual, hybrid, and in-person instruction due to COVID-19. OCR
proposes that the 2021–22 and 2023–24
CRDCs add two new
COVID-19-related items that collect the amount of virtual instruction
students received per day and the percentage of students who received
virtual instruction. The COVID-19-related data are essential to
understanding how the ongoing pandemic has affected students’
access to education and the efforts by educators nationwide to meet
the needs of students in public schools. The data would also enable
us to understand disparities in the occurrence of pandemic-related
remote learning.
OCR proposes to add a
nonbinary sex category for the 2021–22 CRDC that will capture
data regarding nonbinary students. Only LEAs that indicate that they
collect nonbinary this
information from students’
enrollment records
would be required to report student enrollment data for
nonbinary students. For these and other
LEAs, the reporting of other data for nonbinary students (e.g.,
participation in certain classes; suspensions; experience of
harassment or bullying) would be optional for the 2021–22 CRDC.
For the 2023–24 CRDC, only LEAs that indicate that they
collect nonbinary student information would be required to report all
nonbinary student data. The inclusion of a nonbinary sex
category would allow OCR to capture data that would provide a greater
understanding of the experiences of nonbinary students and would help
to further OCR’s mission to enforce Title IX’s
prohibition on discrimination on the basis of sex, which OCR
interprets to includes
discrimination based on sexual orientation and gender identity.
Nonbinary would be defined as students
who do not identify
exclusively as male or
female. The definition would not refer
to transgender students who identify exclusively as either male or
female. The reporting
of other data for nonbinary students (e.g., participation in certain
classes; suspensions; experience of harassment or bullying) would be
optional for the 2021–22 CRDC, and mandatory for future
collections.
Also, OCR proposes to collect full-time equivalent (FTE) counts of teachers certified to teach in mathematics, science, special education, and English as a second language to bolster the collection of universe data on teachers because the information is not currently being collected for all schools and LEAs.
For schools that provided virtual instruction, OCR proposes to add the collection of data on the number of students who needed Wi-Fi enabled devices for virtual learning; the number of students who received Wi-Fi enabled devices for virtual learning; the number of students who needed a Wi-Fi hotspot for virtual learning; and the number of students who received a Wi-Fi hotspot for virtual learning.
OCR also proposes to add data elements to collect the number of all students in grades 9-12 who participated on interscholastic athletic sports teams; the number of data science classes taught to students in grades 9-12; the number of students in grades 9-12 enrolled in data science courses; the number of documented incidents of school shootings, regardless of whether anyone was hurt; and the number of documented incidents of homicides that occurred at the school.
OCR proposes to collect additional information focused on harassment or bullying in schools. Specifically, OCR plans to: collect information on whether the LEA has a written policy or policies prohibiting harassment or bullying of students on the basis of: sexual orientation, gender identity, or religion; request that LEAs provide a weblink to the written policy or policies prohibiting discriminatory harassment or bullying of students on the basis of sexual orientation, gender identity, or religion; and collect data on the number of harassment or bullying allegations reported by students on the basis of gender identity.
The proposed data elements follow:
COVID-related Data Elements
Virtual instruction provided by teachers [see, Attachment A-2, page 115 (Data Group 1041)]; and
Virtual instruction received by students [see, Attachment A-2, page 115 (Data Group 1042)].
Nonbinary Option in Addition to Male/Female Categories
Number of students enrolled in school [see, Attachment A-2, page 8 (Data Group 979); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students served under IDEA [see, Attachment A-2, page 92 (Data Group 980); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students served only under Section 504 of the Rehabilitation Act [see, Attachment A-2, page 93 (Data Group 981); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students enrolled in school who are ELs [see, Attachment A-2, page 38 (Data Group 946); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of EL students enrolled in English language instruction educational programs [see, Attachment A-2, page 39 (Data Group 947); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students enrolled in gifted/talented programs [see, Attachment A-2, page 42 (Data Group 931); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students who participated on interscholastic athletic sports teams [see, Attachment A-2, page 53 (Data Group 1036); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students in grades 7-8 enrolled in Algebra I [see, Attachment A-2, page 18 (Data Group 908); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students in high school enrolled in Algebra I [see, Attachment A-2, page 19 (Data Group 909); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students in grades 7-8 who passed Algebra I [see, Attachment A-2, page 21 (Data Group 911); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students in high school who passed Algebra I [see, Attachment A-2, page 22 (Data Group 912); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students enrolled in science classes [see, Attachment A-2, page 89 (Data Group 974); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students enrolled in mathematics classes [see, Attachment A-2, page 66 (Data Group 951); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students enrolled in computer science classes [see, Attachment A-2, page 27 (Data Group 1013); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students enrolled in data science classes [see, Attachment A-2, page 31 (Data Group 1031); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students enrolled in an AP course [see, Attachment A-2, page 11 (Data Group 901); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students enrolled in an AP course, by subject area [see, Attachment A-2, page 10 (Data Group 900); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students enrolled in the International Baccalaureate Diploma Programme [see, Attachment A-2, page 52 (Data Group 936); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students enrolled in a distance education course [see, Attachment A-2, page 36 (Data Group 993); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students enrolled in a dual enrollment/dual credit program [see, Attachment A-2, page 37 (Data Group 994); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students who participated in the SAT and/or ACT [see, Attachment A-2, page 80 (Data Group 964); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students who participated in a high school equivalency exam preparation program [see, Attachment A-2, page 51 (Data Group 929); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students who were retained, by grade level [see, Attachment A-2, page 79 (Data Group 963); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students with disabilities who were disciplined, by discipline method [see, Attachment A-2, page 34 (Data Group 922); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students without disabilities who were disciplined, by discipline method [see, Attachment A-2, page 35 (Data Group 923); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of school days missed by students wo received an out-of-school suspension [see, Attachment A-2, page 84 (Data Group 966); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students disciplined for harassment or bullying [see, Attachment A-2, page 49 (Data Group 934); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students reported as harassed or bullied [see, Attachment A-2, page 50 (Data Group 935); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)];
Number of students served under IDEA subjected to restraint or seclusion [see, Attachment A-2, page 77 (Data Group 959); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)]; and
Number of non-IDEA students subjected to restraint or seclusion [see, Attachment A-2, page 77 (Data Group 960); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)].
Preschool Enrollment
Number of students enrolled in preschool who are ELs [see, Attachment A-2, page 39 (Data Group 1032); see also, Attachment A-3, page 35 (Data Category: Sex (Membership))];
Number of EL preschool students enrolled in English language instruction educational programs [see, Attachment A-2, page 40 (Data Group 1033); see also, Attachment A-3, page 35 (Data Category: Sex (Membership))];
Number of preschool students served under IDEA [see, Attachment A-2, page 93 (Data Group 1037); see also, Attachment A-3, page 35 (Data Category: Sex (Membership))]; and
Number of preschool students served only under Section 504 of the Rehabilitation Act [see, Attachment A-2, page 94 (Data Group 1038); see also, Attachment A-3, page 35 (Data Category: Sex (Membership))].
Preschool Discipline
Number of instances of corporal punishment that preschool students received (disaggregated by preschool students without disabilities, preschool students with disabilities-IDEA and Section 504 only) [see, Attachment A-2, page 28 (Data Group 1010); see also, Attachment A-3, page 29 (Data Category: Preschool (Corporal Punishment))]; and
Number of instances of out-of-school suspensions that preschool students received (disaggregated by preschool students without disabilities, preschool students with disabilities-Section 504 only) [see, Attachment A-2, page 97 (Data Group 1008); see also, Attachment A-3, page 30 (Data Category: Preschool (Suspension))].
Courses and Classes
Number of data science classes [see, Attachment A-2, page 30 (Data Group 1030)]; and
Number of students enrolled in data science classes [see, Attachment A-2, page 31 (Data Group 1031); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)].
Interscholastic Athletics
Number of students who participated on interscholastic athletics sports teams [see, Attachment A-2, page 53 (Data Group 1036); see also, Attachment A-3, page 37 (Data Category: Sex (Membership)—Expanded)].
Harassment or Bullying
Whether an LEA has a written policy or policies prohibiting harassment or bullying of students on the basis of sexual orientation; gender identity; or religion [see, Attachment A-2, page 44 (Data Group 1034)];
Weblink to written policy or policies prohibiting discriminatory harassment or bullying of students on the basis of sexual orientation; gender identity; or religion [see, Attachment A-2, page 46 (Data Group 1035)]; and
Number of harassment or bullying allegations reported by students on the basis of gender identity [see, Attachment A-2, page 47 (Data Group 933); see also, Attachment A-3, page 10 (Data Category: Civil Rights Category (Allegations))].
Offenses
Teachers
Number of teachers certified in specified areas (mathematics; science; English as a Second Language; or special education) [see, Attachment A-2, page 99 (Data Group 1039); see also, Attachment A-3, page 7 (Data Category: Certification Areas)].
Wi-fi Enabled Devices and Hotspots
Number of students who needed Wi-Fi enabled devices for virtual learning [see, Attachment A-2, page 115 (Data Group 1043)];
Number of students who received Wi-Fi enabled devices for virtual learning [see, Attachment A-2, page 115 (Data Group 1044)];
Number of students who needed a Wi-Fi hotspot for virtual learning [see, Attachment A-2, page 116 (Data Group 1045)]; and
Number of students who received a Wi-Fi hotspot for virtual learning [see, Attachment A-2, page 116 (Data Group 1046)].
E. Retired Data Elements and Burden Reduction
To allow
for the collection of more detailed and accurate data and to reduce
the reporting burden on schools and LEAs, OCR proposes retiring data
elements on certain offenses,
interscholastic athletics,
and courses and classes for the reasons presented below.
Offenses
– School Shootings
OCR
proposes to retire data elements that collect information on whether
there were any incidents at the school that involved shootings and
homicides. However, as described above, OCR proposes to revise the
data element that collects information on the number of certain
offenses by including the number of incidents of school shootings and
homicides. Doing so will allow OCR to collect more detailed
information about these offenses at our nation’s schools.
In
summary, OCR proposes to retire the following data elements:
Whether
any of the school’s students, faculty, or staff died as a
result of a homicide committed at the school
[see,
Attachment A-2, page 32 (Data Group 919)]; and
Whether
there has been at least one incident at the school that involved a
shooting [see,
Attachment A-2, page 40 (Data Group 927)].
Interscholastic Athletics
OCR proposes to retire the
one data elements
related to single-sex interscholastic athletics to
reduce the reporting burden on schools and to allow
for the collection of more accurate data on all students
participating in interscholastic athletics, regardless of gender
identity. As noted previously, OCR
proposes to add a data element to collect the number of all students
in grades 9-12 who participated on interscholastic athletic sports
teams. A
list of The
proposed retired elements
follows:
Number
of high school-level interscholastic athletics sports in which only
male or only female students participate [see,
Attachment A-2, page 53 (Data Group 937)];
Number
of high school-level interscholastic athletics teams in which only
male or only female students participate [see,
Attachment A-2, page 54 (Data Group 938)]; and
Number of participants on high school-level interscholastic athletics sports teams in which only male or only female students participate [see, Attachment A-2, page 55 (Data Group 939)].
As noted in the New Data Elements section above, OCR proposes adding a new data element on the number of students in grades 9-12 who participated on interscholastic athletics sports teams (disaggregated by male, female, and nonbinary).
Courses and Classes
OCR proposes to retire the data elements on the number of certain classes (Algebra I; Geometry; Algebra II; advanced mathematics; Calculus; Computer Science; Biology; Chemistry; Physics) taught by certified teachers, and instead, as indicated above, collect a full-time equivalent (FTE) count of teachers certified to teach in specific areas (i.e., mathematics; science; special education; and English as a second language). This change will allow OCR to collect more universe data on teachers that are not currently being collected and reduce the reporting burden on schools and LEAs. The proposed retired data elements are:
Number of Algebra I classes in grades 7-8 taught by teachers with a mathematics certification [see, Attachment A-2, page 15 (Data Group 1004)];
Number of classes in mathematics courses at the high school level taught by teachers with a mathematics certification [see, Attachment A-2, page 64 (Data Group 1005)];
Number of classes in science courses at the high school level taught by teachers with a science certification [see, Attachment A-2, page 87 (Data Group 1006)]; and
Number of classes in computer science courses at the high school level taught by teachers with a computer science certification [see, Attachment A-2, page 25 (Data Group 1012)].
F. Proposed Retired and Revised Data Elements
In the past, OCR has collected only total counts, for grade 7 Algebra I course enrollment and passage, and total counts for grade 8 Algebra I course enrollment and passage disaggregated by race, ethnicity, English learner status, and disability status. OCR proposes to retire grade 7 Algebra I data elements and combine grades 7 and 8 for the Algebra I course enrollment and passage data element to capture important disaggregated data for Algebra I course enrollment and passage for both grades 7 and 8 and to reduce the reporting burden on schools. This grade combination also parallels how OCR captures course enrollment and passage for grades 9 and 10 and grades 11 and 12.
OCR also proposes to no longer
collect the names and
phone numbers of civil rights coordinators and continue to collect
names and email addresses. The
impacted data elements follow:
Courses and Classes
Number of students in grade 7 enrolled in Algebra I course [see, Attachment A-2, page 17 (Data Group 907)];
Number of students in grade 7-8 enrolled in Algebra I course [see, Attachment A-2, page 18 (Data Group 908)];
Number of students in grade 7 who passed Algebra I course [see, Attachment A-2, page 20 (Data Group 910)]; and
Number of students in grade 7-8 who passed Algebra I course [see, Attachment A-2, page 21 (Data Group 911)].
Civil Rights Coordinators
G. Data Element that will Remain Retired – School Expenditures
OCR proposes to maintain the
retirement of school expenditure data elements and to
continue its collaboration
to collaborate with ED’s
National Center for Education Statistics (NCES) to
explore options for how to require SEAs to complete NCES’
to make data items in the 2021–22 and
future school years’
School-Level Finance Survey (SLFS)
mandatory.
The SLFS expenditure data items are analogous to the former
school-level finance data that were collected for the 2009–10,
2011–21, 2013–14, 2015–16, and 2017–18 CRDCs.
Currently, about 30 33
states either report or
are committed to reporting data to the SLFS, which is a
voluntary collection and would become a required collection so that
OCR may utilize the SLFS expenditures data for civil rights
enforcement purposes. This will reduce the reporting burden on LEAs,
remove reporting redundancies between the CRDC and the SLFS, and keep
the CRDC survey focused on the concrete ways that resource
disparities may affect opportunities for students. The
aim is to implement this change to the SLFS survey for the 2022–23
school year collection.
Indicate how, by whom, and for what purpose the information is to be used. Except for a new collection, indicate the actual use the agency has made of the information received from the current collection.
OCR uses CRDC data as it investigates complaints alleging discrimination to determine whether the federal civil rights laws it enforces have been violated, initiates proactive compliance reviews to identify particularly acute or nationwide civil rights compliance problems, and provides policy guidance and technical assistance to educational institutions, parents/guardians, students, and others.
Other ED offices have used the CRDC for purposes such as monitoring compliance with requirements for federal professional development funding, monitoring states under ESEA flexibility waivers, and evaluating the Office of English Language Acquisition’s (OELA) programs and activities. Other federal agencies and researchers and policymakers also use CRDC data.
Further, as noted above (in
response to Item 1), in 2015, Congress amended the ESEA to require
SEAs and LEAs that receive Title I funds to include certain
information submitted in accordance with the data collection
conducted pursuant to OCR’s authority, i.e., the CRDC,
in their state and local report cards sent to parents and made
available to the public (20 U.S.C.
§ 6311(h)(1)(c)(viii) Sections
1111(h)(1)(C)(viii) and 1111(h)(2)(C)).
State and federal agencies, policymakers, researchers, and many others outside of ED also use the CRDC data, which are available to the public via the OCR’s website in privacy-protected format. For each of these constituencies, the CRDC is a source of information about our nation’s public schools. Researchers, advocacy organizations, and news media have used CRDC data to identify possible civil rights concerns in our nation’s schools. And for LEAs and schools across the country, the CRDC data are a tool for self-analysis, and a mechanism for highlighting and correcting areas of educational concern.
In 2009, OCR extensively redesigned the CRDC. It sought input from a wide range of experts within ED and throughout the federal government, and from stakeholders, including SEAs and LEAs and the broader education community, through meetings and two public comment periods. Sources of advice and expertise included the Education Information Management Advisory Committee (a committee of the Council of Chief State School Officers), the NCES Forum, state data coordinators from ED’s EDFacts data submission system, and a sampling of LEAs to ensure coordination among data collections and to minimize the burden on LEAs.
The 2011–12 CRDC built on these efforts by adding more data quality checks to ensure the data’s integrity, and by combining the fall snapshot data and spring outcome data collection periods into a single collection period to minimize the burden to respondents.
For the 2013–14 CRDC, OCR developed an enhanced data submission system. The system improved the user interface and experience and the CRDC online survey. Additionally, OCR introduced several data entry and systems tools to make the process intuitive and reduce the burden for the user. OCR also refined the ability to reset passwords and add additional users, as well as the skip logic, downloadable error reports and data summaries. This enhanced system has been maintained in collections since then, including in the 2015–16 and 2017–18 collections, and OCR routinely makes system changes, such as the addition of an action plan feature for LEAs that cannot submit all of the required data, in order maximize the system’s utility for OCR, and LEAs and SEAs that report data.
Describe whether, and to what extent, the collection of information involves the use of automated, electronic, mechanical, or other technological collection techniques or forms of information technology, e.g. permitting electronic submission of responses, and the basis for the decision of adopting this means of collection. Also describe any consideration given to using technology to reduce burden. If there is an increase or decrease in burden related to using technology (e.g. using an electronic form, system or website from paper), please explain in number 12.
As in past civil rights data collections, the primary collection instrument for the 2021−22 and 2023−24 CRDCs will be a Web-based system; users will either upload data files and/or enter the data in response to questions displayed on the screen; and the data will be transmitted directly into a database. To reduce burden, OCR will continue to use the user-friendly interactive tool, developed for the 2013–14 CRDC that ensures schools and LEAs only have to answer applicable questions. Guiding questions facilitate this approach and may precede data group tables. For example, if a user indicates the school serves only elementary students, the questions about high schools will not be presented. Similarly, a high school will be asked if the school provided AP courses. If the user answers “No,” then the series of tables about AP will be skipped; if the user answers “Yes,” then the tables about AP will be presented.
Flat data file submissions, such as Excel files, are allowed for LEAs that have the capacity to create them; and paper submissions are allowed for LEAs with no Internet connectivity or limited Web access. States that volunteer to pre-populate the survey forms with data for their LEAs are allowed to do so, as they have been in the past, to help reduce burden on LEAs.
Prior to the 2011–12 CRDC, LEAs had to choose to submit all their data either by flat file submission or through the Web-based system. For the 2011–12 CRDC, OCR implemented improvements to the web collection tool to allow LEAs the flexibility to use both methods of submitting their data to the CRDC.
The flexibility in submission methods allows LEAs to submit whatever portion of the CRDC is included in their student information system in flat files. These flat files then “pre-populate” the Web-based screens and allow the school, or another department within the LEA, to either verify or complete the remaining sections of the CRDC. This option will continue to be available in the 2021−22 and 2023−24 collections.
Through computer control of the data collection process and the monitoring of responses, the web-based system offers the capacity for substantial improvements in data quality and data collection efficiency over a survey conducted using paper and pencil. Incidents of missing and inconsistent data are greatly reduced since questionnaire skip patterns are automatically controlled. Moreover, invalid entries, contradictory entries, or entries inconsistent with available data on the school or LEA are questioned by the system and must be resolved or confirmed by the respondent during the self-directed Web instrument data collection.
Describe efforts to identify duplication. Show specifically why any similar information already available cannot be used or modified for use for the purposes described in Item 2 above.
The CRDC is the unique source of data for the vast majority of data elements collected. Since the 2009–10 CRDC, OCR has leveraged data submitted to ED by SEAs to reduce the burden on LEAs. Additionally, in planning the 2009–10 CRDC, OCR carefully examined all data groups already collected by EDFacts and removed several tables previously in the CRDC because the data were available through the state-based portion of EDFacts, the EDEN Submission System (ESS).
For the 2013–14 and 2015–16 CRDC collections, OCR met with program offices across ED to eliminate any duplication of data items and, where possible, ensure that the CRDC uses definitions consistent with those used by other program offices. In order to consolidate and centralize preschool-grade 12 data collections, definitions need to be standardized. If the same term has multiple definitions, the reporting burden on LEAs and SEAs increases significantly. Therefore, the same definitions of terms are used whenever possible.
To coordinate the definitions used and identify possible duplication of data elements, OCR met with key staff throughout ED and convened a two-day technical working group, including participants from NCES, the Office of Planning, Evaluation and Policy Development, the Office of English Language Acquisition, the Office of Special Education Programs, and the Correctional Re-Entry Group, to review the proposed 2013–14 and 2015–16 CRDC collections. This cross-program office coordination provided an opportunity for experts in content areas and survey design to raise potential areas of overlap. OCR has also worked with the Department of Justice’s Office of Justice Programs to improve the coordination of information about the educational programs and opportunities that are available to youths in justice facilities.
OCR consulted with other
program offices within ED in preparation for the 2020−21,
and 2021−22,
and 2023−24 CRDC
collections. OCR also participated in a technical review panel
meeting with field experts in September 2018 to discuss the content
of NCES’ School Survey on Crime and Safety, and to explore ways
to improve both surveys and reduce burden and eliminate duplication.
OCR continues to coordinate with other program offices to determine
where it is possible to reduce burden and eliminate duplication.
Most recently, OCR has been collaborating
with NCES on how to make the NCES SLFS collection mandatory so that
OCR may utilize the SLFS expenditures data for civil rights
enforcement purposes. This change would reduce the reporting burden
on LEAs, and remove reporting redundancies between the CRDC and the
SLFS.
If the collection of information impacts small businesses or other small entities, describe any methods used to minimize burden. A small entity may be (1) a small business which is deemed to be one that is independently owned and operated and that is not dominant in its field of operation; (2) a small organization that is any not-for-profit enterprise that is independently owned and operated and is not dominant in its field; or (3) a small government jurisdiction, which is a government of a city, county, town, township, school district, or special district with a population of less than 50,000.
With the exception of LEAs in
one SEA, each LEA that is required to participate in the CRDC
submits an LEA summary survey and a survey about each school in the
LEA. One SEA provides all the data on behalf of their LEAs. In its
smallest collection, the collection included a sample of about
6,000-7,000 LEAs. The 1976, 2000, 2011–12, 2013–14,
2015–16, 2017–18, and 2020–21 collections were
universal collections from all LEAs. Similarly, the 2021−22
and 2023−24 collections
is are
being proposed as a
universal collections. Having a
universal collection is particularly appropriate after Congress
required in the ESEA in 2015 that LEAs and states use the data
reported to OCR in the CRDC to populate their state and local report
cards.
Smaller LEAs often face challenges with the timing of the CRDC collection. At the close of the school year, small and rural LEAs “roll over” their data systems, effectively closing out one school year and beginning the next. The end of year “roll over” can make accessing data from the prior school year challenging. OCR previously developed a set of pre-collection tools to allow smaller LEAs to collect and store their CRDC data in a format that could be easily uploaded into the CRDC submission system. With these tools, smaller LEAs can store their CRDC data in ready-to-use flat files once the survey submission website opened in the fall of the next school year. Smaller LEAs across the country used these pre-collection tools and OCR received many positive comments regarding their ease of use. As a result, OCR continued to provide these tools for the 2020–21 CRDC and will continue to do so for the 2021–22 and 2023−24 CRDCs.
Describe the consequences to Federal program or policy activities if the collection is not conducted or is conducted less frequently, as well as any technical or legal obstacles to reducing burden.
OCR collects civil rights data
regularly to allow ED and other stakeholders to measure education
success and failure of students’
access to educational opportunities in the nation’s
public schools. Also, current
data are essential to the investigation and resolution of
discrimination complaints filed with OCR. The most recent CRDC
contained data from the fall and spring of school year 2017–18.
It is critical that more recent information be available so that OCR
can carry out its mandate to ensure civil rights under the applicable
laws. Further, OCR enforcement offices rely on data in the CRDC to
prepopulate data requests to LEAs and schools when conducting
compliance reviews. Also, Congress required in the ESEA that states
and LEAs use the data reported to OCR in the CRDC to populate their
state and local report cards. If the CRDC were not conducted or were
conducted less frequently, then schools, LEAs, and states would not
be able to include the most up-to-date data in their ESEA reports.
Explain any special circumstances that would cause an information collection to be conducted in a manner:
requiring respondents to report information to the agency more often than quarterly;
requiring respondents to prepare a written response to a collection of information in fewer than 30 days after receipt of it;
requiring respondents to submit more than an original and two copies of any document;
requiring respondents to retain records, other than health, medical, government contract, grant-in-aid, or tax records for more than three years;
in connection with a statistical survey, that is not designed to produce valid and reliable results than can be generalized to the universe of study;
requiring the use of a statistical data classification that has not been reviewed and approved by OMB;
that includes a pledge of confidentiality that is not supported by authority established in statute or regulation, that is not supported by disclosure and data security policies that are consistent with the pledge, or that unnecessarily impedes sharing of data with other agencies for compatible confidential use; or
requiring respondents to submit proprietary trade secrets, or other confidential information unless the agency can demonstrate that it has instituted procedures to protect the information’s confidentiality to the extent permitted by law.
This information collection activity does not have special circumstances that would include any of the requirements listed above.
As applicable, state that the Department has published the 60 and 30 Federal Register notices as required by 5 CFR 1320.8(d), soliciting comments on the information collection prior to submission to OMB.
Include a citation for the 60 day comment period (e.g. Vol. 84 FR ##### and the date of publication). Summarize public comments received in response to that notice and describe actions taken by the agency in response to these comments. Specifically address comments received on cost and hour burden. If only non-substantive comments are provided, please provide a statement to that effect and that it did not relate or warrant any changes to this information collection request. In your comments, please also indicate the number of public comments received.
For the 30 day notice, indicate that a notice will be published.
Describe efforts to consult with persons outside the agency to obtain their views on the availability of data, frequency of collection, the clarity of instruction and record keeping, disclosure, or reporting format (if any), and on the data elements to be recorded, disclosed, or reported.
Consultation with representatives of those from whom information is to be obtained or those who must compile records should occur at least once every 3 years – even if the collection of information activity is the same as in prior periods. There may be circumstances that may preclude consultation in a specific situation. These circumstances should be explained.
ED will
provided the public an
opportunity to comment on the proposed data elements for the 2021–22
and 2023–24
CRDCs through both
a 60-day notice
and will provide the public a second
opportunity to comment through a 30-day notices.
On November 19, 2021, OCR published in the Federal Register (Vol 86, No. 221), a Notice of Proposed Information Collection Request (ICR) that proposed some changes to the 2021–22 CRDC, including the retirement of five data elements related to the outcomes of allegations of staff-on-student sexual offenses. Upon further reflection, OCR withdrew the ICR and replaced it with an ICR that was published in the Federal Register (Vol 86, No. 236) on December 13, 2021 that proposed to maintain the collection of these elements. A summary of the comments received during the 60-day public comment period and OCR’s response to the comments is found in Attachment B.
Additionally, (as referenced in response to Item 4), in preparation for the 2021–22 and 2023–24 CRDC collections, OCR met with key staff throughout ED and outside field experts who offered their recommendations on improvements to data items.
Explain any decision to provide any payment or gift to respondents, other than remuneration of contractors or grantees with meaningful justification.
There is no current remuneration for any LEA or school.
Describe any assurance of confidentiality provided to respondents and the basis for the assurance in statute, regulation, or agency policy. If personally identifiable information (PII) is being collected, a Privacy Act statement should be included on the instrument. Please provide a citation for the Systems of Record Notice and the date a Privacy Impact Assessment was completed as indicated on the IC Data Form. A confidentiality statement with a legal citation that authorizes the pledge of confidentiality should be provided.1 If the collection is subject to the Privacy Act, the Privacy Act statement is deemed sufficient with respect to confidentiality. If there is no expectation of confidentiality, simply state that the Department makes no pledge about the confidentially of the data. If no PII will be collected, state that no assurance of confidentiality is provided to respondents. If the Paperwork Burden Statement is not included physically on a form, you may include it here. Please ensure that your response per respondent matches the estimate provided in number 12.
There has been no assurance of confidentiality provided to the respondents beyond the agreement to protect individual student information under the Federal Educational Rights and Privacy Act. The CRDC does not collect any personally identifiable information (PII). Confidentiality issues with the CRDC are specific to the amount of data found in a “cell” that might make the identification of an individual student or staff member possible when combined with other information not collected in the CRDC. OCR is committed to protecting individual privacy by employing statistical methodologies to make small, random adjustments to the data. Furthermore, OCR privacy protects individual privacy by applying to the collected data a privacy protection routine to mitigate the risk of identifying an individual in the data by perturbing some of the data elements. OCR will continue to review the submitted data for any other security requirements.
The Paperwork Burden Statement is included in the Attachment A-1 document.
Provide additional justification for any questions of a sensitive nature, such as sexual behavior and attitudes, religious beliefs, and other matters that are commonly considered private. The justification should include the reasons why the agency considers the questions necessary, the specific uses to be made of the information, the explanation to be given to persons from whom the information is requested, and any steps to be taken to obtain their consent.
As in prior collections, OCR proposes to continue to collect data on the number of allegations received by a school of harassment or bullying on the basis of religion or sexual orientation in addition to the collection of data on the number of allegations based on sex, race, color, and national origin, and disability. OMB first approved the collection of religion and sexual orientation allegations data in February 2014 (OMB control #1870-0504) for the 2013–14 and 2015–16 CRDC collections. While optional in 2013–14, LEAs were required to report the new allegations data beginning in the 2015–16 CRDC.
For the 2021−22 and 2023−24 CRDCs, OCR proposes the new collection of allegations of harassment or bullying data on the basis of gender identity. Gender identity refers to a student’s sense of self as cisgender, transgender, or nonbinary. OCR also proposes the continued data collection of the number of allegations received by a school of harassment or bullying on the basis of perceived religion, regardless of whether the targeted student actually identifies with that religion, for each of 14 religion categories. The 14 religion categories are adapted from the Federal Bureau of Investigation’s (FBI) Uniform Crime Reporting Program, and are described in the FBI’s Hate Crime Data Collection Guidelines and Training Manual (2015), available at https://ucr.fbi.gov/hate-crime-data-collection-guidelines-and-training-manual.pdf. Further, OCR proposes to collect information on whether the LEA has a written policy or policies prohibiting harassment or bullying of students on the basis of: sexual orientation, gender identity, or religion; and the LEA’s weblink to the written policy or policies prohibiting discriminatory harassment or bullying of students on the basis of sexual orientation, gender identity, or religion. Additionally, OCR proposes to add to its current sex category, which includes male and female, a third category that will capture data regarding students who identify as nonbinary. OCR provides the following justification for (1) the proposed continued collection of data at the school-level regarding harassment or bullying; (2) the new collection of data on harassment or bullying; and (3) the new collection of data for nonbinary students.
Harassment or bullying of students on the basis of sexual orientation and religion is reportedly prevalent. For example, the 2017–18 CRDC showed that LEAs reported about 18,400 allegations of harassment or bullying based on sexual orientation, and about 6,000 based on religion. The religion data are informed by an understanding of the perceived religions targeted with harassing or bullying behavior, which is why OCR proposes to continue the collection of this data by categories that mirror the FBI’s Hate Crimes Data Collection religion categories.
During the development of the 2013–14 CRDC and 2015–16 CRDC ICR, OCR met with SEAs from 10 states to determine whether making an inquiry about the number of allegations of harassment or bullying received by a school would raise concerns about privacy. Those SEAs, who were at that time already collecting data, such as harassment and bullying on the basis of sexual orientation and religion, reported that at the time they had received no student or parental complaints. Further, the SEAs reported that there were no known incidents of teachers invading student privacy in an effort to fill out the state’s data reporting forms. OCR also contacted several LEAs (of various sizes and urban/rural mix) to determine whether these data reporting requirements had led to sexual-orientation notations on individual student records or had raised any complaints or concerns and none were reported. Since the introduction of the collection of allegations of harassment or bulling on the basis of sexual orientation and religion data in the 2013–14 CRDC, OCR has not received any complaints from LEAs regarding this specific data collection.
According to the results from the Centers for Disease Control and Prevention’s (CDC) Youth Risk Behavior Survey (available at https://www.cdc.gov/mmwr/volumes/68/wr/mm6803a3.htm), in 2017, about 2 percent of high school students identified as transgender, 27 percent felt unsafe at or going to or from school, 35 percent were bulled at school, and 35 percent attempted suicide. In addition, compared to cisgender students, transgender students were more likely to report suicide risk, substance use, and being victims of violence. These findings support OCR’s proposed school-level collection of harassment or bullying data involving gender identity.
The harassment or bullying school-level questions are intended to record, for any reported harassment, the school’s understanding of the harasser’s perceived motivation. In classifying the allegations of harassment or bullying, respondents are directed to look to the likely motives of the alleged harasser/bully, and not the actual status of the alleged victim. For the proposed new allegations of harassment or bullying on the basis of perceived gender identity question, this instruction also applies. Because the harassment or bullying allegations questions are not focused on the alleged victim’s sexual behavior or attitudes or religious beliefs, OCR does not believe these questions are of a sensitive nature. LEAs will not be required to include religious affiliation, sexual orientation, or gender identity of students as part of their administrative records.
The harassment or bullying questions are not intended or expected to elicit private information about students. The LEA-level questions that indicate whether an LEA has a policy or policies that prohibit(s) harassment or bullying for all specified categories (i.e., race, color, or national origin; sex; disability; sexual orientation; gender identity; and religion), and provide a web link to the policy or policies for all specified categories, do not collect data that are sensitive in nature. OCR considers the proposed harassment or bullying policy questions important to gauge LEAs’ efforts to establish and maintain an educational climate that does not impede the ability of all students to learn.
According to OCR’s
research, there are at least 11 SEAs that already allow for the
reporting use
of three categories for reporting
student sex.2
Therefore, the collection of data for nonbinary students would
allow LEAs that already collect this information to report more
accurate data about their student populations. By collecting these
data, OCR shows that it recognizes and affirms the existence of
individuals who do not identify as male or female and may provide
some insights into the educational experience of nonbinary students
as a class. Recognizing a broader definition of sex in data
collection is also consistent with the broad scope of Title IX.
Provide estimates of the hour burden of the collection of information. The statement should:
Provide an explanation of how the burden was estimated, including identification of burden type: recordkeeping, reporting or third party disclosure. Address changes in burden due to the use of technology (if applicable). Generally, estimates should not include burden hours for customary and usual business practices.
Please do not include increases in burden and respondents numerically in this table. Explain these changes in number 15.
Indicate the number of respondents by affected public type (federal government, individuals or households, private sector – businesses or other for-profit, private sector – not-for-profit institutions, farms, state, local or tribal governments), frequency of response, annual hour burden. Unless directed to do so, agencies should not conduct special surveys to obtain information on which to base hour burden estimates. Consultation with a sample (fewer than 10) of potential respondents is desirable.
If this request for approval covers more than one form, provide separate hour burden estimates for each form and aggregate the hour burdens in the table below.
Provide estimates of annualized cost to respondents of the hour burdens for collections of information, identifying and using appropriate wage rate categories. Use this site to research the appropriate wage rate. The cost of contracting out or paying outside parties for information collection activities should not be included here. Instead, this cost should be included in Item 14. If there is no cost to respondents, indicate by entering 0 in the chart below and/or provide a statement.
Provide a descriptive narrative here in addition to completing the table below with burden hour estimates.
Estimated Annual Burden and Respondent Costs Table
Information Activity or IC (with type of respondent) |
Sample Size (if applicable) |
Respondent Response Rate (if applicable) |
Number of Respondents |
Number of Responses |
Average Burden Hours per Response |
Total Annual Burden Hours |
Estimated Respondent Average Hourly Wage |
Total Annual Costs (hourly wage x total burden hours) |
|
|
|
17,884 |
17,884 |
122 |
|
$51.30 |
|
Annualized Totals |
|
|
17,884 |
17,884 |
122 |
|
$51.30 |
|
Please ensure the annual total burden, respondents and response match those entered in IC Data Parts 1 and 2, and the response per respondent matches the Paperwork Burden Statement that must be included on all forms.
For the CRDC, data depicted as data groups and data categories are factored into OCR’s burden estimates, while data collected by directional indicators are not. Also, the respondent is the LEA; the LEA must complete one LEA-level survey, plus one school-level survey for each of its schools. For the 2011–12 CRDC, the burden was estimated to be 1,282,492 hours across 16,785 LEA respondents, and their approximately 96,523 schools with students in membership, based on an estimated 12.8 hours per school survey and 2.8 hours per LEA survey on average. For elementary schools, the burden was estimated to be 8.1 hours per school survey since several of the data elements are only applicable to secondary schools. For secondary schools, the burden was estimated to be 14.9 hours per school survey.
The 2013–14 CRDC mandatory survey content remained about the same when compared to the 2011–12 CRDC survey for Preschool-grade 12 schools. Across 17,620 LEAs and their 101,849 schools, the total burden estimate was 1,342,818 hours. For elementary schools, the burden was estimated to be 8.3 hours per school survey because several of the data elements were only applicable to secondary schools. For secondary schools, the burden was estimated to be 14.6 hours per school survey. By combining several data elements on Advanced Placement, the overall reporting burden for secondary schools decreased slightly from the 2011–12 CRDC to the 2013–14 CRDC. OCR estimated that an LEA with only one school would, on the average, take 2.8 hours for the LEA survey and 12.7 hours for the school survey, for a total of 15.5 hours. An LEA with 10 schools would take a total of 129.8 hours.
The 2015–16 CRDC survey content increased by 12.5 percent compared to the 2013–14 CRDC survey for Preschool-grade 12 schools, based on a total burden estimate of 1,520,260 hours. For elementary schools, the burden was estimated to be 9.3 hours per school survey. For secondary schools, the burden was estimated to be 15.9 hours per school survey. OCR estimated that an LEA with only one school would, on the average, take 4.2 hours for the LEA survey and 14.2 hours for the school survey, for a total of 18.4 hours. An LEA with 10 schools would take a total of 146.2 hours.
The 2017–18 CRDC survey content decreased by 1.7 percent compared to the 2015–16 CRDC survey for Preschool-grade 12 schools, based on a total burden estimate of 1,521,827 hours. For elementary schools, the burden was estimated to be 9.2 hours per school survey. For secondary schools, the burden was estimated to be 15.8 hours per school survey. OCR estimated that an LEA with only one school would, on the average, take 3.7 hours for the LEA survey and 14.1 hours for the school survey, for a total of 17.8 hours. An LEA with 10 schools would take a total of 144.7 hours.
The 2020–21 CRDC survey content decreased by 12.5 percent compared to the 2017–18 CRDC survey for Preschool-grade 12 schools, based on a total burden estimate of 1,434,594 hours. For elementary schools, the burden was estimated to be 9.0 hours per school survey. For secondary schools, the burden was estimated to be 15.1 hours per school survey. OCR estimated that an LEA with only one school would, on the average, take 2.9 hours for the LEA survey and 13.9 hours for the school survey, for a total of 16.8 hours. An LEA with 10 schools would take a total of 141.9 hours.
For the 2021−22 and
2023−24 CRDCs,
OCR is proposing to add or expand more items than the items that OCR
is proposing to discontinue. There will be an increase in burden of
47.5
57.4
percent for the total number of responses required in the LEA
survey. For the school survey, there will be an increase in burden
of 52.1
52.8 percent for an
elementary school and 49.4
50.4 percent for a
secondary school, for the total number of responses required. For
elementary schools, the burden is estimated to be 13.7 hours per
school survey because several of the data elements are only
applicable to secondary schools. For secondary schools, the burden
is estimated to be 22.6
22.7 hours per school
survey. The number of schools per LEA varies so widely, it should be
noted that an LEA with only one school would, on the average, take
4.3
4.6 hours for the LEA
survey and 21.1
21.2 hours for the school
survey, for a total of 25.4
25.8 hours. An LEA with
10 schools would take 4.3
4.6
hours on the LEA survey and average 21.1
21.2 hours on each of the
school surveys, for a total of 215.3
216.6 hours.
|
Respondents |
Hours/Response |
Total Hours |
Previous – CRDC (2013–14) |
Schools: 95,507 LEAs: 16,758 |
Schools: 14.2 LEAs: 4.2 |
Schools: 1,356,199 LEAs: 70,384 Total: 1,426,583 |
Previous – CRDC (2015–16) |
Schools: 96,360 LEAs: 17,337 |
Schools: 14.2 LEAs: 4.2 |
Schools: 1,368,312 LEAs: 72,815 Total: 1,441,127 |
Previous – CRDC (2017–18) |
Schools: 97,632 LEAs: 17,604 |
Schools: 14.1 LEAs: 3.7 |
Schools: 1,376,611 LEAs: 65,135 Total: 1,441,746 |
Previous – CRDC (2020–21) |
Schools: 103,307 LEAs: 17,621 |
Schools: 13.9 LEAs: 2.9 |
Schools: 1,435,967 LEAs: 51,101 Total: 1,487,068 |
New – CRDC (2021–22 and 2023–24) |
Schools: 99,477 LEAs: 17,884 |
Schools:
LEAs: |
Schools:
LEAs:
Total: |
New Burden (2020–21 to 2021–22 or 2023–24) |
Schools: 99,477 LEAs: 17,884 |
Schools:
LEAs: |
|
The total respondent cost for
the 2021−22
each CRDC is estimated to
be $111,621,926
$112,407,534 (2,175,866
2,191,180 hours multiplied
by an average wage of $51.303
per hour). There is a wide range of hourly salaries associated with
the professionals that will provide this data, making this estimation
approximate.
Provide an estimate of the total annual cost burden to respondents or record keepers resulting from the collection of information. (Do not include the cost of any hour burden shown in Items 12 and 14.)
The cost estimate should be split into two components: (a) a total capital and start-up cost component (annualized over its expected useful life); and (b) a total operation and maintenance and purchase of services component. The estimates should take into account costs associated with generating, maintaining, and disclosing or providing the information. Include descriptions of methods used to estimate major cost factors including system and technology acquisition, expected useful life of capital equipment, the discount rate(s), and the time period over which costs will be incurred. Capital and start-up costs include, among other items, preparations for collecting information such as purchasing computers and software; monitoring, sampling, drilling and testing equipment; and acquiring and maintaining record storage facilities.
If cost estimates are expected to vary widely, agencies should present ranges of cost burdens and explain the reasons for the variance. The cost of contracting out information collection services should be a part of this cost burden estimate. In developing cost burden estimates, agencies may consult with a sample of respondents (fewer than 10), utilize the 60-day pre-OMB submission public comment process and use existing economic or regulatory impact analysis associated with the rulemaking containing the information collection, as appropriate.
Generally, estimates should not include purchases of equipment or services, or portions thereof, made: (1) prior to October 1, 1995, (2) to achieve regulatory compliance with requirements not associated with the information collection, (3) for reasons other than to provide information or keep records for the government or (4) as part of customary and usual business or private practices. Also, these estimates should not include the hourly costs (i.e., the monetization of the hours) captured above in Item 12.
Total Annualized Capital/Startup Cost:
Total Annual Costs (O&M):
Total Annualized Costs Requested:
The collection of CRDC data for the foreseeable future will require no additional systems development efforts by the local agencies.
Provide estimates of annualized cost to the Federal government. Also, provide a description of the method used to estimate cost, which should include quantification of hours, operational expenses (such as equipment, overhead, printing, and support staff), and any other expense that would not have been incurred without this collection of information. Agencies also may aggregate cost estimates from Items 12, 13, and 14 in a single table.
The estimated annual
government cost for the next CRDC is $1.9
$6.1 million. This
estimate is based on contractual costs to enhance the survey tool,
provide technical support for all LEAs in the nation, collect the
data, and produce and analyze the resulting database of survey
responses.
Explain the reasons for any program changes or adjustments. Generally, adjustments in burden result from re-estimating burden and/or from economic phenomenon outside of an agency’s control (e.g., correcting a burden estimate or an organic increase in the size of the reporting universe). Program changes result from a deliberate action that materially changes a collection of information and generally are result of new statute or an agency action (e.g., changing a form, revising regulations, redefining the respondent universe, etc.). Burden changes should be disaggregated by type of change (i.e., adjustment, program change due to new statute, and/or program change due to agency discretion), type of collection (new, revision, extension, reinstatement with change, reinstatement without change) and include totals for changes in burden hours, responses and costs (if applicable).
Provide a descriptive narrative for the reasons of any change in addition to completing the table with the burden hour change(s) here.
|
Program Change Due to New Statute |
Program Change Due to Agency Discretion |
Change Due to Adjustment in Agency Estimate |
Requested |
Total Burden |
0 |
|
0 |
|
Total Responses |
0 |
|
263 (Annual Number of Responses) |
17,884 (Annual Number of Responses) |
Total Costs (if applicable) |
0 |
|
0 |
|
The 2021−22 and
the 2023−24 CRDC surveys’
content revisions are a result of program change due to agency
discretion. Also, OCR’s estimated universe of public LEA
respondents increased for the 2021−22 and
the 2023−24 CRDC surveys.
This was due to an increase in the number of public LEAs in the U.S.
during the 2020−21 school year. Approximately 17,884 LEAs will
respond for themselves and their 99,477 schools to the request for
data. This results in a total burden estimate of 2,175,866
2,187,603 hours for
SY 2021−22
each survey. The annual government cost is similar to the
cost of previous surveys, the last of which is the 2020–21
CRDC.
For collections of information whose results will be published, outline plans for tabulation and publication. Address any complex analytical techniques that will be used. Provide the time schedule for the entire project, including beginning and ending dates of the collection of information, completion of report, publication dates, and other actions.
ED presently makes CRDC results available on its website (http://ocrdata.ed.gov), with privacy protections in place. Additionally, ED makes national and state projections based on the raw data available on its website. ED makes data available through a website that displays a “summary of select facts” for an LEA or school, which displays data about key issues through tables and charts. Users then have the option to access additional data for that LEA or school. The website also contains a Flexible Tables interface, which allows users to select data from more than one LEA or school, for the current CRDC and/or prior CRDCs.
In an
effort to make the new
CRDC data
easily usable by the public and OCR’s investigators and
attorneys, in 2015
OCR designed a new Web-based data reporting
analysis
tool that allows users to tailor the school-level indicators and
produce visually intuitive graphic displays of school- and LEA-level
tables, and made it available to the public in a privacy-protected
format on OCR’s website, http://ocrdata.ed.gov.
The new
website is also research-friendly. For example, users have enhanced
ability to search and query the database for types of schools, as
well as schools or LEAs meeting certain criteria.
There are three distinct phases of the collection of CRDC data from LEAs:
Notification and verification of reporting status,
Collection of data by LEAs, and
Survey submission window.
The first phase in the CRDC
includes notifying LEAs of their obligation to report, having LEAs
designate a principal point of contact, and verifying the reporting
status of LEAs and schools. The result of this first phase is a full
directory of LEAs and schools and their CRDC reporting status. This
phase will likely begin in Summer
2021 late
Fall 2022 for the 2021−22
collection, and Summer 2024 for the 2023−24
collection.
During the second phase of the
CRDC, LEAs gather and validate the required data to be submitted to
OCR. During this time, OCR provides frequent training opportunities
for LEAs to understand the data elements collected on the CRDC and
the survey submission process. A support center is also available to
LEAs to call or email questions regarding the content of the data to
be collected. OCR has also provided pre-collection tools for LEAs to
gather and prepare flat files of the required data to prepare for the
survey submission opening. This second phase will likely
begin in Summer late
Fall 2022 for the 2021–22
collection, and in Summer 2024 for the 2023–24 collection.
During the third phase, the
survey submission window opens with email notification to all
participating LEAs. LEAs are typically given a minimum of three
months to submit their data to OCR. During the survey submission
period, frequent communication occurs with participating LEAs to
offer technical assistance and, as the survey due date approaches,
reminders are sent to LEAs that have not yet certified their CRDC
submission. ED anticipates this third phase will take place in
Summer 2023 for the 2021–22
collection, and
between Fall 2022 2024
and Winter 2023
2025 for the 2023–24
collection.
Following the close of the survey submission window, OCR reviews the data to identify possible reporting anomalies and offer LEAs an opportunity to amend their CRDC submission as necessary. This process takes approximately three months. Following the data quality review, OCR then works to post the data on its reporting website (http://ocrdata.ed.gov) to provide the public with easy access and visually intuitive displays of the data. OCR also makes the data available in a downloadable data file.
If seeking approval to not display the expiration date for OMB approval of the information collection, explain the reasons that display would be inappropriate.
This collection will display the OMB approval date in all transmittal documents requesting the information from the state or local agencies and in any written discussion or representation of the collection. The OMB number will be properly displayed on any Web form and paper form used by the Civil Rights Data Collection.
Explain each exception to the certification statement identified in the Certification of Paperwork Reduction Act.
ED is requesting no exemptions from the Certification.
Appendix:
List of 2021−22 CRDC and 2023−24 CRDC Data Elements
Data elements that OCR is
proposing to change from the previously-approved 2020–21 CRDC
Information Collection (approved in December 2020) are indicated by
underline (add new element), double
underline (restore data element previously
dropped), or strikethrough (delete
data element previously collected).
COVID-related Items
Amount of virtual instruction provided by teachers. (Required for 2021–22 and 2023–24 CRDCs).
Percentage of students who received virtual instruction. (Required for 2021–22 and 2023–24 CRDCs).
School & LEA Characteristics
Number of public schools (LEA).
Grades offered (preschool-12) (Preschool excludes children age birth to 2 years).
Whether an ungraded school has mainly elementary school age students; middle school age students; high school age students; elementary and middle school age students; middle and high school age students; elementary middle, and high school age students.
Number of students (preschool-12) enrolled in the LEA and served in LEA facilities, non-LEA facilities, or both (LEA).
Number of students (preschool-12) enrolled in the LEA and served in non-LEA facilities only (LEA).
Number
of students
(preschool K-12) enrolled in
school
(disaggregated
by race, sex, nonbinary,
disability-IDEA,
disability-Section
504 only, EL).
(K-12 required for 2021–22 and
2023–24 CRDCs. For 2021–22 and
2023–24 CRDCs,
nonbinary expansion required for schools that report classifying
students as nonbinary in their enrollment records).
Number
of students
with disabilities
(preschool K-12) served under IDEA (disaggregated
by race, sex,
nonbinary,
EL). (K-12 required for 2021–22
and 2023–24 CRDCs. For 2021–22 and
2023–24 CRDCs,
nonbinary expansion required for schools that report classifying
students as nonbinary in their enrollment records).
Number
of students
with disabilities
(preschool K-12) served under Section 504 of the
Rehabilitation Act (disaggregated
by race, sex,
nonbinary,
EL). (K-12 required for 2021–22
and 2023–24 CRDCs. For 2021–22 and
2023–24 CRDCs,
nonbinary expansion required for schools that report classifying
students as nonbinary in their enrollment records).
Number
of EL students (preschool K-12) enrolled in
school (disaggregated
by race, sex, nonbinary).
(K-12 required for 2021–22 and
2023–24 CRDCs. For
2021–22 and 2023–24
CRDCs, nonbinary expansion
required for schools that report classifying students as nonbinary
in their enrollment records).
Number
of EL students (preschool K-12) enrolled
in EL
programs
(disaggregated
by race, sex, nonbinary,
disability-IDEA).
(K-12 required for 2021–22 and
2023–24 CRDCs. For 2021–22 and
2023–24 CRDCs,
nonbinary expansion required for schools that report classifying
students as nonbinary in their enrollment records.
IDEA expansion optional for 2021–22 CRDC and required for
2023–24 CRDC).
Whether the school is operating a magnet program for all students or some students within the school (and if so, whether entire school population participates in the magnet program).
Whether the school is an alternative school (and if so, for academic, discipline, or both).
Whether the school is a special education school.
Whether the school is a charter school.
For justice facility only:
Type of facility (pre- or post-adjudication/conviction or both);
Number of days that makeup the justice facility’s regular school year;
Total number of hours per week that educational program is offered during regular school year;
Number of students who participated in educational program for less than 15 calendar days; 15-30 calendar days; 31-90 calendar days; 91-180 calendar days; more than 180 calendar days.
Number of single-sex academic classes (with males only; with females only) in the following courses/subject areas:
Algebra
I,
Geometry,
and/or
Algebra
II;
Other
mathematics;
Mathematics (Required for 2021–22 and 2023–24 CRDCs);
Science;
English/reading/language arts; and
Other academic subjects.
Contact
information (first name; last name; phone number;
email address) for the civil rights coordinators that carry out the
LEA’s responsibilities under federal law prohibiting
discrimination on the basis of: sex; race, color, or national
origin; or disability. (LEA).
Whether an LEA is covered by desegregation order or plan (LEA).
Discipline
Students (K-12) who received one or more in-school suspension:
Number
of students
without
disabilities
who
received
one or more
in-school
suspension
(disaggregated
by race,
sex, nonbinary,
EL). (Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students
with disabilities
who
received
one
or more
in-school
suspension
(disaggregated
by race,
sex, nonbinary,
disability-Section
504 only, EL).
(Nonbinary expansion optional for schools
that report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Students who received one out-of-school suspension:
Number of preschool students who received one out-of-school suspension (disaggregated by race, sex, disability-IDEA, EL, disability-Section 504 only). (Data element required for 2021–22 and 2023–24 CRDCs. Section 504 only expansion optional for 2021–22 CRDC and required for 2023–24 CRDC).
Number
of K-12
students
without
disabilities
who received
one out-of-school
suspension
(disaggregated
by race,
sex, nonbinary,
EL). (Nonbinary
expansion optional for schools that
report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for schools that report classifying
students as nonbinary in their enrollment records for 2023–24
CRDC).
Number
of K-12
students
with disabilities
who
received
one out-of-school
suspension
(disaggregated
by race,
sex, nonbinary,
disability-Section
504 only, EL).
(Nonbinary expansion optional for schools
that report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Students who received more than one out-of-school suspension:
Number of preschool students who received more than one out-of-school suspension (disaggregated by race, sex, disability-IDEA, EL, disability-Section 504 only). (Data element required for 2021–22 and 2023–24 CRDCs. Section 504 only expansion optional for 2021–22 CRDC and required for 2023–24 CRDC).
Number
of K-12
students
without
disabilities
who received
more than
one out-of-school
suspension
(disaggregated
by race, sex,
nonbinary,
EL).
(Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for
2021–22 CRDC. and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of K-12
students
with disabilities
who
received
more than
one out-of-school
suspension
(disaggregated
by race, sex,
nonbinary,
disability-Section
504 only, EL).
(Nonbinary expansion optional for schools
that report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Students
who received
one or more out-of-school
suspension:
Number
of preschool
students
who received
one or more
out-of-school
suspension
(disaggregated
by race,
sex,
disability-IDEA,
EL).
Number of preschool students who were expelled (disaggregated by race, sex, disability-IDEA, EL, disability-Section 504 only). (Section 504 only expansion optional for 2021–22 CRDC and required for 2023–24 CRDC).
Students (K-12) who were expelled (with educational services; without educational services; because of zero-tolerance policies):
Number
of students
without
disabilities
who
were
expelled
(with educational
services;
without
educational
services;
because
of zero-tolerance
policies)
(disaggregated
by race,
sex, nonbinary,
EL). (Nonbinary
expansion optional for schools that
report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students
with disabilities
who were
expelled
(with educational
services;
without
educational
services;
because
of zero-tolerance
policies)
(disaggregated
by race,
sex, nonbinary,
disability-Section
504 only, EL).
(Nonbinary expansion optional for schools
that report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Students (K-12) who were transferred for disciplinary reasons to alternative school
Number
of students
without
disabilities
who
were
transferred
for disciplinary
reasons
to alternative
school (disaggregated
by race,
sex, nonbinary,
EL). (Nonbinary
expansion optional for schools that
report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students
with disabilities
who were
transferred
for disciplinary
reasons
to alternative
school
(disaggregated
by race,
sex, nonbinary,
disability-Section
504 only, EL).
(Nonbinary expansion optional for schools
that report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Students who received corporal punishment:
Number of preschool students (ages 3-5) who received corporal punishment (disaggregated by race, sex, disability-IDEA, EL, disability-Section 504 only). (Section 504 only expansion optional for 2021–22 CRDC and required for 2023–24 CRDC).
Number
of K-12
students
without
disabilities
who received
corporal
punishment
(disaggregated
by race,
sex, nonbinary,
EL). (Nonbinary
expansion optional for schools that
report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of K-12
students
with disabilities
who
received
corporal
punishment
(disaggregated
by race,
sex, nonbinary,
disability-Section
504 only, EL).
(Nonbinary expansion optional for schools
that report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number of instances of corporal punishment that preschool students received (disaggregated by all preschool students, preschool students with disabilities-IDEA). (Dropped for 2023–24 CRDC).
Number of instances of corporal punishment that preschool students received (disaggregated by preschool students without disabilities, preschool students with disabilities-IDEA and Section 504 only). (Optional for 2021–22 CRDC and required for 2023–24 CRDC).
Number of instances of out-of-school suspensions that preschool students received (disaggregated by all preschool students, preschool students with disabilities-IDEA). (All preschool students dropped for 2023–24 CRDC).
Number of instances of out-of-school suspensions that preschool students received (disaggregated by preschool students without disabilities, preschool students with disabilities-Section 504 only). (Optional for 2021–22 CRDC and required for 2023–24 CRDC).
Number of instances of corporal punishment that K-12 students received (disaggregated by students without disabilities, students with disabilities-IDEA and Section 504 only).
Number of instances of out-of-school suspensions that K-12 students received (disaggregated by students without disabilities, students with disabilities-IDEA, students with disabilities-Section 504 only).
Number
of school days
missed by K-12 students
who received
out-of-school
suspensions
(disaggregated
by race, sex,
nonbinary, disability-IDEA,
disability-Section 504
only,
EL). (Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Referrals to Law Enforcement and School-related Arrests
Students (K-12) who were referred to law enforcement agency or official:
Number
of students
without
disabilities
who
were
referred
to law
enforcement
agency
or official
(disaggregated
by race, sex,
nonbinary,
EL). (Nonbinary
expansion optional for schools that
report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students
with disabilities
who were
referred
to law
enforcement
agency
or official
(disaggregated
by race, sex,
nonbinary,
disability-Section
504 only,
EL). (Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number of instances of referrals to law enforcement that K-12 students received (disaggregated by students without disabilities, students with disabilities-IDEA, students with disabilities-Section 504 only). (Optional for 2021–22 CRDC and required for 2023–24 CRDC).
Students (K-12) who were arrested for school-related activity:
Number
of students
without
disabilities
who
were
arrested
for
school-related
activity
(disaggregated
by race,
sex, nonbinary,
EL). (Nonbinary
expansion optional for schools that
report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students
with disabilities
who were
arrested
for
school-related
activity
(disaggregated
by race,
sex, nonbinary,
disability-Section
504 only, EL).
(Nonbinary expansion optional for schools
that report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number of instances of school-related arrests that K-12 students received (disaggregated by students without disabilities, students with disabilities-IDEA, students with disabilities-Section 504 only). (Optional for 2021–22 CRDC and required for 2023–24 CRDC).
Offenses
Number of documented incidents that occurred at the school of:
Robbery with a weapon;
Robbery without a weapon;
Physical attack or fight with a weapon;
Physical attack or fight without a weapon;
Threat of physical attack with a weapon;
Threat of physical attack without a weapon;
Rape or attempted rape;
Sexual assault (other than rape);
Possession of a firearm or explosive device;
Shooting (regardless of whether anyone was hurt) (Optional for 2021–22 CRDC and required for 2023–24 CRDC);
Students, faculty, or staff deaths as a result of a homicide (Optional for 2021–22 CRDC and required for 2023–24 CRDC).
Whether any of the school’s students, faculty, or staff died as a result of a homicide committed at the school.
Whether there has been at least one incident at the school that involved a shooting (regardless of whether anyone was hurt).
Number of documented incidents of offenses [rape or attempted rape; sexual assault (other than rape)] committed by a student that occurred at the school.
Number of documented incidents of offenses [rape or attempted rape; sexual assault (other than rape)] committed by a school staff member that occurred at the school.
Number of allegations made against a school staff member of offenses [rape or attempted rape; sexual assault (other than rape)] that occurred at the school, which were followed by a resignation or retirement prior to final discipline or termination.
Number of allegations made against a school staff member of offenses [rape or attempted rape; sexual assault (other than rape)] that occurred at the school, which were followed by a determination that the school staff member was responsible for the offense.
Number of allegations made against a school staff member of offenses [rape or attempted rape; sexual assault (other than rape)] that occurred at the school, which were followed by a determination that the school staff member was not responsible for the offense.
Number of allegations made against a school staff member of offenses [rape or attempted rape; sexual assault (other than rape)] that occurred at the school, which had a determination that remained pending.
Number of allegations made against a school staff member of offenses [rape or attempted rape; sexual assault (other than rape)] that occurred at the school, which were followed by a duty reassignment prior to final discipline or termination.
Harassment or Bullying
Number of reported allegations of harassment or bullying of K-12 students on the basis of: sex; race, color, or national origin; disability; sexual orientation; religion.
Number of reported allegations of harassment or bullying of K-12 students on the basis of gender identity. (Optional for 2021–22 CRDC and required for 2023–24 CRDC).
Number of reported allegations of harassment or bullying of K-12 students on the basis of perceived religion (disaggregated by atheism/agnosticism; Buddhist; Catholic; Eastern Orthodox; Hindu; Islamic (Muslim); Jehovah’s Witness; Jewish; Mormon; multiple religions, group; other Christian; other religion; Protestant; Sikh).
Number
of K-12
students
who reported being harassed or
bullied on the basis
of: sex; race,
color, or
national origin;
disability (disaggregated
by race, sex, nonbinary, disability-IDEA,
disability-Section 504
only, EL). (Nonbinary
expansion optional for schools that report
classifying students as nonbinary in their enrollment records
for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of K-12
students
disciplined for
engaging in harassment
or bullying
on the basis of:
sex; race, color,
or national
origin;
disability
(disaggregated
by race, sex,
nonbinary, disability-IDEA,
disability-Section
504 only, EL).
(Nonbinary expansion optional for schools
that report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Whether an LEA has a written policy or policies prohibiting harassment or bullying of students on the basis of all of the following: sex; race, color, or national origin; disability. (LEA).
Web link to policy or policies prohibiting harassment or bullying of students on the basis of all of the following: sex; race, color, or national origin; disability (LEA).
Whether an LEA has a written policy or policies prohibiting harassment or bullying of students on the basis of: sexual orientation; gender identity; or religion. (LEA). (Optional for 2021–22 CRDC and required for 2023–24 CRDC).
Web link to policy or policies prohibiting harassment or bullying of students on the basis of: sexual orientation; gender identity; or religion (LEA). (Optional for 2021–22 CRDC and required for 2023–24 CRDC).
Restraint and Seclusion
Students (K-12) subjected to mechanical restraint:
Number
of non-IDEA
students
subjected
to mechanical
restraint
(disaggregated
by
race, sex, nonbinary,
disability-Section
504 only, EL).
(Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students
with disabilities
(IDEA)
subjected
to mechanical
restraint
(disaggregated
by race,
sex, nonbinary,
EL). (Nonbinary expansion
optional for schools that report
classifying students as nonbinary in their enrollment records
for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Students (K-12) subjected to physical restraint:
Number
of non-IDEA
students
subjected
to physical
restraint
(disaggregated
by race, sex,
nonbinary, disability-Section
504 only, EL).
(Nonbinary expansion
optional for schools that report
classifying students as nonbinary in their enrollment records
for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students
with disabilities
(IDEA)
subjected
to physical
restraint
(disaggregated
by race,
sex, nonbinary,
EL). (Nonbinary expansion
optional for schools that report
classifying students as nonbinary in their enrollment records
for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Students (K-12) subjected to seclusion:
Number
of non-IDEA
students
subjected
to seclusion
(disaggregated
by race,
sex, nonbinary, disability-Section
504 only, EL).
(Nonbinary expansion
optional for schools that report
classifying students as nonbinary in their enrollment records
for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students
with disabilities
(IDEA)
subjected
to seclusion
(disaggregated
by race, sex,
nonbinary, EL). (Nonbinary
expansion optional for schools
that report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number of instances of mechanical restraint, physical restraint, seclusion (disaggregated by students without disabilities, students with disabilities-IDEA, students with disabilities-Section 504 only).
Interscholastic Athletics
Number
of single-sex
interscholastic
athletics
high school
sports (with
males
only;
with females
only; with
all students). (With all
students optional for 2021–22 CRDC and required for 2023–24
CRDC).
Number
of single-sex
interscholastic
athletics
high school
teams (with
males
only;
with females
only; with
all students). (With all
students optional for 2021–22 CRDC and required for 2023–24
CRDC).
Number
of student
participants
on single-sex
interscholastic
athletics high
school
sports teams
(with males
only;
with
females
only).
Number of students in grades 9-12 (or the ungraded equivalent) who participated on interscholastic athletics sports teams (disaggregated by sex, nonbinary). (Data element required for 2021–22 and 2023–24 CRDCs. Nonbinary category optional for schools that report classifying students as nonbinary in their enrollment records for 2021–22 CRDC. Nonbinary category required for schools that report classifying students as nonbinary in their enrollment records for 2023–24 CRDC).
Early Childhood Education
Whether the LEA provided early childhood services in LEA or non-LEA facilities to non-IDEA children from birth to age 2. (LEA). (Optional for 2021–22 CRDC and required for 2023–24 CRDC).
Whether preschool is provided to: all students, students with disabilities (IDEA), students in Title I schools, students from low income families (LEA). (Optional for 2021–22 CRDC and required for 2023–24 CRDC).
Whether
preschool
serves
non-IDEA
students
age: 3 years; age
4 years;
ages 4-5 years
(LEA). (Optional
for 2021–22 CRDC and
required for 2023–24 CRDC).
Whether
the school’s preschool program serves non-IDEA students age:
3 years; age
4 years;
ages 4-5 years.
(Optional for 2021–22 CRDC and
required for 2023–24 CRDC).
Preschool length offered (full-day, part-day) and cost (free, partial/full charge) (LEA). (Optional for 2021–22 CRDC and required for 2023–24 CRDC).
Number
of students
served
by the LEA
in preschool programs
in
LEA and non-LEA
facilities (disaggregated
by age –
2 years;
3 years; 4 years; 5 years) (LEA).
Number of students ages 3-5 years enrolled in preschool (disaggregated by race, sex, EL, disability-IDEA, disability-Section 504 only). (Section 504 only expansion required for 2021–22 and 2023–24 CRDCs).
Number of students in preschool who were ELs (disaggregated by race, sex). (Required for 2021–22 and 2023–24 CRDCs).
Number of EL preschool students enrolled in EL programs (disaggregated by race, sex, disability-IDEA). (Data element required for 2021–22 and 2023–24 CRDCs. IDEA expansion optional for 2021–22 CRDC and required for 2023–24 CRDC).
Number of preschool students with disabilities served under IDEA enrolled in preschool (disaggregated by race, sex, EL). (Required for 2021–22 and 2023–24 CRDCs).
Number of preschool students with disabilities served under Section 504 only enrolled in preschool (disaggregated by race, sex, EL). (Required for 2021–22 and 2023–24 CRDCs).
Kindergarten length offered (full-day, part-day) and cost (free, partial/full charge) (LEA). (Optional for 2021–22 CRDC and required for 2023–24 CRDC).
Pathways to College and Career
Number
of students
(preschool-12) enrolled
in gifted &
talented programs
(disaggregated
by race, sex, nonbinary, disability-IDEA,
EL). (Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students
(grades 9-12) enrolled
in distance education
courses (disaggregated
by race, sex, nonbinary, disability-IDEA,
EL) (LEA). (Nonbinary
expansion optional for LEAs that report
classifying students as nonbinary in their enrollment records
for 2021–22 CRDC.
and
Nonbinary expansion required for
LEAs that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students
(grades 9-12) enrolled
in at least one dual
enrollment/dual
credit program
(disaggregated
by race, sex,
nonbinary, disability-IDEA,
EL). (Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number of students (grades 9-12) who participate in at least one credit recovery program that allows them to earn missed credit to graduate from high school. (Optional for 2021−22 CRDC and required for 2023–24 CRDC).
Number
of students
ages 16-19
years who participated
in LEA-operated
high school
equivalency
exam preparation
program
(disaggregated
by race,
sex, nonbinary,
disability-IDEA,
EL) (LEA). (Nonbinary expansion optional for
LEAs that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
LEAs that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students
enrolled
in the International
Baccalaureate
(IB)
Diploma Programme
(disaggregated
by race, sex, nonbinary,
disability-IDEA,
disability-504
only, EL). (Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number of different Advanced Placement (AP) courses provided.
Whether students are allowed to self-select for participation in AP courses.
Number
of students enrolled in at least one AP course (disaggregated by
race, sex, nonbinary, disability-IDEA, disability-504
only, EL). (Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students enrolled in at least one AP course in specific subject
area (disaggregated by race, sex, nonbinary,
disability-IDEA, EL): (Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC)
AP math of any kind;
AP science of any kind; and
AP computer science of any kind;
Other AP subjects of any kind (including world languages and cultures). (Optional for 2021−22 CRDC and required for 2023–24 CRDC).
Number of Algebra I classes in grades 7-8.
Number
of Algebra I classes in grades 7-8 taught by teachers with a
mathematics certification.
Number
of students
enrolled in
Algebra I in
grades
7-8 (disaggregated
by race,
sex, nonbinary,
disability-IDEA,
EL). (Grades
7-8 required for 2021−22 and 2023−24 CRDCs.
Nonbinary expansion optional for schools
that report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number of
students
who
passed Algebra I
in grades 7-8
(disaggregated
by race, sex,
nonbinary, disability-IDEA,
EL). (Grades
7-8 required for 2021−22 and 2023−24 CRDCs. Nonbinary
expansion optional for schools that report
classifying students as nonbinary in their enrollment records
for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number of students enrolled in Geometry in grade 8.
Number of math classes in grades 9-12 (Algebra I, Geometry, Algebra II, Advanced math, Calculus).
Number of math
classes in grades 9-12 taught by teachers with a mathematics
certification (Algebra I, Geometry, Algebra II, Advanced math,
Calculus).
Number
of students
enrolled
in Algebra I
in grades:
9-10;
11-12
(disaggregated
by race, sex,
nonbinary, disability-IDEA,
EL). (Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students
who passed Algebra
I in grades:
9-10;
11-12
(disaggregated
by race, sex,
nonbinary, disability-IDEA,
EL). (Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students
enrolled
in math
courses in grades
9-12
(Geometry, Algebra
II, Advanced math,
Calculus)
(disaggregated
by race, sex, nonbinary, disability-IDEA,
EL). (Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number of science classes in grades 9-12 (Biology, Chemistry, Physics).
Number
of science classes in grades 9-12 taught by teachers with a science
certification (Biology, Chemistry, Physics).
Number
of students
enrolled
in science classes in
grades 9-12
(Biology,
Chemistry,
Physics)
(disaggregated
by race, sex, nonbinary,
disability-IDEA,
EL). (Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number of computer science classes in grades 9-12.
Number of computer
science classes in grades 9-12 taught by teachers with a computer
science certification.
Number
of students
enrolled
in computer science
classes in grades
9-12
(disaggregated
by race, sex, nonbinary,
disability-IDEA,
EL). (Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number of data science classes in grades 9-12. (Optional for 2021−22 CRDC and required for 2023–24 CRDC).
Number of students enrolled in data science classes in grades 9-12 (disaggregated by race, sex, nonbinary, disability-IDEA, EL). (Optional for 2021−22 CRDC and required for 2023–24 CRDC. Nonbinary category optional for schools that report classifying students as nonbinary in their enrollment records for 2021−22 CRDC. Nonbinary category required for schools that report classifying students as nonbinary in their enrollment records for 2023–24 CRDC).
Number
of students
who took
SAT, ACT,
or both,
anytime
during
school
year
(disaggregated
by race, sex, nonbinary, disability-IDEA,
EL). (Nonbinary expansion optional for
schools that report classifying students as nonbinary in their
enrollment records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Number
of students
retained
in specified grade, by grade
(K-12)
(disaggregated
by race, sex,
nonbinary, disability-IDEA;
disability-Section
504 only, EL).
(Nonbinary expansion optional for schools
that report classifying students as nonbinary in their enrollment
records for 2021–22 CRDC.
and
Nonbinary expansion required for
schools that report classifying students as nonbinary in their
enrollment records for 2023–24 CRDC).
Whether the school is connected to the Internet through fiber-optic connection.
Whether the school has Wi-Fi access in every classroom.
Whether the school allows students to take home school-issued devices that can be used to access the Internet for student learning.
Whether the school allows students to bring to school student-owned devices that can be used to access the Internet for student learning.
Number of Wi-Fi enabled devices provided by the school to students (preschool-12) for student learning use.
Number of students (preschool-12) who needed Wi-Fi enabled devices from the school for student learning use. (Optional for 2021−22 CRDC and required for 2023–24 CRDC).
Number of students (preschool-12) who needed a Wi-Fi hotspot from the school for student learning use. (Optional for 2021−22 CRDC and required for 2023–24 CRDC).
Number of students (preschool-12) who received Wi-Fi enabled devices from the school for student learning use. (Optional for 2021−22 CRDC and required for 2023–24 CRDC).
Number of students (preschool-12) who received a Wi-Fi hotspot from the school for student learning use. (Optional for 2021−22 CRDC and required for 2023–24 CRDC).
Teachers and other Personnel (funded with federal, state, and/or local funds)
Number of FTE teachers (preschool-12).
Number of FTE of teachers (preschool-12) meeting all state licensing/certification requirements.
Number of FTE of teachers (preschool-12) not meeting all state licensing/certification requirements.
Number of FTE teachers (preschool-grade 12) certified/licensed/endorsed in specified areas (mathematics, science, English as a second language, special education). (Optional for 2021−22 CRDC and required for 2023–24 CRDC).
Number of FTE first-year teachers (preschool-12). (Optional for 2021−22 CRDC and required for 2023–24 CRDC).
Number of FTE second-year teachers (preschool-12). (Optional for 2021−22 CRDC and required for 2023–24 CRDC).
Number of FTE teachers (preschool-12) absent more than 10 school days. (Optional for 2021−22 CRDC and required for 2023–24 CRDC).
Number of teachers (preschool-12) employed at the school during the [2021–22 or 2023–24] regular school year (disaggregated by race, sex). (Optional for 2021−22 CRDC and required for 2023–24 CRDC).
Number of teachers (preschool-12) employed at the school during both the [2020–21 or 2022–23] regular school year and the [2021–22 or 2023–24] regular school year. (Optional for 2021−22 CRDC and required for 2023–24 CRDC).
Number of FTE school counselors.
Number of FTE psychologists.
Number of FTE social workers.
Number of FTE nurses.
Number of FTE security guards.
Number
of FTE
sworn law
enforcement
officers
(including
school resource
officers).
1 Requests for this information are in accordance with the following ED and OMB policies: Privacy Act of 1974, OMB Circular A-108 – Privacy Act Implementation – Guidelines and Responsibilities, OMB Circular A-130 Appendix I – Federal Agency Responsibilities for Maintaining Records About Individuals, OMB M-03-22 – OMB Guidance for Implementing the Privacy Provisions of the E-Government Act of 2002, OMB M-06-15 – Safeguarding Personally Identifiable Information, OM:6-104 – Privacy Act of 1974 (Collection, Use and Protection of Personally Identifiable Information).
2
The 11 SEAs are found in the following states: California,
Connecticut, District of Columbia, Illinois, Maryland,
Massachusetts, New Jersey, New
Mexico,
New
York,
Oregon, Utah, and
Virginia,
and Washington.
3 The mean hourly wage for an LEA education administrator is estimated at $51.30 per hour (SOC code 11-9039, Education Administrator), based on May 2020 Occupation and Employment Statistics, Bureau of Labor Statistics website, https://www.bls.gov/oes/current/999201.htm#25-0000, accessed October 29, 2021.
| File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
| File Title | SUPPORTING STATEMENT |
| Author | Rosa Olmeda |
| File Modified | 0000-00-00 |
| File Created | 2022-09-30 |