Attachment A-1
CRDC Data Set for School Years 2025‒26 and 2027‒28
Mandatory Civil Rights Data Collection
July 2025
Attachment A-1
Mandatory Civil Rights Data Collection Data Set for School Years 2025‒26 and 2027‒28: Overview and Information to Assist Reviewers
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 this Overview document, changes were made as a result of comments received during the 60-day public comment period and in response to the Trump Administration’s priorities. Additions appear as red text and deletions appear as struck-out dark red text.
This clearance submission is for the data set to be collected through the Civil Rights Data Collection (CRDC) for school years 2025‒26 and 2027‒28.
Attachment A contains the data set that is being proposed for collection and is organized into five parts:
Attachment A-1 – Overview of the collection, including directory information, and information about the CRDC data set to assist reviewers;
Attachment A-2 – Data groups collected from local educational agencies (LEA);
Attachment A-3 – Categories used in data groups;
Attachment A-4 – Directional indicators used to ensure LEAs are presented with applicable data group tables; and
Attachment A-5 – Directed questions for public comment.
Attachment A-1 is divided into two parts. The first part contains the overview of the collection, and is organized as follows:
Summary of CRDC – This section provides background information about the CRDC and an overview for the collection plan.
Standard definitions – This section provides definitions for terms that are used throughout the data set.
Reporting periods – This section explains the reporting periods used in the data set.
Directory records – This section explains the directory or universe of education entities. All data collected through the CRDC are linked to education entities in the directory.
The second part of A-1, which contains an explanation of the data set to assist reviewers, is organized as follows:
Explanation of terms – This section explains key terms used in the clearance submission.
Guide to the data group tables and category tables – This section provides information on how to read the data group and category tables in the attachments.
Other information – This section provides an FAQ for reading the clearance submission.
Acronyms – This section provides a list of acronyms used in the data group and data category definitions.
The CRDC is a longstanding and critical 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 may use CRDC data as it investigates complaints alleging discrimination, determines whether the federal civil rights laws it enforces have been violated, initiates proactive compliance reviews to focus on particularly acute or nationwide civil rights compliance problems, and provides policy guidance and technical assistance to educational institutions, parents, students, and others.
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” (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; 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 requires 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 (34 C.F.R. § 100.6(b), 34 C.F.R. § 106.81, 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.
The Elementary and Secondary Education Act (ESEA) was amended in 2015 to require that state educational agencies’ (SEA) and local educational agencies’ (LEA) report cards to parents and the public include data from certain CRDC data categories for all students and student subgroups as required to be reported under the CRDC (ESEA sections 1111(h)(1)(C)(viii) and 1111(h)(2)(C); 20 U.S.C. § 6311(h)(1)(c)(viii)). Specifically, the ESEA requires that SEA and LEA report cards include information on measures of school quality, climate, and safety, including 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.
In addition, SEA and LEA 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. Under the ESEA, information must be reported at the state, LEA, and school levels. This obligation began on December 31, 2018 (for the 2017–18 school year).
OCR has collected CRDC data on school characteristics, programs, services, and student outcomes directly from LEAs on a biennial basis since 1968. For many years, the collection operated as the Elementary and Secondary School Civil Rights Compliance Report approved by the U.S. Office of Management and Budget (OMB) as control # 1870-0500. Since the 2013–14 collection, the CRDC has been conducted online (flat data file upload submissions are also allowed). Except for one SEA that provides all the data on behalf of its LEAs and schools, each LEA that is included submits LEA-level data and data for each school in the LEA.
OCR 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). OCR works with ED’s Office of Elementary and Secondary Education, which is responsible for administering the ESEA. Section 9534 of the ESEA (20 U.S.C. § 7914) prohibits discrimination in funded programs on the bases of race, color, religion, sex (except as otherwise permitted under Title IX), national origin, or disability. Thus, in addition to OCR’s authority described above, the ESEA provides support for OCR to mandate that LEAs respond to this data collection.
OCR proposes that for the CRDC survey administered for school years (SY) 2025‒26 and 2027‒28, ED would:
Continue electronic collection.
Allow flat data file submissions.
Allow paper submissions for LEAs with no Internet connectivity or limited Web access.
Utilize data submitted by states through the Eden Submission System (ESS) for selected additional data groups to supplement the CRDC dataset with no additional burden.
Include a full universe of LEAs and schools.
There are three distinct phases to the CRDC:
Notification and reporting status,
Collection of data by LEAs, and
Submission of survey data.
The first phase in the CRDC is to notify LEAs of their obligation to report, designate a principal point of contact, and verify 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. The information collected in this directory is outlined in the Directory Record section.
During the collection of data phase by LEAs, OCR intends to provide collection tools for LEAs to organize and prepare their submission to OCR. First used with the 2011–12 universe survey, OCR received and continues to receive positive comments from LEAs using the tools to collect, verify, and store their CRDC data files for submission once the survey window opens.
To reduce burden, ED uses an interactive Web-based survey tool that takes into consideration responses provided by LEAs. For example, if a user indicates the school serves only elementary students, then questions about high schools are not presented. To facilitate this approach, directional questions may precede data group tables. For example, the user may be asked if the high school provided Advanced Placement (AP) courses. If the user answers “No,” then the series of survey questions about AP would be skipped; if the answer is “Yes,” then the survey questions about AP would be presented. LEAs have the option to submit flat files of their data, use Web screens to enter data, or a combination of these submission methods.
To minimize the reporting burden on LEAs, all data collected by LEAs will be reported during one data submission window. The survey data submission window is anticipated to start in November 2026 and end in February 2027 for the 2025‒26 CRDC. The survey data submission window is anticipated to start in November 2028 and end in February 2029 for the 2027‒28 CRDC.
The following are key points about this collection.
CRDC does not collect individual student- or staff-level information. All information provided in response to the CRDC is aggregated. Although some of the data files may contain small numbers, none of the information is linked to specific students or staff members. In submitting data required for the CRDC, LEAs and other data suppliers cannot suppress the data in small data cells.
Data are collected primarily from LEAs. LEAs are responsible for submitting LEA- and school-level data and for certifying that the data are correct. Some SEAs may voluntarily submit data on behalf of their LEAs, except for one SEA that is required to submit and certify data for all LEAs in the state. Data are submitted using the CRDC Web-based survey tool. The survey tool collects flat files submitted electronically by LEAs or data entered by LEAs through Web screens.
CRDC collects data about where students are receiving instruction. All students are reported where they (physically and/or remotely) spend more than 50% of their school day, even if they are reported elsewhere for purposes of accountability or funding.
Data are reported for a specific period of time. For example, the student membership data group 979 is reported on October 1, while the Algebra I course passing in high school data group 912 is reported for a regular school year.
Data are associated with the school year of performance. For example, the student membership data for October 1, 2025, are associated with SY 2025−26 since the student membership data represent the beginning counts of students for the school year.
The table below summarizes the CRDC data set proposed for collection.
Component of the CRDC Data Set |
Description |
Explained in |
Directory records |
CRDC obtains data from Common Core of Data (CCD) and collects data from LEAs to build an official directory of LEAs and schools required to report the CRDC to OCR.
|
Attachment A-1 |
Data groups and categories collected from LEAs |
LEAs upload files or complete a Web form to submit data via the CRDC Web-based survey tool.
|
To consolidate and centralize early childhood through grade 12 data collections, definitions need to be standardized. The same term cannot have multiple definitions. The CRDC uses the same standardized definitions as ED’s EDFacts collection wherever possible to maintain consistency. This section contains the standard definitions used in the CRDC data set:
Children with Disabilities (IDEA)
English Learner Student
Local Educational Agency
Public Elementary/Secondary School
Race/Ethnicity (for the Racial Ethnic Data Category)
Children with Disabilities (IDEA) (also referred to as Students with Disabilities (IDEA)) – Children having intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance (hereafter referred to as emotional disturbance); orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; a specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program (IEP), Individual Family Service Plan (IFSP), or services plan.1
English Learner Student – In coordination with the state’s definition based on Section 8101(20) of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), the term ‘English learner’, when used with respect to an individual, means an individual:
(A) who is aged 3 through 21;
(B) who is enrolled or preparing to enroll in an elementary school or a secondary school;
(C) (who is i, ii, or iii)
(i) who was not born in the United States or whose native languages are languages other than English;
(ii) (who is I and II)
(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and
(II) who comes from an environment where a language other than English has had a significant impact on the individual’s level of English language proficiency; or
(iii) who is migratory, whose native language is a language other than English, and who came from an environment where a language other than English is dominant; and
(D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual (who is denied i or ii or iii)2
(i) the ability to meet the challenging state academic standards;
(ii) the ability to successfully achieve in classrooms where the language of instruction is English; or
(iii) the opportunity to participate fully in society.
Note - To be classified as an English learner, an individual must be A, B, C, and D. For C, an individual can be i, ii, or iii. If C-ii, the individual must be I and II. For D, an individual must be denied i, ii, or iii.3
Local Educational Agency – A local educational agency (LEA)is a public board of education or other public authority legally constituted within a state for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a state, or for a combination of school districts or counties as are recognized in a state as an administrative agency for its public elementary schools or secondary schools.4
Public Elementary/Secondary School – A public elementary/secondary school is an organization authorized by public authority and financed primarily through public funds to provide public education to students.
Under this definition, schools:
Are operated by a public school district, independent charter district, or state agency on behalf of the state
Provides instruction for students
Have, will have, or had one or more students
Have, will have, or had one or more teachers
Have an assigned administrator(s) (principal) responsible to public authority, and
Receive public funds as its primary support
The phrase “have, will have, or had” is intended to capture schools that may not have students or teachers at the time the directory is submitted. For example, a school that is being planned and reported as “future” operating status may not currently have students or teachers.
Most schools will have a single physical location. Few schools will share a single physical location with another school.
Race/Ethnicity – Final guidance issued in the Federal Register on October 19, 2007 (72 Fed. Reg. 59267) on the collection and reporting of racial and ethnic data by educational institutions and other grantees now allows individuals to self-identify their ethnicity and race, and select more than one race and/or ethnicity. The final guidance requires, beginning with data for SY 2010–11 and future school years, that all recipients must submit racial and ethnic data (except for assessment and accountability data required under Title I of the ESEA) by the seven permitted values. The seven permitted values are listed below:
American Indian or Alaskan Native,
Asian,
Black or African American,
Hispanic/Latino,
Native Hawaiian or Other Pacific Islander,
White,
Two or more races.
The seven race/ethnicity permitted values are included in the racial ethnic data category that are used for the CRDC and the EDFacts collection. The racial ethnic data category is defined as “the general racial category that most clearly reflects individuals’ recognition of their community or with which the individuals most identify.”
On
March 29, 2024, OMB updated Statistical Policy Directive No 15 (SPD
15) to revise the guidance for measuring, collecting, and tabulating
information on race and ethnicity. See 89 Fed. Reg. 22182 (March 29,
2024). OCR poses
posed
directed questions in Attachment A-5 during
the 60-day comment period on
how revised SPD 15 should affect the reporting of disaggregated
racial and ethnic data for the 2025‒26 and 2027‒28 CRDCs.
Data groups that are counts of students or staff are assigned to a reporting period. The reporting period is the period of time for the count. Counts can be either cumulative over a period of time or snapshot of a specific day. The following reporting periods are used for cumulative counts:
Regular school year – The instructional period not including intersession or summer sessions.
School year – Up to one day prior to the beginning of the following school year.
The following reporting periods are generally used for counts that are snapshots:
October 1 (current year) – October 1 or the closest school day to October 1 of the (2025‒26 or 2027‒28) regular school year
October 1 (following year) – October 1 or the closest school day to October 1 of the following (2026‒27 or 2028‒29) regular school year
IDEA child count date – The date designated by the state that is between October 1 and December 1 for the IDEA child count
Single day at the end of the regular school year
For block scheduling—
October 1 in the first block, and around March 1 in the second block
Single day at the end of the first block, and single day at the end of the second block
As the first phase of the CRDC, OCR maintains a three-tier directory of education units in each of the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico. The three tiers are the state, the LEA, and the school. For each education unit, a Directory Record is maintained that includes unique identifiers (e.g., name, identification numbers, location), contact information (e.g., addresses), and descriptive information (e.g., reporting status).
The large majority of the CRDC directory information is pre-populated by existing data files used in the National Center for Education Statistics (NCES) Common Core of Data (CCD) and EDFacts. As part of the first phase of the CRDC, LEAs are asked to verify the information, update their list of schools, and supplement the directory data to provide principal and alternate points of contact. Additionally, the CRDC directory may contain schools that are not under the purview of the SEA. For example, some justice facilities may operate under the state’s Department of Corrections, and therefore not be included in the EDFacts directory. As a result, OCR will have justice facilities provide the necessary directory information.
The state and identification numbers are used to link the education units to each other in the hierarchy. For example, the record for a school includes the state and identification numbers of the LEA to which the school belongs. Where possible, the CRDC uses the same identification number used by NCES. However, in some specific cases, an entity may be required to report CRDC data but not be included in the NCES directory. As a result, OCR assigns a new identification number to the school or LEA using the same format as traditional NCES codes (five-character LEA identification code and seven-character school identification code).
Data in the directory are generally obtained from the EDFacts directory supplied by SEAs and supplemented, as necessary, by LEAs. However, ED may obtain some data, for example, directory information for justice facilities, from other state or federal sources instead of SEAs.
As noted above, the majority of the CRDC directory information is pre-populated using data files from the NCES CCD and EDFacts. During the first phase of the CRDC, LEAs verify and correct the information as necessary. Additionally, LEAs provide contact information for the superintendent and a principal point of contact for the CRDC.
The following table displays which directory data groups are collected for each tier in the hierarchy of education units in the states. Data groups collected solely by the CRDC from sources other than the SEA are noted with an “*”.
By Tier |
1st - SEA |
2nd - LEA |
3rd - School |
DG Name |
DG Name |
DG Name |
|
Unique Identifiers |
559 State code |
559 State code |
559 State code |
|
7 Education entity name |
7 Education entity name |
|
|
1 LEA identifier (NCES/CRDC) |
1 LEA identifier (NCES/CRDC) |
|
|
|
529 School identifier (NCES/CRDC) |
|
Contact Information |
|
9 Address location |
9 Address location |
|
8 Address mailing |
8 Address mailing |
|
|
10 Telephone - education entity |
10 Telephone - education entity |
|
|
998 Superintendent contact information*
999 Principal point of contact information* |
|
|
Descriptive Information |
|
572 County name* |
572 County name* |
|
16 LEA operational status |
531 School operational status |
|
|
453 LEA type |
21 School type |
|
|
14 Geographic location* |
14 Geographic location* |
|
|
653 Charter LEA status |
27 Charter status |
Below are detailed descriptions of the directory data groups. For each data group, there is a header box showing the name of the data group, the data group number, the data provider (SEA vs. another source), and the levels for which the data group is collected. That box is followed by the definition and, as appropriate, the code set or permitted values.
Name |
DG ID |
Source |
Level(s) |
State code |
559 |
SEA/EDFacts |
State, LEA, School |
Definition: The two-digit American National Standards Institute (ANSI) code for the state, the District of Columbia, and the outlying areas and freely associated areas of the United States.
Name |
DG ID |
Source |
Level(s) |
Education entity name |
7 |
SEA/EDFacts |
State, LEA, School |
Definition: The full registered name of the school, LEA, SEA, or other entity reporting education data.
Name |
DG ID |
Source |
Level(s) |
LEA identifier (NCES/CRDC) |
1 |
SEA/EDFacts |
LEA, School |
Definition: The seven-digit unique identifier assigned to the LEA by NCES or OCR. Also known as NCES LEA ID.
Name |
DG ID |
Source |
Level(s) |
School identifier (NCES/CRDC) |
529 |
SEA/EDFacts |
School |
Definition: The twelve-digit unique identifier assigned to the school by NCES or OCR. Also known as NCES School ID.
Name |
DG ID |
Source |
Level(s) |
Address location |
9 |
SEA/EDFacts |
State, LEA, School |
Definition: The set of elements that describes the physical location of the education entity, including the street address, city, state, ZIP Code, and ZIP Code + 4.
Name |
DG ID |
Source |
Level(s) |
Address mailing |
8 |
SEA/EDFacts |
State, LEA, School |
Definition: The set of elements that describes the mailing address of the education entity, including the mailing address, city, state, ZIP Code, and ZIP Code + 4.
Name |
DG ID |
Source |
Level(s) |
Telephone – education entity |
10 |
SEA/EDFacts |
State, LEA, School |
Definition: The 10-digit telephone number, including the area code, for the education entity.
Name |
DG ID |
Source |
Level(s) |
Superintendent contact information |
998 |
LEA |
LEA |
Definition: The contact information of the superintendent, including first and last name, official title, phone number, and email address.
Name |
DG ID |
Source |
Level(s) |
Principal point of contact information |
999 |
LEA |
LEA |
Definition: The contact information of the principal point of contact for the CRDC, including first and last name, official title, phone number, and email address.
Name |
DG ID |
Source |
Level(s) |
County name |
572 |
U.S. Census |
LEA, School |
Definition: The name of a county, parish, borough, or comparable unit (within a state) in which an education unit is located.
Name |
DG ID |
Source |
Level(s) |
LEA operational status |
16 |
SEA/EDFacts |
LEA |
Definition: The classification of the operational condition of a local educational agency (LEA).
The table below explains the operational status for LEAs.
Status Code |
Status |
This status applies when the LEA: |
1 |
Open |
|
2 |
Closed |
|
3 |
New |
Note:
|
4 |
Added
|
Note:
|
5 |
Changed geographic boundary |
|
6 |
Inactive |
Note:
|
7 |
Future |
|
8
|
Reopened |
Note:
|
Name |
DG ID |
Source |
Level(s) |
School operational status |
531 |
SEA/EDFacts |
School |
Definition: The status describing the operational condition of a school.
The table below explains the operational status for schools.
Status Code |
Status |
This status applies when the school: |
1 |
Open |
|
2 |
Closed |
|
3 |
New |
Note:
|
4 |
Added |
Note:
|
5
|
Changed LEA affiliation |
|
6 |
Inactive |
Note:
|
7 |
Future |
|
8
|
Reopened |
Note:
|
Name |
DG ID |
Source |
Level(s) |
LEA type |
453 |
SEA/EDFacts |
LEA |
Definition: The classification of an education unit reported in the local educational agency (LEA) file.
Code Set:
1 - Regular public school district that is not a component of a supervisory union
(A regular public school district is a local government administrative authority which governs the education system at a specified local level on behalf of the public and the state.)
2 - Regular public school district that is a component of a supervisory union
3 - Supervisory union
(A supervisory union is an administrative center or county superintendent’s office serving as the administrative center.)
4 - Service agency
(A service agency is an agency that does not operate schools. Instead, it provides specialized educational services (such as career and technical education) or related services (such as services in IEPs) to other education agencies that the agencies cannot readily provide for themselves.)
5 - State operated agency
(State operated agency is an organization overseen by a state agency that operates schools or programs that provide public elementary and/or secondary level instruction.)
6 - Federal operated agency
(Federal operated agency is an organization overseen by a federal agency that operates schools or programs that provide public elementary and/or secondary level instruction.)
7 - Independent charter district
(An independent charter district is an education unit created under the state charter legislation that is not under the administrative control of another local education agency and that operates one or more charter schools – and only charter schools.)
8 - Other local education agencies
(The other local education agencies permitted value is available for SEAs that have data to report at the LEA level for an education unit that the SEA has determined is not one of the existing types.)
9 - Specialized public school district
(A specialized public school district is a school district that operates one or more schools that are designed for a specific educational need or purpose.)
Name |
DG ID |
Source |
Level(s) |
School type5 |
21 |
SEA/EDFacts |
School |
Definition: The classification of schools based on the curriculum concentration.
Code Set:
1 - Regular school
(A public elementary/secondary school that does not focus primarily on career and technical, special, or alternative education, although it may provide these programs in addition to a regular curriculum.)
2 - Special education school
(A public elementary/secondary school that focuses primarily on serving the educational needs of students with disabilities (IDEA) and which adapts curriculum, materials, or instruction for these students.)
3 - Career and technical education school
(A public elementary/secondary school that focuses primarily on providing secondary students with an occupationally relevant or career-related curriculum, including formal preparation for technical or professional occupations.)
4 - Alternative education school
(A public elementary or secondary school that addresses the needs of students that typically cannot be met in a regular school program and is designed to meet the needs of students with academic difficulties, students with discipline problems, or both students with academic difficulties and discipline problems.)
5 - Reportable program
(Program that does not meet the definition of a public elementary/secondary school.)
Name |
DG ID |
Source |
Level(s) |
Geographic location |
14 |
U.S. Census |
LEA, School |
Definition: The latitude and longitude where the education entity is physically located.
Name |
DG ID |
Source |
Level(s) |
Charter LEA status |
653 |
SEA/EDFacts |
LEA |
Definition: The status of a charter district as an LEA for purposes of federal programs.
Code Set:
Not applicable
Not a charter district
Not LEA for federal programs – Charter district which is not an LEA for federal programs
LEA for IDEA – Charter district which is an LEA for programs authorized under IDEA but not under ESEA and Perkins
LEA for ESEA and Perkins – Charter district which is an LEA for programs authorized under ESEA and Perkins but not under IDEA
LEA for federal programs – Charter district which is an LEA for programs authorized under IDEA, ESEA, and Perkins
Name |
DG ID |
Source |
Level(s) |
Charter status6 |
27 |
SEA/EDFacts |
School |
Definition: An indication that a public school provides free public elementary and/or secondary education to eligible students under a specific charter issued, pursuant to a state charter school law, by an authorized chartering agency/authority and that is designated by such authority to be a public charter school.
Permitted Values:
Yes – Charter school
No – Not a charter school
NA – State does not have legislation for charter schools
What is the CRDC Data Set?
The CRDC data set is all the data approved by OMB to be collected for a specific school year.
What is a data group?
A CRDC data group is a specific aggregation (i.e., group) of related data to satisfy the specific information need of OCR. Thus, a CRDC data group does not represent a single data entry but rather a set of related data entries. Each CRDC data group is intended to be discrete, concise, universally understood, and non-redundant. For example,
Gifted/talented program enrollment table is data group 931. Gifted/talented program enrollment table is a series of numbers. It includes the number of students by racial ethnic and sex, by English learner status and sex, and by disability status and sex. This data group is described in Attachment A-2 under the section “Data Groups Collected Through CRDC Only.”
The CRDC data groups are listed and explained in Attachment A-2.
What is a data category?
A data category (category) characterizes a count or a full-time equivalent in a CRDC data group. A data category is a grouping that an LEA uses to aggregate data before the LEA sends the data to OCR. For example,
Sex
(Membership)‒Expanded
is
a data category. When this category is used, data are reported by
sex: the number of female students enrolled, the number of male
students enrolled,
the number of nonbinary students enrolled.
Mathematics (High School Course Enrollment) is a data category. When this category is used, data are reported by academic subject: the number of students enrolled in Geometry, the number of students enrolled in Algebra II, the number of students enrolled in advanced mathematics courses, and the number of students enrolled in Calculus.
The CRDC data categories are listed and explained in Attachment A-3.
What are data category sets?
A data category set (category set) is a combination of data categories (e.g., racial ethnic by grade level). For example,
Retention
table (data group 963) has a single category set of grade level
(K-12), racial ethnic, and sex (membership)‒expanded.
For this category set, data are reported as follows:
Kindergarten, American Indian or Alaska Native, Female
Kindergarten, American Indian or Alaska Native, Male
Grade 1, American Indian or Alaska Native, Female
Grade 1, American Indian or Alaska Native, Male
Etc.
Kindergarten, Asian, Female
Kindergarten, Asian, Male
Grade 1, Asian, Female
Grade 1, Asian, Male
Etc.
The data would look differently if instead of having these categories as a single category set, each category was its own category set. A data group with three category sets of grade level (K-12), racial ethnic, and sex would be reported as follows:
First data by grade level
Kindergarten
Grade 1
Etc.
Then data by racial ethnic
American Indian or Alaska Native
Asian
Etc.
Then data by sex
Female
Male
Nonbinary
As the data are reported for data group 963, data can be compared between Asian males retained in grade 1 and Hispanic females retained in grade 1. If the data were reported where each category was a separate category set, then the data could be compared by students who are male and students who are female but not by females retained in grade 1 and males retained in grade 1.
How do I read the tables on the data groups in Attachment A-2?
Each data group in the CRDC data set is described in a table.
The first row of the table provides the data group name and identification number. For example, below is the first row for the Advanced Placement course enrollment table which is data group 901.
Group Name: Advanced Placement course enrollment table |
DG: 901 |
The next row contains the definition of the data group. Below is the definition of the data group Advanced Placement course enrollment table.
Definition |
The unduplicated number of students enrolled in at least one Advanced Placement (AP) course. |
The row labeled “Permitted Values” contains the acceptable values for data group (e.g., yes, no, and NA) or a format (e.g., integer, percentage, or short text). For example, data group 902 Advanced Placement course self-selection collects whether enrollment via self-selection is permitted for all Advanced Placement courses offered. This data group has acceptable permitted values of either yes it permits student self-selection or no it does not permit student self-selection.
Permitted Values |
|
As another example, the data group Advanced Placement course enrollment table collects the count of students which is always an integer.
Permitted Values |
|
The reporting period row contains the collection period. Data for some data groups are collected at a point in time (e.g., October 1 or the IDEA child count date) while others are cumulative (e.g., regular school). The reporting period for data group 902 Advanced Placement course self-selection is October 1.
Reporting Period |
October 1 |
Data can be submitted at the state level, for each LEA, and/or for each school. The row labeled “Reporting Levels” indicates at which levels the data are required to be submitted. In the example below, data are required to be submitted at the school and LEA level.
Reporting Levels |
School |
LEA |
State £ |
The box on the row “Education Unit Total” is checked when the grand total for each education unit (state, LEA, and/or school) must be submitted.
Education Unit Total |
|
Additional information about the data group is found in the comment row.
Comment |
|
Some data groups include data aggregated by category sets. The category sets are described in the next rows. For example, see the “Category Set A” description for data group 901 above. Also, see the question “what are data category sets” in the previous section of this attachment for an explanation of category sets.
CATEGORY SET |
DESCRIPTION |
Category Set A |
|
Category Set B |
|
Category Set C |
|
Etc. |
|
How do I read the tables on the categories in Attachment A-3?
Like data groups, categories are described in tables. The first row of the table contains the category name. For example, below is the first row for the academic subject (single-sex classes) table.
Category Name: Academic Subject (Single-Sex Classes) |
The next row contains the definition. For example, below is the definition of academic subject (single-sex classes).
Definition |
The course or subject area offered in academic classes in a co-educational school that excludes boys or girls from enrolling or otherwise participating in those classes because of their sex where only male students or only female students are permitted to take the class. |
The comments row is next. For example, below are some of the comments for the academic subject (single-sex classes) category.
Comments |
Mathematics includes general mathematics courses as well as college-preparatory mathematics courses such as Algebra I, Geometry, and Algebra II. |
The next row contains the permitted values. For example, below are the permitted values for the data category academic subject (single-sex classes).
Permitted Values |
|
|
|
The final row of the category tables contains the data groups that use the category. For example, below is the data group that uses the category academic subject (single-sex classes).
Data Groups |
|
|
|
How do I read the tables on the directional indicators in Attachment A-4?
Like data groups, directional indicators are described in tables. The first row of the table contains the directional indicator (DI) name and identification number. For example, “Advanced Placement indicator” is directional indicator #2.
DI Name: Advanced Placement indicator |
DI:2 |
The definition row is next. For example, below is the definition of Academic Placement indicator.
Definition |
An indication of whether the school has any students enrolled in one or more Advanced Placement (AP) courses. |
The next row contains the permitted values. For example, below are the permitted values for the directional indicator Advanced Placement.
Permitted Values |
|
The reporting period row contains the collection period. Data for some data groups are collected at a point in time (e.g., October 1) while others are cumulative (e.g., regular school year).
The reporting period for the directional indicator Advanced Placement is October 1.
Reporting Period |
October 1 |
Data can be submitted at the LEA level, and/or for each school. The row labeled “Reporting Levels” indicates at which levels the data are required to be submitted. In the example below, data are required to be submitted at the school level.
Reporting Levels |
School |
LEA £ |
State £ |
The box on the row “Education Unit Total” is checked when the grand total for each education unit (state, LEA, and/or school) must be submitted.
Education Unit Total |
£ |
The next row is for comments. For example, below are some additional details for the Advancement Placement indicator.
Comment |
Report only for schools with any grade 9 through 12 and/or ungraded with high school age students.
Advanced Placement (AP) – AP refers to a program, sponsored by the College Board, through which students may earn college credit and advanced college placement by successfully completing AP courses and standardized AP exams.
Advanced Placement (AP) course – An AP course is an advanced, college-level course designed for students who achieve a specified level of academic performance. Upon successful completion of the course and a standardized AP exam, a student may be qualified to receive college credit and/or placement into advanced college courses. |
The final row lists the data groups where the directional indicator is used to determine whether the data group is applicable to the LEA. For example, the Advanced Placement indicator is used to determine whether the Advanced Placement course enrollment table should be presented to an LEA.
GUIDING QUESTION FOR DATA GROUPS: |
|
What else should I know to review the attachments?
Data group and data category definitions and comments may include acronyms. To save space and improve technical readability, these acronyms are not defined within each data group or data category description. The acronyms can be found at the end of this attachment.
Definitions and comments may also include citations of federal statutes. Because this is a technical instruction rather than a formal written document, these citations may be abbreviated.
Where should I begin in reviewing the attachments?
Attachment A-1 is a good place to begin. Attachment A-2 contains an overview of the entire CRDC data set.
How are the data groups and categories organized in the attachments?
In Attachment A-2 (data groups) and Attachment A-3 (data categories), the data groups and categories are organized alphabetically by name under each topic. The introduction to the attachments contains a list of the topics in the attachment.
Data group, data category, and directional indicator definitions and comments may include acronyms. These acronyms are defined here.
AP – Advanced Placement
CCD – Common Core of Data
CRDC – Civil Rights Data Collection
DG – Data group
ED – U.S. Department of Education
EDEN – Education Data Exchange Network (synonymous with EDFacts or EDFacts Submission System)
EL – English Learner
ESEA – Elementary and Secondary Education Act
ESSA – Every Student Succeeds Act
ESS – EDFacts Submission System
FTE – Full Time Equivalent
HS – High School
IB – International Baccalaureate Diploma Programme
IDEA – Individuals with Disabilities Education Act
IEP – Individualized Education Program
IFSP – Individualized Family Service Plan
K-12 – Kindergarten through grade 12
LEA – Local Educational Agency
NCES – National Center for Education Statistics
OCR – Office for Civil Rights, U.S. Department of Education
OELA – Office of English Language Acquisition, U.S. Department of Education
OESE – Office of Elementary and Secondary Education, U.S. Department of Education
OSEP – Office of Special Education Programs, U.S. Department of Education
OSERS – Office of Special Education and Rehabilitative Services, U.S. Department of Education
PK-12 – Pre-kindergarten through grade 12
PS -12 – Preschool through grade 12
Preschool-12 – Preschool through grade 12
PS – Preschool
SEA – State Educational Agency
Section 504 - Section 504 of the Rehabilitation Act of 1973
SY – School Year
Title VI – Title VI of the Civil Rights Act of 1964
Title IX – Title IX of the Education Amendments of 1972
URL – Uniform Resource Locator
Public Burden Statement
According
to the Paperwork Reduction Act of 1995, no persons are required to
respond to a collection of information unless such collection
displays a valid OMB control number. The valid OMB control number
for this information collection is 1870-0504. Public reporting
burden for the 2025‒26
and 2027‒28
collections of information are estimated to average 22.1
23.0
16.9
hours per school survey response, and 7.0
6.0
hours per local educational agency survey response, including time
for reviewing instructions, searching existing data sources,
gathering and maintaining the data needed, and completing and
reviewing the collection of information. The obligation
to respond to this collection is mandatory
(20
U.S.C. § 3413, § 3472, § 7913, and § 7914). If
you have any comments concerning the accuracy of the time estimate,
suggestions for improving this individual collection, or if you have
comments or concerns regarding the status of your individual
submission of this survey, then please contact the U.S.
Department of Education, Office for Civil Rights, 400 Maryland
Avenue, SW, Washington, DC 20024
directly.
1 Statutory reference – Section 602(3) of IDEA, 20 U.S.C. § 1401(3).
2 Must be determined by a valid assessment.
3 Statutory reference – Section 8101(20) of ESEA.
4 The definition of an LEA is based on the definition from the Code of Federal Regulations (34 CFR § 303.23).
5 Also referenced in Attachment A-2: Data Groups for Civil Rights Data Collection for School Year 2025-26 and 2027-28.
6 Also referenced in Attachment A-2: Data Groups for Civil Rights Data Collection for School Year 2025−26 and 2027-28.
Page
A1-
| File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
| File Title | Attachment B-1 Overview of EDFacts |
| Author | Rosa Olmeda |
| File Modified | 0000-00-00 |
| File Created | 2025-08-08 |