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
July 2025
Supporting Statement, Part A: Justification
Revised after 60-day public comment period.
On January 16, 2025, the U.S. Department of Education’s Office for Civil Rights (OCR) released the Mandatory Civil Rights Data Collection (CRDC) information collection request (ICR) to the public, for a 30-day comment period. The ICR included changes made in response to the 60-day comment period. On February 10, 2025, OCR withdrew the ICR so that additional changes could be made to the ICR for consistency with the Trump Administration’s 2020 Title IX Rule and January 2025 Executive Order 14168 “Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government.” Those additional changes include:
Retirement of the nonbinary category and the nonbinary definition;
Retirement of the number of reported allegations of harassment or bullying of K-12 students on the basis of gender identity data element;
Retirement of the whether a local educational agency has a written policy or policies prohibiting harassment or bullying of students on the basis of gender identity data element;
Retirement of the web link to the policy or policies prohibiting harassment or bullying of students on the basis of gender identity data element;
Retirement of the harassment or bullying on the basis of gender identity definition;
Removal of “gender identity” and “sex characteristics” from the harassment or bullying on the basis of sex definition; and
Removal of “gender identity” from the rape and sexual assault definitions.
This replacement ICR, which seeks notice and comment on proposed changes to the 2025–26 and 2027–28 CRDCs, include the changes listed above.
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 and in response to the Trump Administration’s priorities. Additional changes (including technical edits and revisions) were made for clarity, accuracy, and consistency. Changes in response to the 60-day public comments appear as red text, while changes in response to the Trump Administration’s priorities appear as dark red text. Technical edits and revisions appear as purple text.
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 OCR investigates complaints alleging discrimination to determine whether the federal civil rights laws OCR 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 2025‒26 and 2027‒28 school years.
OCR has collected civil rights data from the nation’s public schools on a generally 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 the Office of Management and Budget [OMB] as control # 1870-0500). OCR administered the 2004, 2006, 2009–10, and 2011–12 CRDC primarily online 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, 2021‒22, and 2023‒24 CRDCs, 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. Similarly, optional elements introduced in the 2021‒22 CRDC became required for the 2023‒24 CRDC.
As in previous years, OCR is proposing some changes for the 2025‒26 and 2027‒28 CRDCs, including 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 students served in non-LEA facilities are subjected to restraint and seclusion. OCR believes these are areas where additional data are needed to better inform both civil rights enforcement and the provision of technical assistance. OCR is also proposing to remove certain COVID-19 related questions about schools that provided remote instruction during the pandemic.
Explain the circumstances that make the collection of information necessary. What is the purpose for this information collection? Identify any legal or administrative requirements that necessitate the collection. Include a citation that authorizes the collection of information. 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, list the sections with a brief description of the information collection requirement, and/or changes to 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. § 106.81, 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.
Relatedly, 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, require state educational agencies (SEA) 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.
Race and ethnicity data in the
CRDC have been collected and tabulated based on the Office of
Management and Budget’s (OMB’s) 1997 Statistical Policy
Directive No 15 (SPD 15) on federal race and ethnicity data
standards. On March 29, 2024, OMB updated 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.
OCR has examined the use of data collected for the 2020‒21 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 2025‒26 and 2027‒28 CRDCs. A summary of the proposed changes is below.
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 proposed data collections will inform OCR’s policy development and enforcement efforts and will allow ED to assess and protect the civil rights of all students throughout the nation.
For the 2023–24 CRDC, in
which schools will begin
began submitting data in December 2024, OCR added 2
directional indicators to the school survey relating to instruction
type offered and remote instruction settings due to the COVID-19
pandemic. Because the pandemic has ended, for the 2025–26 and
2027–28 CRDCs, OCR has dropped the 2 directional indicators and
proposes to add 2 new school-level data elements that collect
instruction type offered and remote instruction settings data not
tied to the COVID-19 pandemic.
OCR also proposes to collect
during the 2025‒26 and 2027‒28 CRDCs the school-level
counts of students who received at least one informal removal and
the number of instances of informal removals at the school level.
OCR proposes that this collection include the number of preschool
students who received at least one informal removal (disaggregated by
race, sex, disability, and English learner status), the number of
K-12 students without disabilities who received at least one informal
removal (disaggregated by race, sex, and English learner status), and
the number of K-12 students with disabilities who received at least
one informal removal (disaggregated by race, sex, disability, and
English learner status). The instances of
preschool and K-12 students who receive an informal removal will be
disaggregated by students without disabilities, students with
disabilities (IDEA), and students with disabilities (Section 504
only). OCR also proposes to define informal removal as “any
action by a school staff member to remove a student (regardless of
age, grade level, or disability status) from an education program or
activity for a period of time without the incident being entered into
a student’s record or without providing written notification
about the incident to the student’s guardian
an
instance in which a child is temporarily removed from their regular
classroom(s), physical school setting, or remote setting (e.g.,
online classroom where remote learning takes place) for any period of
time for disciplinary purposes. Informal removals may stem from a
disciplinary incident or incidents that may or may not be documented,
and include removals resulting from an informal agreement between the
school and student’s parent or guardian to remove the student
from the educational setting in lieu of the student facing official
exclusionary discipline (e.g., a suspension).”
This definition is based, in part, on input provided by the public
during the public comment periods for the 2021‒22 and 2023‒24
CRDCs ICR. OCR also poses
and in response to the directed questions posed
in Attachment A-5 during the 60-day
comment period about the proposed definition
for the 2025‒26 and 2027‒28 CRDCs.
Additionally, OCR is interested in learning more about the experiences of students enrolled in an LEA but being served only in non-LEA facilities. Accordingly, OCR proposes to collect LEA-level data on the number of preschool students enrolled in an LEA and who are being served in a non-LEA facility only (disaggregated by race, sex, disability, and English learner status) and the number of K-12 students enrolled in an LEA and who are being served in a non-LEA facility only (disaggregated by race, sex, disability, and English learner status). OCR additionally proposes the collection of the number of K-12 students enrolled in an LEA and who are being served in a non-LEA facility only that are subjected to mechanical restraint, physical restraint, and seclusion (disaggregated by race, sex, disability, and English learner status).
Further, OCR is interested in collecting more information about teacher certification in specialized areas, particularly in bilingual education. OCR currently collects data on the number of FTE teachers who are certified/licensed/endorsed in four specialized areas—mathematics, science, special, education, and English as a second language. The present category of English as a second language refers to teaching English to non-native speakers. OCR posed a directed question in Attachment A-5 during the 60-day comment period asking whether bilingual education certification/license/endorsement should be added as a fifth specialized area. In response to those comments, OCR proposes collecting the number of FTE teachers who hold bilingual certification. OCR also proposes definitions of bilingual and English as a second language certification/license/endorsement that explicitly distinguish the two below:
Bilingual certification/license/endorsements: a certification, license, or endorsement that focuses on bilingualism and biliteracy and may incorporate the use of a child’s primary language to provide full access to the curriculum for non-English speakers. This bilingual certification, license, or endorsement differs from English as a second language certification. licenses, or endorsement, where the focus is on providing English-only instruction.
English as a Second Language certification/license/endorsements: a certification, license, or endorsement that focuses on teaching English to non-native speakers. It is also commonly known as Teaching English to Speakers of Other Languages and English Language Teaching. This certification, license, or endorsement differs from Bilingual certification, license, or endorsement where the focus is dual language instruction.
Finally, OCR proposes to
collect information on threat assessments. ED’s discontinued
School Survey on Crime and Safety previously collected information on
threat assessments, and OCR’s proposal seeks to continue the
collection of data on this topic. OCR posed directed questions in
Attachment A-5 during the 60-day comment period asking about proposed
definitions of threat assessment and threat assessment team. In
response to those comments, Specifically,
OCR proposes to ask whether schools have a threat assessment team or
any other formal group of persons to identify students who may
pose a threat of targeted violence in schools might
be a potential risk for violent or harmful behavior (toward
themselves or others). Additionally,
in response to those comments, OCR proposes to define a threat
assessment as “a formalized process of identifying, assessing,
and managing students who may pose a threat of targeted violence in
schools. The term
“threat assessment”
does not
include screening conducted to
evaluate a student’s need for specialized services or supports
under Section 504 or the IDEA, where the focus is on determining
eligibility for services and is not an appraisal of a student’s
behavior to assess a threat.” OCR also poses
posed directed questions in Attachment A-5 during
the 60-day comment period on collecting additional information
about students who receive a threat assessment referral,
and, depending on public comment, may propose collecting additional
information on threat assessments as early as the 2025‒26 CRDC.
In response to those comments, OCR proposes to
collect information on the sex, race/ethnicity, disability, and
English Learner status of students referred for a threat assessment.
OCR anticipates that the new collections of data related to informal removals, students in non-LEA facilities, teacher certification, and threat assessments will provide OCR with a greater range of information about the experiences of all students throughout the nation and will inform OCR’s policy and enforcement work protecting students’ civil rights.
The proposed new data elements follow:
Non-COVID-19-related Instruction
Instruction type (in-person instruction, remote instruction, or both) [see, Attachment A-2, page 49 (Data Group 907)]; and
Remote instruction setting (students physically in school setting while teachers in remote location, students not physically in school setting, or both) [see, Attachment A-2, page 74 (Data Group 1048)].
Informal Removals
Number of instances of informal removals that preschool students received (disaggregated by students without disabilities; students with disabilities (IDEA), students with disabilities (Section 504 only)) [see, Attachment A-2, page 48 (Data Group 1055); see also, Attachment A-3, page 30 (Preschool (Informal Removals))];
Number
of preschool students who received at least one informal removal
(disaggregated by race, sex [male, female], disability-IDEA,
disability-Section 504 only, EL) [see,
Attachment A-2, page
46
45
(Data Group 1004)];
Number of instances of informal removals that K-12 students received (disaggregated by students without disabilities; students with disabilities (IDEA), students with disabilities (Section 504 only)) [see, Attachment A-2, page 48 (Data Group 1054)];
Number
of K-12 students with disabilities who received at least one
informal removal (disaggregated by race, sex [male, female,
nonbinary*],
disability-Section 504 only, EL) [see,
Attachment A-2, page
47
46
(Data Group 1005)];
and
Number
of K-12 students without disabilities who received at least one
informal removal (disaggregated by race, sex [male, female,
nonbinary*],
EL) [see,
Attachment A-2, page
48
47
(Data Group 1006)].
* Only
schools/LEAs that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data.
Non-LEA Facilities
Number of preschool students enrolled in the LEA and who were being served in non-LEA facilities only (disaggregated by race, sex [male, female], disability-IDEA, disability-Section 504 only, EL) (LEA-level) [see, Attachment A-2, page 62 (Data Group 939)];
Number of K-12 students
enrolled in the LEA and who were being served in non-LEA facilities
only (disaggregated by race, sex [male, female,
nonbinary*], disability-IDEA, disability-Section
504 only, EL) (LEA-level) [see, Attachment A-2, page 61
(Data Group 910)];
Number
of K-12 students enrolled in the LEA and who were being served in
non-LEA facilities only, subjected to mechanical restraint
(disaggregated by race,
sex [male, female,
nonbinary*],
disability-IDEA,
disability-Section 504 only, EL)
(LEA-level) [see,
Attachment A-2, page
77 (Data Group 1049); see
also, Attachment A-3,
page 5 (Data Category: Action
(Restraint or Seclusion))];
Number
of K-12 students enrolled in the LEA and who were being served in
non-LEA facilities only, subjected to physical restraint
(disaggregated by race,
sex [male, female,
nonbinary*],
disability-IDEA, disability-Section 504 only, EL)
(LEA-level) [see,
Attachment A-2, page
77 (Data Group 1049);
see also, Attachment
A-3, page 5 (Data Category: Action
(Restraint
or Seclusion))]; and
Number
of K-12 students enrolled in the LEA and who were being served in
non-LEA facilities only, subjected to seclusion (disaggregated
by race, sex [male, female,
nonbinary*],
disability-IDEA,
disability-Section 504 only)
(LEA-level) [see,
Attachment A-2, page 77 (Data Group 1049);
see also, Attachment A-3, page 5 (Data Category: Action (Restraint
or Seclusion))].
* Only
schools/LEAs that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data.
Threat
Assessment Team
Number of preschool students who were referred for a threat assessment (disaggregated by race, sex [male, female], disability-IDEA, disability-Section 504 only, EL) [see, Attachment A-2, page 108 (Data Group 1051)];
Number
of K-12 students with disabilities who were referred for a threat
assessment (disaggregated by race, sex [male, female,
nonbinary*],
disability-Section
504 only, EL) [see,
Attachment
A-2, page 108 (Data Group 1052)]; and
Number
of K-12 students without disabilities who were referred for a threat
assessment (disaggregated by race, sex [male, female,
nonbinary*],
EL) [see,
Attachment
A-2, page 109 (Data Group 1053)].
* Only
schools/LEAs that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data.
Teacher Certification in Specialized Areas -- Bilingual
Number of full-time equivalent teachers that have a bilingual certification/license/endorsement (values entered as a decimal to the hundredths place) [see, Attachment A-2, page 94 (Data Group 1039); see also, Attachment A-3, page 7 (Data Category: Certification Areas)].
Retired Data Elements
For the 2020‒21,
2021‒22, and 2023‒24 CRDCs, OCR included 2 school-level
data elements that asked schools to describe the amount of remote
instruction received by students (i.e., how many hours of remote
instruction in a day on average; what percent of students received
remote instruction) in those schools that offered remote or hybrid
instruction due to the COVID-19 pandemic. Because the pandemic has
ended, OCR proposes
originally proposed to retire the
two data elements. However, in response to the
60-day public comments that OCR received, OCR has decided to propose
the retirement of the COVID-related remote instruction amount data
element and revise the percentage of students who received remote
instruction data element. The proposed retired data elements
follows:
COVID-related
Remote Instruction Amount and
Percentage
The
amount of remote instruction provided by teachers [see,
Attachment A-2, page
A-2, page 72 (Data Group 1041)];
and
The
percentage of students who received remote instruction from
teachers at any point during the regular school year, not including
intersession or summer [see,
Attachment
A-2, page 73 (Data Group 1042)].
C. Revised Data Elements
OCR proposes a change to the date of collection for information about the Title IX (prohibits discrimination on the basis of sex) civil rights coordinator, the Title VI (prohibits discrimination on the bases of race, color, or national origin) civil rights coordinator, and the Title II and Section 504 (prohibits discrimination on the basis of disability) civil rights coordinator. Previous CRDCs instructed recipients to provide the name of the person who was coordinator at the end of the school year about which the data were collected. OCR proposes instructing recipients to provide the name of the person who was coordinator in the following school year, on October 1 or the closest school day to October 1, also known as the Fall snapshot date. By collecting the coordinator information about the school year after the year about which the data are collected (the school year in which data usually are reported to OCR), the public will have access to more current contact information.
Civil Rights Coordinators Contact Information
Contact information (first name; last name; 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 [see, Attachment A-2, page 19 (Data Group 916); see also, Attachment A-3, page 11 (Data Category: Civil Rights Law (Coordinators))].
Based on the 60-day public comments that OCR received, OCR also proposes to revise the percentage of students who received remote instruction data element by not referring to COVID-related instruction and by limiting it to schools and justice facilities that offered a hybrid of in-person and remote instruction. This data element will capture the percentage of students who received remote instruction from teachers at any point during the regular school year, not including intersession or summer. Data responders may choose from 1-25%, 26-50%, 51-75%, or over 75% to report the percentage of students that received remote instruction from a teacher at any point during the school year.
Remote Instruction Percentage
The percentage of students who received remote instruction from teachers at any point during the regular school year, not including intersession or summer [see, Attachment A-2, page 73 (Data Group 1042)].
Changes for Consistency with 2020 Title IX Rule and Executive Order (EO) 14168
The Trump Administration’s 2020 Title IX Rule prohibits discrimination based on sex in education programs that receives financial assistance and does not expand the meaning of “on the basis of sex” to include gender identity. President Trump’s January 2025 Executive Order (EO) 14168, “Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government” defines sex as “an individual's immutable biological classification as either male or female,” and recognizes two sex categories only, male and female. The EO also states that gender identity cannot be recognized as a replacement or synonym for sex, and it mandates the cease of the collection of gender identity data. Furthermore, the EO orders all agencies and departments within the Executive Branch to “enforce all sex-protective laws to promote [the] reality that there are “two sexes, male and female,” and that “[t]hese sexes are not changeable and are grounded in fundamental and incontrovertible reality.” ED issued a Dear Colleague Letter on February 4, 2025, to K-12 schools and institutions of higher education, advising educators and administrators that OCR would enforce Title IX protections on the basis of biological sex in schools and campuses, consistent with President Trump’s Order. Therefore, to align with the Trump Administration’s Title IX Rule and EO involving sex and gender identity, OCR proposes the retirement of the nonbinary category and the gender identity category from the CRDC. The data elements and definitions impacted by the retirement of the two categories are presented below.
The proposed retired data elements follow:
Harassment or Bullying
Number of reported allegations of harassment or bullying of K-12 students on the basis of gender identity [see, Attachment A-3, pages 9-10 (Data Category: Civil Rights Category (Allegations))];
Whether an LEA has a written policy or policies prohibiting harassment or bullying of students on the basis of gender identity (LEA-level) [see, Attachment A-2, page 37 (Data Group 1034)]; and
Web link to the policy or policies prohibiting harassment or bullying of students on the basis of gender identity (LEA-level) [see, Attachment A-2, page 39 (Data Group 1035)].
The proposed retired definitions follow:
Nonbinary: means not exclusively male or female.
Harassment or bullying on the basis of gender identity: harmful conduct based on actual or perceived gender identity (including harassment because a student identifies as or is perceived to be transgender, cisgender, or nonbinary). Harassment or bullying may take many forms, including verbal acts and name-calling; graphic and written statements, which may include use of cell phones or the Internet; or other conduct that may be physically threatening, harmful, or humiliating. Harassment or bullying includes conduct carried out by school employees, other students, or third parties.
The proposed revised definitions follow:
Harassment
or bullying on the basis of sex: harmful
conduct based on actual or perceived sex (including sexual
orientation, gender
identity, sex characteristics,
sex stereotypes, and pregnancy). Harassment or bullying may take
many forms, including verbal acts and name‐calling; graphic
and written statements, which may include use of cell phones or the
Internet; or other conduct that may be physically threatening,
harmful, or humiliating. This includes sexual harassment, sexual
assault, and rape. Harassment or bullying includes conduct carried
out by school employees, other students, or third parties.
Rape:
the penetration, no matter how slight, of the vagina or anus with
any body part or object, or oral penetration by a sex organ of
another person, without consent, including when a person is unable
to give consent. All students, regardless of sex,
or
sexual orientation,
or gender identity,
can be victims of rape.
Sexual
assault: any
sexual act directed against another person without consent,
including when a person is unable to give consent. It includes
threatened rape, fondling, indecent liberties, or child molestation.
All students, regardless of sex,
or
sexual orientation,
or gender identity,
can be victims of sexual assault. Classification of these incidents
should take into consideration the age and developmentally
appropriate behavior of the offender(s).
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 OCR 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 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 (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.
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. Please identify systems or websites used to electronically collect this information. 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 2025‒26 and 2027‒28 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. Indicator 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, only 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. Additionally, indicator questions can also skip nonapplicable cells in a table, or fill cells with corresponding zeros based on the answers to the guiding questions.
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. 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 2025‒26 and 2027‒28 CRDCs.
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. To consolidate and centralize preschool-grade 12 data collections, definitions need to be standardized. If the same term has multiple definitions, then 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 the National Center for Education Statistics (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, 2021−22, 2023−24, 2025‒26, and 2027‒28 CRDCs. OCR continues to coordinate with other program offices to determine where it is possible to reduce burden and eliminate duplication. For example, OCR has collaborated with NCES to make the NCES School Level Finance Survey (SLFS) collection (OMB control # 1850-0930) mandatory and to use the SLFS expenditure data for civil rights enforcement purposes. This change resulted in the reduction of the reporting burden on LEAs and removed 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 state, 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 its 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, 2020–21, 2021‒22, and 2023‒24 collections were universal collections from all LEAs. Similarly, the 2025‒26 and 2027‒28 collections are being proposed as 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 pre-collection checklist which highlights 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, 2021‒22, and 2023‒24 CRDCs and will continue to do so for the 2025‒26 and 2027‒28 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 students’ access to educational opportunities and the educational environment 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 released to the public contained data from the 2021–22 school year. 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.
Race and ethnicity data in the
CRDC have been collected and tabulated based on the Office of
Management and Budget’s (OMB) 1997 Statistical Policy Directive
No 15 (SPD 15) on federal race and ethnicity data standards.
The present ICR contains no changes to the race and ethnicity items
that have historically been part of this collection and is therefore
compliant with the 1997 SPD 15 standards. In March 2024, OMB
announced revisions to SPD 15 and published the revised SPD 15
standards in the Federal Register (89 FR 22182). ED is
currently working on an action plan for compliance with the newly
revised SPD 15 standards, which will fully take effect on March 28,
2029. 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. OCR will submit to OMB either a non-substantive
change request to revise the standards for this information
collection or an ICR for the 2029‒30 school year that includes
changes to the race and ethnicity items. Either the change
request or the 2029‒30 CRDC ICR will address the 2024 SPD 15
standards for the race and ethnicity items.
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 the 60 day 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 2025‒26 and 2027‒28 CRDCs through a 60-day notice and
will provide the public a
second opportunity to comment through a 30-day notice
published in the Federal Register (Vol 89, pages 83,671-672) on
October 17, 2024. A total of 104 commenters submitted comments in
response. A summary of the comments received and actions taken in
response to them is available in Attachment B. ED
provided the public an opportunity to comment through a 30-day notice
published on January 16, 2025, but was withdrawn on February 10,
2025. Now, ED is providing the public a second opportunity to comment
through another 30-day notice.
If,
after the 30-day comment period, OCR is inclined to recommend to OMB
either that new items not proposed in Supporting Statement A, as
revised in response to the 60-day comments, be added; or that items
previously approved for the 2023‒24 collection that are not
identified for potential deletion in Supporting Statement A, as
revised in response to the 60-day comments, be deleted, OCR will
solicit further public comment on those changes before seeking final
OMB approval.
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 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, or
gender identity 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 for
the 2013–14 and 2015–16 CRDC collections. For
the 2021−22 and 2023−24 CRDCs, OMB approved the
collection of allegations of harassment or bullying data on the basis
of gender identity. OMB
also approved the disaggregation 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 (2022), available at
https://le.fbi.gov/file-repository/hate-crime-data-collection-guidelines-and-training-manual.pdf/view.
Harassment or bullying of
students on the basis of sexual orientation and religion remains a
serious problem. For example, during
the COVID-19 pandemic, the
2020−21
2021−22 CRDC showed that 3%
2% of all reported harassment or bullying was about religion
and 19%
16% was about sexual orientation. OCR proposes to continue the
collection of religion harassment allegations data by categories that
mirror the FBI’s Hate Crimes Data Collection religion
categories because it remains necessary to gain an understanding of
the perceived religions targeted with harassing or bullying behavior.
This disaggregation is particularly important in light of the
reported rise in antisemitic and anti-Muslim harassment.
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 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
orientation, gender identity,
or religious beliefs, OCR does not
believe these questions are of a sensitive nature. LEAs will not be
required to include religious affiliation,
or 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. Since the introduction of
the collection of allegations of harassment or bullying on the basis
of sexual orientation and religion data in the 2013–14 CRDC,
OCR has not received any complaints or reports that these collections
have caused LEAs to engage in intrusive questioning of students.
Additionally,
OMB approved OCR adding to the
2021−22 and 2023−24 CRDCs
a third sex category to capture data regarding students who identify
as nonbinary. Responses from the 2021‒22 CRDC indicate that in
more than a dozen states, at least 10 LEAs collect nonbinary data and
have at least 1 nonbinary student.
requiring LEAs and schools that
collect nonbinary data and have at least one nonbinary student to
complete questions that disaggregate by three sex categories (male,
female, nonbinary), OCR can monitor the expansion of the use of the
category and the growth of the number of students who identify as
nonbinary. By
collecting these data from those who already record it, OCR
recognizes and affirms the existence of individuals who do not
identify as male or female. Further, these data may provide some
insights into the educational experiences of nonbinary students as a
class.
Provide estimates of the hour burden for this current information collection request. 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) |
|
|
|
17,717 |
17,717 |
99.50 |
1,762,790 |
$51.48 |
$
$90,748,430 |
Annualized Totals
|
|
|
17,717 |
17,717 |
99.50
|
1,762,790 |
$51.48 |
$ $90,748,430 |
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 2023–24 CRDC, the burden was estimated to be 2,191,180 hours across 17,884 LEA respondents, and their approximately 99,477 schools with students in membership, based on an estimated 21.2 hours per school survey and 4.6 hours per LEA survey on average. For elementary schools, the burden was estimated to be 13.7 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 22.7 hours per school survey.
For the 2025−26 and
2027−28 CRDCs, OCR is proposing to add more items at
the LEA level than the items
that OCR is proposing to
discontinue. Many of the proposed new items at the LEA level are
only relevant to those LEAs that have at least one student enrolled
who will be served in a non-LEA facility. OCR projects that about
one third of LEAs will have at least one student enrolled who will be
served in a non-LEA facility2
and about two thirds of LEAs will not. There will be an average
increase in burden of 52.0
30.1 percent for the total number of responses required in the
LEA survey (more for LEAs serving students in non-LEA facilities,
less for LEAs not serving students in such facilities). For
the school survey, OCR is proposing to discontinue more items than
OCR is proposing to add. For the school
survey, there will be an
increase
decrease in burden of 4.1
8.6
20.4 percent for an elementary school and
3.2
4.8
27.3 percent for a secondary school, for the total number of
responses required. For elementary schools, the burden is estimated
to be 14.3 14.9
10.9 hours per school survey. For secondary schools, the
burden is estimated to be 23.4
23.8
16.5 hours per school survey.
Previous – CRDC (2023–24) |
Schools: 99,477 LEAs: 17,884 |
Schools: 21.2 LEAs: 4.6 |
Schools: 2,108,913 LEAs: 82,267 Total: 2,191,180 |
New – CRDC (2025–26 and 2027–28) |
Schools: 98,017 LEAs: 17,717 |
Schools: 16.9
LEAs: |
Schools: 1,656,488
LEAs:
Total: 1,762,790 |
New Burden (2023–24 to 2025-26 or 2027‒28) |
Schools: -1460 LEAs: -167 |
Schools: -4.3
LEAs: |
Schools: -452,425
LEAs:
Total: -428,390 |
The number of schools per LEA
varies widely. An LEA with only one school would, on the average,
take 7.0
6.0 hours for the LEA survey and 22.1
23.0
16.9 hours for the school survey, for a total of 29.1
30.0
22.9 hours. An LEA with 10 schools would take 7.0
6.0 hours on the LEA survey and average 22.1
23.0
16.9 hours on each of the school surveys, for a total of 228
237
175 hours.
The total cost to respondents
for each CRDC is estimated to be $117,899,239
$122,440,547
$90,748,430 (2,290,195
2,378,410
1,762,790 hours multiplied by an average wage of $51.483
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 $5,550,000. 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 |
-428,390 (Annual Burden Hours) |
0 |
1,762,790 (Annual Burden Hours) |
|
Total Responses |
0 |
|
LEAs:
-167 |
LEAs: 17,717 (Annual Number of Responses) |
|
Total Costs (if applicable) |
0 |
-$21,659,104 (Annual Cost Burden) |
0 |
$90,748,430 |
|
The 2025‒26 and 2027‒28
CRDC surveys’ content revisions are a result of program change
due to agency discretion. Also, OCR’s estimated universe of
public LEA respondents decreased for the 2025‒26 and 2027‒28
CRDC surveys. This was due to a decrease in the number of public
LEAs in the U.S. during the 2023‒24 school year. Approximately
17,717 LEAs will respond for themselves and their 98,017 schools to
the request for data. This results in a total burden estimate of
2,290,195 2,378,410
1,762,790 hours for each survey. The annual government cost
is similar to the cost of previous surveys, the last of which is the
2021–22 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 (https://civilrightsdata.ed.gov/), with privacy protections in place. ED makes data available through a website that displays a “summary of select facts” for the nation, a state, an LEA, or a school, which displays data about key issues through tables and charts. Users also have the option to access complete CRDC restricted-use data files. The website was updated in 2023.
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 an alternate 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 Spring 2026 for the 2025−26 collection and in Spring 2028 for the 2027‒28 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 updated training materials for LEAs to understand the data elements collected on the CRDC and the survey submission process, posted on the support center’s website. The 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 2026 for the 2025–26 collection and in Summer 2028 for the 2027‒28 collection.
During the third phase, the
survey submission window opens with email notification to all
participating LEAs. LEAs will be given a minimum of 60 days 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
Fall and Winter 2026 for the 2025–26 collection and
Fall and Winter 2028 for the 2027–28 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 (https://civilrightsdata.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 2025‒26 and 2027‒28 CRDC Data Elements
Data elements that OCR is
proposing to change from the previously-approved 2021‒22 CRDC
and 2023–24 CRDC Information Collection (approved in April
2023) are indicated by underline (add new
element) or strikethrough (delete data
element previously collected).
COVID-related
Items
Amount
of remote instruction provided by teachers.
Percentage
of students who received remote instruction
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).
Students enrolled in the LEA and served in non-LEA facilities only:
Number of students (preschool-12) enrolled in the LEA and served in non-LEA facilities only (LEA).
Number of preschool students enrolled in the LEA and served in non-LEA facilities only (disaggregated by race, sex [male, female], disability-IDEA, disability-Section 504 only, EL) (LEA). (Required for 2025‒26 and 2027‒28 CRDCs.)
Number
of students (K-12) enrolled in the LEA and served in non-LEA
facilities only (disaggregated by race, sex [male, female,
nonbinary], disability-IDEA,
disability-Section 504 only, EL) (LEA). (Only
LEAs that already disaggregate student enrollment data to include
nonbinary students are required to report these nonbinary data).
(Required for 2025‒26 and 2027‒28 CRDCs.)
Number
of students (K-12) enrolled in the LEA and served in non-LEA
facilities only, subjected to mechanical restraint (disaggregated
by race, sex [male, female,
nonbinary], disability-IDEA,
disability-Section 504 only, EL) (LEA). (Only
LEAs that already disaggregate student enrollment data to include
nonbinary students are required to report these nonbinary data).
(Optional for 2025‒26 CRDC and required for 2027‒28
CRDC.)
Number
of students (K-12) enrolled in the LEA and served in non-LEA
facilities only, subjected to physical restraint (disaggregated by
race, sex [male, female,
nonbinary],
disability-IDEA, disability-Section 504 only, EL)
(LEA). (Only LEAs that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data). (Optional for
2025‒26 CRDC and required for 2027‒28 CRDC.)
Number
of students (K-12) enrolled in the LEA and served in non-LEA
facilities only, subjected to seclusion (disaggregated by race,
sex [male, female,
nonbinary],
disability-IDEA, disability-Section 504 only, EL)
(LEA). (Only LEAs that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data). (Optional for
2025‒26 CRDC and required for 2027‒28 CRDC.)
Number
of students
(K-12) enrolled in school
(disaggregated
by race, sex [male, female,
nonbinary],
disability-IDEA,
disability-Section
504 only, EL).
(Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
Number
of students
with disabilities
(K-12) served under IDEA (disaggregated
by race, sex [male, female,
nonbinary],
EL). (Only schools that
already disaggregate student enrollment data to include nonbinary
students are required to report these nonbinary data).
Number
of students
with disabilities
(K-12) served under Section 504 of the Rehabilitation Act
(disaggregated
by race, sex [male, female,
nonbinary],
EL). (Only schools that
already disaggregate student enrollment data to include nonbinary
students are required to report these nonbinary data).
Number
of EL students (K-12) enrolled in school (disaggregated
by race, sex [male, female,
nonbinary]).
(Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
Number
of EL students (K-12) enrolled
in EL
programs
(disaggregated
by race, sex [male, female,
nonbinary],
disability-IDEA).
(Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
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:
Mathematics
Science;
English/reading/language arts; and
Other academic subjects.
Contact information (first name; last name; 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).
Instruction type offered (in-person instruction, remote instruction, or both). (Required for 2025‒26 and 2027‒28 CRDCs.)
Remote instruction setting (students physically in school setting while teachers in remote location, students not physically in school setting, or both). (Required for 2025‒26 and 2027‒28 CRDCs.)
Percentage of students who received remote instruction (excludes COVID-related instruction and is limited to schools and justice facilities that offered a hybrid of in-person and remote instruction). (Required for 2025‒26 and 2027‒28 CRDCs.)
Whether the school has a threat assessment team. (Required for 2025‒26 and 2027‒28 CRDCs.)
Number of preschool students who were referred for a threat assessment (disaggregated by race, sex [male, female], disability-IDEA, disability-Section 504 only, EL). (Optional for 2025‒26 CRDC and required for 2027‒28 CRDC.)
Number
of K-12 students with disabilities who were referred for a threat
assessment (disaggregated by race, sex [male, female,
nonbinary],
disability-Section 504 only, EL). (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data). (Optional for 2025‒26
CRDC and required for 2027‒28 CRDC.)
Number
of K-12 students without disabilities who were referred for a
threat assessment (disaggregated by race, sex [male, female,
nonbinary], EL).
(Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
(Optional for 2025‒26 CRDC and
required for 2027‒28 CRDC.)
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 [male, female,
nonbinary],
EL). (Only schools that
already disaggregate student enrollment data to include nonbinary
students are required to report these nonbinary data).
Number
of students
with disabilities
who
received
one
or more
in-school
suspension
(disaggregated
by race,
sex [male, female,
nonbinary],
disability-Section
504 only, EL).
(Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
Students who received one out-of-school suspension:
Number of preschool students who received one out-of-school suspension (disaggregated by race, sex [male, female], disability-IDEA, EL, disability-Section 504 only).
Number
of K-12
students
without
disabilities
who received
one out-of-school
suspension
(disaggregated
by race,
sex [male, female,
nonbinary],
EL). (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
Number
of K-12
students
with disabilities
who
received
one out-of-school
suspension
(disaggregated
by race,
sex [male, female,
nonbinary],
disability-Section
504 only, EL).
(Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
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 [male, female], disability-IDEA, EL, disability-Section 504 only).
Number
of K-12
students
without
disabilities
who received
more than
one out-of-school
suspension
(disaggregated
by race, sex
[male, female, nonbinary],
EL).
(Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
Number
of K-12
students
with disabilities
who
received
more than
one out-of-school
suspension
(disaggregated
by race, sex
[male, female, nonbinary],
disability-Section
504 only, EL).
(Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
Number of preschool students who were expelled (disaggregated by race, sex [male, female], disability-IDEA, EL, disability-Section 504 only).
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 [male, female, nonbinary],
EL). (Only schools that
already disaggregate student enrollment data to include nonbinary
students are required to report these nonbinary data).
Number
of students
with disabilities
who were
expelled
(with educational
services;
without
educational
services;
because
of zero-tolerance
policies)
(disaggregated
by race,
sex [male, female, nonbinary],
disability-Section
504 only, EL).
(Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
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 [male, female,
nonbinary],
EL). (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
Number
of students
with disabilities
who were
transferred
for disciplinary
reasons
to alternative
school
(disaggregated
by race,
sex [male, female,
nonbinary],
disability-Section
504 only, EL).
(Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
Students who received corporal punishment:
Number of preschool students who received corporal punishment (disaggregated by race, sex [male, female], disability-IDEA, disability-Section 504 only, EL).
Number
of K-12
students
without
disabilities
who received
corporal
punishment
(disaggregated
by race,
sex [male, female,
nonbinary],
EL). (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
Number
of K-12
students
with disabilities
who
received
corporal
punishment
(disaggregated
by race,
sex [male, female,
nonbinary],
disability-Section
504 only, EL).
(Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
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).
Number of instances of out-of-school suspensions that preschool students received (disaggregated by preschool students without disabilities, preschool students with disabilities-IDEA, preschool students with disabilities-Section 504 only).
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
[male, female, nonbinary],
disability-IDEA,
disability-Section 504
only,
EL). (Only schools that
already disaggregate student enrollment data to include nonbinary
students are required to report these nonbinary data).
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
[male, female, nonbinary],
EL). (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
Number
of students
with disabilities
who were
referred
to law
enforcement
agency
or official
(disaggregated
by race, sex
[male, female,
nonbinary],
disability-Section
504 only,
EL). (Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
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).
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 [male, female,
nonbinary],
EL). (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
Number
of students
with disabilities
who were
arrested
for
school-related
activity
(disaggregated
by race,
sex [male, female,
nonbinary],
disability-Section
504 only, EL).
(Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
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).
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).
Students, faculty, or staff deaths as a result of a homicide.
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.
Informal Removals
Number of preschool students who received at least one informal removal (disaggregated by race, sex [male, female], disability-IDEA, disability-Section 504 only, EL). (Optional for 2025‒26 CRDC and required for 2027‒28 CRDC.)
Number of instances of informal removals that preschool students received (disaggregated by preschool students without disabilities, preschool students with disabilities-IDEA, preschool students with disabilities-Section 504 only). (Optional for 2025‒26 CRDC and required for 2027‒28 CRDC.)
Number
of K-12 students without disabilities who received at least one
informal removal (disaggregated by race, sex [male, female,
nonbinary], EL). (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data). (Optional for
2025‒26 CRDC and required for 2027‒28 CRDC.)
Number
of K-12 students with disabilities who received at least one
informal removal (disaggregated by race, sex [male, female,
nonbinary], disability-Section 504 only,
EL). (Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
(Optional for 2025‒26 CRDC and required for 2027‒28
CRDC.)
Number of instances of informal removals that K-12 students received (disaggregated by students without disabilities, students with disabilities-IDEA, students with disabilities-Section 504 only). (Optional for 2025‒26 CRDC and required for 2027‒28 CRDC.)
Harassment or Bullying
Number
of reported allegations
of harassment
or bullying
of K-12
students on the
basis of: sex; sexual
orientation; gender identity;
race, color, or
national
origin;
disability;
religion.
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 [male, female,
nonbinary], disability-IDEA,
disability-Section 504
only, EL). (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
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 [male,
female, nonbinary],
disability-IDEA,
disability-Section
504 only, EL). (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
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).
Web link to policy or
policies prohibiting harassment or bullying of students on the
basis of: sexual orientation; gender
identity; or religion (LEA).
Restraint and Seclusion
Students (K-12) subjected to mechanical restraint:
Number
of non-IDEA
students
subjected
to mechanical
restraint
(disaggregated
by
race, sex [male, female,
nonbinary],
disability-Section
504 only, EL).
(Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
Number
of students
with disabilities
(IDEA)
subjected
to mechanical
restraint
(disaggregated
by race,
sex [male, female,
nonbinary],
EL). (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
Students (K-12) subjected to physical restraint:
Number
of non-IDEA
students
subjected
to physical
restraint
(disaggregated
by race, sex
[male, female, nonbinary],
disability-Section
504 only, EL).
(Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
Number
of students
with disabilities
(IDEA)
subjected
to physical
restraint
(disaggregated
by race,
sex [male, female,
nonbinary],
EL). (Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
Students (K-12) subjected to seclusion:
Number
of non-IDEA
students
subjected
to seclusion
(disaggregated
by race,
sex [male, female,
nonbinary], disability-Section
504 only, EL).
(Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
Number
of students
with disabilities
(IDEA)
subjected
to seclusion
(disaggregated
by race, sex
[male, female,
nonbinary],
EL). (Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
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 interscholastic athletics high school sports (with males only; with females only; with all students).
Number of interscholastic athletics high school teams (with males only; with females only; with all students).
Number
of students in grades 9-12 (or the ungraded equivalent) who
participated on interscholastic athletics sports teams
(disaggregated by sex [male, female,
nonbinary]. (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
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 years. (LEA).
Whether preschool is provided to: all students, students with disabilities (IDEA), students in Title I schools, students from low income families (LEA).
Whether preschool serves non-IDEA students age: 3 years; 4-5 years (LEA).
Whether the school’s preschool program serves non-IDEA students age: 3 years; 4-5 years.
Preschool length offered (full-day, part-day) and cost (free, partial/full charge) (LEA).
Number of students served by the LEA in preschool programs in LEA and non-LEA facilities (disaggregated by age: 3 years; 4 years; 5 years) (LEA).
Number of students ages 3-5 years enrolled in preschool (disaggregated by race, sex [male, female], EL, disability-IDEA, disability-Section 504 only).
Number of students in preschool who were ELs (disaggregated by race, sex [male, female]).
Number of EL preschool students enrolled in EL programs (disaggregated by race, sex [male, female], disability-IDEA).
Number of preschool students with disabilities served under IDEA enrolled in preschool (disaggregated by race, sex [male, female], EL).
Number of preschool students with disabilities served under Section 504 only enrolled in preschool (disaggregated by race, sex [male, female], EL).
Kindergarten length offered (full-day, part-day) and cost (free, partial/full charge) (LEA).
Pathways to College and Career
Number
of students
(preschool-12) enrolled
in gifted &
talented programs
(disaggregated
by race, sex [male, female,
nonbinary], disability-IDEA,
EL). (Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
Number
of students
(grades 9-12) enrolled
in distance education
courses (disaggregated
by race, sex [male, female,
nonbinary], disability-IDEA,
EL) (LEA). (Only
LEAs that already disaggregate student enrollment data to include
nonbinary students are required to report these nonbinary data).
Number
of students
(grades 9-12) enrolled
in at least one dual
enrollment/dual
credit program
(disaggregated
by race, sex [male,
female, nonbinary],
disability-IDEA,
EL). (Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
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.
Number
of students
ages 16-19
years who participated
in LEA-operated
high school
equivalency
exam preparation
program
(disaggregated
by race,
sex [male, female,
nonbinary],
disability-IDEA,
EL) (LEA). (Only LEAs that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
Number
of students
enrolled
in the International
Baccalaureate
(IB)
Diploma Programme
(disaggregated
by race, sex [male, female,
nonbinary],
disability-IDEA,
disability-504
only, EL). (Only schools that
already disaggregate student enrollment data to include nonbinary
students are required to report these nonbinary data).
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 [male, female, nonbinary],
disability-IDEA, disability-504
only, EL). (Only schools that
already disaggregate student enrollment data to include nonbinary
students are required to report these nonbinary data).
Number
of students enrolled in at least one AP course in specific subject
area (disaggregated by race, sex [male, female,
nonbinary], disability-IDEA, EL). (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data)
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).
Number of Algebra I classes in grades 7-8.
Number
of students
enrolled in
Algebra I in
grades
7-8 (disaggregated
by race,
sex [male, female,
nonbinary], disability-IDEA,
EL). (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
Number of
students
who
passed Algebra I
in grades 7-8
(disaggregated
by race, sex
[male, female, nonbinary],
disability-IDEA,
EL). (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
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 students
enrolled
in Algebra I
in grades:
9-10;
11-12
(disaggregated
by race, sex [male,
female, nonbinary],
disability-IDEA,
EL). (Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
Number
of students
who passed Algebra
I in grades:
9-10;
11-12
(disaggregated
by race, sex [male,
female, nonbinary],
disability-IDEA,
EL). (Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
Number
of students
enrolled
in math
courses in grades
9-12
(Geometry, Algebra
II, Advanced math,
Calculus)
(disaggregated
by race, sex [male, female,
nonbinary], disability-IDEA,
EL). (Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
Number of science classes in grades 9-12 (Biology, Chemistry, Physics).
Number
of students
enrolled
in science classes in
grades 9-12
(Biology,
Chemistry,
Physics)
(disaggregated
by race, sex [male, female,
nonbinary],
disability-IDEA,
EL). (Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
Number of computer science classes in grades 9-12.
Number
of students
enrolled
in computer science
classes in grades
9-12
(disaggregated
by race, sex [male, female,
nonbinary],
disability-IDEA,
EL). (Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
Number of data science classes in grades 9-12.
Number
of students
enrolled
in data science classes
in grades
9-12
(disaggregated
by race, sex [male, female,
nonbinary],
disability-IDEA,
EL). (Only schools that already
disaggregate student enrollment data to include nonbinary students
are required to report these nonbinary data).
Number
of students
who took
SAT, ACT,
or both,
anytime
during
school
year
(disaggregated
by race, sex [male, female,
nonbinary], disability-IDEA,
EL). (Only schools that
already disaggregate student enrollment data to include nonbinary
students are required to report these nonbinary data).
Number
of students
retained
in specified grade, by grade
(K-12)
(disaggregated
by race, sex
[male, female, nonbinary],
disability-IDEA;
disability-Section
504 only, EL). (Only
schools that already disaggregate student enrollment data to
include nonbinary students are required to report these nonbinary
data).
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 remote instruction.
Number of students (preschool-12) who needed a Wi-Fi hotspot from the school for remote instruction.
Number of students (preschool-12) who received Wi-Fi enabled devices from the school for remote instruction.
Number of students (preschool-12) who received a Wi-Fi hotspot from the school for remote instruction.
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, bilingual, English as a second language, special education). (All areas required for 2025‒26 and 2027‒28 CRDCs.)
Number of FTE first-year teachers (preschool-12).
Number of FTE second-year teachers (preschool-12).
Number of FTE teachers (preschool-12) absent more than 10 school days.
Number of teachers (preschool-12) employed at the school during the regular school year (disaggregated by race, sex [male, female]).
Number of teachers (preschool-12) employed at the school during both the [2024‒25 or 2026‒27] and the [2025‒26 or 2027‒28] regular school year.
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 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 For the 2021‒22 CRDC, 31.2 percent of LEAs reported having at least one student enrolled in an LEA but served in a non-LEA facility only. For the 2025‒26 and 2027‒28 CRDCs, OCR is assuming that the percent of LEAs that report having at least on student enrolled in an LEA but served in a non-LEA facility only will increase to 35 percent.
3 The mean hourly wage for an LEA education administrator is estimated at $51.48 per hour (SOC code 11-9039, Education Administrator), based on May 2023 Occupation and Employment Statistics, Bureau of Labor Statistics website, https://www.bls.gov/oes/current/999201.htm#11-0000, accessed September 16, 2024.
| File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
| File Title | SUPPORTING STATEMENT |
| Author | Rosa Olmeda |
| File Modified | 0000-00-00 |
| File Created | 2025-08-08 |