**PAPERWORK REDUCTION ACT SUBMISSION**  **SUPPORTING STATEMENT** 

### Mandatory **Civil Rights Data Collection**

**May 201**  **5** 

# Attachment A - 3 

# Data **Categories for**  **Civil Rights Data Collection f**  **or S chool**  **Y ear**  **201 5**  **– 1**  **6**Attachment A3 CRDC Data Set for School Year 2015

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Page A3 - 2 

## INTRODUCTION This attachment contains the information on the CRDC data categories. 1 For each data category , there is a table that provides the definitions, permitted values, and a list of the data groups that use that category . Th e data categories are listed in alpha betical order. The following is an index of the data categories in this attachment. **Name Page**  Academic Subject (Single - Sex Classes) A3 - 4 Action ( Restraint or Seclusion) A3 - 6 Age (Preschool) **Revised!** A3 - 7 AP Exam Participation Status A3 - 7 AP Exam Status A3 - 8 Civil Rights Category (Student Counts) A3 - 9 Civil Rights Category

(Allegations) A3 - 1 1 Civil Rights Law (Coordinators) A3 - 1 3 Disability Status (Corporal Punishment) A3 - 1 3 Disability Status (

IDEA ) A3 - 1 4 Disability Status ( Section 504 Only) A3 - 1 5 Disability Status (Specific) A3 - 1 6 Discipline Method **Revised!** A3 - 1 7 Discipline Method (Preschool) A3 - 20 Grade Level (K - 12) A3 - 2 1 Grade Span (Secondary) A3 - 2 1 Justice Facility

Duration A3 - 2 2 LEP Status (Onl y) A3 - 2 3 Mathematics ( High School Classes) A3 - 2 5 Mathematics ( High School Course Enrollment) A3 - 2 7 Offense Ty

pe A3 - 2 9 Personnel Ty

pe (School Finance FTE ) A3 - 3 1 Personnel Ty

pe (Salary

Expenditures ) A3 - 3 2 Preschool (Corporal Punishment and Suspension) A3 - 3 2 Racial Ethnic A3 - 3 3 Science (Classes and Course Enrollment) A3 - 3 5 Security Staff Ty pe A3 - 3 6
1 For information on data categories used exclusively by data groups collected through the EDFacts Submission System , see Attachment B - 4 of the EDFacts school years 2013

– 14, 2014

– 15, and 2015

– 16 information collection package titled, “Annual Mandatory Collection for Elementary and Secondary Education for EDFacts .” The OMB approved EDFacts information collection package (OMB control number: 1875 - 0240) is available at http://www.reginfo.gov/public/do/PRAViewIC?ref_nbr=201302 - 1875 - 001&icID =45336 .Attachment A3 CRDC Data Set for School Year 2015

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Page A3 - 3 Sex (Membership) A3 - 3 7 Subject Area (Advanced Placement) A3 - 39 Support Services Staff Type A3 - 4 0 Teaching Experience A3 - 4 1 Teacher (Year Employed) A3 - 4 1Attachment A3 CRDC Data Set for School Year 2015

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Page A3 - 4 

### CATEGORIES	USED FOR THE	CRDC **Category Name: Academic Subject (Single**  **- Sex Classes)**  **Definition** The course or subject area offered in academic classes in a co educational school where only male students or only

female students are permitted to take the class. **Comments** Algebra I

– Algebra I is a course that includes the study of properties and operations of the real number s ys tem; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of poly nomials; and solv ing simple quadratic equations. Algebra I is a foundation course leading to higher - level mathematics courses, including Geometry and Algebra II. Geometry

– Geometry

is a course that ty

pically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic sy stem including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity , parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles. Geometry is c onsidered a prerequisite for Algebra II. Algebra II

– Algebra II course topics ty pically include field properties and theorems; set theory ; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear eq

uations and inequalities; quadratic equations; solving sy stems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents. Other mathematics

– This includes all mathematics courses except Algebra I, Geometry , and Algebra II. It includes both basic mathematics courses and college - preparatory courses. English/reading/language arts

– This includes general English/reading/langua ge arts courses as well as college - preparatory English/reading/language arts courses . S cience

– This includes general science courses as well as college preparatory

science courses such as biology , chemistry , and ph ys ics.Attachment A3 CRDC Data Set for School Year 2015

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Page A3 - 5 Other academic subjects

– This includes history , social studies, foreign languages, and computer science. **Permitted Values**  Algebra I, G eometry , and/or Algebra II

 Other m athematics  English/r eading/ l anguage arts  Science  Other a cademic s ubjects **Data Groups**  976 Single - sex academic classes tableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 6 **Category Name: Action**  **( Restraint or Seclusion**  **) Definition**  The ty pe of restraint or seclusion action that a student was subjected to. **Comments** Mechanical restraint

– The use of an y device or equipment to

restrict a s tudent’s freedom of movement. The term does not include devices implemented by trained school personnel, or utilized by

a student that have been prescribed b y an appropriate medical or related services professional and are used for the specific and approved purposes for which such devices were designed, such as:  Adaptive devices or mechanical supports used to achieve proper body

position, balance, or alignment to allow greater freedom of mobility

than would be possibl e without the use of such devices or mechanical supports;  Vehicle safety restraints when used as intended during the transport of a student in a moving vehicle;  Restraints for medical immobilization; or  Orthopedicall y prescribed devices that permit a student to participate in activities without risk of harm. Phy sical restraint

– A personal restriction that immobilizes or reduces the ability

of a student to move his or her torso, arms, legs, or head freel y. The term phy sical restraint does not include a phy sical escort. Phy sical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location. Seclusion

– The involuntary confinement of a student a lone in a room or area from which the student is phy sicall y prevented from leaving. Itdoes not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non - lock ed setting, and is implemented for the purpose of calming. **Permitted Values**  Mechanical restraint

 Phy sical restraint  Seclusion **Data Groups**  959 Restraint or seclusion for IDEA students table

 960 Restraint s or seclusion for n on -IDEA students table  961 Restraint or seclusion instances tableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 7 **Category Name: Age**  **(Preschool )**  **Definition** The age of children served in preschool. **Comments Revised!**  Preschool refers to p reschool programs and services for children

ages 3 through 5 . The 2 - ye ars - old permitted value applies onl y to 2 - ye ar - old children who are allowed to be served in preschool at the start of the school ye ar because they

will turn 3 years of age sometime during the school year . **Permitted Values Revised!**   2 - ye ars - old

 3 ye ars - old  4 ye ars - old  5 ye ars - old **Data Groups**  957 Preschool children served table **Category Name: AP**  **Exam Participation Status Definition**  An indication of whether students who were enrolled in Advanced

Placement (AP ) courses took the AP exams for those courses . **Comments** Advanced Placement (AP)

– AP refers to a program, sponsored b y

the College Board, through which students may earn college credit and advanced college placement b y successfull y completing AP courses and standardized AP exams. Advanced Placement (AP) course

– An AP course is an advanced, college - level course designed for students who achieve a specified level of academic performance. Upon successful completion of the course and a standardized AP exam, a student may be qualified to receive college credit and/or placement into advanced college courses. **Permitted Values**  Students who took one or more AP exams for one or more (which may

include all) AP courses enrolled in  Students who were enrolled in one or more AP courses but who did not take an y AP exams **Data Groups**  904 Advanced Placement exam participation t ableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 8 **Category Name: AP Exam**  **Status Definition**  An indication of whether students who were enrolled in Advanced

Placement (AP ) courses received a qualifying score on the AP exams for those courses . **Comments** Advanced Placement (AP)

– AP refers to a program, sponsored b y

the College Board, through which students may earn college credit and advanced college placement by successfull y completing AP courses and standardized AP exams. Advanced Placement (AP) course

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

– A score of 3 or higher on an AP examination is considered a qualifying score . Students who earn AP exam scores of 3, 4, or 5 are generally considered to be qualified to receive college credit and/or placement into advanced courses due to the fact that thei r AP exam scores are equivalent to a college course score of "middle C" or above. However, the awarding of credit and placement is determined b y each college or university. **Permitted Values**  Students who received a qualifying score on one or more AP exams for one or more ( which may include all) AP courses enrolled in  Students who did not receive a qualifying score on any AP exams for the one or more AP courses enrolled in **Data Groups**  905 Advanced Placement exam participant results tableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 9 **Category Name: Civil Rights Category**  **(Student Counts) Definition**  Category of discrimination on a particular basis (including sex, race, and disability) . **Comments** Harassment or bull yi ng on the basis of s ex – Harassment or bullying

on the basis of sex includes sexual harassment or bullying and gender - based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors , and other verbal, nonverbal, or phy sical conduct of a sexual nature. Gender - based h arassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student’s actual or perceived sex, including harassment based on gender identity , gender expression, and nonconformity

with gender stereotyp es . Harassing conduct may take many forms, including verbal acts and name - calling, as well as non verbal behavior, such as graphic and written statements, or conduct that is phy sicall y threatenin g, harmful or humiliating. The conduct can be carried out b y school employees, other students, and non employee thi rd parties. Both male and female students can be victims of harassment or bullying on the basis of sex , and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment. Harassment or bull yi ng on the basis of race, color, or national origin

– Racial harassment or bullying is intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many

forms, including verbal acts and name - calling, as well as non - verbal behavior, such as graphic and written statements, or conduct that is phy sicall y threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non - employee third parties. Bullying on the basis of race, color, or nation al origin constitutes racial harassment. Harassment or bull yi ng on the basis of disability

– Disability harassment or bull yi ng is intimidation or abusive behavior toward a student based on actual or perceived disability . Harassing conduct may take many

f orms, including verbal acts and name - calling, as well as non - verbal behavior, such as graphic and written statements, or conduct that is phy sically threatening, harmful or humiliating. The conduct can be carried out by school emplo ye es, other students, an d non - employee third parties. Bull yi ng on the basis of disability constitutes disability

harassment.Attachment A3 CRDC Data Set for School Year 2015

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Page A3 - 10 **Permitted Values**  Sex

 Race, c olor or n ational o rigin  Disability **D ata Groups**   934 Harassment or bull yi ng— students disciplined table

 935 Harassment or bull yi ng— students reported as harassed or bullied tableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 11 **Category Name: Civil Rights Category (Allegations)**  **Definition** Category of discrimination on a particular basis (including sex, race, disability , sexual orientation, and religion) . **Comments** Harassment or bull yi ng on the basis of s ex – Harassment or

bullying on the basis of sex includes sexual harassment or bullying and gender - based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or ph ysical conduct of a sexual nature. Gender based h arassment or bullying is nonsexual int imidation or abusive behavior toward a student based on the student’s actual or perceived sex, including harassment based on gender identity , gender expression, and nonconformity with gender stereotyp es . Harassing conduct may

take man y forms, including ve rbal acts and name - calling, as well as non - verbal behavior, such as graphic and written statements, or conduct that is phy sicall y threatenin g, harmful or humiliating. The conduct can be carried out by school employees, other students, an d non - employee thi rd parties. Both male and female students can be victims of harassment or bullying on the basis of sex , and the harasser or bull y and the victim can be of the same sex. Bull yi ng on the basis of sex constitutes sexual harassment. Harassment or bull yi ng on the basis of race, color, or national origin

– Racial harassment or bullying is intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many

forms, including verbal acts and name - calling, as well as non - verbal behavior, such as graphic and written statements, or conduct that is phy sicall y threatening, harmful or humiliating. The conduct can be carried out by

school employees, other students, and non - employee third parties. Bull yi ng on the basis of race, color, or national origin constitutes racial harassment. Harassment or bull yi ng on the basis of disability

– Disability harassment or bull yi ng is intimidation or abusive behavior toward a student based on actual or perceiv ed disability . Harassing conduct may

take many

forms, including verbal acts and name calling, as well as non - verbal behavior, such as graphic and written statements, or conduct that is phy sicall y threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non - employee third parties. Bullying on theAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 12 basis of disability

constitutes disability

harassment. Harassment or bull yi ng on the basis of sexual orientation

– Sexual orientation harassment or bullying is intimidation or abusive behavior toward a student based on actual or perceived sexual orientation. Harassing conduct may take many

forms, including verbal acts and name - calling, as well as non - verbal behavior, such as graphic and written statements, or co nduct that is phy sicall y threatening, harmful or humiliating. The conduct can be carried out by school emplo ye es, other students, and non - employee third parties. Bull yi ng on the basis of sexual orientation constitutes sexual orientation harassment. Hara ssment or bull yi ng on the basis of religion

– Religious harassment or bull yi ng is intimidation or abusive behavior toward a student based on actual or perceived religion. Harassing conduct may take many

forms, including verbal acts and name - calling, as wel l as non - verbal behavior, such as graphic and written statements, or conduct that is phy sicall y threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non - employee third parties. Bullying on the basis of religion constitutes religious harassment. **Permitted Values**  Sex

 Race, c olor or n ational o rigin  Disability  Sexual orientation (was optional for 2013

– 14 CRDC)  Religion (was optional for 2013

– 14 CRDC) **D ata Groups**   933 Harassment or bull yi ng— reported allegations tableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 13 **Category Name: Civil Rights Law**  **(Coordinators) Definition**  Law that prohibits discrimination on a particular basis. **Comments** Title IX of the Education Amendments of 1972 prohibits

discrimination on the basis of sex. Title VIof the Civil Rights Act of 1964 prohibits discrimination on the bases of race, color, or national origin. Section 504 of the Rehabilitation Act of 1973 prohibits discrimination on the basis of disability in all programs or a ctivities that receiv e F ederal financial assistance. Title II of the Americans with Disabilities Act of 1990 prohibits discrimination on the basis of disability by public entities (including public schools) , whether or not they receive Federal financial assistance . **Permitted Values**  Sex (Title IX)

 Race, c olor or n ational o rigin (Title VI)  Disability

(Section 504 and Title II ) **D ata Groups**   916 Civil rights coordinators **Category Name: Disability Status ( Corporal Punishment)**  **Definition** An indication of whether incidents of corporal punishment are for

K - 12 students with disabilities or K - 12 students without disabilities. **Comments** Student with disabilities refers to students with disabilities served

under the Individuals with Disabilities Education Act , Section 504 of the Rehabilitation Act of 1973, as amended, or both. Attachment A - 1 includes the definition of children (students) with disabilities (

IDEA ). **Permitted Values**  Students with disabilities

 Students without disabilities **Data Groups**  917 Corporal punishment instances tableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 14 **Category Name: Disability Status ( IDEA**  **) Definition**  An indication that children (students) are children with disabilities

served under the Individuals with Disabilities Education Act ( IDEA ) . **Comments** This status is used when only children with disabilities served under IDEA need to be included. Attachment A - 1 includes the definition of children (students) with disabilities ( IDEA ). **Permitted Values**  Students with disabilities ( IDEA ) **Data Groups**   900 Advanced Placement c ourse by subject enrollment t able  901 Advanced Placement course e nrollment t able  904 Advanced Placement exam participation t able  905 Advanced Placement exam participant results t able  908 Algebra I course enrollment

—grade 8  909 Algebra I course enrollment

— high school  911 Algebra I course passing

— grade 8  912 Algebra I course passing

— high school  921 Discipline of preschool children table  922 Discipline of s tudents with disabilities ( IDEA and Section 504) t able  993 Distance education student enrollment table  994 D ual enrollment program student enrollment  931 Gifted/t alented p rogram enrollment t able  934 Harassment or b ull yi ng — s tudents disciplined t able  935 H arassment or b ull yi ng — s tudents reported as harassed or bullied t able  928 High school equivalency exam preparation program c redentials t able  929 High school equivalency exam p reparation p rogram p articipation t able  936 International B accalaureate P rogramme enrollment table  946 Li mited English p roficient s tudent s  947 Li mited English p roficient s tudent s in LEP programs  951 Mathematics c ourse e nrollment

— high school  956 Pre school e nrollment t able  963 Retention table  964 SAT or ACT t est p articipation t able  966 School day s missed due to out - of - school suspensions table  974 S cience c ourse e nrollment

— high school  978 Student chronic absenteeism tableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 15 **Category Name: Disability Status ( Section 504 Only** **) Definition**  An indication that students with disabilities are served solely under Section 504 of the Rehabilitation Act of 1973 [ and not under the Individuals with Disabilities Education Act ( IDEA ) ] . **Comments** This status is used when students with disabilities served under

Section 504 and not under IDEA need to be included. Student with disabilities (Section 504 only) refers to students with disabilities who are being provided with related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and are not being provided with services under IDEA . Attachment A - 1 includes the definition of children (students) with disabilities (

IDEA ). **Permitted Values**  Students with disabilities (Section 504 only) **Data Groups**  922 Discipline of s tudents with disabilities ( IDEA and Section 504) t able  934 Harassment or b ull yi ng — s tudents disciplined t able  935 H arassment or b ull yi ng — s tudents reported as harassed or bullied t able  960 Restraint or s eclusion for non -IDEA students table  963 Retention table  966 School day s missed due to out - of - school suspensions table  978 Student chronic absenteeism tableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 16 **Category Name: Disability Status ( Specific**  **) Definition**  An indication of whether students are students with disabilities

served under the Individuals with Disabilities Education Act ( IDEA ) , students with disabilities served solel y under Section 504 of the Rehabilitation Act of 1973 , or students without disabili ties. **Comments** This category includes three types of students. Attachment A - 1 includes the definition of children (students) with disabilities (

IDEA ). Student with disabilities (Section 504 only) refers to students with disabilities who are being provided with related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and are not being provided with services under IDEA . **Permitted Values**  Students with disabilities ( IDEA )  Students with disabilities ( Section 504 o nly)  Students without d isabilities **Data Groups**  961 Restraint or seclusion instances table

 1007 Suspension instancesAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 17 **Category Name: Discipline Method**  **Definition** The method used to discipline students. **Comments** Corporal punishment

– P addling, spanking, or other forms of

phy sical punishment imposed on a student. In - school suspension

– An instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary

purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are phy sicall y in the same location as students under their supervision. Out - of - school suspension

– For students with disabilities served under IDEA : Out - of - school suspension is an instance in which a child is temporaril y removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center). Out - ofschool suspensions include both removals in which no individualized family

service plan (IFSP) or individualized education plan (IEP) services are provided because the rem oval is 10 day s or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP. For students without disabilities and students with disabilities served solel y under Section 504: Out - of - school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day (but less than the remainder of the school year) for disciplinary purposes to another setting (e.g., home, behavior center). Out - of - school suspensions in clude removals in which no educational services are provided, and removals in which educational services are provided (e.g., school provided at home instruction or tutoring). Expulsion with educational services

– An action taken by the local educational a gency

of removing a child from his/her regular school for disciplinary

purposes, and providing educational services to the child (e.g., school - provided at home instruction or tutoring; transfer to an alternative school ) for the remainder of the school year (or longer) in accordance with local educational agency policy . Expulsion with educational services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 day s.Attachment A3 CRDC Data Set for School Year 2015

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Page A3 - 18 Expulsion without educational servi ces – An action taken by the local educational agency

of removing a child from his/her regular school for disciplinary

purposes, and not providing educational services to the child for the remainder of the school year or longer in accordance with local edu cational agency policy . Expulsion without services also includes removals resulting from violations of the Gun Free Schools Act that are modified to less than 365 day s. Expulsion under zero - tolerance policies

– An action taken by the local educational agency

of removing a child from his/her regular school for the remainder of school year or longer because of zero tolerance policies. A zero tolerance policy is a policy

that results in mandatory

expulsion of any

stu dent who commits one or more specified offenses (e.g., offenses involving guns, or other weapons, or violence, or similar factors, or combinations of these factors). A policy is considered “zero tolerance” even if there are some exceptions to the mandatory aspect of the expulsion, such as allowing the chief administering officer of a local educational agency to modify

the expulsion on a case - by- case basis. Referral to law enforcement

– An action b y which a student is reported to an y l aw enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school - related events, or while taking school transportation, regardless of whether official action is taken. C itation s , ticket s , court refe r

ral s , and scho ol - related arrests are considered referrals to law enforcement. School - related arrest

– An arrest of a student for any activity conducted on school grounds, during off - campus school activities (including while taking school transportation), or due to a referral by an y s chool official. All school - related arrests are considered referrals to law enforcement. Transfer to an alternative school for disciplinary reasons is a subset of expulsion with educational services. **Permitted Values Revised!**   Corporal punishment

 One or more in - school s uspension s  One out - of

- school suspension  More than one out - of - school suspension  Expulsion with educational servicesAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 19  Expulsion without educational services  Expulsion because of zero - tolerance policies  Referred to law enforcement agency or official  Arrested for a school - related activity  Transferred to an alternative school for disciplinary reasons (was optional for 2013

– 14 CRDC)  Transferred to a regular school for disciplinary reasons ( dropped for 201 5

– 16 CRDC ; was optional for 2013

– 14 CRDC) **Data Groups**  922 Discipline of students with disabilities ( IDEA and Section 504) table  923 Discipline of students with out disabilities tableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 20 **Category Name: Discipline**  **Method (Preschool )**  **Definition** The method used to discipline preschool children . **Comments** Preschool refers to p reschool programs and services for children

ages 3 through 5 . Corporal punishment

– P addling, spanking, or other forms of phy sical punishment imposed on a child . Out - of - school suspension

– For students with disabilities (served under IDEA ): Out - of - school suspension is an instance in which a child is temporaril y removed from his/her regul ar school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center). Out - ofschool suspensions include both removals in which no individualized family

service plan (IFSP) or individualized education plan (IEP) serv ices are provided because the removal is 10 day s or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP. For students without disabilities and students with disabilities served solel y under Section 50 4: Out - of - school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day (but less than the remainder of the school year) for disciplinary purposes to another setting (e.g., home, behavior cente r). Out - of - school suspensions include removals in which no educational services are provided, and removals in which educational services are provided (e.g., school provided at home instruction or tutoring). Preschool expulsion

– The permanent termination of a preschool child’s participation in a preschool program at a school or facility for disciplinary

purposes . A preschool child who is transitioned directly from the classroom to a different setting deemed to be more appropriate for the child (e.g., special education, transitional classroom, or therapeutic preschool program) is not considered an expelled preschooler. **Permitted Values**  Corporal punishment (was optional for 2013

– 14 CRDC)

 One out - of

- school suspension  M ore than one out - of - school suspension  Exp ulsion **Data Groups**Attachment A3 CRDC Data Set for School Year 2015

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Page A3 - 21  921 Discipline of preschool children table **Category Name: Grade Level (K** **- 12)**  **Definition** The grade level that students were retained in. **Comments** Retained

– A student is retained if he or she is not promoted to the

next grade prior to the beginning of the following school year. Students are not considered retained if they can proceed to the next grade because they

successfully

completed a summer school progr am or for a similar reason. At the high school level, a student who has not accumulated enough credits to be classified as being in the next grade is considered retained. **Permitted Values**  Kindergarten

 Grade 1  Grade 2  Grade 3  Grade 4  Grade 5  Grade 6  Grade 7  Grade 8  Grade 9  Grade 10  Grade 11  Grade 12 **Data Groups**  963 Retention table **Category Name: Grade Span (Secondary)**  **Definition** The grade spans for high school level (secondary) students enrolled

in Algebra I (college - preparatory) c ourse. **Comments Permitted Values**   Grade 9 or 10

 Grade 11 or 12 or ungraded **Data Groups**  909 Algebra I course enrollment

— high school  912 Algebra I course passing

— high schoolAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 22 **Category Name: Justice Facility Duration**  **Definition** Number of calendar day s that a student participated in the credit granting educational program at the justice facility . **Comments Permitted Values**   Less than 15 day s

 15 day s to 30 days  31 day s to 90 days  91 day s to 18 0 days  More than 180 day s **Data Groups**  941 Justice f acility e ducational p rogram p articipants t ableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 23 **Category Name: LEP Status (Only)**  **Definition** An indication that students met the definition of limited English

proficient students. **Comments** This status is used when students with limited English proficient

( LEP ) status need to be included. Attachment A - 1 includes the definition of limited English proficient students. **Permitted Values**  Students who are l imited English proficient (LEP) . **Data Groups**  900 Advanced Placement c ourse by subject enrollment t able  901 Advanced Placement course e nrollment t able  904 Advanced Placement exam participation t able  905 Advanced Placement exam participant results t able  908 Algebra I course enrollment

—grade 8  909 Algebra I course enrollment

— high school  911 Algebra I course passing

— grade 8  912 Algebra I course passing

— high school  921 Discipline of preschool children table  922 Discipline of s tudents with disabilities ( IDEA and Section 504) t able  923 Discipline of s tudents without disabilities t able  993 Distance education student enrollment table  994 D ual enrollment program student enrollment  931 Gifted/t alented p rogram enrollment t able  934 Harassment or b ull yi ng— s tudents disciplined t able  935 H arassment or b ull yi ng— s tudents reported as harassed or bullied t able  928 High school equivalency exam preparation program c redentials t able  929 High school equivalency exam p reparation p rogram p articipation t able  936 Internat ional B accalaureate P rogramme enrollment table  951 Mathematics c ourse e nrollment

— high school  956 Pre school e nrollment t able  959 Restraint or s eclusion for IDEA s tudents table  960 R estraint or s eclusion for non -IDEA students table  963 Retention table  964 SAT or ACT t est p articipation t able  966 School day s missed due to out - of - school suspensions table  974 S cience c ourse e nrollment

— high school  978 Student chronic absenteeism tableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 24  980 Students with disabilities served under IDEA  981 Students with disabilities served under Section 504 onlyAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 25 **Category Name: Mathematics**  **( High School**  **Classes) Definition**  The course or subject area offered in college - preparatory classes in mathematics at the high school level . **Comments** Algebra I

– Algebra I is a course that includes the study of properties and operations of the real number s ys tem; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of poly nomials; and solv ing simple quadratic equations. Algebra I is a foundation course leading to higher - level mathematics courses, including Geometry and Algebra II. Geometry

– G eometry

is a course that ty

pically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic sy stem including the study of postulates, theorems, and formal proofs; concepts of c ongruence, similarity , parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles. Geometry is considered a prerequisite for Algebra II. Algebra II

– Algebra II course topics ty pically include field properties and theorems ; set theory ; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving sy stems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents. Advanced mathematics

– Advanced mathematics courses cover the following topics: trigonometry , trigonometry /algebra, trigonometry

/anal yt ic geometry , trigonometry /math analy sis, anal yt ic geometry , math anal ys is, math anal ys is/analy tic geometry , probability

and statistics, and pre calculus.  Trigonometry

courses prepare students for eventual work in calculus, and typicall y include the following topics: trigonometric and circular functions; their inverses and graphs; relations among the parts of a triangle; trigonometric identities and equations; solutions of right and oblique triangles; and complex numbers.Attachment A3 CRDC Data Set for School Year 2015

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Page A3 - 26  Analy tic geometry

courses include the study of the nature and intersection of lines and planes in space.  Math anal ys is courses include the study of pol ynomial, logarithmic, exponential, and rational functions and their graphs; vectors; set theory ; Boolean algebra and sy mbolic logic; mathematical induction; matrix algebra; sequences and series; and limits and continuity .  Probability

and statistics courses introduce the study of likely events and the analy sis, interpretation, and presentation of quantitative data.  Precalculus courses combine the study of trigonometry , elementary

functions, analy

tic geometry , and math anal ys is topics as preparation for calculus. Calculus

– Calculus course topics include the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus. Ty pically , students have previously attained knowledge of precalculus topics (some combination of trigonometry , elementary functions, anal yt ic geometry , and math anal ys is). **Permitted Values**  Algebra I

 Geometry  Algebra II  Advanced mathematics  Calculus **Data Groups**  950 Mathematics classes

— high school  1005 Mathematics classes

— high school teacher certificationAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 27 **Category Name: Mathematics**  **( High School**  **Course Enrollment )**  **Definition** The course or subject area (except Algebra I) offered in college preparatory

classes in mathematics at the high school level . **Comments** Geometry

– Geometry is a course that ty

pically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic sy stem including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity , parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles. Geometry is considered a prerequisite for Algebra II. Algebra II

– Algebra II course topics ty pically include field properties and theorems; set theory ; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving sy stems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents. Advanced mathematics

– Advanced mathemati cs courses cover the following topics: trigonometry , trigonometry /algebra, trigonometry

/anal yt ic geometry , trigonometry /math analy sis, anal yt ic geometry , math anal ys is, math anal ys is/analy tic geometry , probability

and statistics, and precalculus.  Trigono metry

courses prepare students for eventual work in calculus, and typicall y include the following topics: trigonometric and circular functions; their inverses and graphs; relations among the parts of a triangle; trigonometric identities and equations; solutions of right and oblique triangles; and complex numbers.  Analy tic geometry

courses include the study of the nature and intersection of lines and planes in space.  Math anal ys is courses include the study of pol ynomial, logarithmic, exponential, and ration al functions and their graphs; vectors; set theory ; Boolean algebra and sy mbolic logic; mathematical induction; matrix algebra; sequences and series; and limits and continuity .  Probability

and statistics courses introduce the study of likely events and th e analy sis, interpretation, and presentation of quantitative data.Attachment A3 CRDC Data Set for School Year 2015

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Page A3 - 28  Precalculus courses combine the study of trigonometry , elementary

functions, analy

tic geometry , and math anal ys is topics as preparation for calculus. Calculus

– Calculus course topics inc lude the study of derivatives, differentiation, integration, the definite and indefinite integral, and applications of calculus. Ty pically , students have previously attained knowledge of precalculus topics (some combination of trigonometry , elementary fun ctions, anal yt ic geometry , and math anal ys is). **Permitted Values**  Geometry

 Algebra II  Advanced mathematics  Calculus **Data Groups**  951 Mathematics course enrollment

— high schoolAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 29 **Category Name: Offense Type**  **Definition** The ty pe of offense. **Comments** Weapon

– A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look - alikes if they are used to threaten others. Firearm or explosive device

– Firearm or explosive device refers to an y weapon that is designed to (or may readily be converted to) expel a projectile b y the action of an explosive. This includes guns, bombs, grenades, mines, rockets, missiles, pipe bombs, or similar devices designed to explode and capabl e of causing bodily harm or propert y damage. Rape

– Rape refers to forced sexual intercourse (vaginal, anal, or oral penetration). This includes penetration from a foreign object. Both male and female students can be victims of rape. Rape is not define d as a phy sical attack or fight. Sexual battery

– Sexual battery is an incident that includes threatened rape, fondling, indecent liberties, child molestation, or sodomy . Both male and female students can be victims of sexual battery . Classification of these incidents should take into consideration the age and developmentall y appropriate behavior of the offender(s). Robbery

– Robbery

is taking or attempting to take any thing of value that is owned by

another person or organization, under confrontational circumstances by

force or threat of force or violence and/or by putting the victim in fear. A key

difference between robbery and theft/larceny

is that robbery involves threat or battery . Phy sical attack or fight

– Phy sical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Phy sical attack or fight does not include rape. Threat

– A threat refers to an act where there was no phy sical contact between the offender and victim but the victim felt that phy sical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of ph ysical harm which are made in person. Threats made over the telephone or threatening letters are excluded.Attachment A3 CRDC Data Set for School Year 2015

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Page A3 - 30 Threat of ph ys ical attack with a weapon

– A threat of phy sical attack with a weapon includes displaying , brandishing, or discharging a weapon, but with no actual ph ys ical contact of any person. A threat is made in person. Threats made over the telephone or threatening letters are excluded. A threat of ph ys ical attack using words that refer to a weapon would not be considered a threat with a weapon. Threat of ph ys ical attack without a weapon

– A threat of ph ys ical attack without a weapon refers to a threat without any display , brandishment, or discharge of a weapon, and with no actual ph ys ical contact of any person. A threat is made in person. Threats made over the telephone or threatening letters are excluded. A threat of phys ical attack using words that refer to a weapon would be considered a threat without a weapon. **Permitted Values**  Rape or attempted rape

 S exual battery

(other than rape)  Robbery

with a weapon  Robbery

with a firearm or explosive device  Robbery

without a weapon  Phy sical attack or fight with a weapon  Phy sical attack or fight with a firearm or explosive device  Phy sical attack or fight without a weapon  Threats of ph ys ical att ack with a weapon  Threats of ph ys ical attack with a firearm or explosive device  Threats of ph ys ical attack without a weapon  Possession of a firearm or explosive device **Data Groups**  952 Offenses tableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 31 **Category Name: Personnel Type**  **( School Finance FTE**  **) Definition**  The ty pe of school - level staff

. **Comments** T he following definitions were adopted from the Census Bureau’s

classification of school - level personnel who are involved in instructional and support functions, based on the F - 33 surv ey of local government finances:  Instructional aides

– In cludes aides or assistants of an y typ e who assist in the instructional process.  Support services staff for pupils and support services staff for instructional staff

– Includes guidance counselors, nurses, attendance officers, speech pathologists, other staff who provid e support services for students, staff involved in curriculum development, staff training, operating the library, media and computer centers  School administration staff

– Includes principals and other staff involved in school administration **Permitted Values**  Instructional aides

 Support services staff for pupils and support services staff for instructional staff  S chool administration staff **Data Groups**  967 S chool finance

—FTE personnel (state and local)

 998 School finance

—FTE personnel (federal, state, and local)Attachment A3 CRDC Data Set for School Year 2015

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Page A3 - 32 **Category Name: Personnel Type (**  **Sa lary Expenditures**  **) Definition**  The ty pe of school - level support staff . **Comments** T he following definitions were adopted from the Census Bureau’s

classification of school - level personnel who are involved in support functions, based on the F - 33 surv ey of local government finances:  Support services staff for pupils and support services staff for instructional staff

– Includes guidance counselors, nurses, attendance officers, speech pathologists, other staff who provid e support services for students, staff involved in curriculum development, staff training, operating the library, media and computer centers  School administration staff

– Includes principals and other staff involved in school administration **Permitted Values**  Support services staff for pupils and support services staff for instructional staff  School administration staff **Data Groups**  971 School finance

— support personnel salaries (state and local)

 999 School finance

— support personnel salaries (federal, state and local) **Category Name: Preschool (Corporal Punishment and Suspension) Definition**  An indication of whether incidents of corporal punishment or out of - school suspensions are for all preschool children or preschool children with disabilities served under the Individuals with Disabilities Education Act . **Comments** Preschool refers to preschool programs and services for children

ages 3 through 5. Attachment A - 1 includes the definition of children (students) with disabilities (

IDEA ). **Permitted Values**  All preschool children

 Preschool children with disabilities ( IDEA ) **Data Groups**   1010 Corporal punishment instances

— preschool  1008 Suspension instances

— preschoolAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 33 **Category Name: Racial Ethnic**  **Definition** The general racial ethnic categories that most clearly reflect individuals’ recognition of their community or with which the individuals most identify . **Comments Permitted Values**   American Indian or Alaska Native

 Asian  Black or African American  Hispanic/Latino  Native Hawaiian or Other Pacific Islander  Two or more races  White **Data Groups**  900 Advanced Placement c ourse by subject enrollment t able  901 Advanced Placement course e nrollment t able  904 Advanced Placement exam participation t able  905 Advanced Placement exam participant results t able  908 Algebra I course enrollment

—grade 8  909 Algebra I course enrollment

— high school  911 Algebra I course passing

— grade 8  912 Algebra I course passing

— high school  921 Discipline of preschool children table  922 Discipline of s tudents with disabilities ( IDEA and Section 504) t able  923 Discipline of s tudents without disabilities t able  993 Distance education student enrollment table  994 D ual enrollment program student enrollment  931 Gifted/t alented p rogram enrollment t able  934 Harassment or b ull yi ng— s tudents disciplined t able  935 H arassment or b ull yi ng— s tudents reported as harassed or bullied t able  928 High school equivalency exam preparation program c redentials t able  929 High school equivalency exam p reparation p rogram p articipation t able  936 International B accalaureate P rogramme enrollment table  946 Li mited English p roficient s tudent s  947 Li mited English p roficient s tudent s in LEP programsAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 34  951 Mathematics c ourse e nrollment

— high school  979 Membership

— school  956 Pre school e nrollment t able  959 Restraint or s eclusion for IDEA s tudents table  960 R estraint or s eclusion for non -IDEA students table  963 Retention table  964 SAT or ACT t est p articipation t able  966 School day s missed due to out - of - school suspensions table  974 S cience c ourse e nrollment

— high school  978 Student chronic absenteeism table  980 Students with disabilities served under IDEA  981 Students with disabilities served under Section 504 onlyAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 35 **Category Name: Science**  **( Classes**  **and Course Enrollment )**  **Definition** The course or subject area offered in college - preparatory classes in science at the high school level . **Comments** Science courses include introductory and advanced courses. Biology

– Biology

courses are designed to provide information regarding the fundamental concepts of life and life processes. These courses include (but are not restricted to) such topics as cell structure and function, general plant and animal physiology , genetics, and taxonomy . Chemistry

– Chemistry

courses involve studying the composition, properties, and reactions of substances. These courses ty pically explore such concepts as the behaviors of solids, liquids, and gases; acid/base and oxidation/reduction reactions; and atomic structure. Chemical formulas and equations and nucle ar reactions are also studied. Phy sics

– Phy sics courses involve the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy . The study of phy sics includes examination of sound, light, and magnetic and electric phenomena. **Permitted Values**  Biology

 Chemistry  Phy sics **Data Groups**  973 Science classes

— high school  974 Science course enrollment

— high school  1006 Science classes

— high school teacher certificationAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 36 **Category Name: Security Staff Type**  **Definition** The ty pe of school security

staff . **Comments** Security guard

– A security

guard is an individual who guards, patrols, and/or monitors the school premises to prevent theft, violence, and/or infractions of rules. A security guard may

provide protection to individuals, and may operate x - ray

and metal detector equipment. A security guard is not a sworn law enforcement officer. Sworn law enforcement officer

– A sworn law enforcement officer is a career law enforcement officer, with arrest authority . A sworn law enforcement officer may be considered a school resource officer (who is assigned to work at a school in collaboration with school and community- based o rganizations). A sworn law enforcement officer may

be employed by

an y entity

(e.g., police department, school district or school). For the purposes of the CRDC, s worn law enforcement officers include, but are not limited to, school resource officers. **Permitted Values**  S ecurity guards (was optional for 2013

– 14 CRDC)  S worn law enforcement officers (was optional for 2013

– 14 CRDC) **Data Groups**  975 S ecurity staff (FTE) tableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 37 **Category Name: Sex (Membership)**  **Definition** The concept describing the biological traits that distinguish the males

and females of a species. **Comments Permitted Values**   Female

 Male **Data Groups**  900 Advanced Placement c ourse by subject enrollment t able  901 Advanced Placement course e nrollment t able  904 Advanced Placement exam participation t able  905 Advanced Placement exam participant results t able  908 Algebra I course enrollment

—grade 8  909 Algebra I course enrollment

— high school  911 Algebra I course passing

— grade 8  912 Algebra I course passing

— high school  921 Discipline of preschool children table  922 Discipline of s tudents with disabilities ( IDEA and Section 504) t able  923 Discipline of s tudents without disabilities t able  993 Distance education student enrollment table  994 D ual enrollment program student enrollment  931 Gifted/t alented p rogram enrollment t able  934 Harassment or b ull yi ng— s tudents disciplined t able  935 H arassment or b ull yi ng— s tudents reported as harassed or bullied t able  928 High school equivalency exam preparation program c redentials t able  929 High school equivalency exam p reparation p rogram p articipation t able  936 International B accalaureate P rogramme enrollment table  937 Interscholastic athletics single - sex s ports  938 Interscholastic athletics single - sex t eams  939 Interscholastic athletics single - sex t eam p articipants  946 Li mited English p roficient s tudent s  947 Li mited English p roficient s tudent s in LEP programs  951 Mathematics c ourse e nrollment

— high school  979 Membership

— school  956 Pre school e nrollment t able  959 Restraint or s eclusion for IDEA s tudents tableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 38  960 R estraint or s eclusion for non -IDEA students table  963 Retention table  964 SAT or ACT t est p articipation t able  966 School day s missed due to out - of - school suspensions table  974 S cience c ourse e nrollment

— high school  976 Single - s ex a cademic c lasses t able  978 Student chronic absenteeism table  980 Students with disabilities served under IDEA  981 Students with disabilities served under Section 504 onlyAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 39 **Category Name: Subject**  **Area (Advanced Placement )**  **Definition** The description of the content or subject area offered in Advanced

Placement courses. **Comments** Advanced Placement (AP)

– AP refers to a program, sponsored b y

the College Board, through which students may earn college credit and advanced college placement b y successfull y completing AP courses and standardized AP exams. Advanced Placement (AP) course

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

– subjects and courses –  AP mathematics courses include calculus (AB and BC) and statistics.  AP science courses include biology , chemistry , phy sics, and environmental science. “Other subjects” include all AP courses other than those in mathematics and science. Fo r example, AP computer science and AP foreign language are included in “other subjects.” **Permitted Values**  Mathematics

 Science  Other s ubjects **Data Groups**  900 Advanced Placement c ourse by subject enrollment t ableAttachment A3 CRDC Data Set for School Year 2015

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Page A3 - 40 **Category Name: Support Services Staff Type**  **Definition** The ty pe of school support services staff. **Comments** Psychologist

– A psychologist evaluates and anal yzes students'

behavior b y measuring and interpreting their intellectual, emotional, and social development, and diagnosing their educational and personal problems. A psychologist may diagnose and treat mental disorders and learning disabilities. A psychologist may also diagnose and treat cognitive, behavioral, and emotional problems using individual, child, family , and group therapies. A psychologist is a licensed professional. Psychologists include school psychologi sts. Social worker

– A social worker provides social services and assistance to improve the social and ps ychological functioning of children and their families and to maximize the family well - being and the academic functioning of the children. Ty pical re sponsibilities include: 1) preparing a social or developmental history on a student with disabilities; 2) group and individual counseling with a student and his or her family ; 3) working with those problems in a student's living situation (home, school, an d community) that affect adjustment in school; and 4) mobilizing school and community

resources in order to enable the student to receive maximum benefit from his or her educational program. The provider of these services is certified, licensed, or otherw ise a qualified professional. Social workers include school social workers. Nurse – A nurse is a qualified health care professional who addresses the health needs of students. The provider meets the state standard s and requirements for a nurse. Nurses include school nurses. **Permitted Values**  Psychologists (was optional for 2013

– 14 CRDC)

 Social workers ( was optional for 2013

– 14 CRDC)  Nurses (was optional for 2013

– 14 CRDC) **Data Groups**  982 Support services staff (FTE)Attachment A3 CRDC Data Set for School Year 2015

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Page A3 - 41 **Category Name: Teaching Experience**  **Definition** The length of teaching experience. **Comments** Year of teaching

– The number of year(s) of teaching experience

including the current ye ar but not including an y student teaching or other similar preparation experiences. Experience includes teaching in any school, subject, or grade; it does not have to be in the school, subject, or grade that the teacher is presentl y teaching. **Permitted Values**  First year of teaching

 Second year of teaching **Data Groups**  985 Teach er experience **Category Name: Teacher**  **(Year Employed) Definition**  Teachers emplo yed at the school during a specific period of time . **Comments** Current school year teachers

– Teachers employed at the school in

the current school year. These teachers may include teachers employed at the school in the previous school year. Current school year refers to the present school ye ar. Previous school year teachers

– Teachers employed at the school in the previous school year. These teachers are a subset of teachers employed at the school in the current school year. Previous school year refers to the school year preceding the current school year. Teachers do not have to be teaching the same subject or grade level, each school ye ar . **Permitted Values**  Current school year teachers (including previous school year teachers)  Previous school year teachers **Data Groups**  1003 Teach ers (counts)