PAPERWORK REDUCTION ACT SUBMISSION SUPPORTING STATEMENT

Mandatory Civil Rights Data Collection

May 2015

Attachment A-2

Data Groups for

Civil Rights Data Collection

for School Year 2015–16
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-2

INTRODUCTION

This attachment contains the details of sets of related data entries known as data groups (DG) 

that are used for the Civil Rights Data Collection (CRDC) collected from state educational

agencies (SEA), local educational agencies (LEA) and schools.

To fully understand the data groups presented in this attachment, the reader should use

Attachments A-1 and A-3 as references. Attachment A-1 explains how to read the table of 

information on each data group. Attachment A-3 contains the definitions and permitted values 

of the categories in the category sets. 

In this attachment, data groups are listed in alphabetical order by data group name. For 

readability, the tables that describe data groups are not divided between pages, if possible. This 

results in some pages having significant blank space.

DATA GROUPS THAT ARE PART OF THE CRDC

Data groups that will be considered part of the CRDC fall into the following sets. 

 Set A: Data groups submitted by LEAs through the CRDC, and also collected from SEAs

through the EDFacts Submission System (ESS) to ensure internal consistency of the CRDC.

 Set B: Data groups submitted by LEAs and schools for the CRDC.

 Set C: Data groups submitted by SEAs through ESS and merged into the CRDC dataset to 

provide more complete and robust data for civil rights purposes, with no additional burden on 

SEAs or LEAs. 

Set A Data Groups—Collected through both CRDC and ESS

The data groups, as collected through the CRDC, are explained in this attachment. 

The data groups, as collected through the ESS, are explained in Attachment B-3 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 A2

CRDC Data Set for School Year 2015–16

Page A2-3

Data Group (DG) Name Level DG ID Page 

Charter status School 915 (CRDC)

27 (ESS)

A2-7

Grades offered School 932 (CRDC)

18 (ESS)

A2-8

Magnet status School 949 (CRDC)

24 (ESS)

A2-9

Membership—school School 979 (CRDC)

39 (ESS)

A2-10

School type School 977 (CRDC)

21 (ESS)

A2-11

Set B Data Groups—Collected through CRDC only

These data groups are explained in this attachment.

Data Group (DG) Name Level DG ID Page 

Advanced Placement course by subject enrollment 

table School 900 A2-13

Advanced Placement course enrollment table School 901 A2-14

Advanced Placement course self-selection School 902 A2-15

Advanced Placement different courses provided School 903 A2-16

Advanced Placement exam participation table School 904 A2-17

Advanced Placement exam participant results table School 905 A2-18

Algebra I classes—middle school School 906 A2-19

Algebra I classes—middle school teacher 

certification School 1004 A2-20

Algebra I course enrollment—grade 7 School 907 A2-22

Algebra I course enrollment—grade 8 School 908 A2-23

Algebra I course enrollment—high school School 909 A2-24

Algebra I course passing—grade 7 School 910 A2-25

Algebra I course passing—grade 8 School 911 A2-26

Algebra I course passing—high school School 912 A2-27

Alternative school focus School 914 A2-28

Civil rights coordinators LEA 916 A2-29

Corporal punishment instances—preschool School 1010 A2-30

Corporal punishment instances table School 917 A2-31

Credit recovery student participation School 992 A2-32

Deaths due to homicide School 919 A2-32

Desegregation order or plan LEA 920 A2-33

Discipline of preschool children table School 921 A2-34

Discipline of students with disabilities (IDEA and 

Section 504) table Revised! School 922 A2-35

Discipline of students without disabilities table

Revised! School 923 A2-36
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-4

Data Group (DG) Name Level DG ID Page 

Distance education student enrollment table LEA 993 A2-37

Dual enrollment program student enrollment School 994 A2-38

Early childhood program for non-IDEA children LEA 926 A2-39

Firearm use School 927 A2-39

Geometry course enrollment—grade 8 School 930 A2-40

Gifted/talented program enrollment table School 931 A2-41

Harassment or bullying—policy table LEA 988 A2-42

Harassment or bullying—reported allegations table School 933 A2-43

Harassment or bullying—students disciplined table School 934 A2-44

Harassment or bullying—students reported as 

harassed or bullied table School 935 A2-45

High school equivalency exam preparation program 

credentials table Revised! LEA 928 A2-46

High school equivalency exam preparation program 

participation table Revised! LEA 929 A2-47

International Baccalaureate Programme enrollment 

table 

School 936 A2-48

Interscholastic athletics single-sex sports School 937 A2-49

Interscholastic athletics single-sex teams School 938 A2-50

Interscholastic athletics single-sex team participants School 939 A2-51

Justice facility days in regular school year table School 940 A2-52

Justice facility educational program participants table School 941 A2-53

Justice facility educational program hours per week 

table School 942 A2-55

Justice facility type School 943 A2-56

Kindergarten daily length and cost LEA 944 A2-57

Limited English proficient students School 946 A2-58

Limited English proficient students in LEP programs School 947 A2-59

Magnet program detail School 948 A2-60

Mathematics classes—high school School 950 A2-61

Mathematics classes—high school teacher 

certification School 1005 A2-62

Mathematics course enrollment—high school School 951 A2-64

Membership—LEA LEA 989 A2-65

Offenses table School 952 A2-66

Preschool ages for non-IDEA children LEA,

School 953 A2-67

Preschool daily length and cost LEA 954 A2-67

Preschool eligible children LEA 955 A2-68

Preschool enrollment table School 956 A2-69

Preschool grade School 913 A2-69

Preschool children served table Revised! LEA 957 A2-70

Public schools total LEA 958 A2-70
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-5

Data Group (DG) Name Level DG ID Page 

Restraint or seclusion for IDEA students table School 959 A2-71

Restraint or seclusion for non-IDEA students table School 960 A2-72

Restraint or seclusion instances table School 961 A2-73

Retention table School 963 A2-74

SAT or ACT test participation table School 964 A2-75

School counselors (FTE) School 965 A2-76

School days missed due to out-of-school suspensions 

table School 966 A2-77

School finance—FTE personnel (state and local) School 967 A2-78

School finance—FTE personnel (federal, state, and 

local) School 998 A2-79

School finance—FTE teachers School 968 A2-80

School finance—instructional aide salaries (state and 

local) School 996 A2-82

School finance—instructional aide salaries (federal, 

state, and local) School 997 A2-83

School finance—non-personnel expenditures (state 

and local) 

School 970 A2-84

School finance—non-personnel expenditures 

(federal, state, and local) School 1000 A2-86

School finance—support personnel salaries (state 

and local) School 971 A2-88

School finance—support personnel salaries (federal, 

state, and local) School 999 A2-90

School finance—teacher salaries (state and local) School 972 A2-92

School finance—teacher salaries (federal, state, and 

local) School 995 A2-95

School finance—total personnel salaries (state and 

local) School 1001 A2-98

School finance—total personnel salaries (federal, 

state and local) School 1002 A2-100

Science classes—high school School 973 A2-102

Science classes—high school teacher certification School 1006 A2-103

Science course enrollment—high school School 974 A2-105

Security staff (FTE) table School 975 A2-106

Single-sex academic classes table School 976 A2-107

Student chronic absenteeism table School 978 A2-108

Students with disabilities served under IDEA

Revised! School 980 A2-109

Students with disabilities served under Section 504 

only School 981 A2-109

Support services staff (FTE) School 982 A2-110

Suspension instances School 1007 A2-111
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-6

Data Group (DG) Name Level DG ID Page 

Suspension instances—preschool School 1008 A2-112

Teacher absenteeism table School 983 A2-113

Teacher credentials (FTE) School 990 A2-115

Teacher credentials (FTE)—not certified School 1009 A2-118

Teachers (FTE) School 984 A2-121

Teachers (counts) School 1003 A2-123

Teacher experience School 985 A2-125

Ungraded detail School 986 A2-127

Set C Data Groups—Collected through ESS only, merged into CRDC dataset after collection is 

complete, with no additional burden on SEAs or LEAs

The two data groups in the table below are presented in this attachment. 

Data Group (DG) Name Level DG ID Page 

Graduates/completers table School 306 (ESS) A2-128

Title I school status School 22 (ESS) A2-129

Additionally, OCR plans to utilize the information in other ESS data groups. These may

include Dropouts table (DG326), Teacher quality in elementary classes table (DG381), 

Teacher quality in core secondary classes table (DG383), Academic achievement in 

reading/language arts table (DG584), Academic achievement in mathematics table (DG583), 

and Academic achievement in science (DG585).

For a detailed explanation of the OMB approved ESS data groups (OMB control number:

1875-0240), the reader should go to 

http://www.reginfo.gov/public/do/PRAViewIC?ref_nbr=201302-1875-001&icID=45336, 

and review Attachment B-3 of the EDFacts school years 2013–14, 2014–15, and 2015–16 

information collection package.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-7

SET A: DATA GROUPS COLLECTED THROUGH CRDC AND ESS

Group Name: Charter status DG: 915

Section Education Unit

Definition An indication of whether the school provides free public elementary

and/or secondary education to eligible students under a specific 

charter granted by the state legislature or other appropriate authority 

and designated by such authority to be a charter school.

Permitted Values  Yes

 No

 Not applicable

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment A charter school is a nonsectarian public school under contract—or 

charter—between a public agency and groups of parents, teachers, 

community leaders or others who want to create alternatives and 

choice within the public school system. A charter school creates 

choice for parents and students within the public school system, 

while providing a system of accountability for student achievement. 

In exchange for increased accountability, a charter school is given 

expanded flexibility with respect to select statutory and regulatory

requirements. 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-8

Group Name: Grades offered DG: 932

Section Education Unit

Definition The grade level(s) offered by the school.

Permitted Values  Ungraded

 Prekindergarten*

 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

 Grade 13*

 Adult Education*

 No Grades*

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Report grades offered, regardless of whether any students are 

enrolled. 

For the CRDC, preschool is also considered a grade. See data group 

Preschool grade (DG913). 

Permitted values with an asterisk (*) are not used for the CRDC.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-9

Group Name: Magnet status DG: 949

Section Education Unit

Definition An indication of whether the school is a magnet school or has a 

magnet program within the school.

Permitted Values  Yes

 No

 Not applicable*

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment The permitted value with an asterisk (*) is not used for the CRDC.

A magnet program is a program within a public school that offers a 

special curriculum capable of attracting substantial numbers of 

students of different racial/ethnic backgrounds, which may also 

reduce, prevent, or eliminate minority group isolation. The program 

may be designed to provide an academic or social focus on a 

particular theme (e.g., science/math, performing arts, gifted/talented, 

or foreign language). A public school is considered a magnet school 

if it operates a magnet program for all students or some students 

within the school.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-10

 Group Name: Membership—school DG: 979

Section Student

Definition The unduplicated student enrollment, including students both present 

and absent, excluding duplicate counts of students within a specific 

school or students whose membership is reported by another school.

Permitted Values  Integer 

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Each student is counted individually, no full-time equivalency. 

Students must be counted in the school where they actually, 

physically attend for more than 50% of the school day. For distance 

education schools or virtual schools, students must be counted in the 

school from which they receive more than 50% of their coursework.

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-11

Group Name: School type DG: 977

Section Education Unit

Definition The type of education institution as classified by its primary focus. 

School type is a classification of schools conducting elementary

and/or secondary instruction or programs according to the ordinary

or special instructional needs of students.

Permitted Values  Yes

 No

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment School types below with an asterisk (*) are not used for the CRDC. 

Code Set:

 1 - Regular School*

A public elementary/secondary school that does NOT focus 

primarily on vocational, special, or alternative education, 

although it may provide these programs in addition to a regular 

curriculum.

 2 - Special Education School

A public elementary/secondary school that focuses primarily on 

serving the needs of students with disabilities.

 3 - Vocational Education School*

A school that focuses primarily on providing secondary students 

with an occupationally relevant or career-related curriculum, 

including formal preparation for vocational, technical, or 

professional occupations.

 4 - Alternative Education School

A public elementary/secondary school that addresses the needs 

of students that typically cannot be met in a regular school 

program. The school provides nontraditional education; serves as 

an adjunct to a regular school; and falls outside the categories of 

regular, special education, or vocational education.

 5 - Reportable Program*

Program that does not meet the definition of a school but that 

enrolls public school students or otherwise provides education 

services on a regular basis. (This may include magnet programs 

operated within public schools when these programs must be 

reported separate from the schools and postsecondary institutions 

that are the school of record for students in any grade PK-13 or 

ungraded classes. Exclude postsecondary institutions that offer 

programs for students enrolled in elementary or secondary

schools, for example, community colleges that provide a limited 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-12

number of dual enrollment courses for students enrolled in a 

public high school.)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-13

SET B: DATA GROUPS COLLECTED THROUGH CRDC ONLY

 Group Name: Advanced Placement course by subject enrollment table DG: 900

Section Student

Definition The number of students enrolled in at least one Advanced Placement 

(AP) course in a subject area.

Permitted Values  Integer 

Reporting Period October 1 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools that have students who are enrolled in one or 

more AP courses. For each subject area, the data should be 

unduplicated. Category sets B and C do not include all students.

Advanced Placement (AP) – AP refers to a program, sponsored by 

the College Board, through which students may earn college credit 

and advanced college placement by successfully completing AP 

courses and standardized AP exams.

Advanced Placement (AP) course – An AP course is an advanced, 

college-level course designed for students who achieve a specified 

level of academic performance. Upon successful completion of the 

course and a standardized AP exam, a student may be qualified to 

receive college credit and/or placement into advanced college 

courses.

CATEGORY SET DESCRIPTION

Category Set A  Subject Area (Advanced Placement)

 Racial Ethnic

 Sex (Membership)

Category Set B  Subject Area (Advanced Placement)

 Disability Status (IDEA)

 Sex (Membership)

Category Set C  Subject Area (Advanced Placement)

 LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-14

Group Name: Advanced Placement course enrollment table DG: 901

Section Student

Definition The unduplicated number of students enrolled in at least one 

Advanced Placement (AP) course.

Permitted Values  Integer 

Reporting Period October 1 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools that have students who are enrolled in one or 

more AP courses. Category sets B and C do not include all students.

Advanced Placement (AP) – AP refers to a program, sponsored by 

the College Board, through which students may earn college credit 

and advanced college placement by successfully completing AP 

courses and standardized AP exams.

Advanced Placement (AP) course – An AP course is an advanced, 

college-level course designed for students who achieve a specified 

level of academic performance. Upon successful completion of the 

course and a standardized AP exam, a student may be qualified to 

receive college credit and/or placement into advanced college 

courses.

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic

 Sex (Membership)

Category Set B  Disability Status (IDEA)

 Sex (Membership)

Category Set C  LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-15

Group Name: Advanced Placement course self-selection DG: 902

Section Education Unit

Definition An indication of whether enrollment via self-selection by the student 

is permitted for all Advanced Placement (AP) courses offered. 

Permitted Values  Yes

 No

 Not applicable

Reporting Period October 1 

Reporting Levels School  LEA		 State 

Grand Total 

(Education Unit Total) 

Comment Report only for schools that have students who are enrolled in one or 

more AP courses.

Advanced Placement (AP) – AP refers to a program, sponsored by the 

College Board, through which students may earn college credit and 

advanced college placement by successfully completing AP courses 

and standardized AP exams.

Advanced Placement (AP) course – An AP course is an advanced, 

college-level course designed for students who achieve a specified 

level of academic performance. Upon successful completion of the 

course and a standardized AP exam, a student may be qualified to 

receive college credit and/or placement into advanced college courses.

Advanced Placement (AP) course self-selection – AP course selfselection refers to a student enrolling in any AP course offered by a 

school without needing a recommendation or without meeting other 

criteria (except for any necessary course prerequisites). 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-16

Group Name: Advanced Placement different courses provided DG: 903

Section Education Unit

Definition The unduplicated number of different Advanced Placement (AP) 

courses provided by the school. 

Permitted Values  Integer 

Reporting Period October 1 

Reporting Levels School		 LEA  State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools that have students who are enrolled in one or 

more AP courses. Count different AP courses and not classes. 

Examples of different AP courses are Biology, Chemistry, Calculus 

AB, and Calculus BC. 

Advanced Placement (AP) – AP refers to a program, sponsored by the 

College Board, through which students may earn college credit and 

advanced college placement by successfully completing AP courses 

and standardized AP exams.

Advanced Placement (AP) course – An AP course is an advanced, 

college-level course designed for students who achieve a specified 

level of academic performance. Upon successful completion of the 

course and a standardized AP exam, a student may be qualified to 

receive college credit and/or placement into advanced college courses.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-17

Group Name: Advanced Placement exam participation table DG: 904

Section Student

Definition The unduplicated number of students enrolled in one or more AP 

courses who took Advanced Placement (AP) exams.

Permitted Values  Integer 

Reporting Period Regular School Year

Reporting	Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools that have students who are enrolled in one or 

more AP courses. Category sets B and C do not include all students.

Advanced Placement (AP) – AP refers to a program, sponsored by 

the College Board, through which students may earn college credit 

and advanced college placement by successfully completing AP 

courses and standardized AP exams.

Advanced Placement (AP) course – An AP course is an advanced, 

college-level course designed for students who achieve a specified 

level of academic performance. Upon successful completion of the 

course and a standardized AP exam, a student may be qualified to 

receive college credit and/or placement into advanced college 

courses.

CATEGORY SET DESCRIPTION

Category Set A  AP Exam Participation Status

 Racial Ethnic

 Sex (Membership)

Category Set B  AP Exam Participation Status

 Disability Status (IDEA)

 Sex (Membership)

Category Set C  AP Exam Participation Status

 LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-18

 Group Name: Advanced Placement exam participant results table DG: 905

Section Student

Definition The unduplicated number of students enrolled in one or more AP 

courses who received a qualifying score on Advanced Placement 

(AP) exams.

Permitted Values  Integer 

Reporting Period Regular School Year

Reporting Levels School		 LEA  State 

Grand Total 

(Education Unit Total) 

Comment Report only for schools that have students who are enrolled in one or 

more AP courses. Category sets B and C do not include all students.

Advanced Placement (AP) – AP refers to a program, sponsored by 

the College Board, through which students may earn college credit 

and advanced college placement by successfully completing AP 

courses and standardized AP exams.

Advanced Placement (AP) course – An AP course is an advanced, 

college-level course designed for students who achieve a specified 

level of academic performance. Upon successful completion of the 

course and a standardized AP exam, a student may be qualified to 

receive college credit and/or placement into advanced college 

courses.

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 their AP exam scores are 

equivalent to a college course score of "middle C" or above. 

However, the awarding of credit and placement is determined by 

each college or university.

CATEGORY SET DESCRIPTION

Category Set A  AP Exam Status

 Racial Ethnic

 Sex (Membership)

Category Set B  AP Exam Status 

 Disability Status (IDEA)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-19

Category Set C  AP Exam Status

 LEP Status (Only)

 Sex (Membership)

Group Name: Algebra I classes—middle school DG: 906

Section Education Unit

Definition The unduplicated number of classes in Algebra I (collegepreparatory) course at the middle school level.

Permitted Values  Integer

Reporting Period  For schools with regular scheduling - October 1

 For schools with block scheduling that allows a full-year course 

to be taken in one semester - Sum of a count taken on October 1 

in the first block, and around March 1 in the second block

Reporting Levels School		 LEA				 State		

Grand Total

(Education Unit Total) 

Comment Report only for schools with grade 7 or 8 and/or ungraded with 

middle school age students, and that provide college-preparatory

Algebra I course. 

Algebra I is a course that includes the study of properties and 

operations of the real number system; evaluating rational algebraic 

expressions; solving and graphing first degree equations and 

inequalities; translating word problems into equations; operations 

with and factoring of polynomials; and solving simple quadratic 

equations.

Algebra I is a foundation course leading to higher-level mathematics 

courses, including Geometry and Algebra II.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-20

Group Name: Algebra I classes—middle school teacher certification DG: 1004

Section Education Unit

Definition The unduplicated number of classes in Algebra I (collegepreparatory) course at the middle school level taught by teachers 

with a mathematics certification.

Permitted Values  Integer

Reporting Period  For schools with regular scheduling - October 1 

 For schools with block scheduling that allows a full-year course 

to be taken in one semester - Sum of a count taken on October 1 

in the first block, and around March 1 in the second block 

Reporting Levels School		 LEA				 State		

Grand Total

(Education Unit Total) 

Comment Report only for schools with grade 7 or 8 and/or ungraded with 

middle school age students, and that provide college-preparatory

Algebra I course. 

Algebra I is a course that includes the study of properties and 

operations of the real number system; evaluating rational algebraic 

expressions; solving and graphing first degree equations and 

inequalities; translating word problems into equations; operations 

with and factoring of polynomials; and solving simple quadratic 

equations.

Algebra I is a foundation course leading to higher-level mathematics 

courses, including Geometry and Algebra II.

Teachers are considered certified in mathematics if they have 

received a teaching certificate/license/endorsement in mathematics

or computer science (general or subject-specific) from the state.

Teachers may be funded with federal, state, and/or local funds. 

Justice facilities should consider only teachers who serve students in 

the educational program offered at the justice facility during the 

regular school year. 

Refer to the following guide to determine which teachers may be

included and which teachers should be excluded.

Teachers certified in mathematics may include:

 Regular Classroom Teachers

 Special Education Teachers
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-21

- Teach special education classes to students with 

disabilities.

 General Elementary Teachers

- Teach self-contained classes in any of grades 7–8 (i.e., 

teach the same class of students all or most of the day).

- Team-teach (i.e., two or more teachers collaborate to 

teach multiple subjects to the same class of students).

 Vocational/Technical Education Teachers

 Teaching principals, teaching school counselors, teaching 

librarians, teaching school nurses, or other teaching 

administrators

- Include any staff members who teach at least one 

regularly scheduled class per week (e.g., a librarian 

teaches a regularly scheduled class in mathematics once a 

week).

 Teachers of Ungraded Students

 Itinerant, Co-op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be 

supervised by someone at your school.

 Current Long-Term Substitute Teachers

- Currently filling the role of regular teachers for four or 

more continuous weeks. 

 Other teachers who teach students in any of grades 7–8

Teachers to exclude:

 Adult Education and Postsecondary Teachers

- Teach only adult education or students beyond grade 12.

 Short-term Substitute Teachers

- Fill the role of regular or special education teachers for 

less than four continuous weeks.

 Student Teachers

 Day Care Aides/Paraprofessionals

 Teacher Aides/Paraprofessionals
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-22

Group Name: Algebra I course enrollment—grade 7 DG: 907

Section Student

Definition The unduplicated number of students in grade 7 enrolled in Algebra I

(college-preparatory) course.

Permitted Values  Integer 

Reporting Period  For schools with regular scheduling –Single day at the end of the 

regular school year 

 For schools with block scheduling that allows a full-year course 

to be taken in one semester – Sum of a count taken on a single 

day at the end of the first block, and a single day at the end of the 

second block

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools with grade 7 that provide collegepreparatory Algebra I course. 

Algebra I is a course that includes the study of properties and 

operations of the real number system; evaluating rational algebraic 

expressions; solving and graphing first degree equations and 

inequalities; translating word problems into equations; operations 

with and factoring of polynomials; and solving simple quadratic 

equations.

Algebra I is a foundation course leading to higher-level mathematics 

courses, including Geometry and Algebra II.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-23

Group Name: Algebra I course enrollment—grade 8 DG: 908

Section Student

Definition The unduplicated number of students in grade 8 enrolled in Algebra I

(college-preparatory) course.

Permitted Values  Integer 

Reporting Period  For schools with regular scheduling –Single day at the end of the 

regular school year

 For schools with block scheduling that allows a full-year course 

to be taken in one semester – Sum of a count taken on a single 

day at the end of the first block, and a single day at the end of the 

second block

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools with grade 8 and/or ungraded with middle 

school age students, and that provide college-preparatory Algebra I 

course. Category sets B and C do not include all students.

Algebra I is a course that includes the study of properties and 

operations of the real number system; evaluating rational algebraic 

expressions; solving and graphing first degree equations and 

inequalities; translating word problems into equations; operations 

with and factoring of polynomials; and solving simple quadratic 

equations.

Algebra I is a foundation course leading to higher-level mathematics 

courses, including Geometry and Algebra II.

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic

 Sex (Membership)

Category Set B  Disability Status (IDEA)

 Sex (Membership)

Category Set C  LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-24

Group Name: Algebra I course enrollment—high school DG: 909

Section Student

Definition The number of high school level students enrolled in Algebra I

(college-preparatory) course.

Permitted Values  Integer 

Reporting Period  For schools with regular scheduling –Single day at the end of the 

regular school year 

 For schools with block scheduling that allows a full-year course 

to be taken in one semester – Sum of a count taken on a single 

day at the end of the first block, and a single day at the end of the 

second block

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools with any grade 9 through 12 and/or ungraded 

with high school age students, and that provide college-preparatory

Algebra I course. Report only for schools with grade 9 or 10, and 

that provide college-preparatory Algebra I course. Report only for 

schools with grade 11 or 12 and/or ungraded with high school age 

students, and that provide college-preparatory Algebra I course. 

For each grade span, the data should be unduplicated. Category sets 

B and C do not include all students.

Algebra I is a course that includes the study of properties and 

operations of the real number system; evaluating rational algebraic 

expressions; solving and graphing first degree equations and 

inequalities; translating word problems into equations; operations 

with and factoring of polynomials; and solving simple quadratic 

equations.

Algebra I is a foundation course leading to higher-level mathematics 

courses, including Geometry and Algebra II.

CATEGORY SET DESCRIPTION

Category Set A  Grade Span (Secondary)

 Racial Ethnic

 Sex (Membership)

Category Set B  Grade Span (Secondary)

 Disability Status (IDEA)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-25

Category Set C  Grade Span (Secondary)

 LEP Status (Only)

 Sex (Membership)

Group Name: Algebra I course passing—grade 7 DG: 910

Section Student

Definition The unduplicated number of students in grade 7 who passed Algebra 

I (college-preparatory) course.

Permitted Values  Integer 

Reporting Period Regular School Year

Reporting Levels School		 LEA 		 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools with students in grade 7 who are enrolled in 

Algebra I course.

Algebra I is a course that includes the study of properties and 

operations of the real number system; evaluating rational algebraic 

expressions; solving and graphing first degree equations and 

inequalities; translating word problems into equations; operations 

with and factoring of polynomials; and solving simple quadratic 

equations.

Algebra I is a foundation course leading to higher-level mathematics 

courses, including Geometry and Algebra II.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-26

Group Name: Algebra I course passing—grade 8 DG: 911

Section Student

Definition The unduplicated number of students in grade 8 who passed Algebra 

I (college-preparatory) course.

Permitted Values  Integer 

Reporting Period Regular School Year

Reporting Levels School		 LEA  State 

Grand Total 

(Education Unit Total) 

Comment Report only for schools with students in grade 8 and/or ungraded 

middle school age students who are enrolled in Algebra I course.

Category sets B and C do not include all students.

Algebra I is a course that includes the study of properties and 

operations of the real number system; evaluating rational algebraic 

expressions; solving and graphing first degree equations and 

inequalities; translating word problems into equations; operations 

with and factoring of polynomials; and solving simple quadratic 

equations.

Algebra I is a foundation course leading to higher-level mathematics 

courses, including Geometry and Algebra II.

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic

 Sex (Membership)

Category Set B  Disability Status (IDEA)

 Sex (Membership)

Category Set C  LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-27

Group Name: Algebra I course passing—high school DG: 912

Section Student

Definition The number of high school level students who passed Algebra I

(college-preparatory) course.

Permitted Values  Integer 

Reporting Period Regular School Year

Reporting Levels School		 LEA  State 

Grand Total 

(Education Unit Total) 

Comment Report only for schools with students in grade 9 or 10 who are 

enrolled in Algebra I course. Report only for schools with students 

in grade 11 or 12 and/or ungraded high school age students who are 

enrolled in Algebra I course.

For each grade span, the data should be unduplicated. Category sets 

B and C do not include all students.

Algebra I is a course that includes the study of properties and 

operations of the real number system; evaluating rational algebraic 

expressions; solving and graphing first degree equations and 

inequalities; translating word problems into equations; operations 

with and factoring of polynomials; and solving simple quadratic 

equations.

Algebra I is a foundation course leading to higher-level mathematics 

courses, including Geometry and Algebra II.

CATEGORY SET DESCRIPTION

Category Set A  Grade Span (Secondary)

 Racial Ethnic

 Sex (Membership)

Category Set B  Grade Span (Secondary)

 Disability Status (IDEA)

 Sex (Membership)

Category Set C  Grade Span (Secondary)

 LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-28

Group Name: Alternative school focus DG: 914

Section Education Unit

Definition An indication of the specific group of students whose needs the 

alternative school is designed to meet.

Permitted Values  Alternative school for students with academic difficulties

 Alternative school for students with discipline problems

 Alternative school for students with academic difficulties and 

discipline problems 

 Not applicable

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools designated as alternative schools. 

An alternative school is a public elementary or secondary school that 

addresses the needs of students that typically cannot be met in a 

regular school program. The school provides nontraditional 

education; serves as an adjunct to a regular school; and falls outside 

the categories of regular, special education, or vocational education.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-29

Group Name: Civil rights coordinators DG: 916

Section Education Unit

Definition An indication of whether the LEA has appointed a responsible 

employee to coordinate efforts to comply with and carry out its 

responsibilities under federal law prohibiting discrimination against 

students and others on the basis of sex, race/color/national origin, 

and/or disability.

Permitted Values  Yes

 No

 Text for comments

Reporting Period October 1 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Include name, phone number, and email address of civil rights 

coordinator.

CATEGORY SET DESCRIPTION

Category Set A  Civil Rights Law (Coordinators)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-30

 Group Name: Corporal punishment instances—preschool DG: 1010

Section Student

Definition The number of instances of corporal punishment that preschool 

children received.

Permitted Values  Integer 

Reporting Period Regular School Year 

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 		

Comment For 2013–14 CRDC, this data group was optional.

Include instances of corporal punishment for children enrolled in 

preschool. 

Preschool refers to preschool programs and services for children 

ages 3 through 5. Include the number of instances, not the number 

of children who received corporal punishment. A child may have 

received corporal punishment more than once if the child was 

involved in multiple offenses. 

Corporal punishment refers to paddling, spanking, or other forms of 

physical punishment imposed on a child.

CATEGORY SET DESCRIPTION

Category Set A  Preschool (Corporal Punishment and Suspension) 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-31

Group Name: Corporal punishment instances table DG: 917

Section Student

Definition The number of instances of corporal punishment that K-12 students

received.

Permitted Values  Integer 

Reporting Period Regular School Year 

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 		

Comment For 2013–14 CRDC, this data group was optional.

Include instances of corporal punishment for students enrolled in 

grades K-12, and comparable ungraded levels. Include the number 

of instances, not the number of students who received corporal 

punishment. A student may have received corporal punishment 

more than once if the student was involved in multiple offenses. 

Corporal punishment refers to paddling, spanking, or other forms of 

physical punishment imposed on a student.

CATEGORY SET DESCRIPTION

Category Set A  Disability Status (Corporal Punishment) 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-32

Group Name: Credit recovery student participation DG: 992

Section Student 

Definition The unduplicated number of students who participate in at least one 

credit recovery program that allows them to earn missed credit in 

order to graduate from high school.

Permitted Values  Integer

Reporting Period School year up to one day prior to the beginning of the following 

school year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Report only for schools with any grade 9 through 12 and/or ungraded 

with high school age students.

Credit recovery programs (including courses or other instruction),

aim to help schools graduate more students by giving students who 

have fallen behind the chance to “recover” credits through a 

multitude of different strategies, including online. Different 

programs allow students to work on their credit recovery classes over 

the summer, on school breaks, after school, on weekends, at home on 

their own, at night in school computer labs, or even during the school 

day.

Group Name: Deaths due to homicide DG: 919

Section Education Unit

Definition An indication of whether any of the school’s students, faculty, or 

staff died as a result of a homicide committed at the school.

Permitted Values  Yes

 No

Reporting Period Regular School Year 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-33

Group Name: Desegregation order or plan DG: 920

Section Education Unit

Definition An indication of whether the LEA is covered by a desegregation 

order or plan.

Permitted Values  Yes

 No

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Desegregation order or plan – An order or plan: (1) that has been 

ordered by, submitted to, or entered into with a federal or state court; 

the Office for Civil Rights (OCR), U.S. Department of Education, its 

predecessor the Department of Health, Education, and Welfare, or 

another federal agency; or a state agency or official, and (2) that 

remedies or addresses a school district’s actual or alleged segregation 

of students or staff on the basis of race or national origin that was 

found or alleged to be in violation of the U.S. Constitution, Title VI

of the Civil Rights Act of 1964, and/or state constitution or other state 

law. A school district remains subject to such a desegregation order 

or plan until the court, agency, or other competent official finds that 

the district has satisfied its obligations and has been released from the 

order or plan.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-34

Group Name: Discipline of preschool children table DG: 921

Section Student

Definition The number of preschool children who were disciplined during the 

school year.

Permitted Values  Integer 

Reporting Period Regular School Year

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

Comment Preschool refers to preschool programs and services for children 

ages 3 through 5. For each discipline method, the data should be 

unduplicated. Category sets B and C do not include all children.

CATEGORY SET DESCRIPTION

Category Set A  Discipline Method (Preschool)

 Racial Ethnic

 Sex (Membership)

Category Set B  Discipline Method (Preschool)

 Disability Status (IDEA)

 Sex (Membership)

Category Set C  Discipline Method (Preschool)

 LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-35

Group Name: Discipline of students with disabilities (IDEA and Section 

 504) table

DG: 922

Section Student

Definition The number of students with disabilities (IDEA and Section 504) 

who were disciplined during the school year.

Permitted Values  Integer 

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Include students enrolled in grades K-12, and comparable ungraded 

levels. For each discipline method, the data should be unduplicated. 

Category set A includes students with disabilities served under IDEA

only. Category set B includes students with disabilities served under 

Section 504 only. Category set C does not include all students.

CATEGORY SET DESCRIPTION

Category Set A

Revised!

 Discipline Method

 Disability Status (IDEA)

 Racial Ethnic

 Sex (Membership)

Category Set B

Revised!

 Discipline Method

 Disability Status (Section 504 Only)

 Sex (Membership)

Category Set C

Revised!

 Discipline Method

 LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-36

Group Name: Discipline of students without disabilities table DG: 923

Section Student

Definition The number of students without disabilities who were disciplined 

during the school year.

Permitted Values  Integer 

Reporting Period Regular School Year 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Include students enrolled in grades K-12, and comparable ungraded 

levels. For each discipline method, the data should be unduplicated. 

Category set B does not include all students. 

CATEGORY SET DESCRIPTION

Category Set A

Revised!

 Discipline Method

 Racial Ethnic

 Sex (Membership)

Category Set B

Revised!

 Discipline Method

 LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-37

Group Name: Distance education student enrollment table DG: 993

Section Student

Definition The unduplicated number of students enrolled in any distance 

education courses.

Permitted Values  Integer 

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Category sets B and C do not include all students.

Distance education courses must meet all of the following criteria: 

(1) be credit-granting; (2) be technology-delivered via audio, video 

(live or prerecorded), the Internet, or other computer-based 

technology (e.g., via district network); and (3) have either (a) the 

instructor in a different location than the students and/or (b) the 

course content developed in, or delivered from, a different location 

than that of the students. 

LEAs should provide response regardless of where the courses 

originated. However, distance education courses that students take 

independently or that are provided by entities outside the control of 

the district should not be included unless the district has access to 

enrollment and monitoring information for those courses.

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic

 Sex (Membership)

Category Set B  Disability Status (IDEA)

 Sex (Membership)

Category Set C  LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-38

 Group Name: Dual enrollment program student enrollment DG: 994

Section Student

Definition The unduplicated number of students enrolled in at least one dual 

enrollment/dual credit program that allows them to take college-level 

courses and earn concurrent credit toward a high school diploma and 

a college degree.

Permitted Values  Integer

Reporting Period October 1 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

For schools with any grade 9 through 12 or ungraded with high 

school age students. For schools with students enrolled in at least 

one dual enrollment/dual credit program. Category sets B and C do 

not include all students.

Dual enrollment/dual credit programs provide opportunities for high 

school students to take college-level courses offered by colleges, and 

earn concurrent credit toward a high school diploma and a college 

degree while still in high school. These programs are for high 

school-enrolled students who are academically prepared to enroll in 

college and are interested in taking on additional coursework. For 

example, students who want to study subjects not offered at their 

high school may seek supplemental education at colleges nearby. 

Dual enrollment/dual credit programs do not include the Advanced 

Placement (AP) program or the International Baccalaureate Diploma 

Programme. 

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic

 Sex (Membership)

Category Set B  Disability Status (IDEA)

 Sex (Membership)

Category Set C  LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-39

Group Name: Early childhood program for non-IDEA children DG: 926

Section Education Unit

Definition An indication of whether the LEA’s early childhood program serves 

non-IDEA children birth through age 2.

Permitted Values  Yes

 No

 Not applicable

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 		

Comment Report only for LEAs that provide early childhood program(s).

Group Name: Firearm use DG: 927

Section Education Unit

Definition An indication of whether there been at least one incident at the 

school that involved a shooting (regardless of whether anyone was 

hurt).

Permitted Values  Yes

 No

Reporting Period Regular School Year 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Include those incidents that occurred at school, regardless of whether 

a student or non-student used the firearm.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-40

Group Name: Geometry course enrollment—grade 8 DG: 930

Section Student

Definition The unduplicated number of students in grade 8 enrolled in

Geometry (college-preparatory) course.

Permitted Values  Integer 

Reporting Period  For schools with regular scheduling – October 1

 For schools with block scheduling that allows a full-year course 

to be taken in one semester – Sum of a count taken on October 1 

in the first block, and around March 1 in the second block

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools with grade 8 and/or ungraded with middle 

school age students, and that provide college-preparatory Geometry

course. 

Geometry is a course that typically includes topics such as properties 

of plane and solid figures; deductive methods of reasoning and use 

of logic; geometry as an axiomatic system 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.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-41

 Group Name: Gifted/talented program enrollment table DG: 931

Section Student

Definition The unduplicated number of students enrolled in gifted/talented 

programs during regular school hours because of unusually high 

academic ability or aptitude or a specialized talent or aptitude.

Permitted Values  Integer 

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Include students enrolled in preschool, grades K-12, and comparable 

ungraded levels. Report only for schools with one or more 

gifted/talented programs. Category sets B and C do not include all 

students.

Gifted/talented programs – Programs during regular school hours 

that provide special educational opportunities including accelerated 

promotion through grades and classes and an enriched curriculum for 

students who are endowed with a high degree of mental ability or 

who demonstrate unusual physical coordination, creativity, interest, 

or talent.

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic

 Sex (Membership)

Category Set B  Disability Status (IDEA)

 Sex (Membership)

Category Set C  LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-42

Group Name: Harassment or bullying—policy table DG: 988

Section Education Unit

Definition An indication of whether the LEA has a written policy or policies 

prohibiting discriminatory harassment and bullying of students on 

the basis of sex, race/color/national origin, and/or disability.

Permitted Values  Yes

 No

 Text for comments

Reporting Period October 1

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

Comment Include web link to policy or policies.

Harassment or bullying on the basis of sex – 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 

physical conduct of a sexual nature. Gender-based harassment 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 stereotypes. Harassing conduct may take 

many forms, including verbal acts and name-calling, as well as nonverbal behavior, such as graphic and written statements, or conduct 

that is physically threatening, harmful or humiliating. The conduct 

can be carried out by school employees, other students, and nonemployee third 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 bullying on the basis of race, color, or national 

origin – Racial harassment or bullying refers to 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 

physically threatening, harmful or humiliating. The conduct can be 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-43

carried out by school employees, other students, and non-employee 

third parties. Bullying on the basis of race, color, or national origin 

constitutes racial harassment.

Harassment or bullying on the basis of disability – Disability

harassment or bullying refers to intimidation or abusive behavior 

toward a student based on actual or perceived disability. Harassing 

conduct may take many forms, including verbal acts and namecalling, as well as non-verbal behavior, such as graphic and written 

statements, or conduct that is physically 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 disability constitutes disability harassment.

Group Name: Harassment or bullying—reported allegations table DG: 933

Section Education Unit

Definition The number of reported allegations of harassment or bullying on the 

basis of a civil rights category. 

Permitted Values  Integer 

Reporting Period Regular School Year

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 		

Comment Include allegations for students enrolled in grades K-12, and 

comparable ungraded levels. In classifying the allegations, look to 

the likely motives of the alleged harasser, and not the actual status of 

the alleged victim. Alleged victims must be students.

An allegation that involves multiple civil rights categories should be 

counted in each applicable civil rights category. For example, an 

allegation that involves both sex and disability should be reported in 

both the sex count and the disability count.

Within each civil rights category, the count should be unduplicated. 

CATEGORY SET DESCRIPTION

Category Set A  Civil Rights Category (Allegations)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-44

Group Name: Harassment or bullying—students disciplined table DG: 934

Section Student

Definition The number of students disciplined for engaging in harassment or 

bullying on the basis of a civil rights category. 

Permitted Values  Integer 

Reporting Period Regular School Year

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 		

Comment Include disciplined students enrolled in grades K-12, and comparable 

ungraded levels. In classifying the disciplined students, look to their

likely motives, and not the actual status of the alleged victims. 

Alleged victims are students.

A student disciplined for engaging in harassment or bullying on the 

basis of multiple civil rights categories should be counted in each 

applicable civil rights category. For example, a student disciplined 

for engaging in harassment or bullying on the basis of both sex and 

disability should be reported in both the sex count and the disability

count.

Within each civil rights category, the count should be unduplicated. 

Category sets B, C, and D do not include all students.

CATEGORY SET DESCRIPTION

Category Set A  Civil Rights Category (Student Counts)

 Racial Ethnic

 Sex (Membership)

Category Set B  Civil Rights Category (Student Counts)

 Disability Status (IDEA)

 Sex (Membership)

Category Set C  Civil Rights Category (Student Counts)

 Disability Status (Section 504 Only)

 Sex (Membership)

Category Set D  Civil Rights Category (Student Counts)

 LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-45

Group Name: Harassment or bullying—students reported as harassed 

or bullied table

DG: 935

Section Student

Definition The number of students reported as harassed or bullied on the basis 

of a civil rights category. 

Permitted Values  Integer 

Reporting Period Regular School Year

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 		

Comment Include students enrolled in grades K-12, and comparable ungraded 

levels. In classifying the students reported as harassed or bullied, 

look to the likely motives of the alleged harasser/bully, and not the 

actual status of the alleged victim. 

A student reported as harassed or bullied on the basis of multiple 

civil rights categories should be counted in each applicable civil 

rights category. For example, a student reported as harassed or 

bullied on the basis of both sex and disability should be reported in 

both the sex count and the disability count.

Within each civil rights category, the count should be unduplicated.

Category sets B, C, and D do not include all students.

CATEGORY SET DESCRIPTION

Category Set A  Civil Rights Category (Student Counts)

 Racial Ethnic

 Sex (Membership)

Category Set B  Civil Rights Category (Student Counts)

 Disability Status (IDEA)

 Sex (Membership)

Category Set C  Civil Rights Category (Student Counts)

 Disability Status (Section 504 Only)

 Sex (Membership)

Category Set D  Civil Rights Category (Student Counts)

 LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-46

Group Name: High school equivalency exam preparation program 

 credentials table

DG: 928

Section Student

Definition

Revised!

The unduplicated number of students ages 16 through 19 who 

received a high school equivalency credential after participating in a 

high school equivalency exam preparation program provided by the 

LEA.

Permitted Values  Integer 

Reporting Period Regular School Year

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

Comment

Revised!

Report only for LEAs that provide a high school equivalency exam 

preparation program. Category sets B and C do not include all 

students.

High school equivalency exam preparation programs – Programs 

(e.g., courses) designed to prepare students to be successful on stateauthorized high school equivalency exams. High school equivalency

exams are used to certify the high school-level academic 

achievement of individuals who have not received a secondary

school diploma or its recognized equivalent. Upon review of exam 

results, an education or government agency may award a high school 

equivalency credential.

High school equivalency exams may include (but are not limited to)

the following: the General Educational Development (GED) Test, 

the High School Equivalency Test (HiSet) and the Test Assessing 

Secondary Completion (TASC).

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic

 Sex (Membership)

Category Set B  Disability Status (IDEA)

 Sex (Membership)

Category Set C  LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-47

Group Name: High school equivalency exam preparation program 

 participation table

DG: 929

Section Student

Definition

Revised!

The unduplicated number of students ages 16 through 19 who 

participated in a high school equivalency exam preparation program 

provided by the LEA.

Permitted Values  Integer 

Reporting Period Regular School Year

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

Comment

Revised!

Report only for LEAs that provide a high school equivalency exam 

preparation program. Category sets B and C do not include all 

students.

High school equivalency exam preparation programs – Programs 

(e.g., courses) designed to prepare students to be successful on stateauthorized high school equivalency exams. High school equivalency

exams are used to certify the high school-level academic 

achievement of individuals who have not received a secondary

school diploma or its recognized equivalent. Upon review of exam 

results, an education or government agency may award a high school 

equivalency credential.

High school equivalency exams may include (but are not limited to) 

the following: the General Educational Development (GED) Test, 

the High School Equivalency Test (HiSet) and the Test Assessing 

Secondary Completion (TASC).

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic

 Sex (Membership)

Category Set B  Disability Status (IDEA)

 Sex (Membership)

Category Set C  LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-48

 Group Name: International Baccalaureate Programme enrollment table DG: 936

Section Student

Definition The unduplicated number of students enrolled in the International 

Baccalaureate (IB) Diploma Programme. 

Permitted Values  Integer 

Reporting Period October 1 

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 		

Comment Report only for schools that offer an IB program. Category sets B 

and C do not include all students.

The International Baccalaureate (IB) Diploma Programme – The IB 

Diploma Programme, sponsored by the International Baccalaureate 

Organization, is designed as an academically challenging and 

balanced program of education with final examinations that prepares 

students, usually aged 16 to 19, for success at university and life 

beyond. The Programme is typically taught over two years. IB 

Diploma Programme students study six courses at higher level or 

standard level. Students must choose one subject from each of 

groups 1 to 5, thus ensuring breadth of experience in languages, 

social studies, the experimental sciences and mathematics. The sixth 

subject may be an arts subject chosen from group 6, or the student 

may choose another subject from groups 1 to 5. Additionally, IB 

Diploma Programme students must meet three core requirements: 

the extended essay, the theory of knowledge course, and a 

creativity/action/service experience.

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic

 Sex (Membership)

Category Set B  Disability Status (IDEA)

 Sex (Membership)

Category Set C  LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-49

Group Name: Interscholastic athletics single-sex sports DG: 937

Section Education Unit

Definition The unduplicated number of high school-level interscholastic 

athletics sports in which only male or only female students 

participate.

Permitted Values  Integer

Reporting Period School year up to one day prior to the beginning of the following 

school year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools with any grade 9 through 12 and/or ungraded 

with high school age students. Report only for schools that have 

students who participate in single-sex interscholastic athletics.

Single-sex interscholastic athletics refers to sports activities in which 

only male or only female students participate.

Interscholastic athletics – Team-based organized sports activities that 

offer competition between schools. 

Interscholastic athletics sports – Distinct sports, such as football, 

basketball, soccer, swimming, and tennis. Intramural sports and 

sideline cheerleading are not considered interscholastic athletics 

sports.

CATEGORY SET DESCRIPTION

Category Set A  Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-50

Group Name: Interscholastic athletics single-sex teams DG: 938

Section Education Unit

Definition The unduplicated number of high school-level interscholastic 

athletics teams in which only male or only female students 

participate.

Permitted Values  Integer

Reporting Period School year up to one day prior to the beginning of the following 

school year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools with any grade 9 through 12 and/or ungraded 

with high school age students. Report only for schools that have 

students who participate in single-sex interscholastic athletics.

Single-sex interscholastic athletics refers to sports activities in which 

only male or only female students participate.

Interscholastic athletics – Team-based organized sports activities that 

offer competition between schools. 

Interscholastic athletics sports – Distinct sports, such as football, 

basketball, soccer, swimming, and tennis. Intramural sports and 

sideline cheerleading are not considered interscholastic athletics 

sports.

Interscholastic athletics sports teams – The competitive-level teams 

of each interscholastic athletics sport, such as freshman team, junior 

varsity team, and varsity team. 

CATEGORY SET DESCRIPTION

Category Set A  Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-51

Group Name: Interscholastic athletics single-sex team participants DG: 939

Section Student

Definition The number of participants on high school-level interscholastic 

athletics sports teams in which only male or only female students 

participate.

Permitted Values  Integer

Reporting Period School year up to one day prior to the beginning of the following 

school year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools with any grade 9 through 12 and/or ungraded 

with high school age students. Report only for schools that have 

students who participate in single-sex interscholastic athletics.

Single-sex interscholastic athletics refers to sports activities in which 

only male or only female students participate. A student should be 

counted once for each team he or she is on. 

Interscholastic athletics – Team-based organized sports activities that 

offer competition between schools. 

Interscholastic athletics sports – Distinct sports, such as football, 

basketball, soccer, swimming, and tennis. Intramural sports and 

sideline cheerleading are not considered interscholastic athletics 

sports.

Interscholastic athletics sports teams – The competitive-level teams 

of each interscholastic athletics sport, such as freshman team, junior 

varsity team, and varsity team. 

Interscholastic athletics sports team participant – A student who 

participates in an interscholastic athletics sports team (e.g., a student 

who participates in a freshman soccer team). 

CATEGORY SET DESCRIPTION

Category Set A  Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-52

Group Name: Justice facility days in regular school year table DG: 940

Section Education Unit

Definition The number of days that make up the justice facility’s regular school 

year.

Permitted Values  Integer

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Report only for justice facilities. Report the number of days per year 

that the regular credit-granting educational program operates.

A justice facility is a public or private facility that confines preadjudicated/pre-convicted individuals, post-adjudicated/postconvicted individuals, or both. Justice facilities include short-term 

(90 calendar days or less) and long-term (more than 90 calendar 

days) facilities, such as correctional facilities, detention centers, jails, 

and prisons. These facilities may confine juveniles (individuals 

typically under 18 years of age), adults (individuals typically 18 

years of age and older), or both. Some states and jurisdictions 

include individuals younger than age 18 as adults due to 

statute/legislation and/or justice procedures. For the purposes of the 

CRDC, only individuals up to 21 years of age who are confined in 

justice facilities are of interest.

Educational program – An educational program for children and 

youth (not beyond grade 12) served at a justice facility that consists 

of credit-granting courses and classroom instruction in at minimum, 

basic school subjects, such as reading, English language arts, and 

mathematics. Classroom instruction in vocationally-oriented 

subjects may also be considered part of the program. Neither the 

manufacture of goods within the facility nor activities related to 

facility maintenance are considered classroom instruction. Creditgranting refers to any course that results in a letter grade or a 

pass/fail designation and is required of a student to move to the next 

grade level or complete a program of study and receive a high school 

diploma. 

A regular educational program usually begins in the late summer or 

early fall and ends in late spring or early summer. On average, a 

regular educational program operates for 180 days. A year-round 

educational program usually operates for a 12-month period.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-53

Group Name: Justice facility educational program participants table DG: 941

Section Student

Definition The unduplicated number of students who participated in the creditgranting educational program during the regular school year at the 

justice facility for the length of time specified. 

Permitted Values  Integer

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Report only for justice facilities.

This is a cumulative count based on the school’s entire regular 

school year. The count is an unduplicated count of elementary, 

middle, and high school age students who participated in the 

educational program.

Length of time refers to the cumulative number of calendar days that 

the student participated in the educational program.

A justice facility is a public or private facility that confines preadjudicated/pre-convicted individuals, post-adjudicated/postconvicted individuals, or both. Justice facilities include short-term 

(90 calendar days or less) and long-term (more than 90 calendar 

days) facilities, such as correctional facilities, detention centers, jails, 

and prisons. These facilities may confine juveniles (individuals 

typically under 18 years of age), adults (individuals typically 18 

years of age and older), or both. Some states and jurisdictions 

include individuals younger than age 18 as adults due to 

statute/legislation and/or justice procedures. For the purposes of the 

CRDC, only individuals up to 21 years of age who are confined in 

justice facilities are of interest.

Educational program – An educational program for children and 

youth (not beyond grade 12) served at a justice facility that consists 

of credit-granting courses and classroom instruction in at minimum, 

basic school subjects, such as reading, English language arts, and 

mathematics. Classroom instruction in vocationally-oriented 

subjects may also be considered part of the program. Neither the 

manufacture of goods within the facility nor activities related to 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-54

facility maintenance are considered classroom instruction. Creditgranting refers to any course that results in a letter grade or a 

pass/fail designation and is required of a student to move to the next 

grade level or complete a program of study and receive a high school 

diploma. 

A regular educational program usually begins in the late summer or 

early fall and ends in late spring or early summer. On average, a 

regular educational program operates for 180 days. A year-round 

educational program usually operates for a 12-month period.

CATEGORY SET DESCRIPTION

Category Set A  Justice Facility Duration
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-55

Group Name: Justice facility educational program hours per week table DG: 942

Section Education Unit

Definition The number of hours per week that the credit-granting educational 

program is offered to students during the regular school year at the 

justice facility.

Permitted Values  Integer

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Report only for justice facilities.

A justice facility is a public or private facility that confines preadjudicated/pre-convicted individuals, post-adjudicated/postconvicted individuals, or both. Justice facilities include short-term 

(90 calendar days or less) and long-term (more than 90 calendar 

days) facilities, such as correctional facilities, detention centers, jails, 

and prisons. These facilities may confine juveniles (individuals 

typically under 18 years of age), adults (individuals typically 18 

years of age and older), or both. Some states and jurisdictions 

include individuals younger than age 18 as adults due to 

statute/legislation and/or justice procedures. For the purposes of the 

CRDC, only individuals up to 21 years of age who are confined in 

justice facilities are of interest.

Educational program – An educational program for children and 

youth (not beyond grade 12) served at a justice facility that consists 

of credit-granting courses and classroom instruction in at minimum, 

basic school subjects, such as reading, English language arts, and 

mathematics. Classroom instruction in vocationally-oriented 

subjects may also be considered part of the program. Neither the 

manufacture of goods within the facility nor activities related to 

facility maintenance are considered classroom instruction. Creditgranting refers to any course that results in a letter grade or a 

pass/fail designation and is required of a student to move to the next 

grade level or complete a program of study and receive a high school 

diploma. 

A regular educational program usually begins in the late summer or 

early fall and ends in late spring or early summer. On average, a 

regular educational program operates for 180 days. A year-round 

educational program usually operates for a 12-month period.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-56

Group Name: Justice facility type DG: 943

Section Education Unit

Definition An indication of the type of justice facility.

Permitted Values  Pre-adjudication/Pre-conviction facility

 Post-adjudication/Post-conviction facility

 Pre- and post-adjudication/conviction facility

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Report only for justice facilities.

A justice facility is a public or private facility that confines preadjudicated/pre-convicted individuals, post-adjudicated/postconvicted individuals, or both. Justice facilities include short-term 

(90 calendar days or less) and long-term (more than 90 calendar 

days) facilities, such as correctional facilities, detention centers, jails, 

and prisons. These facilities may confine juveniles (individuals 

typically under 18 years of age), adults (individuals typically 18 

years of age and older), or both. Some states and jurisdictions 

include individuals younger than age 18 as adults due to 

statute/legislation and/or justice procedures. For the purposes of the 

CRDC, only individuals up to 21 years of age who are confined in 

justice facilities are of interest.

A pre-adjudication facility confines pre-adjudicated juveniles. A 

pre-adjudicated juvenile is an individual (typically under 18 years of 

age) who has been charged, but who has not participated in the court 

process that determines whether he/she has committed the crime. 

Adjudication is the court process that determines (judges) if the 

juvenile committed the act for which he/she is charged. 

A pre-conviction facility confines pre-convicted adults. A preconvicted adult is an individual (typically 18 years of age or older) 

who has been charged, but who has not participated in the court 

process that determines (judges) if he/she committed the act for 

which he/she is charged. 

A post-adjudication facility confines post-adjudicated juveniles. A 

post-adjudicated juvenile is an individual (typically under 18 years 

of age) who has been charged and determined to have committed the 

crime. Adjudication is the court process that determines (judges) if 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-57

the juvenile committed the act for which he/she is charged.

A post-conviction facility confines post-convicted adults. A postconvicted adult is an individual (typically 18 years of age or older) 

who has been charged and determined to have committed the crime. 

Group Name: Kindergarten daily length and cost DG: 944

Section Education Unit

Definition An indication of whether the LEA provides a kindergarten program 

of a specific length to students and cost to parents/guardians

Permitted Values  Full-day kindergarten (free; no charge to parent(s)/guardian)

 Full-day kindergarten (partial or full charge to 

parent(s)/guardian)

 Part-day kindergarten (free; no charge to parent(s)/guardian)

 Part-day kindergarten (partial or full charge to 

parent(s)/guardian)



Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 		

Comment A full-day kindergarten program is a program in which a child 

attends school each weekday for approximately six hours or more.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-58

Group Name: Limited English proficient students DG: 946

Section Student

Definition The unduplicated number of students enrolled in school who are 

limited English proficient (LEP).

Permitted Values  Integer 

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Include LEP students enrolled in preschool, grades K-12, and 

comparable ungraded levels. Include all LEP students, regardless of 

whether they are enrolled in English language instruction educational 

programs designed for LEP students. Category set C does not 

include all students.

CATEGORY SET DESCRIPTION

Category Set A  Sex (Membership)

Category Set B  Racial Ethnic

 Sex (Membership)

Category Set C  Disability Status (IDEA)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-59

Group Name: Limited English proficient students in LEP programs DG:	947

Section Student

Definition The unduplicated number of limited English proficient (LEP) 

students enrolled in English language instruction educational 

programs designed for LEP students.

Permitted Values  Integer 

Reporting Period October 1

Reporting Levels School		 LEA 		 State		

Grand Total 

(Education Unit Total) 

Comment Include LEP students enrolled in preschool, grades K-12, and 

comparable ungraded levels. Include only LEP students who are 

enrolled in English language instruction educational programs 

designed for LEP students. This includes students served through 

ESEA Title III and students receiving LEP services through other 

programs designed for LEP students. Category set B does not 

include all students.

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic

 Sex (Membership)

Category Set B  Disability Status (IDEA)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-60

Group Name: Magnet program detail DG: 948

Section Education Unit

Definition An indication of whether the entire school population participates in 

the school magnet program.

Permitted Values  Yes

 No

 Not applicable

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total (Education 

Unit Total) 

Comment Report only for schools operating a magnet program.

Magnet program – A program within a public school that offers a 

special curriculum capable of attracting substantial numbers of 

students of different racial/ethnic backgrounds, which may also 

reduce, prevent, or eliminate minority group isolation. The program 

may be designed to provide an academic or social focus on a 

particular theme (e.g., science/math, performing arts, gifted/talented, 

or foreign language). A public school is considered a magnet school 

if it operates a magnet program for all students or some students 

within the school.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-61

Group Name: Mathematics classes—high school DG: 950

Section Education Unit

Definition The unduplicated number of classes in mathematics (collegepreparatory) courses at the high school level.

Permitted Values  Integer

Reporting Period  For schools with regular scheduling – October 1 

 For schools with block scheduling that allows a full-year course 

to be taken in one semester – Sum of a count taken on October 1 

in the first block, and around March 1 in the second block 

Reporting Levels School		 LEA				 State		

Grand Total

(Education Unit Total) 

Comment Report only for schools with any grade 9 through 12 and/or ungraded 

with high school age students.

CATEGORY SET DESCRIPTION

Category Set A  Mathematics (High School Classes) 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-62

Group Name: Mathematics classes—high school teacher certification DG: 1005

Section Education Unit

Definition The unduplicated number of classes in mathematics (collegepreparatory) courses at the high school level taught by teachers with 

a mathematics certification.

Permitted Values  Integer

Reporting Period  For schools with regular scheduling – October 1 

 For schools with block scheduling that allows a full-year course 

to be taken in one semester – Sum of a count taken on October 1 

in the first block, and around March 1 in the second block 

Reporting Levels School		 LEA				 State		

Grand Total

(Education Unit Total) 

Comment Report only for schools with any grade 9 through 12 and/or 

ungraded with high school age students.

Teachers are considered certified in mathematics if they have 

received a teaching certificate/license/endorsement in mathematics

or computer science (general or subject-specific) from the state.

Teachers may be funded with federal, state, and/or local funds. 

Justice facilities should consider only teachers who serve students in 

the educational program offered at the justice facility during the 

regular school year. 

Refer to the following guide to determine which teachers may be 

included and which teachers should be excluded.

Teachers certified in mathematics may include:

 Regular Classroom Teachers

 Special Education Teachers

- Teach special education classes to students with 

disabilities.

 Vocational/Technical Education Teachers

 Teaching principals, teaching school counselors, teaching 

librarians, teaching school nurses, or other teaching 

administrators

- Include any staff members who teach at least one 

regularly scheduled class per week (e.g., a librarian 

teaches a regularly scheduled class in mathematics once a 

week).

 Teachers of Ungraded Students
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-63

 Itinerant, Co-op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be 

supervised by someone at your school.

 Current Long-Term Substitute Teachers

- Currently filling the role of regular teachers for four or 

more continuous weeks. 

 Other teachers who teach students in any of grades 9–12 

Teachers to exclude:

 General Elementary Teachers

- Teach self-contained classes in any of grades Preschool–

8 (i.e., teach the same class of students all or most of the 

day).

- Team-teach (i.e., two or more teachers collaborate to 

teach multiple subjects to the same class of students).

- Include preschool teachers and kindergarten teachers.

 Adult Education and Postsecondary Teachers

- Teach only adult education or students beyond grade 12.

 Short-term Substitute Teachers

- Fill the role of regular or special education teachers for 

less than four continuous weeks.

 Student Teachers

 Day Care Aides/Paraprofessionals

 Teacher Aides/Paraprofessionals

CATEGORY SET DESCRIPTION

Category Set A  Mathematics (High School Classes) 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-64

Group Name: Mathematics course enrollment—high school DG: 951

Section Student

Definition The number of high school level students enrolled in mathematics 

(college-preparatory) courses, except Algebra I.

Permitted Values  Integer 

Reporting Period  For schools with regular scheduling – October 1

 For schools with block scheduling that allows a full-year course 

to be taken in one semester – Sum of a count taken on October 1 

in the first block, and around March 1 in the second block

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools with any grade 9 through 12 and/or ungraded 

with high school age students, and that provide college-preparatory

mathematics courses. Exclude students enrolled in Algebra I.

For each mathematics course, the data should be unduplicated.

Category sets B and C do not include all students. 

CATEGORY SET DESCRIPTION

Category Set A  Mathematics (High School Course Enrollment) 

 Racial Ethnic

 Sex (Membership)

Category Set B  Mathematics (High School Course Enrollment) 

 Disability Status (IDEA)

 Sex (Membership)

Category Set C  Mathematics (High School Course Enrollment) 

 LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-65

 Group Name: Membership—LEA DG: 989

Section Student

Definition The unduplicated number of students enrolled in the LEA, who are 

served in non-LEA facilities only. 

Permitted Values  Integer 

Reporting Period October 1

Reporting Levels School			 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Each student is counted individually, no full-time equivalency. 

Include students who are the responsibility of the LEA, who are 

served in non-LEA facilities only (public or private). Do not include 

students who are served in LEA facilities.

Non-LEA facilities are non-district facilities, such as intermediate 

units, residential facilities outside the LEA, social service agencies, 

hospitals, and private schools. 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-66

Group Name: Offenses table DG: 952

Section Education Unit

Definition The unduplicated number of incidents that occurred at the school by

type of offense. 

Permitted Values  Integer

Reporting Period Regular School Year

Reporting Levels School		 LEA				 State		

Grand Total

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Incidents may occur before, during, or after normal school hours. 

Incidents should be counted regardless of whether any disciplinary

action was taken, and regardless of whether students or non-students 

were involved.

An incident refers to a specific criminal act involving one or more 

victims and offenders. For example, if two students are robbed 

without a weapon, at the same time and place, this is classified as 

two robbery victimizations but only one robbery without a weapon 

incident.

CATEGORY SET DESCRIPTION

Category Set A  Offense Type
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-67

Group Name: Preschool ages for non-IDEA children DG: 953

Section Education Unit

Definition An indication of whether the LEA’s or school’s preschool program 

serves non-IDEA children of a specific age range.

Permitted Values  Children age 3 years

 Children age 4 years

 Children age 5 years

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 		

Comment Report only for LEAs or schools that provide preschool program(s).

Preschool refers to preschool programs and services for children 

ages 3 through 5. 

Children who are not served under the Individuals with Disabilities 

Education Act (IDEA) are considered “non-IDEA children.”

Group Name: Preschool daily length and cost DG: 954

Section Education Unit

Definition An indication of whether the LEA provides a preschool program of a 

specific length to children and cost to parents/guardians.

Permitted Values  Full-day preschool (free; no charge to parent(s)/guardian)

 Full-day preschool (partial or full charge to parent(s)/guardian)

 Part-day preschool (free; no charge to parent(s)/guardian)

 Part-day preschool (partial or full charge to parent(s)/guardian)



Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 		

Comment Preschool refers to preschool programs and services for children 

ages 3 through 5. A full-day preschool program is a program that a 

child attends each weekday for approximately six hours or more.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-68

Group Name: Preschool eligible children DG: 955

Section Student

Definition An indication of whether the LEA’s preschool program is provided 

to specific groups of children.

Permitted Values  Children with disabilities (IDEA)

 Children in Title I schools

 Children from low income families

 All children

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 		

Comment Report only for LEAs that provide preschool program(s). Preschool 

refers to preschool programs and services for children ages 3 through 

5. 

“Children with disabilities (IDEA)” refers to children with 

disabilities who are receiving services under the Individuals with 

Disabilities Education Act.

Title I schools are schools with large concentrations of low-income 

students that receive Title I funds (i.e., supplemental funds under 

Title I of the Elementary and Secondary Education Act, as amended 

by the No Child Left Behind Act), to assist in meeting their students’ 

educational goals. For an entire school to qualify for Title I funds, at 

least 40% of students must enroll in the free and reduced lunch 

program.

For the purposes of preschool eligibility, low-income is defined by

the LEA, and may vary from LEA to LEA. 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-69

Group Name: Preschool enrollment table DG: 956

Section Student

Definition The unduplicated number of children enrolled in the school’s 

preschool program.

Permitted Values  Integer 

Reporting Period October 1

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools that provide preschool program(s). 

Preschool refers to preschool programs and services for children 

ages 3 through 5. Category sets B and C do not include all children. 

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic

 Sex (Membership)

Category Set B  Disability Status (IDEA)

 Sex (Membership)

Category Set C  LEP Status (Only)

 Sex (Membership)

Group Name: Preschool grade DG: 913

Section Education Unit

Definition The preschool grade level offered by the school.

Permitted Values  Preschool

Reporting Period October 1

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Preschool refers to preschool programs and services for children 

ages 3 through 5. The preschool grade level should be reported if 

offered, regardless of whether any children ages 3 through 5 are 

enrolled in preschool. 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-70

Group Name: Preschool children served table DG: 957

Section Student

Definition The unduplicated number of children of a specific age served in 

preschool in LEA and non-LEA facilities.

Permitted Values  Integer 

Reporting Period October 1

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Preschool refers to preschool programs and services for children 

ages 3 through 5. Include all children served in preschool that are 

under the responsibility of the LEA. Include preschool children in 

district facilities and preschool children in non-district facilities such 

as intermediate units, residential facilities outside the LEA, and 

social service agencies. 

CATEGORY SET DESCRIPTION

Category Set A

Revised!

 Age (Preschool)

Group Name: Public schools total DG: 958

Section Education Unit

Definition The unduplicated number of public schools under the governance of 

the LEA, including all facilities where students attend.

Permitted Values  Integer

Reporting Period October 1 

Reporting Levels School  LEA		 State 

Grand Total 

(Education Unit Total) 

Comment Include charter schools that are under the governance of the LEA. 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-71

Group Name: Restraint or seclusion for IDEA students table DG: 959

Section Student

Definition The number of students with disabilities (served under IDEA) who

were subjected to restraint or seclusion.

Permitted Values  Integer

Reporting Period Regular School Year 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 		

Comment Include students enrolled in grades K-12, and comparable ungraded 

levels. For each action type, the data should be unduplicated. 

Category set B does not include all students.

Students with disabilities (served under IDEA) are students with 

disabilities who are receiving services under the Individuals with 

Disabilities Education Act.

CATEGORY SET DESCRIPTION

Category Set A  Action (Restraint or Seclusion) 

 Racial Ethnic 

 Sex (Membership)

Category Set B  Action (Restraint or Seclusion) 

 LEP Status (Only)

 Sex (Membership) 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-72

Group Name: Restraint or seclusion for non-IDEA students table DG: 960

Section Student

Definition The number of students (who are not served under IDEA) who were 

subjected to restraint or seclusion.

Permitted Values  Integer

Reporting Period Regular School Year

Reporting Levels School  LEA  State 

Grand Total 

(Education Unit Total) 		

Comment Include students enrolled in grades K-12, and comparable ungraded 

levels. For each action type, the data should be unduplicated. 

Category sets B and C do not include all students.

Students (who are not served under IDEA) include students without 

disabilities and students with disabilities served solely under Section 

504 of the Rehabilitation Act. 

CATEGORY SET DESCRIPTION

Category Set A  Action (Restraint or Seclusion) 

 Racial Ethnic 

 Sex (Membership) 

Category Set B  Action (Restraint or Seclusion) 

 Disability Status (Section 504 Only)

 Sex (Membership) 

Category Set C  Action (Restraint or Seclusion) 

 LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-73

Group Name: Restraint or seclusion instances table DG: 961

Section Student

Definition The number of instances that students were subjected to restraint or 

seclusion.

Permitted Values  Integer

Reporting Period Regular School Year

Reporting	Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 		

Comment Report only for schools with one or more students subjected to 

restraint or seclusion. Include the number of instances, not the 

number of students subjected to restraint or seclusion. Include 

instances for students enrolled in grades K-12, and comparable 

ungraded levels.

A student may have been subjected to each action type more than 

once.

CATEGORY SET DESCRIPTION

Category Set A  Action (Restraint or Seclusion) 

 Disability Status (Specific)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-74

Group Name: Retention table DG: 963

Section Student

Definition The unduplicated number of students who were not promoted to the 

subsequent grade prior to the beginning of the following school year.

Permitted Values  Integer

Reporting Period School year up to one day prior to the beginning of the following 

school year

Reporting Levels School		 LEA		 State 

Grand Total 

(Education Unit Total) 		

Comment Category sets B, C, and D do not include all students.

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 

program 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.

CATEGORY SET DESCRIPTION

Category Set A  Grade Level (K-12)

 Racial Ethnic 

 Sex (Membership)

Category Set B  Grade Level (K-12)

 Disability Status (IDEA)

 Sex (Membership)

Category Set C  Grade Level (K-12)

 Disability Status (Section 504 Only)

 Sex (Membership)

Category Set D  Grade Level (K-12)

 LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-75

Group Name: SAT or ACT test participation table DG: 964

Section Student

Definition The unduplicated number of students who participated in (i.e., took) 

the SAT Reasoning Test (SAT), the ACT Test (ACT), or both. 

Permitted Values  Integer

Reporting Period School year up to one day prior to the beginning of the following 

school year

Reporting Levels School  LEA  State 

Grand Total 

(Education Unit Total)  

Comment Report only for schools with any grade 9 through 12 and/or ungraded 

with high school age students. Include students who participated, 

regardless of whether they received valid scores on the tests.

Category sets B and C do not include all students.

SAT Reasoning Test (SAT) – The SAT is a nationally recognized 

assessment used to indicate college readiness. The SAT (formerly 

the Scholastic Aptitude Test) is sponsored by the College Board. 

ACT Test (ACT) – The ACT is a nationally recognized assessment 

used to indicate college readiness. The ACT is sponsored by ACT, 

Inc. 

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic 

 Sex (Membership)

Category Set B  Disability Status (IDEA)

 Sex (Membership)

Category Set C  LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-76

Group Name: School counselors (FTE) DG: 965

Section Staff

Definition The number of full-time equivalent (FTE) school counselors.

Permitted Values  Decimal (to two decimal places)

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Include school counselors for preschool, grades K-12, and 

comparable ungraded levels, regardless of how staff were funded 

(i.e., federal, state, and/or local funds).

Full-time equivalent (FTE) – FTE is a unit that indicates the 

workload of an employed person in a way that makes workloads 

comparable across various contexts. FTE is used to measure a 

worker’s service in a place (e.g., school). FTE is the number of total 

hours the person is expected to work divided by the maximum 

number of compensable hours in a full-time schedule. An FTE of 

1.00 means that the person is equivalent to a full-time worker, while 

an FTE of 0.50 signals that the worker is only half-time.

School counselor – A professional staff member assigned specific 

duties and school time for any of the following activities: counseling 

with students and parents, consulting with other staff members on 

learning problems, evaluating student abilities, assisting students in 

making education and career choices, assisting students in personal 

and social development, providing referral assistance, and/or 

working with other staff members in planning and conducting 

guidance programs for students.
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-77

Group Name: School days missed due to out-of-school suspensions table DG: 966

Section Student

Definition The unduplicated number of school days missed by students who 

received one or more out-of-school suspensions.

Permitted Values  Integer

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 		

Comment For 2013–14 CRDC, this data group was optional.

Include school days missed by students enrolled in grades K-12, and 

comparable ungraded levels. Days when school staff were required 

to be present at school but students were not, should not be counted. 

Days when students were dismissed early from school, but school 

staff were not, should be counted as full days. Each day missed from 

a part-day program (e.g., part-day kindergarten) should be counted as 

one full day. 

For students with disabilities served under IDEA: 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 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 removal is 10 days 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 

solely 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 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).

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic 

 Sex (Membership)

Category Set B  Disability Status (IDEA)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-78

 Sex (Membership)

Category Set C  Disability Status (Section 504 Only)

 Sex (Membership)

Category Set D  LEP Status (Only)

 Sex (Membership)

Group Name: School finance—FTE personnel (state and local) DG: 967

Section Staff

Definition The number of unduplicated full-time equivalent (FTE) personnel

(K-12) funded with state and local funds.

Permitted Values  Decimal (to two decimal places)

Reporting Period School Year (Fiscal)

Reporting Levels School		 LEA				 State 

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Include personnel for grades K-12, and comparable ungraded levels 

who were funded with state and local funds. 

Full-time equivalent (FTE) – FTE is a unit that indicates the 

workload of an employed person in a way that makes workloads 

comparable across various contexts. FTE is used to measure a 

worker’s service in a place (e.g., school). FTE is the number of total 

hours the person is expected to work divided by the maximum 

number of compensable hours in a full-time schedule. An FTE of 

1.00 means that the person is equivalent to a full-time worker, while 

an FTE of 0.50 signals that the worker is only half-time.

CATEGORY SET DESCRIPTION

Category Set A  Personnel Type (School Finance FTE)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-79

Group Name: School finance—FTE personnel (federal, state, and 

local)

DG: 998

Section Staff

Definition The number of unduplicated full-time equivalent (FTE) personnel

(preschool-12) funded with federal, state, and local funds.

Permitted Values  Decimal (to two decimal places)

Reporting Period School Year (Fiscal)

Reporting Levels School		 LEA				 State 

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Include personnel for grades preschool-12, and comparable ungraded 

levels who were funded with federal, state, and local funds. 

Full-time equivalent (FTE) – FTE is a unit that indicates the 

workload of an employed person in a way that makes workloads 

comparable across various contexts. FTE is used to measure a 

worker’s service in a place (e.g., school). FTE is the number of total 

hours the person is expected to work divided by the maximum 

number of compensable hours in a full-time schedule. An FTE of 

1.00 means that the person is equivalent to a full-time worker, while 

an FTE of 0.50 signals that the worker is only half-time.

CATEGORY SET DESCRIPTION

Category Set A  Personnel Type (School Finance FTE)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-80

Group Name: School finance—FTE teachers DG: 968

Section Staff

Definition The number of full-time equivalent (FTE) teachers (K-12) funded 

with state and local funds.

Permitted Values  Decimal (to two decimal places)

Reporting Period School Year (Fiscal)

Reporting Levels School		 LEA				 State 

Grand Total 

(Education Unit Total) 

Comment Include teachers for grades K-12, and comparable ungraded levels 

who were funded with state and local funds. 

Full-time equivalent (FTE) – FTE is a unit that indicates the 

workload of an employed person in a way that makes workloads 

comparable across various contexts. FTE is used to measure a 

worker’s service in a place (e.g., school). FTE is the number of total 

hours the person is expected to work divided by the maximum 

number of compensable hours in a full-time schedule. An FTE of 

1.00 means that the person is equivalent to a full-time worker, while 

an FTE of 0.50 signals that the worker is only half-time.

For the purposes of reporting school finance data for teachers only, 

refer to the following teachers definition and guide to determine 

which teachers should be included and excluded: 

Teachers provide instruction, learning experiences, and care to 

students during a particular time period or in a given discipline. 

Teachers are defined as staff whose activities are dealing directly 

with the interaction with students. Teaching may be provided for 

students in a school classroom, in another location such as a home or 

hospital, and in other learning situations such as those involving cocurricular activities. It may also be provided through some other 

approved medium, such as television, radio, computer, the Internet, 

multimedia, telephone, and correspondence that is delivered inside or 

outside the classroom or in other teacher-student settings. 

Teachers to include:

 Regular Classroom Teachers

- Teach Chemistry, English, mathematics, physical 

education, history, etc.

 General Elementary Teachers

- Teach self-contained classes in any of grades K–8 (i.e., 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-81

teach the same class of students all or most of the day).

- Team-teach (i.e., two or more teachers collaborate to 

teach multiple subjects to the same class of students).

- Include kindergarten teachers.

 Vocational/Technical Education Teachers

- Teach typing, business, agriculture, life skills, home 

economics as well as any other vocational or technical 

classes.

 Teaching principals, teaching school counselors, teaching 

librarians, teaching school nurses, or other teaching 

administrators

- Include any staff members who teach at least one 

regularly scheduled class per week (e.g., a librarian 

teaches a regularly scheduled class in mathematics once a 

week).

 Itinerant, Co-op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be 

supervised by someone at your school.

 Current Long-Term Substitute Teachers

- Currently filling the role of regular teachers for four or 

more continuous weeks. 

 Other teachers who teach students in any of grades K–12 

Teachers to exclude:

 Special Education Teachers

- Teach special education classes to students with 

disabilities.

 Adult Education and Postsecondary Teachers

- Teach only adult education or students beyond grade 12.

 Short-term Substitute Teachers

- Fill the role of regular or special education teachers for 

less than four continuous weeks.

 Student Teachers

 Day Care Aides/Paraprofessionals

 Teacher Aides/Paraprofessionals

 Librarians who teach only library skills or how to use the 

library
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-82

Group Name: School finance—instructional aide salaries (state and local) DG: 996

Section Finance 

Definition The amount of salary expenditures for instructional aides (K-12) 

funded with state and local funds.

Permitted Values  Decimal (to two decimal places)

Reporting Period School Year (Fiscal)

Reporting Levels School		 LEA				 State 

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Instructional aides are staff who are involved in regular K-12 

instructional functions. Instructional aid expenditures are associated 

with activities dealing directly with the interaction between teachers 

and students.

When determining salary expenditures for instructional aides, use the 

following list of school-level expenditures to determine what should 

be included and excluded:

Expenditures to include:

 Expenditures paid from federal Impact Aid funds and State 

Fiscal Stabilization Fund if used under the Impact Aid 

authority

 Base salary, incentive pay, and bonuses

 Supplemental pay for additional roles

Expenditures to exclude:

 Expenditures paid from federal funds other than Impact Aid 

and State Fiscal Stabilization Fund if used under the Impact 

Aid authority

 Expenditures for preschool programs

 Expenditures for school nutrition programs

 Expenditures for adult education 

 Expenditures for special education

 Expenditures for programs that serve students from more 

than one school attendance area at a single school site (e.g., 

summer school programs that are housed in a subset of the 

district’s schools but serve students from throughout the 

school district)

 Expenditures made by regional educational agencies on 

behalf of schools

 Expenditures for employee benefits
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-83

Group Name: School finance—instructional aide salaries (federal, state, 

 and local)

DG: 997

Section Finance 

Definition The amount of salary expenditures for instructional aides (preschool12) funded with federal, state, and local funds.

Permitted Values  Decimal (to two decimal places)

Reporting Period School Year (Fiscal)

Reporting Levels School		 LEA				 State 

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Instructional aides are staff who are involved in preschool-12 

instructional functions. Instructional aid expenditures are associated 

with activities dealing directly with the interaction between teachers 

and students.

When determining salary expenditures for instructional aides, use the 

following list of school-level expenditures to determine what should 

be included and excluded:

Expenditures to include:

 Expenditures paid from all federal funds (including Impact 

Aid funds and State Fiscal Stabilization Fund)

 Expenditures for preschool programs

 Expenditures for special education

 Expenditures for programs that serve students from more 

than one school attendance area at a single school site (e.g., 

summer school programs that are housed in a subset of the 

district’s schools but serve students from throughout the 

school district)

 Expenditures made by regional educational agencies on 

behalf of schools

 Base salary, incentive pay, and bonuses

 Supplemental pay for additional roles

Expenditures to exclude:

 Expenditures for school nutrition programs

 Expenditures for adult education

 Expenditures for employee benefits
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-84

Group Name: School finance—non-personnel expenditures (state and local) DG: 970

Section Finance

Definition The amount of non-personnel expenditures associated with regular 

K-12 instruction, pupil support, instructional support, and school 

administration, funded with state and local funds. 

Permitted Values  Decimal (to two decimal places)

Reporting Period School Year (Fiscal)

Reporting Levels School		 LEA				 State 

Grand Total 

(Education Unit Total) 

Comment Include non-personnel expenditures from state and local funds. Nonpersonnel expenditures may include (but is not limited to) the 

following types of expenditures: Professional development for 

teachers and other staff; instructional materials and supplies; 

computers, software, and other technology; contracted services such 

as distance learning services; and library books and media center 

learning materials.

When determining non-personnel expenditures, use the following list 

of school-level expenditures to determine what should be included 

and excluded:

Expenditures to include:

 Expenditures paid from federal Impact Aid funds and State 

Fiscal Stabilization Fund if used under the Impact Aid 

authority

 Expenditures for professional development for teachers and 

other staff 

 Expenditures for instructional materials and supplies 

 Expenditures for computers, software, and other technology

 Expenditures for contracted services such as distance 

learning services

 Expenditures for library books and media center learning 

materials

 Other non-personnel expenditures (associated with regular K12 instruction, pupil support, instructional support, and 

school administration)

Expenditures to exclude:

 Expenditures paid from federal funds other than Impact Aid 

and State Fiscal Stabilization Fund if used under the Impact 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-85

Aid authority

 Expenditures for preschool programs

 Expenditures for school nutrition programs

 Expenditures for adult education 

 Expenditures for special education

 Expenditures for programs that serve students from more 

than one school attendance area at a single school site (e.g., 

summer school programs that are housed in a subset of the 

district’s schools but serve students from throughout the 

school district)

 Expenditures made by regional educational agencies on 

behalf of schools
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-86

Group Name: School finance—non-personnel expenditures (federal, state,

and local)

DG: 1000

Section Finance

Definition The amount of non-personnel expenditures associated with 

preschool-12 instruction, pupil support, instructional support, and 

school administration, funded with federal, state, and local funds. 

Permitted Values  Decimal (to two decimal places)

Reporting Period School Year (Fiscal)

Reporting Levels School		 LEA				 State 

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Include non-personnel expenditures from federal, state, and local 

funds. Non-personnel expenditures may include (but is not limited 

to) the following types of expenditures: Professional development 

for teachers and other staff; instructional materials and supplies; 

computers, software, and other technology; contracted services such 

as distance learning services; and library books and media center 

learning materials.

When determining non-personnel expenditures, use the following list 

of school-level expenditures to determine what should be included 

and excluded:

Expenditures to include:

 Expenditures paid from all federal funds (including Impact 

Aid funds and State Fiscal Stabilization Fund)

 Expenditures for preschool programs

 Expenditures for special education

 Expenditures for programs that serve students from more 

than one school attendance area at a single school site (e.g., 

summer school programs that are housed in a subset of the 

district’s schools but serve students from throughout the 

school district)

 Expenditures made by regional educational agencies on 

behalf of schools 

 Expenditures for professional development for teachers and 

other staff 

 Expenditures for instructional materials and supplies 

 Expenditures for computers, software, and other technology
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-87

 Expenditures for contracted services such as distance 

learning services

 Expenditures for library books and media center learning 

materials

 Other non-personnel expenditures (associated with 

preschool-12 instruction, pupil support, instructional support, 

and school administration)

Expenditures to exclude:

 Expenditures for school nutrition programs

 Expenditures for adult education 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-88

Group Name: School finance—support personnel salaries (state and local) DG: 971

Section Finance

Definition The amount of salary expenditures for support personnel (K-12) 

funded with state and local funds.

Permitted Values  Decimal (to two decimal places)

Reporting Period School Year (Fiscal)

Reporting Levels School		 LEA				 State 

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Personnel salaries include salaries for K-12 regular support staff 

funded with state and local funds that are associated with the 

following types of activities: 

 Support services for pupils – Activities designed to assess 

and improve the well-being of students to supplement the 

teaching process. 

 Support services for instructional staff – Activities associated 

with assisting the instructional staff with content and process 

of providing learning experiences for students. 

 School administration – Activities related to overall 

administration for a school. 

Exclude salary expenditures for instructional staff (teachers and 

aides).

When determining salary expenditures for personnel, use the 

following list of school-level expenditures to determine what should 

be included and excluded:

Expenditures to include:

 Expenditures paid from federal Impact Aid funds and State 

Fiscal Stabilization Fund if used under the Impact Aid 

authority

 Base salary, incentive pay, and bonuses

 Supplemental pay for additional roles

Expenditures to exclude:

 Expenditures paid from federal funds other than Impact Aid 

and State Fiscal Stabilization Fund if used under the Impact 

Aid authority
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-89

 Expenditures for preschool programs

 Expenditures for school nutrition programs

 Expenditures for adult education 

 Expenditures for special education

 Expenditures for programs that serve students from more 

than one school attendance area at a single school site (e.g., 

summer school programs that are housed in a subset of the 

district’s schools but serve students from throughout the 

school district)

 Expenditures made by regional educational agencies on 

behalf of schools

 Expenditures for employee benefits

CATEGORY SET DESCRIPTION

Category Set A  Personnel Type (Salary Expenditures)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-90

Group Name: School finance—support personnel salaries (federal, state, 

and local)

DG: 999

Section Finance

Definition The amount of salary expenditures for support personnel (preschool12) funded with federal, state, and local funds.

Permitted Values  Decimal (to two decimal places)

Reporting Period School Year (Fiscal)

Reporting Levels School		 LEA				 State 

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Personnel salaries include salaries for preschool-12 support staff 

funded with federal, state, and local funds that are associated with 

the following types of activities: 

 Support services for pupils – Activities designed to assess 

and improve the well-being of students to supplement the 

teaching process. 

 Support services for instructional staff – Activities associated 

with assisting the instructional staff with content and process 

of providing learning experiences for students. 

 School administration – Activities related to overall 

administration for a school. 

When determining salary expenditures for personnel, use the 

following list of school-level expenditures to determine what should 

be included and excluded:

Expenditures to include:

 Expenditures paid from all federal funds (including Impact 

Aid funds and State Fiscal Stabilization Fund)

 Expenditures for preschool programs

 Expenditures for special education

 Expenditures for programs that serve students from more 

than one school attendance area at a single school site (e.g., 

summer school programs that are housed in a subset of the 

district’s schools but serve students from throughout the 

school district)

 Expenditures made by regional educational agencies on 

behalf of schools
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-91

 Base salary, incentive pay, and bonuses

 Supplemental pay for additional roles

Expenditures to exclude:

 Expenditures for school nutrition programs

 Expenditures for adult education 

 Expenditures for employee benefits

CATEGORY SET DESCRIPTION

Category Set A  Personnel Type (Salary Expenditures)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-92

Group Name: School finance—teacher salaries (state and local) DG: 972

Section Finance

Definition The amount of salary expenditures for teachers (K-12) funded with 

state and local funds.

Permitted Values  Decimal (to two decimal places)

Reporting Period School Year (Fiscal)

Reporting Levels School		 LEA				 State 

Grand Total 

(Education Unit Total) 

Comment Include salary expenditures for teachers associated with regular K-12 

instruction.

For the purposes of reporting school finance data for teachers only, 

refer to the following teachers definition and guide to determine 

which teachers should be included and excluded: 

Teachers provide instruction, learning experiences, and care to 

students during a particular time period or in a given discipline. 

Teachers are defined as staff whose activities are dealing directly 

with the interaction with students. Teaching may be provided for 

students in a school classroom, in another location such as a home or 

hospital, and in other learning situations such as those involving cocurricular activities. It may also be provided through some other 

approved medium, such as television, radio, computer, the Internet, 

multimedia, telephone, and correspondence that is delivered inside or 

outside the classroom or in other teacher-student settings. 

Teachers to include:

 Regular Classroom Teachers

- Teach Chemistry, English, mathematics, physical 

education, history, etc.

 General Elementary Teachers

- Teach self-contained classes in any of grades K–8 (i.e., 

teach the same class of students all or most of the day).

- Team-teach (i.e., two or more teachers collaborate to 

teach multiple subjects to the same class of students).

- Include kindergarten teachers.

 Vocational/Technical Education Teachers

- Teach typing, business, agriculture, life skills, home 

economics as well as any other vocational or technical 

classes.

 Teaching principals, teaching school counselors, teaching 

librarians, teaching school nurses, or other teaching 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-93

administrators

- Include any staff members who teach at least one 

regularly scheduled class per week (e.g., a librarian 

teaches a regularly scheduled class in mathematics once a 

week).

 Itinerant, Co-op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be 

supervised by someone at your school.

 Current Long-Term Substitute Teachers

- Currently filling the role of regular teachers for four or 

more continuous weeks. 

 Other teachers who teach students in any of grades K–12 

Teachers to exclude:

 Special Education Teachers

- Teach special education classes to students with 

disabilities.

 Adult Education and Postsecondary Teachers

- Teach only adult education or students beyond grade 12.

 Short-term Substitute Teachers

- Fill the role of regular or special education teachers for 

less than four continuous weeks.

 Student Teachers

 Day Care Aides/Paraprofessionals

 Teacher Aides/Paraprofessionals

 Librarians who teach only library skills or how to use the 

library

When determining salary expenditures for teachers, use the 

following list of school-level expenditures to determine what should 

be included and excluded:

Expenditures to include:

 Expenditures paid from federal Impact Aid funds and State 

Fiscal Stabilization Fund if used under the Impact Aid 

authority

 Base salary, incentive pay, and bonuses

 Supplemental pay for additional roles

Expenditures to exclude:

 Expenditures paid from federal funds other than Impact Aid 

and State Fiscal Stabilization Fund if used under the Impact 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-94

Aid authority

 Expenditures for preschool programs

 Expenditures for school nutrition programs

 Expenditures for adult education 

 Expenditures for special education

 Expenditures for programs that serve students from more 

than one school attendance area at a single school site (e.g., 

summer school programs that are housed in a subset of the 

district’s schools but serve students from throughout the 

school district)

 Expenditures made by regional educational agencies on 

behalf of schools

 Expenditures for employee benefits
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-95

Group Name: School finance—teacher salaries (federal, state, and local) DG: 995

Section Finance

Definition The amount of salary expenditures for teachers (preschool-12) 

funded with federal, state, and local funds.

Permitted Values  Decimal (to two decimal places)

Reporting Period School Year (Fiscal)

Reporting Levels School		 LEA				 State 

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Include salary expenditures for teachers associated with preschool12 instruction.

For the purposes of reporting school finance data for teachers only, 

refer to the following teachers definition and guide to determine 

which teachers should be included and excluded: 

Teachers provide instruction, learning experiences, and care to 

students during a particular time period or in a given discipline. 

Teachers are defined as staff whose activities are dealing directly 

with the interaction with students. Teaching may be provided for 

students in a school classroom, in another location such as a home or 

hospital, and in other learning situations such as those involving cocurricular activities. It may also be provided through some other 

approved medium, such as television, radio, computer, the Internet, 

multimedia, telephone, and correspondence that is delivered inside or 

outside the classroom or in other teacher-student settings. 

Teachers to include:

 Regular Classroom Teachers

- Teach Chemistry, English, mathematics, physical 

education, history, etc.

 Special Education Teachers

- Teach special education classes to students with 

disabilities.

 General Elementary Teachers

- Teach self-contained classes in any of grades Preschool–8 

(i.e., teach the same class of students all or most of the 

day).

- Team-teach (i.e., two or more teachers collaborate to 

teach multiple subjects to the same class of students).
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-96

- Include preschool teachers and kindergarten teachers.

 Vocational/Technical Education Teachers

- Teach typing, business, agriculture, life skills, home 

economics as well as any other vocational or technical 

classes.

 Teaching principals, teaching school counselors, teaching 

librarians, teaching school nurses, or other teaching 

administrators

- Include any staff members who teach at least one 

regularly scheduled class per week (e.g., a librarian 

teaches a regularly scheduled class in mathematics once a 

week).

 Itinerant, Co-op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be 

supervised by someone at your school.

 Current Long-Term Substitute Teachers

- Currently filling the role of regular teachers for four or 

more continuous weeks. 

 Other teachers who teach students in any of grades 

Preschool–12 

Teachers to exclude:

 Adult Education and Postsecondary Teachers

- Teach only adult education or students beyond grade 12.

 Short-term Substitute Teachers

- Fill the role of regular or special education teachers for 

less than four continuous weeks.

 Student Teachers

 Day Care Aides/Paraprofessionals

 Teacher Aides/Paraprofessionals

 Librarians who teach only library skills or how to use the 

library

When determining salary expenditures for teachers, use the 

following list of school-level expenditures to determine what should 

be included and excluded:

Expenditures to include:

 Expenditures paid from all federal funds (including Impact 

Aid funds and State Fiscal Stabilization Fund)

 Expenditures for preschool programs

 Expenditures for special education
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-97

 Expenditures for programs that serve students from more 

than one school attendance area at a single school site (e.g., 

summer school programs that are housed in a subset of the 

district’s schools but serve students from throughout the 

school district)

 Expenditures made by regional educational agencies on 

behalf of schools

 Base salary, incentive pay, and bonuses

 Supplemental pay for additional roles

Expenditures to exclude:

 Expenditures for school nutrition programs

 Expenditures for adult education

 Expenditures for employee benefits
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-98

Group Name: School finance—total personnel salaries (state and local) DG: 1001

Section Finance 

Definition The total amount of salary expenditures for instructional and support 

personnel (K-12) funded with state and local funds.

Permitted Values  Decimal (to two decimal places)

Reporting Period School Year (Fiscal)

Reporting Levels School		 LEA				 State 

Grand Total 

(Education Unit Total) 

Comment K-12 regular instructional and support personnel funded with state 

and local funds are defined as follows:

 Instructional staff – Includes teachers and instructional aides

 Support services staff for pupils – Includes guidance 

counselors, nurses, attendance officers, speech pathologists, 

and other staff who provide support services for students

 Support services staff for instructional staff – Includes 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

Personnel salaries include salaries for K-12 regular instructional and 

support staff that are associated with the following types of 

activities: 

 Instructional functions – Activities dealing directly with the 

interaction between teachers and students.

 Support services for pupils – Activities designed to assess 

and improve the well-being of students to supplement the 

teaching process. 

 Support services for instructional staff – Activities associated 

with assisting the instructional staff with content and process 

of providing learning experiences for students. 

 School administration – Activities related to overall 

administration for a school. 

When determining salary expenditures for personnel, use the 

following list of school-level expenditures to determine what should 

be included and excluded:

Expenditures to include:

 Expenditures paid from federal Impact Aid funds and State 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-99

Fiscal Stabilization Fund if used under the Impact Aid 

authority

 Base salary, incentive pay, and bonuses

 Supplemental pay for additional roles

Expenditures to exclude:

 Expenditures paid from federal funds other than Impact Aid 

and State Fiscal Stabilization Fund if used under the Impact 

Aid authority

 Expenditures for preschool programs

 Expenditures for school nutrition programs

 Expenditures for adult education 

 Expenditures for special education

 Expenditures for programs that serve students from more 

than one school attendance area at a single school site (e.g., 

summer school programs that are housed in a subset of the 

district’s schools but serve students from throughout the 

school district)

 Expenditures made by regional educational agencies on 

behalf of schools

 Expenditures for employee benefits
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-100

Group Name: School finance—total personnel salaries (federal, state, and 

local)

DG: 1002

Section Finance 

Definition The total amount of salary expenditures for instructional and support 

personnel (preschool-12) funded with federal, state, and local funds.

Permitted Values  Decimal (to two decimal places)

Reporting Period School Year (Fiscal)

Reporting Levels School		 LEA				 State 

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Preschool-12 instructional and support personnel funded with 

federal, state, and local funds are defined as follows:

 Instructional staff – Includes teachers and instructional aides

 Support services staff for pupils – Includes guidance 

counselors, nurses, attendance officers, speech pathologists, 

and other staff who provide support services for students

 Support services staff for instructional staff – Includes 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

Personnel salaries include salaries for preschool-12 instructional and 

support staff that are associated with the following types of 

activities: 

 Instructional functions – Activities dealing directly with the 

interaction between teachers and students.

 Support services for pupils – Activities designed to assess 

and improve the well-being of students to supplement the 

teaching process. 

 Support services for instructional staff – Activities associated 

with assisting the instructional staff with content and process 

of providing learning experiences for students. 

 School administration – Activities related to overall 

administration for a school. 

When determining salary expenditures for personnel, use the 

following list of school-level expenditures to determine what should 

be included and excluded:
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-101

Expenditures to include:

 Expenditures paid from all federal funds (including Impact 

Aid funds and State Fiscal Stabilization Fund)

 Expenditures for preschool programs

 Expenditures for special education

 Expenditures for programs that serve students from more 

than one school attendance area at a single school site (e.g., 

summer school programs that are housed in a subset of the 

district’s schools but serve students from throughout the 

school district)

 Expenditures made by regional educational agencies on 

behalf of schools

 Base salary, incentive pay, and bonuses

 Supplemental pay for additional roles

Expenditures to exclude:

 Expenditures for school nutrition programs

 Expenditures for adult education 

 Expenditures for employee benefits
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-102

Group Name: Science classes—high school DG: 973

Section Education Unit

Definition The unduplicated number of classes in science (college-preparatory) 

courses at the high school level.

Permitted Values  Integer

Reporting Period  For schools with regular scheduling – October 1 

 For schools with block scheduling that allows a full-year course 

to be taken in one semester – Sum of a count taken on October 1 

in the first block, and around March 1 in the second block 

Reporting Levels School		 LEA				 State		

Grand Total

(Education Unit Total) 

Comment Report only for schools with any grade 9 through 12 and/or ungraded

with high school age students.

CATEGORY SET DESCRIPTION

Category Set A  Science (Classes and Course Enrollment)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-103

Group Name: Science classes—high school teacher certification DG: 1006

Section Education Unit

Definition The unduplicated number of classes in science (college-preparatory) 

courses at the high school level taught by teachers with a science 

certification.

Permitted Values  Integer

Reporting Period  For schools with regular scheduling – October 1 

 For schools with block scheduling that allows a full-year course 

to be taken in one semester – Sum of a count taken on October 1 

in the first block, and around March 1 in the second block 

Reporting Levels School		 LEA				 State		

Grand Total

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Report only for schools with any grade 9 through 12 and/or ungraded 

with high school age students.

Teachers are considered certified in science if they have received a 

teaching certificate/license/endorsement in science (general or 

subject-specific) from the state.

Teachers may be funded with federal, state, and/or local funds. 

Justice facilities should consider only teachers who serve students in 

the educational program offered at the justice facility during the 

regular school year. 

Refer to the following guide to determine which teachers may be 

included and which teachers should be excluded.

Teachers certified in science may include:

 Regular Classroom Teachers

 Special Education Teachers

- Teach special education classes to students with 

disabilities.

 Vocational/Technical Education Teachers

 Teaching principals, teaching school counselors, teaching 

librarians, teaching school nurses, or other teaching 

administrators

- Include any staff members who teach at least one 

regularly scheduled class per week (e.g., a librarian 

teaches a regularly scheduled class in science once a 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-104

week).

 Teachers of Ungraded Students

 Itinerant, Co-op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be 

supervised by someone at your school.

 Current Long-Term Substitute Teachers

- Currently filling the role of regular teachers for four or 

more continuous weeks. 

 Other teachers who teach students in any of grades 9–12 

Teachers to exclude:

 General Elementary Teachers

- Teach self-contained classes in any of grades Preschool–8 

(i.e., teach the same class of students all or most of the 

day).

- Team-teach (i.e., two or more teachers collaborate to 

teach multiple subjects to the same class of students).

- Include preschool teachers and kindergarten teachers.

 Adult Education and Postsecondary Teachers

- Teach only adult education or students beyond grade 12.

 Short-term Substitute Teachers

- Fill the role of regular or special education teachers for 

less than four continuous weeks.

 Student Teachers

 Day Care Aides/Paraprofessionals

 Teacher Aides/Paraprofessionals

CATEGORY SET DESCRIPTION

Category Set A  Science (Classes and Course Enrollment)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-105

Group Name: Science course enrollment—high school DG: 974

Section Student

Definition The number of high school level students enrolled in science 

(college-preparatory) courses.

Permitted Values  Integer 

Reporting Period  For schools with regular scheduling – October 1

 For schools with block scheduling that allows a full-year course 

to be taken in one semester – Sum of a count taken on October 1 

in the first block, and around March 1 in the second block

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

Comment Report only for schools with any grade 9 through 12 and/or ungraded 

with high school age students, and that provide college-preparatory

science courses. 

For each science course, the data should be unduplicated. Category

sets B and C do not include all students. 

CATEGORY SET DESCRIPTION

Category Set A  Science (Classes and Course Enrollment)

 Racial Ethnic

 Sex (Membership)

Category Set B  Science (Classes and Course Enrollment)

 Disability Status (IDEA)

 Sex (Membership)

Category Set C  Science (Classes and Course Enrollment)

 LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-106

Group Name: Security staff (FTE) table DG: 975

Section Staff

Definition The number of full-time equivalent (FTE) school security staff.

Permitted Values  Decimal (to two decimal places)

Reporting Period Regular School Year 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 		

Comment For 2013–14 CRDC, this data group was optional.

Include staff for preschool, grades K-12, and comparable ungraded 

levels, regardless of how staff were funded (i.e., federal, state, and/or 

local funds).

Full-time equivalent (FTE) – FTE is a unit that indicates the 

workload of an employed person in a way that makes workloads 

comparable across various contexts. FTE is used to measure a 

worker’s service in a place (e.g., school). FTE is the number of total 

hours the person is expected to work divided by the maximum 

number of compensable hours in a full-time schedule. An FTE of 

1.00 means that the person is equivalent to a full-time worker, while 

an FTE of 0.50 signals that the worker is only half-time.

CATEGORY SET DESCRIPTION

Category Set A  Security Staff Type
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-107

Group Name: Single-sex academic classes table DG: 976

Section Education Unit

Definition The unduplicated number of academic classes in a co-educational 

school where only male or female students are permitted to take the 

class.

Permitted Values  Integer 

Reporting Period  For schools with regular scheduling – October 1 

 For schools with block scheduling that allows a full-year course 

to be taken in one semester – Sum of a count taken on October 1 

in the first block, and around March 1 in the second block 

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 

Comment For co-educational schools only. Independent study is not 

considered a single-sex class. Include academic classes for grades 

K-12, and comparable ungraded levels.		

Single-sex academic class – A single-sex academic class refers to an 

academic class in a co-educational school where only male or only 

female students are permitted to take the class. If both male and 

female students are permitted to take the class, then it is not a singlesex class. A physical education class is not considered an academic 

class. 

A class should be counted as a single-sex class only if it excludes 

students of one sex from enrolling or otherwise participating in that 

class because of their sex. A class is not considered single-sex so 

long as it is open to members of both sexes, even if students of only

one sex, or a disproportionate number of students of one sex, enroll. 

CATEGORY SET DESCRIPTION

Category Set A  Academic Subject (Single-Sex Classes)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-108

Group Name: Student chronic absenteeism table DG: 978

Section Student

Definition The unduplicated number of students absent 15 or more school days 

during the school year. 

Permitted Values  Integer

Reporting Period Regular School Year

Reporting Levels School  LEA  State 

Grand Total 

(Education Unit Total)  

Comment Include students enrolled in grades K-12, and comparable ungraded 

levels. Include students who were absent for any reason (e.g., 

illness, suspension, the need to care for a family member), regardless 

of whether absences were excused or unexcused. Category sets B, 

C, and D do not include all students.

A student was absent if he or she was not physically on school 

grounds and was not participating in instruction or instruction-related 

activities at an approved off-grounds location for at least half the

school day. 

CATEGORY SET DESCRIPTION

Category Set A  Racial Ethnic 

 Sex (Membership)

Category Set B  Disability Status (IDEA)

 Sex (Membership)

Category Set C  Disability Status (Section 504 Only)

 Sex (Membership)

Category Set D  LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-109

Group Name: Students with disabilities served under IDEA DG: 980

Section Student

Definition The unduplicated number of students served under the Individuals 

with Disabilities Education Act (IDEA).

Permitted Values  Integer 

Reporting Period

Revised!

October 1 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Include students enrolled in preschool, grades K-12, and comparable 

ungraded levels. Category set C does not include all students.

CATEGORY SET DESCRIPTION

Category Set A  Sex (Membership)

Category Set B  Racial Ethnic

 Sex (Membership)

Category Set C  LEP Status (Only)

 Sex (Membership)

Group Name: Students with disabilities served under Section 504 only DG: 981

Section Student

Definition The unduplicated number of students who have been identified as 

having a disability and are receiving related aids and services solely 

under Section 504 of the Rehabilitation Act of 1973, and not under 

the Individuals with Disabilities Education Act (IDEA).

Permitted Values  Integer 

Reporting Period October 1 

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 

Comment Include students enrolled in preschool, grades K-12, and comparable 

ungraded levels. Category set C does not include all students.

CATEGORY SET DESCRIPTION

Category Set A  Sex (Membership)

Category Set B  Racial Ethnic

 Sex (Membership)

Category Set C  LEP Status (Only)

 Sex (Membership)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-110

Group Name: Support services staff (FTE) DG: 982

Section Staff

Definition The number of full-time equivalent (FTE) support services staff.

Permitted Values  Decimal (to two decimal places)

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total) 		

Comment For 2013–14 CRDC, this data group was optional.

Include staff for preschool, grades K-12, and comparable ungraded 

levels, regardless of how staff were funded (i.e., federal, state, and/or 

local funds). Exclude school counselors.

Full-time equivalent (FTE) – FTE is a unit that indicates the 

workload of an employed person in a way that makes workloads 

comparable across various contexts. FTE is used to measure a 

worker’s service in a place (e.g., school). FTE is the number of total 

hours the person is expected to work divided by the maximum 

number of compensable hours in a full-time schedule. An FTE of 

1.00 means that the person is equivalent to a full-time worker, while 

an FTE of 0.50 signals that the worker is only half-time.

CATEGORY SET DESCRIPTION

Category Set A  Support Services Staff Type
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-111

Group Name: Suspension instances DG: 1007

Section Student

Definition The number of instances of out-of-school suspension that K-12 

students received.

Permitted Values  Integer 

Reporting Period Regular School Year 

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 		

Comment For 2013–14 CRDC, this data group was optional.

Include instances of out-of school suspension for students enrolled in 

grades K-12, and comparable ungraded levels. Include the number 

of instances, not the number of students who received out-of-school 

suspensions. 

Out-of-school suspension –

For students with disabilities served under IDEA: 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 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 removal is 10 days 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 

solely 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 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).

CATEGORY SET DESCRIPTION

Category Set A  Disability Status (Specific)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-112

Group Name: Suspension instances—preschool DG: 1008

Section Student

Definition The number of instances of out-of-school suspension that preschool 

children received.

Permitted Values  Integer 

Reporting Period Regular School Year 

Reporting Levels School		 LEA				 State		

Grand Total 

(Education Unit Total) 		

Comment For 2013–14 CRDC, this data group was optional.

Include instances of out-of school suspension for children enrolled in 

preschool. Include the number of instances, not the number of 

children who received out-of-school suspensions. Preschool refers 

to preschool programs and services for children ages 3 through 5. 

Out-of-school suspension –

For students with disabilities served under IDEA: 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 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 removal is 10 days 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 

solely 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 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).

CATEGORY SET DESCRIPTION

Category Set A  Preschool (Corporal Punishment and Suspension)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-113

Group Name: Teacher absenteeism table DG: 983

Section Staff

Definition The number of full-time equivalent (FTE) teachers who were absent 

more than 10 school days during the school year.

Permitted Values  Decimal (to two decimal places)

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State  

Grand Total 

(Education Unit Total) 

Comment Include teachers for preschool, grades K-12, and comparable 

ungraded levels, regardless of how teachers were funded (i.e., 

federal, state, and/or local funds). 

A teacher was absent if he or she was not in attendance on a day in 

the regular school year when the teacher would otherwise be 

expected to be teaching students in an assigned class. This includes 

both days taken for sick leave and days taken for personal leave. 

Personal leave includes absences for reasons other than sick leave. 

Do not include administratively approved leave for professional 

development, field trips or other off-campus activities with students.

Full-time equivalent (FTE) – FTE is a unit that indicates the 

workload of an employed person in a way that makes workloads 

comparable across various contexts. FTE is used to measure a 

worker’s service in a place (e.g., school). FTE is the number of total 

hours the person is expected to work divided by the maximum 

number of compensable hours in a full-time schedule. An FTE of 

1.00 means that the person is equivalent to a full-time worker, while 

an FTE of 0.50 signals that the worker is only half-time.

For the purposes of reporting teacher absenteeism, refer to the 

following teachers definition and guide to determine which teachers 

should be included and excluded: 

Teachers provide instruction, learning experiences, and care to 

students during a particular time period or in a given discipline. 

Teachers to include:

 Regular Classroom Teachers

- Teach Chemistry, English, mathematics, physical 

education, history, etc.

 Special Education Teachers
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-114

- Teach special education classes to students with 

disabilities.

 General Elementary Teachers

- Teach self-contained classes in any of grades Preschool–8 

(i.e., teach the same class of students all or most of the 

day).

- Team-teach (i.e., two or more teachers collaborate to 

teach multiple subjects to the same class of students).

- Include preschool teachers and kindergarten teachers.

 Vocational/Technical Education Teachers

- Teach typing, business, agriculture, life skills, home 

economics as well as any other vocational or technical 

classes.

 Teaching principals, teaching school counselors, teaching 

librarians, teaching school nurses, or other teaching 

administrators

- Include any staff members who teach at least one 

regularly scheduled class per week (e.g., a librarian 

teaches a regularly scheduled class in mathematics once a 

week).

 Teachers of Ungraded Students

 Itinerant, Co-op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be 

supervised by someone at your school.

 Current Long-Term Substitute Teachers

- Currently filling the role of regular teachers for four or 

more continuous weeks. 

 Other teachers who teach students in any of grades 

Preschool–12 

Teachers to exclude:

 Adult Education and Postsecondary Teachers

- Teach only adult education or students beyond grade 12.

 Short-term Substitute Teachers

- Fill the role of regular or special education teachers for 

less than four continuous weeks.

 Student Teachers

 Day Care Aides/Paraprofessionals

 Teacher Aides/Paraprofessionals

 Librarians who teach only library skills or how to use the 

library
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-115

Group Name: Teacher credentials (FTE) DG: 990

Section Staff

Definition The number of full-time equivalent (FTE) teachers who met all state 

licensing/certification requirements.

Permitted Values  Decimal (to two decimal places)

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total)



Comment Include teachers for preschool, grades K-12, and comparable 

ungraded levels, regardless of how teachers were funded (i.e., 

federal, state, and/or local funds). 

A teacher has met all applicable state teacher certification 

requirements for a standard certificate if the teacher has a 

regular/standard certificate/license/endorsement issued by the state. 

A beginning teacher who has met the standard teacher education 

requirements is considered to have met state requirements even if he 

or she has not completed a state-required probationary period. A 

teacher working towards certification by way of alternative routes, or

a teacher with an emergency, temporary, or provisional credential is 

not considered to have met state requirements. State requirements 

are determined by the state.

Full-time equivalent (FTE) – FTE is a unit that indicates the 

workload of an employed person in a way that makes workloads 

comparable across various contexts. FTE is used to measure a 

worker’s service in a place (e.g., school). FTE is the number of total 

hours the person is expected to work divided by the maximum 

number of compensable hours in a full-time schedule. An FTE of 

1.00 means that the person is equivalent to a full-time worker, while 

an FTE of 0.50 signals that the worker is only half-time.

For the purposes of reporting teacher certification, refer to the 

following teachers definition and guide to determine which teachers 

should be included and excluded: 

Teachers provide instruction, learning experiences, and care to 

students during a particular time period or in a given discipline. 

Teachers to include:

 Regular Classroom Teachers
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-116

- Teach Chemistry, English, mathematics, physical 

education, history, etc.

 Special Education Teachers

- Teach special education classes to students with 

disabilities.

 General Elementary Teachers

- Teach self-contained classes in any of grades Preschool–8 

(i.e., teach the same class of students all or most of the 

day).

- Team-teach (i.e., two or more teachers collaborate to 

teach multiple subjects to the same class of students).

- Include preschool teachers and kindergarten teachers.

 Vocational/Technical Education Teachers

- Teach typing, business, agriculture, life skills, home 

economics as well as any other vocational or technical 

classes.

 Teaching principals, teaching school counselors, teaching 

librarians, teaching school nurses, or other teaching 

administrators

- Include any staff members who teach at least one 

regularly scheduled class per week (e.g., a librarian 

teaches a regularly scheduled class in mathematics once a 

week).

 Teachers of Ungraded Students

 Itinerant, Co-op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be 

supervised by someone at your school.

 Current Long-Term Substitute Teachers

- Currently filling the role of regular teachers for four or 

more continuous weeks. 

 Other teachers who teach students in any of grades 

Preschool–12 

Teachers to exclude:

 Adult Education and Postsecondary Teachers

- Teach only adult education or students beyond grade 12.

 Short-term Substitute Teachers

- Fill the role of regular or special education teachers for 

less than four continuous weeks.

 Student Teachers

 Day Care Aides/Paraprofessionals

 Teacher Aides/Paraprofessionals
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-117

 Librarians who teach only library skills or how to use the 

library
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-118

Group Name: Teacher credentials (FTE)—not certified DG: 1009

Section Staff

Definition The number of full-time equivalent (FTE) teachers who have not met 

all state licensing/certification requirements.

Permitted Values  Decimal (to two decimal places)

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total)



Comment Include teachers for preschool, grades K-12, and comparable 

ungraded levels, regardless of how teachers were funded (i.e., 

federal, state, and/or local funds). 

A teacher has not met all applicable state teacher certification 

requirements for a standard certificate if the teacher does not have a

regular/standard certificate/license/endorsement issued by the state. 

A beginning teacher who has not met the standard teacher education 

requirements is not considered to have met state requirements even if 

he or she has completed a state-required probationary period. A 

teacher working towards certification by way of alternative routes, or 

a teacher with an emergency, temporary, or provisional credential is 

not considered to have met state requirements. State requirements 

are determined by the state.

Full-time equivalent (FTE) – FTE is a unit that indicates the 

workload of an employed person in a way that makes workloads 

comparable across various contexts. FTE is used to measure a 

worker’s service in a place (e.g., school). FTE is the number of total 

hours the person is expected to work divided by the maximum 

number of compensable hours in a full-time schedule. An FTE of 

1.00 means that the person is equivalent to a full-time worker, while 

an FTE of 0.50 signals that the worker is only half-time.

For the purposes of reporting teacher certification, refer to the 

following teachers definition and guide to determine which teachers 

should be included and excluded: 

Teachers provide instruction, learning experiences, and care to 

students during a particular time period or in a given discipline. 

Teachers to include:

 Regular Classroom Teachers
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-119

- Teach Chemistry, English, mathematics, physical 

education, history, etc.

 Special Education Teachers

- Teach special education classes to students with 

disabilities.

 General Elementary Teachers

- Teach self-contained classes in any of grades Preschool–8 

(i.e., teach the same class of students all or most of the 

day).

- Team-teach (i.e., two or more teachers collaborate to 

teach multiple subjects to the same class of students).

- Include preschool teachers and kindergarten teachers.

 Vocational/Technical Education Teachers

- Teach typing, business, agriculture, life skills, home 

economics as well as any other vocational or technical 

classes.

 Teaching principals, teaching school counselors, teaching 

librarians, teaching school nurses, or other teaching 

administrators

- Include any staff members who teach at least one 

regularly scheduled class per week (e.g., a librarian 

teaches a regularly scheduled class in mathematics once a 

week).

 Teachers of Ungraded Students

 Itinerant, Co-op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be 

supervised by someone at your school.

 Current Long-Term Substitute Teachers

- Currently filling the role of regular teachers for four or 

more continuous weeks. 

 Other teachers who teach students in any of grades 

Preschool–12 

Teachers to exclude:

 Adult Education and Postsecondary Teachers

- Teach only adult education or students beyond grade 12.

 Short-term Substitute Teachers

- Fill the role of regular or special education teachers for 

less than four continuous weeks.

 Student Teachers

 Day Care Aides/Paraprofessionals

 Teacher Aides/Paraprofessionals
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-120

 Librarians who teach only library skills or how to use the 

library
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-121

Group Name: Teachers (FTE) DG: 984

Section Staff

Definition The unduplicated number of full-time equivalent (FTE) teachers.

Permitted Values  Decimal (to two decimal places)

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State  

Grand Total 

(Education Unit Total) 

Comment Include teachers for preschool, grades K-12, and comparable 

ungraded levels, regardless of how teachers were funded (i.e., 

federal, state, and/or local funds). Justice facilities should include 

only teachers who serve students in the educational program offered 

at the justice facility during the regular school year. 

Full-time equivalent (FTE) – FTE is a unit that indicates the 

workload of an employed person in a way that makes workloads 

comparable across various contexts. FTE is used to measure a 

worker’s service in a place (e.g., school). FTE is the number of total 

hours the person is expected to work divided by the maximum 

number of compensable hours in a full-time schedule. An FTE of 

1.00 means that the person is equivalent to a full-time worker, while 

an FTE of 0.50 signals that the worker is only half-time.

For the purposes of reporting teacher count, refer to the following 

teachers definition and guide to determine which teachers should be 

included and excluded: 

Teachers provide instruction, learning experiences, and care to 

students during a particular time period or in a given discipline. 

Teachers to include:

 Regular Classroom Teachers

- Teach Chemistry, English, mathematics, physical 

education, history, etc.

 Special Education Teachers

- Teach special education classes to students with 

disabilities.

 General Elementary Teachers

- Teach self-contained classes in any of grades Preschool–8 

(i.e., teach the same class of students all or most of the 

day).

- Team-teach (i.e., two or more teachers collaborate to 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-122

teach multiple subjects to the same class of students).

- Include preschool teachers and kindergarten teachers.

 Vocational/Technical Education Teachers

- Teach typing, business, agriculture, life skills, home 

economics as well as any other vocational or technical 

classes.

 Teaching principals, teaching school counselors, teaching 

librarians, teaching school nurses, or other teaching 

administrators

- Include any staff members who teach at least one 

regularly scheduled class per week (e.g., a librarian 

teaches a regularly scheduled class in mathematics once a 

week).

 Teachers of Ungraded Students

 Itinerant, Co-op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be 

supervised by someone at your school.

 Current Long-Term Substitute Teachers

- Currently filling the role of regular teachers for four or 

more continuous weeks. 

 Other teachers who teach students in any of grades 

Preschool–12 

Teachers to exclude:

 Adult Education and Postsecondary Teachers

- Teach only adult education or students beyond grade 12.

 Short-term Substitute Teachers

- Fill the role of regular or special education teachers for 

less than four continuous weeks.

 Student Teachers

 Day Care Aides/Paraprofessionals

 Teacher Aides/Paraprofessionals

 Librarians who teach only library skills or how to use the 

library
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-123

Group Name: Teachers (counts) DG: 1003

Section Staff

Definition The unduplicated number of teachers.

Permitted Values  Integer 

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State  

Grand Total 

(Education Unit Total) 

Comment For 2013–14 CRDC, this data group was optional.

Include teachers for preschool, grades K-12, and comparable 

ungraded levels, regardless of how teachers were funded (i.e., 

federal, state, and/or local funds). Justice facilities should include 

only teachers who serve students in the educational program offered 

at the justice facility during the regular school year. 

Report counts, not full-time equivalencies. For the purposes of 

reporting teacher count, refer to the following teachers definition and 

guide to determine which teachers should be included and excluded: 

Teachers provide instruction, learning experiences, and care to 

students during a particular time period or in a given discipline. 

Teachers to include:

 Regular Classroom Teachers

- Teach Chemistry, English, mathematics, physical 

education, history, etc.

 Special Education Teachers

- Teach special education classes to students with 

disabilities.

 General Elementary Teachers

- Teach self-contained classes in any of grades Preschool–8 

(i.e., teach the same class of students all or most of the 

day).

- Team-teach (i.e., two or more teachers collaborate to 

teach multiple subjects to the same class of students).

- Include preschool teachers and kindergarten teachers.

 Vocational/Technical Education Teachers

- Teach typing, business, agriculture, life skills, home 

economics as well as any other vocational or technical 

classes.

 Teaching principals, teaching school counselors, teaching 
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-124

librarians, teaching school nurses, or other teaching 

administrators

- Include any staff members who teach at least one 

regularly scheduled class per week (e.g., a librarian 

teaches a regularly scheduled class in mathematics once a 

week).

 Teachers of Ungraded Students

 Itinerant, Co-op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be 

supervised by someone at your school.

 Current Long-Term Substitute Teachers

- Currently filling the role of regular teachers for four or 

more continuous weeks. 

 Other teachers who teach students in any of grades 

Preschool–12 

Teachers to exclude:

 Adult Education and Postsecondary Teachers

- Teach only adult education or students beyond grade 12.

 Short-term Substitute Teachers

- Fill the role of regular or special education teachers for 

less than four continuous weeks.

 Student Teachers

 Day Care Aides/Paraprofessionals

 Teacher Aides/Paraprofessionals

 Librarians who teach only library skills or how to use the 

library

CATEGORY SET DESCRIPTION

Category Set A  Teacher (Year Employed)
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-125

Group Name: Teacher experience DG: 985

Section Staff

Definition The number of full-time equivalent (FTE) teachers with the specified 

length of experience.

Permitted Values  Decimal (to two decimal places)

Reporting Period Regular School Year

Reporting Levels School		 LEA		 State  

Grand Total 

(Education Unit Total) 

Comment Include teachers for preschool, grades K-12, and comparable 

ungraded levels, regardless of how teachers were funded (i.e., 

federal, state, and/or local funds). 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 presently teaching. Justice 

facilities should include only teachers who serve students in the 

educational program offered at the justice facility during the regular 

school year. 

Full-time equivalent (FTE) – FTE is a unit that indicates the 

workload of an employed person in a way that makes workloads 

comparable across various contexts. FTE is used to measure a 

worker’s service in a place (e.g., school). FTE is the number of total 

hours the person is expected to work divided by the maximum 

number of compensable hours in a full-time schedule. An FTE of 

1.00 means that the person is equivalent to a full-time worker, while 

an FTE of 0.50 signals that the worker is only half-time.

For the purposes of reporting teacher experience, refer to the 

following teachers definition and guide to determine which teachers 

should be included and excluded: 

Teachers provide instruction, learning experiences, and care to 

students during a particular time period or in a given discipline. 

Teachers to include:

 Regular Classroom Teachers

- Teach Chemistry, English, mathematics, physical 

education, history, etc.

 Special Education Teachers

- Teach special education classes to students with 

disabilities.

 General Elementary Teachers
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-126

- Teach self-contained classes in any of grades Preschool–8 

(i.e., teach the same class of students all or most of the 

day).

- Team-teach (i.e., two or more teachers collaborate to 

teach multiple subjects to the same class of students).

- Include preschool teachers and kindergarten teachers.

 Vocational/Technical Education Teachers

- Teach typing, business, agriculture, life skills, home 

economics as well as any other vocational or technical 

classes.

 Teaching principals, teaching school counselors, teaching 

librarians, teaching school nurses, or other teaching 

administrators

- Include any staff members who teach at least one 

regularly scheduled class per week (e.g., a librarian 

teaches a regularly scheduled class in mathematics once a 

week).

 Teachers of Ungraded Students

 Itinerant, Co-op, Traveling, and Satellite Teachers

- Teach at more than one school and may or may not be 

supervised by someone at your school.

 Current Long-Term Substitute Teachers

- Currently filling the role of regular teachers for four or 

more continuous weeks. 

 Other teachers who teach students in any of grades 

Preschool–12 

Teachers to exclude:

 Adult Education and Postsecondary Teachers

- Teach only adult education or students beyond grade 12.

 Short-term Substitute Teachers

- Fill the role of regular or special education teachers for 

less than four continuous weeks.

 Student Teachers

 Day Care Aides/Paraprofessionals

 Teacher Aides/Paraprofessionals

 Librarians who teach only library skills or how to use the 

library

CATEGORY SET DESCRIPTION

Category Set A  Teaching Experience
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-127

Group Name: Ungraded detail DG: 986

Section Education Unit

Definition An indication of whether the ungraded school has mainly elementary, 

middle, and/or high school students.

Permitted Values  School has mainly elementary school age students

 School has mainly middle school age students

 School has mainly high school age students

 School has mainly elementary and middle school age students

 School has mainly middle and high school age students

 School has elementary, middle, and high school age students

Reporting Period October 1 

Reporting Levels School		 LEA		 State  

Grand Total 

(Education Unit Total) 

Comment For schools that are wholly ungraded (i.e., schools that do not 

classify students by grade).
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-128

C: DATA GROUPS COLLECTED THROUGH ESS ONLY

Group Name: Graduates/completers table DG: 306

Section Student

Definition The unduplicated number of students who graduated from high 

school or completed some other education program that is approved 

by the state or local educational agency (SEA or LEA) during the 

school year and the subsequent summer school.

Permitted Values  Integer 

Reporting Period School Year (including subsequent summer school)

Reporting Levels School		 LEA		 State		

Grand Total 

(Education Unit Total)



Comment Report only for LEAs and schools with graduate levels. Category

sets C, D, E, and F do not include all students.

File Specification # 040 

CATEGORY SET DESCRIPTION

Category Set A  Diploma/Credential 

 Racial Ethnic

 Sex (Membership)

Category Set B  Diploma/Credential

 Disability Status (IDEA)

 Sex (Membership)

Category Set C  Diploma/Credential 

 LEP Status (Only) 

 Sex (Membership)

Category Set D  Diploma/Credential

 Economically Disadvantaged Status

Category Set E  Diploma/Credential

 Migrant Status

Category Set F  Diploma/Credential

 Homeless Enrolled Status

SUBTOTALS DESCRIPTION

Subtotals 1  Diploma/Credential 

STEWARD: NCES
Attachment A2

CRDC Data Set for School Year 2015–16

Page A2-129

Group Name: Title I school status DG: 22

Section Education Unit

Definition An indication that a school is designated under state and federal 

regulations as being eligible for participation in programs authorized 

by Title I of ESEA as amended and whether it has a Title I program. 

Permitted Values  Title I Targeted Assistance Eligible School- No Program

 Title I Targeted Assistance School

 Title I Schoolwide Eligible-Title I Targeted Assistance Program

 Title I Schoolwide Eligible School- No Program

 Title I Schoolwide School

 Not a Title I School 

Reporting Period Beginning of School Year

Reporting Levels School		 LEA		 State		

Grand Total (Education 

Unit Total)



Comment

File Specification # 129 

STEWARD: OESE/Title I